Doctor of Physical Therapy
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5/6/24
Why Earn a Doctor of Physical Therapy?
Learn how a Doctor of Physical Therapy can lead to a career that rewards you in so many ways. The DPT at RMU is accelerated, comprehensive, and prepares you to excel in diverse clinical settings.
DPT Program Highlights
Pro-Bono Community Rehabilitation Clinic
Pro-Bono Community Rehabilitation Clinic
Have the opportunity to care for and serve real patients as you work alongside experienced physical therapists and faculty in our University’s pro-bono PT clinic, the Community Rehabilitation Center. Our clinic serves members of Utah County who can’t afford physical therapy treatment. Implement what you are learning for those in need.
2 Start Dates
2 Start Dates
Our 2 start dates (Summer & Fall) allow us to accommodate students graduating at different times of the year.
Accelerated Program
Accelerated Program
Graduate an entire semester sooner than most PT schools. Start working with patients sooner. Earn your Doctor of Physical Therapy degree in only 8 semesters (about 2.5 years). Even though our program is accelerated, you still will have more clinical hours than the national average.
Practicing Faculty
Practicing Faculty
Learn from practicing physical therapists. We believe in having faculty that continue working in their clinic to stay up-to-date on skills and best practices. By continuing to work in the field, our faculty bring real experiences into the classroom to better train the next generation of physical therapists.
DPT Curriculum
DPT Curriculum Introduction5
Professionalism5
Foundational Sciences5
Clinical Sciences5
Clinical Experiences5
The Doctor of Physical Therapy
Our program efficiently develops you into an outstanding physical therapist while maximizing your clinical exposure. Classroom instruction prepares you to get the most out of your clinical experiences. Explore diverse subject areas to build the foundation for your career as a PT. Here are just a few details that distinguish our curriculum:
- Accelerated 8-Semester program
- Higher-than-average number of clinical hours (42) included in course of study.
- Pro Bono Community Rehabilitation Clinic designed to help students gain early patient interaction.
In the following tabs, we've broken down your entire 8-semester curriculum to help you see the knowledge you will gain and skills you will learn as you work toward your own career as a physical therapist.
Professionalism
Part of being a successful clinician is operating as a successful professional. Learn the PT profession’s history, how to conduct yourself as part of a medical team, and successful patient management processes. Build your approach to examining patients and developing treatment plans, and engage with current issues and trends in the PT field.
Professionalism
| Code | Course | Credits | Category | Description |
|---|---|---|---|---|
| MS 610 | Evidence Based Practice* | 3 | DMSc Core Courses | Serving as a prelude to the scholarly project, this course focuses on concepts of evidence-based practice. Specifically, the course covers the foundational principles of research design, epidemiology, biostatistics, and searching the medical literature. Additional focus for the course includes critical evaluation of the literature and synthesis of EBP principles into realistic practice settings. |
| MS 614 | Professional & Scientific Writing | 3 | DMSc Core Courses | This course reviews PubMed, Index Medicus, other search methodologies, American Medical Association Manual of Style editorial format, the composition of a scientific/professional manuscript, the style of scientific and professional writing, its construction and formats. Students will complete a literature review and a case report during this course, with emphasis placed on professional and scientific writing techniques, as well as proper formatting and citation. |
| HLA 740 | Healthcare Delivery | 3 | DMSc Core Courses | This course explores the legal and ethical issues and dilemmas in the delivery of healthcare. The principles and practical application of laws and regulations affecting operational decisions of healthcare providers, health plans, and third-party payers are discussed. Also addressed are social, moral, and ethical issues encountered in the balance of patient interests, needs and rights. |
| HLA 700 | Healthcare Legal & Ethical Issues | 3 | DMSc Core Courses | This course will train healthcare leaders to implement or teach principles of delivering better healthcare at lower costs through improving clinical and non-clinical processes. This course will introduce methods and tools for conducting quality improvement projects. Also discussed will be methods of health services research, teams and teamwork, outcome measurement, & medical informatics. A key learning experience of this course will be developing and implementing a quality improvement project. |
| HS 504 | Research Methods | 3 | DMSc Bachelor's-Prepared Courses | Introduction to general research principles and research ethics. The student will be introduced to the following topics in the research process: problem statement, question formulation, principles of measurement, basic design and methodological features, issues of reliability and validity, and fundamentals of conducting a literature review. Quantitative article critiques will be conducted in class and outside of class. The class format will include lecture, small group discussion, and practice. |
| ACP 730 | Population Health Issues | 3 | DMSc Bachelor's-Prepared Courses | This course explores the definition of Population Health and how principles of population health integrate into clinical practice. Topics discussed include attributes and components of the population health paradigm, health promotion, elimination of health disparities, behavior change, continuity of care, information technology, decision making support, and the ethical dimension of population health. The business value of better health from a population health approach is also discussed, with some discussion of the role of health advocacy and assistance programs. |
| HLA 620 | Healthcare Leadership | 3 | DMSc Bachelor's-Prepared Courses | Concepts of leadership related to current healthcare organizations are examined. Specific ideas are explored, including communications, public relations, team building, negotiation, and conflict resolution. Strategic aspects such as vision, viewpoint, and admission are included. Managing uncertainty is discussed with healthcare organizations. Contemporary leadership challenges, communication strategies, and crisis communication are explored. Leadership functions and decision-making are analyzed. |
| ASP 710 | ASP I: Project Development & Proposal | 3 | DMSc Applied Scholarly Project Courses | During the first half of the semester, students are guided through the project development and proposal process. The latter half of the course is for students to revise and submit a proposal for their project. Approval of the project is accomplished prior to completion of this course. Students are advised to develop a proposal that is a comprehensive and in-depth study of a highly relevant issue encountered as a PA in the clinical, academic, or administrative setting. The expectation is that this project will be accomplished over multiple semesters. |
| ASP 720 | ASP II: Literature Review | 3 | DMSc Applied Scholarly Project Courses | In this course, the approved applied scholarly project is initiated and principles of scientific inquiry will guide the investigation. Students will be searching and gathering available, recent literature and composing several aspects of their comprehensive and in-depth study of a highly relevant issue encountered as a PA in the clinical, academic, or administrative setting. |
| ASP 730 | ASP III: Dissemination | 3 | DMSc Applied Scholarly Project Courses | In this course, students continue the investigation of the literature and composition of the final aspects of the comprehensive and in-depth study of a highly relevant issue encountered as a PA in the clinical, academic, or administrative setting. Students compile their final written product suitable for publication. The final product is compiled from segments of the proposal and project, comprising an extensive, in-depth review of the literature as it pertains to the selected issue. Students will then create an abbreviated version of the project following the submission guidelines of an appropriate peer-reviewed journal. Additionally, students will create a poster presentation that will be submitted for presentation at an appropriate professional conference of the student’s choice. |
| ACP 710 | Lifestyle Medicine | 3 | DMSc Advanced Practice Concentration | This course explores the principles and practices of Lifestyle Medicine, with particular focus on the integration of Lifestyle Medicine into PA practice. An in-depth exploration of Lifestyle Medicine occurs, centering around the use of evidence-based lifestyle therapeutic approaches, such as predominantly whole food plant-based diet, exercise, sleep, tobacco cessation and alcohol moderation, stress management, emotional resilience, and other non-drug modalities. Discussion includes the utilization of Lifestyle Medicine to prevent, treat, and even reverse lifestyle-related chronic disease. |
| ACP 720 | Patient Safety in Clinical Practice | 3 | DMSc Advanced Practice Concentration | This course provides an introduction to the science of safety and how it relates to problems with patient safety in the healthcare setting. Discussion includes the role of both individuals and the healthcare system in improving patient safety and reducing medical errors. The course reviews institutional responses to adverse events, including the topics of medical malpractice and risk management. The course emphasizes the importance of teamwork and good communication. Students learn models for improving safety in hospitals and other healthcare settings. |
| ACP 730 | Population Health Issues | 3 | DMSc Advanced Practice Concentration | This course explores the definition of Population Health and how principles of population health integrate into clinical practice. Topics discussed include attributes and components of the population health paradigm, health promotion, elimination of health disparities, behavior change, continuity of care, information technology, decision making support, and the ethical dimension of population health. The business value of better health from a population health approach is also discussed, with some discussion of the role of health advocacy and assistance programs. |
| ACP 790 | Clinical Practicum I | 3 | DMSc Advanced Practice Concentration | During this course, students will design and propose a clinical practicum that they feel will help them obtain additional exposure to and mastery of aspects of clinical practice Content and dates are subject to change. 12 that are not usually considered within the scope of general PA practice. During this semester, students are expected to find a qualified clinical preceptor (such as a collaborating physician or consulting specialist) who can precept them as they learn and master the advanced skill and knowledge. The student is expected to create a plan of learning and assessment with which the preceptor is agreeable. This plan is then proposed to DMSc faculty and approval of the practicum is accomplished by the end of the course. |
| ACP 795 | Clinical Practicum II | 3 | DMSc Advanced Practice Concentration | During this semester, students carry out and execute the practicum developed and approved during Clinical Practicum 1. Students collaborate with their selected preceptor and DMSc faculty as they accomplish the learning and assessment plan for their advanced skill and knowledge development. Through execution of the practicum, students apply specialized medical knowledge and increase their clinical capabilities to develop an area of clinical expertise. Prior to the end of the semester, students submit a standardized and comprehensive report on the execution and completion of this practicum. |
| HLA 620 | Healthcare Leadership | 3 | DMSc Healthcare Leadership & Administration | Concepts of leadership related to current healthcare organizations are examined. Specific concepts including communications, public relations, team building, negotiation, and conflict resolution are explored. Strategic aspects such as vision, viewpoint, admission included. Managing uncertainty is discussed in relation to healthcare organizations. Contemporary leadership challenges, communication strategies and crisis communication are explored. Leadership functions and decision-making are analyzed. |
| HLA 670 | Organizational Behavior & Management in Healthcare | 3 | DMSc Healthcare Leadership & Administration | This course supports knowledge of the theories of organizations, the use of leadership, management processes, and organizational structures and outcomes. Specific topics include governance, strategic management and marketing, human resources management, recruiting, training, process improvement, management theory, and employee wellbeing. This course is designed for future managers and leaders of healthcare organizations and those who expect to have extensive involvement with prospective buyers, insurers, or policymakers. The course provides students with knowledge about how the best healthcare provider organizations deliver high quality, cost-effective healthcare, how they respond to their environment, and how they reach and implement decisions about future activities. |
| HLA 680 | Strategic Change Management for Healthcare Organizations | 3 | DMSc Healthcare Leadership & Administration | This course offers student opportunities to investigate and integrate change management practices to strategically position healthcare organizations for the future. Organization strategic position will be discussed with application to relevant theoretical models, and necessary change management practices resulting in development of organizational adaptability. |
| HLA 790 | Administrative Practicum I | 3 | DMSc Healthcare Leadership & Administration | During this course, students will design and propose an administrative practicum that they feel will help them obtain additional exposure to and mastery of principles of healthcare administration in the hospital or clinical setting. During this semester, students are expected to find a qualified administrative mentor (such as a hospital or clinic administrator) who can mentor them as they learn and apply administrative skills and knowledge. The student is expected to create and develop a plan for an administrative project with which the mentor is agreeable. This plan is then proposed to DMSc faculty and approval of the practicum is accomplished by the end of the course. |
| HLA 795 | Administrative Practicum II | 3 | DMSc Healthcare Leadership & Administration | During this semester, students carry out and execute the practicum developed and approved during Administrative Practicum 1. Students collaborate with their selected mentor and DMSc faculty as they accomplish the administrative project. Through execution of the practicum, students apply specialized leadership and administrative knowledge to increase their capabilities and develop as a leader in healthcare. Prior to the end of the semester, students submit a standardized and comprehensive report on the execution and completion of this practicum. |
| HPE 760 | Instructional Technology: Design, Theory & Application | 3 | DMSc Healthcare Professions Education | This course explores the history and theory of instructional technology used in educational settings. Focus is on identifying, discussing and comparing various instructional technology utilized in the design and delivery of online, blended, and traditional classroom learning environments. Best practices of current instructional technologies utilized in higher education classrooms are systematically designed, created, shared, and reviewed. |
| HPE 740 | Learning Theory & Design | 3 | DMSc Healthcare Professions Education | This course incorporates a learner-centered approach to course development and instructional delivery based on the best evidence of how people learn. Students will demonstrate both traditional and innovative instructional techniques and strategies for teaching in didactic settings based upon the evidence-base of best teaching practices. |
| HPE 670 | Learning Assessment & Evaluation | 3 | DMSc Healthcare Professions Education | This course examines a variety of assessment models and techniques used to evaluate student classroom performance, student clinical performance, instructor performance and educational programs. Students will design and execute assessment plans, interpret assessment data and develop continuous improvement plans |
| HPE 790 | Education Practicum I | 3 | DMSc Healthcare Professions Education | During this course, students will design and propose an education-based practicum that they feel will help them obtain additional exposure to and mastery of principles of healthcare education in the university setting. During this semester, students are expected to find a qualified educational mentor, a professor at an graduate-level PA program, who can mentor them as they learn and apply higher education skills and knowledge. The student is expected to create and develop a plan for an education development project with which the mentor is agreeable. This plan is then proposed to DMSc faculty and approval of the practicum is accomplished by the end of the course. |
| HPE 795 | Education Practicum II | 3 | DMSc Healthcare Professions Education | During this semester, students carry out and execute the practicum developed and approved during Education Practicum 1. Students collaborate with their selected mentor and DMSc faculty as they accomplish the education-based project. Through execution of the practicum, students apply education knowledge and skill to increase their capabilities and develop as an educator in healthcare. Prior to the end of the semester, students submit a standardized and comprehensive report on the execution and completion of this practicum. |
| PMH 710 | Advanced Neuroscience of Psychiatry | 3 | DMSc Psychiatry | This course provides a detailed review of the neuroscience model beginning with neuroanatomy and neurophysiology (cells, circuits, neurotransmitters, receptors and signaling the nucleus, genetics, and epigenetics) followed by an exploration of how these structures and processes are modulated (hormonal actions in the brain, plasticity during maturation and adult development, immunity/inflammation and bioelectric modulation) and finally how the neuroscience model contributes to our understanding of pain, pleasure, appetite, anger and aggression, sleep, sex, social attachment, memory, intelligence, attention, depression, anxiety, schizophrenia, and Alzheimer’s disease. Content will be delivered using the latest evidence-based asynchronous methods to a small group of dedicated learners from around the world in a virtual classroom environment. In addition to the course text, a variety of video presentations will be included, with weekly formative assignments that will engage learners in a self-directed review of the published literature, peer to peer learning through post and reply style academic writing on a scholarly forum, and brief quizzes to build confidence in the mastery of instructional content. Summative assignments will require each student to complete 24 learning activities qualifying for the Neuroscience Education Institute (NEI) Master Psychopharmacology Certificate and complete all 10 self-assessments for the NEI Master Psychopharmacology certificate. |
| PMH 720 | Psychiatry Diagnostics & Therapeutics I | 3 | DMSc Psychiatry | This course focuses on the psychiatric interview for the accurate diagnosis of psychiatric conditions and the implementation of comprehensive treatment plans. In addition to psychiatric pharmacology, crisis intervention and risk management will be reviewed. The course will also explore the ethical and legal issues associated with the diagnosis and treatment of psychiatric disorders. Neurodevelopmental, psychotic, mood, anxiety, obsessive-compulsive, trauma-related, stressor-related, dissociative, and somatic disorders will be covered in this course. Prerequisite: PMH 710 |
| PMH 730 | Psychiatry Diagnostics & Therapeutics II | 3 | DMSc Psychiatry | This course is a continuation of the Psychiatry Diagnostics & Therapeutics course series, building upon the concepts that were explored in Psychiatry Diagnostics & Therapeutics I. Eating, sleep, sexual, gender identity, disruptive, impulse control, conduct, substance-related, neurocognitive, and personality disorders will be covered in this course. Prerequisites: PMH 710, PMH 720 |
| PMH 790 | Psychotherapy Practicum I | 3 | DMSc Psychiatry | The focus of this course is Motivational Interviewing (MI) for advanced graduate-level students. Learners will be provided with a comprehensive review of MI as a personcentered therapeutic modality, its clinical application to a wide range of behavioral and psychological conditions involving diverse clinical settings and populations across the life span. Learners will receive access to online therapy supervision asynchronously from a licensed mental health therapist while they complete 500 hours of clinical practice at their current location of employment. Learners will conduct systematic and continuous process and outcome measurements during their practical application of established psychotherapeutic methods and procedures. This course will include proctored case scenarios and real-time audio-visual patient/client interactions to promote mastery of the course material. Learners will receive instructive feedback through evidence-based clinical supervision models that include session recording, transcription, and analysis. |
| PMH 795 | Psychotherapy Practicum II | 3 | DMSc Psychiatry | This course focuses on the “gold-standard” of contemporary psychotherapy practice, Cognitive-Behavior Therapy (CBT), for advanced graduate students. Learners will be guided through a comprehensive review of CBT based on the theoretical models and strategies proposed by CBT pioneers, Aaron and Judith Beck. Learners will receive access to online therapy supervision asynchronously from a licensed mental health therapist while they complete 500 hours of clinical practice at their current location of employment. The learner will expand their proficiency in clinical case formulation and the therapeutic application of CBT in a variety of clinical settings with diverse populations (individuals/families and groups) across the lifespan. This course will incorporate clinical conceptualizations, reflective strategies, practice exercises, interactive videos, and case examples to stimulate learner skill acquisition, fostering needed social, cognitive, behavioral, and affective change in clients/patients. This course will include proctored case scenarios and real-time audio-visual client/patient interactions to promote mastery of the course material. Learners will receive instructive Content and dates are subject to change. 17 feedback through evidence-based clinical supervision models that include session recording, transcription, and analysis. Prerequisite: PMH 790 |
| ASP 735 | ASP Extension Course | 1 | DMSc Optional ASP Course | This optional 1-credit course is an extension of the applied scholarly project and may be used by a student who has not completed the full ASP by the end of ASP III. During this course, students continue to work with program faculty to complete all necessary components of the project. (Optional course; students may choose to extend their program of study by one (1) semester. Not included in total required credits or program tuition.) |
| Code | Course | Credits | Category | Description |
| OD 511 | Ocular Diagnostics & Therapeutics I | 3.5 | OD-Optometric-Medicine | Students begin development of their knowledge and skills in optometric medical care. Ophthalmic medical evaluation and management skills are introduced. A case-based approach to the integration of data will be used to develop critical thinking skills and practical use of data in the development of diagnoses and treatment plans. |
| OD 521 | Ocular Diagnostics & Therapeutics II | 3 | OD-Optometric-Medicine | Students continue development of their knowledge and skills in advanced refractive and medical ophthalmic evaluation and management. The course will continue to use a case-based and problem-solving methodology in the synthesis and evaluation of optometric data and management of refractive problems and ocular disease. |
| OD 611 | Ocular Diagnostics & Therapeutics III | 3 | OD-Optometric-Medicine | Students continue the development of advanced patient assessment and management skills. Summative practical evaluations prepare students for patient care experiences that will qualify them for internship in the clinical course. Students also learn to acquire ophthalmic images using specialized imaging technologies. |
| OD 621 | Ocular Diagnostics & Therapeutics IV | 3 | OD-Optometric-Medicine | This course introduces the use of contact lenses as a corrective modality in primary care optometric medicine. A clinically based approach will include anatomical, physiological, refractive and lifestyle considerations in patient selection, material selection, lens manufacturing and design, and wearing schedule. Laboratory experience in fitting, verification, assessment, management, and troubleshooting will prepare students for patient care experiences. |
| OD 731 | Ocular Diagnostics & Therapeutics V | 3 | OD-Optometric-Medicine | This course builds upon the knowledge presented in previous courses. Fitting strategies utilizing advanced technology for specialized contact lens design including presbyopia, anterior segment anomalies, therapeutic lenses, post-surgical and post-trauma patients, corneal refractive therapy as well as contact lenses for the geriatric and pediatric populations will be presented. Case examples will be used to encourage independent decision making for complicated problems in contact lens fitting. Laboratory experience in fitting, verification, assessment, management, and troubleshooting will prepare students for patient care experiences. |
| OD 512 | Family Practice / Primary Care I | 3 | OD-Optometric-Medicine | This course introduces the student to medical interviewing techniques, health history content, medical record documentation and preliminary primary care tests. Lecture will incorporate the theory of the procedures and proper sequencing. The laboratory will emphasize the performance of procedures accurately and efficiently. |
| OD 522 | Family Practice / Primary Care II | 3 | OD-Optometric-Medicine | Using a case-based approach, problems will be presented to students that demand an integration of various ethical, social, legal and psychological considerations in addition to diagnostic and therapeutic challenges. Students will be expected to actively participate in discussions and resolution of the issues. While the students are expected to do the necessary research and consultation to conclude with final recommendations, they will be supervised and directed by a faculty mentor. Student presentations and reports should include documentation that supports their conclusions. These will be used in the final assessment of their students learning. |
| OD 612 | Family Practice / Primary Care III | 3.5 | OD-Optometric-Medicine | Clinical cases involving multi-disciplinary involvement will be presented. Participation will include discussion by physicians, nurses, pharmacists, social workers, public health personnel and other professional personnel as well as optometrists to exemplify and provide proper sequential and/or parallel management and arrive at an integrated approach in solving the patient’s issues. |
| OD 622 | Internal Medicine I | 3 | OD-Optometric-Medicine | The purpose of this course is to train the student in the skills necessary to identify the signs of disease. The course covers the clinical procedures necessary to evaluate the general status of the body systems, especially those areas where the patient’s histology is suggestive of alterations from normal. The course will emphasize overall neurological evaluation and cardiovascular assessment including blood pressure measurement, EKG evaluation and auscultation of the carotid artery for the presence of bruits as well as other systemic evaluations. The course also identifies certain areas for which the optometric physician needs in depth knowledge to facilitate proper laboratory testing and imaging. The student will be expected to have previously completed or to complete Basic Life Support training at the Provider level. |
| OD 632 | Internal Medicine II | 3 | OD-Optometric-Medicine | This course covers the major systemic diseases that have ocular and visual implications and reviews their etiology as discussed in pathology, the patient’s signs and symptoms and other clinical assessments to not only reach a definitive diagnosis but also develop effective management plans. Since many systemic diseases have ocular correlates or implications, management often takes the form of co-management. The course will emphasize certain diseases such as diabetes, cardiovascular disorders, infectious and other conditions prevalent in the general patient population. Students will complete Advanced Life Support training and certification as part of this course. |
| OD 513 | Medical Optics I | 2.5 | OD-Vision-Sciences | This course covers fundamental optics, light propagation, and imaging, including lenses, prisms, mirrors, microscopes, telescopes and optical instrument theory with an emphasis on application in ophthalmic medical care. Lab practice will complement the lectures demonstrating how the optical principles can be applied in clinic. |
| OD 523 | Medical Optics II | 2.5 | OD-Vision-Sciences | This course emphasizes the medical optics in ophthalmic patient care. Higher order aberrations and pupillary effects are discussed as well as the optical principles of correcting the refractive error by spectacles, contact lenses and ophthalmic surgery. The optics of clinical instruments is presented. Laboratory experiences will complement lecture by demonstration of optical principles in ophthalmic instruments. |
| OD 613 | Medical Optics III | 2.5 | OD-Vision-Sciences | This course covers the ophthalmic materials, and optical characteristics of ophthalmic lenses prescribed in the correction of refractive errors. It includes discussion of materials, fabrication, lens design, verification and other procedures associated with dispensing, including frame selection and quality control issues. |
| OD 615 | Visual Perception | 2 | OD-Vision-Sciences | This course presents the science of monocular sensory vision emphasizing the anatomy and visual physiology of the retinal photoreceptor layer and post-retinal neurology. Emphasis is placed on understanding the duplex nature of cone vs rod vision, spatial and temporal aspects of visual perception and includes a discussion of the biophysics of light stimulation in vision. Clinical testing correlates of monocular vision and perception are covered. |
| OD 725 | Public Health/Epidemiology | 2 | OD-Vision-Sciences | This course provides instruction regarding the promotion and improvement of public health through organized efforts of interdisciplinary teams that improve the quality of life by prevention of diseases in a community. It will place particular emphasis on eye diseases and/or conditions among high-risk and vulnerable populations. It discusses effects of disease on the health and well-being of society and provides instruction into the benefits of health screenings and standards of care. The course reviews major epidemiological eye studies together with those determinants that contribute to ocular diseases and conditions in aging and poverty. Other topics include those factors that contribute to or worsen the effect of visual impairment such as pharmacological factors or cognitive impairment in the aging population or psychological factors in the young. There will also be in-depth discussions of health care policies. |
| OD 631 | Medical Leadership I | 1 | OD-Vision-Sciences | This course will discuss issues of professional and medical ethics, legal requirements and ethical decision making. The concepts of leadership theory are presented in the context of professional responsibilities. The changing landscape of leadership from patient care to family to community isdescribed in detail. The development of personal leadership styles will be introduced. This course will also address service, professionalism, communication, and personal development. Topics include service as a valued entity in the optometric profession both locally and nationally. The various dimensions of professionalism in the healthcare professions are discussed including personal beliefs, decision making and non-discrimination. |
| OD 711 | Medical Leadership II | 1 | OD-Vision-Sciences | This course provides skills to step into and succeed in leadership positions and acquire skills needed to excel as heads of departments, divisions, projects, and institutions at large. Topics discussed are medical management, including communication, mentoring, process and quality improvement, financial planning, and medical research. Participants will learn about the medical legislative process and the evolution in scope of practice in medicine. |
| OD 626 | Biostatistics / Medical Research Methodology | 2 | OD-Vision-Sciences | This course covers development of a research hypothesis, experimental design, specific aims and statistical analysis. It will involve writing of research proposals, grant applications, and documents required for human subject and animal research. Training required for carrying out research and clinical trials will be discussed. Students will be better prepared for the presentation of papers and posters and for publication in peer-reviewed journals. |
| OD 721 | Clinical and Board Review | 3 | OD-Vision-Sciences | This course is a guided review of previous coursework with an emphasis on preparation for taking the National Boards. Topics will include those required by the National Board of Examiners in Optometry. |
| OD 514 | Medical Anatomy I | 3 | OD-Foundational-Medical-Sciences | Medical Anatomy I is a course that covers histology and related cell biology of connective, nervous, bone, digestive, cardiac, renal, hepatic, reproductive and integumentary systems. It will begin with developmental anatomy and continue with the regional study of gross anatomy. Clinical correlates are emphasized when appropriate and radiological imaging is used to reinforce this concept. In this course, the gross anatomy of the central nervous system and general thoracic regions will be studied. |
| OD 524 | Medical Anatomy II | 3 | OD-Foundational-Medical-Sciences | The regional study of gross anatomy continues with studies of the upper and lower abdomen, upper extremities and the neck. Specific lectures on the microanatomy of the kidneys and liver will covered to reinforce clinical correlates. Developmental anatomy and radiographic images are used as appropriate to help the students gain a deeper understanding between anatomy and physiology. |
| OD 614 | Medical Anatomy III | 3 | OD-Foundational-Medical-Sciences | The regional study of the head and neck continues in this course. A careful study of the osteology, musculature, connective, nervous, circulatory and lymphatic systems are covered. There will be an emphasis on clinical correlates, especially as it relates to the eye and vestibular systems. Special attention is given to ensure the connection between anatomy and physiology is explained, and that basic principles of pathology are introduced via radiographic images. |
| OD 624 | Medical Anatomy IV | 2.5 | OD-Foundational-Medical-Sciences | This course is a detailed study of the gross ocular anatomy of the human eye, adnexa, and surrounding tissues supporting the structure and function of the visual system. It will investigate the histology and clinical micro-structure of the eye as well as embryological integration to the normal and abnormal development of ocular anatomy. There will also be an introduction to a clinical approach to the assessment and management of ocular anatomical disorders. |
| OD 515 | Medical Biochemistry/Genetics I | 2.5 | OD-Foundational-Medical-Sciences | This course is designed to provide a basis for the fundamental understanding of biochemistry and genetics. Diseases will be discussed from genetic, metabolic and/or nutritional viewpoints and compared with normal biochemical processes. The course will explain pathologies at the molecular level and will emphasize certain biochemical principles related to the eye. It will provide the student with the level of contemporary knowledge base that will lead to an understanding of the etiologies and implications of metabolic and inherited conditions with ocular and visual implications. |
| OD 525 | Medical Biochemistry/ Genetics II | 2.5 | OD-Foundational-Medical-Sciences | This course is a continuation of the previous course in the principles of biochemistry and genetics. Diseases will be discussed from genetic, metabolic and/or nutritional viewpoints and compared with normal biochemical processes. The course will explain pathologies at the molecular level and will emphasize certain biochemical principles related to the eye. It will provide the student with the level of contemporary knowledge base that will lead to an understanding of the etiologies and implications of metabolic and inherited conditions with ocular and visual implications. |
| OD 623 | Medical Physiology I | 3.5 | OD-Foundational-Medical-Sciences | This course is designed to expand student knowledge in medical physiology by linking anatomical elements with their normal functions. It facilitates the integration of the several disciplines through a pathophysiological approach that links with pathology, pharmacology, and clinical medicine. There is an emphasis placed on the systems involving renal, cardiovascular, endocrine, and hepatic functions. |
| OD 633 | Medical Physiology II | 4 | OD-Foundational-Medical-Sciences | This course continues the discussion of the medical physiology that were introduced in OD 613. The homeostatic status and changes of these molecules are discussed in consideration of the changes brought about by aging. There is a discussion of the production of free radicals including oxygen free radicals and the quenching of some of these radicals by various vitamins. The course emphasizes the physiology and biochemistry of ocular tissues such as the sclera, choroid, aqueous, the vitreous, the lens and the cornea. |
| OD 526 | Medical Microbiology/Immunology I | 2.5 | OD-Foundational-Medical-Sciences | This course is designed to provide the student with an understanding of the association of the immune response with protection against disease, its use in diagnosis and therapy, and the effects of the immunodeficiency and pathogenic conditions that result from abnormalities in the immune system. In addition, the course is designed to provide the student with a basis for understanding the relationship between host defenses, the clinically significant microorganisms, their transmission, pathogenic mechanisms, and association with infectious diseases in humans. |
| OD 616 | Medical Microbiology/Immunology II | 2.5 | OD-Foundational-Medical-Sciences | This course is a continuation of the previous course in microbiology and immunology. The course is designed to provide the student with a basis for understanding the relationship between host defenses, the clinically significant microorganisms, their transmission, pathogenic mechanisms, and association with infectious diseases in humans and discuss its clinical relevance. |
| OD 634 | Neuro-Ophthalmology I | 3.5 | OD-Applied-Medical-Sciences | This course is designed to provide a broad understanding of the human central nervous system with an emphasis on functional and clinical neuroanatomy, the application of this knowledge to localize and diagnose neuropathology, and the ability to interpret diagnostic imaging of the brain and spinal cord. However, this course will also provide students with a foundation in the normal structure and function of the CNS at the molecular, cellular, and histological levels, and CNS development as a basis for understating CNS pathology and treatment. The course will begin with fundamental aspects of neuroscience (including gross neuroanatomy, neuro-histology, neurophysiology) and then examine regional neuroanatomy, functional systems, and clinical correlates starting with the peripheral nervous system and then progressively moving up the neuro-axis from the spinal cord to the cerebral cortex. |
| OD 714 | Neuro-Ophthalmology II | 3 | OD-Applied-Medical-Sciences | The course presents the scientific basis underlying human vision by focusing on the principles of binocularity and stereopsis, related concepts and their application particularly when binocularity is abnormal. The course covers basic concepts such as the horopter, fusion, retinal correspondence and others. It also covers the neurological pathways and systems involved in maintaining normal binocularity so as to lay down the foundation for an understanding of the clinical presentation and testing in the evaluation of normal and abnormal binocular conditions discussed in later courses. Topics of discussion include the neurology of eye movements including the innervation of the eye muscles and the control of version, vergence, and saccadic eye movements. Course emphasis will be placed upon understanding normal and abnormal eye movements, their assessment and management. |
| OD 724 | Neuro-Ophthalmology III | 3 | OD-Applied-Medical-Sciences | This course discusses the diagnosis and management of strabismus and amblyopia, their etiologies, risk factors, classification and the interventional strategies including optical management, surgery and oculomotor rehabilitation in the contemporary practice of optometric medicine. Congenital or acquired disorders such as nystagmus, saccadic eye movements and higher order vision information processing conditions are covered. Prognoses and expected outcomes are discussed. |
| OD 734 | Neuro-Ophthalmology IV | 2.5 | OD-Applied-Medical-Sciences | This course provides an in-depth discussion of the diagnosis and management strategies for various neurological disorders that also affect vision. Other systemic conditions such as some vascular or cardiac etiologies or space-occupying lesions of the brain may also contribute to visual abnormalities or loss. Testing and neurological evaluation is discussed in depth and is accompanied by various radiological and other technologies that help the diagnostic process. The diagnostic strategies for the confirmation of acquired brain injuries are also covered in detail. |
| OD 635 | Medical Pharmacology I | 3.5 | OD-Applied-Medical-Sciences | This course begins with the principles underlying pharmacokinetics, pharmacodynamics and therapeutics. It discusses routes of administration, dosages and associated nomenclature. The course then uses a survey approach to various classes of systemic medications, their cellular mechanisms, actions and indications. There is also a discussion of individual drug selection and administration based on the individual’s genetic profile in order to select the best medication for the individual patient. |
| OD 715 | Medical Pharmacology II | 3.5 | OD-Applied-Medical-Sciences | This course continues the presentation of pharmaceutical management of systemic conditions in various organ systems. Ocular manifestation of systemic diseases and therapeutic co-management are taught. It includes discussions of topical, oral, and injectable medications, autonomic drugs, anesthetics, lubricants, and various diagnostic and therapeutic medications. Emphasis is placed on the pharmacokinetics, pharmacodynamics, cellular interactions, indications and contra-indications, dosages and ocular and systemic toxicity of drugs used in the management of ocular conditions and associated systemic disease. |
| OD 713 | Medical Pathology I | 3 | OD-Applied-Medical-Sciences | This course covers the causes and underlying mechanisms of diseases. It addresses basic pathological processes associated with cell injury, cell death, acute and chronic inflammation, tissue repair and regeneration, healing, fibrosis and neoplasia. It includes a discussion of the pathology associated with various body systems with specific attention paid to those pathological changes involving ocular manifestations of systemic disease, particularly those most common in the population. |
| OD 723 | Medical Pathology II | 4 | OD-Applied-Medical-Sciences | This course covers the diagnosis and management of the diseases of the anterior segment, including those resulting from systemic disease. This course emphasizes those conditions affecting the ocular adnexa, conjunctiva, cornea, anterior chamber, iris, and crystalline lens. It addresses the etiology, diagnosis and management of infectious, autoimmune, neuromuscular, degenerative and neoplastic conditions as well as those involving surgical and laser interventions. Assessment techniques, specific to the anterior segment will be discussed as well as laboratory testing and detailed management protocols. |
| OD 733 | Medical Pathology III | 4 | OD-Applied-Medical-Sciences | This course focuses on the diagnosis and treatment of disorders involving the posterior segment of the eye, including those resulting from systemic diseases. The anatomical, physiological, histological and pathological processes which occur during ocular disease will be presented. Emphasis will be placed on the medical management of conditions involving the vitreous, retina, and uveal tract as well as posterior segment pathology associated with systemic diseases. This course contains a comprehensive presentation of primary and secondary glaucoma, including etiology, mechanisms, prevalence and classification. The course emphasizes diagnostic testing and imaging utilizing advanced technologies, procedures, photographic techniques and management options including medical, surgical and laser procedures. |
| OD 716 | Surgery I | 2 | OD-Medical-Specialties | This course presents expanded therapeutic laser procedures, including: discussions of laser physics and tissue interaction, laser hazards and safety, and clinical laser treatments for open angle glaucoma, narrow angle glaucoma, and pseudophakic capsular opacities as well as the practice management aspects of outpatient laser and refractive surgery. This course includes the evaluation and management, such as the surgical decision-making in the care of patients, for cataract surgery. All pre-surgical testing, counselling, and preparation for the patients are presented as are post-operative medical management protocols. |
| OD 735 | Surgery II | 2.5 | OD-Medical-Specialties | This course discusses expanded therapeutic procedures starting with an introduction to ophthalmic surgical procedures. It then introduces OSHA guidelines and asepsis, suture and suturing techniques, entropion repair, chalazion management, postoperative wound care and radiofrequency surgery. Injections are covered starting with local injection sites, venipuncture, local anesthesia, emergency surgical procedures anaphylaxis and other emergencies. This course presents the evaluation and management, including surgical decision-making in the care of oculoplastic procedures candidates. All pre-surgical testing, counselling and preparation of the patients are presented as are the post-operative medical management protocols. |
| OD 625 | Pediatrics | 2.5 | OD-Medical-Specialties | This course concerns the diagnosis and management of the major refractive, binocular and ocular disorders and well as the systemic diseases commonly occurring in the pediatric population especially those where there is an ocular component. There is also a discussion of normal growth and development markers and expectations in this population. Various testing alternatives and strategies for the management of the visual conditions in children are discussed. Students participate in medical internship screenings of school age children as part of this course. |
| OD 636 | Gerontology and Low Vision | 2 | OD-Medical-Specialties | This course addresses the etiology and epidemiology of vision impairment and associated diseases, the assessment and examination of the low vision patient including necessary modifications to the testing procedures and the prescribing of optical and non-optical devices. It covers orientation and mobility issues, patient counseling and locally-based services available to support the patients. Geriatric topics will also be included. Students participate in medical internship training at nursing homes and assisted living facilities as part of this course. |
| OD 736 | Dermatology | 1 | OD-Medical-Specialties | This course introduces the student to the medical specialty of dermatology and provides a fundamental understanding of the common diagnoses and treatments within dermatology, particularly periocular and head/neck lesions. |
| OD 822 | Otolaryngology / EENT | 1 | OD-Medical-Specialties | This course introduces the student to the medical specialty of otolaryngology and provides a fundamental understanding of the common diagnoses and treatments within otolaryngology with an emphasis on disorders affecting the ears and sinuses. |
| OD 812 | Emergency Medicine | 1 | OD-Medical-Specialties | This course introduces the student to the medical specialty of emergency medicine and provides a fundamental understanding of the common diagnoses and treatments within emergency medicine. |
| OD 832 | Psychiatry | 1 | OD-Medical-Specialties | This course introduces the student to the medical specialty of psychiatry and provides a fundamental understanding of the common diagnoses and treatments within psychiatry and the effects of mental and behavioral health on overall patient care. |
| OD 726 | Radiology | 1 | OD-Medical-Specialties | This course introduces the student to the medical specialty of radiology and provides a fundamental understanding of the field of radiology, including ordering and interpretation of medical imaging. |
| OD 516 | Modern Medical Practice | 2 | OD-Clinical-Experiences | This course discusses the strategies for successful practice management within the modern medical model, using best business practices. It also includes contemporary and future innovations in the practice of optometric medicine from the development of new technologies and instrumentation, better management strategies, research in pharmacogenetics, detection of markers predictive of disease, pharmaceutical discoveries and better optical solutions to current refractive disorders. |
| OD 712 | Principal Clinical Experience I | 4 | OD-Clinical-Experiences | This course serves as an introduction to clinical patient care and clinical operations. It consists of active involvement in direct patient care. The students will conduct testing for patients and will refine their clinical procedures and examination techniques/sequencing including refraction. Emphasis is placed on professional and proper doctor-patient communication and inter-professional communication within a clinic/hospital setting. Students will begin integrating their clinical training into critical thinking skills that should result in appropriate diagnoses and management of the patient. |
| OD 722 | Principal Clinical Experience II | 4 | OD-Clinical-Experiences | Students continue in the clinic as active participants in primary patient care. Students receive the patient information gathered by the technicians and advanced technology which the clinician will use for diagnosis and management. Students will continue to develop their critical thinking skills. They will also order appropriate testing and/or conduct specialized imaging procedures as part of the patient care team. Increased independence and higher expectations for the students will be applied in their clinical assessments. |
| OD 732 | Principal Clinical Experience III | 4 | OD-Clinical-Experiences | This course is designed to prepare the student for externships. Students are expected to display increased efficiency and timely adherence to a clinical schedule. Critical thinking skills and appropriate diagnosis and patient management should continue to be demonstrated by the student. At this point, students should consult with their mentors with confidence, displaying high standards of independence and excellence in their clinical assessments and should demonstrate knowledge and self-awareness in cases where referrals or consultations are warranted. |
| OD 811 | Advanced Clinical Experience I | 16.5 | OD-Clinical-Experiences | The fourth year rotations occur within the clinical network affiliated with the College of Optometric Medicine and include direct supervised patients care in the Primary Eye Care clinics with rotations to appropriate clinical facilities for direct and observed supervised clinical experience in specialty eye diseases, contact lenses, pediatrics, low vision, ophthalmic dispensing services as well as participation in other medical specialty clinics. Clinical management by interns during the 4 th year is expected to reflect an ability to evaluate and manage a complex caseload including surgical care. |
| OD 821 | Advanced Clinical Experience II | 16.5 | OD-Clinical-Experiences | The fourth year rotations occur within the clinical network affiliated with the College of Optometric Medicine and include direct supervised patients care in the Primary Eye Care clinics with rotations to appropriate clinical facilities for direct and observed supervised clinical experience in specialty eye diseases, contact lenses, pediatrics, low vision, ophthalmic dispensing services as well as participation in other medical specialty clinics. Clinical management by interns during the 4 th year is expected to reflect an ability to evaluate and manage a complex caseload including surgical care. |
| OD 831 | Advanced Clinical Experience III | 16.5 | OD-Clinical-Experiences | The fourth year rotations occur within the clinical network affiliated with the College of Optometric Medicine and include direct supervised patients care in the Primary Eye Care clinics with rotations to appropriate clinical facilities for direct and observed supervised clinical experience in specialty eye diseases, contact lenses, pediatrics, low vision, ophthalmic dispensing services as well as participation in other medical specialty clinics. Clinical management by interns during the 4 th year is expected to reflect an ability to evaluate and manage a complex caseload including surgical care. |
| Code | Course | Credits | Category | Description |
| HS 714 | Scientific/Professional Writing | 1 | eOTD-Didactic-Courses | This pass/fail course reviews PubMed, Index Medicus, other search methodologies, American Psychological Association editorial format, the composition of a scientific/professional manuscript, and the style of Scientific/professional writing, its construction and formats. |
| HS 720 | Survey of Qualitative Research | 3 | eOTD-Didactic-Courses | This course introduces the student to qualitative research methods and their applications to problems and phenomena in healthcare. Emphasis is placed on the appropriate use and differences of qualitative methods, their philosophical underpinnings, and application toclinical issues. |
| HS 751 | Case Series Single Subject Design (Optional Course) | (3) | eOTD-Didactic-Courses | This course will seek an in-depth exploration and practice regarding the mechanics, design and construction of case series and single subject research designs in a healthcare environment. Students will develop and submit a single subject/case series research design related to individual dissertation topics or to relevant clinical questions. (Optional elective course, not required for program completion.) |
| HS 770 | Research Practicum (Optional Course) | (1) | eOTD-Didactic-Courses | Faculty-directed clinical, basic, or applied research practicum, which may include but not limited to review of literature preparation, human subjects committee proposal development, data collection, and presentation/manuscript preparation. Graded Pass/Fail. (Optional course, may be repeated for up to 4 credits. May be taken any time, Semester 2 to end of program, with Program Director’s approval.) |
| LD 718 | Essentials of Practice Managment and Administration | 3 | eOTD-Didactic-Courses | This course will allow the student to explore the foundations associated with designing, promoting, and leading a healthcare organization. The course will offer instruction regarding the following principles: financial planning; budgeting, marketing/branding; strategic planning, space designing, and core principles associated with developing and or leading a healthcare organization. The student will utilize current best evidence and clinical practice guidelines in establishing business planning principles for owning or operating a healthcare organization. Students will engage in critical reasoning within forum discussions and through the development of an executive business summary. |
| OT 701 | Fundamentals of Occupational Therapy | 4 | eOTD-Didactic-Courses | The student will learn and integrate the foundational aspects of the profession of occupational therapy that guide the scope of practice, assessment and intervention,regulation, and reimbursement. Further, students will appreciate the guiding documents for occupational therapy practice in the United States. |
| OT 702 | Clinical Anatomy for Occupational Therapy w/Lab | 3 | eOTD-Didactic-Courses | The study of human anatomical structures related to goal-directed movement supports active engagement in meaningful occupations. A regional approach to the study of structures is aided by specimens, models, and multimedia. |
| OT 703 | Clinical Neuroscience in Occupational Therapy w/Lab | 3 | eOTD-Didactic-Courses | This course is an introduction to neuroscience and designed to develop the learners understanding the relationship between neuronal structure and function. The course present information relevant to an understanding of the fundamental concepts in clinical and basic neuroscience. This course will provide you with the foundation for further study of the basic function of the nervous system and a background for practical study in theinterpretation of signs, symptoms and presentation of neurological disorders. |
| OT 705 | Analysis of Human Movement & Performance w/Lab (Functional Kinesiology) | 3 | eOTD-Didactic-Courses | This course involves the analysis of normal and pathological movement of the human body. Concepts related to normal and abnormal biomechanics, kinesiology, arthrokinematics, and osteokinematics are applied to joints of the body as well as deformable tissues. Concepts of movement are applied to functional movement and tasks that support engagement in meaningful occupations. |
| OT 706 | Analysis of Occupations/Development Across the Lifespan w/Lab | 3 | eOTD-Didactic-Courses | Students explore the role occupation plays in survival, health, and well-being, through assigned readings, class discussion, and individual and group learning activities. Students study the Occupational Therapy Practice Framework to develop a clear understanding ofthe domain, focus and process of occupational therapy. Students examine occupational performance across the lifespan and how numerous variables affect occupational performance including temporal, environmental, and social/cultural factors. Students arealso introduced to various frames of reference and occupational therapy theories to help organize, assess, and interpret occupational performance for individuals and populations. Finally, students learn to analyze occupational performance through a systemizedapproach to activity analysis. During laboratory sessions, students apply concepts, models,and frames of reference learned thus far, to analyze tasks and the occupational performance of individuals and populations across the lifespan. Students administeroccupational performance evaluations and develop competence in completing occupational profiles and analyses of occupational performance, as it relates to self-care, work, and leisure. This lab serves as a precursor to developing occupational therapyintervention plans for individuals/populations with or at risk for disability. |
| OT 712 | Quantitative Inquiry | 3 | eOTD-Didactic-Courses | This course provides an overview of research design from the perspective of the hierarchy of levels of evidence. Students will examine common designs of studies in terms of problem statements, question formulation, methodological features, and significance of findings for application in practice. The course will prepare students to judge evidence based on: 1)reliability and validity of diagnostic tests, standardized assessments and outcome measures 2) effectiveness of clinical interventions for a client; population or organization; 3) natural history of health-related conditions; and 4) risk of harm from select preventativeand therapeutic interventions. Quantitative article critiques will be conducted to strengthen students’ abilities to analyze the relationship between research question and study design to facilitate understanding of how evidence informs practice. |
| OT 713 | Clinical & Developmental Conditions in Occupational Therapy (Children/Youth) | 1 | eOTD-Didactic-Courses | During the course, conditions causing childhood and adolescent impairments and disabilities (physical, neurological, and psychosocial) will be explored. Typical occupational performance problems addressed by occupational therapists will be investigated. Studentswill utilize evidence-based decision-making and clinical reasoning necessary to practice with these special populations will also be a focus during this course. |
| OT 716 | Healthcare Advocacy: Policy, Legal, and Ethical Contexts | 2 | eOTD-Didactic-Courses | This course raises awareness of important policy, legal and ethical issues affecting the domain and process of occupational therapy. The course examines evidence supporting ways to advocate for others as leaders in healthcare and to self-advocate to function within an ethical decision-making framework. Emphasis is placed upon a) gaining awareness of efforts to empower clients [i.e., person, population or organization] to seek and obtain resources to fully participate in occupations, b) exploring methods to influence policy change and c) examining strategies to identify, manage and reduce risk of legal and professional ethical problems. |
| OT 717 | Occupational Analysis & Evaluation w/Lab (Children/Youth) | 2 | eOTD-Didactic-Courses | This course explores evaluation of occupational performance, performance components, and occupational environments among adults. Typical occupational performance problems evaluated by occupational therapists will be investigated. Issues related to screening, assessment, evaluation, and the interpretation of such will be addressed. |
| OT 718 | Occupation-Based Interventions w/Lab (Children/Youth) | 3 | eOTD-Didactic-Courses | This course explores aspects of typical and atypical development across childhood and adolescence, focusing on occupational performance, performance skills, and occupational environments rehabilitation or habilitated among children and youth. The primary focus is on occupation-based program/intervention planning. Students will utilize evidence-based decision-making and clinical reasoning necessary to practice with these special populations will also be an emphasis during this course. |
| OT 723 | Clinical Conditions in Occupational Therapy (Adult Psychosocial) | 2 | eOTD-Didactic-Courses | This course will provide students with the foundational knowledge of the psychologicalconditions commonly addressed by occupational therapy in traditional settings(community, inpatient, outpatient, and non-traditional settings. |
| OT 724 | Educating in Occupational Therapy | 3 | eOTD-Didactic-Courses | This course provides students with foundational knowledge of best evidence associated with teaching and learning in clinical and academic settings. Knowledge will be applied in modules to offer students opportunities to explore how best to teach clients [i.e., person, population, or organization], professional peers and students in academic or clinical settings. Overall content aims to expose students to a range of educational delivery mechanisms and to basics of policies and procedures per educational setting. Course willrequire creation of an evidence-based learning module and assessment of learning for a targeted audience. |
| OT 725 | Clinical Conditions in Occupational Therapy (Adult Physical/Neurological) | 2 | eOTD-Didactic-Courses | This course will provide students with an understanding of major neurological/physicaldiseases, injuries, and disorders that may impact adult occupational performance. The course will review diagnostic and general intervention features from the lens of a medical model, a holistic perspective, and the social determinants of health. |
| OT 726 | Occupational Analysis & Evaluation w/Lab (Adult Psychosocial/Physical/Neurological) | 3 | eOTD-Didactic-Courses | This course explores the evaluation of occupational performance, performance components, and occupational environments among children and youth. Typical occupational performance problems evaluated by occupational therapists will beinvestigated. Issues related to screening, assessment, evaluation, and the interpretation ofsuch will be addressed. |
| OT 727 | Occupation-Based Intervention in Psychosocial Settings w/Lab | 3 | eOTD-Didactic-Courses | The course will focus primarily on the application of occupation-based interventions inpsychosocial settings. Occupational therapy theories and frames of reference used toidentify and prevent/reduce occupational performance problems related to psychosocialdysfunction. Intervention strategies targeting primary, secondary, and tertiary preventionwill be explored and critically analyzed. Common settings where occupational therapistsaddress psychosocial conditions and/or impairments will be explored. |
| OT 728 | Occupation-Based Intervention in Physical/Neurological Rehabilitation Settings w/Lab | 4 | eOTD-Didactic-Courses | The study of theory and frames of reference related to occupation-based interventions for adult persons with physical and neurological disorders or injury will be explored and applied. Students will review and integrate current best evidence related to interventions supporting participation and performance in meaningful occupations. |
| OT 730 | Health & Wellness in Occupational Therapy Practice | 2 | eOTD-Didactic-Courses | Building on prior courses reflecting evidence-based practice and occupational therapyprinciples and practice, this course emphasizes principles of public and community-basedpractice through occupation. The course exposes students to research associated withemerging roles for occupational therapists in health promotion, prevention and primaryhealthcare. Students are challenged to conceptualize how occupational therapy can meetgrowing societal needs in the context of population health issues and initiatives, anoccupational justice framework, and models of behavior change. |
| OT 731 | Program Development & Evaluation For Community Health & Practice in Occupational Therapy | 2 | eOTD-Didactic-Courses | Building on prior courses reflecting evidence-based practice and occupational therapy principles and practice, this course emphasizes principles of program development and evaluation. The course will provide an opportunity for the learner to design and develop occupation-based programs for groups, and populations related to primary health care, health promotion or community-based programs. Mechanisms of program developmentsuch as feasibility study, proposal preparation, grant writing and business planning will be reviewed along with topics associated with reimbursement, basic survey design and program evaluation. Students will choose a program approach and target population; appraise the state of the evidence in the selected realm and generate an evidence-based executive summary of a program that promotes the profession of occupational therapy ascontributing to meeting the designated population’s occupational needs. |
| OT 735 | Assistive Technology & Environmental Design (Children/Youth) | 2 | eOTD-Didactic-Courses | This course exposed students to the provision of assistive technology for children and youth to enhance their participation and performance in meaningful occupations and enhance their quality of life. Students will be exposed to specific models and frames of reference, assessment tools and assistive technology (communication aids, environmentalcontrols, low vision, community mobility, computers and software, and technology for care), and strategies to support the implementation and daily use of such.described in detail. The development of personal leadership styles will be introduced. This course will also address service, professionalism, communication, and personal development. Topics include service as a valued entity in the optometric profession both locally and nationally. The various dimensions of professionalism in the healthcare professions are discussed including personal beliefs, decision making and non-discrimination. |
| OT 736 | Assistive Technology& Environmental Design (Adults/Geriatrics) | 2 | eOTD-Didactic-Courses | This course exposed students to the provision of assistive technology for children and youth to enhance their participation and performance in meaningful occupations and enhance their quality of life. Students will be exposed to specific models and frames of reference, assessment tools and assistive technology (communication aids, environmentalcontrols, low vision, community mobility, computers and software, and technology for care), and strategies to support the implementation and daily use of such. |
| OT 740 | Leadership as an Occupation | 2 | eOTD-Didactic-Courses | This course examines current research and practices of leadership. Students examine the influence of emerging technologies, shifting accountabilities between providers and consumers, health care reform and occupational therapy’s Vision 2025 in relation to evolving leadership principles and characteristics. Evidence-based tools are analyzed for their contribution to developing leadership as a meaningful activity. Issues of change, creativity and innovation, inter-professional collaboration, leadership delivery models, self-mastery, professional integrity, credibility and other leadership-related concepts are themes that underpin the course. Special emphasis is placed upon self-exploration of intentions for leading in health and human service beyond degree conferral. |
| OT 741 | Geriatric Clinical Conditions in Occupational Therapy (Psychosocial/Physical/ Neurological) | 2 | eOTD-Didactic-Courses | This course explores the commonly seen conditions (physical, neurological, and psychological conditions experienced by geriatric individuals, groups and populations in the United States. The course will review diagnostic and intervention features from the lens of a medical model, holistic perspective, and the social determinants of health. |
| OT 743 | Geriatrics Occupational Analysis & Evaluation (Psychosocial/Neurological/Physical Rehabilitation) | 2 | eOTD-Didactic-Courses | This course explores evaluation of occupational performance, performance components, and occupational environments among geriatric populations. The content will be learned through a problem-based learning approach, instructor and student-lead seminar, structured observation, group discussion, case studies, and student presentations. Typical occupational performance problems evaluated by occupational therapists will beinvestigated. Issues related to screening, assessment, evaluation, will be addressed. |
| OT 744 | Occupation-Based Interventions in Geriatric Settings w/Lab | 2 | eOTD-Didactic-Courses | The study of theory and frames of reference related to occupation-based interventions for geriatric persons with physical and neurological disorders or injury will be explored and applied. Students will review and integrate current best evidence related to interventions supporting participation and performance in meaningful occupations. |
| OT 745 | Preparation for Level II Fieldwork Experience | 1 | eOTD-Didactic-Courses | This course will prepare the student with the understanding, tools, and resources to be successful in their fieldwork experience. This course will provide students with an increased understanding of professional skills of communication, receptiveness to feedback, taking initiative, dependability, and other interpersonal behaviors that are essential learning outcomes of the fieldwork experience. Students will understand the individual and site expectations in order to fulfill and complete a successful fieldwork experience. |
| OT 749 | Special Topics in Occupational Therapy w/Lab | 2 | eOTD-Didactic-Courses | The purpose of this course is for the occupational therapy students to gain knowledge and skills of assessment and interventions related to driving habilitation/rehabilitation and low vision among young adults, adults, and geriatrics. An additional focus will be placed on the collaboration of occupational therapy with optometrists. |
| OT 719 | Level 1 A Fieldwork (1 week) | 1 | eOTD-Fieldwork-Courses | The clinical education of Level I fieldwork is to introduce students to the fieldwork experience, to apply knowledge to practice, and to develop an understanding of the needs of clients. Level I fieldwork shall be integral to the program’s curriculum design and include experiences designed to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process. The focus of these experiences is not intended for the student to be independent in performance. Qualifiedpersonnel for supervised Level I fieldwork include but are not limited to, occupational therapists, psychologists, physician assistants, teachers, social workers, nurses, and physical therapists.emphasize certain biochemical principles related to the eye. It will provide the student with the level ofcontemporary knowledge base that will lead to an understanding of the etiologies and implications of metabolic and inherited conditions with ocular and visual implications. |
| OT 729 | Level 1 B Fieldwork (1 week) | 1 | eOTD-Fieldwork-Courses | The clinical education of Level I fieldwork is to introduce students to the fieldwork experience, to apply knowledge to practice, and to develop an understanding of the needs of clients. Level I fieldwork shall be integral to the program’s curriculum design and include experiences designed to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process. The focus of these experiences is not intended for the student to be independent in performance. Qualifiedpersonnel for supervised Level I fieldwork include but are not limited to, occupational therapists, psychologists, physician assistants, teachers, social workers, nurses, and physical therapists. |
| OT 739 | Level 1 C Fieldwork (1 week) | 1 | eOTD-Fieldwork-Courses | The clinical education of Level I fieldwork is to introduce students to the fieldwork experience, to apply knowledge to practice, and to develop an understanding of the needs of clients. Level I fieldwork shall be integral to the program’s curriculum design and include experiences designed to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process. The focus of these experiences is not intended for the student to be independent in performance. Qualifiedpersonnel for supervised Level I fieldwork include but are not limited to, occupational therapists, psychologists, physician assistants, teachers, social workers, nurses, and physical therapists. |
| OT 750 | Level II A Fieldwork (12 weeks) | 7 | eOTD-Fieldwork-Courses | The OTD curriculum at RMUOHP contains both an academic and a fieldwork component. The academic component is designed to provide the student with a firm foundation in basic health sciences, occupational therapy theory and models, use of the Occupational Therapy Practice Framework: Domain and Practice 4th Ed, screening/evaluation, occupational based intervention techniques, evidence-based practice, critical thinking and clinicalthinking, emerging practice trends, communication and professionalism. The fieldworkcomponent is designed to integrate all of this didactic knowledge with hands-on, practicalexperience. |
| OT 751 | Level II B Fieldwork (12 weeks) | 7 | eOTD-Fieldwork-Courses | The OTD curriculum at RMUOHP contains both an academic and a fieldwork component. The academic component is designed to provide the student with a firm foundation in basic health sciences, occupational therapy theory and models, use of the Occupational Therapy Practice Framework: Domain and Practice 4th Ed, screening/evaluation, occupational based intervention techniques, evidence-based practice, critical thinking and clinical thinking, emerging practice trends, communication and professionalism. The fieldwork component is designed to integrate all of this didactic knowledge with hands-on, practical experience.relationship between host defenses, the clinically significant microorganisms, their transmission, pathogenic mechanisms, and association with infectious diseases in humans. |
| OT 760 | Preparation for Doctoral Capstone Experience | 1 | eOTD-Capstone | This seminar-type course is designed to provide students with the knowledge and skills that will aid them in the successful completion of their doctoral capstone experience (14 week) in the Winter semester of their 3rd year. |
| OT 761 | Doctoral Capstone Experience (14 weeks) | 9 | eOTD-Capstone | The Doctoral Capstone Experience is an individually designed, thorough student experience in a practice setting in one or more of the following areas of study: clinical practice skills, research skills, administration, leadership, program and policy development, advocacy, or education. |
| OT 762 | Doctoral Capstone Project I | 1 | eOTD-Capstone | This course launches students towards the initiation of the capstone project. Constructs examined in this course build upon foundational course assignments and challenge students to demonstrate commitment to being/becoming practice-scholars. Throughcontinued scholarly discourse, self-reflection, and examination of knowledge translation/transfer of evidence-based practice; students formulate the proposal for the capstone project. Students generate a working draft capstone proposal as a final course project and will receive instructor feedback to further refine their capstone projectproposal that will be used to complete their final capstone project. Instructor(s) review parameters for: capstone project options, expected level of rigor, individualized deliverables based on the type of capstone project, the impact of the project on healthcare, contribution to the occupational therapy field, and the process to optimize successfulcompletion of the required capstone project for the OTD degree. Instruction on the application of evidence-based practice and dissemination of subsequent works of scholarship are provided. Students conclude the course with the approval of the capstone proposal by their Faculty Advisor, Subject Matter Expert, and Primary CourseInstructor/Doctoral Capstone Coordinator. |
| OT 763 | Doctoral Capstone Project II | 3 | eOTD-Capstone | This course allows the students to implement aspects of their capstone project initiation document to further explore the literature, design and develop deliverables, and then complete the required Institutional Review Board requirements for the OTD capstone project. Students are supported by their Faculty Advisor, Subject Matter Expert, and Primary Course Instructor/Doctoral Capstone Coordinator. |
| OT 764 | Doctoral Capstone Project III | 4 | eOTD-Capstone | This course is focused on the formal aspects of the implementation of their capstone project and further enhancing deliverables. Students continue to receive support from their Faculty Advisor, Subject Matter Expert, and Primary Course Instructor/Doctoral Capstone Coordinator. They generate a final capstone document (paper/executive summary, project-related deliverables, and other documents as negotiated between the student and their capstone advisors). The Capstone Project demonstrates achievement ofGPD-approved*, student-generated learning outcomes, and a product of practice/clinicalscholarship that informs occupational therapy practice. submit and present a summation ofthe Capstone Project in the form of a “virtual” capstone presentation at an annual colloquium according to parameters outlined during class to peers and instructor by end of the course. Students conclude the course with final reflections moving forward post-graduation. |
| Code | Course | Credits | Category | Description |
| PT 700 | Professionalism 1: Physical Therapy & the Profession | 3 | DPT Professionalism | An overview of the healthcare delivery system and of the professional roles of practicing physical therapists. Students evaluate the interdisciplinary roles of medical and rehabilitation co-professionals and extenders, including, among others, medical doctors, nurses, physical, occupational and speech therapists, chiropractors, social workers, and physical therapist assistants. The history and development of modern-day physical therapy in the United States is examined in depth and includes the study of the collaborative nature of twenty-first century healthcare practice. General principles of human interaction, communication, and relationships are presented, including self, professional-patient, and interdisciplinary strategies for understanding adaptations to disease and disability. Students will be introduced to cultural competence and the importance it plays in physical therapy practice. (Lecture 3) |
| PT 707 | Professionalism 2: Patient Management | 3 | DPT Professionalism | This course will focus on developing professional thinking and clinical skills. The course covers the elements of patient/client management with a focus on the components of the examination and the development of the evaluation/diagnosis/ prognosis process. Laboratory sessions emphasize examination skills with refinement of psychomotor skills learned during the first semester. Professional behaviors of that demonstrate Compassion & Caring, Integrity and Professional Duty are included within the laboratory sessions and patient discussions. The evaluative process will utilize the International Classification of Functioning and Disability (ICF) as the primary process for evaluating the examination findings, making a diagnosis and developing the prognosis/ plan of care. The course also includes: an introduction to documentation and billing, examination of patients in different clinical settings, and the basic principles of medical imaging. (Lecture 2/Lab 2) |
| PT 717 | Professionalism 3: Ethics & Physical Therapy Practice | 3 | DPT Professionalism | This course provides a comprehensive overview of physical therapy ethics and legal practice issues. Students explore and analyze the APTA’s Code of Ethics and the Guide for Professional Conduct. Students define, describe, and evaluate moral, ethical, and legal issues pertaining to physical therapy practice in a variety of practice settings. APTA’s professional standards, third party payer standards, and licensing board’s ethical requirements are reviewed in depth to facilitate student assessment, comparing and contrasting, and analysis of these important documents. Students will explore various sociocultural topics and explore the patient/client perspective. The development of skills to prepare students to be culturally competent in physical therapy practice is emphasized. Teaching and learning methods, informatics, and abuse of vulnerable populations will also be discussed. (Lecture 3) |
| PT 723 | Professionalism 4: Specialty Practice | 3 | DPT Professionalism | This course focuses on specialty practice areas in physical therapy. Topics include pelvic health, vestibular rehab, ENMG, imaging, and the integumentary system. Current practice and technology, emerging issues, and future opportunities in Physical Therapy will be explored in relation to these specialty practice areas. (Lecture 3) |
| PT 740 | Professionalism 5: Financial Principles in Physical Therapy | 2 | DPTProfessionalism | This course examines current issues and trends in physical therapy clinical management. Specific topics include: (1) health care malpractice and business, contract, criminal, and education law concepts and case, statutory and regulatory law; (2) informed consent; (3) organizational theory, behavior, and culture; (4) leadership and management principles; (5) human resource management issues; (6) healthcare finance; (7) marketing of PT professional services; and (8) information, quality, and risk management. (Lecture 2) |
| PT 701 | Foundational Sciences 1: Human Anatomy | 5 | DPT Foundational Sciences | The study of human anatomical structures as they relate to movement and the physiological demands of activity and exercise. A regional approach to the study of structures is aided by specimens, models, and multimedia. The course is projected to have a strong interactive, online component. (Lecture 4/Lab 2) |
| PT 711 | Foundational Sciences 2: Kinesiology 1 | 4 | DPT Foundational Sciences | This course will examine the study of human movement including selected anatomical, structural, and functional properties of human connective tissues, muscular tissues, nervous tissues, and skeletal structures. Focus will be on the lower quarter. Emphasis will be placed on mechanical, neuroregulatory, and muscular influences upon normal and pathological motion. (Lecture 3/Lab 2) |
| PT 721 | Foundational Sciences 3: Applied Physiology | 5 | DPT Foundational Sciences | This course is a foundational science course and serves as a core building block for the understanding of physiology in preparation for physical therapy primary care practice. All the major organ systems will be studied individually and progressively integrated throughout the course. The goal of the course is to develop a more complete picture of how the human body maintains homeostasis and responds and adapts to exercise, growth & aging, and environmental challenges. The impact of nutrition on health and performance will also be introduced. Lecture and labs will be used to meet the course objectives, incorporate experiential learning, and develop critical thinking skills.(Lecture 4/Lab 2) |
| PT 731 | Foundational Sciences 4: Kinesiology 2 | 4 | DPT Foundational Sciences | This course is a continuation of Kinesiology 1, and includes the study of human movement, including selected anatomical, structural, and functional properties of human connective tissues, muscular tissues, nervous tissues, and skeletal structures. Focus is on the upper quarter and spine. Emphasis will be placed on mechanical, neuroregulatory, and muscular influences upon normal and pathological motion. (Lecture 3/Lab 2) |
| PT 741 | Foundational Sciences 5: Neuroscience | 4 | DPT Foundational Sciences | This course includes the study of human neuroanatomy and neurophysiology, with emphasis on the relationship between structure, function, and control of the human nervous system in normal and diseased states. (Lecture 4) |
| PT 704 | Physical Therapy Procedures | 3 | DPT Clinical Sciences | This introductory course focuses on basic principles and the development of psychomotor skills related to palpation, infection control, vital signs, lines and equipment, body mechanics, positioning and draping, therapeutic massage, soft tissue mobilization, basic wheelchair prescription, transfers, bed mobility, and gait training of patients and clients. In addition, it introduces the student to the American Physical Therapy Association’s Guide approach to physical therapy practice and documentation. (Lecture 2/Lab 2) |
| PT 705 | Foundations of Research | 3 | DPT Clinical Sciences | This course will present an introduction to general research principles, research ethics, evidence-based practice and biostatistics. Specific topics to research include the formulation of a research question, principles of measurement, basic research design and methodological, types of reliability and validity, and fundamentals in conducting a literature review. Quantitative article critiques will be conducted in class and outside of class. Specific topics to biostatistics include descriptive statistics, measures of central tendency, basic probability concepts, sampling distributions, confidence intervals, hypothesis testing, one and two-sample t-tests, correlations and Anova’s (Lecture 3) |
| PT 714 | Physical Agents | 2 | DPT Clinical Sciences | This course focuses on the theory and physiological effects of selected physical agents/modalities, including indications and contraindications relevant to specific conditions. Biophysical Technologies include heat, cold, electrical current, light, sound, and other electromagnetic spectrum modalities, as well as intermittent compression and traction. (Lecture 1/Lab 2) |
| PT 716 | Pharmacotherapy | 1 | DPT Clinical Sciences | This course will introduce basic pharmacological concepts such as pharmacotherapeutics, dynamics, and kinetics and their application to physical therapy practice. The impact of prescribed and over the counter (OTC) drugs on the outcome of therapy interventions will be explored. The course also emphasizes current evidence regarding medication/drugs and their relation to physical therapy practice. (Lecture 1) |
| PT 724 | Therapeutic Exercise | 4 | DPT Clinical Sciences | This course is designed to provide students with an overview of basic principles related to exercise, including acute and chronic physiologic adaptation to aerobic and anaerobic exercise. The impact various disease states have on exercise capacity will also be explored. In addition, the application of therapeutic exercise prescription and medical documentation will be emphasized as relates to pathologic conditions commonly seen in physical therapy practice. (Lecture 2/Lab 4) |
| PT 725 | Evidence-based Practice | 3 | DPT Clinical Sciences | This course provides students with the foundational knowledge and skills necessary to conscientiously, explicitly, and judiciously apply principles of evidence based-practice in the healthcare environment, patient/client management, and in making clinical decisions. The course focuses on the primary components of evidence-based practice: formulating answerable clinical questions, finding best available evidence, performing critical appraisals of evidence, integrating evidence for making clinical decisions, and evaluation of outcomes. (Lecture 3) |
| PT 729 | Lifespan 1: Pediatric Physical Therapy | 3 | DPT Clinical Sciences | This class is the first of the Life Span series focused on developmental sequence and treatment across the lifetime of our patients. It will include entry level material intended to allow all students to treat patients with age-appropriate activities and comprehend functional skills for pediatric patients. Students will progress through stages of normal development including reflexes and gross motor skill acquisition in addition to standardized assessments used with children. It is imperative to embrace the entire family system in treating young patients and understand underlying legislation to provide care for children at various ages. In addition to introduction to common pediatric diagnoses, students will be introduced to the roll of Health promotion and safety within this specialty area. Students will apply the elements of patient/client management in physical therapy practice, including, screening, examination, evaluation, diagnosis, prognosis, plan of care, intervention, and outcomes assessment to the patient with neuromuscular dysfunction. (Lecture 2/ Lab 2) |
| PT 730 | Introduction to Health Promotion & Wellness | 2 | DPT Clinical Sciences | This course will provide an overview of the concepts of health promotion, health education, public health, primary prevention, lifestyle, behavior, and wellness and, based on evidence, their relationships to each other and to secondary and tertiary care. The historical relevance of and evidence for focusing on individual and social determinants of health will be explored and an ecological model combining both approaches will be introduced. Typical intervention sites for effective health promotion programs will be discussed as well as a framework for implementing programs. (Lecture 2) |
| PT 733 | Cardiovascular & Pulmonary Physical Therapy | 4 | DPT Clinical Sciences | This course will prepare the student to effectively manage patients with cardiovascular and/or pulmonary impairments and disability. Emphasis is placed on the elements of patient client management in physical therapy practice, including screening, examination, evaluation, diagnosis, prognosis, development of a plan of care, intervention, and outcomes assessment and evaluation. Concepts of exercise physiology and practical application in physical therapy are addressed. (Lecture 2/Lab 4) |
| PT 734 | Muscoloskeletal Physical Therapy 1 | 5 | DPT Clinical Sciences | The first of two courses in this series, this course prepares the student to practice entrylevel physical therapy relative to the management of musculoskeletal conditions. Information related to common orthopaedic conditions and diagnoses is presented. This course will concentrate on the lower extremities and the spine. Information regarding evidence-based approaches in critical thinking and application of psychomotor skills related to examination, evaluation, diagnosis, prognosis, intervention, and outcomes assessment is emphasized. A primer on differential diagnosis and evaluation tools is presented to help students recognize problems that are beyond the physical therapy scope of practice and when/how to refer appropriately within the healthcare community. (Lecture 4/Lab 2) |
| PT 736 | Prosthetics, Orthotics, & Amputee Training | 2 | DPT Clinical Sciences | This course focuses on care of the patient who has had an amputation or condition that requires external support, including care related to underlying conditions and comorbidities. Topics such as care of residual limb, prosthetics and orthotics, and associated care and training will be discussed. (Lecture 2) |
| PT 739 | Lifespan 2: Geriatric Physical Therapy | 2 | DPT Clinical Sciences | This class is the second of the Life Span series focused on developmental sequence and treatment across the lifetime of our patients. The focus of this course is the biopsychosocial aspects of aging in order to understand the complexities of geriatric care. Integration of the physical aging process, appropriate, evidence-based evaluation techniques, outcome measures, as well as the design of effective treatment plans are discussed. (Lecture 2) |
| PT 742 | Pathophysiology | 3 | DPT Clinical Sciences | This course expands on concepts introduced in anatomy and physiology and focuses on pathophysiology and disease frequently seen in physical therapy practice. (Lecture 2) |
| PT 744 | Muscoloskeletal Physical Therapy 2 | 5 | DPT Clinical Sciences | The second of two courses in this series, this course prepares the student to practice entry-level physical therapy relative to the management of the musculoskeletal conditions. This course will concentrate on the upper extremities, trunk and the cervical spine. Information related to common orthopaedic conditions and diagnoses is presented. Information regarding an evidence-based approach in critical thinking and application of psychomotor skills related to examination, evaluation, diagnosis, prognosis, intervention, and outcomes assessment is emphasized. A primer on differential diagnosis and evaluation tools is presented to help students recognize problems that are beyond the physical therapy scope of practice and how/when to refer appropriately within the healthcare community. (Lecture 4/Lab 2) |
| PT 746 | Differential Diagnosis | 2 | DPT Clinical Sciences | This course focuses on screening for referral by the physical therapist and building upon the knowledge and skills of examination, screening, and evaluation from prior clinical management courses. Review of pathology of the major body system will be covered with current evidence for how differential diagnosis and screening is applied to each body system. Screening for emergent situations and preparations to respond to these situations will be discussed. Competencies gained through the course are intended to help prepare the practitioner to function as an autonomous provider capable of making accurate diagnostic and screening decisions according to the best available evidence. (Lecture 2) |
| PT 754 | Neuromuscular Physical Therapy 1 | 3 | DPT Clinical Sciences | The first of two courses in this series, this course prepares the future physical therapist to effectively manage patients with neuromuscular dysfunction. Students will apply the elements of patient/client management in physical therapy practice, including, screening, examination, evaluation, diagnosis, prognosis, plan of care, intervention, and outcomes assessment to the patient with neuromuscular dysfunction. The emphasis in this first course will be on an introduction of neuromuscular topics, including current motor control theories and evidence-based application of motor learning principles. (Lecture 3) |
| PT 755 | Capstone | 2 | DPT Clinical Sciences | This is a limited residency course that includes distance and online coursework while students are on their final clinical internship, as well as on-campus presentation and evaluation activities. In this course, student finalize preparations for entering the profession of physical therapy, including demonstration of entry-level skills in physical therapy clinical practice through development, presentation, and defense of an evidencebased capstone project; participating in activities for success on the national licensure examination; and completion of other professional development activities.(Lecture 2) |
| PT 764 | Neuromuscular Physical Therapy 2 | 5 | DPT Clinical Sciences | The second of two courses in this series, this course prepares the future physical therapist to effectively manage patients with neuromuscular dysfunction. Students will incorporate and build upon concepts and skills developed in the first course. Students will learn to effectively manage adult patients with specific neurological diagnoses. Emphasis will be placed on using an evidence-based approach to developing knowledge and skills in managing a variety of common conditions, including spinal cord injury, cerebrovascular accident, vestibular dysfunction, traumatic brain injury, and multi-system neurologic conditions. The effects of aging and Geriatric neurological conditions will also be considered. (Lecture 4/Lab 2) |
| PT 770 | Clinical Integrations | 2 | DPT Clinical Sciences | This course is strategically placed in semester 6 at the conclusion of the didactic portion of the Doctor of Physical Therapy program just before student therapists go out on extended clinical rotations. It is designed to aid students in assimilating content from all clinical management courses. Students are asked to analyze complex case scenarios, utilize evaluation skills, and design interventions including patient/family education and home exercise programs. Students work in teams to plan and rehearse each element of patient management to address case-based problems or patient simulations withconsultation from faculty. Components of clinical practice that are integrated in this course include: interpersonal communication, utilization of evidence-based practice, examination, evaluation, plan of care establishment, intervention execution and modification, documentation, billing, and self and peer review. This course is designed to prepare students to make the transition from the classroom to the clinic. (Lecture 1, Lab 2) |
| PT 738 | Physical Therapy Experience | 5 | DPT Clinical Experiences | The first of four clinical education courses, this course is designed to facilitatesocialization of DPT students to the clinical environment and to apply knowledge and basic skills developed up to this point in the curriculum in a real world setting. Students will participate in direct patient care while being instructed and supervised by clinical faculty members. Student activities may include, but are not limited to, patient examination, patient treatment, patient and family education, article presentations, and aspects of patient care (Clinical Experience) |
| PT 788 | Clinical Internship 1 | 11 | DPT Clinical Experiences | The second of four clinical education courses, this course is designed to incorporate knowledge and skills obtained and enhanced during the first short term clinical experience and synthesize information and skills developed in the final didactic portion of the curriculum. Students will participate in direct patient care while being instructed and supervised by clinical faculty members. Student activities may include, but are not limited to, patient examination, patient treatment, patient and family education, article presentations, and all aspects of patient care and most aspects of patient/client management. It is anticipated that the student PT should be able to carry a caseload and work independently (with appropriate supervision) with most simple and many complex patient types by the end of this clinical experience. (Clinical Experience) |
| PT 798 | Clinical Internship 2 | 11 | DPT Clinical Experiences | The third of four clinical education courses, this course is designed to incorporate knowledge and skills obtained and enhanced during the first two clinical experiences and synthesize/appraise information and skills developed in the final didactic portion of the curriculum. Students will participate in direct patient care while being instructed and supervised by clinical faculty members. Student activities may include, but are not limited to, patient examination, patient treatment, patient and family education, article presentations, and all aspects of the patient/client management model appropriate to the setting. It is anticipated that the student PT will be able to demonstrate entry-level performance by the end of this clinical experience, for many of the criteria. (Clinical Experience) |
| PT 799 | Clinical Internship 3 | 11 | DPT Clinical Experiences | This final clinical education course is designed to incorporate knowledge and skills obtained and enhanced during the first three clinical experiences and synthesize/appraise information and skills developed in the final didactic portion of the curriculum. Students will participate in direct patient care while being instructed and supervised by clinical faculty members. Student activities may include, but are not limited to, patient examination, patient treatment, patient and family education, article presentations, and all aspects of the patient/client management model appropriate to the setting. It is anticipated that the student PT will be able to demonstrate entry-level performance by the end of this clinical experience. (Clinical Experience) |
| Code | Course | Credits | Category | Description |
| CC 507.2 | Quantitative Topics in Published Research | 2 | tDPT Core Courses | This course involves the study of basic statistics, data analysis methods, and results commonly reported by authors in physical therapy literature. Students will interpret statistics reported in journal articles and make judgments about the appropriateness of reported methods, interpretations, and conclusions based on research designs, data, and assumptions underlying applied statistical methods. Examples from current physical therapy literature will be cited throughout the course to illustrate concepts and improve students' abilities to interpret and critique the work of others. An overview of survey research methods as well as data analysis and data display strategies are provided for use in Pediatric Science Capstone projects and in clinical practice (client / parent satisfaction surveys and needs assessments). |
| CC 527 | Evidence-based Practice | 3 | tDPT Core Courses | This course is designed to prepare healthcare professionals with the knowledge and skills to make independent judgments about the validity of clinical research and to implement evidence-based clinical practice. This course focuses on the concepts of evidence-based practice with emphasis on forming answerable clinical questions, designing and evaluating PICO questions, and creating effective literature search strategies on pediatric science topics. The evaluative approach to appraising the research literature prepares students to judge the evidence on the: 1) accuracy and validity of diagnostic tests and application of important diagnostic tests in the care of a specific patient; 2) effectiveness of clinical interventions; 3) natural history of health-related conditions; and 4) risk of harm from select preventive and therapeutic interventions. Based on presentation of case scenarios, students are required to formulate the key question(s), rapidly search medical and health-related databases, appraise the evidence with a critical analysis, and describe application of the evidence in a clinical context related to pediatrics. |
| P 510 | Pediatric Pharmacology & Imaging | 1 | tDPT Core Courses | In this course, pharmacodynamics and pharmacokinetics of commonly prescribed medications and over-the-counter drugs are addressed for children receiving physical therapy. Potential drug complications of adverse effects and interactions are reviewed. An overview of brain and musculoskeletal imaging procedures occurs with emphasis on the neonatal brain and common musculoskeletal pathology in children. Students present pediatric cases and describe related imaging and pharmacological components. |
| P 544 | Pediatric Differential Diagnosis & Medical Screening for Pracititioner Referrals | 2 | tDPT Core Courses | This course is designed to enhance the skill level of physical therapists working with children in conducting selected portions of an examination. This examination process includes taking a history for the pediatric client, reviewing systems beyond the system(s) typically of concern to therapists, addressing health promotion with children and families, and recognizing signs and symptoms that indicate the need for a referral to another health practitioner. The student is expected to bring knowledge of tests and measures and examination procedures unique to pediatric physical therapy. |
| P 702 | Leadership in Pediatric Physical Therpay | 3 | tDPT Core Courses | Models and perspectives are analyzed for administrating, leading, and consulting in pediatric therapy settings with strategies included for managing challenging work dynamics. Self-reflection is conducted on personal leadership style and approaches within the combined framework of Goleman’s Emotional Intelligence model and Hagberg’s Real Power model. Cultural Intelligence models are analyzed across a range of intercultural, inclusion, and ethical contexts involving children, families, and professional team members. A strategic planning format for future consultation opportunities is examined, and students present future consultation projects for analysis and discussion. |
| P 703 | Seminar on Children & Youth in Early Intervention & Education Environments | 2 | tDPT Core Courses | This course includes discussion and application of laws, practice guidelines, and service delivery models for early intervention and school-based practice settings. Development and use of individualized family service plans and individualized education programs are addressed. Clinical decision-making frameworks are used with peer-reviewed literature to analyze and support selected interventions through case-based presentations. |
| P 705 | Interprofessional Global Health in Pediatrics | 2 | tDPT Core Courses | This course blends interprofessional education with global health perspectives for pediatric practitioners. Discussion and application of competencies and principles are prioritized to define and guide pediatric practice when caring for children in resourcelimited settings both locally and internationally. A framework is addressed for interprofessional training in cross-cultural competency, ethics, health equity, human rights, advocacy, capacity development, and partnership engagement. Using this framework, students will analyze and present a pediatric case from the perspective of a globally-minded, globally competent practitioner. |
| P 721.3 | Scientific Writing & Professional Presentations | 1 | tDPT Core Courses | An overview is provided on structure, process, and ethical context of scientific writing for the medical literature including mechanics and common challenges in technical writing, steps in preparing for publication, and processes for research grant applications. Obstacles of writer’s block and procrastination are analyzed. Ethical analyses of unintentional plagiarism and appropriate citation and permission for using the intellectual property (slides; resources) of others are explored. Strategies are reviewed and evaluated for professional presentations (poster and platform), international presentations with a translator, and media interviews. |
| P 735 | Topics in Pediatric Gait: Seminar & Lab | 2 | tDPT Core Courses | This course focuses on the development of pre-and-early ambulation in a population predisposed to rapid and dramatic changes: birth to three year old infants and toddlers. The effects of biomechanics, neuromuscular and sensory systems, orthotics, and tone management are integrated during learning activities to build intervention strategies to address ambulation early and effectively. Clinical application involves children with diagnoses of cerebral palsy, developmental delay, prematurity, or Down Syndrome. Lab sessions involve group work with developing a clinical algorithm (process map) and practicing techniques with a class member. |
| TDPT 508 | Pediatric Practice Analysis: Directed Independent Study | 2 | tDPT Core Courses | This directed independent study provides each student with an individually tailored opportunity for an evidence-based, reflective analysis of pediatric physical therapy practices. With evidence-based competencies gained from the CC527 course in the first semester, this project allows the pediatric physical therapist to analyze care processes implemented for a selected infant, child, or youth related to current best evidence |
| P 528 | Pediatric Science Capstone Seminar | 1 | tDPt Capstone Courses | In this seminar course, students have the opportunity to develop and present proposed pediatric science capstone topics, purpose and scope, feasibility issues, literature support, and potential obstacles. A method for determining effectiveness of each capstone project will be presented and discussed. A formal presentation with slides and facilitated discussion with peers will occur. Students will provide formal introductions of speakers. Written peer and instructor feedback are provided to enhance future presentation skills and leadership. |
| P 529.2 | Pediatric Science Capstone | 4 | tDPt Capstone Courses | The pediatric science capstone involves an individualized experience to expand knowledge, competency, and teaching in pediatrics. The project topic and design are negotiated with the faculty member and can be achieved in a variety of settings (clinical, education, administration). The capstone project may focus on 1) developing and evaluating a new clinical program, 2) designing and presenting a series of teaching modules, 3) writing and evaluating practice guidelines or policy and procedure manual for a new practice setting, 4) preparing a journal article for publication, 5) expanding the semester 2 directed independent study project from a single case into a case series analysis, or 6) other individualized pediatrics-related options A soft-bound technical report of the project is submitted in addition to an electronic version. All capstone project methods and results are presented verbally to colleagues and other related professionals in practice settings where the project was conducted. (This online course may be taken in an additional 4th semester, on permission of the Program Director.) |
| Code | Course | Credits | Category | Description |
| PAS 690 | Evidence-Based Practice 1 | 1 | MPAS Foundational Courses | Serving as a prelude to the Applied Clinical Reasoning courses, this course focuses on concepts of evidence-based practice. Specifically, the course covers the foundational principles of research design, epidemiology, biostatistics, and searching the medical literature. |
| PAS 695 | Evidence-Based Practice 2 | 1 | MPAS Foundational Courses | Serving as a companion to the Applied Clinical Reasoning courses, this course focuses on concepts of evidence-based practice. Specifically, the course covers principles of biostatistics, critical evaluation of the literature, and synthesis of EBP principles into realistic practice settings. |
| PAS 501 | Applied Human Anatomy | 4 | MPAS Foundational Courses | This course emphasizes the clinical application of human anatomy. Students learn to recognize normal anatomic structures and become familiar with common anatomic variations. This course covers topographical, radiological, and gross anatomy content pertinent to everyday primary care clinical practice. The cadaver laboratory offers hands-on-learning, facilitating abstraction of anatomical relationships and spatial orientation. Recognition of abnormal and pathologicfindings is consistently stressed throughout the course, providing an applicable foundation for effective diagnostic evaluation and therapeutic intervention. |
| PAS 502 | Biomedical Science | 4 | MPAS Foundational Courses | This course is an overview of physiologic and pathophysiologic processes influencing the human body. Part of the course emphasizes genetic, molecular, and cellular level mechanisms while other content focuses on disease manifestation at the organ and systems levels. Basic principles of cell biology, histology, embryology, immunology, and molecular genetics are covered. Included also is an introduction to general pathology, infectious processes, nutrition, and environmental effects on the human organism. Case studies assist students in applying relative principles in clinical situations, and initiate the process of understanding dysfunction and pathology in clinical settings. Recognition of alterations of normal function is highlighted throughout. |
| PAS 503 | History & Physical Exam | 3 | MPAS Foundational Courses | This course challenges students to develop the knowledge and skills necessary to competently elicit a comprehensive, as well as problem-specific, medical history. Students are taught principles of physical examination and develop foundational skills including inspection, auscultation, percussion, and palpation. A focus on normal exam findings is emphasized to provide students a solid foundation for recognition of abnormal findings in later courses and eventual practice. Recording and documentation of medical records is introduced and practiced. This course focuses on adult exam and documentation. Specific material for pediatric and geriatric examination is addressed in their respective courses. |
| PAS 504 | Primary Care Fundamentals | 2 | MPAS Foundational Courses | This course provides students with a strong foundation for practicing primary care clinical medicine. Providing holistic, relationship-centered patient care is emphasized. Clinical medicine topics covered include pervasive diseases encountered, diagnosed, and managed in the primary care setting, such as diabetes mellitus, hypertension, and lipid disorders. Common diagnostic and health maintenance laboratory studies are also explored, including but notlimited to, complete blood count, basic metabolic panel, kidney function tests, liver function tests, lipid panels, and thyroid testing. Tailoring care to individual patients is discussed, particularly principles related to treating patients with chronic disease states, enabling students to subsequently consider disease processes of organ-systems in the context of patients with common underlying comorbidities. |
| PAS 505 | Digital Literacy & Technical Communications | 1 | MPAS Foundational Courses | In this course, students will develop skills to acquire quality, evidence-based information, and utilize this information to produce scholarly materials and communicate effectively with others in the healthcare field. An emphasis is placed on utilizing digital technology resources to acquire, communicate, and create scholarly works effectively in order to facilitate the students’ ability to become lifelong learners. Topics covered include citation management systems,cloud-based information management, proper medical writing styles, and online forum discussions. |
| PAS 506 | Clinical Pharmacology Core | 3 | MPAS Foundational Courses | This course serves as a primer for future courses geared toward specific disease states, challenging students to learn core pharmacologic concepts foundational for subsequent utilization of pharmacotherapeutics in patient-centered practice. Principles of pharmacokinetics and pharmacodynamics are presented. Other topics include drug nomenclature, drug classification schemas, drug interactions, adverse drug reactions, autonomic nervous system pharmacology, analgesics and pain management principles, and individualized approaches to pharmacologic management of disease. Content related to prescriptive powers and prescriptive writing requirements is also provided. |
| PAS 511 | Professional Development I | 1 | MPAS Professional Development | This course is the first in a series designed to integrate the principles of professionalism, ethics, profession-specific issues, and the business of medicine, with the practice of medicine. Students are instructed in academic and intellectual honesty and professional conduct in relation to academics and clinical practice. Specific focus areas include history of the physician assistant profession, professionalism, medical ethics, and working as part of a healthcaredelivery team. |
| PAS 512 | Professional Development II | 1 | MPAS Professional Development | This course is the second in a series designed to integrate the principles of professionalism, ethics, profession-specific issues, and the business of medicine, with the practice of medicine. Emphasis of this course is on the role healthcare providers play in the areas of public health, preventive medicine, and health maintenance. |
| PAS 513 | Professional Development III | 1 | MPAS Professional Development | This course is the third in a series designed to integrate the principles of professionalism, ethics, profession-specific issues, and the business of medicine, with the practice of medicine. This course examines many of the legal and practice-based issues of healthcare including: electronic data management, coding, billing, reimbursement, rules and regulations, confidentiality, certification and licensure, and safety. |
| PAS 514 | Professional Development IV | 1 | MPAS Professional Development | This course is the fourth in a series designed to integrate the principles of professionalism, ethics, profession-specific issues, and the business of medicine, with the practice of medicine. This particular course evaluates health care disparities and provider sensitivity to cultural diversity, socioeconomic differences, and their impact on health and wellness. Complementary and alternative medical practice methods are also examined with particular attention given to integrative and preventive approaches. |
| PAS 515 | Professional Development V | 1 | MPAS Professional Development | This course is the fifth in a series designed to integrate the principles of professionalism, ethics, profession-specific issues, and the business of medicine, with the practice of medicine. This particular course occurs during the final didactic semester just prior to students engaging in the final two full-time supervised clinical practice experiences (SCPEs) semesters. The focusduring this course is developing skills needed to become a lifelong learner through practicebased learning/self-improvement and developing awareness of health policy and current trends/issues. There is a continued emphasis on professionalism as it applies to clinical practice. |
| PAS 516 | Professional Development VI | 1 | MPAS Professional Development | This course is the sixth in a series designed to integrate the principles of professionalism, ethics, profession-specific issues, and the business of medicine, with the practice of medicine. This particular course covers the organizational and economic elements of systems-based practice. This course also focuses on cost-effective and efficient health care, case management, risk management, error prevention, patient safety, and quality improvement. |
| PAS 517 | Professional Development VII | 1 | MPAS Professional Development | This class is the first of the Life Span series focused on developmental sequence and treatment across the lifetime of our patients. It will include entry level material intended to allow all students to treat patients with age-appropriate activities and comprehend functional skills for pediatric patients. Students will progress through stages of normal development including reflexes and gross motor skill acquisition in addition to standardized assessments used with children. It is imperative to embrace the entire family system in treating young patients and understand underlying legislation to provide care for children at various ages. In addition to introduction to common pediatric diagnoses, students will be introduced to the roll of Health promotion and safety within this specialty area. Students will apply the elements of patient/client management in physical therapy practice, including, screening, examination, evaluation, diagnosis, prognosis, plan of care, intervention, and outcomes assessment to the patient with neuromuscular dysfunction. (Lecture 2/ Lab 2) |
| PT 692 | Applied Clinical Reasoning I | 3 | MPAS Applied Clinical Reasoning | This course is the first in a series designed to challenge students to develop clinical reasoning skills, think critically, enhance interpersonal and communication skills, apply evidence-based resources, and problem-solve as clinicians and as members of an interdisciplinary healthcare team. Students are challenged with simulated cases where they develop clinical skillsevaluating standardized patients. Cases encompass acute and/or longitudinal care, and the emphasis is placed on the following: developing differential diagnoses, developing assessments and plans, the medical chart, medical documentation, and informed consent. Students give oral case presentations and integrate aspects of preventive care and public health in the context of acute care. |
| PT 693 | Applied Clinical Reasoning II | 2 | MPAS Applied Clinical Reasoning | This course is the second in a series designed to challenge students to develop clinical reasoning skills, think critically, enhance interpersonal and communication skills, apply evidence-based resources, and problem-solve as clinicians and as members of an interdisciplinary healthcare team. Building upon patient care skills developed in the first course, this course challenges students to evaluate and manage standardized patients in the context of acute and longitudinal care. Key content areas include: establishing patients in the primarycare setting, admission orders, inpatient management, progress notes, discharge summaries, rehabilitative care, and utilization of an electronic healthcare record. |
| PT 694 | Applied Clinical Reasoning III | 2 | MPAS Applied Clinical Reasoning | This is the final applied clinical reasoning course in the series designed to challenge students to develop clinical reasoning skills, think critically, enhance interpersonal and communication skills, apply evidence-based resources, and problem-solve as clinicians while recognizing the contributions of members of the interprofessional health care team. Simulated patient scenarios are designed to facilitate a team approach to the care of acute and longitudinal cases. Emphasis is also placed on further developing interpersonal and communication skills. |
| PAS 601 | Clinical Medicine: Behavioral Dynamics | 3 | MPAS Clinical Medicine | This foundational course explores the psychosocial aspects of medicine. Students develop interpersonal and communication skills necessary to effectively communicate with patients and other healthcare professionals. Treatments are discussed from a biopsychosocial perspective with reference to psychotherapies, psychopharmacology, and environmental intervention.Recognition and management of common psychiatric and psychosocial problems encountered in primary care are highlighted. Indications for referral and hospitalization are discussed. Topics covered include but not be limited to: anxiety disorders, mood disorders, psychosis, substance use disorders, personality disorders, eating disorders, and psychiatric emergencies and crises. Case-based learning and role-play is employed to provide enhanced understanding of applying evidence-based practices to individual patient needs and circumstances. |
| PAS 602 | Clinical Medicine: Hematology/Oncology | 2 | MPAS Clinical Medicine | This course is a clinical medicine (CM) modular course using an organ-systems approach to facilitate student learning in the study of hematology and oncology. Focus includes commonly encountered medical issues affecting hematopoiesis, hemostasis, and the lymphoid organs. Topics emphasized include clinical presentation, epidemiology, pathophysiology, patient assessment, diagnosis, pathology, therapeutic interventions, disease management, and clinical course of common disorders. This course also includes introductory oncology content, with a focus on the global clinical aspects of cancer screening, diagnosis, staging, and therapeutic intervention. Organ-specific cancers are primarily discussed in corresponding CM modular courses. |
| PAS 603 | Clinical Medicine: Endocrinology | 2 | MPAS Clinical Medicine | This course is a clinical medicine (CM) modular course using an organ-systems approach to facilitate student learning in the study of endocrinology. Commonly encountered medical problems primarily affecting metabolism and organs of the endocrine system are examined. Topics emphasized include clinical presentation, epidemiology, pathophysiology, patient assessment, diagnosis, pathology, therapeutic interventions, management, and clinical courseof common diseases. |
| PAS 604 | Clinical Medicine: Infectious Disease | 2 | MPAS Clinical Medicine | This course is a clinical medicine (CM) modular course emphasizing global considerations related to approaching infectious disease. Content includes mechanisms of transmission and pathogenicity, methods of diagnosis, antimicrobial pharmacotherapy, common and systemic clinical presentations, and methods for infection control and prevention. Common bacterial, viral, fungal, and parasitic pathogens are explored. Organ-specific and demographicpredominant infectious diseases are primarily discussed in corresponding CM modular courses. |
| PAS 605 | Clinical Medicine: EENT | 2 | MPAS Clinical Medicine | This course is a clinical medicine (CM) modular course using an organ-systems approach to facilitate student learning in the study of diseases and disorders of the eyes, ears, nose, and throat (EENT). Topics emphasized include clinical presentation, epidemiology, pathophysiology, patient assessment, diagnosis, pathology, therapeutic interventions, management, and clinical course of common diseases. |
| PAS 606 | Clinical Medicine: Cardiovascular/EKG | 4 | MPAS Clinical Medicine | This course is a clinical medicine (CM) modular course using an organ-systems approach to facilitate student learning in the study of cardiovascular medicine. Commonly encountered medical problems primarily affecting the cardiovascular system are examined. The clinical presentation, epidemiology, pathophysiology, patient assessment, diagnosis, pathology, therapeutic interventions, management, and clinical course of these conditions are explored. During this course students learn fundamentals of interpreting electrocardiograms (EKG),including recognition of common abnormal EKG patterns and differentiation from normal and normal variant EKG tracings. |
| PAS 607 | Clinical Medicine: Pulmonology | 2 | MPAS Clinical Medicine | This course is a clinical medicine (CM) modular course using an organ-systems approach to facilitate student learning in the study of pulmonology. Commonly encountered medical problems primarily affecting the pulmonary system are examined. The clinical presentation, epidemiology, pathophysiology, patient assessment, diagnosis, pathology, therapeutic interventions, management, and clinical course of these conditions are explored. |
| PAS 608 | Clinical Medicine: Genitourinary | 2 | MPAS Clinical Medicine | This course is a clinical medicine (CM) modular course using an organ-systems approach to facilitate student learning in the study of the genitourinary system. Focus for this course includes examination of commonly encountered genitourinary issues. Topics emphasized include clinical presentation, epidemiology, pathophysiology, patient assessment, diagnosis, pathology, therapeutic interventions, disease management, and clinical course of commondiseases. |
| PAS 609 | Clinical Medicine: Gastroenterology | 2 | MPAS Clinical Medicine | This course is a clinical medicine (CM) modular course using an organ-systems approach to facilitate student learning in the study of gastroenterology. Commonly encountered medical problems primarily affecting the gastrointestinal system are examined. The clinical presentation, epidemiology, pathophysiology, patient assessment, diagnosis, pathology,therapeutic interventions, management, and clinical course of these conditions are explored.consultation from faculty. Components of clinical practice that are integrated in this course include: interpersonal communication, utilization of evidence-based practice, examination, evaluation, plan of care establishment, intervention execution and modification, documentation, billing, and self and peer review. This course is designed to prepare students to make the transition from the classroom to the clinic. (Lecture 1, Lab 2) |
| PAS 610 | Clinical Medicine: Pediatrics | 3 | MPAS Clinical Medicine | This course examines important aspects of primary care pediatrics including assessment of the child patient, preventive health, and pediatric diseases and conditions. Specific issues of the newborn and older child are presented in such areas as perinatal care, child development & behavior, congenital & genetic disorders, pediatric infectious disease, pediatric respiratory issues, pediatric emergencies, injuries, and parenting. Pediatric pharmacotherapy are explored with emphasis on indications, contraindications, and medication dosing in relation to disease process type and patient demographics. The student also learns assessment techniques specific to the pediatric population. |
| PAS 613 | Clinical Medicine: Surgery | 1 | MPAS Clinical Medicine | This course focuses on basic surgical concepts related to primary care as well as surgical specialties. The intent is to familiarize students with surgical concepts, topics and technique. Students learn to recognize signs and symptoms that may require surgical intervention. This course also emphasizes risk management for preoperative patients, pre- and postoperative care, wound assessment, and wound management. |
| PAS 611 | Clinical Medicine: Neurology | 2 | MPAS Clinical Medicine | The third of four clinical education courses, this course is designed to incorporate knowledge and skills obtained and enhanced during the first two clinical experiences and synthesize/appraise information and skills developed in the final didactic portion of the curriculum. Students will participate in direct patient care while being instructed and supervised by clinical faculty members. Student activities may include, but are not limited to, patient examination, patient treatment, patient and family education, article presentations, and all aspects of the patient/client management model appropriate to the setting. It is anticipated that the student PT will be able to demonstrate entry-level performance by the end of this clinical experience, for many of the criteria. (Clinical Experience) |
| PAS 614 | Clinical Medicine: Geriatrics | 2 | MPAS Clinical Medicine | This course provides a foundation for addressing medical problems commonly seen in the aging and elderly population. Additional instruction on preventive medicine, health maintenance, mobility limitations and access to healthcare, therapeutic interventions, medication awareness, and quality of life issues are emphasized. Instruction related to death and dying is also provided. |
| PAS 615 | Clinical Medicine: Women's Health | 2 | MPAS Clinical Medicine | This course addresses important aspects of women’s health with an emphasis on obstetrical, gynecologic, and preventive care. Content includes a thorough exploration of physiology, pathophysiology, disease states, management options, and screening guidelines for women’s health issues. Obstetrics focuses on the principles of prenatal, perinatal, and post-natal care. Complications arising in pregnancy and management of the more common emergent problems that occur in pregnancy are discussed. |
| PAS 616 | Clinical Medicine: Emergency Medicine | 3 | MPAS Clinical Medicine | This course provides fundamental instruction on the recognition and management of lifethreatening patient presentations. Problem-based case studies and team-based activities are utilized extensively in this course. Team work, collaboration, cooperation, and valuing interdisciplinary contributions to managing patients is emphasized. BLS and ACLS certification is included as part of this course. |
| PAS 617 | Clinical Medicine: Dermatology | 2 | MPAS Clinical Medicine | This course is a clinical medicine (CM) modular course using an organ-systems approach to facilitate student learning in the study of dermatology. Focus revolves around commonly encountered dermatologic disorders. Topics emphasized in this course include clinical presentation, epidemiology, pathophysiology, patient assessment, diagnosis, pathology, therapeutic interventions, disease management, and clinical course of common diseases. |
| PAS 618 | Clinical Medicine: Musculoskeletal | 4 | MPAS Clinical Medicine | This course is a clinical medicine modular course using an organ-systems approach to facilitate learning in the study of orthopedic and rheumatologic conditions, injuries, and disease processes. Focus for this course includes examination of commonly encountered musculoskeletal issues. Emphasis on proper examination and special exam tests for common orthopedic and rheumatologic issues are discussed. Topics emphasized include epidemiology, etiology/pathogenesis, clinical presentation, diagnosis, disease management, complications, referral considerations, and clinical course of common diseases and injuries. Fundamental aspects of interpreting lab and imaging studies, such as blood work, x-rays, MRI, and CT scans, are developed. Identification of common fractures, subluxations, and dislocations common in primary care are discussed, along with various autoimmune and inflammatory musculoskeletal conditions. |
| PAS 700 | Clinical Rotation: Preparatory Seminar | 1 | MPAS Clinical Experiences | This course provides students with an orientation to help them begin clinical rotations. This course will provide hands-on instruction for some procedures and skills that are important to clinical practice, including basic suturing and injections. A certification course for Pediatric Advanced Life Support is also offered. There will be units designed with the intention of providing students with various clinical pearls that will enhance their clinical rotation experience. Students will practice logging of clinical rotation activities and oral presentation of patient encounters. Students will also be encouraged to start thinking more about their Applied Scholarly Project and making plans accordingly. Additionally, this course evaluates students’ readiness to proceed into the final three semesters of supervised clinical practice experiences (SCPEs). Students are expected to have a strong depth and breadth of knowledge and skills in the basic medical and clinical sciences, and must demonstrate essential cognitive and technical abilities learned in previous courses in order to proceed to SCPEs. |
| PAS 701 | Clinical Rotation | 5 | MPAS Clinical Experiences | Please refer to listing of supervised clinical practice experience types below. |
| PAS 702 | Clinical Rotation | 5 | MPAS Clinical Experiences | Please refer to listing of supervised clinical practice experience types below. |
| PAS 703 | Clinical Rotation | 5 | MPAS Clinical Experiences | Please refer to listing of supervised clinical practice experience types below. |
| PAS 704 | Clinical Rotation | 5 | MPAS Clinical Experiences | Please refer to listing of supervised clinical practice experience types below. |
| PAS 705 | Clinical Rotation | 5 | MPAS Clinical Experiences | Please refer to listing of supervised clinical practice experience types below. |
| PAS 706 | Clinical Rotation | 5 | MPAS Clinical Experiences | Please refer to listing of supervised clinical practice experience types below. |
| PAS 707 | Clinical Rotation | 5 | MPAS Clinical Experiences | Please refer to listing of supervised clinical practice experience types below. |
| PAS 708 | Clinical Rotation | 5 | MPAS Clinical Experiences | Please refer to listing of supervised clinical practice experience types below. |
| Code | Course | Credits | Category | Description |
| SLP 612 | Neural Bases for Communication & Swallowing | 2 | MedSLP Core Curriculum | Examination of the central and peripheral nervous systems as they relate to normal and disordered human communication. Overview of neuroanatomy and neurophysiology, common neuropathologies relevant to communication disorders, and strategies in neurogenic problem solving. |
| SLP 616 | Assessment/Treament of Childhood Speech and Sound Disorders | 2 | MedSLP Core Curriculum | Exploration of acquisition, assessment, and treatment of articulation and phonological disorders in children. |
| SLP 618 | Assessment/Treament of Childhood Language | 2 | MedSLP Core Curriculum | Principles and methods of prevention, diagnosis and intervention applicable todevelopmental language disorders. Includes consideration of both oral and written developmental language. |
| SLP 620 | Medical Speech-Language Pathology I | 2 | MedSLP Core Curriculum | Roles and responsibilities of speech-language pathologists in medical settings with patients spanning the lifespan and a variety of diagnoses. Topics include medical models, assessment/intervention models in medical settings, medical bioethics, pharmacology, medical terminology, and documentation. |
| SLP 624 | Assessment/Treatment of Motor Speech Disorders | 2 | MedSLP Core Curriculum | The role of central and peripheral motor systems in speech production and speech disorders related to abnormalities in these motor systems. Emphasis on the neurological bases, assessment, and clinical management of the dysarthrias and apraxia of speech across the lifespan. |
| SLP 626 | Assessment/Treatment of Adult Neurogenic Language Disorders | 2 | MedSLP Core Curriculum | This course explores neurogenic (acquired) language disorders with specific content focused on the aphasias and the as related to neurolinguistic aspects. We will target diagnosis and classifications of aphasias as well as intergenerational approaches. |
| SLP 636 | Dysphagia II | 2 | MedSLP Core Curriculum | Second in a sequence of dysphagia courses. Explores issues with feeding in pediatric caseloads, more work with instrumental intervention and treatment. |
| SLP 638 | Medical Speech-Language Pathology II | 2 | MedSLP Core Curriculum | This course prepares students to work with patients who are tracheostomy andventilator-dependent. We will explore speaking valves, different types of trachs and ventilator applications. |
| SLP 644 | Dysphagia I | 2 | MedSLP Core Curriculum | Study of the anatomic and physiologic systems involved in normal swallowing and swallowing disorders (dysphagia) in adults. Emphasis on the role of the speechlanguage pathologist in the areas of assessment and treatment of dysphagia and as a team member in the areas of dysphagia-related counseling, ethical and quality of life issues. |
| SLP 646 | Assessment/Treatment of Cognitive-Communication Disorders | 2 | MedSLP Core Curriculum | An investigation of acquired, cognitive-based language disorders including traumatic brain injury (including right brain injury), related cognitive communication sequelae, and dementia. Emphasis on assessment and treatment of cognitive communication disorders. |
| SLP 648 | Assessment/Treatment of Voice & Resonance Disorders | 2 | MedSLP Core Curriculum | Examination of the physiology acoustics, and perception of voice quality and speech resonance, as well as the etiologies, diagnosis, and management of voice and resonance disorders. |
| SLP 650 | Assessment/Treatment of Fluency Disorders | 2 | MedSLP Core Curriculum | Examination of the diagnosis and assessment related to fluency across the lifespan. Procedures specific to the differential assessment of fluency are examined, evaluated and related to therapeutic strategies and the methods of behavior change. |
| SLP 652 | Augmentative and Alternative Communication Disorders | 2 | MedSLP Core Curriculum | Introduction to alternative and augmentative communication systems for consumers. Discussions include the use of aided and unaided communication systems, assessment procedures and intervention, including education and team approaches. |
| SLP 670 | Medical Speech-Language Pathology III | 2 | MedSLP Core Curriculum | This course will continue to expand content from Medical Speech-Language Pathology I & II, and will include topics such as telepractice, advanced medical syndromes, and gerontology. |
| SLP 719 | Counseling | 1 | MedSLP Core Curriculum | Counseling theory, process, and application to individuals who present a variety of communication disorders and to the families of these individuals, with an emphasis on the discipline of speech-language pathology. |
| SLP 621 | Lab Course I | 1 | MedSLP Lab Courses | This course will allow students to obtain hands on experience with clinical test materials. In this semester students will focus on developing proficiency with Articulation and speech sound testing and interpretation as well as language testing. Students will acquire proficiency with at least 10 different standardized test administrations, and will complete training in utilizing Language Sample analysis with the Systematic Analysis of Language (SALT) program. In addition, this lab will include development of skill proficiency in administrating the Cranial Nerve and Oral Mechanism evaluation. |
| SLP 641 | Lab Course II | 1 | MedSLP Lab Courses | This course will allow students to obtain hands on experience with Instrumental testing materials and technology. Students will develop proficiency with both the technical components of the instruments and with the application of the technology to administer evaluations. |
| SLP 707 | Instrumentation & Procedure Validation Lab | 3 | MedSLP Lab Courses | This course will help the student develop competency of current instrumentationtechniques used to evaluate voice and swallowing. The student’s proceduralcompetency will be developed and validates with rigid and flexible endoscopy and fees. This lab will allow the student to acquire multiple opportunities to pass the rigid and flexible endoscopes on both the manikin and on live patients. |
| SLP 622 | Clinic Class I | 3 | MedSLP Clinic Courses | Introduction to professional communication and mechanics of being a clinician.Examination of the role of the speech-language pathologist as a therapist, with an emphasis on diagnostic evaluation, differential diagnosis, and intervention. Includes measurement concepts and clinical problem-solving theory and methods. |
| SLP 628 | Clinic Class II | 2 | MedSLP Clinic Courses | An examination and exploration of the topics of diversity and professional ethics as they involve clinical speech-language pathology. |
| SLP 640 | Clinic Class III | 2 | MedSLP Clinic Courses | An examination and exploration of the topics of professional issues, regulations and law as they involve clinical speech-language pathology. |
| SLP 654 | Clinic Class IV | 2 | MedSLP Clinic Courses | An examination and exploration of clinical documentation and reporting, as well as business organization/planning as they involve clinical speech-language pathology. |
| SLP 660 | Clinic Class V | 2 | MedSLP Clinic Courses | Topics will focus on advanced clinical topics, EPB, supervising assistants. |
| SLP 735 | Clinic Class VI | 1 | MedSLP Clinic Courses | Class topics will focus on transitioning from student to professional and preparing the student for their Clinical Fellowship Year. |
| SLP 623 | Research Methods | 1 | MedSLP Capstone Courses | An overview of what constitutes clinical research. The class instructs students in how to understand the strengths and weakness of various research methods. An overview of research ethics, and application of research results to clinical practice. |
| SLP 630 | Capstone Seminar I | 1 | MedSLP Capstone Courses | Review of basic research issues and concepts in order to prepare to be a consumer of research literature and to prepare the student for their project. Includes various research types and designs, validity, quantitative and qualitative data analysis and clinical applications of research. |
| SLP 634 | Capstone Seminar II | 1 | MedSLP Capstone Courses | As students advance into their topic, they will begin the outlining and writing process with possible preparation for data collection. This seminar will guide them through this phase of their capstone, which is a scholarly project with topics that may involve prevention, assessment, literature review, case presentation or intervention involving the scope of practice for speech-language pathologists. |
| SLP 668 | Capstone Seminar III | 1 | MedSLP Capstone Courses | This seminar will facilitate the data collection with an eye on analysis for the student’s capstone project. The student will continue to plan, write and target clinical and empirical aspects of research and will re-visit ethics, and evidence based practice concepts. |
| SLP 720 | Capstone Seminar IV | 1 | MedSLP Capstone Courses | This seminar will advance the student’s data collection phase and begin to target data analysis for their capstone project. The student will develop their written deliverable project in preparation for the final stage of the capstone. |
| SLP 619 | Practicum in Speech-Language Pathology I | 3 | MedSLP Practicum Courses | Examination of the diagnostic, treatment and documentation procedures in speechlanguage pathology occurring through active observation in the clinical environment and classroom instruction. Active, supervised participation in the clinical process with emphasis on individualized assessment, treatment, counseling and documentation procedures. |
| SLP 632 | Practicum in Speech-Language Pathology II | 3 | MedSLP Practicum Courses | Examination of the diagnostic, treatment and documentation procedures in speechlanguage pathology occurring through active observation in the clinical environment and classroom instruction. Active, supervised participation in the clinical process with emphasis on individualized assessment, treatment, counseling and documentation procedures. |
| SLP 642 | Practicum in Speech-Language Pathology III | 3 | MedSLP Practicum Courses | Examination of the diagnostic, treatment and documentation procedures in speechlanguage pathology occurring through active observation in the clinical environment and classroom instruction. Active, supervised participation in the clinical process with emphasis on individualized assessment, treatment, counseling and documentation procedures. |
| SLP 658 | Practicum in Speech-Language Pathology IV | 4 | MedSLP Practicum Courses | Examination of the diagnostic, treatment and documentation procedures in speechlanguage pathology occurring through active observation in the clinical environment and classroom instruction. Active, supervised participation in the clinical process with emphasis on individualized assessment, treatment, counseling and documentation procedures. |
| SLP 722 | Practicum in Speech-Language Pathology V | 4 | MedSLP Practicum Courses | Examination of the diagnostic, treatment and documentation procedures in speechlanguage pathology occurring through active observation in the clinical environment and classroom instruction. Active, supervised participation in the clinical process with emphasis on individualized assessment, treatment, counseling and documentation procedures. |
| SLP 734 | Practicum in Speech-Language Pathology VI | 4 | MedSLP Practicum Courses | Offsite clinical practicum experience, completed under the supervision of communitybased, qualified and certified speech-language pathologists. Emphasis on the evaluation and treatment of disorders related to speech, language, cognitivecommunication disorders, and swallowing. |
| SLP 712 | Adanced Seminar: Advanced Dysphagia | 2 | MedSLP Advanced Seminar Elective Courses | This course will target advanced instrumental techniques for assessment. Students will obtain additional experience with FEES and MBSS interpretation and skill development. Utilization of diagnostic information to plan therapeutic interventions will be emphasized and developed. |
| SLP 713 A-D | Adanced Seminar: Language Themes | 1 | MedSLP Advanced Seminar Elective Courses | Language Themes will cover early intervention topics pertaining to routines based interview, IFSP process and transition to school. School age topics will include reading comprehension, Basic Interpersonal Conversation skills vs. Cognitive Academic Language Proficiency (using language in decontextualized academic situations for hearing and deaf learners will be covered and finally the cognitive processes of individuals with autism will be covered. Students can attend seminars or conferences for 1-3 credits. |
| SLP 718 | Adanced Seminar: Assistive Technology | 1 | MedSLP Advanced Seminar Elective Courses | This one hour seminar will take a deep dive into advance topics dealing with assertive technology and Augmentative and Alternative Communication including service delivery that includes recognizing ethical dilemmas that can arise when delivering AT services, identifying legislation that shapes services provided to adults and children and identifying AT funding sources. The latest publications and evidenced-based practice will be utilized in order to provide the most current updates in this topic area. |
| SLP 723 A-D | Adanced Seminar: Health Themes | 1 | MedSLP Advanced Seminar Elective Courses | This course will cover heath conditions seen in medical settings Students can attend seminars or conferences for 1-3 credits. Topics covered will include cancer staging, alaryngeal speech choices for individuals with head and neck cancer, cleft palate and craniofacial disorders which will investigate conditions that influence communication, with an emphasis on assessment and intervention of the communication disordersrelated to these impairments. Finally, rehabilitation strategies for individuals who arerecovering from a traumatic brain injury will be discussed with an emphasis on stagingusing the Ranchos Los Amigos scales. |
| Code | Course | Credits | Category | Description |
| CO 610 | Counseling Orientation and Ethics | 3 | Counseling Cores | A review of the historical, philosophical, societal, cultural, economic and political dimensions of and current trends in the community mental health movement; a historical perspective of the counseling profession, counselor roles and functions, professional affiliations, and professional legal and ethical decision-making skills. |
| CO 611 | Social and Cultural Counseling | 3 | Counseling Cores | Present the cultural context of the counseling relationship; examination of issues and concerns related to such factors as culture, ethnicity, age, gender, sexual orientation, religious and spiritual values, socioeconomic status and other various unique characteristics. |
| CO 612 | Human Development | 3 | Counseling Cores | Theories of human development; developmental crises, tasks and transitions across one’s lifespan; theories of learning and personality development; strategies for facilitating optimal human development. |
| CO 613 | Research Methods and Program Evaluation | 3 | Counseling Cores | An overview of the qualitative and quantitative research methods, including the ability to critically examine research and the basic principles of disseminating professional knowledge. |
| CO 614 | Career Counseling | 3 | Counseling Cores | Exploration of educational and career planning – theories, decision-making models, assessment inventories, and resources, and its integration with human development. |
| CO 615 | Assessment and Training | 3 | Counseling Cores | Examination of the most frequently used assessment and testing procedures in counseling, outcome evaluation, multicultural issues, ethical and legal issues. |
| CO 616 | Psychodiagnosis | 3 | Counseling Cores | Examination of the development of diagnostic and case conceptualization skills, major theories of etiology & treatment, and diagnostic principles and skills. |
| CO 617 | Crisis, Trauma, and Suicide | 3 | Counseling Cores | An introduction to the theories, principles and concepts of crisis intervention; contemporary techniques of crisis intervention and resolution used in community, school, family and individual counseling settings and the prevention and treatment of trauma. |
| CO 618 | Substance Abuse and Addictions | 3 | Counseling Cores | Examination of substance abuse and process addictions in multiple populations - the effects of drugs and/or other addictive behaviors on the client and others. The various etiologies – including diagnosis and implications for counseling and treatment. |
| CO 630 | Counseling Skills | 3 | Counseling Cores | Introduction to the knowledge, techniques, skills, and processes basic to initiating and conducting an effective counseling relationship; discussion and attention to the specific nature and process of helping, as well as the unique attitudes and skills required of the effective helper. |
| CO 619 | Theories in Counseling | 3 | Counseling Cores | Examination of the major models of counseling and psychotherapy, theoretical integration, review of outcome research, and its implication with the counseling relationship. |
| CO 631 | Group Counseling | 3 | Counseling Cores | Overview of the theoretical and experiential components of the nature of group counseling, group dynamics, and group leadership. |
| CO 650 | Mental Health Care Systems | 3 | Counseling CMHC Core | Overview of the knowledge and skills necessary to successfully operate in mental health care treatment systems. |
| CO 651 | Psychopharmacology and Treatment Planning | 3 | Counseling CMHC Core | Introduction to the field of psychopharmacology. Integration of diagnostic, case conceptualization, and treatment planning skills; review of best practice guidelines. |
| CO 652 | Systems Theory for Families and Couples | 3 | Counseling MCF Core | An in-depth review of general systems theory and the theoretical foundations of counseling family and couple systems. |
| CO 653 | Practice of Marriage and Family Counseling | 3 | Counseling MCF Core | The practical application of system theory in use with counseling couples and families with a focus on effective skills and techniques. |
| CO 654 | Counseling Children and Adolescents in the Family System | 3 | Counseling MCF Core | The application of development and system theory in counseling children and adolescents and circular causality with the family and other systems. |
| CO 670 | Counseling Practicum | 3 | MHC Counseling Practicum/Internship | Supervised counseling with clients, including development of counseling skills through intensive weekly group and individual supervision. Completion of a minimum of 100 clock hours, with at least 40 client contact hours. Students develop conceptual and professional skills related to their practice at a clinical placement site and practice various specified counseling- and related-activities. |
| CO 671A-D | Mental Health Counseling Internship | 1-6 | MHC Counseling Practicum/Internship | Supervised counseling with clients, continued development of student counseling skills. Includes weekly group and individual supervision. Must complete a minimum of 600 clock hours including at least 240 client contact hours in each specialized area (Mental Health, School, Addictions, Clinical Rehabilitation or Marriage, Couples, and Family Counseling). Students develop conceptual and professional skills related to their specialty at an approved placement site and practice various specified counseling- and related-activities. Students must demonstrate competence of the integration of all knowledge and skills in counseling. |
| CO 672A-D | School Counseling Internship | 1-6 | Counseling Practicum/Internship | Supervised counseling with clients, continued development of student counseling skills. Includes weekly group and individual supervision. Must complete a minimum of 600 clock hours including at least 240 client contact hours in each specialized area (Mental Health, School, Addictions, Clinical Rehabilitation or Marriage, Couples, and Family Counseling). Students develop conceptual and professional skills related to their specialty at an approved placement site and practice various specified counseling- and related-activities. Students must demonstrate competence of the integration of all knowledge and skills in counseling. |
| CO 673A-D | Addictions Counseling Internship | 1-6 | Counseling Practicum/Internship | Supervised counseling with clients, continued development of student counseling skills. Includes weekly group and individual supervision. Must complete a minimum of 600 clock hours including at least 240 client contact hours in each specialized area (Mental Health, School, Addictions, Clinical Rehabilitation or Marriage, Couples, and Family Counseling). Students develop conceptual and professional skills related to their specialty at an approved placement site and practice various specified counseling- and related-activities. Students must demonstrate competence of the integration of all knowledge and skills in counseling. |
| CO 674A-D | Clinical Rehabilitation Counseling Internship | 1-6 | Counseling Practicum/Internship | Supervised counseling with clients, continued development of student counseling skills. Includes weekly group and individual supervision. Must complete a minimum of 600 clock hours including at least 240 client contact hours in each specialized area (Mental Health, School, Addictions, Clinical Rehabilitation or Marriage, Couples, and Family Counseling). Students develop conceptual and professional skills related to their specialty at an approved placement site and practice various specified counseling- and related-activities. Students must demonstrate competence of the integration of all knowledge and skills in counseling. |
| CO 675A-D | Marriage, Couples, and Family Counseling Internship | 1-6 | Counseling Practicum/Internship | Supervised counseling with clients, continued development of student counseling skills. Includes weekly group and individual supervision. Must complete a minimum of 600 clock hours including at least 240 client contact hours in each specialized area (Mental Health, School, Addictions, Clinical Rehabilitation or Marriage, Couples, and Family Counseling). Students develop conceptual and professional skills related to their specialty at an approved placement site and practice various specified counseling- and related-activities. Students must demonstrate competence of the integration of all knowledge and skills in counseling. |
| CO 699A-C | Special Topics in Counseling | 1-3 | Counseling Clinical Sciences | This course expands on concepts introduced in anatomy and physiology and focuses on pathophysiology and disease frequently seen in physical therapy practice. (Lecture 2) |
| CO 640 | Foundation of School Counseling-Models and Systems | 3 | Counseling School Counseling Core | Foundation and management of school counseling, including history, delivery and accountability, professional and ethical standards, competencies, mindsets and behaviors, and standards for student success. Including, concepts of college and career readiness, dropout prevention, and program evaluation. |
| CO 641 | College and Career Readiness | 3 | Counseling School Counseling Core | Theory and practice of college and career readiness. Including assessing readiness, creating a college-going culture, addressing achievement gaps, providing exposure to post-secondary education, developing career literacy, interest and planning, and removing systemic barriers for diverse students. |
| CO 642 | School Counseling Interventions for Student Success | 3 | Counseling School Counseling Core | Theories of school counseling intervention, strategies, techniques, and systemic practices. Including, integration of the research on the effectiveness of school counseling/role of counselor as data-driven leader, common emotional and behavioral issues in school settings. As well as models of school-based collaboration and consultation, community referrals and resources, and peer intervention programs |
| CO 657 | Biopsychosocial Aspects of Addiction | 3 | Counseling Addiction Core | Examination of the biopsychosocial aspects of substance abuse and addictions; with a focus on the physical predispositions, family history and systemic trauma as well as current social mores and legal perspectives. |
| CO 656 | Treatment of Addictions | 3 | Counseling Addiction Core | In depth look at the historical and current evidence-based treatment procedures and techniques of substance abuse and addictions treatment. |
| CO 645 | Foundations of Clinical Rehabilitation Counseling | 3 | Counseling CRC Core | Focuses on the history and philosophy of rehabilitation counseling, including legislation concerning vocational rehabilitation and independent living mandates; with focus on attitudinal, physical and systems barriers to social integration, including the current range of services provided for persons with disabilities, and on informed consumer review, choice, and personal responsibility in the rehabilitation process. |
| CO 646 | Biopsychosocial Aspects of Clinical Rehabiltiation Counseling | 3 | Counseling CRC Core | Examination of the biopsychosocial aspects of impairment and disability; with a focus on social and family systems of support for those who are differently-abled. Additional legal, social advocacy, vocational and treatment components will be integrated. |
| CO 651 | Psychopharmacology and Treatment Planning | 3 | Counseling CRC Core | Introduction to the field of psychopharmacology. Integration of diagnostic, case conceptualization, and treatment planning skills; review of best practice guidelines. |
| Code | Course | Credits | Category | Description |
| HLA 620 | Healthcare Leadership | 3 | SLPD Health Sciences Core Courses | Concepts of leadership related to current healthcare organizations are examined. Specificconcepts including communications, public relations, team building, negotiation, andconflict resolution are explored. Strategic aspects such as vision, viewpoint andadmission are included. Managing uncertainty is discussed in relation to healthcareorganizations. Contemporary leadership challenges, communication strategies and crisiscommunication are explored. Leadership functions and decision-making are analyzed. |
| HS 710 | Evidence-based Practice | 3 | SLPD Health Sciences Core Courses | This course is designed to prepare healthcare professionals with the knowledge, skillsand abilities necessary to make independent judgments about the validity of clinicalresearch and to implement evidence-based clinical practice in their careers. This coursewill focus on the concepts of evidence-based practice with emphasis on forminganswerable clinical questions and effective literature search strategies. The evaluativeapproach to appraising the research literature will prepare the students to judge theevidence on: 1) the accuracy and validity of diagnostic tests and the application ofimportant diagnostic tests in the care of a specific patient; 2) the effectiveness of clinicalinterventions; 3) the natural history of health-related conditions; 4) risk of harm from selectpreventative and therapeutic interventions. Based on presentation of case scenarios,students will be required to formulate the key question(s), rapidly search medical andhealth-related databases, appraise the evidence with a critical analysis and describeapplication of the evidence in a clinical context. |
| HS 712 | Research Methods: A Quantitiave Approach | 3 | SLPD Health Sciences Core Courses | This course provides an introduction to general research principles and research ethics.The student will be introduced to the following topics in the research process: questionformulation, principles of measurement, basic design and methodological features, issuesof reliability and validity, and fundamentals of conducting a literature review. A quantitativearticle critique will be conducted in class and outside of class. The class format will includelecture, small group discussion, and practice. |
| HS 714 | Scientific/Professional Writing | 1 | SLPD Health Sciences Core Courses | This course introduces the student to qualitative research methods and their applicationsto problems and phenomena in healthcare. Emphasis is placed on the appropriate useand differences of qualitative methods, their philosophical underpinnings, and applicationto clinical issues. |
| HS 720 | Survey of Qualitative Research | 3 | SLPD Health Sciences Core Courses | Faculty-directed clinical, basic, or applied research practicum, which may include but notlimited to review of literature preparation, human subjects committee proposaldevelopment, data collection, and presentation/manuscript preparation. GradedPass/Fail. (Optional course. May be taken in substitution for another course, with ProgramDirector approval. May be repeated up to 6 credits.) |
| HS 751 | Case Series Single Subject Design | 3 | SLPD Concentration Courses | This course will seek an in-depth exploration and practice regarding the mechanics, design and construction of case series and single subject research designs in a healthcare environment. Students will develop and submit a single subject/case series research design related to individual dissertation topics or to relevant clinical questions. |
| SLP 601 | Evidence-based Practice in Speech-Language Pathology | 2 | SLPD Concentration Courses | This course is designed to prepare speech-language pathology students with theknowledge, skills and abilities necessary to make independent judgments about thevalidity of clinical research and to implement evidence-based clinical practice in clinicalenvironments. This course focuses on the concepts of evidence-based practice, withemphasis on forming answerable clinical questions and effective literature searchstrategies. The EBP approach prepares students to find, appraise, and integrate evidencefor clinical decision-making, with particular emphasis in this course on (a) prognosis for agiven client, and (b) effectiveness of clinical interventions. Based on presentation of casescenarios, students will formulate the key question(s), rapidly search medical and healthrelated databases, select best available evidence, appraise the evidence using the EBPapproach, and describe application of the evidence in a clinical context. |
| SLP 602 | Speech-Language Pathology Clinical Supervision I | 3 | SLPD Concentration Courses | This course is designed to prepare the student with knowledge to assume the role of aspeech-language pathology clinical supervisor. Topics related to supervision include itsdefinition, history, theories, resources, major roles/responsibilities/styles of clinicalsupervisors, diversity, and expectations/needs of supervisees; the supervision ofgraduate students, speech-language pathology assistants, Clinical Fellows, and otherrehabilitation professionals will be discussed. |
| SLP 603 | Speech-Language Pathology Clinical Supervision II | 3 | SLPD Concentration Courses | This course builds on the knowledge derived from SLP 602 by introducing students toadvanced clinical teaching skills requiring critical thinking and clinical problem solving andethical decision-making. Students will also demonstrate effective communication andinterpersonal skills, including accommodations appropriate for personal/cultural/linguisticfactors and conflict resolution. Students will examine the research questions andmethodology in the supervision literature. Students will identify supervision needs,develop a plan of action, demonstrate supervisory competence, and engage in effectivesupervisory behavior that includes advocacy, and recognition of the critical role of interprofessional practice. Prerequisite: SLP 602 |
| SLP 605 | Ethics in Speech-Language Pathology | 2 | SLPD Concentration Courses | This course provides a comprehensive overview of ethics in the clinical practice ofspeech-language pathology (SLP). Students define and distinguish moral, ethical andlegal foundations in clinical practice, analyze the cardinal documents of the profession, and compare and contrast national and state ethical standards. Additional topics includetheories of ethics, professional malpractice, ethical principles of research, ethicaldecision-making, and how ethics can impact the various environments in which SLPpractice occurs. |
| SLP 606 | Capstone I: Speech-Language Pathology | 3 | SLPD Capstone Courses | This course is designed to provide students with the foundation for successful completionof an evidence-based practice (EBP) project. This course emphasizes knowledge ofcurrent expectations for speech-language pathologists engaging in EBP in clinicalpractice, familiarizing students with capstone progression, project quality and scope, anddoctoral-level communication requirements. Each student is expected to develop theintroduction, literature review, and method for the capstone project, and, if appropriate,submit the project to the Institutional Review Board. |
| SLP 607 | Capstone II: Speech-Language Pathology | 3 | SLPD Capstone Courses | This course is the second of three that are specifically designed to provide students withthe foundation for successful completion of an evidence-based practice (EBP) project.This course emphasizes knowledge of current expectations for speech-languagepathologists engaging in EBP in clinical practice, and familiarizing students with capstoneprogression, project quality and scope, and doctoral-level communication requirements.Prerequisite: SLP 606. |
| SLP 609 | Capstone III: Speech-Language Pathology | 3 | SLPD Capstone Courses | This course is designed as a culmination of the student’s learning experiences, with anemphasis on the implementation and presentation of a complete evidence-based practice(EBP) project. Students are expected to demonstrate depth of knowledge in select areasof clinical practice through the advanced synthesis of information and expertise ininterpreting and applying clinical research. The ultimate goal of the capstone project isthat students will demonstrate the ability to function as independent clinician researchersand to use their knowledge and skills in order to effect systems change in professionalenvironments. Prerequisite: SLP 607. |
| SLP 610 | Single Subject Research in Speech-Language Pathology | 3 | SLPD Removed 2023-03-03 | This course explores the general research principles of single subject (small N) researchacross the lifespan (children and adults), with an emphasis on the discipline of speechlanguage pathology. Application of this method of research is explored through theprimary designs that constitute this type of research: withdrawal/reversal, multiplebaseline, alternating treatment, and changing criterion. |
| SLP 721 | Biostatics Interpretation | 3 | SLPD Concentration Courses | The purpose of this course is to learn basic interpreting biostatistics reported in peerreviewed journal articles. Topics will include ways of describing data, how to graphicallydisplay data, and looking for and testing relationships or differences in data. |
| SLP 727 | Speech-Language Pathology Practice: Organization & Management | 2 | SLPD Concentration Courses | The primary professional focus for speech-language pathologists (SLPs) typicallyinvolves clinical practice; that practice can occur in a wide variety of settings, each withits own unique challenges and opportunities. This course explores current issues oforganization and ongoing management of SLP clinical practice, with an emphasis onadministration/organization/management of healthcare, school, and private practicesettings. |
| HPE 740 | Learning Theory & Design (Semester 3) | 3 | SLPD HPE-Concentration | This course incorporates a learner centered approach to course development and instructional delivery based on the best evidence of how people learn. Students will demonstrate both traditional and innovative instructional techniques and strategies for teaching in didactic settings based upon the evidence-base of best teaching practices. |
| HPE 670 -OR- HPE 752 | Concentration Elective, students required to complete one of the following (Semester 5): | SLPD HPE-Concentration | ||
| HPE 670 | Learning Assessment & Evaluation | 3 | SLPD HPE-Concentration | This course examines a variety of assessment models and techniques used to evaluate student classroom performance, student clinical performance, instructor performance andContent and dates are subject to change. Updated November 8, 2022 9educational programs. Students will design and execute assessment plans, interpret assessment data and develop continuous improvement plans. |
| HPE 752 | Curriculum Design for the Healthcare Professions | 3 | SLPD HPE-Concentration | Students will learn how effective health professions curricula must integrate the basic and clinical sciences, connect didactic to experiential learning, be competency-based and time-variable, include andragogic underpinnings and approaches of delivery, and create meaningful program outcomes and assessment opportunities that verify quality and excellence. In addition, timely issues such as the curricular incorporation of clinical experiences/education, the sociocultural aspects of healthcare, and pertinent accreditation issues and constraints for healthcare professions will be addressed. |
| HPE 760 | Instructional Technology: Design, Theory & Application (Semester 7) | 3 | SLPD HPE-Concentration | This course explores the history and theory of instructional technology used in educational settings. Focus is on identifying, discussing and comparing various instructional technology utilized in the design and delivery of online, blended, and traditional classroom learning environments. Best practices of current instructional technologies applied in higher education classrooms are systematically designed, created, shared, and reviewed. |
| Code | Course | Credits | Category | Description |
| NUR 550 | Scientific Underpinnings | 3 | MSN Core | This course explores the evaluation and application of scientific evidence and researchto nursing science. Students will demonstrate the ability to correctly evaluate researchdata based on levels and types of evidence. Students will be able to evaluate clinicalpractice guidelines using valid and reliable tools to determine which guidelines apply totheir specific practice, including cost, availability, and patient preference. |
| NUR 570 | Health Policy & Finance | 3 | MSN Core | This course will explore the principles of healthcare policy and finance for the advancedpractice nurse. Healthcare policy includes the impact of politics and legislative advocacyon healthcare and its delivery as it relates to access to care and diversity in populationsin the US and globally. The course will also explore the principal ways US healthcare isstructured and financed at the national, state, and local levels. Current and emergingissues and principles of business finance related to clinical care delivery will be analyzedusing case studies and participative learning experiences. Implications for advancedpractice leaders will be explored. |
| NUR 635 | Advanced Pharmacology | 3 | MSN Core | This course is designed to provide the advanced practice nurse with evidence-basedknowledge for the safe and appropriate pharmacotherapy in various settings and fordiverse populations across the lifespan. Basic and advanced pharmacology principles willbe applied to the prescribing and monitoring of agents/drugs utilized in health promotionand the treatment of conditions commonly encountered, including client education andlegal and ethical considerations. |
| NUR 656 | Advanced Pathophysiology | 3 | MSN Core | The course will focus on advanced physical assessment, communication, and diagnosticreasoning skills for the advanced practice nurse to care for individuals and families acrossthe lifespan. Skills obtained in this course will be used to analyze health and alterationsin health for individuals and families and prepare the student for independent practice. |
| NUR 654 | Advanced Health Assessment | 3 | MSN Core | This course is a system-focused pathophysiology course that includes advancedconcepts of functioning as it relates the family nurse practitioner’s ability to manage illnessacross the lifespan. Special attention will be given to advanced concepts that correlatewith clinical decisions related to diagnosis and therapeutic management. Genetic,environmental and lifestyle factors will also be included as they relate to the epidemiologyof disease. |
| NUR 710 | Quality Improvement & Evidence-Based Practice I | 4 | MSN Core | This course will focus on theory, methods and tools necessary for advanced practiceleaders to facilitate quality improvement (QI) in the healthcare setting. Emphasis on therole of Evidence-based Practice (EBP) and Evidence-based Management (EBM) in clinical and management decision making within quality improvement programs will beincluded. Analysis of economic, social and political issues that affect quality in today’shealthcare setting will be examined. |
| NUR 720 | Organizational Behavior Management & Informatics | 4 | MSN Core | Health professionals operate within various formal and informal organizations. In order todevelop and support initiatives that improve the nation’s health, professionals must utilizea broad set of organizational, leadership, and business skills. This course will focus onconcepts from organizational behavior and management that are essentials in meetingsuch initiatives. This course is also designed as a survey course for the advanced practicenurse to explore major existing and emerging technologies and their potential impact.Systems are addressed that support patient centered, safe, effective, timely, efficient andequitable care. An emphasis is placed on the role that information technology supportsthese systems and on development and use of technologies in 21st century healthcare.Electronic medical records (EMRs), patient safety systems and web-based patient andprofessional education are among the topics explored. |
| NUR 730 | Health Promotion & Prevention in Populations | 3 | MSN Core | This course will direct the student in the examination of published guidelines designed tointegrate and institute evidence-based clinical prevention and health services forindividuals, aggregates, and populations across the lifespan. |
| NUR 740 | Roles, Leadership, & Ethics | 3 | MSN Core | This course examines principles of leadership and role development of the advancedpractice nurse and incorporates ethical decision-making, interprofessional collaboration,and navigating evidence-based system changes. The exploration of leadership models,styles, strategies, and roles will provide a foundation for establishing professionalleadership goals. Examining practice regulations; professionalism and ethical practices;and interprofessional collaborations will provide a multi-dimensional view of the role andcontributions of the advanced practice nurse to safe, high-quality, and cost-effectivehealthcare. |
| NUR 770 | Transition to Practice with Capstone Portfolio | 3 | MSN Core | This final course in the master’s program will address issues associated with entry intopractice, including licensure, certification, credentialing, and contract negotiations. Thestudent will finalize an electronic portfolio of essential assignments from each coursetaken which will demonstrate completion of the advanced practice requirements, includingclinical hours and care across the lifespan. |
| FNP 710 | FNP Practicum I: Primary Care & Prevention | 3 | MSN FNP Courses | This course is the first clinical practicum in a series of three practicum courses in the FNPProgram that prepares the student for advanced nursing practice as family nursepractitioners. The three practicum courses should show patient interactions across thelifespan including pediatrics, adult, geriatrics and women’s health. Students will furthertheir skill development in the primary care of individuals and families across the lifespanwith acute and chronic conditions. Students are guided through the application processesfor recognition and certification as a family nurse practitioner. (180 clinical clock hours) |
| FNP 711 | FNP Focus I: Primary Care & Prevention | 3 | MSN FNP Courses | This course is the first clinical didactic in a series of three clinical didactic courses in theFNP Program that prepares the student for advanced nursing practice as family nursepractitioners. The three didactic courses will include lifespan care including pediatrics,adult, geriatrics and women’s health. Students will further their skill development in theprimary care of individuals and families across the lifespan with acute and chronicconditions. Students are guided through the application processes for recognition andcertification as a family nurse practitioner. |
| FNP 720 | FNP Practicum II: Adult & Geriatric | 3 | MSN FNP Courses | This course is the second of three practicum courses in the FNP Program that preparesthe student for advanced nursing practice as family nurse practitioners. The threepracticum courses should show patient interactions across the lifespan includingpediatrics, adult, geriatrics and women’s health. Students will further their skilldevelopment in the primary care of individuals and families across the lifespan with acuteand chronic conditions. Students are guided through the application processes forrecognition and certification as a family nurse practitioner. (180 clinical clock hours) |
| FNP 721 | FNP Focus II: Adult & Geriatrics | 3 | MSN FNP Courses | This course is the second clinical didactic in a series of three clinical didactic courses inthe FNP Program that prepares the student for advanced nursing practice as family nursepractitioners. The three didactic courses will include lifespan care including pediatrics,adult, geriatrics and women’s health. Students will further their skill development in theprimary care of individuals and families across the lifespan with acute and chronicconditions. Students are guided through the application processes for recognition andcertification as a family nurse practitioner. |
| FNP 730 | FNP Practicum III: Women & Children | 3 | MSN FNP Courses | This course is the third practicum course in the FNP Program that prepares students foradvanced nursing practice as family nurse practitioners. Students will further their skilldevelopment in the primary care of individuals and families across the lifespan with acuteand chronic conditions. Students are guided through the application processes forrecognition and certification as a family nurse practitioner. (180 clinical clock hours) |
| FNP 731 | FNP Focus III: Women & Children | 3 | MSN FNP Courses | This course is the third clinical didactic in a series of three clinical didactic courses in theFNP Program that prepares the student for advanced nursing practice as family nursepractitioners. The three didactic courses will include lifespan care including pediatrics,adult, geriatrics and women’s health. Students will further their skill development in theprimary care of individuals and families across the lifespan with acute and chronicconditions. Students are guided through the application processes for recognition andcertification as a family nurse practitioner. |
| PMH 650 | Assessment & Diagnosis of Psychiatric Disorders Across the Lifespan | 3 | MSN PMHNP Courses | This course explores the psychiatric assessment and diagnosis of psychiatric disorders.Learning focuses on advanced psychiatric assessment including the history of presentillness, psychiatric review of systems, psychiatric history, and mental status exam.Students will also learn about diagnosis, case formulation, and treatment planning. Thecourse explores the diagnostic criteria and codes of psychiatric disorders in the DSM-V. |
| PMH 660 | Psychotherapy Across the Lifespan | 3 | MSN PMHNP Courses | This course explores the theoretical foundations of psychotherapy and strategies toimplement evidence-based therapeutic modalities in advanced mental health nursingpractice. Learning focuses on a variety of psychotherapeutic modalities including andcovers the lifespan. |
| PMH 682 | Psychopharmacology | 3 | MSN PMHNP Courses | In this course, students focus on prescribing and monitoring psychopharmaceutical andalternative therapeutic agents in conditions commonly encountered by the psychiatric /mental health advanced practice nurse. This course focuses on advanced concepts inneuroscience, pharmacogenomics, pharmacodynamics, pharmacokinetics in the integration of evidence-based prescribing, as well as ethical and legal aspects ofpharmacotherapeutics. |
| PMH 708 | Practicum I: Adults & Older Adults | 3 | MSN PMHNP Courses | This course is the clinical companion to PMH 709 (didactic). In clinical settings, studentswill apply knowledge of advanced health assessment, psychopathophysiology,psychopharmacotherapeutics, and psychotherapy/therapeutic modalities in therecognition and management of acute and serious mental illness. The population ofinterest for this course is adult women and men and the older adult (65 plus years of age).Genetic, age, gender, and cultural influences will be considered as differential diagnosisand treatment plans are proposed and implemented. Laboratory findings, diagnosticstudies will be integrated into the plan of care. The physical, ethical, and social aspectsof providing mental health care to adults and aging adults will be incorporated into theplan of care. (180 clinical clock hours) Prerequisites: PMH 650, PMH 682 |
| PMH 709 | Focus 1: Adults & Older Adults | 3 | MSN PMHNP Courses | This course is the didactic companion to PMH 708 (clinical). Students will transferknowledge of advanced health assessment, psychopathophysiology,psychopharmacotherapeutics, and psychotherapy/therapeutic modalities to therecognition and management of acute and serious mental illness. The population ofinterest for this course is adult women and men and the older adult (65 plus years of age).Topics will include the genetic, age, gender, and cultural influences on psychiatric andmental health of older adults, as well as laboratory findings and diagnostic studies. Thephysical, ethical, and social aspects of providing mental health care to adults and agingadults will be explored. |
| PMH 718 | Practicum II: Children, Adolescents, Families | 3 | MSN PMHNP Courses | This course is the clinical companion to PMH 719 (didactic). In clinical settings, studentswill continue to apply knowledge of advanced health assessment,psychopathophysiology, psychopharmacotherapeutics, and psychotherapy/therapeuticmodalities in recognition and management of acute and serious mental illness, andmental health, most often seen in the pediatric and adolescent population aged 0-18years of age. Differential diagnoses and treatment plans will include genetic, age, gender,cultural influences and developmental milestones, as well as laboratory findings, anddiagnostic studies. Strategies and interventions in education, family support, andfacilitated family and group communication specific to mental health will be incorporatedinto the plan of care. (180 clinical clock hours) Prerequisites: PMH 650, PMH 682, PMH708 |
| PMH 719 | Focus II: Children, Adolescents, Families | 3 | MSN PMHNP Courses | This course is the didactic companion to PMH 718 (clinical). Students will continue toapply knowledge of advanced health assessment, psychopathophysiology,psychopharmacotherapeutics, and psychotherapy/therapeutic modalities in recognitionand management of acute and serious mental illness, and mental health, most often seen in the pediatric and adolescent population aged 0-18 years of age. Topics will includegenetic, age, gender, cultural influences and developmental milestones, as well aslaboratory findings, and diagnostic studies. Strategies and interventions in education,family support, and facilitated family and group communication specific to mental healthwill be included. |
| PMH 728 | Practicum II: Setting & Population Based Care | 3 | MSN PMHNP Courses | This course is the clinical companion to PMH 729 (didactic). In clinical settings, studentswill develop and apply knowledge in the recognition & management of acute and seriousmental illness to individuals, families, and groups in specific settings and populations.Settings include but are not limited to prisons, addiction and pain clinics, homes, andstudent health clinics. Populations include but are not limited to the marginalized orunderserved, e.g., homeless, immigrant, refugee, and veteran populations. Thesesettings and populations are unique to those experienced in previous clinical courses,giving the students exceptional patient-care experience in interprofessionalcommunication and resource procurement, and a broad range of application of evidencebased practice in the most current and critical of acute and serious mental illnessmanagement. (180 clinical clock hours) Prerequisites: PMH 650, PMH 682, PMH 718 |
| PMH 729 | Focus III: Setting & Population Based Care | 3 | PMHNP Courses | This course is the didactic companion to PMH 728 (clinical). Students will develop andapply knowledge in the recognition & management of acute and serious mental illness toindividuals, families, and groups in specific settings and populations. Settings include butare not limited to prisons, addiction and pain clinics, homes, and student health clinics.Populations include but are not limited to the marginalized or underserved, e.g.,homeless, immigrant, refugee, and veteran populations. These settings and populationsare unique to those experienced in previous courses, and focus on a broad range ofapplication of evidence-based practice in the most current and critical of acute andserious mental illness management. |
| ENP 712 | ENP Practicum I | 2 | MSN ENP Courses | This course is the clinical companion to ENP 713 (Didactic). This clinical practicum willfocus on caring for individuals across the lifespan with cardiovascular, pulmonary,infectious disease, immunology, oncology, and integumentary presentations inambulatory, urgent, and emergent settings. In clinical settings, students will apply knowledge of advanced health assessment, pathophysiology, pharmacotherapeutics,and non-pharmacotherapeutics while considering differential diagnoses. Treatment planswill include genetic, age, gender, and cultural influences, laboratory findings, diagnosticstudies, and procedures. Students will demonstrate the ability to collaborate andcommunicate with patients and the healthcare team, and professionalism in the role of anemergency nurse practitioner. (120 clinical clock hours) |
| ENP 713 | ENP Focus I | 3 | MSN ENP Courses | This course is the didactic companion to ENP 712 (Clinical). The course will focus oncare of individuals across the lifespan with cardiovascular, pulmonary, infectious disease,immunology, oncology, and integumentary presentations in ambulatory, urgent, andemergent settings. Students will be introduced to development of a differential diagnosislist, decision-making processes, patient management, and patient disposition, all whileconsidering professional, ethical, and legal aspects. Content includes evidence-basedguidelines for care, pathophysiology and pharmacology, and genetic, age, gender, andcultural influences. |
| ENP 722 | ENP Practicum II | 2 | MSN ENP Courses | This course is the clinical companion to ENP 723 (Didactic). This clinical practicum willfocus on caring for individuals across the lifespan with gastrointestinal, musculoskeletal,psychiatric, environmental, hematology, toxicology, and traumatic presentations inambulatory, urgent, and emergent settings. In clinical settings, students will applyknowledge of advanced health assessment, pathophysiology, pharmacotherapeutics,and non-pharmacotherapeutics while considering differential diagnoses. Treatment planswill include genetic, age, gender, and cultural influences, laboratory findings, diagnosticstudies, and procedures. Students will demonstrate the ability to collaborate andcommunicate with patients and the healthcare team, and professionalism in the role of anemergency nurse practitioner. (120 clinical clock hours) |
| ENP 723 | ENP Focus II | 3 | MSN ENP Courses | This course is the didactic companion to ENP 722 (Clinical). The course will focus oncare of individuals across the lifespan with gastrointestinal, musculoskeletal, psychiatric,environmental, hematology, toxicology, and traumatic presentations in ambulatory,urgent, and emergent settings. Students will be introduced to development of adifferential diagnoses list, decision-making processes, patient management, and patientdisposition, all while considering professional, ethical, and legal aspects. Content includesevidence-based guidelines for care, pathophysiology and pharmacology, and genetic,age, gender, and cultural influences. |
| ENP 732 | ENP Practicum III | 3 | MSN ENP Courses | This course is the clinical companion to ENP 733 (Didactic). This clinical practicum willfocus on caring for individuals across the lifespan with renal, genitourinary, reproductive,endocrine, neurologic, and head, eye, ear, nose, and throat system presentation inambulatory, urgent, and emergent settings. In clinical settings, students will applyknowledge of advanced health assessment, pathophysiology, pharmacotherapeutics,and non-pharmacotherapeutics while considering differential diagnoses. Treatment planswill include genetic, age, gender, and cultural influences, laboratory findings, diagnostic studies, and procedures. Students will demonstrate the ability to collaborate andcommunicate with patients and the healthcare team, and professionalism in the role of anemergency nurse practitioner. (180 clinical clock hours) |
| ENP 733 | ENP Focus III | 2 | MSN ENP Courses | This course is the didactic companion to ENP 732 (Clinical). The course will focus oncare of individuals across the lifespan with renal, genitourinary, reproductive, endocrine,neurologic, and head, eye, ear, nose, and throat system presentation in ambulatory,urgent, and emergent settings. Students will be introduced to development of adifferential diagnose list, decision-making processes, patient management, and patientdisposition, all while considering professional, ethical, and legal aspects. Content includesevidence-based guidelines for care, pathophysiology and pharmacology, and genetic,age, gender, and cultural influences. |
| Code | Course | Credits | Category | Description |
| PMH 650 | Assessment & Diagnosis of Psychiatric Disorders Across the Lifespan | 3 | PMHNP Courses | This course explores the psychiatric assessment and diagnosis of psychiatric disorders.Learning focuses on advanced psychiatric assessment including the history of presentillness, psychiatric review of systems, psychiatric history, and mental status exam.Students will also learn about diagnosis, case formulation, and treatment planning. Thecourse explores the diagnostic criteria and codes of psychiatric disorders in the DSM-V. |
| PMH 660 | Psychotherapy Across the Lifespan | 3 | PMHNP Specialty Courses | This course explores the theoretical foundations of psychotherapy and strategies toimplement evidence-based therapeutic modalities in advanced mental health nursingpractice. Learning focuses on a variety of psychotherapeutic modalities including andcovers the lifespan. |
| PMH 682 | Psychopharmacology | 3 | PMHNP Specialty Courses | In this course, students focus on prescribing and monitoring psychopharmaceutical andalternative therapeutic agents in conditions commonly encountered by the psychiatric /mental health advanced practice nurse. This course focuses on advanced concepts inneuroscience, pharmacogenomics, pharmacodynamics, pharmacokinetics in the integration of evidence-based prescribing, as well as ethical and legal aspects ofpharmacotherapeutics. |
| PMH 708 | Practicum I: Adults & Older Adults | 3 | PMHNP Specialty Courses | This course is the clinical companion to PMH 709 (didactic). In clinical settings, studentswill apply knowledge of advanced health assessment, psychopathophysiology,psychopharmacotherapeutics, and psychotherapy/therapeutic modalities in therecognition and management of acute and serious mental illness. The population ofinterest for this course is adult women and men and the older adult (65 plus years of age).Genetic, age, gender, and cultural influences will be considered as differential diagnosisand treatment plans are proposed and implemented. Laboratory findings, diagnosticstudies will be integrated into the plan of care. The physical, ethical, and social aspectsof providing mental health care to adults and aging adults will be incorporated into theplan of care. (180 clinical clock hours) Prerequisites: PMH 650, PMH 682 |
| PMH 709 | Focus 1: Adults & Older Adults | 3 | PMHNP Specialty Courses | This course is the didactic companion to PMH 708 (clinical). Students will transferknowledge of advanced health assessment, psychopathophysiology,psychopharmacotherapeutics, and psychotherapy/therapeutic modalities to therecognition and management of acute and serious mental illness. The population ofinterest for this course is adult women and men and the older adult (65 plus years of age).Topics will include the genetic, age, gender, and cultural influences on psychiatric andmental health of older adults, as well as laboratory findings and diagnostic studies. Thephysical, ethical, and social aspects of providing mental health care to adults and agingadults will be explored. |
| PMH 718 | Practicum II: Children, Adolescents, Families | 3 | PMHNP Specialty Courses | This course is the clinical companion to PMH 719 (didactic). In clinical settings, studentswill continue to apply knowledge of advanced health assessment,psychopathophysiology, psychopharmacotherapeutics, and psychotherapy/therapeuticmodalities in recognition and management of acute and serious mental illness, andmental health, most often seen in the pediatric and adolescent population aged 0-18years of age. Differential diagnoses and treatment plans will include genetic, age, gender,cultural influences and developmental milestones, as well as laboratory findings, anddiagnostic studies. Strategies and interventions in education, family support, andfacilitated family and group communication specific to mental health will be incorporatedinto the plan of care. (180 clinical clock hours) Prerequisites: PMH 650, PMH 682, PMH708 |
| PMH 719 | Focus II: Children, Adolescents, Families | 3 | PMHNP Specialty Courses | This course is the didactic companion to PMH 718 (clinical). Students will continue toapply knowledge of advanced health assessment, psychopathophysiology,psychopharmacotherapeutics, and psychotherapy/therapeutic modalities in recognitionand management of acute and serious mental illness, and mental health, most often seen in the pediatric and adolescent population aged 0-18 years of age. Topics will includegenetic, age, gender, cultural influences and developmental milestones, as well aslaboratory findings, and diagnostic studies. Strategies and interventions in education,family support, and facilitated family and group communication specific to mental healthwill be included. |
| PMH 728 | Practicum II: Setting & Population Based Care | 3 | PMHNP Specialty Courses | This course is the clinical companion to PMH 729 (didactic). In clinical settings, studentswill develop and apply knowledge in the recognition & management of acute and seriousmental illness to individuals, families, and groups in specific settings and populations.Settings include but are not limited to prisons, addiction and pain clinics, homes, andstudent health clinics. Populations include but are not limited to the marginalized orunderserved, e.g., homeless, immigrant, refugee, and veteran populations. Thesesettings and populations are unique to those experienced in previous clinical courses,giving the students exceptional patient-care experience in interprofessionalcommunication and resource procurement, and a broad range of application of evidencebased practice in the most current and critical of acute and serious mental illnessmanagement. (180 clinical clock hours) Prerequisites: PMH 650, PMH 682, PMH 718 |
| PMH 729 | Focus III: Setting & Population Based Care | 3 | PMHNP Specialty Courses | This course is the didactic companion to PMH 728 (clinical). Students will develop andapply knowledge in the recognition & management of acute and serious mental illness toindividuals, families, and groups in specific settings and populations. Settings include butare not limited to prisons, addiction and pain clinics, homes, and student health clinics.Populations include but are not limited to the marginalized or underserved, e.g.,homeless, immigrant, refugee, and veteran populations. These settings and populationsare unique to those experienced in previous courses, and focus on a broad range ofapplication of evidence-based practice in the most current and critical of acute andserious mental illness management. |
| NUR 635 | Advanced Pharmacology | 3 | PMHNP NP Core | This course is designed to provide the advanced practice nurse with evidence-basedknowledge for the safe and appropriate pharmacotherapy in various settings and fordiverse populations across the lifespan. Basic and advanced pharmacology principles willbe applied to the prescribing and monitoring of agents/drugs utilized in health promotionand the treatment of conditions commonly encountered, including client education andlegal and ethical considerations. |
| NUR 656 | Advanced Pathophysiology | 3 | PMHNP NP Core | The course will focus on advanced physical assessment, communication, and diagnosticreasoning skills for the advanced practice nurse to care for individuals and families acrossthe lifespan. Skills obtained in this course will be used to analyze health and alterationsin health for individuals and families and prepare the student for independent practice. |
| NUR 654 | Advanced Health Assessment | 3 | PMHNP NP Core | This course is a system-focused pathophysiology course that includes advancedconcepts of functioning as it relates the family nurse practitioner’s ability to manage illnessacross the lifespan. Special attention will be given to advanced concepts that correlatewith clinical decisions related to diagnosis and therapeutic management. Genetic,environmental and lifestyle factors will also be included as they relate to the epidemiologyof disease. |
| NUR 740 | Roles, Leadership, & Ethics | 3 | PMHNP NP Core | This course examines principles of leadership and role development of the advancedpractice nurse and incorporates ethical decision-making, interprofessional collaboration,and navigating evidence-based system changes. The exploration of leadership models,styles, strategies, and roles will provide a foundation for establishing professionalleadership goals. Examining practice regulations; professionalism and ethical practices;and interprofessional collaborations will provide a multi-dimensional view of the role andcontributions of the advanced practice nurse to safe, high-quality, and cost-effectivehealthcare. |
| Code | Course | Credits | Category | Description |
| NUR 635 | Advanced Pharmacology | 3 | MSN Core | This course is designed to provide the advanced practice nurse with evidence-basedknowledge for the safe and appropriate pharmacotherapy in various settings and fordiverse populations across the lifespan. Basic and advanced pharmacology principles willbe applied to the prescribing and monitoring of agents/drugs utilized in health promotionand the treatment of conditions commonly encountered, including client education andlegal and ethical considerations. |
| NUR 656 | Advanced Pathophysiology | 3 | MSN Core | The course will focus on advanced physical assessment, communication, and diagnosticreasoning skills for the advanced practice nurse to care for individuals and families acrossthe lifespan. Skills obtained in this course will be used to analyze health and alterationsin health for individuals and families and prepare the student for independent practice. |
| NUR 654 | Advanced Health Assessment | 3 | MSN Core | This course is a system-focused pathophysiology course that includes advancedconcepts of functioning as it relates the family nurse practitioner’s ability to manage illnessacross the lifespan. Special attention will be given to advanced concepts that correlatewith clinical decisions related to diagnosis and therapeutic management. Genetic,environmental and lifestyle factors will also be included as they relate to the epidemiologyof disease. |
| NUR 740 | Roles, Leadership, & Ethics | 3 | MSN Core | This course examines principles of leadership and role development of the advancedpractice nurse and incorporates ethical decision-making, interprofessional collaboration,and navigating evidence-based system changes. The exploration of leadership models,styles, strategies, and roles will provide a foundation for establishing professionalleadership goals. Examining practice regulations; professionalism and ethical practices;and interprofessional collaborations will provide a multi-dimensional view of the role andcontributions of the advanced practice nurse to safe, high-quality, and cost-effectivehealthcare. |
| FNP 710 | FNP Practicum I: Primary Care & Prevention | 3 | FNP Courses | This course is the first clinical practicum in a series of three practicum courses in the FNPProgram that prepares the student for advanced nursing practice as family nursepractitioners. The three practicum courses should show patient interactions across thelifespan including pediatrics, adult, geriatrics and women’s health. Students will furthertheir skill development in the primary care of individuals and families across the lifespanwith acute and chronic conditions. Students are guided through the application processesfor recognition and certification as a family nurse practitioner. (180 clinical clock hours) |
| FNP 711 | FNP Focus I: Primary Care & Prevention | 3 | FNP Courses | This course is the first clinical didactic in a series of three clinical didactic courses in theFNP Program that prepares the student for advanced nursing practice as family nursepractitioners. The three didactic courses will include lifespan care including pediatrics,adult, geriatrics and women’s health. Students will further their skill development in theprimary care of individuals and families across the lifespan with acute and chronicconditions. Students are guided through the application processes for recognition andcertification as a family nurse practitioner. |
| FNP 720 | FNP Practicum II: Adult & Geriatric | 3 | FNP Courses | This course is the second of three practicum courses in the FNP Program that preparesthe student for advanced nursing practice as family nurse practitioners. The threepracticum courses should show patient interactions across the lifespan includingpediatrics, adult, geriatrics and women’s health. Students will further their skilldevelopment in the primary care of individuals and families across the lifespan with acuteand chronic conditions. Students are guided through the application processes forrecognition and certification as a family nurse practitioner. (180 clinical clock hours) |
| FNP 721 | FNP Focus II: Adult & Geriatrics | 3 | FNP Courses | This course is the second clinical didactic in a series of three clinical didactic courses inthe FNP Program that prepares the student for advanced nursing practice as family nursepractitioners. The three didactic courses will include lifespan care including pediatrics,adult, geriatrics and women’s health. Students will further their skill development in theprimary care of individuals and families across the lifespan with acute and chronicconditions. Students are guided through the application processes for recognition andcertification as a family nurse practitioner. |
| FNP 730 | FNP Practicum III: Women & Children | 3 | FNP Courses | This course is the third practicum course in the FNP Program that prepares students foradvanced nursing practice as family nurse practitioners. Students will further their skilldevelopment in the primary care of individuals and families across the lifespan with acuteand chronic conditions. Students are guided through the application processes forrecognition and certification as a family nurse practitioner. (180 clinical clock hours) |
| FNP 731 | FNP Focus III: Women & Children | 3 | FNP Courses | This course is the third clinical didactic in a series of three clinical didactic courses in theFNP Program that prepares the student for advanced nursing practice as family nursepractitioners. The three didactic courses will include lifespan care including pediatrics,adult, geriatrics and women’s health. Students will further their skill development in theprimary care of individuals and families across the lifespan with acute and chronicconditions. Students are guided through the application processes for recognition andcertification as a family nurse practitioner. |
| Code | Course | Credits | Category | Description |
| ENP 712 | ENP Practicum I | 2 | ENP Courses | This course is the clinical companion to ENP 713 (Didactic). This clinical practicum willfocus on caring for individuals across the lifespan with cardiovascular, pulmonary,infectious disease, immunology, oncology, and integumentary presentations inambulatory, urgent, and emergent settings. In clinical settings, students will apply knowledge of advanced health assessment, pathophysiology, pharmacotherapeutics,and non-pharmacotherapeutics while considering differential diagnoses. Treatment planswill include genetic, age, gender, and cultural influences, laboratory findings, diagnosticstudies, and procedures. Students will demonstrate the ability to collaborate andcommunicate with patients and the healthcare team, and professionalism in the role of anemergency nurse practitioner. (120 clinical clock hours) |
| ENP 713 | ENP Focus I | 3 | ENP Courses | This course is the didactic companion to ENP 712 (Clinical). The course will focus oncare of individuals across the lifespan with cardiovascular, pulmonary, infectious disease,immunology, oncology, and integumentary presentations in ambulatory, urgent, andemergent settings. Students will be introduced to development of a differential diagnosislist, decision-making processes, patient management, and patient disposition, all whileconsidering professional, ethical, and legal aspects. Content includes evidence-basedguidelines for care, pathophysiology and pharmacology, and genetic, age, gender, andcultural influences. |
| ENP 722 | ENP Practicum II | 2 | ENP Courses | This course is the clinical companion to ENP 723 (Didactic). This clinical practicum willfocus on caring for individuals across the lifespan with gastrointestinal, musculoskeletal,psychiatric, environmental, hematology, toxicology, and traumatic presentations inambulatory, urgent, and emergent settings. In clinical settings, students will applyknowledge of advanced health assessment, pathophysiology, pharmacotherapeutics,and non-pharmacotherapeutics while considering differential diagnoses. Treatment planswill include genetic, age, gender, and cultural influences, laboratory findings, diagnosticstudies, and procedures. Students will demonstrate the ability to collaborate andcommunicate with patients and the healthcare team, and professionalism in the role of anemergency nurse practitioner. (120 clinical clock hours) |
| ENP 723 | ENP Focus II | 3 | ENP Courses | This course is the didactic companion to ENP 722 (Clinical). The course will focus oncare of individuals across the lifespan with gastrointestinal, musculoskeletal, psychiatric,environmental, hematology, toxicology, and traumatic presentations in ambulatory,urgent, and emergent settings. Students will be introduced to development of adifferential diagnoses list, decision-making processes, patient management, and patientdisposition, all while considering professional, ethical, and legal aspects. Content includesevidence-based guidelines for care, pathophysiology and pharmacology, and genetic,age, gender, and cultural influences. |
| ENP 732 | ENP Practicum III | 3 | ENP Courses | This course is the clinical companion to ENP 733 (Didactic). This clinical practicum willfocus on caring for individuals across the lifespan with renal, genitourinary, reproductive,endocrine, neurologic, and head, eye, ear, nose, and throat system presentation inambulatory, urgent, and emergent settings. In clinical settings, students will applyknowledge of advanced health assessment, pathophysiology, pharmacotherapeutics,and non-pharmacotherapeutics while considering differential diagnoses. Treatment planswill include genetic, age, gender, and cultural influences, laboratory findings, diagnostic studies, and procedures. Students will demonstrate the ability to collaborate andcommunicate with patients and the healthcare team, and professionalism in the role of anemergency nurse practitioner. (180 clinical clock hours) |
| ENP 733 | ENP Focus III | 2 | ENP Courses | This course is the didactic companion to ENP 732 (Clinical). The course will focus oncare of individuals across the lifespan with renal, genitourinary, reproductive, endocrine,neurologic, and head, eye, ear, nose, and throat system presentation in ambulatory,urgent, and emergent settings. Students will be introduced to development of adifferential diagnose list, decision-making processes, patient management, and patientdisposition, all while considering professional, ethical, and legal aspects. Content includesevidence-based guidelines for care, pathophysiology and pharmacology, and genetic,age, gender, and cultural influences. |
| Code | Course | Credits | Category | Description |
| DNP 650 | Epidemiology & Population Health | 3 | DNP Core | An overview of the healthcare delivery system and of the professional roles of practicing physical therapists. Students evaluate the interdisciplinary roles of medical and rehabilitation co-professionals and extenders, including, among others, medical doctors, nurses, physical, occupational and speech therapists, chiropractors, social workers, and physical therapist assistants. The history and development of modern-day physical therapy in the United States is examined in depth and includes the study of the collaborative nature of twenty-first century healthcare practice. General principles of human interaction, communication, and relationships are presented, including self, professional-patient, and interdisciplinary strategies for understanding adaptations to disease and disability. Students will be introduced to cultural competence and the importance it plays in physical therapy practice. (Lecture 3) |
| DNP 718 | Statistics & Evidenc-Based Practice II | 3 | DNP Core | This course will focus on evaluating available literature for inclusion in Evidence-basedPractice (EBP) within the healthcare system with emphasis on Evidence-basedManagement (EBM) in clinical and management decision making. The student will alsounderstand and interpret statistics within current research and quality improvementprojects to determine their application to practice. |
| DNP 725 | Scholarly Project 1: Project Formation | 4 | DNP Core | This course is the first of a 3-course series designed to assist students in the developmentof an evidence-based project. The scholarly project is the culminating learning experiencein the DNP program. Learning focuses on project planning including emphasis on projectmanagement, gathering evidence, developing vision/goals/outcomes for the project, andapplying theories/frameworks to structure the overall process. The IRB process will beindependent of the SP courses. |
| DNP 745 | Advanced Scientific Underpinnings | 3 | DNP Core | This course explores the theoretical foundations of practice, the conceptual models toimplementation research, and strategies to implement evidence- based approaches topractice. Learning focuses on the application of theory-directed design, implementation,and evaluation while applying evidence to transform healthcare systems. |
| DNP 750 | Scholarly Project II: Project Implementation | 4 | DNP Core | This course is the second of a 3-course series designed to integrate all previous coursework and experiences into the development of an evidence-based practice (EBP) project.In addition, this course will provide key information about the Institutional Review Boardprocess so that the student will be able to assure a safe and ethical environment for theproject participants. |
| DNP 775 | Scholarly Project III: Project Evaluation & Publication | 4 | DNP Core | This course is the third of a 3-course series to prepare and defend a system change projectincorporating classwork from throughout the program. Students will demonstrate theknowledge of the DNP essentials through the planning, development and implementationof the scholarly project. |
| DNP 811 | Scholarly Project IV: Project Continuation | 3 | DNP Core | This course is the fourth of a three series course to prepare and defend a system changeproject incorporating classwork from throughout the program. Students will demonstratethe knowledge of the DNP essentials through the planning, development andimplementation of the scholarly project. (Course can be repeated as A, B, C, etc. untilcompletion) |
| NUR 570 | Health Policy & Finance | 3 | DNP Core | This course will explore the principles of healthcare policy and finance for the advancedpractice nurse. Healthcare policy includes the impact of politics and legislative advocacyon healthcare and its delivery as it relates to access to care and diversity in populations inthe US and globally. The course will also explore the principal ways US healthcare isstructured and financed at the national, state, and local levels. Current and emergingissues and principles of business finance related to clinical care delivery will be analyzedusing case studies and participative learning experiences. Implications for advancedpractice leaders will be explored. |
| NUR 710 | Quality Improvement & Evidence-Based Practice | 4 | DNP Core | This course will focus on theory, methods and tools necessary for advanced practiceleaders to facilitate quality improvement (QI) in the healthcare setting. Emphasis on therole of Evidence-based Practice (EBP) and Evidence-based Management (EBM) in clinicaland management decision making within quality improvement programs will be included.Analysis of economic, social and political issues that affect quality in today’s healthcaresetting will be examined. |
| NUR 720 | Organizational Behavior Management & Informatics | 4 | DNP Core | Health professionals operate within various formal and informal organizations. In order todevelop and support initiatives that improve the nation’s health, professionals must utilizea broad set of organizational, leadership, and business skills. This course will focus onconcepts from organizational behavior and management that are essentials in meetingsuch initiatives. This course is also designed as a survey course for the advanced practicenurse to explore major existing and emerging technologies and their potential impact.Systems are addressed that support patient centered, safe, effective, timely, efficient andequitable care. An emphasis is placed on the role that information technology supportsthese systems and on development and use of technologies in 21st century healthcare.Electronic medical records (EMRs), patient safety systems and web-based patient andprofessional education are among the topics explored. |
| NUR 730 | Nursing Promotion &Prevention in Populations | 3 | DNP Core | This course will direct the student in the examination of published guidelines designed tointegrate and institute evidence-based clinical prevention and health services forindividuals, aggregates, and populations across the lifespan. |
| NUR 740 | Roles, Leadership, & Ethics | 3 | DNP Core | This course examines principles of leadership and role development of the advancedpractice nurse and incorporates ethical decision-making, interprofessional collaboration,and navigating evidence-based system changes. The exploration of leadership models,styles, strategies, and roles will provide a foundation for establishing professionalleadership goals. Examining practice regulations; professionalism and ethical practices;and interprofessional collaborations will provide a multi-dimensional view of the role andcontributions of the advanced practice nurse to safe, high-quality, and cost-effectivehealthcare. |
| DNP 665 | Clinical Leadership I: Advanced Clinical Pharmacology | 3 | DNP Clinical Leadership | This course is designed to build on Advanced Pharmacology with a focus on clinicalapplications of pharmacotherapeutics for special and vulnerable populations, includingsocial, legal, and ethical considerations. Students will also explore the impact ofpharmacogenetics and pharmacogenomics on prescribing in clinical practice, includingconcepts of genetics and application of genomics to individualizing pharmacotherapeutics. |
| DNP 715 | Clinical Leadership II: Clinical Focus | 3 | DNP Clinical Leadership | This course explores the process of clinical leadership within the context of evaluatingevidence-based practice, system processes, evaluating outcome measurements,interprofessional communication, and evaluation of patient outcomes. Students willparticipate in a practicum to investigate advanced levels of systems thinking, clinicaljudgement, healthcare deliverance, and improving patient outcomes. This course includesa 60 hours clinical leadership immersion residency designed to prepare the students for acareer in clinical leadership. (60 practicum hours) |
| DNP 765 | Clinical Leadership III: Internship in the Clinical Setting | 3 | DNP Clinical Leadership | This course explores the process of clinical leadership within the context of applyingevidence-based practice, implementing practice change, evaluating outcomemeasurements, interprofessional collaboration, disseminating practice based scholarship,systems change, and patient outcome improvement’. Students will participate in apracticum to perform advanced levels of systems thinking, clinical judgement, healthcaredeliverance, and improving patient outcomes. This course includes a 60 hours clinicalleadership immersion residency designed to prepare the students for a career in clinicalleadership. (60 practicum hours) |
| DNP 666 | Executive Leadership I: Regulatory | 3 | DNP Executive Leadership | This course is designed to provide the advanced practice nurse with an understanding ofstate and federal political advocacy and its impact on practice regulation and healthcaredelivery. Innovation and leadership are incorporated into the examination of the policymaking processes to influence state and federal regulatory changes. Students will explorestate and federal legislative agendas; legislative bill interpretation and drafting; legislativemonitoring and lobbying; and providing testimony for regulatory issues related to practice and healthcare delivery. Students will discuss the future of political advocacy for theadvanced practice nurse through an examination of current issues that impact practiceand healthcare both nationally and globally. |
| DNP 716 | Executive Leadership II: Fundamental of Leadership | 3 | DNP Executive Leadership | This course explores the art and science of leadership. Each student will explore theircurrent leadership skills and apply current theories. Through the coursework, the studentwill be exposed to multiple styles of leadership used within the healthcare setting andreframe their leadership style based on what fits into their value system and systemstructure. |
| DNP 766 | Executive Leadership III: Internship in the Executive Setting | 3 | DNP Executive Leadership | This course provides a 60 hour immersion residency with emphasis on advancing theknowledge, skills, and expertise required for the executive leader to influence change incomplex healthcare systems and regulatory settings. This course further refinescompetencies related to evidence based practice, leadership, and advocacy to preparestudents for executive leadership roles. (60 practicum hours) |
| Code | Course | Credits | Category | Description |
| AG 716 | Neurodegenerative Disease: Addressing Participation in Occupation | 3 | OTD Aging | This course will require students to examine current and emerging best practices for addressing participation in occupation for an older adult experiencing a neurodegenerative disease process. This course requires students to explore the role of occupational therapy on promoting participation in occupation for the aging population. Neurological diseases covered within this course include Alzheimer’s disease, Parkinson’s disease, and polyneuropathies. Students will engage in critical reasoning within forum discussions, analyzing intervention strategies, and development of a clientbased case study. |
| AG 726 | Examing Occupational Therapy's Role in Productive Aging | 3 | OTD Aging | This course offers students the opportunity to explore and critically analyze evidence associated with current and emerging areas of occupational therapy practice addressing the occupational performance needs of older adults. This course will analyze the current evidence-based interventions related to falls prevention, home safety, and environmental modifications to support aging-in-place. During this course, students will have the opportunity to develop a critically appraised paper and a client-based case study. |
| AG 738 | Application of Evidence for the Provision of Care for Persons with Dementia | 3 | OTD Aging | This new course will provide the opportunity for students to examine issues and evidence related caring for persons with dementia including non-pharmacologic intervention approaches, theoretical frameworks, environmental modification, caregiver education and their application in different clinical settings. Students will engage in clinical reasoning to understand and evaluate the complexities of addressing the need to promote participation and to optimize quality of life for persons with dementia. Students will utilize evidence-based practice guidelines (such as those developed by the American Occupational Therapy Association) to develop a client-based case study. |
| AST 716 | Assistive Technology Taxonomy and Evaluation | 3 | OTD Assistive Technology | This course requires students to explore the role of occupational therapists in assistive technology in both the educational and medical profession. Theoretical frameworks are reviewed to guide the application of assistive technology for children and adults with disabilities across various environmental contexts in addition to exploration of specialized clinical competencies. Students will review assistive technology taxonomy and theoretical framework that will guide the assistive technology assessment process. Strategies for assessment include identifying area of need, evaluating consumer skills and personal preferences, assessing environmental factors, and selecting technology systems. |
| AST 726 | Assistive Technology Intervention & Environment Modifications | 3 | OTD Assistive Technology | This course requires students to explore the role of occupational therapists in assistive technology interventions and environmental modifications across various environmental contexts. Focus will be on analyzing assistive technology products/devices and features matched to the needs and personal preferences of clients and evidence-based research outcomes. Specific assistive technology areas to be discussed include technology for learning disabilities, computer access, cognitive aids, augmentative and alternativecommunication devices, sensory aides, electronic aides to daily living, andenvironmental modifications. |
| AST 736 | Assistive Technology Implementation and Outcome Studies | 3 | OTD Assistive Technology | This course requires students to synthesize information from the assistive technology assessment and tool features matched to the clients’ needs to develop an implementation strategy for successful assistive technology use. Focus will be on development and implementation of an assistive technology plan and coordination of care across environmental contexts, identifying measurable outcomes for progress, training clients and care team, follow-up, and documentation. Students will analyze outcome studies on assistive technology effectiveness and incorporate evidence-based research, and clinical practice guidelines into assistive technology practice. |
| HLA 670 | Organizational Behavior & Management in Healthcare | 3 | OTD Leadership | This course supports knowledge of the theories of organizations, the use of leadership, management processes, and organizational structures and outcomes. Specific topics include governance, strategic management and marketing, human resources management, recruiting, training, process improvement, management theory, and employee wellbeing. This course is designed for future managers and leaders of healthcare organizations and those who expects to have extensive involvement with each from the perspective buyers, insurers, or policymakers. The course provides students with knowledge about how the best healthcare provider organizations deliver high quality, cost-effective healthcare, how the response to their environment, and how they reach and implement decisions about future activities. |
| HLA 740 | Psychiatry Diagnostics & Therapeutics II | 3 | OTD Leadership | This course will train healthcare leaders to implement or teach principles of delivering better healthcare at lower costs through improving clinical and non-clinical processes. This course will introduce methods and tools for conducting quality improvement projects. Also discussed will be methods of health services research, teams and Content and dates are subject to change. teamwork, outcome measurement, & medical informatics. A key learning experience of this course will be developing and implementing a quality improvement project. |
| HPE 670 | Learning Assessment & Evaluation | 3 | OTD Education | This course examines a variety of assessment models and techniques used to evaluate student classroom performance, student clinical performance, instructor performance and educational programs. Students will design and execute assessment plans, interpret assessment data and develop continuous improvement plans |
| HPE 740 | Learning Theory & Design | 3 | OTD Education | This course incorporates a learner-centered approach to course development and instructional delivery based on the best evidence of how people learn. Students will demonstrate both traditional and innovative instructional techniques and strategies for teaching in didactic settings based upon the evidence-base of best teaching practices. |
| HPE 760 | Instructional Technology: Design, Theory & Application | 3 | OTD Education | This course will focus on increasing the student’s awareness of the latest trends in education including the concept of the flipped classroom, the use of technology in teaching and learning, learning management systems and program design (hybrid, distant, and traditional classrooms). The student will explore various teaching methods (lectures, small group discussions and group task-oriented work, student led learning, guided inquiry, seminar, etc.) and managing student concerns to allow for facilitating continued learning. |
| HS 714 | Scientific/Professional Writing | 1 | OTD Core Courses | This pass/fail course reviews PubMed, Index Medicus, other search methodologies, American Psychological Association editorial format, the composition of a scientific/professional manuscript, and the style of Scientific/professional writing, its construction and formats. |
| HS 720 | Survey of Qualitative Research | 3 | OTD Core Courses | This course introduces the student to qualitative research methods and their applications to problems and phenomena in healthcare. Emphasis is placed on the appropriate use and differences of qualitative methods, their philosophical underpinnings, and application to clinical issues. |
| HS 770 | Research Practicum | 1-2 | OTD Core Courses | Faculty-directed clinical, basic, or applied research practicum, which may include but not limited to review of literature preparation, human subjects committee proposal development, data collection, and presentation/manuscript preparation. Graded Pass/Fail. (Optional course. May be taken in substitution for another course, with Program Director’s approval. May be repeated up to 4 credits.) |
| HT 718 | Seminar for Upper Extremity Specialists | 3 | OTD Hand Therapy | The focus of this course is Motivational Interviewing (MI) for advanced graduate-level students. Learners will be provided with a comprehensive review of MI as a personcentered therapeutic modality, its clinical application to a wide range of behavioral and psychological conditions involving diverse clinical settings and populations across the life span. Learners will receive access to online therapy supervision asynchronously from a licensed mental health therapist while they complete 500 hours of clinical practice at their current location of employment. Learners will conduct systematic and continuous process and outcome measurements during their practical application of established psychotherapeutic methods and procedures. This course will include proctored case scenarios and real-time audio-visual patient/client interactions to promote mastery of the course material. Learners will receive instructive feedback through evidence-based clinical supervision models that include session recording, transcription, and analysis. |
| HT 726 | Evidence-Based Concepts of Radiographic Imaging | 3 | OTD Hand Therapy | This course focuses on the “gold-standard” of contemporary psychotherapy practice, Cognitive-Behavior Therapy (CBT), for advanced graduate students. Learners will be guided through a comprehensive review of CBT based on the theoretical models and strategies proposed by CBT pioneers, Aaron and Judith Beck. Learners will receive access to online therapy supervision asynchronously from a licensed mental health therapist while they complete 500 hours of clinical practice at their current location of employment. The learner will expand their proficiency in clinical case formulation and the therapeutic application of CBT in a variety of clinical settings with diverse populations (individuals/families and groups) across the lifespan. This course will incorporate clinical conceptualizations, reflective strategies, practice exercises, interactive videos, and case examples to stimulate learner skill acquisition, fostering needed social, cognitive, behavioral, and affective change in clients/patients. This course will include proctored case scenarios and real-time audio-visual client/patient interactions to promote mastery of the course material. Learners will receive instructive Content and dates are subject to change. 17 feedback through evidence-based clinical supervision models that include session recording, transcription, and analysis. Prerequisite: PMH 790 |
| HT 736 | Advanced Concepts in Hand Therapy Evidence-Based Practice | 3 | OTD Hand Therapy | This optional 1-credit course is an extension of the applied scholarly project and may be used by a student who has not completed the full ASP by the end of ASP III. During this course, students continue to work with program faculty to complete all necessary components of the project. (Optional course; students may choose to extend their program of study by one (1) semester. Not included in total required credits or program tuition.) |
| LD 718 | Essentials of Practice Management & Administration | 3 | OTD Leadership | This course will allow the student to explore the foundations associated with designing, promoting, and leading a healthcare organization. The course will offer instruction regarding the following principles: financial planning; budgeting, marketing/branding; strategic planning, space designing, and core principles associated with developing and or leading a healthcare organization. The student will utilize current best evidence and clinical practice guidelines in establishing business planning principles for owning oroperating a healthcare organization. Students will engage in critical reasoning within forum discussions and through the development of an executive business summary. |
| OTD 710 | Evidence-based Practice | 3 | OTD Core Courses | This course prepares occupational therapists with knowledge, skills and abilities necessary to make independent judgments about the validity of clinical research and to implement evidence-based clinical practice in their careers. This course will focus on the concepts and process of evidence-based practice with emphasis on forming answerable clinical questions, utilizing effective literature search strategies, and incorporating methods to organize the literature. Students will learn how to dissect a research study and interpret the data, statistics and results reported in scientific literature as it relates to occupational therapy practice. Based on didactic information, presentation of case scenarios, and clinical experience, students will be required to formulate clinical questions, rapidly search medical and health-related databases, critically appraise evidence, and describe application of evidence in a clinical context. |
| OTD 712 | Quantitative Inquiry | 3 | OTD Core Courses | This course provides an overview of research design from the perspective of the hierarchy of levels of evidence. Students will examine common designs of studies in terms of problem statements, question formulation, methodological features, andsignificance of findings for application in practice. The course will prepare students to judge evidence based on: 1) reliability and validity of diagnostic tests, standardized assessments and outcome measures 2) effectiveness of clinical interventions for a client; population or organization; 3) natural history of health-related conditions; and 4) risk of harm from select preventative and therapeutic interventions. Quantitative article critiques will be conducted to strengthen students’ abilities to analyze the relationship between research question and study design to facilitate understanding of how evidence informs practice. Prerequisites: OTD 710, HS 720. |
| OTD 714 | Capstone Project I | 2 | OTD Capstone | This course launches student towards the initiation of the Capstone Project. Constructs examined in this course build upon foundational course and challenge students to demonstrate commitment to being/becoming practice-scholars. Through continued scholarly discourse, self-reflection, and examination of knowledge translation/transfer as a consequence of evidence-based practice, students formulate the proposal for the Capstone Project. Students generate a working draft for presentation on campus to receive peer and instructor feedback to further refine Capstone Project proposal. Instructor reviews parameters for: options for project, expected rigor, deliverables, impact of project on healthcare and occupational therapy and the process to optimize successful completion. Students conclude course with approval of project proposal by the Graduate Program Director or Designee. Prerequisites: OTD 710, HS 714, HS 720 |
| OTD 716 | Healthcare Advocacy: Policy, Legal, & Ethical Context | 2 | OTD Advanced Practice Concentration | This course raises awareness of important policy, legal and ethical issues affecting the domain and process of occupational therapy. The course examines evidence supporting ways to advocate for others as leaders in healthcare and to self-advocate to function within an ethical decision-making framework. Emphasis is placed upon a) gaining awareness of efforts to empower clients [i.e., person, population or organization] to seek and obtain resources to fully participate in occupations, b) exploring methods to influence policy change and c) examining strategies to identify, manage and reduce risk of legal and professional ethical problems. |
| OTD 724 | Educating in Occupational Therapy | 3 | OTD Advanced Practice Concentration | This course provides students with foundational knowledge of best evidence associated with teaching and learning in clinical and academic settings. Knowledge will be applied in modules to offer students opportunities to explore how best to teach clients [i.e., person, population, or organization], professional peers and students in academic or clinical settings. Overall content aims to expose students to a range of educational delivery mechanisms and to basics of policies and procedures per educational setting. Course will require creation of an evidence-based learning module and assessment of learning for a targeted audience. Prerequisites: OTD 710, OTD 712 |
| OTD 730 | Community Based Practice: Emerging Rolesfor Occupational Therapy in Healthcare | 3 | OTD Core Courses | Building on prior courses reflecting evidence-based practice and occupational therapy principles and practice, this course emphasizes principles of program development and evaluation. Course exposes students to research associated with emerging roles for occupational therapists in health promotion, prevention and primary care. Students are challenged to conceptualize how occupational therapy can meet growing societal needs in the context of population health issues and initiatives, an occupational justice framework and models of behavior change. Mechanisms of program development such as feasibility study, proposal preparation, grant writing and business planning will bereviewed along with topics associated with reimbursement, basic survey design and program evaluation. Students will choose a program approach and target population; appraise the state of the evidence in selected realm and generate an evidence-basedexecutive summary of a program that promotes the profession of occupational therapy as contributing to meeting the designated population’s occupational needs. Prerequisites: OTD 710, OTD 712, OTD 714, HS 720 |
| OTD 732 | Capstone Project II | 2 | OTD Capstone | This course continues the student towards the implementation of the Capstone Project proposal. The instructors/mentors’ students through the parameters of the established capstone proposal including the type of project, expected rigor, implementation strategy and process, deliverables, impact of project on healthcare and occupational therapy and the process to optimize successful completion in OTD 742. Supervision and mentorshiprelated to the implementation of development, data gathering, and clinical scholarship are provided. Students conclude course and proceed to OTD 742 with approval of project proposal by the Graduate Program Director or Designee. Prerequisites: OTD 710, OTD 712, OTD 714, HS 720 |
| OTD 734 | Use, Design & Implementation of Evidence-Based Practice Guidelines | 2 | OTD Advanced Practice Concentration | This course focuses on the role of evidence-based and/or clinical guidelines as a means of applying best-available evidence at the point of care. Course content is structured in terms of use of existing evidence-based guideline for case-based care planning,creation of a clinically relevant guideline or best evidence statement and implementation of evidence-based guidelines or processes into a department or system. Students apply steps of evidence-based practice, contemplate literature on overcoming barriers to evidence-based practice, and critically reflect upon stories of exemplars of evidence-based practice. Course aims to arm students with mindset and tools to exert change in practice and to justify occupational therapy’s contribution to the public’s health. Prerequisites: OTD 710, OTD 712, OTD 714, HS 720 |
| OTD 740 | Leadership as an Occupation | 2 | OTD Advanced Practice Concentration | This course examines current research and practices of leadership. Students examine the influence of emerging technologies, shifting accountabilities between providers and consumers, health care reform and occupational therapy’s Vision 2025 in relation to evolving leadership principles and characteristics. Evidence-based tools are analyzed for their contribution to developing leadership as a meaningful activity. Issues of change, creativity and innovation, inter-professional collaboration, leadership delivery models, self-mastery, professional integrity, credibility and other leadership-relatedconcepts are themes that underpin the course. Special emphasis is placed upon selfexploration of intentions for leading in health and human service beyond degree conferral. Prerequisites: OTD 710, OTD 712, OTD 714, HS 720 |
| OTD 742 | Capstone Project III | 3 | OTD Capstone | Students complete a Capstone Project reflecting the synthesis and application of evidence-based practice and occupational therapy principles learned within the RMUoHP Post-Professional OTD curriculum. The Capstone Project demonstratesachievement of GPD-approved*, student-generated learning outcomes and a product of practice/clinical scholarship that informs occupational therapy practice. The quality of the Capstone Project shall meet high standards for professional presentation and illustrate application of best available evidence and integration of curricular content. The course requires students to engage with peers online for constructive feedback and accountability. Students submit and present a summation of the Capstone Project in the form of a “virtual” professional poster according to parameters outlined during class to peers and instructors by end of course. Students conclude the course with final reflections upon the learning process. Prerequisites: OTD 710, OTD 712, OTD 714, OTD 732, HS 720 |
| PED 718 | Examining Occupational Therapy’s Role with Children & Youth | 3 | OTD Pediatrics | This course offers students the opportunity to explore and analyze evidence associated with current and emerging areas of occupational therapy practice addressing the occupational performance needs of children and youth. This course will analyze the current Pediatric Frames of References and best evidence available to guide occupational therapists in the evaluation and intervention process to provide contemporary and innovative occupational therapy services to children and youth in diverse environments. During this course, students will have the opportunity to develop a professional presentation and write a case study treatment plan. |
| PED 728 | Pediatric Occupational Therapy Service Delivery: School-Based Services, Medical Practices, & the Community | 3 | OTD Pediatrics | This new course will explore the environmental context of occupational therapy services for children and youth. Students will discuss laws governing occupational therapy services in both school-based and medical/private practice settings. Students will utilize evidence-based practice and relevant clinical practice guidelines within the setting discussed and analyze outcome effectiveness of occupational therapy services. Students will use critical reasoning to compare and contrast service delivery systems including early intervention, school-based services, medical practices, and community service delivery. A program service evaluation or client-based case study will allow students to synthesize new learning. |
| PED 738 | Sensory Processing, Social, & Behavioral Disorders: Addressing Participation in Occupation | 3 | OTD Pediatrics | This course requires students to explore the role of occupational therapy on promoting participation in occupation for children with sensory processing, social, and behavioral needs. Focus will be on analysis of current diagnostic criteria and critically questioning and appraising the state of current and emerging evidence on assessments, outcome measures and intervention to promote best practices for children and youth. Diagnoses covered within this course include sensory processing disorder, autism, ADHD, and anxiety. Students will engage in critical reasoning within forum discussions, analyzing intervention strategies, and developing a client-based case study. |
| WE 700 | Theories of Behavior Change | 3 | OTD Health & Wellness | This course explores health promotion and wellness, social determinants of health, health education, and public health programs. The theoretical basis and the evidence supporting health and wellness coaching will be discussed. Theories of behavior change and wellness coaching will be evaluated. Coaching strategies to be developed include motivational interviewing, appreciative inquiry, and positive psychology. Focus will be placed on developing one-on-one practical coaching skills while emphasizing ethical and legal practice considerations. Several synchronous sessions are required. |
| WE 710 | Theories & Application of Wellness Coaching | 3 | OTD Health & Wellness | This course explores the theoretical basis and the evidence supporting health and wellness coaching. The concept and structure of the coaching approach for facilitating sustainable behavior change is examined. The major tenets of coaching strategies including motivational interviewing, appreciative inquiry, and positive psychology are explained and practiced. The coaching process is emphasized with focus placed on developing one-on-one practical coaching skills. Several synchronous sessions are required. |
| WE 711 | Advanced Wellness Coaching | 3 | OTD Health & Wellness | This course provides an opportunity to practice and develop the health/wellness coaching competency required for teaching and practicing coaching. Knowledge and Content and dates are subject to change. skills developed in prerequisite courses are synthesized and expanded. Emphasis is placed on the application of coaching skills, and practice sessions with feedback are included. Also included is the business of health/wellness coaching including ethics and legalities. A practical skills exam and several synchronous sessions are required. (Prerequisite: WE 710 Theories & Application of Wellness Coach |
| Code | Course | Credits | Category | Description |
| HS 710 | Evidence-Based Practice | 3 | PhD Health Sciences Core Courses | This course is designed to prepare healthcare professionals with the knowledge, skills and abilities necessary to make independent judgments about the validity of clinical research and to implement evidence-based clinical practice in their careers. This course will focus on the concepts of evidence-based practice with emphasis on forming answerable clinical questions and effective literature search strategies. The evaluative approach to appraising the research literature will prepare the students to judge the evidence on: 1) the accuracy and validity of diagnostic tests and the application of important diagnostic tests in the care of a specific patient; 2) the effectiveness of clinical interventions; 3) the natural history of health-related conditions; 4) risk of harm from select preventative and therapeutic interventions. Based on presentation of case scenarios, students will be required to formulate the key question(s), rapidly search medical and health-related databases, appraise the evidence with a critical analysis and describe application of the evidence in a clinical context. |
| HS 712 | Research Methods: A Quantitative Approach | 3 | PhD Health Sciences Core Courses | This course provides an introduction to general research principles and research ethics. The student will be introduced to the following topics in the research process: question formulation, principles of measurement, basic design and methodological features, issues of reliability and validity, and fundamentals of conducting a literature review. A quantitative article critique will be conducted in class and outside of class. The class format will include lecture, small group discussion, and practice. |
| HS 714 | Scientific/Professional Writing | 1 | PhD Health Sciences Core Courses | This pass/fail course reviews PubMed, Index Medicus, other search methodologies, American Psychological Association editorial format, the composition of a scientific/professional manuscript, and the style of Scientific/professional writing, its construction and formats. |
| HS 720 | Survey of Qualitative Research | 3 | PhD Health Sciences Core Courses | This course introduces the student to qualitative research methods and their applications to problems and phenomena in healthcare. Emphasis is placed on the appropriate use and differences of qualitative methods, their philosophical underpinnings, and application to clinical issues. |
| HS 722 | Biostatistics I | 3 | PhD Health Sciences Core Courses | The purpose of this course is to introduce the student to biostatistics, the science of evaluating information in a biological setting. Such topics as simple descriptive statistics, basic probability concepts, probability distributions (normal & binomial), sampling distributions, correlations, regression, t-tests and one-way ANOVA testing. |
| HS 730 -OR- HS 727 | Students choose one of the following: | PhD Health Sciences Core Courses | ||
| HS 730 | Epidemiologic Methods‡ | 3 | PhD Health Sciences Core Courses | This course will introduce the student to important epidemiological methodology/concepts commonly used in evidence-based practice/medicine. The course will focus on the common observational designs, and common measures of disease frequency, risk association, and validity of diagnostic tests. The use and construction of receiver operating curves will be discussed. The course will also include an introduction into logistic regression and survival analysis methods in how they apply to disease outcomes/disorders. Students will conduct and apply basic epidemiological concepts using statistical software, and learn how to design and develop. The student will be provided with information to aid in data collection and management. Prerequisite: HS 710. |
| HS 727 | Survey Research‡ | 3 | PhD Health Sciences Core Courses | This course will familiarize students with theory and application of survey research design and methods with integration of a mixed methods approach. Students will learn the principles and practices of conducting survey research including: accounting for and reducing sources of error, designing appropriate sampling strategies, assessing the reliability and validity of self-constructed questionnaires and interview protocols, administering surveys through various means and analyzing and reporting results of survey research. How to integrate qualitative inquiry with survey research to develop and conduct a mixed method study including writing results will be emphasized. Pre-requisite: HS 720 (Note: Course may be taken as either a core course, or as an elective research course) |
| HS 732 -OR- HS 734 | Students choose one of the following: | PhD Health Sciences Core Courses | ||
| HS 732 | Biostatistics II‡ | 3 | PhD Health Sciences Core Courses | The purpose of this course is to build upon the topics introduced in Biostatistics 1. This course will cover such topics as factorial ANOVA, ANCOVA, MANOVA, multiple linear regression and non-parametric group comparisons. Prerequisite: HS 722. (Note: Course may be taken as either a core course, or as elective research course) |
| HS 734 | Qualitative Research II‡ | 3 | PhD Health Sciences Core Courses | This course is the second in a two-course sequence on qualitative research methods that extends and elaborates on the topics covered in HS 720. Major approaches used in conducting qualitative research and the application of these methods to problems and phenomena in healthcare will be examined. The emphasis of the course is on the collection, management, analysis, and interpretation of qualitative data. Exploration and application of topics such as sampling, interviewing and observation techniques, data analysis methods, and reporting of qualitative research will be addressed. Evaluation and critique of research studies utilizing qualitative methods will also be examined. Prerequisite: HS 720. (Note: Course may be taken as either a core course, or as elective research course) |
| HS 740 | Teaching & Learning Theory | 3 | PhD Health Sciences Core Courses | This course incorporates a learner centered approach to course development and instructional delivery based on the best evidence of how people learn. Students will demonstrate both traditional and innovative instructional techniques and strategies for teaching in didactic and clinical settings based upon the evidence-base of best teaching practices. |
| HS 762 | Literature Review, Analysis, & Synthesis | 3 | PhD Health Sciences Core Courses | This course provides the student with skill sets to conduct a literature search, analysis and synthesis on a selected research topic complimentary of their dissertation. Research will be systematically selected based upon quality of design/methods, relevance to proposed dissertation/study instruments and linkage to research hypothesis/questions. Submission of a synthesis paper with literature summary table will be included. |
| HS 800 | Dissertation Prep I | 3 | PhD Health Sciences Core Courses | The conduct of scientific inquiry requires careful planning and forethought to assure the eventual implementation of a study will successfully result in interpretable and meaningful measurements and that valid conclusions may be drawn. This course will provide students with the necessary background and experience to formulate a clearly delineated hypothesis/research question-driven dissertation prospectus that can be used to convince funding agencies and/or doctoral committees to support the study. Emphasis will be placed on developing a clear background, scientific/clinical rationale, and hypothesis/research question along with the start of a methods section and strategies to form a dissertation committee. In addition, this course will provide key information about the responsible conduct of research, the informed consent process, and the Institutional Review Board process so the student will be able to design a safe and ethical environment for their volunteer subjects. Prerequisite: HS 762 |
| HS 810 | Dissertation Prep II | 3 | PhD Health Sciences Core Courses | This course is a continuation of HS800 Dissertation Prep I where students will finalize their written prospectus. Students will continue securing dissertation committee commitments and be prepared to defend a mock prospectus defense via presentation while on campus. Students prepare for the Institutional Review Board process by completing the CITI Human Subjects Research course, becoming familiar with the online submission platform, and drafting informed consent documents. Pre-requisite: HS 800 |
| HS 727 | Survey Research‡ (if not taken in core) | 3 | PhD-Elective-Research-Courses | This course will familiarize students with theory and application of survey research design and methods with integration of a mixed methods approach. Students will learn the principles and practices of conducting survey research including: accounting for and reducing sources of error, designing appropriate sampling strategies, assessing the reliability and validity of self-constructed questionnaires and interview protocols, administering surveys through various means and analyzing and reporting results of survey research. How to integrate qualitative inquiry with survey research to develop and conduct a mixed method study including writing results will be emphasized. Pre-requisite: HS 720 (Note: Course may be taken as either a core course, or as an elective research course) |
| HS 732 | Biostatistics II‡ (if not taken in core) | 3 | PhD-Elective-Research-Courses | The purpose of this course is to build upon the topics introduced in Biostatistics 1. This course will cover such topics as factorial ANOVA, ANCOVA, MANOVA, multiple linear regression and non-parametric group comparisons. Prerequisite: HS 722. (Note: Course may be taken as either a core course, or as elective research course) |
| HS 734 | Qualitative Research II‡ (if not taken in core) | 3 | PhD-Elective-Research-Courses | This course is the second in a two-course sequence on qualitative research methods that extends and elaborates on the topics covered in HS 720. Major approaches used in conducting qualitative research and the application of these methods to problems and phenomena in healthcare will be examined. The emphasis of the course is on the collection, management, analysis, and interpretation of qualitative data. Exploration and application of topics such as sampling, interviewing and observation techniques, data analysis methods, and reporting of qualitative research will be addressed. Evaluation and critique of research studies utilizing qualitative methods will also be examined. Prerequisite: HS 720. (Note: Course may be taken as either a core course, or as elective research course) |
| HS 735 | Qualitative Interviewing Techniques | 2 | PhD-Elective-Research-Courses | This course provides a theoretical framework for interviewing approaches for various situations, types of interviewing formats (e.g. focus group, evaluation interview, cultural interview) and development of interview formats. Recording, analyzing, and reporting interview data, ethical and relationship issues, and research on interviewing methods. |
| HS 736 | Mixed Methods Integration | 1 | PhD-Elective-Research-Courses | This course provides students with techniques used to integrate quantitative and qualitative data, analysis and results based upon a mixed methods study design. Writing tips of a mixed methods publication is also included. |
| HS 742 | Biostatistics III‡ | 3 | PhD-Elective-Research-Courses | The purpose of this course is to build upon the topics introduced in Biostatistics II. This course will cover such topics as logistic regression, advanced data cleaning procedures, advanced non-parametric methods, measurement tool reliability and development of data visualizations. Prerequisites HS 722, 732 |
| HS 751 | Case Series Single Subject Design | 3 | PhD-Elective-Research-Courses | This course will seek an in-depth exploration and practice regarding the mechanics, design and construction of case series and single subject research designs in a healthcare environment. Students will develop and submit a single subject/case series research design related to individual dissertation topics or to relevant clinical questions. |
| HS 770 | Research Practicum§ | 1-3 | PhD-Elective-Research-Courses | Research Practicum course credits may be substituted for another course, with Program Director approval. May be repeated up to 3 credits |
| HLA 620 | Healthcare Leadership* | 3 | PhD Elective Support Courses | Concepts of leadership related to current healthcare organizations are examined. Specific concepts including communications, public relations, team building, negotiation, and conflict resolution are explored. Strategic aspects such as vision, viewpoint and admission included. Managing uncertainty is discussed in relation to healthcare organizations. Contemporary leadership challenges, communication strategies and crisis communication are explored. Leadership functions and decision-making are analyzed. |
| HLA 700 | Healthcare Legal & Ethical Issues* | 3 | PhD Elective Support Courses | This course offers an exploration of the legal and ethical issues and dilemmas in the delivery of healthcare. The principles and practical application of laws and regulations affecting operational decisions of healthcare providers, health plans, and third-party payers are discussed. Also addressed are social, moral, and ethical issues encountered in the balance of patient interests, needs and rights. |
| HPE 670 | Learning Assessment & Evaluation* | 3 | PhD Elective Support Courses | This course examines a variety of assessment models and techniques used to evaluate student classroom performance, student clinical performance, instructor performance and educational programs. Students will design and execute assessment plans, interpret assessment data and develop continuous improvement plans. |
| HPE 760 | Instructional Technology: Design, Theory, & Application** | 3 | PhD Elective Support Courses | This course explores the history and theory of instructional technology used in educational settings. Focus is on identifying, discussing and comparing various instructional technology utilized in the design and delivery of online, blended, and traditional classroom learning environments. Best practices of current instructional technologies applied in higher education classrooms are systematically designed, created, shared, and reviewed. |
| HS 833A | Qualifying Exam Preparation | 3 | PhD Qualifying Exam & Dissertation Courses | This course is designed to assist students in the preparation for qualifying exams on core competency material and to complete the exam. The course will prepare students to develop a study strategy and plan for the exam as well as participate in discussions concerning material that comprise the exam questions. |
| HS 833B | Proposal Writing | 3 | PhD Qualifying Exam & Dissertation Courses | This course is designed to assist students in their initial dissertation phase of their academic program. Emphasis will be on the socialization process of the dissertation including forming a committee, overcoming challenges and obstacles, time management and development of the dissertation prospectus/proposal. |
| HS 877A | Grant Writing | 3 | PhD Qualifying Exam & Dissertation Courses | This course is designed to assist students in the dissertation phase of their academic program relative to seeking and acquiring grants. Emphasis will be on the basic grant process, searching for grant opportunities and developing a grant proposal. |
| HS 877B | Writing for Publication | 3 | PhD Qualifying Exam & Dissertation Courses | In this course students will learn how to transform research into publishable articles, drafting, editing and revising work with guidance and feedback of instructor and peer review. Technical writing and organizational skills will be reviewed. Common guidelines for publication will be discussed. Students with enough data from dissertations will start developing manuscripts for publication. |
| AT 640 | Connective Tissue and Injury Repair: An Evidence Based Approach | 3 | PhD-Athletic-Training-Concentration | This course provides an evidence based approach to connective tissue injury including degenerative processes, healing, and rehabilitation implications. Understanding of the relationships among connective tissues such as bone, ligaments, cartilage, capsule, tendon and muscle on a micro and macro level will be emphasized. Sports injuries, issues of aging, and rehabilitation principles in special populations will also be included. These principles will be applied to treatment procedure choices in rehabilitation and preventative training. |
| AT 617 | Evidence-based Advanced Therapeutic | 3 | PhD-Athletic-Training-Concentration | This course provides an advanced analysis of how to search for and appraise published reports on therapeutic modalities and tissue healing. Students will acquire advanced knowledge and skill in interpreting the medical literature to make informed decisions regarding the best therapeutic modality applications, procedures, and protocols to use for individual patients. Integration of a systematic review and standardized patient approach to learning is utilized. |
| AT 700 | Athletic Training Seminar | 3 | PhD-Athletic-Training-Concentration | The seminar course will help students acclimate, familiarize, and become knowledgeable around their intended dissertation topic. Students will engage in literature review and ongoing discussions to facilitate knowledge and understanding of their specific content area as it relates to their dissertation. |
| AT 618 | Preventative Measures | 3 | PhD-Athletic-Training-Concentration | This course will expose students to contemporary topics in athletic training clinical practice such as, mild brain injury, environmental illnesses and musculoskeletal injury. Students will examine and synthesize current research on these topics and present evidence-based preventative measures in order to curb their incidence. |
| AT 631 | Motor Control and Movement Analysis -OR- Any Concentration Elective Course | 3 | PhD-Athletic-Training-Concentration | Discussion and analysis of scientific principles related to the mechanical understanding of motor control and the human body in motion. Review of related literature and research in motor learning and control. The focus of this course will be on qualitative analysis of motor assessment as related to musculoskeletal assessment and physiotherapy interventions. After completing the course students are eligible to take the Selected Functional Movement Assessment Certification examination. |
| AT 652 | Extensive Therapeutic Exercise -OR- Any Concentration Elective Course | 3 | PhD-Athletic-Training-Concentration | This course will explore the current best evidence related to the continuum of athlete care associated with rehabilitation and return to play decision-making. Evidence-based injury rehabilitation will be instructed through a system of screening, testing, and assessment, as well as a progressive continuum of fundamental movements. The system will serve to guide corrective exercise intervention strategies to restore optimal movement patterns. Students will be exposed to injury prediction/prevention research and gain clinical skills in performance of the Functional Movement Screen, Y Balance Test along with discussing a neurodevelopmental model for corrective exercise progressions. Critical thinking will be emphasized, allowing students to compare and contrast core training program with an emphasis in the motor control model of spinal stabilization. Students will work together to develop return to sport models that build on the basics but also focus on movement constructs that will minimize future injury risk. After completing the course students are eligible to take the Functional Movement Screen Certification examination. Pre-requisite AT 631. |
| HLA 620 | Healthcare Leadership | 3 | PhD-Healthcare-Leadership-Administration-Concentration | Concepts of leadership related to current healthcare organizations are examined. Specific concepts including communications, public relations, team building, negotiation, and conflict resolution are explored. Strategic aspects such as vision, viewpoint and admission included. Managing uncertainty is discussed in relation to healthcare organizations. Contemporary leadership challenges, communication strategies and crisis communication are explored. Leadership functions and decision-making are analyzed. |
| HLA 740 | Healthcare Delivery | 3 | PhD-Healthcare-Leadership-Administration-Concentration | This course will train healthcare leaders to implement or teach principles of delivering better healthcare at lower costs through improving clinical and non-clinical processes. This course will introduce methods and tools for conducting quality improvement projects. Also discussed will be methods of health services research, teams and teamwork, outcome measurement, and medical informatics. A key learning experience of this course will be developing and implementing a quality improvement project. |
| HLA 720 | Healthcare Policy & Economics | 3 | PhD-Healthcare-Leadership-Administration-Concentration | This course examines health policy and economic issues as each relates to healthcare delivery systems. The complex arrangements and interactions among governmental, private not-for-profit and for-profit systems are explored within the context including economic, legal, sociopolitical, and public policy perspectives. |
| HLA 680 | Strategic Change Management for Healthcare Organizations -OR- Any Concentration Elective Course | 3 | PhD-Healthcare-Leadership-Administration-Concentration | This course offers student opportunities to investigate and integrate change management practices to strategically position healthcare organizations for the future. Organization strategic position will be discussed with application to relevant theoretical models, and necessary change management practices resulting in development of organizationaladaptability. |
| HLA 700 | Healthcare Legal & Ethical Issues -OR- Any Concentration Elective Course | 3 | PhD-Healthcare-Leadership-Administration-Concentration | This course offers an exploration of the legal and ethical issues and dilemmas in the delivery of healthcare. The principles and practical application of laws and regulations affecting operational decisions of healthcare providers, health plans, and third-party payers are discussed. Social, moral, and ethical issues encountered in the balance of patient interests, needs and rights are also addressed. |
| HLA 670 | Organizational Behavior & Management | 3 | PhD-Healthcare-Leadership-Administration-Concentration | This course supports knowledge of the theories of organizations, the use of leadership, management processes, and organizational structures and outcomes. Specific topics include governance, strategic management and marketing, human resources management, recruiting, training, process improvement, management theory, and employee wellbeing. This course is designed for future managers and leaders of healthcare organizations and those who expects to have extensive involvement with each from the perspective buyers, insurers, or policymakers. The course provides students with knowledge about how the best healthcare provider organizations deliver high quality, cost-effective healthcare, how the response to their environment, and how they reach and implement decisions about future activities. |
| HPE 760 | Instructional Technology: Design, Theory, and Application | 3 | PhD Healthcare Professions Education Concentration | This course explores the history and theory of instructional technology used in educational settings. Focus is on identifying, discussing and comparing various instructional technology utilized in the design and delivery of online, blended, and traditional classroom learning environments. Best practices of current instructional technologies applied in higher education classrooms are systematically designed, created, shared, and reviewed. |
| HPE 700 | Design & Implementation of Inter-Professional -OR- Any Concentration Elective Course | 3 | PhD Healthcare Professions Education Concentration | Students will acquire the best evidence available and comprehensive appreciation for the many challenges, limitations, and opportunities in designing and implementing interprofessional education. This class will investigate the available literatures on IPE from around the world and across healthcare professions: what works, what doesn’t, what to expect, how to go about tackling the IPE challenge, and what to expect in the way of challenges. |
| HPE 752 | Curriculum Design for the Healthcare | 3 | PhD Healthcare Professions Education Concentration | Students will learn how effective health professions curricula must integrate the basic and clinical sciences, connect didactic to experiential learning, be competency-based and time-variable, include andragogic underpinnings and approaches of delivery, and create meaningful program outcomes and assessment opportunities that verify quality and excellence. In addition timely issues such as the curricular incorporation of clinical experiences/education, the sociocultural aspects of healthcare, and pertinent accreditation issues and constraints for healthcare professions will be addressed. |
| HPE 620 -OR- HPE 710 | Students choose one of the following -OR- Any Concentration Elective Course: | PhD Healthcare Professions Education Concentration | ||
| HPE 620 | Clinical Education Experiential Design &Application for Healthcare Professions | 3 | PhD Healthcare Professions Education Concentration | This course addresses the many issues germane to experiential or clinical education in the healthcare professions by reviewing the design, implementation and assessment of clinical experience in the healthcare fields. Among the topics to be covered include supervisory policies and practices, communication, feedback, developing clinical expertise and reasoning skills, professionalism, student learning documentation and mapping, preceptor/supervisor training and development, and the role of entrust able professional activities, competencies and milestones in student clinician development. |
| HPE 710 | Advanced Methods in Cyber-Andragogy | 3 | PhD Healthcare Professions Education Concentration | This course provides an opportunity to develop advanced online teaching and course design skills. This course is a continuation of instructional technology and will focus on enhanced online teaching/learning tools, resources, concepts, and challenges. Emphasis will be on designing active learning experiences for online learners. Students will revise and upgrade preexisting online courses, investigate relevant online learning topics and issues, and develop strategies for assessing online courses and student learning. Prerequisite HPE 760 |
| HPE 670 | Learning Assessment & Evaluation | 3 | PhD Healthcare Professions Education Concentration | This course examines a variety of assessment models and techniques used to evaluate student classroom performance, student clinical performance, instructor performance and educational programs. Students will design and execute assessment plans, interpret assessment data and develop continuous improvement plans: Prerequisite: HS 740 |
| HPE 718 | Climate of Higher Education | 3 | PhD Healthcare Professions Education Concentration | This course will focus on presenting and analyzing contemporary social, political and economic issues surrounding higher education and the effects these issues have on healthcare education programs. Current challenges in healthcare education programs will also be explored. Students will learn how to successfully navigate the role of a faculty member in the higher education environment. A brief history of higher education will be included. |
| WE 623 | Wellness Promotion & Programming | 3 | PhD-Health-Promotion-Wellness-Concentration | This course provides the business and human rationale for wellness promotion, health education, and public health programs. Best practice for program design, implementation, and evaluation are examined as is the development and use of needs analyses, health risk assessments, and biometric measures to educate clients/patients and guide programming. Evidence based group and individual motivational strategies are included. |
| WE 610 | Population Health Issues | 3 | PhD-Health-Promotion-Wellness-Concentration | In this course the health issues of specific populations will be discussed, including gender and age specific populations, as well as one or two additional populations driven by class preferences. Additional populations may include shift workers, various ethnic groups, or religious groups. Health and well-being issues specific to each population selected will be discussed and explored and evidence-based strategies developed to address the issues for each population. The ecological model of health promotion will be explored. Class format will include lecture and small group activities. |
| WE 700 | Theories of Behavior Change | 3 | PhD-Health-Promotion-Wellness-Concentration | This course explores the principal theories of behavior that drive evidence based practice in health/wellness education and coaching. Emphasis is placed on the determinants of group and individual behavior and behavioral economics in the context of health and wellness is included. Effective application of various theories to create education and/or interventions to alter behaviors of targeted groups or individuals is examined. Some synchronous sessions are required. |
| WE 710 | Theories & Application of Wellness Coaching -OR- Any Concentration Elective Course | 3 | PhD-Health-Promotion-Wellness-Concentration | This course explores the theoretical basis and the evidence supporting health and wellness coaching. The concept and structure of the coaching approach for facilitating sustainable behavior change is examined. The major tenets of coaching strategies including motivational interviewing, appreciative inquiry, and positive psychology are explained and practiced. The coaching process is emphasized with focus placed on developing one-on-one practical coaching skills. Several synchronous sessions are required. |
| WE 711 | Advanced Wellness Coaching -OR- Any Concentration Elective Course | 3 | PhD-Health-Promotion-Wellness-Concentration | This course provides an opportunity to practice and develop the health/wellness coaching competency required for teaching and practicing coaching. Knowledge and skills developed in prerequisite courses are synthesized and expanded. Emphasis is placed on the application of coaching skills, and practice sessions with feedback are included. Also included is the business of health/wellness coaching including ethics and legalities. A practical skills exam and several synchronous sessions are required. |
| WE 717 | Integrative Therapies in Health Promotion | 3 | PhD-Health-Promotion-Wellness-Concentration | The use of complementary and alternative therapies in the context of health promotion will be explored in this course using an evidence-based approach. Topics introduced may include energy medicine (Reiki, Qi gong, healing touch), manipulative and body-based practices (massage therapy, reflexology, Rolfing, Trager bodywork, Alexander technique, Feldenkrais), or mind-body approaches (relaxation, hypnosis, visual imagery, meditation, yoga, biofeedback, tai chi, prayer). Class format includes lecture, small group work, and hands on activities. |
| HP 702 | Applied Sports Science -OR- Any Concentration Elective Course | 3 | PhD Human & Sport Performance Concentration | This course reviews the various disciplines that play important roles in sports performance enhancement including biomechanics, motor learning, exercise physiology, and sport psychology. In addition, sociological aspects will be discussed regarding applications of science to different populations including athletes and tactical personnel. Applied projects will assist the student in taking foundational knowledge and applying it to real world sports scenarios to solve problems, enhance training, reduce injuries, or improve performance. Lecture, discussion, and presentation by student. |
| HP 704 | Methods & Programming in Strength & Conditioning | 3 | PhD Human & Sport Performance Concentration | This course will expose students to advanced methods in various venues of strength and conditioning. Current research and practice are examined for advanced training strategies in use at different levels of competition. Students will examine different methods currently in use in the field and discussed in the literature on selected topics and demonstrate appropriate implementation of advanced training methods. Additionally, this course will refine the students’ ability to construct an advanced training program designed to enhance performance in specific ways. The student will demonstrate the ability to critically analyze and alter a training program. |
| HP 610 | Advanced Sport Performance Technology | 3 | PhD Human & Sport Performance Concentration | This course will focus on technologies that have been developed to reach human interests or goals related to a particular sport. It will focus on the types, and appropriate selection and use of technology by which sport performance coaches attempt to improve training and competitive surroundings and enhance overall athletic performance. The course will provide knowledge and application of using specialized equipment and the latest modern technologies to perform tasks more efficiently, such as equipment, athletic sports gear (clothing and footwear), advanced computer stimulations and motion capture. |
| HP 706 | Sports Nutrition for Human Performance | 3 | PhD Human & Sport Performance Concentration | This course will discuss, in detail, scientific and practical applications of nutrition for sports. Integrated discussions spanning exercise physiology and nutrition on topics that relate to aerobic and anaerobic performance, health, weight gain, weight loss and recovery will be covered. Class assignments will broaden the student’s knowledge, writing ability and competence at both retrieving and summarizing scientifically-based information. |
| HP 710 | Applications of Exercise Science in Tactical Fitness & Performance | 3 | PhD Human & Sport Performance Concentration | This course will introduce students to the various methods and strategies for improving performance in military, law enforcement, and fire department venues. Topics such as injury prevention and tactical job preparation will be discussed with students completing applied projects in selected tactical operations. Tactical fitness research and literature will serve as the content for developing professionals capable of supporting the tactical field with evidence-based practice. |
| HP 714 | Recovery and Regeneration | 3 | PhD Human & Sport Performance Concentration | This course will examine the science and history behind various advanced methods of recovery and regeneration techniques for the human body. The evidence will be reviewed in numerous topics including nutritional strategies, sleep habits, hydrotherapies, cryotherapy, sports supplementation, nutrient timing, and massage therapy. Through an evidence led approach, students will demonstrate the ability to evaluate and identify various types of fatigue, prescribe the appropriate regeneration modality, and periodize a recovery program based upon the principles learned in HP 704 (Methods and Programming in Strength and Conditioning). |
| WE 623 | Wellness Promotion & Programming -OR- Any Concentration Elective Course | 3 | PhD Neurologic Rehabilitation Concentration | This course provides the business and human rationale for wellness promotion, health education, and public health programs. Best practice for program design, implementation, and evaluation are examined as is the development and use of needs analyses, health risk assessments, and biometric measures to educate clients/patients and guide programming. Evidence based group and individual motivational strategies are included. |
| N 720 | Neuroscience Systems | 3 | PhD Neurologic Rehabilitation Concentration | This course will focus on the structure and function of the central nervous system. It is designed to provide a survey of the functional components of the nervous system and an understanding of the functional brain at a systems level; specifically integrate aspects of neuroanatomy with physiology to allow association of brain areas with the various functions. Items to be discussed include the areas and mechanisms of the brain that process sensory and motor information. The brain’s reaction to sensory input as well as the ability of the brain to adapt and change as a result of input will be highlighted. In addition, various diseases/injuries will be explored to provide an understanding of normal and pathophysiological brain function. |
| N 722 | Clinical Neuroscience and Contemporary Motor Models | 3 | PhD Neurologic Rehabilitation Concentration | This course will serve to review, update, and synthesize evidence from the neurosciences as a foundation for clinical practice, as well as explore the fundamental principles, limitations, and clinical implications of the theories of motor control and motor learning influencing clinical practice. It will include the incorporation of constructs from motor learning and motor control theories into therapeutic intervention for individuals with a variety of movement problems resulting from neurological dysfunctions. Trends in models of service delivery: medical, educational, community, and social models, will be analyzed and approached from a modern evidence-based perspective. |
| N 724 | Neurological Screenings and Outcomes Assessment | 3 | PhD Neurologic Rehabilitation Concentration | This course will explore the selection, utilization, and interpretation of screening and outcome assessments within the current healthcare environment including standardized tools for assessment of health status based on the validity, reliability and responsiveness of the instrument, and how the assessments relate to the International Classification of Functioning, Disability, and Health (ICF) model. |
| N 727 | Advanced Neurologic Practice Part I | 3 | PhD Neurologic Rehabilitation Concentration | This course will focus on comprehensive management of the individual with stroke, traumatic brain injury, brain tumor, and neurodegenerative disorders. The pathophysiology, pharmacology, and imaging will be used to design evidence-based interventions, grounded in the International Classification of Functioning, Disability, and Health (ICF) framework, that foster advanced clinical decision making for prediction, prevention, plasticity, and participation in physical therapy practice. |
| N 729 | Advanced Neurologic Practice-Part II | 3 | PhD Neurologic Rehabilitation Concentration | This course will focus on the comprehensive management of the individual with spinal cord injury, demyelinating and vestibular disorders. The pathophysiology, pharmacology, and imaging will be used to design evidence-based interventions, grounded in the International Classification of Functioning, Disability, and Health (ICF) framework, that foster advanced clinical decision making for prediction, prevention, plasticity, and participation in physical therapy practice. |
| OSS 610 | Measuring Outcomes: Current to Future Practice | 3 | PhD Orthopedic Sport Sciences Concentration | In this course students will review the determinants of outcome measurement (sensitivity, specificity, Confidence intervals, likelihood ratios, screening exams, outcome questionnaires) and learn how to use these and other valuable tools in the assessment of progress and outcomes in population-based study and at the individual patient level. Strengths and weaknesses of the various outcome and disability ratings will be compared with the goal of developing and working toward the validation of new tools for better assessing the outcomes we study in orthopedic and sport sciences. Of particular value, is the opportunity to extrapolate the reach of tools from the individual or a singular population to a broader population not tested. |
| OSS 720 | Differential Diagnosis in Orthopedics & Sports Therapy | 3 | PhD Orthopedic Sport Sciences Concentration | This course is designed to explore concepts of probability-based differential diagnosis using graphical causal models. Evidence is presented to facilitate diagnosis using diagnostic tests that known sensitivity, specificity, likelihood ratios and predictive values are provided. Learning how to use graphical causal models and demonstrate how these models facilitate learning about the pathophysiology of a condition as well as exploring the signs and symptoms and characteristics of a condition that suggests that condition over another condition is a highlight of the course. Competencies gained through the course are intended to prepare the orthopedic and sports therapist to function as a direct access provider who applies diagnostic decisions following the evidence. The goal of this course is to expand the learner of differential diagnosis using probability-based approaches. |
| OSS 705 | Orthopedic Sport Sciences Seminar | 3 | PhD Orthopedic Sport Sciences Concentration | The seminar course will assist students to acclimate, familiarize, and become knowledgeable around their intended dissertation topic. Students will engage in literature review and on-going discussions to facilitate knowledge and understanding of their specific content area as it relates to their dissertation. A manuscript submission for publication is the capstone of this course. |
| OSS 700 | Advanced Practice in Biomedical Testing & Imaging -OR- Any Concentration Elective Course | 3 | PhD Orthopedic Sport Sciences Concentration | In this course students explore and develop an understanding how to use and interpret the wide range and ever-growing number of biomedical tests and imaging practices in the orthopedic and sports medicine area of care. The skills to make decisions as to which test, under what conditions, to demonstrate the most efficacious outcomes will be studied. This process, in turn will allow students to develop the best rational for including biomedical testing and imaging into the process of diagnosis, intervention and prognosis. This diagnostic skill set, in its advanced form, is critical to ultimately determining the best interventions which in tun drive the optimal prognosis for our patients and athletes. These tests and measures include, but are not limited to, MRI, CT, Radiographs, and scintigraphy in musculoskeletal disorders. A thorough comprehension of AACR criteria for each condition is assumed. |
| OSS 710 | Multilevel Systems in Orthopedic Sport Sciences | 3 | PhD Orthopedic Sport Sciences Concentration | In Multi-Level Systems in Orthopedic Sport Sciences students learn how to consider the complexity and hierarchy of orthopedic and sport systems through analogy and representation with graphical modeling (causal and conceptual). Students use equational logic, probability and graph theory to build realistic and usable models for both clinical diagnostic reasoning and research. These unified models for reasoning, as well as research, provide a common framework for engaging clinicians with research and researchers with clinical reasoning. At the end of this course, students can systematically consider why, what to do, and how to respond to the comment: "It's complicated." The underlying inferential rule is induction. Models are built based on a summary of systematically structured observations of reality (research). Students should take this class after having completed coursework in statistics. Prerequisite: HS 722 and HS 732 |
| OSS 715 | Clinical Epistemology & Decision-Making -OR- Any Concentration Elective Course | 3 | PhD Orthopedic Sport Sciences Concentration | In this course students develop an understanding for how to use multi-level system models of reality to make decisions under uncertainty in particular circumstances and how to study this process of decision-making. The underlying inferential rules are abduction and deduction. Students learn how to apply logical, probabilistic, and causal abductive and deductive inference to models of reality to make the most rational decisions about diagnosis, intervention and prognosis. It is the clinical decision-making side of the course sequence that starts with Multilevel Systems in Orthopedic Sport Sciences. Prerequisite: OSS 710 |
| P 710 | Pediatric Research Seminar | 3 | PhD-Pediatric-Science-Concentration | Explore research team and/or lab setting: conduct site visit(s) to a research lab or research team and present post-site visit reflection and analysis; investigate feasibility of study settings and methods for infant or child participants; identify strategies for adapting research procedures for children (motivation, endurance, and safety); review options for study participant recruitment and consent; obtain designs of recruitment brochures and flyers; identify topic(s), potential settings, content experts, and methods for dissertation-related pilot study; attend research team meeting. |
| P 711 | Interprofessional Global Health in Pediatrics -OR- Any Concentration Elective Course | 3 | PhD-Pediatric-Science-Concentration | This course blends interprofessional education with global health perspectives for pediatric practitioners. Discussion and application of competencies and principles are prioritized to define and guide pediatric practice when caring for children in resource-limited settings, both locally and internationally. A framework is addressed for interprofessional training in cross-cultural competency, ethics, health equity, human rights, advocacy, capacity development, and partnership engagement. Using this framework, each student will develop and individually present a capacity-building project, including a needs assessment, from the perspective of a globally-minded, globally-competent practitioner. |
| P 707 -OR- P 608 | Students choose one of the following -OR- Any Concentration Elective Course: | PhD-Pediatric-Science-Concentration | ||
| P 707 | Oral-motor & Feeding Impairments in Infants & Children With Medical Fragility | 3 | PhD-Pediatric-Science-Concentration | Examination and management of feeding and swallowing disorders are explored for infants and children with respiratory, neuromuscular, and oral structural impairments. Evidence refuting or supporting practice approaches are analyzed, and related practice guidelines examined. Current research gaps and clinical questions are identified for future dissertation projects. |
| P 608 | Assistive Technology for Children with Motor, Behavioral, & Communication Impairment | 3 | PhD-Pediatric-Science-Concentration | Theoretical frameworks and evidence are analyzed to guide the application of technology for children with disabilities in early intervention, school, and home environments. Strategies are examined for evaluating, designing, and selecting technology systems to facilitate participation across life activities. Practitioner competencies are reviewed and research gaps are analyzed with emphasis on outcome studies of assistive technology effects on practice. Specific assistive technologies options for review are technologies for learning, computer access, cognitive aids and communication, electronic aids for daily living, and environmental modification. |
| P 740 | Lifespan Participation from Infancy to Adulthood: Complex Integration of Mobility, Sensory Processing, & Communication | 3 | PhD-Pediatric-Science-Concentration | This course is centered on analyzing the process and outcome of participation in children to age 21 years. Components of sensory processing, mobility, and communication are explored in promoting or limiting participation in daily life. Case analyses and research evidence are used to examine effects and interaction of the following factors: pathomechanics, developmental kinesiology, sensory processing, respiration – communication, fatigue, pain, and resiliency. |
| P 704 | Pediatric Pathological & Genetic Conditions: Etiology, Pathophysiology, Clinical Course, & Pediatric Therapy Examination & Intervention | 3 | PhD-Pediatric-Science-Concentration | Overview and evidence-based practice analyses are presented on etiology, pathophysiology, clinical course, and key pediatric therapy management issues. Family dynamics and stressors are addressed in the context of trauma-informed care and grief processes. |
| P 719 | Family Studies & Research Process | 3 | PhD-Pediatric-Science-Concentration | Multiple topics are analyzed on family system theories, theoretical frameworks of family development and functioning, extrinsic and intrinsic factors influencing family functioning, and ecological / transactional models of child development. Concepts of family assessment, family-centered care, culture, stress, and coping are included. A synthesis paper is submitted involving literature analysis and application to a pediatric therapy and family topic. Research questions, variables, and theoretical mapping are discussed. |
| P 755 (Optional) | Pediatric Research Independent Study | 3 | PhD-Pediatric-Science-Concentration | A directed independent study option is offered to support a focused component in pediatric studies or pediatric research process not directly addressed in other courses. The focus, objectives, and activities are individually designed between the student and pediatric science concentration area director. The independent study option is offered during two online semesters but can be taken only once. |
| Code | Course | Credits | Category | Description |
| HPE 670 | Learning Assessment & Evaluation | 3 | Academic-Residency-Core-Courses | This course examines a variety of assessment models and techniques used to evaluate student classroom performance, student clinical performance, instructor performance and educational programs. Students will design and execute assessment plans, interpret assessment data and develop continuous improvement plans. |
| HPE 740 | Learning Theory & Design | 3 | Academic-Residency-Core-Courses | This course incorporates a learner centered approach to course development and instructional delivery based on the best evidence of how people learn. Students will demonstrate both traditional and innovative instructional techniques and strategies for teaching in didactic settings based upon the evidence-base of best teaching practices. |
| HPE 760 | Instructional Technology: Design, Theory & Application | 3 | Academic-Residency-Core-Courses | This course explores the history and theory of instructional technology used in educational settings. Focus is on identifying, discussing and comparing various instructional technology utilized in the design and delivery of online, blended, and traditional classroom learning environments. Best practices of current instructional technologies applied in higher education classrooms are systematically designed, created, shared, and reviewed. |
| HS 712 | Research Methods: A Qualitative Approach | 3 | Academic-Residency-Core-Courses | This course provides an introduction to general research principles and research ethics. The student will be introduced to the following topics in the research process: question formulation, principles of measurement, basic design and methodological features, issues of reliability and validity, and fundamentals of conducting a literature review. A quantitative article critique will be conducted in class and outside of class. The class format will include lecture, small group discussion, and practice. |
| HS 720 | Survey of Qualitative Research | 3 | Academic-Residency-Core-Courses | This course introduces the student to qualitative research methods and their applications to problems and phenomena in healthcare. Emphasis is placed on the appropriate use and differences of qualitative methods, their philosophical underpinnings, and application to clinical issues. |
| Students choose one: | Academic-Residency-Core-Courses | |||
| HS 722 | Biostatistics I -OR- | 3 | Academic-Residency-Core-Courses | The purpose of this course is to introduce the student to biostatistics, the science of evaluating information in a biological setting. Such topics as simple descriptive statistics, basic probability concepts, probability distributions (normal & binomial), sampling distributions, correlations, regression, t-tests and one-way ANOVA testing. |
| HS 734 | Qualitative Research II‡ | 3 | Academic-Residency-Core-Courses | This course is the second in a two-course sequence on qualitative research methods that extends and elaborates on the topics covered in HS 720. Major approaches used in conducting qualitative research and the application of these methods to problems and phenomena in healthcare will be examined. The emphasis of the course is on the collection, management, analysis, and interpretation of qualitative data. Exploration and application of topics such as sampling, interviewing and observation techniques, data analysis methods, and reporting of qualitative research will be addressed. Evaluation and critique of research studies utilizing qualitative methods will also be examined. Prerequisite: HS 720. |
| Students choose one: | Academic-Residency-Core-Courses | |||
| HLA 620 | Healthcare Leadership -OR- | 3 | Academic-Residency-Core-Courses | Concepts of leadership related to current healthcare organizations are examined. Specific concepts including communications, public relations, team building, negotiation, and conflict resolution are explored. Strategic aspects such as vision, viewpoint and admission included. Managing uncertainty is discussed in relation to healthcare organizations. Contemporary leadership challenges, communication strategies and crisis communication are explored. Leadership functions and decision-making are analyzed. |
| HPE 718 | Climate of Higher Education | 3 | Academic-Residency-Core-Courses | This course will focus on presenting and analyzing contemporary social, political and economic issues surrounding higher education and the effects these issues have on healthcare education programs. Current challenges in healthcare education programs will also be explored. Students will learn how to successfully navigate the role of a faculty member in the higher education environment. A brief history of higher education will be included. |
| Academic Residency Core Required Credits: | 21 | Academic-Residency-Core-Courses | ||
| HLA 670 | Organizational Behavior & Management in Healthcare | 3 | Academic-Residency-Elective-Courses | This course supports knowledge of the theories of organizations, the use of leadership, management processes, and organizational structures and outcomes. Specific topics include governance, strategic management and marketing, human resources management, recruiting, training, process improvement, management theory, and employee wellbeing. This course is designed for future managers and leaders of healthcare organizations and those who expects to have extensive involvement with each from the perspective buyers, insurers, or policymakers. The course provides students with knowledge about how the best healthcare provider organizations deliver high quality, cost-effective healthcare, how the response to their environment, and how they reach and implement decisions about future activities. |
| HLA 700 | Healthcare Legal & Ethical Issues | 3 | Academic-Residency-Elective-Courses | This course offers an exploration of the legal and ethical issues and dilemmas in the delivery of healthcare. The principles and practical application of laws and regulations affecting operational decisions of healthcare providers, health plans, and third-party payers are discussed. Social, moral, and ethical issues encountered in the balance of patient interests, needs and rights are also addressed. |
| HLA 740 | Healthcare Delivery | 3 | Academic-Residency-Elective-Courses | This course will train healthcare leaders to implement or teach principles of delivering better healthcare at lower costs through improving clinical and non-clinical processes. This course will introduce methods and tools for conducting quality improvement projects. Also discussed will be methods of health services research, teams and teamwork, outcome measurement, and medical informatics. A key learning experience of this course will be developing and implementing a quality improvement project. |
| HPE 620 | Clinical Education Experiential Design & Application for Healthcare Professions | 3 | Academic-Residency-Elective-Courses | This course addresses the many issues germane to experiential or clinical education in the healthcare professions by reviewing the design, implementation and assessment of clinical experience in the healthcare fields. Among the topics to be covered include supervisory policies and practices, communication, feedback, developing clinical expertise and reasoning skills, professionalism, student learning documentation and mapping, preceptor/supervisor training and development, and the role of entrust able professional activities, competencies and milestones in student clinician development. |
| HPE 752 | Curriculum Design for Healthcare Professions | 3 | Academic-Residency-Elective-Courses | Students will learn how effective health professions curricula must integrate the basic and clinical sciences, connect didactic to experiential learning, be competency-based and time-variable, include andragogic underpinnings and approaches of delivery, and create meaningful program outcomes and assessment opportunities that verify quality and excellence. In addition timely issues such as the curricular incorporation of clinical experiences/education, the sociocultural aspects of healthcare, and pertinent accreditation issues and constraints for healthcare professions will be addressed. |
| HS 714 | Scientific/Professional Writing | 3 | Academic-Residency-Elective-Courses | This pass/fail course reviews PubMed, Index Medicus, other search methodologies, American Psychological Association editorial format, the composition of a scientific/professional manuscript, and the style of Scientific/professional writing, its construction and formats. |
| HS 727 | Survey Research‡ | 3 | Academic-Residency-Elective-Courses | This course will familiarize students with theory and development and application of survey research design and methods. Students will learn the principles and practices of conducting survey research including: development of psychometrically sound accounting for and reducing sources of error, designing appropriate sampling strategies, assessing the reliability and validity of self-constructed questionnaires, administering surveys through various means and analyzing and reporting results of survey research. How to integrate qualitative inquiry with survey research to develop and conduct a mixed method study including writing results will be emphasized. (Note: Course may be taken as either a core course, or as an elective research course) Prerequisite HS 720. |
| HS 732 | Biostatistics II‡ | 3 | Academic-Residency-Elective-Courses | The purpose of this course is to build upon the topics introduced in Biostatistics 1. This course will cover such topics as factorial ANOVA, ANCOVA, MANOVA, multiple linear regression and non-parametric group comparisons. Prerequisite: HS 722. |
| HS 734 | Qualitative Research II*‡ | 3 | Academic-Residency-Elective-Courses | This course is the second in a two-course sequence on qualitative research methods that extends and elaborates on the topics covered in HS 720. Major approaches used in conducting qualitative research and the application of these methods to problems and phenomena in healthcare will be examined. The emphasis of the course is on the collection, management, analysis, and interpretation of qualitative data. Exploration and application of topics such as sampling, interviewing and observation techniques, data analysis methods, and reporting of qualitative research will be addressed. Evaluation and critique of research studies utilizing qualitative methods will also be examined. Prerequisite: HS 720. |
| HS 735 | Qualitative Interviewing Techniques | 2 | Academic-Residency-Elective-Courses | This course provides a theoretical framework for interviewing approaches for various situations, types of interviewing formats (e.g. focus group, evaluation interview, cultural interview) and development of interview formats. Recording, analyzing, and reporting interview data, ethical and relationship issues, and research on interviewing methods. |
| HS 736 | Mixed Methods Integration | 1 | Academic-Residency-Elective-Courses | This course provides students with techniques used to integrate quantitative and qualitative data, analysis and results based upon a mixed methods study design. Writing tips of a mixed methods publication is also included. |
| HS 740 | Teaching & Learning Theory | 3 | Academic-Residency-Elective-Courses | This course incorporates a learner centered approach to course development and instructional delivery based on the best evidence of how people learn. Students will demonstrate both traditional and innovative instructional techniques and strategies for teaching in didactic and clinical settings based upon the evidence-base of best teaching practices. |
| HS 751 | Case Series Single Subject Design | 3 | Academic-Residency-Elective-Courses | This course will seek an in-depth exploration and practice regarding the mechanics, design and construction of case series and single subject research designs in a healthcare environment. Students will develop and submit a single subject/case series research design related to individual dissertation topics or to relevant clinical questions. |
| Elective Courses Required Credits: | 6 | Academic-Residency-Elective-Courses |
Foundational Sciences
Building your knowledge base starts with these courses in areas like human anatomy, kinesiology, and physiology. A fundamental understanding of key human body systems prepares you to make effective decisions regarding diagnosis and therapy. Learn how human anatomy, physiology, and neurological systems combine to enable and facilitate the human movement that forms the basis of PT practice.
Foundational Sciences
[ninja_tables id='31944' filter="DPT Foundational Sciences"]
Foundational Sciences
| Code | Course | Credits | Category | Description |
|---|---|---|---|---|
| MS 610 | Evidence Based Practice* | 3 | DMSc Core Courses | Serving as a prelude to the scholarly project, this course focuses on concepts of evidence-based practice. Specifically, the course covers the foundational principles of research design, epidemiology, biostatistics, and searching the medical literature. Additional focus for the course includes critical evaluation of the literature and synthesis of EBP principles into realistic practice settings. |
| MS 614 | Professional & Scientific Writing | 3 | DMSc Core Courses | This course reviews PubMed, Index Medicus, other search methodologies, American Medical Association Manual of Style editorial format, the composition of a scientific/professional manuscript, the style of scientific and professional writing, its construction and formats. Students will complete a literature review and a case report during this course, with emphasis placed on professional and scientific writing techniques, as well as proper formatting and citation. |
| HLA 740 | Healthcare Delivery | 3 | DMSc Core Courses | This course explores the legal and ethical issues and dilemmas in the delivery of healthcare. The principles and practical application of laws and regulations affecting operational decisions of healthcare providers, health plans, and third-party payers are discussed. Also addressed are social, moral, and ethical issues encountered in the balance of patient interests, needs and rights. |
| HLA 700 | Healthcare Legal & Ethical Issues | 3 | DMSc Core Courses | This course will train healthcare leaders to implement or teach principles of delivering better healthcare at lower costs through improving clinical and non-clinical processes. This course will introduce methods and tools for conducting quality improvement projects. Also discussed will be methods of health services research, teams and teamwork, outcome measurement, & medical informatics. A key learning experience of this course will be developing and implementing a quality improvement project. |
| HS 504 | Research Methods | 3 | DMSc Bachelor's-Prepared Courses | Introduction to general research principles and research ethics. The student will be introduced to the following topics in the research process: problem statement, question formulation, principles of measurement, basic design and methodological features, issues of reliability and validity, and fundamentals of conducting a literature review. Quantitative article critiques will be conducted in class and outside of class. The class format will include lecture, small group discussion, and practice. |
| ACP 730 | Population Health Issues | 3 | DMSc Bachelor's-Prepared Courses | This course explores the definition of Population Health and how principles of population health integrate into clinical practice. Topics discussed include attributes and components of the population health paradigm, health promotion, elimination of health disparities, behavior change, continuity of care, information technology, decision making support, and the ethical dimension of population health. The business value of better health from a population health approach is also discussed, with some discussion of the role of health advocacy and assistance programs. |
| HLA 620 | Healthcare Leadership | 3 | DMSc Bachelor's-Prepared Courses | Concepts of leadership related to current healthcare organizations are examined. Specific ideas are explored, including communications, public relations, team building, negotiation, and conflict resolution. Strategic aspects such as vision, viewpoint, and admission are included. Managing uncertainty is discussed with healthcare organizations. Contemporary leadership challenges, communication strategies, and crisis communication are explored. Leadership functions and decision-making are analyzed. |
| ASP 710 | ASP I: Project Development & Proposal | 3 | DMSc Applied Scholarly Project Courses | During the first half of the semester, students are guided through the project development and proposal process. The latter half of the course is for students to revise and submit a proposal for their project. Approval of the project is accomplished prior to completion of this course. Students are advised to develop a proposal that is a comprehensive and in-depth study of a highly relevant issue encountered as a PA in the clinical, academic, or administrative setting. The expectation is that this project will be accomplished over multiple semesters. |
| ASP 720 | ASP II: Literature Review | 3 | DMSc Applied Scholarly Project Courses | In this course, the approved applied scholarly project is initiated and principles of scientific inquiry will guide the investigation. Students will be searching and gathering available, recent literature and composing several aspects of their comprehensive and in-depth study of a highly relevant issue encountered as a PA in the clinical, academic, or administrative setting. |
| ASP 730 | ASP III: Dissemination | 3 | DMSc Applied Scholarly Project Courses | In this course, students continue the investigation of the literature and composition of the final aspects of the comprehensive and in-depth study of a highly relevant issue encountered as a PA in the clinical, academic, or administrative setting. Students compile their final written product suitable for publication. The final product is compiled from segments of the proposal and project, comprising an extensive, in-depth review of the literature as it pertains to the selected issue. Students will then create an abbreviated version of the project following the submission guidelines of an appropriate peer-reviewed journal. Additionally, students will create a poster presentation that will be submitted for presentation at an appropriate professional conference of the student’s choice. |
| ACP 710 | Lifestyle Medicine | 3 | DMSc Advanced Practice Concentration | This course explores the principles and practices of Lifestyle Medicine, with particular focus on the integration of Lifestyle Medicine into PA practice. An in-depth exploration of Lifestyle Medicine occurs, centering around the use of evidence-based lifestyle therapeutic approaches, such as predominantly whole food plant-based diet, exercise, sleep, tobacco cessation and alcohol moderation, stress management, emotional resilience, and other non-drug modalities. Discussion includes the utilization of Lifestyle Medicine to prevent, treat, and even reverse lifestyle-related chronic disease. |
| ACP 720 | Patient Safety in Clinical Practice | 3 | DMSc Advanced Practice Concentration | This course provides an introduction to the science of safety and how it relates to problems with patient safety in the healthcare setting. Discussion includes the role of both individuals and the healthcare system in improving patient safety and reducing medical errors. The course reviews institutional responses to adverse events, including the topics of medical malpractice and risk management. The course emphasizes the importance of teamwork and good communication. Students learn models for improving safety in hospitals and other healthcare settings. |
| ACP 730 | Population Health Issues | 3 | DMSc Advanced Practice Concentration | This course explores the definition of Population Health and how principles of population health integrate into clinical practice. Topics discussed include attributes and components of the population health paradigm, health promotion, elimination of health disparities, behavior change, continuity of care, information technology, decision making support, and the ethical dimension of population health. The business value of better health from a population health approach is also discussed, with some discussion of the role of health advocacy and assistance programs. |
| ACP 790 | Clinical Practicum I | 3 | DMSc Advanced Practice Concentration | During this course, students will design and propose a clinical practicum that they feel will help them obtain additional exposure to and mastery of aspects of clinical practice Content and dates are subject to change. 12 that are not usually considered within the scope of general PA practice. During this semester, students are expected to find a qualified clinical preceptor (such as a collaborating physician or consulting specialist) who can precept them as they learn and master the advanced skill and knowledge. The student is expected to create a plan of learning and assessment with which the preceptor is agreeable. This plan is then proposed to DMSc faculty and approval of the practicum is accomplished by the end of the course. |
| ACP 795 | Clinical Practicum II | 3 | DMSc Advanced Practice Concentration | During this semester, students carry out and execute the practicum developed and approved during Clinical Practicum 1. Students collaborate with their selected preceptor and DMSc faculty as they accomplish the learning and assessment plan for their advanced skill and knowledge development. Through execution of the practicum, students apply specialized medical knowledge and increase their clinical capabilities to develop an area of clinical expertise. Prior to the end of the semester, students submit a standardized and comprehensive report on the execution and completion of this practicum. |
| HLA 620 | Healthcare Leadership | 3 | DMSc Healthcare Leadership & Administration | Concepts of leadership related to current healthcare organizations are examined. Specific concepts including communications, public relations, team building, negotiation, and conflict resolution are explored. Strategic aspects such as vision, viewpoint, admission included. Managing uncertainty is discussed in relation to healthcare organizations. Contemporary leadership challenges, communication strategies and crisis communication are explored. Leadership functions and decision-making are analyzed. |
| HLA 670 | Organizational Behavior & Management in Healthcare | 3 | DMSc Healthcare Leadership & Administration | This course supports knowledge of the theories of organizations, the use of leadership, management processes, and organizational structures and outcomes. Specific topics include governance, strategic management and marketing, human resources management, recruiting, training, process improvement, management theory, and employee wellbeing. This course is designed for future managers and leaders of healthcare organizations and those who expect to have extensive involvement with prospective buyers, insurers, or policymakers. The course provides students with knowledge about how the best healthcare provider organizations deliver high quality, cost-effective healthcare, how they respond to their environment, and how they reach and implement decisions about future activities. |
| HLA 680 | Strategic Change Management for Healthcare Organizations | 3 | DMSc Healthcare Leadership & Administration | This course offers student opportunities to investigate and integrate change management practices to strategically position healthcare organizations for the future. Organization strategic position will be discussed with application to relevant theoretical models, and necessary change management practices resulting in development of organizational adaptability. |
| HLA 790 | Administrative Practicum I | 3 | DMSc Healthcare Leadership & Administration | During this course, students will design and propose an administrative practicum that they feel will help them obtain additional exposure to and mastery of principles of healthcare administration in the hospital or clinical setting. During this semester, students are expected to find a qualified administrative mentor (such as a hospital or clinic administrator) who can mentor them as they learn and apply administrative skills and knowledge. The student is expected to create and develop a plan for an administrative project with which the mentor is agreeable. This plan is then proposed to DMSc faculty and approval of the practicum is accomplished by the end of the course. |
| HLA 795 | Administrative Practicum II | 3 | DMSc Healthcare Leadership & Administration | During this semester, students carry out and execute the practicum developed and approved during Administrative Practicum 1. Students collaborate with their selected mentor and DMSc faculty as they accomplish the administrative project. Through execution of the practicum, students apply specialized leadership and administrative knowledge to increase their capabilities and develop as a leader in healthcare. Prior to the end of the semester, students submit a standardized and comprehensive report on the execution and completion of this practicum. |
| HPE 760 | Instructional Technology: Design, Theory & Application | 3 | DMSc Healthcare Professions Education | This course explores the history and theory of instructional technology used in educational settings. Focus is on identifying, discussing and comparing various instructional technology utilized in the design and delivery of online, blended, and traditional classroom learning environments. Best practices of current instructional technologies utilized in higher education classrooms are systematically designed, created, shared, and reviewed. |
| HPE 740 | Learning Theory & Design | 3 | DMSc Healthcare Professions Education | This course incorporates a learner-centered approach to course development and instructional delivery based on the best evidence of how people learn. Students will demonstrate both traditional and innovative instructional techniques and strategies for teaching in didactic settings based upon the evidence-base of best teaching practices. |
| HPE 670 | Learning Assessment & Evaluation | 3 | DMSc Healthcare Professions Education | This course examines a variety of assessment models and techniques used to evaluate student classroom performance, student clinical performance, instructor performance and educational programs. Students will design and execute assessment plans, interpret assessment data and develop continuous improvement plans |
| HPE 790 | Education Practicum I | 3 | DMSc Healthcare Professions Education | During this course, students will design and propose an education-based practicum that they feel will help them obtain additional exposure to and mastery of principles of healthcare education in the university setting. During this semester, students are expected to find a qualified educational mentor, a professor at an graduate-level PA program, who can mentor them as they learn and apply higher education skills and knowledge. The student is expected to create and develop a plan for an education development project with which the mentor is agreeable. This plan is then proposed to DMSc faculty and approval of the practicum is accomplished by the end of the course. |
| HPE 795 | Education Practicum II | 3 | DMSc Healthcare Professions Education | During this semester, students carry out and execute the practicum developed and approved during Education Practicum 1. Students collaborate with their selected mentor and DMSc faculty as they accomplish the education-based project. Through execution of the practicum, students apply education knowledge and skill to increase their capabilities and develop as an educator in healthcare. Prior to the end of the semester, students submit a standardized and comprehensive report on the execution and completion of this practicum. |
| PMH 710 | Advanced Neuroscience of Psychiatry | 3 | DMSc Psychiatry | This course provides a detailed review of the neuroscience model beginning with neuroanatomy and neurophysiology (cells, circuits, neurotransmitters, receptors and signaling the nucleus, genetics, and epigenetics) followed by an exploration of how these structures and processes are modulated (hormonal actions in the brain, plasticity during maturation and adult development, immunity/inflammation and bioelectric modulation) and finally how the neuroscience model contributes to our understanding of pain, pleasure, appetite, anger and aggression, sleep, sex, social attachment, memory, intelligence, attention, depression, anxiety, schizophrenia, and Alzheimer’s disease. Content will be delivered using the latest evidence-based asynchronous methods to a small group of dedicated learners from around the world in a virtual classroom environment. In addition to the course text, a variety of video presentations will be included, with weekly formative assignments that will engage learners in a self-directed review of the published literature, peer to peer learning through post and reply style academic writing on a scholarly forum, and brief quizzes to build confidence in the mastery of instructional content. Summative assignments will require each student to complete 24 learning activities qualifying for the Neuroscience Education Institute (NEI) Master Psychopharmacology Certificate and complete all 10 self-assessments for the NEI Master Psychopharmacology certificate. |
| PMH 720 | Psychiatry Diagnostics & Therapeutics I | 3 | DMSc Psychiatry | This course focuses on the psychiatric interview for the accurate diagnosis of psychiatric conditions and the implementation of comprehensive treatment plans. In addition to psychiatric pharmacology, crisis intervention and risk management will be reviewed. The course will also explore the ethical and legal issues associated with the diagnosis and treatment of psychiatric disorders. Neurodevelopmental, psychotic, mood, anxiety, obsessive-compulsive, trauma-related, stressor-related, dissociative, and somatic disorders will be covered in this course. Prerequisite: PMH 710 |
| PMH 730 | Psychiatry Diagnostics & Therapeutics II | 3 | DMSc Psychiatry | This course is a continuation of the Psychiatry Diagnostics & Therapeutics course series, building upon the concepts that were explored in Psychiatry Diagnostics & Therapeutics I. Eating, sleep, sexual, gender identity, disruptive, impulse control, conduct, substance-related, neurocognitive, and personality disorders will be covered in this course. Prerequisites: PMH 710, PMH 720 |
| PMH 790 | Psychotherapy Practicum I | 3 | DMSc Psychiatry | The focus of this course is Motivational Interviewing (MI) for advanced graduate-level students. Learners will be provided with a comprehensive review of MI as a personcentered therapeutic modality, its clinical application to a wide range of behavioral and psychological conditions involving diverse clinical settings and populations across the life span. Learners will receive access to online therapy supervision asynchronously from a licensed mental health therapist while they complete 500 hours of clinical practice at their current location of employment. Learners will conduct systematic and continuous process and outcome measurements during their practical application of established psychotherapeutic methods and procedures. This course will include proctored case scenarios and real-time audio-visual patient/client interactions to promote mastery of the course material. Learners will receive instructive feedback through evidence-based clinical supervision models that include session recording, transcription, and analysis. |
| PMH 795 | Psychotherapy Practicum II | 3 | DMSc Psychiatry | This course focuses on the “gold-standard” of contemporary psychotherapy practice, Cognitive-Behavior Therapy (CBT), for advanced graduate students. Learners will be guided through a comprehensive review of CBT based on the theoretical models and strategies proposed by CBT pioneers, Aaron and Judith Beck. Learners will receive access to online therapy supervision asynchronously from a licensed mental health therapist while they complete 500 hours of clinical practice at their current location of employment. The learner will expand their proficiency in clinical case formulation and the therapeutic application of CBT in a variety of clinical settings with diverse populations (individuals/families and groups) across the lifespan. This course will incorporate clinical conceptualizations, reflective strategies, practice exercises, interactive videos, and case examples to stimulate learner skill acquisition, fostering needed social, cognitive, behavioral, and affective change in clients/patients. This course will include proctored case scenarios and real-time audio-visual client/patient interactions to promote mastery of the course material. Learners will receive instructive Content and dates are subject to change. 17 feedback through evidence-based clinical supervision models that include session recording, transcription, and analysis. Prerequisite: PMH 790 |
| ASP 735 | ASP Extension Course | 1 | DMSc Optional ASP Course | This optional 1-credit course is an extension of the applied scholarly project and may be used by a student who has not completed the full ASP by the end of ASP III. During this course, students continue to work with program faculty to complete all necessary components of the project. (Optional course; students may choose to extend their program of study by one (1) semester. Not included in total required credits or program tuition.) |
| Code | Course | Credits | Category | Description |
| OD 511 | Ocular Diagnostics & Therapeutics I | 3.5 | OD-Optometric-Medicine | Students begin development of their knowledge and skills in optometric medical care. Ophthalmic medical evaluation and management skills are introduced. A case-based approach to the integration of data will be used to develop critical thinking skills and practical use of data in the development of diagnoses and treatment plans. |
| OD 521 | Ocular Diagnostics & Therapeutics II | 3 | OD-Optometric-Medicine | Students continue development of their knowledge and skills in advanced refractive and medical ophthalmic evaluation and management. The course will continue to use a case-based and problem-solving methodology in the synthesis and evaluation of optometric data and management of refractive problems and ocular disease. |
| OD 611 | Ocular Diagnostics & Therapeutics III | 3 | OD-Optometric-Medicine | Students continue the development of advanced patient assessment and management skills. Summative practical evaluations prepare students for patient care experiences that will qualify them for internship in the clinical course. Students also learn to acquire ophthalmic images using specialized imaging technologies. |
| OD 621 | Ocular Diagnostics & Therapeutics IV | 3 | OD-Optometric-Medicine | This course introduces the use of contact lenses as a corrective modality in primary care optometric medicine. A clinically based approach will include anatomical, physiological, refractive and lifestyle considerations in patient selection, material selection, lens manufacturing and design, and wearing schedule. Laboratory experience in fitting, verification, assessment, management, and troubleshooting will prepare students for patient care experiences. |
| OD 731 | Ocular Diagnostics & Therapeutics V | 3 | OD-Optometric-Medicine | This course builds upon the knowledge presented in previous courses. Fitting strategies utilizing advanced technology for specialized contact lens design including presbyopia, anterior segment anomalies, therapeutic lenses, post-surgical and post-trauma patients, corneal refractive therapy as well as contact lenses for the geriatric and pediatric populations will be presented. Case examples will be used to encourage independent decision making for complicated problems in contact lens fitting. Laboratory experience in fitting, verification, assessment, management, and troubleshooting will prepare students for patient care experiences. |
| OD 512 | Family Practice / Primary Care I | 3 | OD-Optometric-Medicine | This course introduces the student to medical interviewing techniques, health history content, medical record documentation and preliminary primary care tests. Lecture will incorporate the theory of the procedures and proper sequencing. The laboratory will emphasize the performance of procedures accurately and efficiently. |
| OD 522 | Family Practice / Primary Care II | 3 | OD-Optometric-Medicine | Using a case-based approach, problems will be presented to students that demand an integration of various ethical, social, legal and psychological considerations in addition to diagnostic and therapeutic challenges. Students will be expected to actively participate in discussions and resolution of the issues. While the students are expected to do the necessary research and consultation to conclude with final recommendations, they will be supervised and directed by a faculty mentor. Student presentations and reports should include documentation that supports their conclusions. These will be used in the final assessment of their students learning. |
| OD 612 | Family Practice / Primary Care III | 3.5 | OD-Optometric-Medicine | Clinical cases involving multi-disciplinary involvement will be presented. Participation will include discussion by physicians, nurses, pharmacists, social workers, public health personnel and other professional personnel as well as optometrists to exemplify and provide proper sequential and/or parallel management and arrive at an integrated approach in solving the patient’s issues. |
| OD 622 | Internal Medicine I | 3 | OD-Optometric-Medicine | The purpose of this course is to train the student in the skills necessary to identify the signs of disease. The course covers the clinical procedures necessary to evaluate the general status of the body systems, especially those areas where the patient’s histology is suggestive of alterations from normal. The course will emphasize overall neurological evaluation and cardiovascular assessment including blood pressure measurement, EKG evaluation and auscultation of the carotid artery for the presence of bruits as well as other systemic evaluations. The course also identifies certain areas for which the optometric physician needs in depth knowledge to facilitate proper laboratory testing and imaging. The student will be expected to have previously completed or to complete Basic Life Support training at the Provider level. |
| OD 632 | Internal Medicine II | 3 | OD-Optometric-Medicine | This course covers the major systemic diseases that have ocular and visual implications and reviews their etiology as discussed in pathology, the patient’s signs and symptoms and other clinical assessments to not only reach a definitive diagnosis but also develop effective management plans. Since many systemic diseases have ocular correlates or implications, management often takes the form of co-management. The course will emphasize certain diseases such as diabetes, cardiovascular disorders, infectious and other conditions prevalent in the general patient population. Students will complete Advanced Life Support training and certification as part of this course. |
| OD 513 | Medical Optics I | 2.5 | OD-Vision-Sciences | This course covers fundamental optics, light propagation, and imaging, including lenses, prisms, mirrors, microscopes, telescopes and optical instrument theory with an emphasis on application in ophthalmic medical care. Lab practice will complement the lectures demonstrating how the optical principles can be applied in clinic. |
| OD 523 | Medical Optics II | 2.5 | OD-Vision-Sciences | This course emphasizes the medical optics in ophthalmic patient care. Higher order aberrations and pupillary effects are discussed as well as the optical principles of correcting the refractive error by spectacles, contact lenses and ophthalmic surgery. The optics of clinical instruments is presented. Laboratory experiences will complement lecture by demonstration of optical principles in ophthalmic instruments. |
| OD 613 | Medical Optics III | 2.5 | OD-Vision-Sciences | This course covers the ophthalmic materials, and optical characteristics of ophthalmic lenses prescribed in the correction of refractive errors. It includes discussion of materials, fabrication, lens design, verification and other procedures associated with dispensing, including frame selection and quality control issues. |
| OD 615 | Visual Perception | 2 | OD-Vision-Sciences | This course presents the science of monocular sensory vision emphasizing the anatomy and visual physiology of the retinal photoreceptor layer and post-retinal neurology. Emphasis is placed on understanding the duplex nature of cone vs rod vision, spatial and temporal aspects of visual perception and includes a discussion of the biophysics of light stimulation in vision. Clinical testing correlates of monocular vision and perception are covered. |
| OD 725 | Public Health/Epidemiology | 2 | OD-Vision-Sciences | This course provides instruction regarding the promotion and improvement of public health through organized efforts of interdisciplinary teams that improve the quality of life by prevention of diseases in a community. It will place particular emphasis on eye diseases and/or conditions among high-risk and vulnerable populations. It discusses effects of disease on the health and well-being of society and provides instruction into the benefits of health screenings and standards of care. The course reviews major epidemiological eye studies together with those determinants that contribute to ocular diseases and conditions in aging and poverty. Other topics include those factors that contribute to or worsen the effect of visual impairment such as pharmacological factors or cognitive impairment in the aging population or psychological factors in the young. There will also be in-depth discussions of health care policies. |
| OD 631 | Medical Leadership I | 1 | OD-Vision-Sciences | This course will discuss issues of professional and medical ethics, legal requirements and ethical decision making. The concepts of leadership theory are presented in the context of professional responsibilities. The changing landscape of leadership from patient care to family to community isdescribed in detail. The development of personal leadership styles will be introduced. This course will also address service, professionalism, communication, and personal development. Topics include service as a valued entity in the optometric profession both locally and nationally. The various dimensions of professionalism in the healthcare professions are discussed including personal beliefs, decision making and non-discrimination. |
| OD 711 | Medical Leadership II | 1 | OD-Vision-Sciences | This course provides skills to step into and succeed in leadership positions and acquire skills needed to excel as heads of departments, divisions, projects, and institutions at large. Topics discussed are medical management, including communication, mentoring, process and quality improvement, financial planning, and medical research. Participants will learn about the medical legislative process and the evolution in scope of practice in medicine. |
| OD 626 | Biostatistics / Medical Research Methodology | 2 | OD-Vision-Sciences | This course covers development of a research hypothesis, experimental design, specific aims and statistical analysis. It will involve writing of research proposals, grant applications, and documents required for human subject and animal research. Training required for carrying out research and clinical trials will be discussed. Students will be better prepared for the presentation of papers and posters and for publication in peer-reviewed journals. |
| OD 721 | Clinical and Board Review | 3 | OD-Vision-Sciences | This course is a guided review of previous coursework with an emphasis on preparation for taking the National Boards. Topics will include those required by the National Board of Examiners in Optometry. |
| OD 514 | Medical Anatomy I | 3 | OD-Foundational-Medical-Sciences | Medical Anatomy I is a course that covers histology and related cell biology of connective, nervous, bone, digestive, cardiac, renal, hepatic, reproductive and integumentary systems. It will begin with developmental anatomy and continue with the regional study of gross anatomy. Clinical correlates are emphasized when appropriate and radiological imaging is used to reinforce this concept. In this course, the gross anatomy of the central nervous system and general thoracic regions will be studied. |
| OD 524 | Medical Anatomy II | 3 | OD-Foundational-Medical-Sciences | The regional study of gross anatomy continues with studies of the upper and lower abdomen, upper extremities and the neck. Specific lectures on the microanatomy of the kidneys and liver will covered to reinforce clinical correlates. Developmental anatomy and radiographic images are used as appropriate to help the students gain a deeper understanding between anatomy and physiology. |
| OD 614 | Medical Anatomy III | 3 | OD-Foundational-Medical-Sciences | The regional study of the head and neck continues in this course. A careful study of the osteology, musculature, connective, nervous, circulatory and lymphatic systems are covered. There will be an emphasis on clinical correlates, especially as it relates to the eye and vestibular systems. Special attention is given to ensure the connection between anatomy and physiology is explained, and that basic principles of pathology are introduced via radiographic images. |
| OD 624 | Medical Anatomy IV | 2.5 | OD-Foundational-Medical-Sciences | This course is a detailed study of the gross ocular anatomy of the human eye, adnexa, and surrounding tissues supporting the structure and function of the visual system. It will investigate the histology and clinical micro-structure of the eye as well as embryological integration to the normal and abnormal development of ocular anatomy. There will also be an introduction to a clinical approach to the assessment and management of ocular anatomical disorders. |
| OD 515 | Medical Biochemistry/Genetics I | 2.5 | OD-Foundational-Medical-Sciences | This course is designed to provide a basis for the fundamental understanding of biochemistry and genetics. Diseases will be discussed from genetic, metabolic and/or nutritional viewpoints and compared with normal biochemical processes. The course will explain pathologies at the molecular level and will emphasize certain biochemical principles related to the eye. It will provide the student with the level of contemporary knowledge base that will lead to an understanding of the etiologies and implications of metabolic and inherited conditions with ocular and visual implications. |
| OD 525 | Medical Biochemistry/ Genetics II | 2.5 | OD-Foundational-Medical-Sciences | This course is a continuation of the previous course in the principles of biochemistry and genetics. Diseases will be discussed from genetic, metabolic and/or nutritional viewpoints and compared with normal biochemical processes. The course will explain pathologies at the molecular level and will emphasize certain biochemical principles related to the eye. It will provide the student with the level of contemporary knowledge base that will lead to an understanding of the etiologies and implications of metabolic and inherited conditions with ocular and visual implications. |
| OD 623 | Medical Physiology I | 3.5 | OD-Foundational-Medical-Sciences | This course is designed to expand student knowledge in medical physiology by linking anatomical elements with their normal functions. It facilitates the integration of the several disciplines through a pathophysiological approach that links with pathology, pharmacology, and clinical medicine. There is an emphasis placed on the systems involving renal, cardiovascular, endocrine, and hepatic functions. |
| OD 633 | Medical Physiology II | 4 | OD-Foundational-Medical-Sciences | This course continues the discussion of the medical physiology that were introduced in OD 613. The homeostatic status and changes of these molecules are discussed in consideration of the changes brought about by aging. There is a discussion of the production of free radicals including oxygen free radicals and the quenching of some of these radicals by various vitamins. The course emphasizes the physiology and biochemistry of ocular tissues such as the sclera, choroid, aqueous, the vitreous, the lens and the cornea. |
| OD 526 | Medical Microbiology/Immunology I | 2.5 | OD-Foundational-Medical-Sciences | This course is designed to provide the student with an understanding of the association of the immune response with protection against disease, its use in diagnosis and therapy, and the effects of the immunodeficiency and pathogenic conditions that result from abnormalities in the immune system. In addition, the course is designed to provide the student with a basis for understanding the relationship between host defenses, the clinically significant microorganisms, their transmission, pathogenic mechanisms, and association with infectious diseases in humans. |
| OD 616 | Medical Microbiology/Immunology II | 2.5 | OD-Foundational-Medical-Sciences | This course is a continuation of the previous course in microbiology and immunology. The course is designed to provide the student with a basis for understanding the relationship between host defenses, the clinically significant microorganisms, their transmission, pathogenic mechanisms, and association with infectious diseases in humans and discuss its clinical relevance. |
| OD 634 | Neuro-Ophthalmology I | 3.5 | OD-Applied-Medical-Sciences | This course is designed to provide a broad understanding of the human central nervous system with an emphasis on functional and clinical neuroanatomy, the application of this knowledge to localize and diagnose neuropathology, and the ability to interpret diagnostic imaging of the brain and spinal cord. However, this course will also provide students with a foundation in the normal structure and function of the CNS at the molecular, cellular, and histological levels, and CNS development as a basis for understating CNS pathology and treatment. The course will begin with fundamental aspects of neuroscience (including gross neuroanatomy, neuro-histology, neurophysiology) and then examine regional neuroanatomy, functional systems, and clinical correlates starting with the peripheral nervous system and then progressively moving up the neuro-axis from the spinal cord to the cerebral cortex. |
| OD 714 | Neuro-Ophthalmology II | 3 | OD-Applied-Medical-Sciences | The course presents the scientific basis underlying human vision by focusing on the principles of binocularity and stereopsis, related concepts and their application particularly when binocularity is abnormal. The course covers basic concepts such as the horopter, fusion, retinal correspondence and others. It also covers the neurological pathways and systems involved in maintaining normal binocularity so as to lay down the foundation for an understanding of the clinical presentation and testing in the evaluation of normal and abnormal binocular conditions discussed in later courses. Topics of discussion include the neurology of eye movements including the innervation of the eye muscles and the control of version, vergence, and saccadic eye movements. Course emphasis will be placed upon understanding normal and abnormal eye movements, their assessment and management. |
| OD 724 | Neuro-Ophthalmology III | 3 | OD-Applied-Medical-Sciences | This course discusses the diagnosis and management of strabismus and amblyopia, their etiologies, risk factors, classification and the interventional strategies including optical management, surgery and oculomotor rehabilitation in the contemporary practice of optometric medicine. Congenital or acquired disorders such as nystagmus, saccadic eye movements and higher order vision information processing conditions are covered. Prognoses and expected outcomes are discussed. |
| OD 734 | Neuro-Ophthalmology IV | 2.5 | OD-Applied-Medical-Sciences | This course provides an in-depth discussion of the diagnosis and management strategies for various neurological disorders that also affect vision. Other systemic conditions such as some vascular or cardiac etiologies or space-occupying lesions of the brain may also contribute to visual abnormalities or loss. Testing and neurological evaluation is discussed in depth and is accompanied by various radiological and other technologies that help the diagnostic process. The diagnostic strategies for the confirmation of acquired brain injuries are also covered in detail. |
| OD 635 | Medical Pharmacology I | 3.5 | OD-Applied-Medical-Sciences | This course begins with the principles underlying pharmacokinetics, pharmacodynamics and therapeutics. It discusses routes of administration, dosages and associated nomenclature. The course then uses a survey approach to various classes of systemic medications, their cellular mechanisms, actions and indications. There is also a discussion of individual drug selection and administration based on the individual’s genetic profile in order to select the best medication for the individual patient. |
| OD 715 | Medical Pharmacology II | 3.5 | OD-Applied-Medical-Sciences | This course continues the presentation of pharmaceutical management of systemic conditions in various organ systems. Ocular manifestation of systemic diseases and therapeutic co-management are taught. It includes discussions of topical, oral, and injectable medications, autonomic drugs, anesthetics, lubricants, and various diagnostic and therapeutic medications. Emphasis is placed on the pharmacokinetics, pharmacodynamics, cellular interactions, indications and contra-indications, dosages and ocular and systemic toxicity of drugs used in the management of ocular conditions and associated systemic disease. |
| OD 713 | Medical Pathology I | 3 | OD-Applied-Medical-Sciences | This course covers the causes and underlying mechanisms of diseases. It addresses basic pathological processes associated with cell injury, cell death, acute and chronic inflammation, tissue repair and regeneration, healing, fibrosis and neoplasia. It includes a discussion of the pathology associated with various body systems with specific attention paid to those pathological changes involving ocular manifestations of systemic disease, particularly those most common in the population. |
| OD 723 | Medical Pathology II | 4 | OD-Applied-Medical-Sciences | This course covers the diagnosis and management of the diseases of the anterior segment, including those resulting from systemic disease. This course emphasizes those conditions affecting the ocular adnexa, conjunctiva, cornea, anterior chamber, iris, and crystalline lens. It addresses the etiology, diagnosis and management of infectious, autoimmune, neuromuscular, degenerative and neoplastic conditions as well as those involving surgical and laser interventions. Assessment techniques, specific to the anterior segment will be discussed as well as laboratory testing and detailed management protocols. |
| OD 733 | Medical Pathology III | 4 | OD-Applied-Medical-Sciences | This course focuses on the diagnosis and treatment of disorders involving the posterior segment of the eye, including those resulting from systemic diseases. The anatomical, physiological, histological and pathological processes which occur during ocular disease will be presented. Emphasis will be placed on the medical management of conditions involving the vitreous, retina, and uveal tract as well as posterior segment pathology associated with systemic diseases. This course contains a comprehensive presentation of primary and secondary glaucoma, including etiology, mechanisms, prevalence and classification. The course emphasizes diagnostic testing and imaging utilizing advanced technologies, procedures, photographic techniques and management options including medical, surgical and laser procedures. |
| OD 716 | Surgery I | 2 | OD-Medical-Specialties | This course presents expanded therapeutic laser procedures, including: discussions of laser physics and tissue interaction, laser hazards and safety, and clinical laser treatments for open angle glaucoma, narrow angle glaucoma, and pseudophakic capsular opacities as well as the practice management aspects of outpatient laser and refractive surgery. This course includes the evaluation and management, such as the surgical decision-making in the care of patients, for cataract surgery. All pre-surgical testing, counselling, and preparation for the patients are presented as are post-operative medical management protocols. |
| OD 735 | Surgery II | 2.5 | OD-Medical-Specialties | This course discusses expanded therapeutic procedures starting with an introduction to ophthalmic surgical procedures. It then introduces OSHA guidelines and asepsis, suture and suturing techniques, entropion repair, chalazion management, postoperative wound care and radiofrequency surgery. Injections are covered starting with local injection sites, venipuncture, local anesthesia, emergency surgical procedures anaphylaxis and other emergencies. This course presents the evaluation and management, including surgical decision-making in the care of oculoplastic procedures candidates. All pre-surgical testing, counselling and preparation of the patients are presented as are the post-operative medical management protocols. |
| OD 625 | Pediatrics | 2.5 | OD-Medical-Specialties | This course concerns the diagnosis and management of the major refractive, binocular and ocular disorders and well as the systemic diseases commonly occurring in the pediatric population especially those where there is an ocular component. There is also a discussion of normal growth and development markers and expectations in this population. Various testing alternatives and strategies for the management of the visual conditions in children are discussed. Students participate in medical internship screenings of school age children as part of this course. |
| OD 636 | Gerontology and Low Vision | 2 | OD-Medical-Specialties | This course addresses the etiology and epidemiology of vision impairment and associated diseases, the assessment and examination of the low vision patient including necessary modifications to the testing procedures and the prescribing of optical and non-optical devices. It covers orientation and mobility issues, patient counseling and locally-based services available to support the patients. Geriatric topics will also be included. Students participate in medical internship training at nursing homes and assisted living facilities as part of this course. |
| OD 736 | Dermatology | 1 | OD-Medical-Specialties | This course introduces the student to the medical specialty of dermatology and provides a fundamental understanding of the common diagnoses and treatments within dermatology, particularly periocular and head/neck lesions. |
| OD 822 | Otolaryngology / EENT | 1 | OD-Medical-Specialties | This course introduces the student to the medical specialty of otolaryngology and provides a fundamental understanding of the common diagnoses and treatments within otolaryngology with an emphasis on disorders affecting the ears and sinuses. |
| OD 812 | Emergency Medicine | 1 | OD-Medical-Specialties | This course introduces the student to the medical specialty of emergency medicine and provides a fundamental understanding of the common diagnoses and treatments within emergency medicine. |
| OD 832 | Psychiatry | 1 | OD-Medical-Specialties | This course introduces the student to the medical specialty of psychiatry and provides a fundamental understanding of the common diagnoses and treatments within psychiatry and the effects of mental and behavioral health on overall patient care. |
| OD 726 | Radiology | 1 | OD-Medical-Specialties | This course introduces the student to the medical specialty of radiology and provides a fundamental understanding of the field of radiology, including ordering and interpretation of medical imaging. |
| OD 516 | Modern Medical Practice | 2 | OD-Clinical-Experiences | This course discusses the strategies for successful practice management within the modern medical model, using best business practices. It also includes contemporary and future innovations in the practice of optometric medicine from the development of new technologies and instrumentation, better management strategies, research in pharmacogenetics, detection of markers predictive of disease, pharmaceutical discoveries and better optical solutions to current refractive disorders. |
| OD 712 | Principal Clinical Experience I | 4 | OD-Clinical-Experiences | This course serves as an introduction to clinical patient care and clinical operations. It consists of active involvement in direct patient care. The students will conduct testing for patients and will refine their clinical procedures and examination techniques/sequencing including refraction. Emphasis is placed on professional and proper doctor-patient communication and inter-professional communication within a clinic/hospital setting. Students will begin integrating their clinical training into critical thinking skills that should result in appropriate diagnoses and management of the patient. |
| OD 722 | Principal Clinical Experience II | 4 | OD-Clinical-Experiences | Students continue in the clinic as active participants in primary patient care. Students receive the patient information gathered by the technicians and advanced technology which the clinician will use for diagnosis and management. Students will continue to develop their critical thinking skills. They will also order appropriate testing and/or conduct specialized imaging procedures as part of the patient care team. Increased independence and higher expectations for the students will be applied in their clinical assessments. |
| OD 732 | Principal Clinical Experience III | 4 | OD-Clinical-Experiences | This course is designed to prepare the student for externships. Students are expected to display increased efficiency and timely adherence to a clinical schedule. Critical thinking skills and appropriate diagnosis and patient management should continue to be demonstrated by the student. At this point, students should consult with their mentors with confidence, displaying high standards of independence and excellence in their clinical assessments and should demonstrate knowledge and self-awareness in cases where referrals or consultations are warranted. |
| OD 811 | Advanced Clinical Experience I | 16.5 | OD-Clinical-Experiences | The fourth year rotations occur within the clinical network affiliated with the College of Optometric Medicine and include direct supervised patients care in the Primary Eye Care clinics with rotations to appropriate clinical facilities for direct and observed supervised clinical experience in specialty eye diseases, contact lenses, pediatrics, low vision, ophthalmic dispensing services as well as participation in other medical specialty clinics. Clinical management by interns during the 4 th year is expected to reflect an ability to evaluate and manage a complex caseload including surgical care. |
| OD 821 | Advanced Clinical Experience II | 16.5 | OD-Clinical-Experiences | The fourth year rotations occur within the clinical network affiliated with the College of Optometric Medicine and include direct supervised patients care in the Primary Eye Care clinics with rotations to appropriate clinical facilities for direct and observed supervised clinical experience in specialty eye diseases, contact lenses, pediatrics, low vision, ophthalmic dispensing services as well as participation in other medical specialty clinics. Clinical management by interns during the 4 th year is expected to reflect an ability to evaluate and manage a complex caseload including surgical care. |
| OD 831 | Advanced Clinical Experience III | 16.5 | OD-Clinical-Experiences | The fourth year rotations occur within the clinical network affiliated with the College of Optometric Medicine and include direct supervised patients care in the Primary Eye Care clinics with rotations to appropriate clinical facilities for direct and observed supervised clinical experience in specialty eye diseases, contact lenses, pediatrics, low vision, ophthalmic dispensing services as well as participation in other medical specialty clinics. Clinical management by interns during the 4 th year is expected to reflect an ability to evaluate and manage a complex caseload including surgical care. |
| Code | Course | Credits | Category | Description |
| HS 714 | Scientific/Professional Writing | 1 | eOTD-Didactic-Courses | This pass/fail course reviews PubMed, Index Medicus, other search methodologies, American Psychological Association editorial format, the composition of a scientific/professional manuscript, and the style of Scientific/professional writing, its construction and formats. |
| HS 720 | Survey of Qualitative Research | 3 | eOTD-Didactic-Courses | This course introduces the student to qualitative research methods and their applications to problems and phenomena in healthcare. Emphasis is placed on the appropriate use and differences of qualitative methods, their philosophical underpinnings, and application toclinical issues. |
| HS 751 | Case Series Single Subject Design (Optional Course) | (3) | eOTD-Didactic-Courses | This course will seek an in-depth exploration and practice regarding the mechanics, design and construction of case series and single subject research designs in a healthcare environment. Students will develop and submit a single subject/case series research design related to individual dissertation topics or to relevant clinical questions. (Optional elective course, not required for program completion.) |
| HS 770 | Research Practicum (Optional Course) | (1) | eOTD-Didactic-Courses | Faculty-directed clinical, basic, or applied research practicum, which may include but not limited to review of literature preparation, human subjects committee proposal development, data collection, and presentation/manuscript preparation. Graded Pass/Fail. (Optional course, may be repeated for up to 4 credits. May be taken any time, Semester 2 to end of program, with Program Director’s approval.) |
| LD 718 | Essentials of Practice Managment and Administration | 3 | eOTD-Didactic-Courses | This course will allow the student to explore the foundations associated with designing, promoting, and leading a healthcare organization. The course will offer instruction regarding the following principles: financial planning; budgeting, marketing/branding; strategic planning, space designing, and core principles associated with developing and or leading a healthcare organization. The student will utilize current best evidence and clinical practice guidelines in establishing business planning principles for owning or operating a healthcare organization. Students will engage in critical reasoning within forum discussions and through the development of an executive business summary. |
| OT 701 | Fundamentals of Occupational Therapy | 4 | eOTD-Didactic-Courses | The student will learn and integrate the foundational aspects of the profession of occupational therapy that guide the scope of practice, assessment and intervention,regulation, and reimbursement. Further, students will appreciate the guiding documents for occupational therapy practice in the United States. |
| OT 702 | Clinical Anatomy for Occupational Therapy w/Lab | 3 | eOTD-Didactic-Courses | The study of human anatomical structures related to goal-directed movement supports active engagement in meaningful occupations. A regional approach to the study of structures is aided by specimens, models, and multimedia. |
| OT 703 | Clinical Neuroscience in Occupational Therapy w/Lab | 3 | eOTD-Didactic-Courses | This course is an introduction to neuroscience and designed to develop the learners understanding the relationship between neuronal structure and function. The course present information relevant to an understanding of the fundamental concepts in clinical and basic neuroscience. This course will provide you with the foundation for further study of the basic function of the nervous system and a background for practical study in theinterpretation of signs, symptoms and presentation of neurological disorders. |
| OT 705 | Analysis of Human Movement & Performance w/Lab (Functional Kinesiology) | 3 | eOTD-Didactic-Courses | This course involves the analysis of normal and pathological movement of the human body. Concepts related to normal and abnormal biomechanics, kinesiology, arthrokinematics, and osteokinematics are applied to joints of the body as well as deformable tissues. Concepts of movement are applied to functional movement and tasks that support engagement in meaningful occupations. |
| OT 706 | Analysis of Occupations/Development Across the Lifespan w/Lab | 3 | eOTD-Didactic-Courses | Students explore the role occupation plays in survival, health, and well-being, through assigned readings, class discussion, and individual and group learning activities. Students study the Occupational Therapy Practice Framework to develop a clear understanding ofthe domain, focus and process of occupational therapy. Students examine occupational performance across the lifespan and how numerous variables affect occupational performance including temporal, environmental, and social/cultural factors. Students arealso introduced to various frames of reference and occupational therapy theories to help organize, assess, and interpret occupational performance for individuals and populations. Finally, students learn to analyze occupational performance through a systemizedapproach to activity analysis. During laboratory sessions, students apply concepts, models,and frames of reference learned thus far, to analyze tasks and the occupational performance of individuals and populations across the lifespan. Students administeroccupational performance evaluations and develop competence in completing occupational profiles and analyses of occupational performance, as it relates to self-care, work, and leisure. This lab serves as a precursor to developing occupational therapyintervention plans for individuals/populations with or at risk for disability. |
| OT 712 | Quantitative Inquiry | 3 | eOTD-Didactic-Courses | This course provides an overview of research design from the perspective of the hierarchy of levels of evidence. Students will examine common designs of studies in terms of problem statements, question formulation, methodological features, and significance of findings for application in practice. The course will prepare students to judge evidence based on: 1)reliability and validity of diagnostic tests, standardized assessments and outcome measures 2) effectiveness of clinical interventions for a client; population or organization; 3) natural history of health-related conditions; and 4) risk of harm from select preventativeand therapeutic interventions. Quantitative article critiques will be conducted to strengthen students’ abilities to analyze the relationship between research question and study design to facilitate understanding of how evidence informs practice. |
| OT 713 | Clinical & Developmental Conditions in Occupational Therapy (Children/Youth) | 1 | eOTD-Didactic-Courses | During the course, conditions causing childhood and adolescent impairments and disabilities (physical, neurological, and psychosocial) will be explored. Typical occupational performance problems addressed by occupational therapists will be investigated. Studentswill utilize evidence-based decision-making and clinical reasoning necessary to practice with these special populations will also be a focus during this course. |
| OT 716 | Healthcare Advocacy: Policy, Legal, and Ethical Contexts | 2 | eOTD-Didactic-Courses | This course raises awareness of important policy, legal and ethical issues affecting the domain and process of occupational therapy. The course examines evidence supporting ways to advocate for others as leaders in healthcare and to self-advocate to function within an ethical decision-making framework. Emphasis is placed upon a) gaining awareness of efforts to empower clients [i.e., person, population or organization] to seek and obtain resources to fully participate in occupations, b) exploring methods to influence policy change and c) examining strategies to identify, manage and reduce risk of legal and professional ethical problems. |
| OT 717 | Occupational Analysis & Evaluation w/Lab (Children/Youth) | 2 | eOTD-Didactic-Courses | This course explores evaluation of occupational performance, performance components, and occupational environments among adults. Typical occupational performance problems evaluated by occupational therapists will be investigated. Issues related to screening, assessment, evaluation, and the interpretation of such will be addressed. |
| OT 718 | Occupation-Based Interventions w/Lab (Children/Youth) | 3 | eOTD-Didactic-Courses | This course explores aspects of typical and atypical development across childhood and adolescence, focusing on occupational performance, performance skills, and occupational environments rehabilitation or habilitated among children and youth. The primary focus is on occupation-based program/intervention planning. Students will utilize evidence-based decision-making and clinical reasoning necessary to practice with these special populations will also be an emphasis during this course. |
| OT 723 | Clinical Conditions in Occupational Therapy (Adult Psychosocial) | 2 | eOTD-Didactic-Courses | This course will provide students with the foundational knowledge of the psychologicalconditions commonly addressed by occupational therapy in traditional settings(community, inpatient, outpatient, and non-traditional settings. |
| OT 724 | Educating in Occupational Therapy | 3 | eOTD-Didactic-Courses | This course provides students with foundational knowledge of best evidence associated with teaching and learning in clinical and academic settings. Knowledge will be applied in modules to offer students opportunities to explore how best to teach clients [i.e., person, population, or organization], professional peers and students in academic or clinical settings. Overall content aims to expose students to a range of educational delivery mechanisms and to basics of policies and procedures per educational setting. Course willrequire creation of an evidence-based learning module and assessment of learning for a targeted audience. |
| OT 725 | Clinical Conditions in Occupational Therapy (Adult Physical/Neurological) | 2 | eOTD-Didactic-Courses | This course will provide students with an understanding of major neurological/physicaldiseases, injuries, and disorders that may impact adult occupational performance. The course will review diagnostic and general intervention features from the lens of a medical model, a holistic perspective, and the social determinants of health. |
| OT 726 | Occupational Analysis & Evaluation w/Lab (Adult Psychosocial/Physical/Neurological) | 3 | eOTD-Didactic-Courses | This course explores the evaluation of occupational performance, performance components, and occupational environments among children and youth. Typical occupational performance problems evaluated by occupational therapists will beinvestigated. Issues related to screening, assessment, evaluation, and the interpretation ofsuch will be addressed. |
| OT 727 | Occupation-Based Intervention in Psychosocial Settings w/Lab | 3 | eOTD-Didactic-Courses | The course will focus primarily on the application of occupation-based interventions inpsychosocial settings. Occupational therapy theories and frames of reference used toidentify and prevent/reduce occupational performance problems related to psychosocialdysfunction. Intervention strategies targeting primary, secondary, and tertiary preventionwill be explored and critically analyzed. Common settings where occupational therapistsaddress psychosocial conditions and/or impairments will be explored. |
| OT 728 | Occupation-Based Intervention in Physical/Neurological Rehabilitation Settings w/Lab | 4 | eOTD-Didactic-Courses | The study of theory and frames of reference related to occupation-based interventions for adult persons with physical and neurological disorders or injury will be explored and applied. Students will review and integrate current best evidence related to interventions supporting participation and performance in meaningful occupations. |
| OT 730 | Health & Wellness in Occupational Therapy Practice | 2 | eOTD-Didactic-Courses | Building on prior courses reflecting evidence-based practice and occupational therapyprinciples and practice, this course emphasizes principles of public and community-basedpractice through occupation. The course exposes students to research associated withemerging roles for occupational therapists in health promotion, prevention and primaryhealthcare. Students are challenged to conceptualize how occupational therapy can meetgrowing societal needs in the context of population health issues and initiatives, anoccupational justice framework, and models of behavior change. |
| OT 731 | Program Development & Evaluation For Community Health & Practice in Occupational Therapy | 2 | eOTD-Didactic-Courses | Building on prior courses reflecting evidence-based practice and occupational therapy principles and practice, this course emphasizes principles of program development and evaluation. The course will provide an opportunity for the learner to design and develop occupation-based programs for groups, and populations related to primary health care, health promotion or community-based programs. Mechanisms of program developmentsuch as feasibility study, proposal preparation, grant writing and business planning will be reviewed along with topics associated with reimbursement, basic survey design and program evaluation. Students will choose a program approach and target population; appraise the state of the evidence in the selected realm and generate an evidence-based executive summary of a program that promotes the profession of occupational therapy ascontributing to meeting the designated population’s occupational needs. |
| OT 735 | Assistive Technology & Environmental Design (Children/Youth) | 2 | eOTD-Didactic-Courses | This course exposed students to the provision of assistive technology for children and youth to enhance their participation and performance in meaningful occupations and enhance their quality of life. Students will be exposed to specific models and frames of reference, assessment tools and assistive technology (communication aids, environmentalcontrols, low vision, community mobility, computers and software, and technology for care), and strategies to support the implementation and daily use of such.described in detail. The development of personal leadership styles will be introduced. This course will also address service, professionalism, communication, and personal development. Topics include service as a valued entity in the optometric profession both locally and nationally. The various dimensions of professionalism in the healthcare professions are discussed including personal beliefs, decision making and non-discrimination. |
| OT 736 | Assistive Technology& Environmental Design (Adults/Geriatrics) | 2 | eOTD-Didactic-Courses | This course exposed students to the provision of assistive technology for children and youth to enhance their participation and performance in meaningful occupations and enhance their quality of life. Students will be exposed to specific models and frames of reference, assessment tools and assistive technology (communication aids, environmentalcontrols, low vision, community mobility, computers and software, and technology for care), and strategies to support the implementation and daily use of such. |
| OT 740 | Leadership as an Occupation | 2 | eOTD-Didactic-Courses | This course examines current research and practices of leadership. Students examine the influence of emerging technologies, shifting accountabilities between providers and consumers, health care reform and occupational therapy’s Vision 2025 in relation to evolving leadership principles and characteristics. Evidence-based tools are analyzed for their contribution to developing leadership as a meaningful activity. Issues of change, creativity and innovation, inter-professional collaboration, leadership delivery models, self-mastery, professional integrity, credibility and other leadership-related concepts are themes that underpin the course. Special emphasis is placed upon self-exploration of intentions for leading in health and human service beyond degree conferral. |
| OT 741 | Geriatric Clinical Conditions in Occupational Therapy (Psychosocial/Physical/ Neurological) | 2 | eOTD-Didactic-Courses | This course explores the commonly seen conditions (physical, neurological, and psychological conditions experienced by geriatric individuals, groups and populations in the United States. The course will review diagnostic and intervention features from the lens of a medical model, holistic perspective, and the social determinants of health. |
| OT 743 | Geriatrics Occupational Analysis & Evaluation (Psychosocial/Neurological/Physical Rehabilitation) | 2 | eOTD-Didactic-Courses | This course explores evaluation of occupational performance, performance components, and occupational environments among geriatric populations. The content will be learned through a problem-based learning approach, instructor and student-lead seminar, structured observation, group discussion, case studies, and student presentations. Typical occupational performance problems evaluated by occupational therapists will beinvestigated. Issues related to screening, assessment, evaluation, will be addressed. |
| OT 744 | Occupation-Based Interventions in Geriatric Settings w/Lab | 2 | eOTD-Didactic-Courses | The study of theory and frames of reference related to occupation-based interventions for geriatric persons with physical and neurological disorders or injury will be explored and applied. Students will review and integrate current best evidence related to interventions supporting participation and performance in meaningful occupations. |
| OT 745 | Preparation for Level II Fieldwork Experience | 1 | eOTD-Didactic-Courses | This course will prepare the student with the understanding, tools, and resources to be successful in their fieldwork experience. This course will provide students with an increased understanding of professional skills of communication, receptiveness to feedback, taking initiative, dependability, and other interpersonal behaviors that are essential learning outcomes of the fieldwork experience. Students will understand the individual and site expectations in order to fulfill and complete a successful fieldwork experience. |
| OT 749 | Special Topics in Occupational Therapy w/Lab | 2 | eOTD-Didactic-Courses | The purpose of this course is for the occupational therapy students to gain knowledge and skills of assessment and interventions related to driving habilitation/rehabilitation and low vision among young adults, adults, and geriatrics. An additional focus will be placed on the collaboration of occupational therapy with optometrists. |
| OT 719 | Level 1 A Fieldwork (1 week) | 1 | eOTD-Fieldwork-Courses | The clinical education of Level I fieldwork is to introduce students to the fieldwork experience, to apply knowledge to practice, and to develop an understanding of the needs of clients. Level I fieldwork shall be integral to the program’s curriculum design and include experiences designed to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process. The focus of these experiences is not intended for the student to be independent in performance. Qualifiedpersonnel for supervised Level I fieldwork include but are not limited to, occupational therapists, psychologists, physician assistants, teachers, social workers, nurses, and physical therapists.emphasize certain biochemical principles related to the eye. It will provide the student with the level ofcontemporary knowledge base that will lead to an understanding of the etiologies and implications of metabolic and inherited conditions with ocular and visual implications. |
| OT 729 | Level 1 B Fieldwork (1 week) | 1 | eOTD-Fieldwork-Courses | The clinical education of Level I fieldwork is to introduce students to the fieldwork experience, to apply knowledge to practice, and to develop an understanding of the needs of clients. Level I fieldwork shall be integral to the program’s curriculum design and include experiences designed to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process. The focus of these experiences is not intended for the student to be independent in performance. Qualifiedpersonnel for supervised Level I fieldwork include but are not limited to, occupational therapists, psychologists, physician assistants, teachers, social workers, nurses, and physical therapists. |
| OT 739 | Level 1 C Fieldwork (1 week) | 1 | eOTD-Fieldwork-Courses | The clinical education of Level I fieldwork is to introduce students to the fieldwork experience, to apply knowledge to practice, and to develop an understanding of the needs of clients. Level I fieldwork shall be integral to the program’s curriculum design and include experiences designed to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process. The focus of these experiences is not intended for the student to be independent in performance. Qualifiedpersonnel for supervised Level I fieldwork include but are not limited to, occupational therapists, psychologists, physician assistants, teachers, social workers, nurses, and physical therapists. |
| OT 750 | Level II A Fieldwork (12 weeks) | 7 | eOTD-Fieldwork-Courses | The OTD curriculum at RMUOHP contains both an academic and a fieldwork component. The academic component is designed to provide the student with a firm foundation in basic health sciences, occupational therapy theory and models, use of the Occupational Therapy Practice Framework: Domain and Practice 4th Ed, screening/evaluation, occupational based intervention techniques, evidence-based practice, critical thinking and clinicalthinking, emerging practice trends, communication and professionalism. The fieldworkcomponent is designed to integrate all of this didactic knowledge with hands-on, practicalexperience. |
| OT 751 | Level II B Fieldwork (12 weeks) | 7 | eOTD-Fieldwork-Courses | The OTD curriculum at RMUOHP contains both an academic and a fieldwork component. The academic component is designed to provide the student with a firm foundation in basic health sciences, occupational therapy theory and models, use of the Occupational Therapy Practice Framework: Domain and Practice 4th Ed, screening/evaluation, occupational based intervention techniques, evidence-based practice, critical thinking and clinical thinking, emerging practice trends, communication and professionalism. The fieldwork component is designed to integrate all of this didactic knowledge with hands-on, practical experience.relationship between host defenses, the clinically significant microorganisms, their transmission, pathogenic mechanisms, and association with infectious diseases in humans. |
| OT 760 | Preparation for Doctoral Capstone Experience | 1 | eOTD-Capstone | This seminar-type course is designed to provide students with the knowledge and skills that will aid them in the successful completion of their doctoral capstone experience (14 week) in the Winter semester of their 3rd year. |
| OT 761 | Doctoral Capstone Experience (14 weeks) | 9 | eOTD-Capstone | The Doctoral Capstone Experience is an individually designed, thorough student experience in a practice setting in one or more of the following areas of study: clinical practice skills, research skills, administration, leadership, program and policy development, advocacy, or education. |
| OT 762 | Doctoral Capstone Project I | 1 | eOTD-Capstone | This course launches students towards the initiation of the capstone project. Constructs examined in this course build upon foundational course assignments and challenge students to demonstrate commitment to being/becoming practice-scholars. Throughcontinued scholarly discourse, self-reflection, and examination of knowledge translation/transfer of evidence-based practice; students formulate the proposal for the capstone project. Students generate a working draft capstone proposal as a final course project and will receive instructor feedback to further refine their capstone projectproposal that will be used to complete their final capstone project. Instructor(s) review parameters for: capstone project options, expected level of rigor, individualized deliverables based on the type of capstone project, the impact of the project on healthcare, contribution to the occupational therapy field, and the process to optimize successfulcompletion of the required capstone project for the OTD degree. Instruction on the application of evidence-based practice and dissemination of subsequent works of scholarship are provided. Students conclude the course with the approval of the capstone proposal by their Faculty Advisor, Subject Matter Expert, and Primary CourseInstructor/Doctoral Capstone Coordinator. |
| OT 763 | Doctoral Capstone Project II | 3 | eOTD-Capstone | This course allows the students to implement aspects of their capstone project initiation document to further explore the literature, design and develop deliverables, and then complete the required Institutional Review Board requirements for the OTD capstone project. Students are supported by their Faculty Advisor, Subject Matter Expert, and Primary Course Instructor/Doctoral Capstone Coordinator. |
| OT 764 | Doctoral Capstone Project III | 4 | eOTD-Capstone | This course is focused on the formal aspects of the implementation of their capstone project and further enhancing deliverables. Students continue to receive support from their Faculty Advisor, Subject Matter Expert, and Primary Course Instructor/Doctoral Capstone Coordinator. They generate a final capstone document (paper/executive summary, project-related deliverables, and other documents as negotiated between the student and their capstone advisors). The Capstone Project demonstrates achievement ofGPD-approved*, student-generated learning outcomes, and a product of practice/clinicalscholarship that informs occupational therapy practice. submit and present a summation ofthe Capstone Project in the form of a “virtual” capstone presentation at an annual colloquium according to parameters outlined during class to peers and instructor by end of the course. Students conclude the course with final reflections moving forward post-graduation. |
| Code | Course | Credits | Category | Description |
| PT 700 | Professionalism 1: Physical Therapy & the Profession | 3 | DPT Professionalism | An overview of the healthcare delivery system and of the professional roles of practicing physical therapists. Students evaluate the interdisciplinary roles of medical and rehabilitation co-professionals and extenders, including, among others, medical doctors, nurses, physical, occupational and speech therapists, chiropractors, social workers, and physical therapist assistants. The history and development of modern-day physical therapy in the United States is examined in depth and includes the study of the collaborative nature of twenty-first century healthcare practice. General principles of human interaction, communication, and relationships are presented, including self, professional-patient, and interdisciplinary strategies for understanding adaptations to disease and disability. Students will be introduced to cultural competence and the importance it plays in physical therapy practice. (Lecture 3) |
| PT 707 | Professionalism 2: Patient Management | 3 | DPT Professionalism | This course will focus on developing professional thinking and clinical skills. The course covers the elements of patient/client management with a focus on the components of the examination and the development of the evaluation/diagnosis/ prognosis process. Laboratory sessions emphasize examination skills with refinement of psychomotor skills learned during the first semester. Professional behaviors of that demonstrate Compassion & Caring, Integrity and Professional Duty are included within the laboratory sessions and patient discussions. The evaluative process will utilize the International Classification of Functioning and Disability (ICF) as the primary process for evaluating the examination findings, making a diagnosis and developing the prognosis/ plan of care. The course also includes: an introduction to documentation and billing, examination of patients in different clinical settings, and the basic principles of medical imaging. (Lecture 2/Lab 2) |
| PT 717 | Professionalism 3: Ethics & Physical Therapy Practice | 3 | DPT Professionalism | This course provides a comprehensive overview of physical therapy ethics and legal practice issues. Students explore and analyze the APTA’s Code of Ethics and the Guide for Professional Conduct. Students define, describe, and evaluate moral, ethical, and legal issues pertaining to physical therapy practice in a variety of practice settings. APTA’s professional standards, third party payer standards, and licensing board’s ethical requirements are reviewed in depth to facilitate student assessment, comparing and contrasting, and analysis of these important documents. Students will explore various sociocultural topics and explore the patient/client perspective. The development of skills to prepare students to be culturally competent in physical therapy practice is emphasized. Teaching and learning methods, informatics, and abuse of vulnerable populations will also be discussed. (Lecture 3) |
| PT 723 | Professionalism 4: Specialty Practice | 3 | DPT Professionalism | This course focuses on specialty practice areas in physical therapy. Topics include pelvic health, vestibular rehab, ENMG, imaging, and the integumentary system. Current practice and technology, emerging issues, and future opportunities in Physical Therapy will be explored in relation to these specialty practice areas. (Lecture 3) |
| PT 740 | Professionalism 5: Financial Principles in Physical Therapy | 2 | DPTProfessionalism | This course examines current issues and trends in physical therapy clinical management. Specific topics include: (1) health care malpractice and business, contract, criminal, and education law concepts and case, statutory and regulatory law; (2) informed consent; (3) organizational theory, behavior, and culture; (4) leadership and management principles; (5) human resource management issues; (6) healthcare finance; (7) marketing of PT professional services; and (8) information, quality, and risk management. (Lecture 2) |
| PT 701 | Foundational Sciences 1: Human Anatomy | 5 | DPT Foundational Sciences | The study of human anatomical structures as they relate to movement and the physiological demands of activity and exercise. A regional approach to the study of structures is aided by specimens, models, and multimedia. The course is projected to have a strong interactive, online component. (Lecture 4/Lab 2) |
| PT 711 | Foundational Sciences 2: Kinesiology 1 | 4 | DPT Foundational Sciences | This course will examine the study of human movement including selected anatomical, structural, and functional properties of human connective tissues, muscular tissues, nervous tissues, and skeletal structures. Focus will be on the lower quarter. Emphasis will be placed on mechanical, neuroregulatory, and muscular influences upon normal and pathological motion. (Lecture 3/Lab 2) |
| PT 721 | Foundational Sciences 3: Applied Physiology | 5 | DPT Foundational Sciences | This course is a foundational science course and serves as a core building block for the understanding of physiology in preparation for physical therapy primary care practice. All the major organ systems will be studied individually and progressively integrated throughout the course. The goal of the course is to develop a more complete picture of how the human body maintains homeostasis and responds and adapts to exercise, growth & aging, and environmental challenges. The impact of nutrition on health and performance will also be introduced. Lecture and labs will be used to meet the course objectives, incorporate experiential learning, and develop critical thinking skills.(Lecture 4/Lab 2) |
| PT 731 | Foundational Sciences 4: Kinesiology 2 | 4 | DPT Foundational Sciences | This course is a continuation of Kinesiology 1, and includes the study of human movement, including selected anatomical, structural, and functional properties of human connective tissues, muscular tissues, nervous tissues, and skeletal structures. Focus is on the upper quarter and spine. Emphasis will be placed on mechanical, neuroregulatory, and muscular influences upon normal and pathological motion. (Lecture 3/Lab 2) |
| PT 741 | Foundational Sciences 5: Neuroscience | 4 | DPT Foundational Sciences | This course includes the study of human neuroanatomy and neurophysiology, with emphasis on the relationship between structure, function, and control of the human nervous system in normal and diseased states. (Lecture 4) |
| PT 704 | Physical Therapy Procedures | 3 | DPT Clinical Sciences | This introductory course focuses on basic principles and the development of psychomotor skills related to palpation, infection control, vital signs, lines and equipment, body mechanics, positioning and draping, therapeutic massage, soft tissue mobilization, basic wheelchair prescription, transfers, bed mobility, and gait training of patients and clients. In addition, it introduces the student to the American Physical Therapy Association’s Guide approach to physical therapy practice and documentation. (Lecture 2/Lab 2) |
| PT 705 | Foundations of Research | 3 | DPT Clinical Sciences | This course will present an introduction to general research principles, research ethics, evidence-based practice and biostatistics. Specific topics to research include the formulation of a research question, principles of measurement, basic research design and methodological, types of reliability and validity, and fundamentals in conducting a literature review. Quantitative article critiques will be conducted in class and outside of class. Specific topics to biostatistics include descriptive statistics, measures of central tendency, basic probability concepts, sampling distributions, confidence intervals, hypothesis testing, one and two-sample t-tests, correlations and Anova’s (Lecture 3) |
| PT 714 | Physical Agents | 2 | DPT Clinical Sciences | This course focuses on the theory and physiological effects of selected physical agents/modalities, including indications and contraindications relevant to specific conditions. Biophysical Technologies include heat, cold, electrical current, light, sound, and other electromagnetic spectrum modalities, as well as intermittent compression and traction. (Lecture 1/Lab 2) |
| PT 716 | Pharmacotherapy | 1 | DPT Clinical Sciences | This course will introduce basic pharmacological concepts such as pharmacotherapeutics, dynamics, and kinetics and their application to physical therapy practice. The impact of prescribed and over the counter (OTC) drugs on the outcome of therapy interventions will be explored. The course also emphasizes current evidence regarding medication/drugs and their relation to physical therapy practice. (Lecture 1) |
| PT 724 | Therapeutic Exercise | 4 | DPT Clinical Sciences | This course is designed to provide students with an overview of basic principles related to exercise, including acute and chronic physiologic adaptation to aerobic and anaerobic exercise. The impact various disease states have on exercise capacity will also be explored. In addition, the application of therapeutic exercise prescription and medical documentation will be emphasized as relates to pathologic conditions commonly seen in physical therapy practice. (Lecture 2/Lab 4) |
| PT 725 | Evidence-based Practice | 3 | DPT Clinical Sciences | This course provides students with the foundational knowledge and skills necessary to conscientiously, explicitly, and judiciously apply principles of evidence based-practice in the healthcare environment, patient/client management, and in making clinical decisions. The course focuses on the primary components of evidence-based practice: formulating answerable clinical questions, finding best available evidence, performing critical appraisals of evidence, integrating evidence for making clinical decisions, and evaluation of outcomes. (Lecture 3) |
| PT 729 | Lifespan 1: Pediatric Physical Therapy | 3 | DPT Clinical Sciences | This class is the first of the Life Span series focused on developmental sequence and treatment across the lifetime of our patients. It will include entry level material intended to allow all students to treat patients with age-appropriate activities and comprehend functional skills for pediatric patients. Students will progress through stages of normal development including reflexes and gross motor skill acquisition in addition to standardized assessments used with children. It is imperative to embrace the entire family system in treating young patients and understand underlying legislation to provide care for children at various ages. In addition to introduction to common pediatric diagnoses, students will be introduced to the roll of Health promotion and safety within this specialty area. Students will apply the elements of patient/client management in physical therapy practice, including, screening, examination, evaluation, diagnosis, prognosis, plan of care, intervention, and outcomes assessment to the patient with neuromuscular dysfunction. (Lecture 2/ Lab 2) |
| PT 730 | Introduction to Health Promotion & Wellness | 2 | DPT Clinical Sciences | This course will provide an overview of the concepts of health promotion, health education, public health, primary prevention, lifestyle, behavior, and wellness and, based on evidence, their relationships to each other and to secondary and tertiary care. The historical relevance of and evidence for focusing on individual and social determinants of health will be explored and an ecological model combining both approaches will be introduced. Typical intervention sites for effective health promotion programs will be discussed as well as a framework for implementing programs. (Lecture 2) |
| PT 733 | Cardiovascular & Pulmonary Physical Therapy | 4 | DPT Clinical Sciences | This course will prepare the student to effectively manage patients with cardiovascular and/or pulmonary impairments and disability. Emphasis is placed on the elements of patient client management in physical therapy practice, including screening, examination, evaluation, diagnosis, prognosis, development of a plan of care, intervention, and outcomes assessment and evaluation. Concepts of exercise physiology and practical application in physical therapy are addressed. (Lecture 2/Lab 4) |
| PT 734 | Muscoloskeletal Physical Therapy 1 | 5 | DPT Clinical Sciences | The first of two courses in this series, this course prepares the student to practice entrylevel physical therapy relative to the management of musculoskeletal conditions. Information related to common orthopaedic conditions and diagnoses is presented. This course will concentrate on the lower extremities and the spine. Information regarding evidence-based approaches in critical thinking and application of psychomotor skills related to examination, evaluation, diagnosis, prognosis, intervention, and outcomes assessment is emphasized. A primer on differential diagnosis and evaluation tools is presented to help students recognize problems that are beyond the physical therapy scope of practice and when/how to refer appropriately within the healthcare community. (Lecture 4/Lab 2) |
| PT 736 | Prosthetics, Orthotics, & Amputee Training | 2 | DPT Clinical Sciences | This course focuses on care of the patient who has had an amputation or condition that requires external support, including care related to underlying conditions and comorbidities. Topics such as care of residual limb, prosthetics and orthotics, and associated care and training will be discussed. (Lecture 2) |
| PT 739 | Lifespan 2: Geriatric Physical Therapy | 2 | DPT Clinical Sciences | This class is the second of the Life Span series focused on developmental sequence and treatment across the lifetime of our patients. The focus of this course is the biopsychosocial aspects of aging in order to understand the complexities of geriatric care. Integration of the physical aging process, appropriate, evidence-based evaluation techniques, outcome measures, as well as the design of effective treatment plans are discussed. (Lecture 2) |
| PT 742 | Pathophysiology | 3 | DPT Clinical Sciences | This course expands on concepts introduced in anatomy and physiology and focuses on pathophysiology and disease frequently seen in physical therapy practice. (Lecture 2) |
| PT 744 | Muscoloskeletal Physical Therapy 2 | 5 | DPT Clinical Sciences | The second of two courses in this series, this course prepares the student to practice entry-level physical therapy relative to the management of the musculoskeletal conditions. This course will concentrate on the upper extremities, trunk and the cervical spine. Information related to common orthopaedic conditions and diagnoses is presented. Information regarding an evidence-based approach in critical thinking and application of psychomotor skills related to examination, evaluation, diagnosis, prognosis, intervention, and outcomes assessment is emphasized. A primer on differential diagnosis and evaluation tools is presented to help students recognize problems that are beyond the physical therapy scope of practice and how/when to refer appropriately within the healthcare community. (Lecture 4/Lab 2) |
| PT 746 | Differential Diagnosis | 2 | DPT Clinical Sciences | This course focuses on screening for referral by the physical therapist and building upon the knowledge and skills of examination, screening, and evaluation from prior clinical management courses. Review of pathology of the major body system will be covered with current evidence for how differential diagnosis and screening is applied to each body system. Screening for emergent situations and preparations to respond to these situations will be discussed. Competencies gained through the course are intended to help prepare the practitioner to function as an autonomous provider capable of making accurate diagnostic and screening decisions according to the best available evidence. (Lecture 2) |
| PT 754 | Neuromuscular Physical Therapy 1 | 3 | DPT Clinical Sciences | The first of two courses in this series, this course prepares the future physical therapist to effectively manage patients with neuromuscular dysfunction. Students will apply the elements of patient/client management in physical therapy practice, including, screening, examination, evaluation, diagnosis, prognosis, plan of care, intervention, and outcomes assessment to the patient with neuromuscular dysfunction. The emphasis in this first course will be on an introduction of neuromuscular topics, including current motor control theories and evidence-based application of motor learning principles. (Lecture 3) |
| PT 755 | Capstone | 2 | DPT Clinical Sciences | This is a limited residency course that includes distance and online coursework while students are on their final clinical internship, as well as on-campus presentation and evaluation activities. In this course, student finalize preparations for entering the profession of physical therapy, including demonstration of entry-level skills in physical therapy clinical practice through development, presentation, and defense of an evidencebased capstone project; participating in activities for success on the national licensure examination; and completion of other professional development activities.(Lecture 2) |
| PT 764 | Neuromuscular Physical Therapy 2 | 5 | DPT Clinical Sciences | The second of two courses in this series, this course prepares the future physical therapist to effectively manage patients with neuromuscular dysfunction. Students will incorporate and build upon concepts and skills developed in the first course. Students will learn to effectively manage adult patients with specific neurological diagnoses. Emphasis will be placed on using an evidence-based approach to developing knowledge and skills in managing a variety of common conditions, including spinal cord injury, cerebrovascular accident, vestibular dysfunction, traumatic brain injury, and multi-system neurologic conditions. The effects of aging and Geriatric neurological conditions will also be considered. (Lecture 4/Lab 2) |
| PT 770 | Clinical Integrations | 2 | DPT Clinical Sciences | This course is strategically placed in semester 6 at the conclusion of the didactic portion of the Doctor of Physical Therapy program just before student therapists go out on extended clinical rotations. It is designed to aid students in assimilating content from all clinical management courses. Students are asked to analyze complex case scenarios, utilize evaluation skills, and design interventions including patient/family education and home exercise programs. Students work in teams to plan and rehearse each element of patient management to address case-based problems or patient simulations withconsultation from faculty. Components of clinical practice that are integrated in this course include: interpersonal communication, utilization of evidence-based practice, examination, evaluation, plan of care establishment, intervention execution and modification, documentation, billing, and self and peer review. This course is designed to prepare students to make the transition from the classroom to the clinic. (Lecture 1, Lab 2) |
| PT 738 | Physical Therapy Experience | 5 | DPT Clinical Experiences | The first of four clinical education courses, this course is designed to facilitatesocialization of DPT students to the clinical environment and to apply knowledge and basic skills developed up to this point in the curriculum in a real world setting. Students will participate in direct patient care while being instructed and supervised by clinical faculty members. Student activities may include, but are not limited to, patient examination, patient treatment, patient and family education, article presentations, and aspects of patient care (Clinical Experience) |
| PT 788 | Clinical Internship 1 | 11 | DPT Clinical Experiences | The second of four clinical education courses, this course is designed to incorporate knowledge and skills obtained and enhanced during the first short term clinical experience and synthesize information and skills developed in the final didactic portion of the curriculum. Students will participate in direct patient care while being instructed and supervised by clinical faculty members. Student activities may include, but are not limited to, patient examination, patient treatment, patient and family education, article presentations, and all aspects of patient care and most aspects of patient/client management. It is anticipated that the student PT should be able to carry a caseload and work independently (with appropriate supervision) with most simple and many complex patient types by the end of this clinical experience. (Clinical Experience) |
| PT 798 | Clinical Internship 2 | 11 | DPT Clinical Experiences | The third of four clinical education courses, this course is designed to incorporate knowledge and skills obtained and enhanced during the first two clinical experiences and synthesize/appraise information and skills developed in the final didactic portion of the curriculum. Students will participate in direct patient care while being instructed and supervised by clinical faculty members. Student activities may include, but are not limited to, patient examination, patient treatment, patient and family education, article presentations, and all aspects of the patient/client management model appropriate to the setting. It is anticipated that the student PT will be able to demonstrate entry-level performance by the end of this clinical experience, for many of the criteria. (Clinical Experience) |
| PT 799 | Clinical Internship 3 | 11 | DPT Clinical Experiences | This final clinical education course is designed to incorporate knowledge and skills obtained and enhanced during the first three clinical experiences and synthesize/appraise information and skills developed in the final didactic portion of the curriculum. Students will participate in direct patient care while being instructed and supervised by clinical faculty members. Student activities may include, but are not limited to, patient examination, patient treatment, patient and family education, article presentations, and all aspects of the patient/client management model appropriate to the setting. It is anticipated that the student PT will be able to demonstrate entry-level performance by the end of this clinical experience. (Clinical Experience) |
| Code | Course | Credits | Category | Description |
| CC 507.2 | Quantitative Topics in Published Research | 2 | tDPT Core Courses | This course involves the study of basic statistics, data analysis methods, and results commonly reported by authors in physical therapy literature. Students will interpret statistics reported in journal articles and make judgments about the appropriateness of reported methods, interpretations, and conclusions based on research designs, data, and assumptions underlying applied statistical methods. Examples from current physical therapy literature will be cited throughout the course to illustrate concepts and improve students' abilities to interpret and critique the work of others. An overview of survey research methods as well as data analysis and data display strategies are provided for use in Pediatric Science Capstone projects and in clinical practice (client / parent satisfaction surveys and needs assessments). |
| CC 527 | Evidence-based Practice | 3 | tDPT Core Courses | This course is designed to prepare healthcare professionals with the knowledge and skills to make independent judgments about the validity of clinical research and to implement evidence-based clinical practice. This course focuses on the concepts of evidence-based practice with emphasis on forming answerable clinical questions, designing and evaluating PICO questions, and creating effective literature search strategies on pediatric science topics. The evaluative approach to appraising the research literature prepares students to judge the evidence on the: 1) accuracy and validity of diagnostic tests and application of important diagnostic tests in the care of a specific patient; 2) effectiveness of clinical interventions; 3) natural history of health-related conditions; and 4) risk of harm from select preventive and therapeutic interventions. Based on presentation of case scenarios, students are required to formulate the key question(s), rapidly search medical and health-related databases, appraise the evidence with a critical analysis, and describe application of the evidence in a clinical context related to pediatrics. |
| P 510 | Pediatric Pharmacology & Imaging | 1 | tDPT Core Courses | In this course, pharmacodynamics and pharmacokinetics of commonly prescribed medications and over-the-counter drugs are addressed for children receiving physical therapy. Potential drug complications of adverse effects and interactions are reviewed. An overview of brain and musculoskeletal imaging procedures occurs with emphasis on the neonatal brain and common musculoskeletal pathology in children. Students present pediatric cases and describe related imaging and pharmacological components. |
| P 544 | Pediatric Differential Diagnosis & Medical Screening for Pracititioner Referrals | 2 | tDPT Core Courses | This course is designed to enhance the skill level of physical therapists working with children in conducting selected portions of an examination. This examination process includes taking a history for the pediatric client, reviewing systems beyond the system(s) typically of concern to therapists, addressing health promotion with children and families, and recognizing signs and symptoms that indicate the need for a referral to another health practitioner. The student is expected to bring knowledge of tests and measures and examination procedures unique to pediatric physical therapy. |
| P 702 | Leadership in Pediatric Physical Therpay | 3 | tDPT Core Courses | Models and perspectives are analyzed for administrating, leading, and consulting in pediatric therapy settings with strategies included for managing challenging work dynamics. Self-reflection is conducted on personal leadership style and approaches within the combined framework of Goleman’s Emotional Intelligence model and Hagberg’s Real Power model. Cultural Intelligence models are analyzed across a range of intercultural, inclusion, and ethical contexts involving children, families, and professional team members. A strategic planning format for future consultation opportunities is examined, and students present future consultation projects for analysis and discussion. |
| P 703 | Seminar on Children & Youth in Early Intervention & Education Environments | 2 | tDPT Core Courses | This course includes discussion and application of laws, practice guidelines, and service delivery models for early intervention and school-based practice settings. Development and use of individualized family service plans and individualized education programs are addressed. Clinical decision-making frameworks are used with peer-reviewed literature to analyze and support selected interventions through case-based presentations. |
| P 705 | Interprofessional Global Health in Pediatrics | 2 | tDPT Core Courses | This course blends interprofessional education with global health perspectives for pediatric practitioners. Discussion and application of competencies and principles are prioritized to define and guide pediatric practice when caring for children in resourcelimited settings both locally and internationally. A framework is addressed for interprofessional training in cross-cultural competency, ethics, health equity, human rights, advocacy, capacity development, and partnership engagement. Using this framework, students will analyze and present a pediatric case from the perspective of a globally-minded, globally competent practitioner. |
| P 721.3 | Scientific Writing & Professional Presentations | 1 | tDPT Core Courses | An overview is provided on structure, process, and ethical context of scientific writing for the medical literature including mechanics and common challenges in technical writing, steps in preparing for publication, and processes for research grant applications. Obstacles of writer’s block and procrastination are analyzed. Ethical analyses of unintentional plagiarism and appropriate citation and permission for using the intellectual property (slides; resources) of others are explored. Strategies are reviewed and evaluated for professional presentations (poster and platform), international presentations with a translator, and media interviews. |
| P 735 | Topics in Pediatric Gait: Seminar & Lab | 2 | tDPT Core Courses | This course focuses on the development of pre-and-early ambulation in a population predisposed to rapid and dramatic changes: birth to three year old infants and toddlers. The effects of biomechanics, neuromuscular and sensory systems, orthotics, and tone management are integrated during learning activities to build intervention strategies to address ambulation early and effectively. Clinical application involves children with diagnoses of cerebral palsy, developmental delay, prematurity, or Down Syndrome. Lab sessions involve group work with developing a clinical algorithm (process map) and practicing techniques with a class member. |
| TDPT 508 | Pediatric Practice Analysis: Directed Independent Study | 2 | tDPT Core Courses | This directed independent study provides each student with an individually tailored opportunity for an evidence-based, reflective analysis of pediatric physical therapy practices. With evidence-based competencies gained from the CC527 course in the first semester, this project allows the pediatric physical therapist to analyze care processes implemented for a selected infant, child, or youth related to current best evidence |
| P 528 | Pediatric Science Capstone Seminar | 1 | tDPt Capstone Courses | In this seminar course, students have the opportunity to develop and present proposed pediatric science capstone topics, purpose and scope, feasibility issues, literature support, and potential obstacles. A method for determining effectiveness of each capstone project will be presented and discussed. A formal presentation with slides and facilitated discussion with peers will occur. Students will provide formal introductions of speakers. Written peer and instructor feedback are provided to enhance future presentation skills and leadership. |
| P 529.2 | Pediatric Science Capstone | 4 | tDPt Capstone Courses | The pediatric science capstone involves an individualized experience to expand knowledge, competency, and teaching in pediatrics. The project topic and design are negotiated with the faculty member and can be achieved in a variety of settings (clinical, education, administration). The capstone project may focus on 1) developing and evaluating a new clinical program, 2) designing and presenting a series of teaching modules, 3) writing and evaluating practice guidelines or policy and procedure manual for a new practice setting, 4) preparing a journal article for publication, 5) expanding the semester 2 directed independent study project from a single case into a case series analysis, or 6) other individualized pediatrics-related options A soft-bound technical report of the project is submitted in addition to an electronic version. All capstone project methods and results are presented verbally to colleagues and other related professionals in practice settings where the project was conducted. (This online course may be taken in an additional 4th semester, on permission of the Program Director.) |
| Code | Course | Credits | Category | Description |
| PAS 690 | Evidence-Based Practice 1 | 1 | MPAS Foundational Courses | Serving as a prelude to the Applied Clinical Reasoning courses, this course focuses on concepts of evidence-based practice. Specifically, the course covers the foundational principles of research design, epidemiology, biostatistics, and searching the medical literature. |
| PAS 695 | Evidence-Based Practice 2 | 1 | MPAS Foundational Courses | Serving as a companion to the Applied Clinical Reasoning courses, this course focuses on concepts of evidence-based practice. Specifically, the course covers principles of biostatistics, critical evaluation of the literature, and synthesis of EBP principles into realistic practice settings. |
| PAS 501 | Applied Human Anatomy | 4 | MPAS Foundational Courses | This course emphasizes the clinical application of human anatomy. Students learn to recognize normal anatomic structures and become familiar with common anatomic variations. This course covers topographical, radiological, and gross anatomy content pertinent to everyday primary care clinical practice. The cadaver laboratory offers hands-on-learning, facilitating abstraction of anatomical relationships and spatial orientation. Recognition of abnormal and pathologicfindings is consistently stressed throughout the course, providing an applicable foundation for effective diagnostic evaluation and therapeutic intervention. |
| PAS 502 | Biomedical Science | 4 | MPAS Foundational Courses | This course is an overview of physiologic and pathophysiologic processes influencing the human body. Part of the course emphasizes genetic, molecular, and cellular level mechanisms while other content focuses on disease manifestation at the organ and systems levels. Basic principles of cell biology, histology, embryology, immunology, and molecular genetics are covered. Included also is an introduction to general pathology, infectious processes, nutrition, and environmental effects on the human organism. Case studies assist students in applying relative principles in clinical situations, and initiate the process of understanding dysfunction and pathology in clinical settings. Recognition of alterations of normal function is highlighted throughout. |
| PAS 503 | History & Physical Exam | 3 | MPAS Foundational Courses | This course challenges students to develop the knowledge and skills necessary to competently elicit a comprehensive, as well as problem-specific, medical history. Students are taught principles of physical examination and develop foundational skills including inspection, auscultation, percussion, and palpation. A focus on normal exam findings is emphasized to provide students a solid foundation for recognition of abnormal findings in later courses and eventual practice. Recording and documentation of medical records is introduced and practiced. This course focuses on adult exam and documentation. Specific material for pediatric and geriatric examination is addressed in their respective courses. |
| PAS 504 | Primary Care Fundamentals | 2 | MPAS Foundational Courses | This course provides students with a strong foundation for practicing primary care clinical medicine. Providing holistic, relationship-centered patient care is emphasized. Clinical medicine topics covered include pervasive diseases encountered, diagnosed, and managed in the primary care setting, such as diabetes mellitus, hypertension, and lipid disorders. Common diagnostic and health maintenance laboratory studies are also explored, including but notlimited to, complete blood count, basic metabolic panel, kidney function tests, liver function tests, lipid panels, and thyroid testing. Tailoring care to individual patients is discussed, particularly principles related to treating patients with chronic disease states, enabling students to subsequently consider disease processes of organ-systems in the context of patients with common underlying comorbidities. |
| PAS 505 | Digital Literacy & Technical Communications | 1 | MPAS Foundational Courses | In this course, students will develop skills to acquire quality, evidence-based information, and utilize this information to produce scholarly materials and communicate effectively with others in the healthcare field. An emphasis is placed on utilizing digital technology resources to acquire, communicate, and create scholarly works effectively in order to facilitate the students’ ability to become lifelong learners. Topics covered include citation management systems,cloud-based information management, proper medical writing styles, and online forum discussions. |
| PAS 506 | Clinical Pharmacology Core | 3 | MPAS Foundational Courses | This course serves as a primer for future courses geared toward specific disease states, challenging students to learn core pharmacologic concepts foundational for subsequent utilization of pharmacotherapeutics in patient-centered practice. Principles of pharmacokinetics and pharmacodynamics are presented. Other topics include drug nomenclature, drug classification schemas, drug interactions, adverse drug reactions, autonomic nervous system pharmacology, analgesics and pain management principles, and individualized approaches to pharmacologic management of disease. Content related to prescriptive powers and prescriptive writing requirements is also provided. |
| PAS 511 | Professional Development I | 1 | MPAS Professional Development | This course is the first in a series designed to integrate the principles of professionalism, ethics, profession-specific issues, and the business of medicine, with the practice of medicine. Students are instructed in academic and intellectual honesty and professional conduct in relation to academics and clinical practice. Specific focus areas include history of the physician assistant profession, professionalism, medical ethics, and working as part of a healthcaredelivery team. |
| PAS 512 | Professional Development II | 1 | MPAS Professional Development | This course is the second in a series designed to integrate the principles of professionalism, ethics, profession-specific issues, and the business of medicine, with the practice of medicine. Emphasis of this course is on the role healthcare providers play in the areas of public health, preventive medicine, and health maintenance. |
| PAS 513 | Professional Development III | 1 | MPAS Professional Development | This course is the third in a series designed to integrate the principles of professionalism, ethics, profession-specific issues, and the business of medicine, with the practice of medicine. This course examines many of the legal and practice-based issues of healthcare including: electronic data management, coding, billing, reimbursement, rules and regulations, confidentiality, certification and licensure, and safety. |
| PAS 514 | Professional Development IV | 1 | MPAS Professional Development | This course is the fourth in a series designed to integrate the principles of professionalism, ethics, profession-specific issues, and the business of medicine, with the practice of medicine. This particular course evaluates health care disparities and provider sensitivity to cultural diversity, socioeconomic differences, and their impact on health and wellness. Complementary and alternative medical practice methods are also examined with particular attention given to integrative and preventive approaches. |
| PAS 515 | Professional Development V | 1 | MPAS Professional Development | This course is the fifth in a series designed to integrate the principles of professionalism, ethics, profession-specific issues, and the business of medicine, with the practice of medicine. This particular course occurs during the final didactic semester just prior to students engaging in the final two full-time supervised clinical practice experiences (SCPEs) semesters. The focusduring this course is developing skills needed to become a lifelong learner through practicebased learning/self-improvement and developing awareness of health policy and current trends/issues. There is a continued emphasis on professionalism as it applies to clinical practice. |
| PAS 516 | Professional Development VI | 1 | MPAS Professional Development | This course is the sixth in a series designed to integrate the principles of professionalism, ethics, profession-specific issues, and the business of medicine, with the practice of medicine. This particular course covers the organizational and economic elements of systems-based practice. This course also focuses on cost-effective and efficient health care, case management, risk management, error prevention, patient safety, and quality improvement. |
| PAS 517 | Professional Development VII | 1 | MPAS Professional Development | This class is the first of the Life Span series focused on developmental sequence and treatment across the lifetime of our patients. It will include entry level material intended to allow all students to treat patients with age-appropriate activities and comprehend functional skills for pediatric patients. Students will progress through stages of normal development including reflexes and gross motor skill acquisition in addition to standardized assessments used with children. It is imperative to embrace the entire family system in treating young patients and understand underlying legislation to provide care for children at various ages. In addition to introduction to common pediatric diagnoses, students will be introduced to the roll of Health promotion and safety within this specialty area. Students will apply the elements of patient/client management in physical therapy practice, including, screening, examination, evaluation, diagnosis, prognosis, plan of care, intervention, and outcomes assessment to the patient with neuromuscular dysfunction. (Lecture 2/ Lab 2) |
| PT 692 | Applied Clinical Reasoning I | 3 | MPAS Applied Clinical Reasoning | This course is the first in a series designed to challenge students to develop clinical reasoning skills, think critically, enhance interpersonal and communication skills, apply evidence-based resources, and problem-solve as clinicians and as members of an interdisciplinary healthcare team. Students are challenged with simulated cases where they develop clinical skillsevaluating standardized patients. Cases encompass acute and/or longitudinal care, and the emphasis is placed on the following: developing differential diagnoses, developing assessments and plans, the medical chart, medical documentation, and informed consent. Students give oral case presentations and integrate aspects of preventive care and public health in the context of acute care. |
| PT 693 | Applied Clinical Reasoning II | 2 | MPAS Applied Clinical Reasoning | This course is the second in a series designed to challenge students to develop clinical reasoning skills, think critically, enhance interpersonal and communication skills, apply evidence-based resources, and problem-solve as clinicians and as members of an interdisciplinary healthcare team. Building upon patient care skills developed in the first course, this course challenges students to evaluate and manage standardized patients in the context of acute and longitudinal care. Key content areas include: establishing patients in the primarycare setting, admission orders, inpatient management, progress notes, discharge summaries, rehabilitative care, and utilization of an electronic healthcare record. |
| PT 694 | Applied Clinical Reasoning III | 2 | MPAS Applied Clinical Reasoning | This is the final applied clinical reasoning course in the series designed to challenge students to develop clinical reasoning skills, think critically, enhance interpersonal and communication skills, apply evidence-based resources, and problem-solve as clinicians while recognizing the contributions of members of the interprofessional health care team. Simulated patient scenarios are designed to facilitate a team approach to the care of acute and longitudinal cases. Emphasis is also placed on further developing interpersonal and communication skills. |
| PAS 601 | Clinical Medicine: Behavioral Dynamics | 3 | MPAS Clinical Medicine | This foundational course explores the psychosocial aspects of medicine. Students develop interpersonal and communication skills necessary to effectively communicate with patients and other healthcare professionals. Treatments are discussed from a biopsychosocial perspective with reference to psychotherapies, psychopharmacology, and environmental intervention.Recognition and management of common psychiatric and psychosocial problems encountered in primary care are highlighted. Indications for referral and hospitalization are discussed. Topics covered include but not be limited to: anxiety disorders, mood disorders, psychosis, substance use disorders, personality disorders, eating disorders, and psychiatric emergencies and crises. Case-based learning and role-play is employed to provide enhanced understanding of applying evidence-based practices to individual patient needs and circumstances. |
| PAS 602 | Clinical Medicine: Hematology/Oncology | 2 | MPAS Clinical Medicine | This course is a clinical medicine (CM) modular course using an organ-systems approach to facilitate student learning in the study of hematology and oncology. Focus includes commonly encountered medical issues affecting hematopoiesis, hemostasis, and the lymphoid organs. Topics emphasized include clinical presentation, epidemiology, pathophysiology, patient assessment, diagnosis, pathology, therapeutic interventions, disease management, and clinical course of common disorders. This course also includes introductory oncology content, with a focus on the global clinical aspects of cancer screening, diagnosis, staging, and therapeutic intervention. Organ-specific cancers are primarily discussed in corresponding CM modular courses. |
| PAS 603 | Clinical Medicine: Endocrinology | 2 | MPAS Clinical Medicine | This course is a clinical medicine (CM) modular course using an organ-systems approach to facilitate student learning in the study of endocrinology. Commonly encountered medical problems primarily affecting metabolism and organs of the endocrine system are examined. Topics emphasized include clinical presentation, epidemiology, pathophysiology, patient assessment, diagnosis, pathology, therapeutic interventions, management, and clinical courseof common diseases. |
| PAS 604 | Clinical Medicine: Infectious Disease | 2 | MPAS Clinical Medicine | This course is a clinical medicine (CM) modular course emphasizing global considerations related to approaching infectious disease. Content includes mechanisms of transmission and pathogenicity, methods of diagnosis, antimicrobial pharmacotherapy, common and systemic clinical presentations, and methods for infection control and prevention. Common bacterial, viral, fungal, and parasitic pathogens are explored. Organ-specific and demographicpredominant infectious diseases are primarily discussed in corresponding CM modular courses. |
| PAS 605 | Clinical Medicine: EENT | 2 | MPAS Clinical Medicine | This course is a clinical medicine (CM) modular course using an organ-systems approach to facilitate student learning in the study of diseases and disorders of the eyes, ears, nose, and throat (EENT). Topics emphasized include clinical presentation, epidemiology, pathophysiology, patient assessment, diagnosis, pathology, therapeutic interventions, management, and clinical course of common diseases. |
| PAS 606 | Clinical Medicine: Cardiovascular/EKG | 4 | MPAS Clinical Medicine | This course is a clinical medicine (CM) modular course using an organ-systems approach to facilitate student learning in the study of cardiovascular medicine. Commonly encountered medical problems primarily affecting the cardiovascular system are examined. The clinical presentation, epidemiology, pathophysiology, patient assessment, diagnosis, pathology, therapeutic interventions, management, and clinical course of these conditions are explored. During this course students learn fundamentals of interpreting electrocardiograms (EKG),including recognition of common abnormal EKG patterns and differentiation from normal and normal variant EKG tracings. |
| PAS 607 | Clinical Medicine: Pulmonology | 2 | MPAS Clinical Medicine | This course is a clinical medicine (CM) modular course using an organ-systems approach to facilitate student learning in the study of pulmonology. Commonly encountered medical problems primarily affecting the pulmonary system are examined. The clinical presentation, epidemiology, pathophysiology, patient assessment, diagnosis, pathology, therapeutic interventions, management, and clinical course of these conditions are explored. |
| PAS 608 | Clinical Medicine: Genitourinary | 2 | MPAS Clinical Medicine | This course is a clinical medicine (CM) modular course using an organ-systems approach to facilitate student learning in the study of the genitourinary system. Focus for this course includes examination of commonly encountered genitourinary issues. Topics emphasized include clinical presentation, epidemiology, pathophysiology, patient assessment, diagnosis, pathology, therapeutic interventions, disease management, and clinical course of commondiseases. |
| PAS 609 | Clinical Medicine: Gastroenterology | 2 | MPAS Clinical Medicine | This course is a clinical medicine (CM) modular course using an organ-systems approach to facilitate student learning in the study of gastroenterology. Commonly encountered medical problems primarily affecting the gastrointestinal system are examined. The clinical presentation, epidemiology, pathophysiology, patient assessment, diagnosis, pathology,therapeutic interventions, management, and clinical course of these conditions are explored.consultation from faculty. Components of clinical practice that are integrated in this course include: interpersonal communication, utilization of evidence-based practice, examination, evaluation, plan of care establishment, intervention execution and modification, documentation, billing, and self and peer review. This course is designed to prepare students to make the transition from the classroom to the clinic. (Lecture 1, Lab 2) |
| PAS 610 | Clinical Medicine: Pediatrics | 3 | MPAS Clinical Medicine | This course examines important aspects of primary care pediatrics including assessment of the child patient, preventive health, and pediatric diseases and conditions. Specific issues of the newborn and older child are presented in such areas as perinatal care, child development & behavior, congenital & genetic disorders, pediatric infectious disease, pediatric respiratory issues, pediatric emergencies, injuries, and parenting. Pediatric pharmacotherapy are explored with emphasis on indications, contraindications, and medication dosing in relation to disease process type and patient demographics. The student also learns assessment techniques specific to the pediatric population. |
| PAS 613 | Clinical Medicine: Surgery | 1 | MPAS Clinical Medicine | This course focuses on basic surgical concepts related to primary care as well as surgical specialties. The intent is to familiarize students with surgical concepts, topics and technique. Students learn to recognize signs and symptoms that may require surgical intervention. This course also emphasizes risk management for preoperative patients, pre- and postoperative care, wound assessment, and wound management. |
| PAS 611 | Clinical Medicine: Neurology | 2 | MPAS Clinical Medicine | The third of four clinical education courses, this course is designed to incorporate knowledge and skills obtained and enhanced during the first two clinical experiences and synthesize/appraise information and skills developed in the final didactic portion of the curriculum. Students will participate in direct patient care while being instructed and supervised by clinical faculty members. Student activities may include, but are not limited to, patient examination, patient treatment, patient and family education, article presentations, and all aspects of the patient/client management model appropriate to the setting. It is anticipated that the student PT will be able to demonstrate entry-level performance by the end of this clinical experience, for many of the criteria. (Clinical Experience) |
| PAS 614 | Clinical Medicine: Geriatrics | 2 | MPAS Clinical Medicine | This course provides a foundation for addressing medical problems commonly seen in the aging and elderly population. Additional instruction on preventive medicine, health maintenance, mobility limitations and access to healthcare, therapeutic interventions, medication awareness, and quality of life issues are emphasized. Instruction related to death and dying is also provided. |
| PAS 615 | Clinical Medicine: Women's Health | 2 | MPAS Clinical Medicine | This course addresses important aspects of women’s health with an emphasis on obstetrical, gynecologic, and preventive care. Content includes a thorough exploration of physiology, pathophysiology, disease states, management options, and screening guidelines for women’s health issues. Obstetrics focuses on the principles of prenatal, perinatal, and post-natal care. Complications arising in pregnancy and management of the more common emergent problems that occur in pregnancy are discussed. |
| PAS 616 | Clinical Medicine: Emergency Medicine | 3 | MPAS Clinical Medicine | This course provides fundamental instruction on the recognition and management of lifethreatening patient presentations. Problem-based case studies and team-based activities are utilized extensively in this course. Team work, collaboration, cooperation, and valuing interdisciplinary contributions to managing patients is emphasized. BLS and ACLS certification is included as part of this course. |
| PAS 617 | Clinical Medicine: Dermatology | 2 | MPAS Clinical Medicine | This course is a clinical medicine (CM) modular course using an organ-systems approach to facilitate student learning in the study of dermatology. Focus revolves around commonly encountered dermatologic disorders. Topics emphasized in this course include clinical presentation, epidemiology, pathophysiology, patient assessment, diagnosis, pathology, therapeutic interventions, disease management, and clinical course of common diseases. |
| PAS 618 | Clinical Medicine: Musculoskeletal | 4 | MPAS Clinical Medicine | This course is a clinical medicine modular course using an organ-systems approach to facilitate learning in the study of orthopedic and rheumatologic conditions, injuries, and disease processes. Focus for this course includes examination of commonly encountered musculoskeletal issues. Emphasis on proper examination and special exam tests for common orthopedic and rheumatologic issues are discussed. Topics emphasized include epidemiology, etiology/pathogenesis, clinical presentation, diagnosis, disease management, complications, referral considerations, and clinical course of common diseases and injuries. Fundamental aspects of interpreting lab and imaging studies, such as blood work, x-rays, MRI, and CT scans, are developed. Identification of common fractures, subluxations, and dislocations common in primary care are discussed, along with various autoimmune and inflammatory musculoskeletal conditions. |
| PAS 700 | Clinical Rotation: Preparatory Seminar | 1 | MPAS Clinical Experiences | This course provides students with an orientation to help them begin clinical rotations. This course will provide hands-on instruction for some procedures and skills that are important to clinical practice, including basic suturing and injections. A certification course for Pediatric Advanced Life Support is also offered. There will be units designed with the intention of providing students with various clinical pearls that will enhance their clinical rotation experience. Students will practice logging of clinical rotation activities and oral presentation of patient encounters. Students will also be encouraged to start thinking more about their Applied Scholarly Project and making plans accordingly. Additionally, this course evaluates students’ readiness to proceed into the final three semesters of supervised clinical practice experiences (SCPEs). Students are expected to have a strong depth and breadth of knowledge and skills in the basic medical and clinical sciences, and must demonstrate essential cognitive and technical abilities learned in previous courses in order to proceed to SCPEs. |
| PAS 701 | Clinical Rotation | 5 | MPAS Clinical Experiences | Please refer to listing of supervised clinical practice experience types below. |
| PAS 702 | Clinical Rotation | 5 | MPAS Clinical Experiences | Please refer to listing of supervised clinical practice experience types below. |
| PAS 703 | Clinical Rotation | 5 | MPAS Clinical Experiences | Please refer to listing of supervised clinical practice experience types below. |
| PAS 704 | Clinical Rotation | 5 | MPAS Clinical Experiences | Please refer to listing of supervised clinical practice experience types below. |
| PAS 705 | Clinical Rotation | 5 | MPAS Clinical Experiences | Please refer to listing of supervised clinical practice experience types below. |
| PAS 706 | Clinical Rotation | 5 | MPAS Clinical Experiences | Please refer to listing of supervised clinical practice experience types below. |
| PAS 707 | Clinical Rotation | 5 | MPAS Clinical Experiences | Please refer to listing of supervised clinical practice experience types below. |
| PAS 708 | Clinical Rotation | 5 | MPAS Clinical Experiences | Please refer to listing of supervised clinical practice experience types below. |
| Code | Course | Credits | Category | Description |
| SLP 612 | Neural Bases for Communication & Swallowing | 2 | MedSLP Core Curriculum | Examination of the central and peripheral nervous systems as they relate to normal and disordered human communication. Overview of neuroanatomy and neurophysiology, common neuropathologies relevant to communication disorders, and strategies in neurogenic problem solving. |
| SLP 616 | Assessment/Treament of Childhood Speech and Sound Disorders | 2 | MedSLP Core Curriculum | Exploration of acquisition, assessment, and treatment of articulation and phonological disorders in children. |
| SLP 618 | Assessment/Treament of Childhood Language | 2 | MedSLP Core Curriculum | Principles and methods of prevention, diagnosis and intervention applicable todevelopmental language disorders. Includes consideration of both oral and written developmental language. |
| SLP 620 | Medical Speech-Language Pathology I | 2 | MedSLP Core Curriculum | Roles and responsibilities of speech-language pathologists in medical settings with patients spanning the lifespan and a variety of diagnoses. Topics include medical models, assessment/intervention models in medical settings, medical bioethics, pharmacology, medical terminology, and documentation. |
| SLP 624 | Assessment/Treatment of Motor Speech Disorders | 2 | MedSLP Core Curriculum | The role of central and peripheral motor systems in speech production and speech disorders related to abnormalities in these motor systems. Emphasis on the neurological bases, assessment, and clinical management of the dysarthrias and apraxia of speech across the lifespan. |
| SLP 626 | Assessment/Treatment of Adult Neurogenic Language Disorders | 2 | MedSLP Core Curriculum | This course explores neurogenic (acquired) language disorders with specific content focused on the aphasias and the as related to neurolinguistic aspects. We will target diagnosis and classifications of aphasias as well as intergenerational approaches. |
| SLP 636 | Dysphagia II | 2 | MedSLP Core Curriculum | Second in a sequence of dysphagia courses. Explores issues with feeding in pediatric caseloads, more work with instrumental intervention and treatment. |
| SLP 638 | Medical Speech-Language Pathology II | 2 | MedSLP Core Curriculum | This course prepares students to work with patients who are tracheostomy andventilator-dependent. We will explore speaking valves, different types of trachs and ventilator applications. |
| SLP 644 | Dysphagia I | 2 | MedSLP Core Curriculum | Study of the anatomic and physiologic systems involved in normal swallowing and swallowing disorders (dysphagia) in adults. Emphasis on the role of the speechlanguage pathologist in the areas of assessment and treatment of dysphagia and as a team member in the areas of dysphagia-related counseling, ethical and quality of life issues. |
| SLP 646 | Assessment/Treatment of Cognitive-Communication Disorders | 2 | MedSLP Core Curriculum | An investigation of acquired, cognitive-based language disorders including traumatic brain injury (including right brain injury), related cognitive communication sequelae, and dementia. Emphasis on assessment and treatment of cognitive communication disorders. |
| SLP 648 | Assessment/Treatment of Voice & Resonance Disorders | 2 | MedSLP Core Curriculum | Examination of the physiology acoustics, and perception of voice quality and speech resonance, as well as the etiologies, diagnosis, and management of voice and resonance disorders. |
| SLP 650 | Assessment/Treatment of Fluency Disorders | 2 | MedSLP Core Curriculum | Examination of the diagnosis and assessment related to fluency across the lifespan. Procedures specific to the differential assessment of fluency are examined, evaluated and related to therapeutic strategies and the methods of behavior change. |
| SLP 652 | Augmentative and Alternative Communication Disorders | 2 | MedSLP Core Curriculum | Introduction to alternative and augmentative communication systems for consumers. Discussions include the use of aided and unaided communication systems, assessment procedures and intervention, including education and team approaches. |
| SLP 670 | Medical Speech-Language Pathology III | 2 | MedSLP Core Curriculum | This course will continue to expand content from Medical Speech-Language Pathology I & II, and will include topics such as telepractice, advanced medical syndromes, and gerontology. |
| SLP 719 | Counseling | 1 | MedSLP Core Curriculum | Counseling theory, process, and application to individuals who present a variety of communication disorders and to the families of these individuals, with an emphasis on the discipline of speech-language pathology. |
| SLP 621 | Lab Course I | 1 | MedSLP Lab Courses | This course will allow students to obtain hands on experience with clinical test materials. In this semester students will focus on developing proficiency with Articulation and speech sound testing and interpretation as well as language testing. Students will acquire proficiency with at least 10 different standardized test administrations, and will complete training in utilizing Language Sample analysis with the Systematic Analysis of Language (SALT) program. In addition, this lab will include development of skill proficiency in administrating the Cranial Nerve and Oral Mechanism evaluation. |
| SLP 641 | Lab Course II | 1 | MedSLP Lab Courses | This course will allow students to obtain hands on experience with Instrumental testing materials and technology. Students will develop proficiency with both the technical components of the instruments and with the application of the technology to administer evaluations. |
| SLP 707 | Instrumentation & Procedure Validation Lab | 3 | MedSLP Lab Courses | This course will help the student develop competency of current instrumentationtechniques used to evaluate voice and swallowing. The student’s proceduralcompetency will be developed and validates with rigid and flexible endoscopy and fees. This lab will allow the student to acquire multiple opportunities to pass the rigid and flexible endoscopes on both the manikin and on live patients. |
| SLP 622 | Clinic Class I | 3 | MedSLP Clinic Courses | Introduction to professional communication and mechanics of being a clinician.Examination of the role of the speech-language pathologist as a therapist, with an emphasis on diagnostic evaluation, differential diagnosis, and intervention. Includes measurement concepts and clinical problem-solving theory and methods. |
| SLP 628 | Clinic Class II | 2 | MedSLP Clinic Courses | An examination and exploration of the topics of diversity and professional ethics as they involve clinical speech-language pathology. |
| SLP 640 | Clinic Class III | 2 | MedSLP Clinic Courses | An examination and exploration of the topics of professional issues, regulations and law as they involve clinical speech-language pathology. |
| SLP 654 | Clinic Class IV | 2 | MedSLP Clinic Courses | An examination and exploration of clinical documentation and reporting, as well as business organization/planning as they involve clinical speech-language pathology. |
| SLP 660 | Clinic Class V | 2 | MedSLP Clinic Courses | Topics will focus on advanced clinical topics, EPB, supervising assistants. |
| SLP 735 | Clinic Class VI | 1 | MedSLP Clinic Courses | Class topics will focus on transitioning from student to professional and preparing the student for their Clinical Fellowship Year. |
| SLP 623 | Research Methods | 1 | MedSLP Capstone Courses | An overview of what constitutes clinical research. The class instructs students in how to understand the strengths and weakness of various research methods. An overview of research ethics, and application of research results to clinical practice. |
| SLP 630 | Capstone Seminar I | 1 | MedSLP Capstone Courses | Review of basic research issues and concepts in order to prepare to be a consumer of research literature and to prepare the student for their project. Includes various research types and designs, validity, quantitative and qualitative data analysis and clinical applications of research. |
| SLP 634 | Capstone Seminar II | 1 | MedSLP Capstone Courses | As students advance into their topic, they will begin the outlining and writing process with possible preparation for data collection. This seminar will guide them through this phase of their capstone, which is a scholarly project with topics that may involve prevention, assessment, literature review, case presentation or intervention involving the scope of practice for speech-language pathologists. |
| SLP 668 | Capstone Seminar III | 1 | MedSLP Capstone Courses | This seminar will facilitate the data collection with an eye on analysis for the student’s capstone project. The student will continue to plan, write and target clinical and empirical aspects of research and will re-visit ethics, and evidence based practice concepts. |
| SLP 720 | Capstone Seminar IV | 1 | MedSLP Capstone Courses | This seminar will advance the student’s data collection phase and begin to target data analysis for their capstone project. The student will develop their written deliverable project in preparation for the final stage of the capstone. |
| SLP 619 | Practicum in Speech-Language Pathology I | 3 | MedSLP Practicum Courses | Examination of the diagnostic, treatment and documentation procedures in speechlanguage pathology occurring through active observation in the clinical environment and classroom instruction. Active, supervised participation in the clinical process with emphasis on individualized assessment, treatment, counseling and documentation procedures. |
| SLP 632 | Practicum in Speech-Language Pathology II | 3 | MedSLP Practicum Courses | Examination of the diagnostic, treatment and documentation procedures in speechlanguage pathology occurring through active observation in the clinical environment and classroom instruction. Active, supervised participation in the clinical process with emphasis on individualized assessment, treatment, counseling and documentation procedures. |
| SLP 642 | Practicum in Speech-Language Pathology III | 3 | MedSLP Practicum Courses | Examination of the diagnostic, treatment and documentation procedures in speechlanguage pathology occurring through active observation in the clinical environment and classroom instruction. Active, supervised participation in the clinical process with emphasis on individualized assessment, treatment, counseling and documentation procedures. |
| SLP 658 | Practicum in Speech-Language Pathology IV | 4 | MedSLP Practicum Courses | Examination of the diagnostic, treatment and documentation procedures in speechlanguage pathology occurring through active observation in the clinical environment and classroom instruction. Active, supervised participation in the clinical process with emphasis on individualized assessment, treatment, counseling and documentation procedures. |
| SLP 722 | Practicum in Speech-Language Pathology V | 4 | MedSLP Practicum Courses | Examination of the diagnostic, treatment and documentation procedures in speechlanguage pathology occurring through active observation in the clinical environment and classroom instruction. Active, supervised participation in the clinical process with emphasis on individualized assessment, treatment, counseling and documentation procedures. |
| SLP 734 | Practicum in Speech-Language Pathology VI | 4 | MedSLP Practicum Courses | Offsite clinical practicum experience, completed under the supervision of communitybased, qualified and certified speech-language pathologists. Emphasis on the evaluation and treatment of disorders related to speech, language, cognitivecommunication disorders, and swallowing. |
| SLP 712 | Adanced Seminar: Advanced Dysphagia | 2 | MedSLP Advanced Seminar Elective Courses | This course will target advanced instrumental techniques for assessment. Students will obtain additional experience with FEES and MBSS interpretation and skill development. Utilization of diagnostic information to plan therapeutic interventions will be emphasized and developed. |
| SLP 713 A-D | Adanced Seminar: Language Themes | 1 | MedSLP Advanced Seminar Elective Courses | Language Themes will cover early intervention topics pertaining to routines based interview, IFSP process and transition to school. School age topics will include reading comprehension, Basic Interpersonal Conversation skills vs. Cognitive Academic Language Proficiency (using language in decontextualized academic situations for hearing and deaf learners will be covered and finally the cognitive processes of individuals with autism will be covered. Students can attend seminars or conferences for 1-3 credits. |
| SLP 718 | Adanced Seminar: Assistive Technology | 1 | MedSLP Advanced Seminar Elective Courses | This one hour seminar will take a deep dive into advance topics dealing with assertive technology and Augmentative and Alternative Communication including service delivery that includes recognizing ethical dilemmas that can arise when delivering AT services, identifying legislation that shapes services provided to adults and children and identifying AT funding sources. The latest publications and evidenced-based practice will be utilized in order to provide the most current updates in this topic area. |
| SLP 723 A-D | Adanced Seminar: Health Themes | 1 | MedSLP Advanced Seminar Elective Courses | This course will cover heath conditions seen in medical settings Students can attend seminars or conferences for 1-3 credits. Topics covered will include cancer staging, alaryngeal speech choices for individuals with head and neck cancer, cleft palate and craniofacial disorders which will investigate conditions that influence communication, with an emphasis on assessment and intervention of the communication disordersrelated to these impairments. Finally, rehabilitation strategies for individuals who arerecovering from a traumatic brain injury will be discussed with an emphasis on stagingusing the Ranchos Los Amigos scales. |
| Code | Course | Credits | Category | Description |
| CO 610 | Counseling Orientation and Ethics | 3 | Counseling Cores | A review of the historical, philosophical, societal, cultural, economic and political dimensions of and current trends in the community mental health movement; a historical perspective of the counseling profession, counselor roles and functions, professional affiliations, and professional legal and ethical decision-making skills. |
| CO 611 | Social and Cultural Counseling | 3 | Counseling Cores | Present the cultural context of the counseling relationship; examination of issues and concerns related to such factors as culture, ethnicity, age, gender, sexual orientation, religious and spiritual values, socioeconomic status and other various unique characteristics. |
| CO 612 | Human Development | 3 | Counseling Cores | Theories of human development; developmental crises, tasks and transitions across one’s lifespan; theories of learning and personality development; strategies for facilitating optimal human development. |
| CO 613 | Research Methods and Program Evaluation | 3 | Counseling Cores | An overview of the qualitative and quantitative research methods, including the ability to critically examine research and the basic principles of disseminating professional knowledge. |
| CO 614 | Career Counseling | 3 | Counseling Cores | Exploration of educational and career planning – theories, decision-making models, assessment inventories, and resources, and its integration with human development. |
| CO 615 | Assessment and Training | 3 | Counseling Cores | Examination of the most frequently used assessment and testing procedures in counseling, outcome evaluation, multicultural issues, ethical and legal issues. |
| CO 616 | Psychodiagnosis | 3 | Counseling Cores | Examination of the development of diagnostic and case conceptualization skills, major theories of etiology & treatment, and diagnostic principles and skills. |
| CO 617 | Crisis, Trauma, and Suicide | 3 | Counseling Cores | An introduction to the theories, principles and concepts of crisis intervention; contemporary techniques of crisis intervention and resolution used in community, school, family and individual counseling settings and the prevention and treatment of trauma. |
| CO 618 | Substance Abuse and Addictions | 3 | Counseling Cores | Examination of substance abuse and process addictions in multiple populations - the effects of drugs and/or other addictive behaviors on the client and others. The various etiologies – including diagnosis and implications for counseling and treatment. |
| CO 630 | Counseling Skills | 3 | Counseling Cores | Introduction to the knowledge, techniques, skills, and processes basic to initiating and conducting an effective counseling relationship; discussion and attention to the specific nature and process of helping, as well as the unique attitudes and skills required of the effective helper. |
| CO 619 | Theories in Counseling | 3 | Counseling Cores | Examination of the major models of counseling and psychotherapy, theoretical integration, review of outcome research, and its implication with the counseling relationship. |
| CO 631 | Group Counseling | 3 | Counseling Cores | Overview of the theoretical and experiential components of the nature of group counseling, group dynamics, and group leadership. |
| CO 650 | Mental Health Care Systems | 3 | Counseling CMHC Core | Overview of the knowledge and skills necessary to successfully operate in mental health care treatment systems. |
| CO 651 | Psychopharmacology and Treatment Planning | 3 | Counseling CMHC Core | Introduction to the field of psychopharmacology. Integration of diagnostic, case conceptualization, and treatment planning skills; review of best practice guidelines. |
| CO 652 | Systems Theory for Families and Couples | 3 | Counseling MCF Core | An in-depth review of general systems theory and the theoretical foundations of counseling family and couple systems. |
| CO 653 | Practice of Marriage and Family Counseling | 3 | Counseling MCF Core | The practical application of system theory in use with counseling couples and families with a focus on effective skills and techniques. |
| CO 654 | Counseling Children and Adolescents in the Family System | 3 | Counseling MCF Core | The application of development and system theory in counseling children and adolescents and circular causality with the family and other systems. |
| CO 670 | Counseling Practicum | 3 | MHC Counseling Practicum/Internship | Supervised counseling with clients, including development of counseling skills through intensive weekly group and individual supervision. Completion of a minimum of 100 clock hours, with at least 40 client contact hours. Students develop conceptual and professional skills related to their practice at a clinical placement site and practice various specified counseling- and related-activities. |
| CO 671A-D | Mental Health Counseling Internship | 1-6 | MHC Counseling Practicum/Internship | Supervised counseling with clients, continued development of student counseling skills. Includes weekly group and individual supervision. Must complete a minimum of 600 clock hours including at least 240 client contact hours in each specialized area (Mental Health, School, Addictions, Clinical Rehabilitation or Marriage, Couples, and Family Counseling). Students develop conceptual and professional skills related to their specialty at an approved placement site and practice various specified counseling- and related-activities. Students must demonstrate competence of the integration of all knowledge and skills in counseling. |
| CO 672A-D | School Counseling Internship | 1-6 | Counseling Practicum/Internship | Supervised counseling with clients, continued development of student counseling skills. Includes weekly group and individual supervision. Must complete a minimum of 600 clock hours including at least 240 client contact hours in each specialized area (Mental Health, School, Addictions, Clinical Rehabilitation or Marriage, Couples, and Family Counseling). Students develop conceptual and professional skills related to their specialty at an approved placement site and practice various specified counseling- and related-activities. Students must demonstrate competence of the integration of all knowledge and skills in counseling. |
| CO 673A-D | Addictions Counseling Internship | 1-6 | Counseling Practicum/Internship | Supervised counseling with clients, continued development of student counseling skills. Includes weekly group and individual supervision. Must complete a minimum of 600 clock hours including at least 240 client contact hours in each specialized area (Mental Health, School, Addictions, Clinical Rehabilitation or Marriage, Couples, and Family Counseling). Students develop conceptual and professional skills related to their specialty at an approved placement site and practice various specified counseling- and related-activities. Students must demonstrate competence of the integration of all knowledge and skills in counseling. |
| CO 674A-D | Clinical Rehabilitation Counseling Internship | 1-6 | Counseling Practicum/Internship | Supervised counseling with clients, continued development of student counseling skills. Includes weekly group and individual supervision. Must complete a minimum of 600 clock hours including at least 240 client contact hours in each specialized area (Mental Health, School, Addictions, Clinical Rehabilitation or Marriage, Couples, and Family Counseling). Students develop conceptual and professional skills related to their specialty at an approved placement site and practice various specified counseling- and related-activities. Students must demonstrate competence of the integration of all knowledge and skills in counseling. |
| CO 675A-D | Marriage, Couples, and Family Counseling Internship | 1-6 | Counseling Practicum/Internship | Supervised counseling with clients, continued development of student counseling skills. Includes weekly group and individual supervision. Must complete a minimum of 600 clock hours including at least 240 client contact hours in each specialized area (Mental Health, School, Addictions, Clinical Rehabilitation or Marriage, Couples, and Family Counseling). Students develop conceptual and professional skills related to their specialty at an approved placement site and practice various specified counseling- and related-activities. Students must demonstrate competence of the integration of all knowledge and skills in counseling. |
| CO 699A-C | Special Topics in Counseling | 1-3 | Counseling Clinical Sciences | This course expands on concepts introduced in anatomy and physiology and focuses on pathophysiology and disease frequently seen in physical therapy practice. (Lecture 2) |
| CO 640 | Foundation of School Counseling-Models and Systems | 3 | Counseling School Counseling Core | Foundation and management of school counseling, including history, delivery and accountability, professional and ethical standards, competencies, mindsets and behaviors, and standards for student success. Including, concepts of college and career readiness, dropout prevention, and program evaluation. |
| CO 641 | College and Career Readiness | 3 | Counseling School Counseling Core | Theory and practice of college and career readiness. Including assessing readiness, creating a college-going culture, addressing achievement gaps, providing exposure to post-secondary education, developing career literacy, interest and planning, and removing systemic barriers for diverse students. |
| CO 642 | School Counseling Interventions for Student Success | 3 | Counseling School Counseling Core | Theories of school counseling intervention, strategies, techniques, and systemic practices. Including, integration of the research on the effectiveness of school counseling/role of counselor as data-driven leader, common emotional and behavioral issues in school settings. As well as models of school-based collaboration and consultation, community referrals and resources, and peer intervention programs |
| CO 657 | Biopsychosocial Aspects of Addiction | 3 | Counseling Addiction Core | Examination of the biopsychosocial aspects of substance abuse and addictions; with a focus on the physical predispositions, family history and systemic trauma as well as current social mores and legal perspectives. |
| CO 656 | Treatment of Addictions | 3 | Counseling Addiction Core | In depth look at the historical and current evidence-based treatment procedures and techniques of substance abuse and addictions treatment. |
| CO 645 | Foundations of Clinical Rehabilitation Counseling | 3 | Counseling CRC Core | Focuses on the history and philosophy of rehabilitation counseling, including legislation concerning vocational rehabilitation and independent living mandates; with focus on attitudinal, physical and systems barriers to social integration, including the current range of services provided for persons with disabilities, and on informed consumer review, choice, and personal responsibility in the rehabilitation process. |
| CO 646 | Biopsychosocial Aspects of Clinical Rehabiltiation Counseling | 3 | Counseling CRC Core | Examination of the biopsychosocial aspects of impairment and disability; with a focus on social and family systems of support for those who are differently-abled. Additional legal, social advocacy, vocational and treatment components will be integrated. |
| CO 651 | Psychopharmacology and Treatment Planning | 3 | Counseling CRC Core | Introduction to the field of psychopharmacology. Integration of diagnostic, case conceptualization, and treatment planning skills; review of best practice guidelines. |
| Code | Course | Credits | Category | Description |
| HLA 620 | Healthcare Leadership | 3 | SLPD Health Sciences Core Courses | Concepts of leadership related to current healthcare organizations are examined. Specificconcepts including communications, public relations, team building, negotiation, andconflict resolution are explored. Strategic aspects such as vision, viewpoint andadmission are included. Managing uncertainty is discussed in relation to healthcareorganizations. Contemporary leadership challenges, communication strategies and crisiscommunication are explored. Leadership functions and decision-making are analyzed. |
| HS 710 | Evidence-based Practice | 3 | SLPD Health Sciences Core Courses | This course is designed to prepare healthcare professionals with the knowledge, skillsand abilities necessary to make independent judgments about the validity of clinicalresearch and to implement evidence-based clinical practice in their careers. This coursewill focus on the concepts of evidence-based practice with emphasis on forminganswerable clinical questions and effective literature search strategies. The evaluativeapproach to appraising the research literature will prepare the students to judge theevidence on: 1) the accuracy and validity of diagnostic tests and the application ofimportant diagnostic tests in the care of a specific patient; 2) the effectiveness of clinicalinterventions; 3) the natural history of health-related conditions; 4) risk of harm from selectpreventative and therapeutic interventions. Based on presentation of case scenarios,students will be required to formulate the key question(s), rapidly search medical andhealth-related databases, appraise the evidence with a critical analysis and describeapplication of the evidence in a clinical context. |
| HS 712 | Research Methods: A Quantitiave Approach | 3 | SLPD Health Sciences Core Courses | This course provides an introduction to general research principles and research ethics.The student will be introduced to the following topics in the research process: questionformulation, principles of measurement, basic design and methodological features, issuesof reliability and validity, and fundamentals of conducting a literature review. A quantitativearticle critique will be conducted in class and outside of class. The class format will includelecture, small group discussion, and practice. |
| HS 714 | Scientific/Professional Writing | 1 | SLPD Health Sciences Core Courses | This course introduces the student to qualitative research methods and their applicationsto problems and phenomena in healthcare. Emphasis is placed on the appropriate useand differences of qualitative methods, their philosophical underpinnings, and applicationto clinical issues. |
| HS 720 | Survey of Qualitative Research | 3 | SLPD Health Sciences Core Courses | Faculty-directed clinical, basic, or applied research practicum, which may include but notlimited to review of literature preparation, human subjects committee proposaldevelopment, data collection, and presentation/manuscript preparation. GradedPass/Fail. (Optional course. May be taken in substitution for another course, with ProgramDirector approval. May be repeated up to 6 credits.) |
| HS 751 | Case Series Single Subject Design | 3 | SLPD Concentration Courses | This course will seek an in-depth exploration and practice regarding the mechanics, design and construction of case series and single subject research designs in a healthcare environment. Students will develop and submit a single subject/case series research design related to individual dissertation topics or to relevant clinical questions. |
| SLP 601 | Evidence-based Practice in Speech-Language Pathology | 2 | SLPD Concentration Courses | This course is designed to prepare speech-language pathology students with theknowledge, skills and abilities necessary to make independent judgments about thevalidity of clinical research and to implement evidence-based clinical practice in clinicalenvironments. This course focuses on the concepts of evidence-based practice, withemphasis on forming answerable clinical questions and effective literature searchstrategies. The EBP approach prepares students to find, appraise, and integrate evidencefor clinical decision-making, with particular emphasis in this course on (a) prognosis for agiven client, and (b) effectiveness of clinical interventions. Based on presentation of casescenarios, students will formulate the key question(s), rapidly search medical and healthrelated databases, select best available evidence, appraise the evidence using the EBPapproach, and describe application of the evidence in a clinical context. |
| SLP 602 | Speech-Language Pathology Clinical Supervision I | 3 | SLPD Concentration Courses | This course is designed to prepare the student with knowledge to assume the role of aspeech-language pathology clinical supervisor. Topics related to supervision include itsdefinition, history, theories, resources, major roles/responsibilities/styles of clinicalsupervisors, diversity, and expectations/needs of supervisees; the supervision ofgraduate students, speech-language pathology assistants, Clinical Fellows, and otherrehabilitation professionals will be discussed. |
| SLP 603 | Speech-Language Pathology Clinical Supervision II | 3 | SLPD Concentration Courses | This course builds on the knowledge derived from SLP 602 by introducing students toadvanced clinical teaching skills requiring critical thinking and clinical problem solving andethical decision-making. Students will also demonstrate effective communication andinterpersonal skills, including accommodations appropriate for personal/cultural/linguisticfactors and conflict resolution. Students will examine the research questions andmethodology in the supervision literature. Students will identify supervision needs,develop a plan of action, demonstrate supervisory competence, and engage in effectivesupervisory behavior that includes advocacy, and recognition of the critical role of interprofessional practice. Prerequisite: SLP 602 |
| SLP 605 | Ethics in Speech-Language Pathology | 2 | SLPD Concentration Courses | This course provides a comprehensive overview of ethics in the clinical practice ofspeech-language pathology (SLP). Students define and distinguish moral, ethical andlegal foundations in clinical practice, analyze the cardinal documents of the profession, and compare and contrast national and state ethical standards. Additional topics includetheories of ethics, professional malpractice, ethical principles of research, ethicaldecision-making, and how ethics can impact the various environments in which SLPpractice occurs. |
| SLP 606 | Capstone I: Speech-Language Pathology | 3 | SLPD Capstone Courses | This course is designed to provide students with the foundation for successful completionof an evidence-based practice (EBP) project. This course emphasizes knowledge ofcurrent expectations for speech-language pathologists engaging in EBP in clinicalpractice, familiarizing students with capstone progression, project quality and scope, anddoctoral-level communication requirements. Each student is expected to develop theintroduction, literature review, and method for the capstone project, and, if appropriate,submit the project to the Institutional Review Board. |
| SLP 607 | Capstone II: Speech-Language Pathology | 3 | SLPD Capstone Courses | This course is the second of three that are specifically designed to provide students withthe foundation for successful completion of an evidence-based practice (EBP) project.This course emphasizes knowledge of current expectations for speech-languagepathologists engaging in EBP in clinical practice, and familiarizing students with capstoneprogression, project quality and scope, and doctoral-level communication requirements.Prerequisite: SLP 606. |
| SLP 609 | Capstone III: Speech-Language Pathology | 3 | SLPD Capstone Courses | This course is designed as a culmination of the student’s learning experiences, with anemphasis on the implementation and presentation of a complete evidence-based practice(EBP) project. Students are expected to demonstrate depth of knowledge in select areasof clinical practice through the advanced synthesis of information and expertise ininterpreting and applying clinical research. The ultimate goal of the capstone project isthat students will demonstrate the ability to function as independent clinician researchersand to use their knowledge and skills in order to effect systems change in professionalenvironments. Prerequisite: SLP 607. |
| SLP 610 | Single Subject Research in Speech-Language Pathology | 3 | SLPD Removed 2023-03-03 | This course explores the general research principles of single subject (small N) researchacross the lifespan (children and adults), with an emphasis on the discipline of speechlanguage pathology. Application of this method of research is explored through theprimary designs that constitute this type of research: withdrawal/reversal, multiplebaseline, alternating treatment, and changing criterion. |
| SLP 721 | Biostatics Interpretation | 3 | SLPD Concentration Courses | The purpose of this course is to learn basic interpreting biostatistics reported in peerreviewed journal articles. Topics will include ways of describing data, how to graphicallydisplay data, and looking for and testing relationships or differences in data. |
| SLP 727 | Speech-Language Pathology Practice: Organization & Management | 2 | SLPD Concentration Courses | The primary professional focus for speech-language pathologists (SLPs) typicallyinvolves clinical practice; that practice can occur in a wide variety of settings, each withits own unique challenges and opportunities. This course explores current issues oforganization and ongoing management of SLP clinical practice, with an emphasis onadministration/organization/management of healthcare, school, and private practicesettings. |
| HPE 740 | Learning Theory & Design (Semester 3) | 3 | SLPD HPE-Concentration | This course incorporates a learner centered approach to course development and instructional delivery based on the best evidence of how people learn. Students will demonstrate both traditional and innovative instructional techniques and strategies for teaching in didactic settings based upon the evidence-base of best teaching practices. |
| HPE 670 -OR- HPE 752 | Concentration Elective, students required to complete one of the following (Semester 5): | SLPD HPE-Concentration | ||
| HPE 670 | Learning Assessment & Evaluation | 3 | SLPD HPE-Concentration | This course examines a variety of assessment models and techniques used to evaluate student classroom performance, student clinical performance, instructor performance andContent and dates are subject to change. Updated November 8, 2022 9educational programs. Students will design and execute assessment plans, interpret assessment data and develop continuous improvement plans. |
| HPE 752 | Curriculum Design for the Healthcare Professions | 3 | SLPD HPE-Concentration | Students will learn how effective health professions curricula must integrate the basic and clinical sciences, connect didactic to experiential learning, be competency-based and time-variable, include andragogic underpinnings and approaches of delivery, and create meaningful program outcomes and assessment opportunities that verify quality and excellence. In addition, timely issues such as the curricular incorporation of clinical experiences/education, the sociocultural aspects of healthcare, and pertinent accreditation issues and constraints for healthcare professions will be addressed. |
| HPE 760 | Instructional Technology: Design, Theory & Application (Semester 7) | 3 | SLPD HPE-Concentration | This course explores the history and theory of instructional technology used in educational settings. Focus is on identifying, discussing and comparing various instructional technology utilized in the design and delivery of online, blended, and traditional classroom learning environments. Best practices of current instructional technologies applied in higher education classrooms are systematically designed, created, shared, and reviewed. |
| Code | Course | Credits | Category | Description |
| NUR 550 | Scientific Underpinnings | 3 | MSN Core | This course explores the evaluation and application of scientific evidence and researchto nursing science. Students will demonstrate the ability to correctly evaluate researchdata based on levels and types of evidence. Students will be able to evaluate clinicalpractice guidelines using valid and reliable tools to determine which guidelines apply totheir specific practice, including cost, availability, and patient preference. |
| NUR 570 | Health Policy & Finance | 3 | MSN Core | This course will explore the principles of healthcare policy and finance for the advancedpractice nurse. Healthcare policy includes the impact of politics and legislative advocacyon healthcare and its delivery as it relates to access to care and diversity in populationsin the US and globally. The course will also explore the principal ways US healthcare isstructured and financed at the national, state, and local levels. Current and emergingissues and principles of business finance related to clinical care delivery will be analyzedusing case studies and participative learning experiences. Implications for advancedpractice leaders will be explored. |
| NUR 635 | Advanced Pharmacology | 3 | MSN Core | This course is designed to provide the advanced practice nurse with evidence-basedknowledge for the safe and appropriate pharmacotherapy in various settings and fordiverse populations across the lifespan. Basic and advanced pharmacology principles willbe applied to the prescribing and monitoring of agents/drugs utilized in health promotionand the treatment of conditions commonly encountered, including client education andlegal and ethical considerations. |
| NUR 656 | Advanced Pathophysiology | 3 | MSN Core | The course will focus on advanced physical assessment, communication, and diagnosticreasoning skills for the advanced practice nurse to care for individuals and families acrossthe lifespan. Skills obtained in this course will be used to analyze health and alterationsin health for individuals and families and prepare the student for independent practice. |
| NUR 654 | Advanced Health Assessment | 3 | MSN Core | This course is a system-focused pathophysiology course that includes advancedconcepts of functioning as it relates the family nurse practitioner’s ability to manage illnessacross the lifespan. Special attention will be given to advanced concepts that correlatewith clinical decisions related to diagnosis and therapeutic management. Genetic,environmental and lifestyle factors will also be included as they relate to the epidemiologyof disease. |
| NUR 710 | Quality Improvement & Evidence-Based Practice I | 4 | MSN Core | This course will focus on theory, methods and tools necessary for advanced practiceleaders to facilitate quality improvement (QI) in the healthcare setting. Emphasis on therole of Evidence-based Practice (EBP) and Evidence-based Management (EBM) in clinical and management decision making within quality improvement programs will beincluded. Analysis of economic, social and political issues that affect quality in today’shealthcare setting will be examined. |
| NUR 720 | Organizational Behavior Management & Informatics | 4 | MSN Core | Health professionals operate within various formal and informal organizations. In order todevelop and support initiatives that improve the nation’s health, professionals must utilizea broad set of organizational, leadership, and business skills. This course will focus onconcepts from organizational behavior and management that are essentials in meetingsuch initiatives. This course is also designed as a survey course for the advanced practicenurse to explore major existing and emerging technologies and their potential impact.Systems are addressed that support patient centered, safe, effective, timely, efficient andequitable care. An emphasis is placed on the role that information technology supportsthese systems and on development and use of technologies in 21st century healthcare.Electronic medical records (EMRs), patient safety systems and web-based patient andprofessional education are among the topics explored. |
| NUR 730 | Health Promotion & Prevention in Populations | 3 | MSN Core | This course will direct the student in the examination of published guidelines designed tointegrate and institute evidence-based clinical prevention and health services forindividuals, aggregates, and populations across the lifespan. |
| NUR 740 | Roles, Leadership, & Ethics | 3 | MSN Core | This course examines principles of leadership and role development of the advancedpractice nurse and incorporates ethical decision-making, interprofessional collaboration,and navigating evidence-based system changes. The exploration of leadership models,styles, strategies, and roles will provide a foundation for establishing professionalleadership goals. Examining practice regulations; professionalism and ethical practices;and interprofessional collaborations will provide a multi-dimensional view of the role andcontributions of the advanced practice nurse to safe, high-quality, and cost-effectivehealthcare. |
| NUR 770 | Transition to Practice with Capstone Portfolio | 3 | MSN Core | This final course in the master’s program will address issues associated with entry intopractice, including licensure, certification, credentialing, and contract negotiations. Thestudent will finalize an electronic portfolio of essential assignments from each coursetaken which will demonstrate completion of the advanced practice requirements, includingclinical hours and care across the lifespan. |
| FNP 710 | FNP Practicum I: Primary Care & Prevention | 3 | MSN FNP Courses | This course is the first clinical practicum in a series of three practicum courses in the FNPProgram that prepares the student for advanced nursing practice as family nursepractitioners. The three practicum courses should show patient interactions across thelifespan including pediatrics, adult, geriatrics and women’s health. Students will furthertheir skill development in the primary care of individuals and families across the lifespanwith acute and chronic conditions. Students are guided through the application processesfor recognition and certification as a family nurse practitioner. (180 clinical clock hours) |
| FNP 711 | FNP Focus I: Primary Care & Prevention | 3 | MSN FNP Courses | This course is the first clinical didactic in a series of three clinical didactic courses in theFNP Program that prepares the student for advanced nursing practice as family nursepractitioners. The three didactic courses will include lifespan care including pediatrics,adult, geriatrics and women’s health. Students will further their skill development in theprimary care of individuals and families across the lifespan with acute and chronicconditions. Students are guided through the application processes for recognition andcertification as a family nurse practitioner. |
| FNP 720 | FNP Practicum II: Adult & Geriatric | 3 | MSN FNP Courses | This course is the second of three practicum courses in the FNP Program that preparesthe student for advanced nursing practice as family nurse practitioners. The threepracticum courses should show patient interactions across the lifespan includingpediatrics, adult, geriatrics and women’s health. Students will further their skilldevelopment in the primary care of individuals and families across the lifespan with acuteand chronic conditions. Students are guided through the application processes forrecognition and certification as a family nurse practitioner. (180 clinical clock hours) |
| FNP 721 | FNP Focus II: Adult & Geriatrics | 3 | MSN FNP Courses | This course is the second clinical didactic in a series of three clinical didactic courses inthe FNP Program that prepares the student for advanced nursing practice as family nursepractitioners. The three didactic courses will include lifespan care including pediatrics,adult, geriatrics and women’s health. Students will further their skill development in theprimary care of individuals and families across the lifespan with acute and chronicconditions. Students are guided through the application processes for recognition andcertification as a family nurse practitioner. |
| FNP 730 | FNP Practicum III: Women & Children | 3 | MSN FNP Courses | This course is the third practicum course in the FNP Program that prepares students foradvanced nursing practice as family nurse practitioners. Students will further their skilldevelopment in the primary care of individuals and families across the lifespan with acuteand chronic conditions. Students are guided through the application processes forrecognition and certification as a family nurse practitioner. (180 clinical clock hours) |
| FNP 731 | FNP Focus III: Women & Children | 3 | MSN FNP Courses | This course is the third clinical didactic in a series of three clinical didactic courses in theFNP Program that prepares the student for advanced nursing practice as family nursepractitioners. The three didactic courses will include lifespan care including pediatrics,adult, geriatrics and women’s health. Students will further their skill development in theprimary care of individuals and families across the lifespan with acute and chronicconditions. Students are guided through the application processes for recognition andcertification as a family nurse practitioner. |
| PMH 650 | Assessment & Diagnosis of Psychiatric Disorders Across the Lifespan | 3 | MSN PMHNP Courses | This course explores the psychiatric assessment and diagnosis of psychiatric disorders.Learning focuses on advanced psychiatric assessment including the history of presentillness, psychiatric review of systems, psychiatric history, and mental status exam.Students will also learn about diagnosis, case formulation, and treatment planning. Thecourse explores the diagnostic criteria and codes of psychiatric disorders in the DSM-V. |
| PMH 660 | Psychotherapy Across the Lifespan | 3 | MSN PMHNP Courses | This course explores the theoretical foundations of psychotherapy and strategies toimplement evidence-based therapeutic modalities in advanced mental health nursingpractice. Learning focuses on a variety of psychotherapeutic modalities including andcovers the lifespan. |
| PMH 682 | Psychopharmacology | 3 | MSN PMHNP Courses | In this course, students focus on prescribing and monitoring psychopharmaceutical andalternative therapeutic agents in conditions commonly encountered by the psychiatric /mental health advanced practice nurse. This course focuses on advanced concepts inneuroscience, pharmacogenomics, pharmacodynamics, pharmacokinetics in the integration of evidence-based prescribing, as well as ethical and legal aspects ofpharmacotherapeutics. |
| PMH 708 | Practicum I: Adults & Older Adults | 3 | MSN PMHNP Courses | This course is the clinical companion to PMH 709 (didactic). In clinical settings, studentswill apply knowledge of advanced health assessment, psychopathophysiology,psychopharmacotherapeutics, and psychotherapy/therapeutic modalities in therecognition and management of acute and serious mental illness. The population ofinterest for this course is adult women and men and the older adult (65 plus years of age).Genetic, age, gender, and cultural influences will be considered as differential diagnosisand treatment plans are proposed and implemented. Laboratory findings, diagnosticstudies will be integrated into the plan of care. The physical, ethical, and social aspectsof providing mental health care to adults and aging adults will be incorporated into theplan of care. (180 clinical clock hours) Prerequisites: PMH 650, PMH 682 |
| PMH 709 | Focus 1: Adults & Older Adults | 3 | MSN PMHNP Courses | This course is the didactic companion to PMH 708 (clinical). Students will transferknowledge of advanced health assessment, psychopathophysiology,psychopharmacotherapeutics, and psychotherapy/therapeutic modalities to therecognition and management of acute and serious mental illness. The population ofinterest for this course is adult women and men and the older adult (65 plus years of age).Topics will include the genetic, age, gender, and cultural influences on psychiatric andmental health of older adults, as well as laboratory findings and diagnostic studies. Thephysical, ethical, and social aspects of providing mental health care to adults and agingadults will be explored. |
| PMH 718 | Practicum II: Children, Adolescents, Families | 3 | MSN PMHNP Courses | This course is the clinical companion to PMH 719 (didactic). In clinical settings, studentswill continue to apply knowledge of advanced health assessment,psychopathophysiology, psychopharmacotherapeutics, and psychotherapy/therapeuticmodalities in recognition and management of acute and serious mental illness, andmental health, most often seen in the pediatric and adolescent population aged 0-18years of age. Differential diagnoses and treatment plans will include genetic, age, gender,cultural influences and developmental milestones, as well as laboratory findings, anddiagnostic studies. Strategies and interventions in education, family support, andfacilitated family and group communication specific to mental health will be incorporatedinto the plan of care. (180 clinical clock hours) Prerequisites: PMH 650, PMH 682, PMH708 |
| PMH 719 | Focus II: Children, Adolescents, Families | 3 | MSN PMHNP Courses | This course is the didactic companion to PMH 718 (clinical). Students will continue toapply knowledge of advanced health assessment, psychopathophysiology,psychopharmacotherapeutics, and psychotherapy/therapeutic modalities in recognitionand management of acute and serious mental illness, and mental health, most often seen in the pediatric and adolescent population aged 0-18 years of age. Topics will includegenetic, age, gender, cultural influences and developmental milestones, as well aslaboratory findings, and diagnostic studies. Strategies and interventions in education,family support, and facilitated family and group communication specific to mental healthwill be included. |
| PMH 728 | Practicum II: Setting & Population Based Care | 3 | MSN PMHNP Courses | This course is the clinical companion to PMH 729 (didactic). In clinical settings, studentswill develop and apply knowledge in the recognition & management of acute and seriousmental illness to individuals, families, and groups in specific settings and populations.Settings include but are not limited to prisons, addiction and pain clinics, homes, andstudent health clinics. Populations include but are not limited to the marginalized orunderserved, e.g., homeless, immigrant, refugee, and veteran populations. Thesesettings and populations are unique to those experienced in previous clinical courses,giving the students exceptional patient-care experience in interprofessionalcommunication and resource procurement, and a broad range of application of evidencebased practice in the most current and critical of acute and serious mental illnessmanagement. (180 clinical clock hours) Prerequisites: PMH 650, PMH 682, PMH 718 |
| PMH 729 | Focus III: Setting & Population Based Care | 3 | PMHNP Courses | This course is the didactic companion to PMH 728 (clinical). Students will develop andapply knowledge in the recognition & management of acute and serious mental illness toindividuals, families, and groups in specific settings and populations. Settings include butare not limited to prisons, addiction and pain clinics, homes, and student health clinics.Populations include but are not limited to the marginalized or underserved, e.g.,homeless, immigrant, refugee, and veteran populations. These settings and populationsare unique to those experienced in previous courses, and focus on a broad range ofapplication of evidence-based practice in the most current and critical of acute andserious mental illness management. |
| ENP 712 | ENP Practicum I | 2 | MSN ENP Courses | This course is the clinical companion to ENP 713 (Didactic). This clinical practicum willfocus on caring for individuals across the lifespan with cardiovascular, pulmonary,infectious disease, immunology, oncology, and integumentary presentations inambulatory, urgent, and emergent settings. In clinical settings, students will apply knowledge of advanced health assessment, pathophysiology, pharmacotherapeutics,and non-pharmacotherapeutics while considering differential diagnoses. Treatment planswill include genetic, age, gender, and cultural influences, laboratory findings, diagnosticstudies, and procedures. Students will demonstrate the ability to collaborate andcommunicate with patients and the healthcare team, and professionalism in the role of anemergency nurse practitioner. (120 clinical clock hours) |
| ENP 713 | ENP Focus I | 3 | MSN ENP Courses | This course is the didactic companion to ENP 712 (Clinical). The course will focus oncare of individuals across the lifespan with cardiovascular, pulmonary, infectious disease,immunology, oncology, and integumentary presentations in ambulatory, urgent, andemergent settings. Students will be introduced to development of a differential diagnosislist, decision-making processes, patient management, and patient disposition, all whileconsidering professional, ethical, and legal aspects. Content includes evidence-basedguidelines for care, pathophysiology and pharmacology, and genetic, age, gender, andcultural influences. |
| ENP 722 | ENP Practicum II | 2 | MSN ENP Courses | This course is the clinical companion to ENP 723 (Didactic). This clinical practicum willfocus on caring for individuals across the lifespan with gastrointestinal, musculoskeletal,psychiatric, environmental, hematology, toxicology, and traumatic presentations inambulatory, urgent, and emergent settings. In clinical settings, students will applyknowledge of advanced health assessment, pathophysiology, pharmacotherapeutics,and non-pharmacotherapeutics while considering differential diagnoses. Treatment planswill include genetic, age, gender, and cultural influences, laboratory findings, diagnosticstudies, and procedures. Students will demonstrate the ability to collaborate andcommunicate with patients and the healthcare team, and professionalism in the role of anemergency nurse practitioner. (120 clinical clock hours) |
| ENP 723 | ENP Focus II | 3 | MSN ENP Courses | This course is the didactic companion to ENP 722 (Clinical). The course will focus oncare of individuals across the lifespan with gastrointestinal, musculoskeletal, psychiatric,environmental, hematology, toxicology, and traumatic presentations in ambulatory,urgent, and emergent settings. Students will be introduced to development of adifferential diagnoses list, decision-making processes, patient management, and patientdisposition, all while considering professional, ethical, and legal aspects. Content includesevidence-based guidelines for care, pathophysiology and pharmacology, and genetic,age, gender, and cultural influences. |
| ENP 732 | ENP Practicum III | 3 | MSN ENP Courses | This course is the clinical companion to ENP 733 (Didactic). This clinical practicum willfocus on caring for individuals across the lifespan with renal, genitourinary, reproductive,endocrine, neurologic, and head, eye, ear, nose, and throat system presentation inambulatory, urgent, and emergent settings. In clinical settings, students will applyknowledge of advanced health assessment, pathophysiology, pharmacotherapeutics,and non-pharmacotherapeutics while considering differential diagnoses. Treatment planswill include genetic, age, gender, and cultural influences, laboratory findings, diagnostic studies, and procedures. Students will demonstrate the ability to collaborate andcommunicate with patients and the healthcare team, and professionalism in the role of anemergency nurse practitioner. (180 clinical clock hours) |
| ENP 733 | ENP Focus III | 2 | MSN ENP Courses | This course is the didactic companion to ENP 732 (Clinical). The course will focus oncare of individuals across the lifespan with renal, genitourinary, reproductive, endocrine,neurologic, and head, eye, ear, nose, and throat system presentation in ambulatory,urgent, and emergent settings. Students will be introduced to development of adifferential diagnose list, decision-making processes, patient management, and patientdisposition, all while considering professional, ethical, and legal aspects. Content includesevidence-based guidelines for care, pathophysiology and pharmacology, and genetic,age, gender, and cultural influences. |
| Code | Course | Credits | Category | Description |
| PMH 650 | Assessment & Diagnosis of Psychiatric Disorders Across the Lifespan | 3 | PMHNP Courses | This course explores the psychiatric assessment and diagnosis of psychiatric disorders.Learning focuses on advanced psychiatric assessment including the history of presentillness, psychiatric review of systems, psychiatric history, and mental status exam.Students will also learn about diagnosis, case formulation, and treatment planning. Thecourse explores the diagnostic criteria and codes of psychiatric disorders in the DSM-V. |
| PMH 660 | Psychotherapy Across the Lifespan | 3 | PMHNP Specialty Courses | This course explores the theoretical foundations of psychotherapy and strategies toimplement evidence-based therapeutic modalities in advanced mental health nursingpractice. Learning focuses on a variety of psychotherapeutic modalities including andcovers the lifespan. |
| PMH 682 | Psychopharmacology | 3 | PMHNP Specialty Courses | In this course, students focus on prescribing and monitoring psychopharmaceutical andalternative therapeutic agents in conditions commonly encountered by the psychiatric /mental health advanced practice nurse. This course focuses on advanced concepts inneuroscience, pharmacogenomics, pharmacodynamics, pharmacokinetics in the integration of evidence-based prescribing, as well as ethical and legal aspects ofpharmacotherapeutics. |
| PMH 708 | Practicum I: Adults & Older Adults | 3 | PMHNP Specialty Courses | This course is the clinical companion to PMH 709 (didactic). In clinical settings, studentswill apply knowledge of advanced health assessment, psychopathophysiology,psychopharmacotherapeutics, and psychotherapy/therapeutic modalities in therecognition and management of acute and serious mental illness. The population ofinterest for this course is adult women and men and the older adult (65 plus years of age).Genetic, age, gender, and cultural influences will be considered as differential diagnosisand treatment plans are proposed and implemented. Laboratory findings, diagnosticstudies will be integrated into the plan of care. The physical, ethical, and social aspectsof providing mental health care to adults and aging adults will be incorporated into theplan of care. (180 clinical clock hours) Prerequisites: PMH 650, PMH 682 |
| PMH 709 | Focus 1: Adults & Older Adults | 3 | PMHNP Specialty Courses | This course is the didactic companion to PMH 708 (clinical). Students will transferknowledge of advanced health assessment, psychopathophysiology,psychopharmacotherapeutics, and psychotherapy/therapeutic modalities to therecognition and management of acute and serious mental illness. The population ofinterest for this course is adult women and men and the older adult (65 plus years of age).Topics will include the genetic, age, gender, and cultural influences on psychiatric andmental health of older adults, as well as laboratory findings and diagnostic studies. Thephysical, ethical, and social aspects of providing mental health care to adults and agingadults will be explored. |
| PMH 718 | Practicum II: Children, Adolescents, Families | 3 | PMHNP Specialty Courses | This course is the clinical companion to PMH 719 (didactic). In clinical settings, studentswill continue to apply knowledge of advanced health assessment,psychopathophysiology, psychopharmacotherapeutics, and psychotherapy/therapeuticmodalities in recognition and management of acute and serious mental illness, andmental health, most often seen in the pediatric and adolescent population aged 0-18years of age. Differential diagnoses and treatment plans will include genetic, age, gender,cultural influences and developmental milestones, as well as laboratory findings, anddiagnostic studies. Strategies and interventions in education, family support, andfacilitated family and group communication specific to mental health will be incorporatedinto the plan of care. (180 clinical clock hours) Prerequisites: PMH 650, PMH 682, PMH708 |
| PMH 719 | Focus II: Children, Adolescents, Families | 3 | PMHNP Specialty Courses | This course is the didactic companion to PMH 718 (clinical). Students will continue toapply knowledge of advanced health assessment, psychopathophysiology,psychopharmacotherapeutics, and psychotherapy/therapeutic modalities in recognitionand management of acute and serious mental illness, and mental health, most often seen in the pediatric and adolescent population aged 0-18 years of age. Topics will includegenetic, age, gender, cultural influences and developmental milestones, as well aslaboratory findings, and diagnostic studies. Strategies and interventions in education,family support, and facilitated family and group communication specific to mental healthwill be included. |
| PMH 728 | Practicum II: Setting & Population Based Care | 3 | PMHNP Specialty Courses | This course is the clinical companion to PMH 729 (didactic). In clinical settings, studentswill develop and apply knowledge in the recognition & management of acute and seriousmental illness to individuals, families, and groups in specific settings and populations.Settings include but are not limited to prisons, addiction and pain clinics, homes, andstudent health clinics. Populations include but are not limited to the marginalized orunderserved, e.g., homeless, immigrant, refugee, and veteran populations. Thesesettings and populations are unique to those experienced in previous clinical courses,giving the students exceptional patient-care experience in interprofessionalcommunication and resource procurement, and a broad range of application of evidencebased practice in the most current and critical of acute and serious mental illnessmanagement. (180 clinical clock hours) Prerequisites: PMH 650, PMH 682, PMH 718 |
| PMH 729 | Focus III: Setting & Population Based Care | 3 | PMHNP Specialty Courses | This course is the didactic companion to PMH 728 (clinical). Students will develop andapply knowledge in the recognition & management of acute and serious mental illness toindividuals, families, and groups in specific settings and populations. Settings include butare not limited to prisons, addiction and pain clinics, homes, and student health clinics.Populations include but are not limited to the marginalized or underserved, e.g.,homeless, immigrant, refugee, and veteran populations. These settings and populationsare unique to those experienced in previous courses, and focus on a broad range ofapplication of evidence-based practice in the most current and critical of acute andserious mental illness management. |
| NUR 635 | Advanced Pharmacology | 3 | PMHNP NP Core | This course is designed to provide the advanced practice nurse with evidence-basedknowledge for the safe and appropriate pharmacotherapy in various settings and fordiverse populations across the lifespan. Basic and advanced pharmacology principles willbe applied to the prescribing and monitoring of agents/drugs utilized in health promotionand the treatment of conditions commonly encountered, including client education andlegal and ethical considerations. |
| NUR 656 | Advanced Pathophysiology | 3 | PMHNP NP Core | The course will focus on advanced physical assessment, communication, and diagnosticreasoning skills for the advanced practice nurse to care for individuals and families acrossthe lifespan. Skills obtained in this course will be used to analyze health and alterationsin health for individuals and families and prepare the student for independent practice. |
| NUR 654 | Advanced Health Assessment | 3 | PMHNP NP Core | This course is a system-focused pathophysiology course that includes advancedconcepts of functioning as it relates the family nurse practitioner’s ability to manage illnessacross the lifespan. Special attention will be given to advanced concepts that correlatewith clinical decisions related to diagnosis and therapeutic management. Genetic,environmental and lifestyle factors will also be included as they relate to the epidemiologyof disease. |
| NUR 740 | Roles, Leadership, & Ethics | 3 | PMHNP NP Core | This course examines principles of leadership and role development of the advancedpractice nurse and incorporates ethical decision-making, interprofessional collaboration,and navigating evidence-based system changes. The exploration of leadership models,styles, strategies, and roles will provide a foundation for establishing professionalleadership goals. Examining practice regulations; professionalism and ethical practices;and interprofessional collaborations will provide a multi-dimensional view of the role andcontributions of the advanced practice nurse to safe, high-quality, and cost-effectivehealthcare. |
| Code | Course | Credits | Category | Description |
| NUR 635 | Advanced Pharmacology | 3 | MSN Core | This course is designed to provide the advanced practice nurse with evidence-basedknowledge for the safe and appropriate pharmacotherapy in various settings and fordiverse populations across the lifespan. Basic and advanced pharmacology principles willbe applied to the prescribing and monitoring of agents/drugs utilized in health promotionand the treatment of conditions commonly encountered, including client education andlegal and ethical considerations. |
| NUR 656 | Advanced Pathophysiology | 3 | MSN Core | The course will focus on advanced physical assessment, communication, and diagnosticreasoning skills for the advanced practice nurse to care for individuals and families acrossthe lifespan. Skills obtained in this course will be used to analyze health and alterationsin health for individuals and families and prepare the student for independent practice. |
| NUR 654 | Advanced Health Assessment | 3 | MSN Core | This course is a system-focused pathophysiology course that includes advancedconcepts of functioning as it relates the family nurse practitioner’s ability to manage illnessacross the lifespan. Special attention will be given to advanced concepts that correlatewith clinical decisions related to diagnosis and therapeutic management. Genetic,environmental and lifestyle factors will also be included as they relate to the epidemiologyof disease. |
| NUR 740 | Roles, Leadership, & Ethics | 3 | MSN Core | This course examines principles of leadership and role development of the advancedpractice nurse and incorporates ethical decision-making, interprofessional collaboration,and navigating evidence-based system changes. The exploration of leadership models,styles, strategies, and roles will provide a foundation for establishing professionalleadership goals. Examining practice regulations; professionalism and ethical practices;and interprofessional collaborations will provide a multi-dimensional view of the role andcontributions of the advanced practice nurse to safe, high-quality, and cost-effectivehealthcare. |
| FNP 710 | FNP Practicum I: Primary Care & Prevention | 3 | FNP Courses | This course is the first clinical practicum in a series of three practicum courses in the FNPProgram that prepares the student for advanced nursing practice as family nursepractitioners. The three practicum courses should show patient interactions across thelifespan including pediatrics, adult, geriatrics and women’s health. Students will furthertheir skill development in the primary care of individuals and families across the lifespanwith acute and chronic conditions. Students are guided through the application processesfor recognition and certification as a family nurse practitioner. (180 clinical clock hours) |
| FNP 711 | FNP Focus I: Primary Care & Prevention | 3 | FNP Courses | This course is the first clinical didactic in a series of three clinical didactic courses in theFNP Program that prepares the student for advanced nursing practice as family nursepractitioners. The three didactic courses will include lifespan care including pediatrics,adult, geriatrics and women’s health. Students will further their skill development in theprimary care of individuals and families across the lifespan with acute and chronicconditions. Students are guided through the application processes for recognition andcertification as a family nurse practitioner. |
| FNP 720 | FNP Practicum II: Adult & Geriatric | 3 | FNP Courses | This course is the second of three practicum courses in the FNP Program that preparesthe student for advanced nursing practice as family nurse practitioners. The threepracticum courses should show patient interactions across the lifespan includingpediatrics, adult, geriatrics and women’s health. Students will further their skilldevelopment in the primary care of individuals and families across the lifespan with acuteand chronic conditions. Students are guided through the application processes forrecognition and certification as a family nurse practitioner. (180 clinical clock hours) |
| FNP 721 | FNP Focus II: Adult & Geriatrics | 3 | FNP Courses | This course is the second clinical didactic in a series of three clinical didactic courses inthe FNP Program that prepares the student for advanced nursing practice as family nursepractitioners. The three didactic courses will include lifespan care including pediatrics,adult, geriatrics and women’s health. Students will further their skill development in theprimary care of individuals and families across the lifespan with acute and chronicconditions. Students are guided through the application processes for recognition andcertification as a family nurse practitioner. |
| FNP 730 | FNP Practicum III: Women & Children | 3 | FNP Courses | This course is the third practicum course in the FNP Program that prepares students foradvanced nursing practice as family nurse practitioners. Students will further their skilldevelopment in the primary care of individuals and families across the lifespan with acuteand chronic conditions. Students are guided through the application processes forrecognition and certification as a family nurse practitioner. (180 clinical clock hours) |
| FNP 731 | FNP Focus III: Women & Children | 3 | FNP Courses | This course is the third clinical didactic in a series of three clinical didactic courses in theFNP Program that prepares the student for advanced nursing practice as family nursepractitioners. The three didactic courses will include lifespan care including pediatrics,adult, geriatrics and women’s health. Students will further their skill development in theprimary care of individuals and families across the lifespan with acute and chronicconditions. Students are guided through the application processes for recognition andcertification as a family nurse practitioner. |
| Code | Course | Credits | Category | Description |
| ENP 712 | ENP Practicum I | 2 | ENP Courses | This course is the clinical companion to ENP 713 (Didactic). This clinical practicum willfocus on caring for individuals across the lifespan with cardiovascular, pulmonary,infectious disease, immunology, oncology, and integumentary presentations inambulatory, urgent, and emergent settings. In clinical settings, students will apply knowledge of advanced health assessment, pathophysiology, pharmacotherapeutics,and non-pharmacotherapeutics while considering differential diagnoses. Treatment planswill include genetic, age, gender, and cultural influences, laboratory findings, diagnosticstudies, and procedures. Students will demonstrate the ability to collaborate andcommunicate with patients and the healthcare team, and professionalism in the role of anemergency nurse practitioner. (120 clinical clock hours) |
| ENP 713 | ENP Focus I | 3 | ENP Courses | This course is the didactic companion to ENP 712 (Clinical). The course will focus oncare of individuals across the lifespan with cardiovascular, pulmonary, infectious disease,immunology, oncology, and integumentary presentations in ambulatory, urgent, andemergent settings. Students will be introduced to development of a differential diagnosislist, decision-making processes, patient management, and patient disposition, all whileconsidering professional, ethical, and legal aspects. Content includes evidence-basedguidelines for care, pathophysiology and pharmacology, and genetic, age, gender, andcultural influences. |
| ENP 722 | ENP Practicum II | 2 | ENP Courses | This course is the clinical companion to ENP 723 (Didactic). This clinical practicum willfocus on caring for individuals across the lifespan with gastrointestinal, musculoskeletal,psychiatric, environmental, hematology, toxicology, and traumatic presentations inambulatory, urgent, and emergent settings. In clinical settings, students will applyknowledge of advanced health assessment, pathophysiology, pharmacotherapeutics,and non-pharmacotherapeutics while considering differential diagnoses. Treatment planswill include genetic, age, gender, and cultural influences, laboratory findings, diagnosticstudies, and procedures. Students will demonstrate the ability to collaborate andcommunicate with patients and the healthcare team, and professionalism in the role of anemergency nurse practitioner. (120 clinical clock hours) |
| ENP 723 | ENP Focus II | 3 | ENP Courses | This course is the didactic companion to ENP 722 (Clinical). The course will focus oncare of individuals across the lifespan with gastrointestinal, musculoskeletal, psychiatric,environmental, hematology, toxicology, and traumatic presentations in ambulatory,urgent, and emergent settings. Students will be introduced to development of adifferential diagnoses list, decision-making processes, patient management, and patientdisposition, all while considering professional, ethical, and legal aspects. Content includesevidence-based guidelines for care, pathophysiology and pharmacology, and genetic,age, gender, and cultural influences. |
| ENP 732 | ENP Practicum III | 3 | ENP Courses | This course is the clinical companion to ENP 733 (Didactic). This clinical practicum willfocus on caring for individuals across the lifespan with renal, genitourinary, reproductive,endocrine, neurologic, and head, eye, ear, nose, and throat system presentation inambulatory, urgent, and emergent settings. In clinical settings, students will applyknowledge of advanced health assessment, pathophysiology, pharmacotherapeutics,and non-pharmacotherapeutics while considering differential diagnoses. Treatment planswill include genetic, age, gender, and cultural influences, laboratory findings, diagnostic studies, and procedures. Students will demonstrate the ability to collaborate andcommunicate with patients and the healthcare team, and professionalism in the role of anemergency nurse practitioner. (180 clinical clock hours) |
| ENP 733 | ENP Focus III | 2 | ENP Courses | This course is the didactic companion to ENP 732 (Clinical). The course will focus oncare of individuals across the lifespan with renal, genitourinary, reproductive, endocrine,neurologic, and head, eye, ear, nose, and throat system presentation in ambulatory,urgent, and emergent settings. Students will be introduced to development of adifferential diagnose list, decision-making processes, patient management, and patientdisposition, all while considering professional, ethical, and legal aspects. Content includesevidence-based guidelines for care, pathophysiology and pharmacology, and genetic,age, gender, and cultural influences. |
| Code | Course | Credits | Category | Description |
| DNP 650 | Epidemiology & Population Health | 3 | DNP Core | An overview of the healthcare delivery system and of the professional roles of practicing physical therapists. Students evaluate the interdisciplinary roles of medical and rehabilitation co-professionals and extenders, including, among others, medical doctors, nurses, physical, occupational and speech therapists, chiropractors, social workers, and physical therapist assistants. The history and development of modern-day physical therapy in the United States is examined in depth and includes the study of the collaborative nature of twenty-first century healthcare practice. General principles of human interaction, communication, and relationships are presented, including self, professional-patient, and interdisciplinary strategies for understanding adaptations to disease and disability. Students will be introduced to cultural competence and the importance it plays in physical therapy practice. (Lecture 3) |
| DNP 718 | Statistics & Evidenc-Based Practice II | 3 | DNP Core | This course will focus on evaluating available literature for inclusion in Evidence-basedPractice (EBP) within the healthcare system with emphasis on Evidence-basedManagement (EBM) in clinical and management decision making. The student will alsounderstand and interpret statistics within current research and quality improvementprojects to determine their application to practice. |
| DNP 725 | Scholarly Project 1: Project Formation | 4 | DNP Core | This course is the first of a 3-course series designed to assist students in the developmentof an evidence-based project. The scholarly project is the culminating learning experiencein the DNP program. Learning focuses on project planning including emphasis on projectmanagement, gathering evidence, developing vision/goals/outcomes for the project, andapplying theories/frameworks to structure the overall process. The IRB process will beindependent of the SP courses. |
| DNP 745 | Advanced Scientific Underpinnings | 3 | DNP Core | This course explores the theoretical foundations of practice, the conceptual models toimplementation research, and strategies to implement evidence- based approaches topractice. Learning focuses on the application of theory-directed design, implementation,and evaluation while applying evidence to transform healthcare systems. |
| DNP 750 | Scholarly Project II: Project Implementation | 4 | DNP Core | This course is the second of a 3-course series designed to integrate all previous coursework and experiences into the development of an evidence-based practice (EBP) project.In addition, this course will provide key information about the Institutional Review Boardprocess so that the student will be able to assure a safe and ethical environment for theproject participants. |
| DNP 775 | Scholarly Project III: Project Evaluation & Publication | 4 | DNP Core | This course is the third of a 3-course series to prepare and defend a system change projectincorporating classwork from throughout the program. Students will demonstrate theknowledge of the DNP essentials through the planning, development and implementationof the scholarly project. |
| DNP 811 | Scholarly Project IV: Project Continuation | 3 | DNP Core | This course is the fourth of a three series course to prepare and defend a system changeproject incorporating classwork from throughout the program. Students will demonstratethe knowledge of the DNP essentials through the planning, development andimplementation of the scholarly project. (Course can be repeated as A, B, C, etc. untilcompletion) |
| NUR 570 | Health Policy & Finance | 3 | DNP Core | This course will explore the principles of healthcare policy and finance for the advancedpractice nurse. Healthcare policy includes the impact of politics and legislative advocacyon healthcare and its delivery as it relates to access to care and diversity in populations inthe US and globally. The course will also explore the principal ways US healthcare isstructured and financed at the national, state, and local levels. Current and emergingissues and principles of business finance related to clinical care delivery will be analyzedusing case studies and participative learning experiences. Implications for advancedpractice leaders will be explored. |
| NUR 710 | Quality Improvement & Evidence-Based Practice | 4 | DNP Core | This course will focus on theory, methods and tools necessary for advanced practiceleaders to facilitate quality improvement (QI) in the healthcare setting. Emphasis on therole of Evidence-based Practice (EBP) and Evidence-based Management (EBM) in clinicaland management decision making within quality improvement programs will be included.Analysis of economic, social and political issues that affect quality in today’s healthcaresetting will be examined. |
| NUR 720 | Organizational Behavior Management & Informatics | 4 | DNP Core | Health professionals operate within various formal and informal organizations. In order todevelop and support initiatives that improve the nation’s health, professionals must utilizea broad set of organizational, leadership, and business skills. This course will focus onconcepts from organizational behavior and management that are essentials in meetingsuch initiatives. This course is also designed as a survey course for the advanced practicenurse to explore major existing and emerging technologies and their potential impact.Systems are addressed that support patient centered, safe, effective, timely, efficient andequitable care. An emphasis is placed on the role that information technology supportsthese systems and on development and use of technologies in 21st century healthcare.Electronic medical records (EMRs), patient safety systems and web-based patient andprofessional education are among the topics explored. |
| NUR 730 | Nursing Promotion &Prevention in Populations | 3 | DNP Core | This course will direct the student in the examination of published guidelines designed tointegrate and institute evidence-based clinical prevention and health services forindividuals, aggregates, and populations across the lifespan. |
| NUR 740 | Roles, Leadership, & Ethics | 3 | DNP Core | This course examines principles of leadership and role development of the advancedpractice nurse and incorporates ethical decision-making, interprofessional collaboration,and navigating evidence-based system changes. The exploration of leadership models,styles, strategies, and roles will provide a foundation for establishing professionalleadership goals. Examining practice regulations; professionalism and ethical practices;and interprofessional collaborations will provide a multi-dimensional view of the role andcontributions of the advanced practice nurse to safe, high-quality, and cost-effectivehealthcare. |
| DNP 665 | Clinical Leadership I: Advanced Clinical Pharmacology | 3 | DNP Clinical Leadership | This course is designed to build on Advanced Pharmacology with a focus on clinicalapplications of pharmacotherapeutics for special and vulnerable populations, includingsocial, legal, and ethical considerations. Students will also explore the impact ofpharmacogenetics and pharmacogenomics on prescribing in clinical practice, includingconcepts of genetics and application of genomics to individualizing pharmacotherapeutics. |
| DNP 715 | Clinical Leadership II: Clinical Focus | 3 | DNP Clinical Leadership | This course explores the process of clinical leadership within the context of evaluatingevidence-based practice, system processes, evaluating outcome measurements,interprofessional communication, and evaluation of patient outcomes. Students willparticipate in a practicum to investigate advanced levels of systems thinking, clinicaljudgement, healthcare deliverance, and improving patient outcomes. This course includesa 60 hours clinical leadership immersion residency designed to prepare the students for acareer in clinical leadership. (60 practicum hours) |
| DNP 765 | Clinical Leadership III: Internship in the Clinical Setting | 3 | DNP Clinical Leadership | This course explores the process of clinical leadership within the context of applyingevidence-based practice, implementing practice change, evaluating outcomemeasurements, interprofessional collaboration, disseminating practice based scholarship,systems change, and patient outcome improvement’. Students will participate in apracticum to perform advanced levels of systems thinking, clinical judgement, healthcaredeliverance, and improving patient outcomes. This course includes a 60 hours clinicalleadership immersion residency designed to prepare the students for a career in clinicalleadership. (60 practicum hours) |
| DNP 666 | Executive Leadership I: Regulatory | 3 | DNP Executive Leadership | This course is designed to provide the advanced practice nurse with an understanding ofstate and federal political advocacy and its impact on practice regulation and healthcaredelivery. Innovation and leadership are incorporated into the examination of the policymaking processes to influence state and federal regulatory changes. Students will explorestate and federal legislative agendas; legislative bill interpretation and drafting; legislativemonitoring and lobbying; and providing testimony for regulatory issues related to practice and healthcare delivery. Students will discuss the future of political advocacy for theadvanced practice nurse through an examination of current issues that impact practiceand healthcare both nationally and globally. |
| DNP 716 | Executive Leadership II: Fundamental of Leadership | 3 | DNP Executive Leadership | This course explores the art and science of leadership. Each student will explore theircurrent leadership skills and apply current theories. Through the coursework, the studentwill be exposed to multiple styles of leadership used within the healthcare setting andreframe their leadership style based on what fits into their value system and systemstructure. |
| DNP 766 | Executive Leadership III: Internship in the Executive Setting | 3 | DNP Executive Leadership | This course provides a 60 hour immersion residency with emphasis on advancing theknowledge, skills, and expertise required for the executive leader to influence change incomplex healthcare systems and regulatory settings. This course further refinescompetencies related to evidence based practice, leadership, and advocacy to preparestudents for executive leadership roles. (60 practicum hours) |
| Code | Course | Credits | Category | Description |
| AG 716 | Neurodegenerative Disease: Addressing Participation in Occupation | 3 | OTD Aging | This course will require students to examine current and emerging best practices for addressing participation in occupation for an older adult experiencing a neurodegenerative disease process. This course requires students to explore the role of occupational therapy on promoting participation in occupation for the aging population. Neurological diseases covered within this course include Alzheimer’s disease, Parkinson’s disease, and polyneuropathies. Students will engage in critical reasoning within forum discussions, analyzing intervention strategies, and development of a clientbased case study. |
| AG 726 | Examing Occupational Therapy's Role in Productive Aging | 3 | OTD Aging | This course offers students the opportunity to explore and critically analyze evidence associated with current and emerging areas of occupational therapy practice addressing the occupational performance needs of older adults. This course will analyze the current evidence-based interventions related to falls prevention, home safety, and environmental modifications to support aging-in-place. During this course, students will have the opportunity to develop a critically appraised paper and a client-based case study. |
| AG 738 | Application of Evidence for the Provision of Care for Persons with Dementia | 3 | OTD Aging | This new course will provide the opportunity for students to examine issues and evidence related caring for persons with dementia including non-pharmacologic intervention approaches, theoretical frameworks, environmental modification, caregiver education and their application in different clinical settings. Students will engage in clinical reasoning to understand and evaluate the complexities of addressing the need to promote participation and to optimize quality of life for persons with dementia. Students will utilize evidence-based practice guidelines (such as those developed by the American Occupational Therapy Association) to develop a client-based case study. |
| AST 716 | Assistive Technology Taxonomy and Evaluation | 3 | OTD Assistive Technology | This course requires students to explore the role of occupational therapists in assistive technology in both the educational and medical profession. Theoretical frameworks are reviewed to guide the application of assistive technology for children and adults with disabilities across various environmental contexts in addition to exploration of specialized clinical competencies. Students will review assistive technology taxonomy and theoretical framework that will guide the assistive technology assessment process. Strategies for assessment include identifying area of need, evaluating consumer skills and personal preferences, assessing environmental factors, and selecting technology systems. |
| AST 726 | Assistive Technology Intervention & Environment Modifications | 3 | OTD Assistive Technology | This course requires students to explore the role of occupational therapists in assistive technology interventions and environmental modifications across various environmental contexts. Focus will be on analyzing assistive technology products/devices and features matched to the needs and personal preferences of clients and evidence-based research outcomes. Specific assistive technology areas to be discussed include technology for learning disabilities, computer access, cognitive aids, augmentative and alternativecommunication devices, sensory aides, electronic aides to daily living, andenvironmental modifications. |
| AST 736 | Assistive Technology Implementation and Outcome Studies | 3 | OTD Assistive Technology | This course requires students to synthesize information from the assistive technology assessment and tool features matched to the clients’ needs to develop an implementation strategy for successful assistive technology use. Focus will be on development and implementation of an assistive technology plan and coordination of care across environmental contexts, identifying measurable outcomes for progress, training clients and care team, follow-up, and documentation. Students will analyze outcome studies on assistive technology effectiveness and incorporate evidence-based research, and clinical practice guidelines into assistive technology practice. |
| HLA 670 | Organizational Behavior & Management in Healthcare | 3 | OTD Leadership | This course supports knowledge of the theories of organizations, the use of leadership, management processes, and organizational structures and outcomes. Specific topics include governance, strategic management and marketing, human resources management, recruiting, training, process improvement, management theory, and employee wellbeing. This course is designed for future managers and leaders of healthcare organizations and those who expects to have extensive involvement with each from the perspective buyers, insurers, or policymakers. The course provides students with knowledge about how the best healthcare provider organizations deliver high quality, cost-effective healthcare, how the response to their environment, and how they reach and implement decisions about future activities. |
| HLA 740 | Psychiatry Diagnostics & Therapeutics II | 3 | OTD Leadership | This course will train healthcare leaders to implement or teach principles of delivering better healthcare at lower costs through improving clinical and non-clinical processes. This course will introduce methods and tools for conducting quality improvement projects. Also discussed will be methods of health services research, teams and Content and dates are subject to change. teamwork, outcome measurement, & medical informatics. A key learning experience of this course will be developing and implementing a quality improvement project. |
| HPE 670 | Learning Assessment & Evaluation | 3 | OTD Education | This course examines a variety of assessment models and techniques used to evaluate student classroom performance, student clinical performance, instructor performance and educational programs. Students will design and execute assessment plans, interpret assessment data and develop continuous improvement plans |
| HPE 740 | Learning Theory & Design | 3 | OTD Education | This course incorporates a learner-centered approach to course development and instructional delivery based on the best evidence of how people learn. Students will demonstrate both traditional and innovative instructional techniques and strategies for teaching in didactic settings based upon the evidence-base of best teaching practices. |
| HPE 760 | Instructional Technology: Design, Theory & Application | 3 | OTD Education | This course will focus on increasing the student’s awareness of the latest trends in education including the concept of the flipped classroom, the use of technology in teaching and learning, learning management systems and program design (hybrid, distant, and traditional classrooms). The student will explore various teaching methods (lectures, small group discussions and group task-oriented work, student led learning, guided inquiry, seminar, etc.) and managing student concerns to allow for facilitating continued learning. |
| HS 714 | Scientific/Professional Writing | 1 | OTD Core Courses | This pass/fail course reviews PubMed, Index Medicus, other search methodologies, American Psychological Association editorial format, the composition of a scientific/professional manuscript, and the style of Scientific/professional writing, its construction and formats. |
| HS 720 | Survey of Qualitative Research | 3 | OTD Core Courses | This course introduces the student to qualitative research methods and their applications to problems and phenomena in healthcare. Emphasis is placed on the appropriate use and differences of qualitative methods, their philosophical underpinnings, and application to clinical issues. |
| HS 770 | Research Practicum | 1-2 | OTD Core Courses | Faculty-directed clinical, basic, or applied research practicum, which may include but not limited to review of literature preparation, human subjects committee proposal development, data collection, and presentation/manuscript preparation. Graded Pass/Fail. (Optional course. May be taken in substitution for another course, with Program Director’s approval. May be repeated up to 4 credits.) |
| HT 718 | Seminar for Upper Extremity Specialists | 3 | OTD Hand Therapy | The focus of this course is Motivational Interviewing (MI) for advanced graduate-level students. Learners will be provided with a comprehensive review of MI as a personcentered therapeutic modality, its clinical application to a wide range of behavioral and psychological conditions involving diverse clinical settings and populations across the life span. Learners will receive access to online therapy supervision asynchronously from a licensed mental health therapist while they complete 500 hours of clinical practice at their current location of employment. Learners will conduct systematic and continuous process and outcome measurements during their practical application of established psychotherapeutic methods and procedures. This course will include proctored case scenarios and real-time audio-visual patient/client interactions to promote mastery of the course material. Learners will receive instructive feedback through evidence-based clinical supervision models that include session recording, transcription, and analysis. |
| HT 726 | Evidence-Based Concepts of Radiographic Imaging | 3 | OTD Hand Therapy | This course focuses on the “gold-standard” of contemporary psychotherapy practice, Cognitive-Behavior Therapy (CBT), for advanced graduate students. Learners will be guided through a comprehensive review of CBT based on the theoretical models and strategies proposed by CBT pioneers, Aaron and Judith Beck. Learners will receive access to online therapy supervision asynchronously from a licensed mental health therapist while they complete 500 hours of clinical practice at their current location of employment. The learner will expand their proficiency in clinical case formulation and the therapeutic application of CBT in a variety of clinical settings with diverse populations (individuals/families and groups) across the lifespan. This course will incorporate clinical conceptualizations, reflective strategies, practice exercises, interactive videos, and case examples to stimulate learner skill acquisition, fostering needed social, cognitive, behavioral, and affective change in clients/patients. This course will include proctored case scenarios and real-time audio-visual client/patient interactions to promote mastery of the course material. Learners will receive instructive Content and dates are subject to change. 17 feedback through evidence-based clinical supervision models that include session recording, transcription, and analysis. Prerequisite: PMH 790 |
| HT 736 | Advanced Concepts in Hand Therapy Evidence-Based Practice | 3 | OTD Hand Therapy | This optional 1-credit course is an extension of the applied scholarly project and may be used by a student who has not completed the full ASP by the end of ASP III. During this course, students continue to work with program faculty to complete all necessary components of the project. (Optional course; students may choose to extend their program of study by one (1) semester. Not included in total required credits or program tuition.) |
| LD 718 | Essentials of Practice Management & Administration | 3 | OTD Leadership | This course will allow the student to explore the foundations associated with designing, promoting, and leading a healthcare organization. The course will offer instruction regarding the following principles: financial planning; budgeting, marketing/branding; strategic planning, space designing, and core principles associated with developing and or leading a healthcare organization. The student will utilize current best evidence and clinical practice guidelines in establishing business planning principles for owning oroperating a healthcare organization. Students will engage in critical reasoning within forum discussions and through the development of an executive business summary. |
| OTD 710 | Evidence-based Practice | 3 | OTD Core Courses | This course prepares occupational therapists with knowledge, skills and abilities necessary to make independent judgments about the validity of clinical research and to implement evidence-based clinical practice in their careers. This course will focus on the concepts and process of evidence-based practice with emphasis on forming answerable clinical questions, utilizing effective literature search strategies, and incorporating methods to organize the literature. Students will learn how to dissect a research study and interpret the data, statistics and results reported in scientific literature as it relates to occupational therapy practice. Based on didactic information, presentation of case scenarios, and clinical experience, students will be required to formulate clinical questions, rapidly search medical and health-related databases, critically appraise evidence, and describe application of evidence in a clinical context. |
| OTD 712 | Quantitative Inquiry | 3 | OTD Core Courses | This course provides an overview of research design from the perspective of the hierarchy of levels of evidence. Students will examine common designs of studies in terms of problem statements, question formulation, methodological features, andsignificance of findings for application in practice. The course will prepare students to judge evidence based on: 1) reliability and validity of diagnostic tests, standardized assessments and outcome measures 2) effectiveness of clinical interventions for a client; population or organization; 3) natural history of health-related conditions; and 4) risk of harm from select preventative and therapeutic interventions. Quantitative article critiques will be conducted to strengthen students’ abilities to analyze the relationship between research question and study design to facilitate understanding of how evidence informs practice. Prerequisites: OTD 710, HS 720. |
| OTD 714 | Capstone Project I | 2 | OTD Capstone | This course launches student towards the initiation of the Capstone Project. Constructs examined in this course build upon foundational course and challenge students to demonstrate commitment to being/becoming practice-scholars. Through continued scholarly discourse, self-reflection, and examination of knowledge translation/transfer as a consequence of evidence-based practice, students formulate the proposal for the Capstone Project. Students generate a working draft for presentation on campus to receive peer and instructor feedback to further refine Capstone Project proposal. Instructor reviews parameters for: options for project, expected rigor, deliverables, impact of project on healthcare and occupational therapy and the process to optimize successful completion. Students conclude course with approval of project proposal by the Graduate Program Director or Designee. Prerequisites: OTD 710, HS 714, HS 720 |
| OTD 716 | Healthcare Advocacy: Policy, Legal, & Ethical Context | 2 | OTD Advanced Practice Concentration | This course raises awareness of important policy, legal and ethical issues affecting the domain and process of occupational therapy. The course examines evidence supporting ways to advocate for others as leaders in healthcare and to self-advocate to function within an ethical decision-making framework. Emphasis is placed upon a) gaining awareness of efforts to empower clients [i.e., person, population or organization] to seek and obtain resources to fully participate in occupations, b) exploring methods to influence policy change and c) examining strategies to identify, manage and reduce risk of legal and professional ethical problems. |
| OTD 724 | Educating in Occupational Therapy | 3 | OTD Advanced Practice Concentration | This course provides students with foundational knowledge of best evidence associated with teaching and learning in clinical and academic settings. Knowledge will be applied in modules to offer students opportunities to explore how best to teach clients [i.e., person, population, or organization], professional peers and students in academic or clinical settings. Overall content aims to expose students to a range of educational delivery mechanisms and to basics of policies and procedures per educational setting. Course will require creation of an evidence-based learning module and assessment of learning for a targeted audience. Prerequisites: OTD 710, OTD 712 |
| OTD 730 | Community Based Practice: Emerging Rolesfor Occupational Therapy in Healthcare | 3 | OTD Core Courses | Building on prior courses reflecting evidence-based practice and occupational therapy principles and practice, this course emphasizes principles of program development and evaluation. Course exposes students to research associated with emerging roles for occupational therapists in health promotion, prevention and primary care. Students are challenged to conceptualize how occupational therapy can meet growing societal needs in the context of population health issues and initiatives, an occupational justice framework and models of behavior change. Mechanisms of program development such as feasibility study, proposal preparation, grant writing and business planning will bereviewed along with topics associated with reimbursement, basic survey design and program evaluation. Students will choose a program approach and target population; appraise the state of the evidence in selected realm and generate an evidence-basedexecutive summary of a program that promotes the profession of occupational therapy as contributing to meeting the designated population’s occupational needs. Prerequisites: OTD 710, OTD 712, OTD 714, HS 720 |
| OTD 732 | Capstone Project II | 2 | OTD Capstone | This course continues the student towards the implementation of the Capstone Project proposal. The instructors/mentors’ students through the parameters of the established capstone proposal including the type of project, expected rigor, implementation strategy and process, deliverables, impact of project on healthcare and occupational therapy and the process to optimize successful completion in OTD 742. Supervision and mentorshiprelated to the implementation of development, data gathering, and clinical scholarship are provided. Students conclude course and proceed to OTD 742 with approval of project proposal by the Graduate Program Director or Designee. Prerequisites: OTD 710, OTD 712, OTD 714, HS 720 |
| OTD 734 | Use, Design & Implementation of Evidence-Based Practice Guidelines | 2 | OTD Advanced Practice Concentration | This course focuses on the role of evidence-based and/or clinical guidelines as a means of applying best-available evidence at the point of care. Course content is structured in terms of use of existing evidence-based guideline for case-based care planning,creation of a clinically relevant guideline or best evidence statement and implementation of evidence-based guidelines or processes into a department or system. Students apply steps of evidence-based practice, contemplate literature on overcoming barriers to evidence-based practice, and critically reflect upon stories of exemplars of evidence-based practice. Course aims to arm students with mindset and tools to exert change in practice and to justify occupational therapy’s contribution to the public’s health. Prerequisites: OTD 710, OTD 712, OTD 714, HS 720 |
| OTD 740 | Leadership as an Occupation | 2 | OTD Advanced Practice Concentration | This course examines current research and practices of leadership. Students examine the influence of emerging technologies, shifting accountabilities between providers and consumers, health care reform and occupational therapy’s Vision 2025 in relation to evolving leadership principles and characteristics. Evidence-based tools are analyzed for their contribution to developing leadership as a meaningful activity. Issues of change, creativity and innovation, inter-professional collaboration, leadership delivery models, self-mastery, professional integrity, credibility and other leadership-relatedconcepts are themes that underpin the course. Special emphasis is placed upon selfexploration of intentions for leading in health and human service beyond degree conferral. Prerequisites: OTD 710, OTD 712, OTD 714, HS 720 |
| OTD 742 | Capstone Project III | 3 | OTD Capstone | Students complete a Capstone Project reflecting the synthesis and application of evidence-based practice and occupational therapy principles learned within the RMUoHP Post-Professional OTD curriculum. The Capstone Project demonstratesachievement of GPD-approved*, student-generated learning outcomes and a product of practice/clinical scholarship that informs occupational therapy practice. The quality of the Capstone Project shall meet high standards for professional presentation and illustrate application of best available evidence and integration of curricular content. The course requires students to engage with peers online for constructive feedback and accountability. Students submit and present a summation of the Capstone Project in the form of a “virtual” professional poster according to parameters outlined during class to peers and instructors by end of course. Students conclude the course with final reflections upon the learning process. Prerequisites: OTD 710, OTD 712, OTD 714, OTD 732, HS 720 |
| PED 718 | Examining Occupational Therapy’s Role with Children & Youth | 3 | OTD Pediatrics | This course offers students the opportunity to explore and analyze evidence associated with current and emerging areas of occupational therapy practice addressing the occupational performance needs of children and youth. This course will analyze the current Pediatric Frames of References and best evidence available to guide occupational therapists in the evaluation and intervention process to provide contemporary and innovative occupational therapy services to children and youth in diverse environments. During this course, students will have the opportunity to develop a professional presentation and write a case study treatment plan. |
| PED 728 | Pediatric Occupational Therapy Service Delivery: School-Based Services, Medical Practices, & the Community | 3 | OTD Pediatrics | This new course will explore the environmental context of occupational therapy services for children and youth. Students will discuss laws governing occupational therapy services in both school-based and medical/private practice settings. Students will utilize evidence-based practice and relevant clinical practice guidelines within the setting discussed and analyze outcome effectiveness of occupational therapy services. Students will use critical reasoning to compare and contrast service delivery systems including early intervention, school-based services, medical practices, and community service delivery. A program service evaluation or client-based case study will allow students to synthesize new learning. |
| PED 738 | Sensory Processing, Social, & Behavioral Disorders: Addressing Participation in Occupation | 3 | OTD Pediatrics | This course requires students to explore the role of occupational therapy on promoting participation in occupation for children with sensory processing, social, and behavioral needs. Focus will be on analysis of current diagnostic criteria and critically questioning and appraising the state of current and emerging evidence on assessments, outcome measures and intervention to promote best practices for children and youth. Diagnoses covered within this course include sensory processing disorder, autism, ADHD, and anxiety. Students will engage in critical reasoning within forum discussions, analyzing intervention strategies, and developing a client-based case study. |
| WE 700 | Theories of Behavior Change | 3 | OTD Health & Wellness | This course explores health promotion and wellness, social determinants of health, health education, and public health programs. The theoretical basis and the evidence supporting health and wellness coaching will be discussed. Theories of behavior change and wellness coaching will be evaluated. Coaching strategies to be developed include motivational interviewing, appreciative inquiry, and positive psychology. Focus will be placed on developing one-on-one practical coaching skills while emphasizing ethical and legal practice considerations. Several synchronous sessions are required. |
| WE 710 | Theories & Application of Wellness Coaching | 3 | OTD Health & Wellness | This course explores the theoretical basis and the evidence supporting health and wellness coaching. The concept and structure of the coaching approach for facilitating sustainable behavior change is examined. The major tenets of coaching strategies including motivational interviewing, appreciative inquiry, and positive psychology are explained and practiced. The coaching process is emphasized with focus placed on developing one-on-one practical coaching skills. Several synchronous sessions are required. |
| WE 711 | Advanced Wellness Coaching | 3 | OTD Health & Wellness | This course provides an opportunity to practice and develop the health/wellness coaching competency required for teaching and practicing coaching. Knowledge and Content and dates are subject to change. skills developed in prerequisite courses are synthesized and expanded. Emphasis is placed on the application of coaching skills, and practice sessions with feedback are included. Also included is the business of health/wellness coaching including ethics and legalities. A practical skills exam and several synchronous sessions are required. (Prerequisite: WE 710 Theories & Application of Wellness Coach |
| Code | Course | Credits | Category | Description |
| HS 710 | Evidence-Based Practice | 3 | PhD Health Sciences Core Courses | This course is designed to prepare healthcare professionals with the knowledge, skills and abilities necessary to make independent judgments about the validity of clinical research and to implement evidence-based clinical practice in their careers. This course will focus on the concepts of evidence-based practice with emphasis on forming answerable clinical questions and effective literature search strategies. The evaluative approach to appraising the research literature will prepare the students to judge the evidence on: 1) the accuracy and validity of diagnostic tests and the application of important diagnostic tests in the care of a specific patient; 2) the effectiveness of clinical interventions; 3) the natural history of health-related conditions; 4) risk of harm from select preventative and therapeutic interventions. Based on presentation of case scenarios, students will be required to formulate the key question(s), rapidly search medical and health-related databases, appraise the evidence with a critical analysis and describe application of the evidence in a clinical context. |
| HS 712 | Research Methods: A Quantitative Approach | 3 | PhD Health Sciences Core Courses | This course provides an introduction to general research principles and research ethics. The student will be introduced to the following topics in the research process: question formulation, principles of measurement, basic design and methodological features, issues of reliability and validity, and fundamentals of conducting a literature review. A quantitative article critique will be conducted in class and outside of class. The class format will include lecture, small group discussion, and practice. |
| HS 714 | Scientific/Professional Writing | 1 | PhD Health Sciences Core Courses | This pass/fail course reviews PubMed, Index Medicus, other search methodologies, American Psychological Association editorial format, the composition of a scientific/professional manuscript, and the style of Scientific/professional writing, its construction and formats. |
| HS 720 | Survey of Qualitative Research | 3 | PhD Health Sciences Core Courses | This course introduces the student to qualitative research methods and their applications to problems and phenomena in healthcare. Emphasis is placed on the appropriate use and differences of qualitative methods, their philosophical underpinnings, and application to clinical issues. |
| HS 722 | Biostatistics I | 3 | PhD Health Sciences Core Courses | The purpose of this course is to introduce the student to biostatistics, the science of evaluating information in a biological setting. Such topics as simple descriptive statistics, basic probability concepts, probability distributions (normal & binomial), sampling distributions, correlations, regression, t-tests and one-way ANOVA testing. |
| HS 730 -OR- HS 727 | Students choose one of the following: | PhD Health Sciences Core Courses | ||
| HS 730 | Epidemiologic Methods‡ | 3 | PhD Health Sciences Core Courses | This course will introduce the student to important epidemiological methodology/concepts commonly used in evidence-based practice/medicine. The course will focus on the common observational designs, and common measures of disease frequency, risk association, and validity of diagnostic tests. The use and construction of receiver operating curves will be discussed. The course will also include an introduction into logistic regression and survival analysis methods in how they apply to disease outcomes/disorders. Students will conduct and apply basic epidemiological concepts using statistical software, and learn how to design and develop. The student will be provided with information to aid in data collection and management. Prerequisite: HS 710. |
| HS 727 | Survey Research‡ | 3 | PhD Health Sciences Core Courses | This course will familiarize students with theory and application of survey research design and methods with integration of a mixed methods approach. Students will learn the principles and practices of conducting survey research including: accounting for and reducing sources of error, designing appropriate sampling strategies, assessing the reliability and validity of self-constructed questionnaires and interview protocols, administering surveys through various means and analyzing and reporting results of survey research. How to integrate qualitative inquiry with survey research to develop and conduct a mixed method study including writing results will be emphasized. Pre-requisite: HS 720 (Note: Course may be taken as either a core course, or as an elective research course) |
| HS 732 -OR- HS 734 | Students choose one of the following: | PhD Health Sciences Core Courses | ||
| HS 732 | Biostatistics II‡ | 3 | PhD Health Sciences Core Courses | The purpose of this course is to build upon the topics introduced in Biostatistics 1. This course will cover such topics as factorial ANOVA, ANCOVA, MANOVA, multiple linear regression and non-parametric group comparisons. Prerequisite: HS 722. (Note: Course may be taken as either a core course, or as elective research course) |
| HS 734 | Qualitative Research II‡ | 3 | PhD Health Sciences Core Courses | This course is the second in a two-course sequence on qualitative research methods that extends and elaborates on the topics covered in HS 720. Major approaches used in conducting qualitative research and the application of these methods to problems and phenomena in healthcare will be examined. The emphasis of the course is on the collection, management, analysis, and interpretation of qualitative data. Exploration and application of topics such as sampling, interviewing and observation techniques, data analysis methods, and reporting of qualitative research will be addressed. Evaluation and critique of research studies utilizing qualitative methods will also be examined. Prerequisite: HS 720. (Note: Course may be taken as either a core course, or as elective research course) |
| HS 740 | Teaching & Learning Theory | 3 | PhD Health Sciences Core Courses | This course incorporates a learner centered approach to course development and instructional delivery based on the best evidence of how people learn. Students will demonstrate both traditional and innovative instructional techniques and strategies for teaching in didactic and clinical settings based upon the evidence-base of best teaching practices. |
| HS 762 | Literature Review, Analysis, & Synthesis | 3 | PhD Health Sciences Core Courses | This course provides the student with skill sets to conduct a literature search, analysis and synthesis on a selected research topic complimentary of their dissertation. Research will be systematically selected based upon quality of design/methods, relevance to proposed dissertation/study instruments and linkage to research hypothesis/questions. Submission of a synthesis paper with literature summary table will be included. |
| HS 800 | Dissertation Prep I | 3 | PhD Health Sciences Core Courses | The conduct of scientific inquiry requires careful planning and forethought to assure the eventual implementation of a study will successfully result in interpretable and meaningful measurements and that valid conclusions may be drawn. This course will provide students with the necessary background and experience to formulate a clearly delineated hypothesis/research question-driven dissertation prospectus that can be used to convince funding agencies and/or doctoral committees to support the study. Emphasis will be placed on developing a clear background, scientific/clinical rationale, and hypothesis/research question along with the start of a methods section and strategies to form a dissertation committee. In addition, this course will provide key information about the responsible conduct of research, the informed consent process, and the Institutional Review Board process so the student will be able to design a safe and ethical environment for their volunteer subjects. Prerequisite: HS 762 |
| HS 810 | Dissertation Prep II | 3 | PhD Health Sciences Core Courses | This course is a continuation of HS800 Dissertation Prep I where students will finalize their written prospectus. Students will continue securing dissertation committee commitments and be prepared to defend a mock prospectus defense via presentation while on campus. Students prepare for the Institutional Review Board process by completing the CITI Human Subjects Research course, becoming familiar with the online submission platform, and drafting informed consent documents. Pre-requisite: HS 800 |
| HS 727 | Survey Research‡ (if not taken in core) | 3 | PhD-Elective-Research-Courses | This course will familiarize students with theory and application of survey research design and methods with integration of a mixed methods approach. Students will learn the principles and practices of conducting survey research including: accounting for and reducing sources of error, designing appropriate sampling strategies, assessing the reliability and validity of self-constructed questionnaires and interview protocols, administering surveys through various means and analyzing and reporting results of survey research. How to integrate qualitative inquiry with survey research to develop and conduct a mixed method study including writing results will be emphasized. Pre-requisite: HS 720 (Note: Course may be taken as either a core course, or as an elective research course) |
| HS 732 | Biostatistics II‡ (if not taken in core) | 3 | PhD-Elective-Research-Courses | The purpose of this course is to build upon the topics introduced in Biostatistics 1. This course will cover such topics as factorial ANOVA, ANCOVA, MANOVA, multiple linear regression and non-parametric group comparisons. Prerequisite: HS 722. (Note: Course may be taken as either a core course, or as elective research course) |
| HS 734 | Qualitative Research II‡ (if not taken in core) | 3 | PhD-Elective-Research-Courses | This course is the second in a two-course sequence on qualitative research methods that extends and elaborates on the topics covered in HS 720. Major approaches used in conducting qualitative research and the application of these methods to problems and phenomena in healthcare will be examined. The emphasis of the course is on the collection, management, analysis, and interpretation of qualitative data. Exploration and application of topics such as sampling, interviewing and observation techniques, data analysis methods, and reporting of qualitative research will be addressed. Evaluation and critique of research studies utilizing qualitative methods will also be examined. Prerequisite: HS 720. (Note: Course may be taken as either a core course, or as elective research course) |
| HS 735 | Qualitative Interviewing Techniques | 2 | PhD-Elective-Research-Courses | This course provides a theoretical framework for interviewing approaches for various situations, types of interviewing formats (e.g. focus group, evaluation interview, cultural interview) and development of interview formats. Recording, analyzing, and reporting interview data, ethical and relationship issues, and research on interviewing methods. |
| HS 736 | Mixed Methods Integration | 1 | PhD-Elective-Research-Courses | This course provides students with techniques used to integrate quantitative and qualitative data, analysis and results based upon a mixed methods study design. Writing tips of a mixed methods publication is also included. |
| HS 742 | Biostatistics III‡ | 3 | PhD-Elective-Research-Courses | The purpose of this course is to build upon the topics introduced in Biostatistics II. This course will cover such topics as logistic regression, advanced data cleaning procedures, advanced non-parametric methods, measurement tool reliability and development of data visualizations. Prerequisites HS 722, 732 |
| HS 751 | Case Series Single Subject Design | 3 | PhD-Elective-Research-Courses | This course will seek an in-depth exploration and practice regarding the mechanics, design and construction of case series and single subject research designs in a healthcare environment. Students will develop and submit a single subject/case series research design related to individual dissertation topics or to relevant clinical questions. |
| HS 770 | Research Practicum§ | 1-3 | PhD-Elective-Research-Courses | Research Practicum course credits may be substituted for another course, with Program Director approval. May be repeated up to 3 credits |
| HLA 620 | Healthcare Leadership* | 3 | PhD Elective Support Courses | Concepts of leadership related to current healthcare organizations are examined. Specific concepts including communications, public relations, team building, negotiation, and conflict resolution are explored. Strategic aspects such as vision, viewpoint and admission included. Managing uncertainty is discussed in relation to healthcare organizations. Contemporary leadership challenges, communication strategies and crisis communication are explored. Leadership functions and decision-making are analyzed. |
| HLA 700 | Healthcare Legal & Ethical Issues* | 3 | PhD Elective Support Courses | This course offers an exploration of the legal and ethical issues and dilemmas in the delivery of healthcare. The principles and practical application of laws and regulations affecting operational decisions of healthcare providers, health plans, and third-party payers are discussed. Also addressed are social, moral, and ethical issues encountered in the balance of patient interests, needs and rights. |
| HPE 670 | Learning Assessment & Evaluation* | 3 | PhD Elective Support Courses | This course examines a variety of assessment models and techniques used to evaluate student classroom performance, student clinical performance, instructor performance and educational programs. Students will design and execute assessment plans, interpret assessment data and develop continuous improvement plans. |
| HPE 760 | Instructional Technology: Design, Theory, & Application** | 3 | PhD Elective Support Courses | This course explores the history and theory of instructional technology used in educational settings. Focus is on identifying, discussing and comparing various instructional technology utilized in the design and delivery of online, blended, and traditional classroom learning environments. Best practices of current instructional technologies applied in higher education classrooms are systematically designed, created, shared, and reviewed. |
| HS 833A | Qualifying Exam Preparation | 3 | PhD Qualifying Exam & Dissertation Courses | This course is designed to assist students in the preparation for qualifying exams on core competency material and to complete the exam. The course will prepare students to develop a study strategy and plan for the exam as well as participate in discussions concerning material that comprise the exam questions. |
| HS 833B | Proposal Writing | 3 | PhD Qualifying Exam & Dissertation Courses | This course is designed to assist students in their initial dissertation phase of their academic program. Emphasis will be on the socialization process of the dissertation including forming a committee, overcoming challenges and obstacles, time management and development of the dissertation prospectus/proposal. |
| HS 877A | Grant Writing | 3 | PhD Qualifying Exam & Dissertation Courses | This course is designed to assist students in the dissertation phase of their academic program relative to seeking and acquiring grants. Emphasis will be on the basic grant process, searching for grant opportunities and developing a grant proposal. |
| HS 877B | Writing for Publication | 3 | PhD Qualifying Exam & Dissertation Courses | In this course students will learn how to transform research into publishable articles, drafting, editing and revising work with guidance and feedback of instructor and peer review. Technical writing and organizational skills will be reviewed. Common guidelines for publication will be discussed. Students with enough data from dissertations will start developing manuscripts for publication. |
| AT 640 | Connective Tissue and Injury Repair: An Evidence Based Approach | 3 | PhD-Athletic-Training-Concentration | This course provides an evidence based approach to connective tissue injury including degenerative processes, healing, and rehabilitation implications. Understanding of the relationships among connective tissues such as bone, ligaments, cartilage, capsule, tendon and muscle on a micro and macro level will be emphasized. Sports injuries, issues of aging, and rehabilitation principles in special populations will also be included. These principles will be applied to treatment procedure choices in rehabilitation and preventative training. |
| AT 617 | Evidence-based Advanced Therapeutic | 3 | PhD-Athletic-Training-Concentration | This course provides an advanced analysis of how to search for and appraise published reports on therapeutic modalities and tissue healing. Students will acquire advanced knowledge and skill in interpreting the medical literature to make informed decisions regarding the best therapeutic modality applications, procedures, and protocols to use for individual patients. Integration of a systematic review and standardized patient approach to learning is utilized. |
| AT 700 | Athletic Training Seminar | 3 | PhD-Athletic-Training-Concentration | The seminar course will help students acclimate, familiarize, and become knowledgeable around their intended dissertation topic. Students will engage in literature review and ongoing discussions to facilitate knowledge and understanding of their specific content area as it relates to their dissertation. |
| AT 618 | Preventative Measures | 3 | PhD-Athletic-Training-Concentration | This course will expose students to contemporary topics in athletic training clinical practice such as, mild brain injury, environmental illnesses and musculoskeletal injury. Students will examine and synthesize current research on these topics and present evidence-based preventative measures in order to curb their incidence. |
| AT 631 | Motor Control and Movement Analysis -OR- Any Concentration Elective Course | 3 | PhD-Athletic-Training-Concentration | Discussion and analysis of scientific principles related to the mechanical understanding of motor control and the human body in motion. Review of related literature and research in motor learning and control. The focus of this course will be on qualitative analysis of motor assessment as related to musculoskeletal assessment and physiotherapy interventions. After completing the course students are eligible to take the Selected Functional Movement Assessment Certification examination. |
| AT 652 | Extensive Therapeutic Exercise -OR- Any Concentration Elective Course | 3 | PhD-Athletic-Training-Concentration | This course will explore the current best evidence related to the continuum of athlete care associated with rehabilitation and return to play decision-making. Evidence-based injury rehabilitation will be instructed through a system of screening, testing, and assessment, as well as a progressive continuum of fundamental movements. The system will serve to guide corrective exercise intervention strategies to restore optimal movement patterns. Students will be exposed to injury prediction/prevention research and gain clinical skills in performance of the Functional Movement Screen, Y Balance Test along with discussing a neurodevelopmental model for corrective exercise progressions. Critical thinking will be emphasized, allowing students to compare and contrast core training program with an emphasis in the motor control model of spinal stabilization. Students will work together to develop return to sport models that build on the basics but also focus on movement constructs that will minimize future injury risk. After completing the course students are eligible to take the Functional Movement Screen Certification examination. Pre-requisite AT 631. |
| HLA 620 | Healthcare Leadership | 3 | PhD-Healthcare-Leadership-Administration-Concentration | Concepts of leadership related to current healthcare organizations are examined. Specific concepts including communications, public relations, team building, negotiation, and conflict resolution are explored. Strategic aspects such as vision, viewpoint and admission included. Managing uncertainty is discussed in relation to healthcare organizations. Contemporary leadership challenges, communication strategies and crisis communication are explored. Leadership functions and decision-making are analyzed. |
| HLA 740 | Healthcare Delivery | 3 | PhD-Healthcare-Leadership-Administration-Concentration | This course will train healthcare leaders to implement or teach principles of delivering better healthcare at lower costs through improving clinical and non-clinical processes. This course will introduce methods and tools for conducting quality improvement projects. Also discussed will be methods of health services research, teams and teamwork, outcome measurement, and medical informatics. A key learning experience of this course will be developing and implementing a quality improvement project. |
| HLA 720 | Healthcare Policy & Economics | 3 | PhD-Healthcare-Leadership-Administration-Concentration | This course examines health policy and economic issues as each relates to healthcare delivery systems. The complex arrangements and interactions among governmental, private not-for-profit and for-profit systems are explored within the context including economic, legal, sociopolitical, and public policy perspectives. |
| HLA 680 | Strategic Change Management for Healthcare Organizations -OR- Any Concentration Elective Course | 3 | PhD-Healthcare-Leadership-Administration-Concentration | This course offers student opportunities to investigate and integrate change management practices to strategically position healthcare organizations for the future. Organization strategic position will be discussed with application to relevant theoretical models, and necessary change management practices resulting in development of organizationaladaptability. |
| HLA 700 | Healthcare Legal & Ethical Issues -OR- Any Concentration Elective Course | 3 | PhD-Healthcare-Leadership-Administration-Concentration | This course offers an exploration of the legal and ethical issues and dilemmas in the delivery of healthcare. The principles and practical application of laws and regulations affecting operational decisions of healthcare providers, health plans, and third-party payers are discussed. Social, moral, and ethical issues encountered in the balance of patient interests, needs and rights are also addressed. |
| HLA 670 | Organizational Behavior & Management | 3 | PhD-Healthcare-Leadership-Administration-Concentration | This course supports knowledge of the theories of organizations, the use of leadership, management processes, and organizational structures and outcomes. Specific topics include governance, strategic management and marketing, human resources management, recruiting, training, process improvement, management theory, and employee wellbeing. This course is designed for future managers and leaders of healthcare organizations and those who expects to have extensive involvement with each from the perspective buyers, insurers, or policymakers. The course provides students with knowledge about how the best healthcare provider organizations deliver high quality, cost-effective healthcare, how the response to their environment, and how they reach and implement decisions about future activities. |
| HPE 760 | Instructional Technology: Design, Theory, and Application | 3 | PhD Healthcare Professions Education Concentration | This course explores the history and theory of instructional technology used in educational settings. Focus is on identifying, discussing and comparing various instructional technology utilized in the design and delivery of online, blended, and traditional classroom learning environments. Best practices of current instructional technologies applied in higher education classrooms are systematically designed, created, shared, and reviewed. |
| HPE 700 | Design & Implementation of Inter-Professional -OR- Any Concentration Elective Course | 3 | PhD Healthcare Professions Education Concentration | Students will acquire the best evidence available and comprehensive appreciation for the many challenges, limitations, and opportunities in designing and implementing interprofessional education. This class will investigate the available literatures on IPE from around the world and across healthcare professions: what works, what doesn’t, what to expect, how to go about tackling the IPE challenge, and what to expect in the way of challenges. |
| HPE 752 | Curriculum Design for the Healthcare | 3 | PhD Healthcare Professions Education Concentration | Students will learn how effective health professions curricula must integrate the basic and clinical sciences, connect didactic to experiential learning, be competency-based and time-variable, include andragogic underpinnings and approaches of delivery, and create meaningful program outcomes and assessment opportunities that verify quality and excellence. In addition timely issues such as the curricular incorporation of clinical experiences/education, the sociocultural aspects of healthcare, and pertinent accreditation issues and constraints for healthcare professions will be addressed. |
| HPE 620 -OR- HPE 710 | Students choose one of the following -OR- Any Concentration Elective Course: | PhD Healthcare Professions Education Concentration | ||
| HPE 620 | Clinical Education Experiential Design &Application for Healthcare Professions | 3 | PhD Healthcare Professions Education Concentration | This course addresses the many issues germane to experiential or clinical education in the healthcare professions by reviewing the design, implementation and assessment of clinical experience in the healthcare fields. Among the topics to be covered include supervisory policies and practices, communication, feedback, developing clinical expertise and reasoning skills, professionalism, student learning documentation and mapping, preceptor/supervisor training and development, and the role of entrust able professional activities, competencies and milestones in student clinician development. |
| HPE 710 | Advanced Methods in Cyber-Andragogy | 3 | PhD Healthcare Professions Education Concentration | This course provides an opportunity to develop advanced online teaching and course design skills. This course is a continuation of instructional technology and will focus on enhanced online teaching/learning tools, resources, concepts, and challenges. Emphasis will be on designing active learning experiences for online learners. Students will revise and upgrade preexisting online courses, investigate relevant online learning topics and issues, and develop strategies for assessing online courses and student learning. Prerequisite HPE 760 |
| HPE 670 | Learning Assessment & Evaluation | 3 | PhD Healthcare Professions Education Concentration | This course examines a variety of assessment models and techniques used to evaluate student classroom performance, student clinical performance, instructor performance and educational programs. Students will design and execute assessment plans, interpret assessment data and develop continuous improvement plans: Prerequisite: HS 740 |
| HPE 718 | Climate of Higher Education | 3 | PhD Healthcare Professions Education Concentration | This course will focus on presenting and analyzing contemporary social, political and economic issues surrounding higher education and the effects these issues have on healthcare education programs. Current challenges in healthcare education programs will also be explored. Students will learn how to successfully navigate the role of a faculty member in the higher education environment. A brief history of higher education will be included. |
| WE 623 | Wellness Promotion & Programming | 3 | PhD-Health-Promotion-Wellness-Concentration | This course provides the business and human rationale for wellness promotion, health education, and public health programs. Best practice for program design, implementation, and evaluation are examined as is the development and use of needs analyses, health risk assessments, and biometric measures to educate clients/patients and guide programming. Evidence based group and individual motivational strategies are included. |
| WE 610 | Population Health Issues | 3 | PhD-Health-Promotion-Wellness-Concentration | In this course the health issues of specific populations will be discussed, including gender and age specific populations, as well as one or two additional populations driven by class preferences. Additional populations may include shift workers, various ethnic groups, or religious groups. Health and well-being issues specific to each population selected will be discussed and explored and evidence-based strategies developed to address the issues for each population. The ecological model of health promotion will be explored. Class format will include lecture and small group activities. |
| WE 700 | Theories of Behavior Change | 3 | PhD-Health-Promotion-Wellness-Concentration | This course explores the principal theories of behavior that drive evidence based practice in health/wellness education and coaching. Emphasis is placed on the determinants of group and individual behavior and behavioral economics in the context of health and wellness is included. Effective application of various theories to create education and/or interventions to alter behaviors of targeted groups or individuals is examined. Some synchronous sessions are required. |
| WE 710 | Theories & Application of Wellness Coaching -OR- Any Concentration Elective Course | 3 | PhD-Health-Promotion-Wellness-Concentration | This course explores the theoretical basis and the evidence supporting health and wellness coaching. The concept and structure of the coaching approach for facilitating sustainable behavior change is examined. The major tenets of coaching strategies including motivational interviewing, appreciative inquiry, and positive psychology are explained and practiced. The coaching process is emphasized with focus placed on developing one-on-one practical coaching skills. Several synchronous sessions are required. |
| WE 711 | Advanced Wellness Coaching -OR- Any Concentration Elective Course | 3 | PhD-Health-Promotion-Wellness-Concentration | This course provides an opportunity to practice and develop the health/wellness coaching competency required for teaching and practicing coaching. Knowledge and skills developed in prerequisite courses are synthesized and expanded. Emphasis is placed on the application of coaching skills, and practice sessions with feedback are included. Also included is the business of health/wellness coaching including ethics and legalities. A practical skills exam and several synchronous sessions are required. |
| WE 717 | Integrative Therapies in Health Promotion | 3 | PhD-Health-Promotion-Wellness-Concentration | The use of complementary and alternative therapies in the context of health promotion will be explored in this course using an evidence-based approach. Topics introduced may include energy medicine (Reiki, Qi gong, healing touch), manipulative and body-based practices (massage therapy, reflexology, Rolfing, Trager bodywork, Alexander technique, Feldenkrais), or mind-body approaches (relaxation, hypnosis, visual imagery, meditation, yoga, biofeedback, tai chi, prayer). Class format includes lecture, small group work, and hands on activities. |
| HP 702 | Applied Sports Science -OR- Any Concentration Elective Course | 3 | PhD Human & Sport Performance Concentration | This course reviews the various disciplines that play important roles in sports performance enhancement including biomechanics, motor learning, exercise physiology, and sport psychology. In addition, sociological aspects will be discussed regarding applications of science to different populations including athletes and tactical personnel. Applied projects will assist the student in taking foundational knowledge and applying it to real world sports scenarios to solve problems, enhance training, reduce injuries, or improve performance. Lecture, discussion, and presentation by student. |
| HP 704 | Methods & Programming in Strength & Conditioning | 3 | PhD Human & Sport Performance Concentration | This course will expose students to advanced methods in various venues of strength and conditioning. Current research and practice are examined for advanced training strategies in use at different levels of competition. Students will examine different methods currently in use in the field and discussed in the literature on selected topics and demonstrate appropriate implementation of advanced training methods. Additionally, this course will refine the students’ ability to construct an advanced training program designed to enhance performance in specific ways. The student will demonstrate the ability to critically analyze and alter a training program. |
| HP 610 | Advanced Sport Performance Technology | 3 | PhD Human & Sport Performance Concentration | This course will focus on technologies that have been developed to reach human interests or goals related to a particular sport. It will focus on the types, and appropriate selection and use of technology by which sport performance coaches attempt to improve training and competitive surroundings and enhance overall athletic performance. The course will provide knowledge and application of using specialized equipment and the latest modern technologies to perform tasks more efficiently, such as equipment, athletic sports gear (clothing and footwear), advanced computer stimulations and motion capture. |
| HP 706 | Sports Nutrition for Human Performance | 3 | PhD Human & Sport Performance Concentration | This course will discuss, in detail, scientific and practical applications of nutrition for sports. Integrated discussions spanning exercise physiology and nutrition on topics that relate to aerobic and anaerobic performance, health, weight gain, weight loss and recovery will be covered. Class assignments will broaden the student’s knowledge, writing ability and competence at both retrieving and summarizing scientifically-based information. |
| HP 710 | Applications of Exercise Science in Tactical Fitness & Performance | 3 | PhD Human & Sport Performance Concentration | This course will introduce students to the various methods and strategies for improving performance in military, law enforcement, and fire department venues. Topics such as injury prevention and tactical job preparation will be discussed with students completing applied projects in selected tactical operations. Tactical fitness research and literature will serve as the content for developing professionals capable of supporting the tactical field with evidence-based practice. |
| HP 714 | Recovery and Regeneration | 3 | PhD Human & Sport Performance Concentration | This course will examine the science and history behind various advanced methods of recovery and regeneration techniques for the human body. The evidence will be reviewed in numerous topics including nutritional strategies, sleep habits, hydrotherapies, cryotherapy, sports supplementation, nutrient timing, and massage therapy. Through an evidence led approach, students will demonstrate the ability to evaluate and identify various types of fatigue, prescribe the appropriate regeneration modality, and periodize a recovery program based upon the principles learned in HP 704 (Methods and Programming in Strength and Conditioning). |
| WE 623 | Wellness Promotion & Programming -OR- Any Concentration Elective Course | 3 | PhD Neurologic Rehabilitation Concentration | This course provides the business and human rationale for wellness promotion, health education, and public health programs. Best practice for program design, implementation, and evaluation are examined as is the development and use of needs analyses, health risk assessments, and biometric measures to educate clients/patients and guide programming. Evidence based group and individual motivational strategies are included. |
| N 720 | Neuroscience Systems | 3 | PhD Neurologic Rehabilitation Concentration | This course will focus on the structure and function of the central nervous system. It is designed to provide a survey of the functional components of the nervous system and an understanding of the functional brain at a systems level; specifically integrate aspects of neuroanatomy with physiology to allow association of brain areas with the various functions. Items to be discussed include the areas and mechanisms of the brain that process sensory and motor information. The brain’s reaction to sensory input as well as the ability of the brain to adapt and change as a result of input will be highlighted. In addition, various diseases/injuries will be explored to provide an understanding of normal and pathophysiological brain function. |
| N 722 | Clinical Neuroscience and Contemporary Motor Models | 3 | PhD Neurologic Rehabilitation Concentration | This course will serve to review, update, and synthesize evidence from the neurosciences as a foundation for clinical practice, as well as explore the fundamental principles, limitations, and clinical implications of the theories of motor control and motor learning influencing clinical practice. It will include the incorporation of constructs from motor learning and motor control theories into therapeutic intervention for individuals with a variety of movement problems resulting from neurological dysfunctions. Trends in models of service delivery: medical, educational, community, and social models, will be analyzed and approached from a modern evidence-based perspective. |
| N 724 | Neurological Screenings and Outcomes Assessment | 3 | PhD Neurologic Rehabilitation Concentration | This course will explore the selection, utilization, and interpretation of screening and outcome assessments within the current healthcare environment including standardized tools for assessment of health status based on the validity, reliability and responsiveness of the instrument, and how the assessments relate to the International Classification of Functioning, Disability, and Health (ICF) model. |
| N 727 | Advanced Neurologic Practice Part I | 3 | PhD Neurologic Rehabilitation Concentration | This course will focus on comprehensive management of the individual with stroke, traumatic brain injury, brain tumor, and neurodegenerative disorders. The pathophysiology, pharmacology, and imaging will be used to design evidence-based interventions, grounded in the International Classification of Functioning, Disability, and Health (ICF) framework, that foster advanced clinical decision making for prediction, prevention, plasticity, and participation in physical therapy practice. |
| N 729 | Advanced Neurologic Practice-Part II | 3 | PhD Neurologic Rehabilitation Concentration | This course will focus on the comprehensive management of the individual with spinal cord injury, demyelinating and vestibular disorders. The pathophysiology, pharmacology, and imaging will be used to design evidence-based interventions, grounded in the International Classification of Functioning, Disability, and Health (ICF) framework, that foster advanced clinical decision making for prediction, prevention, plasticity, and participation in physical therapy practice. |
| OSS 610 | Measuring Outcomes: Current to Future Practice | 3 | PhD Orthopedic Sport Sciences Concentration | In this course students will review the determinants of outcome measurement (sensitivity, specificity, Confidence intervals, likelihood ratios, screening exams, outcome questionnaires) and learn how to use these and other valuable tools in the assessment of progress and outcomes in population-based study and at the individual patient level. Strengths and weaknesses of the various outcome and disability ratings will be compared with the goal of developing and working toward the validation of new tools for better assessing the outcomes we study in orthopedic and sport sciences. Of particular value, is the opportunity to extrapolate the reach of tools from the individual or a singular population to a broader population not tested. |
| OSS 720 | Differential Diagnosis in Orthopedics & Sports Therapy | 3 | PhD Orthopedic Sport Sciences Concentration | This course is designed to explore concepts of probability-based differential diagnosis using graphical causal models. Evidence is presented to facilitate diagnosis using diagnostic tests that known sensitivity, specificity, likelihood ratios and predictive values are provided. Learning how to use graphical causal models and demonstrate how these models facilitate learning about the pathophysiology of a condition as well as exploring the signs and symptoms and characteristics of a condition that suggests that condition over another condition is a highlight of the course. Competencies gained through the course are intended to prepare the orthopedic and sports therapist to function as a direct access provider who applies diagnostic decisions following the evidence. The goal of this course is to expand the learner of differential diagnosis using probability-based approaches. |
| OSS 705 | Orthopedic Sport Sciences Seminar | 3 | PhD Orthopedic Sport Sciences Concentration | The seminar course will assist students to acclimate, familiarize, and become knowledgeable around their intended dissertation topic. Students will engage in literature review and on-going discussions to facilitate knowledge and understanding of their specific content area as it relates to their dissertation. A manuscript submission for publication is the capstone of this course. |
| OSS 700 | Advanced Practice in Biomedical Testing & Imaging -OR- Any Concentration Elective Course | 3 | PhD Orthopedic Sport Sciences Concentration | In this course students explore and develop an understanding how to use and interpret the wide range and ever-growing number of biomedical tests and imaging practices in the orthopedic and sports medicine area of care. The skills to make decisions as to which test, under what conditions, to demonstrate the most efficacious outcomes will be studied. This process, in turn will allow students to develop the best rational for including biomedical testing and imaging into the process of diagnosis, intervention and prognosis. This diagnostic skill set, in its advanced form, is critical to ultimately determining the best interventions which in tun drive the optimal prognosis for our patients and athletes. These tests and measures include, but are not limited to, MRI, CT, Radiographs, and scintigraphy in musculoskeletal disorders. A thorough comprehension of AACR criteria for each condition is assumed. |
| OSS 710 | Multilevel Systems in Orthopedic Sport Sciences | 3 | PhD Orthopedic Sport Sciences Concentration | In Multi-Level Systems in Orthopedic Sport Sciences students learn how to consider the complexity and hierarchy of orthopedic and sport systems through analogy and representation with graphical modeling (causal and conceptual). Students use equational logic, probability and graph theory to build realistic and usable models for both clinical diagnostic reasoning and research. These unified models for reasoning, as well as research, provide a common framework for engaging clinicians with research and researchers with clinical reasoning. At the end of this course, students can systematically consider why, what to do, and how to respond to the comment: "It's complicated." The underlying inferential rule is induction. Models are built based on a summary of systematically structured observations of reality (research). Students should take this class after having completed coursework in statistics. Prerequisite: HS 722 and HS 732 |
| OSS 715 | Clinical Epistemology & Decision-Making -OR- Any Concentration Elective Course | 3 | PhD Orthopedic Sport Sciences Concentration | In this course students develop an understanding for how to use multi-level system models of reality to make decisions under uncertainty in particular circumstances and how to study this process of decision-making. The underlying inferential rules are abduction and deduction. Students learn how to apply logical, probabilistic, and causal abductive and deductive inference to models of reality to make the most rational decisions about diagnosis, intervention and prognosis. It is the clinical decision-making side of the course sequence that starts with Multilevel Systems in Orthopedic Sport Sciences. Prerequisite: OSS 710 |
| P 710 | Pediatric Research Seminar | 3 | PhD-Pediatric-Science-Concentration | Explore research team and/or lab setting: conduct site visit(s) to a research lab or research team and present post-site visit reflection and analysis; investigate feasibility of study settings and methods for infant or child participants; identify strategies for adapting research procedures for children (motivation, endurance, and safety); review options for study participant recruitment and consent; obtain designs of recruitment brochures and flyers; identify topic(s), potential settings, content experts, and methods for dissertation-related pilot study; attend research team meeting. |
| P 711 | Interprofessional Global Health in Pediatrics -OR- Any Concentration Elective Course | 3 | PhD-Pediatric-Science-Concentration | This course blends interprofessional education with global health perspectives for pediatric practitioners. Discussion and application of competencies and principles are prioritized to define and guide pediatric practice when caring for children in resource-limited settings, both locally and internationally. A framework is addressed for interprofessional training in cross-cultural competency, ethics, health equity, human rights, advocacy, capacity development, and partnership engagement. Using this framework, each student will develop and individually present a capacity-building project, including a needs assessment, from the perspective of a globally-minded, globally-competent practitioner. |
| P 707 -OR- P 608 | Students choose one of the following -OR- Any Concentration Elective Course: | PhD-Pediatric-Science-Concentration | ||
| P 707 | Oral-motor & Feeding Impairments in Infants & Children With Medical Fragility | 3 | PhD-Pediatric-Science-Concentration | Examination and management of feeding and swallowing disorders are explored for infants and children with respiratory, neuromuscular, and oral structural impairments. Evidence refuting or supporting practice approaches are analyzed, and related practice guidelines examined. Current research gaps and clinical questions are identified for future dissertation projects. |
| P 608 | Assistive Technology for Children with Motor, Behavioral, & Communication Impairment | 3 | PhD-Pediatric-Science-Concentration | Theoretical frameworks and evidence are analyzed to guide the application of technology for children with disabilities in early intervention, school, and home environments. Strategies are examined for evaluating, designing, and selecting technology systems to facilitate participation across life activities. Practitioner competencies are reviewed and research gaps are analyzed with emphasis on outcome studies of assistive technology effects on practice. Specific assistive technologies options for review are technologies for learning, computer access, cognitive aids and communication, electronic aids for daily living, and environmental modification. |
| P 740 | Lifespan Participation from Infancy to Adulthood: Complex Integration of Mobility, Sensory Processing, & Communication | 3 | PhD-Pediatric-Science-Concentration | This course is centered on analyzing the process and outcome of participation in children to age 21 years. Components of sensory processing, mobility, and communication are explored in promoting or limiting participation in daily life. Case analyses and research evidence are used to examine effects and interaction of the following factors: pathomechanics, developmental kinesiology, sensory processing, respiration – communication, fatigue, pain, and resiliency. |
| P 704 | Pediatric Pathological & Genetic Conditions: Etiology, Pathophysiology, Clinical Course, & Pediatric Therapy Examination & Intervention | 3 | PhD-Pediatric-Science-Concentration | Overview and evidence-based practice analyses are presented on etiology, pathophysiology, clinical course, and key pediatric therapy management issues. Family dynamics and stressors are addressed in the context of trauma-informed care and grief processes. |
| P 719 | Family Studies & Research Process | 3 | PhD-Pediatric-Science-Concentration | Multiple topics are analyzed on family system theories, theoretical frameworks of family development and functioning, extrinsic and intrinsic factors influencing family functioning, and ecological / transactional models of child development. Concepts of family assessment, family-centered care, culture, stress, and coping are included. A synthesis paper is submitted involving literature analysis and application to a pediatric therapy and family topic. Research questions, variables, and theoretical mapping are discussed. |
| P 755 (Optional) | Pediatric Research Independent Study | 3 | PhD-Pediatric-Science-Concentration | A directed independent study option is offered to support a focused component in pediatric studies or pediatric research process not directly addressed in other courses. The focus, objectives, and activities are individually designed between the student and pediatric science concentration area director. The independent study option is offered during two online semesters but can be taken only once. |
| Code | Course | Credits | Category | Description |
| HPE 670 | Learning Assessment & Evaluation | 3 | Academic-Residency-Core-Courses | This course examines a variety of assessment models and techniques used to evaluate student classroom performance, student clinical performance, instructor performance and educational programs. Students will design and execute assessment plans, interpret assessment data and develop continuous improvement plans. |
| HPE 740 | Learning Theory & Design | 3 | Academic-Residency-Core-Courses | This course incorporates a learner centered approach to course development and instructional delivery based on the best evidence of how people learn. Students will demonstrate both traditional and innovative instructional techniques and strategies for teaching in didactic settings based upon the evidence-base of best teaching practices. |
| HPE 760 | Instructional Technology: Design, Theory & Application | 3 | Academic-Residency-Core-Courses | This course explores the history and theory of instructional technology used in educational settings. Focus is on identifying, discussing and comparing various instructional technology utilized in the design and delivery of online, blended, and traditional classroom learning environments. Best practices of current instructional technologies applied in higher education classrooms are systematically designed, created, shared, and reviewed. |
| HS 712 | Research Methods: A Qualitative Approach | 3 | Academic-Residency-Core-Courses | This course provides an introduction to general research principles and research ethics. The student will be introduced to the following topics in the research process: question formulation, principles of measurement, basic design and methodological features, issues of reliability and validity, and fundamentals of conducting a literature review. A quantitative article critique will be conducted in class and outside of class. The class format will include lecture, small group discussion, and practice. |
| HS 720 | Survey of Qualitative Research | 3 | Academic-Residency-Core-Courses | This course introduces the student to qualitative research methods and their applications to problems and phenomena in healthcare. Emphasis is placed on the appropriate use and differences of qualitative methods, their philosophical underpinnings, and application to clinical issues. |
| Students choose one: | Academic-Residency-Core-Courses | |||
| HS 722 | Biostatistics I -OR- | 3 | Academic-Residency-Core-Courses | The purpose of this course is to introduce the student to biostatistics, the science of evaluating information in a biological setting. Such topics as simple descriptive statistics, basic probability concepts, probability distributions (normal & binomial), sampling distributions, correlations, regression, t-tests and one-way ANOVA testing. |
| HS 734 | Qualitative Research II‡ | 3 | Academic-Residency-Core-Courses | This course is the second in a two-course sequence on qualitative research methods that extends and elaborates on the topics covered in HS 720. Major approaches used in conducting qualitative research and the application of these methods to problems and phenomena in healthcare will be examined. The emphasis of the course is on the collection, management, analysis, and interpretation of qualitative data. Exploration and application of topics such as sampling, interviewing and observation techniques, data analysis methods, and reporting of qualitative research will be addressed. Evaluation and critique of research studies utilizing qualitative methods will also be examined. Prerequisite: HS 720. |
| Students choose one: | Academic-Residency-Core-Courses | |||
| HLA 620 | Healthcare Leadership -OR- | 3 | Academic-Residency-Core-Courses | Concepts of leadership related to current healthcare organizations are examined. Specific concepts including communications, public relations, team building, negotiation, and conflict resolution are explored. Strategic aspects such as vision, viewpoint and admission included. Managing uncertainty is discussed in relation to healthcare organizations. Contemporary leadership challenges, communication strategies and crisis communication are explored. Leadership functions and decision-making are analyzed. |
| HPE 718 | Climate of Higher Education | 3 | Academic-Residency-Core-Courses | This course will focus on presenting and analyzing contemporary social, political and economic issues surrounding higher education and the effects these issues have on healthcare education programs. Current challenges in healthcare education programs will also be explored. Students will learn how to successfully navigate the role of a faculty member in the higher education environment. A brief history of higher education will be included. |
| Academic Residency Core Required Credits: | 21 | Academic-Residency-Core-Courses | ||
| HLA 670 | Organizational Behavior & Management in Healthcare | 3 | Academic-Residency-Elective-Courses | This course supports knowledge of the theories of organizations, the use of leadership, management processes, and organizational structures and outcomes. Specific topics include governance, strategic management and marketing, human resources management, recruiting, training, process improvement, management theory, and employee wellbeing. This course is designed for future managers and leaders of healthcare organizations and those who expects to have extensive involvement with each from the perspective buyers, insurers, or policymakers. The course provides students with knowledge about how the best healthcare provider organizations deliver high quality, cost-effective healthcare, how the response to their environment, and how they reach and implement decisions about future activities. |
| HLA 700 | Healthcare Legal & Ethical Issues | 3 | Academic-Residency-Elective-Courses | This course offers an exploration of the legal and ethical issues and dilemmas in the delivery of healthcare. The principles and practical application of laws and regulations affecting operational decisions of healthcare providers, health plans, and third-party payers are discussed. Social, moral, and ethical issues encountered in the balance of patient interests, needs and rights are also addressed. |
| HLA 740 | Healthcare Delivery | 3 | Academic-Residency-Elective-Courses | This course will train healthcare leaders to implement or teach principles of delivering better healthcare at lower costs through improving clinical and non-clinical processes. This course will introduce methods and tools for conducting quality improvement projects. Also discussed will be methods of health services research, teams and teamwork, outcome measurement, and medical informatics. A key learning experience of this course will be developing and implementing a quality improvement project. |
| HPE 620 | Clinical Education Experiential Design & Application for Healthcare Professions | 3 | Academic-Residency-Elective-Courses | This course addresses the many issues germane to experiential or clinical education in the healthcare professions by reviewing the design, implementation and assessment of clinical experience in the healthcare fields. Among the topics to be covered include supervisory policies and practices, communication, feedback, developing clinical expertise and reasoning skills, professionalism, student learning documentation and mapping, preceptor/supervisor training and development, and the role of entrust able professional activities, competencies and milestones in student clinician development. |
| HPE 752 | Curriculum Design for Healthcare Professions | 3 | Academic-Residency-Elective-Courses | Students will learn how effective health professions curricula must integrate the basic and clinical sciences, connect didactic to experiential learning, be competency-based and time-variable, include andragogic underpinnings and approaches of delivery, and create meaningful program outcomes and assessment opportunities that verify quality and excellence. In addition timely issues such as the curricular incorporation of clinical experiences/education, the sociocultural aspects of healthcare, and pertinent accreditation issues and constraints for healthcare professions will be addressed. |
| HS 714 | Scientific/Professional Writing | 3 | Academic-Residency-Elective-Courses | This pass/fail course reviews PubMed, Index Medicus, other search methodologies, American Psychological Association editorial format, the composition of a scientific/professional manuscript, and the style of Scientific/professional writing, its construction and formats. |
| HS 727 | Survey Research‡ | 3 | Academic-Residency-Elective-Courses | This course will familiarize students with theory and development and application of survey research design and methods. Students will learn the principles and practices of conducting survey research including: development of psychometrically sound accounting for and reducing sources of error, designing appropriate sampling strategies, assessing the reliability and validity of self-constructed questionnaires, administering surveys through various means and analyzing and reporting results of survey research. How to integrate qualitative inquiry with survey research to develop and conduct a mixed method study including writing results will be emphasized. (Note: Course may be taken as either a core course, or as an elective research course) Prerequisite HS 720. |
| HS 732 | Biostatistics II‡ | 3 | Academic-Residency-Elective-Courses | The purpose of this course is to build upon the topics introduced in Biostatistics 1. This course will cover such topics as factorial ANOVA, ANCOVA, MANOVA, multiple linear regression and non-parametric group comparisons. Prerequisite: HS 722. |
| HS 734 | Qualitative Research II*‡ | 3 | Academic-Residency-Elective-Courses | This course is the second in a two-course sequence on qualitative research methods that extends and elaborates on the topics covered in HS 720. Major approaches used in conducting qualitative research and the application of these methods to problems and phenomena in healthcare will be examined. The emphasis of the course is on the collection, management, analysis, and interpretation of qualitative data. Exploration and application of topics such as sampling, interviewing and observation techniques, data analysis methods, and reporting of qualitative research will be addressed. Evaluation and critique of research studies utilizing qualitative methods will also be examined. Prerequisite: HS 720. |
| HS 735 | Qualitative Interviewing Techniques | 2 | Academic-Residency-Elective-Courses | This course provides a theoretical framework for interviewing approaches for various situations, types of interviewing formats (e.g. focus group, evaluation interview, cultural interview) and development of interview formats. Recording, analyzing, and reporting interview data, ethical and relationship issues, and research on interviewing methods. |
| HS 736 | Mixed Methods Integration | 1 | Academic-Residency-Elective-Courses | This course provides students with techniques used to integrate quantitative and qualitative data, analysis and results based upon a mixed methods study design. Writing tips of a mixed methods publication is also included. |
| HS 740 | Teaching & Learning Theory | 3 | Academic-Residency-Elective-Courses | This course incorporates a learner centered approach to course development and instructional delivery based on the best evidence of how people learn. Students will demonstrate both traditional and innovative instructional techniques and strategies for teaching in didactic and clinical settings based upon the evidence-base of best teaching practices. |
| HS 751 | Case Series Single Subject Design | 3 | Academic-Residency-Elective-Courses | This course will seek an in-depth exploration and practice regarding the mechanics, design and construction of case series and single subject research designs in a healthcare environment. Students will develop and submit a single subject/case series research design related to individual dissertation topics or to relevant clinical questions. |
| Elective Courses Required Credits: | 6 | Academic-Residency-Elective-Courses |
Clinical Sciences
Dive deeply into specific clinical areas that will become cornerstones of your practice. Learn subject matter that factors heavily into the clinical decision-making process, like pharmacotherapy and therapeutic exercise. Learn how to function as a healthcare provider in the face of unusual situations. Explore how areas like anatomy, physiology, and cardiovascular health complement one another to provide comprehensive care. Build an essential understanding of exercise and health to build your practice and lift others.
Clinical Sciences
| Code | Course | Credits | Category | Description |
|---|---|---|---|---|
| MS 610 | Evidence Based Practice* | 3 | DMSc Core Courses | Serving as a prelude to the scholarly project, this course focuses on concepts of evidence-based practice. Specifically, the course covers the foundational principles of research design, epidemiology, biostatistics, and searching the medical literature. Additional focus for the course includes critical evaluation of the literature and synthesis of EBP principles into realistic practice settings. |
| MS 614 | Professional & Scientific Writing | 3 | DMSc Core Courses | This course reviews PubMed, Index Medicus, other search methodologies, American Medical Association Manual of Style editorial format, the composition of a scientific/professional manuscript, the style of scientific and professional writing, its construction and formats. Students will complete a literature review and a case report during this course, with emphasis placed on professional and scientific writing techniques, as well as proper formatting and citation. |
| HLA 740 | Healthcare Delivery | 3 | DMSc Core Courses | This course explores the legal and ethical issues and dilemmas in the delivery of healthcare. The principles and practical application of laws and regulations affecting operational decisions of healthcare providers, health plans, and third-party payers are discussed. Also addressed are social, moral, and ethical issues encountered in the balance of patient interests, needs and rights. |
| HLA 700 | Healthcare Legal & Ethical Issues | 3 | DMSc Core Courses | This course will train healthcare leaders to implement or teach principles of delivering better healthcare at lower costs through improving clinical and non-clinical processes. This course will introduce methods and tools for conducting quality improvement projects. Also discussed will be methods of health services research, teams and teamwork, outcome measurement, & medical informatics. A key learning experience of this course will be developing and implementing a quality improvement project. |
| HS 504 | Research Methods | 3 | DMSc Bachelor's-Prepared Courses | Introduction to general research principles and research ethics. The student will be introduced to the following topics in the research process: problem statement, question formulation, principles of measurement, basic design and methodological features, issues of reliability and validity, and fundamentals of conducting a literature review. Quantitative article critiques will be conducted in class and outside of class. The class format will include lecture, small group discussion, and practice. |
| ACP 730 | Population Health Issues | 3 | DMSc Bachelor's-Prepared Courses | This course explores the definition of Population Health and how principles of population health integrate into clinical practice. Topics discussed include attributes and components of the population health paradigm, health promotion, elimination of health disparities, behavior change, continuity of care, information technology, decision making support, and the ethical dimension of population health. The business value of better health from a population health approach is also discussed, with some discussion of the role of health advocacy and assistance programs. |
| HLA 620 | Healthcare Leadership | 3 | DMSc Bachelor's-Prepared Courses | Concepts of leadership related to current healthcare organizations are examined. Specific ideas are explored, including communications, public relations, team building, negotiation, and conflict resolution. Strategic aspects such as vision, viewpoint, and admission are included. Managing uncertainty is discussed with healthcare organizations. Contemporary leadership challenges, communication strategies, and crisis communication are explored. Leadership functions and decision-making are analyzed. |
| ASP 710 | ASP I: Project Development & Proposal | 3 | DMSc Applied Scholarly Project Courses | During the first half of the semester, students are guided through the project development and proposal process. The latter half of the course is for students to revise and submit a proposal for their project. Approval of the project is accomplished prior to completion of this course. Students are advised to develop a proposal that is a comprehensive and in-depth study of a highly relevant issue encountered as a PA in the clinical, academic, or administrative setting. The expectation is that this project will be accomplished over multiple semesters. |
| ASP 720 | ASP II: Literature Review | 3 | DMSc Applied Scholarly Project Courses | In this course, the approved applied scholarly project is initiated and principles of scientific inquiry will guide the investigation. Students will be searching and gathering available, recent literature and composing several aspects of their comprehensive and in-depth study of a highly relevant issue encountered as a PA in the clinical, academic, or administrative setting. |
| ASP 730 | ASP III: Dissemination | 3 | DMSc Applied Scholarly Project Courses | In this course, students continue the investigation of the literature and composition of the final aspects of the comprehensive and in-depth study of a highly relevant issue encountered as a PA in the clinical, academic, or administrative setting. Students compile their final written product suitable for publication. The final product is compiled from segments of the proposal and project, comprising an extensive, in-depth review of the literature as it pertains to the selected issue. Students will then create an abbreviated version of the project following the submission guidelines of an appropriate peer-reviewed journal. Additionally, students will create a poster presentation that will be submitted for presentation at an appropriate professional conference of the student’s choice. |
| ACP 710 | Lifestyle Medicine | 3 | DMSc Advanced Practice Concentration | This course explores the principles and practices of Lifestyle Medicine, with particular focus on the integration of Lifestyle Medicine into PA practice. An in-depth exploration of Lifestyle Medicine occurs, centering around the use of evidence-based lifestyle therapeutic approaches, such as predominantly whole food plant-based diet, exercise, sleep, tobacco cessation and alcohol moderation, stress management, emotional resilience, and other non-drug modalities. Discussion includes the utilization of Lifestyle Medicine to prevent, treat, and even reverse lifestyle-related chronic disease. |
| ACP 720 | Patient Safety in Clinical Practice | 3 | DMSc Advanced Practice Concentration | This course provides an introduction to the science of safety and how it relates to problems with patient safety in the healthcare setting. Discussion includes the role of both individuals and the healthcare system in improving patient safety and reducing medical errors. The course reviews institutional responses to adverse events, including the topics of medical malpractice and risk management. The course emphasizes the importance of teamwork and good communication. Students learn models for improving safety in hospitals and other healthcare settings. |
| ACP 730 | Population Health Issues | 3 | DMSc Advanced Practice Concentration | This course explores the definition of Population Health and how principles of population health integrate into clinical practice. Topics discussed include attributes and components of the population health paradigm, health promotion, elimination of health disparities, behavior change, continuity of care, information technology, decision making support, and the ethical dimension of population health. The business value of better health from a population health approach is also discussed, with some discussion of the role of health advocacy and assistance programs. |
| ACP 790 | Clinical Practicum I | 3 | DMSc Advanced Practice Concentration | During this course, students will design and propose a clinical practicum that they feel will help them obtain additional exposure to and mastery of aspects of clinical practice Content and dates are subject to change. 12 that are not usually considered within the scope of general PA practice. During this semester, students are expected to find a qualified clinical preceptor (such as a collaborating physician or consulting specialist) who can precept them as they learn and master the advanced skill and knowledge. The student is expected to create a plan of learning and assessment with which the preceptor is agreeable. This plan is then proposed to DMSc faculty and approval of the practicum is accomplished by the end of the course. |
| ACP 795 | Clinical Practicum II | 3 | DMSc Advanced Practice Concentration | During this semester, students carry out and execute the practicum developed and approved during Clinical Practicum 1. Students collaborate with their selected preceptor and DMSc faculty as they accomplish the learning and assessment plan for their advanced skill and knowledge development. Through execution of the practicum, students apply specialized medical knowledge and increase their clinical capabilities to develop an area of clinical expertise. Prior to the end of the semester, students submit a standardized and comprehensive report on the execution and completion of this practicum. |
| HLA 620 | Healthcare Leadership | 3 | DMSc Healthcare Leadership & Administration | Concepts of leadership related to current healthcare organizations are examined. Specific concepts including communications, public relations, team building, negotiation, and conflict resolution are explored. Strategic aspects such as vision, viewpoint, admission included. Managing uncertainty is discussed in relation to healthcare organizations. Contemporary leadership challenges, communication strategies and crisis communication are explored. Leadership functions and decision-making are analyzed. |
| HLA 670 | Organizational Behavior & Management in Healthcare | 3 | DMSc Healthcare Leadership & Administration | This course supports knowledge of the theories of organizations, the use of leadership, management processes, and organizational structures and outcomes. Specific topics include governance, strategic management and marketing, human resources management, recruiting, training, process improvement, management theory, and employee wellbeing. This course is designed for future managers and leaders of healthcare organizations and those who expect to have extensive involvement with prospective buyers, insurers, or policymakers. The course provides students with knowledge about how the best healthcare provider organizations deliver high quality, cost-effective healthcare, how they respond to their environment, and how they reach and implement decisions about future activities. |
| HLA 680 | Strategic Change Management for Healthcare Organizations | 3 | DMSc Healthcare Leadership & Administration | This course offers student opportunities to investigate and integrate change management practices to strategically position healthcare organizations for the future. Organization strategic position will be discussed with application to relevant theoretical models, and necessary change management practices resulting in development of organizational adaptability. |
| HLA 790 | Administrative Practicum I | 3 | DMSc Healthcare Leadership & Administration | During this course, students will design and propose an administrative practicum that they feel will help them obtain additional exposure to and mastery of principles of healthcare administration in the hospital or clinical setting. During this semester, students are expected to find a qualified administrative mentor (such as a hospital or clinic administrator) who can mentor them as they learn and apply administrative skills and knowledge. The student is expected to create and develop a plan for an administrative project with which the mentor is agreeable. This plan is then proposed to DMSc faculty and approval of the practicum is accomplished by the end of the course. |
| HLA 795 | Administrative Practicum II | 3 | DMSc Healthcare Leadership & Administration | During this semester, students carry out and execute the practicum developed and approved during Administrative Practicum 1. Students collaborate with their selected mentor and DMSc faculty as they accomplish the administrative project. Through execution of the practicum, students apply specialized leadership and administrative knowledge to increase their capabilities and develop as a leader in healthcare. Prior to the end of the semester, students submit a standardized and comprehensive report on the execution and completion of this practicum. |
| HPE 760 | Instructional Technology: Design, Theory & Application | 3 | DMSc Healthcare Professions Education | This course explores the history and theory of instructional technology used in educational settings. Focus is on identifying, discussing and comparing various instructional technology utilized in the design and delivery of online, blended, and traditional classroom learning environments. Best practices of current instructional technologies utilized in higher education classrooms are systematically designed, created, shared, and reviewed. |
| HPE 740 | Learning Theory & Design | 3 | DMSc Healthcare Professions Education | This course incorporates a learner-centered approach to course development and instructional delivery based on the best evidence of how people learn. Students will demonstrate both traditional and innovative instructional techniques and strategies for teaching in didactic settings based upon the evidence-base of best teaching practices. |
| HPE 670 | Learning Assessment & Evaluation | 3 | DMSc Healthcare Professions Education | This course examines a variety of assessment models and techniques used to evaluate student classroom performance, student clinical performance, instructor performance and educational programs. Students will design and execute assessment plans, interpret assessment data and develop continuous improvement plans |
| HPE 790 | Education Practicum I | 3 | DMSc Healthcare Professions Education | During this course, students will design and propose an education-based practicum that they feel will help them obtain additional exposure to and mastery of principles of healthcare education in the university setting. During this semester, students are expected to find a qualified educational mentor, a professor at an graduate-level PA program, who can mentor them as they learn and apply higher education skills and knowledge. The student is expected to create and develop a plan for an education development project with which the mentor is agreeable. This plan is then proposed to DMSc faculty and approval of the practicum is accomplished by the end of the course. |
| HPE 795 | Education Practicum II | 3 | DMSc Healthcare Professions Education | During this semester, students carry out and execute the practicum developed and approved during Education Practicum 1. Students collaborate with their selected mentor and DMSc faculty as they accomplish the education-based project. Through execution of the practicum, students apply education knowledge and skill to increase their capabilities and develop as an educator in healthcare. Prior to the end of the semester, students submit a standardized and comprehensive report on the execution and completion of this practicum. |
| PMH 710 | Advanced Neuroscience of Psychiatry | 3 | DMSc Psychiatry | This course provides a detailed review of the neuroscience model beginning with neuroanatomy and neurophysiology (cells, circuits, neurotransmitters, receptors and signaling the nucleus, genetics, and epigenetics) followed by an exploration of how these structures and processes are modulated (hormonal actions in the brain, plasticity during maturation and adult development, immunity/inflammation and bioelectric modulation) and finally how the neuroscience model contributes to our understanding of pain, pleasure, appetite, anger and aggression, sleep, sex, social attachment, memory, intelligence, attention, depression, anxiety, schizophrenia, and Alzheimer’s disease. Content will be delivered using the latest evidence-based asynchronous methods to a small group of dedicated learners from around the world in a virtual classroom environment. In addition to the course text, a variety of video presentations will be included, with weekly formative assignments that will engage learners in a self-directed review of the published literature, peer to peer learning through post and reply style academic writing on a scholarly forum, and brief quizzes to build confidence in the mastery of instructional content. Summative assignments will require each student to complete 24 learning activities qualifying for the Neuroscience Education Institute (NEI) Master Psychopharmacology Certificate and complete all 10 self-assessments for the NEI Master Psychopharmacology certificate. |
| PMH 720 | Psychiatry Diagnostics & Therapeutics I | 3 | DMSc Psychiatry | This course focuses on the psychiatric interview for the accurate diagnosis of psychiatric conditions and the implementation of comprehensive treatment plans. In addition to psychiatric pharmacology, crisis intervention and risk management will be reviewed. The course will also explore the ethical and legal issues associated with the diagnosis and treatment of psychiatric disorders. Neurodevelopmental, psychotic, mood, anxiety, obsessive-compulsive, trauma-related, stressor-related, dissociative, and somatic disorders will be covered in this course. Prerequisite: PMH 710 |
| PMH 730 | Psychiatry Diagnostics & Therapeutics II | 3 | DMSc Psychiatry | This course is a continuation of the Psychiatry Diagnostics & Therapeutics course series, building upon the concepts that were explored in Psychiatry Diagnostics & Therapeutics I. Eating, sleep, sexual, gender identity, disruptive, impulse control, conduct, substance-related, neurocognitive, and personality disorders will be covered in this course. Prerequisites: PMH 710, PMH 720 |
| PMH 790 | Psychotherapy Practicum I | 3 | DMSc Psychiatry | The focus of this course is Motivational Interviewing (MI) for advanced graduate-level students. Learners will be provided with a comprehensive review of MI as a personcentered therapeutic modality, its clinical application to a wide range of behavioral and psychological conditions involving diverse clinical settings and populations across the life span. Learners will receive access to online therapy supervision asynchronously from a licensed mental health therapist while they complete 500 hours of clinical practice at their current location of employment. Learners will conduct systematic and continuous process and outcome measurements during their practical application of established psychotherapeutic methods and procedures. This course will include proctored case scenarios and real-time audio-visual patient/client interactions to promote mastery of the course material. Learners will receive instructive feedback through evidence-based clinical supervision models that include session recording, transcription, and analysis. |
| PMH 795 | Psychotherapy Practicum II | 3 | DMSc Psychiatry | This course focuses on the “gold-standard” of contemporary psychotherapy practice, Cognitive-Behavior Therapy (CBT), for advanced graduate students. Learners will be guided through a comprehensive review of CBT based on the theoretical models and strategies proposed by CBT pioneers, Aaron and Judith Beck. Learners will receive access to online therapy supervision asynchronously from a licensed mental health therapist while they complete 500 hours of clinical practice at their current location of employment. The learner will expand their proficiency in clinical case formulation and the therapeutic application of CBT in a variety of clinical settings with diverse populations (individuals/families and groups) across the lifespan. This course will incorporate clinical conceptualizations, reflective strategies, practice exercises, interactive videos, and case examples to stimulate learner skill acquisition, fostering needed social, cognitive, behavioral, and affective change in clients/patients. This course will include proctored case scenarios and real-time audio-visual client/patient interactions to promote mastery of the course material. Learners will receive instructive Content and dates are subject to change. 17 feedback through evidence-based clinical supervision models that include session recording, transcription, and analysis. Prerequisite: PMH 790 |
| ASP 735 | ASP Extension Course | 1 | DMSc Optional ASP Course | This optional 1-credit course is an extension of the applied scholarly project and may be used by a student who has not completed the full ASP by the end of ASP III. During this course, students continue to work with program faculty to complete all necessary components of the project. (Optional course; students may choose to extend their program of study by one (1) semester. Not included in total required credits or program tuition.) |
| Code | Course | Credits | Category | Description |
| OD 511 | Ocular Diagnostics & Therapeutics I | 3.5 | OD-Optometric-Medicine | Students begin development of their knowledge and skills in optometric medical care. Ophthalmic medical evaluation and management skills are introduced. A case-based approach to the integration of data will be used to develop critical thinking skills and practical use of data in the development of diagnoses and treatment plans. |
| OD 521 | Ocular Diagnostics & Therapeutics II | 3 | OD-Optometric-Medicine | Students continue development of their knowledge and skills in advanced refractive and medical ophthalmic evaluation and management. The course will continue to use a case-based and problem-solving methodology in the synthesis and evaluation of optometric data and management of refractive problems and ocular disease. |
| OD 611 | Ocular Diagnostics & Therapeutics III | 3 | OD-Optometric-Medicine | Students continue the development of advanced patient assessment and management skills. Summative practical evaluations prepare students for patient care experiences that will qualify them for internship in the clinical course. Students also learn to acquire ophthalmic images using specialized imaging technologies. |
| OD 621 | Ocular Diagnostics & Therapeutics IV | 3 | OD-Optometric-Medicine | This course introduces the use of contact lenses as a corrective modality in primary care optometric medicine. A clinically based approach will include anatomical, physiological, refractive and lifestyle considerations in patient selection, material selection, lens manufacturing and design, and wearing schedule. Laboratory experience in fitting, verification, assessment, management, and troubleshooting will prepare students for patient care experiences. |
| OD 731 | Ocular Diagnostics & Therapeutics V | 3 | OD-Optometric-Medicine | This course builds upon the knowledge presented in previous courses. Fitting strategies utilizing advanced technology for specialized contact lens design including presbyopia, anterior segment anomalies, therapeutic lenses, post-surgical and post-trauma patients, corneal refractive therapy as well as contact lenses for the geriatric and pediatric populations will be presented. Case examples will be used to encourage independent decision making for complicated problems in contact lens fitting. Laboratory experience in fitting, verification, assessment, management, and troubleshooting will prepare students for patient care experiences. |
| OD 512 | Family Practice / Primary Care I | 3 | OD-Optometric-Medicine | This course introduces the student to medical interviewing techniques, health history content, medical record documentation and preliminary primary care tests. Lecture will incorporate the theory of the procedures and proper sequencing. The laboratory will emphasize the performance of procedures accurately and efficiently. |
| OD 522 | Family Practice / Primary Care II | 3 | OD-Optometric-Medicine | Using a case-based approach, problems will be presented to students that demand an integration of various ethical, social, legal and psychological considerations in addition to diagnostic and therapeutic challenges. Students will be expected to actively participate in discussions and resolution of the issues. While the students are expected to do the necessary research and consultation to conclude with final recommendations, they will be supervised and directed by a faculty mentor. Student presentations and reports should include documentation that supports their conclusions. These will be used in the final assessment of their students learning. |
| OD 612 | Family Practice / Primary Care III | 3.5 | OD-Optometric-Medicine | Clinical cases involving multi-disciplinary involvement will be presented. Participation will include discussion by physicians, nurses, pharmacists, social workers, public health personnel and other professional personnel as well as optometrists to exemplify and provide proper sequential and/or parallel management and arrive at an integrated approach in solving the patient’s issues. |
| OD 622 | Internal Medicine I | 3 | OD-Optometric-Medicine | The purpose of this course is to train the student in the skills necessary to identify the signs of disease. The course covers the clinical procedures necessary to evaluate the general status of the body systems, especially those areas where the patient’s histology is suggestive of alterations from normal. The course will emphasize overall neurological evaluation and cardiovascular assessment including blood pressure measurement, EKG evaluation and auscultation of the carotid artery for the presence of bruits as well as other systemic evaluations. The course also identifies certain areas for which the optometric physician needs in depth knowledge to facilitate proper laboratory testing and imaging. The student will be expected to have previously completed or to complete Basic Life Support training at the Provider level. |
| OD 632 | Internal Medicine II | 3 | OD-Optometric-Medicine | This course covers the major systemic diseases that have ocular and visual implications and reviews their etiology as discussed in pathology, the patient’s signs and symptoms and other clinical assessments to not only reach a definitive diagnosis but also develop effective management plans. Since many systemic diseases have ocular correlates or implications, management often takes the form of co-management. The course will emphasize certain diseases such as diabetes, cardiovascular disorders, infectious and other conditions prevalent in the general patient population. Students will complete Advanced Life Support training and certification as part of this course. |
| OD 513 | Medical Optics I | 2.5 | OD-Vision-Sciences | This course covers fundamental optics, light propagation, and imaging, including lenses, prisms, mirrors, microscopes, telescopes and optical instrument theory with an emphasis on application in ophthalmic medical care. Lab practice will complement the lectures demonstrating how the optical principles can be applied in clinic. |
| OD 523 | Medical Optics II | 2.5 | OD-Vision-Sciences | This course emphasizes the medical optics in ophthalmic patient care. Higher order aberrations and pupillary effects are discussed as well as the optical principles of correcting the refractive error by spectacles, contact lenses and ophthalmic surgery. The optics of clinical instruments is presented. Laboratory experiences will complement lecture by demonstration of optical principles in ophthalmic instruments. |
| OD 613 | Medical Optics III | 2.5 | OD-Vision-Sciences | This course covers the ophthalmic materials, and optical characteristics of ophthalmic lenses prescribed in the correction of refractive errors. It includes discussion of materials, fabrication, lens design, verification and other procedures associated with dispensing, including frame selection and quality control issues. |
| OD 615 | Visual Perception | 2 | OD-Vision-Sciences | This course presents the science of monocular sensory vision emphasizing the anatomy and visual physiology of the retinal photoreceptor layer and post-retinal neurology. Emphasis is placed on understanding the duplex nature of cone vs rod vision, spatial and temporal aspects of visual perception and includes a discussion of the biophysics of light stimulation in vision. Clinical testing correlates of monocular vision and perception are covered. |
| OD 725 | Public Health/Epidemiology | 2 | OD-Vision-Sciences | This course provides instruction regarding the promotion and improvement of public health through organized efforts of interdisciplinary teams that improve the quality of life by prevention of diseases in a community. It will place particular emphasis on eye diseases and/or conditions among high-risk and vulnerable populations. It discusses effects of disease on the health and well-being of society and provides instruction into the benefits of health screenings and standards of care. The course reviews major epidemiological eye studies together with those determinants that contribute to ocular diseases and conditions in aging and poverty. Other topics include those factors that contribute to or worsen the effect of visual impairment such as pharmacological factors or cognitive impairment in the aging population or psychological factors in the young. There will also be in-depth discussions of health care policies. |
| OD 631 | Medical Leadership I | 1 | OD-Vision-Sciences | This course will discuss issues of professional and medical ethics, legal requirements and ethical decision making. The concepts of leadership theory are presented in the context of professional responsibilities. The changing landscape of leadership from patient care to family to community isdescribed in detail. The development of personal leadership styles will be introduced. This course will also address service, professionalism, communication, and personal development. Topics include service as a valued entity in the optometric profession both locally and nationally. The various dimensions of professionalism in the healthcare professions are discussed including personal beliefs, decision making and non-discrimination. |
| OD 711 | Medical Leadership II | 1 | OD-Vision-Sciences | This course provides skills to step into and succeed in leadership positions and acquire skills needed to excel as heads of departments, divisions, projects, and institutions at large. Topics discussed are medical management, including communication, mentoring, process and quality improvement, financial planning, and medical research. Participants will learn about the medical legislative process and the evolution in scope of practice in medicine. |
| OD 626 | Biostatistics / Medical Research Methodology | 2 | OD-Vision-Sciences | This course covers development of a research hypothesis, experimental design, specific aims and statistical analysis. It will involve writing of research proposals, grant applications, and documents required for human subject and animal research. Training required for carrying out research and clinical trials will be discussed. Students will be better prepared for the presentation of papers and posters and for publication in peer-reviewed journals. |
| OD 721 | Clinical and Board Review | 3 | OD-Vision-Sciences | This course is a guided review of previous coursework with an emphasis on preparation for taking the National Boards. Topics will include those required by the National Board of Examiners in Optometry. |
| OD 514 | Medical Anatomy I | 3 | OD-Foundational-Medical-Sciences | Medical Anatomy I is a course that covers histology and related cell biology of connective, nervous, bone, digestive, cardiac, renal, hepatic, reproductive and integumentary systems. It will begin with developmental anatomy and continue with the regional study of gross anatomy. Clinical correlates are emphasized when appropriate and radiological imaging is used to reinforce this concept. In this course, the gross anatomy of the central nervous system and general thoracic regions will be studied. |
| OD 524 | Medical Anatomy II | 3 | OD-Foundational-Medical-Sciences | The regional study of gross anatomy continues with studies of the upper and lower abdomen, upper extremities and the neck. Specific lectures on the microanatomy of the kidneys and liver will covered to reinforce clinical correlates. Developmental anatomy and radiographic images are used as appropriate to help the students gain a deeper understanding between anatomy and physiology. |
| OD 614 | Medical Anatomy III | 3 | OD-Foundational-Medical-Sciences | The regional study of the head and neck continues in this course. A careful study of the osteology, musculature, connective, nervous, circulatory and lymphatic systems are covered. There will be an emphasis on clinical correlates, especially as it relates to the eye and vestibular systems. Special attention is given to ensure the connection between anatomy and physiology is explained, and that basic principles of pathology are introduced via radiographic images. |
| OD 624 | Medical Anatomy IV | 2.5 | OD-Foundational-Medical-Sciences | This course is a detailed study of the gross ocular anatomy of the human eye, adnexa, and surrounding tissues supporting the structure and function of the visual system. It will investigate the histology and clinical micro-structure of the eye as well as embryological integration to the normal and abnormal development of ocular anatomy. There will also be an introduction to a clinical approach to the assessment and management of ocular anatomical disorders. |
| OD 515 | Medical Biochemistry/Genetics I | 2.5 | OD-Foundational-Medical-Sciences | This course is designed to provide a basis for the fundamental understanding of biochemistry and genetics. Diseases will be discussed from genetic, metabolic and/or nutritional viewpoints and compared with normal biochemical processes. The course will explain pathologies at the molecular level and will emphasize certain biochemical principles related to the eye. It will provide the student with the level of contemporary knowledge base that will lead to an understanding of the etiologies and implications of metabolic and inherited conditions with ocular and visual implications. |
| OD 525 | Medical Biochemistry/ Genetics II | 2.5 | OD-Foundational-Medical-Sciences | This course is a continuation of the previous course in the principles of biochemistry and genetics. Diseases will be discussed from genetic, metabolic and/or nutritional viewpoints and compared with normal biochemical processes. The course will explain pathologies at the molecular level and will emphasize certain biochemical principles related to the eye. It will provide the student with the level of contemporary knowledge base that will lead to an understanding of the etiologies and implications of metabolic and inherited conditions with ocular and visual implications. |
| OD 623 | Medical Physiology I | 3.5 | OD-Foundational-Medical-Sciences | This course is designed to expand student knowledge in medical physiology by linking anatomical elements with their normal functions. It facilitates the integration of the several disciplines through a pathophysiological approach that links with pathology, pharmacology, and clinical medicine. There is an emphasis placed on the systems involving renal, cardiovascular, endocrine, and hepatic functions. |
| OD 633 | Medical Physiology II | 4 | OD-Foundational-Medical-Sciences | This course continues the discussion of the medical physiology that were introduced in OD 613. The homeostatic status and changes of these molecules are discussed in consideration of the changes brought about by aging. There is a discussion of the production of free radicals including oxygen free radicals and the quenching of some of these radicals by various vitamins. The course emphasizes the physiology and biochemistry of ocular tissues such as the sclera, choroid, aqueous, the vitreous, the lens and the cornea. |
| OD 526 | Medical Microbiology/Immunology I | 2.5 | OD-Foundational-Medical-Sciences | This course is designed to provide the student with an understanding of the association of the immune response with protection against disease, its use in diagnosis and therapy, and the effects of the immunodeficiency and pathogenic conditions that result from abnormalities in the immune system. In addition, the course is designed to provide the student with a basis for understanding the relationship between host defenses, the clinically significant microorganisms, their transmission, pathogenic mechanisms, and association with infectious diseases in humans. |
| OD 616 | Medical Microbiology/Immunology II | 2.5 | OD-Foundational-Medical-Sciences | This course is a continuation of the previous course in microbiology and immunology. The course is designed to provide the student with a basis for understanding the relationship between host defenses, the clinically significant microorganisms, their transmission, pathogenic mechanisms, and association with infectious diseases in humans and discuss its clinical relevance. |
| OD 634 | Neuro-Ophthalmology I | 3.5 | OD-Applied-Medical-Sciences | This course is designed to provide a broad understanding of the human central nervous system with an emphasis on functional and clinical neuroanatomy, the application of this knowledge to localize and diagnose neuropathology, and the ability to interpret diagnostic imaging of the brain and spinal cord. However, this course will also provide students with a foundation in the normal structure and function of the CNS at the molecular, cellular, and histological levels, and CNS development as a basis for understating CNS pathology and treatment. The course will begin with fundamental aspects of neuroscience (including gross neuroanatomy, neuro-histology, neurophysiology) and then examine regional neuroanatomy, functional systems, and clinical correlates starting with the peripheral nervous system and then progressively moving up the neuro-axis from the spinal cord to the cerebral cortex. |
| OD 714 | Neuro-Ophthalmology II | 3 | OD-Applied-Medical-Sciences | The course presents the scientific basis underlying human vision by focusing on the principles of binocularity and stereopsis, related concepts and their application particularly when binocularity is abnormal. The course covers basic concepts such as the horopter, fusion, retinal correspondence and others. It also covers the neurological pathways and systems involved in maintaining normal binocularity so as to lay down the foundation for an understanding of the clinical presentation and testing in the evaluation of normal and abnormal binocular conditions discussed in later courses. Topics of discussion include the neurology of eye movements including the innervation of the eye muscles and the control of version, vergence, and saccadic eye movements. Course emphasis will be placed upon understanding normal and abnormal eye movements, their assessment and management. |
| OD 724 | Neuro-Ophthalmology III | 3 | OD-Applied-Medical-Sciences | This course discusses the diagnosis and management of strabismus and amblyopia, their etiologies, risk factors, classification and the interventional strategies including optical management, surgery and oculomotor rehabilitation in the contemporary practice of optometric medicine. Congenital or acquired disorders such as nystagmus, saccadic eye movements and higher order vision information processing conditions are covered. Prognoses and expected outcomes are discussed. |
| OD 734 | Neuro-Ophthalmology IV | 2.5 | OD-Applied-Medical-Sciences | This course provides an in-depth discussion of the diagnosis and management strategies for various neurological disorders that also affect vision. Other systemic conditions such as some vascular or cardiac etiologies or space-occupying lesions of the brain may also contribute to visual abnormalities or loss. Testing and neurological evaluation is discussed in depth and is accompanied by various radiological and other technologies that help the diagnostic process. The diagnostic strategies for the confirmation of acquired brain injuries are also covered in detail. |
| OD 635 | Medical Pharmacology I | 3.5 | OD-Applied-Medical-Sciences | This course begins with the principles underlying pharmacokinetics, pharmacodynamics and therapeutics. It discusses routes of administration, dosages and associated nomenclature. The course then uses a survey approach to various classes of systemic medications, their cellular mechanisms, actions and indications. There is also a discussion of individual drug selection and administration based on the individual’s genetic profile in order to select the best medication for the individual patient. |
| OD 715 | Medical Pharmacology II | 3.5 | OD-Applied-Medical-Sciences | This course continues the presentation of pharmaceutical management of systemic conditions in various organ systems. Ocular manifestation of systemic diseases and therapeutic co-management are taught. It includes discussions of topical, oral, and injectable medications, autonomic drugs, anesthetics, lubricants, and various diagnostic and therapeutic medications. Emphasis is placed on the pharmacokinetics, pharmacodynamics, cellular interactions, indications and contra-indications, dosages and ocular and systemic toxicity of drugs used in the management of ocular conditions and associated systemic disease. |
| OD 713 | Medical Pathology I | 3 | OD-Applied-Medical-Sciences | This course covers the causes and underlying mechanisms of diseases. It addresses basic pathological processes associated with cell injury, cell death, acute and chronic inflammation, tissue repair and regeneration, healing, fibrosis and neoplasia. It includes a discussion of the pathology associated with various body systems with specific attention paid to those pathological changes involving ocular manifestations of systemic disease, particularly those most common in the population. |
| OD 723 | Medical Pathology II | 4 | OD-Applied-Medical-Sciences | This course covers the diagnosis and management of the diseases of the anterior segment, including those resulting from systemic disease. This course emphasizes those conditions affecting the ocular adnexa, conjunctiva, cornea, anterior chamber, iris, and crystalline lens. It addresses the etiology, diagnosis and management of infectious, autoimmune, neuromuscular, degenerative and neoplastic conditions as well as those involving surgical and laser interventions. Assessment techniques, specific to the anterior segment will be discussed as well as laboratory testing and detailed management protocols. |
| OD 733 | Medical Pathology III | 4 | OD-Applied-Medical-Sciences | This course focuses on the diagnosis and treatment of disorders involving the posterior segment of the eye, including those resulting from systemic diseases. The anatomical, physiological, histological and pathological processes which occur during ocular disease will be presented. Emphasis will be placed on the medical management of conditions involving the vitreous, retina, and uveal tract as well as posterior segment pathology associated with systemic diseases. This course contains a comprehensive presentation of primary and secondary glaucoma, including etiology, mechanisms, prevalence and classification. The course emphasizes diagnostic testing and imaging utilizing advanced technologies, procedures, photographic techniques and management options including medical, surgical and laser procedures. |
| OD 716 | Surgery I | 2 | OD-Medical-Specialties | This course presents expanded therapeutic laser procedures, including: discussions of laser physics and tissue interaction, laser hazards and safety, and clinical laser treatments for open angle glaucoma, narrow angle glaucoma, and pseudophakic capsular opacities as well as the practice management aspects of outpatient laser and refractive surgery. This course includes the evaluation and management, such as the surgical decision-making in the care of patients, for cataract surgery. All pre-surgical testing, counselling, and preparation for the patients are presented as are post-operative medical management protocols. |
| OD 735 | Surgery II | 2.5 | OD-Medical-Specialties | This course discusses expanded therapeutic procedures starting with an introduction to ophthalmic surgical procedures. It then introduces OSHA guidelines and asepsis, suture and suturing techniques, entropion repair, chalazion management, postoperative wound care and radiofrequency surgery. Injections are covered starting with local injection sites, venipuncture, local anesthesia, emergency surgical procedures anaphylaxis and other emergencies. This course presents the evaluation and management, including surgical decision-making in the care of oculoplastic procedures candidates. All pre-surgical testing, counselling and preparation of the patients are presented as are the post-operative medical management protocols. |
| OD 625 | Pediatrics | 2.5 | OD-Medical-Specialties | This course concerns the diagnosis and management of the major refractive, binocular and ocular disorders and well as the systemic diseases commonly occurring in the pediatric population especially those where there is an ocular component. There is also a discussion of normal growth and development markers and expectations in this population. Various testing alternatives and strategies for the management of the visual conditions in children are discussed. Students participate in medical internship screenings of school age children as part of this course. |
| OD 636 | Gerontology and Low Vision | 2 | OD-Medical-Specialties | This course addresses the etiology and epidemiology of vision impairment and associated diseases, the assessment and examination of the low vision patient including necessary modifications to the testing procedures and the prescribing of optical and non-optical devices. It covers orientation and mobility issues, patient counseling and locally-based services available to support the patients. Geriatric topics will also be included. Students participate in medical internship training at nursing homes and assisted living facilities as part of this course. |
| OD 736 | Dermatology | 1 | OD-Medical-Specialties | This course introduces the student to the medical specialty of dermatology and provides a fundamental understanding of the common diagnoses and treatments within dermatology, particularly periocular and head/neck lesions. |
| OD 822 | Otolaryngology / EENT | 1 | OD-Medical-Specialties | This course introduces the student to the medical specialty of otolaryngology and provides a fundamental understanding of the common diagnoses and treatments within otolaryngology with an emphasis on disorders affecting the ears and sinuses. |
| OD 812 | Emergency Medicine | 1 | OD-Medical-Specialties | This course introduces the student to the medical specialty of emergency medicine and provides a fundamental understanding of the common diagnoses and treatments within emergency medicine. |
| OD 832 | Psychiatry | 1 | OD-Medical-Specialties | This course introduces the student to the medical specialty of psychiatry and provides a fundamental understanding of the common diagnoses and treatments within psychiatry and the effects of mental and behavioral health on overall patient care. |
| OD 726 | Radiology | 1 | OD-Medical-Specialties | This course introduces the student to the medical specialty of radiology and provides a fundamental understanding of the field of radiology, including ordering and interpretation of medical imaging. |
| OD 516 | Modern Medical Practice | 2 | OD-Clinical-Experiences | This course discusses the strategies for successful practice management within the modern medical model, using best business practices. It also includes contemporary and future innovations in the practice of optometric medicine from the development of new technologies and instrumentation, better management strategies, research in pharmacogenetics, detection of markers predictive of disease, pharmaceutical discoveries and better optical solutions to current refractive disorders. |
| OD 712 | Principal Clinical Experience I | 4 | OD-Clinical-Experiences | This course serves as an introduction to clinical patient care and clinical operations. It consists of active involvement in direct patient care. The students will conduct testing for patients and will refine their clinical procedures and examination techniques/sequencing including refraction. Emphasis is placed on professional and proper doctor-patient communication and inter-professional communication within a clinic/hospital setting. Students will begin integrating their clinical training into critical thinking skills that should result in appropriate diagnoses and management of the patient. |
| OD 722 | Principal Clinical Experience II | 4 | OD-Clinical-Experiences | Students continue in the clinic as active participants in primary patient care. Students receive the patient information gathered by the technicians and advanced technology which the clinician will use for diagnosis and management. Students will continue to develop their critical thinking skills. They will also order appropriate testing and/or conduct specialized imaging procedures as part of the patient care team. Increased independence and higher expectations for the students will be applied in their clinical assessments. |
| OD 732 | Principal Clinical Experience III | 4 | OD-Clinical-Experiences | This course is designed to prepare the student for externships. Students are expected to display increased efficiency and timely adherence to a clinical schedule. Critical thinking skills and appropriate diagnosis and patient management should continue to be demonstrated by the student. At this point, students should consult with their mentors with confidence, displaying high standards of independence and excellence in their clinical assessments and should demonstrate knowledge and self-awareness in cases where referrals or consultations are warranted. |
| OD 811 | Advanced Clinical Experience I | 16.5 | OD-Clinical-Experiences | The fourth year rotations occur within the clinical network affiliated with the College of Optometric Medicine and include direct supervised patients care in the Primary Eye Care clinics with rotations to appropriate clinical facilities for direct and observed supervised clinical experience in specialty eye diseases, contact lenses, pediatrics, low vision, ophthalmic dispensing services as well as participation in other medical specialty clinics. Clinical management by interns during the 4 th year is expected to reflect an ability to evaluate and manage a complex caseload including surgical care. |
| OD 821 | Advanced Clinical Experience II | 16.5 | OD-Clinical-Experiences | The fourth year rotations occur within the clinical network affiliated with the College of Optometric Medicine and include direct supervised patients care in the Primary Eye Care clinics with rotations to appropriate clinical facilities for direct and observed supervised clinical experience in specialty eye diseases, contact lenses, pediatrics, low vision, ophthalmic dispensing services as well as participation in other medical specialty clinics. Clinical management by interns during the 4 th year is expected to reflect an ability to evaluate and manage a complex caseload including surgical care. |
| OD 831 | Advanced Clinical Experience III | 16.5 | OD-Clinical-Experiences | The fourth year rotations occur within the clinical network affiliated with the College of Optometric Medicine and include direct supervised patients care in the Primary Eye Care clinics with rotations to appropriate clinical facilities for direct and observed supervised clinical experience in specialty eye diseases, contact lenses, pediatrics, low vision, ophthalmic dispensing services as well as participation in other medical specialty clinics. Clinical management by interns during the 4 th year is expected to reflect an ability to evaluate and manage a complex caseload including surgical care. |
| Code | Course | Credits | Category | Description |
| HS 714 | Scientific/Professional Writing | 1 | eOTD-Didactic-Courses | This pass/fail course reviews PubMed, Index Medicus, other search methodologies, American Psychological Association editorial format, the composition of a scientific/professional manuscript, and the style of Scientific/professional writing, its construction and formats. |
| HS 720 | Survey of Qualitative Research | 3 | eOTD-Didactic-Courses | This course introduces the student to qualitative research methods and their applications to problems and phenomena in healthcare. Emphasis is placed on the appropriate use and differences of qualitative methods, their philosophical underpinnings, and application toclinical issues. |
| HS 751 | Case Series Single Subject Design (Optional Course) | (3) | eOTD-Didactic-Courses | This course will seek an in-depth exploration and practice regarding the mechanics, design and construction of case series and single subject research designs in a healthcare environment. Students will develop and submit a single subject/case series research design related to individual dissertation topics or to relevant clinical questions. (Optional elective course, not required for program completion.) |
| HS 770 | Research Practicum (Optional Course) | (1) | eOTD-Didactic-Courses | Faculty-directed clinical, basic, or applied research practicum, which may include but not limited to review of literature preparation, human subjects committee proposal development, data collection, and presentation/manuscript preparation. Graded Pass/Fail. (Optional course, may be repeated for up to 4 credits. May be taken any time, Semester 2 to end of program, with Program Director’s approval.) |
| LD 718 | Essentials of Practice Managment and Administration | 3 | eOTD-Didactic-Courses | This course will allow the student to explore the foundations associated with designing, promoting, and leading a healthcare organization. The course will offer instruction regarding the following principles: financial planning; budgeting, marketing/branding; strategic planning, space designing, and core principles associated with developing and or leading a healthcare organization. The student will utilize current best evidence and clinical practice guidelines in establishing business planning principles for owning or operating a healthcare organization. Students will engage in critical reasoning within forum discussions and through the development of an executive business summary. |
| OT 701 | Fundamentals of Occupational Therapy | 4 | eOTD-Didactic-Courses | The student will learn and integrate the foundational aspects of the profession of occupational therapy that guide the scope of practice, assessment and intervention,regulation, and reimbursement. Further, students will appreciate the guiding documents for occupational therapy practice in the United States. |
| OT 702 | Clinical Anatomy for Occupational Therapy w/Lab | 3 | eOTD-Didactic-Courses | The study of human anatomical structures related to goal-directed movement supports active engagement in meaningful occupations. A regional approach to the study of structures is aided by specimens, models, and multimedia. |
| OT 703 | Clinical Neuroscience in Occupational Therapy w/Lab | 3 | eOTD-Didactic-Courses | This course is an introduction to neuroscience and designed to develop the learners understanding the relationship between neuronal structure and function. The course present information relevant to an understanding of the fundamental concepts in clinical and basic neuroscience. This course will provide you with the foundation for further study of the basic function of the nervous system and a background for practical study in theinterpretation of signs, symptoms and presentation of neurological disorders. |
| OT 705 | Analysis of Human Movement & Performance w/Lab (Functional Kinesiology) | 3 | eOTD-Didactic-Courses | This course involves the analysis of normal and pathological movement of the human body. Concepts related to normal and abnormal biomechanics, kinesiology, arthrokinematics, and osteokinematics are applied to joints of the body as well as deformable tissues. Concepts of movement are applied to functional movement and tasks that support engagement in meaningful occupations. |
| OT 706 | Analysis of Occupations/Development Across the Lifespan w/Lab | 3 | eOTD-Didactic-Courses | Students explore the role occupation plays in survival, health, and well-being, through assigned readings, class discussion, and individual and group learning activities. Students study the Occupational Therapy Practice Framework to develop a clear understanding ofthe domain, focus and process of occupational therapy. Students examine occupational performance across the lifespan and how numerous variables affect occupational performance including temporal, environmental, and social/cultural factors. Students arealso introduced to various frames of reference and occupational therapy theories to help organize, assess, and interpret occupational performance for individuals and populations. Finally, students learn to analyze occupational performance through a systemizedapproach to activity analysis. During laboratory sessions, students apply concepts, models,and frames of reference learned thus far, to analyze tasks and the occupational performance of individuals and populations across the lifespan. Students administeroccupational performance evaluations and develop competence in completing occupational profiles and analyses of occupational performance, as it relates to self-care, work, and leisure. This lab serves as a precursor to developing occupational therapyintervention plans for individuals/populations with or at risk for disability. |
| OT 712 | Quantitative Inquiry | 3 | eOTD-Didactic-Courses | This course provides an overview of research design from the perspective of the hierarchy of levels of evidence. Students will examine common designs of studies in terms of problem statements, question formulation, methodological features, and significance of findings for application in practice. The course will prepare students to judge evidence based on: 1)reliability and validity of diagnostic tests, standardized assessments and outcome measures 2) effectiveness of clinical interventions for a client; population or organization; 3) natural history of health-related conditions; and 4) risk of harm from select preventativeand therapeutic interventions. Quantitative article critiques will be conducted to strengthen students’ abilities to analyze the relationship between research question and study design to facilitate understanding of how evidence informs practice. |
| OT 713 | Clinical & Developmental Conditions in Occupational Therapy (Children/Youth) | 1 | eOTD-Didactic-Courses | During the course, conditions causing childhood and adolescent impairments and disabilities (physical, neurological, and psychosocial) will be explored. Typical occupational performance problems addressed by occupational therapists will be investigated. Studentswill utilize evidence-based decision-making and clinical reasoning necessary to practice with these special populations will also be a focus during this course. |
| OT 716 | Healthcare Advocacy: Policy, Legal, and Ethical Contexts | 2 | eOTD-Didactic-Courses | This course raises awareness of important policy, legal and ethical issues affecting the domain and process of occupational therapy. The course examines evidence supporting ways to advocate for others as leaders in healthcare and to self-advocate to function within an ethical decision-making framework. Emphasis is placed upon a) gaining awareness of efforts to empower clients [i.e., person, population or organization] to seek and obtain resources to fully participate in occupations, b) exploring methods to influence policy change and c) examining strategies to identify, manage and reduce risk of legal and professional ethical problems. |
| OT 717 | Occupational Analysis & Evaluation w/Lab (Children/Youth) | 2 | eOTD-Didactic-Courses | This course explores evaluation of occupational performance, performance components, and occupational environments among adults. Typical occupational performance problems evaluated by occupational therapists will be investigated. Issues related to screening, assessment, evaluation, and the interpretation of such will be addressed. |
| OT 718 | Occupation-Based Interventions w/Lab (Children/Youth) | 3 | eOTD-Didactic-Courses | This course explores aspects of typical and atypical development across childhood and adolescence, focusing on occupational performance, performance skills, and occupational environments rehabilitation or habilitated among children and youth. The primary focus is on occupation-based program/intervention planning. Students will utilize evidence-based decision-making and clinical reasoning necessary to practice with these special populations will also be an emphasis during this course. |
| OT 723 | Clinical Conditions in Occupational Therapy (Adult Psychosocial) | 2 | eOTD-Didactic-Courses | This course will provide students with the foundational knowledge of the psychologicalconditions commonly addressed by occupational therapy in traditional settings(community, inpatient, outpatient, and non-traditional settings. |
| OT 724 | Educating in Occupational Therapy | 3 | eOTD-Didactic-Courses | This course provides students with foundational knowledge of best evidence associated with teaching and learning in clinical and academic settings. Knowledge will be applied in modules to offer students opportunities to explore how best to teach clients [i.e., person, population, or organization], professional peers and students in academic or clinical settings. Overall content aims to expose students to a range of educational delivery mechanisms and to basics of policies and procedures per educational setting. Course willrequire creation of an evidence-based learning module and assessment of learning for a targeted audience. |
| OT 725 | Clinical Conditions in Occupational Therapy (Adult Physical/Neurological) | 2 | eOTD-Didactic-Courses | This course will provide students with an understanding of major neurological/physicaldiseases, injuries, and disorders that may impact adult occupational performance. The course will review diagnostic and general intervention features from the lens of a medical model, a holistic perspective, and the social determinants of health. |
| OT 726 | Occupational Analysis & Evaluation w/Lab (Adult Psychosocial/Physical/Neurological) | 3 | eOTD-Didactic-Courses | This course explores the evaluation of occupational performance, performance components, and occupational environments among children and youth. Typical occupational performance problems evaluated by occupational therapists will beinvestigated. Issues related to screening, assessment, evaluation, and the interpretation ofsuch will be addressed. |
| OT 727 | Occupation-Based Intervention in Psychosocial Settings w/Lab | 3 | eOTD-Didactic-Courses | The course will focus primarily on the application of occupation-based interventions inpsychosocial settings. Occupational therapy theories and frames of reference used toidentify and prevent/reduce occupational performance problems related to psychosocialdysfunction. Intervention strategies targeting primary, secondary, and tertiary preventionwill be explored and critically analyzed. Common settings where occupational therapistsaddress psychosocial conditions and/or impairments will be explored. |
| OT 728 | Occupation-Based Intervention in Physical/Neurological Rehabilitation Settings w/Lab | 4 | eOTD-Didactic-Courses | The study of theory and frames of reference related to occupation-based interventions for adult persons with physical and neurological disorders or injury will be explored and applied. Students will review and integrate current best evidence related to interventions supporting participation and performance in meaningful occupations. |
| OT 730 | Health & Wellness in Occupational Therapy Practice | 2 | eOTD-Didactic-Courses | Building on prior courses reflecting evidence-based practice and occupational therapyprinciples and practice, this course emphasizes principles of public and community-basedpractice through occupation. The course exposes students to research associated withemerging roles for occupational therapists in health promotion, prevention and primaryhealthcare. Students are challenged to conceptualize how occupational therapy can meetgrowing societal needs in the context of population health issues and initiatives, anoccupational justice framework, and models of behavior change. |
| OT 731 | Program Development & Evaluation For Community Health & Practice in Occupational Therapy | 2 | eOTD-Didactic-Courses | Building on prior courses reflecting evidence-based practice and occupational therapy principles and practice, this course emphasizes principles of program development and evaluation. The course will provide an opportunity for the learner to design and develop occupation-based programs for groups, and populations related to primary health care, health promotion or community-based programs. Mechanisms of program developmentsuch as feasibility study, proposal preparation, grant writing and business planning will be reviewed along with topics associated with reimbursement, basic survey design and program evaluation. Students will choose a program approach and target population; appraise the state of the evidence in the selected realm and generate an evidence-based executive summary of a program that promotes the profession of occupational therapy ascontributing to meeting the designated population’s occupational needs. |
| OT 735 | Assistive Technology & Environmental Design (Children/Youth) | 2 | eOTD-Didactic-Courses | This course exposed students to the provision of assistive technology for children and youth to enhance their participation and performance in meaningful occupations and enhance their quality of life. Students will be exposed to specific models and frames of reference, assessment tools and assistive technology (communication aids, environmentalcontrols, low vision, community mobility, computers and software, and technology for care), and strategies to support the implementation and daily use of such.described in detail. The development of personal leadership styles will be introduced. This course will also address service, professionalism, communication, and personal development. Topics include service as a valued entity in the optometric profession both locally and nationally. The various dimensions of professionalism in the healthcare professions are discussed including personal beliefs, decision making and non-discrimination. |
| OT 736 | Assistive Technology& Environmental Design (Adults/Geriatrics) | 2 | eOTD-Didactic-Courses | This course exposed students to the provision of assistive technology for children and youth to enhance their participation and performance in meaningful occupations and enhance their quality of life. Students will be exposed to specific models and frames of reference, assessment tools and assistive technology (communication aids, environmentalcontrols, low vision, community mobility, computers and software, and technology for care), and strategies to support the implementation and daily use of such. |
| OT 740 | Leadership as an Occupation | 2 | eOTD-Didactic-Courses | This course examines current research and practices of leadership. Students examine the influence of emerging technologies, shifting accountabilities between providers and consumers, health care reform and occupational therapy’s Vision 2025 in relation to evolving leadership principles and characteristics. Evidence-based tools are analyzed for their contribution to developing leadership as a meaningful activity. Issues of change, creativity and innovation, inter-professional collaboration, leadership delivery models, self-mastery, professional integrity, credibility and other leadership-related concepts are themes that underpin the course. Special emphasis is placed upon self-exploration of intentions for leading in health and human service beyond degree conferral. |
| OT 741 | Geriatric Clinical Conditions in Occupational Therapy (Psychosocial/Physical/ Neurological) | 2 | eOTD-Didactic-Courses | This course explores the commonly seen conditions (physical, neurological, and psychological conditions experienced by geriatric individuals, groups and populations in the United States. The course will review diagnostic and intervention features from the lens of a medical model, holistic perspective, and the social determinants of health. |
| OT 743 | Geriatrics Occupational Analysis & Evaluation (Psychosocial/Neurological/Physical Rehabilitation) | 2 | eOTD-Didactic-Courses | This course explores evaluation of occupational performance, performance components, and occupational environments among geriatric populations. The content will be learned through a problem-based learning approach, instructor and student-lead seminar, structured observation, group discussion, case studies, and student presentations. Typical occupational performance problems evaluated by occupational therapists will beinvestigated. Issues related to screening, assessment, evaluation, will be addressed. |
| OT 744 | Occupation-Based Interventions in Geriatric Settings w/Lab | 2 | eOTD-Didactic-Courses | The study of theory and frames of reference related to occupation-based interventions for geriatric persons with physical and neurological disorders or injury will be explored and applied. Students will review and integrate current best evidence related to interventions supporting participation and performance in meaningful occupations. |
| OT 745 | Preparation for Level II Fieldwork Experience | 1 | eOTD-Didactic-Courses | This course will prepare the student with the understanding, tools, and resources to be successful in their fieldwork experience. This course will provide students with an increased understanding of professional skills of communication, receptiveness to feedback, taking initiative, dependability, and other interpersonal behaviors that are essential learning outcomes of the fieldwork experience. Students will understand the individual and site expectations in order to fulfill and complete a successful fieldwork experience. |
| OT 749 | Special Topics in Occupational Therapy w/Lab | 2 | eOTD-Didactic-Courses | The purpose of this course is for the occupational therapy students to gain knowledge and skills of assessment and interventions related to driving habilitation/rehabilitation and low vision among young adults, adults, and geriatrics. An additional focus will be placed on the collaboration of occupational therapy with optometrists. |
| OT 719 | Level 1 A Fieldwork (1 week) | 1 | eOTD-Fieldwork-Courses | The clinical education of Level I fieldwork is to introduce students to the fieldwork experience, to apply knowledge to practice, and to develop an understanding of the needs of clients. Level I fieldwork shall be integral to the program’s curriculum design and include experiences designed to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process. The focus of these experiences is not intended for the student to be independent in performance. Qualifiedpersonnel for supervised Level I fieldwork include but are not limited to, occupational therapists, psychologists, physician assistants, teachers, social workers, nurses, and physical therapists.emphasize certain biochemical principles related to the eye. It will provide the student with the level ofcontemporary knowledge base that will lead to an understanding of the etiologies and implications of metabolic and inherited conditions with ocular and visual implications. |
| OT 729 | Level 1 B Fieldwork (1 week) | 1 | eOTD-Fieldwork-Courses | The clinical education of Level I fieldwork is to introduce students to the fieldwork experience, to apply knowledge to practice, and to develop an understanding of the needs of clients. Level I fieldwork shall be integral to the program’s curriculum design and include experiences designed to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process. The focus of these experiences is not intended for the student to be independent in performance. Qualifiedpersonnel for supervised Level I fieldwork include but are not limited to, occupational therapists, psychologists, physician assistants, teachers, social workers, nurses, and physical therapists. |
| OT 739 | Level 1 C Fieldwork (1 week) | 1 | eOTD-Fieldwork-Courses | The clinical education of Level I fieldwork is to introduce students to the fieldwork experience, to apply knowledge to practice, and to develop an understanding of the needs of clients. Level I fieldwork shall be integral to the program’s curriculum design and include experiences designed to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process. The focus of these experiences is not intended for the student to be independent in performance. Qualifiedpersonnel for supervised Level I fieldwork include but are not limited to, occupational therapists, psychologists, physician assistants, teachers, social workers, nurses, and physical therapists. |
| OT 750 | Level II A Fieldwork (12 weeks) | 7 | eOTD-Fieldwork-Courses | The OTD curriculum at RMUOHP contains both an academic and a fieldwork component. The academic component is designed to provide the student with a firm foundation in basic health sciences, occupational therapy theory and models, use of the Occupational Therapy Practice Framework: Domain and Practice 4th Ed, screening/evaluation, occupational based intervention techniques, evidence-based practice, critical thinking and clinicalthinking, emerging practice trends, communication and professionalism. The fieldworkcomponent is designed to integrate all of this didactic knowledge with hands-on, practicalexperience. |
| OT 751 | Level II B Fieldwork (12 weeks) | 7 | eOTD-Fieldwork-Courses | The OTD curriculum at RMUOHP contains both an academic and a fieldwork component. The academic component is designed to provide the student with a firm foundation in basic health sciences, occupational therapy theory and models, use of the Occupational Therapy Practice Framework: Domain and Practice 4th Ed, screening/evaluation, occupational based intervention techniques, evidence-based practice, critical thinking and clinical thinking, emerging practice trends, communication and professionalism. The fieldwork component is designed to integrate all of this didactic knowledge with hands-on, practical experience.relationship between host defenses, the clinically significant microorganisms, their transmission, pathogenic mechanisms, and association with infectious diseases in humans. |
| OT 760 | Preparation for Doctoral Capstone Experience | 1 | eOTD-Capstone | This seminar-type course is designed to provide students with the knowledge and skills that will aid them in the successful completion of their doctoral capstone experience (14 week) in the Winter semester of their 3rd year. |
| OT 761 | Doctoral Capstone Experience (14 weeks) | 9 | eOTD-Capstone | The Doctoral Capstone Experience is an individually designed, thorough student experience in a practice setting in one or more of the following areas of study: clinical practice skills, research skills, administration, leadership, program and policy development, advocacy, or education. |
| OT 762 | Doctoral Capstone Project I | 1 | eOTD-Capstone | This course launches students towards the initiation of the capstone project. Constructs examined in this course build upon foundational course assignments and challenge students to demonstrate commitment to being/becoming practice-scholars. Throughcontinued scholarly discourse, self-reflection, and examination of knowledge translation/transfer of evidence-based practice; students formulate the proposal for the capstone project. Students generate a working draft capstone proposal as a final course project and will receive instructor feedback to further refine their capstone projectproposal that will be used to complete their final capstone project. Instructor(s) review parameters for: capstone project options, expected level of rigor, individualized deliverables based on the type of capstone project, the impact of the project on healthcare, contribution to the occupational therapy field, and the process to optimize successfulcompletion of the required capstone project for the OTD degree. Instruction on the application of evidence-based practice and dissemination of subsequent works of scholarship are provided. Students conclude the course with the approval of the capstone proposal by their Faculty Advisor, Subject Matter Expert, and Primary CourseInstructor/Doctoral Capstone Coordinator. |
| OT 763 | Doctoral Capstone Project II | 3 | eOTD-Capstone | This course allows the students to implement aspects of their capstone project initiation document to further explore the literature, design and develop deliverables, and then complete the required Institutional Review Board requirements for the OTD capstone project. Students are supported by their Faculty Advisor, Subject Matter Expert, and Primary Course Instructor/Doctoral Capstone Coordinator. |
| OT 764 | Doctoral Capstone Project III | 4 | eOTD-Capstone | This course is focused on the formal aspects of the implementation of their capstone project and further enhancing deliverables. Students continue to receive support from their Faculty Advisor, Subject Matter Expert, and Primary Course Instructor/Doctoral Capstone Coordinator. They generate a final capstone document (paper/executive summary, project-related deliverables, and other documents as negotiated between the student and their capstone advisors). The Capstone Project demonstrates achievement ofGPD-approved*, student-generated learning outcomes, and a product of practice/clinicalscholarship that informs occupational therapy practice. submit and present a summation ofthe Capstone Project in the form of a “virtual” capstone presentation at an annual colloquium according to parameters outlined during class to peers and instructor by end of the course. Students conclude the course with final reflections moving forward post-graduation. |
| Code | Course | Credits | Category | Description |
| PT 700 | Professionalism 1: Physical Therapy & the Profession | 3 | DPT Professionalism | An overview of the healthcare delivery system and of the professional roles of practicing physical therapists. Students evaluate the interdisciplinary roles of medical and rehabilitation co-professionals and extenders, including, among others, medical doctors, nurses, physical, occupational and speech therapists, chiropractors, social workers, and physical therapist assistants. The history and development of modern-day physical therapy in the United States is examined in depth and includes the study of the collaborative nature of twenty-first century healthcare practice. General principles of human interaction, communication, and relationships are presented, including self, professional-patient, and interdisciplinary strategies for understanding adaptations to disease and disability. Students will be introduced to cultural competence and the importance it plays in physical therapy practice. (Lecture 3) |
| PT 707 | Professionalism 2: Patient Management | 3 | DPT Professionalism | This course will focus on developing professional thinking and clinical skills. The course covers the elements of patient/client management with a focus on the components of the examination and the development of the evaluation/diagnosis/ prognosis process. Laboratory sessions emphasize examination skills with refinement of psychomotor skills learned during the first semester. Professional behaviors of that demonstrate Compassion & Caring, Integrity and Professional Duty are included within the laboratory sessions and patient discussions. The evaluative process will utilize the International Classification of Functioning and Disability (ICF) as the primary process for evaluating the examination findings, making a diagnosis and developing the prognosis/ plan of care. The course also includes: an introduction to documentation and billing, examination of patients in different clinical settings, and the basic principles of medical imaging. (Lecture 2/Lab 2) |
| PT 717 | Professionalism 3: Ethics & Physical Therapy Practice | 3 | DPT Professionalism | This course provides a comprehensive overview of physical therapy ethics and legal practice issues. Students explore and analyze the APTA’s Code of Ethics and the Guide for Professional Conduct. Students define, describe, and evaluate moral, ethical, and legal issues pertaining to physical therapy practice in a variety of practice settings. APTA’s professional standards, third party payer standards, and licensing board’s ethical requirements are reviewed in depth to facilitate student assessment, comparing and contrasting, and analysis of these important documents. Students will explore various sociocultural topics and explore the patient/client perspective. The development of skills to prepare students to be culturally competent in physical therapy practice is emphasized. Teaching and learning methods, informatics, and abuse of vulnerable populations will also be discussed. (Lecture 3) |
| PT 723 | Professionalism 4: Specialty Practice | 3 | DPT Professionalism | This course focuses on specialty practice areas in physical therapy. Topics include pelvic health, vestibular rehab, ENMG, imaging, and the integumentary system. Current practice and technology, emerging issues, and future opportunities in Physical Therapy will be explored in relation to these specialty practice areas. (Lecture 3) |
| PT 740 | Professionalism 5: Financial Principles in Physical Therapy | 2 | DPTProfessionalism | This course examines current issues and trends in physical therapy clinical management. Specific topics include: (1) health care malpractice and business, contract, criminal, and education law concepts and case, statutory and regulatory law; (2) informed consent; (3) organizational theory, behavior, and culture; (4) leadership and management principles; (5) human resource management issues; (6) healthcare finance; (7) marketing of PT professional services; and (8) information, quality, and risk management. (Lecture 2) |
| PT 701 | Foundational Sciences 1: Human Anatomy | 5 | DPT Foundational Sciences | The study of human anatomical structures as they relate to movement and the physiological demands of activity and exercise. A regional approach to the study of structures is aided by specimens, models, and multimedia. The course is projected to have a strong interactive, online component. (Lecture 4/Lab 2) |
| PT 711 | Foundational Sciences 2: Kinesiology 1 | 4 | DPT Foundational Sciences | This course will examine the study of human movement including selected anatomical, structural, and functional properties of human connective tissues, muscular tissues, nervous tissues, and skeletal structures. Focus will be on the lower quarter. Emphasis will be placed on mechanical, neuroregulatory, and muscular influences upon normal and pathological motion. (Lecture 3/Lab 2) |
| PT 721 | Foundational Sciences 3: Applied Physiology | 5 | DPT Foundational Sciences | This course is a foundational science course and serves as a core building block for the understanding of physiology in preparation for physical therapy primary care practice. All the major organ systems will be studied individually and progressively integrated throughout the course. The goal of the course is to develop a more complete picture of how the human body maintains homeostasis and responds and adapts to exercise, growth & aging, and environmental challenges. The impact of nutrition on health and performance will also be introduced. Lecture and labs will be used to meet the course objectives, incorporate experiential learning, and develop critical thinking skills.(Lecture 4/Lab 2) |
| PT 731 | Foundational Sciences 4: Kinesiology 2 | 4 | DPT Foundational Sciences | This course is a continuation of Kinesiology 1, and includes the study of human movement, including selected anatomical, structural, and functional properties of human connective tissues, muscular tissues, nervous tissues, and skeletal structures. Focus is on the upper quarter and spine. Emphasis will be placed on mechanical, neuroregulatory, and muscular influences upon normal and pathological motion. (Lecture 3/Lab 2) |
| PT 741 | Foundational Sciences 5: Neuroscience | 4 | DPT Foundational Sciences | This course includes the study of human neuroanatomy and neurophysiology, with emphasis on the relationship between structure, function, and control of the human nervous system in normal and diseased states. (Lecture 4) |
| PT 704 | Physical Therapy Procedures | 3 | DPT Clinical Sciences | This introductory course focuses on basic principles and the development of psychomotor skills related to palpation, infection control, vital signs, lines and equipment, body mechanics, positioning and draping, therapeutic massage, soft tissue mobilization, basic wheelchair prescription, transfers, bed mobility, and gait training of patients and clients. In addition, it introduces the student to the American Physical Therapy Association’s Guide approach to physical therapy practice and documentation. (Lecture 2/Lab 2) |
| PT 705 | Foundations of Research | 3 | DPT Clinical Sciences | This course will present an introduction to general research principles, research ethics, evidence-based practice and biostatistics. Specific topics to research include the formulation of a research question, principles of measurement, basic research design and methodological, types of reliability and validity, and fundamentals in conducting a literature review. Quantitative article critiques will be conducted in class and outside of class. Specific topics to biostatistics include descriptive statistics, measures of central tendency, basic probability concepts, sampling distributions, confidence intervals, hypothesis testing, one and two-sample t-tests, correlations and Anova’s (Lecture 3) |
| PT 714 | Physical Agents | 2 | DPT Clinical Sciences | This course focuses on the theory and physiological effects of selected physical agents/modalities, including indications and contraindications relevant to specific conditions. Biophysical Technologies include heat, cold, electrical current, light, sound, and other electromagnetic spectrum modalities, as well as intermittent compression and traction. (Lecture 1/Lab 2) |
| PT 716 | Pharmacotherapy | 1 | DPT Clinical Sciences | This course will introduce basic pharmacological concepts such as pharmacotherapeutics, dynamics, and kinetics and their application to physical therapy practice. The impact of prescribed and over the counter (OTC) drugs on the outcome of therapy interventions will be explored. The course also emphasizes current evidence regarding medication/drugs and their relation to physical therapy practice. (Lecture 1) |
| PT 724 | Therapeutic Exercise | 4 | DPT Clinical Sciences | This course is designed to provide students with an overview of basic principles related to exercise, including acute and chronic physiologic adaptation to aerobic and anaerobic exercise. The impact various disease states have on exercise capacity will also be explored. In addition, the application of therapeutic exercise prescription and medical documentation will be emphasized as relates to pathologic conditions commonly seen in physical therapy practice. (Lecture 2/Lab 4) |
| PT 725 | Evidence-based Practice | 3 | DPT Clinical Sciences | This course provides students with the foundational knowledge and skills necessary to conscientiously, explicitly, and judiciously apply principles of evidence based-practice in the healthcare environment, patient/client management, and in making clinical decisions. The course focuses on the primary components of evidence-based practice: formulating answerable clinical questions, finding best available evidence, performing critical appraisals of evidence, integrating evidence for making clinical decisions, and evaluation of outcomes. (Lecture 3) |
| PT 729 | Lifespan 1: Pediatric Physical Therapy | 3 | DPT Clinical Sciences | This class is the first of the Life Span series focused on developmental sequence and treatment across the lifetime of our patients. It will include entry level material intended to allow all students to treat patients with age-appropriate activities and comprehend functional skills for pediatric patients. Students will progress through stages of normal development including reflexes and gross motor skill acquisition in addition to standardized assessments used with children. It is imperative to embrace the entire family system in treating young patients and understand underlying legislation to provide care for children at various ages. In addition to introduction to common pediatric diagnoses, students will be introduced to the roll of Health promotion and safety within this specialty area. Students will apply the elements of patient/client management in physical therapy practice, including, screening, examination, evaluation, diagnosis, prognosis, plan of care, intervention, and outcomes assessment to the patient with neuromuscular dysfunction. (Lecture 2/ Lab 2) |
| PT 730 | Introduction to Health Promotion & Wellness | 2 | DPT Clinical Sciences | This course will provide an overview of the concepts of health promotion, health education, public health, primary prevention, lifestyle, behavior, and wellness and, based on evidence, their relationships to each other and to secondary and tertiary care. The historical relevance of and evidence for focusing on individual and social determinants of health will be explored and an ecological model combining both approaches will be introduced. Typical intervention sites for effective health promotion programs will be discussed as well as a framework for implementing programs. (Lecture 2) |
| PT 733 | Cardiovascular & Pulmonary Physical Therapy | 4 | DPT Clinical Sciences | This course will prepare the student to effectively manage patients with cardiovascular and/or pulmonary impairments and disability. Emphasis is placed on the elements of patient client management in physical therapy practice, including screening, examination, evaluation, diagnosis, prognosis, development of a plan of care, intervention, and outcomes assessment and evaluation. Concepts of exercise physiology and practical application in physical therapy are addressed. (Lecture 2/Lab 4) |
| PT 734 | Muscoloskeletal Physical Therapy 1 | 5 | DPT Clinical Sciences | The first of two courses in this series, this course prepares the student to practice entrylevel physical therapy relative to the management of musculoskeletal conditions. Information related to common orthopaedic conditions and diagnoses is presented. This course will concentrate on the lower extremities and the spine. Information regarding evidence-based approaches in critical thinking and application of psychomotor skills related to examination, evaluation, diagnosis, prognosis, intervention, and outcomes assessment is emphasized. A primer on differential diagnosis and evaluation tools is presented to help students recognize problems that are beyond the physical therapy scope of practice and when/how to refer appropriately within the healthcare community. (Lecture 4/Lab 2) |
| PT 736 | Prosthetics, Orthotics, & Amputee Training | 2 | DPT Clinical Sciences | This course focuses on care of the patient who has had an amputation or condition that requires external support, including care related to underlying conditions and comorbidities. Topics such as care of residual limb, prosthetics and orthotics, and associated care and training will be discussed. (Lecture 2) |
| PT 739 | Lifespan 2: Geriatric Physical Therapy | 2 | DPT Clinical Sciences | This class is the second of the Life Span series focused on developmental sequence and treatment across the lifetime of our patients. The focus of this course is the biopsychosocial aspects of aging in order to understand the complexities of geriatric care. Integration of the physical aging process, appropriate, evidence-based evaluation techniques, outcome measures, as well as the design of effective treatment plans are discussed. (Lecture 2) |
| PT 742 | Pathophysiology | 3 | DPT Clinical Sciences | This course expands on concepts introduced in anatomy and physiology and focuses on pathophysiology and disease frequently seen in physical therapy practice. (Lecture 2) |
| PT 744 | Muscoloskeletal Physical Therapy 2 | 5 | DPT Clinical Sciences | The second of two courses in this series, this course prepares the student to practice entry-level physical therapy relative to the management of the musculoskeletal conditions. This course will concentrate on the upper extremities, trunk and the cervical spine. Information related to common orthopaedic conditions and diagnoses is presented. Information regarding an evidence-based approach in critical thinking and application of psychomotor skills related to examination, evaluation, diagnosis, prognosis, intervention, and outcomes assessment is emphasized. A primer on differential diagnosis and evaluation tools is presented to help students recognize problems that are beyond the physical therapy scope of practice and how/when to refer appropriately within the healthcare community. (Lecture 4/Lab 2) |
| PT 746 | Differential Diagnosis | 2 | DPT Clinical Sciences | This course focuses on screening for referral by the physical therapist and building upon the knowledge and skills of examination, screening, and evaluation from prior clinical management courses. Review of pathology of the major body system will be covered with current evidence for how differential diagnosis and screening is applied to each body system. Screening for emergent situations and preparations to respond to these situations will be discussed. Competencies gained through the course are intended to help prepare the practitioner to function as an autonomous provider capable of making accurate diagnostic and screening decisions according to the best available evidence. (Lecture 2) |
| PT 754 | Neuromuscular Physical Therapy 1 | 3 | DPT Clinical Sciences | The first of two courses in this series, this course prepares the future physical therapist to effectively manage patients with neuromuscular dysfunction. Students will apply the elements of patient/client management in physical therapy practice, including, screening, examination, evaluation, diagnosis, prognosis, plan of care, intervention, and outcomes assessment to the patient with neuromuscular dysfunction. The emphasis in this first course will be on an introduction of neuromuscular topics, including current motor control theories and evidence-based application of motor learning principles. (Lecture 3) |
| PT 755 | Capstone | 2 | DPT Clinical Sciences | This is a limited residency course that includes distance and online coursework while students are on their final clinical internship, as well as on-campus presentation and evaluation activities. In this course, student finalize preparations for entering the profession of physical therapy, including demonstration of entry-level skills in physical therapy clinical practice through development, presentation, and defense of an evidencebased capstone project; participating in activities for success on the national licensure examination; and completion of other professional development activities.(Lecture 2) |
| PT 764 | Neuromuscular Physical Therapy 2 | 5 | DPT Clinical Sciences | The second of two courses in this series, this course prepares the future physical therapist to effectively manage patients with neuromuscular dysfunction. Students will incorporate and build upon concepts and skills developed in the first course. Students will learn to effectively manage adult patients with specific neurological diagnoses. Emphasis will be placed on using an evidence-based approach to developing knowledge and skills in managing a variety of common conditions, including spinal cord injury, cerebrovascular accident, vestibular dysfunction, traumatic brain injury, and multi-system neurologic conditions. The effects of aging and Geriatric neurological conditions will also be considered. (Lecture 4/Lab 2) |
| PT 770 | Clinical Integrations | 2 | DPT Clinical Sciences | This course is strategically placed in semester 6 at the conclusion of the didactic portion of the Doctor of Physical Therapy program just before student therapists go out on extended clinical rotations. It is designed to aid students in assimilating content from all clinical management courses. Students are asked to analyze complex case scenarios, utilize evaluation skills, and design interventions including patient/family education and home exercise programs. Students work in teams to plan and rehearse each element of patient management to address case-based problems or patient simulations withconsultation from faculty. Components of clinical practice that are integrated in this course include: interpersonal communication, utilization of evidence-based practice, examination, evaluation, plan of care establishment, intervention execution and modification, documentation, billing, and self and peer review. This course is designed to prepare students to make the transition from the classroom to the clinic. (Lecture 1, Lab 2) |
| PT 738 | Physical Therapy Experience | 5 | DPT Clinical Experiences | The first of four clinical education courses, this course is designed to facilitatesocialization of DPT students to the clinical environment and to apply knowledge and basic skills developed up to this point in the curriculum in a real world setting. Students will participate in direct patient care while being instructed and supervised by clinical faculty members. Student activities may include, but are not limited to, patient examination, patient treatment, patient and family education, article presentations, and aspects of patient care (Clinical Experience) |
| PT 788 | Clinical Internship 1 | 11 | DPT Clinical Experiences | The second of four clinical education courses, this course is designed to incorporate knowledge and skills obtained and enhanced during the first short term clinical experience and synthesize information and skills developed in the final didactic portion of the curriculum. Students will participate in direct patient care while being instructed and supervised by clinical faculty members. Student activities may include, but are not limited to, patient examination, patient treatment, patient and family education, article presentations, and all aspects of patient care and most aspects of patient/client management. It is anticipated that the student PT should be able to carry a caseload and work independently (with appropriate supervision) with most simple and many complex patient types by the end of this clinical experience. (Clinical Experience) |
| PT 798 | Clinical Internship 2 | 11 | DPT Clinical Experiences | The third of four clinical education courses, this course is designed to incorporate knowledge and skills obtained and enhanced during the first two clinical experiences and synthesize/appraise information and skills developed in the final didactic portion of the curriculum. Students will participate in direct patient care while being instructed and supervised by clinical faculty members. Student activities may include, but are not limited to, patient examination, patient treatment, patient and family education, article presentations, and all aspects of the patient/client management model appropriate to the setting. It is anticipated that the student PT will be able to demonstrate entry-level performance by the end of this clinical experience, for many of the criteria. (Clinical Experience) |
| PT 799 | Clinical Internship 3 | 11 | DPT Clinical Experiences | This final clinical education course is designed to incorporate knowledge and skills obtained and enhanced during the first three clinical experiences and synthesize/appraise information and skills developed in the final didactic portion of the curriculum. Students will participate in direct patient care while being instructed and supervised by clinical faculty members. Student activities may include, but are not limited to, patient examination, patient treatment, patient and family education, article presentations, and all aspects of the patient/client management model appropriate to the setting. It is anticipated that the student PT will be able to demonstrate entry-level performance by the end of this clinical experience. (Clinical Experience) |
| Code | Course | Credits | Category | Description |
| CC 507.2 | Quantitative Topics in Published Research | 2 | tDPT Core Courses | This course involves the study of basic statistics, data analysis methods, and results commonly reported by authors in physical therapy literature. Students will interpret statistics reported in journal articles and make judgments about the appropriateness of reported methods, interpretations, and conclusions based on research designs, data, and assumptions underlying applied statistical methods. Examples from current physical therapy literature will be cited throughout the course to illustrate concepts and improve students' abilities to interpret and critique the work of others. An overview of survey research methods as well as data analysis and data display strategies are provided for use in Pediatric Science Capstone projects and in clinical practice (client / parent satisfaction surveys and needs assessments). |
| CC 527 | Evidence-based Practice | 3 | tDPT Core Courses | This course is designed to prepare healthcare professionals with the knowledge and skills to make independent judgments about the validity of clinical research and to implement evidence-based clinical practice. This course focuses on the concepts of evidence-based practice with emphasis on forming answerable clinical questions, designing and evaluating PICO questions, and creating effective literature search strategies on pediatric science topics. The evaluative approach to appraising the research literature prepares students to judge the evidence on the: 1) accuracy and validity of diagnostic tests and application of important diagnostic tests in the care of a specific patient; 2) effectiveness of clinical interventions; 3) natural history of health-related conditions; and 4) risk of harm from select preventive and therapeutic interventions. Based on presentation of case scenarios, students are required to formulate the key question(s), rapidly search medical and health-related databases, appraise the evidence with a critical analysis, and describe application of the evidence in a clinical context related to pediatrics. |
| P 510 | Pediatric Pharmacology & Imaging | 1 | tDPT Core Courses | In this course, pharmacodynamics and pharmacokinetics of commonly prescribed medications and over-the-counter drugs are addressed for children receiving physical therapy. Potential drug complications of adverse effects and interactions are reviewed. An overview of brain and musculoskeletal imaging procedures occurs with emphasis on the neonatal brain and common musculoskeletal pathology in children. Students present pediatric cases and describe related imaging and pharmacological components. |
| P 544 | Pediatric Differential Diagnosis & Medical Screening for Pracititioner Referrals | 2 | tDPT Core Courses | This course is designed to enhance the skill level of physical therapists working with children in conducting selected portions of an examination. This examination process includes taking a history for the pediatric client, reviewing systems beyond the system(s) typically of concern to therapists, addressing health promotion with children and families, and recognizing signs and symptoms that indicate the need for a referral to another health practitioner. The student is expected to bring knowledge of tests and measures and examination procedures unique to pediatric physical therapy. |
| P 702 | Leadership in Pediatric Physical Therpay | 3 | tDPT Core Courses | Models and perspectives are analyzed for administrating, leading, and consulting in pediatric therapy settings with strategies included for managing challenging work dynamics. Self-reflection is conducted on personal leadership style and approaches within the combined framework of Goleman’s Emotional Intelligence model and Hagberg’s Real Power model. Cultural Intelligence models are analyzed across a range of intercultural, inclusion, and ethical contexts involving children, families, and professional team members. A strategic planning format for future consultation opportunities is examined, and students present future consultation projects for analysis and discussion. |
| P 703 | Seminar on Children & Youth in Early Intervention & Education Environments | 2 | tDPT Core Courses | This course includes discussion and application of laws, practice guidelines, and service delivery models for early intervention and school-based practice settings. Development and use of individualized family service plans and individualized education programs are addressed. Clinical decision-making frameworks are used with peer-reviewed literature to analyze and support selected interventions through case-based presentations. |
| P 705 | Interprofessional Global Health in Pediatrics | 2 | tDPT Core Courses | This course blends interprofessional education with global health perspectives for pediatric practitioners. Discussion and application of competencies and principles are prioritized to define and guide pediatric practice when caring for children in resourcelimited settings both locally and internationally. A framework is addressed for interprofessional training in cross-cultural competency, ethics, health equity, human rights, advocacy, capacity development, and partnership engagement. Using this framework, students will analyze and present a pediatric case from the perspective of a globally-minded, globally competent practitioner. |
| P 721.3 | Scientific Writing & Professional Presentations | 1 | tDPT Core Courses | An overview is provided on structure, process, and ethical context of scientific writing for the medical literature including mechanics and common challenges in technical writing, steps in preparing for publication, and processes for research grant applications. Obstacles of writer’s block and procrastination are analyzed. Ethical analyses of unintentional plagiarism and appropriate citation and permission for using the intellectual property (slides; resources) of others are explored. Strategies are reviewed and evaluated for professional presentations (poster and platform), international presentations with a translator, and media interviews. |
| P 735 | Topics in Pediatric Gait: Seminar & Lab | 2 | tDPT Core Courses | This course focuses on the development of pre-and-early ambulation in a population predisposed to rapid and dramatic changes: birth to three year old infants and toddlers. The effects of biomechanics, neuromuscular and sensory systems, orthotics, and tone management are integrated during learning activities to build intervention strategies to address ambulation early and effectively. Clinical application involves children with diagnoses of cerebral palsy, developmental delay, prematurity, or Down Syndrome. Lab sessions involve group work with developing a clinical algorithm (process map) and practicing techniques with a class member. |
| TDPT 508 | Pediatric Practice Analysis: Directed Independent Study | 2 | tDPT Core Courses | This directed independent study provides each student with an individually tailored opportunity for an evidence-based, reflective analysis of pediatric physical therapy practices. With evidence-based competencies gained from the CC527 course in the first semester, this project allows the pediatric physical therapist to analyze care processes implemented for a selected infant, child, or youth related to current best evidence |
| P 528 | Pediatric Science Capstone Seminar | 1 | tDPt Capstone Courses | In this seminar course, students have the opportunity to develop and present proposed pediatric science capstone topics, purpose and scope, feasibility issues, literature support, and potential obstacles. A method for determining effectiveness of each capstone project will be presented and discussed. A formal presentation with slides and facilitated discussion with peers will occur. Students will provide formal introductions of speakers. Written peer and instructor feedback are provided to enhance future presentation skills and leadership. |
| P 529.2 | Pediatric Science Capstone | 4 | tDPt Capstone Courses | The pediatric science capstone involves an individualized experience to expand knowledge, competency, and teaching in pediatrics. The project topic and design are negotiated with the faculty member and can be achieved in a variety of settings (clinical, education, administration). The capstone project may focus on 1) developing and evaluating a new clinical program, 2) designing and presenting a series of teaching modules, 3) writing and evaluating practice guidelines or policy and procedure manual for a new practice setting, 4) preparing a journal article for publication, 5) expanding the semester 2 directed independent study project from a single case into a case series analysis, or 6) other individualized pediatrics-related options A soft-bound technical report of the project is submitted in addition to an electronic version. All capstone project methods and results are presented verbally to colleagues and other related professionals in practice settings where the project was conducted. (This online course may be taken in an additional 4th semester, on permission of the Program Director.) |
| Code | Course | Credits | Category | Description |
| PAS 690 | Evidence-Based Practice 1 | 1 | MPAS Foundational Courses | Serving as a prelude to the Applied Clinical Reasoning courses, this course focuses on concepts of evidence-based practice. Specifically, the course covers the foundational principles of research design, epidemiology, biostatistics, and searching the medical literature. |
| PAS 695 | Evidence-Based Practice 2 | 1 | MPAS Foundational Courses | Serving as a companion to the Applied Clinical Reasoning courses, this course focuses on concepts of evidence-based practice. Specifically, the course covers principles of biostatistics, critical evaluation of the literature, and synthesis of EBP principles into realistic practice settings. |
| PAS 501 | Applied Human Anatomy | 4 | MPAS Foundational Courses | This course emphasizes the clinical application of human anatomy. Students learn to recognize normal anatomic structures and become familiar with common anatomic variations. This course covers topographical, radiological, and gross anatomy content pertinent to everyday primary care clinical practice. The cadaver laboratory offers hands-on-learning, facilitating abstraction of anatomical relationships and spatial orientation. Recognition of abnormal and pathologicfindings is consistently stressed throughout the course, providing an applicable foundation for effective diagnostic evaluation and therapeutic intervention. |
| PAS 502 | Biomedical Science | 4 | MPAS Foundational Courses | This course is an overview of physiologic and pathophysiologic processes influencing the human body. Part of the course emphasizes genetic, molecular, and cellular level mechanisms while other content focuses on disease manifestation at the organ and systems levels. Basic principles of cell biology, histology, embryology, immunology, and molecular genetics are covered. Included also is an introduction to general pathology, infectious processes, nutrition, and environmental effects on the human organism. Case studies assist students in applying relative principles in clinical situations, and initiate the process of understanding dysfunction and pathology in clinical settings. Recognition of alterations of normal function is highlighted throughout. |
| PAS 503 | History & Physical Exam | 3 | MPAS Foundational Courses | This course challenges students to develop the knowledge and skills necessary to competently elicit a comprehensive, as well as problem-specific, medical history. Students are taught principles of physical examination and develop foundational skills including inspection, auscultation, percussion, and palpation. A focus on normal exam findings is emphasized to provide students a solid foundation for recognition of abnormal findings in later courses and eventual practice. Recording and documentation of medical records is introduced and practiced. This course focuses on adult exam and documentation. Specific material for pediatric and geriatric examination is addressed in their respective courses. |
| PAS 504 | Primary Care Fundamentals | 2 | MPAS Foundational Courses | This course provides students with a strong foundation for practicing primary care clinical medicine. Providing holistic, relationship-centered patient care is emphasized. Clinical medicine topics covered include pervasive diseases encountered, diagnosed, and managed in the primary care setting, such as diabetes mellitus, hypertension, and lipid disorders. Common diagnostic and health maintenance laboratory studies are also explored, including but notlimited to, complete blood count, basic metabolic panel, kidney function tests, liver function tests, lipid panels, and thyroid testing. Tailoring care to individual patients is discussed, particularly principles related to treating patients with chronic disease states, enabling students to subsequently consider disease processes of organ-systems in the context of patients with common underlying comorbidities. |
| PAS 505 | Digital Literacy & Technical Communications | 1 | MPAS Foundational Courses | In this course, students will develop skills to acquire quality, evidence-based information, and utilize this information to produce scholarly materials and communicate effectively with others in the healthcare field. An emphasis is placed on utilizing digital technology resources to acquire, communicate, and create scholarly works effectively in order to facilitate the students’ ability to become lifelong learners. Topics covered include citation management systems,cloud-based information management, proper medical writing styles, and online forum discussions. |
| PAS 506 | Clinical Pharmacology Core | 3 | MPAS Foundational Courses | This course serves as a primer for future courses geared toward specific disease states, challenging students to learn core pharmacologic concepts foundational for subsequent utilization of pharmacotherapeutics in patient-centered practice. Principles of pharmacokinetics and pharmacodynamics are presented. Other topics include drug nomenclature, drug classification schemas, drug interactions, adverse drug reactions, autonomic nervous system pharmacology, analgesics and pain management principles, and individualized approaches to pharmacologic management of disease. Content related to prescriptive powers and prescriptive writing requirements is also provided. |
| PAS 511 | Professional Development I | 1 | MPAS Professional Development | This course is the first in a series designed to integrate the principles of professionalism, ethics, profession-specific issues, and the business of medicine, with the practice of medicine. Students are instructed in academic and intellectual honesty and professional conduct in relation to academics and clinical practice. Specific focus areas include history of the physician assistant profession, professionalism, medical ethics, and working as part of a healthcaredelivery team. |
| PAS 512 | Professional Development II | 1 | MPAS Professional Development | This course is the second in a series designed to integrate the principles of professionalism, ethics, profession-specific issues, and the business of medicine, with the practice of medicine. Emphasis of this course is on the role healthcare providers play in the areas of public health, preventive medicine, and health maintenance. |
| PAS 513 | Professional Development III | 1 | MPAS Professional Development | This course is the third in a series designed to integrate the principles of professionalism, ethics, profession-specific issues, and the business of medicine, with the practice of medicine. This course examines many of the legal and practice-based issues of healthcare including: electronic data management, coding, billing, reimbursement, rules and regulations, confidentiality, certification and licensure, and safety. |
| PAS 514 | Professional Development IV | 1 | MPAS Professional Development | This course is the fourth in a series designed to integrate the principles of professionalism, ethics, profession-specific issues, and the business of medicine, with the practice of medicine. This particular course evaluates health care disparities and provider sensitivity to cultural diversity, socioeconomic differences, and their impact on health and wellness. Complementary and alternative medical practice methods are also examined with particular attention given to integrative and preventive approaches. |
| PAS 515 | Professional Development V | 1 | MPAS Professional Development | This course is the fifth in a series designed to integrate the principles of professionalism, ethics, profession-specific issues, and the business of medicine, with the practice of medicine. This particular course occurs during the final didactic semester just prior to students engaging in the final two full-time supervised clinical practice experiences (SCPEs) semesters. The focusduring this course is developing skills needed to become a lifelong learner through practicebased learning/self-improvement and developing awareness of health policy and current trends/issues. There is a continued emphasis on professionalism as it applies to clinical practice. |
| PAS 516 | Professional Development VI | 1 | MPAS Professional Development | This course is the sixth in a series designed to integrate the principles of professionalism, ethics, profession-specific issues, and the business of medicine, with the practice of medicine. This particular course covers the organizational and economic elements of systems-based practice. This course also focuses on cost-effective and efficient health care, case management, risk management, error prevention, patient safety, and quality improvement. |
| PAS 517 | Professional Development VII | 1 | MPAS Professional Development | This class is the first of the Life Span series focused on developmental sequence and treatment across the lifetime of our patients. It will include entry level material intended to allow all students to treat patients with age-appropriate activities and comprehend functional skills for pediatric patients. Students will progress through stages of normal development including reflexes and gross motor skill acquisition in addition to standardized assessments used with children. It is imperative to embrace the entire family system in treating young patients and understand underlying legislation to provide care for children at various ages. In addition to introduction to common pediatric diagnoses, students will be introduced to the roll of Health promotion and safety within this specialty area. Students will apply the elements of patient/client management in physical therapy practice, including, screening, examination, evaluation, diagnosis, prognosis, plan of care, intervention, and outcomes assessment to the patient with neuromuscular dysfunction. (Lecture 2/ Lab 2) |
| PT 692 | Applied Clinical Reasoning I | 3 | MPAS Applied Clinical Reasoning | This course is the first in a series designed to challenge students to develop clinical reasoning skills, think critically, enhance interpersonal and communication skills, apply evidence-based resources, and problem-solve as clinicians and as members of an interdisciplinary healthcare team. Students are challenged with simulated cases where they develop clinical skillsevaluating standardized patients. Cases encompass acute and/or longitudinal care, and the emphasis is placed on the following: developing differential diagnoses, developing assessments and plans, the medical chart, medical documentation, and informed consent. Students give oral case presentations and integrate aspects of preventive care and public health in the context of acute care. |
| PT 693 | Applied Clinical Reasoning II | 2 | MPAS Applied Clinical Reasoning | This course is the second in a series designed to challenge students to develop clinical reasoning skills, think critically, enhance interpersonal and communication skills, apply evidence-based resources, and problem-solve as clinicians and as members of an interdisciplinary healthcare team. Building upon patient care skills developed in the first course, this course challenges students to evaluate and manage standardized patients in the context of acute and longitudinal care. Key content areas include: establishing patients in the primarycare setting, admission orders, inpatient management, progress notes, discharge summaries, rehabilitative care, and utilization of an electronic healthcare record. |
| PT 694 | Applied Clinical Reasoning III | 2 | MPAS Applied Clinical Reasoning | This is the final applied clinical reasoning course in the series designed to challenge students to develop clinical reasoning skills, think critically, enhance interpersonal and communication skills, apply evidence-based resources, and problem-solve as clinicians while recognizing the contributions of members of the interprofessional health care team. Simulated patient scenarios are designed to facilitate a team approach to the care of acute and longitudinal cases. Emphasis is also placed on further developing interpersonal and communication skills. |
| PAS 601 | Clinical Medicine: Behavioral Dynamics | 3 | MPAS Clinical Medicine | This foundational course explores the psychosocial aspects of medicine. Students develop interpersonal and communication skills necessary to effectively communicate with patients and other healthcare professionals. Treatments are discussed from a biopsychosocial perspective with reference to psychotherapies, psychopharmacology, and environmental intervention.Recognition and management of common psychiatric and psychosocial problems encountered in primary care are highlighted. Indications for referral and hospitalization are discussed. Topics covered include but not be limited to: anxiety disorders, mood disorders, psychosis, substance use disorders, personality disorders, eating disorders, and psychiatric emergencies and crises. Case-based learning and role-play is employed to provide enhanced understanding of applying evidence-based practices to individual patient needs and circumstances. |
| PAS 602 | Clinical Medicine: Hematology/Oncology | 2 | MPAS Clinical Medicine | This course is a clinical medicine (CM) modular course using an organ-systems approach to facilitate student learning in the study of hematology and oncology. Focus includes commonly encountered medical issues affecting hematopoiesis, hemostasis, and the lymphoid organs. Topics emphasized include clinical presentation, epidemiology, pathophysiology, patient assessment, diagnosis, pathology, therapeutic interventions, disease management, and clinical course of common disorders. This course also includes introductory oncology content, with a focus on the global clinical aspects of cancer screening, diagnosis, staging, and therapeutic intervention. Organ-specific cancers are primarily discussed in corresponding CM modular courses. |
| PAS 603 | Clinical Medicine: Endocrinology | 2 | MPAS Clinical Medicine | This course is a clinical medicine (CM) modular course using an organ-systems approach to facilitate student learning in the study of endocrinology. Commonly encountered medical problems primarily affecting metabolism and organs of the endocrine system are examined. Topics emphasized include clinical presentation, epidemiology, pathophysiology, patient assessment, diagnosis, pathology, therapeutic interventions, management, and clinical courseof common diseases. |
| PAS 604 | Clinical Medicine: Infectious Disease | 2 | MPAS Clinical Medicine | This course is a clinical medicine (CM) modular course emphasizing global considerations related to approaching infectious disease. Content includes mechanisms of transmission and pathogenicity, methods of diagnosis, antimicrobial pharmacotherapy, common and systemic clinical presentations, and methods for infection control and prevention. Common bacterial, viral, fungal, and parasitic pathogens are explored. Organ-specific and demographicpredominant infectious diseases are primarily discussed in corresponding CM modular courses. |
| PAS 605 | Clinical Medicine: EENT | 2 | MPAS Clinical Medicine | This course is a clinical medicine (CM) modular course using an organ-systems approach to facilitate student learning in the study of diseases and disorders of the eyes, ears, nose, and throat (EENT). Topics emphasized include clinical presentation, epidemiology, pathophysiology, patient assessment, diagnosis, pathology, therapeutic interventions, management, and clinical course of common diseases. |
| PAS 606 | Clinical Medicine: Cardiovascular/EKG | 4 | MPAS Clinical Medicine | This course is a clinical medicine (CM) modular course using an organ-systems approach to facilitate student learning in the study of cardiovascular medicine. Commonly encountered medical problems primarily affecting the cardiovascular system are examined. The clinical presentation, epidemiology, pathophysiology, patient assessment, diagnosis, pathology, therapeutic interventions, management, and clinical course of these conditions are explored. During this course students learn fundamentals of interpreting electrocardiograms (EKG),including recognition of common abnormal EKG patterns and differentiation from normal and normal variant EKG tracings. |
| PAS 607 | Clinical Medicine: Pulmonology | 2 | MPAS Clinical Medicine | This course is a clinical medicine (CM) modular course using an organ-systems approach to facilitate student learning in the study of pulmonology. Commonly encountered medical problems primarily affecting the pulmonary system are examined. The clinical presentation, epidemiology, pathophysiology, patient assessment, diagnosis, pathology, therapeutic interventions, management, and clinical course of these conditions are explored. |
| PAS 608 | Clinical Medicine: Genitourinary | 2 | MPAS Clinical Medicine | This course is a clinical medicine (CM) modular course using an organ-systems approach to facilitate student learning in the study of the genitourinary system. Focus for this course includes examination of commonly encountered genitourinary issues. Topics emphasized include clinical presentation, epidemiology, pathophysiology, patient assessment, diagnosis, pathology, therapeutic interventions, disease management, and clinical course of commondiseases. |
| PAS 609 | Clinical Medicine: Gastroenterology | 2 | MPAS Clinical Medicine | This course is a clinical medicine (CM) modular course using an organ-systems approach to facilitate student learning in the study of gastroenterology. Commonly encountered medical problems primarily affecting the gastrointestinal system are examined. The clinical presentation, epidemiology, pathophysiology, patient assessment, diagnosis, pathology,therapeutic interventions, management, and clinical course of these conditions are explored.consultation from faculty. Components of clinical practice that are integrated in this course include: interpersonal communication, utilization of evidence-based practice, examination, evaluation, plan of care establishment, intervention execution and modification, documentation, billing, and self and peer review. This course is designed to prepare students to make the transition from the classroom to the clinic. (Lecture 1, Lab 2) |
| PAS 610 | Clinical Medicine: Pediatrics | 3 | MPAS Clinical Medicine | This course examines important aspects of primary care pediatrics including assessment of the child patient, preventive health, and pediatric diseases and conditions. Specific issues of the newborn and older child are presented in such areas as perinatal care, child development & behavior, congenital & genetic disorders, pediatric infectious disease, pediatric respiratory issues, pediatric emergencies, injuries, and parenting. Pediatric pharmacotherapy are explored with emphasis on indications, contraindications, and medication dosing in relation to disease process type and patient demographics. The student also learns assessment techniques specific to the pediatric population. |
| PAS 613 | Clinical Medicine: Surgery | 1 | MPAS Clinical Medicine | This course focuses on basic surgical concepts related to primary care as well as surgical specialties. The intent is to familiarize students with surgical concepts, topics and technique. Students learn to recognize signs and symptoms that may require surgical intervention. This course also emphasizes risk management for preoperative patients, pre- and postoperative care, wound assessment, and wound management. |
| PAS 611 | Clinical Medicine: Neurology | 2 | MPAS Clinical Medicine | The third of four clinical education courses, this course is designed to incorporate knowledge and skills obtained and enhanced during the first two clinical experiences and synthesize/appraise information and skills developed in the final didactic portion of the curriculum. Students will participate in direct patient care while being instructed and supervised by clinical faculty members. Student activities may include, but are not limited to, patient examination, patient treatment, patient and family education, article presentations, and all aspects of the patient/client management model appropriate to the setting. It is anticipated that the student PT will be able to demonstrate entry-level performance by the end of this clinical experience, for many of the criteria. (Clinical Experience) |
| PAS 614 | Clinical Medicine: Geriatrics | 2 | MPAS Clinical Medicine | This course provides a foundation for addressing medical problems commonly seen in the aging and elderly population. Additional instruction on preventive medicine, health maintenance, mobility limitations and access to healthcare, therapeutic interventions, medication awareness, and quality of life issues are emphasized. Instruction related to death and dying is also provided. |
| PAS 615 | Clinical Medicine: Women's Health | 2 | MPAS Clinical Medicine | This course addresses important aspects of women’s health with an emphasis on obstetrical, gynecologic, and preventive care. Content includes a thorough exploration of physiology, pathophysiology, disease states, management options, and screening guidelines for women’s health issues. Obstetrics focuses on the principles of prenatal, perinatal, and post-natal care. Complications arising in pregnancy and management of the more common emergent problems that occur in pregnancy are discussed. |
| PAS 616 | Clinical Medicine: Emergency Medicine | 3 | MPAS Clinical Medicine | This course provides fundamental instruction on the recognition and management of lifethreatening patient presentations. Problem-based case studies and team-based activities are utilized extensively in this course. Team work, collaboration, cooperation, and valuing interdisciplinary contributions to managing patients is emphasized. BLS and ACLS certification is included as part of this course. |
| PAS 617 | Clinical Medicine: Dermatology | 2 | MPAS Clinical Medicine | This course is a clinical medicine (CM) modular course using an organ-systems approach to facilitate student learning in the study of dermatology. Focus revolves around commonly encountered dermatologic disorders. Topics emphasized in this course include clinical presentation, epidemiology, pathophysiology, patient assessment, diagnosis, pathology, therapeutic interventions, disease management, and clinical course of common diseases. |
| PAS 618 | Clinical Medicine: Musculoskeletal | 4 | MPAS Clinical Medicine | This course is a clinical medicine modular course using an organ-systems approach to facilitate learning in the study of orthopedic and rheumatologic conditions, injuries, and disease processes. Focus for this course includes examination of commonly encountered musculoskeletal issues. Emphasis on proper examination and special exam tests for common orthopedic and rheumatologic issues are discussed. Topics emphasized include epidemiology, etiology/pathogenesis, clinical presentation, diagnosis, disease management, complications, referral considerations, and clinical course of common diseases and injuries. Fundamental aspects of interpreting lab and imaging studies, such as blood work, x-rays, MRI, and CT scans, are developed. Identification of common fractures, subluxations, and dislocations common in primary care are discussed, along with various autoimmune and inflammatory musculoskeletal conditions. |
| PAS 700 | Clinical Rotation: Preparatory Seminar | 1 | MPAS Clinical Experiences | This course provides students with an orientation to help them begin clinical rotations. This course will provide hands-on instruction for some procedures and skills that are important to clinical practice, including basic suturing and injections. A certification course for Pediatric Advanced Life Support is also offered. There will be units designed with the intention of providing students with various clinical pearls that will enhance their clinical rotation experience. Students will practice logging of clinical rotation activities and oral presentation of patient encounters. Students will also be encouraged to start thinking more about their Applied Scholarly Project and making plans accordingly. Additionally, this course evaluates students’ readiness to proceed into the final three semesters of supervised clinical practice experiences (SCPEs). Students are expected to have a strong depth and breadth of knowledge and skills in the basic medical and clinical sciences, and must demonstrate essential cognitive and technical abilities learned in previous courses in order to proceed to SCPEs. |
| PAS 701 | Clinical Rotation | 5 | MPAS Clinical Experiences | Please refer to listing of supervised clinical practice experience types below. |
| PAS 702 | Clinical Rotation | 5 | MPAS Clinical Experiences | Please refer to listing of supervised clinical practice experience types below. |
| PAS 703 | Clinical Rotation | 5 | MPAS Clinical Experiences | Please refer to listing of supervised clinical practice experience types below. |
| PAS 704 | Clinical Rotation | 5 | MPAS Clinical Experiences | Please refer to listing of supervised clinical practice experience types below. |
| PAS 705 | Clinical Rotation | 5 | MPAS Clinical Experiences | Please refer to listing of supervised clinical practice experience types below. |
| PAS 706 | Clinical Rotation | 5 | MPAS Clinical Experiences | Please refer to listing of supervised clinical practice experience types below. |
| PAS 707 | Clinical Rotation | 5 | MPAS Clinical Experiences | Please refer to listing of supervised clinical practice experience types below. |
| PAS 708 | Clinical Rotation | 5 | MPAS Clinical Experiences | Please refer to listing of supervised clinical practice experience types below. |
| Code | Course | Credits | Category | Description |
| SLP 612 | Neural Bases for Communication & Swallowing | 2 | MedSLP Core Curriculum | Examination of the central and peripheral nervous systems as they relate to normal and disordered human communication. Overview of neuroanatomy and neurophysiology, common neuropathologies relevant to communication disorders, and strategies in neurogenic problem solving. |
| SLP 616 | Assessment/Treament of Childhood Speech and Sound Disorders | 2 | MedSLP Core Curriculum | Exploration of acquisition, assessment, and treatment of articulation and phonological disorders in children. |
| SLP 618 | Assessment/Treament of Childhood Language | 2 | MedSLP Core Curriculum | Principles and methods of prevention, diagnosis and intervention applicable todevelopmental language disorders. Includes consideration of both oral and written developmental language. |
| SLP 620 | Medical Speech-Language Pathology I | 2 | MedSLP Core Curriculum | Roles and responsibilities of speech-language pathologists in medical settings with patients spanning the lifespan and a variety of diagnoses. Topics include medical models, assessment/intervention models in medical settings, medical bioethics, pharmacology, medical terminology, and documentation. |
| SLP 624 | Assessment/Treatment of Motor Speech Disorders | 2 | MedSLP Core Curriculum | The role of central and peripheral motor systems in speech production and speech disorders related to abnormalities in these motor systems. Emphasis on the neurological bases, assessment, and clinical management of the dysarthrias and apraxia of speech across the lifespan. |
| SLP 626 | Assessment/Treatment of Adult Neurogenic Language Disorders | 2 | MedSLP Core Curriculum | This course explores neurogenic (acquired) language disorders with specific content focused on the aphasias and the as related to neurolinguistic aspects. We will target diagnosis and classifications of aphasias as well as intergenerational approaches. |
| SLP 636 | Dysphagia II | 2 | MedSLP Core Curriculum | Second in a sequence of dysphagia courses. Explores issues with feeding in pediatric caseloads, more work with instrumental intervention and treatment. |
| SLP 638 | Medical Speech-Language Pathology II | 2 | MedSLP Core Curriculum | This course prepares students to work with patients who are tracheostomy andventilator-dependent. We will explore speaking valves, different types of trachs and ventilator applications. |
| SLP 644 | Dysphagia I | 2 | MedSLP Core Curriculum | Study of the anatomic and physiologic systems involved in normal swallowing and swallowing disorders (dysphagia) in adults. Emphasis on the role of the speechlanguage pathologist in the areas of assessment and treatment of dysphagia and as a team member in the areas of dysphagia-related counseling, ethical and quality of life issues. |
| SLP 646 | Assessment/Treatment of Cognitive-Communication Disorders | 2 | MedSLP Core Curriculum | An investigation of acquired, cognitive-based language disorders including traumatic brain injury (including right brain injury), related cognitive communication sequelae, and dementia. Emphasis on assessment and treatment of cognitive communication disorders. |
| SLP 648 | Assessment/Treatment of Voice & Resonance Disorders | 2 | MedSLP Core Curriculum | Examination of the physiology acoustics, and perception of voice quality and speech resonance, as well as the etiologies, diagnosis, and management of voice and resonance disorders. |
| SLP 650 | Assessment/Treatment of Fluency Disorders | 2 | MedSLP Core Curriculum | Examination of the diagnosis and assessment related to fluency across the lifespan. Procedures specific to the differential assessment of fluency are examined, evaluated and related to therapeutic strategies and the methods of behavior change. |
| SLP 652 | Augmentative and Alternative Communication Disorders | 2 | MedSLP Core Curriculum | Introduction to alternative and augmentative communication systems for consumers. Discussions include the use of aided and unaided communication systems, assessment procedures and intervention, including education and team approaches. |
| SLP 670 | Medical Speech-Language Pathology III | 2 | MedSLP Core Curriculum | This course will continue to expand content from Medical Speech-Language Pathology I & II, and will include topics such as telepractice, advanced medical syndromes, and gerontology. |
| SLP 719 | Counseling | 1 | MedSLP Core Curriculum | Counseling theory, process, and application to individuals who present a variety of communication disorders and to the families of these individuals, with an emphasis on the discipline of speech-language pathology. |
| SLP 621 | Lab Course I | 1 | MedSLP Lab Courses | This course will allow students to obtain hands on experience with clinical test materials. In this semester students will focus on developing proficiency with Articulation and speech sound testing and interpretation as well as language testing. Students will acquire proficiency with at least 10 different standardized test administrations, and will complete training in utilizing Language Sample analysis with the Systematic Analysis of Language (SALT) program. In addition, this lab will include development of skill proficiency in administrating the Cranial Nerve and Oral Mechanism evaluation. |
| SLP 641 | Lab Course II | 1 | MedSLP Lab Courses | This course will allow students to obtain hands on experience with Instrumental testing materials and technology. Students will develop proficiency with both the technical components of the instruments and with the application of the technology to administer evaluations. |
| SLP 707 | Instrumentation & Procedure Validation Lab | 3 | MedSLP Lab Courses | This course will help the student develop competency of current instrumentationtechniques used to evaluate voice and swallowing. The student’s proceduralcompetency will be developed and validates with rigid and flexible endoscopy and fees. This lab will allow the student to acquire multiple opportunities to pass the rigid and flexible endoscopes on both the manikin and on live patients. |
| SLP 622 | Clinic Class I | 3 | MedSLP Clinic Courses | Introduction to professional communication and mechanics of being a clinician.Examination of the role of the speech-language pathologist as a therapist, with an emphasis on diagnostic evaluation, differential diagnosis, and intervention. Includes measurement concepts and clinical problem-solving theory and methods. |
| SLP 628 | Clinic Class II | 2 | MedSLP Clinic Courses | An examination and exploration of the topics of diversity and professional ethics as they involve clinical speech-language pathology. |
| SLP 640 | Clinic Class III | 2 | MedSLP Clinic Courses | An examination and exploration of the topics of professional issues, regulations and law as they involve clinical speech-language pathology. |
| SLP 654 | Clinic Class IV | 2 | MedSLP Clinic Courses | An examination and exploration of clinical documentation and reporting, as well as business organization/planning as they involve clinical speech-language pathology. |
| SLP 660 | Clinic Class V | 2 | MedSLP Clinic Courses | Topics will focus on advanced clinical topics, EPB, supervising assistants. |
| SLP 735 | Clinic Class VI | 1 | MedSLP Clinic Courses | Class topics will focus on transitioning from student to professional and preparing the student for their Clinical Fellowship Year. |
| SLP 623 | Research Methods | 1 | MedSLP Capstone Courses | An overview of what constitutes clinical research. The class instructs students in how to understand the strengths and weakness of various research methods. An overview of research ethics, and application of research results to clinical practice. |
| SLP 630 | Capstone Seminar I | 1 | MedSLP Capstone Courses | Review of basic research issues and concepts in order to prepare to be a consumer of research literature and to prepare the student for their project. Includes various research types and designs, validity, quantitative and qualitative data analysis and clinical applications of research. |
| SLP 634 | Capstone Seminar II | 1 | MedSLP Capstone Courses | As students advance into their topic, they will begin the outlining and writing process with possible preparation for data collection. This seminar will guide them through this phase of their capstone, which is a scholarly project with topics that may involve prevention, assessment, literature review, case presentation or intervention involving the scope of practice for speech-language pathologists. |
| SLP 668 | Capstone Seminar III | 1 | MedSLP Capstone Courses | This seminar will facilitate the data collection with an eye on analysis for the student’s capstone project. The student will continue to plan, write and target clinical and empirical aspects of research and will re-visit ethics, and evidence based practice concepts. |
| SLP 720 | Capstone Seminar IV | 1 | MedSLP Capstone Courses | This seminar will advance the student’s data collection phase and begin to target data analysis for their capstone project. The student will develop their written deliverable project in preparation for the final stage of the capstone. |
| SLP 619 | Practicum in Speech-Language Pathology I | 3 | MedSLP Practicum Courses | Examination of the diagnostic, treatment and documentation procedures in speechlanguage pathology occurring through active observation in the clinical environment and classroom instruction. Active, supervised participation in the clinical process with emphasis on individualized assessment, treatment, counseling and documentation procedures. |
| SLP 632 | Practicum in Speech-Language Pathology II | 3 | MedSLP Practicum Courses | Examination of the diagnostic, treatment and documentation procedures in speechlanguage pathology occurring through active observation in the clinical environment and classroom instruction. Active, supervised participation in the clinical process with emphasis on individualized assessment, treatment, counseling and documentation procedures. |
| SLP 642 | Practicum in Speech-Language Pathology III | 3 | MedSLP Practicum Courses | Examination of the diagnostic, treatment and documentation procedures in speechlanguage pathology occurring through active observation in the clinical environment and classroom instruction. Active, supervised participation in the clinical process with emphasis on individualized assessment, treatment, counseling and documentation procedures. |
| SLP 658 | Practicum in Speech-Language Pathology IV | 4 | MedSLP Practicum Courses | Examination of the diagnostic, treatment and documentation procedures in speechlanguage pathology occurring through active observation in the clinical environment and classroom instruction. Active, supervised participation in the clinical process with emphasis on individualized assessment, treatment, counseling and documentation procedures. |
| SLP 722 | Practicum in Speech-Language Pathology V | 4 | MedSLP Practicum Courses | Examination of the diagnostic, treatment and documentation procedures in speechlanguage pathology occurring through active observation in the clinical environment and classroom instruction. Active, supervised participation in the clinical process with emphasis on individualized assessment, treatment, counseling and documentation procedures. |
| SLP 734 | Practicum in Speech-Language Pathology VI | 4 | MedSLP Practicum Courses | Offsite clinical practicum experience, completed under the supervision of communitybased, qualified and certified speech-language pathologists. Emphasis on the evaluation and treatment of disorders related to speech, language, cognitivecommunication disorders, and swallowing. |
| SLP 712 | Adanced Seminar: Advanced Dysphagia | 2 | MedSLP Advanced Seminar Elective Courses | This course will target advanced instrumental techniques for assessment. Students will obtain additional experience with FEES and MBSS interpretation and skill development. Utilization of diagnostic information to plan therapeutic interventions will be emphasized and developed. |
| SLP 713 A-D | Adanced Seminar: Language Themes | 1 | MedSLP Advanced Seminar Elective Courses | Language Themes will cover early intervention topics pertaining to routines based interview, IFSP process and transition to school. School age topics will include reading comprehension, Basic Interpersonal Conversation skills vs. Cognitive Academic Language Proficiency (using language in decontextualized academic situations for hearing and deaf learners will be covered and finally the cognitive processes of individuals with autism will be covered. Students can attend seminars or conferences for 1-3 credits. |
| SLP 718 | Adanced Seminar: Assistive Technology | 1 | MedSLP Advanced Seminar Elective Courses | This one hour seminar will take a deep dive into advance topics dealing with assertive technology and Augmentative and Alternative Communication including service delivery that includes recognizing ethical dilemmas that can arise when delivering AT services, identifying legislation that shapes services provided to adults and children and identifying AT funding sources. The latest publications and evidenced-based practice will be utilized in order to provide the most current updates in this topic area. |
| SLP 723 A-D | Adanced Seminar: Health Themes | 1 | MedSLP Advanced Seminar Elective Courses | This course will cover heath conditions seen in medical settings Students can attend seminars or conferences for 1-3 credits. Topics covered will include cancer staging, alaryngeal speech choices for individuals with head and neck cancer, cleft palate and craniofacial disorders which will investigate conditions that influence communication, with an emphasis on assessment and intervention of the communication disordersrelated to these impairments. Finally, rehabilitation strategies for individuals who arerecovering from a traumatic brain injury will be discussed with an emphasis on stagingusing the Ranchos Los Amigos scales. |
| Code | Course | Credits | Category | Description |
| CO 610 | Counseling Orientation and Ethics | 3 | Counseling Cores | A review of the historical, philosophical, societal, cultural, economic and political dimensions of and current trends in the community mental health movement; a historical perspective of the counseling profession, counselor roles and functions, professional affiliations, and professional legal and ethical decision-making skills. |
| CO 611 | Social and Cultural Counseling | 3 | Counseling Cores | Present the cultural context of the counseling relationship; examination of issues and concerns related to such factors as culture, ethnicity, age, gender, sexual orientation, religious and spiritual values, socioeconomic status and other various unique characteristics. |
| CO 612 | Human Development | 3 | Counseling Cores | Theories of human development; developmental crises, tasks and transitions across one’s lifespan; theories of learning and personality development; strategies for facilitating optimal human development. |
| CO 613 | Research Methods and Program Evaluation | 3 | Counseling Cores | An overview of the qualitative and quantitative research methods, including the ability to critically examine research and the basic principles of disseminating professional knowledge. |
| CO 614 | Career Counseling | 3 | Counseling Cores | Exploration of educational and career planning – theories, decision-making models, assessment inventories, and resources, and its integration with human development. |
| CO 615 | Assessment and Training | 3 | Counseling Cores | Examination of the most frequently used assessment and testing procedures in counseling, outcome evaluation, multicultural issues, ethical and legal issues. |
| CO 616 | Psychodiagnosis | 3 | Counseling Cores | Examination of the development of diagnostic and case conceptualization skills, major theories of etiology & treatment, and diagnostic principles and skills. |
| CO 617 | Crisis, Trauma, and Suicide | 3 | Counseling Cores | An introduction to the theories, principles and concepts of crisis intervention; contemporary techniques of crisis intervention and resolution used in community, school, family and individual counseling settings and the prevention and treatment of trauma. |
| CO 618 | Substance Abuse and Addictions | 3 | Counseling Cores | Examination of substance abuse and process addictions in multiple populations - the effects of drugs and/or other addictive behaviors on the client and others. The various etiologies – including diagnosis and implications for counseling and treatment. |
| CO 630 | Counseling Skills | 3 | Counseling Cores | Introduction to the knowledge, techniques, skills, and processes basic to initiating and conducting an effective counseling relationship; discussion and attention to the specific nature and process of helping, as well as the unique attitudes and skills required of the effective helper. |
| CO 619 | Theories in Counseling | 3 | Counseling Cores | Examination of the major models of counseling and psychotherapy, theoretical integration, review of outcome research, and its implication with the counseling relationship. |
| CO 631 | Group Counseling | 3 | Counseling Cores | Overview of the theoretical and experiential components of the nature of group counseling, group dynamics, and group leadership. |
| CO 650 | Mental Health Care Systems | 3 | Counseling CMHC Core | Overview of the knowledge and skills necessary to successfully operate in mental health care treatment systems. |
| CO 651 | Psychopharmacology and Treatment Planning | 3 | Counseling CMHC Core | Introduction to the field of psychopharmacology. Integration of diagnostic, case conceptualization, and treatment planning skills; review of best practice guidelines. |
| CO 652 | Systems Theory for Families and Couples | 3 | Counseling MCF Core | An in-depth review of general systems theory and the theoretical foundations of counseling family and couple systems. |
| CO 653 | Practice of Marriage and Family Counseling | 3 | Counseling MCF Core | The practical application of system theory in use with counseling couples and families with a focus on effective skills and techniques. |
| CO 654 | Counseling Children and Adolescents in the Family System | 3 | Counseling MCF Core | The application of development and system theory in counseling children and adolescents and circular causality with the family and other systems. |
| CO 670 | Counseling Practicum | 3 | MHC Counseling Practicum/Internship | Supervised counseling with clients, including development of counseling skills through intensive weekly group and individual supervision. Completion of a minimum of 100 clock hours, with at least 40 client contact hours. Students develop conceptual and professional skills related to their practice at a clinical placement site and practice various specified counseling- and related-activities. |
| CO 671A-D | Mental Health Counseling Internship | 1-6 | MHC Counseling Practicum/Internship | Supervised counseling with clients, continued development of student counseling skills. Includes weekly group and individual supervision. Must complete a minimum of 600 clock hours including at least 240 client contact hours in each specialized area (Mental Health, School, Addictions, Clinical Rehabilitation or Marriage, Couples, and Family Counseling). Students develop conceptual and professional skills related to their specialty at an approved placement site and practice various specified counseling- and related-activities. Students must demonstrate competence of the integration of all knowledge and skills in counseling. |
| CO 672A-D | School Counseling Internship | 1-6 | Counseling Practicum/Internship | Supervised counseling with clients, continued development of student counseling skills. Includes weekly group and individual supervision. Must complete a minimum of 600 clock hours including at least 240 client contact hours in each specialized area (Mental Health, School, Addictions, Clinical Rehabilitation or Marriage, Couples, and Family Counseling). Students develop conceptual and professional skills related to their specialty at an approved placement site and practice various specified counseling- and related-activities. Students must demonstrate competence of the integration of all knowledge and skills in counseling. |
| CO 673A-D | Addictions Counseling Internship | 1-6 | Counseling Practicum/Internship | Supervised counseling with clients, continued development of student counseling skills. Includes weekly group and individual supervision. Must complete a minimum of 600 clock hours including at least 240 client contact hours in each specialized area (Mental Health, School, Addictions, Clinical Rehabilitation or Marriage, Couples, and Family Counseling). Students develop conceptual and professional skills related to their specialty at an approved placement site and practice various specified counseling- and related-activities. Students must demonstrate competence of the integration of all knowledge and skills in counseling. |
| CO 674A-D | Clinical Rehabilitation Counseling Internship | 1-6 | Counseling Practicum/Internship | Supervised counseling with clients, continued development of student counseling skills. Includes weekly group and individual supervision. Must complete a minimum of 600 clock hours including at least 240 client contact hours in each specialized area (Mental Health, School, Addictions, Clinical Rehabilitation or Marriage, Couples, and Family Counseling). Students develop conceptual and professional skills related to their specialty at an approved placement site and practice various specified counseling- and related-activities. Students must demonstrate competence of the integration of all knowledge and skills in counseling. |
| CO 675A-D | Marriage, Couples, and Family Counseling Internship | 1-6 | Counseling Practicum/Internship | Supervised counseling with clients, continued development of student counseling skills. Includes weekly group and individual supervision. Must complete a minimum of 600 clock hours including at least 240 client contact hours in each specialized area (Mental Health, School, Addictions, Clinical Rehabilitation or Marriage, Couples, and Family Counseling). Students develop conceptual and professional skills related to their specialty at an approved placement site and practice various specified counseling- and related-activities. Students must demonstrate competence of the integration of all knowledge and skills in counseling. |
| CO 699A-C | Special Topics in Counseling | 1-3 | Counseling Clinical Sciences | This course expands on concepts introduced in anatomy and physiology and focuses on pathophysiology and disease frequently seen in physical therapy practice. (Lecture 2) |
| CO 640 | Foundation of School Counseling-Models and Systems | 3 | Counseling School Counseling Core | Foundation and management of school counseling, including history, delivery and accountability, professional and ethical standards, competencies, mindsets and behaviors, and standards for student success. Including, concepts of college and career readiness, dropout prevention, and program evaluation. |
| CO 641 | College and Career Readiness | 3 | Counseling School Counseling Core | Theory and practice of college and career readiness. Including assessing readiness, creating a college-going culture, addressing achievement gaps, providing exposure to post-secondary education, developing career literacy, interest and planning, and removing systemic barriers for diverse students. |
| CO 642 | School Counseling Interventions for Student Success | 3 | Counseling School Counseling Core | Theories of school counseling intervention, strategies, techniques, and systemic practices. Including, integration of the research on the effectiveness of school counseling/role of counselor as data-driven leader, common emotional and behavioral issues in school settings. As well as models of school-based collaboration and consultation, community referrals and resources, and peer intervention programs |
| CO 657 | Biopsychosocial Aspects of Addiction | 3 | Counseling Addiction Core | Examination of the biopsychosocial aspects of substance abuse and addictions; with a focus on the physical predispositions, family history and systemic trauma as well as current social mores and legal perspectives. |
| CO 656 | Treatment of Addictions | 3 | Counseling Addiction Core | In depth look at the historical and current evidence-based treatment procedures and techniques of substance abuse and addictions treatment. |
| CO 645 | Foundations of Clinical Rehabilitation Counseling | 3 | Counseling CRC Core | Focuses on the history and philosophy of rehabilitation counseling, including legislation concerning vocational rehabilitation and independent living mandates; with focus on attitudinal, physical and systems barriers to social integration, including the current range of services provided for persons with disabilities, and on informed consumer review, choice, and personal responsibility in the rehabilitation process. |
| CO 646 | Biopsychosocial Aspects of Clinical Rehabiltiation Counseling | 3 | Counseling CRC Core | Examination of the biopsychosocial aspects of impairment and disability; with a focus on social and family systems of support for those who are differently-abled. Additional legal, social advocacy, vocational and treatment components will be integrated. |
| CO 651 | Psychopharmacology and Treatment Planning | 3 | Counseling CRC Core | Introduction to the field of psychopharmacology. Integration of diagnostic, case conceptualization, and treatment planning skills; review of best practice guidelines. |
| Code | Course | Credits | Category | Description |
| HLA 620 | Healthcare Leadership | 3 | SLPD Health Sciences Core Courses | Concepts of leadership related to current healthcare organizations are examined. Specificconcepts including communications, public relations, team building, negotiation, andconflict resolution are explored. Strategic aspects such as vision, viewpoint andadmission are included. Managing uncertainty is discussed in relation to healthcareorganizations. Contemporary leadership challenges, communication strategies and crisiscommunication are explored. Leadership functions and decision-making are analyzed. |
| HS 710 | Evidence-based Practice | 3 | SLPD Health Sciences Core Courses | This course is designed to prepare healthcare professionals with the knowledge, skillsand abilities necessary to make independent judgments about the validity of clinicalresearch and to implement evidence-based clinical practice in their careers. This coursewill focus on the concepts of evidence-based practice with emphasis on forminganswerable clinical questions and effective literature search strategies. The evaluativeapproach to appraising the research literature will prepare the students to judge theevidence on: 1) the accuracy and validity of diagnostic tests and the application ofimportant diagnostic tests in the care of a specific patient; 2) the effectiveness of clinicalinterventions; 3) the natural history of health-related conditions; 4) risk of harm from selectpreventative and therapeutic interventions. Based on presentation of case scenarios,students will be required to formulate the key question(s), rapidly search medical andhealth-related databases, appraise the evidence with a critical analysis and describeapplication of the evidence in a clinical context. |
| HS 712 | Research Methods: A Quantitiave Approach | 3 | SLPD Health Sciences Core Courses | This course provides an introduction to general research principles and research ethics.The student will be introduced to the following topics in the research process: questionformulation, principles of measurement, basic design and methodological features, issuesof reliability and validity, and fundamentals of conducting a literature review. A quantitativearticle critique will be conducted in class and outside of class. The class format will includelecture, small group discussion, and practice. |
| HS 714 | Scientific/Professional Writing | 1 | SLPD Health Sciences Core Courses | This course introduces the student to qualitative research methods and their applicationsto problems and phenomena in healthcare. Emphasis is placed on the appropriate useand differences of qualitative methods, their philosophical underpinnings, and applicationto clinical issues. |
| HS 720 | Survey of Qualitative Research | 3 | SLPD Health Sciences Core Courses | Faculty-directed clinical, basic, or applied research practicum, which may include but notlimited to review of literature preparation, human subjects committee proposaldevelopment, data collection, and presentation/manuscript preparation. GradedPass/Fail. (Optional course. May be taken in substitution for another course, with ProgramDirector approval. May be repeated up to 6 credits.) |
| HS 751 | Case Series Single Subject Design | 3 | SLPD Concentration Courses | This course will seek an in-depth exploration and practice regarding the mechanics, design and construction of case series and single subject research designs in a healthcare environment. Students will develop and submit a single subject/case series research design related to individual dissertation topics or to relevant clinical questions. |
| SLP 601 | Evidence-based Practice in Speech-Language Pathology | 2 | SLPD Concentration Courses | This course is designed to prepare speech-language pathology students with theknowledge, skills and abilities necessary to make independent judgments about thevalidity of clinical research and to implement evidence-based clinical practice in clinicalenvironments. This course focuses on the concepts of evidence-based practice, withemphasis on forming answerable clinical questions and effective literature searchstrategies. The EBP approach prepares students to find, appraise, and integrate evidencefor clinical decision-making, with particular emphasis in this course on (a) prognosis for agiven client, and (b) effectiveness of clinical interventions. Based on presentation of casescenarios, students will formulate the key question(s), rapidly search medical and healthrelated databases, select best available evidence, appraise the evidence using the EBPapproach, and describe application of the evidence in a clinical context. |
| SLP 602 | Speech-Language Pathology Clinical Supervision I | 3 | SLPD Concentration Courses | This course is designed to prepare the student with knowledge to assume the role of aspeech-language pathology clinical supervisor. Topics related to supervision include itsdefinition, history, theories, resources, major roles/responsibilities/styles of clinicalsupervisors, diversity, and expectations/needs of supervisees; the supervision ofgraduate students, speech-language pathology assistants, Clinical Fellows, and otherrehabilitation professionals will be discussed. |
| SLP 603 | Speech-Language Pathology Clinical Supervision II | 3 | SLPD Concentration Courses | This course builds on the knowledge derived from SLP 602 by introducing students toadvanced clinical teaching skills requiring critical thinking and clinical problem solving andethical decision-making. Students will also demonstrate effective communication andinterpersonal skills, including accommodations appropriate for personal/cultural/linguisticfactors and conflict resolution. Students will examine the research questions andmethodology in the supervision literature. Students will identify supervision needs,develop a plan of action, demonstrate supervisory competence, and engage in effectivesupervisory behavior that includes advocacy, and recognition of the critical role of interprofessional practice. Prerequisite: SLP 602 |
| SLP 605 | Ethics in Speech-Language Pathology | 2 | SLPD Concentration Courses | This course provides a comprehensive overview of ethics in the clinical practice ofspeech-language pathology (SLP). Students define and distinguish moral, ethical andlegal foundations in clinical practice, analyze the cardinal documents of the profession, and compare and contrast national and state ethical standards. Additional topics includetheories of ethics, professional malpractice, ethical principles of research, ethicaldecision-making, and how ethics can impact the various environments in which SLPpractice occurs. |
| SLP 606 | Capstone I: Speech-Language Pathology | 3 | SLPD Capstone Courses | This course is designed to provide students with the foundation for successful completionof an evidence-based practice (EBP) project. This course emphasizes knowledge ofcurrent expectations for speech-language pathologists engaging in EBP in clinicalpractice, familiarizing students with capstone progression, project quality and scope, anddoctoral-level communication requirements. Each student is expected to develop theintroduction, literature review, and method for the capstone project, and, if appropriate,submit the project to the Institutional Review Board. |
| SLP 607 | Capstone II: Speech-Language Pathology | 3 | SLPD Capstone Courses | This course is the second of three that are specifically designed to provide students withthe foundation for successful completion of an evidence-based practice (EBP) project.This course emphasizes knowledge of current expectations for speech-languagepathologists engaging in EBP in clinical practice, and familiarizing students with capstoneprogression, project quality and scope, and doctoral-level communication requirements.Prerequisite: SLP 606. |
| SLP 609 | Capstone III: Speech-Language Pathology | 3 | SLPD Capstone Courses | This course is designed as a culmination of the student’s learning experiences, with anemphasis on the implementation and presentation of a complete evidence-based practice(EBP) project. Students are expected to demonstrate depth of knowledge in select areasof clinical practice through the advanced synthesis of information and expertise ininterpreting and applying clinical research. The ultimate goal of the capstone project isthat students will demonstrate the ability to function as independent clinician researchersand to use their knowledge and skills in order to effect systems change in professionalenvironments. Prerequisite: SLP 607. |
| SLP 610 | Single Subject Research in Speech-Language Pathology | 3 | SLPD Removed 2023-03-03 | This course explores the general research principles of single subject (small N) researchacross the lifespan (children and adults), with an emphasis on the discipline of speechlanguage pathology. Application of this method of research is explored through theprimary designs that constitute this type of research: withdrawal/reversal, multiplebaseline, alternating treatment, and changing criterion. |
| SLP 721 | Biostatics Interpretation | 3 | SLPD Concentration Courses | The purpose of this course is to learn basic interpreting biostatistics reported in peerreviewed journal articles. Topics will include ways of describing data, how to graphicallydisplay data, and looking for and testing relationships or differences in data. |
| SLP 727 | Speech-Language Pathology Practice: Organization & Management | 2 | SLPD Concentration Courses | The primary professional focus for speech-language pathologists (SLPs) typicallyinvolves clinical practice; that practice can occur in a wide variety of settings, each withits own unique challenges and opportunities. This course explores current issues oforganization and ongoing management of SLP clinical practice, with an emphasis onadministration/organization/management of healthcare, school, and private practicesettings. |
| HPE 740 | Learning Theory & Design (Semester 3) | 3 | SLPD HPE-Concentration | This course incorporates a learner centered approach to course development and instructional delivery based on the best evidence of how people learn. Students will demonstrate both traditional and innovative instructional techniques and strategies for teaching in didactic settings based upon the evidence-base of best teaching practices. |
| HPE 670 -OR- HPE 752 | Concentration Elective, students required to complete one of the following (Semester 5): | SLPD HPE-Concentration | ||
| HPE 670 | Learning Assessment & Evaluation | 3 | SLPD HPE-Concentration | This course examines a variety of assessment models and techniques used to evaluate student classroom performance, student clinical performance, instructor performance andContent and dates are subject to change. Updated November 8, 2022 9educational programs. Students will design and execute assessment plans, interpret assessment data and develop continuous improvement plans. |
| HPE 752 | Curriculum Design for the Healthcare Professions | 3 | SLPD HPE-Concentration | Students will learn how effective health professions curricula must integrate the basic and clinical sciences, connect didactic to experiential learning, be competency-based and time-variable, include andragogic underpinnings and approaches of delivery, and create meaningful program outcomes and assessment opportunities that verify quality and excellence. In addition, timely issues such as the curricular incorporation of clinical experiences/education, the sociocultural aspects of healthcare, and pertinent accreditation issues and constraints for healthcare professions will be addressed. |
| HPE 760 | Instructional Technology: Design, Theory & Application (Semester 7) | 3 | SLPD HPE-Concentration | This course explores the history and theory of instructional technology used in educational settings. Focus is on identifying, discussing and comparing various instructional technology utilized in the design and delivery of online, blended, and traditional classroom learning environments. Best practices of current instructional technologies applied in higher education classrooms are systematically designed, created, shared, and reviewed. |
| Code | Course | Credits | Category | Description |
| NUR 550 | Scientific Underpinnings | 3 | MSN Core | This course explores the evaluation and application of scientific evidence and researchto nursing science. Students will demonstrate the ability to correctly evaluate researchdata based on levels and types of evidence. Students will be able to evaluate clinicalpractice guidelines using valid and reliable tools to determine which guidelines apply totheir specific practice, including cost, availability, and patient preference. |
| NUR 570 | Health Policy & Finance | 3 | MSN Core | This course will explore the principles of healthcare policy and finance for the advancedpractice nurse. Healthcare policy includes the impact of politics and legislative advocacyon healthcare and its delivery as it relates to access to care and diversity in populationsin the US and globally. The course will also explore the principal ways US healthcare isstructured and financed at the national, state, and local levels. Current and emergingissues and principles of business finance related to clinical care delivery will be analyzedusing case studies and participative learning experiences. Implications for advancedpractice leaders will be explored. |
| NUR 635 | Advanced Pharmacology | 3 | MSN Core | This course is designed to provide the advanced practice nurse with evidence-basedknowledge for the safe and appropriate pharmacotherapy in various settings and fordiverse populations across the lifespan. Basic and advanced pharmacology principles willbe applied to the prescribing and monitoring of agents/drugs utilized in health promotionand the treatment of conditions commonly encountered, including client education andlegal and ethical considerations. |
| NUR 656 | Advanced Pathophysiology | 3 | MSN Core | The course will focus on advanced physical assessment, communication, and diagnosticreasoning skills for the advanced practice nurse to care for individuals and families acrossthe lifespan. Skills obtained in this course will be used to analyze health and alterationsin health for individuals and families and prepare the student for independent practice. |
| NUR 654 | Advanced Health Assessment | 3 | MSN Core | This course is a system-focused pathophysiology course that includes advancedconcepts of functioning as it relates the family nurse practitioner’s ability to manage illnessacross the lifespan. Special attention will be given to advanced concepts that correlatewith clinical decisions related to diagnosis and therapeutic management. Genetic,environmental and lifestyle factors will also be included as they relate to the epidemiologyof disease. |
| NUR 710 | Quality Improvement & Evidence-Based Practice I | 4 |