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DOCTORATE

Doctor of Occupational Therapy (Entry-Level) · OTD

Hybrid (Primarily Online) | 8 semesters

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Curriculum

The program is delivered via a limited residency model, with both online and onsite components. Students will be on campus two times each semester during the 6th and 14th weeks, during semesters 1-4, and 7. Students will experience a thorough curriculum consisting of didactic and experiential (fieldwork) courses to be completed for two and a half years in a semester (16 weeks each) format. There are a total of 105 credit hours required for the successful completion of the program, including the credits earned via experiential fieldwork.

In the final semester, students will be required to complete and pass the Doctoral Capstone Artifact Presentation and Defense. Successful completion of all aspects of the capstone project is a requirement for program completion and degree conferral. Students will also take a practice Occupational Therapy Knowledge Examination, which will provide feedback and prepare them for the National Board for Certification in Occupational Therapy (NBCOT) exam.

Curriculum PDF
Sample Schedules

Core Courses

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Course

Credits

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.

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.

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.

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.

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 the interpretation of signs, symptoms and presentation of neurological disorders.

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.

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 of the 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.

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.

This course will provide students with an in-depth exploration of the intricate relationship between culture and occupation. Occupations are life-sustaining, purposeful, and meaningful. Students will critically examine how cultural values, beliefs, customs, and practices influence occupational engagement, participation, and identity across the lifespan of diverse populations. The course will focus on cultural humility, emphasizing the application of cultural sensitivity and responsiveness to clinical practice, communication skills, advocacy, and research within occupational therapy.

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. Students will utilize evidence-based decision-making and clinical reasoning necessary to practice with these special populations.

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.

This course explores evaluation of occupational performance, performance components, and occupational environments among children and youth. 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. The course also explores aspects of typical and atypical development across childhood and adolescence, focusing on occupational performance, performance skills, and occupational environments rehabilitation or habilitation 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.

This course provides an overview of research design from the perspective of the hierarchy of levels of evidence. This course reviews PubMed, Index Medicus, other search methodologies, the American Psychological Association editorial format, the composition of a scientific/professional manuscript, and the style of Scientific/professional writing, its construction, and formats. This course also 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 their application to clinical issues.

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 regarding 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) the reliability and validity of diagnostic tests, standardized assessments, and outcome measures 2) the effectiveness of clinical interventions for a client, population, or organization; and 3) the 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 questions and study design to facilitate understanding of how evidence informs practice.

This course will provide students with the foundational knowledge of the psychological conditions commonly addressed by occupational therapy in traditional settings (community, inpatient, outpatient) and non-traditional settings.

This course will provide students with an understanding of major neurological/physical diseases, 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.

This course explores the evaluation of occupational performance, performance components, and occupational environments focused on psychosocial factors and mental health across the lifespan, with an emphasis on adults and older adult populations. Issues related to screening, assessment, evaluation, and the interpretation of typical occupational performance problems evaluated by occupational therapists will be investigated and addressed. The course will further focus on applying occupation-based interventions in psychosocial settings. Occupational therapy theories and frames of reference will be used to identify and prevent/reduce occupational performance problems related to psychosocial dysfunction. Intervention strategies targeting primary, secondary, and tertiary prevention will be explored and critically analyzed. Common settings where occupational therapists address psychosocial conditions and/or impairments will be explored. Finally, this course exposes students to research associated with emerging roles for occupational therapists in health promotion, prevention, and primary healthcare. 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.

This course explores the evaluation of occupational performance, performance components, and occupational environments focused on physical and neurological factors among adults. The course will address screening, assessment, evaluation, interpretation, and intervention planning associated with typical occupational performance problems among adults. The study of theory and frames of reference related to occupation-based interventions for adult persons with physical and neurological disorders or injuries will be explored and applied. Students will review and integrate current best evidence related to interventions supporting participation and performance in meaningful occupations.

This course explores the evaluation of occupational performance, performance components, and occupational environments among older adult populations. Typical occupational performance problems evaluated by occupational therapists will be investigated. Issues related to screening, assessment, and evaluation, will be addressed. The implementation theory and frames of reference related to occupation-based interventions for geriatric persons with physical, neurological, and psychosocial disorders or injuries will be explored and applied. Students will review and integrate current best evidence related to interventions supporting participation and performance in meaningful occupations.

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 development such 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. Prerequisites: OTD 710, OTD 712, OTD 714, HS 720

This course exposed students to the provision of assistive technology for children/youth and adults 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 (play and leisure aides, communication aids, environmental controls, low vision, community mobility, computers, and software, and technology for care), and strategies to support the implementation and daily use of such.

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.

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 to fulfill and complete a successful fieldwork experience.

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. The purpose of this course provides students with more advanced experience with priority topics in occupational therapy practice. 1) Low vision and interprofessional collaboration with optometry among the aging population. 2) Assessment and interventions related to driving habilitation/rehabilitation and low vision among young adults, adults, and geriatrics for occupational therapy students to gain knowledge and skills in, again focusing on the collaboration of occupational therapists with optometrists. 3) 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. 4) Theories and interventions related to health and wellness coaching across occupational therapy-related settings, populations, and conditions.

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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.

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.

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. Through continued 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 project proposal 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 successful completion 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 Course Instructor/Doctoral Capstone Coordinator.

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.

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 of GPD-approved*, student-generated learning outcomes, and a product of practice/clinical scholarship that informs occupational therapy practice. submit and present a summation of the 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.

Fieldwork Courses (5 courses, 17 credits required)

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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. Qualified personnel for supervised Level I fieldwork include but are not limited to, occupational therapists, psychologists, physician assistants, teachers, social workers, nurses, and physical therapists.

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. Qualified personnel for supervised Level I fieldwork include but are not limited to, occupational therapists, psychologists, physician assistants, teachers, social workers, nurses, and physical therapists.

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. Qualified personnel for supervised Level I fieldwork include but are not limited to, occupational therapists, psychologists, physician assistants, teachers, social workers, nurses, and physical therapists.

The OTD curriculum at RMU 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.

The OTD curriculum at RMU 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.

Program Accreditation

Accreditation: The entry-level Doctor of Occupational Therapy program at Rocky Mountain University has been granted Candidacy Status by the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA), located at 6116 Executive Boulevard, Suite 200, North Bethesda, MD 20852-4929. ACOTE’s telephone number c/o AOTA is (301) 652-AOTA and its web address is www.acoteonline.org.

The program must have a pre-accreditation review, complete an on-site evaluation, and be granted Accreditation Status before its graduates will be eligible to sit for the national certification examination for the occupational therapist administered by the National Board for Certification in Occupational Therapy (NBCOT®). After successful completion of this exam, the individual will be an Occupational Therapist, Registered (OTR). In addition, all states require licensure in order to practice; however, state licenses are usually based on the results of the NBCOT Certification Examination.