Doctor of Occupational Therapy (Post-Professional)
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Summer Deadline
3/11/24
Summer Start Date
5/6/24
Why Earn a Doctor of Occupational Therapy?
Specialize your practice. Build leaderships skills. Become the most competitive professional with the skills, experience, and credentials to take advantage of the expanding opportunities for occupational therapists.
pOTD Program Highlights
Designed for the Working Occupational Therapist
Our program is designed for the working occupational therapist. Most of our students are full-time working professionals with very busy schedules. We have students that have practiced for 10, 20, and 30 years, as well as students who have just entered the field. Although there are time commitment expectations, your course load aligns well with a full-time job; coursework and instructional materials are available to you 24/7.
8 Concentration Track Options
8 Concentration Track Options
1. Advanced Practice 2. Aging
3. Assistive Technology 4. Education
5. Hand Therapy 6. Leadership
7. Health & Wellness 8. Pediatrics
Fully-Online Learning Model
Learn where you live! We offer a completely-online program option so that you can obtain this degree from the comfort of your home and don’t have to relocate or visit campus.
First Post-Professional OTD Program in US
The First Post-Professional OTD Program in the US
We were the first post-professional OTD program in the United States. We have many alumni from our program who are making a major impact in healthcare and for their patients. We understand the needs of both the occupational therapists, and patients. Become a pioneer in the Occupational Therapy profession with us.
pOTD Curriculum
pOTD Curriculum Introduction5
Core Curriculum5
Advanced Practice5
Aging5
Assistive Technology5
Education5
Hand Therapy5
Health and Wellness 5
Leadership5
Pediatrics5
Post-Professional Doctorate of Occupational Therapy
Pursue elevated training in leadership, evidence-based practice, and academic inquiry. Earning your doctorate prepares you for the most prestigious paths in the occupational therapy profession. Gain the skills to lead organizations, advance your clinical practice, or even teach the next generation of OTs.
-8 Concentration Track Options
-Choose between Fully-Online and Limited-Residency Education Model
Check out the tabs to see a curriculum breakdown with concentration-specific classes.
Core Curriculum
Become a catalyst for meaningful leadership as you prepare healthcare organizations for a bright and sustainable future with a foundation of leadership knowledge and experience.
Courses & Descriptions
Core Courses
| Code | Course | Credits | Category | Description |
|---|---|---|---|---|
| AG 716 | Neurodegenerative Disease: Addressing Participation in Occupation | 3 | OTD Aging-Category | 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-Category | 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-Category | This interdisciplinary course provides opportunity to examine issues and evidence related to dementia care and family caregiving, including non-pharmacologic intervention approaches, theoretical frameworks, environmental modification, caregiver education, and their application in clinical settings. Students will explore the complexities of addressing the need to promote participation and optimize quality of life for those in this growing population. |
| 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 alternative communication devices, sensory aides, electronic aides to daily living, and environmental 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-Category | 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 | Healthcare Delivery | 3 | OTD Leadership-Category | 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-Category | 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-Category | 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-Category | 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 | This course will require students to examine current and emerging best practices for addressing participation in occupation for individuals with musculoskeletal and neurological disorders involving the upper quadrant. This course requires students to explore the role of occupational/hand therapy on transitioning from a reductionist model to promoting meaningful activity and participation. Students will adopt language from the ICF to incorporate treatment of body structures and function to promote activities and participation while considering individual and societal perspectives of participation. Students will share research and clinical expertise on hand therapy related interventions including orthosis management for tendon injury, nerve injury, fractures, degenerative diseases and movement disorders. Students will engage in critical reasoning within forum discussions, analyzing intervention strategies, electronic presentations and development of a client-based case study. Students will be indoctrinated in evidenced based practice, clinical practice guidelines and utilization of technology in hand therapy. |
| HT 726 | Evidence-Based Concepts of Radiographic Imaging - OTD | 3 | OTD Hand-Therapy | This course will provide fundamental principles of radiographic imaging procedures while challenging the student to address occupational-based strategies for clinical decision-making. Students will broaden their knowledge and acquire skills to recognize common normal and abnormal radiographic findings of the upper quadrant. The student will develop skills to approach imaging studies from a scientific and occupation-based prospective. Students will integrate the diagnostic utility of imaging procedures related to activities and participation. |
| HT 736 | Advanced Concepts in Hand Therapy Evidence-Based Practice | 3 | OTD Hand-Therapy | This course examines the best evidence for client-centered care practices in upper quadrant rehabilitation. Students will appraise literature pertaining to upper quadrant outcome measures, diagnostic testing and prognosis, and intervention strategies to assist in determining the best practices in hand therapy, with an emphasis on neuromuscular and musculoskeletal disorders. This course promotes application of theoretical concepts in support of Vision 2025 and critical reasoning through class discussions, scholarly papers, and recorded and live presentations. |
| LD 718 | Essentials of Practice Management & Administration | 3 | OTD Leadership-Category | 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, 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 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-Category | 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 | 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 | 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-Category | 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 | 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 | 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-Category | 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-Category | 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-Category | 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-Category | 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 Coaching) |
Capstone Courses
| Code | Course | Credits | Category | Description |
|---|---|---|---|---|
| AG 716 | Neurodegenerative Disease: Addressing Participation in Occupation | 3 | OTD Aging-Category | 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-Category | 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-Category | This interdisciplinary course provides opportunity to examine issues and evidence related to dementia care and family caregiving, including non-pharmacologic intervention approaches, theoretical frameworks, environmental modification, caregiver education, and their application in clinical settings. Students will explore the complexities of addressing the need to promote participation and optimize quality of life for those in this growing population. |
| 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 alternative communication devices, sensory aides, electronic aides to daily living, and environmental 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-Category | 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 | Healthcare Delivery | 3 | OTD Leadership-Category | 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-Category | 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-Category | 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-Category | 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 | This course will require students to examine current and emerging best practices for addressing participation in occupation for individuals with musculoskeletal and neurological disorders involving the upper quadrant. This course requires students to explore the role of occupational/hand therapy on transitioning from a reductionist model to promoting meaningful activity and participation. Students will adopt language from the ICF to incorporate treatment of body structures and function to promote activities and participation while considering individual and societal perspectives of participation. Students will share research and clinical expertise on hand therapy related interventions including orthosis management for tendon injury, nerve injury, fractures, degenerative diseases and movement disorders. Students will engage in critical reasoning within forum discussions, analyzing intervention strategies, electronic presentations and development of a client-based case study. Students will be indoctrinated in evidenced based practice, clinical practice guidelines and utilization of technology in hand therapy. |
| HT 726 | Evidence-Based Concepts of Radiographic Imaging - OTD | 3 | OTD Hand-Therapy | This course will provide fundamental principles of radiographic imaging procedures while challenging the student to address occupational-based strategies for clinical decision-making. Students will broaden their knowledge and acquire skills to recognize common normal and abnormal radiographic findings of the upper quadrant. The student will develop skills to approach imaging studies from a scientific and occupation-based prospective. Students will integrate the diagnostic utility of imaging procedures related to activities and participation. |
| HT 736 | Advanced Concepts in Hand Therapy Evidence-Based Practice | 3 | OTD Hand-Therapy | This course examines the best evidence for client-centered care practices in upper quadrant rehabilitation. Students will appraise literature pertaining to upper quadrant outcome measures, diagnostic testing and prognosis, and intervention strategies to assist in determining the best practices in hand therapy, with an emphasis on neuromuscular and musculoskeletal disorders. This course promotes application of theoretical concepts in support of Vision 2025 and critical reasoning through class discussions, scholarly papers, and recorded and live presentations. |
| LD 718 | Essentials of Practice Management & Administration | 3 | OTD Leadership-Category | 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, 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 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-Category | 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 | 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 | 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-Category | 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 | 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 | 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-Category | 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-Category | 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-Category | 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-Category | 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 Coaching) |
Advanced Practice
The pOTD Advanced Practice Concentration track offers a course of study for the post-professional occupational therapist that addresses the complex needs of the current heath care market. Doctoral candidates will gain competencies related to advocacy and ethics, educating across practice settings, and the use of clinical practice guidelines. Graduates will be poised to advance occupational therapy practice and clinical research.
Courses & Descriptions
Advanced Practice Courses
| Code | Course | Credits | Category | Description |
|---|---|---|---|---|
| AG 716 | Neurodegenerative Disease: Addressing Participation in Occupation | 3 | OTD Aging-Category | 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-Category | 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-Category | This interdisciplinary course provides opportunity to examine issues and evidence related to dementia care and family caregiving, including non-pharmacologic intervention approaches, theoretical frameworks, environmental modification, caregiver education, and their application in clinical settings. Students will explore the complexities of addressing the need to promote participation and optimize quality of life for those in this growing population. |
| 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 alternative communication devices, sensory aides, electronic aides to daily living, and environmental 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-Category | 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 | Healthcare Delivery | 3 | OTD Leadership-Category | 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-Category | 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-Category | 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-Category | 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 | This course will require students to examine current and emerging best practices for addressing participation in occupation for individuals with musculoskeletal and neurological disorders involving the upper quadrant. This course requires students to explore the role of occupational/hand therapy on transitioning from a reductionist model to promoting meaningful activity and participation. Students will adopt language from the ICF to incorporate treatment of body structures and function to promote activities and participation while considering individual and societal perspectives of participation. Students will share research and clinical expertise on hand therapy related interventions including orthosis management for tendon injury, nerve injury, fractures, degenerative diseases and movement disorders. Students will engage in critical reasoning within forum discussions, analyzing intervention strategies, electronic presentations and development of a client-based case study. Students will be indoctrinated in evidenced based practice, clinical practice guidelines and utilization of technology in hand therapy. |
| HT 726 | Evidence-Based Concepts of Radiographic Imaging - OTD | 3 | OTD Hand-Therapy | This course will provide fundamental principles of radiographic imaging procedures while challenging the student to address occupational-based strategies for clinical decision-making. Students will broaden their knowledge and acquire skills to recognize common normal and abnormal radiographic findings of the upper quadrant. The student will develop skills to approach imaging studies from a scientific and occupation-based prospective. Students will integrate the diagnostic utility of imaging procedures related to activities and participation. |
| HT 736 | Advanced Concepts in Hand Therapy Evidence-Based Practice | 3 | OTD Hand-Therapy | This course examines the best evidence for client-centered care practices in upper quadrant rehabilitation. Students will appraise literature pertaining to upper quadrant outcome measures, diagnostic testing and prognosis, and intervention strategies to assist in determining the best practices in hand therapy, with an emphasis on neuromuscular and musculoskeletal disorders. This course promotes application of theoretical concepts in support of Vision 2025 and critical reasoning through class discussions, scholarly papers, and recorded and live presentations. |
| LD 718 | Essentials of Practice Management & Administration | 3 | OTD Leadership-Category | 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, 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 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-Category | 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 | 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 | 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-Category | 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 | 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 | 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-Category | 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-Category | 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-Category | 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-Category | 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 Coaching) |
Aging
The pOTD Aging track offers a course of study for the post-professional occupational therapist that addresses the complex needs of senior populations. Doctoral candidates will consider evidence-based practices and principles with an added focus on the physical and psychosocial dimensions of aging, neuropathology, and degenerative disease. Graduates will be poised to enter one of the many advanced occupational therapy disciplines that serve the growing needs of the aging population.
Courses & Descriptions
Aging Courses
| Code | Course | Credits | Category | Description |
|---|---|---|---|---|
| AG 716 | Neurodegenerative Disease: Addressing Participation in Occupation | 3 | OTD Aging-Category | 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-Category | 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-Category | This interdisciplinary course provides opportunity to examine issues and evidence related to dementia care and family caregiving, including non-pharmacologic intervention approaches, theoretical frameworks, environmental modification, caregiver education, and their application in clinical settings. Students will explore the complexities of addressing the need to promote participation and optimize quality of life for those in this growing population. |
| 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 alternative communication devices, sensory aides, electronic aides to daily living, and environmental 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-Category | 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 | Healthcare Delivery | 3 | OTD Leadership-Category | 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-Category | 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-Category | 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-Category | 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 | This course will require students to examine current and emerging best practices for addressing participation in occupation for individuals with musculoskeletal and neurological disorders involving the upper quadrant. This course requires students to explore the role of occupational/hand therapy on transitioning from a reductionist model to promoting meaningful activity and participation. Students will adopt language from the ICF to incorporate treatment of body structures and function to promote activities and participation while considering individual and societal perspectives of participation. Students will share research and clinical expertise on hand therapy related interventions including orthosis management for tendon injury, nerve injury, fractures, degenerative diseases and movement disorders. Students will engage in critical reasoning within forum discussions, analyzing intervention strategies, electronic presentations and development of a client-based case study. Students will be indoctrinated in evidenced based practice, clinical practice guidelines and utilization of technology in hand therapy. |
| HT 726 | Evidence-Based Concepts of Radiographic Imaging - OTD | 3 | OTD Hand-Therapy | This course will provide fundamental principles of radiographic imaging procedures while challenging the student to address occupational-based strategies for clinical decision-making. Students will broaden their knowledge and acquire skills to recognize common normal and abnormal radiographic findings of the upper quadrant. The student will develop skills to approach imaging studies from a scientific and occupation-based prospective. Students will integrate the diagnostic utility of imaging procedures related to activities and participation. |
| HT 736 | Advanced Concepts in Hand Therapy Evidence-Based Practice | 3 | OTD Hand-Therapy | This course examines the best evidence for client-centered care practices in upper quadrant rehabilitation. Students will appraise literature pertaining to upper quadrant outcome measures, diagnostic testing and prognosis, and intervention strategies to assist in determining the best practices in hand therapy, with an emphasis on neuromuscular and musculoskeletal disorders. This course promotes application of theoretical concepts in support of Vision 2025 and critical reasoning through class discussions, scholarly papers, and recorded and live presentations. |
| LD 718 | Essentials of Practice Management & Administration | 3 | OTD Leadership-Category | 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, 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 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-Category | 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 | 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 | 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-Category | 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 | 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 | 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-Category | 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-Category | 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-Category | 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-Category | 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 Coaching) |
Assistive Technology
The pOTD Assistive Technology track guides students through the application of assistive technology for children and adults with disabilities across various environmental contexts. The program will prepare graduates in identifying areas of need and implementing and coordinating care through effective technology systems.
Courses & Descriptions
Assistive Technology Courses
| Code | Course | Credits | Category | Description |
|---|---|---|---|---|
| AG 716 | Neurodegenerative Disease: Addressing Participation in Occupation | 3 | OTD Aging-Category | 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-Category | 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-Category | This interdisciplinary course provides opportunity to examine issues and evidence related to dementia care and family caregiving, including non-pharmacologic intervention approaches, theoretical frameworks, environmental modification, caregiver education, and their application in clinical settings. Students will explore the complexities of addressing the need to promote participation and optimize quality of life for those in this growing population. |
| 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 alternative communication devices, sensory aides, electronic aides to daily living, and environmental 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-Category | 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 | Healthcare Delivery | 3 | OTD Leadership-Category | 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-Category | 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-Category | 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-Category | 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 | This course will require students to examine current and emerging best practices for addressing participation in occupation for individuals with musculoskeletal and neurological disorders involving the upper quadrant. This course requires students to explore the role of occupational/hand therapy on transitioning from a reductionist model to promoting meaningful activity and participation. Students will adopt language from the ICF to incorporate treatment of body structures and function to promote activities and participation while considering individual and societal perspectives of participation. Students will share research and clinical expertise on hand therapy related interventions including orthosis management for tendon injury, nerve injury, fractures, degenerative diseases and movement disorders. Students will engage in critical reasoning within forum discussions, analyzing intervention strategies, electronic presentations and development of a client-based case study. Students will be indoctrinated in evidenced based practice, clinical practice guidelines and utilization of technology in hand therapy. |
| HT 726 | Evidence-Based Concepts of Radiographic Imaging - OTD | 3 | OTD Hand-Therapy | This course will provide fundamental principles of radiographic imaging procedures while challenging the student to address occupational-based strategies for clinical decision-making. Students will broaden their knowledge and acquire skills to recognize common normal and abnormal radiographic findings of the upper quadrant. The student will develop skills to approach imaging studies from a scientific and occupation-based prospective. Students will integrate the diagnostic utility of imaging procedures related to activities and participation. |
| HT 736 | Advanced Concepts in Hand Therapy Evidence-Based Practice | 3 | OTD Hand-Therapy | This course examines the best evidence for client-centered care practices in upper quadrant rehabilitation. Students will appraise literature pertaining to upper quadrant outcome measures, diagnostic testing and prognosis, and intervention strategies to assist in determining the best practices in hand therapy, with an emphasis on neuromuscular and musculoskeletal disorders. This course promotes application of theoretical concepts in support of Vision 2025 and critical reasoning through class discussions, scholarly papers, and recorded and live presentations. |
| LD 718 | Essentials of Practice Management & Administration | 3 | OTD Leadership-Category | 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, 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 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-Category | 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 | 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 | 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-Category | 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 | 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 | 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-Category | 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-Category | 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-Category | 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-Category | 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 Coaching) |
Education
The pOTD Education track leads the student to a focus on education and learning in an academic setting. Doctoral candidates will explore the dimensions of adult learning, instructional design principles, and pedagogical methodology. Graduates in this concentration track will be prepared to enter a variety of academic fields and contribute to the occupational therapy profession’s growing need for doctoral educators.
Courses & Descriptions
Education Courses
| Code | Course | Credits | Category | Description |
|---|---|---|---|---|
| AG 716 | Neurodegenerative Disease: Addressing Participation in Occupation | 3 | OTD Aging-Category | 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-Category | 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-Category | This interdisciplinary course provides opportunity to examine issues and evidence related to dementia care and family caregiving, including non-pharmacologic intervention approaches, theoretical frameworks, environmental modification, caregiver education, and their application in clinical settings. Students will explore the complexities of addressing the need to promote participation and optimize quality of life for those in this growing population. |
| 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 alternative communication devices, sensory aides, electronic aides to daily living, and environmental 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-Category | 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 | Healthcare Delivery | 3 | OTD Leadership-Category | 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-Category | 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-Category | 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-Category | 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 | This course will require students to examine current and emerging best practices for addressing participation in occupation for individuals with musculoskeletal and neurological disorders involving the upper quadrant. This course requires students to explore the role of occupational/hand therapy on transitioning from a reductionist model to promoting meaningful activity and participation. Students will adopt language from the ICF to incorporate treatment of body structures and function to promote activities and participation while considering individual and societal perspectives of participation. Students will share research and clinical expertise on hand therapy related interventions including orthosis management for tendon injury, nerve injury, fractures, degenerative diseases and movement disorders. Students will engage in critical reasoning within forum discussions, analyzing intervention strategies, electronic presentations and development of a client-based case study. Students will be indoctrinated in evidenced based practice, clinical practice guidelines and utilization of technology in hand therapy. |
| HT 726 | Evidence-Based Concepts of Radiographic Imaging - OTD | 3 | OTD Hand-Therapy | This course will provide fundamental principles of radiographic imaging procedures while challenging the student to address occupational-based strategies for clinical decision-making. Students will broaden their knowledge and acquire skills to recognize common normal and abnormal radiographic findings of the upper quadrant. The student will develop skills to approach imaging studies from a scientific and occupation-based prospective. Students will integrate the diagnostic utility of imaging procedures related to activities and participation. |
| HT 736 | Advanced Concepts in Hand Therapy Evidence-Based Practice | 3 | OTD Hand-Therapy | This course examines the best evidence for client-centered care practices in upper quadrant rehabilitation. Students will appraise literature pertaining to upper quadrant outcome measures, diagnostic testing and prognosis, and intervention strategies to assist in determining the best practices in hand therapy, with an emphasis on neuromuscular and musculoskeletal disorders. This course promotes application of theoretical concepts in support of Vision 2025 and critical reasoning through class discussions, scholarly papers, and recorded and live presentations. |
| LD 718 | Essentials of Practice Management & Administration | 3 | OTD Leadership-Category | 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, 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 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-Category | 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 | 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 | 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-Category | 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 | 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 | 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-Category | 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-Category | 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-Category | 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-Category | 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 Coaching) |
Hand Therapy
The pOTD Hand Therapy program prepares graduates for an advanced level of evidence-based practice specific to the upper extremities. Occupational hand therapy focuses on the treatment of orthopedic conditions to optimize arm and hand use. Doctoral candidates will prepare to provide an advanced level of client-centered, occupation-based therapy designed to restore function and well-being.
Courses & Descriptions
Hand Therapy Courses
| Code | Course | Credits | Category | Description |
|---|---|---|---|---|
| AG 716 | Neurodegenerative Disease: Addressing Participation in Occupation | 3 | OTD Aging-Category | 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-Category | 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-Category | This interdisciplinary course provides opportunity to examine issues and evidence related to dementia care and family caregiving, including non-pharmacologic intervention approaches, theoretical frameworks, environmental modification, caregiver education, and their application in clinical settings. Students will explore the complexities of addressing the need to promote participation and optimize quality of life for those in this growing population. |
| 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 alternative communication devices, sensory aides, electronic aides to daily living, and environmental 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-Category | 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 | Healthcare Delivery | 3 | OTD Leadership-Category | 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-Category | 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-Category | 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-Category | 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 | This course will require students to examine current and emerging best practices for addressing participation in occupation for individuals with musculoskeletal and neurological disorders involving the upper quadrant. This course requires students to explore the role of occupational/hand therapy on transitioning from a reductionist model to promoting meaningful activity and participation. Students will adopt language from the ICF to incorporate treatment of body structures and function to promote activities and participation while considering individual and societal perspectives of participation. Students will share research and clinical expertise on hand therapy related interventions including orthosis management for tendon injury, nerve injury, fractures, degenerative diseases and movement disorders. Students will engage in critical reasoning within forum discussions, analyzing intervention strategies, electronic presentations and development of a client-based case study. Students will be indoctrinated in evidenced based practice, clinical practice guidelines and utilization of technology in hand therapy. |
| HT 726 | Evidence-Based Concepts of Radiographic Imaging - OTD | 3 | OTD Hand-Therapy | This course will provide fundamental principles of radiographic imaging procedures while challenging the student to address occupational-based strategies for clinical decision-making. Students will broaden their knowledge and acquire skills to recognize common normal and abnormal radiographic findings of the upper quadrant. The student will develop skills to approach imaging studies from a scientific and occupation-based prospective. Students will integrate the diagnostic utility of imaging procedures related to activities and participation. |
| HT 736 | Advanced Concepts in Hand Therapy Evidence-Based Practice | 3 | OTD Hand-Therapy | This course examines the best evidence for client-centered care practices in upper quadrant rehabilitation. Students will appraise literature pertaining to upper quadrant outcome measures, diagnostic testing and prognosis, and intervention strategies to assist in determining the best practices in hand therapy, with an emphasis on neuromuscular and musculoskeletal disorders. This course promotes application of theoretical concepts in support of Vision 2025 and critical reasoning through class discussions, scholarly papers, and recorded and live presentations. |
| LD 718 | Essentials of Practice Management & Administration | 3 | OTD Leadership-Category | 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, 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 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-Category | 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 | 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 | 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-Category | 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 | 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 | 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-Category | 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-Category | 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-Category | 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-Category | 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 Coaching) |
Health & Wellness
The concentration track in Health and Wellness (WE) offers expanded study in the areas of theories of behavior change, principles of health promotion, wellness coaching, population health and ecological issues. The concentration also includes coursework in risk factors and risk reduction strategies, motivational interviewing and resilience, integrative therapies, controversial topics in health promotion.
Students who complete this concentration will be eligible for and prepared to pass the Health & Wellness Coach Certifying Examination to become a National Board Certified Health & Wellness Coach (NBC-HWC). This certification is offered by the National Board of Medical Examiners for the International Consortium for Health and Wellness Coaching (ICHWC), and it is the most prestigious and rigorous coaching credential in existence.
Courses & Descriptions
Health & Wellness Courses
| Code | Course | Credits | Category | Description |
|---|---|---|---|---|
| AG 716 | Neurodegenerative Disease: Addressing Participation in Occupation | 3 | OTD Aging-Category | 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-Category | 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-Category | This interdisciplinary course provides opportunity to examine issues and evidence related to dementia care and family caregiving, including non-pharmacologic intervention approaches, theoretical frameworks, environmental modification, caregiver education, and their application in clinical settings. Students will explore the complexities of addressing the need to promote participation and optimize quality of life for those in this growing population. |
| 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 alternative communication devices, sensory aides, electronic aides to daily living, and environmental 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-Category | 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 | Healthcare Delivery | 3 | OTD Leadership-Category | 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-Category | 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-Category | 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-Category | 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 | This course will require students to examine current and emerging best practices for addressing participation in occupation for individuals with musculoskeletal and neurological disorders involving the upper quadrant. This course requires students to explore the role of occupational/hand therapy on transitioning from a reductionist model to promoting meaningful activity and participation. Students will adopt language from the ICF to incorporate treatment of body structures and function to promote activities and participation while considering individual and societal perspectives of participation. Students will share research and clinical expertise on hand therapy related interventions including orthosis management for tendon injury, nerve injury, fractures, degenerative diseases and movement disorders. Students will engage in critical reasoning within forum discussions, analyzing intervention strategies, electronic presentations and development of a client-based case study. Students will be indoctrinated in evidenced based practice, clinical practice guidelines and utilization of technology in hand therapy. |
| HT 726 | Evidence-Based Concepts of Radiographic Imaging - OTD | 3 | OTD Hand-Therapy | This course will provide fundamental principles of radiographic imaging procedures while challenging the student to address occupational-based strategies for clinical decision-making. Students will broaden their knowledge and acquire skills to recognize common normal and abnormal radiographic findings of the upper quadrant. The student will develop skills to approach imaging studies from a scientific and occupation-based prospective. Students will integrate the diagnostic utility of imaging procedures related to activities and participation. |
| HT 736 | Advanced Concepts in Hand Therapy Evidence-Based Practice | 3 | OTD Hand-Therapy | This course examines the best evidence for client-centered care practices in upper quadrant rehabilitation. Students will appraise literature pertaining to upper quadrant outcome measures, diagnostic testing and prognosis, and intervention strategies to assist in determining the best practices in hand therapy, with an emphasis on neuromuscular and musculoskeletal disorders. This course promotes application of theoretical concepts in support of Vision 2025 and critical reasoning through class discussions, scholarly papers, and recorded and live presentations. |
| LD 718 | Essentials of Practice Management & Administration | 3 | OTD Leadership-Category | 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, 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 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-Category | 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 | 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 | 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-Category | 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 | 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 | 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-Category | 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-Category | 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-Category | 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-Category | 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 Coaching) |
Leadership
The pOTD Leadership track is designed for those advanced occupational therapy practitioners who seek to influence the profession from a leadership and practice management perspective. The program explores leadership theories, organizational development, and financial management strategies, emphasizing an evidence-based philosophy with a reflection on key professional trends.
Courses & Descriptions
Leadership Courses
| Code | Course | Credits | Category | Description |
|---|---|---|---|---|
| AG 716 | Neurodegenerative Disease: Addressing Participation in Occupation | 3 | OTD Aging-Category | 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-Category | 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-Category | This interdisciplinary course provides opportunity to examine issues and evidence related to dementia care and family caregiving, including non-pharmacologic intervention approaches, theoretical frameworks, environmental modification, caregiver education, and their application in clinical settings. Students will explore the complexities of addressing the need to promote participation and optimize quality of life for those in this growing population. |
| 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 alternative communication devices, sensory aides, electronic aides to daily living, and environmental 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-Category | 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 | Healthcare Delivery | 3 | OTD Leadership-Category | 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-Category | 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-Category | 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-Category | 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 | This course will require students to examine current and emerging best practices for addressing participation in occupation for individuals with musculoskeletal and neurological disorders involving the upper quadrant. This course requires students to explore the role of occupational/hand therapy on transitioning from a reductionist model to promoting meaningful activity and participation. Students will adopt language from the ICF to incorporate treatment of body structures and function to promote activities and participation while considering individual and societal perspectives of participation. Students will share research and clinical expertise on hand therapy related interventions including orthosis management for tendon injury, nerve injury, fractures, degenerative diseases and movement disorders. Students will engage in critical reasoning within forum discussions, analyzing intervention strategies, electronic presentations and development of a client-based case study. Students will be indoctrinated in evidenced based practice, clinical practice guidelines and utilization of technology in hand therapy. |
| HT 726 | Evidence-Based Concepts of Radiographic Imaging - OTD | 3 | OTD Hand-Therapy | This course will provide fundamental principles of radiographic imaging procedures while challenging the student to address occupational-based strategies for clinical decision-making. Students will broaden their knowledge and acquire skills to recognize common normal and abnormal radiographic findings of the upper quadrant. The student will develop skills to approach imaging studies from a scientific and occupation-based prospective. Students will integrate the diagnostic utility of imaging procedures related to activities and participation. |
| HT 736 | Advanced Concepts in Hand Therapy Evidence-Based Practice | 3 | OTD Hand-Therapy | This course examines the best evidence for client-centered care practices in upper quadrant rehabilitation. Students will appraise literature pertaining to upper quadrant outcome measures, diagnostic testing and prognosis, and intervention strategies to assist in determining the best practices in hand therapy, with an emphasis on neuromuscular and musculoskeletal disorders. This course promotes application of theoretical concepts in support of Vision 2025 and critical reasoning through class discussions, scholarly papers, and recorded and live presentations. |
| LD 718 | Essentials of Practice Management & Administration | 3 | OTD Leadership-Category | 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, 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 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-Category | 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 | 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 | 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-Category | 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 | 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 | 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-Category | 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-Category | 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-Category | 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-Category | 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 Coaching) |
Pediatrics
The pOTD Pediatric track prepares students for a future in neonatal, early intervention, or school-based practice. Doctoral candidates will consider the unique occupational needs of infants, children, and youth, as well as the principles of physical, sensory, and cognitive impairment. This post-professional Doctor of Occupational Therapy focus will prepare graduates for success in a variety of settings, including clinics, schools, and private practices.
Courses & Descriptions
Pediatrics Courses
| Code | Course | Credits | Category | Description |
|---|---|---|---|---|
| AG 716 | Neurodegenerative Disease: Addressing Participation in Occupation | 3 | OTD Aging-Category | 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-Category | 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-Category | This interdisciplinary course provides opportunity to examine issues and evidence related to dementia care and family caregiving, including non-pharmacologic intervention approaches, theoretical frameworks, environmental modification, caregiver education, and their application in clinical settings. Students will explore the complexities of addressing the need to promote participation and optimize quality of life for those in this growing population. |
| 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 alternative communication devices, sensory aides, electronic aides to daily living, and environmental 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-Category | 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 | Healthcare Delivery | 3 | OTD Leadership-Category | 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-Category | 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-Category | 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-Category | 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 | This course will require students to examine current and emerging best practices for addressing participation in occupation for individuals with musculoskeletal and neurological disorders involving the upper quadrant. This course requires students to explore the role of occupational/hand therapy on transitioning from a reductionist model to promoting meaningful activity and participation. Students will adopt language from the ICF to incorporate treatment of body structures and function to promote activities and participation while considering individual and societal perspectives of participation. Students will share research and clinical expertise on hand therapy related interventions including orthosis management for tendon injury, nerve injury, fractures, degenerative diseases and movement disorders. Students will engage in critical reasoning within forum discussions, analyzing intervention strategies, electronic presentations and development of a client-based case study. Students will be indoctrinated in evidenced based practice, clinical practice guidelines and utilization of technology in hand therapy. |
| HT 726 | Evidence-Based Concepts of Radiographic Imaging - OTD | 3 | OTD Hand-Therapy | This course will provide fundamental principles of radiographic imaging procedures while challenging the student to address occupational-based strategies for clinical decision-making. Students will broaden their knowledge and acquire skills to recognize common normal and abnormal radiographic findings of the upper quadrant. The student will develop skills to approach imaging studies from a scientific and occupation-based prospective. Students will integrate the diagnostic utility of imaging procedures related to activities and participation. |
| HT 736 | Advanced Concepts in Hand Therapy Evidence-Based Practice | 3 | OTD Hand-Therapy | This course examines the best evidence for client-centered care practices in upper quadrant rehabilitation. Students will appraise literature pertaining to upper quadrant outcome measures, diagnostic testing and prognosis, and intervention strategies to assist in determining the best practices in hand therapy, with an emphasis on neuromuscular and musculoskeletal disorders. This course promotes application of theoretical concepts in support of Vision 2025 and critical reasoning through class discussions, scholarly papers, and recorded and live presentations. |
| LD 718 | Essentials of Practice Management & Administration | 3 | OTD Leadership-Category | 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, 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 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-Category | 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 | 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 | 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-Category | 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 | 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 | 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-Category | 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-Category | 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-Category | 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-Category | 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 Coaching) |
Semester Starts
Summer 2024
Priority Application Deadline
3/11/2024
Final Application Deadline
4/15/2024
Semester Start
5/6/2024
Fall 2024
Priority Application Deadline
7/8/2024
Final Application Deadline
8/12/2024
Semester Start
9/3/2024
Summer 2025
Priority Application Deadline
TBA
Final Application Deadline
TBA
Semester Start
5/5/2025
Admissions Requirements
Application Process
An Application Must Possess:
- Online Application
- The statement of professional goals, on the application, should include current intellectual and professional interests and personal motivations as to why the student is applying to the degree program
- Resume/CV. Including detailed employment history, career history, extracurricular activities, etc.
- Two letters of recommendation
- The recommendations are ideally from a former or current supervisor or professional colleague who is able to comment on your ability to apply evidence in practice
- Copy of current United States healthcare license or certification in the appropriate area of practice
Application Process
Step 1: Complete online application through our applicant portal
- You will attach your resume, statement of professional goals essay, valid identification, and healthcare license (if applicable) when you submit your application.
- For programs that require letters of recommendation, there is a section within the application where you will enter your reference’s email addresses. Once your application is submitted, an email will be sent to these references with a link for them to submit our internal letter of recommendation form on your behalf.
- Finally, you will need to request official copies of your transcripts from your previous institutions to complete your application.
- Once submitted, you can check your applicant portal at any time to see the current status of your application, or check on the remaining items needed to complete your application. You are welcome to call the Admissions office directly with any questions about your application, or the process, at any time!
Step 2: Once your application is complete, your completed application will be sent to the program specific Admissions Selection Committee for review.
You will receive an email update, letting you know your application is complete and has been sent to the program for review. *The review process can take 1-2 weeks on average.
- For some programs (i.e Counseling and Nursing), there is also an interview. A representative from the program will contact you to schedule your interview. During the interview process, you will meet with at least one faculty member who will ask you a set of questions applicable to your experience, past education, and future goals.
Step 3: After review of your application, and an interview if applicable, the program will notify the Admissions office regarding their admission decision for your application.
- You will receive an email notifying you of the admission decision from the Admissions office. If accepted, an acceptance email and letter will be sent.
- If accepted, this email will contain an acceptance letter notifying you of your acceptance as well as an enrollment deadline date to confirm your enrollment. The deadline to confirm enrollment can vary.
- A separate email will be sent containing a link to sign the enrollment agreement form to confirm your enrollment. You will also need to submit an enrollment deposit after the completion of this form.
Step 4: Once the enrollment form and deposit have been submitted, an Admissions coordinator will add these documents to your file and update our systems (which updates other departments) to show that you’ve enrolled.
- You will then receive an enrollment confirmation email that will confirm receipt of your forms and deposit. This important email will also contain an Enrollment Checklist, which will outline everything you need to know regarding next steps in becoming an RMU student.
- You will also receive emails from various departments introducing themselves and offering any help as needed.
Tuition & Fees
Cost per Credit
$960
Total Credits
30 Credits
Total Tuition Cost
$28,800
University Resource Fee
$39 per Credit (Up to 15 credits per semester)
Cost of Attendance
The cost of attendance (COA) is the cornerstone of establishing a student's financial need, as it sets a limit on the total aid that a student may receive. Learn more...
pOTD FAQs
How long does it take to complete this program?4
How do the intensive learning weeks work?4
Is this a completely online program?4
Do I have to take the GRE to be eligible for the program?4
Am I eligible for this program if I have a bachelor's in OT?4
When can I start the program?4
Is it possible to complete this program while working full time?4
Are financial aid and scholarships available?4
How long does it take to complete the pOTD program?
Regardless of the track you choose, you’ll be able to complete this program in four semesters, a total of 16 months.
How do the intensive learning weeks work?
They are a great time for the students to apply what they’ve been learning in real time, in a real setting. You’ll meet with your peers, professors, and program directors to get extra opportunities to apply your skills. Usually scheduled thursday-sunday to accommodate work schedules, you'll work from morning to close of business with regular breaks in between.
Is this a completely online program?
We do have a fully-online option for earning your pOTD, but it isn’t the only option available. We offer two learning models for students to choose between:
Fully-online option: Students complete all their coursework from their homebase without traveling to our campus.
Limited-residency option: Students complete most of their work online, but visit campus three times throughout the program for skill development and professional connection.
Do I have to take the GRE to be eligible for this program?
No, you do not have to take the GRE.
Am I eligible for this program if I have a bachelor’s in OT?
Of course! Our program is accessible to both bachelor’s and master’s-prepared OTs, and the length of the program is the same for both.
When can I start the program?
We offer two cohorts per year. One that starts in the summer semester (May), and another that begins during the fall semester (August).
Is it possible to complete this program while working full time?
Yes! This program is designed to fit within the schedule of a full-time professional OT. Students report spending roughly 15-20 hours per week on their coursework.
Are financial aid and scholarships available?
We can connect you with resources at the university to see what options for scholarships and financial aid you specifically are eligible for. Schedule a call with our pOTD advisor by engaging with the Chatbot on this page and he can connect you with potential resources.
Program Leadership
Faculty
Beth Christoffel
OTD, OTR/L, CHT
Adjunct, Assistant Professor
Jane H Ewoniuk
DSc, MOT, OTR/L, NBC-HWC
PhD/OTD Faculty, Health Wellness Coaching Director, Assistant Professor
Sandra E Groger
OTD, OTR/L
Adjunct, Associate Professor
Cindy Mathena
PhD, OTR/L
Adjunct, Assistant Professor
Lynn McIvor
OTD, OTR/L
Adjunct, Assistant Professor
Sonia Paquette
OTD, OTR/L, CPE, ABVE-D
Adjunct, Associate Professor
Sarah Schoen
PhD, OTR
Adjunct, Professor
Michelle Webb
EdD, OTD, OTR/L, CAPS
Sr. Director of Program Assessment, Assistant Professor
Kristin Biggins
OTD OTR/L CHT CLT
Adjunct, Assistant Professor
Amy Nwora
PhD, OTR/L
Adjunct, Assistant Professor
Next Steps
Ask Admissions
Still have questions? Our admissions team is here to help. Send us an email or schedule a conversation with one of our advisors. We look forward to discussing options for your future.
Apply Today
If you’re ready, start your application today to begin the process of potentially becoming a student at RMU. Our application experts are on standby to make sure all your materials are in order.
University Accreditation
Northwest Commission on Colleges and Universities
Rocky Mountain University of Health Professions is accredited by the Northwest Commission on Colleges and Universities
(8060 165th Avenue NE Ste 100, Redmond, WA 98052-3981) an institutional accrediting body recognized by the Secretary of the US Department of Education.