Occupational Therapy (GR) (OCC)

This course guides students in their development as occupational therapy practitioners. Concepts related to professionalism, reflection and ethical practice, and collaborative behavior are explored. Students are introduced to the program’s culminating portfolio and self-reflection as tools to facilitate the professional socialization process.

Overview of occupational therapy theory and domains of practice, including practice roles and functions, regulatory and legislative mandates and constraints, historical and philosophical foundations and ethics.

This course provides students with knowledge of structure and function of the human body and lays the foundation for an understanding of biomechanical and kinesiological concepts as they relate to human movement.  Anatomy and movement will be discussed through the expected stages of development as well as in common pathologies occurring through the lifespan.

Students examine their evolving understanding of occupation, adaptation, and participation. Working with students from the Industrial Design program, students collaborate to design and create a prototype of an assistive device to facilitate a person’s occupational performance. Course activities include applying the principles of task analysis and universal design, critically analyzing evaluation data, representing the client’s perspective, working collaboratively as a team member, and providing constructive feedback regarding the assistive device design. Students also explore their fabrication abilities of assistive devices and use of materials. The culminating course project assists students to gain professional development experience and insight through the presentation of findings in a consumer-oriented forum.

This course examines the psychological, social, cultural, biological and developmental dimensions of occupational performance across the lifespan. Students learn to operationalize the profession's practice framework by practicing activity analysis in the context of occupational performance. Impact of physical, social and cultural environments on occupational choice is explored. 

In-depth exploration of the neuroanatomical, neurochemical, neurophysiological, cognitive, motor and sensorimotor basis of brain function as it relates to human performance. Identification of major structures and functions of normal and abnormal nervous systems. Development of an understanding of the neurobiological substrates of behavior and learning. Particular emphasis is placed on the relationship of neuroanatomy to human movement, problem solving and executive functions.  

Course includes development of competencies in safe clinical; practices. Topics such as critical values, mobility devices, body mechanics, and basic transfer techniques, as well as documentation for skilled service are explored. Skills are practiced in hands-on laboratory environments.

"This course helps students to become skillful consumers of research for the purposes of evidence-building and assessing outcomes of occupational therapy. Students are introduced to the research perspective and evidence-based practice as a basis for professional competence. Utilizing the critical appraisal process, students’ critique and analyze the literature to answer clinical practice questions. Course experiences include examining the basic research elements of single subject, experimental, quasi-experimental and qualitative research studies; considering ethical issues of research; developing and answering complex clinical questions; and planning, presenting and disseminating research findings. A major course emphasis involves developing complex clinical questions (using the Problem, Intervention, Comparison intervention and Outcome (PICO) approach, Critically Appraised Paper (CAP) format, and conducting a Clinically Appraised Topics (CAT). To ensure competence in research concepts, the required readings, postings, and learning activities must be performed. The course learning activities assume students’ competency in conducting literature searches using a variety of search-engines and online and library resources, writing literature reviews comparing and contrasting concepts and producing written work that typifies graduate level work. Students who feel they may not have solid skills in the use of on-line searches are encouraged to seek support through the University resources."

Occupational therapists use the evaluation process to develop a clear understanding of a client’s occupational performance issues. This process sets the stage for client-centered practice by establishing strengths, needs, goals and barriers to client functioning. Therapists use evaluation results not only for treatment planning, but also to communicate performance with clients, caregivers, other professionals and payers. This course will help students to select and critique evaluation tools as well as evaluate clinical utility of assessment tools. Course content will also address how evaluation shapes intervention plan.

This course introduces Critical Disability Studies theories, frameworks, and ideas. Critical Disability Studies is a critical interdisciplinary field of study that is dedicated to the study of disability as a social, political, cultural, and historical phenomenon. Critical Disability Studies critiques ableism in culture and society and equips learners with tools to think about disability differently. The course particularly focuses on the relevance of Critical Disability Studies for current and future healthcare professionals, and the implications of Critical Disability Studies for current healthcare systems. Topics addressed will include the social model of disability, Mad Studies, the neurodiversity paradigm, the Disability Rights movement, accessibility, eugenics, and more. This is an interdisciplinary elective course that is open to graduate students in any program at Jefferson. Course materials will be multimedia and will include academic texts in addition to films, blogs, and social media. Learners will experiment with creating accessibility in the classroom and in their course assignments. The synchronous class discussions will serve as an opportunity to discuss disability studies concepts, learn from peers, and practice creating collective access. The course is designed with transformative learning principles in mind and aims to enable students to be agents of change in addressing ableism in their professions and communities.

Course includes development of competencies in safe clinical practices. Topics such as advanced transfer skills, wheelchair/cushion fitting, clinical skills related to assistive devices, and health literacy are explored.  Course includes development of competencies in safe clinical practices for knowledge of physical agent modalities (PAMs), wound care, common assessments, and fabricating splinting devices. Skills are practiced in hands-on laboratory environments and then applied through future Level I Fieldwork.

Course includes development of competencies in safe clinical practices for physical agent modalities (PAMs), fabrication and application of splinting devices, and wound care. Skills are practiced in hands-on laboratory environments and then applied through Level I Fieldwork.

The overall purpose of the fieldwork experience is to provide students with exposure to clinical practice through observation and active participation in the evaluation and treatment process.  The opportunity to work with clients and therapists helps students to examine their reactions to clients, themselves and other personnel while integrating academic learning with clinical practice.  The focus of the current fieldwork experience will be the application of knowledge and skills related to the psychological and social factors that influence engagement in occupation. 

Interpersonal communication, relationship theories, and information related to the dynamics of collaborating with others including OTA, members of the multidisciplinary team, patients and their families are explored. Strategies for using the self as a therapeutic agent, and teaching and empowering patients, families and caregivers are discussed.  

The overall purpose of the fieldwork experience is to provide students with exposure to clinical practice in adult physical disabilities through observation and active participation in the evaluation and treatment process.  The opportunity to work with clients and therapists helps students to examine their reactions to clients, themselves and other personnel while integrating academic learning with clinical practice.  The focus of the learning experience will be the application of knowledge and skills learned through coursework to include observation, written and verbal communication, professional behavior, individual, and group participation with patients and clients, and beginning level assessment and intervention.  At the completion of three Level I Fieldwork experiences the student will demonstrate beginning-level competency in a series of clinical skills. 

This course examines occupational therapy assessment and intervention approaches as they apply to patients/clients whose health has been impacted by psychological, cognitive, social, cultural, and/or spiritual factors due to mental health conditions, trauma, or environment.  Students apply theory and knowledge of occupational engagement to assess and develop occupational based interventions for clients.  Course content incorporates trauma, case management, client/caregiver training, documentation strategies, and individual assessment and intervention planning.   

This course examines occupational therapy assessment and intervention approaches for adults experiencing physiological, musculoskeletal, or neurological impairments, or other medical conditions that impact function, health and participation. Learning activities, designed to promote clinical reasoning and collaborative team skills, help students to develop a repertoire of strategies to assess and analyze the adult’s occupational performance in context, establish goals appropriate to the individual and practice setting, and design intervention plans based on a variety of theoretical perspectives.

This course examines occupational therapy assessment and intervention approaches for children and youth whose lives have been affected by cognitive, sensory processing and psychosocial conditions. Major theories of typical and atypical childhood development are explored through an occupational therapy perspective.  Learning activities, designed to promote clinical reasoning and collaborative team skills, help students to develop a repertoire of strategies to assess and analyze the child’s occupational performance in context, establish goals appropriate to the individual and practice setting, and design intervention plans based on a variety of theoretical perspectives.   

This course examines major issues, trends, and policies affecting occupational therapy service delivery in today’s practice environment. Through course discussion and activities students will demonstrate an understanding of management functions, supervision and role delineation, regulations and policies, reimbursement, advocacy, and ethics.

This course provides an in-depth exploration of the physical, cognitive, psychological, and social dimensions of the environment. The impact of the environment on behavior and the individual’s ability to mount an adaptive response is examined. Students will demonstrate an understanding of the historical and theoretical basis for physical and social adaptations.  

The overall purpose of the fieldwork experience is to provide students with exposure to clinical practice through directed observation and active participation in selected aspects of the occupational therapy process.  The opportunity to work with clients and therapists helps students to examine their reactions to clients, themselves and other personnel while integrating academic learning with clinical practice.  The focus of the fieldwork experience will be the application of knowledge and skills related to clinical practice with children and youth.

This course provides an overview of emerging practice areas in occupational therapy. Students engage in program development to meet the changing political, social and health needs of society. The interrelationships of person, environment, and occupation within communities and populations is examined. Students collaborate with stakeholders including local agency staff and consumers to identify and develop potential client-centered and evidence-based programs. 

This course examines occupational therapy assessment and intervention approaches for children and youth whose lives have been affected by sensorimotor, neuromotor and biomechanical conditions. Major theories of typical and atypical childhood development are explored through an occupational therapy perspective.  Learning activities, designed to promote clinical reasoning and collaborative team skills, help students to develop a repertoire of strategies to assess and analyze the child’s occupational performance in context, establish goals appropriate to the individual and practice setting, and design intervention plans based on a variety of theoretical perspectives.   

Students learn the clinical reasoning process that guides occupational therapy upper extremity rehabilitation with a focus on assessment, goal setting, treatment planning, and documentation strategies. The practical, philosophical and theoretical basis for intervention are reviewed for the following advanced practice techniques: physical agent modalities (PAMs), kinesiotaping, joint mobilization, static and dynamic splinting, post-surgical techniques, and upper quadrant interventions. The need for advanced certification as well as parameters for referral to and/or collaboration with other disciplines will be explored.

This course provides an in-depth analysis of the impact of aging on health, well-being, and participation in older adults. Impact of normal aging, changing health status, role transition, memory and life review, retirement/leisure pursuits, wellness, and end of life issues are explored. Consultative models and practice domain challenges/ opportunities are reviewed.  

In this course series, students will participate in a supervised research experience to deepen their critical inquiry skills. As future evidence-based practitioners, this will support their ability to meaningfully integrate empirical evidence into practice. This course is the first of two; the second course culminates in a presentation for a selected audience.

This is the second of two courses designed to deepen students’ research skills. Students will analyze and synthesize the results of their prerequite course (OCC767 Critical Inquiry I). This course series culminates in a presentation for a selected audience.

This course supports students in their final culminating project of the academic program, presentation of the Master?s Portfolio. During this capstone course, students describe the development of their own critical thinking, assess current practice knowledge and skills, and identify constructs for their future professional practice. Through classroom and online learning activities that involve self-reflection on collected experiences over the program, students are guided in their professional socialization.

The fieldwork component of the curriculum provides students with an in-depth experience in delivering occupational therapy services to clients in practice settings. Students integrate knowledge and skills gained through classroom, experiential, and self-directed learning experiences with applied clinical reasoning assignments to achieve entry-level practice competence by the end of the fieldwork experience. Students complete two, full time, 12- week fieldwork placements following didactic coursework. This is Part 1 of a 12-week experience; students must complete Part 2 as well. Successful completion of the fieldwork education component is a requirement for graduation from the Occupational Therapy Program.

The fieldwork component of the curriculum provides students with an in-depth experience in delivering occupational therapy services to clients in practice settings. Students integrate knowledge and skills gained through classroom, experiential, and self-directed learning experiences with applied clinical reasoning assignments to achieve entry-level practice competence by the end of the fieldwork experience. Students complete two, full time, 12- week fieldwork placements following didactic coursework. Successful completion of the fieldwork education component is a requirement for graduation from the Occupational Therapy Program. This is Part 2 of a 12-week experience.

The fieldwork component of the curriculum provides students with an in-depth experience in delivering occupational therapy services to clients in practice settings. Students integrate knowledge and skills gained through classroom, experiential, and self-directed learning experiences with applied clinical reasoning assignments to achieve entry-level practice competence by the end of the fieldwork experience. Students complete two, full time, 12- week fieldwork placements following didactic coursework. Successful completion of the fieldwork education component is a requirement for graduation from the Occupational Therapy Program. 

The fieldwork component of the curriculum provides students with an in-depth experience in delivering occupational therapy services to clients in practice settings. Students integrate knowledge and skills gained through classroom, experiential, and self-directed learning experiences with applied clinical reasoning assignments to achieve entry-level practice competence by the end of the fieldwork experience. Students complete two, full time, 12- week fieldwork placements following didactic coursework. Successful completion of the fieldwork education component is a requirement for graduation from the Occupational Therapy Program.

The fieldwork component of the curriculum provides students with an in-depth experience in the practice and application of the occupational therapy process. Students will apply the knowledge, skills and clinical reasoning gained through classroom, experiential and self-directed learning experiences to achieve entry-level practice competence. Students complete two full time, 12-week fieldwork placements following successful completion of assessment and intervention coursework. Successful completion of the fieldwork education component is a requirement for graduation from the Occupational Therapy Program.

This course requires the integration of previously acquired knowledge and clinical skills. Through case discussion and self-testing and reflection, students review the domain and process of occupational therapy practice, incorporating clinical reasoning to inform decisions across the practice continuum. 

This course is conducted completely on-line using distance teaching methods. Content includes the analysis of critical thinking constructs that inform daily practice decisions. Students will continue to develop and utilize clinical reasoning concepts to reflect on practice decisions implemented during Level II Fieldwork. Students will use literature and evidence-based studies to validate and/or reframe client problems and therapy intervention. Emphasis will be placed on articulating the clinical reasoning process with other healthcare professionals in designated work environments.