This course guides students in their development as occupational therapists. Concepts related to professionalism, reflection and ethical practice, and collaboration are explored. Students are introduced to the program's leadership content and self-assessment 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, and historical and philosophical foundations
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 stages of typical development as well as in common pathologies occurring through the lifespan.
In this course students develop collaborative partnerships with clients and professionals in the evaluation, design and application of assistive technologies to facilitate occupational performance. Course activities include applying the principles of task analysis and universal design, critically analyzing evaluation data, and representing the client's perspective. The culminating course project assists students to examine their evolving understanding of occupation, adaptation, and participation.
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 and then applied through Level I Fieldwork.
This course helps students to become skillful consumers of research for the purposes of evidence-building and assessing occupational therapy outcomes. Students are introduced to the research perspective and evidence-based practice as a basis for professional competence. Course experiences include examining research designs, research ethics, and developing and answering clinical practice questions.
This course helps students to select, critique and project evaluation clinical utility. Course content also addresses how evaluation leads to occupational therapy intervention and outcomes measurement.
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, and amputation care are explored. Skills are practiced in hands-on laboratory environments and then applied through 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 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 the psychological and social factors that influence engagement in occupation.
Interpersonal skills and communication are critical for building effective professional relationships Students explore the dynamics of collaboration including their own communication styles and how to enhance therapeutic use of self as an intervention tool. Designing occupation-based groups for therapeutic intervention will be explored, as will dynamics of implementing group strategies for education and/or advocacy.
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 in adult physical disabilities.
Occupational therapy assessment and intervention approaches as they apply to individuals whose lives have been affected by mental health challenges across practice settings is explored. Students link theory to an in-depth analysis of the psychological and social factors that influence the health and participation of individuals whose lives have been affected by psychiatric illness, developmental disability, and/or trauma. Course content incorporates case management, group and individual intervention methods, documentation strategies, and client and caregiver teaching. Prerequisites: OCC-611 OCC-621 OCC-623
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 and trends affecting occupational therapy service delivery in today's practice environment. Through course discussion and activities students demonstrate an understanding of management functions, supervision and role delineation, regulations, 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 will be 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. Prerequisite: OCC 613, OCC 621, OCC 623
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 bases 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 critical inquiry skills. As future evidence-based practitioners, this will support the student's 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 respective research projects. This course 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, 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.