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ASOT OTD Capstone Project Student Handbook

This manual will provide students, facutly, administration, and partnering agencies with a description of the process and procedures of the ASOT OTD Capstone Project.

OT 780 Diagnosing Occupational Performance and Participation Problems within Varied Service Delivery Contexts

Course Description

Provides an overview and analysis of varied measures of occupation and occupational performance and relates these measures to theoretical practice constructs and outcome measures within diverse practice settings. Diagnostic measures used across the rehabilitation continuum are explored. The process of screening, evaluation, referral, and diagnosis as related to occupational performance and participation is emphasized. Students will analyze and evaluate various contexts and policy issues as they relate to the practice of occupational therapy. Creation of an integrated personal frame of reference for professional practice is required for successful completion.

This course aligns with knowledge, skills, and understanding of developing the competency for completing OT 900: Occupational Therapy Capstone through enhancing clinical reasoning and clinical practice skills related to diagnosing occupational performance and participation problems within varied service delivery contexts.  Students learn about measurement at the macro level (influences of policy on practice), mezzo level (influences of healthcare systems on practice), and micro level (evidence-based OT assessments applied to specific populations).  Additionally, students engage in advocacy activities including using AOTA’s Legislative Action Center to learn about policy and communicate with legislators and through participation in an Interprofessional Education Workshop with students from other health disciplines (e.g., physical therapy, speech-language pathology).

  • Clinical practice skills: Students demonstrate clinical practice knowledge and clinical reasoning via the Measurement Toolbox Assignment (1, i), Personal Frame of Reference Paper (1, f, i) and Personal Frame of Reference Paper Application Assignment (1, f, i), assigned reading quizzes (3, i), OT frames of reference discussion forum and fact sheet assignment (8, g, i), understanding and application of the ICF via WHO-ICF eLearning Module and quiz (1, 3, i), and role delineation between the OT and OTA via the OT-OTA Assignment (1, f, i).
  • Research skills: As part of the Measurement Toolbox Assignment, students locate research evidence to support the use of selected assessments in OT practice (1, i).
  • Program and policy development: Students utilize AOTA’s Legislative Action Center to learn about proposed legislation impacting occupational therapy and communicate with legislators as part of an OT Advocacy Assignment (8, g, i) and engage in policy-related discussions with peers via discussion forum posts (8, g, i).
  • Leadership: Students will demonstrate leadership skills through an Interprofessional Education Workshop with pre- and post-workshop interprofessional discussions (1, d, g, i).  As part of the workshop and pre-post workshop activities, students will engage in case-based learning and discussions that educate students of other disciplines about the role of occupational therapy in various health systems.
  • Advocacy: Students will engage in advocacy through the OT Advocacy Assignment using AOTA’s Legislative Action Center and communication with legislators (8, g, i), a policy discussion forum with peers (8, g, i), and interprofessional education and advocacy with students in other health-related disciplines (1, d, g, i).
  • Theory development: Students review existing OT frames of reference and models and complete a fact sheet and engage in online discussions (1, 8, g, i).  Students then use this knowledge to engage in theory development through the creation of a personal frame of reference (1, d, i).  Finally, students apply their personal frame of reference through case-based learning (1, d, f, i).

OT 790 Evaluation, Intervention, & Outcomes: Productive Aging

Course Description

Emphasizes practice issues concerning the occupations of aging. Areas of focus include changes in physical, sensory, perceptual, and cognitive function, as well as examination of emotional and spiritual health. Transitions in late life as influenced by personal and environmental factors are investigated. Interventions designed to promote health and wellness, the prevention of injury and chronic disease management will occur.  This course has a lab component to provide the opportunity to apply knowledge and develop reasoning skills for entry-level practice.   Learning outcomes include designing and implementing evidenced based interventions focusing on theoretical frames of reference applicable to aging populations. 

  • Clinical practice skills:  Wheelchair Measurements(1, 2, 3, d, f, h), Home Assessment (1, 3, 5, a, c, d, f), Fall Prevention/Recovery (1, 2, 3, e, f, h)
  • Research skills: Critically Appraised Topic (1, 6, a, d, g, h)
  • Administration: Medicare A, Medicare B, and Medicare C, payment systems (3, g, h)
  • Education: CarFit community event for driver safety (1, 6, a, c, h)

OT 795 Elder Mentor Project

Course Description

Provides an experiential learning project within a retirement community that creates the opportunity to better understand the lifestyles of older adults.  Insight into client factor changes, occupational performance patterns rituals and routines, and contextual demands of housing and environmental influences that affect occupation are explored. Integrated learning outcomes offered with concurrent programming in OT 790 through online and face-to-face seminar discussion as well as occupational therapy practice competency outcomes will occur.

  • Clinical practice skills: Students demonstrate therapeutic use of self in both individual and group interactions, completing an interview-based assessment, assessment assignment, intervention development, and discharge summary assignment.  (1, 5, 7, b, d, e, g, i)
  • Leadership: Students are key leaders/members in a state-wide program demonstrating occupational therapy’s role working with community dwelling older adults and chronic disease management (1, 5, a, b, c, d, i)
  • Education: Students describe and discuss self-management for chronic disease management for older adults (1, 5, a, b, c, d, i)

OT 800 Evaluation, Intervention, & Outcomes Special Topics: Beyond Generalist

Course Description

This is a specialty topic course focusing on current and emerging practice areas for a student’s enhanced learning beyond general entry-level practice. Multiple specialty topics will be available for student selection, and each topic will be delivered using methods and assignments that align with the nature of the topic. Students have the opportunity to focus on advancing knowledge, skills, and competence in focused practice areas by selecting 1 – 3 areas to explore over the 3-week experience. This course has lab components that align with the unique structure for the specialty topics selected for providing the opportunity to apply knowledge and develop reasoning skills within the selected practice areas of the student’s choice. Effectively communicating and working to evaluate and design occupational therapy intervention(s) and measuring therapeutic outcomes within specific context(s) are highlighted.

  • Clinical practice skills: Case studies (1, a, f, g). Students in some modules may demonstrate therapeutic use of self in both individual and group interactions, completing an interview-based assessment, assessment assignment, intervention development, and discharge summary assignment.  (1, 5, 7, b, d, e, g, i). Students will develop and implement intervention strategies to remediate and/or compensate for deficits that affect occupational performance.
  • Research skills: Most modules will contain content that is “Beyond the Generalist” and will contain information relevant to Critically Appraised Topics (1, e) and the Capstone assignment.
  • Leadership: Some learning modules may help students to demonstrate leadership skills through workshops or seminars with other professions (1, d, g, i).  Students may engage in case-based learning and discussions that educate others about the role of occupational therapy in various health systems.
  • Education: Some modules may address the management of general or advanced health conditions (1, 5, a, b, c, d, i). Furthermore, some modules may address the need for family education.
  • Theory development: Students review existing OT frames of reference and models as they apply to various two-week learning modules (1, 6, g, i).  Students then use this knowledge to engage in workshop learning module applications (1, d, i).