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2020-2021 Graduate Catalog [FINAL EDITION]
Course Descriptions
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Nursing |
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NURS 636 - Dynamics of Family Health Care
3 Credit(s)
Students analyze the interaction of individual, illness, and family dynamics as they affect health status. Theories that explain family functioning are used to formulate strategies to maximize family health. Life span development as it relates to families is examined. Consideration is given to biological, psychological, sociological, and environmental factors that influence family functioning. Issues of ethnicity, gender, class, and changing family groups are also explained. Experimental exercises, role play, case studies, and discussion are used to facilitate integration of theory into practice.
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NURS 638 - Issues in Health Care for Underserved Populations
3 Credit(s)
This course explores issues surrounding the medically underserved, vulnerable, and diverse populations in the United States. Societal influences, lifestyles, health care needs, and beliefs and solutions to problems of the medically underserved are emphasized.
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NURS 639 - Advanced Pharmacology
3 Credit(s)
The Advanced Pharmacology course focuses on the study of pharmacodynamics and pharmacokinetic properties of drugs prescribed across the lifespan. Classifications of pharmaceuticals are examined in relation to indication for use and evidence of efficacy. The course builds on students’ previous knowledge of pharmacotherapeutics, pathophysiology, data collection skills, and diagnostic problem solving. Specific safety and adverse effects relative to pregnant women, children, adults, and older adults are explored. The legalities and regulations concerning prescription writing privileges are addressed so as to lay the foundation for the knowledge and skills to manage pharmacotherapeutics.
Prerequisite(s): NURS 601
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NURS 648 - Advanced Family Nursing I
4 Credit(s)
This course provides family nurse practitioner (FNP) students with the opportunity to incorporate strategies of health promotion, health maintenance, disease prevention, cultural competence, ethics, and advanced technology into family health care. Concepts of comprehensive primary care are introduced. Using current evidence-based findings and critical thinking skills, FNP students focus on diagnosis and management of acute episodic and chronic diseases across the life span. Theory related to diagnostic reasoning is incorporated into case studies. Appropriate therapeutics, patient education, case management, and communication are used to maximize family health. Clinical seminars are scheduled intermittently to facilitate synthesis of knowledge and skills needed in delivery of primary care.
Prerequisite(s): NURS 601 , NURS 608 , and NURS 636
Requisite(s): NURS 639
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NURS 649 - Advanced Family Nursing II
6 Credit(s)
This course focuses on the diagnosis and management of acute episodic and chronic disease states seen by the family nurse practitioner in the primary care setting. Students synthesize understanding of disease processes with knowledge of disease management and of individual and family dynamics affecting client health status in the application of comprehensive primary care. Appropriate data collection (including physical examination and ordering of diagnostic tests), differential diagnosis, selection of appropriate pharmacologic and nonpharmacologic therapeutics, patient education, case management, and communication are examined and used to maximize a family’s potential for stabilization and improvement of health status.
Prerequisite(s): NURS 648
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NURS 652 - Statisticalanalysis and Interpretation
3 Credit(s)
This course focuses on the analysis and interpretation of collected data. Students have the opportunity to explore the selection of appropriate statistical tests, analyze an existing data set, and gain experience in the use of the computer for data analysis. Current issues in data analysis pertinent to nursing research is discussed.
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NURS 655 - Advanced Family Nursing III
6 Credit(s)
This third course in the Advanced Family Nursing series provides FNP students with additional opportunities to incorporate strategies of health promotion, health maintenance, and disease prevention in family health care. Comprehensive primary care concepts are reinforced. FNP students continue to use current research findings and critical thinking skills to focus on the diagnosis and management of acute episodic and chronic diseases across the lifespan. Theory related to diagnostic reasoning continues to be incorporated into case studies. Appropriate data collection (including physical examination and diagnostic procedures) differential diagnosis, selection of appropriate therapeutics, patient education, case management, and communication are used to maximize family health. Clinical seminars are scheduled intermittently to further facilitate synthesis of knowledge and skills needed in delivery of primary care. Panel discussions focus on ethical, legal, and cultural aspects of primary care practice, issues of quality assurance, and concepts of marketing and community assessment. Students develop a practice model that can be implemented upon completion of the FNP program.
Prerequisite(s): NURS 649 .
Requisite(s): NURS 663 .
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NURS 656 - Adult–Gerontology CNS: Late Adolescence Through Adulthood
4 Credit(s)
This course focuses on the advanced practice role of the clinical nurse specialist in the promotion of health and the prevention of disease of late adolescence and adults. Concepts related to the care of late adolescence and adults across the wellness-acute care continuum are examined, including health promotion and evidence-based practices. Advanced practice registered nurses serve as role models, preceptors, and specialists for the clinical practice associated with this course.
Prerequisite(s): NURS 661 .
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NURS 657 - Adult–Gerontology CNS: Older Adulthood
4 Credit(s)
This course focuses on the advanced practice role of the clinical nurse specialist in the promotion of health and the prevention of disease of older adults aged 65 and older. Concepts related to the care of older adults across the wellness-acute care continuum are examined, including chronic illness and evidence-based practices. Advanced practice registered nurses serve as role models, preceptors, and specialists for the clinical practice associated with this course.
Prerequisite(s): 661
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NURS 658 - Advanced Family Nursing Field Practicum
2 Credit(s)
This 112-clinical-hour course extends the family nurse practitioner (FNP) clinical practice through an intensive field practicum.
Corequisite(s): NURS 639 and NURS 648 .
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NURS 661 - Adult-Gerontology CNS Practice Role Seminar and Practicum
4 Credit(s)
This course examines the role of the clinical nurse specialist in relation to selected theories, historical development of advance practice roles, national guidelines, and various perspectives of the health care delivery system. Students analyze and operationalize the various facets of the role, including educator, manager, researcher, consultant, and direct care provider in clinical settings where they will interact with clients, their families, and other health care providers. Clinical practice with APRN role models provide the opportunity to apply and evaluate the CNS role in caring for an adult-gerontological patient population. Students have the opportunity to experience the role of clinical nurse specialists within three spheres of influence: patient/client, nursing and other health care personnel, and organization/network.
Prerequisite(s): All core courses.
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NURS 663 - Advanced Practice Nursing: Current Perspectives
1 Credit(s)
This course focuses on analysis of select issues inherent in current and emerging advanced practice nursing roles. State, national, and international health policy processes and strategies for influencing outcomes are emphasized. Students develop personal and group strategies that will enhance their ability to work together with other advanced practice nurses and other health care professionals.
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NURS 664 - The Health Care Environment: Technology and Health Policy
3 Credit(s)
This course examines the health care environment in the areas of health policy and technology. The course focuses on the current policy, environment, and opportunities for influencing health policy. The effects of the current health policies on individuals, populations, organizations, and professional nursing practice are also evaluated. This course engages students in the use of information systems and technology in relation to health care and nursing practice. Students learn about information systems and the application of those systems to improve quality, safety, and efficiency in health care. Consideration of information literacy principles in health education is given and includes the application of these principles in designing culturally relevant health education tools.
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NURS 684 - Using Research for Evidence-Based Practice
3 Credit(s)
This course is designed to assist students to develop an understanding of the steps of scientific inquiry and the evidence-based practice (EBP) process. Students will learn about the various types of research designs and statistical methods. They will interpret findings and learn how to critically appraise the evidence and its impact on practice. The focus of the course is on finding the best evidence to guide clinical decision-making to improve health outcomes. How the evidence is integrated to shape health care policies will be explored. This course will provide opportunities to integrate theory, evidence, clinical judgment, cultural and patient preferences, and research to improve nursing practice.
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NURS 685 - Teaching and Learning Strategies
3 Credit(s)
This course focuses on classroom, clinical, and simulation teaching strategies that can be used in a variety of learning environments. These teaching-learning strategies are based on philosophy of education and learning theories and research. This course helps prepare nurse educators to use evidence-based teaching strategies in their identified areas of practice.
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NURS 686 - Assessment Methods in Nursing Education
3 Credit(s)
This course provides an introduction to the design and implementation of nursing education assessment strategies. Students are introduced to assessment and evaluation theories to promote safe, effective nursing practice and facilitate learning. Topics include learning outcomes, assessment design and implementation, classroom testing, clinical evaluation, curriculum and program assessment, and teaching effectiveness in diverse learning environments.
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NURS 687 - Curricular Concepts in Nursing Course Development
3 Credit(s)
This course provides an overview of nursing curriculum development in nursing education. Influential factors in curriculum design decisions are discussed. Students are introduced to program assessment, institutional philosophy, theory, and concepts of general education. Topics include an introduction to curricular design and the importance of considering the stakeholders. Program assessment and change theories are explored as they pertain to evaluating for the possibility of a curricular redesign.
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NURS 689 - Clinical Practicum
3 Credit(s)
This course provides students with the opportunity to apply knowledge of advanced nursing practice and education concepts in promoting health and preventing disease in one of the following populations/settings: adult-gerontology, maternal-child, pediatrics, mental health, or community. Students apply critical thinking skills in making clinical judgments while providing nursing care based on best practices within a health care environment.
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NURS 690 - Population Health and Epidemiology
3 Credit(s)
Individual-focused health promotion and disease prevention activities are not sufficient to improve the health of the nation’s population. Population-oriented interventions are also required. Using a socio ecological approach to health promotion and disease prevention, the multiple social, physical and biological determinants of population health status are analyzed. Based on current national health promotion and disease prevention goals to achieve health equity in this nation, emphasis will be placed on those factors which crate disparities among populations. The epidemiological approach to detecting patterns of health outcomes and potential causative factors will be examined and population-focused health promotion and disease prevention interventions will be explored.
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NURS 691 - Teaching Practicum
3 Credit(s)
This course provides students with the opportunity to apply educational theory, principles of evaluation, teaching strategies, and curricular development to learners in a variety of settings including classrooms, simulation laboratory, and clinical areas. The student participates in the development of the educator role by facilitating learners’ knowledge and skill acquisition in nursing.
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NURS 694 - Health Care Finance
3 Credit(s)
This course provides an overview of economic theories and principles and the impact of the current policy and health care environment on access to and reimbursement for health care services. Students analyze the effect of the current health care finance models on health outcomes. Organizational financial management strategies, including budgeting, will be explored.
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NURS 695 - Organizational Leadership in Health Care
3 Credit(s)
This course provides an in-depth analysis of complex micro-system health care organizational leadership challenges and opportunities. Students analyze organizational issues related to quality, safety, efficiency, and effectiveness of health care. Strategies to successfully address these challenges are considered within the social, cultural, and regulatory contexts of the health care environment.
Prerequisite(s): NURS 611 , NURS 634 , NURS 652 , NURS 664 , NURS 684 , NURS 694 ; MGT 622 .
Corequisite(s): NURS 696 , BUS 665 and BUS 615 .
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NURS 696 - Organizational Leadership in Health Care Practicum
3 Credit(s)
This course provides students the opportunity to strategically analyze quality improvement, safety, efficiency, and effectiveness issues within a health care organization. Based upon this analysis, students create and lead a quality improvement plan within that organization. Students critically reflect on their personal leadership development throughout this experience.
Prerequisite(s): NURS 611 , NURS 634 , NURS 652 , NURS 664 , NURS 684 , NURS 694 ; MGT 622 .
Corequisite(s): NURS 695 , BUS 665 and BUS 615 .
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NURS 697 - Systems Health Leadership
3 Credit(s)
This course provides an in-depth analysis of complex macro-system health care system leadership challenges and opportunites. Using a population health focus, students examine the role of social determinants of health in health outcomes. Strategic analyses of programs, practices, and policies provide the foundation for the development of leadership strategies to improve health outcomes. The role of the executive nurse leader in influencing policies that affect the social determinants of health are-considered.
Prerequisite(s): NURS 611 , NURS 634 , NURS 652 , NURS 664 , NURS 684 , NURS 694 , NURS 695 , NURS 696 ; MGT 622 . Pre- and co-requisites: BUS 665 , BUS 615 .
Corequisite(s): NURS 698 .
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NURS 698 - Systems Health Leadership Practicum
3 Credit(s)
This course provides stuents the opportunity to strategically analyze the effects of the social determinants of health on populations. Based upon this analysis, students will create and lead a health outcomes improvement plan within a selected community. Students will critically reflect on their personal leadership development throughout this experience.
Prerequisite(s): NURS 611 , NURS 634 , NURS 664 , NURS 684 , NURS 694 , NURS 695 , NURS 696 ; MGT 622 .
Corequisite(s): NURS 697 .
Requisite(s): BUS 665 , BUS 615 .
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NURS 699 - Independent Study (Master’s)
1-4 Credit(s)
An individualized experience based on a student’s particular clinical interests. The study must be arranged with the written permission of the sponsoring faculty member prior to registration.
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NURS 701 - Disseminating Knowledge Effectively
3 Credit(s)
This course focuses on the dissemination of knowledge using a variety of delivery forms. Students develop paper and poster presentations and begin work on a manuscript. Students must have a clinical project or scholarly paper that they would like to publish and present prior to taking this class. The goal is to provide information and learning activities so that individuals can undertake the dissemination of their research with a basic foundation in methods of presentation.
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NURS 702 - Nursing Science I: Epistemology
3 Credit(s)
Examines the nature of knowledge based on ideas, the senses, and scientific information. Knowledge development is explored through a variety of ways of thinking and ways of knowing. Logical thinking, reasoning, and argument are discussed and practiced.
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NURS 705 - Psychology of Learning
3 Credit(s)
One of today’s most fascinating topics is our ability to learn: how we learn, why we learn, and the various interpretations of the learning process. In a time when our value to society and ourselves is measured by the quantity and quality of education, learning theories are vital to the determination of educational objectives, curriculum materials, and teaching methods. This course will investigate classical and modern theories of learning, as well as explore the educational implications of the various interpretations of learning.
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NURS 706 - Philosophy of Education
3 Credit(s)
This course acquaints students with philosophical issues relevant to education. Beginning with an overview of central metaphysical, epistemological, and ethical systems and problems, the course considers specific issues in the philosophies of science and ethics that are of particular concern in education. In addition to developing an understanding of the course readings, students articulate and defend their own positions on relevant issues.
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NURS 708 - Health Care Policy
3 Credit(s)
This course provides an overview of the current national and international health care policy context and identifies opportunities and strategies for analyzing and influencing these policies. Assessment of the impact of health policy on organizations and individuals is also a component of the course, which includes an analysis of ethical issues, financial implications, and organizational opportunities and threats.
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NURS 712 - Introduction to Grant Writing
3 Credit(s)
The focus of this course is on the planning and development of a grant proposal. Foundation, corporation, and government grant mechanisms are discussed. Although students examine the development process for research, health services, and educational program grants, the emphasis is on the preparation of foundation grant applications. Each step of the process is delineated, discussed, and practiced through various learning activities. The final course outcome is the writing of a grant proposal.
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NURS 713 - Complex Health Care Systems and Organizational Change
3 Credit(s)
This course examines health care delivery systems and applies theories of organizational behavior and system change. Issues of access, cost, efficacy, quality, and organizational behavior are critiqued. The application of theories of change to enhance care delivery are explored. The role of the nurse as a change agent in case management and complex health care systems are critiqued. Emphasis is placed on continuous quality improvement, innovation, and evidence-based systems evaluation.
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NURS 717 - Web-Based Education
3 Credit(s)
This course provides learners with an introduction to the design of web-based courses in academic settings. Students gain experience in learning online and developing a teaching-learning project. A focus of this course is a reconceptualization of current teaching strategies. This course assumes that students have basic understanding and abilities in word processing and navigating the Internet.
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NURS 720 - Curriculum Design and Evaluation
3 Credit(s)
The development and evaluation of nursing curricula are explored in the context of current institutional, regulatory, and sociopolitical environments. Curriculum models are explored in relation to the approach to student learning and implications for faculty and institutions. Current research on curriculum design, implementation, and evaluation is analyzed.
Prerequisite(s): NURS 702 , NURS 705 , NURS 706 , and NURS 750 .
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NURS 724 - Scholarly Writing for the Discipline
3 Credit(s)
This course focuses on the process of scholarly academic writing and communication. The course will include discussion and application of the essential components of scholarly writing. Strategies include examination of the evidence that contributes to the development of a clear, concise writing style and the ability to articulate a strong argument. Communication in writing requires understanding of the purpose of the written product as well as the intended audience. The emphasis of the course is refinement of the student’s written work as a scholar and scientist.
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NURS 732 - Evidence-Based Practice I
3 Credit(s)
Best practices are based on research. This course introduces the science of evidence-based practice (EBP) through a synthesis of research knowledge with emphasis on enhanced writing, scholarly exchange, and application. The topics of articulating questions, finding evidence, evaluating levels of evidence, and then translating research into practice are explored. The course focuses on enhancing students’ ability to read, comprehend, evaluate, and apply research evidence to practice.
Prerequisite(s): faculty permission.
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NURS 734 - Evidence-Based Practice II: Translational Inquiry
3 Credit(s)
This course extends the science of evidence based practice (EBP) through dissemination and implementation of an evidence based practice guideline. The topics of organizational change theory and guideline implementation strategies and evaluation are explored. Further, this course focuses on facilitating students’ implementation of a guideline into professional practice.
Prerequisite(s): NURS 732 .
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NURS 736 - Informatics
3 Credit(s)
This course examines the role of information systems and technology in supporting improvement of patient care and health care systems through the management of data and knowledge. Specific strategies related to improving patient care management include decision support systems, intervention tools, the evaluation of the efficacy of patient care technology, and program of care and outcomes assessment. Technology focused on improving systems include budget and productivity tools, quality improvement tools, support for regulatory and legal compliance, and systems that support administrative decision making are analyzed. The role of the DNP in the selection, implementation, and assessment of these technologies is a primary focus of the course.
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NURS 740 - Ethics and Genetics in Advanced Practice
3 Credit(s)
This course provides students with foundational knowledge and skills in responsible professional behavior that will enable them to competently reflect upon, address, and resolve the ethical and sociocultural issues presented in the clinical area. This ethics course uses a lecture and case analysis format to introduce a broad range of clinical ethical issues and to present the theoretical and practical knowledge that enables practitioners to provide leadership in responding to the ethical challenges confronting the health care system today. This course facilitates interdisciplinary collaboration and explores the strengths different health care professions bring to ethical dialogue. In addition, this course is designed to promote an understanding of human molecular genetics and its implications for health. Heredity in terms of molecular structures is explained. The role of genetic alterations in human disorders and cancers is examined. Analysis of selected clinical disorders illustrates the promise of applied genetic technology, the role of the advanced practice nurse in the field of genetics, as well as ethical, legal, and social challenges.
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NURS 750 - Assessment, Measurement and Evaluation
3 Credit(s)
Emphasis is on measurement theory related to norm-referenced and criterion-referenced evaluation methods. Students will explore measurement tools for evaluation of cognitive, affective, and psychomotor domains, and gain experience in computer analysis of measurement tools. Uses and interpretation of standardized tests will be explored. Current issues and research related to educational measurement will be discussed.
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NURS 788 - Summer Scholar
3 Credit(s)
Selected topics of interest for both master’s and doctoral level students.
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NURS 813 - Nursing Science II: Synthesis in Nursing
3 Credit(s)
In this course concept development is analyzed. Emphasis is placed on an extensive, integrative review of the literature on a selected concept or body of knowledge relevant to nursing. Faculty facilitated seminar presentations focus on student demonstration of progress in synthesis of the literature.
Prerequisite(s): NURS 702 , NURS 705 , and NURS 706 .
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NURS 814 - Nursing Science III: Theory Development in Nursing
3 Credit(s)
The emphasis of this course is on inductive and deductive reasoning as it is related to theory development. The process of concept mapping is reviewed, and processes for theory development, analysis, and testing are explored in depth. Competing theories to explain phenomena are critiqued and compared for goodness of fit and alternative hypothesis are explored. The relationships among quantitative and qualitative research and theory development and testing are discussed. Students develop a theoretical foundation to explain a phenomenon that can serve as the basis for their doctoral dissertation.
Prerequisite(s): NURS 813 .
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NURS 815 - Qualitative Research I
3 Credit(s)
This course provides the learner with an in-depth view of research designs and methodological approaches commonly encountered in conducting qualitative research, such as ethnography, phenomenology, hermeneutics, grounded theory, and historiography. Issues and approaches associated with posing and answering qualitative research questions are examined. Triangulation of studies, data analysis techniques, and writing of studies are explored.
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NURS 816 - Quantitative Research I: Correlational Designs
3 Credit(s)
This course focuses on the development of researchable problems, literature review, hypothesis generation and testing, and sampling within the context of correlational research design and methods. Reliability and validity of instrumentation and application of appropriate tools for data analysis are explored. Issues regarding ethical concerns and access to subjects are also addressed.
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NURS 817 - Quantitative Research II: Experimental Designs
3 Credit(s)
This course focuses on principles of comparative, experimental, and quasi-experimental research designs. The relationships among the structure of research questions, literature review, hypothesis generation and testing, design, and sampling are explored. Approaches to meta-analysis are discussed. Students experience professional strategies for dissemination of research findings. Models for research utilization and evidence-based practice are explored.
Prerequisite(s): NURS 816 .
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NURS 818 - Qualitative Research II
3 Credit(s)
This course provides the learner with an in-depth exploration of research designs and methodological approaches encountered in conducting qualitative research. Specific issues and approaches associated with posing and answering qualitative research questions are analyzed. The study of inductive qualitative approaches to theory generation of relevance to knowledge development is emphasized.
Prerequisite(s): NURS 815 .
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NURS 819 - Faculty Role
3 Credit(s)
This course provides the student with the opportunity to examine educational theory, principles of evaluation, teaching strategies, and curricular development for learners in a variety of settings including classrooms and simulation laboratory. The student will operationalize the faculty role through self-assessment and reflection in the functional areas of teaching, scholarship, and academic service.
Same As:
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NURS 820 - Current Issues in Higher Education Organizations
3 Credit(s)
This course focuses on preparing the nurse educator scholar for leadership in academic organizations. Internal and external threats and opportunities for higher education and nursing education are explored. There is an emphasis on the organizational environment in academia including analysis of systems, roles, and processes. Nursing education policies and their impact on academia are discussed and analyzed. Theoretical and empirical literature is examined to support the preparation of leaders in nursing education.
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NURS 822 - Leadership in Nursing Education
3 Credit(s)
This course focuses on the multiple dimensions of leadership in nursing education leadership. There will be an examination of leadership from theoretical and empirical perspectives. This includes an emphasis on the attributes and skills needed to develop and function as a leader, as well as the challenges of the leadership role in the current and future higher education and health care settings. Development of a personal leadership development plan prepares students to become leaders throughout their careers in nursing education.
Prerequisite(s): NURS 702 .
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NURS 825 - Advanced Research Design
3 Credit(s)
This course focuses on the development of researchable problems, conduct of a literature review, use of theory in research, and research ethics. This course advances the approaches and processes of designing research from quantitative, qualitative, or mixed methods perspectives. Key elements in research design such as identification of the research problem, formulating research questions, hypothesis generation and testing, sampling, and procedures for data collection and analysis are addressed. Measurement theory, including instrument validity and reliability, are discussed. Students are introduced to a variety of tools including modern survey and data analysis software. The relationship between research and evidence-based practice (EBP) is considered throughout the course.
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NURS 826 - Quantitative Analysis I
3 Credit(s)
This course provides a brief review of basic statistical concepts including probability, levels of measurement, and null hypotheses testing. More extensive coverage of testing for differences between two or more means, differences in proportions, and correlation (association) is provided. Through hands-on learning, students explore statistical concepts such as t-tests, ANOVA, chi-square goodness of fit, and correlation – and their non-parametric alternatives. Students also learn to construct confidence intervals, calculate effect sizes, and conduct power analyses. The critical importance of alignment between the research question, measurement approach, data analysis procedures, statistical conclusion validity, and interpretation of study findings is emphasized throughout the course.
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NURS 827 - Quantitative Analysis II
3 Credit(s)
This course focuses on developing more advanced statistical skills through hands-on learning using statistical analysis software. Topics addressed include simple linear and multiple linear regression, ANCOVA, MANOVA, logistic regression, odds ratios, risk ratios, and structural equation modeling-related techniques including exploratory factor analysis and principal components analysis. Students will also explore techniques for meta-analysis and be introduced to topics from the emerging field of data science.
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NURS 853 - Evidence-Based Teaching Practice
3 Credit(s)
This course focuses on evidence-based teaching strategies that can be used in a variety of learning environments. These teaching strategies are based on philosophy, learning theories, and research. Current research and teaching innovations are analyzed and evaluated.
Prerequisite(s): NURS 702 , NURS 705 , and NURS 706 .
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NURS 854 - Instrument Development and Evaluation
3 Credit(s)
Students in this course will gain the skills required for cognitive, affective, and observational instrument development, testing, and evaluation relevant to the clinical and social sciences. Concepts examined at length include measurement theory, quantitative and qualitative approaches in instrument development, analytic techniques for instrument testing and refinement, and research designs for establishing validity and reliability evidence. Overarching themes include ethical, cultural, and pragmatic considerations in measure development and application. Students will produce an instrument development research proposal (including a draft of the proposed
instrument) or will conduct an exhaustive literature synthesis focusing on the validity and reliability evidence for a selected instrument as their final project.
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NURS 885 - Doctor of Nursing Practice I
4 Credit(s)
This course provides the doctor in nursing practice (DNP) student with the opportunity to incorporate strategies of health promotion, health maintenance, disease prevention, cultural competence, ethics, advanced technology, and clinical and systems management techniques in health care. Using current evidence based findings and critical thinking skills, the DNP student focuses on client and health care system management. Application of sophisticated information technology tools and techniques to manage the clinical and administrative components of full-scope advanced practice are emphasized. Further, ethical and legal consideration in all areas of advanced nursing practice and the application of population health concepts of advanced clinical practice are emphasized. Students prepared for advanced practice leadership and the expert clinician role conceptualize and design the DNP project.
Requisite(s): Previous epidemiology course or NURS 690 .
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NURS 886 - Doctor of Nursing Practice II
6 Credit(s)
This course builds upon DNP I. Using current evidence based findings and critical thinking skills, the DNP student focuses on diagnosis and management of acute episodic and chronic diseases across the life span. They continue planning for and conceptualizing the DNP project from the beginning of DNP I. Application of sophisticated information technology tools and techniques to manage the clinical and administrative components of full-scope advanced practice are emphasized. Further, ethical and legal consideration in all areas of advanced nursing practice and the application of population health concepts of advanced clinical practice are emphasized. Students are prepared for advanced practice leadership and the expert clinician role. IRB approval, if necessary, will be sought during this course.
Prerequisite(s): NURS 885 .
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NURS 887 - Doctor of Nursing Practice III—DNP Project
6 Credit(s)
The final DNP project documents advanced practice synthesis and scholarship. The theme that links the focus of this scholarly DNP project is the use of evidence to improve either practice or health outcomes for a target population. This DNP project may include comprehensive case studies, population-based and systems change projects, program design and evaluation, translation of evidence based research into practice, action research, a quality improvement or a research (utilization) study. The DNP project is individualized to the career focus of the DNP student. The DNP project can be conducted by an individual student, or by a group of students working in collaboration. Collaborative projects must demonstrate individual accomplishments of DNP goals or (outcome) competencies. IRB approval, if necessary, must be secured prior to project implementation.
Prerequisite(s): NURS 886 .
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NURS 889 - DNP Project Advisement
3 Credit(s)
In this course, students receive ongoing individual faculty guidance until completion and defense of the DNP project.
Prerequisite(s): NURS 887 .
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NURS 899 - Independent Study
1-3 Credit(s)
An individualized experience based on a student’s particular interests. The study must be arranged with the written permission of the sponsoring faculty member prior to registration.
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NURS 900 - Dissertation Seminar I
3 Credit(s)
This course focuses on the beginning conceptualization of the dissertation proposal with guidance of the faculty. An area of interest, a purpose, and research question should be identified. Students will learn how to create a written argument when evaluating the literature related to the topical area. All proposals will be presented in seminar for peer review and scholarly exchange aimed at organizing and strengthening the proposed dissertation research.
Prerequisite(s): NURS 702 , NURS 705 , NURS 706 , NURS 750 .
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NURS 901 - Dissertation Seminar II
3 Credit(s)
This course focuses on the continued development of the dissertation proposal with guidance of the faculty. Students’ proposals are presented in the seminar for peer review and scholarly exchange aimed at refining and strengthening the proposed dissertation research.
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NURS 950 - Dissertation Advisement
3 Credit(s)
Ongoing individualized faculty guidance and supervision as the dissertation is developed.
Prerequisite(s): Completion of all required courses.
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Occupational Therapy |
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OT 700 - Occupational Therapy Professional Seminar
1 Credit(s)
This course provides an overview of the fundamentals of the occupational therapy profession. Students are introduced to the occupational therapy doctoral program curricular themes, the AOTA practice framework, medical terminology, and the profession’s philosophy, code of ethics, concepts of professional reasoning, self-reflection, and self-assessment as they relate to reflective practice and successful performance as a professional.
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OT 708 - Anatomy
6 Credit(s)
This course covers the study of human anatomical structures as they relate to movement, physiological demands of activity, and exercise. Specimens, models, and videos aid a regional approach to the study of structures. The course consists of both lectures and laboratory experiences with pro-section and cadaver dissection.
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OT 710 - Foundations of Occupational Therapy Practice
3 Credit(s)
This course expands on the foundational concepts introduced in OT 700 . Students learn about historical and philosophical foundations of the profession, occupational therapy models, theories and frames of reference, the OT process as it relates to AOTA practice framework, legislative mandates, and constraints. Students gain an understanding of the importance of being an evidence-based practitioner and learn how to apply ethics, professional reasoning, and research to practice. Key official documents of the profession are examined.
Prerequisite(s): OT 700 .
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OT 711 - Human Functional Movement
3 Credit(s)
This course covers the basic kinesiology and biomechanics of human movement, typical development of gross and fine motor skills, sensory reception and processing through the lifespan, concepts of motor control and motor learning, typical development and function of motor reflexes; atypical motor development, common motor patterns of persons with disabilities occurring throughout the lifespan, muscle tone abnormalities, and observational analysis of human movement.
Prerequisite(s): PT 708 /OT 708 .
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OT 712 - Pathological Conditions
2 Credit(s)
This course provides an overview of a variety of pathological conditions that are typically referred for occupational therapy assessment or intervention. The course is designed to apply the concepts and knowledge students learn in Anatomy and Foundations in Occupational Therapy Practice and to facilitate an appreciation of secondary conditions manifested as a result of the client’s status and culture and the link between disease/disability and occupational therapy. The course covers congenital anomalies; physical disabilities and secondary conditions (e.g., spinal cord injury, brain injury, CVA, Parkinson’s disease); acquired pathological conditions; nerve and plexus injuries, fractures, and dislocations; pathologic states associated with aging; cardiovascular disease; and behavioral health disorders.
Prerequisite(s): PT 708 /OT 708 .
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OT 713 - Contemporary OT Practice I: Client-Centered Interprofessional Collaboration
3 Credit(s)
This course is the first of a 5-course seminar series that incorporates an experiential component and reflective learning. The overall purpose of the experiential aspect of this course is to provide students with exposure to clients and populations in community settings through guided observation and active participation. The seminar supports concepts presented in concurrent courses and serves to establish the foundation for reflective practice, professional behavior development, and understanding the client-practitioner relationship with a focus on interprofessional collaboration to maximize the person-environment-occupation fit. Class activities, complimented by the Level I fieldwork experience, focus on learning the skills involved in the client-practitioner and interprofessional team interactions.
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OT 714 - Functional Applied Neuroanatomy
3 Credit(s)
Through classroom instruction, laboratory modules, and online learning opportunities, this course provides students with essential foundations of neuroanatomy, neurophysiology, and neurobehavioral processes. Within this foundation, students develop a strong understanding of the etiology, progression, neuroanatomical and neurophysiological basis and direct implications of diseases and disorders of, and insults to, the human nervous system. Concurrently, students begin to develop a repertoire of occupational therapy treatment techniques and understand how those interventions affect the nervous system and promote competent human activity. The neurophysiological and neuropharmacological basis of other allied health or medical interventions and their relationships and interactions with occupational therapy treatment are also addressed. Competency examinations are utilized throughout the course to ensure students are able to understand and apply concepts learned.
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OT 720 - Assessment and Intervention I: Infancy to Pre-Adolescence
4 Credit(s)
Occupational therapy assessment and intervention approaches are explored as they apply to children from infancy through preadolescence whose lives have been affected by complex developmental, physical, psychological, cognitive, and neurological disorders. Students learn the historical and theoretical basis for a variety of assessment tools and client-centered intervention strategies. Learning activities designed to promote professional reasoning and collaborative team skills help students 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 client-centered, occupation-based intervention plans. Hands-on techniques, consultative models, reimbursement and practice domain challenges and opportunities, documentation strategies, patient/client and caregiver teaching, and theoretical constructs are explored. Adaptive equipment, assistive devices, group protocol and dynamics with children and families, and emerging technologies are examined. Finally, assignments and in-class activities with professionals from a variety of health and human services disciplines, including physical therapy, social work, clinical psychology, and human sexuality, will focus on developing a repertoire of strategies to enhance interprofessional collaboration and client-centered care.
Prerequisite(s): OT 711 and OT 714 .
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OT 721 - Environments I: Understanding and Modifying Social, Physical and Cultural Contexts
3 Credit(s)
This course introduces the social, physical, and cultural dimensions of the environment and the impact on behavior. Students are required to complete environmental assessments and learn to design and construct low technology occupational therapy environmental adaptations. Self-directed learning assignments provide opportunities for students to apply classroom knowledge to real-life situations. Assignments include an opportunity for students to collaborate with a community partner to complete an environmental assessment and identify potential interventions that promote greater congruence of the person-environment fit. Students demonstrate an understanding of the historical and theoretical basis for social, physical, and cultural adaptations.
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OT 722 - Occupational Competence, Theory, and Practice
3 Credit(s)
This course provides an in-depth exploration of the psychological, social, cultural, biological, and developmental dimensions of occupational performance across the lifespan and the relationship of those dimensions to occupational competence. The relationships of occupation to health and illness, occupational performance, and participation are examined. The focus is on understanding the complex nature of purposeful activity and the therapeutic use of occupations with persons or groups to facilitate performance and participation in activities, occupations, roles, and situations in home, school, workplace, and community settings. The process of theory development is also examined. Students operationalize the occupational therapy practice framework and use activity analysis and engagement to explore various occupations, expand their activity repertoire, and examine personal behaviors and communication styles. The impact of the physical, social, and cultural environments on occupational choice and the ability of individuals to adapt to environmental demands is explored.
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OT 723 - Contemporary OT Practice II: Client Centered Civic Engagement
3 Credit(s)
This course builds on OT 713 and contains the second level I fieldwork experience and seminar. Students continue to be exposed to clients and populations in community-based settings through guided observation and active participation. The seminar supports previously learned concepts and those in concurrent courses. Students develop the ability to demonstrate an understanding of the impact of civic engagement, culture, environment, and lifestyles on occupational choice and the choice of occupations for use in client-centered therapy in order to maximize the person-environment-occupation fit. Continued development of reflective practice and professional behaviors is a focus.
Prerequisite(s): OT 713 .
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OT 724 - Foundations in Teaching and Learning Processes
2 Credit(s)
This course provides students with an understanding of theories and taxonomies of individual learning preferences and levels of knowledge. Pedagogies appropriate to a variety of learning styles, skill levels, and knowledge acquisition are presented. Students learn how to assess the level of an audience in order to design and implement effective health literacy programs for clients, families, caregivers, educators, learners of all ages, regulators, and policy makers. Students utilize diverse educational methods to design, develop, analyze, critique, assess, and revise health literacy programs and materials.
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OT 730 - Client Management I
4 Credit(s)
This course consists of basic interventions administered by rehabilitation professionals in a clinical setting. Course includes basic mobility training, physical modalities, safety procedures, massage, and documentation, including electronic documentation. Lecture and laboratory components prepare students for direct patient care.
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OT 750 - Evidence-Based Inquiry I
2 Credit(s)
This course explores concepts of qualitative and quantitative research as a broad frame in formulating and answering relevant clinical research questions and fostering an understanding of principles of evidence-based clinical practice. Students are encouraged to compose questions in the context of contemporary health care and rehabilitation medicine practice that address etiology, diagnosis and screening, intervention, prognosis, economic impact, and harm. The course also focuses on examining issues in health care related to health status, body function and structure, activity, and participation.
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OT 818 - Health Promotion and Wellness
2 Credit(s)
This course marks the transition toward a leadership role at the students’ assigned community health practicum site. Students learn how to conduct a needs assessment; create program mission, goals, and objectives; design and implement a health promotion program; and plan and conduct an evaluation of this program. The students engage in formal writing and creation of a poster presentation.
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OT 830 - Assessment and Intervention II: Adolescence to Young Adult
4 Credit(s)
Occupational therapy assessment and intervention approaches are explored as they apply to adolescents and young adults whose lives have been affected by complex developmental, physical, psychological, cognitive, and neurological disorders. Students learn the historical and theoretical basis for a variety of assessment tools and client-centered intervention strategies. Learning activities designed to promote professional reasoning and collaborative team skills help students to develop a repertoire of strategies to assess and analyze the occupational performance in context, establish goals appropriate to the individual and practice setting, and design client-centered intervention plans. Hands-on occupation based techniques, consultative models, reimbursement and practice domain challenges and opportunities, documentation strategies, patient/client and caregiver teaching, and theoretical constructs are explored. Adaptive equipment, assistive devices, group protocols and dynamics, as well as emerging technologies are examined. Students complete interprofessional collaborative assignments and in-class activities that focus on developing a repertoire of strategies to enhance interprofessional collaboration and client-centered care. Professionals from a variety of health and human services professions including physical therapy, social work, clinical psychology, and human sexuality participate in this aspect of the course.
Prerequisite(s): OT 720 .
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OT 831 - Evidence-Based Practice in Occupational Therapy
3 Credit(s)
This course expands on the knowledge learned in OT 750 and focuses on research principles and methodology specifically pertinent to the role and practice of occupational therapists. Students learn to be skillful consumers of research, builders of evidence, and assessors of occupational therapy outcomes. Successful completion of the course enables students to plan, conduct, and disseminate research for purposes of evidence building and outcomes assessment. In addition, this course supports development of a research perspective in students and fosters an understanding of research as a basis for professional competence. Students develop complex clinical questions, conduct a comprehensive literature search using multiple scholarly search engines and library resources, and complete culminating projects including a critically appraised paper and presenting outcomes of clinically appraised topics.
Prerequisite(s): PT 750 and OT 750 .
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OT 833 - Contemporary OT Practice III: Client Centered Evidence-Based Practice
3 Credit(s)
This is the third course in the series of five level I fieldwork experiences and seminars. Students continue to gain exposure to clients and populations in community-based settings through guided observation and active participation. The focus of the learning experience includes the application of knowledge and skills learned through previous and current coursework, including observation, written and verbal communication, continued professional behavior development, individual and group participation with clients, beginning level assessments, and evidence-based, client-centered interventions. This fieldwork experience includes a weekly seminar that emphasizes professional behavior development, evidence-based practice, professional reasoning through learning activities, classroom analysis of observations, and reflective practice. Ties between didactic and clinical/community practice are strengthened facilitating deeper understanding of the dynamic relationship between the person, their environment, and meaningful occupations to maximize occupational performance.
Prerequisite(s): OT 723 .
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OT 840 - Assessment and Intervention III: Adults
4 Credit(s)
Occupational therapy assessment and intervention approaches are explored as they apply to adults experiencing physiological, musculoskeletal, cognitive, psychological, neurological impairments, or other medical conditions that impact function, health, and participation. Students learn the historical and theoretical basis for a variety of assessment tools and client-centered intervention strategies. Learning activities designed to promote professional reasoning and collaborative team skills help students to develop a repertoire of strategies to assess and analyze occupational performance in context, establish goals appropriate to the individual and practice setting, and design client centered occupation based intervention plans. Hands-on techniques, consultative models, reimbursement and practice domain challenges and opportunities, documentation strategies, patient/client and caregiver teaching, and theoretical constructs are explored. Adaptive equipment, assistive devices, group protocols and dynamics, and emerging technology are examined. Finally, assignments and in-class activities focus on developing a repertoire of strategies to enhance interprofessional collaboration and client-centered care with a wide array of health and human services professionals.
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OT 841 - Advanced Practice
4 Credit(s)
Expanding on what was learned in OT 730 , this course provides an in-depth examination of upper extremity rehabilitation. Students learn clinical skills and the professional reasoning process that guides occupational therapy upper extremity rehabilitation in various practice contexts. Students learn and practice a multitude of assessments, client-centered intervention planning and documentation. Skills are practiced in hands-on laboratory environments. This course includes competencies in safe clinical practice when using the following advanced practice techniques: physical agent modalities (PAMs); fabrication and application of static and dynamic splinting devices; wound care; kinesiotaping; joint mobilization; post-surgical techniques; and, upper quadrant interventions. The need for advanced certification as well as parameters for referral to and collaboration with other disciplines are addressed.
Prerequisite(s): PT 730 /OT 730 .
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OT 843 - Contemporary OT Practice IV: Client Centered Professional Reasoning;
3 Credit(s)
This course continues to build on the previous level I fieldwork experiences and seminar courses. The overall purpose of the fieldwork experience is to provide students with exposure to clients and populations in community-based settings through guided observation and active participation. The fieldwork experience is enhanced through additional community engagement opportunities, including the student run pro-bono clinic. The focus of the learning experience includes the application of knowledge and skills learned through previous and concurrent coursework, including observation, written and verbal communication, professional behavior, individual and group participation with clients and populations, beginning level assessment and client-centered intervention, and professional reasoning. The seminar component emphasizes continued professional behavior development, and professional reasoning focusing on the person-environment-occupation fit through learning activities, classroom analysis of observations and reflective practice. Ties between didactic and clinical practice are strengthened.
Corequisite(s): OT 833 .
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OT 844 - Management, Theory, and Practice
3 Credit(s)
This course addresses the role of the occupational therapist as a manager of OT services. Students explore delivery models, policies, and systems used in current and emerging practice environments. Leadership and management theories, principles, and practices of administration, supervision, and consultation, state and national regulations as they apply to diverse practice environments (e.g., hospitals, school systems, and community agencies) are addressed. All elements of strategic planning, program planning, and implementation including financial management, reimbursement for services, budget formulation, personnel management, marketing, program evaluation, and continuous quality improvement are addressed.
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OT 850 - Assessment and Intervention IV: Older Adults
4 Credit(s)
Occupational therapy assessment and intervention approaches are explored as they apply to older adults whose lives have been affected by complex developmental, physical, psychological, cognitive and neurological disorders. Students learn the historical and theoretical basis for a variety of assessment tools and client-centered intervention strategies. Learning activities designed to promote professional reasoning and collaborative team skills help students develop a repertoire of strategies to assess and analyze occupational performance in context, establish goals appropriate to individuals and practice settings, and design client-centered intervention plans. Hands-on occupation-based techniques, consultative models, reimbursement and practice domain challenges and opportunities, documentation strategies, patient/client and caregiver teaching, and theoretical constructs are explored. Adaptive equipment, assistive devices, group protocols and dynamics, and emerging technologies are examined. Finally, assignments and in-class activities focus on developing a repertoire of strategies to enhance interprofessional collaboration and client-centered care with representatives from numerous other health and human services professions.
Prerequisite(s): OT 840 .
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OT 851 - Advanced Environments Assessment and Modifications
3 Credit(s)
This course builds on OT 721 and provides an in-depth exploration of the social, cognitive, psychological, physical, and cultural dimensions of the environment. The impact of the environment on behavior and the individual’s ability to mount an adaptive response are examined. Students are exposed to tools and strategies for integrating environmental control units, powered mobility, computer hardware and software, augmentative communication, and low vision and hearing impairment devices in order to promote congruence of the person-environment fit. Self-directed learning assignments provide opportunities for students to apply classroom knowledge to real-life situations.
Prerequisite(s): OT 721 .
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OT 853 - Contemporary Ot Practice V: Leadership
3 Credit(s)
This course is the final of a five-course series that contains the level I fieldwork experience and seminar. Overall, the purpose of the level I experience continues to provide students with exposure to clients and populations in a variety of community-based settings through guided observation and active participation. The focus of this learning experience includes the application of knowledge and skills learned through prior and concurrent coursework to maximize the understanding and impact of the person-environment-occupation fit on engagement in meaningful occupations and life roles. Skilled observation, written and verbal communication, professional behavior development, individual and group participation, assessment and client-centered intervention skills, and leadership techniques are key elements of this course. Course includes a weekly seminar that emphasizes continued professional behavior development, leadership skill acquisition, and client-centered professional reasoning through learning activities, classroom analysis of observations, and reflective practice in order to strengthen the connection between didactic and clinical experiences.
Prerequisite(s): OT 843 .
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OT 854 - Ethics, Leadership, and Sociopolitical Trends
2 Credit(s)
This course provides students with an understanding of leadership imperatives and practices and the social contexts where occupational therapy and other health and human services are delivered. The socioeconomic, political, geographic, and demographic factors that influence population health and exacerbate risk factors for health and social inequity are examined. Federal and state systems and structures that create regulatory and legislative policies are discussed. Current and emerging federal and state-specific liability issues and professional requirements for obtaining and maintaining licensure, certification, or registration as a professional occupational therapist who engages in varied roles including practitioner, educator, researcher, advocate, administrator, entrepreneur, and consultant are addressed. Ethical dimensions related to the practice of occupational therapy are examined using key official and legal documents such as the AOTA Code of Ethics and Ethics Standards and the AOTA Standards of Practice. State-specific documents such as the Pennsylvania, New Jersey, and Delaware OT Practice Acts are also examined. Students apply and critique a variety of conceptual approaches to resolving ethical dilemmas related to professional interactions, client interventions (direct and indirect), leadership roles, documentation, cultural competence, and clinical research.
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OT 855 - Specialty Practice and Clinical Mastery
3 Credit(s)
This course involves the integration and application of previously acquired knowledge and clinical skills. Clinical skill competency and integration of content knowledge are assessed through various learning activities and practical competencies. Students learn about current specialty areas of practice, including both traditional and non-traditional settings and approaches and identify interventions to improve overall occupational performance. Traditional specialty practice includes diagnoses such as burns, pain management, and lymphedema. Non-traditional specialty practice includes emerging, community-based practice settings and approaches in the tri-state area for those underserved in representation of occupational therapy services. Current examples include addiction; immigration, specifically learning challenges with children and youth; homeless populations; and accessibility to cultural venues. Faculty will continually scan and evaluate areas of need.
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OT 860 - Level II Fieldwork A
3 Credit(s)
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 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. Prerequisite: Students must successfully complete the practical competency exam in OT 855 .
Corequisite(s): OT 861 .
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OT 861 - Professional Reasoning
3 Credit(s)
Integrated with the level II fieldwork experience, this professional reasoning course provides the foundation for the analysis of constructs that inform daily practice decisions. Students are challenged to transfer their level II fieldwork experiences and academic knowledge and skills of data gathering, activity analysis, and intervention planning to the dynamic and challenging practice environment through the process of professional and clinical reasoning. Specific concepts of professional reasoning in relation to the therapeutic use of self and occupations is defined and discussed through client stories and opportunities to observe and question expert practitioners. Use of scientific literature to validate practice decisions and reframe client problems and therapy interventions is explored. Emphasis is placed on establishing routine professional reasoning skills through the electronic classroom, fieldwork experience, and group discussions.
Corequisite(s): OT 860 .
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OT 870 - Level II Fieldwork B
3 Credit(s)
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 to achieve entry-level practice competence by the end of the fieldwork experience. This course is the second required full-time, 12-week fieldwork placement that follows completion of didactic coursework.
Fieldwork Component: Successful completion of the fieldwork education component is a requirement for graduation from the occupational therapy program.
Corequisite(s): OT 871 .
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OT 871 - Advanced Professional Reasoning
3 Credit(s)
Advanced professional reasoning is an in-depth critique of constructs that seminar students are using to inform daily practice decisions during level II fieldwork. Students continue to develop and utilize professional reasoning concepts to reflect on occupational therapy practice. Students use literature and evidence-based studies to validate practice decisions and reframe client problems and therapy interventions. Emphasis is placed on articulating the professional reasoning process with other healthcare professionals in designated work environments. In addition, students begin to prepare for the National Board for Certification in Occupational Therapy (NBCOT) exam through practice questions and reflective responses. The culmination of this course is a competency examination. Advanced professional reasoning is conducted using electronic classroom, fieldwork experience, instructor guidance, and group discussion.
Corequisite(s): OT 870 .
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OT 940 - Doctoral Capstone I: Program Planning
3 Credit(s)
This is the first of the doctoral capstone series. This course is taken concurrently with OT 844 . Students are assigned their doctoral capstone site and perform a community onsite contextual SWOT analysis and needs assessment. The knowledge gained in this course will be built upon in future capstone courses.
Requisite(s): OT 844 .
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OT 950 - Doctoral Capstone II: Literature Review and Program Proposal
3 Credit(s)
Building on OT 940 , this course prepares students for the design and implementation of the OTD capstone project. Students perform an in-depth literature review based on the results of the needs assessment. Utilizing current literature and incorporating information obtained from the contextual analysis and needs assessment, the students create a program proposal that will be implemented during their capstone experience.
Prerequisite(s): OT 940 .
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OT 970 - Doctoral Capstone III: Program Refinement
1 Credit(s)
This is the third capstone course and builds on OT 950 . Students work with faculty mentors and a capstone site supervisor to critically review the program proposal created in OT 950 and focus on program refinements and address consumer access to OT services. Students, faculty, and site administrators use distance learning methodology for mentoring and feedback throughout the semester.
Prerequisite(s): OT 950 .
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OT 980 - Doctoral Capstone IV: Program Evaluation and Dissemination
3 Credit(s)
This is the final capstone course and is completed following the doctoral capstone refinement experience. In this course, students complete a program evaluation of the experience and disseminate their capstone project and disseminate the findings from their scholarly work, relating theory to practice and demonstrating synthesis of advanced knowledge. Students present their doctoral project and discuss findings in a professional forum.
Prerequisite(s): OT 970 .
Corequisite(s): OT 981 .
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OT 981 - Doctoral Capstone Experience
6 Credit(s)
This doctoral capstone component is an in-depth experience in one or more of the following student-selected areas: clinical practice, research, administration, leadership, program and policy development, advocacy, education, and theory development. Students carry out the program plan executed in the previous capstone courses. This experience to develop advanced skills is a minimum of 16 full-time weeks (640 hours). Evaluation of individualized objectives occurs under the joint supervision of a faculty member and a mentor with expertise in one of the above areas.
Prerequisite(s): Students must successfully complete Fieldwork Level II A and B and a competency exam administered in OT 871 .
Corequisite(s): OT 980 .
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