Occupational Therapy Curriculum

Occupation

Achieving health, well-being, and participation in life through engagement in occupation is
considered the goal of occupational therapy practice (AOTA, 2020). As a “means and an end,
occupation serves as a change agent or as the outcome of occupational therapy care” (AOTA,
2017). Important concepts in understanding occupation include the core values of the profession,
the use of occupation, contexts, sociocultural issues, theories, occupation/activity analysis, and
research/evidence. Our view on occupation is based on knowledge and expertise in the
therapeutic use of occupation and is considered as a gift from God.

Occupational Therapy Process

To meet the occupational needs of all clients across the lifespan and the health and wellness continuum, the occupational therapy process is influenced by the practitioner’s therapeutic use of self, professional reasoning, as well as direct and indirect service delivery settings. The occupational therapy process includes evaluation, intervention, outcome measurement of occupational performance, and the transition or discontinuation of services (AOTA, 2020). To ensure the best care, students will learn to make informed decisions in practice using research.

Professional Competence and Integrity

Professional competence in health care has been defined as the “habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice for the benefit of the individual and community being served” (Epstein, & Hundert, 2002). The program is committed to the development of occupational therapists who demonstrate a commitment to carrying out professional responsibilities, adhering to ethical principles and sensitivity to a diverse population. It is expected that our students will demonstrate excellence through ongoing professional development and a commitment to lifelong learning.

Citizenship

Citizenship involves people working together to make a positive difference to the society in which you live–locally, nationally, and globally. Students will be equipped as social agents of change by understanding health policy, evidenced-based practice, research, advocacy and interprofessional collaboration. Through program development and cultural immersion, students will develop competencies and skills to work with groups, communities and populations experiencing occupational and health disparities.

All graduates are expected to be competent for entry level occupational therapy practice. Learning outcomes are based on information from a variety of sources including course assignments and examinations, practice on national board exams, community projects with team and interprofessional collaboration, research projects, and fieldwork. Outcomes are grouped according to curriculum threads.

Occupation

1. Students will be able to demonstrate an understanding of the dynamic interaction and demands of occupation, client’s contexts, performance patterns, performance skills and client factors.
2. Students will be able to assess occupation, client’s contexts, performance patterns, performance skills and client factors as well as use occupation to improve health and well-being.
3. Students will articulate the role of occupation and occupational therapy in a team and community setting.
4. Students will exhibit occupation-based practice in entry level occupational therapy practice during fieldwork and in other professional settings.

Occupational Therapy Process

1. Students will explain the meaning and role of occupations and the impact on health, well-being and occupational performance of persons, groups and populations.
2. Students will establish a profile, analyze occupational performance, plan/implement/evaluate interventions using remedial, adaptive, compensatory, consultative, and educational approaches.
3. Students will show effective interaction and communication with clients and the care team to promote safe and needed services ethically.
4. Students will meet entry level expectations in the occupational therapy process.
5. Students will be able to apply professional reasoning in providing assessment and interventions across the lifespan in a safe and meaningful manner.
6. Students will make informed decisions based on the best evidence and outcomes data.

Professional Competency and Integrity

1. Students will adhere to ethical principles pertaining to the confidentiality of patient information.
2. Students will demonstrate a commitment to ongoing professional development and lifelong learning.
3. Students will demonstrate knowledge and understanding of history, philosophy, core values, theory, ethics, and professional reasoning.
4. Students will demonstrate professional behaviors expected of a practitioner during didactic and experiential activities.

Citizenship

1. Students will identify avenues for participation in occupational therapy associations such as Arkansas Occupational Therapy Association, American Occupational Therapy Association, and World Federation of Occupational Therapists.
2. Students will conduct a needs assessment that evaluates community resources through collaboration with other professionals and identify areas that occupational therapy can supplement or provide services.
3. Students will learn how health and social disparities impact occupational performance.
4. Students will learn how occupational therapy is practiced in a different cultural context.
5. Students will demonstrate the values, attitudes and behaviors that support responsible global citizenship from a Christian Worldview.

The Harding occupational therapy programs courses that address the curriculum threads specifically:

Occupation

• OTH 6030 Introduction to Occupational Therapy
• OTH 6020 Occupation: Means and End
• OTH 6135 Occupational Therapy Theory

Occupational Therapy Process

• OTH 6132 Occupational Therapy Process: Mental Health
• OTH 6146 Occupational Therapy Process: Infant, Children, Youth I
• OTH 6246 Occupational Therapy Process: Infant, Children, Youth II
• OTH 6244 Occupational Therapy Process: Adults I
• OTH 6344 Occupational Therapy Process: Adults II
• OTH 6120 Clinical Documentation in Occupational Therapy

Professional Competency and Integrity

• OTH 6030 Introduction to Occupational Therapy
• OTH 6528 Professional Preparation
• OTH 6310 Summative Competency in Occupational Therapy
• OTH 6218 Culture and Occupation
• OTH 6231 Evidence-Based Research I
• OTH 6321 Evidence-Based Research II
• OTH 6538 Service Delivery and Management in Occupational Therapy

Citizenship

• OTH 6218Culture and Occupation
• OTH 6537 Program Development
• OTH 6527 Advanced Roles
• OTH 6318 Level I Fieldwork: Culture and Occupation

Fieldwork

• Level I Fieldwork: supervised field experience where students develop professional
  behaviors, have opportunities for application of knowledge from didactic coursework to
  occupational therapy practice, and prepare for Level II fieldwork.
• Level II fieldwork: supervised field experience where students integrate learning in the
  didactic portion of the curriculum to the occupational therapy process in practice
  contexts. Emphasis is on the development of professional competencies and personal
  transformation to become an entry-level occupational therapist.
• Level I and Level II fieldwork: experiences cover the entire lifespan of clients receiving
  occupational therapy in varied practice contexts.

The map in our curriculum design model represents the course sequence (See Curriculum Design Model). Just as a map helps navigate a journey by organizing information, it also provides a sense of direction, allowing travelers to assess their current location and chart a course toward their destination. Similarly, our curriculum is structured into distinct yet interconnected phases, beginning with Preprofessional requirements, progressing through the professional phase, and culminating in experiential learning.

Each phase is designed to be sequential, progressive, and integrative, ensuring students build the necessary competencies for entry-level practice. There are three phases to the Occupational Therapy entry-level course of study:

Preprofessional
Courses in the preprofessional phase occur prior to enrollment in the
program. During this phase, applicants complete the requirements listed below.

• Preprofessional requirements include:
• Sociology or Anthropology – 3 credit hours
• Abnormal Psychology – 3 credit hours
• Lifespan Development/Developmental Psychology – 3 credit hours
• Statistics – 3 credit hours
• Anatomy and Physiology (with lab) – Two courses totaling 8 credit hours
• Medical Terminology – 1 to 3 hours or certificate of completion

These courses provide a strong foundation in the biological, physical, social, and behavioral sciences and will prepare students for the professional and experiential phases of the curriculum.

Professional
During the professional phase, students complete the required occupational therapy coursework that is foundational. These courses have a focus on the occupational therapy process and contribute to advanced roles and growth as a professional.

Foundational
The journey of meaningful learning and inquiry begins with foundational concepts that serve as the building blocks for the remainder of the curriculum. These courses provide advanced knowledge in anatomy, neuroscience, kinesiology, lifespan development, and common health
conditions and diseases, equipping students with a strong scientific and clinical foundation. Additionally, foundational courses emphasize professionalism, core values, and ethics, fostering the development of professional identity and responsibility. Students explore the concept of
occupation as both a means and an end, learning to apply client-centered, evidence-based, and culturally relevant approaches to practice.

Together, these courses establish a comprehensive framework that supports student learning throughout the occupational therapy process phase of the curriculum. By integrating scientific knowledge, professional development, and occupational engagement, this phase prepares students for the application of theory to practice in more advanced coursework and clinical
experiences.

OTH 6050 Functional Anatomy and Neuroscience
OTH 6030 Introduction to Occupational Therapy
OTH 6035 Conditions in Occupational Therapy
OTH 6020 Occupation: Means and End
OTH 6130 Human Movement for Occupational Performance
OTH 6135 Occupational Therapy Theory
OTH 6120 Clinical Documentation in Occupational Therapy

Occupational Therapy Process
Building on a strong foundation, students’ progress to the occupational therapy process phase, where they develop skills in professional reasoning, client assessment, and intervention planning. Through coursework and fieldwork, students learn to analyze, implement, and reflect on the OT process across diverse populations and practice settings.

In research courses, students synthesize evidence-based literature to inform clinical decision- making, ensuring interventions are grounded in current best practices. Fieldwork experiences provide hands-on opportunities to apply knowledge in mental health, pediatric, and adult settings, reinforcing the integration of theory, research, and practice.

OTH 6146 Occupational Therapy Process: Infants, Children and Youth I
OTH 6246 Occupational Therapy Process: Infants, Children and Youth II
OTH 6244 Occupational Therapy Process: Adults I
OTH 6344 Occupational Therapy Process: Adults II
OTH 6231 Occupational Therapy: Evidenced Based Research I
OTH 6321 Occupational Therapy: Evidenced Based Research II
OTH 6132 Occupational Therapy Process: Mental Health
OTH 6112 Level I Fieldwork: Mental Health
OTH 6116 Level I Fieldwork: Infants, Children, Youth
OTH 6214 Level I Fieldwork: Adults

Professional Growth
At this stage in their journey, students have developed the skills and competencies necessary to apply their knowledge to more complex roles and settings. They explore advanced roles in occupational therapy, including leader, educator, manager, consultant, and advocate. Building on prior coursework, students examine healthcare service delivery, policy, and business practices while applying knowledge to groups, communities, and populations through program development and cultural studies. A Level I fieldwork experience in a setting affected by occupational and health disparities provides hands-on application of these concepts. During this
phase, students also explore how occupational therapy can serve as a mission tool to serve God and mankind.

OTH 6527 Advanced Roles in Occupational Therapy
OTH 6538 Service Delivery and Management in Occupational Therapy
OTH 6537 Program Development in Occupational Therapy
OTH 6528 Professional Preparation
OTH 6310 Summative Competency in Occupational Therapy
OTH 6218 Culture and Occupation
OTH 6318 Level I Fieldwork: Culture and Context: Impact on Occupation

Experiential Phase
The final step in the journey is the two-Level II Fieldwork courses, where students further develop their competencies and integrate didactic learning into clinical practice, preparing them for entry-level occupational therapy. With completion of the Professional Preparation course, students have been transformed into entry-level occupational therapists that approach practice
from a Christian worldview.

OTH 7663 Level II Fieldwork A
OTH 7669 Level II Fieldwork B

See our course sequence ot-courses.pdf

American Occupational Therapy Association. (2020). Occupational therapy practice framework: Domain and process (4th. ed.). AOTA Press.

American Occupational Therapy Association. (2018). Philosophy of occupational therapy education.  The American Journal of Occupational Therapy, 72(2). doi.org/10.5014/ajot.2018.72S201

American Occupational Therapy Association. (2017). Philosophical base of occupational therapy. The American Journal of Occupational Therapy, 71(2). doi.org/10.5014/ajot.2016.706S06

Ash, S. L., & Clayton, P.H. (2009). Generating, deepening, and documenting learning: The power of critical reflection for applied learning. Journal of Applied Learning in Higher Education, 1(1).

Hitch, D, Pepin, G. & Stagnitti, K. (2014). In the Footsteps of Wilcock, Part one:

The evolution of doing, being, becoming, and belonging. Occupational Therapy in Health Care, 28(3). doi.org/10.3109/07380577.2014.898114

Knowles, M. (1984). Andragogy in action. Jossey-Bass.

Kolb, A. Y. & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. A Journal for Engaged Educators, 1(1), 7-44.

Kolb, D. (1984). Experiential learning. Prentice Hall.

McLeod, S. A. (2017, October 24). Kolb - learning styles and experiential learning cycle. Simply Psychology. www.simplypsychology.org/learning-kolb.html

Merriam-Webster.com Dictionary, (2023).  Merriam-Webster, www.merriam-webster.com/dictionary/compass. Accessed 1 Mar. 2023.

Mezirow, J.E. (1995). Transformative learning: Theory to practice. In M.R. Welton (Ed.), In defense of the lifeworld (pp, 36-70). Suny Press.

Taff, S. D., Grajo, L.C., & Hooper, B. R., (2020). Perspectives on occupational therapy education: Past, present, and future. Slack.

Taylor, D. C. & Handy, H. (2013). Adult learning theories: Implications for learning and teaching in medical education: AMEE guide no. 83. Medical teacher, 35(11), 1561-1572. doi.org/10.3109/014259X.2013.828153