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). It is based on knowledge and expertise in the therapeutic use of occupation and is viewed as a gift from God. 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.

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, and 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” (2002, Epstein & Hundert). 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 on-going professional development and a commitment to life-long learning.

Citizenship

Citizenship involves people working together to make a positive difference to the local, national and global society in which they live. Students will be equipped as social agents of change by understanding health policy, evidenced-based practice, research, advocacy and interprofessional collaboration. Through program development, medical mission’s students will develop competencies and skills to work with groups, communities and populations experiencing occupational and health disparities.

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. 

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

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

Occupation

Introduction to Occupational Therapy
Occupation: A Means and an End
Occupational Therapy Theory

Occupational Therapy Process

Occupational Therapy Process: Mental Health
Occupational Therapy Process: Infant, Children, Youth I
Occupational Therapy Process: Infant, Children, Youth II
Occupational Therapy Process: Adults I
Occupational Therapy Process: Adults II

Professional Competency and Integrity

Introduction to Occupational Therapy
Professional Preparation
Medical Missions
Evidence Based Research I
Evidence Based Research II
Evidence Based Research III

Citizenship

Medical Missions
Program Development
Level I Fieldwork: Missions

Fieldwork

Level I fieldwork: develop professional behaviors, opportunities for application of knowledge from didactic course work to occupational therapy practice, preparation 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. Development of professional competencies and personal transformation to an entry-level occupational therapist is emphasized.
Level I and Level II fieldwork: experience covers the entire lifespan of clients receiving occupational therapy in varied practice contexts.

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

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.