Required Courses and Curriculum Design
The 76-credit program consists of four academic trimesters followed by two 12-week experiences of full-time supervised clinical fieldwork.
Each academic trimester includes courses that span the trimester. Course work during the academic trimesters is completed during the day and evening as a full-time cohort. The supervised clinical fieldwork is full-time with the hours determined by the clinical site.
The full-time program sequence is completed in two calendar years including summers. Successful completion of all course work, level I and II fieldwork, a completed portfolio, and the community-based project, poster presentation and defense are required for graduation.
Level II fieldwork experiences must be successfully completed within 24 months of completion of coursework. Note: A felony conviction may affect a graduate’s ability to sit for the NBCOT certification examination and/or attain state licensure. Some fieldwork sites require students to undergo criminal background and/or substance use checks, and or fingerprinting. The costs for these checks are the student’s responsibility.
Required Courses
Fall Trimester, Academic Year One: Full Trimester
Part one of this series introduces you to 'becoming an occupational therapist'.?? You will learn about the philosophy of occupational therapy, Occupational Therapy Practice Framework, the influence of social, cultural, diversity, and lifestyle factors on occupation.? You will learn about the structure, function, and influence that occupational therapy theory, models and frames of reference have on practice.? You will be introduced to the historical, philosophical and structure of occupational therapy professional organizations; roles and responsibilities of an occupational therapist across settings; and begin to think about the legal, ethical, and competency issues regarding practice. You will learn about the macro context, national and state health and education policies, legislation, and laws that affect occupational therapy practice.? You will also be introduced to practice settings, service delivery models and intra- and interprofessional teams.
Evidence-based Practice I is the first part of a series that provides students with a thorough understanding of the importance of research to the profession of occupational therapy and strategies to engage in evidence-based practice with clients.? An important skill for an occupational therapist is the ability to read, understand, and use the research of the profession. Students will be able to critique the research of occupational therapy and make decisions about whether to and how to apply information to clinical practice. Topics covered in this course include basic concepts of research, an overview of research designs and methods, methods of data analysis, and concepts of examining research evidence critically. After learning the basics of locating appropriate research and reading research evidence critically, Evidence-based practice I will focus on experimental research whereas Research II will focus on non-experimental research.
This first semester course is designed to promote reflection on the educational process and the individual student's future occupational therapy practice. Students will complete reflective self-assessments and analyze them to determine their therapeutic personality traits and modes necessary for developing a professional identity and skill base. Understanding the nature of the therapeutic relationship as an intentional process is taught for successfully developing client and group dynamics. Course formats will include seminars, discussions, and in class and online course activities.
This three-part course will integrate the foundational knowledge of human anatomy and conditions as well as application of this knowledge through activity analysis. Part A of this course examines the organization, development, and function of the nervous, musculoskeletal, cardiovascular, respiratory, immune and lymphatic systems of the human body as well as assessment techniques commonly performed by occupational therapists in clinical practice to measure the body's vital life functions. Frames of reference integrated into occupational therapy practice are utilized as an anchor for weekly course content.
This three-part?course will integrate the foundational knowledge of human anatomy and conditions as well as application of this knowledge through activity analysis.?Part B of this course line will emphasize human conditions that occupational therapists may encounter when working with clients?across the lifespan. It?is designed to build a common language and foundation for future coursework requiring occupational therapy assessment choices and intervention strategies for clients with various diagnoses. Conditions will be examined in the context of their effects on human development and body structures and functions; etiology; epidemiology; prognosis; associated mental and physical deficits/disability;?impact on occupational engagement; pharmacological and non-pharmacological interventions; and research. Different diagnoses will be covered in isolation as well as in combination with comorbidities. Cultural comparisons will highlight how treatment of different conditions is perceived within diverse cultures.?Frames of reference integrated into occupational therapy practice are utilized as an anchor for weekly course content.
Personal transformation is a course where you will learn and practice some of the "soft skills" required of an occupational therapy professional. Soft skills are often highly valued by employers and can be the reason you get a job or get that promotion. Soft skills are things in addition to the skills you will learn in terms of "DOING" OT. They include things like communicating effectively, being flexible, being motivated, showing a good attitude, and successfully relating to others. To examine these skills in yourself requires self-reflection. This course will require frequent self-reflection in relation to a variety of assessments of your strengths and areas for growth and development. You will consider your personal values, your communication style, and your personality type. We believe that the process of becoming an occupational therapist in this program will transform you. You will be documenting this transformation across the program through your portfolio. In addition, professional self-reflection should lead to careful planning for continued learning and growth across the rest of your career. This course will continue across 4 semesters, culminating in the completion of your academic portfolio and initiating your professional portfolio and professional development plan.
This three-part course will integrate the foundational knowledge of human anatomy and conditions as well as application of this knowledge through activity analysis. Part C of this course will introduce students to the skill of activity analysis. Activity analysis examines the essential components of an activity to identify the steps, demands and opportunities for therapeutic interventions. Activity analysis is the essence of what an occupational therapist does; fundamental to all aspects of occupational therapy practice; an essential tool for occupational therapists in assessing and supporting occupational performance with clients. Frames of reference integrated into occupational therapy practice are utilized as an anchor for weekly course content.
Spring Trimester Academic Year One: Full Trimester
Part II of this series introduces you to foundational concepts related to systems and organizations, leadership theory, management, and supervision. You will explore and gain an understanding of the complexity of healthcare and education systems and organizations, and learn about the varied professional roles as future occupational therapists. We will include critical perspectives fundamental to our understanding of systems and the structural dimensions of privilege, looking at the social, cultural, political, legal, economic, and historical factors that shape societal systems and perpetuate societal inequalities. This course introduces you to teams and interprofessional practice. This course also introduces you to processes and operations of systems and organizations as they relate to service delivery and reimbursement. You will learn about documentation requirements and procedures for occupational therapy services.
Prerequisite: Take OT-501
This course is designed for graduate occupational therapy students and will support development of clinical skills pertaining to evaluation, treatment planning and implementation, and documentation. This course is the first in a series of three that are scaffolded by level of complexity. The problem-based and team-based learning methods will be utilized to conduct classroom activities in this course. Students will be presented with clinical case studies prompting consideration of scientific evidence in relation to areas of occupation, client factors, performance skills, performance patterns, contexts/environments. Activity demands as well as culture, spirituality, and the meaning of occupations will also be considered. Case studies and assignments will encourage students to adopt a holistic view of clients and their caregivers during evaluation and treatment planning, and to learn communication skills required to work with an interprofessional healthcare team. Transformation through Human Occupation: Theory in Mental Health will place specific emphasis on theory utilized in mental health through lecture and case-based learning.
Prerequisite: TAKE OT-524 OT-501 OT-546 OT-504 OT-523
This course is designed for graduate occupational therapy students and will support development of clinical skills pertaining to evaluation, treatment planning and implementation, and documentation. This course is the first in a series of three that are scaffolded by level of complexity. The problem-based and team-based learning methods will be utilized to conduct classroom activities in this course. Students will be presented with clinical case studies prompting consideration of scientific evidence in relation to areas of occupation, client factors, performance skills, performance patterns, contexts/environments. Activity demands as well as culture, spirituality, and the meaning of occupations will also be considered. Case studies and assignments will encourage students to adopt a holistic view of clients and their caregivers during evaluation and treatment planning, and to learn communication skills required to work with an interprofessional healthcare team. Transformation through Human Occupation: Team Collaboration in Mental Health will place specific emphasis on team-based case analysis in mental health.
This course is designed for graduate occupational therapy students and will support development of clinical skills pertaining to evaluation, treatment planning and implementation, and documentation. This course is the first in a series of three that are scaffolded by level of complexity. The problem-based and team-based learning methods will be utilized to conduct classroom activities in this course. Students will be presented with clinical case studies prompting consideration of scientific evidence in relation to areas of occupation, client factors, performance skills, performance patterns, contexts/environments. Activity demands as well as culture, spirituality, and the meaning of occupations will also be considered. Case studies and assignments will encourage students to adopt a holistic view of clients and their caregivers during evaluation and treatment planning, and to learn communication skills required to work with an interprofessional healthcare team. Transformation through Human Occupation: Application in Mental Health will place specific emphasis on hands-on learning and practical skills development utilized in mental health.
Prerequisite: TAKE OT-546 OT-501 OT-504 OT-523 OT-524
The purpose of this second trimester course is for the student to integrate academic learning with clinical practice. It is designed to enhance clinical reasoning processes by integrating knowledge from previous educational and work experiences with current courses and weekly fieldwork experiences. Service-learning includes community engagement and reflective practice. Students are engaged in personal and professional growth and development through service-learning and fieldwork, while embracing a vision for occupational and social justice. Service-learning is a pedagogy and instructional practice that is threaded across the occupational therapy curriculum. Fieldwork occurs in combination with PBL, lab, and seminar will focus on reflective processes, therapeutic relationships, ethical practice, and other professional issues for working with mental health clients with a variety of needs for occupational therapy services. Self-directed, collaborative learning and class participation are essential aspects of this course. Students will engage in both service-learning and fieldwork during the semester. Each student will attend a six- or eight-week mental health experience during this semester.
Students will study the elements of groups to understand how they operate and how occupational therapists utilize groups for assessment and intervention within particular frames of reference and theoretical models. The format of the course includes lecture, online material, discussions, and experiential learning activities.
Prerequisite: TAKE OT-501 OT-504 OT-546
Evidence-based Practice II is the second and final course in the series that provides students with a thorough understanding of the importance of research to the profession of occupational therapy and strategies to engage in evidence-based practice with clients. An important skill for an occupational therapist is the ability to read, understand, and use the research of the profession. Students will be able to critique the research of occupational therapy and make decisions about whether to and how to apply information to clinical practice. Topics covered in this course will apply content learned in the prior course, engaging students in specific skills for evidence-based practice.
Prerequisite: TAKE OT-503
Personal transformation II is a continuation of the course you began last semester. This course will again require self-reflection and will begin to relate your self- reflection to the process of professionalization and building of professional identity in occupational therapy. We believe that the process of becoming an occupational therapist in this program will transform you. You will be continuing to document this transformation in your portfolio.
Prerequisite: TAKE OT-525
Summer Trimester Academic Year One: Full Trimester
Part III of this series continues to scaffold your learning with more advanced topics in leadership, management, and supervision. We are in a changing society, a changing world for occupational therapy in healthcare, education, community, and non-traditional settings. There is no one way to lead. You will explore topics in leadership, management, and supervision to develop a clear understanding of the ambiguity and complexity of roles, and be prepared to ensure high-quality, evidence-based practice is delivered in an effective, seamless, and successful manner, while navigating the challenges of a changing context. You will learn more about health policy and law as it relates to specific populations and settings. This course includes topics such as strategic planning, team communications, quality improvement planning, finance and budgeting, conflict management for teams, change management, and entrepreneurship. You will be introduced to concepts related to business and program planning to prepare you for Part IV of this series. In this third part of the series, you will learn more about policy analysis and ethical leadership.
Prerequisite: Take OT-501 OT-505
This course offers specific knowledge for the development of a deep understanding of the occupational therapist's role in the community. The focus is on the occupational engagement of individuals, groups and populations critical for their overall health, well-being, and disease prevention. The course culminates with significant progress on a community-based needs assignment mentored by faculty advisors. To this end, students develop knowledge and skills related to occupational justice, the concept of community, community health theory and practice, health promotion theories, health promotion practice, disease or disability prevention, and the needs assessment process.
This course is designed for graduate occupational therapy students and will support development of clinical skills pertaining to evaluation, treatment planning and implementation, and documentation. This course is the second in a series of three that are scaffolded by level of complexity. The problem-based and team-based learning methods will be utilized to conduct classroom activities in this course. Students will be presented with clinical case studies prompting consideration of scientific evidence in relation to areas of occupation, client factors, performance skills, performance patterns, contexts/environments, and activity demands as well as culture, spirituality, and the meaning of occupations will also be considered. Case studies and assignments will encourage students to adopt a holistic view of clients and their caregivers during evaluation and treatment planning, and communication skills required to work on an interprofessional healthcare team. Transformation through Human Occupation: Theory in Adult & Geriatric Physical Disabilities will place specific emphasis on theory utilized with adult and geriatric clients through lecture and team-based learning.
Prerequisite: TAKE OT-575
This course is designed for graduate occupational therapy students and will support development of clinical skills pertaining to evaluation, treatment planning and implementation, and documentation. This course is the second in a series of three that are scaffolded by level of complexity. The problem-based and team-based learning methods will be utilized to conduct classroom activities in this course. Students will be presented with clinical case studies prompting consideration of scientific evidence in relation to areas of occupation, client factors, performance skills, performance patterns, contexts/environments, and activity demands as well as culture, spirituality, and the meaning of occupations will also be considered. Case studies and assignments will encourage students to adopt a holistic view of clients and their caregivers during evaluation and treatment planning, and communication skills required to work on an interprofessional healthcare team. Transformation through Human Occupation: Team Collaboration with Adult & Geriatric Physical Disabilities will place specific emphasis on team-based case analysis of adult and geriatric clients.
This course is designed for graduate occupational therapy students and will support development of clinical skills pertaining to evaluation, treatment planning and implementation, and documentation. This course is the second in a series of three that are scaffolded by level of complexity. The problem-based and team-based learning methods will be utilized to conduct classroom activities in this course. Students will be presented with clinical case studies prompting consideration of scientific evidence in relation to areas of occupation, client factors, performance skills, performance patterns, contexts/environments, and activity demands as well as culture, spirituality, and the meaning of occupations will also be considered. Case studies and assignments will encourage students to adopt a holistic view of clients and their caregivers during evaluation and treatment planning, and communication skills required to work on an interprofessional healthcare team. Transformation through Human Occupation: Application in Adult & Geriatric Physical Disabilities will place specific emphasis on hands-on learning and practical skills development utilized with adult and geriatric clients.
The purpose of this third trimester course is for the student to integrate academic learning with clinical practice. It is designed to enhance clinical reasoning processes by integrating knowledge from previous educational and work experiences with current courses and weekly fieldwork experiences. Service-learning includes community engagement and reflective practice. Students are engaged in personal and professional growth and development through service-learning and fieldwork, while embracing a vision for occupational and social justice. Service-learning is a pedagogy and instructional practice that is threaded across the occupational therapy curriculum. Fieldwork occurs in combination with PBL, lab, and seminar will focus on reflective processes, therapeutic relationships, ethical practice, and other professional issues for working with mental health clients with a variety of needs for occupational therapy services. Self-directed, collaborative learning and class participation are essential aspects of this course. Students will engage in both service-learning and fieldwork during the semester. Each student will attend a six- or eight-week adult/geriatric rehabilitation experience during this semester.
Prerequisite: Take OT-529
Personal transformation III is a continuation of the course you began in your first and second semester. This course will again require self-reflection and will begin to relate your self- reflection to the practice of occupational therapy. We believe that the process of becoming an occupational therapist in this program will transform you. You will be continuing to document this transformation in your portfolio.
Prerequisite: Take OT-525 and OT-562
Fall Trimester Academic Year Two: Full Trimester
This course is designed for graduate occupational therapy students and will support development of clinical skills pertaining to evaluation, treatment planning and implementation, and documentation. This course is the third in a series of three that are scaffolded by level of complexity. The problem-based and team-based learning methods will be utilized to conduct classroom activities in this course. Students will be presented with clinical case studies prompting consideration of scientific evidence in relation to areas of occupation, client factors, performance skills, performance patterns, contexts/environments, and activity demands as well as culture, spirituality, and the meaning of occupations will also be considered. Case studies and assignments will encourage students to adopt a holistic view of clients and their caregivers during evaluation and treatment planning, and communication skills required to work on an interprofessional healthcare team. Transformation through Human Occupation: Theory in Pediatrics will place specific emphasis on theory utilized with pediatric clients through lecture and case-based learning.
This course is designed for graduate occupational therapy students and will support development of clinical skills pertaining to evaluation, treatment planning and implementation, and documentation. This course is the third in a series of three that are scaffolded by level of complexity. The problem-based and team-based learning methods will be utilized to conduct classroom activities in this course. Students will be presented with clinical case studies prompting consideration of scientific evidence in relation to areas of occupation, client factors, performance skills, performance patterns, contexts/environments, and activity demands as well as culture, spirituality, and the meaning of occupations will also be considered. Case studies and assignments will encourage students to adopt a holistic view of clients and their caregivers during evaluation and treatment planning, and communication skills required to work on an interprofessional healthcare team. Transformation through Human Occupation: Application in Pediatrics will place specific emphasis on hands-on learning and practical skills development utilized with pediatric clients.
The purpose of this fourth trimester course is for the student to integrate academic learning with clinical practice. It is designed to enhance clinical reasoning processes by integrating knowledge from previous educational and work experiences with current courses and weekly fieldwork experiences. Service-learning includes community engagement and reflective practice. Students are engaged in personal and professional growth and development through service-learning and fieldwork, while embracing a vision for occupational and social justice. Service-learning is a pedagogy and instructional practice that is threaded across the occupational therapy curriculum. Fieldwork occurs in combination with PBL, lab, and seminar will focus on reflective processes, therapeutic relationships, ethical practice, and other professional issues for working with mental health clients with a variety of needs for occupational therapy services. Self-directed, collaborative learning and class participation are essential aspects of this course. Students will engage in both service-learning and fieldwork during the semester. Each student will attend approximately five once-weekly fieldwork experiences in a pediatric or adolescent settings, and several fieldwork experiences through simulation education.
his course is designed for graduate occupational therapy students and will support development of clinical skills pertaining to evaluation, treatment planning and implementation, and documentation. This course is the third in a series of three that are scaffolded by level of complexity. The problem-based and team-based learning methods will be utilized to conduct classroom activities in this course. Students will be presented with clinical case studies prompting consideration of scientific evidence in relation to areas of occupation, client factors, performance skills, performance patterns, contexts/environments, and activity demands as well as culture, spirituality, and the meaning of occupations will also be considered. Case studies and assignments will encourage students to adopt a holistic view of clients and their caregivers during evaluation and treatment planning, and communication skills required to work on an interprofessional healthcare team. Transformation Through Human Occupation: Team Collaboration with Pediatrics will place specific emphasis on team-based case analysis of pediatric clients.
Part IV of this series culminates with emphasis on professionalism and the design of a professional and comprehensive business proposal. You will learn about market analysis, operations planning, and finance. You will learn how to identify, analyze, and how to advocate for a new service and/or program opportunity. You will integrate all new learning in the creation of professional business/program plan and the marketing of your plan. This course also explores the attributes of professionalism in occupational therapy - professional communications, professional ethics, socialization into the profession, the credentialing process, continued competence, professional behaviors, and life-long professional engageme
Prerequisite: TAKE OT-501 OT-505 OT-542
This is a continuation of the work begun in Community and Population Needs & Health Part I. Students complete the needs assessment begun in Part I and deliver a written report to the community partner. Students then develop an understanding of theory and practice related to the development of a community-based program or project, including research of available funding, based on the needs assessment completed for the community. They prepare a formal, professional presentation for the Sacred Heart University Occupational Therapy Program community and for the community partner, if requested. Students will also submit a proposal for a poster presentation for state and/or national conference.
Prerequisite: Take OT-543
Personal transformation IV is a continuation of the course you began in your first semester. This course will again require self-reflection and will begin to relate your self- reflection to the practice of occupational therapy. This course in the series will also help prepare you for employment as you will create a resume, write a personal mission statement, and consider important factors of employment and your values in relation to job opportunities. We believe that the process of becoming an occupational therapist in this program will transform you. You will document your transformation in your portfolio and will create a professional development plan to guide your continued growth during your first year out of school
Prerequisite: TAKE OT-525 OT-562 OT-578
Spring Trimester Academic Year Two: Full Trimester (OT 609 may be offered in Spring or Summer Trimester of Academic Year 2)
Students will engage in fieldwork during the spring and summer semesters. Students will apply their understanding of occupation, professional practice, identity, and leadership during a twelve-week, full-time fieldwork placement. Objectives of this course continue to focus on personal transformation as occupational therapists. Students are expected to develop the professional competencies of an entry-level therapist for a particular site by the conclusion of this experience.
Summer Trimester Academic Year Two: Full Trimester
Students will engage in fieldwork during the spring and summer semesters. Students will apply their understanding of occupation, professional practice, identity, and leadership during a twelve-week, full-time fieldwork placement. Objectives of this course continue to focus on personal transformation as occupational therapists. Students are expected to develop the professional competencies of an entry-level therapist for a particular site by the conclusion of this experience.
Prerequisite: Take OT-691
Curriculum Design
A curriculum is a blueprint for learning, and our curriculum design reflects the mission, vision, and philosophy of our program. Our program philosophy contains our beliefs about occupations, human beings, learners, and teaching practices. Consequently, the design of the curriculum has emerged from our philosophical beliefs. The design of our curriculum is depicted by a longstanding symbol of the occupational therapy profession, going back to our professional history and roots, that of the symbol of weaving. Weaving is the craft of fabric production, in which two distinct sets of yarns or threads are interlaced at right angles to form a fabric or cloth. The visual representation of a piece of cloth shows the intersections of the warp and weft of the woven fabric. The warp of the cloth represents the values of the profession, the program, and the university which run throughout the curriculum. Our program values are consistent with the program and University mission. Program values are threaded and embedded throughout our curriculum and are fundamental to the transformation of our occupational therapy students. In our visual representation of the curriculum design, the weft are the threads of occupational therapy content knowledge, skills, and experiences that comprise the foundation of our program.
Program Values
Human and spiritual values reflect the human journey and our search for truth and meaning. The following values, (the warp) are threaded and embedded throughout our curriculum. These values are fundamental to the transformation of our occupational therapy students:
- Authenticity: genuineness, being real or true to oneself, transparency, sincerity
- Justice: fairness, inclusiveness, egalitarianism, objectivity
- Integrity: honesty, trustworthiness, related to moral principles, understanding of self, and ethical reasoning
- Altruism: service, compassion, selflessness, acting out of concern for another, social conscience, engagement with others
- Open-mindedness: curiosity, acceptance, pluralism, receptiveness to new ideas and the “other”
Curricular Content
The design of our curriculum has emerged from our beliefs about occupation, occupational therapy, and the experience of being human. The major curricular content themes have been selected to ensure that students develop their professional philosophy and requisite practice knowledge, skills, and attitudes necessary for entry-level practice. The curriculum is designed to afford students opportunities for synthesis of content in a given sequence and progresses student growth and development from the integration of foundational knowledge and skills and builds towards more advanced knowledge and technical skills required for practice. The courses in the program are organized around six curricular threads: 1) Occupation - performance analysis and interpretation, 2) Enabling occupation – individuals, groups, and populations, 3) Scholarship and evidence-based practice, 4) Professional and clinical reasoning, writing, and documentation, 5) Development of relationships with individuals, groups, and populations, and 6) Becoming a professional, future leader, and an agent of change. These six threads organize the curriculum outcomes and reflect concepts inherent to the profession of occupational therapy.
1. Occupation - performance analysis and interpretation
The curriculum is designed to provide students with a strong foundation in the knowledge and skills required to evaluate human occupation. This thread seeks to address the value of occupation from the perspective of client-centered, theory-driven, assessment and evaluation. This curricular thread promotes professional and clinical reasoning, and critical thinking, in the evaluation of individuals, groups or populations. The client is recognized as either a person, group, or population (AOTA, 2020).
2. Enabling occupation – individuals, groups, and populations
The program promotes occupation-centered learning that fosters the development of client-centered, evidence-based practice, and addresses the knowledge and skills necessary to collaborate with clients to achieve health, well-being, and participation in life through engagement in occupation.
3. Research and evidence-based practice
Content around scholarship is emphasized across the curriculum. The development of knowledge and skills for scholarly practice requires students to learn how to access, interpret, and critique occupational therapy and related literature. Students are prepared to become effective consumers of research and develop evidence-based mindset towards occupational therapy practice. The program incorporates research evidence into the professional and clinical reasoning process and promotes opportunities for faculty and student engagement in the growth and dissemination of research, evidence, and knowledge.
4. Professional reasoning, writing, and documentation
The curriculum is designed to promote and advance student’s professional, ethical, and clinical reasoning. Students develop the capacity to think critically and effectively communicate their reasoning, both orally and professionally in writing. Students are expected to engage in continuous professional judgment and self-reflection, they are encouraged to use best evidence and outcomes data and write clearly and effectively across all courses in preparation for practice and future scholarship.
5. Development of relationships with individuals and groups
The development of a therapeutic relationship with clients is central to the practice of occupational therapy. The curriculum promotes and advances student’s abilities to engage effectively with individuals, groups, and populations, placing occupation at the center of relationship with clients. In the development of client-centered, therapeutic relationships, occupational justice and culturally relevant practice are emphasized. This curricular thread also addresses the development of professionalism and communication skills, and how to engage effectively as a member of interprofessional teams across professional practice settings.
6. Becoming a professional, future leader, and an agent of change
The curriculum emphasizes the development of a professional identity, socialization into the profession of occupational therapy, and how to become a professional, a leader, and agent of change. Curricular content prepares students to understand and evaluate the dynamics of context (local, global, and multicultural), and how to effectively respond, manage, and lead in rapidly changing contexts. The curriculum promotes the development of values, ethics, and professional behaviors associated with being an occupational therapist, and emphasizes becoming an agent of change.
Program Aim
Develop occupational therapy practitioners who use critical and contextual thinking to meet the occupational needs of individuals, groups, and populations, across a variety of practice settings, systems, and contexts.
Student Learning Outcomes
Students will be able to:
- Demonstrate the knowledge and skills required of an entry level occupational therapist, including critical thinking and clinical reasoning
- Engage in continual learning and evidence-based practice with intellectual open-mindedness
- Apply ethical reasoning aligned with the AOTA and the program’s values to make decisions and practice professionally
- Exhibit team collaboration skills, inter-professional practices, and culturally competent communication
- Promote justice through compassionate service to the local and global communities
- Demonstrate leadership through scholarship and professional service
Curriculum Sequence:
The curriculum is structured in such a manner that follows a prescribed sequence of courses threading all six curricular themes across the whole curriculum. The learning process begins during the first semester of foundational knowledge and skills for occupational therapy: applied sciences, therapeutic use of self, introduction to the profession of occupational therapy (including models, frames of reference and the Occupational Therapy Practice Framework), physical and mental health conditions, health and wellness, and activity analysis. The holistic perspective provided by foundational semester prepares students for next phase of learning which is delivered across three academic semesters.
The following three semesters of learning include the study of populations across the lifespan; current, traditional, and emerging practice settings, mental and physical health; and participation in the profession as practitioners, leaders, and scholars. Across academic semesters two, three, and four, students are engaged in increasingly advanced knowledge and skills for occupational therapy through several innovative pedagogies including problem-based and team-based learning courses with associated labs, seminars, and fieldwork experiences.
The curriculum sequence ends with advanced courses and educational activities appropriate for those about to enter the profession of occupational therapy. The course series each build upon earlier courses in a recursive process that layers and scaffolds greater complexity of thinking from foundational knowledge and skills to more advanced knowledge and skills. Embedded in the curriculum are multiple co-curricular opportunities for students to engage with faculty in collaboration with each other. The curriculum and co-curricular activities combine to allow our program to meet student outcomes. The integration of new knowledge with prior knowledge through a process of collaborative and independent learning experiences is a core principle in the curriculum design and aligns with AOTA’s (2018) philosophy of occupational therapy education.
Curriculum and Pedagogical Approaches
Student-centered learning is the pedagogical approach utilized across the curriculum. Students are encouraged to be an active participant in their own learning process. Faculty view themselves as partners with students in the delivery of content, while coaching and mentoring student development and growth. The curriculum design affords our students opportunities to acquire the knowledge, skills, and attitudes of a practice scholar, through the delivery of an active, engaged, and fully integrated curriculum. Experiential learning, laboratory classes, seminars, service-learning, and fieldwork education are utilized across the curriculum. The teaching-learning process is designed to promote experiential learning, active student engagement, and transformation through a values-driven education.
Problem-based learning (PBL) is one approach used during the assessment and intervention curricular theme courses in the second, third, and fourth trimesters of program. PBL is an active, student-centered teaching and learning strategy in which students learn content, use of information technologies, critical appraisal of sources and information, clinical reasoning, and clinical decision-making skills needed for occupational therapy practice. The PBL tutorial process involves working in small groups of six to eight students with a faculty facilitator. The faculty facilitator’s role is to provide support, guidance, and mentoring rather than impart knowledge. The students’ role is to collaborate as a group on defining the clinical problem or question, develop a working hypothesis regarding the clinical situation, identify their own and the tutorial group’s learning objectives, conduct independent research and sharing of information with peers, and collaborative problem-solving and decision-making on the best assessment and or intervention approach to the “case” in context of the client’s life. The PBL process is highly effective in developing in students, a habit of self-directed, independent learning requisite to life-long learning, team communication and collaboration, and thinking about clients in real-life contexts. PBL helps students gain an understanding that there is rarely one “right” answer or approach to a clinical challenge, but multiple best practice approaches that depend on the client’s life contexts, history, roles, and goals.
In addition to PBL, Team-based learning (TBL) is another small group learning approach utilized across all semesters of the program, and this collaborative teaching approach compliments learning through PBL. The instructional design principals of TBL include the strategic selection of a small diverse group of learners. The TBL groups identified are the same group members as for PBL experiences. The TBL process includes a three-step cycle: preparation, in-class readiness assurance testing, and application-focused exercises and learning. Prior to class, all group members complete assigned readings. The TBL class opens with each individual student completing a short test based on the readings, an “Individual Readiness Assessment” (iRAT). After submitting the iRAT, students have an opportunity in the classroom to take the same test but as part of a team, the “Team Readiness Assessment” (tRAT). The instructor reviews both iRAT and tRAT responses in the classroom and gives feedback on questions that are problematic. In class, time is then given to application activities whereby students learn how to apply and extend the knowledge that they have learned prior to class. Student teams are then presented with a problem to solve, and collaboratively must select the ‘best’ solution. Teams than display their answer choice, and the instructor facilitates a classroom discussion between the teams to extend the learning and identify possible solutions to the problem. The TBL class closes with students giving peer feedback. There is a substantial body of research that has addressed the theoretical underpinnings of this method, and it is recognized as highly effective method in the development of collaborative teaming, active student engagement, and improved learning outcomes.
Class Size and Structure
The maximum class size is 60. Section sizes and faculty-student ratios are determined by the teaching and learning strategies used in a particular course (typical section sizes are 15 or 30). The program strives to maintain maximum opportunities for faculty-student interactions and mentoring by matching faculty-student ratios and section sizes to the specific course’s teaching-learning pedagogies. Typical faculty-student ratios in laboratories and courses reliant on active-engaged pedagogues are 15-18 students to one faculty. Additional faculty are added to laboratories consisting of more intensive skill development such as use of physical agents and patient transfers. PBL tutorials generally consist of 6-8 students to one faculty facilitator. TBL groups are typically 6-8 students, learning together as a whole class of 60. The faculty have been able to maintain a high degree of engagement with students through careful consideration of section sized and faculty-student ratios.
Faculty and Student Interactions
For the faculty of Sacred Heart University's occupational therapy program, students are considered to be our future colleagues and are treated as such. Our class size is small, and the faculty is able to get to know each student well. Our approximate class size for a cohort is 60, but all PBL tutorial groups are typically conducted in groups of seven, and never more than eight. Faculty-student interactions occur in the classroom, during lab activities, and also outside of the classroom. The faculty is intimately involved with the students in their development of practice and scholarship skills, community-based service projects and in their activities in OT clubs and organizations to raise money to attend national OT conferences. Students are also involved in a variety of service-learning and community engagement projects organized by various faculty members.