ADDITIONAL INFORMATION FOR MSOT PROGRAM STUDENTS
MISSION STATEMENT OF MASTER OF SCIENCE IN OCCUPATIONAL THERAPY PROGRAM The mission of the Master of Science in Occupational Therapy program is to support the mission of Stanbridge College and to provide a transformative learning experience where deep learning empowers students to become engaged, innovative, and ethical practitioners with the capacity to build an occupational therapy career based on excellence. The balanced curriculum is founded on the ideals of occupational justice, occupational deprivation, and occupational engagement and recognizes the importance of a sound knowledge base, caring attitude, and the practical skills needed to serve a complex, diverse, and changing society. Through allocation of high quality resources, the overarching goal of the program is to produce graduates confident in the use of occupation to increase participation in meaningful activities. Students also recognize the importance of psychosocial aspects of care and psychological support with strong clinical reasoning skills. This is accomplished by combining rich, interprofessional connections on campus and in the community with academic rigor so that our graduates are highly valued and recognized by the profession and society.
THE PHILOSOPHICAL BASE OF OCCUPATIONAL THERAPY
Man is an active being whose development is influenced by the use of purposeful activity. Using their capacity for intrinsic motivation, human beings are able to influence their physical and mental health and their social and physical environment through purposeful activity. Human life includes a process of continuous adaptation. Adaptation is a change in function that promotes survival and self-actualization. Biological, psychological, and environmental factors may interrupt the adaptation process at any time throughout the life cycle. Dysfunction may occur when adaptation is impaired. Purposeful activity facilitates the adaptive process.
Occupational therapy is based on the belief that purposeful activity (occupation), including its interpersonal and environmental components, may be used to prevent and mediate dysfunction, and to elicit maximum adaptation. Activity as used by the Occupational Therapist includes both an intrinsic and a therapeutic purpose.
PROGRAM CURRICULAR FRAMEWORK
The curriculum framework of the MSOT program is student-centered and prepares students to use meaningful occupation with individuals, communities, and organizations to promote occupational justice, occupational enrichment, and participation. The MSOT program prepares students for employment as a generalist qualified to work in physical rehabilitation, geriatrics, pediatrics, or mental health settings. These educational goals are accomplished through the use of a graduate curriculum framework blending the best of both the traditional and narrative models of curriculum design. See Figure 1 for the student’s experience in the MSOT program.
Figure 1. Student Experience, Stanbridge MSOT PROGRAM GOALS
Upon graduation from Stanbridge College, the occupational therapy master’s student will:
Have been one of a highly qualified cohort of students who possess excellent clinical reasoning based on their commitment to transformative and lifelong learning.
Possess knowledge of the history and philosophy of occupational therapy and occupational science and the role occupation plays across the lifespan in supporting health and participation in life.
Demonstrate the integration of basic social and biological sciences, therapeutic use of self, psychosocial aspects of care, theoretical approaches, OT frames of reference, assessment, intervention, and health care ethics.
Design and deliver skilled, evidence and theoretically based assessments and interventions after gathering information regarding factors that influence occupational performance.
Value health care delivery that addresses occupational injustice and diversity components of ethnicity, gender, sexual orientation, socio-economic status, and age as they impact engagement in meaningful occupations.
Be proficient in written and oral health care communication.
Use the listening skills needed to provide psychological support to clients regardless of practice setting.
Use advanced technology to deliver safe, efficient, and effective health care.
Demonstrate the ability to understand, evaluate, and apply research and other sources ofinformation to sustain and develop the knowledge base of occupational therapy and to inform best practices.
Be prepared to pass the NBCOT exam and become an employable generalist who can practice in areas related to children and adolescents, productive aging, mental health, work and industry, and rehabilitation, disability, and participation.
Model exemplary professional and ethical behavior through engagement in interdisciplinary and community relationships, fieldwork, advocacy, and professional organizations.Student Prior Knowledge Culture Occupational Plan Curriculum High Quality Relevant Forward Looking Well Grounded in Occupation Student Employment Leadership Fulfillment of Contract with Society to Increase Participation Lifelong Learning
PROGRAM THREADS
The following threads are elements of occupational therapy practice valued by the program and aligned with the mission and philosophy of the program. They are introduced in the first two terms of the curriculum and emphasized in increasing complexity as students move through the curriculum.
THREAD
Psychosocial Aspects of Care & Psychological Support
Addressed in all practice areas: mental health, adult physical disabilities, and pediatrics.
Ethics Addressed by using the AOTA Code of Ethics: use of case studies and discussions of occupational justice, deprivation, and engagement. Occupation-Based Focus Addressed by using the Occupational Therapy Practice Framework:
Domain and Process as a guide to practice intentional delivery of the occupation-based message by all faculty to students in all relevant lecture and labs.
Healthcare Communication Addressed by development of listening skills, dyadic communication, group communication, documentation, community program development, and research.
Evidenced-Based Clinical Reasoning
Addressed by use of case studies, technology and interdisciplinary learning opportunities.
Diversity Addressed by reviewing content in all courses for issues involving ethnicity, gender, sexual orientation, socio-economic status, and age relative to engagement in meaningful occupations and checking for any bias or stereotyping within content.
Technology Addressed by teaching students about high and low technology for clinical use and practice with technology in labs, academic components include use of netbooks, PowerPoint and online test taking.
Transformative and Lifelong Learning
Addressed by using engaged learning, experiential learning, practical learning, service learning, fieldwork learning, and professional organization involvement.
Employability Addressed by emphasizing professional behavior, writing skills, job-related therapy skills, and use of skills check-outs, professional behavior
evaluations, and leadership opportunities. STUDENT PROFESSIONAL IMAGE POLICY
The MSOT program is a professional program and wishes to maintain an atmosphere where learning, scholarship, and community service can occur. Students in the program are expected to be well groomed and appropriately attired at all times during lectures, labs and all other school-related activities.
Students who violate the dress code will be advised to alter their appearance for reasons of safety, health, or modesty.
Theory Courses
The Student ID must be worn at chest level and be conspicuous at all times. Undergarments may not be visible.
Business casual is best and full coverage of cleavage and buttocks is mandatory. Clothing must provide appropriate coverage of the body.
Fieldwork and Lab Courses
For safety and decorum reasons students must follow the recommendations below while on fieldwork: Shoes and Stockings
Shoes must have a rubber/non-conductive sole. No high heels. Shoes must be closed toe and must be clean at all times.
Jewelry, Hair and Nails
For women: The only visible, pierced jewelry that is acceptable is a small, single, stud earring. Hoops, large rings, or dangling earrings are not allowed. Jewelry on the tongue, eyebrows, nose, or lips is not allowed.
For men: Visible pierced jewelry is not allowed. Facial hair must be neatly trimmed to a maximum length of ½ inch to permit proper fit of personal protective equipment (as recommended by the Center for Disease Control), and not be of a faddish or unusual appearance.
Hair must be pulled back out of the face and off the shoulders. Hair color must be of a natural color; faddish or unnatural colors or styles are not permitted.
Nails must be trimmed and kept clean at all times. Nail length must be kept at a maximum of 2 mm overhang. Artificial nails are not allowed.
Tattoos
Tattoos and piercing are discouraged while in school due to increased chance of infection and the ability to comply with Stanbridge and hospital policy. Tattoos cannot be visible. White, long sleeved shirts or “sleeves” must be worn with scrubs to cover the tattoos.
GRADUATE WRITING STANDARDS
Graduate level writing is expected of all students in the Occupational Therapy program. This includes correct grammar, spelling, punctuation, sentence structure, and use of APA style. The Learning Resource Center and the Student Services department offers a variety of resources and assistance to students for improving their writing skills.
OT CODE OF ETHICS
In addition to the Student Code of Conduct Policy, students are to abide by the Occupational Therapy Code of Ethics and Ethics Standards (2010), which can be obtained on www.AOTA.org under “Practice / Ethics.” As described by AOTA, “The American Occupational Therapy Association (AOTA) Occupational Therapy Code of Ethics and Ethics Standards (2013) is a public statement of principles that are used by both educators and practitioners to promote and maintain high standards of conduct within the profession. The Occupational Therapy Code of Ethics and Ethics Standards is driven by 7 principles and Stanbridge College has adopted these principles for all instructors of the Occupational Therapy program. Quoting from the Occupational Therapy Code of Ethics and Ethics, these principles are the following:
BENEFICENCE
Occupational therapy personnel shall demonstrate a concern for the well-being and safety of the recipients of their services.
NONMALEFICENCE
Occupational therapy personnel shall intentionally refrain from actions that cause harm. AUTONOMY AND CONFIDENTIALITY
Occupational therapy personnel shall respect the right of the individual to self-determination. SOCIAL JUSTICE
Occupational therapy personnel shall provide services in a fair and equitable manner. PROCEDURAL JUSTICE
Occupational therapy personnel shall comply with institutional rules, local, state, federal, and international laws and AOTA documents applicable to the profession of occupational therapy.
VERACITY
Occupational therapy personnel shall provide comprehensive, accurate, and objective information when representing the profession.
FIDELITY
Occupational therapy personnel shall treat colleagues and other professionals with respect, fairness, discretion, and integrity.
EMAIL ETIQUETTE
Please follow email etiquette at all times when communicating with faculty or peers because these messages reflect on our program. Use your subject line for ease of sorting emails. Do not have extended conversations over email, and beware that “voice tone” is absent and your meaning may not be
communicated accurately. Be simple and direct, and avoid all capitalizations unless you feel you need them for emphasis. Email should never be substituted for directly contacting someone if there is a crucial
conversation that needs to occur. Remember, our time is valuable so do not send chain letters or jokes. Please use a signature that includes your contact information. Most of all, remember that email is not private and can be retrieved and used in a court of law. Do not say anything in an email that you do not want others to see.
PROFESSIONAL MEMBERSHIPS
All Stanbridge occupational therapy students are required to join the American Occupational Therapy Association (AOTA), and the Occupational Therapy Association of California (OTAC). Membership in national and state professional associations will be an important part of the two leadership courses in the curriculum. Membership in these organizations has many benefits for the student. Both AOTA and OTAC
have a wealth of professional information on their websites that can be used to deepen knowledge in specific areas of occupational therapy. Other benefits include student scholarships, conferences and access to peer-reviewed publications. Proof of membership in AOTA and OTAC is required by the third week of OT 5010 Foundations of Occupational Therapy course and must be maintained annually.
Most importantly, AOTA and OTAC advocate for the profession at the national and state level. On-line applications are available at the sites below.
American Occupational Therapy Association Suite 200
Bethesda, MD 20814-3449 (301) 652-2682
Occupational Therapy Association of California 1401 El Camino Avenue, Suite 230
Sacramento, CA 95815 (916) 567-7000 www.otaconline.org
STUDENT FOCUS GROUPS
A student focus group will be held annually to gather information from students who have completed their Level II fieldwork. The focus group will report on strengths and challenges in the curriculum. Focus groups will be held on campus and are open to the entire cohort. One faculty facilitator will also be present. The Stanbridge Student Occupational Therapy Association (SSOTA)
The Stanbridge Student Occupational Therapy Association (SSOTA) is a student group at Stanbridge College. All students are encouraged to participate in SSOTA to learn how to advocate for the professional of Occupational Therapy, develop leadership skills and serve the community. The MSOT program stresses leadership and occupational justice. The specific goals of SSOTA are the following:
Encourage collegiality and a sense of community among occupational therapy students.
Promote awareness of occupational therapy on campus and in the community.
Support professional development and leadership in occupational therapy students.
Promote occupational justice in the community.
Advocate for the profession of occupational therapy.
Raise funds to use for special events or causes important to SSOTA. NATIONAL BOARD FOR THE CERTIFICATION IN OCCUPATIONAL THERAPYEach student who graduates from the Stanbridge College MSOT program is required to take the national certification examination given by the National Board for the Certification in Occupational Therapy (NBCOT). Students will find information about this examination at http://www.nbcot.org. Students must pass the NBCOT exam before they are eligible to be licensed in the state in which they wish to practice. The MSOT program is committed to a 100% pass rate on the examination by our students. To this end we use exams modeled after the NBCOT exam in our courses, demand a 75% average on all examinations in each course, and provide review tests throughout the curriculum. In addition, each student will take a mock NBCOT exam in the OT 5200 Professional Development Seminar.
It is each student’s responsibility to contact NBCOT upon completion of their Level II fieldwork, and establish eligibility for and apply to take the NBCOT examination. There are several companies who publish review books for the NBCOT examination, and students are encouraged to purchase and study a review book prior to taking the examination. Students who do not pass the examination on the first attempt should consult with their academic advisor to set up a remediation plan.
NBCOT Exam FAQs will link you to FAQ’s about the NBCOT examination. You may take the exam as many times as you like, though there is a 30 day waiting period between examinations.
STUDENT EVALUATION OF PROGRAM, COURSES & FACULTY
Each term, students will be asked to complete an electronic survey on each course in the term. This allows students to provide the program with feedback on teaching methods, assignments, and testing. An area for comments will also be provided.
PROFESSIONAL BEHAVIOR
Professional behavior is expected of students in the MSOT program. Professional behavior includes being on time for class, completing assignments in a timely manner and being respectful of all persons with whom you come into contact. In addition, academic honesty, appropriate oral and written communication,
emotional maturity, reliability, and motivation are also aspects of professional behavior. Professional
behavior is honed in the classroom and should be observed in each Stanbridge College student during Level I and II fieldwork at all times. Instructors who recognize any unprofessional behaviors in students have the right to advise students on strategies to improve these behaviors. Each student in the MSOT program will receive Professional Behavior Evaluations (PBE) throughout the program by their faculty advisor. The purpose of the Professional Behavior Evaluation is to provide the student with feedback on his or her professional development. The completion of a Term Exit Exam is mandatory for a satisfactory PBE. Three unsatisfactory PBEs will result in dismissal from the MSOT program.
PROFESSIONAL LIABILITY INSURANCE
Students are covered by Stanbridge College for Professional Liability Insurance. The college will provide proof of this insurance to you before you begin your first fieldwork placements. Students are required to also carry individual health insurance.
HUMAN SUBJECT RESEARCH PROTOCOL
MSOT students engaged in human-subject research must identify a faculty advisor, complete an Institutional Review Board application, and have that application approved prior to starting the research.
COMMUNITY SERVICE REQUIREMENT
MSOT Students are required to participate in a community service activity during Terms 1, 3 and 5 for a minimum of 4 hours in each term.