UND ACADEMIC PROGRAM INFORMATION
OCCUPATIONAL THERAPY PROGRAM
UNIVERSITY OF NORTH DAKOTA

OT Program Description and Curriculum Design
     Philosophy of Professional Education
     Approach to Instruction and Learning
     Occupational Adaptation
Curriculum Sequence
Course Description
UND Curriculum Design: Application to the Fieldwork Setting

OT Program Description and Curriculum Design

Faculty: Jedlicka (Chair), Atkinson, Bass, Hanson, Fox, Haskins, Janssen-Holweger, Lamborn,
Meyer, Stube, Wilhite, and Zimmerman

ACCREDITATION
The Occupational Therapy Program is accredited by the Accreditation Council for Occupational Therapy Education (ACOTE). All entry level master’s professional programs must comply with the Standards for an Accredited Educational Program for the Occupational Therapist, American Occupational Therapy Association, 1998 (4720 Montgomery Lane, PO Box 31220, Bethesda, Maryland 20824-1220) (Phone #301-652-2682). The UND Occupational Therapy Department and the UND Casper site were last awarded continuing accreditation following the on-site visit, September 20 through 23, 2005. The next accreditation onsite visit is scheduled for the 2011/2012 academic year.

CERTIFICATION
Upon satisfactory completion of both the academic and fieldwork education, a graduate is eligible to sit for the national certification examination for occupational therapists, administered by the National Board for Certification in Occupational Therapy, Inc. (NBCOT, 800 South Frederick Avenue, Suite 200, Gaithersburg, MD 20877-4150) (Phone #301-990-7979).

PHILOSOPHY AND VIEW OF HUMANITY
The Occupational Therapy Program at the University of North Dakota has adopted the Philosophy of Professional Education Statement approved by the Representative Assembly of the American Occupational Therapy Association (AOTA) 2003, as the philosophy statement for the department. The following statements are consistent with the curriculum design, and the University of North Dakota’s OT Department, the mission statements of the School of Medicine and Health Sciences.

Occupation is central to human existence; it provides opportunities for individuals to enhance their wellbeing by gaining fulfillment in living. Occupational therapy is identified as a collaborative process between the therapist and recipient of care, whose personal dignity and values are respected. The individual’s autonomy facilitates choice and control over everyday environmental circumstances, including decision about occupational therapy intervention. Through the active engagement in occupations of personal meaning, individuals are able to achieve mastery and an improved sense of competence by learning skills and strategies necessary for coping and adaptation.

Philosophy of Professional Education:

Occupational therapy education is grounded in the belief that humans are complex beings engaged in a dynamic process of interaction with the physical, social, temporal, cultural, psychological, and spiritual environments. Through active engagement within the internal and external environments, humans evolve, change, and adapt. Occupational therapy educators advocate the use of occupation to facilitate health, promoting growth, change and/or adaptation with the goal of participation in meaningful occupation that supports survival, self-actualization, occupational balance, and quality of life. The profession of occupational therapy is unique and dynamic, grounded in core principles of occupation, and is constantly influenced by emerging knowledge and technologies. Thus, the education of future occupational therapists must consistently reinforce the development of new knowledge supporting the use of occupation, application of clinical reasoning, the necessity for life-long learning, and the improvement of professional knowledge and skills.

Occupational therapy education promotes competence through entry-level, post-professional, continuing education, and distance education avenues that foster the occupational therapist’s potential and scholarship. Occupational therapy educators use active learning that involves the learner in a collaborative process that builds upon prior knowledge and integrates academic knowledge, experiential learning, clinical reasoning, and self-reflection. Occupational therapy education promotes integration of philosophical and theoretical knowledge, values, beliefs, ethics and technical skills for broad application to practice in order to improve human participation and quality of life for those individuals with and without impairments and limitations.

The occupational therapy education process emphasizes continuing critical inquiry in order that occupational therapists will be prepared to function and thrive in the dynamic environments of a diverse and multi-cultural society, using the power of occupation as the primary method of assessment, intervention, and health promotion.

Modified by
Anne E. Dickerson, PhD, OTR/L, FAOTA
Professional Program Director/Chairperson, PRODEC, Commission on Education

Charlotte Brasic Royeen, PhD, OTR, FAOTA
Chairperson, Commission on Education

Adapted by the Representative Assembly 2003M40

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Approach to Instruction and Learning:

Occupational therapy education uses a variety of teaching methods, but emphasis is always placed on the importance of active, experiential learning and presenting simulations of therapy environments whenever possible. The student is encouraged to make informed choices, to communicate effectively and to be intellectually curious and creative. Exposing the student to a variety of learning environments, combined with the development of clinical reasoning skills, prepares the student for the wide and varied challenges of occupational therapy practice.

Feedback is an essential element to education. Students need feedback regarding academic and professional progress and educators need feedback regarding the effectiveness of teaching methods. Effective educators are flexible. They display a willingness to adjust to the particular capabilities of a group of students without compromising the integrity of the subject matter. Faculty often use collaborative learning methods to facilitate student-to-student interaction. Interactive relationships with students are strongly encouraged, with faculty placing priority on availability for individual advisement, clarification of curricular information and group discussion. Student evaluations, where faculty and the student alike pause to reflect on the student’s learning, creates an interactive environment between the student and faculty and between learner and learning. The student is viewed as a primary agent for change. Students are encouraged to develop independent and responsible learning skills in preparation for a future of life-long learning to remain current as therapists. Exposure to the pluralities of our society including age, race, ethnicity, gender, and socioeconomic status, facilitates a respect for all peoples and a sensitivity to meeting the unique needs of each individual.

MISSION
The primary mission of the Department is to prepare educated men and women through the integration of academic and experiential learning experiences to meet the needs of society as entry-level occupational therapists possessing competence, integrity and compassion. The Department seeks to provide a variety of sequenced learning experiences designed to produce an entry-level occupational therapist who is able to initiate, maintain and manage occupational therapy services. Occupational Therapy is based on the belief that occupation, including its interpersonal and environmental components, may be used to prevent and mediate dysfunction and elicit maximum adaptation.

CURRICULUM SEQUENCE
The curriculum is based on a liberal arts foundation, with course work designed to address the cognitive, psychosocial and sensory-motor needs of clients and the impact of cultural, social and physical aspects of the environment on the client’s adaptive process. Self-reflection is encouraged as students participate in self-evaluation regarding their strengths and vulnerabilities in various practice environments and share that evaluation with faculty. As students transition into the professional role of the occupational therapist, faculty serve as role models and mentors, encouraging high ethical standards, active participation in community service and create involvement in scholarly pursuits.

CURRICULUM DESIGN
The University of North Dakota Occupational Therapy Department curriculum design has been influenced by a number of factors, including the theory of occupational adaptation developed by Janette Schkade and Sally Schultz, the 2006 Standards for an Accredited Education Program for the Occupational Therapist, (AOTA), and the mission statements of the Occupational Therapy Program, School of Medicine and Health Sciences and the University.

The curriculum design reflects the mission of the School of Medicine and Health Sciences (SMHS) in that we “seek to educate and prepare...North Dakota residents as physicians, medical scientists and other health professionals for service to the people of North Dakota and the nation”. (SMHS Mission Statement. Retrieved February 19, 2008, from http://www.med.und.nodak.edu/dean/.)

Likewise, the mission of the University is recognized in the desire to “encourage students to make informed choices, to communicate effectively, to be intellectually curious and creative, to commit themselves to lifelong learning and the service of others, and to share responsibility both for their own communities and for the world” (Academic Catalog, 2007-2009). The 2006 Standards are reflected in the guidance provided in the development of the curriculum content, program evaluation and ongoin assessment of program quality.

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Occupational Adaptation:

Occupational adaptation as described by Schkade and McClung (2001) is a process that allows each person to master and respond adaptively to the various occupational challenges that are encountered in the course of a lifetime. Occupational adaptation theory presumes a developmental process where occupation readiness skills in the person subsystems (sensory, cognitive, and psychosocial) set the stage for interacting in the environmental context of work, play and leisure. It is the OT Program’s intent to
equip students to assist individuals to both assume the roles appropriate to their developmental position and to adapt to the challenges inherently present at each point in developmental process with the common goal of competence in occupational functioning.

Occupational Skills Development
Occupational readiness in the UND OT curriculum begins in the first semester of the Program when the students are enrolled in anatomy and group experience. Both courses present foundational information that helps to ground the student’s knowledge in occupational therapy. Other examples of courses with occupational readiness components include neuroscience, medical science, administration, research, assistive technology and muscle function. The theory and practice courses present occupational readiness in combination with occupational activities where the students are provided opportunity to ‘try on’ skills related to the role of the therapist, adding the element of therapeutic context (environment) to learning.

The curriculum presents coursework in a sequence addressing occupational development of infants and young children in the second semester of the curriculum, moving to children, adolescents and young adults in the third semester and then to adult and aging populations in the fourth and fifth semesters. Multiple factors influencing the developmental process are simultaneously considered within each course including physical, emotional, social, cultural, or environmental factors that impact development of the individual.

The process of facilitating readiness and providing context for activity sets the stage for adaptation and mastery to occur in activities and tasks of occupational performance. The role of the therapist, as well as the role of the educator, is to develop occupational readiness skills to provide occupational challenges with the appropriate environmental context.

Adaptation and Role Transition Schultz and McClung (2001) state that occupational adaptation occurs in all situations which call for an occupational response to a stimulus or challenge, but is manifest most potently during periods of role transition. Engagement in occupation is believed to drive the adaptive process through which changes in occupational functioning occur. Individuals enter the occupational therapy program in the role of student and through engagement in occupation (occupational readiness and occupational activity) are regularly challenged toward personal, academic, and professional growth.

For example, to develop the student’s psychological readiness skills, the Program’s group dynamics classes occur in a sequence presenting increasingly complex skills needed for practice. Students move from learning interpersonal communication and group membership skills in the first semester, to focusing on leadership skills with patient groups in the third semester and finally on intrapersonal functioning, the impact of the person in therapy, and the development of multicultural competencies in the fourth and fifth semesters.

As students evaluate their relative mastery in therapeutic use of self, use of activities and use of the environment in treatment settings, they are internally motivated toward progressively more complex challenges. It is this progress that is the foundation for assumption of new roles, the transition from student to therapist and from curriculum-driven to independent life-long learning. The Level I/II Fieldworks provide the student an opportunity to actively experience the role of therapist in the practice settings and further develop occupational competence. The final semester on campus encourages student responsibility for learning by providing a choice in graduate tracks to pursue. The student is expected to integrate clinical experiences with academic knowledge at the graduate level.

Summary
The UND Occupational Therapy Program emphasizes occupational skills development across the lifespan with multiple opportunities for students to experience/appreciate the impact of contextual factors on both adaptive processes and role transitions. Students are expected to acquire the tools to not only assist clients with adaptive processes across the lifespan but also to develop the knowledge and skills needed to address occupational challenges inherent to the role of the registered occupational therapist.

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Master’s of Occupational Therapy
Curriculum Sequence

PROFESSIONAL YEAR 1

PROFESSIONAL YEAR 2

Schedule A

Schedule B

PROFESSIONAL YEAR 3
Graduate School – Schedule A

*Department reserves the right to cancel a track and/or elective courses due to finances, staffing issues,or low enrollment.

Fall Semester

2. Administration/Management Track

PROFESSIONAL YEAR 3
Graduate School - Schedule B

*Department reserves the right to cancel a track and/or elective courses due to finances, staffing issues, or low enrollment.

Spring Semester

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OCCUPATIONAL THERAPY DEPARTMENT
COURSE DESCRIPTIONS

OT 200: Introduction to Occupational Therapy. 2 credits. Prerequisites: Anatomy 204, Psychology 251, and Departmental Major. History, scope, objectives, and functions of Occupational Therapy. F,S

OT 422: Anatomy for Occupational Therapy. 5 credits. Detailed study of human anatomy, with an emphasis on skeletal muscle, its vasculature, and the peripheral nervous system. The laboratory portion of the course allows for a direct study of the human form through dissection of human cadavers. SS

OT 423: Fundamentals of Neuroscience for Occupational Therapy. 3 credits. Survey of the major theories of behavior, cognition, and neurological disorders based on experimental findings in neuroanatomy, neurophysiology, and neurobiology. Laboratory included. F

OT 424: Muscle Function to Health and Disease. 4 credits. The study of musculature acting on the extremities and truck. Theory and techniques of musculoskeletal evaluation with analysis of normal and pathological human motion. Laboratory included. S

OT 425: Occupational Therapy with Infants & Pre-School Children. 4 credits. Normal and abnormal human development, conception through the pre-school years. Emphasis on reflexes, sensory systems, neurodevelopmental systems, illness and trauma, assessment procedures, treatment techniques, families and intervention teams, and treatment outcomes.
Laboratory included. F

OT 426: Personal/Professional Development. 1 credit. Promote self-awareness and interpersonal communication skills including basic listening skills, ability to provide meaningful feedback and appropriate group membership skills. SS

OT 427: Orientation to Occupational Therapy Theory. 3 credits. Orientation to human occupation, occupational performance assessment, theoretical practice models, and core processes in occupational therapy. F

OT 428: Quantitative Research Methods for Occupational Therapy. 3 credits. Design and implementation of quantitative research, the evaluation of quantitative research studies, the interpretation of statistics as applied to occupational therapy, and the process of presentation and publication of quantitative research projects. Laboratory included. F

OT 429: Occupational Therapy with School Age Children & Young Adults. 4 credits. Normal and abnormal human development, disease and disability, school age through your adulthood. Emphasis on assessment, intervention planning and program outcomes for individuals with disabilities in a variety of practice settings including school, community, and medicine. Laboratory included. S

OT 430: Psychosocial Aspects of OT for Children, Adolescents & Young Adults. 4 credits. Psychosocial development and interruptions to development in children, adolescents, and young adults, with emphasis on OT evaluation, treatment planning and implementation, and treatment outcomes. Laboratory included. S

OT 431: Medical Sciences I. 2 credits. First in a two semester sequence of courses which covers human body systems and disease and disability groups discussed from all aspects of comprehensive rehabilitation. Included are chronic illness, neurological and orthopedic conditions, general medicine and surgery, and sensory disabilities across the lifespan. F

OT 432: Medical Sciences II. 3 credits. Second in a two semester sequence of courses which covers human body systems and disease and disability groups discussed from all aspects of comprehensive rehabilitation. Included are chronic illness, neurological and orthopedic conditions, general medicine and surgery, and sensory disabilities across the lifespan. Integration included. S

OT 433: Group Leadership Skills in Occupational Therapy. 2 credits. Didactic and experiential learning in a small group setting. Provides students with opportunities to function as group facilitators in a variety of practice settings. S

OT 438: Practicum: Children & Adolescents. 1 credit. Observation and experience in a university-approved pediatric and/or adolescent facility; supervised by occupational therapists, educators, and allied health professionals. S

OT 451: Multicultural Competency in OT. 3 credits. Develop an understanding of and an appreciation for cultural and ethnic diversity. Introduction to the major concepts of culture, race, and ethnicity within the context of providing OT services. S

OT 452: Assistive Technology I. 3 credits. Introductory study of assistive technology devices and products, assessment, and application methods. Focuses on adaptations, modifications, and technology systems and services that assist individuals with disabilities in greater independence and accessibility across the lifespan. Laboratory included. F,S

OT 453: Physical Aspects of OT with the Maturing Adult. 5 credits. Study of the OT process applied to physical dysfunction of the maturing adult. Emphasis is on OT evaluation, planning, implementation of treatment, and treatment outcomes. Laboratory included. F,S

OT 454: Gerontic Occupational Therapy. 2 credits. Observation and experience in facilities supervised by registered occupational therapists, qualified health professionals and university faculty. The student begins to integrate and synthesize the theoretical knowledge of physical function/dysfunction with clinical practice. F,S

OT 456: Psychosocial Aspects of OT with the Maturing Adult. 4 credits. Psychosocial development and interruptions to development in the maturing adult with emphasis on OT evaluation, treatment planning and implementation, and treatment outcomes. Laboratory included. F,S

OT 458: Qualitative Research Methods for Occupational Therapy. 3 credits. Design and implementation of qualitative research, evaluation of qualitative research studies, analysis and interpretation of qualitative data, and the process of publication and presentation of qualitative research projects. Laboratory included. F

OT 460: Introduction to Management and Leadership. 2 credits. Introduction to the management practices necessary to direct a quality health service and provide the knowledge and skills needed for entry-level leadership positions in OT practice. Focus is on clinical reasoning and critical analysis in administrative and management functions. Laboratory included. F

OT 461: Management in the U.S. Healthcare System. 2 credits. Provide an overview of the health services system in the US and current trends and issues facing OT within this system. Content includes: federal and state roles, reimbursement of health care services, regulation, community services, health service providers, consultative, non-traditional areas of practice, service delivery models, legalities, and health policy advocacy. S

OT 462: Physical Dysfunction Seminar and Practicum Integration. 3 credits. The student begins to integrate and synthesize the theoretical knowledge of physical function/dysfunction with clinical practice. It requires the application of foundational knowledge, tools of practice and the theory of practice, inherent in the role of an O.T. Occupational therapy experiences in facilities, supervised by registered occupational therapists, qualified health professionals and university faculty. F, S

OT 463: Psychosocial Dysfunction Seminar and Practicum Integration. 3 credits. Integration and synthesizing of theoretical knowledge with clinical experience toward the application of therapeutic use of self, self-evaluation, and communication skills in professional development. Occupational therapy experiences in mental health field facilities, supervised by registered occupational therapists, qualified health professionals and university faculty. F, S

OT 469: Interprofessional Health Care (IPHC). 1 credit. A process learning course intended to provide experience in building a team of health professionals from different professions. The focus is on learning to work effectively with an interprofessional health care team. Emphasis is placed on effective teamwork, the unique contributions of different professions, patient or family centered approach in health care delivery and awareness of potential medical errors. F,S

OT 480: Introduction to Scholarly Writing in Occupational Therapy: This course is designed to provide students with an understanding of the expectations and mechanics of scholarly writing. It is the first step for the development of a scholarly paper that is a requirement of the MOT program. The course outcome is the development of a proposal in an area of interest to the student(s) which has been approved and supervised by a faculty advisor to meet the first requirement of OT 995 Scholarly Project in OT or OT 997: Independent Study. Course content includes the mechanics of writing, development, content, and format of the scholarly paper; the use of appropriate resources;’ and a review of how to use the Publication Manual of the American Psychological Association and the OT department’s graduate student Manual. S

OT 488: Elective Fieldwork in Occupational Therapy. 3 - 9 credits. Application of occupational therapy in evaluation and treatment in optional areas of student special interest in selected fieldwork facilities. One to three months full-time. F,S,SS

OT 489: Independent Projects. 1 - 3 credits, repeatable to 12 credits. Individual study and/or research in a particular area of interest for the students with approval of a supervising faculty member. Elective for OT majors.

OT 490: Occupational Therapy Seminar. 1 credit. Foundational knowledge relevant to the preparation of an independent study proposal. Serves as the basis for OT 494: Directed Study in Occupational Therapy. F

OT 493: Workshop/Occupational Therapy. 1 - 12 credits, repeatable to 12 credits. A workshop course with topics dictated by faculty and student interests primarily for but not confined to continuing education. On demand.

OT 494: Directed Study in Occupational Therapy. 1 credit. Development of the proposal in an area of interest to the student approved and supervised by faculty. Serves as the basis for OT 997: Independent Study. S

OT 496: Community Experience in OT. 1-4 credits, repeatable to 12 credits. Student initiates and participates in off-campus professional learning activities related to OT under joint faculty and on-site professional supervision. F,S,SS

OT 497: Cooperative Education: Occupational Therapy. 1 - 6 credits, repeatable to 12 credits. Qualified students are employed by selected facilities to further understanding of occupational therapy and health-related service provision. F,S,SS

OT 502: Assistive Technology II. 3 credits. Advanced course in assistive technology application and practice including assessment, program planning and intervention outcomes. Focus on occupationally based intervention plans and strategies using assistive technology for individuals with disabilities across contexts. Laboratory included. Enrollment in one credit of OT 582 fieldwork required. F,S

OT 504: Occupation and Vocation. 3 credits. Application of assessment and problem-solving skills necessary for remediation/rehabilitation of occupational performance deficits in the work realm. Laboratory included. F,S

OT 507: Innovative Management & Leadership. 3 credits. Develop and demonstrate an understanding of the skills necessary to plan, implement and evaluate programs and materials for education, consultation and private practice. F,S

OT 508: Therapeutic Procedures & Modalities in OT. 2 credits. Occupational therapy theory and application of specific neuromuscular techniques and modalities to promote musculoskeletal function. Laboratory included. F,S

OT 509: Principles of Education in OT. 2 credits. Explores the methods and strategies used to develop, implement and evaluate education programs for students in academia and clinical settings, for patients/clients, businesses and professional staff. Information and discussion focus on the theory and research relevant to education in a variety of settings. F,S

OT 510: Advanced Anatomy and Clinical Kinesiology. 2 credits. Detailed study of anatomy and kinesiology applied to OT practice. F,S

OT 511: Service Delivery Systems. 3 credits. The process of designing and evaluating service delivery systems and programs. Introduction to the types, purposes and methods of evaluation and outcomes. Data collection and analysis methods appropriate for evaluation of systems/programs. Results in an evaluation study proposal. Laboratory included. F,S

OT 512: Advanced Neuroscience Topics for OT. 2 credits. Detailed study of neuroscience and therapeutic concepts as related to OT practice. F,S

OT 515: Integration of Occupational Therapy Theory. 3 credits. Analysis and applications of theoretical perspectives to occupational therapy process with individuals, groups, and service delivery systems. F,S

OT 582: Graduate Practicum. 1 - 3 credits, repeatable to 12 credits. Supervised experience in a variety of OT practice settings. Students are afforded the opportunity to gain practical, on-the-job experience working in an area that matches the focus of their graduate study. Students will be supervised by on-site personnel. (One credit hour required as corequisite for OT 502; additional hours optional). F,S,SS

OT 585: Fieldwork in Psychosocial Dysfunction. 9 credits. Application of occupational therapy in evaluation and treatment in psychosocial dysfunction fieldwork facilities. Three months full-time.

OT 587: Fieldwork in Physical Dysfunction. 9 credits. Application of occupational therapy in evaluation and treatment in physical dysfunction fieldwork facilities. Three months full-time.

OT 589: Readings in Occupational Therapy. 1 - 2 credits, repeatable to 6 credits. Selected readings in the student's area of interest with oral and/or written reports. Consent of instructor required prior to enrollment. F,S,SS

OT 593: Teaching Experience in OT. 1 - 3 credits, repeatable to 12. Supervised experience in higher education teaching in OT. Projects in course/curriculum development, writing course objectives, writing and delivering lectures and learning activities, and developing assessment tools for the classroom. F,S,SS

OT 599: Special Topics in Occupational Therapy. 1 - 2 credits, repeatable to 6 credits. A series of lectures, discussions, and/or laboratory experiences developed around one or more specific topics in occupational therapy. F,S,SS

OT 995: Scholarly Project in OT. 2 credits. A collaborative investigation of a relevant professional topic and production of a scholarly report with approval of the major faculty advisor. F,S,SS

OT 996: Continuing Enrollment/Occupational Therapy. 1 - 12 credits. Credits and hours arranged. F,S,SS

OT 997: Independent Study. 2 credits. Independent investigation of a relevant professional topic and production of an independent scholarly report with approval of the major faculty advisor. F,S,SS

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UND CURRICULUM DESIGN: APPLICATION TO THE FIELDWORK SETTING

The UND curriculum is designed following the Occupational Adaptation model because of its simplicity in explaining the way that humans engage in occupations, and the major elements involved in preparing therapists for practice. As you think about the four main concepts in this model, you may note that some of your interventions address the readiness or preparatory skills of clients to engage in occupations, others address their actual participation in occupations, and others address the context in which the client engages in occupations. During the process of therapy you are likely attentive to the client’s overall reaction to the intervention as it pertains to outcomes of functional performance or adaptive capacity.

Similarly, as fieldwork educators, you are sometimes assisting students to attain readiness skills (teaching new content, having them practice manual skills, boosting their self-confidence) and other times you provide experiences where they actually participate in the occupations of a therapist ( for example, completing standardized evaluations, leading groups, fabricating equipment, writing up treatment notes). Occupations always take place in a physical, social and cultural context, and students begin to appreciate the impact of context on occupational performance and make adaptations to context as necessary. For example, they learn that instructing a client in an ADL task is a very different experience if conducted in a client’s home versus the OT clinic, and adaptations might be necessary for both the physical and social elements of the task.

Finally, this model also speaks to the internal process of evaluation and adaptation. In your work with clients, you encourage them to engage in this process when they evaluate their participation in each occupation, and plan for adaptations through attaining readiness skills, or altering the occupation or context to attain success. Similarly, students need to evaluate their performance of occupations inherent to the therapist role, and to plan jointly with the supervising therapist to address problem areas through development of readiness skills, altering context, and or grading/adapting the occupation itself. It is through this internal process of self-evaluation and adaptation that the student transitions from the role of student to novice therapist.

As you develop and refine your objectives and assignments to address the competencies desired of the entry-level therapist at your facility, you should also consider the process of adaptation as experienced by the student. You can monitor this process through stated assignments and responsibilities, as well as through daily and weekly meetings with your student. Remember, the outcome of fieldwork is not simply that the student meets the clinical competencies of your particular setting, but that he/she emerges with the ability to engage in their own learning process and to assume the role of a life long learner.

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