Emory & Henry College - Entry Level Doctorate (OTD) Occupational Therapy Program
This Student Handbook is organized to assist you with information for orientation and your time throughout your graduate education at E&H. This handbook is intended to provide you with a perspective of the expectations of the occupational therapy program as well as the opportunities that will be available to you over the coming months.
The information contained in this Student Handbook is an overview of current policies and procedures specific to the Doctorate of Occupational Therapy (OTD) Program. It is designed to highlight and offer additional policies and procedures specific to the didactic and clinical phases of training; it is not designed to replace the policies and procedures as outlined in the College’s Academic Catalog and College’s Student Handbook. Therefore, students are also expected to review and follow the Emory & Henry College policies covered in the College’s Academic Catalog and Student Handbooks.
The OTD Student Handbook is revised annually. While every effort is made to provide accurate and correct information, the Program reserves the right to change policies, calendar dates and any statements in the Handbook. Importantly, this handbook is meant to provide guidance for students and faculty on the usual procedures for day to day conduct in the OTD Program. It does not represent an exhaustive list of all possibilities that might arise for students and faculty in the training and administration of the program. Unique situations may arise and will be handled in a manner that ensures fairness and mutual respect in all cases. All final decisions are at the discretion of the Department Chair/Program Director and OT faculty. Feel free to ask OT faculty and staff questions about anything discussed in the student handbook.
- Student Handbook Acknowledgement Form
- Student Professional Behavior Acknowledgement Form
- Student Release for Video Taping and/or Photography Form
- Student Honor Code Acknowledgement Form
- Student Absence Request Form
- Professional Behavior Report Form
- Student Incident/Injury Form
- Release for Letter of Recommendation Form
- Submit OT Story Details for OT Students and Faculty
Welcome to the Emory & Henry College Entry Level Doctorate of Occupational Therapy Program!
The faculty and staff look forward to getting to know you over the next thirty-six months.
This Student Handbook was organized to assist you throughout your orientation and your time during the program to your graduate education at E&H. This handbook is intended to provide you with a perspective of the expectations of the occupational therapy program, policies and procedures as well as the opportunities that will be available to you over the coming months.
Emory & Henry College School of Health Sciences has received Candidacy for an entry-level doctorate (OTD) program from the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA). Students will be admitted into the program after Candidacy is received. ACOTE is located at 6116 Executive Boulevard, Suite 200, North Bethesda, MD 20852-4929. ACOTE’s telephone number c/o AOTA is (301) 652-AOTA and its Web address is www.acoteonline.org. The program must obtain Candidacy, then Preaccreditation and then full accreditation over a three year process. Once full accreditation is obtained then graduates of the program will be eligible to sit for the national certification examination for the occupational therapist administered by the National Board for Certification in Occupational Therapy (NBCOT). After successful completion of this exam, the individual will be an Occupational Therapist, Registered (OTR). In addition, all states require licensure in order to practice; however, state licenses are usually based on the results of the NBCOT Certification Examination. Note that a felony conviction may affect a graduate’s ability to sit for the NBCOT certification examination or attain state licensure.
The Entry Level Doctorate of Occupational Therapy (OTD) program is approved by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).
Emory & Henry College is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award Bachelor’s, Master’s, and Doctoral degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call (404) 679-4500 for questions about the accreditation of Emory & Henry College.
Accreditation also ensures that courses taken and degrees earned through Emory & Henry College will be accepted by other accredited institutions recognized by the U.S. Department of Education.
Department Program Faculty and Staff
Amanda Bird Blevins, OTR/L, OTD
Clinical Assistant Professor
Office: B261 - 276-944-7236
Whitney Ennis, OTR/L, OTD
Clinical Assistant Professor - Part-Time
Amy Evans, DOT, OTR/L
Clinical Assistant Professor
Office: B257 - 276-944-7237
Angelika Pine, OTR/L, OTD
Clinical Assistant Professor and Capstone Coordinator
Office: B248 - 276-944-7223
Teri Gilley, OTR/L, DHSc, BCP
Clinical Assistant Professor and Academic Fieldwork Coordinator
Office: A224 - 276-944-6734
John P. Jackson, OTR/L, EdD, CHT
Associate Professor and Chair/Program Director
Office: B241 - 276-944-7251
SHS Admissions Coordinator
Office: B242 - 276-944-6791
Kellie Sawyer, OTR/L, OTD
Clinical Assistant Professor
Office: A213 - 276-944-7245
Office: A202 - 276-944-6167
Lynne Umbarger, OTR/L, PhD
Clinical Assistant Professor
Office: A212 - 276-944-7212
Clinical Education Specialist
Office: A224 – 276-944-7224
Stephanie Williams, OTR/L, OTD, CHT
Clinical Assistant Professor
Office: A228 - 276-944-7228
Mission, Vision, Philosophy, and Program Goals
MISSION OF THE OTD PROGRAM:
Emory & Henry College’s motto is “Increase in Excellence” and has an intention to be a learning community with a commitment to freedom and civic virtue. The mission of the OTD Program is to graduate competent entry-level occupational therapists that are occupation-centered and possess leadership, advocacy, critical thinking and professional reasoning skills that will enable them to serve and meet the occupational therapy needs of communities. Graduates will have the necessary skills to work in a variety of settings, including rural healthcare settings, to meet the needs of those who are underserved in areas of health disparities.
(Clinical Reasoning: process used by practitioners to plan, direct, perform and reflect on patient care. Schell, 2003; Professional reasoning: includes non-medical environments such as schools and community settings, and reasoning done by fieldwork educators/supervisors/managers as they conceptualize occupational therapy practice. Schell & Schell, 2008)
VISION OF THE OTD PROGRAM:
The vision of the Occupational Therapy Program is to be innovative and a national leader in occupational therapy graduate education and to transform the lives of others in order to promote a positive change in the region, nation and world communities.
PHILOSOPHY OF THE OTD PROGRAM:
Beliefs Regarding Humans and Nature of Occupational Therapy
Humans are occupational beings that have the right to engage in meaningful occupations during their entire lifespan. It is the philosophy of occupational therapy that participation in meaningful occupations plays a vital role in one’s health. Occupations occur in many contexts such as social, physical, cultural, virtual, personal, etc. It is the nature of occupational therapy to promote health and well-being and to support individuals participating in meaningful occupations in all contexts. “All individuals have an innate need and right to engage in meaningful occupations throughout their lives.” (AOTA 2017)
Beliefs Regarding the Nature of Learning
AOTA 2014 – “Students are viewed as occupational beings, in dynamic transaction with the learning context and the teaching-learning process. The learning context includes the curriculum and pedagogy and conveys a perspective and belief system that includes a view of humans as occupational beings, occupation as a health determinant, and participation as a fundamental right. Education promotes clinical reasoning and the integration of professional values, theories, evidence, ethics and skills. This will prepare practitioners to collaborate with clients to achieve health, well-being, and participation in life through engagement in occupation.”
The Occupational Therapy Program at Emory & Henry believes that the learning environment needs to be occupation centered and learning takes place through activities provided on campus but also off campus in the Appalachian region and/or around the nation. A variety of meaningful teaching methods will be provided that are interactive including active learning approaches, self-reflection, interprofessional activities, high impact practice areas, and experiential learning. Faculty will mentor students and students are expected to be intrinsically motivated, acting as agents of their own learning through full engagement in all educational opportunities.
OTD PROGRAM GOALS:
The goals of the occupational therapy education program are listed below and are organized into four distinct categories: Occupation-centered practice, professional reasoning, occupational therapy process and civic engagement.
Occupation-Centered Practice :
- Students will be able to demonstrate understanding of determinants of occupation
(anatomical/neurological, psychological, social-cultural, environmental).
- Students will be able to assess occupation and its determinants as well as use occupation as a means to improve health and well-being of communities.
- Students will be able to assert the role of occupation and occupational therapy in a team and community setting.
- Students will exhibit occupation-based practice in entry level occupational therapy practice in a clinic, fieldwork, and other professional setting.
Professional Reasoning :
- Students will demonstrate knowledge and understanding of history, philosophy, theory, ethics, and types of reasoning such as scientific, pragmatic, narrative, conditional, procedural, diagnostic, ethical, and interactive.
- Students will be able to apply all types of reasoning in providing assessments and interventions for clients across the lifespan in a safe and meaningful manner.
- Students will be able to design, implement and critically evaluate research activities, community programs and outcomes. Students will be able to make informed decisions based on best evidence and outcomes data.
- Students will perform all fieldwork demonstrating professionalism and highest ethical standards.
Occupational Therapy Process :
- Students will be able to explain the meaning and role of occupations and impact of health and environmental conditions on occupational performance of persons, groups, and populations.
- Students will be able to establish a profile, analyze occupational performance,
plan/implement/evaluate interventions using remedial, adaptive, compensatory, consultative and educational approaches.
- Students will show effective interaction and communication with clients and the care team in order to promote safe and needed services ethically.
- Students will be able to meet entry level expectations in the occupational therapy process.
Civic Engagement :
- Students will identify avenues for participation in occupational therapy associations such as Virginia Occupational Therapy Association, American Occupational Therapy Association, and World Federation of Occupational Therapists.
- Students will conduct needs assessment that evaluates community resources through
collaboration with other professionals and identifies areas in which occupational therapy can supplement needs.
- Students will show leadership and management skills in the area of design and operation of therapy/healthcare entities and/or community projects.
- Students will be able to design, develop, and/or implement community programming to advocate for the underserved.
- Students will be able to demonstrate understanding of determinants of occupation
Program Faculty Positions
Program Director/Department Chair
Department chair is responsible for the ongoing growth and development of the Occupational Therapy Program. Along with faculty, they develop a curriculum plan; design, develop, implement, evaluate, and modify the curriculum and all program –related outcomes. He or she coordinates the curriculum, supervises faculty teaching and workload, fosters faculty development programs, ensures programmatic resources are met, is accountable for the budget, supervises committees, is accountable for all aspects of the accreditation process and reports all program activities to the School and College administration. He/she provides oversight to, and ensures that resources are available to support the fieldwork education program within the curriculum.
Academic Fieldwork Coordinator (AFC)
Academic fieldwork coordinator works collaboratively with all participants in clinical education including core faculty, fieldwork educators, and students, to ensure close integration between didactic and clinical course work throughout the curriculum. He/she is responsible for developing and maintaining the contractual relationships with fieldwork sites. The AFC is primarily responsible for arranging all fieldwork experiences, as well as oversight of fieldwork education programming. The AFC dialogues with the fieldwork educators at each site to further ensure that clinical experiences are coordinated with the academic program. During all fieldwork experiences, the AFC facilitates problem-solving and development as requested by fieldwork educators, core faculty, and/or students. The AFC participates in local, regional, and AOTA meetings and conferences on occupational therapy fieldwork education and activities
The capstone coordinator works collaboratively with all participates in the capstone experiences and projects including core faculty. He/she is responsible for coordinating all capstone courses, faculty/expert mentors, approving student proposals, assisting students in securing capstone experiences placements, and dissemination of capstone results and project details. He/she provides oversight to, and ensures that resources are available to support the capstone within the curriculum.
Core Faculty Members
Include the Program Director/Department Chair, AFC, and the faculty members whose primary employment is with the OTD Program. The core faculty is responsible for teaching, research, and service within and outside of the Occupational Therapy Program. The scope of responsibilities includes classroom and laboratory teaching, research, and community, professional, program, School and/or College service. The core faculty is responsible for the design, development, implementation, and evaluation of the curriculum, as well as all program specific policies and procedures.
Associated Faculty Members
Include those instructors who teach in the curriculum but do not hold primary appointments within the program. Adjunct instructors and teaching assistants are considered associated faculty. The associated faculty is responsible for teaching within their area of expertise within the OTD Program. The responsibilities may include classroom and laboratory teaching, as well as student evaluation. Associated faculty members provide ongoing support to students in the classroom by being available before and/or after class as well as through electronic mail throughout the week. The associated faculty is responsible to provide input to the core faculty about the design, development, implementation, and evaluation of the curriculum, as well as program-specific policies and procedures.
Is the licensed occupational therapist at the fieldwork site who directly supervises and instructs the student during the fieldwork education experience. Fieldwork educators meet the minimal requirements to accept students. They work collaboratively with the AFC, Core Faculty, and students to design, organize, deliver, supervise, and assess student learning experiences.
Students should become familiar with the following websites:
Emory & Henry College www.ehc.edu
School of Health Science-OTD Program www.ehc.edu/ot
American Occupational Therapy Association www.aota.org
Virginia Occupational Therapy Association https://vota.wildapricot.org/
National Board for Certification in Occupational Therapy www.nbcot.org
Students are admitted as a cohort and will take the following courses noted with course descriptions. The sequence of courses will be provided to the students prior to the start of the fall semester. The prerequisite for courses in the first semester are admission to the program. The prerequisites for subsequent semesters are successful completion of coursework in the preceding semester. Fieldwork level two experiences are completed after successful completion of the didactic portion of the curriculum. Fieldwork experiences must be completed within 12 months period of time. Capstone experience is completed after successful completion of fieldwork level two experiences. Capstone experience and project must be completed within 24 months of completion of the didactic portion of the curriculum.
If a student makes below a ‘C’ in any course, that student must sit out for one year, may then reapply to the program (if approved by Program Director) to retake that semester, and then move forward after successful completion having a grade of ‘C’ or better. If the student has a grade below a ‘C’ a second time in the same course, or any other course anytime during the program, that student will be dismissed from the program. If a student has a family/medical emergency or other special situation the OTD Program Director may allow the student to return to the program the following year. If any changes are made noting specific course prerequisites for specific subsequent courses, students will be notified of these changes in writing. Concurrent enrollment in courses in each semester is expected.
OTD Course Descriptions
OTD700 Human Anatomy I (DPT700)
This course will cover normal human gross anatomy with emphasis on the structure and physiology of the musculoskeletal, neuromuscular, cardiopulmonary and integumentary systems across the lifespan. Other anatomical systems will be covered briefly, especially as they relate to the function of the four emphasized systems. This course is designed to help students establish a foundational understanding of the neuromusculoskeletal systems of the human body for the practice of occupational therapy. We will take a regional approach covering the arms, trunk, head, and legs. At the end of the class you will have an understanding of how structure of the human body determines function as a prelude to a clinical understanding of how to treat structural dysfunction. Student domain of learning used: Sciences/Knowledge. Three semester hours.
OTD701 Human Anatomy II (DPT701)
This course is the laboratory component involving cadaver dissection to complement the study of systems covered in OTD700 (i.e. musculoskeletal, neuromuscular, cardiopulmonary, digestive and integumentary). Additionally, there will be a dry lab incorporating surface anatomy exercises, using anatomical models and utilizing a variety of audiovisual means including medical imaging. Two semester hours.
OTD702 Kinesiology for OT
This course provides knowledge and understanding of basic concepts of kinesiology including normal human movement and how movements occur at the joint level. This course emphasizes movement and function of the upper extremities, axial skeleton, and lower extremities. Training is provided for range of motion and manual muscle testing procedures. Student domains of learning used: Sciences/Knowledge and assessment/Intervention Skills. Two lecture hours and three lab hours. Three semester hours.
OTD703 Applied Neuroscience
This course will study basics of neuroanatomy and the nervous system and how neurological conditions have an impact on occupational performance. Neurological screening and assessments for cognitive, visual perception, functional mobility issues and other areas of the OT framework will be covered as well as clinic safety. Student domains of learning used: Sciences/Knowledge and Assessment/Intervention Skills. Three lecture hours and three lab hours. Four semester hours.
OTD710 Foundations in OT
This course provides an introduction to history and philosophy and key terminology used in the profession including OT Framework, role and meaning of occupation, occupational science, ethics, documentation and task/activity analysis. Student domain of learning used: Sciences/Knowledge. Three lecture hours. Three semester hours.
OTD711 OT Across the Lifespan
This course looks at human and occupational development throughout the lifespan. Discusses health literacy and OT’s role in many different settings such as early child intervention, schools, hospitals, outpatient centers, home health, community, higher education, consultant, contract, entrepreneur and other emerging practice areas. Introduction to OT associations on a state, national and international level. Student domain of learning used: Sciences/Knowledge. Three lecture hours. Three semester hours.
OTD712 OT Theory
This course compares, contrasts and applies use of theories, models of practice and frames of reference in the evaluation and intervention process. Discusses role of occupation in health promotion and how health conditions affect occupational performance. Student domains of learning used:Sciences/Knowledge and Assessment/Intervention skills. Three lecture hours. Three semester hours.
OTD713 Modalities and Practice Techniques
This course covers theoretical concepts, indications, contraindications, and clinical reasoning for the selection/application for the safe use of various types of superficial thermal/mechanical, deep thermal/electrotherapeutic modalities, basics in splinting, taping procedures, massage, joint mobilization and other manual therapy techniques. Students will be required to complete competencies (skills assessment) for proper and safe use of the modalities. Student domains of learning used: Sciences/Knowledge; Assessment/Intervention Skills and Clinical/Professional Applications. Three lecture or lab hours. Three semester hours.
OTD721 Clinical Reasoning 1
This course uses case studies and reflection to promote integrating knowledge and application of task analysis, influences of sociocultural and socioeconomic factors, theoretical concepts, assessments and screens and development of occupation-based intervention plans in the practice areas of pediatrics, introductory neuroscience, mental health. Course will include introductory training to an online electronic medical record and documentation system. Course will emphasize preparation for board examination in these areas including an annual competency and exam. Student domains of learning used: Assessment/Intervention Skills and Clinical/Professional Application. Three lecture hours. Three semester hours.
OTD741 Evidence-Based Practice
This course examines the topic of evidence-based practice including introduction to research design, use of statistics, standardized test scores, validity and reliability and ability to produce critically appraised topics. Discusses importance of scholarly activities as well as professional advocacy. Students will be required to complete IRB training. Student domains of learning used: Sciences/Knowledge and Clinical/Professional Application. Two lecture hours. Two semester hours.
OTD742 Applied Research in OT
This course provides instruction for understanding and use of most commonly used quantitative and qualitative statistics. Students will be able to design a scholarly proposal including research question, literature review, sample, design, measurement, and data analysis. Student domain of learning used: Clinical/Professional Application. Two lecture hours. Two semester hours.
OTD743 Research Project 1
This course includes a group research project supervised by a faculty member. Students will develop a research design project, complete a written proposal, seek IRB approval and begin preparation for implementation. Student domain of learning used: Clinical/Professional Application. Two semester hours.
OTD744 Research Project 2
This course includes a group research project supervised by a faculty member. Students will implement an approved research project including data collection, data analysis of results, and completion of a written scholarly report that is presented at a local/state or national conference and/or publication. Student domain of learning used: Clinical/Professional Application. Two semester hours.
OTD751 OT Process in Mental Health
This course focuses on identifying occupational needs through assessment/intervention for clients with mental health and/or psychosocial issues. Teaches appropriate selection and implementation of assessments and interventions including group-based intervention, group dynamics, therapeutic use of self, stress management, and living skills training. Student domains of learning used: Assessment/Intervention Skills and Clinical/Professional Application. Three lecture hours. Three semester hours.
OTD752 OT Process in Pediatrics
This course focuses on identifying the occupational needs through assessment/intervention for the pediatric population. The role of OT for birth to three, school-based practice, and clinic/hospital based practice are covered including professional reasoning, group interventions, feeding/eating/swallowing, selection of appropriate assessments/interventions, standardized testing and documentation of OT services. Student domains of learning used: Assessment/Intervention Skills and Clinical/Professional Application. Two lecture hours and three lab hours. Three semester hours.
OTD753 Assistive Technology across Lifespan
This course covers assessments and interventions involving assistive technology across the lifespan. Students will be able to complete wheelchair evaluations, home assessments, ergonomic assessments, teach compensatory strategies, and show understanding of environmental control systems/computer access/ and augmentative-communication technologies. Student domains of learning used: Assessment/Intervention Skills and Clinical/Professional Application. Two lecture hours and three lab hours. Three semester hours.
OTD781 Fieldwork 1:1
This course provides fieldwork education that focuses on the application of evaluation, intervention and consultation working with pediatrics and clients with mental health and/or psychosocial issues. Activities will be implemented with individuals and/or groups. Students will comply with high ethical, confidential, and practice standards. This course will require an average of 12 hours a week in a clinic, hospital, or community-based setting. Student domain of learning used: Clinic/Fieldwork Education. Two semester hours.
OTD782 Fieldwork 1:2
This course provides fieldwork education in a variety of settings where students apply clinical and professional reasoning in safely selecting and implementing assessments and interventions to meet the occupational needs of clients. Fieldwork experiences may include supervision by clinical educator in a practice setting, faculty practice, simulation lab with standardized patients, or faculty-led site visits. Students will spend an average of 30-40 hours per semester engaging in fieldwork 1:2 experiences. Student domains of learning used: Assessment/Intervention Skills; Clinical/Professional Application and
Clinic/Fieldwork Education. Two semester hours.
OTD 783 Fieldwork 1:3
This course provides fieldwork education in an adult physical dysfunction setting where students apply clinical and professional reasoning in safely selecting and implementing assessments and interventions to meet the occupational needs of clients. This course will require an average of 80 hours in a clinic, hospital, or other OT setting supervised by a clinical educator. Student domains of learning used: Assessment/Intervention Skills; Clinical/Professional Application and Clinic/Fieldwork Education. Two semester hours.
OTD814 - Professional Development
This course addresses many professional issues involving global areas, OT associations, legislature, policy development, reimbursement and appeals mechanisms, credentialing, roles of OT and OTA, state licensure practice acts, ethical conflicts, professional development, liability and fieldwork education. Students will participate in a service learning component, an intraprofessional OT/OTA simulation activity and an advocacy activity through a grant design and/or writing activity to promote OT services for the local and/or other communities. Student domains of learning used: Sciences/Knowledge, Assessment/Intervention Skills and Clinical/Professional Application. Two lecture hours. Two semester hours.
OTD815 - Management and Organization in OT
This course covers all aspects of management, supervision, and organization in occupational therapy and healthcare. Course includes topics such as ethics, role of OT/OTA, practice outcomes, quality improvement, consultation, liability, advocacy, interviewing, credentialing, reimbursement/payor systems, legislation, program development, marketing and writing a business plan. Student domains of learning used: Assessment/Intervention Skills, Clinical/Professional Application and Clinic/Fieldwork Education. Three lecture hours. Three semester hours.
OTD822 Clinical Reasoning 2
This course uses case studies and reflection to promote integrating knowledge and application of task analysis, influences of sociocultural and socioeconomically factors, theoretical concepts, documentation, and development of occupation-based intervention plans in the practice areas of adults, older adults, neurological conditions, hand/upper extremity conditions and assistive technology issues. Course will emphasize preparation for board exam in these areas including an annual competency and exam. Student domains of learning used: Assessment/Intervention Skills and Clinical/Professional Application. Three lecture hours. Three semester hours.
OTD854 OT Process in Adults/Older Adults
This course covers all aspects of identifying occupational needs of adults and older adults through assessments and interventions. This course includes selecting and implementing appropriate assessments and interventions for many different types of adult conditions and various adult treatment settings. Training includes areas such as self-care, self-management, health management, compensatory strategies, grading and adapting activities, and referring to specialists. Student domains of learning used: Assessment/Intervention Skills and Clinical/Professional Application. Three lecture hours and three lab hours. Four semester hours.
OTD855 OT Process in Hand/UE Rehabilitation
This course covers all aspects of identifying occupational needs in hand and upper extremity conditions, trauma, and/or injury through assessments and interventions. This course includes many different upper extremity conditions, specialized tests, static and dynamic splinting techniques, joint mobilization and handling techniques, massage methods, kinesio taping, and application of modalities. Student domains of learning used: Sciences/Knowledge; Assessment/Intervention Skills and Clinical/Professional Application. Two lecture hours and three lab hours. Three semester hours.
OTD857 OT Process in Community/Rural Health
This course covers all aspects of identifying occupational needs in the community and for clients in rural health. This course will include topics dealing with global issues, OT associations at an international/national/state/local level, designing quality improvement plan, program development, training/educational methods and community based rehabilitation. This course will include engagement in a community service learning project. Student domains of learning used: Assessment/Intervention Skills, Clinical/Professional Application and Clinic/Fieldwork Education. Three lecture or lab hours. Three semester hours.
OT801 - Advanced Practice in OT
This course provides a content review of current practice and evidence-based practice in specialty and emerging areas in OT. Students participate in clinical training activities in a variety of practice areas of OT in the community throughout the semester. Students will design and present a continuing education hour course to local practitioners and/or other health professionals. Student domains of learning used: Assessment/Intervention Skills; Clinical/Professional Application and Clinic/Fieldwork Education. Two lecture hours and three lab hours. Three semester hours.
OTD803 - Fieldwork 2:1
Prerequisites for this course include successful completion of all previous professional and fieldwork courses and approval of Program Director. This course includes clinical training for 40 hours per week for 12 weeks in an OT setting supervised by an occupational therapist. This course will prepare the student for being competent in occupational therapy entry-level practice including using clinical and professional reasoning skills. Student domains of learning used: Assessment/Intervention Skills; Occupational Therapy Process, Clinical/Professional Application and Clinic/Fieldwork Education. Six semester hours.
OTD804 - Fieldwork 2:2
Prerequisites for this course include successful completion of all previous professional and fieldwork courses and approval of Program Director. This course includes clinical training for 40 hours per week for 12 weeks in an OT setting supervised by an occupational therapist. This course will prepare the student for being competent in occupational therapy entry-level practice including using clinical and professional reasoning skills. Student domains of learning used: Assessment/Intervention Skills; Clinical/Professional Application and Clinic/Fieldwork Education. Six semester hours.
OTD 810 Fieldwork and Board Prep
This course includes final preparations for level two fieldworks as well as developing a study plan for the NBCOT board exam. Preparations for level two fieldworks include each student meeting all immunization and training requirements by fieldwork sites, review of fieldwork expectations, professional behavior expectations, and other requirements and expectations. Preparations for the NBCOT board exam includes reviewing content areas, content area quizzes, taking the OTKE board prep exam, and developing a specific study plan based on content quizzes and OTKE results. Student domains of learning used: Clinical/Professional Application and Clinic Fieldwork Education. Two semester hours.
OTD811 Fieldwork Seminar
This course will be provided in an online format while students are participating in Fieldwork 2:1. This course will promote student reflection, professional reasoning and integration of previous course material, preparation for board exam, and current OT practice experience at fieldwork site. Student domains of learning used: Assessment/Intervention Skills and Clinic/Fieldwork Education. Three Semester Hours.
OTD 816 Program Evaluation and Development
This course covers applying and analyzing quality indicators, outcome systems and measures, and program evaluation items in order to make programmatic decisions in a clinical, educational or other healthcare related settings. Includes plan care coordination, case management, and transition services topics. Course promotes leadership in ability to plan, develop, organize and market delivery of health services to include locating and writing a grant, licensure and credentialing, determining programmatic needs, identifying service delivery options, and formulation and management of staffing for effective service provision. Student domains of learning used: Clinical /Professional Application. Three semester
OTD823 - Clinical Reasoning 3
This course will be provided in an online format with at least one two day workshop. This course will provide reflection of fieldwork experiences including safe practice ideas, ethical considerations, therapeutic use of self, impact of contextual factors, and professional responsibility for fieldwork education. Also, this course will include preparation for national board exam preparation. Student domains of learning used: Assessment/Intervention Skills; Clinical/Professional Application and Clinic/Fieldwork Education. Three semester hours.
OTD 856 Advanced Assessment and Intervention in Neurological Rehabilitation
This course covers advanced assessment and intervention strategies for persons of all ages with various neurological conditions. Intervention strategies will include various handling techniques commonly used with neurological conditions. Common neurological conditions will include, but not be limited to, the following: Stroke; Brain Injury; Guillain Barre; Amyotrophic Lateral Sclerosis; Multiple Sclerosis; Parkinson’s; Cerebral Palsy; Muscular Dystrophy; Dystonia; Epilepsy and Seizure Disorders; Spinal Cord Injury; and Spina Bifida. Student domains of learning used: Sciences/Knowledge; Assessment/Intervention; and Clinical/Professional Application. Three lecture or lab hours. Three semester hours.
OTD 901 Capstone 1
This course will include an exploration of topics and settings for a potential capstone experience and project in the areas of clinical practice, research skills, administration, leadership, education, and theory development. By the end of this course each student will select an area of interest and will be assigned a faculty mentor. Student domain of learning used: Clinical/Professional Application. Two semester hours.
OTD 902 Capstone 2
This course will include completion of a literature review and needs assessment based on the area of interest selected in Capstone 1 course. A potential site and supervisor for the capstone experience and project will be explored and identified. Each student will submit a draft proposal of a plan for the capstone experience and project that will be approved by the capstone coordinator and/or faculty mentor. Student domain of learning used: Clinical/Professional Application. Two semester hours.
OTD 903 Capstone 3
This course will include completion of a capstone experience and project proposal that includes the following: literature review; needs assessment; goals and objectives; project details; and an evaluation plan. Each student must receive approval for their plan from the capstone coordinator and/or faculty mentor. A memorandum of understanding must be completed and signed by the student, capstone experience site supervisor, capstone coordinator, and the faculty mentor. Student domain of learning used: Clinical/Professional Application. Two semester hours.
OTD 904 Capstone Experience
This course will include completion of 14 weeks (560 hours) mentored experience at a site as approved in the capstone plan and memorandum of understanding agreement in Capstone 2 course. No more than 20% of the 560 hours can occur offsite from the approved mentor experience site. Six semester hours.
OTD 905 Capstone Project
The capstone project will be completed at the mentored capstone experience site as approved in Capstone 3 course. The project will demonstrate synthesis and application of knowledge gained during the capstone mentored experience. Results of the project will be submitted in form of a paper and poster. Dissemination of the results will occur at a school event approved by the capstone coordinator. Student domain of learning used: Clinical/Professional Application. Three semester hours.
The OTD Program curriculum requires nine semesters for completion. OTD students complete all courses in the curriculum in sequence with a minimum grade of C. Satisfactory progress requires an overall 3.00 GPA and achievement of a minimum grade of C in all OTD courses. Students who fail to achieve a minimum grade of C in any OTD course are subject to dismissal. Transfer of credits for prerequisites are determined by the office of admissions and the OTD Program Director. Typically, transfer of credits from another occupational therapy program will not be accepted but exceptions may be determined by the office of admissions and the OTD program director. Up to 9 transfer credits of equivalent professional-level coursework, as deemed equivalent by the office of admissions and the OTD program director may be accepted from a student who requests to be considered for transfer to the Emory & Henry Occupational Therapy Program. Any student seeking transfer to the OTD Program at Emory & Henry College must be in good academic and professional behavior standards in his/her current occupational therapy program.
Technical Standards / Essential Functions
It is the goal of the Emory & Henry College Doctorate of Occupational Therapy Program (OTD) to produce competent clinicians of occupational therapy who perform as occupation-centered general practitioners providing quality care to a variety of patients across the lifespan.
Therefore, in addition to scholastic achievement, applicants will be judged on their physical, intellectual, and emotional aptitude to complete the essential requirements of the program.
Fundamental skills that are necessary to complete the essential requirements of the Emory & Henry Doctorate of Occupational Therapy Program include (but are not limited to) the following:
- Observation: Observation requires the functional use of vision and other sensory modalities. Students must be able to observe/participate in lecture and laboratory demonstrations, as well as accurately observe patients up close and at a distance (taking note of verbal and non-verbal signals).
- Communication: Communication includes not only speech, but also reading, writing, and computer literacy. Students must effectively and sensitively communicate with patients to elicit and transmit information concerning changes in mood and activities, as well as perceive
nonverbal signals. Students must also be able to effectively and efficiently communicate with various members of the healthcare community.
- Sensory and Motor Coordination and Function: Students must have gross motor, fine motor and equilibrium functions to properly perform patient assessments (i.e. palpation, auscultation, percussion, muscle testing, range of motion and other examination procedures) and to carry out occupational therapy interventions. Students must be able to execute motor movements required to provide general therapeutic intervention (i.e. patient transfers/positioning, exercise, performing manual mobilization techniques and applying modalities) and emergency treatment to patients. Quick reactions are essential for safety and therapeutic response. Such skills require coordination of both gross and fine muscular movement, equilibrium and functional use of touch and vision.
- Intellectual, Conceptual, Integrative and Quantitative Abilities: Student occupational therapists must be able to effectively solve problems, which require them to measure, calculate, reason, analyze, integrate and synthesize information from various sources. Students must be able to perform these abilities in a timely manner, especially in emergency situations. Students must be able to synthesize knowledge and integrate relevant information of a patient’s history and examination findings to develop an effective intervention plan.
- Behavioral and Social Attributes: Students must possess the emotional health/psychological ability required for full use of their intellectual abilities, the exercise of good judgment, the prompt completion of all responsibilities inherent to diagnosis and care of patients, and the development of mature, sensitive, and effective relationships with patients. Students must be able to tolerate physically and mentally taxing workloads and function effectively while stressed. Students must be able to adapt to a changing environment, display flexibility and function in the face of uncertainties inherent in the clinical problems of various patients. Students must demonstrate ethical behavior both in the classroom and during clinical experiences. Empathy, integrity, concern for others, interpersonal skills, interest and motivation are all personal qualities that will also be assessed.
- Must be able to use a computer to access internet, E&H website, E&H moodle site, and writing papers and assignments for the program.
If an applicant/student cannot demonstrate the above essential skills, it is the responsibility of the student to request appropriate accommodations. Emory & Henry College will provide reasonable accommodations for eligible students as long as accommodations do not fundamentally alter the nature of the program and do not impose an undue hardship such as those that cause a significant expense, difficulty or are unduly disruptive to the educational process. To determine eligibility for accommodations, students should contact Emily Lockhart at firstname.lastname@example.org or 276-944-6144 or mail documentation, with cover letter explaining that you are a Doctor of Occupational Therapy student to:
Emily Myers, LCSW
Director of Academic Support and Disability Services
Powell Resource Center
P.O. Box 947
Emory & Henry College
Emory, VA 24327
Students needing accommodations are encouraged to contact the Director of Academic Support Services as soon as possible after acceptance to the program; DISCLOSURE BEFORE BEING OFFERED ADMISSION IS NOT REQUIRED. Applicants/students with disabilities who meet the above technical standards, with or without reasonable accommodations, shall not be excluded from participation in, denied the benefits of, nor be subjected to discrimination in the Emory & Henry College Doctor of Occupational Therapy Program.
The E&H academic calendar can be found on the E&H website: https://www.ehc.edu/calendar/view/all/categories/Academic%20Calendar and in the E&H Schedule of Classes. The Doctorate of Occupational Therapy Program generally follows the academic calendar for scheduled religious and college holidays, EXCEPT as the holidays fall during fieldwork education experiences. In order to accommodate fieldwork education experiences, the Doctorate of Occupational Therapy Program class schedule often differs from the College calendar. Details will be available to students on an ongoing basis from the faculty. Before scheduling any vacations or personal time students must confirm class schedules with the Program Director/Department Chair or faculty. Semester schedules will be published on the Google calendar for each cohort. Please check schedule on a regular basis for any changes.
Currently, class registration will be done for the student by the registrar in a group format. If, in the future, students will be required to register on an individual basis, students will be notified of the need to do so, and will be provided with instructions.
Use of Facilities
Use of the Facilities
Emory & Henry College’s OTD Program is housed on the E&H School of Health Sciences campus located in Marion, VA. While students have access to all public areas of the Program facilities, they are reminded that these buildings are places of business and are education facilities. Appropriate attire is expected at all times, in keeping with our representation as members of the professional community, as well as the E&H community. Excessive noise, excessive foot traffic, or unprofessional behavior will not be tolerated. Access to the facilities is generally from 7:00 AM until 10:00 PM during the week and shorter hours on the weekend. Specific hours will be provided to each class by the program.
Students share responsibility for maintaining a clean and safe environment in the classrooms, laboratories, conference/resource areas and commons room. An outline of guidelines and procedures for the shared and dedicated rooms utilized by the OT Program appears below.
All students from the OT Program share the commons room with students from other health sciences programs. Given that it is shared space, neatness and cleanliness are important. Students are asked to remove food and personal items from tables, and to wipe off the tables after use. Please monitor the refrigerators and microwave ovens for cleanliness. Please keep only essential food items in the refrigerator and make sure to remove all outdated and older items. In addition, students are asked to be cognizant of noise levels and to be considerate of those around them at all times.
The area behind the commons room and the restrooms that attach to the anatomy lab have lockers. Students will be assigned lockers for their convenience to change from street attire into laboratory clothes, and to store learning materials. Locker space is limited, so students may wish to coordinate in-class use of resources with other classmates. Food and beverages are NOT permitted in student lockers or the locker rooms. Students need to provide their own locks for the lockers. These locks are subject to being removed as needed for safety concerns, or if the locker is not evacuated upon request.
Classrooms and Conference Rooms:
Classrooms and conference rooms are shared among all students from the OT Program and the students from other health sciences programs. Students are asked to be considerate of faculty and guest speakers, who may find consumption of food and beverages a significant distraction during a formal presentation or not indicative of professional behavior. To avoid spills, only drinks in closed containers are allowed in the classrooms . Students accept responsibility for cleaning any spills, without disruption to teaching and learning. The use of pagers, cell phones, watch alarms, or other audible devices that may disrupt learning are NOT permitted in labs, classrooms, or conference rooms.
Food and beverages are NOT permitted in any of the laboratories at any time. Students are responsible for keeping the labs organized and for cleaning up after each use. No shoes are permitted on the mat tables or plinths. Information concerning anatomy lab access outside of class time will be provided in the Human Anatomy syllabus.
Laboratory bulletin boards serve as a student message center where general announcements,
continuing education courses, fieldwork site information, AOTA, employment information, and shared photographs may appear. Faculty and staff are responsible for the content and maintenance of these bulletin boards. If students wish to post announcements on official bulletin boards, they must submit the announcement to the Program Office for authorization. The Program’s administrative staff will periodically remove outdated announcements. The Program reserves the right to remove any unauthorized materials from bulletin boards without notice.
College Library & Information Technology Services
Kelly Library functions as the heart of the College’s academic program. Library staff work with faculty and students to develop research skills, provide a wide range of support services, and enhance the teaching and learning experience. The library’s print and electronic holdings are designed to support the areas of studies offered at the College and to encourage intellectual and personal growth in a liberal arts setting. The Frederick T. Kelly Library provides easy access to more than 300,000 items including books, ebooks, periodicals, government documents, DVDs, compact discs, and electronic databases. Kelly Library subscribes to approximately 320 periodicals and newspapers in print, and over 100,000 full-text periodicals and newspapers in electronic databases available through the Library’s website. These resources can be accessed on library workstations, as well as off-campus and on personal devices. The library has professional librarians available to provide individualized and group instruction in the use of the library and its All exceptions to the regular schedule are posted on the door, and on the library’s web page https://www.ehc.edu/library/ and social media. See the library’s web page for details on their policies and procedures.
The Marion campus has a library resource room that is open when the building is open to students. Students have access to the library resource room when on the Marion campus. The resource room includes printed materials related to the program (e.g., books, journals) as well as computers and a printer. Students can access the Kelly Library via the computers in the resource room and throughout the entire building via wireless access.
Background Checks / Insurance / Immunizations
Successful Completion of Background Check and Comprehensive Drug Screening Test Requirements During the Program
- Prior to matriculation, students must successfully pass a national background check.
- Students will be required to complete a comprehensive drug screen prior to starting fieldwork level one experiences.
- Students will be required to complete a second national background check and comprehensive drug screen prior to the start of their fieldwork level two training.
- As many clinical sites require a background check and drug screen within the previous 12
months, students may also be required to complete a third background check and drug screen prior to the start of their last semester.
- Additionally, some clinical sites may require an additional and site-specific background check and drug screen regardless of checks and screens completed for the Program.
- A failed background check or drug screen may preclude participation in the didactic and clinical phases of training.
- All background checks and drug screens are completed at the students’ expense.
Health Insurance Requirement
- Health insurance is required of all students in the OT program and must be secured prior to the first day of class.
- Health insurance must be continued throughout the program. Failure to continue health insurance may preclude students from participating in didactic and clinical activities and result in delay of graduation.
- Students are encouraged to check for competitive insurance policies and rates via the federal government’s official ACA website - healthcare.gov (you may be eligible to enroll out of the typical enrollment period) and the healthcare.org general health insurance marketplace website, as well as local healthcare insurance vendors. Additionally, students are encouraged to check with the local medical practices and urgent care facilities which insurances are accepted by those facilities.
Immunizations & TB Testing Requirements
- The OTD program adheres to the Centers for Disease Control and Prevention Recommended Vaccines for Healthcare Workers . All students must provide documentation that the following immunizations and Tb testing has been completed prior to matriculation and maintain immunizations and complete annual Tb testing throughout their training.
- Hepatitis B Series: Documented evidence from a medical practitioner of a complete HepB vaccine series or serologic proof of immunity, or evidence of contradiction*. Please note the Hepatitis vaccination is a series of 3 vaccines completed over 6 months’ time.
- Flu (Influenza): Documented evidence from a medical practitioner of influenza vaccination for the year of matriculation and maintained annual vaccination throughout the program, or evidence of contraindication*. Required annually.
- MMR (Measles, Mumps, & Rubella): Documented evidence from a medical practitioner of a complete MMR vaccine series, serologic proof of immunity, or evidence of contraindication*
- Varicella (Chickenpox): Documented evidence from a medical practitioner for history of having chickenpox, varicella vaccination, serologic proof of immunity, or evidence of contraindication*
- Tdap (Tetanus, Diphtheria, Pertussis): Documented evidence from a medical practitioner of TdaP vaccine within last 10 years or contraindication to vaccination*
- Tuberculosis Testing: Documented evidence from a medical practitioner of negative two-step PPD testing and, if needed, negative Chest X-Ray results if PPD positive, or evidence of contraindication*. Following two-step PPD, one-step PPD, negative chest X-Ray if previous test positive, or evidence of contraindication required annually.
- Meningococcal: Recommended for those who are routinely exposed to isolates of N. meningitidis per CDC recommendations. Not required by program but may be required by some clinical sites.
*Contraindications to the above will be considered on a case-by-case basis, only with documentation from a medical provider, and must be discussed prior to matriculation. Personal/Religious reasons for declining immunizations will be considered on a case by case basis and must be discussed prior to matriculation.
The OTD Program is not in control or have input into policies, procedures and protocols at clinical institutions. It is important to understand that participating in some clinical experiences may be prohibited from some institutions/practices without completion of immunization requirements, even for valid medical and/or personal/religious reasons, resulting in the Program’s inability to place students at some clinical sites and potentially resulting in a significant delay in graduation. It is for this reason that the Program requires students to discuss such issues prior to matriculation.
Communications and Chain of Command
Any organization benefits from clear expectations about communication and the orderly progression of concerns through a defined chain of command. It is expected that students will display characteristics of adult learners and developing professionals by seeking to solve problems that arise. We have defined a process for the types of problems addressed and the manner in which the problem solving may be escalated through the chain of command.
This process represents problems that are routine and specific to the Occupational Therapy Program. As a general practice, it is appropriate to resolve problems at the lowest possible level in the chain of command. The chain of command is as follows:
Access to resources such as classrooms, lockers, learning materials, and audiovisual equipment; problems within the suite; broken equipment.
- Students are expected to define the problem, clarify the problem, and offer suggestions for possible solutions.
- Students are encouraged to present the problem along with suggestions for possible solutions directly to the OT Program Director/Department Chair. The Program Director/Department Chair affects the solution. If this cannot be resolved on the Program level, the Program Director/Department Chair will take the problem to appropriate college departments.
Timing of exams; quality of learning experiences; pace of material; fairness of
- Students are expected to define the problem, clarify the problem, and offer suggestions for possible solutions.
- Students are encouraged to take problems and recommended solutions directly to the Course Master.
- If resolution is not achieved at the level of the Course Master the student should consult his/her advisor.
- If the problem or solution has a larger scope the Program Director/Department Chair will be consulted, and will affect a solution.
- If resolution cannot be achieved at the level of the Program Director/Department Chair or if the issue directly involves the Program Director/Department Chair, students are encouraged to meet with the E&H Dean of Faculty.
Please see any member of the Faculty if you have any questions or concerns.
Harassment and Human Rights Policy and Titles VI, VII and IX
The OT Program adheres to the College policies and procedures for processing allegations of harassment. These polices can be found in the College Student Handbook. Emory & Henry College affirms its commitment to maintain for all employees and students an environment that is fair, humane, and respectful. Behavior that is contrary to such an environment will not be tolerated. This behavior includes harassment, including sexual harassment, as well as discrimination based on race, religion, gender, disability, national origin, age, or sexual orientation. Some of these acts are prohibited by both federal and state criminal and anti-discrimination laws, including Title IX of the Educational Amendments of 1972, Title VI and Title VII of the Civil Rights Act of 1964 as amended, the Age Discrimination in Employment Act, the Americans with Disabilities Act, and the Virginia Human Rights Act.
Emory & Henry College also prohibits and will not tolerate such behavior of any member of the community toward another member. Any person accepting admission to or employment at Emory & Henry College agrees to abide by this policy.
For details on Title VI and VII at Emory & Henry College, refer to the college’s website at the following link: https://www.ehc.edu/title-vi/
For details on Title IX at Emory & Henry College, refer to the college’s website at the following link: https://www.ehc.edu/title-ix/
Health and Safety
The following policies pertain to health and safety both within the academic and fieldwork settings. See the fieldwork education section of this manual for additional information specific to fieldwork education.
Emergency Contact Information
Students are required to report and update emergency contact information with the AFC. Students with deficiencies in this area will not be permitted to participate in fieldwork education experiences.
All students enrolled in the Emory & Henry College OT Program are required to have health insurance coverage. Proof of current health insurance coverage must be provided prior to beginning the program and each year after. Injuries and accidents may occur during the course of a student’s educational experiences. If medical attention is required, any costs incurred with treatment are the responsibility of the student, not the OT Program or the College.
Student Health Services
See Heath Services section of handbook. Information will be provided to the students regarding use of the Smyth County Health Department and other health care provider groups in the Marion community.
The OT Program requires all students to have a Health Record/Medical Examination and Immunization record on file by the first day of classes of the first semester. The student is required to maintain a current health file during the length of the program.
The Health Record allows students to comply with OSHA recommendations and JCAHO requirements for all health care workers as it relates to current immunization record and a health physical verifying that the student is free of communicable disease.
Students cannot be assigned to a fieldwork site without a current Health Record on file.
All Health Record forms are kept confidential in accordance with HIPAA and FERPA regulations. It is strongly recommended that students maintain copies of their medical records in the event this information is requested by the fieldwork facility sites. Fieldwork sites will be informed that these records are complete and on file, however some fieldwork sites may request copies of immunization records and health physical reports.
Information and records relating to student performance are confidential between the facility and the College and may not be revealed to any other party without permission from the student.
The Occupational Therapy Program approaches issues related to communicable diseases in the College population on an individualized case-by-case basis in accordance with medical advice of an attending physician and guidelines of the American College Health Association and the Center For Disease Control and Prevention.
Any student contracting a communicable disease will have his/her case reviewed by a task force of appropriate individuals. During the review process, the student and his/her attending physician will be consulted regarding the best procedure to follow for the welfare of the student as well as the safety of the College community and those individuals within the fieldwork education environment. The recommendations from the task force will be communicated with other persons needing to have this information so that appropriate action can be taken to safeguard the health of the student involved and to give maximum protection to the College community and the health care environments in which the student practices. Recommendations may include having a negative test or more than one negative test result prior to returning to campus. Recommendation may also include student completing quarantining for a certain time period depending on the disease.
If students have fever and flu like symptoms, they should not attend class, lab or clinic session. Students must notify the instructor prior to class or session. Students will need to make up time missed. Students may be asked to present a doctor’s note to the instructor.
Tuberculosis, Rubella, Hepatitis B, and “Chicken Pox” Screening
Most clinical sites require documentation that the student has current immunizations or verification that they are free of communicable diseases. The most common are:
- PPD test annually (or annual negative chest x-ray)
- MMR proof of immunity via titers to detect German Measles
- Hepatitis B proof of immunity via titers
- Tetanus or Tdap within 7 years (proof of vaccination)
- Varicella (Chicken Pox) proof of immunity via titers
If a student has been exposed to Chicken Pox or Shingles, they are not eligible for any patient contact during the prodromal period. It is the student’s responsibility to inquire about requirements for health documentation and to provide needed documentation in accordance with fieldwork site policy.
There are areas of clinical practice and clinical skills laboratory that present hazards of potential danger to an expectant mother or unborn child. A student who is pregnant at the time of matriculation, or becomes pregnant at any time before graduation, is required to inform her faculty advisor and/or OT Program Director. A statement from the obstetrician regarding her ability to continue in the occupational therapy curriculum is required. Clinical experiences will be adjusted to minimize stress on the mother and baby. Missed time in class, laboratories, clinical experiences, clinical conferences and fieldwork due to pregnancy will be treated as any other absence. Please refer to the policy on attendance.
The School of Health Sciences, located in Marion, is a tobacco-free campus. This policy supports a healthy environment for all members of our college community. This means that all types of tobacco products are prohibited in all college buildings and on all college-owned properties, including parking lots and all outside areas. This policy is intended to encourage improved health by eliminating the use of tobacco products given the mission of this campus. It is not intended to send tobacco use from our campus to neighboring areas. All persons in the facilities are strictly prohibited from smoking including the use of smokeless tobacco and e-cigarettes.
Students will be required to complete a drug screening prior to their level one fieldwork experience and just prior to their level two fieldwork. Per request of individual fieldwork sites, students may be required to undergo additional drug screening.
Unsafe or Impaired Behavior
The use of drugs and/or alcohol and/or chemical substances before or during class or during
clinical/fieldwork experiences will not be tolerated. In addition, as noted, many fieldwork sites have a “Zero Tolerance” policy regarding drugs, alcohol, and other substances. A student may be judged to be unsafe or impaired if s/he demonstrates any of the following behaviors: impaired ability to process information (e.g. inability to calculate math problems); impaired judgment or reasoning; weakness or abnormal movements; slurred speech; irrational behavior; or behavior inappropriate to the setting.
Students have access to multiple healthcare providers and facilities, some within short walking distance from the campus. The SHS has made arrangements with our local family medicine groups who have agreed to accept our students as new patients and meet our students’ non-emergent health care needs during their time here in Marion but cannot guarantee that the student’s particular insurance will be accepted.
For emergent or urgent health care needs, students are recommended to use our local hospital’s emergency room or urgent care facility:
Smyth County Community Hospital
245 Medical Park Drive
Marion, VA 24354
First Assist Urgent Care, Marion
245 Medical Park Drive, Suite C
Marion, VA 24354
For non-emergency health care, students have access to our two local family medicine groups (please call the groups first to ensure they accept your health insurance; when calling, identify yourself as an E&H School of Health Sciences student):
Smyth County Family Physicians, PC
1616 North Main Street
Marion, VA 24354-4393
Family Physicians of Marion, PC
1046 Terrace Drive
Marion, VA 24354-4138 (276) 783-7167
Missing Student Notification Policy and Procedures
Each year, new students are given an emergency response card to complete so that quick notification can be made to primary and/or secondary contacts in the event of an emergency. This card allows students to identify an initial contact for the College. In the event that a student is determined to be missing, the College will notify the primary and/or secondary contact no later than 24 hours after the student is determined missing in accordance with our official notification procedures. If a current emergency response card is not on file, the College will notify the parents/spouses documented in our records. In the event that the student is under 18 years of age, and not an emancipated individual, we are required to notify custodial parents or guardians within the same time frame. Anyone who believes that a student is missing should report it immediately to Office of the Dean of the School of Health Sciences, who will contact Campus Police. Details will be asked regarding the last time the student was seen, where the student was seen, and any communications that have been received. Campus personnel who may have information regarding the student will be contacted and asked to provide their last known contact with the student. If it is determined that no contact has been made with the student in question for more than 24 hours, Campus Police/Security will notify other appropriate law enforcement agencies immediately and request assistance in finding the missing student. The College will initiate the emergency contact procedures and notify the designated contact person or parents.
School of Health Sciences Safety
The School of Health Sciences, located in Marion, Virginia, is an extension of Emory & Henry College. In the event of an emergency on this campus, please dial 911 to report the emergency. The Marion Police Department will respond. In the event of an ongoing investigation, Emory & Henry Campus Police will follow up. The campus police/security officers are College employees who report to the Vice President for Student Life and the Dean of Students, and they also are duly authorized law enforcement officers of the Commonwealth of Virginia. These officers have jurisdiction on the main campus, on all College property owned or leased, and on surrounding public streets and roads. The major responsibility of the police/security officers is to give attention to every situation which might involve the safety and welfare of students and faculty. When there are infractions of federal, state, or local laws and/or College regulations, the police/ security officer is authorized to take appropriate action, including arrest, issuing a warrant, and/or referring the student to an appropriate College official for internal action.
Space, Equipment Utilization and Laboratory Safety
General Rules for Use of All Laboratories
All labs contain expensive and sensitive equipment. Safe practices are always expected in the laboratories. Students are expected to maintain their individual work spaces and common areas of the labs in a clean and orderly fashion. No food or beverages are to be taken into the labs at any time except in the kitchen area.
Laboratories are available outside of class time; however use must be arranged through the Program Faculty or the Program Director/Department Chair.
Students must not attempt to operate any equipment without first receiving formal instruction in its use. Any student with a pre-existing medical condition that would preclude him/her from participating in any laboratory scenario must notify the course director before the start of the course or as soon as s/he is aware that the medical condition exists and may impact his/her participation. Students must return equipment to the appropriate default settings after each use to avoid injury to self or others, or irreparable equipment damage.
Practice with electrical and mechanical equipment is allowed with appropriate access and supervision per the course master for the course in which the content is covered. Students must know and abide by all indications, contraindications, and precautions of any procedures they plan to practice. Guests are not permitted in the laboratory without prior approval. Access to any lab may be temporarily restricted to students during preparation for practical exams.
All mat tables and plinths and other equipment as appropriate, that come in direct contact with persons, will be wiped with an approved chemical germicide after each use.
A minimum of two students must be present at all times during application of exercise or use of biomedical equipment. Specific emergency procedures will be posted in each lab. The student must be familiar with these procedures. Students must immediately report all accidents or injuries to a faculty member.
During laboratory practice, students are expected to simulate patient examination and intervention skills on each other. This frequently requires close contact. Students should wear clothing that permits maximum exposure of body regions being treated while maintaining appropriate modesty. Students are expected to wear appropriate lab clothing as requested by the instructor. Any exceptions to participation and appropriate lab wear must be discussed with the course instructor.
Standard precautions will be observed in all labs, except anatomy (see modified precautions below), to minimize the risk of transmission of disease. The precautions are:
Gloves must be worn before touching blood, body fluids, mucous membranes, non-intact skin.
Change gloves after contact with each patient.
- Wash hands immediately after gloves are removed. Wash hands and other skin surfaces immediately if contaminated with blood or other body fluids.
- Masks and protective eyewear or face shields must be worn for procedures likely to generate splashes of blood or body fluids.
- Dispose of all sharp items (scalpel blades) in puncture-resistant container located near point of use.
- Do not recap needles or sharps or otherwise manipulate by hand before disposal.
- Mouthpieces or resuscitator bags are handled in accordance with local law.
- Waste and soiled linen are handled in accordance with local law.
- Blood spills should be cleaned up promptly with an approved chemical germicide or appropriately diluted sodium hypochlorite (bleach) solution.
- Wash hands between touching various lab partners
Anatomy Laboratory Safety
The Anatomy Laboratory permits dissection of human cadavers. The College is required to adhere to all statutes regarding cadavers.
Respect for the deceased and respect for their family’s wishes are to be considered at all times. The beliefs and sensitivities that some persons have about death, the dead, or dissection of dead human bodies are to be considered and respected at all times.
Students need to appreciate the privilege of being able to dissect a human body, and act accordingly at all times.
Second and third year students must request permission from the Program Director/Department Chair or Lab Director to use the Anatomy Lab.
Cadavers, prosected sections, or models are not to be taken from the Anatomy Lab at any time. Students are not to draw on the models in any fashion or use writing utensils as pointers while working with the models. Students are responsible for purchasing a dissection kit and gloves in advance to be used in the lab. All models and prosections are available to all students for independent study outside of the time they are being used for class. For safety, outside visitors are not allowed in the lab.
NOTE : There is no known risk of transmission of HIV or hepatitis via embalmed cadavers. Precautions for embalmed specimens are as follows:
- Examination gloves are required; plastic apron and eye protection (face shield or protective glasses) are strongly recommended.
- Dispose of paper towels in ordinary waste baskets and place cadaver tissue scraps in specially marked waste container.
- Dispose of needles and other sharp items (scalpel blades) in puncture-resistant container located near point-of-use.
- Wash hands immediately after gloves are removed. Wash hands and other skin surfaces immediately if contaminated with embalming fluid.
NOTE: Students with contact lenses, asthma, and allergies and latex sensitivities may experience increased symptoms with exposure to the Anatomy Lab. Please report any difficulty you are experiencing to the course instructor. Pregnant students should notify the course director to obtain additional information.
Clinical Skills Laboratories
Shoes, belts, jewelry or other sharp objects must be removed prior to using the examination tables, mat tables and stools to avoid damage to the upholstery. Do not use an examination table or mat table as a writing surface or study desk. Always make table adjustments slowly and return the tables to the full down position after each use. Be sure the area under high-low tables is clear before lowering.
Campus Police/Security officers are on-site on the main campus 24 hours a day and 7 days a week. Officers are assigned to the Marion Campus during campus open hours. For emergencies at these satellite campuses, students, faculty, and staff should dial 911 for assistance from local authorities. Students are urged to report to the appropriate College official any incident which may threaten his or her person or cause damage or loss of property. In an immediate emergency, always call 911. Responsibility for campus safety rests with Campus Safety and our security officers who have jurisdictional authority. College academic buildings are locked at night, on weekends, and during school holidays, unless otherwise posted. The School of Health Sciences, located in Marion, is a tobacco-free campus and should not have any tobacco products in use on that property. The annual campus crimes report and fire safety report are available in the Dean of Students Office and are posted at https://www.ehc.edu/campus-police/
Campus Conduct Hotline
Emory & Henry College is committed to conducting its operations with integrity by engaging in lawful, ethical, and respectful practices. For this reason, we encourage members of the campus community to make any concerns known to the College. Whether these concerns relate to fraud or crime, security or internet abuses, or fraudulent financial or business practices, violations, or ethical concerns, the doors of college administrators, supervisors, and Human Resources are always open. If students have a question or concern about a possible violation of Emory & Henry’s policies or the law, the College encourages them to express their concerns to any campus administrator.
Occasionally, a faculty, staff or student may have a concern that he or she would like to express anonymously. For these occasions, the college participates in a service called the Campus Conduct Hotline at (866) 943-5787. The Campus Conduct Hotline system is available for use around the clock, seven days a week. Because the Hotline is operated by an independent organization, any calls made through this Hotline are completely confidential. The hotline operator will record the complaint or concern and forward it to the appropriate staff member at Emory & Henry College for review and action as appropriate. Callers to the hotline may remain anonymous.
E&H Campus Police
The campus police/security officers are College employees who report to the Vice President for Student Life and the Dean of Students, and they also are duly authorized law enforcement officers of the Commonwealth of Virginia. These officers have jurisdiction on the main campus, on all College property owned or leased, and on surrounding public streets and roads. The major responsibility of the police/security officers is to give attention to every situation which might involve the safety and welfare of students and faculty. When there are infractions of federal, state, or local laws and/or College regulations, the police/ security officer is authorized to take appropriate action, including arrest, issuing a warrant, and/or referring the student to an appropriate College official for internal action.
Emergency Procedures/Safety Plan
Campus Alert System
Emory & Henry offers a state-of-the-art notification system that is capable of sending notifications instantly and simultaneously to all registered wireless phones and email addresses. Registration is available at https://www.ehc.edu/emergency-info/index.php. This is an opt-in program and you must register and download the LiveSafe application in order to receive the alerts. This is the surest way to receive notifications critical to safety and wellbeing. In the event of a critical emergency, the campus siren will be activated. This is a signal to check your mobile phone or campus email for information. If you have questions regarding the Campus Alert System, please contact the Dean of Students Office. What to do in an Emergency
- Activate the nearest fire alarm and CALL 911.
- Everyone must leave immediately when a fire alarm is activated, even if there are no obvious signs of an emergency
- Do not use the elevator.
- Remain calm and assist others in safely getting out.
- Confine the fire by closing all doors and windows if possible.
- Follow directions given by emergency personnel and go to the location designated by your building coordinator.
- Remain calm, do not engage the intruder.
- A quick and quiet escape is suggested, if it can be done safely.
- If attempting to escape, keep your hands elevated with open palms visible, especially if encountering law enforcement Follow all instructions given.
- If you cannot safely exit the building, seek secure shelter.
- Close and lock windows, lower blinds, remain out of sight, and turn off the lights.
- Once secured, take cover behind concrete walls, thick desks, and filing cabinets that are away from windows and doors.
- Remain quiet and turn off cell phone ringers.
- If the person is seriously injured or non-responsive, CALL 911.
- Give key information to the 911 operator (location/address, type of injury/illness ) and stay on the line until help arrives.
- Ask others to assist (directing emergency personnel to your location, crowd control). Remain
- If the person is not seriously injured, contact the College Health Center at x6538 or Campus Security at x6222 for assistance.
- Always report injuries on campus to the Office of the Vice President for Business & Finance.
- Please note that Automated Electronic Defibrillators (AED’s) are available on campus in the following locations: Campus Security, Equestrian Center, Kelly Library, King Center Athletic Training Room, McGlothlin-Street Hall 139, Wiley Hall 121, Van Dyke Student Center, DPT building and School of Health Sciences.
- Listen for the A single siren blast will sound to alert you to check for emergency message via email and the Campus Alert System.
- Seek shelter inside a building until notified by College officials that it is safe to
- An “all-clear” e-alert will be sent when the danger has passed.
Key Terms To Know:
- Shelter in Place: Choose an interior room or one with as few doors and windows as Remain there until the danger has passed.
- Seek Secure Shelter: This means that you need to get into a lockable space, such as an office or classroom, and remain Lock and barricade doors, turn off lights, and turn cell phones to silent or vibrate. Get under a desk or other surface to hide. Wait for further instruction from law enforcement or College officials. If the threat is in your building and you can safely flee, then do so.
- Evacuate: This means you should immediately leave the building that you are in, exiting through the nearest and safest exit.
- Avoid Area, Warn Others: In these types of incidents, the emergency is localized on College officials do not want anyone near the area and want you to alert others to stay away from the designated area.
- All Clear: Once the emergency is over, the message will be sent via the Campus Alert System.
Liability for Personal Items
The College cannot assume liability for the personal articles of students which are damaged or destroyed by fire and/or any other cause, or which are stolen. Appropriate insurance coverage should be obtained by the student or parents.
Student Incident and Injury Form
For all incidents resulting in injury, students are required to complete the Student Incident and Injury Form and submit to the Program Manager and Academic Fieldwork Coordinator if incident occurred during fieldwork otherwise submit to Program Director of OT Program within 24 hours of the incident.
Student Photos, Addresses and Identification
During new student orientation, each student will have a passport-size photo taken. This photo will be used for the purposes of identification and security by fieldwork and academic faculty and administration; that is, these photos will identify individual students to associated/adjunct faculty, fieldwork educators, and guest lecturers.
Students are required to wear an ID key card at all times in the OT program using a clip on badge holder or a plain or Emory & Henry College lanyard. The College will provide the ID key card during orientation. This ID key card will provide access to the building including labs and classrooms. The OT Program will issue a name tag during orientation that must be worn during special events at school, when program requests students to wear, during class or lab with a guest lecturer, during interprofessional activities, during simulation activities, and during any community or clinical/fieldwork experience. If the ID Key card or name badge is lost or if the student has had a name change, the student is responsible for purchasing a replacement.
It is every student’s responsibility to keep his/her address and name current with the Registrar’s Office and the OT Program Office.
Counseling services are provided through the Powell Resource Center. Services are available to all enrolled students. Depending on a student’s needs, students may meet individually with a counselor or participate in workshops and groups that focus on various topics such as stress management, assertiveness, appropriate expressions of anger, grief, trauma, consultation, adjustment to changes, substance abuse, and relationships. When necessary, the Counseling Office refers students for services that are not available through the college. See E&H website: https://www.ehc.edu/powell-resource-center/counseling-services/
Inclusion and Dialogue Center
Emory & Henry also has a strong Inclusion and Dialogue Center with the mission “To uplift, strengthen, create, encourage, and empower a community exclusive of all.” The E&H OT Program introduces students to the Inclusion and Dialog Center during orientation. Students are encouraged to learn more about the Center by visiting their website: https://www.ehc.edu/inclusion-dialogue-center/
Students Rights and Responsibilities
For all College related Policies and Procedures including, but not limited to Sexual Harassment, Alcohol and Other Drugs, Legal Issues and The Family Education Rights And Privacy Act, Release of Student Information, Equal Opportunity, etc., please refer to the College website at www.ehc.edu .
E&H College’s occupational therapy program is a graduate professional program. To facilitate the more specific professional development of occupational therapists, the Program provides this handbook, which includes the rights and responsibilities of students, along with the Program specific policies aimed at enhancing your success as a student of the Program. This file is available to students online. A hard copy can be provided upon request.
Academic Integrity and Conduct
Trust and mutual respect are essential to an environment in which learning is fostered.
College students are citizens of the state, local, and national governments, and are, therefore, expected to conduct themselves as law abiding members of the community at all times. If a student’s violation of local, state, or federal laws or ordinances also adversely affects the College’s pursuit of its educational objectives, the College may enforce its own regulations, regardless of any proceedings instituted by other authorities.
Social Networking Websites
Social networking websites (Twitter™, Facebook™, e.g.) are easily accessible to all students. When choosing to post information on these sites, students should be aware of three major concerns: 1) the threat of criminal activity; 2) how potential employers may view material posted; and 3) the possible violation of the College Code of Conduct. Information posted on these sites can be used to gain access to your personal information and, in some cases, it can be used for identity theft. Please use caution when posting this information online. Do not share private information such as names, addresses, birth dates, and phone numbers with strangers. In addition, employers are aware of social networking sites and can use them to research candidates prior to hiring them. Students should consider the messages they are sending when posting information to these sites. As a policy, the College does not monitor social networking websites. However, the College does investigate incidents that are reported and investigations can include reviewing social networking activity. As a reminder, this information can be used to substantiate the violation of the Code of Conduct.
OT students are prohibited to post any images or identifying information of children or other non-health sciences individuals from any community activities, fieldwork experiences, lab activities, parents night out, clinical experiences, etc.
Any student, faculty member, administrative officer, or employee of the College may charge a student with violation of the Code of Conduct. These charges are made to the Dean of Students. The Dean may require the charge to be signed. If the dean determines that further action is warranted, formal student conduct proceedings may be invoked under provisions of the Code of Conduct and college policy.
Any infraction of College regulations as specified in this Code of Conduct may be referred to the appropriate administrator, committee, or board for a hearing. However the administrator dealing with a particular infraction may deem it to be a minor offense and may opt to utilize advising, counseling, and/or admonition to confront the student(s). Such an approach is in keeping with the College’s educational mission and serves to inform and place students on notice. Information on the offense and subsequent administrative action will be recorded and maintained as an official record for the College and the student.
Active Shooter or ALICE Training
All students are required to attend the College’s ALICE training or Active Shooter training during their first semester classes. ALICE (Alert, Lockdown, Inform, Counter, Evacuate) Training provides students with the training to proactively prepare and plan for the potential threat of an aggressive intruder or active shooter event.
Student Conduct, Professionalism and Absences
For the purposes of this handbook, Student Conduct includes all E&H student conduct and honor code policies/standards and program specific professionalism policies/standards as outlined below and in other areas of this handbook.
In accepting admission to the OTD Program, each student agrees to review and to abide by all policies and procedures of Emory & Henry College, the School of Health Sciences, and the Department of Occupational Therapy Program. Additionally, each student also agrees to abide by all policies and procedures outlined by individual clinical sites/organizations with which they may be assigned for clinical experiences.
In addition to controlling their own behavior, students are expected to do their utmost to help maintain a high level of conduct at all times on and off campus.
College and Program policies are set forth in writing to give students general notice of prohibited conduct; they are not designed to define misconduct in exhaustive terms, so they should be read broadly. All students are urged to review the Code of Ethics of the OT Profession. Additionally, all students are expected to abide by all College Honor and Student Conduct Codes and Regulations as noted in the Academic Catalog and College Student Handbook.
The OT Program and students adhere to the College’s policies on student conduct. Information and policies regarding student conduct are published in the College’s Student Handbook. The following information and policies are covered in the College’s Student Handbook:
- College Governance
- Conduct Expectations
- Application of Conduct Expectations
- Personal Property – Search and Seizure
- Hazing Policy
- Discrimination and Social Harassment Policy
- Sexual Misconduct Policy
- College Disciplinary Procedures
- Code of Conduct Offenses
- Student Conduct Code
I. The Emory & Henry Honor Code
As members of the Emory & Henry College Community, we recognize Honor to include, among other things, the following:
- A commitment to tell the truth
- A commitment to maintain the sanctity of other’s property, including computer data/access
- A commitment to abstain from all forms of cheating and plagiarism
- A commitment to uphold the integrity and confidentiality of College documents, including
- A commitment to deal responsibly with observed infractions of this code
- A commitment to honesty and integrity in all academic settings
II. The Pledge
The Honor Pledge is a statement made by each student, affirming that student’s responsibility to uphold the Honor Code. Upon matriculation, each student commits to abide by the honor system. Further, each student recognizes his or her duty to uphold the Honor Code in academic matters by signing each examination, quiz, paper, or other written assignment with the written pledge:
I understand that Emory & Henry is a community built on trust. Therefore, as a member of this community, I am committed to tell the truth and to maintain the sanctity of other people’s property, including computer data/access. I will abstain from all fraud and dishonesty in academic work. I will neither give nor receive aid on any form of test or assigned work where such aid is prohibited, nor tolerate this conduct in any member of the Emory & Henry Community. I will deal responsibly with such acts when I observe them. By my conduct and influence, I will endeavor to build a high standard of honesty and truthfulness in all academic work.
Professionalism and the OT Student
Here in the Occupational Therapy program, one of our goals in standards of professionalism. It is critical, therefore, that the development of professional behavior be assessed just as academic and clinical skills are measured in educating OT students is to graduate healthcare providers who are not only clinically sound, providing the highest quality of care within their scope of practice, but also well-respected professionals within the medical community. Each student must demonstrate the ability to work effectively within a professional environment among various types of healthcare settings.
The OT student must demonstrate sound judgment, intellectual honesty, and privacy and confidentiality standards in accordance to HIPAA protocols. Breaching professionalism, particularly when exhibiting any behavior that might pose a threat to the student or to others, may lead to dismissal from the program.
OT students must be aware that even as students they are viewed - by both patients and medical providers - as part of the medical community. As such, OT students are expected to display the highest standards of professionalism. It is critical, therefore, that the development of professional behavior be assessed just as academic and clinical skills are measured.
Professionalism Exhibited Through Attendance
OT students are expected to be in attendance for all didactic and clinical activities. The OT Program’s block schedule specifically includes time when students are not involved in class, lab or other activities such that, if needed, students can attend to outside appointments (e.g., medical appointments).
Absences from Required Activities
Other than posted holidays and semester breaks and when released from the program, students should expect to be present on campus from 8:00am to 5:00pm EST, Monday through Friday in addition to evening hours for special events, sim lab, and service activities, and occasional Saturday hours for make-up classes. In addition to semester breaks and semester holidays, the OT Program includes time off on some half days during the week. The student schedule, which should always be viewed as subject to change, is posted prior to the start of each semester in the Google Calendar. If time-off is not indicated in the Google Drive schedule, students are expected to be on-campus for program required classes and activities. Given the amount of semester breaks, holidays, and scheduled time-off, additional absences may significantly adversely affect a student’s learning and subsequent mastery of material.
In the event of personal extenuating circumstances (including outside appointments), the student is to notify the Course Director(s) a minimum of 24-hours in advance of classes/activities. In the event of illness, family issue (e.g., family illness, child’s illness), or emergency or crises, the student is to notify the Course Director(s) as soon as possible on the day of instruction.
The following policies apply to all other absences:
- For absences occurring during schedule examinations, evaluations, and quizzes, please refer to the Examination Policies section of this handbook.
- For sick absences of 1-3 days please notify the Course Director immediately. The Course
Director may request a doctor’s note.
- For all absences other than being sick for less than 3 days, students must submit a request to the Program Director for approval. Program Director will notify Course Directors. If absence is not approved and student is absent then each course syllabus policy for missing classes and labs will be implemented.
- Submitting a request in no way guarantees that the absence will be approved and excused.
- The Program Director will determine if the absence is considered an excused absence, on a case-by-case basis. The program director’s decision is to be considered final.
- It is the responsibility of the student to contact the Course Directors regarding making up any missed work and fill out the required absence form (Appendix II).
- An extended absence (i.e., absence >3 days) will be addressed by the Department
Chair/Program Director in consultation with all OT Program principal faculty. Submitting an absence form does not guarantee approval of an excused absence. Excessive
requests of two or more per semester will result in a professionalism evaluation.
- OT students are expected to be in attendance at all scheduled meetings with faculty and staff in the Department of Occupational Therapy. It is considered unprofessional for students to cancel scheduled meetings with faculty/staff for other meetings/activities without prior approval of at least 24 hours’ notice, unless an emergency.
- OT students are expected to be present for all clinical rotation activities, including supervised clinical practice experiences and call-back-day activities as established by the Academic Fieldwork Coordinator and according to the schedule provided by the preceptor in each rotation.
- The student should notify the Academic Fieldwork Coordinator and their Preceptor of any absence.
- An extended absence from clinical rotation will be addressed by the Academic Fieldwork
Coordinator and the Department Chair/Program Director.
- OT students are expected to remain available on campus for all scheduled activities in the program, including but not limited to remediation activities and advisor meetings. Failure to do so is considered unprofessional behavior and subject to professionalism policies.
- Repetitively requesting (i.e., >2 per semester) to be off campus or absent from scheduled
activities is considered unprofessional behavior and subject to professionalism policies.
- For the didactic phase of the program, more than five absences is considered to be an issue with professionalism or the ability to meet all of the OT Program’s technical standards and, as such, may result in students being placed on Behavioral Probation and associated consequences up to and including deceleration or dismissal from the program.
- For the clinical phase of the program, even though students are required to make-up all
absences, more than one absence each semester is considered to be an issue with
professionalism or the ability to meet all of the OT Program’s technical standards and, as such, may result in students being placed on Behavioral Probation and associated consequences up to and including deceleration or dismissal from the program.
Professionalism Exhibited Through Professional Attire and Appearance
The OT Program is a graduate professional program and, as such, students are expected to dress appropriately in both the college setting and at clinical sites.
During didactic phase activities, OT students must be identifiable by:
- Wearing the E&H School of Health Sciences badge and lanyard at all times when on campus.
- During any clinical encounters, occurring both in the didactic and clinical phases of training, OT students must have visible identification that indicates they are an E&H OT Student.
- Wearing the program polo. Students are required to wear their Program polo to any community and/or clinical experiences.
- Wearing their facility issued identification badge during clinicals. If the facility issued identification badge does not indicate the student is an E&H OT Student, then the student must wear both the facility issued badge and the OT Program issued badge.
The dress code for the OT program requires adherence to business casual attire and professional presentation for all non-lab class-related activities and clinical-related activities.
Business casual is attire that is clean, with limited wrinkles, and appropriate to present a
professional appearance (including for a chance meeting with your clinical preceptor, professional colleague, potential employer, or a patient).
- Clothing such as slacks, khakis (chino-style pants) or a skirt, a blouse, button-down or polo shirt with a collar; sweaters are also appropriate. Suit-coats, blazers, and neckties are not required.
- Emory & Henry logoed shirts and sweaters are appropriate as are discipline specific (e.g., AAPA, APTA, AOTA, NATA) logoed attired.
- Closed-toe shoes with a rubber sole are required for skills lab, research lab and clinic environments. Open toes shoes cannot be worn in the OT Skills Lab, Sim Lab, Research Labs, or Clinical Facilities.
- Jeans are not considered business casual; however, programs will have special ‘jeans’ day and events when jeans are permitted.
- In some clinical settings, scrubs are considered professional attire and appropriate in those settings.
- Each clinical facility differs in this regard and many require certain types or colors of scrubs to be worn.
As with other policies, students must comply with Facility-specific policies in this regard.
- Specific to OT Program Clinical Skills and Sim Lab activities, students are often required to wear clothing that permits non-invasive physical examinations. Sports bras, shorts with spandex/compression shorts beneath, sweatshirts and sweatpants are appropriate. Course instructors will determine appropriate attire for lab activities.
- Certain jewelry is inappropriate in lab and clinical settings (e.g., necklaces outside of shirt or blouse, nose rings, hanging earrings, bangles, non-medical bracelets, sharp-edged or large protruding rings). Additionally, gauge earrings may need to be removed or covered.
Attire for Clinical Practice Experiences (e.g., Fieldwork, Clinicals, Practicums):
- Business attire is the general rule. However, different clinical environments require different attire – the dress code may be determined by clinical sites and students will be required to follow clinic-specific dress codes (e.g., scrubs).
- Nails must be short so as not to cause discomfort to patients during exams and procedures. You should not be able to visualize the nail edge when looking at the finger from the palmar surface. Colored nail polish is inappropriate. Acrylic and gel fingernails are prohibited in didactic and clinical settings.
- Hair should not fall forward to touch a patient or contaminate a sterile field when examining or treating patients.
- From a clinical perspective, long hair poses a safety risk. In certain settings, hair must be off the face and, if long, in a ponytail or similar configuration.
- Facial hair, if present, should be neat, clean, and well-groomed.
- Due to personal infectious disease risk, some facilities may not permit mustaches or beards.
- Given the potential patient and classmate sensitivities, perfume and cologne are to be avoided in all settings.
- Tattoos considered offensive, as determined by course instructor, patients and/or site supervisors, must be covered. Additionally, some clinical sites may require students to cover all tattoos on exposed surfaces. Student must follow the policies of clinical sites.
- It is vital that, at all times - regardless of movement or positioning and regardless of the setting - chosen attire covers the 4 ‘B’s (i.e., belly, breasts, back, and buttocks).
Inappropriate Attire includes:
- Clothing inappropriate for the activity/setting
- Clothing or lack of clothing that is, as determined by faculty, staff, and clinical preceptors to be too-revealing, too-tight, too-transparent
- Baseball hats
- Flip-flops or similar footwear
- Open-toed shoes when in a clinical, lab, or research environment
- Other attire that is deemed inappropriate by principal faculty and/or instructional faculty (e.g., preceptors).
Professionalism Exhibited Through Professional Conduct
The Occupational Therapy student should show respect to all other individuals (e.g., faculty, preceptors, patients, peers) by:
- Remaining attentive.
- Arriving on time and not leaving early, thereby not disturbing class or clinic by entering after a presentation or patient encounter has begun or leaving before a presentation or patient encounter have been completed.
- Observing all policies and procedures of the Emory & Henry College Academic Catalog, College Student Handbook, OT Program Student Handbook, OT Program Student Fieldwork Handbook.
- Observing all policies and procedures specific to Fieldwork sites.
- Not using personal electronic communication devices, including, but not limited to cell phones, tablets and laptops, for educational purposes only during class or clinical activities.
- Demonstrating professional behavior at all times in classrooms, campus, or clinical settings.
- Obtaining consent for utilizing audio and video equipment.
- Seeking and following instructional input from faculty/preceptors.
Professionalism Exhibited Through Maintaining Patient Confidentiality and Privacy
The Occupational Therapy student is expected and required to always adhere to health information privacy for all clinical encounters, including but not limited to, Clinical Skills and Interprofessional Clinical Simulation Lab activities, Mel Leaman Free Clinic (MLFC) activities, Fieldwork, and all Supervised Clinical Practice Experience activities, in accordance to HIPAA guidelines. Maintaining confidentiality towards classmates, standardized patients, simulated patients, and ‘real-world’ patients is equally important and required at all times.
Each student is assigned to a faculty advisor/mentor. This partnership is expected to last for the duration of the student’s enrollment in the OT Program. Faculty Advisor/Mentor assignments will be announced during new student orientation. Any requests for change of advisor, either by the student or the advisor, must be directed to the Program Director/Department Chair.
A faculty advisor/mentor may request a meeting time with you throughout the program. Faculty are requested to meet individually with each advisee/mentee once a semester Typically, annual advising will occur during first spring and second spring semesters with brief advising other semesters. Advising regarding fieldwork II selections will occur during the first spring annual advising. If a student has a midterm course grade below a 75%, a midterm advising will also occur. If a student’s GPA falls below 3.0 then an advising will occur. Students are encouraged to set up a meeting with their advisor/mentee based on their perceived needs. Students are encouraged to meet with their advisors before a concern or problem escalates.
Student Work/Employment Policy
Because of the pace and rigor of the program, students are strongly discouraged from working while in the program.
The following guidelines are meant to help the student in deciding about work during their participation in the OT Program:
- Students who work are encouraged to make this known to their academic advisor.
- Students who are working and find themselves in academic difficulty will be advised to consider terminating their job or adjusting their schedule at work in a manner that is more conducive to studying.
- Coursework and all required activity schedules will not be altered to conform to extracurricular job schedules or requirements. Your education must remain your primary responsibility when balancing work and school.
- Students are required to work with different student groups for assignments and projects throughout the curriculum. Students must be available to meet with these groups at different times during the week. If students have difficulty meeting with their student groups then they may be asked to adjust their working schedules.
- While a student may be invited by a faculty member to share her/his experience in a specific area with the class, a student may not be employed by the program or serve for or function as instructional faculty.
- Students cannot, at any time, work for the program.
Students cannot, at any time, substitute for clinical or administrative staff on Supervised Clinical Practice Experiences, Fieldwork or other clinical practice activities.
Course Feedback and Meeting with Faculty
Students are encouraged to provide comments about issues related to the curriculum to the Course Master and Faculty Advisors. The Program Director/Department Chair maintains an open door policy and encourages students to provide comments and feedback at any time.
Should problems arise within the context of a course, it is suggested that students first contact the Course Master in order to resolve the issue; should the need arise the student should then seek counsel from their advisor, and finally the Program Director/Department Chair. Class officers are encouraged to meet with the Program Director/Department Chair twice each semester to discuss class issues or concerns.
Meeting with Faculty
Faculty members schedule office hours each semester. However, to ensure availability, if students would like to meet with faculty at times other than scheduled office hours, they are asked to schedule appointments directly with the faculty member.
Courses will be conducted utilizing a multimodal approach to adult learning. Depending on the specific course goals, the instructional goals may include strategies such as: didactic classes, with presentations by faculty and guest lecturers, audio-visual materials and physical models, computer assisted instruction (e.g., programmed instruction, CD-ROM) and videotape, class and small group discussions, demonstrations, panel discussions, clinical conferences, and student presentations, experiential projects, laboratory sessions, field trips and site visits, supplemental reading, use of the internet as a learning tool (including exploration of health information on the web and library searches), interdisciplinary clinical research presentations, clinical experiences with simulated patient in the clinical simulation laboratory, standardized patients, flipped classroom, team-based learning, problem-based learning, case-based learning, blended online learning and patients at clinical sites.
Students are welcomed and encouraged to use their laptops and other electronic devices during class. However, students must recognize that using these devices for non-classroom or non-clinic related activities is both distracting and disruptive to themselves, to their classmates, patients, and to the instructors, and is therefore prohibited during classroom, laboratory and clinic times. Using electronic devices for purposes other than direct classroom or clinical activities is inconsistent with the professional behaviors required by the program.
Class Schedules and Attendance
Classes are generally scheduled between 8:00 AM and 6:00 PM Monday through Friday inclusive of fieldwork experiences. On occasion, classes may run later than 6:00pm or be held on Saturdays. At times, schedules may be changed to accommodate field trips, guest speakers, practical exams, standardized patient encounters, simulated patient encounters, comprehensive exams, holidays, emergencies, or inclement weather. Schedule changes will be posted on the class google calendar as soon as a change is known and/or emailed to the students.
Students are expected to arrive and leave all fieldwork experiences at the times determined by the fieldwork educator or AFC.
Students are expected to arrive and leave all capstone experiences at the times determined by the capstone coordinator.
Attendance and Participation
Teaching and learning are at the heart of the OT Program. Learning involves a serious commitment of both faculty and students. The faculty is committed to the quality of their instruction, and students choose to come to E&H because they believe the instruction they receive will be of great benefit to them. The faculty in the Program expects that each student presents himself or herself in a professional and mature manner; this includes timely attendance at all classes, laboratories, and discussion group meetings (whether or not the faculty member is present).
On occasion, students may miss classes because of College events or unavoidable, extenuating circumstances, such as injury or illness. Legitimate excuses for absence include personal illness, a death of a person in the immediate family, or professional activities that have prior approval. Physician and dental appointments, other than emergency, are not acceptable reasons for missing the learning experiences of the curriculum. Anytime a student misses a class, for whatever reason, he/she is expected to contact the professor with an email or voicemail at least one hour before the start of the class or in the case of an emergency as soon as possible thereafter. The student is responsible for learning the material covered in that class meeting. Particularly for laboratory experiences, the student should indicate when contacting the professor, how the student anticipates acquiring the missed laboratory competencies. At the discretion of the faculty member and as announced in the syllabus, failure to meet attendance requirements may result in a lowered grade and potential failure for the course.
Faculty members believe it is their responsibility to provide an environment conducive to learning.Therefore, classroom attendance is restricted to those individuals enrolled in that class. Guests may only be permitted in the classroom with prior approval from the Course Master.
See Fieldwork Education portion of this handbook and the Fieldwork Manual for policies specific to attendance in fieldwork experiences.
Absences from the classroom or fieldwork due to illness of three or more consecutive days may require written physician permission to return to the classroom or fieldwork site. Should a student miss an exam or due date for an assignment, s/he may be asked for a doctor’s note to substantiate his/her absence. Students will be required to make up hours lost. Prolonged absences or inability to participate in classroom, laboratory, or fieldwork may require a leave of absence from the fieldwork education or academic experiences.
See discussion for reassignment of fieldwork experiences under the fieldwork education section of this handbook. In the event of a leave of absence, the student will work with his/her advisor, the AFC and Program Director/Department Chair to specify the terms and conditions of the leave as well as conditions under which the student may resume fieldwork education experiences.
Students are expected to be active participants in all classroom, laboratory and clinical activities. Should any issue preclude a student from full participation in any classroom, laboratory, or clinical activity, it is the student’s responsibility to discuss this with the course master. Students are reminded to review the Technical Standards of the Program.
If a student sustains an injury during the course of the semester that may prevent them from full participation in academic or clinical courses then the following must occur:
- Student must fully disclose the injury and consequences to the course director.
- Student must have a physician’s report or prescription indicating injury and restrictions.
- Student must notify the course director of follow up appointments with treating
physician and a time frame for resolution of restrictions with expectation to return to
full class participation.
Decisions regarding unresolved health issues or injuries which require a significant restriction in participation in academic or clinical coursework will be considered on a case by case basis.
Classes During Inclement Weather
Emory & Henry College has campus locations in Emory, Bristol, and Marion. Due to the difference in locations, it is possible that classes may be delayed or cancelled on one campus and not the other. Because the Emory campus is primarily a residential college with a majority of its undergraduate students living on campus, it is the intention of the College to remain open during inclement weather conditions. Under rare circumstances, such as severe inclement weather, a natural disaster, or other emergency, the College may delay the opening of college activities or suspend operations early.
When information is sent to local media, the information will clarify Main Campus, located in Emory, and Marion Campus for those attending classes in that location. In the event of a delayed opening of the Marion campus, classes will be delayed but will meet for the normal length of time.
The decisions to cancel or delay classes and/or cancel or delay the opening of offices because of inclement weather will be made by 6:30 a.m. on the day of the college schedule change. When inclement weather or other circumstances lead to a delayed opening and/ or cancellation of classes and office hours at Emory & Henry College, information will be communicated through a variety of sources in the order provided below.
- Information will be distributed through the Campus Alert System, which provides an email and text message to registered users only. This is the college’s preferred method of communicating emergency messages, and college community members are strongly encouraged to sign up for this free service at http://www.ehc.edu/alert.
- Campus Alert Messages will be posted at the top of www.ehc.edu for one hour following each alert.
- Information will be sent to the following TV and radio stations, in order of contact: WCYB-TV 5 (Bristol); WJHL-TV 11 (Johnson City); WABN-FM 92.7 (Abingdon); WOLDFM 102.5 (Marion).
When the College cancels classes and office hours for the day, academic programming and business operations are not held on that day.
Semester and Course Evaluation and Program Assessment
At the end of each course, students are strongly encouraged to complete an anonymous Course Evaluation Form for each course and instructor. These data are provided directly to the Program office for tabulation, and results are provided to the Program for curriculum enhancement. Individual faculty members may request completion of supplemental course evaluation forms that provide additional constructive feedback. Students are encouraged to provide constructive comments to faculty throughout the curriculum to ensure effective learning opportunities.
During the last semester the Program Director and assigned faculty will meet with students in focus groups to discuss strengths and weaknesses of program and curriculum. After completion of each Fieldwork level II, students will evaluate that fieldwork experience. Each year students will be able to anonymously participate in a satisfaction survey of the OT program. After graduation, the OT Program will survey employers to rate satisfaction of performance of E&H OT graduates after working 6-12 months.
Self, Peer, and Program Assessment
A guiding philosophy of the Occupational Therapy Program is that students are active participants in the learning process. In our curriculum, learning is an active process that requires initiative and continual participation by the student. Furthermore the faculty values the development of reflective practitioners. While course objectives are designed to meet student learning needs, each student is encouraged to take responsibility for developing his/her own learning goals, committing them to writing, and taking an active role to ensure that they are met. In addition, learning is a lifelong process. To enhance the professional development of health care providers, our curriculum facilitates strategies for each individual to take responsibility for his/her own professional growth and development.
Peer review and program evaluations are the responsibility of all professionals. Peer review involves constructive analysis of another’s work, cooperative problem solving and, above all, mutual respect.
Program evaluation may take many forms during the education process and throughout one’s professional career. In professional life, quality assurance programs and evaluation of success rates for treatment programs are examples of program review. Students will be asked to evaluate faculty, instructional methods, and the curriculum throughout the program. In turn, student work may be utilized for accreditation, program development, and/or faculty research purposes.
The course grade for each student will be determined by evaluation of the degree to which the student meets the course objectives. At the beginning of each course, the Course Master will define learning objectives, grading methods, and methods to assess student competence in knowledge, skills, and behaviors. All grading policies will be clearly defined on the course syllabus. A student who believes that a grade or evaluation is unjust or inaccurate should speak directly with the Course Master. If not satisfied the student should follow up with the Program Director/Department Chair. If still not resolved to the student’s satisfaction, the student should follow the Appeal Procedures for Cases of Alleged Improper Academic Evaluation in this Student Handbook.
Forms of evaluation used throughout the Occupational Therapy Program may include, but are not limited to the following:
Skills Lab Performance Testing
This type of testing allows students to demonstrate mastery of clinical skills before these skills may be implemented in the clinical arena. Increasing levels of clinical competence and clinical decision making with simulated or standardized patients in a closely supervised environment is expected. See individual course syllabi for how laboratory performance is included in the overall assessment of the student.
Annual Demonstration Competency and Written Examinations (Comprehensive Exams)
This type of comprehensive testing allows students to demonstrate adequacy and integration of knowledge and skills as well as clinical decision-making for each year of study. If a student does not score a certain percentage (set by the OT program) for each section of the examination, then a remediation assignment or activity or retesting must be completed for that section.
The student will be evaluated on clinical performance according to the criteria on the Fieldwork Performance Evaluation (FPE); the AFC has a copy of this tool and access to the electronic version, which will be provided to the student during fieldwork classes. The student is responsible for reading and signing each evaluation and may respond to any grade or comment written by the core faculty or fieldwork educator. The core faculty will meet with students for final evaluations, and at other times as requested by the student, the fieldwork educator, the AFC, or the faculty.
Self-Evaluation and Peer Review
Self-evaluation and peer review are integral parts of learning and professional behavior that enable the student to appraise strengths, weaknesses, and growth in relation to stated objectives. Each student will do periodic self-evaluation. This will provide the framework for discussions with the Faculty Advisor about success in achieving academic professional goals. Self-reflection and peer review may occur at different times in courses and in debriefing after case simulation activities, group assignments or activities, etc.
Written reports when prepared in advance of class should be typed, unless specified otherwise by the instructor. Hand-written reports prepared as part of classroom activities or group discussions must be neat and legible. Written assignments must include the current date, course title, course instructor’s name, and student’s name. If more than one sheet is used, it is the student’s responsibility to ensure that all pages of an assignment are properly identified and fastened with a staple to prevent loss. Assignments not properly identified and fastened may not be considered in computing course grade. All papers must be turned in at the designated time and place. If submitting assignment in Moodle the file name should have following naming system “last name, first name initial, course assignment number”.
Late work may not be awarded full credit. Emergency or illness are the only exceptions and will be dealt with on an individual basis. Grades will be based on content, style, composition, and execution of the task as defined in the time frame.
All major tests and exams will be announced prior to the scheduled date, and students are required to complete all exams at the scheduled time. This does not preclude the right of faculty to present unscheduled quizzes within the course framework, nor does it preclude the faculty person from modifying the class schedule to meet the needs of the cohort of students involved.
If a student misses an exam due to illness, the student may be required to verify illness to the course master involved immediately upon returning to school by presenting a written statement from the Student Health Services and/or physician. Medical and dental appointments (other than emergencies) are not considered legitimate excuses. If a student misses an examination of any kind, the course master may choose to assign a grade of zero for the examination, s/he may require a re-examination and/or s/he may require additional coursework. It is the student’s responsibility to meet with the course master immediately upon his/her return to school. All written and practical exam retakes must be completed prior to the next scheduled class unless otherwise determined by the Course master.
Examination environment: Students are expected to turn off all electronic communication while completing an assessment or examination. Students are expected to maintain confidentiality of the exam content at all times; this stipulation includes practical, standardized patient encounters, and laboratory exams. Students must secure permission from the exam proctor to leave the testing area. Once an exam has been turned in by any student, students still in-progress will not be permitted to leave the testing area.
Any demonstration of unsafe, unprofessional, or unethical behavior during any practical exam will result in an automatic failing grade for that exam regardless of overall score on the exam.
Leave of Absence
For detailed Leave of Absence information, refer to the College’s Academic Catalog. Students seeking a Leave of Absence from the OT Program must submit a written request and meet with the Department Chair/Program Director and obtain their permission. Additionally, students seeking a Leave of Absence should be aware of the following stipulations:
- Acceptable Leave of Absence requests are for personal, financial, or medical reasons.
- Leave of Absence requests are not granted for academic reasons (e.g., exam failures or imminent course failure).
- Students may only be granted one leave of absence in each phase (i.e., didactic phase and clinical phase) of the program.
- If granted during the didactic phase of the program, Leave of Absence will automatically result in deceleration from the program, and all policies and procedures of deceleration will apply.
- If granted during the clinical or capstone experience phase of the program, a Leave of Absence may be no more than two semesters in length.
- Students requiring a leave of greater than two semesters will automatically result in deceleration from the program, and all policies and procedures of deceleration will apply.
- Students must complete the entire curriculum and program within five (5) years of entering the program, regardless of approved leave of absences and/or deceleration.
The following procedures will apply to students requesting a leave of absence from the program:
- If a student is denied a Leave of Absence by the Program, he/she may appeal to the Dean of the School of Health Sciences, following the above described appeals processes.
- The Leave of Absence Agreement will be signed by the Department Chair/Program Director and the student.
- Once signed, the Leave of Absence agreement will be forward to the Dean of the School of Health Sciences.
- A date will be established by which the student must notify the Dean and Department
Chair/Program Director of their intent to complete the agreement and resume the program.
- Students will be required to demonstrate maintenance of competency to resume progression in the program.
- This may involve retaking courses, completion of written or practical examinations, and/or other activities deemed necessary by the program.
- These requirements must be completed prior to resumption of the program.
- If required to retake previously completed courses, students are responsible for any associated tuition and fees.
- Acceptable Leave of Absence requests are for personal, financial, or medical reasons.
Withdrawal and Readmission Status/Process
Students who voluntarily withdraw from the Program in good academic standing - without taking a Leave of Absence or Deceleration – may request to be readmitted but will be considered a new applicant and subject to all admissions policies and processes as any other applicant. Additionally, as with all other applicants, advanced standing is not an option and no program or course requirements will be waived.
Faculty/Staff Recommendations and References
For all requested recommendations and references, regardless of written or verbal form, students must complete and sign the appropriate College/School/Department release from before any such recommendations or reference can be completed.
The E&H OT Program has a specific reference form used for students graduating or who have graduated from the program.
Professional Behavior Policy
Students in the Department of Occupational Therapy professional program are expected to adhere to the general student behavior expectations as defined in the Department’s Student Handbook and to display professional behavior, consistent with the standards set by the College, the School, the Department, and the profession of occupational therapy.
In order to develop the skills and professional characteristics necessary to function as a healthcare professional, it is important that the student be an engaged participant in the educational process.
1. Department Expectation of Students
A. Consistent with the standards determined by the Occupational Therapy Department, students must demonstrate the attitudes, characteristics, and behaviors described by the American Occupational Therapy Association Code of Ethics and Core Values.
Some examples include, but are not limited to:
- Responsibility and dependability
- Honesty, integrity, and trustworthiness
- Professional appearance and demeanor
- Commitment to excellence
- Communication and collaboration
- Commitment to ethical principles
- Social responsibility
- Cultural awareness
- Commitment to self-improvement and ongoing professional development
- Ownership and initiative
- Accepting constructive feedback
- Appropriate professional respect including social media and other platform
- Appropriate professional respect on social media
- Inappropriate use of cell phone or other forms of technology
- Lack of academic integrity
B. Access to the student’s departmental file and the contents therein, including any documentation of either outstanding or unsatisfactory performance, will be granted to the student consistent with the Federal Educational Rights and Privacy Act (FERPA).
C. The faculty may determine that any single incident may be sufficient cause for initiating the Department Professional Behavior Policy and remediation and/or disciplinary procedures, which could lead to dismissal from the program.
2. Documentation of Unsatisfactory Performance
Faculty, staff, clinical instructors and/or students associated with the Department of Occupational Therapy who observe a student’s behavior, which is inconsistent with the Department’s expectations, are expected to document the incident of unsatisfactory performance using the Department’s Professional Behavior Report (PBR) form and notify the Chair of the Professional Behaviors Review Committee (PBRC), or another Department faculty member, who will forward to the Chair of the PBRC.
3. Procedure for Review of Documented Unsatisfactory Performance
A. The Department’s Professional Behaviors Review Committee (PBRC)
a. The Department shall have a PBRC. It shall be the duty of the PBRC to review all reports of violations of the Department’s Professional Behaviors Policy referred to the committee, complete the procedure outlined below, and recommend any appropriate remedial measures or discipline.
b. All full-time faculty in the Department of Occupational Therapy are eligible to participate in the PBRC. The PBRC must have four or more members present in order to meet, review referrals and make any recommendations.
c. The Department Chair may serve as a member of the committee but is not eligible to serve as PBRC Chair. The PBRC will elect one of the committee members as chair of the PBRC for a one-year term.
B. Filing of a Professional Behaviors Policy violation
a. A faculty member may report an incident of inappropriate professional behavior by completing the Department’s PBR form. The completed form should be forwarded to the PBRC Chair.
b. A staff member may report an incident of inappropriate professional behavior by completing the Department’s PBR form. The completed form should be forwarded to the PBRC Chair, a faculty member, or the Department Chair who will then forward to the PBRC Chair.
c. A student may report an incident of inappropriate professional behavior by completing the Department’s PBR form. The completed form should be forwarded to the PBRC Chair, a faculty member, or the Department Chair who will then forward to the PBRC Chair.
C. Referral Guidelines
a. If the infraction is a minor offense and is a one-time occurrence in a specific course, then the course master and student must determine a resolution. If this behavior is not resolved, then the course master will file a behavior complaint with the PBRC. If behavior is resolved then the course master will submit a report to the PBRC for tracking purposes.
b. If a minor offense occurs repeatedly (three or more occurrences) in a single course and the behavior can not be resolved, then the course master will file a behavior complaint with the PBRC.
c. If this behavior occurs in more than one course and the behavior can not be resolved, then the PBRC will review.
d. If a minor infraction is reported to occur outside of a course, then the faculty advisor and student must determine a resolution. If behavior is not resolved then the faculty advisor will file a complaint with the PBRC. If behavior is resolved then the faculty advisor will submit a report to PBRC for tracking purposes.
e. Infractions determined to be moderate or serious by the PBRC Chair and Department Chair will be immediately referred to the PBRC committee.
D. Processing a complaint by the PBRC
a. Upon receipt of a complaint to the PBRC Chair, the accused student and his/her faculty advisor will receive an email from the PBRC Chair detailing the complaint. If the referral is initiated by a student, the referring student’s name will not be associated with the complaint.
b. Informal hearing. The PBRC Chair and Department Chair will determine if a completed PBR form represents a minor or serious infraction. In the case of a minor, first-time infraction only, within 5 College business days the PBRC Chair will meet with the accused student and faculty advisor. If the PBRC Chair is the student’s faculty advisor or is the one that filed the complaint, then another faculty member will attend the meeting as the second faculty member. The accused student will be encouraged to provide an explanation of the behavior and plan of action to address the behavior. Upon conclusion, the Chair of the PBRC will document the resolution/action plan on the PBR form. The signed document will be placed in the student’s file by the PBRC Chair, with a copy provided to the student. The faculty advisor will be responsible to assure that the action plan is implemented and completed.
c. Formal hearing. Infractions determined to be serious by the PBRC Chair and Department Chair will be immediately referred to the PBRC. For minor infractions, if the accused student fails to comply with the agreed upon remedial/corrective actions or the issue cannot be resolved by this informal procedure due to the severity of the complaint, the faculty advisor or PBRC Chair will refer the matter to a formal meeting of the PBRC within 5 College business days of determination of same for a formal hearing as described below.
d. Any subsequent Professional Behaviors violation regarding this student on the same issue or another issue will not be submitted for an informal hearing but will be submitted directly to the PBRC for review.
E. Formal Hearing by the PBRC
a. Upon confirmation of an unresolved violation of professional behaviors or instances where the professional behaviors complaint is considered a moderate or serious infraction, the PBRC Chair will schedule a PBRC hearing with the accused student within 5 College business days. The accused student may submit a written response to the PBRC Chair no later than 24 hours prior to the meeting for distribution to the committee.
b. At the hearing, the PBRC Chair and the accused student will present pertinent information to the PBRC. The student may not be represented or accompanied by anyone at the hearing, including but not limited to legal counsel. The PBRC may contact other persons to provide information related to the charge. Any witness for either party shall attend the hearing only to the extent necessary for offering information.
c. The PBRC will have the right to ask questions of the complainant, the faculty advisor, and/or the accused student, as well as any witnesses or other pertinent individuals regarding the incident.
d. The PBRC will consider any prior unsatisfactory behavioral performance issues of the charged students in determining its recommendations.
e. At the conclusion of the hearing, the PBRC shall decide on remedial and/or corrective actions or sanctions, which may include behavioral probation, suspension, deceleration, or immediate dismissal from the program. The decision of the PBRC will be documented and provided to the student within 5 College business days after the conclusion of the hearing with a copy retained in the PBRC file and the student’s departmental file. A copy will also be submitted to the Associate Dean and/or VP of the School of Health Sciences.
f. If the student is placed on behavioral probation and does not comply with the expectations therein, the PBRC will request the VP of the School of Health Sciences to dismiss the student.
a. No Action. If, after the formal hearing, the PBRC determines no unprofessional behavior infraction occurred, the student will receive no remedial consequence and the case is closed. This complaint will NOT be considered with any future complaint against the same student.
b. Action plan. This decision is for a minor first-time infraction only following an informal hearing. This decision is made only in the event the complaint is not referred to the PBRC for a formal hearing review. Action plans are student-specific and aim to remediate the minor unprofessional behavior infraction. The PBR Form action plan will detail actions expected of the student within a specified time. The signed document will be placed in the student’s file by the PBRC Chair, with a copy provided to the student. The faculty advisor will be responsible to assure that the action plan is implemented and completed. Compliance with the action plan will result in no further disciplinary action but will affect the course of future unprofessional behavior infractions in that all future complaints, no matter the severity, will be referred directly to the PBRC for a formal hearing.
c. A warning is the first possible level of consequence offered by the PBRC for a professional behavior infraction following a formal hearing. A completed PBRC form and signed warning letter will be placed in the student’s file along with an individualized action plan to remediate the infraction. Subsequent professional behavior infractions, no matter the degree of severity, cannot result in a warning consequence but only be considered for a more severe consequence, such as monitoring, probation, deceleration or dismissal from the program.
d. In instances where the infraction is severe enough, or where a student has already received a warning, a student can be placed on monitoring status. A completed PBRC form and signed monitoring letter will be placed in the student’s file along with an individualized action plan to remediate the infraction.
e. First-time or subsequent professional behavior infractions that are deemed serious or egregious breaches of conduct can result in probation. Probation includes all the elements of monitoring except that ANY breach of the probation agreement will result in additional disciplinary actions. A completed PBRC form and signed probation letter will be placed in the student’s file along with an individualized action plan to remediate the infraction. Copies of the signed probation letter will be provided to the student, their advisor, the Department Chair, and the VP of SHS.
f. Academic deceleration. In some circumstances, especially as related to attendance and academic unprofessional behaviors, academic deceleration may be recommended. A completed PBRC form and signed academic deceleration letter will be placed in the student’s file along with an individualized action plan to remediate the infraction. Copies of the academic deceleration letter will be provided to the student, their advisor, the Department Chair and the Associate Dean (Or VP) of SHS.
g. First-time or subsequent professional behavior infractions that are deemed serious or egregious breaches of behavior will result in recommendations for immediate dismissal from the program. A completed PBRC form will be placed in the student’s file. Copies of the dismissal letter will be provided to the student, the Department Chair and Associate Dean/VP of SHS.
G. Appeal of Decision
a. Within 5 College business days of receipt of the PBRC’s decision, the student may appeal by requesting the Department Chair/Associate Dean/VP to have the School of Health Sciences’ Graduate Healthcare Academic Standards Committee (GHASC) consider the appeal. The charged student may accompany the appeal with a written statement of his/her position.
b. The GHASC will meet within 10 College business days to consider the appeal.
c. In consideration of the appeal, the GHASC shall review all documentation regarding the referral and findings. The GHASC may interview faculty, staff, Department Chair, student’s faculty advisor, PBRC Chair, the student, and any pertinent witnesses. No one, including the charged student, may be represented or accompanied by anyone at the hearing, including but not limited to legal counsel.
d. After completing its review of the matter, the GHASC shall have 3 College business days to make its decision and notify the School’s VP. The School’s VP shall notify the charged student, the Department Chair, and the PBRC Chair within 5 College business days of said decision.
H. Types of Infractions
a. Minor Level Infractions: Examples of minor infractions include, but not limited to: Late for class or other scheduled mandatory event including virtual events; Talking in class or lab when instructor is talking and teaching; Tardiness in uploading quizzes or exams prior to time for completion; Inappropriate dress for class, labs, other mandatory events; Demonstrating poor attitudes toward instruction or instructors or other students; Showing poor engagement in class or lab or other events; Using any technology devices without permission in class, lab or during other activities on or off campus to include clinicals; Unexcused absence.
b. Moderate Level Infractions: Repeated (three or more) minor infractions with no resolution to behavior; Violation of any FERPA and HIPAA rules unintentionally; Unintentional damage to school property or removing school property from building without permission; Inappropriate postings on social media or other platforms related to school, service activities or clinicals; Demeaning statements or actions towards faculty, staff, clinical instructors, or other students.
c. Serious/Egregious Level Infractions: Intentional submission of any false information/documents to the program; Making any offensive racial or ethnic or other slurs/statements (verbally or written) towards any group or individual person; Making any statements or actions that may consider to be threatening or intimidating or may lead to the harm of others physically or emotionally; Intentional violation of any FERPA and/or HIPAA rules; Intentional damage to school property or removing school property from building without permission.
Professional Behaviors for Annual Advising
All members of the E&H community are expected to uphold standards that reflect credit to themselves and the institution and to abide by all E&H rules and regulations. Should the conduct or action of a student, or group of students, be detrimental to the general welfare of E&H or its members, the student or group of students may be subject to suspension or dismissal.
Students are expected to demonstrate professional behaviors throughout their academic, fieldwork and capstone experiences. These expectations have been defined in the literature and are used in the Program for annual advising. The following definitions and criteria related to professional behaviors were developed by: Warren May, Laurie Kontney and Annette Iglarsh (2010). These definitions will be used in your annual advising sessions.
1. Critical Thinking
The ability to question logically; identify, generate and evaluate elements of logical argument; recognize and differentiate facts, appropriate or faulty inferences, and assumptions; and distinguish relevant from irrelevant information . The ability to appropriately utilize, analyze, and critically evaluate scientific evidence to develop a logical argument, and to identify and determine the impact of bias on the decision making process.
The ability to communicate effectively (i.e. verbal, non-verbal, reading, writing, and listening) for varied audiences and purposes.
3. Problem Solving
The ability to recognize and define problems, analyze data, develop and implement solutions, and evaluate outcomes.
4. Interpersonal Skills
The ability to interact effectively with patients, families, colleagues, other health care professionals, and the community in a culturally aware manner.
The ability to be accountable for the outcomes of personal and professional actions and to follow through on commitments that encompass the profession within the scope of work, community, and social responsibilities.
The ability to exhibit appropriate professional conduct and to represent the profession effectively while promoting the growth/development of the Occupational Therapy profession.
7. Use of Constructive Feedback
The ability to seek out and identify quality sources of feedback, reflect on and integrate the feedback, and provide meaningful feedback to others.
8. Effective Use of Time and Resources
The ability to manage time and resources effectively to obtain the maximum possible benefit.
9. Stress Management
The ability to identify sources of stress and to develop and implement effective coping behaviors; this applies for interactions for: self, patient/clients and their families, members of the health care team and in work/life scenarios.
10. Commitment to Learning
The ability to self direct learning to include the identification of needs and sources of learning; and to continually seek and apply new knowledge, behaviors, and skills.
Definitions of Behavioral Criteria Levels
Each professional behavior is evaluated using the following criteria levels:
– behaviors consistent with a learner in the beginning of the professional phase of
occupational therapy education and before the first significant internship
– behaviors consistent with a learner after the first significant internship
– behaviors consistent with a learner who has completed all didactic work and is able to
independently manage a caseload with consultation as needed from fieldwork educators, co-workers, and other healthcare professionals
– behaviors consistent with an autonomous practitioner beyond entry level
Retention, Promotion and Academic Probation
The student’s knowledge, understanding, and ability to integrate information, professional behavior, and clinical problem solving abilities (as appropriate) will be evaluated in each class. The grading scale utilized by the Program is as follows:
Letter Grade* Grade Points per Semester Hour
W No credit/no penalty
Requirements for Promotion and Graduation
The course sequence and all course descriptions, semester credit hours and prerequisites are noted in the College’s Academic Catalog. Due to the sequential nature of the didactic curriculum, students must successfully pass all didactic phase coursework for a given semester before becoming eligible to take courses in the subsequent semester(s).
Understanding the inherent difficulties, challenges and rigor of OT education, the OT program has built in remediation processes tied to all examinations, including opportunity to remediate some, but not all examinations for a grade change. Importantly, remediation for grade change does not apply to group examinations, formative evaluations, quizzes and lab or practical evaluations and examinations, unless specifically noted in a course syllabus.
Advanced placement will not be granted under any circumstances. All students who are granted admission to the program must fulfill all program requirements, including, but not limited to, the successful completion of all required courses and activities. Attaining the OT degree will require the successful completion of all didactic and clinical phase coursework and meeting all program requirements.
The OTD Program is designed as a 36-month program. The program begins in the month of August and ends in the month of August. Satisfactory progress through the program requires a minimum passing grade of C in each course, a minimum semester and cumulative GPA of 3.00, and adherence to all student conduct and behavior (including, but not limited to, professionalism standards) policies. Any final course grade <70% is considered course failure.
The following policies apply to student progression in the OTD Program:
- Students are required to complete the designated professional curriculum, as designed, in the full-time sequence specified.
- Progression will be a function of successfully passing all required courses, with a grade of 70% or greater, in each semester, achieving a minimum semester and cumulative GPA of 3.00, continuing to meet all technical standards, and meeting all other program policies/standards in each semester (e.g., immunization and CPR requirements, health insurance requirements, malpractice insurance requirements, student conduct policies/standards).
- Didactic Phase
- Each semester’s course work is to be considered pre-requisite to the next semester
- Students are expected to complete each semester on time as a cohort.
- Failing to receive a passing grade in didactic phase coursework, following all offered exam remediation opportunities, will prevent students from progressing to the next semester.
- In such cases, students are either dismissed from the program or offered deceleration as explained in the deceleration section below.
- Clinical Phase
- Clinical Phase Coursework includes Supervised Clinical Practice Experiences (SCPEs), Research coursework, and the Summative Course.
- As with the Didactic Phase, coursework will be full-time in the sequence designated and as assigned at the beginning of the clinical phase of training.
- Students are expected to complete each semester on time as a cohort.
- Failing to receive a passing grade in Fieldwork, will either require remediation or result in deceleration or dismissal as described in the Student Fieldwork Handbook.
- Remediation for Fieldwork level 2 will automatically result in delay of graduation.
Students are responsible for any associated tuition and fees related to fieldwork remediation.
- Student are permitted to remediate - via course repeat - one failed fieldwork level 2.
All repeated fieldwork level 2 will take place after the summative phase of the student’s program and, as such, will automatically result in delay of graduation. The student is responsible for any additional tuition and fees related to these additional courses. All students must complete both fieldwork level two within 12 months.
If a student, on reattempt, fails the same fieldwork level 2, the student will automatically be dismissed from the program.
- All student must successfully pass the Capstone Experience for 14 weeks (540 hours) as well as a capstone project. A student cannot retake the Capstone experience but may be able to remediate depending on approval of Capstone Coordinator and Program Director. Capstone experience and project must be completed within 24 months after completion of the didactic portion of the curriculum. Any delay in completing the Capstone experience and project will delay student’s graduation. Student will be responsible for any additional tuition or fees related to the delay.
- Failing to meet all technical standards and/or student conduct policies/standards, as outlined in this handbook, the Student Fieldwork Handbook, and the Emory & Henry College Catalog and Student Handbook will result in automatic referral to the Student Progressions Committee and Academic and/or Behavioral Probation and subsequent consequences up to and including deceleration or dismissal from the program.
Throughout and at the end of each semester, the Program Director will monitor each student’s level of success. Students who do not attain and maintain a 3.00 semester GPA, do not achieve a passing grade in individual courses, or have student conduct issues during the semester, will receive a letter from the Program Director notifying them of their individual progression status. In such cases, progression status can include:
- For didactic phase coursework:
- At risk for academic probation, deceleration, or dismissal
- At risk for behavioral probation, deceleration, or dismissal
- Academic probation, deceleration, or dismissal
- Behavioral probation, deceleration, or dismissal
- For fieldwork phase coursework:
- At risk for academic probation, deceleration, or dismissal
- At risk for behavioral probation, deceleration, or dismissal
- Academic probation, deceleration or dismissal
- Behavioral probation, deceleration, or dismissal
- Required repeat of a fieldwork level 2 course resulting in delay of graduation
Deceleration and Dismissal
At the discretion of the Program Director with consideration of the OT faculty recommendations, students may have the opportunity for deceleration. For the purposes of this handbook, deceleration is defined as halting progression in the program while awaiting the start of a future semester to retake coursework, and dismissal is defined as being dismissed from the program without opportunity to return or continue later. Specific to the clinical phase of the program, failing a supervised clinical practice experience and repeating that course at the end of the clinical phase of the program, is considered ‘course remediation’ rather than deceleration.
The following policies apply to deceleration and dismissal:
- Failure to receive a grade of ‘C’ in any course is considered course failure and, in the case of didactic phase coursework, will prevent the student from progressing to the next semester. Depending on the course, course exams may be able to be remediated for grade change, as noted in course syllabi. However, course grades cannot be remediated or changed once finalized by the course director.
- In the case of a didactic phase course failure, a student will be automatically dismissed or offered the option of deceleration, at the discretion of the Program Director with consideration of recommendations from the OT faculty.
- Failure of more than one course in the didactic phase of the program will automatically result in dismissal from the program.
- Failure or remediation of more than one supervised fieldwork level 2 course in the clinical phase of the program, even if a course is successfully repeated, will automatically result in dismissal from the program.
- A student cannot remediate more than one course in the clinical phase of the program. As such, if a student fails a supervised fieldwork level 2 course that is scheduled to be remediated after the planned graduation date, but subsequently fails a second fieldwork level 2 course, the student will automatically be dismissed from the program.
- Decelerated students who return to program participation and subsequently fail a course, fail to attain and maintain a cumulative semester 3.0 GPA, fail to meet all technical standards, and/or fail to adhere to any program policies or requirements will automatically be dismissed from the program.
- Upon deceleration, students are participating with the next cohort of students and, as such, will be subject to that cohort’s student handbook and student clinical handbook policies and procedures and any new tuition rates and expenses as determined by the College.
- Deceleration automatically results in delay of graduation and additional financial burdens to the student and may affect financial aid processes.
- Students are fully responsible for any additional tuition and fees, including changes in tuition and fees resulting from deceleration.
- Students are advised to discuss these issues with the College’s financial aid personnel prior to making any decisions regarding returning to the program if granted the option of deceleration.
- If decelerating, the student can miss no more than a consecutive 12-month lapse of time from continuing in the program (i.e., from the time of course failure to the time of reattempt of course).
- Students will be required to demonstrate maintenance of competency to resume progression in the program.
- This may involve retaking previously completed courses, successfully completing a written and practical examination within one month of rejoining the program, and/or other activities deemed necessary by the Program.
- These requirements must be completed prior to resumption of the program.
Academic Probation/Academic Deceleration/Academic Dismissal
- The following students are automatically placed on academic probation and may be subject to deceleration or dismissal:
- Any student who fails to attain and/or maintain a 3.0 cumulative semester GPA.
- Any student required to remediate a fieldwork level 2 course.
- Any student subject to deceleration.
- Students on probation or at risk for probation, must meet with the following individuals/centers:
- Academic Advisor
- Program Director
- Powell Resource Center
- In the didactic phase of the program, a course failure will result in automatic academic probation and either deceleration or dismissal from the program, at the discretion of the program director and in consideration of recommendations from the OT faculty.
- In the clinical phase of the program, any failing grade on a fieldwork level 2 course will result in automatic academic probation and either required course repeat (i.e., course remediation), deceleration, or dismissal, depending on the reason(s) for failure of the clinical rotation experience, at the discretion of the program director and Academic Fieldwork Coordinator.
- A failure of the Capstone experience and project will result in dismissal from the program. Only exception may be if student receives an incomplete and then is able to remediate or extend time to complete the experience and project.
- If the reasons are deemed significant enough, at the discretion of the program director with consideration of recommendations from the OT faculty, the student may be dismissed from the program.
- If the student fails to achieve a passing grade upon the second attempt of the fieldwork level 2 course, the student will be dismissed from the program.
- Students cannot be on academic probation for more than one semester.
- If students are not taken off academic probation in the second consecutive semester, they are subject to either deceleration or dismissal from the program, at the discretion of the program director and in consideration of recommendations from the OT faculty.
Dismissal from the Program
It is essential for students to understand that academic, clinical, and professional achievements are necessary for the student to progress to the next level of coursework in the OT Program.
It is the position of the faculty that academic and/or clinical achievement without professional achievement is incompatible for competent, compassionate, ethical, legal, and moral clinical practice. This is especially true because the occupational therapy profession serves vulnerable populations. Therefore, students may be recommended for dismissal from the OT Program for less than satisfactory professional achievement regardless of academic or clinical achievement.
Students must demonstrate satisfactory professional abilities and comportment throughout the curriculum. Professional abilities and comportment are assessed in the classroom, the skills laboratories, the fieldwork educational experiences, and in the greater College learning community. Students will receive feedback on their achievement from faculty and from their faculty advisors and will have ample opportunities to assess their own progress. Students having difficulty with professional achievement may be required to develop a written learning plan for improvement with their faculty advisors and in consultation with the Program Director/Department Chair.
If a student persistently demonstrates an inability to satisfy professional achievement standards to the satisfaction of the Program, the student may not be permitted to continue in the OT Program. Egregious breaches of professional comportment and/or College code (e.g., cheating) may result in a recommendation of dismissal from the Program.
The following conditions may be grounds for the Program’s faculty to recommend dismissal:
- Inability to raise overall GPA to 3.0 or higher during the probationary period; and/or
- A second failure of meeting the minimum grade of “C” in the same academic or clinical course; and/or
- Failure of meeting the minimum grade “C” in a second course, academic or clinical, at any time during the curriculum; and/or
- Placement on probation for a second time during the curriculum, and/or
- A cumulative GPA of less than 3.0 at the conclusion of Semester V that, based on the quality point-bearing credits in Semester VI, cannot mathematically be raised to a minimum of 3.0, and/or
- Egregious or unresolved professional abilities or behavioral issues.
The College reserves the right to contact a student’s parent(s), guardian(s), or spouse in the event of any accident, illness, mental distress, or disruptive behavior.
Filing a Complaint with ACOTE
If a program allegedly is not in compliance with one or more of ACOTE’s Evaluative Criteria or has violated any of ACOTE’s expectations related to academic integrity, contact Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA), located at 6116 Executive Boulevard , Suite 200, North Bethesda, MD 20852-4929. ACOTE’s telephone number c/o AOTA is (301)652-AOTA and its Web address is www.acoteonline.org .
Guidelines for the use of Human Subjects for Educational Purposes
For activities conducted in association with the Emory & Henry College (E&H) OT program involving human participants that do not meet the definition of research, the Program will adhere to the guidelines as stated below.
To insure informed consent of human participants/subjects, any demonstrator associated with the Program (including academic faculty or fieldwork educator and students) must explain the nature and purpose of the demonstration or study, the length of time the subject will be used, and the procedures to be used during demonstration. Any persons anticipated to view, observe, or listen to either live demonstration or its recording, or read published material regarding the study must be made known to the subject. Subjects must inform the demonstrator of any known or perceived contraindications or precautions for a treatment procedure or skill.
For E&H OT students, serving as a human subject during laboratory activities is essential for learning and evaluation of learning. Therefore, it is expected that E&H OT students serve as human subjects during Program-related learning activities, and participation may be calculated as part of a course grade (see course syllabi). Faculty will work with students to accommodate any participation limitations due to medical or protected (e.g. religious) reasons.
Remediation Policies and Procedures:
This policy does not replace E&H College policies and procedures on academic standing. Please refer to the College Catalog for information on academic progress, academic warning, academic probation, academic dismissal, and academic standing.
The E&H graduate health science programs are specifically formatted to educate students in advanced clinical sciences, enabling graduates to become successful and highly competent clinicians. Because of the difficulty and volume of the information presented, graduate health science programs are well known as some of the most challenging graduate level programs.
As such, this policy was developed with recognition of the following:
- OT students need to be self-directed career-long learners of the medical and behavioral sciences.
- A major portion of any graduate health science program involves independent studying.
- Because of the pace of graduate health science programs, little opportunity exists for in-class instructional review of previously presented material.
- The educational process proceeds, week to week, building on previously presented and learned material.
- In order to be successful, students need to continually master presented material on a day-to-day, week-to-week, month-to-month and/or module-to-module, and
- Throughout each program, evidence of information mastery is monitored via student
performance on written, oral and practical examinations/evaluations. Students are encouraged to contact the relevant faculty or instructor at any time to improve their mastery of the material.
- Student progress is monitored and documented in a manner that promptly identifies
deficiencies in knowledge or skills and establishes means for remediation as described herein.
- In some cases, different course-specific remediation policies may be applied and, if so, this will be clearly noted in the course syllabi. Course directors will be available to facilitate remediation when needed. In the event that a course director is not available, another faculty member will be assigned.
The goal of remediation is to identify, based on course instructional objectives and evidenced by poor performance on examination(s), areas of weaknesses of material, and, once identified, to assist the student in overcoming those weaknesses and develop mastery of the material. Within courses that do not utilize Exams, course directors may allow remediation of other assessment tools/methods at their discretion. The maximum number of remediation attempts still applies per semester as stated below.
- As each examination is analyzed for exam item validity, students are not permitted to challenge examination questions for a grade change.
- The Exam Item Analysis Report Form is intended only for faculty as an objective report of an exam item analysis; completed Report Forms will not be presented to students.
- Unless otherwise noted in the course syllabus, students will not have the opportunity to submit “extra-credit” work or complete an alternative process offering an opportunity to receive a higher score than originally achieved on the examination.
- Passing grades for examinations/evaluations are program and course dependent.
Course syllabi will clearly note when course specific passing grades differ from program specific passing grades. Any grade below a passing grade constitutes failure of an examination/evaluation and requires remediation for students continuing in the program. As necessary, students will be given a grade of incomplete in the applicable course until the examination is successfully remediated.
- All students are required to meet with their course director and their advisor for all failed examinations.
- The grade on a failed examination may be improved only as follows:
- At the discretion of the course director students may be allowed to improve up to a maximum of two failed test grades per course by a maximum of 15 points or an
examination grade corresponding with a passing score, whichever comes first. All failed tests should be remediated regardless of a grade change due to the importance of the student understanding the content. Course Master may decide not to allow a grade change for any of the remediated examinations.
- Remediation examinations/evaluations cannot be remediated
- In the didactic year, students will complete all remediation prior to the start of the next semester. The student should take the lead in contacting the course director for remediation.
- The course director, after meeting and discussing with the student, will decide on the remediation time-line during the specific semester. At the discretion of the course director, remediation(s) may be completed during the semester or during the semester break, but must be completed prior to the start of the next semester.
- At the discretion of the course director students may be allowed to improve up to a maximum of two failed test grades per course by a maximum of 15 points or an
- Remediation for a failed examination involves a four step process including:
1. At a time and location specified by the course director, an opportunity will be provided for the student to meet with the course director to review the following:
a. A student test score report of their failed examination, detailing their examination grade and any missed question items.
b. An Exam Item Review Sheet that permits students to write down the topic, sub-topic(s), Task Area, and source location for information pertaining to each missed question.
c. Review of missed exam questions is intended only to identify weaknesses and not to
serve as a review of the course content; students are not permitted to challenge exam
questions for exam grade changes.
d. A Test Analysis Review Sheet in which students indicate why they believe the question was missed (e.g., misunderstanding of question, poor content competency, mistakes in recording answer on examination sheet.
e. Development of remediation study plan based on the identified area(s) of weakness.
2. A Remediation Study Plan Sheet will be completed jointly by the faculty member and student.
a. Self-study of the topic, subtopic, and task area missed on the examination
3. The self-study process for failed examinations will be formatted at the discretion of the course director and may include, but not be limited to:
a. Reading assignments
b. Review of lecture material (e.g., PPTs)
c. Individually focused faculty-led tutoring (especially skills related deficiencies)
d. Evidencing proficiency of failed material
4. Students will be reassessed by the course director after completion of the outlined remediation plan with an emphasis on areas of poor performance. The assessment activity may vary, at the discretion of the course director and depending on the nature of deficiency and degree of remediation necessary. The activity may include, but not be limited to:
a. Make-up written, oral, or practical examinations
b. Written completion of selected course instructional objectives with reference citations
c. Written response to selected examination items with reference citations
d. Problem based learning exercise(s) focused on area(s) of weakness
e. Written self-reflection exercise(s)
Students involved in research are strongly encouraged to submit their work for presentation at AOTA or VOTA and other professional meetings. A research abstract considered for presentation of publication must be submitted in conjunction with the faculty, clinicians, and/or researcher with whom the work was conducted. Careful consideration must be given to authorship, as well as acknowledgments for supporting contributions to the research. For research performed during their graduate work, students must obtain permission to publish manuscripts in the peer-reviewed literature from the Research Advisor and the Faculty Advisor. Other faculty members may review the manuscript before submission for publication.
The research advisor’s name will appear first on the initial publication arising from a research project conducted by students, unless otherwise agreed. Student investigators will determine the order in which their names should appear.
No investigator may use data from a project without full disclosure to all collaborators and permission from the research advisor.
A complete final copy (hard and electronic) of all materials relating to a research project must be submitted by the student to the research advisor.
Risk management is imperative to all organizations. Students are encouraged to report problems or issues involving “risk” to the Program Director/Department Chair. The student may be asked to put the incident in writing when appropriate to clarify the issue or problem. The Program Director/Department Chair can address issues of risk in a confidential format.
Each student has the right to seek a remedy to a dispute or disagreement. Specific policies and procedures are outlined in the Academic Catalog and in the Student Handbook pertaining to appeals for grades, parking tickets, student conduct cases and student records. In these cases, published policies and procedures are applied. In issues that are not covered by these policies and procedures, students have a right to file a complaint and request resolution.
If a student has a complaint, it is recommended that he or she first contact the Course Master directly involved regarding the issue and seek informal resolution. The staff or faculty member may ask for additional information and may schedule an appointment to address the concern. If the student does not feel comfortable directly contacting the staff or faculty member connected to the complaint, the student can speak with the program director.
If informal resolution is not possible, the student should submit a formal written and signed complaint to the Dean of the School of Health Sciences.
The formal complaint should include:
- The actual complaint stated as specifically as possible, and
- The desired outcome.
The Dean or his/her designee will address the complaint in a timely manner and to the best of his/her ability. Appropriate actions will be taken to resolve the issue for the student and to improve services in the future.
If the problem is not resolved, the complainant may request a meeting with the President of the College. This policy does not apply to academic grade disputes, Title Vi, VII and IX issues, or other published policies and procedures.
In the event that a student has a concern that he or she would like to express anonymously, the College participates in a service called the Campus Conduct Hotline at (866) 943-5787. The Campus Conduct Hotline system is available for use around the clock, seven days a week. Because the Hotline is operated by an independent organization, any calls made through this Hotline are completely confidential. The Hotline operator will record the complaint or concern and forward it to the appropriate staff member at the College for review and action as appropriate. Callers to the Hotline may remain anonymous.
All student records such as admission, enrollment, fieldwork, capstone and achievement are maintained and kept in a secure location. These records are kept according to Emory & Henry College’s policy. Grades and credits for courses are recorded on students’ transcripts and permanently maintained by the Registrar’s office at Emory & Henry College.
Whistle Blower Policy
Emory & Henry College is committed to conducting its operations with integrity by engaging in lawful, ethical and respectful practices. For this reason, we encourage members of the campus community to make any concerns known to the College. Whether these concerns relate to fraud or crime, security or internet abuses, or fraudulent financial or business practices, violations, or ethical concerns, the doors of college administrators, supervisors, and Human Resources are always open.
If you have a question or concern about a possible violation of Emory & Henry’s policies or the law, the College encourages you to express your concerns to any of the persons whose names or titles appear in the policies that are included in the Student Handbook, Staff Handbook, and the Faculty Handbook. Occasionally, a faculty, staff or student may have a concern that he or she would like to express anonymously. For these occasions, the college participates in a service called the Campus Conduct Hotline at (866) 943-5787. The Campus Conduct Hotline system is available for use around the clock, seven days a week. Because the Hotline is operated by an independent organization, any calls made through this Hotline are completely confidential. The hotline operator will record the complaint or concern and forward it to the appropriate staff member at Emory & Henry College for review and action as appropriate. Callers to the hotline may remain anonymous.
The curriculum of the Graduate Program in Occupational Therapy is designed such that students complete the nine consecutive semesters. Successful candidates are expected to participate in the Emory & Henry College Commencement ceremonies and be hooded at that time by the Department Chair. Students will participate in the graduation ceremony held in August of year three.
OTD Fieldwork Manual
Fieldwork Office Contact Information:
Teri Gilley, DHSc, OTR/L, BCP
Academic Fieldwork Coordinator
EHC School of Health Sciences
565 Radio Hill Road
Marion, VA 24354
Level 1 and Level 2 Fieldwork 2
The purpose of fieldwork education is to apply OT evaluation and intervention principles learned in didactic courses to clients with a variety of occupational needs.
All fieldwork education courses are viewed by the faculty as being of equal importance with the didactic courses offered by the Program and permit the student to apply the knowledge from the classroom experiences to the clinic. Fieldwork education is a series of structured learning experiences designed to allow students to develop and improve clinical skills, to identify personal attitudes and feelings, and to be socialized into the profession. The goal of fieldwork education is to look beyond the information learned in the classroom to discover new meanings and relationships within the profession. (C.1.1.)
The OTD Program at Emory & Henry College (EHC) is committed to the idea that professional education requires a sound academic preparation that is enhanced and enriched by strong fieldwork experiences. Fieldwork education is based on an integrated model; that is, experiences are integrated into the curriculum throughout the entire course of study. Each fieldwork experience is designed to correlate with the academic preparation of the student by increasing the number of skills and complexity of problem solving required. The occupational therapy program requires both Level 1 and Level 2 fieldwork experiences.
Fieldwork sites should create learning situations that guide students to expand their knowledge, attitudes, and skills. Fieldwork sites should provide the students with an awareness of fiscal responsibility as it impacts their services. Level 1 fieldwork is an integral part of the didactic portion of the educational program. Students are exposed to diverse settings to increase their understanding of occupational therapy, emerging practice areas, and/or the traditional healthcare arena. Level 2 fieldwork is the culminating educational experience for the Emory & Henry College occupational therapy student.
The fieldwork experience will include exposure to realistic environments to allow practice in interdisciplinary communication, documentation, supervision of support personnel, problem solving, and ethical/legal aspects of service delivery. Fieldwork is regarded as an integral part of the collegial environment in which our students are educated. In this partnership each gives of his/her expertise toward the goal of perpetuating, evolving, and maturing the profession of Occupational Therapy. Fieldwork provides opportunities for real life development and growth of the students’ therapeutic skills under the leadership of the fieldwork educator(s). The academic institution has a responsibility to support the fieldwork educator(s) and incorporate assessment on students’ progress and growth. The Program is committed to a plan for the development of OT educators, which includes both academic faculty and fieldwork educators, and is designed to incorporate a variety of elements leading to professional growth. This exchange of services by the academic faculty and fieldwork educators promotes a cooperative attitude among all that are involved in the preparation of our future colleagues. The fieldwork education experience is thereby an essential ingredient of the curriculum. (C.1.1)
Communication with Academic Fieldwork Coordinator
A system of ongoing communication between the AFC and the clinical fieldwork educator is critical to the success of fieldwork experiences. The AFC will be available to assist potential fieldwork facilities with their development of fieldwork programs and to discuss fieldwork issues with individual fieldwork educators. If feasible, the AFC will make arrangements for an onsite visit during Level 2 experiences. If this is not possible, the AFC will contact the student’s clinical fieldwork supervisor by telephone at least once during each Level 2 Fieldwork experience.
During Level 1 and Level 2 Fieldwork experiences, the student should address minor difficulties with his/her fieldwork educator in supervision meetings. If the student is having difficulties with the fieldwork educator that cannot be resolved, it is imperative that the AFC be contacted as soon as possible to avoid putting the student’s grade or experience in jeopardy. All difficulties with Level 1 and Level 2 experiences should be addressed to the Academic Fieldwork Coordinator. He/she will involve the necessary faculty members and fieldwork educators in assisting to remediate the problem(s) that have been identified.
Communication between Program and Facilities
Effective communication between the Program and fieldwork sites must be maintained at all times to assure ease in scheduling fieldwork experiences, updating information for the students who will be assigned to sites, and mutual understanding as problems are discussed.
A. Accurate information must be kept up-to-date with the Program including changes in
staffing (especially fieldwork educators), phone numbers, addresses, email addresses,
student objectives, housing, and other information related to the fieldwork education
B. Prompt and timely responses to requests for information (patient care protocols,
administration information, etc.), updating materials, clinical appointments, and
scheduling of students are required by all fieldwork facilities.
C. Important telephone/ email communications between the fieldwork site and the program will be documented.
E-Value Online Software System
The E-Value program is a system used to enhance each student’s experience in clinical rotations. Each student will have an individual account and will maintain all documentation needed for fieldwork sites such as immunizations, BLS certification, safety training, background check information, etc. Students will be responsible for updating their own personal information in the system.
E-Value online software will be used for the following, but not limited to the following:
- Maintaining current personal records required by fieldwork facilities.
- Logging time at fieldwork rotations and experiences including comments about the
- Completion of evaluations completed by students and clinical instructors regarding
performance, behavior and experiences.
- Look up basic site information for potential fieldwork experiences.
- Scheduling all fieldwork experiences.
Fieldwork education provides the environment in which critical thinking can be practiced and concepts and techniques integrated to provide quality occupational therapy services. To this end, the fieldwork education program seeks to provide for its students opportunities in stimulating environments to further augment the student’s professional development.
Emory & Henry College maintains liability for students who are on their fieldwork experiences. Students may choose to purchase additional liability insurance for fieldwork opportunities. In the future students may be required to purchase this insurance.
Travel and Transportation Issues
Students are expected to have a reliable means of transportation to and from classes and
fieldwork experiences. Level 1 experiences occur within an hour’s drive of the School of Health Sciences campus; while Level 2 fieldwork can occur anywhere in the United States. It is, therefore, imperative that the student budget for related transportation expenses.
Housing during Fieldwork
During the student’s Level 2 Fieldwork, he/she may be placed in a site that is not within
commuting distance of his/her school residence. Very few sites provide free housing. Fieldwork sites can sometimes give the student information on possible temporary housing. It is the sole responsibility of the student to arrange for their housing prior to the commencement of their fieldwork experience.
Fieldwork education is a partnership between the student, the academic faculty, and the
fieldwork educator(s). Level 1 and 2 fieldwork experiences are an integral part of the
occupational therapy curriculum at Emory & Henry College.
Fieldwork Sites and Supervisors
The OT Program at Emory & Henry College evaluates and selects fieldwork sites according to specific criteria that meet the needs of the curriculum and to assure that the facility is able to provide adequate supervision and experiences to enable the student to successfully meet the requirements of the AOTA Fieldwork Performance Evaluation for the Occupational Therapy Student . The scope of fieldwork sites ranges from traditional settings in pediatrics, geriatrics, physical disabilities and mental health, to emerging practice settings in community health. All sites utilized for student fieldwork placement meet the requirements and learning objectives of the curriculum. A contractual agreement is completed with all facilities.
The Academic Fieldwork Coordinator (AFC) and fieldwork educators collaborate on objectives, practice activities and the advising of students. (C.1.3.) (C.1.15) In order for a fieldwork site to be established and retained, it must provide a quality educational experience for the students and meet Commission on Education (COE) requirements for Level 1 or 2 fieldwork sites. In addition, the OT Program at Emory & Henry College and students must conscientiously cooperate and fulfill the duties/requirements of the contract. (C.1.2)
Each student is expected to actively participate in the fieldwork education process, and to share in the planning and evaluation of the learning experience. They should question, explore, teach, and motivate during their fieldwork experience to reinforce and enhance their education. Occupational therapy fieldwork sites expect students to come prepared with the necessary skills to work with clients.
Requirements to Participate in Fieldwork Experience
(See the Emory & Henry College OT Student Handbook regarding academic policies dealing with grades, passing, failing and remediation of courses.)
A. Successful completion of all preceding coursework is considered prerequisite for
B. Student must attend Fieldwork 1:1 Workshop prior to beginning this rotation during
the first summer semester, a Fieldwork 1:2 Workshop prior to beginning this rotation
during the second spring semester, a Fieldwork 1:3 Workshop prior to beginning this
rotation during the second summer semester, and a Fieldwork 2 Workshop prior to
beginning these rotations in the third fall semester.
C. Students must furnish the AFC with proof of current healthcare provider’s
adult-child-infant CPR certification prior to attending the initial fieldwork experience.
If the CPR certification expires prior to any fieldwork experience, the student must
become recertified and provide proof of recertification. Individual sites may require
certification from a particular provider. It is the student’s responsibility to ensure that
the proper certification is obtained.
D. The student must be aware of and meet all health and other requirements of the
fieldwork site. This information will be shared with fieldwork site and faculty. It is
the student’s responsibility to obtain and upload all required documentation to the
E-Value system as well as submit to the fieldwork site. Requirements may include
but are not limited to :
- Proof of HIPAA, OSHA, and Patient Safety training.
- Proof of student health insurance.
- Proof of physical examination.
- Proof of current TB screening.
- Proof of completion of the Hepatitis B series or statement of declination.
- Proof of MMR vaccination or rubella immunizations.
- Healthcare Professional CPR. (Facility may have specific requirements.)
- Criminal background check. (May need a current background check at the
time of fieldwork.)
- Drug screen. (May need a current drug screen at the time of fieldwork.)
- Other requirements as directed by the assigned facility.
Preparation for Fieldwork Experience
When a student receives confirmation for a fieldwork assignment, each student is expected to
- For a Level 2 Fieldwork placement, contact the site within 2 weeks of receipt of this
confirmation, to make initial contact with the fieldwork educator. The purpose of this call
is for the student to introduce himself/herself and to gather information regarding dress
code, schedule, resources for housing, etc. Thereafter, it is the student’s responsibility to
maintain contact with the fieldwork site as appropriate until the start of the assignment.
*NOTE: Securing housing is the responsibility of the student.
- Read the objectives and evaluation tool to be used during the fieldwork experience
and come to the fieldwork preparation sessions prepared to discuss the upcoming
experience with the AFC.
- Take responsibility for the timely submission and completion of initial goals for a
particular fieldwork placement to the AFC.
Disclosure of Information
Emory & Henry College cannot discuss a student’s past academic or fieldwork performance with fieldwork educators without a written release of information from the student. It is, therefore, the student’s responsibility to let the fieldwork educator know if any accommodations are needed due to a disability. Faculty cannot discuss the academic progress and/or need for accommodations due to disability of a student unless a FERPA form has been signed.
Non-discrimination in fieldwork placements
The student has the right to be treated fairly and not be discriminated against in the selection of fieldwork facilities or by any representative of the academic or fieldwork facility. See the Emory & Henry College Policy on Non-Discrimination.
During the Fieldwork Experience
- Notify the fieldwork facility and academic educational program of current address
and telephone number.
- Obey all policies and procedures of the facility unless exempted, including prompt
notification of unplanned or planned (as permitted) absences.
- Fulfill all duties and assignments made by the fieldwork educator within the time
- Complete and submit all required forms and evaluations to the fieldwork educator and
the AFC in a timely manner.
- Fax evaluation of student’s performance to AFC on the last day of directed clinical
experience in order to expedite processing of grades.
- All students are required to maintain ongoing communication with the AFC at Emory
& Henry College.
- All students are required to complete assignments made by the AFC or EHC OTD
faculty within the time specified.
- If problems occur that might interfere with successful completion of the fieldwork
experience, students should contact the AFC immediately for directions or
intervention on student’s behalf.
- Following the fieldwork experience, the student must write a letter of appreciation to
the fieldwork educator with a copy to the AFC acknowledging the educational
opportunities provided by the facility within three weeks following completion of the
experience. A copy of this letter should be submitted to the EHC fieldwork office no
more than four weeks after the fieldwork experience
Excessive absences, regardless of the reason, will contribute to lack of preparation for fieldwork experiences. Students should budget their study time accordingly so that they do not need to “skip” classes and/or fieldwork to study for a test in another class. Excessive absences and/or tardiness should be reported to the AFC and will be dealt with by the Academic Fieldwork Coordinator (AFC) and/or the Program Director (PD). The student must realize that absences may prohibit him/her from progressing in the program.
The following attendance requirements will apply:
- Attendance at fieldwork assignments is required as scheduled. Students are governed
by the rules and regulations of the facility. Credit for Level 2 Fieldwork education is
based on an average of 40 hours/week, which may include holiday and weekend hours.
- n the event of illness or emergency, the student must contact the fieldwork site and
the AFC prior to the start of the work day.
- In the event of two (2) or more absences due to illness during the fieldwork
experience, a signed medical excuse must be provided.
- In the event of illness or injury that may affect the student’s ability to fully participate
in the fieldwork education experience, the student must also provide a medical release to
return to full participation in the fieldwork education experience.
- Absences will be made up at the discretion of the AFC with input from the fieldwork
educator. It is the student’s responsibility to make arrangements when make-up days are
required. Students must notify the AFC of any such arrangements.
- Absence or tardiness from fieldwork education will likely result in an unsatisfactory
grade. Not notifying the AFC of absences will result in cancellation of the fieldwork
education experience and student will then be subject to additional decisions by the OTD
Program’s Promotion and Retention Committee.
Dress, Appearance and Professional Behavior
Professional attire and behavior are expected at all times. Non-compliance may result in
termination from the program. Students may consult with the AFC or their Academic Advisor for clarification as needed.
- Students are expected to conform to the dress code of the fieldwork site. If the site
does not provide a dress code, students are expected to conform to the EHC OTD
program dress code, as described in the Student Handbook. Students may not
wear jeans to clinic at any time . Students must wear closed toe, rubber-soled
shoes. Men are to wear shirts with collars.
- Students MUST wear a name tag indicating student status at all times.
- Students should refrain from use of their cell phones and all functions available
on their phones while treating patients within the clinic.
- Good personal hygiene is an important part of professional attire.
- The following are not appropriate dress:
- See-through clothes, tops with spaghetti straps
- Shorts, short skirts (knee length or above not permitted), capris, leggings,
low-waisted pants that may expose undergarments when bending or squatting
- Midriff or halter tops, or short tops that expose student’s skin when bending.
- Women’s cleavage should not be visible.
- Hats or caps, unless outdoors
- Flip-flop rubber sandals, open toe shoes, or excessive heel height
- Excessive jewelry that could interfere with treatment, i.e. no dangle earrings,
(earrings should dangle less than one inch and be less than the size of a
quarter), no more than two rings, necklaces and bracelets are not
- Long finger nails
- Noticeable perfumes that could cause others displeasure due to allergies,
Students should always familiarize themselves with the facility’s patient rights policy. Patients have the right to be treated fairly, with dignity and respect , and without discrimination by all students of occupational therapy from Emory & Henry College. Students must always identify themselves as students from EHC during contact with patients.
Patients have the right to refuse evaluation or treatment by a student of occupational therapy from EHC. If a patient refuses to be treated by a student, the student will immediately transfer care of the patient to their fieldwork educator and remove themselves from any interaction with that patient.
If a patient is being treated by a student of occupational therapy at EHC and feels they have been treated inappropriately or in a discriminatory manner, the patient should register a complaint with the fieldwork educator. The fieldwork educator should then contact the AFC to report the complaint. The patient also has the right to directly notify the AFC of the complaint; the fieldwork educator must provide contact information to allow the patient to do so. The fieldwork educator should put the complaint in writing in an incident report to be put in the student’s file at the facility and EHC. When the AFC receives the complaint, a determination will be made between the AFC and the fieldwork educator about the legitimacy of the complaint and whether the student should be immediately removed from the fieldwork site; this will be done within one business day of receiving the complaint. If the AFC is not available, the Program Director will respond within one business day. Should a student be removed from the fieldwork site, the entire core faculty of the Program will determine whether the complaint is severe enough to warrant failure of the fieldwork experience and possible dismissal from the program. If it is determined the student will remain at the fieldwork site, counseling of the student regarding the complaint will occur between the fieldwork educator and any other appropriate personnel. A plan for remediation regarding the complaint as well as goals and objectives to avoid future complaints will be devised. Depending on the nature of the complaint, the student may be placed on academic probation or fail the experience at the discretion of the AFC and Program Director.
It is the policy of the OTD Program that all patient/student information is treated with the appropriate level of confidentiality regardless of HIPAA regulations. This includes but is not limited to, information shared during fieldwork experiences, labs, and lectures. To the greatest extent possible, patient releases should be obtained for images/videos and any information to be used in the academic/research setting. Students are always required to follow the policy on confidentiality of their fieldwork placement.
- Students who feel they have witnessed a violation of the confidentiality policy
should contact their fieldwork educator, AFC, or the course instructor
depending on the setting of the incident.
- The fieldwork educator, AFC, or course instructor should discuss the situation
with those involved and share with them the policy on confidentiality.
- This discussion should be documented and placed in the appropriate file at the
fieldwork site and in the fieldwork education file in the academic setting.
- Repeated violations should be reported to the appropriate person in the fieldwork setting and to the AFC if a student on fieldwork experience is
involved or in the academic setting to the Program Director.
- The AFC, Program Director, and fieldwork educator will discuss an
appropriate plan of action for repeated violations in a fieldwork placement.
Client/Family Confidentiality and Coworker Privacy
Students are allowed to discuss client cases with fieldwork educators and academic faculty;
however, cases should not be discussed in public places or with persons who have no need to know the information. Protecting the dignity and privacy of the client/family is a critical part of the development of professional behavior and is also required by HIPAA regulations. Students must also get written permission to use photos/videos or case information about clients with whom they work.
Students should also note that their supervisors, co-workers, and other students in the facility have a right to confidentiality and privacy. Use discretion when speaking of them out of their presence or disclosing information of a personal nature.
Conflict of Interest
Students who receive tuition or other assistance from a facility in return for post-graduation employment will be scheduled at other facilities for Fieldwork 2. This does not interfere with a student’s eligibility to receive a stipend. This will ensure consistent student role expectations and objective student evaluations. Additionally, students will not be scheduled to participate in a Fieldwork 2 experience under the direct supervision of a family member or close friend.
Counseling students with difficulties during fieldwork experiences
A. Fieldwork educators and/or students should identify problems early to allow time for
the student, fieldwork educator, and/or AFC to collaboratively discuss student
performance and devise goals to foster the successful completion of fieldwork.
B. Through telephone consultation or on-site consultation with the fieldwork educator
and the student, the AFC may assist in identifying and clarifying issues related to
fieldwork placement. The AFC may also assist with the development of a plan to
resolve fieldwork issues.
C. Students who need academic and/or personal counseling during Level 1 or Level 2
fieldwork are still eligible for the services offered at Emory & Henry College;
however, geographic location for the fieldwork site may prohibit access to these
services. If the student is in a placement not within driving distance to Emory &
Henry College, he/she is encouraged to seek counseling services in the local
- Level 1 and 2 fieldwork experiences will include related assignments from the academic
faculty at EHC, including completion of checklists, reflections, and other related tasks.
- Students may be required to complete an assignment for individual fieldwork sites, which may include a project or presentation.
- Level 2 students will participate in online courses during the first (Fieldwork 2:1) and
second (Fieldwork 2:2) experience. OTD 811 Fieldwork Seminar will be completed
during Fieldwork 2:1 and OTD 823 Clinical Reasoning 3 will be completed during
The student’s academic advisor from EHC or the AFC will make contact with the fieldwork educator and/or student during the midpoint of the placement to verify that the fieldwork experience is progressing according to plans and expectations. Any problems that are identified during the contact will be followed up by the AFC. Students are encouraged to evaluate themselves and the fieldwork experience on an ongoing basis. If problems are identified, they need to be addressed early. (C.1.15.)
- Students are encouraged to discuss problems with their fieldwork educator.
- When problems are identified, the AFC should be contacted immediately.
- The AFC and the fieldwork educator will work toward a satisfactory
resolution with the student.
- Premature termination of the fieldwork experience is at the discretion of the
AFC and the fieldwork educator.
- Additional evaluations may be conducted depending on the level of the
fieldwork experience or setting.
Fieldwork Experience Remediation
- Students may be granted the opportunity to remediate an unsatisfactory fieldwork
education experience at the discretion of the AFC and/or Program Director. Remediation of a fieldwork placement results in delayed graduation. This is necessary to allow time for remediation of the failed course and successful completion of the required fieldwork education experience. If a student fails or withdraws from a fieldwork experience, he/she has only one (1) more opportunity to complete the assignment within 12 months. Both Level 2 fieldwork experiences must be completed within 12 months after the start of the first Level 2
- The design and schedule of the remediation experience are at the discretion of the
AFC and/or Program Director, based upon the identified needs of the individual
student. Practical examination may be required to evaluate the student’s readiness
to return to a fieldwork education experience. Failure to pass the practical examination may result in fieldwork education course failure; therefore the student would earn a grade of “Fail” or “U” for unsatisfactory.
- Before the remediation experience begins, the student, with input from the AFC,
will develop goals and a formal plan of action. The final plan requires approval
from the AFC. In cases where the remediation arrangements include a fieldwork
site, the AFC and/or the fieldwork educator at that site will be apprised of all
areas in which the student requires remediation and the approved plan will be
shared with them.
- If the student does not successfully complete the remediation experience, he/she
will be dismissed from the program.
Leaving a fieldwork site without notifying and receiving a written or direct telephone response from the clinical fieldwork educator and the OTD Program at Emory & Henry College is viewed as a serious infraction of professional ethics and is considered abandonment of one’s professional responsibilities to the patients and facility. The student will receive a failing grade in the fieldwork and will not have the option to petition to re-enter the program.
Dismissal from the Program
The same rules and regulations regarding failure of classes and administrative withdrawal from the program that apply to the didactic courses apply to the fieldwork education courses. Incidents of unethical and/or unprofessional behavior may result in dismissal from the Program.
The Fieldwork Confirmation & Student Memorandum of Understanding form is sent to
fieldwork educators along with EHC OTD program fieldwork objectives a minimum of two
months prior to the starting dates for Level I and II fieldwork experiences. The form includes opportunities for fieldwork educators to indicate review and acceptance of EHC OTD program fieldwork objectives, share site-specific objectives with the AFC, or set up a collaboration session with the AFC to determine appropriate fieldwork objectives for the experience. This data is recorded and tracked using spreadsheets (C.1.3) .
Student progress is closely monitored during both Level I and II fieldwork experiences. The
AFC and EHC OT program faculty make contact with students and fieldwork educators through email, phone calls, and site visits at least once per fieldwork rotation. Students are required to log time and experiences using the program’s E*Value system. On Level II fieldwork rotations, students are also monitored by EHC OTD faculty during online courses. For Fieldwork 2:1, students are engaged in OTD 811 Fieldwork Seminar . During Fieldwork 2:2, students are enrolled in OTD 823 Clinical Reasoning III. On Level I fieldwork experiences, students are formally evaluated at the end of each rotation using the EHC MOT Fieldwork 1 Professional Behaviors Evaluation form and/or the EHC MOT Fieldwork 1 Competencies Evaluation . On Level II fieldwork experiences, students are formally evaluated at mid-term and at the conclusion of the fieldwork experience using the AOTA Fieldwork Performance Evaluation for the Occupational Therapy Student (C.1.3) (C.1.10) .
Level 1 Fieldwork
Level 1 Fieldwork Overview
Level 1 fieldwork experiences are completed during the third (Level 1:1), fifth (Level 1:2), and sixth (Level 1:3) semesters. Level 1:1 will offer students experiences in mental health and pediatrics. Level 1:1 fieldwork experiences will follow OTD 751 OT Process in Mental Health and OTD 752 OT Process in Pediatrics courses in the curriculum. (C.1.7.)
Level 1:2 fieldwork experiences will primarily consist of faculty-led immersions and simulation labs. Additional immersions in traditional, non-traditional, and emerging practice settings will be supported. Students concurrently take OTD 822 Clinical Reasoning II course and OTD 801 Advanced Practice in OT. This curricular setup further promotes students’ clinical and professional reasoning in adults and older adults while applying specialized knowledge in various specialties (pediatrics, hand therapy, mental health, etc.) and emerging practice areas such as pre-driving program, free clinic rehab, etc. Level 1:3 will offer students experiences in serving adult clients with physical disabilities. Level 1:3 fieldwork experiences will follow OTD 854 OT Process in Adults/Older Adults and OTD 855 OT Process in Hand/UE Rehabilitation. (C.1.8.)
The OT Practice Framework: Domain and Process (3 rd edition) can assist the student in gaining client and clinical observation skills in each of the four practice areas of Fieldwork 1 experience. The areas include mental health, physical rehabilitation, geriatrics, and pediatrics. Students should be aware that Level 1 Fieldwork cannot be used as a substitute for Level 2 Fieldwork.
Commission on Education Guidelines for Level 1 Fieldwork
The AOTA Standards describe the goal of Level 1 Fieldwork “to introduce students to the
fieldwork experience, and develop a basic comfort level with an understanding of the needs of clients.” Level 1 Fieldwork is not intended to develop independent performance, but to “include experiences designed to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process.” Services may be provided to a variety of populations through a variety of settings. Experiences may include those directly related to OT as well as other situations to enhance an understanding of the developmental stages, tasks, and roles of individuals throughout the lifespan. Day care centers, schools, neighborhood centers, hospice, homeless shelters, prisons, community mental health centers, and therapeutic activity or work centers are among the many possible sites. (C.1.7.)
Level 1 Fieldwork may also include services management and administrative experiences in occupational therapy settings, community agencies, or environmental analysis experiences. Populations may include disabled or well populations and age-specific or diagnosis-specific clients. Qualified personnel for supervision of Level 1 Fieldwork may include, but are not limited to, academic or fieldwork educators, occupational therapy practitioners initially certified nationally, psychologists, physician assistants, teachers, social workers, nurses, physical therapists, recreation therapists, activities directors, counselors, etc. (C.1.9.) The supervisors must be knowledgeable about occupational therapy and cognizant of the goals and objectives of the Level 1 Fieldwork experience. See more at: http://www.aota.org/Education-Careers/Fieldwork/LevelI.aspx#sthash.zb839r6a.dpuf
There are a variety of fieldwork models that can be utilized, depending on the preferences of the fieldwork educator, the nature of the fieldwork site, and the learning needs of the students.
Fieldwork models exist on a continuum from the traditional apprenticeship model in which one fieldwork educator has one student to a more collaborative approach in which a group of students work with one fieldwork educator. Each fieldwork model has an inherent theoretical approach to learning. The more collaborative the fieldwork model, the more active student learning occurs. Fieldwork models can also be classified as either role-established, which is a more traditional fieldwork site, or role-emerging, where occupational therapy services are being introduced and/or developed. The OTD program recommends a fieldwork educator to student ratio not exceed 1:4 for Fieldwork 1:1 and 1:2; 1:2 for Fieldwork 1:3, and 1:2 for Fieldwork 2 experiences. (C.1.4)
Level 1 Fieldwork Placement Process
Fieldwork 1 assignments are made by the Academic Fieldwork Coordinator (AFC). Students will be placed in locations within an hour’s drive of the School of Health Sciences campus. Students are required to inform the AFC of any disability accommodations needed during a fieldwork experience to allow for appropriate fieldwork placement.
Level 1 Fieldwork Placement Appeals Process
The appeal process is designed to meet the occasional need of students for whom the placement process would prove disruptive to their family responsibilities and would result in the student’s probable discontinuation of their education. Petitions for appeals are not to be made lightly. Students should consider the gravity of their appeal and submit an appeal only if they feel they could not continue in the program and complete their training if the appeal were denied. Appeals for special consideration in placement are based on demonstrated need for one of the following reasons: dependent care, extreme personal issues, and students with disabilities who have identified themselves to Emory & Henry College’s Powell Resource Center. Appeals cannot be made for financial or marital status reasons. Appeals found to be made on false claims will be overturned and denied, and students may be removed from the program for this highly unethical behavior. Students who falsify appeal claims will be placed in any remaining site at the conclusion of the placement process. Students will be informed of the dates of the Appeal process. Appeal decisions are made subject to the availability of fieldwork sites. All decisions of the faculty are final.
New Fieldwork Site Request Process
All prospective and contracted fieldwork sites are considered a resource of the OTD Program at Emory & Henry College, not the individual student. Therefore students shall not contact fieldwork sites, currently or prospectively contracted with the Program, with the intent to establish personal fieldwork placement without prior consent of the AFC. Students wishing to obtain a fieldwork site in a specific location must first contact the AFC to determine if a contract already exists with the facility. If no contract exists, the student and/or AFC may contact the site and initiate a clinical affiliation agreement. While the ability to place the student is not guaranteed, if a clinical affiliation is obtained with a requested site, the student must go to that site for their fieldwork rotation.
Cancellation or Changes by the Fieldwork Site
Students must understand that many of the fieldwork placements are arranged well in advance of student placement. Occasionally, facilities will cancel contracts and scheduled placements with little notice to the Program. In the event this occurs, the AFC will do his/her best to find another suitable and timely placement. While attempts will be made to accommodate student preferences, this may not be possible with short notice in arranging alternative placements. The OTD Program at Emory & Henry College cannot assume responsibility for delays in completion of the program if the student fails to accept or complete a scheduled fieldwork assignment, or if the fieldwork site cancels a scheduled placement.
Level 1 Fieldwork Evaluation
Students will receive a grade for Level 1 fieldwork education. The site fieldwork educator will complete the EHC OT Fieldwork 1 Professional Behaviors Evaluation form and/or the EHC MOT Fieldwork 1 Competencies Evaluation. The AFC will review the student’s completion of a student evaluation of fieldwork experience and related reflection activities. The AFC has final approval of all student fieldwork grades. Grade appeals are to be completed according to the student handbook guidelines. Please refer to the syllabi for Level 1 fieldworks. (C.1.10)
Forms used by Level 1 Fieldwork Students
Fieldwork forms can be located in E*Value or obtained from the AFC. Forms will be reviewed prior to each fieldwork experience during the fieldwork workshop session before the initiation of each fieldwork experience.
Level 2 Fieldwork
Level 2 Fieldwork Education Overview
Level 2 Fieldwork occurs during the third fall and spring semesters of the EHC OTD curriculum. All didactic courses must be completed prior to the start of Level 2 Fieldwork. (C.1.11) All occupational therapy students must complete the minimal equivalent of two 12-week (480 hours), full-time clinical rotations for a required total of 24 weeks of Level 2 Fieldwork experience. In special circumstances, fieldwork may be completed on a part-time basis per ACOTE guidelines. However, Fieldwork 2 rotations must be completed within one year after initiation of Fieldwork 2 experiences. Fieldwork 2 experiences are more structured and require more active participation from OT students than Fieldwork 1 experiences. Specific assignments and duties may be given by the fieldwork educator and/or the AFC. (C.1.13.)
Level 2 fieldwork educators must be currently licensed or credentialed occupational therapists who have a minimum of 1 year of practice experience subsequent to initial certification and are adequately prepared to serve as fieldwork educators. In addition to the program educational goals and Level 2 Fieldwork goals, the AOTA Fieldwork Performance Evaluation for Occupational Therapy Students (completed by the fieldwork educator) is also used as a guideline for establishing goals, objectives, and competencies for Fieldwork 2 experiences. Level 2 fieldwork is graded on a pass/fail basis.
Progression through Level 2 Fieldwork and Relationship to Graduation Requirements
Students must complete each Fieldwork 2 experience with a passing grade before progressing to the next Fieldwork 2 experience. The equivalent of twenty-four weeks of Fieldwork Level 2 are mandated for accreditation. The student must pass both Fieldwork 2 rotations to graduate from Emory & Henry College. It should be noted that most employers require graduation from an accredited school, including Level 2 fieldwork, and in most cases completion of the NBCOT certification examination prior to permanently hiring a newly graduated occupational therapist. Many states will issue a provisional license to practice as long as the student has applied to take the NBCOT exam.
Level 2 fieldwork rotations may be completed on a part-time basis; however students must have successfully completed both Level 2 fieldwork experiences within one year. Students may also be eligible for remediation of a failed Level 2 fieldwork experience. Remediation of Level 2 fieldwork must also be completed within that same one year period. (C.1.13.)
Commission on Education Guidelines for Level 2 Fieldwork
The ACOTE Standards (2012) describe fieldwork as “a crucial part of professional preparation.” The goal of Level 2 Fieldwork is to develop competent, entry-level, generalist occupational therapists (AOTA, 2012).
The Level 2 Fieldwork experience, an integral part of OT education, should be designed to
promote clinical reasoning and reflective practice, to support ethical practice through
transmission of the values and beliefs of the profession, to communicate and model professionalism as a developmental process and a career responsibility, and to expand
knowledge and application of a repertoire of occupational therapy assessments and interventions related to human occupation and performance. Through the fieldwork experience, students learn to apply theoretical and scientific principles learned in the didactic portion of the academic program to address actual client needs and develop a professional identity as an occupational therapy practitioner within an interdisciplinary context.
1. The fieldwork experience shall meet requirements in accordance with the Standards for an Accredited Educational Program for the Occupational Therapist (AOTA, 2012). (C.1.11.)
a. The fieldwork experience should be an extension of the educational program into
the clinical or community setting. The objectives should reflect both the
curriculum design of the educational program and the model of service delivery of
the fieldwork setting.
b. Level 2 Fieldwork must be integral to the program’s curriculum design and must
include an in-depth experience in delivering occupational therapy services to
clients, focusing on the application of purposeful and meaningful occupations.
Throughout the fieldwork experience, the fieldwork educator should structure 2
opportunities for informal and formal reflection with the student regarding the OT
process in action with the client population. (C.1.18.)
c. The OT student should have the opportunity to develop increased knowledge,
attitudes, and skills in advocacy, administration, management and scholarship.
i. Skills in administration and management may be attained through the
actual supervision of support staff, volunteers, or Level 1 Fieldwork
students in certain tasks or work assignments and involvement in
ii. Scholarship may be enhanced as students learn to use evidence to inform
their professional decision making and to generate new evidence through
independent or collaborative research at the fieldwork site. This may be
accomplished through investigation of the effectiveness of an intervention,
the reliability, validity or utility of assessment tools, and publication or
presentation of scholarly work.
iii. Inter-professional practice competencies should be encouraged throughout
the fieldwork experience through engagement of OT students in
interactive learning with students of different professions.
2. The fieldwork placements should provide the student with experience with various
groups across the lifespan, persons with various psychosocial and physical performance
challenges, and various service delivery models reflective of current practice in the
a. Within the required total of 24 weeks for the occupational therapy student, there
should be exposure to a variety of traditional and emerging practice settings and a
variety of client ages and conditions. In all settings, psychosocial factors influencing engagement in occupation must be understood and integrated for the development of client-centered, occupation-based outcomes. If placement is not a mental health setting, the fieldwork educator should assist the student in addressing any psychosocial issues the client may have. This will help to ensure that the student will have developed some entry-level competencies in mental health practice even if they do not complete a fieldwork experience in a mental health setting. (C.1.12.)
b. Students are responsible for compliance with site requirements as specified in the
fieldwork site student handbook developed by the site as well as the affiliation agreement between the fieldwork site and the academic program. This typically includes completion of prerequisite requirements (health requirements, background checks, HIPAA training, orientation to site documentation system, etc.) and attention to state regulations impacting student provision of client services. In addition to providing the required occupational therapy services to clients, students are also responsible for active participation in the supervision process, which includes the creation, review, and completion of learning objectives; completion of assigned learning activities and assignments; proactive and ongoing communication with the assigned fieldwork educator; continual self-assessment and reflection; and participation in formal and informal assessments directed by the fieldwork educator. By the end of the fieldwork experience, the student should demonstrate the attitudes and skills of an entry-level practitioner, including assumption of responsibility for independent learning.
3. Fieldwork educators responsible for supervising Level 2 Fieldwork occupational therapy
students shall meet state and federal regulations governing practice, have a minimum 1
year of practice experience subsequent to initial certification, and be adequately prepared
to serve as a fieldwork educator. If supervising in a role-emerging site where there is no
on-site occupational therapy practitioner, the fieldwork educator should have a minimum
of 3 years of practice experience after initial certification. (C.1.14) (C.1.17.)
4. There are a variety of fieldwork models that can be utilized, depending on the preferences of the fieldwork educator, the nature of the fieldwork site, and the learning needs of the students. Fieldwork models exist on a continuum from the traditional apprenticeship model in which one fieldwork educator has one student to a more collaborative approach in which a group of students work with one fieldwork educator. Each fieldwork model has an inherent theoretical approach to learning. The more collaborative the fieldwork model, the more active student learning occurs. Fieldwork models can also be classified as either role-established, which is a more traditional fieldwork site, or role-emerging, where occupational therapy services are being introduced and/or developed. The OT program recommends a fieldwork educator to student ratio not exceed 1:4 for Fieldwork 1:1 and 1:2; 1:2 for Fieldwork 1:3, and 1:2 for Fieldwork 2 experiences. (C.1.4)
5. The fieldwork site should meet all existing local, state, and/or federal safety and health
requirements, and should provide adequate and efficient working conditions. The
occupational therapy practitioner should comply with state regulations governing the
scope of practice for OT services.
6. Ideally, the fieldwork site will have a stated philosophy regarding service delivery which
serves as a guide for the delivery of services, scholarly activities, and education for
individuals and groups. Where occupational therapy services are already established, the
occupational therapy philosophy/mission/vision regarding practice and education
programs should be stated in writing and should reflect the specific contribution
occupational therapy makes to the overall agency. Where established, the occupational
therapy philosophy/mission/vision guides the development of learning objectives for the
fieldwork experience. Ideally, the established occupational therapy program will
articulate a philosophy/mission/vision of service delivery reflective of best practices in
the profession. Best practices in the profession result in services which are
client-centered, occupation-based, and supported by research evidence. The EHC OTD
Program will work with the fieldwork site to provide resources to support best practice
ideals as needed. (C.1.15)
7. At fieldwork sites where occupational therapy services are already established, there
should be occupational therapy representation in planning programs and formulating
policies which would affect occupational therapy practice and delivery of services or
8. The fieldwork agency should recognize that the primary objective of the fieldwork
experience is to benefit the student’s education.
9. Opportunities for continuing education and professional development of occupational
therapy staff and students should be encouraged to support life-long learning. (C.1.15)
10. Both the ACOTE Standards and the OT Model Curriculum documents address the need for collaboration between the fieldwork site/fieldwork educator and the academic program. The ACOTE Standards require that the Academic Fieldwork Coordinator and the fieldwork educator collaborate when establishing fieldwork objectives, identifying fieldwork site requirements, and communicating students’ performance and progress during fieldwork (AOTA, 2012). The OT Model Curriculum documents describe how fieldwork experiences need to be planned in such a way that they are integrated into the academic program’s mission and curriculum design. The reader is referred to the OT Model Curriculum and the ACOTE Standards for more information. Since the occupational therapy fieldwork education experience exists within the philosophy and policies of the fieldwork agency, it is essential that the administration and staff accept and support the program. (C.1.15.)
11. Supervision guidelines - There are multiple sources of supervision guidelines that are
applicable to Level 2 fieldwork. The first source are state laws and state practice acts that
govern the practice of occupational therapy. These documents will specify if there are
any specific requirements for supervision that need to be upheld in that state. Another
source of supervision guidelines are federal regulations such as Medicare that specify
what type of supervision must be provided to fieldwork students in certain healthcare
settings and with certain types of Medicare coverage. The AOTA website is a good
source for the most up-to-date information on Medicare regulations for student supervision. The ACOTE Standards specify that during Level 2 fieldwork, students must be supervised by a licensed or credentialed occupational therapy practitioner with at least 1 year of experience who is adequately prepared to serve as a fieldwork educator. (C.1.14) Further, the Standards state that supervision should initially be direct, and then progress to less direct supervision as is possible given the demands of the fieldwork site, the complexity of the client’s condition being treated, and the abilities of the fieldwork student. The COE and Commission on Practice (COP) Fieldwork Level 2 position paper (COE/COP, 2012) additionally recommends that supervision of occupational therapy students in Fieldwork Level 2 settings will be of the quality and scope to ensure protection of consumers and provide opportunities for appropriate role modeling of occupational therapy practice, and that the supervising occupational therapist must recognize when direct versus indirect supervision is needed and ensure that supervision supports the student’s current and developing levels of competence (COE/COP, 2012). (C.1.16.) Specific to the role-emerging fieldwork placement, where the site does not employ an occupational therapist on staff and the fieldwork is designed to promote the
development of occupational therapy services, supervision guidelines specify that students be supervised daily on site by another professional familiar with the role of occupational therapy and 8 hours of direct supervision should be provided weekly by an occupational therapist with at least three years of experience. (C.1.17.) It is recommended that the Academic Fieldwork Coordinator (AFC), fieldwork educator (FWEd), the on-site coordinator (if identified), and student maintain regular formal and informal communication during the fieldwork experience (AOTA, 2001) (C.1.15.) .
12. It is recommended that students collaborate with their fieldwork educator(s) to develop
learning objectives which stem from the site-specific learning objectives for the
individual fieldwork site. This may be accomplished through the use of learning contracts
which are both a teaching strategy and an assessment tool used to encourage self-directed
learning. Learning contracts allow for shared responsibility in the planning of learning
experiences offered in fieldwork. Proactive learning contracts are an effective teaching
strategy and encourage students to become intrinsically motivated to attain competence in
the fieldwork experience.
13. The student shall be evaluated and be kept informed on an ongoing basis of his/her
performance status. (C.1.18.)
14. Fieldwork experiences should be implemented and evaluated for their effectiveness by
the educational institution and the fieldwork agency.
Level 2 Fieldwork Placement Process
The OTD Program at Emory & Henry College chooses fieldwork sites for students based on: (a) the quality of educational experience available at the site; (b) the educational needs of the occupational therapy students; and (c) availability of sites. Fieldwork sites are at a premium and are a valuable resource of the OTD Program. The School has established fieldwork policies (i.e., Appeals, Assignment Process) designed to serve the largest good in the fairest possible manner. Students are reminded that they have been informed, since admission, that they are responsible for completing a minimum of six (6) months of Level 2 fieldwork. Students have been informed that they are responsible for the financial burden of this part of their training, that this training may take place anywhere in the United States, and that the student is responsible for planning and preparing for this expensive part of their education. Students may not contact any fieldwork site (scheduled or potential) without AFC approval.
Fieldwork Assignment Process
Site assignment is completed by the AFC. The AFC first confirms all sites that have returned reservation forms indicating slots available for EHC OTD students. Sites that are eligible to take students must ensure that therapy is supervised by a certified and/or licensed occupational therapist and that education of students is pragmatically or philosophically supported by the administration of the facility. Students wishing to request a specific geographic location or a facility not currently under contract with EHC need to follow the assignment appeals or new fieldwork site request processes outlined in this manual. Students must comply with fieldwork policies regarding student contact with fieldwork sites. Students are responsible for arranging their own transportation, housing, and financing for their fieldwork experiences.
In order to take student preferences into consideration, all students will complete the program’s fieldwork preparation module prior to the date of assignment. This is utilized to acquaint students with the proper procedure for completing and submitting their fieldwork preference form.
Students will consider the following in developing their list of preferences:
a. Students usually cannot complete more than one clinical course at the same site;
b. Students usually cannot be assigned to a facility where they have previously been
employed, volunteered for more than 100 hours, or have a work agreement;
c. Students usually cannot be assigned to a facility that is providing financial
d. Students cannot be assigned to a facility where they will be supervised by any
individual in which a conflict of interest may arise; conflict examples may include family
members, friends, previous employers or others.
Students are to consult their faculty advisor for guidance in completing their fieldwork
preference form. This form will indicate a student’s preference for type of fieldwork placements (physical disabilities, pediatrics, mental health). Each student is required to complete one physical disabilities rotation. Students will be given the opportunity to indicate their preferred facilities. Students are not guaranteed any of their preferred facilities; but their requests will be taken into consideration.
The AFC may use an automated process with fieldwork education software to make tentative assignments based on students’ preferences, availability of sites, and site location. A software program may be used to assign each student to at least one of their top three preferences. The AFC will verify and/or modify each assignment as needed. Final placement decisions are based on the fieldwork site that is determined by the AFC, in consultation with the OT faculty, to be the most beneficial educational opportunity for the student and their learning needs.
Level 2 Fieldwork Assignment Change Process
The process of changing a fieldwork assignment is designed to meet the occasional need of
students for whom the assignment process to any facility in the United States would prove
disruptive to their family responsibilities and would result in the student’s probable
discontinuation of their schooling. Petitions for change are not to be made lightly. Students should consider the gravity of their request and submit a request only if they feel they could not continue in the program and complete their training if the request were denied. Special consideration in placement is based on demonstrated need for one of the following reasons: dependent care, extreme personal issues, and students with disabilities who have identified themselves to the EHC Powell Resource Center. Changes cannot be made for financial or marital status reasons. Requests found to be made on false claims will be overturned and denied, and students may be removed from the program for this highly unethical behavior. Students who falsify change requests will be placed in any remaining site at the conclusion of the assignment process. Students will be informed of the dates of the request process. Decisions are made subject to the availability of fieldwork sites. All decisions of the faculty are final.
After completion of the assignment process, students may exchange fieldwork assignments with each other, if both students can give reasonable explanation as to why the switch would be beneficial. This request is to be made in person by both students to the AFC. The AFC must approve all changes. If the change is deemed educationally inappropriate for either student, the AFC may refuse the change. The OTD Program at Emory & Henry College reserves the right to refuse requests for fieldwork placement changes after a given date prior to commencement of the fieldwork experience.
New Fieldwork Site Request Process
All prospective and contracted fieldwork sites are considered a resource of the OTD Program, not the individual student. Therefore students shall not contact fieldwork sites, currently or prospectively contracted with the Program, with the intent to establish personal fieldwork placement without prior consent of the AFC. Students wishing to obtain a fieldwork site in a specific location must first meet with the AFC to determine if a contract already exists with the facility. If no contract exists, the student and/or AFC may contact the site and initiate a clinical affiliation agreement. While the ability to place the student is not guaranteed, if a clinical affiliation is obtained with a requested site, the student must go to that site for their fieldwork rotation.
Cancellation or Changes by the Fieldwork Site
Students must understand that many of the fieldworks are arranged well in advance of student placement. Occasionally, facilities will cancel contracts with little notice to the Program. In the event this occurs, the fieldwork coordinator will do his/her best to find another suitable and timely placement. While attempts will be made to accommodate student preferences, this may not be possible with short notice in arranging alternative placements. The Occupational Therapy Program cannot assume responsibility for delays in completion of the program or eligibility for certification, if the student fails to accept or complete a scheduled fieldwork assignment, or if the fieldwork site cancels a scheduled placement.
Level 2 Fieldwork Evaluation
Students are required to complete a self-assessment, Student Evaluation of the Fieldwork
Experience for each Level 2 fieldwork placement. Students are also required to complete the AOTA Fieldwork Data Form for each Level 2 experience . (C.1.15.)
Level 2 Fieldwork is graded on a pass/fail basis using the AOTA Fieldwork Performance
Evaluation for the Occupational Therapy Student (FWPE) . This FWPE is used for both midterm and final grading of the fieldwork experience. Not receiving a passing score of 90 or above at midterm may or may not result in termination of the fieldwork experience. Students must obtain 122 points or above and a minimum score of 3 for questions 1, 2, 3 (fundamentals of practice section) at the final evaluation to be able to pass the fieldwork course. (C.1.18.)
Students may only repeat one Level 2 fieldwork experience. Students withdrawing from Level 2 fieldwork without the permission of the program director and the AFC will be placed on academic probation. Refer to the student handbook for further rules regarding academic
Forms used by Level 2 Fieldwork Students
Fieldwork forms can be accessed on E-Value or obtained from the AFC. Forms will be provided for use during each fieldwork experience during the orientation process prior to the start of each experience.
During Level 2 Fieldwork
Students will be off the EHC campus for both Level 2 fieldwork experiences. During Fieldwork 2:1, there will be an online course, OTD 811 Fieldwork Seminar that will include reflections from students on fieldwork experiences, professional reasoning, and integration of previous didactic material with current OT practice. During Fieldwork 2:2, there will be an online course OTD 823 Clinical Reasoning 3 that will provide reflection of fieldwork experiences including safe practice ideas, ethical considerations, therapeutic use of self, impact of contextual factors, and professional responsibility for fieldwork education. (C.1.11.)
International fieldwork experiences are possible for EHC OTD students. Requirements for
international fieldwork opportunities include a memorandum of understanding between the site and EHC OTD program. Students must be supervised by an occupational therapist who has graduated from a program approved by the World Federation of Occupational Therapists and has at least one year of experience in clinical practice. (C.1.19.)
Additional Level 2 Fieldwork Opportunities
Students may choose to pursue an additional semester of Level 2 fieldwork. AOTA sponsors a third Level 2 experience for students at AOTA headquarters in Bethesda, MD. Interested students must apply to AOTA for this specialized fieldwork opportunity. This fieldwork experience can not replace the Level 2 program set forth in the EHC OTD curriculum.
OTD Capstone Manual
Doctoral Capstone Office Contact Information:
Angelika Pine, OTD, OTR/L
Doctoral Capstone Coordinator
Emory & Henry College, School of Health Sciences
Occupational Therapy Department
565 Radio Hill Road
Marion, VA 24354
Section I: Doctoral Capstone Philosophy
The OTD Program at Emory & Henry College (EHC) is committed to the idea that professional education requires a sound academic preparation that is enhanced and enriched by strong fieldwork and capstone experiences. Capstone education is 2-phased, beginning with three capstone preparatory courses during the second year of study and ending with a capstone experience and project during the final semester of the Program. Graduation from the OTD program requires the successful completion of the capstone experience and project courses.
Capstone experiences are the expression of individual, self-driven projects where students seek to develop in-depth knowledge and skills in a concentrated area of focus while also considering the Program- and College’s mission to benefit rural and/or underserved populations. Capstone sites should create learning situations that guide students to expand their knowledge, attitudes, and skills through the development and completion of a project that also benefits the host site. The capstone experience expands upon the real life development and growth of the students’ therapeutic skills through site mentorship of individuals qualified and experienced in the setting and topic area of interest. The academic institution has a responsibility to support the site mentor(s) and incorporate assessment on students’ progress and growth. Through the site mentor, the capstone student should be exposed to realistic environments that allow not only for advancement of clinical skills but also experiences in interprofessional collaboration, leadership and administrative responsibilities, the fiscal, ethical and legal aspects of service delivery, program and policy development, and advocacy for the underserved. The capstone experience and project is thereby an essential ingredient of the curriculum. The capstone preparation, experience and project are integrated into the curriculum threads and domains of learning. See OTD Program Curriculum Design and Student Learning Outcomes of how the capstone courses relate to the curriculum design.
- Doctoral Capstone Fit with and Program Mission and Curriculum Design (ACOTE D.1.1)
The doctoral capstone has been developed in such a way as to integrate into the curriculum design. Capstone preparation does not begin until the beginning of the second year. The first year of the curriculum is foundational in that students learn the OT practice framework, theories, evidence-based practice, research methods, and foundational assessment and intervention skills for mental health, pediatrics and adults. Students also complete foundational courses in anatomy, kinesiology, modalities, and assistive technology. In the third semester (Summer I) students complete their first of three Level 1 fieldwork rotations in pediatrics and in mental health settings. The first year includes an introduction to the following areas of focus that may be used for the capstone: Clinical practice skills, Research skills, Theory, Leadership, Education, and Advocacy.
During the second year of the curriculum, students begin to explore and refine their ideas for the capstone experience and project with faculty advisement and guidance. Students participate in a capstone preparation class each semester during their second year. The second year of the curriculum includes more advancement in client assessment and intervention in the areas of the hand and upper extremity, adult, and older adults, neurological conditions, and community-based practice. The second year of the curriculum also includes student participation in a group research project, healthcare management, and program evaluation and development. Students also participate in two more Level 1 fieldwork rotations during their second year. Students may choose to select their area of capstone experience and project to extend from or be related to their research project. The second year of study addresses more advanced topics in the following areas that may be used for the capstone: Clinical practice skills, Research skills, Theory, Administration, Leadership, Education, Program and policy development and Advocacy. At the end of the second year, all students must present and defend their individual finalized capstone plan for the capstone experience and project. A signed MOU will also be required. This plan is approved by the OTD Capstone Coordinator and OTD faculty mentor.
The third year of the curriculum includes students completing level two fieldwork prior to beginning the capstone experience and project.
The figure below illustrates the activities related to the Doctoral Capstone Experience and Project including the capstone preparatory courses that will occur prior to the final semester.
Fall – Spring - Summer: Engage in foundational OT courses. No preparatory capstone courses offered.
- Settings Consistent with Program’s Curriculum Design and Mission (ACOTE D.1.2)
As stated earlier, the purpose of the Capstone is for students to demonstrate their ability to apply theory to practice and to demonstrate the synthesis of advanced knowledge in a practice area. Given the curriculum philosophy and design, each Capstone project will intersect with the didactic portions of the curriculum including the course series pertaining to practice, research, and program development. Since students will bring previous life and professional experiences to the Program, and will receive assistance and direction from their faculty mentor, each Capstone Experience and Project will be individualized and developed according to several influences. As students develop and assimilate the professional knowledge and attitudes of an occupational therapist, the Capstone Experience and Projects will likely be influenced by other scholarly projects in the curriculum, such as their research projects or program development endeavors. Conceptually and temporally, the Capstone Experience and Projects fit into the overall developmental progression for each student in the Program.
While students’ projects may involve components of education, research or theory development, most Capstone projects will likely involve a significant, core component of practice skills and program development. Program development efforts were intentionally identified by OT Program faculty as a core construct for both the Doctoral Capstone Experience and Project in order to expand and enlarge occupational therapy’s presence and purpose toward meeting the occupational needs of society and facilitating a bridge to emerging areas for occupational therapy practice, especially focusing on rural and underserved areas. Program development refers to the systematic process of identifying the needs of a group of individuals, community, or organization and designing evidence-informed programs to meet the identified needs. An essential component of this process is to evaluate the effectiveness and outcomes of the program once it has been implemented. Since the programs to be developed within the Capstone projects are collaboratively developed between the Program, the student, and the Capstone Experience sites, the value of the program development process must be mutually beneficial to all parties involved.
Section II: Roles and Expectations
- OTD Student
The OTD student is responsible for:
- Maintaining ongoing communication and collaboration with the faculty mentor, on-site mentor, and capstone coordinator throughout the entirety of the capstone experience and capstone project
- Ensuring compliance with all College and OT Program Requirements as outlined in the EHC OT Program Doctoral Capstone Manual (including, but not limited to, immunizations, trainings, ).
- Ensuring compliance with any additional requirements set forth by the capstone experience site.
- Collaborating with the faculty mentor and site mentor on the establishment of individualized student learning objectives for the capstone experience.
- Completing and documenting at least 560 hours (14 weeks full-time) for the capstone experience, 80% of which (448 hours) must be completed on-site at the capstone experience
- Proactively working towards all learning objectives for the duration of the capstone experience
- Collaborating with the faculty mentor and site mentor to ensure that the capstone project implementation progresses according to originally agreed upon timelines throughout the capstone experience.
- Collaborating with the faculty mentor and site mentor to identify an appropriate means for dissemination of the capstone project
- Following and demonstrating safety with others in all experiences.
- Following and complying with AOTA ethical standards.
- Notifying Capstone Coordinator of any changes or concerns
- Capstone Coordinator
The capstone coordinator is responsible for:
- Maintaining ongoing communication and collaboration with the student, faculty mentor, and site mentor throughout the entirety of the capstone experience and capstone project processes.
- Ensuring that there is a signed Fieldwork and Doctoral Capstone Affiliation Agreement (Appendix I) and Doctoral Capstone Memorandum of Understanding (Appendix II) in place prior to the start of the student’s capstone experience.
- Ensuring that the student successfully completes each step of the capstone development process during the three capstone preparatory classes before proceeding to the next
- Ensuring that the student has met all college and capstone experience site requirements prior to the start of the capstone experience.
- Assisting the student with identifying a capstone experience site and site
- Assisting the student with identifying appropriate means for dissemination of the capstone project outcomes.
- Site Mentor (ACOTE D.1.6)
The site mentor is responsible for:
- Providing documentation of experience and expertise in the student’s area of focus (e.g., a resume or curriculum vitae).
- Providing input and being an integral part of the determination of the student’s ability to accomplish specific objectives at the capstone experience
- Introducing the student to the capstone experience site’s overall mission, vision, and purpose and providing an overview of the services provided and population served at the
- Coordinating the student’s access to the capstone experience site’s facilities, materials, staff, and clients as necessary to develop and implement a capstone p
- Providing on-site mentoring of the student during the capstone experience and verifying the student’s hours on-site.
- Evaluating the student on their progress toward all learning objectives at midterm and final during the capstone experience.
- Faculty Mentor
The faculty mentor is responsible for:
- Being a Program faculty member with documented expertise in at least one aspect of the student’s doctoral capstone. If, in the event that a faculty mentor does not have expertise in the area of focus related to the student’s doctoral capstone, then the faculty mentor is responsible for collaborating with the capstone coordinator and student to identify a content expert (internal or external to the Program) willing to serve as a content expert mentor throughout the capstone experience and project
- Mentoring the student from the beginning to the end of the doctoral capstone process.
- Maintaining ongoing communication and collaboration throughout the entirety of the doctoral c
- Ensuring that the student’s capstone project adequately addresses the situation statement identified during the initial needs assessment of the capstone experience
- Supporting the student throughout the development of the capstone project
- Guiding, directing, and facilitating goals and objectives of the capstone experience in order to best meet the desired capstone project
- Collaborating with the student to ensure that the capstone project implementation progresses according to originally agreed upon timelines throughout the capstone experience.
Section III: Doctoral Capstone Experience and Project
All doctoral capstone courses are viewed by the faculty as being of equal importance with the didactic and fieldwork courses offered by the Program and permit the student to demonstrate synthesis and application of knowledge gained in one or more areas of focus; administration, advocacy, clinical practice skills, education, leadership, policy and program development, research, and/or theory development. The doctoral capstone includes a series of preparatory didactic courses designed to prepare students for their 14-week capstone experience and final capstone project.
Prior to beginning the doctoral capstone encompassed by OTD904 Capstone Experience and OTD905 Capstone Project, the student must have successfully completed all didactic coursework and all fieldwork experiences. See the Emory & Henry College OTD Student Handbook and the Emory & Henry College OTD Fieldwork Manual regarding academic and fieldwork policies dealing with grades, passing, failing and remediation of courses respectively. Specifically, but not limited to the following:
- Successful completion of all preceding coursework and fieldwork experiences is considered pre-requisite for the doctoral capstone.
- Students must complete and meet all the requirements of the three Capstone preparatory courses during Year 2. They include but are not limited to:
- A valid Fieldwork and Doctoral Capstone Affiliation Agreement if the student is to provide direct patient care under an OT.
- A valid, signed Memorandum of Understanding with the capstone experience site and site mentor for the duration of the capstone experience.
- A literature review and needs assessment demonstrating evidence of a gap in services or an unaddressed need.
- Established individualized goals and objectives for the capstone project and a formal method of assessing progress towards the goals during the capstone experience.
- An implementation plan, including contingency plans, for the capstone project to be completed at the capstone experience site and a formal method for recording time spent on activities related to the capstone experience.
- Similar to Program fieldwork experience requirements, students must furnish the capstone coordinator with proof of the following prior to beginning the capstone experience:
- Current healthcare provider’s adult-child-infant CPR certification. Individual sites may require certification from a particular provider. It is the student’s responsibility to ensure that the proper certification is obtained.
- The student must be aware of and meet all health and other requirements of the capstone experience site. This information will be shared with capstone experience site and faculty. It is the student’s responsibility to obtain and submit all required documentation to the capstone experience site. Requirements may include but are not limited to:
- Proof of HIPAA training.
- Proof of completion of the Hepatitis B series or statement of declination.
- Proof of current TB screening.
- Proof of MMR vaccination or rubella immunizations.
- Healthcare Professional CPR. (Facility may have specific requirements.)
- Criminal background check. (May need a current background check at the time of the capstone experience.)
- Drug screen. (May need a current drug screen at the time of the capstone experience.)
- Other requirements as directed by the capstone experience site.
- Duration and Hours (ACOTE D.1.5)
The Doctoral Capstone Experience requires a minimum of 560 hours of time logged. This is accomplished through 14 weeks of full-time participation at the designated site. The Program curriculum is designed for fulltime participation of all courses, fieldwork rotations and capstone experiences. Students may only begin their capstone experience once all other didactic courses and fieldwork rotations are successfully completed. Prior fieldwork, classwork or work experience cannot count toward the 560 hours. Should students wish or need to complete their capstone experience in a part-time format, the 14-week timeframe will be extended accordingly to complete the 560 hours as required. Students who do not follow a fulltime format may delay their graduation. Furthermore, students must complete their capstone experience within 24 months of completing the didactic portion of the curriculum. Students can delay beginning their capstone experience for up to 6 months after completing their Level 2 Fieldwork rotations as long as the capstone experience is completed within 24 months of finishing the didactic portion of the curriculum. Any deviation from the original fulltime schedule of the OTD Program curriculum will result in delayed graduation for the student.
Of the 560 required hours, no more than 20% (112 hours) may be completed “offsite.” When students log their hours, they will differentiate between activities performed “onsite” and those that are “offsite.” Onsite activities can be performed physically on the premises of the designated site, in another physical setting, or virtually as long as the activities are directly related to the site specific student objectives, or to activities designated as necessary by the site. Offsite hours are those activities not directly related to the site specific objectives of the capstone experience. Depending on the capstone experience site, some students may need to complete their capstone experience in a virtual or hybrid format. In these instances, it is important that students create a “home office” workspace that is quiet and private, has adequate internet connectivity, and the means to connect with the site and other capstone team via video conferencing. The costs related to the establishment of a home office are borne by the student. The decision to work in a virtual or hybrid format rests with the site and not the student.
- Focus Areas (ACOTE D.1.2)
ACOTE accreditation specifies that each student’s individual doctoral capstone demonstrate in-depth synthesis of skills and knowledge in one or more specific areas of focus. The areas of focus include administration, advocacy, clinical practice skills, education, leadership, program and policy development, research skills, and theory development. Students will identify their primary area(s) of focus during the OTD901 Capstone 1 preparatory class in Fall 2, after they identify their topic of interest and explore different iterations of the topic within the eight areas of foci. Both the doctoral capstone idea and the student’s identified area(s) of focus will be considered when matching each student to a faculty mentor.
- Mentorship Requirements (ACOTE D.1.6)
Each student in the OTD Program will have a primary faculty mentor who will serve as an advisor, guide, and mentor for capstone project completion. Further, each student will also have a capstone experience site mentor who will be the on-site person to whom the student is responsible when engaged in the 14-week capstone experience. Mentors will collaborate with the student to meet their individual goals while supporting the student’s evolution into becoming a practice leader in occupational therapy. See Roles and Expectations section for specific roles and responsibilities of the different mentors.
- Faculty Mentor (ACOTE D.1.2)
Faculty mentors and student mentees will be matched at the end of OTD901 Capstone 1 in Fall II once students have identified doctoral capstone topic and primary area(s) of focus. The interests and goals of each student will be matched carefully with the expertise, strengths, interests, and availability of core doctoral faculty in the Program. Matching each student with an appropriate faculty mentor is an important process and one that is undertaken with care and consideration. Because faculty mentors will serve as advisor, guide, and mentor throughout the student’s capstone endeavors, they will have a significant professional impact on the student through the student’s tenure in the Program. This mentoring process is built on and solidified through a dynamic and collaborative professional relationship, one that is initially based on shared interests and expertise, but grows across time as student, faculty, and other participants engage in collective projects in the second and third years of the curriculum.
- Site Mentor (ACOTE D.1.2, D.1.6)
Students are matched with a site mentor as their capstone experience site is identified. The site mentor relationship will be established during OTD902 Capstone 2 in Spring II after confirming that both site and mentor are a good fit for the student’s capstone experience. To facilitate a symbiotic and collaborative relationship, the student, potential site mentor and capstone coordinator will meet to discuss the fit of the student’s capstone topic with the site’s needs or desires during Spring II. Once established, the site mentor will provide input and facilitate the student’s progression toward developing and accomplishing their specific objectives for the capstone project. The site mentor may or may not be an occupational therapy practitioner, but they must have more experience than the mentee and must be able to serve as an expert on the subject matter central to the student’s capstone project. This expertise must be documented and provided to the Program as evidence of qualification for serving as a capstone experience site mentor before the MOU is signed in Summer II. The collaboration between the faculty mentor, the site mentor, and the student will be an essential component of the doctoral capstone process. See also Section IV Doctoral Capstone Experience Site Placement Process.
In addition to the faculty mentor and site mentor, the capstone coordinator will serve as a mentor-at-large for all students throughout their enrollment in the Program. If at any time a student, faculty mentor, or site mentor recognizes the need for assistance with any steps of the capstone project or capstone experience, the capstone coordinator can be available at the contact information listed above.
- Expert Mentor
In the event that a student identifies an area of focus in which no core Program faculty members have experience or expertise, students may potentially identify an additional content expert mentor to help guide them through the capstone experience and capstone project. If this need is identified, the capstone coordinator with collaborate with the faculty mentor and student to initiate this process.
- Dual Mentor Roles
In cases where the student’s site is within the existing OTD program, as may occur, but not be limited to, projects with an Education or Research area of focus, the student’s faculty mentor and site mentor may be the same person. Additionally, the capstone coordinator, (mentor-at-large) can also serve as faculty mentor to a student, but cannot undertake all three mentor roles and serve as site mentor, too. This allows for at least two separate individuals to be involved in the grading of the students’ performance for OTD904 Capstone Experience and OTD905 Capstone Project respectively. See the mechanism for grading when a faculty mentor serves a dual mentor role in Section V.D.
- Memorandum of Understanding (MOU) (ACOTE D.1.2, D.1.4)
Prior to the student embarking on their capstone experience, a signed memorandum of understanding (MOU) must be in place. The MOU will be finalized and signed by all parties during OTD 903 Capstone 3 in Summer II. The student is active in developing and securing the MOU for their capstone experience, but it is the capstone coordinator’s responsibility to ensure that each student has a signed MOU prior to beginning their capstone experiences as per Program policy. See Appendix II for the MOU.
The memorandum of understanding:
- Identifies the dates and duration of the capstone experience
- Indicates the responsibilities of each party (student, site mentor, faculty mentor, and capstone coordinator) to ensure the student completes their doctoral capstone as planned.
- Outlines the mentoring and supervision plans appropriate for the duration of the capstone experience.
- Specifies the student’s individualized objectives and evaluation of progress towards those objectives at midterm and the end of the capstone experience.
- Is signed by all parties.
To account for the long time-span between obtaining the signed MOU in Summer II and the beginning of the capstone experience in Summer III, all students will be required to perform a check-in with their site mentor at the beginning of Spring III to ensure that the site and site mentor can still accommodate the doctoral capstone student as originally agreed upon. Should the student find that the site and/or site mentor can no longer accommodate their doctoral capstone experience, the student will begin the process of securing a new capstone experience site and/or site mentor for their capstone project as outlined in Section IV.B. The student may have to change their original project plan, including goals and objectives, to accommodate a new capstone experience site’s needs. A new MOU will be developed and must be signed before the student can begin their capstone experience at the site. Students will follow the same procedure should they be notified by either the site or the site mentor, at any time between the signing of the MOU and the beginning of their capstone experience, that either the site or the mentor can no longer fulfill the responsibilities as set out in the signed MOU.
All sites must have a signed memorandum of understanding in place prior to a student beginning their capstone experience. In some instances where students will be at a site that provides occupational therapy services, and especially in students who will be providing occupational therapy services under the supervision of an OT, a signed clinical affiliation agreement will also be required. See Section IV.A Procedure for Obtaining a Capstone Experience Site and Site Mentor.
- Objectives (ACOTE D.1.2)
All components of each student’s capstone project must align with the pre-identified, specific, and individualized student learning objectives and desired outcomes developed through collaborative efforts of the student, faculty mentor and site mentor. The capstone project components must also coordinate with the needs of the capstone experience site as identified by the student and site mentor.
- Program Objectives
The Program has identified 3 learning objectives that will be included in all students’ capstone experiences and projects:
EHC OTD Program Objective 1: Student utilizes an occupation-centered and occupation-focused approach to their practice as an OTD student throughout the Capstone Experience.
EHC OTD Program Objective 2: Student demonstrates adequate clinical and ethical reasoning by applying appropriate clarity, depth, breadth, accuracy, relevance, logic, & precision to cognitive and moral decision-making processes throughout the capstone experience.
EHC OTD Program Objective 3: Student intentionally engages in all aspects of the Capstone Experience and Capstone development processes as a self-directed and curious learner who takes responsibility for their own professional behavior and professional development.
- Individualized Student Objectives
At least 2 individualized learning objectives relating to each program objective above will be developed in collaboration with the student, faculty mentor and on-site mentor by the end of OTD902 Capstone 2 in Spring II. All learning objectives will be assessed at midterm and at the end of the OTD904 Capstone Experience course in Summer III semester.
- Capstone Preparatory Courses (OTD901, OTD902, OTD903) (ACOTE D.1.3)
Learning activities assigned during the capstone preparation courses prepare the student for their Capstone Experience and Project in their final semester of the program. These activities and assignments are graded and result in the final letter grade for the course.
OTD 901 Capstone 1: Learning activities during Capstone 1 in Fall II include obtaining knowledge of the capstone process, its expectations, the different areas of focus, and the roles for all the team members. Students participate in exploration of topics relevant and meaningful to them and then search the evidence for an identified need or gap within the topic. Possible traditional and non-traditional sites are explored based on the student’s own contextual factors and the topic they have chosen. Once a topic has been defined the student will engage in activities to align the topic to areas of focus, and to the Program’s mission. The culmination of this course is a 5-minute elevator pitch to faculty for the purposes of faculty identifying students to mentor.
OTD 902 Capstone 2: Learning activities in Capstone 2 during Spring II include the completion of a literature review and drafting goals for the capstone experience. Identifying the site and securing a site mentor is also a priority during this course. Students will engage in preparatory activities to participate actively in this process and will engage in a collaborative meeting with the site mentor and capstone coordinator to discuss their project idea with supporting evidence. During a site meeting students will solicit input from the site mentor regarding the needs of the site and will make suggestions to tweak their project idea to better match the site’s needs. Students will engage in learning activities to draft their capstone experience plan by developing their learning objectives, defining the outcomes and identifying potential impacts of the project to the student, site and population served. Students will complete a preliminary needs assessment assignment. They will check in with their faculty mentor on a regular basis to keep them informed and to receive guidance in all aspects of developing the capstone experience plan.
OTD 903 Capstone 3: The final capstone preparation course is Capstone 3 in Summer II where students participate in learning activities to finalize their plan for their capstone experience to include the activities and timelines of each phase of their capstone experience. See Appendix III for the StudentActivity Plan template. They will also complete an evaluation plan assignment. They will present and defend their capstone proposal. See Appendix IV for StudentCapstone Proposal template. They will also finalize and sign their MOU and use a problem-solving approach to create contingency plans for the possible situations that may arise during the capstone experience. The StudentCapstone Proposal and StudentActivity Plan will be attached with the MOU.
- Capstone Experience (ACOTE D.1.2, D.1.7)
The capstone experience course (OTD904 Capstone Experience) occurs in Summer III and is a Pass/Fail course and primarily evaluated through demonstration. Students will participate in their capstone experience according to the plan created by the student, site mentor and faculty mentor; to include at a minimum, activities related to the student’s capstone project needs assessment, -implementation, -evaluation and -sustainability and dissemination of project results. Students will be required to log the hours spent on site and complete communication logs during this time in E-Value on a weekly basis. The student is expected to meet with their site mentor weekly, or more often as scheduled between the student and site mentor, to discuss progress, verify time logged during the past week, discuss student’s plans for the coming week and address any concerns or questions either party may have. See Appendix V for Site MentorWeekly Supervision template. Additional assignments may be required of the student by the site.
- Capstone Project (ACOTE D.1.8)
During Summer III students will also complete the OTD905 Capstone Project course. This is a graded course with assignments reflecting synthesis of the capstone experience and aligning with the project process. Assignments include, but are not limited to, a written capstone report of the on-site needs assessment, project implementation, project outcome and sustainability recommendations. The course culminates with the dissemination of their projects in the form of, at a minimum, a poster and a platform presentation during an event at E&H SHS campus. Students will also complete site-specific dissemination activities and will develop an artifact relevant to their project. The student must be able to articulate how the artifact facilitates knowledge translation. Examples of artifacts include but are not limited to: manuals, products/materials, work-flows, protocols, online media, and articles.
- Evaluation Methods
- Capstone Preparatory Courses (OTD901, OTD902, OTD903):
The capstone preparatory courses occur during year two of the didactic portion of the curriculum. Students will be graded on their ability to develop and plan their capstone experience through letter-graded exams, assignments, projects, and presentations.
- OTD904 Capstone Experience (ACOTE D.1.7)
Evaluation of student performance during OTD904 Capstone Experience will be provided formally by the site-mentor at midterm and at the end of the experience. The site mentor will evaluate the student’s performance on the established program goals and the individualized student objectives developed prior to the start of the capstone experience. While no uniform evaluation tool exists for the doctoral capstone, an individualized objective tool will be created for each student utilizing the Program’s Capstone Experience Midterm and Final Evaluation template (Appendix VI). In addition to the formal assessment of performance, the site mentor will also verify that the student has completed the required number of hours engaging in activities related to the capstone experience.
Informal methods of evaluation will also be used to monitor the student’s performance and progress during their capstone experience by the capstone coordinator. These can include but are not limited to, periodic check-in communication with student and/or site mentor, feedback sessions and/or site visits with the student and/or site mentor, and examination of artifacts and/or deliverables related to the capstone experience. Additionally, the faculty mentor may provide further input regarding the student’s progress through the experience. The capstone coordinator will make contact with the student, at a minimum, during each phase of the capstone experience to ensure the student is progressing according to plan and expectations. See Appendix VII for the Mentor Meeting Tracking Form. The capstone coordinator will also make contact with the site mentor during the midpoint of the experience or sooner, to verify that the capstone experience is progressing according to plans and expectations. See Appendix VIII for the DCESite Visit Form. Any problems that are identified during the contact will be followed up by the capstone coordinator. Furthermore, students are encouraged to evaluate themselves and the capstone experience on an ongoing basis. If any problems are identified, students are encouraged to reach out to the capstone coordinator, and their faculty- and/or site mentor as soon as possible. The final decision to pass or fail a student in the OTD904 Capstone Experience course rests with the capstone coordinator.
- OTD905 Capstone Project (ACOTE D.1.8)
Students will be evaluated on their ability to synthesize the in-depth knowledge and skills gained during the capstone experience through letter-graded activities in the OTD905 Capstone Project course. As aligned with the Program policy, students will need to pass letter-graded courses with a 70% or higher. Grades will be assigned for the final written Capstone Report, and the culminating dissemination activities required of the OTD Capstone Experience and Project. Students will be expected to disseminate the results of their project to the site, in a format best suited for the site. They will also be required to present their results in poster and panel presentation format during an event at Emory & Henry College. Depending on the individual project, each student must present an artifact of their project to demonstrate synthesis and knowledge translation of in-depth knowledge in the focused area of study. Examples of artifacts include but are not limited to: manuals, products/materials, workflows, protocols, online media, and articles. All assignments will be co-graded by the faculty mentor and the capstone coordinator, with the exception of the on-site dissemination activity which will also include input from the site mentor. See Section V.D of the Capstone Manual for grading when one faculty member serves as a dual mentor. Final grades for the OTD905 Capstone Project course rests with the capstone coordinator as course master.
- Contingency Plans
During Summer III students will develop contingency plans for the variety of obstacles that may occur between the time of signing the MOU and beginning the Capstone experience at the site. These are likely related to the site or site mentor no longer being able to support he student for their upcoming experience. See Section IV.B where procedures for those instances are addressed. In addition to potential site and site mentor disruptions, the student will utilize a problem-solving decision-making approach to develop possible solutions to a variety of potential hurdles and obstacles related to each phase of the capstone experience, from the needs assessment, to implementation, evaluation and dissemination phases. The scenarios will include, but not be limited to, time constraints, stakeholder participation and accessibility issues, legal and fiscal hurdles, ethical dilemmas and communication struggles.
Section IV: Doctoral Capstone Experience Site Placement Process
Students are responsible for obtaining a capstone experience site and site mentor for the completion of their doctoral capstone. Students must follow the following Program policy when seeking out a capstone experience site and site mentor:
- Procedure for Obtaining a Capstone Experience Site and Site Mentor: (ACOTE D.1.4, D.1.6)
- Once the student has identified their doctoral capstone topic and a potential site for their capstone experience in OTD901 Capstone 1 during Fall II, the student will notify the capstone coordinator of the name of the site.
- The capstone coordinator will confirm whether the Program already has a signed Fieldwork and Doctoral Capstone Affiliation Agreement with the site.
- The person initiating contact is dependent on the following:
- If there is a valid Fieldwork and Doctoral Capstone Affiliation Agreement then the capstone coordinator will make first contact with the site representative between November of Fall II and February of Spring II. The capstone coordinator will explain the purpose of the requested site placement and how a doctoral capstone experience differs from a fieldwork experience. The capstone coordinator will notify the student of the outcome of the contact and whether the student can continue to pursue the site as an appropriate location for their capstone experience or not.
- If there is NOT a valid Fieldwork and Doctoral Capstone Affiliation Agreement and the site is one currently providing OT services, then the capstone coordinator will make first contact with the site representative between November of Fall II and February of Spring II. The capstone coordinator will explain the purpose of the requested site placement and how a doctoral capstone experience differs from a fieldwork experience. Should the site be willing to support students with their fieldwork and/or doctoral capstone requirements, then the capstone coordinator will obtain a new Fieldwork and Doctoral Capstone Affiliation Agreement from the site. The capstone coordinator will notify the student of the outcome of the contact and whether the student can continue to pursue the site as an appropriate location for their experience or not.
- If there is NOT a valid Fieldwork and Doctoral Capstone Affiliation Agreement and the site is one that does NOT provide OT services, then the capstone coordinator will notify the student that they may initiate the contact with the site in January of Spring II. Students are encouraged to reference the Student Initial Site Communication template (Appendix IX) for all forms of initial communication with a potential capstone experience site (email, telephone, etc.).
- If the site is determined to be a good fit, then the student must determine whether there an appropriate person willing to take on the role of site mentor and its accompanying responsibilities. This step can occur during the initial cycle of communication, or by March of Spring II.
- Once a site mentor has been identified then the student, site mentor and capstone coordinator will meet in Spring II to determine whether the potential site mentor is qualified and a good fit. The site mentor will submit to the Program proof of qualification through submission of their resume/curriculum vitae, evidence of certifications, etc. by the end of Spring II. They will confirm the site mentor’s willingness and availability to adhere to a MOU that includes, at a minimum, providing the anticipated mentorship during the dates identified, record-keeping of student’s hours on-site, and evaluation of progress toward the individualized goals of their project. Final determination will also be made regarding the site and whether the student’s project creates a symbiotic relationship with the site. The team will discuss the student’s proposed project goals and outcomes to ensure that they meet the needs at the site.
- The student and site mentor will collaborate during the latter half of the Spring II semester to finalize goals and objectives.
- All parties will agree to finalize and sign the MOU by the end of the Summer II semester.
- The student will reach out to the site early during the Spring III semester to ensure that both the site and site mentor are still able to accommodate the student as originally agreed upon.
- Process to Request a New Doctoral Capstone Experience Site/New Contract (ACOTE D.1.6)
- Student Request
Once a site has accepted the OTD student for their capstone experience and an MOU is signed, the student cannot request a new site under any circumstances. The MOU is considered a binding contract and thus it is unprofessional to request a change.
- Site Mentor Changes Before the Onset of the Capstone Experience
Should a student be informed that their site mentor can no longer mentor them, then the student should attempt to secure a replacement mentor at the same site. The replacement site mentor must be qualified with appropriate experience and expertise as defined in Section II.C. The student is responsible for notifying the rest of their capstone team of this change. In the event that the student is informed that their site mentor can no longer mentor them, and no other person can fulfill the role at the same site, then a new site can be sought. See Section V.B.2.
- Site Changes Before the Onset of the Capstone Experience
In the event that the student is informed that the site can no longer accommodate them, or the site mentor is no longer able to fulfill the role and there is no replacement qualified at the site, then a student will need to secure a new site for their capstone experience. In either of these instances, it is the student’s responsibility to notify the rest of their capstone team immediately. To secure a new site the student would begin by referring to the contingency plans that they created during OTD903 Capstone 3 in Summer II. They would meet with their capstone coordinator and faculty mentor to decide on the best course of action to secure a new site and mentor as quickly as possible. Once an appropriate site and site mentor have been identified, the site meeting will proceed as defined earlier, to ensure collaborative goals and outcomes are created and a new MOU is signed. The student may need to change their project plan and areas of focus to better fit the needs of the new site. The student may not begin their capstone experience at the new site until the MOU is signed by all parties.
- Site or Site Mentor Changes During the Capstone Experience
In rare instances it may be decided that the site mentor and/or site is not a good fit for all parties due to no fault of the student, and the capstone coordinator and program director elect to terminate the experience at that site. Similarly, site specific conditions may result in the site having to terminate the relationship, due to no fault of the student, while the capstone experience is already underway.
At this time the student’s capstone experience will need to be delayed or suspended for a period while adjustments are made, and a new site and site mentor are secured. Although the student will still have an opportunity to complete their capstone experience, any pause in the capstone experience may result in a delay in graduation. A similar process will be followed as stated above but more attention may be placed on securing a new MOU as quickly as possible while considering the ability to complete the capstone experience as close to its original design as possible. The student must understand that should they have to begin a whole new project at their new site, the remaining capstone experience time may need to be extended to accommodate the completion of the project. The student may not begin at their new site until a signed MOU is in place.
Section V: Doctoral Capstone Grading Processes
- Capstone Preparation Courses
The three capstone preparation courses, OTD901, OTD902 and OTD903, are similar to other didactic courses and are graded by the course director who is the capstone coordinator. Students must pass all capstone preparation courses before they embark on their Level 2 fieldwork clinical experiences and the capstone experience.
- Capstone Experience (ACOTE D.1.7)
The capstone experience is similar to the two level 2 fieldwork experiences in that it is a pass/fail course. The grading process is as follows:
- Students are graded on their performance and achievement of their student objectives through participation in activities as outlined in their Activity Plan at midterm and at the end of the 14-week experience utilizing the Capstone Experience Evaluation Form. Fifty percent of the student’s objectives should be graded as Met or In Progress at Midterm to be considered on track to pass the Capstone Experience. All objectives must be graded as Met to pass at the end of the 14-week Capstone Experience.
- Students must also meet the minimum 560-hour requirement to pass the course. No more than 20% of the 560 hours can be spent on activities that are not considered onsite. When students log their hours, they will differentiate between onsite and offsite time. Onsite time is defined as time spent on activities that are directly related to the capstone experience and are of benefit to the site. Offsite time is defined as time spent participating in activities not directly related to the capstone experience. The site mentor will be required to maintain and verify the student’s hours logged. It is recommended that time logs be verified by the site mentor during every site mentor meeting (at least weekly). See Appendix V for Site MentorWeekly Supervision Template.
- If the student is not making adequate progress towards their objectives or not spending adequate time on activities during their capstone experience then a remediation plan will be recommended. See E.1 below in this same section. If the student is unable to complete their 560 hours in a full-time capacity, they do have the option to work part time, but this will delay their graduation. See Capstone Duration Section III.B.
- While the site mentor is the primary person who grades the student, the student is encouraged to self-evaluate and discuss progress towards their goals with their site mentor and other members of the capstone team. The student is expected to meet with their site mentor on a weekly or more frequent basis to obtain regular feedback on progress towards goals so that adjustments can be made in a timely manner to either adjust the activity plan to achieve set objectives or to adjust the objective’s outcomes.
- Informal methods of evaluation will also be used to monitor the student’s performance and progress during their capstone experience by the capstone coordinator. These can include but are not limited to, periodic check-in communication with student and/or site mentor, feedback sessions and/or site visits with the student and/or site mentor, and examination of artifacts and/or deliverables related to the capstone experience. Additionally, the faculty mentor may provide further input regarding the student’s progress through the experience. The capstone coordinator will make contact with the student, at a minimum, during each phase of the capstone experience to ensure the student is progressing according to plan and expectations.
- The final decision to pass or fail a student in the OTD904 Capstone Experience course rests with the capstone coordinator.
- Capstone Project (ACOTE D.1.8)
The capstone project course is a letter-graded course comprising assignments relating to the student’s individual capstone experience, which will primarily be graded by the course master, the capstone coordinator. Some assignments, such as the Capstone Report and capstone dissemination activities, may be co-graded by the student’s faculty mentor and/or site mentor too. As with all other letter-grade courses, students must pass the course with a 70% or higher to graduate the program.
- Grading Mechanism when a Faculty Person Serves as a Dual Mentor (ACOTE D.1.8)
In the event that a student has the same person serving in a dual mentor capacity, the student will have the right to have another person participate in the grading for graded items that are co-graded. Since the site mentor and capstone coordinator are primarily responsible for grading and monitoring the student’s progress in the OTD904 Capstone Experience course, and the capstone coordinator cannot also serve as the site mentor per Program policy, there is no conflict of interest. Some assignments in OTD905 Capstone Project course are graded by the both the capstone coordinator and the faculty mentor, so in instances where the capstone coordinator is also the student’s faculty mentor, the Program will assign another faculty member to co-grade those assignments.
- Doctoral Capstone Remediation (ACOTE D.1.7, D.1.8)
There is no remediation opportunity for students who do not pass OTD904 Capstone Experience. Students must successfully complete their capstone experience course with a Pass on their transcript. Students who are not progressing as expected during the capstone experience have opportunities to remediate their trajectory of progress only for the duration of the course.
- Lack of Adequate Student Progress
The capstone coordinator, site mentor or faculty advisor may notify the student in the event they may not be meeting the expectations of the capstone experience or project. Additionally, students are encouraged to discuss problems with their faculty and site mentors as soon as they arise. The capstone coordinator will work with all parties toward a satisfactory resolution of issues. A remediation plan should be developed immediately to address any lack of adequate progress in the student’s performance during the capstone experience or the capstone project.
OTD904 Capstone Experience: The capstone coordinator will develop the remediation plan with the input of the student and their capstone team. The plan will include goals and a formal plan of action. The site mentor will need to agree to the remediation plan and its goals. The remediation plan may result in consequences that can delay graduation or that result in dismissal from the program.
OTD905 Capstone Project: Should the student not be making adequate progress in their Capstone Project course, a remediation plan will also need to be developed. This plan will be created by the student and shared with the capstone coordinator and faculty mentor for approval. Since this is a terminal course that occurs in lock-step with the OTD904 Capstone Experience course, students will not be able to re-take the course, but may be able to remediate assignments for a grade change per Program policy.
- External Problems Impacting Capstone Experience
In the event that an external problem arises that places the student at risk for not meeting the capstone experience requirements, and the capstone experience is to be delayed or suspended for a period while adjustments are made, the student will still have the opportunity to complete their capstone experience. Any pause in the capstone experience may result is a delay in graduation.
- Capstone Experience Withdrawals (ACOTE D.1.7)
Premature termination of the capstone experience is at the discretion of the program director and capstone coordinator and NOT the student. This may result in an Incomplete grade if the experience must be paused for valid reason, while a new site or site mentor is secured. If the student’s capstone experience must be terminated altogether due to student performance, the student will receive a Fail grade and will be unable to graduate from the Program. Any pause or deviation from the fulltime participation of the capstone experience must be such that the capstone experience can be completed within 24 months of completion of the didactic portion of the program as per Program policy.
Leaving a capstone experience site without notifying and receiving a written or direct telephone response from the capstone coordinator and the OTD Program at Emory & Henry College is viewed as a serious infraction of professional ethics and is considered abandonment of one’s professional responsibilities to the clients and site. The student will receive a failing grade in the capstone experience and will not have the option to petition to re-enter the program.
- Dismissal from the Program
The same rules and regulations regarding failure of classes and administrative withdrawal from the program that apply to the didactic courses and to the fieldwork education courses apply to the capstone experience and project courses. Incidents of unethical and/or unprofessional behavior may result in dismissal from the Program.
Section VI: Access to Doctoral Capstone Files and Databases (ACOTE D.1.2)
The E-Value program is a system used to enhance each student’s experience in clinical rotations and during the capstone experience. Each student will have an individual account and will maintain all documentation needed for fieldwork and capstone experience sites such as immunizations, BLS certification, safety training, background check information, etc. Students will be responsible for updating their own personal information in the system.
E-Value online software will be used for, but not limited to, the following:
- Maintaining current personal records required by fieldwork and capstone experience facilities.
- Logging time at fieldwork rotations and capstone experiences including comments about the experiences. See Appendix X for DCE Student Time Log
- Completion of evaluations completed by students. See appendix XI for Student Evaluation of Doctoral Capstone Experience
- Look up basic site information for potential fieldwork experiences. See Appendix XII for Site Data Form
- Scheduling all fieldwork and capstone experiences.
Section VII: Capstone Coordinator Monitoring and Site Visits (ACOTE D.1.2)
The capstone coordinator will monitor student performance during the capstone experience through a variety of mechanisms. The purpose is to ensure that the student is being adequately supported by their site mentor, is making sufficient progress to achieve their individualized student objectives, and is logging their time correctly.
- Site Visits
The capstone coordinator will make contact with the site mentor and the student during the midpoint of the experience or sooner, to conduct a site visit and verify that the capstone experience is progressing according to plans and expectations. Any problems that are identified during the contact will be followed up by the capstone coordinator. This meeting can occur sooner than midterm if needed. Additionally, the capstone coordinator can schedule additional meetings should follow-up communication be warranted. The site visit can occur in person or virtually. See Appendix VIII Site Visit Form.
- E-Value Logs
Students will be expected to log their time and respond to prompts regarding progress towards objectives, activities done, and use of time through weekly E-Value logs. These logs will be reviewed by the capstone coordinator to ensure that the student is making adequate progress and to address any potential problems should a solution not be forthcoming in a timely manner.
- Mentor Meetings
The capstone coordinator will communicate with students on an ongoing basis, at a minimum at least once during each phase of the capstone experience; namely during the needs assessment, planning, implementation, and evaluation and dissemination phases. The student and their faculty mentor will also meet periodically throughout the experience to address the capstone project aspect of the doctoral capstone. The student will be required to document all mentor meetings with their site mentor, faculty mentor and capstone coordinator in a shared journal format (such as is available through E-value, Moodle, or Pebblepad) beginning during Spring II. Once meetings have been documented and shared, the capstone coordinator will record them in the Capstone Mentor Meeting Tracking Log (Appendix VII) for data keeping purposes.
Section VIII: Professional Behavior Expectations
- Professional Behaviors
The Student Code of Conduct and Program Professional Behaviors policies continue to apply while the student is away from campus completing their capstone experience. The following professional behaviors are expected:
- Notify the capstone site and academic educational program of current address, telephone number, and emergency contact.
- Obey all policies and procedures of the site unless exempted, including prompt notification of unplanned or planned (as permitted) absences.
- Fulfill all duties and assignments assigned by the site mentor within the time specified.
- Complete and submit all required forms and evaluations to the site mentor and the capstone coordinator in a timely manner.
- Send, via Fax or email, the evaluation of student’s performance to the capstone coordinator on the last day of the capstone site experience in order to expedite processing of grades.
- All students are required to maintain ongoing communication with the capstone coordinator and faculty mentor at Emory & Henry College.
- All students are required to complete assignments created by the capstone coordinator within the time specified.
- If problems occur that might interfere with successful completion of the capstone experience, student should contact the capstone coordinator immediately for directions or intervention on student’s behalf.
- Following the capstone experience, the student must write a letter of appreciation to the site mentor with a copy to the capstone coordinator acknowledging the educational opportunities provided by the site within three weeks following completion of the experience. A copy of this letter should be submitted to the EHC capstone office no more than four weeks after the fieldwork experience.
Students are expected to maintain a high standard of professional communication during their capstone experience. This includes adhering to professional communication guidelines for verbal (in person and phone) and written (email and text) correspondence. Additionally, because the capstone experience is a student-driven process, the student must be proactive in their communication with all parties in their capstone team as well as with other individuals at the capstone experience site.
During the capstone experience, the student should communicate concerns related to all aspects of their capstone experience with their site mentor during the weekly mentor meetings. This includes reporting delays or difficulties completing assigned tasks, requesting assistance or guidance to complete designated tasks, and participating in collaborative problem solving. The student may also need to address conflict resolution and other issues that may occur during the capstone experience. If the student is having difficulties that cannot be resolved with the site mentor, it is imperative that the capstone coordinator be contacted as soon as possible to avoid putting the student’s grade or experience in jeopardy. All difficulties with capstone experiences should be addressed to the capstone coordinator and faculty mentor. Unsafe and unprofessional student behavior can result in termination of the capstone experience at the discretion of the capstone coordinator.
Excessive absences, regardless of the reason, will contribute to lack of preparation for capstone experiences. All absences and deviations from the agreed upon schedule for attending capstone experience sites must be reported to the capstone coordinator immediately. The student must realize that absences may prohibit them from progressing in the program. In addition to the Program attendance policy the student must adhere to the following during their capstone experience.
Attendance at capstone experience sites is required as scheduled and agreed upon by the student and their site mentor. Students are governed by the rules and regulations of the site. Students must complete 560 hours, equating to 40 hours per week for 14 weeks, as a requirement to pass the OTD904 Capstone Experience course. Depending on the capstone experience site, this time may or may not include holiday and weekend hours.
It is the student’s responsibility to make up all time missed due to absence so that the required 560 hours are completed during the capstone experience. Make up times that relate to the 80% of required onsite time must conform to the needs of the site and be approved by the site mentor. Make up times may delay completion of the capstone experience and therefore result in a delay in graduation. Students must notify the capstone coordinator of all make up arrangements. Absence or tardiness from capstone experiences can contribute to a failing grade for the OTD904 Capstone Experience course. Not notifying the capstone coordinator of absence can result in cancellation of the capstone experience and the student will then be subject to additional decisions by the OTD Program’s Promotion and Retention Committee.
- Physical vs. Virtual Attendance
Students are required to be present at the site for all onsite activities unless the site requires the student to operate in a hybrid or virtual format. Note: The decision to complete onsite capstone experience activities in a hybrid or virtual format rests with the site and site mentor and not with the student.
The student is required to present to their capstone team a general schedule of attendance during the orientation phase, by the end of their Week 1 of their capstone experience. This schedule of attendance should outline their anticipated “regular” work hours and differentiate between those to be completed in person onsite, virtually onsite or offsite. Additionally, during their weekly scheduled mentor meetings, the student is required to submit their hours worked to the site mentor for verification, and to receive approval for their planned attendance schedule for the coming week. Offsite activities can be completed at the location most conducive to the activity, but the student must communicate and receive approval from the site mentor if this time is to occur during the normal operating hours of the capstone experience site and will result in the student not being onsite.
In the event of illness or emergency, the student must contact the capstone experience site and the capstone coordinator prior to the start of the work day, or as soon as possible after the emergency has occurred. In the event of two (2) or more consecutive days of absence due to illness during the capstone experience, a signed medical excuse must be provided. In the event of illness or injury that may affect the student’s ability to fully participate in the capstone experience, the student must also provide a medical release to return to full participation in the capstone experience.
- Holidays, Weekends, Inclement Weather, and Other Unforeseen Events
Students will adhere to the site specific policies and decisions regarding attendance during holidays, weekends, inclement weather or other unforeseen events that may require shut down of the site. If the site is closed during holidays and/or weekends, then the student should not anticipate to schedule onsite makeup time during those days. In the event of inclement weather or other unforeseen events where the site is open but the student cannot safely attend the site in person, the student is to contact their site mentor for alternative arrangements, such as virtual attendance. The capstone coordinator must also be notified of any change in scheduled attendance due to unforeseen events as soon as possible.
- Dress Code
Professional attire is expected at all times. Students are expected to maintain the professional dress code of the Program when out on fieldwork, community or capstone experiences. Please refer to the E&H Occupational Therapy Doctoral Program Student Handbook for specifics. Students should collaborate with their site to dress appropriately, according to the requirements of their site, while still adhering to the professional dress code as outlined in the student handbook. Students should always wear a form of identification that designates their status as student, at a minimum their E&H name badges, but also any identification or badge provided by the site. Non-compliance may result in termination from the program. Students may consult with the capstone coordinator or their faculty mentor for clarification as needed. The following are absolutely NEVER permitted while attending the capstone experience:
- See-through or torn clothing, or any clothing that exposes undergarments, skin on midriff, cleavage, or buttocks while performing bending or squatting activities necessary during the capstone experience.
- Shorts and skirts that are shorter than knee-length. The ONLY exception for shorter shorts would be if students participate in a “summer camp” setting directly involved in summer camp activities such as water sports, but non-exposure must be guaranteed.
- Hats or caps unless participating in outdoor activities
- Open-toed shoes or shoes with heels greater than 2”
- Excessive jewelry, make up or perfume/cologne
- Long nails
- Cell Phone and Electronic Device Use
Students should refrain from cell phone usage while engaging with individuals during activities at their capstone site. Cell phone and electronic device usage should be restricted to periods when the student is engaging in administrative tasks. Cell phone and electronic device usage during scheduled work times must be directly related to capstone activities. Personal phone calls and other activities on electronic devices should be restricted to personal time.
- Social Media and Professional Networks
Professional networking and social media posts may be a necessary component of the capstone experience. Any professional networking or social media activity should occur through the site’s platforms and be pre-approved by the site mentor or their representative. Students should be cautious when utilizing social media during their capstone experience and always seek approval before posting anything on behalf of the site. All personal social media activity is prohibited. Students may not post on any personal social media platforms anything that identifies the capstone experience site or individuals at the site.
- Use of Photo or Video
Students may not under any circumstances capture photographs or videos of the capstone experience site on their personal devices without prior approval of the site mentor. Students are prohibited from capturing photos or videos of any individuals who are served through the site on their personal devices. If photographs or videos of individuals are shared with the student, the student may not post those pictures or videos on their personal social media platforms even after the capstone experience has concluded. Any photographs or videos that the student may be required to capture as art of their capstone experience activities are to be done with equipment belonging to the site and are to remain in the possession of the site. Students must also obtain releases and written permission to use photos/videos or case information about clients with whom they work.
- Confidentiality, Privacy, HIPAA
Students participating in a clinical setting should refer to the guidelines in their fieldwork manual as the same apply during capstone experiences. Students should always familiarize themselves with the facility’s patient rights policy. Individuals have the right to be treated fairly, with dignity and respect, and without discrimination by all students of occupational therapy from Emory & Henry College. Students must always identify themselves as students from EHC during contact with individuals. Please refer to the EHC OTD Fieldwork Manual for patient rights in a clinical setting.
It is the policy of the OTD Program that all client/student information is treated with the appropriate level of confidentiality regardless of HIPAA regulations. This includes but is not limited to, information shared during capstone experiences, labs, and lectures. To the greatest extent possible, patient/client releases should be obtained for images/videos and any information to be used in the academic/research setting. Students are always required to follow the policy on confidentiality of their fieldwork placement. Students who feel they have witnessed a violation of the confidentiality policy should contact their site mentor, capstone coordinator, or the course instructor depending on the setting of the incident. Students are allowed to discuss client cases with site mentors and academic faculty; however, cases should not be discussed in public places or with persons who have no need to know the information. Protecting the dignity and privacy of the client is a critical part of the development of professional behavior and is also required by HIPAA regulations. Students should also note that their supervisors, co-workers, and other students in the facility have a right to confidentiality and privacy. Use discretion when speaking of them out of their presence or disclosing information of a personal nature.
Section IX: Costs Related to the Doctoral Capstone Experience
The student is responsible for securing the site for their capstone experience. Students should consider their individual housing and transportation resources when selecting their site. During the student’s capstone experience, they may be at a site that is not within commuting distance of their school or residence. It is the sole responsibility of the student to arrange for their housing prior to the commencement of their capstone experience. Students should not rely on the possibility of completing onsite activities related to their capstone experience in a hybrid or virtual format because their place of residence is not within convenient commuting distance of their capstone site.
Students are expected to have a reliable means of transportation to and from classes and fieldwork and capstone experiences. The student is responsible for securing the site for their capstone experience. Students should consider their individual housing and transportation resources when selecting their site. A daily commute of up to 1 hour is not an unreasonable expectation, but some students may need to consider longer commutes. It is, therefore, imperative that the student budget for related transportation expenses.
Students are expected to maintain the professional dress code of the Program when out on fieldwork, community or capstone experiences. Students should collaborate with their site to dress appropriately, according to the requirements of their site, while still adhering to the dress code as outlined in the student handbook. Students should always wear a form of identification, at a minimum their E&H name badges, but also any identification or badge provided by the site. The cost of the student’s attire rests solely on the student.
Section X: Employment during the Doctoral Capstone Experience
The doctoral capstone experience is a 14-week (560 hour) course. This weekly expectation is based on full-time enrollment in the OTD904 Capstone Experience course. Students completing this experience in 14 weeks are strongly advised to not secure any form of employment during this time. In addition to the 40-hour per week capstone experience requirement, students will also be enrolled in the 3-credit hour OTD905 Capstone Project course. Students may not receive monetary compensation as an employee for any activities performed at the capstone site or related to their capstone experience. Some sites do however offer a stipend for internship opportunities, and the student may be eligible to receive this.
Section XI: Other Program Policies Related to the Doctoral Capstone Experience
- Special Needs / Medical Conditions Disclosure
Emory & Henry College cannot discuss a student’s past academic or fieldwork performance with site mentors without a written release of information from the student. It is, therefore, the student’s responsibility to let the site mentor know if any accommodations are needed due to a disability. Faculty cannot discuss the academic progress and/or need for accommodations due to disability of a student unless a FERPA release form has been signed.
- Counseling Students with Difficulties during Capstone Experiences
Site- and faculty mentors and/or students should identify problems early to allow time for the student, site mentor, and faculty mentor and/or capstone coordinator to collaboratively discuss student performance and devise goals to foster the successful completion of the capstone experience. Through telephone consultation or on-site consultation with the site mentor and the student, the capstone coordinator may assist in identifying and clarifying issues related to the capstone experience. The capstone coordinator may also assist with the development of a plan to resolve capstone experience issues.
Students who need academic and/or personal counseling during the capstone experience are still eligible for the services offered at Emory & Henry College; however, geographic location for the fieldwork site may prohibit face-to-face access to these services. Some services may be available virtually, but if the student is in a placement not within driving distance to Emory & Henry College and they are seeking services that are not available virtually, he/she is encouraged to seek services in the local community.
- Professional Liability Insurance
Emory & Henry College maintains liability for students who are on their fieldwork and capstone experiences. Students may choose to purchase additional liability insurance for their capstone experience. In the future students may be required to purchase this insurance.
- Conflict of Interest
Students who receive tuition or other assistance from a facility in return for post-graduation employment should not complete their capstone experience at that site. This does not interfere with a student’s eligibility to receive a stipend. This will ensure consistent student role expectations and objective student evaluations. Additionally, students should not arrange to participate in a capstone experience under the direct supervision of a family member or close friend.
- Student Health Reports / Clearances
The student must be aware of and meet all health and other requirements of the capstone experience site. This information will be shared with capstone site and faculty. It is the student’s responsibility to obtain and submit all required documentation to the capstone site.
Requirements may include but are not limited to:
- Proof of HIPAA training.
- Proof of completion of the Hepatitis B series or statement of declination.
- Proof of current TB screening.
- Proof of MMR vaccination or rubella immunizations.
- Healthcare Professional CPR. (Facility may have specific requirements.)
- Criminal background check. (May need a current background check at the time of capstone experience.)
- Drug screen. (May need a current drug screen at the time of capstone experience.)