DOCTORATE OF OCCUPATIONAL THERAPY

OCCUPATIONAL SCIENCE PROGRAM

STUDENT HANDBOOK

EASTERN KENTUCKY UNIVERSITY COLLEGE OF HEALTH SCIENCES

2020-2021

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OTD BSOS STUDENT HANDBOOK TABLE OF CONTENTS

Introduction and Program History, EKU Mission, Department Vision, Tag line, And Mission 2

Philosophy of the Department Content, Scope, and Sequence

in the Occupational Science and Occupational Therapy Curricula 2-5 Curriculum Design 6-12

Occupational Science Curriculum Themes and Outcomes 13-14

References 15-18

Code of Ethics 19

EKU Academic Integrity Policy 20-24

Evaluation of Student Learning 24-25 Grade Appeal 25 Center for Student Accessibility 25-26 Student Responsibilities 26 Changes of Schedule 26 Program and Academic Advising 26

OS Major Curriculum Plan 26 Application for Graduation 27 Withdrawal Information 27 Progress in the Program/Retention 27-28 Attendance Policy 28 Annual Competency 29 Professional Behavior Expectations 29 Equipment Loan and Policy 29 Student Forms 30 Scholarship Information 30 Student Emergency Loan Fund 30 Department Committees 30 Student Organizations 30-31 University Student Support Services 31-32

Appendix A: 2015 AOTA Code of Ethics 33-40 Appendix B: Application for Delay in Progression/Leave of Absence 41 Appendix C: Student Information Form 42-43

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Eastern Kentucky University Department of Occupational Science and Occupational Therapy

Curriculum Framework

Mission of Eastern Kentucky University

As a school of opportunity, Eastern Kentucky University fosters personal growth and prepares students to contribute to the success and vitality of their communities, the Commonwealth, and the world.

Eastern Kentucky University is committed to access, equal opportunity, dignity, respect, and inclusion for all people, as integral to a learning environment in which intellectual creativity and diversity thrives.

Mission of the Department of Occupational Science and Occupational Therapy The mission is to prepare professionals who are leaders in occupational science and occupational therapy reaching the community, the Commonwealth and the world through education, research, and service, fostering services that provide dignity and respect for all people.

Vision of the Department of Occupational Science and Occupational Therapy The Department of Occupational Science and Occupational Therapy will achieve excellence in the study of occupation as a science and a therapy. Through its faculty and graduates the Department will be recognized for supporting individuals and communities to achieve full participation in life, in Kentucky and throughout the world.

Tag Line of the Department of Occupational Science and Occupational Therapy Preparing leaders to empower lives through occupation.

Philosophy of the Department of Occupational Science and Occupational Therapy The Department of Occupational Science and Occupational Therapy, in assuring its congruence with current best practice, has at its foundation the discipline of occupational science. Occupational science is the study of occupation and humans as occupational beings who engage in evolving and personally meaningful repertoires of daily occupations over the lifespan (Clark et al., 1991). Occupation is at the core of the curricular design. According to the World Federation of Occupational Therapy, occupations “refer to the everyday activities that people do as individuals, in families and with communities to occupy time and bring meaning and purpose to life. Occupations include things people need to, want to and are expected to do” (WFOT, 2012). Occupation is essential to individual, community, and societal health. Humans have a biological, psychological, social, cultural, and environmental need to engage in occupation (Wilcock, 1993). The growing body of scientific research evidence indicates that

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engagement in occupations contributes to health, well-being, and life satisfaction (Christiansen & Townsend, 2010; Hasselkus, 2002; Pierce, 2014). Occupation captures the breadth and meaning of “everyday life activity” (American Occupational Therapy Association [AOTA], 2014, p. 628) and “enables humans to develop as individuals and as members of society” (Townsend, 1997, p. 19). Occupational therapy is a dynamic force for promoting health and preventing, remediating, and compensating for occupational performance dysfunction. In every human, development and adaptation occurs. Sometimes the ability to adapt cannot be achieved by individuals, groups, or populations. In those instances, intervention by an occupational therapist may be warranted (AOTA, 2014). Occupational therapy is both an art and science that strives to improve occupational performance, promote adaptation, foster role competence, enhance quality of life, and influence health and wellness (AOTA, 2014). Occupational therapists maximize occupational performance for individuals, groups, and the community by advocating for best practice within the context of social, cultural, and political service delivery systems. Occupational engagement leads to enhanced health and well-being. Health and wellness can be achieved and maintained through participation in occupation (AOTA, 2014). The Occupational Therapy Practice Framework (OTPF; AOTA, 2014) postulates “client factors, performance skills, performance patterns, and context and environment, are of equal value and together they interact to affect the client’s occupational identity, health, well-being and participation in life” (p. S4). Participation in occupation within multiple contexts is the primary way humans construct and seek meaning. Our graduates understand how the interrelated aspects of critical thinking, communication, leadership, and practice contribute to individual, group, and population participation in occupational performance, to enhance health and well-being. The loss of engagement in occupations has been shown to have a negative impact on the health and well-being of individuals, groups, and populations (Gutman & Biel, 2001; Lazzarini, 2004; Morris & Cox, 2017). Occupational therapy supports participation in meaningful everyday occupations within the context of their lives, creating both personal value and positive outcomes. Understanding and embracing diversity is essential for providing quality healthcare. Understanding diversity is foundational to the curriculum design. Diversity can include differences in culture, race, ethnicity, religion, socioeconomic status, gender, sexual orientation, and physical disabilities. Culture is considered to be a contextual factor in human function by the World Health Organization (WHO, 2001). Diversity in the curriculum includes particular attention to the culture of Appalachia and the Commonwealth, as well as global and community health issues and the public policies affecting them (Keefe, 2005; Kronenberg et al., 2005; Williams, 2001). Understanding and appreciating diversity enhances respect, improves relationships with others, and facilitates interpersonal, interprofessional, and therapeutic communication skills. Students in this program have opportunities to learn about occupational identity and context as the beginning of their evolution toward cultural competency. This journey is supported through cultural self-exploration, cultural knowledge, cultural skill, and advocacy for diverse persons and groups (Black, Wells, & Gupta, 2016). Students collaborate with people and communities to identify, evaluate and act on issues related to culture and diversity, and learn to create occupation-based intervention and provide holistic, evidence-based, high quality care.

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Occupational justice supports inclusive engagement in everyday occupation. Each person is unique, has inherent worth, and shares the same fundamental rights and opportunities (AOTA, 2015). Occupational justice “recognizes occupational rights to inclusive participation in everyday occupations for all persons in society, regardless of age, ability, gender, social class, or other differences” (Nilsson & Townsend, 2010, p. 58). Our Department is committed to the right of individuals, groups, or populations to engage in meaningful occupations within their communities as appropriate for their age levels (Nilsson & Townsend, 2010). Occupational injustice may occur when individuals are excluded from engaging in the occupations typical for their age level and community, and may take many forms, such as occupational deprivation and occupational imbalance (Nilsson & Townsend, 2010; Causey-Upton, 2015). As our society becomes more global and trends change, occupational therapists need to enable participation in healthy and meaningful occupations for marginalized individuals and communities. Fostering self-determination and occupational participation are important aspects of client-centered occupational therapy services.

Active learning and reflection supports critical thinking and enhances learning. Active learning experiences are in-context, high impact learning opportunities designed for discovery, application and integration of concepts and knowledge, and self-reflection (Graffam, 2007; Griffiths & Ursick, 2004; Kuh et al., 2006). Hands-on learning may help health care students to develop critical thinking and clinical reasoning skills (Coker, 2010). Active learning occurs in individual courses, service learning opportunities, collaborative research, and fieldwork experiences. Active participation in socially relevant scholarship and research in collaboration with peers, faculty, and other university and community partners may increase therapist confidence in evidence-based practice (Welch & Dawson, 2006). Self-reflection is an integral part of the curriculum. Students have opportunities to self-reflect on their own performance and growth as a professional, through the portfolio process. The portfolio serves as a primary outcome measure of all curriculum outcomes so is embedded in the scope and sequence of the curriculum (Kear & Bear, 2007). Portfolio creation and other forms of self-reflection and authentic assessment contribute to self-discovery and foster the integration and synthesis of each student’s learning toward program outcomes (Gulikers, Bastiaens, & Kirschner, 2004; Mann, Gordon, & MacLeod, 2009). Professional leadership is integral to advancing the profession of occupational therapy. Rapid and significant changes in health care, social, political, and educational contexts, which encompass occupational therapy service delivery, necessitate strong occupational therapy leaders. Professional leadership in occupational therapy is vital to advance the profession, improve health care for all clients, and expand research in occupational science and occupational therapy. To be effective in leadership, students must begin with a foundational understanding of themselves, as well as their professional identity. Students must learn about their own strengths and abilities, and weaknesses and challenges, to promote ongoing personal development, insight, and self-reflection (Rodger, 2012). Faculty must socialize students to the active role of service and leadership. Knowledge of occupational therapy roles, scope, domain, ethics, and values are also essential building blocks for graduates to promote occupational therapy’s contributions to the public. A deep understanding of occupation is necessary for graduates to become leaders.

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Professional leadership is the responsibility of all occupational therapists. Professional leaders must participate in a multitude of diverse roles and responsibilities. Occupational therapy leaders must be equipped to plan, develop, organize, and market services; manage service provision and improve service quality; design and implement program changes; engage in research and scholarship; advocate for clients; innovate; teach; analyze and implement evidence; and collaborate with other health care providers, policy makers, and leaders. Leadership skills must continually evolve, through mentorship, practice, and ongoing learning (Hunter, 2013).

Overview of Curricular Pathway and Strategies for Mastery Scope The depth and breadth of the curricular pathway is designed to develop an occupational therapist who has a strong foundation in client centered, occupation based practice, uses evidence in a systematic and purposeful way, and synthesizes in-depth knowledge in a practice area. The understanding of occupation is broad and grounded in the discipline of occupational science. Students are educated in uses of occupation to provide occupation-based intervention for individuals, groups, and populations of all ages through in-depth exploration and application of the occupational science and occupational therapy evidence. The scope of the curricular pathway covers the lifespan and the spectrum of entry-level competency in health care, education, and community systems. Throughout the curriculum students are introduced to the role responsibilities of a clinician, educator, advocate, researcher, manager, program and policy developer, and consultant. During the program, students reflect on personal and professional understanding of the curricular themes through a portfolio process. Opportunities for critical thinking to develop specialized knowledge are offered through coursework, fieldwork, and doctoral capstone. The educational outcome is an entry-level occupational therapist with in-depth knowledge in a practice area prepared to assume leadership roles and direct the life-long learning necessary for dynamic engagement and best professional practice. Strategies for Mastery To master the program outcomes of the entry level OTD, the curricula builds from foundational knowledge to more applied and specialized knowledge. In the undergraduate portion of the curriculum, students begin to understand the science and evidence related to occupation, health, and disability; the meaning of occupation to diverse individuals; patterns of occupation at the population level; occupation across the lifespan; conditions and barriers constraining occupational potential; and design and adaptation of occupations to support health, wellness, and quality life. This immersion in occupational science continues as students apply concepts of occupation-based practice in the graduate curriculum through a series of occupation-based practice courses that allow students to gain in-depth knowledge in a practice area. Throughout the graduate curriculum students engage in fieldwork experiences that progress from observation and active learning in Level I OT experiences to application and synthesis in Level II fieldwork. Skills of scholarship are first developed in didactic work, as students become consumers of research. They become active participants in research and contributors to the research process through participation in the doctoral capstone.

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Curriculum Design

The curriculum design is the guiding framework for course content, scope, and strategies for mastery, and is envisioned as a pathway. The curriculum design guides the development, implementation, and revision of all course content; helps faculty to determine the scope and steps of course content; and facilitates measurement of program outcomes and student learning outcomes. Critical to the success of this design is the engagement of the faculty and their mastery of all program outcomes. The curricular pathway is illustrated in Figure 1.

Figure 1. Curricular Pathway: Students who graduate from this doctoral program will have mastered the use of occupation as a means and ends of occupational therapy (Gray, 1998), and will be a critical thinker, strong communicator, active leader, and skilled practitioner with in-depth knowledge in a practice area.

Curriculum Outcomes There are five program outcomes: (1) occupation, (2) critical thinking, (3) communication, (4) leadership, and (5) practice. Occupation is essential to the curriculum design as it encompasses the other four program outcomes, which are interconnected curricular paths. Students engage in strategies to master each of the five program outcomes, and each program outcome has a specific means of measurement. Each aspect of the curricular pathway will be described below, including descriptions of strategies for mastery and measurement of program outcomes.

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Occupation Occupation serves as the lens from which to view and interpret the other four program outcomes. An informed perspective on occupation is grounded in the emergence of occupational science as the unique knowledge base of the profession. Occupational science includes the study of the individualized and self-directed nature of occupational experience, cultural repertoires of activities, typical patterns of occupation across the lifespan, the context of occupation, and occupational patterns in differing life conditions, such as age and disability (Blakeney & Marshall, 2009; Christiansen & Townsend, 2010; Cronin & Mandich, 2005; Munier, Myers, & Pierce, 2008; Pierce, 2003; Robinson & Godbey, 2005; Rowles, 1991; Whiteford, 2004; Wicks & Whiteford, 2005). Occupational science also supports the advancement of occupational justice to meet the health and well-being needs of diverse individuals, groups and populations (Wilcock, 2006). Occupation is both the means and ends of occupational therapy intervention (Gray, 1998; Trombly, 1995). By developing occupation-based interventions graduates of this program can support client engagement in occupation and understand client needs and goals (AOTA, 2014).

Strategies for mastery: As an undergraduate, students develop an in-depth knowledge of occupational science theory and research in regards to their own occupational nature as a human and occupational being. They learn concepts and skills such as creativity and design therapeutic use of self, how to analyze the factors in specific occupations by analyzing activity and grading/modifying tasks, how to support health and wellness through occupation, and how context impacts occupation (AOTA, 2014; Clark et al., 1997; Pierce, 2004; Price & Miner, 2007; 2009). This learning is accomplished through the practice of activity analysis and grading/modifying tasks. Graduate students learn how occupation is therapeutically applied in practice through a series of occupation-based courses. The occupational therapy process, as reflected in best practice applications of occupation, requires graduate students to understand how occupation-based assessments and interventions are implented, how the client-centered approach is used, how to use occupational context to reach intervention goals, and how to function effectively in specialized areas of occupational therapy practice (Case-Smith & Clifford-O'Brien, 2010; Clark, Jackson, & Carlson, 2004; Law, 1998; Radomski & Trombly Latham, 2008; Townsend & Wilcock, 2004; Trombly Latham, 2008; Whiteford, 2005; Wood, 1998). Applications of this understanding can be a dynamic force for students to promote health and restore occupational performance, and for using strategies of grading, adapting, modifying and making life context changes to support engagement in occupation (AOTA, 2014). As students advance to gain in-depth knowledge, they begin to synthesize their occupational knowledge into scientific inquiry and to engage in occupation-based and evidence-based practice as a method of change to positively impact the future of the profession and the quality of occupational therapy services.

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Measurement: Student knowledge of occupation is measured through competencies and assignments, and demonstration of skills in the development of occupation and evidence-based intervention plans. Students participate in active occupation-based learning activities. Students reflect on their growth in knowledge of occupation via the portfolio process as a high impact learning practice.

Critical thinking Critical thinking is an essential skill for occupational therapists to use to meet the increasing complexity of healthcare (Velde, Wittman, & Vos, 2009). Critical thinking is “self-guided thinking which attempts to reason at the highest level of quality in a fair minded way” (Elder, 2009) and “thinking about thinking” (Hammell, 2015, p. 238). The critical thinker actively engages in self-reflection and self-assessment in order to become a better thinker and problem solver. In occupational therapy practice, being able to reflect on and adapt one’s behavior is imperative to providing quality care since no two clients respond in the same way to treatment due to diverse needs, diagnoses and cultural backgrounds. One important skill that requires critical thinking is clinical reasoning. Clinical reasoning is a high-level cognitive process allowing practitioners to problem solve and adjust interventions in real time while working with clients. Students learn to apply different types of clinical reasoning such as scientific, narrative, procedural, pragmatic, conditional, and ethical reasoning through self-reflection, case based learning, and community experiences. Therapists use their critical thinking skills to consider cultural diversity of clients and adjust treatments accordingly (Johnston, 2009). An important part of the critical thinking and clinical reasoning process is creativity and innovation. Occupational therapists often need to create interventions, grade tasks, adapt equipment, devise new ways of doing things, and use technology to help clients engage in meaningful occupations (Schmid, 2004). Through guiding students in the development of critical thinking, we will develop leaders/practioners who are life long learners, and value high quality, evidence-based practice while considering the diverse needs of clients. Excellence in occupational science and occupational therapy requires reasoning to effectively meet the challenges presented in practice. This reflects the mission of EKU and the ongoing implementation of one facet of the insititution Quality Enhancement Program (QEP) which was established to develop informed, critical and creative thinkers and readers who communicate effectively.

Strategies for mastery: Using the model presented by Torcivia and Gupta (2008), undergraduate students develop and build upon knowledge of multiple types of reasoning including: scientific, narrative, procedural, pragmatic, conditional, and ethical. In addition, undergraduate students have multiple opportunities to learn and practice critical thinking skills. They develop these skills as they interact with individuals, groups, and populations using multiple types of clinical reasoning. They explore occupational science research questions through reasoning, and engage in methods of research. Students use self-reflection and self-assessment as the primary method to demonstrate clinical reasoning skills. These reflection skills are demonstrated in a variety of active learning experiences presented throughout the program and in their formative and summative portfolios.

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Equipped with the fundamental critical thinking skills, graduate students further develop their interactive clinical reasoning skills through case studies in the classroom, Level I experiences and Level II fieldwork and in some courses, service learning opportunities. Students reason from a theoretical perspective and structure their thinking to gather information and provide interpretation and inference to influence occupational performance of clients. All graduate students participate in scientific inquiry. Application of a variety of research methods is included to investigate occupational science and occupational therapy research questions. Students generate new knowledge to improve service to clients and to provide evidence-based support for occupational therapy.

Measurement: Critical thinking is measured in the undergraduate and graduate portions of the curriculum using the Health Sciences Reasoning Tool (HSRT). The HSRT assesses a student’s ability to make “reflective, reasoned judgments about what to believe or what to do” (HSRT, 2017). It is also measured using competencies, assignments and presentations. The Fieldwork student evaluation and the Self- evaluation of Fieldwork Education (SEFWE) are used at the graduate level. Critical thinking is also measured through successful completion of the Capstone project.

Communication Master communication skills are essential for occupational therapist leaders to effectively influence health care and create relationships with diverse clients (Fowler & Jones, 2015). Taylor (2008) postulates that a therapist must develop a collaborative relationship with the client while demonstrating caring, empathy, humility, honesty, a relaxed manner, compassion, self-awareness and open communication. Effective communication is a learned process. Therefore, this curriculum promotes the development of therapeutic communication (oral and written) and presentation skills. Through critical thinking and self-reflection opportunities students learn to increase their interpersonal and therapeutic communication skills in preparation to collaborate with an interprofessional team, create health care policies including third party payors, and serve as a client advocate and a leader in the health care industry (Maloney & Griffith, 2013). Students will also learn to disseminate research in order to be evidence-based practitioners, and guide their clients to reach optimal health care outcomes and create value for the profession of occupational therapy.

Strategies for mastery: The strategy begins with teaching communication skills and the knowledge to develop the use of self to improve interactions with the therapeutic team and support clients’ engagement in occupations. Undergraduate students learn to collaborate with individuals, groups, other students, and professors to develop an optimum course of action in the pursuit of intellectual growth. They learn to logically present information orally and through preparation of literature reviews, papers, and formal reports, and to share knowledge through professional presentations and publications. At the graduate level, the ability to interpret and use both verbal and nonverbal communication as a part of professional growth and

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development is emphasized. Meaningful communication of listening and empathy are viewed as essential abilities for the fully present listener who is able to establish rapport and facilitate client-centered interactions (Froelich, 2010). Communication skills progress on a continuum from the interpersonal perspective at the undergraduate level, to the more complex interaction expected of professionals in health care and community environments. Inherent in these complex interactions is the graduate students’ efficient application of data gathering skills based on interviews and observations to obtain information about diverse individuals, groups, and populations. Since the documentation process is seen as an important aspect of professional communication (MacRae & Croninger, 2010), graduate students learn documentation skills related to various practice settings and demonstrate written communication to meet the expectations developed by associations and regulatory bodies.

Measurement: Oral, written, and media communication skills are measured throughout the program via competencies, classroom activities and assignments, such as presentations, discussions, and electronic medical record documentation. The Fieldwork student evaluation and the SEFWE are used at the graduate level. The portfolio also serves as a measurement of text-based and video communication. Finally, professional presentations at institutional events such as the College of Health Science Scholar’s Day, and the final Capstone presentation serve as measures of graduate performance of communication.

Leadership Graduates from this program will have the skills necessary to be capable leaders in the profession, beginning with a well-defined professional identity grounded in ethics and an understanding of diverse people, populations, and contexts of service delivery. Basic and essential professional leadership includes, but is not limited to: demonstrating personal responsibility and accountability, dependability, promptness; membership in student, university, community, and professional organizations; integrity; cooperation; commitment to learning; self-regulation effective use of time and resources; dedication to high standards of excellence; and embodying a professional image (Kasar, 2000; McCormack, Jaffe, & Goodman-Lavey, 2003; Randolph, 2003). In addition, leaders in occupational therapy act ethically and morally, with honesty, empathy, compassion, and continuous regard for all. Occupational therapists must be prepared to skillfully negotiate multiple systems and to assume within these systems a variety of professional roles, including: continually competent practitioner with a strong occupational therapy identity, life-long learner, collaborator with clients, occupational therapy assistants and other professionals, leader, entrepreneur, educator, manager, strategic planner, program designer and evaluator, consultant, researcher, grant-writer, advocate, ally in the shaping of policy and service, and interdisciplinary team member. Graduates of the program will serve as leaders of change at local, state, and national levels using tools such as program development, participatory action research, client education, and evidence-based practice.

Strategies for mastery: Students are introduced to professional socialization by involvement in SOSA, SOTA, Phi Theta Episilon or other relevant professional organizations to engage in an ongoing process of learning professional behavior, roles, and values in order to establish a

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professional identity (Schell, Crepeau, & Cohn, 2003). Undergraduate students learn, demonstrate, and self-reflect on basic professional behavior appropriate to the occupational science educational setting. Graduate students progress to advanced learning, projecting, and evaluating the behavior, roles, and values essential to a practicing occupational therapist (Fidler, 1996). Graduate students develop a strong occupational therapy professional identity that demonstrates leadership actions based on the profession’s Code of Ethics that reflect the profession’s values, principles, and beliefs. They are able to articulate the unique history, attributes, and constructs of occupational therapy that separate this discipline from others. Graduate students must demonstrate an ability to engage in leadership. Measurement: Leadership will be measured through the Professional Identify Evaluation/ Professional Behavior Plan, competencies and the portfolio. Students engage in a process of self-reflection and assessment about their leadership skills, with artifacts demonstrating their proficiency in this outcome.

Practice The curricular outcome of practice encompasses the process of delivering occupational therapy services in a variety of practice settings and practice areas, including physical and mental health, and emerging and innovative areas of practice. Students must be prepared to work with

a variety of populations across the lifespan. Practice incorporates professional behavior, ethics, and communication, as well as knowledge of foundational concepts (anatomy, physiology, neurology, psychology, kinesiology, etc.), theory, and clinical practice skills. Graduates of this program are skilled at diagnosing, evaluating and treating occupational performance dysfunction regardless of diagnosis or context, including related client factors, performance skills, and performance patterns. The overarching goal of clinical practice is to

improve client health, well-being, and participation in life through the skilled therapeutic use of occupation for individuals, groups, and populations (AOTA, 2014). Skilled practitioners use evidence to support service delivery, are ethical, and use occupation as the basis of their skilled intervention. Students practice clinical skills and engage in clinical practice during Level I experiences, Level II fieldwork, service learning opportuntities, labs, and other active learning experiences. Practice extends beyond the clinic to include such things as competency in leadership roles, program development, administration, advocacy, and policy. As students progress in the program, they expand their understanding of practice to demonstrate advanced indepth knowledge in a specialized practice area for dynamic engagement in the profession.

Strategies for mastery: Undergraduate students begin their foundation of practice by learning about client factors, performance skills, performance patterns, context, and activity analysis (AOTA, 2014). They begin to hone their skills of observation and reflect on how factors related to diversity and other aspects of context influence health and well being for individuals, groups and populations. Undergraduate students engage in basic health related skills and service learning, and learn to develop an occupational profile.

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Graduate students learn to systematically evaluate clients; diagnose occupational performance deficits; develop and implement intervention plans based on occupational profiles and evidence; measure client outcomes; and document findings. Graduate students participate in fieldwork experiences. In the final year of the program, students synthesize in-depth knowledge in a practice areas. Measurement: Practice is assessed through competency and skill assessments, including simulations. The Fieldwork student evaluation and the SEFWE are used at the graduate level.

Program Outcomes

The curriculum model is designed to provide opportunities for students to achieve program outcomes. The portfolio and other measures of authentic assessment are the primary means for evaluating student learning and program outcomes. See Table 1.

13 Table 1. Development of Mastery in OTD Curriculum Outcomes

Program Outcomes

Strategies for Introduction P1 (BS Junior year)

Strategies for Introduction and Reinforcement P2 (BS Senior year)

Strategies for Reinforcement P3 (OTD year 1)

Strategies for Mastery P4 (OTD Year 2)

Strategies for Mastery P5 (OTD Year 3)

Occupation

Explain knowledge of occupational science to recognize and describe oneself as an occupational being.

Interpret knowledge of occupational science to understand others as diverse occupational beings to promote health and wellness.

Identify occupational needs, and apply occupational science and occupational therapy concepts to self and others to promote participation in occupation.

Apply and analyze the occupational therapy process for individuals, groups, and populations to promote participation in occupation.

Evaluate occupation-based practice as a method of change to positively impact the quality of occupational therapy services for individuals, groups, and populations.

Apply the science of occupation to promote and restore occupational performance.

Actualize occupation-based principles to promote the occupational therapy profession.

Communication

Demonstrate components of professional written, oral, and non-verbal communication in occupational science.

Utilize professional written, oral, and non-verbal communication to express the language and ideas of occupational science and occupational therapy.

Apply professional written, oral, and non-verbal communication to support the occupational therapy process.

Utilize professional written, oral and non-verbal communication to express the language and ideas of occupational therapy.

Defend the distinct value of occupational therapy to essential stakeholders (clients, other professionals, families, and others) to positively impact the quality of occupational therapy services and the future of the profession.

Disseminate occupation-based principles through professional written, oral, and non-verbal communication in order to promote occupational therapy.

Critical Thinking

Demonstrate components of critical thinking in occupational science.

Critically read to analyze scholarly literature to understand the impact on healthcare, occupational science, and occupational therapy.

Apply multiple types of reasoning in occupational therapy practice.

Apply evidence and analyze its effects on practice and adjust interventions.

Use critical thinking to problem solve and justify decisions to positively impact the quality of occupational therapy services and the future of the profession.

Apply critical thinking to facilitate changes that will improve outcomes in occupational therapy.

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Program Outcomes

Strategies for Introduction P1 (BS Junior year)

Strategies for Introduction and Reinforcement P2 (BS Senior year)

Strategies for Reinforcement P3 (OTD year 1)

Strategies for Mastery P4 (OTD Year 2)

Strategies for Mastery P5 (OTD Year 3)

Leadership

Identify leaders in occupational science and occupational therapy.

Demonstrate professional behavior in the roles of student and advocate to begin to develop the identity of a doctorally prepared occupational therapist.

Practice leadership roles to establish a habit of personal and professional accountability.

Formulate a professional leadership plan to demonstrate excellence and personal and professional accountability.

Demonstrate excellence and personal and professional accountability that will lead the discipline forward and meet the increasingly complex demands that will be required of occupational therapists.

Practice

Identify occupational science and occupational therapy concepts and roles that influence practice.

Demonstrate knowledge of occupational science concepts and therapeutic use of self to engage in the occupational therapy process for individuals, groups, and populations.

Explain concepts and roles in healthcare delivery models.

Assess, plan and implement evidenced based occupational therapy interventions to increase occupational performance for individuals, groups, and populations.

Engage in evidence-based practice as a method of change to positively impact the quality of occupational therapy services and the future of the profession.

Demonstrate in-depth knowledge in a practice area to positively impact the quality of occupational therapy services and the future of the profession.

Approved by the OS OT Faculty on: 11/20/2018

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References

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Froelich, J. (2010). Therapeutic use of self. In K. Sladyk, K. Jacobs & N. MacRae (Eds.), Occupational therapy essentials for clinical competence, (pp. 245-253). Thorofare, NJ: SLACK, Inc.

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Gray, J. M. (1998). Putting occupation into practice: Occupation as ends, occupation as means. American Journal of Occupational Therapy, 52, 354-264. https://doi.org/10.5014/ajot.52.5.354

Griffiths, Y., & Ursick, K. (2003). Active learning and occupational therapy education. OT Practice, 8(6), 12-17.

Gulikers, J. T., Bastiaens, T. J., & Kirschner, P. A. (2004). A five-dimensional framework for authentic assessment. Educational Technology Research and Development, 52(3), 67-86.

Gutman, S. A., & Biel, L. (2001). Promoting the neurologic substrates of well-being through occupation. Occupational Therapy in Mental Health, 17(1), 1-22. https://doi.org/10.1300/J004v17n01_01

Hammell, K. R. W (2015). Client-centred occupational therapy: The importance of critical perspectives. Scandiavian Journal of Occupational Therapy, 22, 237-243. https://doi.org/10.3109/11038128.2015.1004103

Hasselkus, B. R. (2002). The meaning of everyday occupation. Thorofare, NJ: Slack, Inc. Health Sciences Reasoning Test (2017). Retreived from:

https://www.insightassessment.com/Products/Products-Summary/Critical-Thinking-Skills-Tests/Health-Sciences-Reasoning-Test-HSRT

Hunter, E. P. (2013). The Elizabeth Casson Memorial Lecture 2013: Transformational leadership in occupational therapy -- delivering change through conversations, British Journal of Occupational Therapy, 76(8), 346-354. https://doi.org/10.4276/030802213X13757040168234

Johnston, L. B. (2009). Critical thinking and creativity in a social work diversity course: Challenging students to “think outside the box.” Journal of Human Behavior in the Social Environment, 19, 646-656. https://doi.org/10.1080/10911350902988001

Kasar, J., & Clark, E.N. (2000). Developing professional behaviors. Thorofare, NJ: Slack, Inc.

Kear, M. E., & Bear, M. (2007). Using portfolio evaluation for program outcome assessment. Journal of Nursing Education, 46(3), 109-114.

Keefe, S. E. (Ed.). (2005). Appalachian cultural competency: A guide for medical, mental health, and social service professionals. Knoxville, TN: University of Tennessee Press. Kronenberg, F, Algado, S.S., & Pollard, N. (Eds.) (2005). Occupational therapy without

borders: Learning from the spirit of survivors. London: Elsevier. Kuh, G. D., Kinzie, J. L., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2006). What matters to

student success: A review of the literature (Vol. 8). Washington, DC: National Postsecondary Education Cooperative.

Lazzarini, I. (2004). Neuro-occupation: The nonlinear dynamics of intention, meaning and perception. British Journal of Occupational Therapy, 67(8), 342-352. https://doi.org/10.1177/030802260406700803

MacRae, N., & Croninger, W. R. (2010). Data collection and documentation. In K. Sladyk, K. Jacobs & N. MacRae (Eds.). Occupational Therapy Essentials for Clinical Competence (pp. 353-360). Thorofare, NJ: SLACK, Inc.

Maloney, S. M., & Griffith, K. (2013). Occupational therapy students’ development of therapeutic communication skills during a service-learning experience. Occupational Therapy in Mental Health, 29(1), 10-26. https://doi.org/10.1080/0164212X.2013.760288

Mann, K., Gordon, J., & MacLeod, A. (2009). Reflection and reflective practice in health professions education: A systematic review. Advances in Health Sciences Education, 14(4), 595-621. https://doi.org/10.1007/s10459-007-9090-2

Mattingly, C. (1991). What is clinical reasoning? American Journal of Occupational Therapy, 45(11), 979-986. https://doi.org/10.5014/ajot.45.11.979

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McCormack G. L., Jaffe, E. G., & Goodman-Lavey, M. (2003). The occupational therapy manager (4th ed.). Bethesda, MD: AOTA Press.

Morris, K., & Cox, D. L. (2017). Developing a descriptive framework for ‘occupational engagement’. Journal of Occupational Science, 24(2), 152-164. https://doi.org/10.1080/14427591.2017.1319292

Munier, V., Myers, C. Teeters, & Pierce, D. (2008). Power of object play for infants and toddlers. In L. D. Parham & L. S. Fazio (Eds.). Play in occupational therapy for children (2nd ed.). St. Louis: Mosby Elsevier.

Nilsson, I., & Townsend, E. 2010. Occupational justice---bridging theory and practice. Scandinavian Journal of Occupational Therapy, 17(1), 57-63. https://doi.org/10.3109/11038120903287182

Pendleton, H. M., & Schultz-Krohn, W. (Eds.). (2006). Pedretti's occupational therapy. (6th ed.). St. Louis: Mosby Elsevier.

Pierce, D. (2003). Occupation by design: Building therapeutic power. Philadelphia: F. A. Davis. Pierce, D. E. (2014). Occupational science for occupational therapy. Thorofare, NJ: SLACK

Inc. Price, P., & Miner, S. (2007). Occupation emerges in the process of therapy. American Journal of

Occupational Therapy, 61, 441-450. https://doi.org/10.5014/ajot.61.4.441 Radomski, M. V., & Trombly-Latham, C. A. (Eds.). (2008). Occupational therapy for physical

dysfunction (6th ed.). Baltimore, MD: Lippincott Williams & Wilkins. Randolph, D. S. (2003). Evaluating the professional behaviors of entry-level occupational

therapy students. Journal of Allied Health, 32(2), 116-121. Robinson, J., & Godbey, G. (2005, September/October). Time in our hands. The Futurist,39(5),

18-22. Rodger, S. (2012). Leadership through an occupational lens: Celebrating our territory.

Australian Occupational Therapy Journal, 59(3), 172-179. https://doi.org/10.1111/j.1440-1630.2012.00995.x

Rowles, G. D. (1991). Beyond performance: Being in place as a component of occupational therapy. American Journal of Occupational Therapy, 45, 265-271. https://doi.org/10.5014/ajot.45.3.265

Schell, B. A., Crepeau, E.B., & Cohn, E. S. (2003). Professional development. In E.B. Crepeau, E. S. Cohn, & B. A. Schell (Eds.). Willard & Spackman's occupational therapy (10th ed.) pp. 141-146). Baltimore, MD: Lippincott Williams & Wilkins.

Schmid, T. (2004). Meanings of creativity within occupational therapy practice. Australian Occupational Therapy Journal, 51, 80–88. https://doi.org/10.1111/j.1440-1630.2004.00434.x

Taylor, R. R. (2008). The intentional relationship: Occupational therapy and use of self. Philadelphia, PA: F.A. Davis.

Taylor, R. R., Less, S. W., Kielhofner, G., & Ketkar, M. (2009) Therapeutic use of self: A nationwide survey of practitioners’ attitudes and experiences. American Journal of Occupational Therapy, 63, 198-207.

Torcivia, E. M., & Gupta, J. (2008). Designing learning experiences that lead to critical thinking and enhanced clinical reasoning. OT Practice, 13, CE1-CE8. Townsend, E. (1997). Occupation: Potential for personal and social transformation. Journal of

Occupational Science: Australia, 4(1), 18-26. https://doi.org/10.1080/14427591.1997.9686417

Townsend, E., & Wilcock, A. (2004). Occupational justice and client-centered practice: A dialogue-in-progress. Canadian Journal of Occupational Therapy, 71, 75-87. https://doi.org/10.1177/000841740407100203

Trombly, C. A. (1995). Occupation: Purposefulness and meaningfulness as therapeutic mechanisms, 1995 Eleanor Clarke Slagle lecture. American Journal of Occupational Therapy, 49, 960-972. https://doi.org/10.5014/ajot.49.10.960

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Trombly Latham, C. A. (2008). Conceptual foundations for practice. In M. V. Radomski & C. A. Trombly Latham (Eds.). Occupational therapy for physical dysfunction (6th ed.). Baltimore, MD: Lippincott Williams & Wilkins.

Velde, B. P., Wittman, P. P., & Vos, P. (2006). Development of critical thinking in occupational therapy students. Occupational Therapy International, 13(1), 49-60. https://doi.org/10.1002/oti.20

Welch, A., & Dawson, P. (2006). Closing the gap: collaborative learning as a strategy to embed evidence within occupational therapy practice. Journal of Evaluation in Clinical Practice, 12(2), 227-238. https://doi.org/10.1111/j.1365-2753.2005.00622.x

Whiteford, G. (2004). When people cannot participate: Occupational deprivation. In C. H. Christiansen & E. A. Townsend (Eds.), Introduction to occupation: The art and science of living. (pp. 221-242). Upper Saddle River, NJ: Prentice Hall.

Whiteford, G. (2005). Knowledge, power, evidence: A critical analysis of key issues in evidence-based practice. In G. Whiteford & V. Wright-St. Clair (Eds.), Occupation and practice in context. New York: Elsevier.

Wicks, A., & Whiteford, G. (2005). Gender, occupation and participation. In G. Whiteford & V. Wright-St.Clair (Eds.), Occupation and practice in context. (pp. 197-212). New York: Elsevier.

Wilcock, A. (1993). A theory of human need for occupation. Journal of Occupational Science: Australia, 1(1), 17-24. https://doi.org/10.1080/14427591.1993.9686375 Williams, J. A. (2001). Appalachia: A history. Chapel Hill, NC: University of North Carolina Press. Wood, W. (1998). It is jump time for occupational therapy. American Journal of Occupational

Therapy, 52, 403-411. https://doi.org/10.5014/ajot.52.6.403 World Federation of Occupational Therapists. (2012). Definition of occupation. Retrieved from

http://www.wfot.org/aboutus/aboutoccupatioinaltherapy/definitionofoccupationaltherapy.asps.

World Health Organization. (2001). International Classification of Functioning, Disability, and Health. Geneva: World Health Organization.

Curriculum design approved by the Department of Occupational Science and Occupational Therapy faculty on March 6, 2018; revised 11/12/2018.

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CODE OF ETHICS All students are expected to become knowledgeable about and adhere to the Code of Ethics of the College of Health Sciences and the profession as set forth by the American Occupational Therapy Association, Inc. A copy of the AOTA Code of Ethics can be found in Appendix A.

Code of Ethics of the Occupational Therapy Curriculum

Eastern Kentucky University Faculty and students of the Professional Occupational Therapy Curriculum believe in the dignity and worth of each individual and respect that individual’s right to receive the highest quality health care. We make the following commitments:

I. Commitment of the Faculty

1. To assist the individual in meeting health care needs through the education of students in the Occupational Therapy Curriculum.

2. To strive for mastery of subject matter presented. 3. To strive for excellence in instruction. 4. To provide a variety of teaching/learning opportunities or activities. 5. To collaborate with the student in the teaching/learning process. 6. To serve as role models for the students. 7. To be non-discriminating in relationships with students. 8. To hold in confidence privileged information unless disclosure is professionally or

legally required.

9. To share bases for evaluation with students. 10. To be self-disciplined and morally responsible. 11. To uphold the Occupational Therapy Code of Ethics.

Commitment of the Students

1. To show respect and concern for other individuals. 2. To present a personal appearance which will inspire confidence in the professional arena. 3. To hold in confidence privileged information unless disclosure is professionally or legally required. 4. To collaborate with the faculty in the teaching/learning process. 5. To undertake without supervision only those assessments and interventions in which competency has been determined by the instructor. 6. To perform only assessments and interventions which are within the realm of occupational therapy. 7. To make every effort to uphold the Occupational Therapy Code of Ethics.

II.

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EKU ACADEMIC INTEGRITY POLICY

Policy Statement

Eastern Kentucky University is a community of shared academic values, foremost of which is a strong commitment to intellectual honesty, honorable conduct and respect for others. In order to meet these values, students at EKU are expected to adhere to the highest standards of academic integrity. These standards are embodied in this policy and the Student Code of Conduct. By honoring and enforcing this Academic Integrity Policy, the University community affirms that it does not tolerate academic dishonesty. This policy defines the various forms of academic dishonesty, and it outlines the consequences for each. Additionally, this policy gives the method for appealing a complainant’s allegation that some form of academic dishonesty has in fact occurred. Academic dishonesty can occur in different forms, some of which include cheating, plagiarism, and fabrication. The University treats all instances of academic dishonesty seriously. Anyone who knowingly assists in any form of academic dishonesty shall be considered as responsible as the student who accepts such assistance and shall be subject to the same sanctions.

Cheating Cheating is an act or an attempted act of deception by which a student seeks to misrepresent that he/she has mastered information on an academic exercise. Cheating includes, but is not limited to:

Giving or receiving assistance not authorized by the instructor or University representative

Participating in unauthorized collaboration on an academic exercise

Using unapproved or misusing electronic devices or aids during an academic exercise

Turning in substantially similar papers/assignments as other student(s)

Plagiarism

Plagiarism occurs when a student represents work taken from another source as his/her own. It is imperative that a student gives credit to information, words, ideas, and images that are integrated into his/her own work. Acknowledgement of a source of information in any form should consist of complete, accurate, and specific references and, if verbatim statements are included, quotation marks as well. Examples of plagiarism include, but are not limited to:

Using words, ideas, or images from another source (including the Internet); whether in

quotation marks or not, without giving credit to that source in the form of a bibliographic citation

Using facts, statistics, or other supporting materials that are not clearly common knowledge without acknowledgment of the source

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Fabrication

Fabrication is a form of deception and occurs when a student misrepresents written or verbal information in an academic exercise. Fabrication includes, but is not limited to the following:

Citation of information not taken from the source indicated. This may include the incorrect documentation of secondary source materials.

Listing sources in a bibliography not directly used in the academic exercise

Submission in a paper, thesis, lab report, practicum log, or other academic exercise of falsified, invented, or fictitious data or information or deliberate and knowing concealment or distortion of the true nature origin or function of such data or information

Submitting as your own any academic exercise (verbal, written, electronic, or artistic work) prepared totally or in part by another person

Procedures for Dealing with Academic Integrity Cases Step 1 When a Violation is Suspected If an incident of alleged violation of the AI Policy is suspected, any member of the EKU community can initiate the process of review by reporting the incident to the Office of Student Conduct and Community Standards (SCCS) or to a faculty/staff member. If a faculty/staff member receives a report of an alleged academic integrity violation, they shall notify the SCCS Office. The SCCS Office is responsible for notifying the affected responsible faculty/staff member and the appropriate Department Chair/Unit Head of the alleged violations reported to the SCCS Office. The responsible faculty/staff member may elect to conduct their own review of the allegations (Option A) or may elect for the matter to be referred to the SCCS Office (Option B). Prior to selecting either option, the faculty/staff member should contact the SCCS office to determine if the student has a prior violation.

If a final grade is to be reported to the University before the academic integrity procedures are completed, the responsible faculty member shall report an “incomplete” for the involved student until the final resolution of the matter.

Option A: Faculty/Staff Member Conducts Review If the responsible faculty/staff member chooses to continue the review of the allegations autonomously, the faculty/staff member should obtain and assess the applicable information in determining whether a violation of the AI policy has occurred. If the faculty/staff member determines that an AI policy violation has occurred, a notification of the violation must be made to the SCCS Office. The faculty/staff member must request information from the SCCS Office regarding the student’s previous violations of the AI Policy prior to determining a sanction in this particular case.

Following receipt of information from the SCCS Office, the faculty/staff member notifies the student in writing of the allegations, the sanction, and the right to contest the allegation and sanction according to the AI Policy procedure. The responsible Faculty/staff member is encouraged to meet with the student and discuss the allegation and the policy. If the student accepts responsibility for the violation and the sanction in

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writing, the case is closed. There is no appeal of this decision. Upon determination of responsibility, the SCCS Office will enter the report data in the database.

If the student does not accept responsibility and chooses to contest the allegation and/or sanction, the faculty/staff member will refer the case to the SCCS Office, within five academic days of the meeting. The SCCS Office will meet with the student to discuss the charge and/or sanctions and the right to contest these. If the student accepts responsibility for the violation and the sanction, the case is closed. There is no appeal from this decision. Notification of the violation is made by the SCCS Office into the database for recordkeeping. If the student contests the allegation and/or sanction, the SCCS Office will schedule a hearing, as soon as practicable, with the specific College Academic Integrity Committee from which the incident occurred.

Option B: Faculty/Staff Member Refers Case to SCCS Office

If a faculty/staff member chooses to refer the case directly to the SCCS Office, the faculty/staff member will send all information concerning the matter to the SCCS Office and the SCCS Office will meet with the student to discuss the alleged violation. If the student accepts responsibility for the violation and the sanction, the sanction is imposed; the case is closed. There is no appeal from this decision. If the student contests the allegation and/or sanction, the SCCS Office will schedule a hearing, as soon as practicable, with the specific College Academic Integrity Committee from which the incident occurred.

Step 2 College Academic Integrity Committee Hearing At the College AI Hearing, both the student and the faculty/staff member will present their information. Both the student and faculty/staff member are permitted to bring witnesses with relevant testimony to the hearing in person. At the College AI Hearing, the faculty/staff member will only function as a witness and shall not serve in any adversarial capacity. The Committee members will review all of the information presented and then deliberate in private. At the discretion of the Chair of the Committee, the proceeding may be extended to an additional meeting. At this level of hearing and continuing throughout the process, the student has the option of having a Peer Advisor present. Absent exceptional circumstances beyond the control of the student as determined by the Chair of the Committee, if the student who has been notified of the hearing fails to appear, the proceeding may take place in his or her absence. A minimum of 4 Committee members must be present. To determine that a violation has occurred, 3 of the 5 Committee members must agree. To determine the sanction, 3 of the 5 Committee members must agree. The Committee’s decision will be binding. If the Committee determines that the student has violated the AI Policy, before the sanctioning stage of the hearing, the SCCS Office will provide the Committee information regarding whether the student has any previous AI Policy violations recorded or sanctions imposed. The Committee will deliberate again in private in order to determine the appropriate sanction for this violation. The Chair will announce the decision of the Committee, within five academic days, after the close of the hearing. Step 3 Appealing the Decision of the College Academic Integrity Committee A student can appeal the decision of the College AI Committee to the University AI Committee. This appeal can only be made based upon irregularities in procedure, new information not available for the first hearing, or punishment not consistent with the violation. The student will

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notify, in writing, the SCCS Office of their request to appeal to the University AI Committee within five academic days of the College AI Committee’s decision, and a meeting of the University AI Committee will be scheduled as soon as practicable. Step 4 University Academic Integrity Committee Hearing A minimum of 4 Committee members must be present. To determine that a violation has occurred, 3 of the 5 Committee members must agree. To determine the sanction, 3 of the 5 Committee members must agree. At the University AI Committee appeal review meeting, the Committee members will consider all the written information supplied by the student, and the material considered by the College AI Committee, including any response from the faculty/staff member. The Committee can modify or set aside the applied response including sanction, refer the case back to the College AI Committee, or uphold the decision. The Chair will announce the decision of the committee, within five academic days, after the close of the hearing. The decision of the University AI Committee is final and can only be appealed if the sanction is suspension, expulsion, or “FX” grade. Step 5 Appealing the Decision of the University Academic Integrity Committee If the student chooses to contest the sanction of expulsion, suspension, or “FX” grade, the student can appeal to the Provost. The student will notify, in writing, the Office of the Provost of his or her request and grounds for such request, within five academic days of the University AI Committee’s decision. An appeal to the Provost can only be based upon irregularities in procedure, new information not available for the first hearing, or punishment not consistent with the violation. The Provost will render a decision, in writing, within ten academic days of receipt of the appeal. Step 6 Appealing the Decision of the Provost If the Provost upholds the sanction imposed by the University AI Committee l, and if the student chooses to further contest the sanction, the student can appeal to the Board of Regents. The student will notify, in writing, the SCCS Office of his or her request and grounds for such request, within five academic days of the Provost’s decision. As soon as practicable, the SCCS Office will submit the appeal to the Board secretary. An appeal to the Board of Regents can only be based upon irregularities in procedure, new information not available at the first hearing, or punishment not consistent with the violation; the decision of the Board of Regents is final.

Minimum Sanction: The standard minimum sanction for an AI Policy violation shall be the assignment of an “F” for the test, assignment or activity in which an incident of academic dishonesty occurred; the student will not be allowed to retake or rewrite the test, assignment or activity. Sanctions: In addition to the minimum sanctions for an AI Policy violation, other appropriate educational sanctions may be assigned; these sanctions may be given even if this is the first violation of the AI Policy. Such sanctions could include, but are not limited to, the following:

Removal from the course

Educational sanctions

Community service

Precluded from graduating with Honors

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An assigned “F” for the course

“FX” notation on transcript

Suspension

Expulsion

“F” for the Course: A student given a sanction of an “F” for the course will not be permitted to drop or withdraw from the course. "FX" Notation: The “FX” grade is a final and permanent notation on the student’s transcript. The “FX” grade can only be imposed by the University Academic Integrity Committee. Upon exhaustion of the appeals process set forth in the Academic Integrity Policy 4.1.3, the notation cannot be removed. A student may retake the course where the “FX” notation is applied, and the new grade will replace the “FX” in the calculation of the student’s GPA. The “FX” notation, however, will remain on the student’s transcript.

Academic Integrity Policy can be found at www.studentconduct.eku.edu Please review EKU Student Handbook for remainder of this policy.

EVALUATION OF STUDENT LEARNING

It is the policy of the University and the Department that students must be made aware of the criteria, methods and weights of measures to be used to evaluate student learning. All course syllabi are given to the student within one week of the beginning of the course. The Departmental Curriculum Committee reviews all course objectives and learning activities to determine if and how the course objectives are being met. The Committee also monitors textbooks for all courses. As part of the annual faculty review process the Department Chair evaluates individual instructors to determine if course objectives are being met and if strategies for instruction and evaluation are appropriate or fair.

The Departmental policy on Evaluation of Student Performance states:

Each instructor has an obligation to evaluate the academic achievement of students in a manner consistent with the following statements of the purposes and principles of grading.

Purposes of grading:

To define and communicate the level of educational achievement

To motivate students to greater effort

To appraise the effectiveness of teaching methods

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Principles of grading:

Grading should be directly related to the objectives of the course. Grades assigned should reflect the relative level of attainment of objectives. The grading system should take into account the emphasis given the various objectives during the course.

Students will be informed in writing, normally not later than the second class meeting, of the course objectives and the procedures to be used in determining grades.

Grades should be based upon a combination of several factors for higher validity

and more effective evaluation.

Every effort should be made to make measurements valid, reliable and objective. Grading should be based on understanding rather than belief.

Evaluation should be consistent with accepted norms for the Institution.

Evaluation should be an integral part of the teaching/learning process; hence the necessity for students having knowledge of progress during the course.

Student personality should not be a factor in grading, except where clearly relevant to stated course objectives.

The instructor has the responsibility to construct and administer tests.

In all sections of a multi-section course, evaluations should be consistent with accepted norms for the course.

GRADE APPEALS If a student believes that the final grade assigned in a course is unjustified that student should consult the instructor, seeking a satisfactory explanation. If, after doing so, the student still feels that the grade is unjustified, the student may appeal the grade, in writing, to the Department Chair. A written appeal must be filed with the Chair within 30 days after the beginning of the next semester (exclusive of summer session). Refer to the University Handbook for Students for complete policy concerning grade appeals.

CENTER FOR STUDENT ACCESSIBILITY

Eastern Kentucky University strives to make all learning experiences as accessible as possible. Students registered with the Center for Student Accessibility (CSA) should request accommodation letters from the CSA office. The Center for Student Accessibility will email your academic adjustment letter to you, or you may stop by the office for a hard copy. You will provide your letter to the course instructor(s) immediately. We strongly recommend that you discuss the accommodations needed with your instructor(s). Students who need an accommodation for a

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documented medical, mental health, or learning difference may register online at accessibility.eku.edu/applying-services. If you have questions, you may email the CSA office at accessibility@eku.edu or telephone at (859) 622-2933. The Americans with Disabilities Act Amendments Act (ADAAA) does not consider pregnancy a disability. Students needing accommodations due to pregnancy should contact EKU’s Office of Institutional Equity, Lindsey Carter, Director, Office of Institutional Equity, Title IX Coordinator, Jones 416, (859) 622-8020, Lindsey.Carter@eku.edu. Upon individual request, this handbook can be made available in an alternative format.

STUDENT RESPONSIBILITIES

It is the student’s responsibility to become familiar with all the policies and procedures relevant to the BSOS Program. All students should become familiar with the general academic information section of the Undergraduate Catalog.

CHANGES OF SCHEDULE

The University reserves the right to cancel a course when the registration is not sufficient to warrant its continuance, to divide classes if the enrollment is too large for efficient instruction, and to change instructors when necessary.

PROGRAM AND ACADEMIC ADVISING A minimum of twelve hours is considered a full academic load during a regular fall or spring semester. Students may enroll in up to 18 hours maximum. Upon admission to the BSOS Program, junior occupational science students are assigned to a faculty class advisor. Class advisors provide an orientation to the Occupational Science program, and keep students informed about any necessary information through Blackboard advising sites, email, and class meetings as appropriate. You will meet with your advisor at least once each semester during advising to review your completion of general education requirements, support courses and major requirements in preparation for graduation. Because of the design of the Occupational Science program, students follow the plan of study identified below (Please refer to Curricula Framework for rationale). All policies noted in the Undergraduate Catalog and University Handbook for Students are upheld and enforced. Refer to the Undergraduate Catalog for general academic information.

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APPLICATION FOR GRADUATION

Each student who expects to complete requirements for a degree must apply to graduate once he or she reaches 90 credit hours (including in progress hours). Note that a student will be unable to apply for graduation until his or her admission to the Occupational Science Program is reflected in Degree Works. A registration hold will be placed on the student’s account until the student has completed the graduation application process.

WITHDRAWAL INFORMATION

During the first 4 weeks of the semester, students may withdraw from the University through EKU Direct by withdrawing completely from all classes and reducing their enrollment down to 0.0 cr. hr. (no withdrawal fee will be incurred). Beginning with the 5th week, and until the end of the 12th week of fall/spring semester classes, students must complete the University Withdrawal Form to withdraw from the University (no withdrawal fee will be incurred). Students may not officially withdraw from the University after the 12th week of a fall/spring semester. See the Colonel’s Compass online (https://colonelscompass.eku.edu/) for withdrawal deadlines. Students with extenuating circumstances occurring after the 12th week should refer to the Registrar’s website (http://registrar.eku.edu/withdrawal-information). Questions may be also directed to the Registrar at 859-622-2320.

Students who wish to withdraw from a class may do so on EKU Direct during the first 4 weeks of the semester. No fee is charged during this period of time. Beginning with the 5th week of a full semester class, a withdraw fee of $50 per credit hour, per course, will be applied to a student’s account. There is a maximum fee of $150 per course. A grade of “W” is assigned for each withdrawn course.

DEPARTMENT GUIDELINES

PROGRESS IN THE PROGRAM / RETENTION All occupational science students need to be aware of Departmental policies and procedures that affect their progress and retention in the BSOS program.

Students enrolled in the Occupational Science program (BSOS) will complete a

professional student portfolio. The student portfolio is developed and submitted electronically using an online learning portfolio platform. Maintaining a professional e-portfolio- as indicated by completing items within the checklist during the assigned semester- is considered to be part of a student’s professional behavior. Students who do not submit the portfolio by the due date will be required to complete a professional behavior remediation plan to develop a plan for its successful completion. Students will be provided with a complete BSOS Student Portfolio Policy and Procedure during the senior year when they begin their work toward the portfolio. Students will be notified of the official portfolio due date within the first two weeks of the start of each semester in the senior year of the BSOS program.

Students are made aware of their progress at least once at week 4 prior to the mid-point of the course. Faculty members instructing undergraduate students are required by the EKU Registrar to submit midterm grades, thereby alerting students of progress in meeting student learning outcomes. Undergraduate advisors and/or the Occupational Science Program Coordinator meet with students after midterm grades to discuss any midterm deficiencies and assist students in the development of action

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plans to resolve the deficiency.

To progress from semester to semester all major and support courses must be completed with a grade of “B” or better.

To progress to senior year, all junior academic year required major and support courses must be completed with a grade of “B” or better.

To graduate, all senior academic year required major and support courses must be completed with a grade of “B” or better as well as completion of general education and University requirements for graduation.

Enrollment in the Doctor of Occupational Therapy program is limited. Completion of the undergraduate program in Occupational Science does not guarantee admission into the graduate program in occupational therapy. Refer to the Graduate Catalog for admission requirements and procedures regarding application to the Doctor of Occupational Therapy program.

Students have other responsibilities that are in addition to the occupational role of student and these other responsibilities or obligations may interfere with progression in the BSOS program. In recognition of this, the Department offers to students the opportunity to apply for a delay in program progression or a leave of absence. A delay in progression is indicated for students who do not successfully complete an OTS course and are unable to progress to the next semester due to pre-requisite restrictions. A leave of absence is indicated for students who are not able begin or complete coursework for medical, military, personal, etc. reasons. Students requesting a delay in progression must submit an Application for Delay in Progression/Leave of Absence (See Appendix B) to the Admission, Progression and Retention Committee within two weeks of the last semester of enrollment in OTS courses. Students requesting a leave of absence must submit an Application for Delay in Progression/Leave of Absence form (see attached form) to the Admission, Progression and Retention Committee as soon as possible. A delay in progression or leave of absence may be granted for no longer than 1 year. To extend a delay in progression or a leave of absence, a student must reapply. Students are required to notify the Chair of the Admission, Progression and Retention Committee in writing their intent to return to the program, March 1 for fall semester and October 31 for spring semester. Failure to comply with the above will result in a loss of reserved space. Loss of reserved space will require re-admission through Admission, Progression

and Retention Committee.

ATTENDANCE POLICY

Students should make every effort to attend every class, whether online or in person. An acceptable excuse is an illness (including self-isolation or quarantine), a University provided excuse, or an emergency resulting in unavoidable absence. Students must stay home when ill, even if the symptoms are minor (headache, allergies, etc). Students will not receive a grade penalty for missing class due to self-isolation or quarantine, but should notify the instructor as soon as they are aware of the need to miss class. Students are expected to make up missed work. For practica or clinical absences: consult with the relevant instructor or coordinator. *NOTE: The university attendance policy (Policy 4.1.6) is suspended for the Fall 2020 semester to allow instructors to deviate from departmental attendance policies due to the pandemic. The BSOS program will follow the university attendance policy when it is reinstated.

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ANNUAL COMPETENCY

All students enrolled in the OTD program will complete the P1 Annual Competency at the end of the P1 year and the P2 Annual Competency at the end of the P2 year of the OTD program. Students will complete subsequent competencies for the associated year in the graduate program. The purpose of the Annual Competency is to assess each student’s skills related to the curricular outcomes of occupation, communication, critical thinking, practice, and leadership.

The P1 Annual Competency score is the baseline outcome upon which progress will be built/demonstrated in subsequent Annual Competencies. The P1 Annual Competency score will not prevent advancement to the P2 year. Following the P1 competency, the student will formulate and initiate a Annual Competency Self-reflection and Action Plan to enact throughout the P2 year. The plan will enable accountability for continuing to demonstrate strengths as well as remediate weaknesses identified via the P1 Annual Competency. If the student does not remediate the noted areas of concern during the P2 year, non-advancement to the P3 year will be implemented. Refer to the Graduate OTD Student Handbook for more information regarding P3 and later annual competencies.

A CSA Accommodation plan would necessitate appropriate modifications to the Annual Competency and associated grading rubric in accordance with the individual student plan, prior to participation in the Annual Competency.

PROFESSIONAL BEHAVIOR EXPECTATIONS AND EVALUATION

The Department of Occupational Science and Occupational Therapy recognizes that the development of professional identity in students necessitates a sequential progression in the knowledge, attitudes and skills held by occupational therapy practitioners. Professional identity encompasses: personal responsibility and accountability, integrity, respect and continuous regard for others, commitment to teaching and learning, self-regulation, involvement in student organizations and community service, and dedication to excellence. Therefore, the Department is committed to supporting, through evaluation, the developmental progression of undergraduate students’ professional identity. Students will be provided with a policy and procedure and evaluation form during the junior year that will be used to assess professional behaviors in the BSOS program. Expected behaviors include, but are not limited to: demonstrating respect for faculty and peer colleagues; promptly notifying faclty if unavoidable circumstances prevent attendance of class sessions; working collaboratively with faculty, peer colleagues, and community members; dealing maturely with personal emotions in the classroom and community; considering and appropriately acting on feedback from faculty or peer colleagues; assuming responsibility for one’s own actions; displaying professional attire as appropriate for any given situation in the classroom or community; and complying with policies about the use of electronic devices as specified by faculty or others in the classroom and community.

EQUIPMENT AND LOAN POLICY

Students in the program may have access to education equipment and supplies in designated areas (classroom, Resource Room, labs, community sites, professional presentation locations). Students must submit a request in writing to their instructor to check out equipment/materials. Students are not permitted to remove items themselves for loan. Classroom and instructional need for equipment/materials takes priority over other needs.

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STUDENT FORMS All students are required to complete the Student Information Form (see Appendix C). The Student Information Form is to be completed annually or when changes are made in the demographics or activities of the student. The information contained in the Student Information Form is used to contact family (in case of emergency or other purposes), complete Department reports for outcomes and accreditation purposes and to nominate students for awards of recognition. Any signed forms will be filed in the student’s academic folder and the information contained in the forms will be released only with the permission of the student.

SCHOLARSHIP INFORMATION

Information on the Occupational Science and Occupational Therapy Department and other

scholarship information is posted online at https://ot.eku.edu/scholarships-os-and-ot-students

and on a bulletin board in the cross hallway near the OT office. It is recommended that

students check these two locations periodically.

STUDENT EMERGENCY LOAN FUND

An emergency loan of up to $150.00 for a maximum of 90 days is available to full time CHS students. For further information or an application, contact Raglena Salmans in Rowlett 311.

DEPARTMENT COMMITTEES

The Department believes in student participation in the organization and administration of the Department. As an expression of its belief, students are encouraged to participate in a number of Departmental committees and activities. Students may participate in the following:

Representative to Faculty Business Meetings - Students are elected by their peers to serve as a representative for two years.

BSOS Sub Committee of the Curriculum Committee - Students are elected by their peers to serve as a representative for two years.

STUDENT ORGANIZATIONS

Students may join the following organizations:

Student Occupational Science Association (SOSA) - Open membership. See a SOSA officer for a membership application.

Society for the Study of Occupation: USA (SSO: USA) – Open membership, student membership rate is available. See www.sso-usa.org for a membership application.

Student Occupational Therapy Association (SOTA) – Open membership for students enrolled in the occupational therapy programs.

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Kentucky Occupational Therapy Association (KOTA) - open membership; student membership rate is available. See www.kotaweb.org for a membership application. Benefits include reduced rates at workshops and the KOTA Newsletter.

American Occupational Therapy Association, Inc. (AOTA) - open membership, student membership rate is available. See Department secretary or www.aota.org for a membership application.

UNIVERSITY STUDENT SUPPORT SERVICES There are a variety of student support services available at EKU. A list and brief description of these services is provided below.

Academic Advising Office- The Advising service offers a website with information including exploring majors, academic resources, Degree Works advising tutorials, Colonel’s Compass, GPA calculator, student handbook, and links to Registrar procedures. Center for Student Accessibility- The Center for Student Accessibility assists students and faculty to assure access for students with disabilities as they pursue their educational goals. Students can be referred to community services if the Center for Student Accessibility Office staff cannot meet their needs. Noel Studio for Creativity- The Noel Studio for Academic Creativity is an integrated support service for writing, communication, and research, and is available for all students. The Noel Studio provides consultation, support and training for students in writing and presentation skills.

Tutoring Services– Tutoring services are available at the Noel Center for Creativity, Mathematics Tutoring Center, and the Science Learning Resource Center, and are open to all students. Additionally, Gurus offer homework help in specialized areas, including Occupational Science. Tutoring is also available in the College of Health Sciences. Student Outreach and Transition Office- Assistance for academic success for veterans, first time college attendees, transfer students, and students returning to college Resources to support the personal needs of students include the following:

Counseling Center– The Counseling Center staff provides personal counseling both individually and in groups. Referrals to community services are provided when a student’s needs are beyond the scope of the Center’s services.

Office of Multicultural Student Affairs– Office of Multicultural Student Affairs enhance the retention of underrepresented students through their programs and can function as a liaison to resolve race related issues. Campus Recreation-The mission of Campus Recreation is to provide quality facilities, programs, educational opportunities, and customer service to promote the dimensions of wellness to a diverse university community. They offer intramural sports, gym membership, massage, education, and programming related to wellness.

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Student Health Services– They provide acute ambulatory medical care services, education, and programming related to health and wellness. All students enrolled in classes at EKU are eligible to use Student Health Services for their health care. All students pay a student activity fee which entitles them to use most services at Student Health Services at no additional cost.

Career Services- Career Services provides education and resources related to job hunting, resume writing, and interviewing.

Financial Aid- Financial assistance/counseling to help students offset the cost of their college education. Veteran’s Affairs - Dedicated to helping veterans achieve their educational goals.

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APPENDIX A

Occupational Therapy Code of Ethics (2015)

Preamble The 2015 Occupational Therapy Code of Ethics (Code) of the American Occupational Therapy Association

(AOTA) is designed to reflect the dynamic nature of the profession, the evolving health care environment,

and emerging technologies that can present potential ethical concerns in research, education, and practice.

AOTA members are committed to promoting inclusion, participation, safety, and well-being for all recipients

in various stages of life, health, and illness and to empowering all beneficiaries of service to meet their

occupational needs. Recipients of services may be individuals, groups, families, organizations, communities,

or populations (AOTA, 2014b).

The Code is an AOTA Official Document and a public statement tailored to address the most prevalent

ethical concerns of the occupational therapy profession. It outlines Standards of Conduct the public can

expect from those in the profession. It should be applied to all areas of occupational therapy and shared

with relevant stakeholders to promote ethical conduct.

The Code serves two purposes:

1. It provides aspirational Core Values that guide members toward ethical courses of action in professional

and volunteer roles.

2. It delineates enforceable Principles and Standards of Conduct that apply to AOTA members.

Whereas the Code helps guide and define decision-making parameters, ethical action goes beyond rote

compliance with these Principles and is a manifestation of moral character and mindful reflection. It is a

commitment to benefit others, to virtuous practice of artistry and science, to genuinely good behaviors,

and to noble acts of courage. Recognizing and resolving ethical issues is a systematic process that includes

analyzing the complex dynamics of situations, weighing consequences, making reasoned decisions, taking

action, and reflecting on outcomes. Occupational therapy personnel, including students in occupational

therapy programs, are expected to abide by the Principles and Standards of Conduct within this Code.

Personnel roles include clinicians (e.g., direct service, consultation, administration); educators; researchers;

entrepreneurs; business owners; and those in elected, appointed, or other professional volunteer service.

The process for addressing ethics violations by AOTA members (and associate members, where applicable)

is outlined in the Code’s Enforcement Procedures (AOTA, 2014a).

Although the Code can be used in conjunction with licensure board regulations and laws that guide standards

of practice, the Code is meant to be a free-standing document, guiding ethical dimensions of professional

behavior, responsibility, practice, and decision making. This Code is not exhaustive; that is, the

Principles and Standards of Conduct cannot address every possible situation. Therefore, before making

complex ethical decisions that require further expertise, occupational therapy personnel should seek out

resources to assist in resolving ethical issues not addressed in this document. Resources can include, but are

not limited to, ethics committees, ethics officers, the AOTA Ethics Commission or Ethics Program Manager,

or an ethics consultant.

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Core Values The profession is grounded in seven long-standing Core Values: (1) Altruism, (2) Equality, (3) Freedom, (4)

Justice, (5) Dignity, (6) Truth, and (7) Prudence. Altruism involves demonstrating concern for the welfare

of others. Equality refers to treating all people impartially and free of bias. Freedom and personal choice

are paramount in a profession in which the values and desires of the client guide our interventions. Justice

expresses a state in which diverse communities are inclusive; diverse communities are organized and

structured such that all members can function, flourish, and live a satisfactory life. Occupational therapy

personnel, by virtue of the specific nature of the practice of occupational therapy, have a vested interest in

addressing unjust inequities that limit opportunities for participation in society (Braveman & Bass-Haugen,

2009).

Inherent in the practice of occupational therapy is the promotion and preservation of the individuality and

Dignity of the client by treating him or her with respect in all interactions. In all situations, occupational

therapy personnel must provide accurate information in oral, written, and electronic forms (Truth). Occupational

therapy personnel use their clinical and ethical reasoning skills, sound judgment, and reflection to

make decisions in professional and volunteer roles (Prudence).

The seven Core Values provide a foundation to guide occupational therapy personnel in their interactions

with others. Although the Core Values are not themselves enforceable standards, they should be considered

when determining the most ethical course of action.

Principles and Standards of Conduct The Principles and Standards of Conduct that are enforceable for professional behavior include (1) Beneficence,

(2) Nonmaleficence, (3) Autonomy, (4) Justice, (5) Veracity, and (6) Fidelity. Reflection on the historical

foundations of occupational therapy and related professions resulted in the inclusion of Principles that are

consistently referenced as a guideline for ethical decision making.

BENEFICENCE

Principle 1. Occupational therapy personnel shall demonstrate a concern for the well-being and safety

of the recipients of their services.

Beneficence includes all forms of action intended to benefit other persons. The term beneficence connotes

acts of mercy, kindness, and charity (Beauchamp & Childress, 2013). Beneficence requires taking action by

helping others, in other words, by promoting good, by preventing harm, and by removing harm. Examples

of beneficence include protecting and defending the rights of others, preventing harm from occurring to

others, removing conditions that will cause harm to others, helping persons with disabilities, and rescuing

persons in danger (Beauchamp & Childress, 2013).

RELATED STANDARDS OF CONDUCT

Occupational therapy personnel shall

A. Provide appropriate evaluation and a plan of intervention for recipients of occupational therapy

services specific to their needs.

B. Reevaluate and reassess recipients of service in a timely manner to determine whether goals are

being achieved and whether intervention plans should be revised.

C. Use, to the extent possible, evaluation, planning, intervention techniques, assessments, and therapeutic

equipment that are evidence based, current, and within the recognized scope of occupational

therapy practice.

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D. Ensure that all duties delegated to other occupational therapy personnel are congruent with credentials,

qualifications, experience, competency, and scope of practice with respect to service delivery,

supervision, fieldwork education, and research.

E. Provide occupational therapy services, including education and training, that are within each practitioner’s

level of competence and scope of practice.

F. Take steps (e.g., continuing education, research, supervision, training) to ensure proficiency, use

careful judgment, and weigh potential for harm when generally recognized standards do not exist

in emerging technology or areas of practice.

G. Maintain competency by ongoing participation in education relevant to one’s practice area.

H. Terminate occupational therapy services in collaboration with the service recipient or responsible

party when the services are no longer beneficial.

I. Refer to other providers when indicated by the needs of the client.

J. Conduct and disseminate research in accordance with currently accepted ethical guidelines and

standards for the protection of research participants, including determination of potential risks and

benefits.

NONMALEFICENCE

Principle 2. Occupational therapy personnel shall refrain from actions that cause harm.

Nonmaleficence “obligates us to abstain from causing harm to others” (Beauchamp & Childress, 2013, p.

150). The Principle of Nonmaleficence also includes an obligation to not impose risks of harm even if the

potential risk is without malicious or harmful intent. This Principle often is examined under the context of

due care. The standard of due care “requires that the goals pursued justify the risks that must be imposed to

achieve those goals” (Beauchamp & Childress, 2013, p. 154). For example, in occupational therapy practice,

this standard applies to situations in which the client might feel pain from a treatment intervention; however,

the acute pain is justified by potential longitudinal, evidence-based benefits of the treatment.

RELATED STANDARDS OF CONDUCT

Occupational therapy personnel shall

A. Avoid inflicting harm or injury to recipients of occupational therapy services, students, research

participants, or employees.

B. Avoid abandoning the service recipient by facilitating appropriate transitions when unable to provide

services for any reason.

C. Recognize and take appropriate action to remedy personal problems and limitations that might

cause harm to recipients of service, colleagues, students, research participants, or others.

D. Avoid any undue influences that may impair practice and compromise the ability to safely and

competently provide occupational therapy services, education, or research.

E. Address impaired practice and when necessary report to the appropriate authorities.

F. Avoid dual relationships, conflicts of interest, and situations in which a practitioner, educator, student,

researcher, or employer is unable to maintain clear professional boundaries or objectivity.

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G. Avoid engaging in sexual activity with a recipient of service, including the client’s family or significant other,

student, research participant, or employee, while a professional relationship exists.

H. Avoid compromising the rights or well-being of others based on arbitrary directives (e.g., unrealistic

productivity expectations, falsification of documentation, inaccurate coding) by exercising professional

judgment and critical analysis.

I. Avoid exploiting any relationship established as an occupational therapy clinician, educator, or

researcher to further one’s own physical, emotional, financial, political, or business interests at the

expense of recipients of services, students, research participants, employees, or colleagues.

J. Avoid bartering for services when there is the potential for exploitation and conflict of interest.

AUTONOMY

Principle 3. Occupational therapy personnel shall respect the right of the individual to self-determination,

privacy, confidentiality, and consent.

The Principle of Autonomy expresses the concept that practitioners have a duty to treat the client according

to the client’s desires, within the bounds of accepted standards of care, and to protect the client’s confidential

information. Often, respect for Autonomy is referred to as the self-determination principle. However,

respecting a person’s autonomy goes beyond acknowledging an individual as a mere agent and also

acknowledges a person’s right “to hold views, to make choices, and to take actions based on [his or her]

values and beliefs” (Beauchamp & Childress, 2013, p. 106). Individuals have the right to make a determination

regarding care decisions that directly affect their lives. In the event that a person lacks decision-making

capacity, his or her autonomy should be respected through involvement of an authorized agent or surrogate

decision maker.

RELATED STANDARDS OF CONDUCT

Occupational therapy personnel shall

A. Respect and honor the expressed wishes of recipients of service.

B. Fully disclose the benefits, risks, and potential outcomes of any intervention; the personnel who will

be providing the intervention; and any reasonable alternatives to the proposed intervention.

C. Obtain consent after disclosing appropriate information and answering any questions posed by the

recipient of service or research participant to ensure voluntariness.

D. Establish a collaborative relationship with recipients of service and relevant stakeholders to promote

shared decision making.

E. Respect the client’s right to refuse occupational therapy services temporarily or permanently, even

when that refusal has potential to result in poor outcomes.

F. Refrain from threatening, coercing, or deceiving clients to promote compliance with occupational

therapy recommendations.

G. Respect a research participant’s right to withdraw from a research study without penalty.

H. Maintain the confidentiality of all verbal, written, electronic, augmentative, and nonverbal communications,

in compliance with applicable laws, including all aspects of privacy laws and exceptions

thereto (e.g., Health Insurance Portability and Accountability Act [Pub. L. 104–191], Family Educational

Rights and Privacy Act [Pub. L. 93–380]).

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I. Display responsible conduct and discretion when engaging in social networking, including but not

limited to refraining from posting protected health information.

J. Facilitate comprehension and address barriers to communication (e.g., aphasia; differences in language,

literacy, culture) with the recipient of service (or responsible party), student, or research

participant.

JUSTICE

Principle 4. Occupational therapy personnel shall promote fairness and objectivity in the provision of

occupational therapy services.

The Principle of Justice relates to the fair, equitable, and appropriate treatment of persons (Beauchamp &

Childress, 2013). Occupational therapy personnel should relate in a respectful, fair, and impartial manner

to individuals and groups with whom they interact. They should also respect the applicable laws and standards

related to their area of practice. Justice requires the impartial consideration and consistent following

of rules to generate unbiased decisions and promote fairness. As occupational therapy personnel, we work

to uphold a society in which all individuals have an equitable opportunity to achieve occupational engagement

as an essential component of their life.

RELATED STANDARDS OF CONDUCT

Occupational therapy personnel shall

A. Respond to requests for occupational therapy services (e.g., a referral) in a timely manner as determined

by law, regulation, or policy.

B. Assist those in need of occupational therapy services in securing access through available means.

C. Address barriers in access to occupational therapy services by offering or referring clients to financial

aid, charity care, or pro bono services within the parameters of organizational policies.

D. Advocate for changes to systems and policies that are discriminatory or unfairly limit or prevent

access to occupational therapy services.

E. Maintain awareness of current laws and AOTA policies and Official Documents that apply to the

profession of occupational therapy.

F. Inform employers, employees, colleagues, students, and researchers of applicable policies, laws,

and Official Documents.

G. Hold requisite credentials for the occupational therapy services they provide in academic, research,

physical, or virtual work settings.

H. Provide appropriate supervision in accordance with AOTA Official Documents and relevant laws,

regulations, policies, procedures, standards, and guidelines.

I. Obtain all necessary approvals prior to initiating research activities.

J. Refrain from accepting gifts that would unduly influence the therapeutic relationship or have the

potential to blur professional boundaries, and adhere to employer policies when offered gifts.

K. Report to appropriate authorities any acts in practice, education, and research that are unethical or illegal.

L. Collaborate with employers to formulate policies and procedures in compliance with legal, regulatory,

and ethical standards and work to resolve any conflicts or inconsistencies.

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M. Bill and collect fees legally and justly in a manner that is fair, reasonable, and commensurate with services delivered.

N. Ensure compliance with relevant laws and promote transparency when participating in a business

arrangement as owner, stockholder, partner, or employee.

O. Ensure that documentation for reimbursement purposes is done in accordance with applicable

laws, guidelines, and regulations.

P. Refrain from participating in any action resulting in unauthorized access to educational content or

exams (including but not limited to sharing test questions, unauthorized use of or access to content

or codes, or selling access or authorization codes).

VERACITY

Principle 5. Occupational therapy personnel shall provide comprehensive, accurate, and objective

information when representing the profession.

Veracity is based on the virtues of truthfulness, candor, and honesty. The Principle of Veracity refers to

comprehensive, accurate, and objective transmission of information and includes fostering understanding

of such information (Beauchamp & Childress, 2013). Veracity is based on respect owed to others, including

but not limited to recipients of service, colleagues, students, researchers, and research participants.

In communicating with others, occupational therapy personnel implicitly promise to be truthful and not

deceptive. When entering into a therapeutic or research relationship, the recipient of service or research

participant has a right to accurate information. In addition, transmission of information is incomplete without

also ensuring that the recipient or participant understands the information provided.

Concepts of veracity must be carefully balanced with other potentially competing ethical principles,

cultural beliefs, and organizational policies. Veracity ultimately is valued as a means to establish trust

and strengthen professional relationships. Therefore, adherence to the Principle of Veracity also requires

thoughtful analysis of how full disclosure of information may affect outcomes.

RELATED STANDARDS OF CONDUCT

Occupational therapy personnel shall

A. Represent credentials, qualifications, education, experience, training, roles, duties, competence,

contributions, and findings accurately in all forms of communication.

B. Refrain from using or participating in the use of any form of communication that contains false,

fraudulent, deceptive, misleading, or unfair statements or claims.

C. Record and report in an accurate and timely manner and in accordance with applicable regulations

all information related to professional or academic documentation and activities.

D. Identify and fully disclose to all appropriate persons errors or adverse events that compromise the

safety of service recipients.

E. Ensure that all marketing and advertising are truthful, accurate, and carefully presented to avoid

misleading recipients of service, research participants, or the public.

F. Describe the type and duration of occupational therapy services accurately in professional contracts,

including the duties and responsibilities of all involved parties.

G. Be honest, fair, accurate, respectful, and timely in gathering and reporting fact-based information

regarding employee job performance and student performance.

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H. Give credit and recognition when using the ideas and work of others in written, oral, or electronic media (i.e., do not

plagiarize).

I. Provide students with access to accurate information regarding educational requirements and academic

policies and procedures relative to the occupational therapy program or educational institution.

J. Maintain privacy and truthfulness when using telecommunication in the delivery of occupational

therapy services.

FIDELITY

Principle 6. Occupational therapy personnel shall treat clients, colleagues, and other professionals with

respect, fairness, discretion, and integrity.

The Principle of Fidelity comes from the Latin root meaning loyal. Fidelity refers to the duty one has

to keep a commitment once it is made (Veatch, Haddad, & English, 2010). In the health professions, this

commitment refers to promises made between a provider and a client or patient based on an expectation

of loyalty, staying with the client or patient in a time of need, and compliance with a code of ethics. These

promises can be implied or explicit. The duty to disclose information that is potentially meaningful in making

decisions is one obligation of the moral contract between provider and client or patient (Veatch et al., 2010).

Whereas respecting Fidelity requires occupational therapy personnel to meet the client’s reasonable expectations,

the Principle also addresses maintaining respectful collegial and organizational relationships

(Purtilo & Doherty, 2011). Professional relationships are greatly influenced by the complexity of the environment

in which occupational therapy personnel work. Practitioners, educators, and researchers alike

must consistently balance their duties to service recipients, students, research participants, and other professionals

as well as to organizations that may influence decision making and professional practice.

RELATED STANDARDS OF CONDUCT

Occupational therapy personnel shall

A. Preserve, respect, and safeguard private information about employees, colleagues, and students

unless otherwise mandated or permitted by relevant laws.

B. Address incompetent, disruptive, unethical, illegal, or impaired practice that jeopardizes the safety

or well-being of others and team effectiveness.

C. Avoid conflicts of interest or conflicts of commitment in employment, volunteer roles, or research.

D. Avoid using one’s position (employee or volunteer) or knowledge gained from that position in such

a manner as to give rise to real or perceived conflict of interest among the person, the employer,

other AOTA members, or other organizations.

E. Be diligent stewards of human, financial, and material resources of their employers, and refrain

from exploiting these resources for personal gain.

F. Refrain from verbal, physical, emotional, or sexual harassment of peers or colleagues.

G. Refrain from communication that is derogatory, intimidating, or disrespectful and that unduly discourages

others from participating in professional dialogue.

H. Promote collaborative actions and communication as a member of interprofessional teams to facilitate

quality care and safety for clients.

I. Respect the practices, competencies, roles, and responsibilities of their own and other professions to

promote a collaborative environment reflective of interprofessional teams.

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J. Use conflict resolution and internal and alternative dispute resolution resources as needed to resolve

organizational and interpersonal conflicts, as well as perceived institutional ethics violations.

K. Abide by policies, procedures, and protocols when serving or acting on behalf of a professional

organization or employer to fully and accurately represent the organization’s official and authorized

positions.

L. Refrain from actions that reduce the public’s trust in occupational therapy.

M. Self-identify when personal, cultural, or religious values preclude, or are anticipated to negatively affect,

the professional relationship or provision of services, while adhering to organizational policies when

requesting an exemption from service to an individual or group on the basis of conflict of conscience.

References American Occupational Therapy Association. (2014a). Enforcement procedures for the Occupational

therapy code of ethics and ethics standards. American Journal of Occupational Therapy, 68(Suppl. 3), S3–

S15.

http://dx.doi.org/10.5014/ajot.2014.686S02

American Occupational Therapy Association. (2014b). Occupational therapy practice framework:

Domain and process (3rd ed.). American Journal of Occupational Therapy, 68 (Suppl. 1), S1–S48. http://

dx.doi.org/10.5014/ajot.2014.682006

Beauchamp, T. L., & Childress, J. F. (2013). Principles of biomedical ethics (7th ed.). New York: Oxford

University Press.

Braveman, B., & Bass-Haugen, J. D. (2009). Social justice and health disparities: An evolving discourse

in occupational therapy research and intervention. American Journal of Occupational Therapy, 63, 7–12.

http://dx.doi.org/10.5014/ajot.63.1.7

Purtilo, R., & Doherty, R. (2011). Ethical dimensions in the health professions (5th ed.). Philadelphia:

Saunders/Elsevier.

Veatch, R. M., Haddad, A. M., & English, D. C. (2010). Case studies in biomedical ethics. New York: Oxford

University Press.

Ethics Commission

Yvette Hachtel, JD, OTR/L, Chair (2013–2014)

Lea Cheyney Brandt, OTD, MA, OTR/L, Chair (2014–2015)

Ann Moodey Ashe, MHS, OTR/L (2011–2014)

Joanne Estes, PhD, OTR/L (2012–2015)

Loretta Jean Foster, MS, COTA/L (2011–2014)

Wayne L. Winistorfer, MPA, OTR (2014–2017)

Linda Scheirton, PhD, RDH (2012–2015)

Kate Payne, JD, RN (2013–2014)

Margaret R. Moon, MD, MPH, FAAP (2014–2016)

Kimberly S. Erler, MS, OTR/L (2014–2017)

Kathleen McCracken, MHA, COTA/L (2014–2017)

Deborah Yarett Slater, MS, OT/L, FAOTA, AOTA Ethics Program Manager

Adopted by the Representative Assembly 2015AprilC3.

Note. This document replaces the 2010 document Occupational Therapy Code of Ethics and Ethics Standards (2010),

previously published and copyrighted in 2010 by the American Occupational Therapy Association in the American

Journal of Occupational Therapy, 64, S17–S26. http://dx.doi.org/10.5014/ajot.2010.64S17

Copyright © 2015 by the American Occupational Therapy Association.

Citation. American Occupational Therapy Association. (2015). Occupational therapy code of ethics (2015). American

Journal of Occupational Therapy, 69(Suppl. 3), 6913410030. http://dx.doi.org/10.5014/ajot.2015.696S03

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