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  • pg 1

        Revised Fall 2009

Department of Occupational Therapy
       365 Esbenshade Hall
      Elizabethtown College
     Elizabethtown, PA 17022
          (717) 361-1174
                                                      TABLE OF CONTENTS

I.      LETTER OF WELCOME ..................................................................................................1

II.     DEPARTMENT FACULTY ...............................................................................................2

III.    DEPARTMENT OF OCCUPATIONAL THERAPY .........................................................7
        Accreditation Status .............................................................................................................7
        Mission and Core Values .....................................................................................................7
        History of the Occupational Therapy Program ....................................................................8
        Philosophy of the Department of Occupational Therapy ...................................................10

IV.     CURRICULUM…………………………………………………………………………..13
        Accountability ..…………………………………………………………………………..15
        Learning Objectives………………………………………………………………………15
        Semester Abroad………………………………………………………………………… 18
        Advising Sheet……………………………………………………………………………19
        Course Checklist………………………………………………………………………….21

V.      GENERAL DEPARTMENTAL INFORMATION ...........................................................22

VI.     FINANCIAL OBLIGATIONS AND HOUSING INFORMATION .................................22
        Supplemental Instructional Materials ................................................................................22
        Transportation to Level I Fieldwork and Field Trips .........................................................22
        Level II Fieldwork ..............................................................................................................23
        Professional Liability Insurance .........................................................................................23
        Membership in Occupational Therapy Organizations .......................................................23
        Special information for the graduate year .……………………………………………….23

VII.    STUDENT AND PROFESSIONAL ORGANIZATIONS ................................................26

VIII.   STUDENT RECOGNITION .............................................................................................27

IX.     ADVISING and PROFESSIONAL DEVELOPMENT .....................................................28
        Graduate Professional Development Essay Guidelines .....................................................28
        Professional Behaviors Worksheet ....................................................................................29
        Professional Development Record .....................................................................................31
X.     FIELDWORK ....................................................................................................................38
       Health & other records……………………………………………………………………38
       Level I Fieldwork ...............................................................................................................38
       Level II Fieldwork ..............................................................................................................39
       Optional (Third) Level II Fieldwork ..................................................................................39
       Fieldwork Abroad ..............................................................................................................39
       Extenuating Circumstances ................................................................................................39
       Dressing for Success ..........................................................................................................40

XI.    BEFORE AND AFTER GRADUATION .........................................................................42
       Letters of Recommendation/References ............................................................................42
       Job Search ..........................................................................................................................42
       Certification Examination ..................................................................................................42
       Licensure ............................................................................................................................42

XII.   POLICIES AND PROCEDURES......................................................................................43
       Classroom and Laboratory Usage after Hours and Weekends ...........................................43
       Department Student File ....................................................................................................43
       Educational Materials ........................................................................................................44
       Manuscripts for Publication and Authorship .....................................................................45
       Student Concerns ...............................................................................................................45
       Human Subjects Research..................................................................................................46
       Cancellation of Classes/Emergencies ...............................................................................46
       Health, Safety, & Accident Policies and Procedure………………………………………47
       Departmental Safety Policy (signature required)…………………………………………52

TO:            Occupational Therapy Majors

FROM:          Faculty, Department of Occupational Therapy

SUBJECT:       Occupational Therapy Student Manual

Welcome to the Department of Occupational Therapy at Elizabethtown College. The faculty is eager
to help you develop personally and professionally toward your career goals in occupational therapy.
The program has a proud tradition of graduating exceptionally prepared OTs.

In your class, we fully expect to continue the tradition of excellence. You were chosen because you
demonstrated a passionate commitment to OT and the potential to excel in the profession of
occupational therapy.

An important part of your undergraduate/graduate experience is the assumption of increasingly
greater responsibility for your own performance and behavior. The primary purpose of the
Occupational Therapy Student Manual is to supply you with policies, procedures and information to
serve as guides to help you to make critical decisions throughout your years as an occupational
therapy major. It is to be used in conjunction with the official College catalog. Feel free to consult it
often. It is your responsibility to be familiar with the information in this manual. Should you need
further information or assistance, please contact your faculty advisor. Because policies and
procedures sometimes change from year to year, you may receive student manual supplement sheets,
which will supersede the outdated portions of the handbook.

Our best wishes to you.      We look forward to partnering with you as the next generation of
occupational therapists.

                                                                                          Page 1 of 56

The following information on the faculty and staff of the Department of Occupational Therapy has
been provided to help you get to know a little about us and our areas of expertise.

Nancy Carlson, Ph.D., OTR/L, Associate Professor, Department Chair
Dr. Carlson accepted the position of Department Chair in August 2002. Since that time, she has led
departmental efforts in building the graduate program and maintaining the program’s accredited
status. She is committed to the departmental vision of preparing exceptional occupational therapists
who are empowered with the tools for the next generations of occupational therapy practice. She
joined the Elizabethtown College faculty in 1998.Dr. Carlson has taught several courses throughout
the baccalaureate and master’s curriculum including: Life Skills, Pathology I & II, First Year OT
courses, Activities & Media, and Practice II & III lecture, lab, and seminar. In the graduate program
she teaches Master’s Project I and mentors graduate projects. Her current graduate projects serve the
department by informing curricular evolution through thorough program outcome assessment. She
also pursues professional research with graduate students in the areas of spirituality and occupational

Clinically, Dr. Carlson has an extensive array of practice experience across all areas of pediatrics.
She was a pediatric clinical practitioner for over 15 years working with all types of pediatric
disability across practice settings. Her educational qualifications include a BS in Occupational
Therapy from Elizabethtown College, a MS in Occupational Therapy from Towson University, and a
Ph.D. in Human Development from University of Maryland, College Park.

Nancy is active professionally presenting papers and presentations at local, national, and
international OT conferences. Dr. Carlson lives in Hershey and enjoys travel and shopping at
Nordstrom! She is also very involved in her faith-based community.

Judy Ericksen, Ph.D. OTR/L Associate Professor
Dr. Ericksen joined the Elizabethtown College Occupational Therapy faculty in August 2007 from
Burke, Virginia where she served as an administrator of Fairfax County Public Schools occupational
and physical therapists. She earned her Bachelor of Science degree here at Elizabethtown in the OT
department. She continued in her education at George Mason University earning a M.Ed. in Special
Education/ Assistive Technology and earning a Doctor of Philosophy degree in Education. Her
master’s thesis was titled: A comparison of computer input devices as used by a young child with
spastic quadriparesis and her dissertation titled: Developing a theory about how special education
teachers of students with significant disabilities approach early literacy learning. She has presented
on numerous topics in local, national, and international venues. In addition, she is a certified AMPS
(Assessment of Process and Motor Skills) instructor training occupational therapists across the

Dr. Ericksen has an array of clinical experience across multiple practice settings and age groups. She
has a strong passion for and experience in mental health practice, in addition to substantive school-
based practice experience. She even served as clinical Educational Coordinator.

Judy just recently moved to Mount Joy with her husband and enjoys her renewed occupation as a

                                                                                        Page 2 of 56
Tam Humbert, D.Ed. OTR/L, Associate Professor
Dr. Humbert joined the Elizabethtown Occupational Therapy Department in August 2007. She
previously served as the Program Director and Faculty at Pennsylvania State University, Berks
Campus Occupational Therapy OTA program. Dr. Humbert traversed a very unique path through
occupational therapy. She began her affiliation with occupational therapy as a Certified
Occupational Therapy Assistant, and then evolved into Registered Occupational Therapy Assistant.
Upon this clinical foundation, she earned a M.Ed. in Training and Development and a D.Ed. in Adult
Education from Pennsylvania State University Capital College. Her master’s thesis was entitled
Using Computer-Based Training with Occupational Therapy Assistant Fieldwork Students; her
dissertation was entitled The Use of Clinical Reasoning Skills by Experienced Occupational Therapy
Assistants. In addition, she currently enrolled in the Master of Divinity program at Lancaster
Theological Seminary.

Dr. Humbert has a breadth of clinical experience across multiple practice areas including children,
adult physical rehabilitation, mental health, and acute care. She has worked both in facility based
settings and private practice. She has served as a clinician and an administrator.

Dr. Humbert is known in OT circles as clinician, scholar, and education. She presented in local,
national, and international conferences. See the OT Practice 2006 (11) edition for her publication
entitled Exploring the world of international practice and humanitarian service.

Tam lives locally in Lititz with her husband, and is known for her global excursions.

Angela Salvadia, Ed.D., Visiting Associate Professor
Dr. Salvadia has served the Elizabethtown College Occupational Therapy department in many
capacities throughout her professional career. She joins us most recently in August 2007 as a
Visiting Professor with a three-year term appointment. She is an Alumni of our Bachelor of Science
in Occupational Therapy program, received her MS in Occupational Therapy from Boston
University, and her doctoral degree from Penn State University, Harrisburg. Her master’s thesis is
titled Manual laterality in hearing impaired and hearing children; her doctoral dissertation is titled a
phenomenological study of mentoring in the lives of distinguished occupational therapists.

Dr. Salvadia has a vibrant clinical career mostly in pediatric practice settings. She has worked in
medical and educational model settings.

Angela lives locally in Harrisburg with her husband and grandson Sedrick. She also serves on the
Board of Directors for Downtown Daily Bread ~ a community based soup kitchen in Harrisburg and
as the President of the Paxtang Historical Society, also located in Harrisburg.

Daniel Panchik, D.Sc., OTR/L, Assistant Professor
Dr. Panchik joined the OT department in August 2003. Prior to coming to Elizabethtown, Mr.
Panchik was an Assistant Professor of Occupational Therapy at Saint Francis University, Loretto, Pa.
He has a BS in Rehabilitation Education from Indiana University of Pennsylvania and a MS in
Occupational Therapy from the Medical College of Virginia/Virginia Commonwealth University.
Dr. Panchik received his Doctorate of Science degree in Occupational Therapy (hand rehabilitation
track) at Rocky Mountain University of Health Professions in Provo, Utah during August, 2007.

                                                                                         Page 3 of 56
Clinically, Dr. Panchik had worked 11 years at the Penn State University Hospital, Milton S.
Hershey Medical Center, Hershey, Pa. He is certified in lymphedema by the lymphology association
of North America and is also certified in adult neurodevelopmental techniques. Dr. Panchik has
research interests in hand therapy, lymphedema, and neuromuscular re-education.

Dan resides in Hershey with his wife Ann and their son Alek.

Linda Madden Leimbach, MS, OTR/L, CCRC, Lecturer
Mrs. Leimbach joined the faculty in August 2004. She was previously Research Program Manager
at Sinai Hospital, Rubin Institute for Advanced Orthopedics in Baltimore, Maryland. Her education
includes a BS in Occupational Therapy and Psychology from Towson State University, and a
Master’s degree in Occupational Therapy with a concentration in Health Care Administration and
Pediatrics from Towson University. She is currently completing her doctorate in Occupational
Science at Towson University. Her most recent research initiatives have focused upon women’s and
gender studies and creative occupations.

Mrs. Leimbach has over 24 years of experience in working with adults and children with a wide
variety of physical disabilities in acute care, rehabilitation, community-based, long-term care, and
home-based settings. She is certified in Neuro-Developmental Treatment (Pediatrics), and has
worked in the capacity of clinical specialist, administrator, and clinical researcher for such facilities
as Sinai Hospital, the Kennedy Institute for Handicapped Children, Mt. Washington Pediatric
Hospital, and the Maryland VA Health Care System. Mrs. Leimbach is also very active
professionally publishing and presenting papers and is currently serving as vice chairperson of the
Maryland State Board of Occupational Therapy Practice.

Linda lives in Norrisville, Maryland near the Pennsylvania border with her husband, Ed, and
daughter, Genevieve.

Ann Marie Potter, MA, OTR, Lecturer
Mrs. Potter joined the OT department in August 2002. Prior to coming to Elizabethtown, Mrs.
Potter was a Clinical Assistant Professor and Clinical Education Coordinator at Florida International
University (FIU) in Miami FL. She has a BA in psychology from Luther College and a MA in
Occupational Therapy from the University of Southern California. While at FIU, she was enrolled in
coursework toward a doctorate in Comparative Sociology. She plans to resume her doctoral studies
in the near future.

While at FIU, Mrs. Potter developed several fieldwork programs to provide OT services to
community agencies. These included a program for homeless women at a day drop in center, a
clubhouse for individuals with psychiatric illnesses, and a health promotion program in public
housing apartments for seniors. This work continues at Elizabethtown where she is working with
students and the fieldwork coordinators to develop an ongoing fieldwork program with the Shalom
House in Harrisburg. Additionally, her clinical experience includes working with individuals with
high level tetraplegia, skilled nursing, providing transition services to students in elementary, middle
and high school, home health and outpatient therapy. Mrs. Potter’s research interests include the use
of narratives in understanding life in the context of living with a disability.

Ann Marie lives in Millerstown with her husband and sons Eamon, Declan, and Jesse.

                                                                                          Page 4 of 56
Deborah Waltermire, MHS, OTR/L, Part-time Clinical Lecturer
Ms. Waltermire joined the faculty in 1997 as full-time fieldwork coordinator. She graduated from
Elizabethtown with a Bachelor's degree in OT and earned a Master of Health Science Degree in
Health Finance and Management from The Johns Hopkins University - School of Hygiene and
Public Health (1995). Ms. Waltermire has been part-time since January 2001 when she began job-
sharing the Fieldwork Coordinator position. In August 2005, Ms. Waltermire’s role in the
department changed to clinical lecturer.

Her clinical experience includes working with adults who have psychotic disorders and
schizophrenia at the Sheppard Pratt Health System in Baltimore, MD and also some
management/consultation for OT at the Sinai Hospital and Rehabilitation Center (also in Baltimore).
She recently joined the Family Advisory Council for family-centered care at John Hopkins Children
Center. Her research interests include health policy and sensory processing in adults with
schizophrenia. She is also interested in promoting and developing advocacy skills in students.

Debbie lives in Southern York County with her husband, Russell Burton, and two children, Emory
and Elise.

Christine Achenbach, M.Ed., OTR/L, Fieldwork Coordinator and Instructor
Ms. Achenbach joined the department in January 2001 where she first shared the position of
Fieldwork Coordinator. She now holds that position fulltime. She earned a B.S. in O.T. from
Elizabethtown College, and a Master of Education in Health Education from Penn State, Harrisburg.
Certified in Sensory Integration, Ms. Achenbach also has a private practice treating children of all
ages with developmental problems, sensory integration issues, etc. She is an active guest speaker on
the topics of Autism and Sensory Integration for various organizations in the Harrisburg area.

Chris lives in Camp Hill with her husband, Gary Stefanic, and their son Clark.

Jacqueline L. Jones, Ph.D., OTR/L, Professor Emerita
Dr. Jones received a B.S. in Occupational Therapy from Milwaukee-Downer College, an M.S. in
Psychoeducational Services from Florida International University, and a Ph.D. in Adult and
Continuing Education from the University of Illinois at Urbana/Champaign. She joined the
Elizabethtown College faculty as Program Director and Department Chairperson in 1987, a position
she held until 1997. Since 1997, Dr. Jones has continued to serve as a full-time senior faculty

Prior to her arrival at Elizabethtown, Dr. Jones served from 1969-1987 on the faculties of Palm
Beach Junior College, Florida International University, the University of Illinois at
Urbana/Champaign, the University of Illinois at Chicago, and Rush University. Prior to her
academic positions, and following her certification as an occupational therapist, Dr. Jones served in
the Medical Specialists Corps of the U.S. Air Force and was Director of Occupational Therapy and
Assistant Principal of the Children's Division of South Florida State Hospital.

Dr. Jones has been active in state associations in Florida and Illinois and is currently a member of the
Pennsylvania Occupational Therapy Association (POTA), the American Occupational Therapy
Association (AOTA), and the World Federation of Occupational Therapists (WFOT). She has
presented posters or papers at the WFOT meetings in London, England; Montreal, Canada; and
Stockholm, Sweden.
                                                                                         Page 5 of 56
Dr. Jones is a certified Instructor and Evaluator for the Delta Society Pet Partners program that
provides animal assisted activities and therapy (AAA/T) teams for various facilities in the south
central Pennsylvania area., including providing services to Hospice of Lancaster County and the
Reading Education Assistance Dog (R.E.A.D.) program at a Lancaster elementary school, among
others; she also gives talks on the human/animal bond and the benefits of animals to human health.
Dr. Jones works with both her Border collies in obedience, agility and herding. She is also interested
in all varieties of handcrafts, especially fiber arts, including spinning, weaving, knitting, and other
needlework. She has a married daughter and two teenaged grandchildren living near Philadelphia

Sandy Metzler, Administrative Assistant
Sandy started working at Elizabethtown College in February 2002. She started as a temporary
employee working for the Humanities in the Wenger building. She was hired full-time in July of
2002, and until joining the OT Department in January 2004, split her hours between the Chemistry
Department and Dr. Donald Kraybill in the Young Center. Sandy coordinates prospective student
visits for the department, organizes various departmental projects, manages various databases for the
department, provides various administrative and clerical tasks, and supervises student office

Sandy lives in Elizabethtown with her husband Jim, who is retired from the teaching profession. She
has one son, Christopher.

                                                                                        Page 6 of 56
Accreditation Status

The Occupational Therapy Program at Elizabethtown College is fully accredited by the Accreditation
Council for Occupational Therapy Education. The program was initially accredited in 1976 and
most recently re-accredited in fall 2004. Because of the high quality of performance with this
accreditation, the program is not slated to be re-accredited for 10 years.

  The program has maintained an fully-accredited status since the initial in 1976 ~ 30-years of educational
                  Accreditation Council of Occupational Therapy Education (ACOTE)
                     c/o American Occupational Therapy Association Box 31220
                                  4720 Montgomery Lane, Suite 600
                                       Bethesda, MD 20814-3425

Mission Statement

        To educate students to become highly qualified occupational therapy practitioners
        who can actively contribute to the profession through service, scholarship, and
        leadership and to promote occupational justice for all people.

Core Values:

       Exceptionally prepared Entry Level Master’s Occupational Therapy Practitioners -
       educating practitioners who are able to engage in reflective practice based on clinical
       reasoning; who have a solid foundation of skills & knowledge; who demonstrate a thorough
       understanding of research and its relation to evidenced based practice; and who value the
       ethos of professionalism and the ethos of life-long learning.

       Human occupation – emphasizing the understanding of human occupations across people
       groups and as they relate to the therapeutic process and healthy well being. OT courses bridge
       the understanding gap between occupational performance and liberal arts learning through
       case studies, discussion, and active learning.

       Occupational justice – emphasizing the right that all individuals have to maintain a healthy
       balance of meaningful occupations. This involves helping others to participate in meaningful
       and balanced occupations.

       Globally aware students – emphasizing the need for multi-cultural awareness and
       international understanding as a prerequisite for occupational therapy practice. International
       and service experiences enable our students to interact effectively in culturally diverse
       practice settings. Service learning and civic engagement are valued components of our

       Liberal arts foundation – emphasizing the role of the liberal arts education in developing
       personal character, critical thinking, ethical problem solving, and communication.

                                                                                              Page 7 of 56
       Occupational therapy at E-town has a proud tradition educating students for a professional
       discipline in a liberal arts environment.

History of the Occupational Therapy Program

For two years, beginning January 1970, a faculty study committee surveyed and investigated the
feasibility of expanding the health science curricula at Elizabethtown College.             On the
recommendation of the Committee, a faculty member was released half time from teaching to help
the institution toward a definite commitment in expanding its interest in allied health. On January
18, 1972, the Board of Trustees approved the expansion. On February 6, 1972, the Community
Congress, the College governing body at the time, endorsed development of a program in
Occupational Therapy.

Steps to develop a specific curriculum in occupational therapy began on October 1, 1972. One year
was set aside to plan and develop a program that would not only meet minimal Essentials but would
excel in both academic and professional performance. The initial steps toward accreditation were
taken in the latter part of September of 1972. Ms. Virginia Kilburn, Director of Professional
Services and an Educational Consultant from the American Occupational Therapy Association came
to Elizabethtown College to advise on the feasibility of establishing the curriculum in occupational

The program in occupational therapy became operational with a total of 40 students at the freshman
and sophomore years in 1973. Doris Gordon, M.S., OTR, was named as the first Department

In July, 1974, the program was awarded a seven-year grant from the Veterans Administration in
Washington, D.C. Consolidation of the program was enhanced by this grant which provided the
funds for the purchase of equipment and faculty services. The faculty combined teaching with the
establishment of educational and fieldwork programs at two veterans’ administration hospitals
(Lebanon and Coatesville).

Following a three-day visit to Elizabethtown College by the four member accreditation survey team
from the two accrediting agencies, the American Occupational Therapy Association and the
American Medical Association, the President of the College received an official statement in the
autumn of 1976 acknowledging that the program was formally accredited. The timing was most
appropriate as it enabled the first senior class of 12 students to graduate from an accredited program.

In 1980, Doris Gordon, M.S., OTR, left Elizabethtown College and Reba Sebelist, M.S., OTR,
became acting chairman of the Department for the interim period, while a search was conducted for a
permanent chairman.

In July of 1981 the founding grant was terminated and the College accepted full financial
responsibility for the program. At that point in time, the program had grown to 105 students with
four full time faculty members.

In August of 1981, Josephine Cohen, M.A., OTR, accepted the position of Department Chairman.
The Department, consisting of five full time faculty and 120 students, had clinical affiliations with
85 facilities along the east coast. The program underwent self-study leading toward re-accreditation
                                                                                        Page 8 of 56
during the 1982-83 academic year. The joint AOTA-AMA CAHEA survey team visited the campus
during the spring semester, 1983 and fully reaccredited the program without any qualifications.

In January 1985, Ms. Cohen resigned as department chairman. On March 2, 1985, Robert K. Bing,
Ed.D, OTR, FAOTA, was appointed Professor and Chairperson. By this time, six full time faculty
members and several adjunct faculty members were employed in the department. In 1986-87 the
occupational therapy faculty initiated the required self-study for program reaccreditation in 1989 (at
the same time of Middle States institutional reaccreditation). During the 1986-87 year, the
department celebrated a Decade of Excellence,” commemorating the ten years of graduates now in
the health care systems of Pennsylvania and other states. Dr. Bing resigned as department chairman
in December, 1986, and Paul Petersen, PhD, OTR/L was appointed acting chairman.

On July 1, 1987, Jacqueline L. Jones, Ph.D., OTR/L was appointed Associate Professor and
Chairperson. Under Dr. Jones’ leadership, the program continued to have a reputation for high
quality. The department completed extensive self-study and was reaccredited in 1989.

Dr. Jones continued to lead the department for most of the 1990s. During this period the O.T.
department continued to grow and maintained its reputation for excellence. The department
completed extensive self-study and was reaccredited in 1996. The results of this self-study led to the
first major revision of the curriculum design and curriculum content since the beginning of the

In the fall of 1997, the program celebrated its 25th Anniversary. At that time, Karen Bentzel
assumed the position of Acting Chairperson and Angela Salvadia assumed the position of Acting
Program Director while a search was instituted for a new chairperson/program director. The search
continued for three years. During this period of time, AOTA voted to change the entry-level degree
requirements for O.T. to a master’s degree. At the same time, the department also faced competition
from other master’s level OT academic programs in Pennsylvania. The program received approval
from the Board of Trustees to implement the College’s first master’s degree program.

The beginning of the millennial decade proves to be an exciting growth period for the OT
department. The department launched its combined BS/MS program and awarded the first Masters
of Science in Occupational Therapy degrees in 2005. The curricular shift to graduate education
allowed the program to maintain the notable professional education, while extending scholarship,
advanced clinical reasoning, and practice specialty offerings. Dr. Marian Gillard held the position of
Department Chairperson from 2000-2002.                  Dr. Nancy Carlson was appointed as
Chairperson/Program Director in August 2002. This season in the OT program includes: achieving
2003-04-reaccreditation, sending OT students to study abroad, increasing the faculty cohort to 8.5
teaching and 1 full-time Fieldwork Coordinator positions, shifting the face of the departmental
profile to tenure track positions, returning enrollments to targeted expectations, raising the academic
profiler of admitted students, and renovating the faculty office areas. In fall 2008, the program
moved into newly renovated space. The renovations of the Master’s Science Center allowed the
program to substantively increase teaching/ lab; faculty office; and student-designated spaces. The
space offers three unique learning labs, each with its own instructional configuration and décor. The
labs include the: Occupations Lab, Physical Rehabilitation Lab, and Kid Zone.
Number of Program Graduates: TOTAL = 489Alumni

                                                                                        Page 9 of 56
BS in Occupational Therapy                                              MS in Occupational Therapy
1976 = 12      1983 = 22         1990 = 29           1997 = 36          2005 = 23
1977 = 19      1984 = 27         1991 = 33           1998 = 30          2006 = 29
1978 = 19      1985 = 35         1992 = 30           1999 = 29          2007 = 18
1979 = 22      1986 = 24         1993 = 34           2000 = 35          2008 = 27
1980 = 19      1987 = 26         1994 = 25           2001 = 32          2009 = 40
1981 = 22      1988 = 27         1995 = 33           2002 = 29
1982 = 27      1989 = 36         1996 = 30           2003 = 34
                                                     2004 = 3

Philosophy of the Department of Occupational Therapy

Occupational therapy organizes its efforts, both scholarly and therapeutic, around a concern for
occupation in human life and the relationship between occupation and adaptation. Humans are seen
as complex beings having an occupational nature which expresses itself in productive, self-
maintaining and playful performance. Through these activities or behaviors, and using their capacity
for intrinsic motivation, human beings can influence their own health.

When humans experience dysfunction in performance, that is, in productive, self maintaining and/or
play behaviors as a result of disease, trauma, stress, environmental deprivation and other factors, they
may need professional assistance to gain the maximum level of independence in performance which
they desire and are capable of reaching. An educational program to prepare men and women to
address the problems of occupational performance deficits involves students in an active process of
clinical reasoning. Components of such a program include attention to theory base, technical
knowledge and skills, ethical standards, and research. These components must be taught in
conjunction with the broader liberal studies that provide a background of basic sciences and
humanities enabling learners to understand occupational function and dysfunction in a context of
culture, history, family, values and other health influencing concepts.

In keeping with the strategic plan of the college, the Department of Occupational Therapy strives to
provide an in-depth learning experience, and to create an ethos in which learning is the central
process. This idea translates beyond the learning of information and skills in the classroom. It
intends to instill an ongoing curiosity and quest for knowledge throughout students’ lives. To foster
such attitudes and habits, the department’s philosophy regarding approaches to learning and teaching
emphasizes the active engagement of students in the learning process. Borrowing from Knowles’
(1978) philosophy of the adult learner, the department views students as transitioning from child
learner” to adult learner”; in other words, in the course of four years, the focus of responsibility for
acquiring knowledge and developing skills is shifted gradually from faculty to students.

While the department does not use a single approach to learning and teaching, the concept of active
learning is promoted through cooperative and collaborative strategies that are incorporated at
different levels throughout the curriculum. By working together to accomplish an end goal, students
are encouraged to have “hands on” experiences and to actively participate in their overall learning
and educational process.

Another important principle underlying the department’s philosophy of learning and teaching is the
belief in the value of student-faculty and student-student interactions. Studies show that a correlation

                                                                                        Page 10 of 56
between meaningful academic relationships and student investment and overall satisfaction exists
(Johnson, Johnson and Smith, 1989; McKeachie, et al., 1988). Students who are motivated and
invested in their education are more likely to succeed and excel in their academic programs.

Teaching occupational therapy to students means teaching students how to identify and solve
problems and make decisions based on a sound clinical reasoning process. The Department of
Occupational Therapy at Elizabethtown College educates students in theories, technical knowledge
and skills, ethical standards, professional behaviors and research. These areas provide a basic
foundation upon which graduates further enhance knowledge and clinical reasoning skills during
their careers in occupational therapy.

   Johnson, D.; Johnson, R.; Smith, K. (1991) Active learning: Cooperation in the classroom.
         Edina, MN: Interaction.
   Knowles, M. (1978). The adult learner: A neglected species. Houston, TX: Gulf Publishing
   McKeachie, W.: Pintrich, P.; Yi Guang, L. & Smith, D. (1986). Teaching and learning in the
         college classroom: A review of the research literature. Ann Arbor, MI: The Regents of the
         University of Michigan.

        Educational Philosophy Distinctions: BS vs. MS (adopted by OT Faculty 04-05)

                      BS                                                 MS
Liberal arts focus                               Some specialized entry level content (e.g.,
                                                 physical agents). Advanced content is still
                                                 appropriate at this level.
Content knowledge                                Greater emphasis of process and clinical
                                                 reasoning applied
Foundational knowledge – issue is transitioning Emphasis on theory development and applied
from concrete skills to clinical reasoning       theory reasoning – requires a comparative
                                                 approach to theory use in clinical practice
Basic writing and verbal communication skills    Professional communication is refined and
                                                 applied to program development, grant writing,
                                                 and article composition. Construction of a
                                                 journal article.
Introduction of APA style                        Application of APA style to journal writing
Content builds developmentally from basic Solid foundation established in BS program of
understanding of occupation & occupational clinical skills with a holistic understanding of
therapy and from typical to atypical development occupational       science/     theory;     typical
                                                 development; pathology; clinical skills; and
                                                 clinical theories. Content focus integrates a
                                                 holistic approach to clinical skills with emphasis
                                                 on clinical reasoning and integrated theory
                                                 approaches. Emphasis on expanding higher-
                                                 order thinking skills.

                                                                                     Page 11 of 56
Theory & Research
Basic knowledge of theory origin and content      Systems and integrated/ applied understanding of
                                                  theory and theory use: comparative approach to
                                                  theory analysis: systems approach to theory
Basic knowledge of statistics from a math and Use of qualitative and quantitative analysis to
OT perspective; Differentiating qualitative vs. applied OT projects
quantitative designs
Assist in conducting research & understanding Conducting research in Master’s projects:
the components of research                        identifying research questions, designing
                                                  methods, analyzing data
Interpreting research for evidenced based Implementing best practices in research
practice                                          implementation
Practice courses serve to introduce evidence Advanced clinical reasoning & advanced practice
based practice                                    courses integrate research & practice with higher
                                                  order analysis.
Foundational content                              Higher     order    analysis,   synthesis,    and
                                                  comparative use of theory and research.
Thinking & Learning
Developing of independence – starting with High degree of independence and self-initiation;
supportive strategies: a high degree of structure less structure with assignments & expectations:
in    assignments      and     expectations  and coping with ambiguity
transitioning to student independence
Developing self motivation & a life-long process Self-motivated learning
to learning (not learning for the test, but for
quality of practice)
Concrete knowledge blending into critical Analyzing effectively the complexity of
synthesis and analysis                            ambiguity and subtle differences while
                                                  considering professional ethics
Hands on, traditional lecture/ lab                Case-based; more abstract; Seminar & discussion
Bloom’s taxonomy of knowledge                     Comparative, analysis, synthesis emphasis
Graded expectations through 4 years               High level of student independence

                                                                                    Page 12 of 56

Curriculum Design: The Master’s program emerges from 4 years of undergraduate education. The
scope and content of the curriculum are defined by the knowledge, skills, and attitudes necessary to
fulfill the roles of the occupational therapist, practitioner, leader, and researcher. The areas of
content are guided by several official documents of the American Occupational Therapy Association
and practice arenas of the profession. These documents include: Occupational Therapy Roles,
Occupational Therapy Practice Framework, Standards for an Accredited Educational Program for the
Occupational Therapist, Philosophical Base, Standards of Practice, and Occupational Therapy Code
of Ethics. The curriculum design was also guided by Uniform Terminology III (rescinded by AOTA
in 2002). The curriculum design is conceptualized visually as an inverted cone and is divided into
three components: the core, the cone, and the wraps. All parts of the model continue through
fieldwork, with a line delineating the certification examination. Faint lines of continuance denote the
commitment to lifelong learning and professional development, which are expectations of the entire

Visual Representation of Curricular Design

        The core. The inverted cone design has a cylindrical core running through it. The base of the
core consists of knowledge, skills and attitudes with which students enter the program at the
freshman level. As the core ascends through the cone, it incorporates knowledge acquired in the
liberal arts and sciences requirements of the college (general education Core). It thus centers,
supports, and is integrated with the knowledge of the professional major. Courses required by the
program that either fit into the general education core (e.g., biology, statistical methods and
psychology), or are required as knowledge and/or skills by the program but are not taught by the
department (anatomy and physiology), are part of this central core. The purposes and objectives of
the general education core are central to the development and education of the occupational therapist.

                                                                                       Page 13 of 56
        The cone. Surrounding this center is an ever-widening cone of learning, knowledge and
skills related to occupational therapy. In the first year this learning is evidenced by foundational
courses that introduce occupational therapy as a profession, and engage learners in exploration of the
occupational nature of human performance. Embedded in these courses is an appreciation of the
historical and philosophical perspectives of the profession, an understanding of the meaning of
occupation and activity analysis, and an introduction to professional reasoning.

Building on the concepts of the first year, the second year has a strong emphasis on understanding
normal growth and lifespan development, and revisits occupations in the activities and media course.
The group process course, which has become a strength of the department over the years, utilizes
experiential learning, and is foundational for later practice courses. It should be noted that students
typically complete the two anatomy and physiology courses during the second year.

In the third year, students progress in their development of therapeutic knowledge and application
skills. The study of neurology provides a basis for understanding central nervous systems conditions
and kinesiology, which prepares students to evaluate the biomechanical aspects of performance. In
addition, the first of two courses dealing with pathologic conditions and the OT Process courses are
situated in the third year. The first OT Practice course focuses on sensory and cognitive performance
components, deficits, and intervention and like the other Practice courses includes a Level I
fieldwork experience along with the didactic, laboratory and seminar components of the course.
With a growing knowledge of theories, models, and pathological conditions, students study the
phases and components of OT intervention in the OT Process course.

The fourth/senior year has a heavy emphasis on therapeutic intervention and includes the final two
OT practice courses, focusing on neuromusculoskeletal and psychosocial performance and
intervention respectively. As described in year three, each OT Practice course involves the learner in
a variety of learning environments and includes a Level I fieldwork experience. Simultaneously, the
therapeutic process is put in context for contemporary practice through the Health Care Systems
course. The first of two research courses is also offered in the fourth year, emphasizing basic skills
necessary for understanding the research process as it relates to the practice of occupational therapy
and the need for practitioners to be skillful consumers of research. Following this year, students are
prepared to engage in their first Level II Fieldwork that typically takes place during the summer.

Courses in the fifth/graduate year are designed to build on skills and knowledge acquired throughout
the educational experience at Elizabethtown College. Courses in this year are specifically designed
to prepare learners to be proficient practitioners and leaders in the health care delivery system. The
second of the research courses involves active engagement in the research process and builds upon
concepts presented in the fourth year. Courses including advanced clinical reasoning, administration
and management and the masters project courses (where students complete either a scholarly project
or thesis) engage the learner in more sophisticated analysis and application of therapeutic
interventions and research. All courses build upon the student’s learning during Level II fieldwork
(between years four and five) and prepare them to complete the final required level II fieldwork.

        The wraps. The curriculum design also develops three wraps or themes which began in the
first year and continued throughout the curriculum. These, in the model, are shown to be “wrapped”
around the cone, but are in fact woven through the occupational therapy curriculum and appear as
objectives in numerous courses. The themes are clinical reasoning, context/ environment, and
                                                                                       Page 14 of 56
professionalism. The themes are geared to address attitudes and processes rather than content or
knowledge base.

Curricular Evolution The main structure of the curricular designs remains similar to its original
undergraduate roots; however, course content shifts have infused a new vitality. Recent course re-
structuring was designed to infuse a greater emphasis on occupation; a more comprehensive view of
occupation models/ paradigms; enhanced professional and scholarly writing; clearer accountability
for professional behaviors; increased opportunities for practice specialization through graduate
elective offerings; expanded appreciation for global understanding and justice issues; greater
emphasis on evidence-based practice and research; a broader understanding of occupational therapy
in non-traditional practice settings; and, over course, updated intervention practices. The curriculum
is striving to match the College 4 credit system. Targeted curricular issues for improvement remain
primarily in the practice course series, with its dated lab/ lecture structure and foundation in UTIII.

Curricular Accountability The curriculum is assessed annually through a variety of qualitative and
quantitative data including: focus groups; employer/ alumni surveys; learning objective student
surveys. Faculty outcomes include student evaluations, peer review, and scholarly activity. Student
outcomes include course assignments; NBCOT pass rate; and grades/ GPA.

Learning Objectives (updated 06-07 by OT Faculty):

Freshman / Sophomore
1. Articulate occupation and occupation-based models.
       a. Define the elements of the person, environment, and occupation.
       b. Overview the difference among frames of reference, theory, paradigm, & models.
       c. Use occupation-based language as the primary professional terminology.
2. Articulate occupational performances throughout the lifespan
       a. Describe dimensions of occupational performance.
       b. Describe age appropriate roles and occupational tasks across the lifespan.
       c. Differentiate between group and individual activities/ occupations.
3. Articulate the elements that contribute to participation in occupations.
       a. Identify client factors.
       b. Describe typical development across physical, cognitive, and psychosocial domains.
       c. Identify body structures and explain their functions (e.g., sensory, mental, neuromuscular,
       cardiac, etc.).
4. Articulate the inter-relationship between occupational performance and context.
       a. Identify the elements of context.
       b. Describe the influence of cultural factors on occupational performance across the lifespan.
       c. Identify the effects of disability as diversity on the individual, family, and society.
       d. Engage in inter-personal interactions that exhibit cultural competence.
       e. Demonstrate sensitivity to cultural influences and an appreciation of diversity (e.g., gender,
          disability, race/ ethnicity, cultural, sexual orientation, etc.).
5. Possess basic knowledge of the Occupational Therapy profession.
       a. Explain the historical and philosophical antecedents of occupational therapy.
       b. Describe how groups can facilitate the practice of occupational therapy.
       c. Identify and explain the application of the major documents that guide practice.
       d. Name professional organizations at the local, state, national and international level.
       e. Discuss the benefits of membership in professional organizations.
                                                                                        Page 15 of 56
      f. Identify the roles of the OTR and OTA across different practice settings.
      g. Describe ethical and professional behaviors.
6. Demonstrate an emerging professional identity across learning contexts.
      a. Identify the importance of life-long learning as it relates to occupational satisfaction and
          occupational therapy practice.
      b. Engage in the multi-faceted aspects of the professional self: competency in ethical,
          therapeutic, clinical thinking, etc.
      c. Exhibit competence in use of professional language including medical terminology and
          basic sciences.
      d. Implement professional behaviors in the classroom with oral/ written assignments, class
          participation, group projects, deadlines, peer interactions, etc.
      e. Join local and national professional organizations.
7. Demonstrate competence in activity/ occupational analysis.
      a. Demonstrate a basic understanding of activity analysis as it relates to functional activity.
      b. Demonstrate a basic understanding of a systems approach to occupation analysis.
      c. Adapt activities/ occupations.
      d. Grade activities/ occupations to different performance abilities.
      e. Critique the use of selected functional activities (e.g., including crafts) as therapeutic
          modalities for individuals and groups.
8. Demonstrate competency in the tasks and processes of gathering information.
      a. Demonstrate observation, recording, and analyzing skills in every day occupations in
          typical contexts with individuals without disability.
      b. Conduct an interview.

Junior / Senior
9. Integrate liberal arts foundation into professional education.
        a. Discuss how required OT core courses (Bio110, Psych111, Psych105, & MA215) apply to
             clinical practice.
        b. Demonstrate upper level higher education competency in basic writing and oral
             communication skills.
        c. Demonstrate competency in critical thinking.
        d. Evaluate and interpret the source of information.
        e. Integrate probability and statistics to clinical research and evidence-based practice.
        f. Discuss the anthropological antecedents embedded in occupational therapy practice.
        g. Discuss how service learning supports the OT program’s core value of occupational
        h. Describe how participation in experiential learning and study abroad supports the OT
           program’s core value of globally prepared practitioners.
10. Describe the clinical etiology and manifestation of pathology.
        a. Apply medical terminology to clinical conditions addressed in practice settings and
        b.      Identify etiology, epidemiology, symptoms, prognosis, medical/ pharmalogical,
           interventions, clinical manifestations, etc. with mental and physical diagnosis.
        c. Integrate knowledge of basic sciences into understanding of medical conditions.
        d. Explain how levels of evidence in research relates to the understanding of medical
           conditions: link research to evidence to pathology.

                                                                                      Page 16 of 56
11. Explain the relationship between conditions that effect occupational performance and quality of
        a. Explain how condition and ability level influences an individual’s occupational function.
        b. Explain the influence of populations’ conditions & ability levels on occupational function.
        c. Explain how the influence of condition on occupational function relates to quality of life.
12. Explain how impairment in client factors influences occupational performance.
        a. Integrate knowledge of Practice I: Sensory & Cognitive Factors.
        b. Integrate knowledge of Practice II: Psychosocial Factors.
        c. Integrate knowledge of Practice III: Neuromuscularskeletal Factors
        d. Integrate knowledge of Practice IIIp: Occupational Performance
13. Implement the OT process in a variety of practice settings for OTR and OTA practitioners.
        a. Grammatically correct, professional documentation.
        b. Appropriate screening and evaluation tools, measures, and assessments.
        c. Client centered, appropriate intervention planning and goal prioritization.
        d. Evidenced – based intervention practices.
        e. Discharge planning.
        f. Differentiate how each process is similar/ different in the role of OTR and OTA.
        g. Describe the collaborative relationship between practitioners across the OT process.
14. Apply clinical reasoning & occupation-based models into occupational therapy practice in a
     variety of settings.
        a. Apply higher order thinking skills to the OT process.
        b. Infuse a systems way of thinking to occupational therapy practice.
        c. Apply different clinical reasoning models to practice settings.
        d. Select assessment and intervention methods based on client and consumer differences.
        e. Integrate occupation models into the OT process.
15. Interpret and apply evidence in the global professional literature in the discipline of OT and from
     other disciplines.
        a. Explain how evidence from the literature informs occupational therapy practice.
        b. Critically analyze published research for design, method, findings, and relevance to
        occupational therapy.
        c. Explain the hierarchy of evidence based on an informed understanding of research design
        and methodology.
16. Understand the models and policy issues of health care, education, community, and social
     systems as they are related to the practice of occupational therapy.
        a. Understand the organizational structure of the US health care system.
        b. Identify societal trends impacting the current and future delivery of OT services in various
           systems of care.
        c. Understand the implications and effects of federal and/or state policies on the delivery of
17. Refine professional identify.
        a. Explain the significance of the therapeutic self in OT intervention.
        b. Describe personal and professional feelings associated with patient-therapist relationships,
        inter-disciplinary teams, and institutions.
        c. Demonstrate appropriate interpersonal skills in clinical, as well as educational settings.
        d. Apply ethical principles in practice (e.g., confidentiality, personal boundaries, etc.).
        e. Demonstrate effective therapeutic use of self with consumers and care givers.
        f. Use effective written, oral, and non-verbal communication with consumers, clients,
            families, colleagues, and the public.
                                                                                       Page 17 of 56
18. Refine practice skills and professional behaviors through appropriate application of OT process
    in level I and level II fieldwork.
       a. Distinguish and apply appropriate professional behaviors in a variety of classroom and
          field environments.
       b. Develop and refine professional identity and performance to entry level through level II
19. Demonstrate an understanding of management principles and practices for occupational therapy.
       a. Understand the implications of federal, state, and professional regulatory policies on
          professional practice of occupational therapy.
       b. Demonstrate understanding of personnel management and supervision.
       c. Demonstrate basic skills in strategic planning and program development.
       d. Demonstrate basic skills in budgeting and fiscal management.
       e. Understand the process of program evaluation to include outcomes assessment, quality
          monitoring, and quality improvement.
20. Design and Implement a master’s research project.
       a. Review a global perspective of the literature.
       b. Develop a purpose statement and research questions.
       c. Craft a research design and data analysis that answers the research questions.
       d. Collect and analyze data.
       e. Relay meaningful findings and integrate research into the existing literature.
       f. Make recommendations for future research.
21. Demonstrate advanced clinical reasoning.
       a. Integrate theory, reasoning and practice across multiple practice settings and client
       b. Apply clinical reasoning to non-traditional populations.
22. Demonstrate advanced practice skills in a particular practice setting.
       a. Apply the OT process in non-traditional settings.
       b. Integrate research, theory, and practice across practice settings and client populations.
23. Demonstrate advanced practice skills in two practice areas.

Study Abroad
The College participates in the Brethren Colleges Abroad (BCA) Program and other study abroad
programs. The O.T. department supports students’ participation in the abroad program. Due to the
nature of course sequencing, prerequisites and other factors, the department has determined that the
fall semester of the junior year is the only semester that O.T. students can successfully go abroad.
Students who are interested in pursuing the semester abroad will take OT 318 during the fall of their
senior year (this schedule information is current as of May 2006). Students should also use the
semester abroad to focus on completing general College core requirements and/or electives.
Students need to have completed their foreign language requirement, Psych 111 (Neuroscience), and
Math 251 (Probability and Statistics) by the end of the sophomore year in order to navigate the Study
Abroad opportunity smoothly.

                                                                                      Page 18 of 56
OT Departmental Advising Sheet 09-10

Fall                                          Credits   Spring                                            Credits
OT111    Basic Concepts                         4       OT112       Occ as Therapy                          4
OT111L   Basic Concepts Lab                     0
BIO111   Intro to Bio                           4       PSY105       (SS Core)                               4
POL                                             4       POL        (language requirement)                    4
FYS& IEE                                        4       PSY111     (Neuroscience NPS)                        4
                                               16                                                           16

Fall                                          Credits   Spring                                            Credits
OT223     Dev & Occ Child Active L. Lab         4       OT224       Dev & Occ Adult                         4
                                                        OT224S      Dev & Occ Adult Sem                     0
BIO201      Anat & Physio I                     4       BIO202      Anat & Physio II                        4
MA251       (MA core)                           4       OT227       Occupations & Models of Practice        3
Core                                            4       OT228       Group Process Applied Learning Lab      2
                                                        Core                                                4
                                               16                                                          17

Junior (Study Abroad Fall only)
Fall                                          Credits   Spring                                            Credits
OT318       Kinesiology Applied L. Lab          4       OT327       Pathology I                             3
Core WRI                                        4       OT331       Fundamentals of the OT Process          2
                                                        OT332       Enabling Occupations: Cognitive &
Core                                            4                   Perceptual Dimensions                    4
Elective                                        4       OT332S      Seminar                                  0
                                                        OT332F      Level I Fieldwork                        0
                                                        Elective                                             4
                                                        Elective                                             4
                                               16                                                           17

Fall                                          Credits   Spring                                            Credits
OT427       Pathology II                        3       OT434       Enabling Occupations:                   4
                                                                    Psychosocial Dimensions
OT433       Enabling Occupations:               4
            Musculoskeletal Dimensions                  OT434S      Seminar                                  0
OT433F      Level I Fieldwork                   0       OT434F      Level I Fieldwork                        0
                                                        OT435       Enabling Occupations:                    2
OT440       Health Care Systems                 4                   Neuromuscular Dimensions
OT450       Research I: Understanding           3
            Evidence In Practice                        Elective                                              4
Elective    Optional                            4       Elective                                          (4-8)
                                            14-18                                                        14-18

                    BS in Health & Occupation: Level II Psychosocial Fieldwork Credits = 0

                                                                                               Page 19 of 56
Fall                                         Credits   Spring                                               Credits
OT501      Research II: Designing Research             OT502      Research III: Changing Practice
           for Practice: Part 1                2                  through Research                            4
OT510      Administration, Management, &               OT529      Ad. Clinical Reasoning II                   3
           Supervision                         4
OT528      Ad. Clinical Reasoning I            3       OT542      Prep for Practice                           1
OT551      Research II: Designing Research             OT555      Publication and Grant Writing               4
           for Practice Part II                3                  Seminar
Elective                                       4       Elective                                               4
                                              16                                                             16
                        Level II Fieldwork Credits = 0: MS in Occupational Therapy

                                                                                                  Page 20 of 56
OT Course Checklist

Student                                                     Advisor

                                         Sem.       Grade   Occupational Therapy (71)         Credits   Grade
First Year Sem & IEE (4)                                    +111 Basic Concepts (F)           4
CORE (40 credits)                                           +112 Occ. As Therapy (S)          4
Areas of Understanding                                      +223 Dev/Occ Child (F)            4
Creative Expression (4)                                     +224 Dev/Occ Adult (S)            4
Humanities (4)                                              +227 Occ/Models of Prac(S)        2
Mathematics (4)                                             +228 Group Process (S)            2
         + MA 251 – Prob & Stats                            +318 Kinesiology (F)              4
Natural & Physical Sciences (8)                             +327 Pathology I (S)              3
         + BIO 111 – Intro to Bio Sci                       +331 Fund of OT Process (S)       2
         + PSY 111 - Neuroscience                           +332 Perceptual Dimensions (S)    4
Non-West Cultural Heritage (4)                              +427 Pathology II (F)             3
Power of Language (8)                                       +433 Musculoskeletal Dimen (F)    4
         English                                            +434 Psychosocial (S)             4
         Modern/Ancient                                     +435 Neuromuscular Dimen (S)      2
Social Sciences (4)                                         +440 Health Care Sys (F)          3
         + PSY 105 – General                                +450 Research I (F)               3

Western Cultural Heritage (4)                               +501 Research II: Part 1 (F)      2
                                                            +510 Admn Mgmt, Supr (F)          4
Core      Writing/Reading    Course                         +528 Adv Clinical Rsng I (F)      3
                                                            +551 Research II: Part 2 (F)      3
                                                            +502 Research III (S)             4
Semester     Credits                    Major GPA           +529 Adv Clinical Rsng II (S)     3
1st Fall                                                    +555 Pub & Grant Writ Sem (S)     4
1st Spring
2nd Fall
2nd Spring                                                  Other Major Requirements: (8)     4
3rd Fall                                                    + Bio 201 Anatomy & Phys I
3rd Spring                                                  + Bio 202 Anatomy & Phys II
4th Fall                                                    (Bio 201 and 202 to be taken at
                                                            E-town only)
4th Spring
5th Fall
5th Spring                                                  Undergraduate Electives (23-

Note: MA 011 and EN 011 do not count for Core or for
graduation, necessitating 127 credits to graduate.
In AU’s requiring 2 or more courses, courses must be in
different disciplines.
+ Courses included in calculation of major GPA.             Graduate Electives (9)
A minimum of 2.00 cumulative GPA is needed to enter the     +542 Prep for Practice (S)        1
junior year.                                                                                  4
A 3.0 GPA is required for 500 level courses and level II                                      4

                                                                                              Page 21 of 56

Classrooms and Laboratories Occupational Therapy classrooms, laboratories, and faculty offices are
located on the third floor of Esbenshade Hall. After hours use of OT spaces must be coordinated
through faculty of Administrative Assistant.

Occupational Therapy Student Commons is a special space for student study, group project meeting
space, and is also available as a student lounge. Students are encouraged to make the room as
comfortable and useful as possible.

Books and periodical resources are to be used within this room and must be returned to their
appropriate shelves following use. Books and periodicals may only be removed from the Student
Commons for copying only with permission from a faculty member. Fieldwork information files for
students are also housed in this room. Fieldwork files may not be taken out of the Student
Commons. This room also contains several computer workstations, which provide basic computer
processing and access to the Internet. Free publications are made available to students in this room.

Student Responsibility for Orderliness and Equipment: Because the Student Commons and OT labs
are in constant use and are used by OT students and faculty, students are reminded that they are
responsible for keeping the rooms neat and orderly. Please discard all soft drink containers, scrap
paper, and unnecessary clutter. At the end of each use, please return tools and other materials to
their proper places, and rearrange chairs according to classroom needs. Because the equipment and
learning resources are beneficial to all students, students are required to sign out all equipment and
test resources through Sandy Metzler in the OT office.

Texts: The faculty choose those texts required for instruction very carefully, so that the student is not
overly burdened with text costs. Generally, texts are selected that should prove valuable as
references in future years as practitioners. Because most students keep their texts, used textbooks are
seldom available. Adequate copies of all texts are ordered through the College Bookstore and should
be available at the beginning of each semester.

Textbooks published by the American Occupational Therapy Association are often used in OT
courses. The College store does not order these textbooks. Students are responsible for ordering
them through the AOTA website www.aota.org. Please note that being an AOTA member affords
you a considerable textbook discount.

Supplemental Instructional Materials: Students may be assessed fees for materials such as basic
laboratory supplies and photocopied materials which are required for courses. See policy,
“Educational Materials,” for explanation of materials which are considered supplemental and for
which students assume financial responsibility.

Transportation to Level I Fieldwork and Field Trips: Transportation and/or the cost of transportation
to and from Level I fieldwork assignments is at student expense. It is highly recommended that each
student have access to a car during the junior and senior years for fieldwork assignments. Each
driver must have a valid driver’s license and auto insurance. Car pools are encouraged when more

                                                                                         Page 22 of 56
than one student is traveling to the same site. All of those sharing in the car pool are responsible to
contribute equally to the transportation costs.

Level II Fieldwork: During Level II Fieldwork, the student is usually responsible for his/her housing
and board as well as transportation costs. Occasionally, clinical sites provide room and/or meals.
The individual student makes living arrangements. The clinical supervisor at the Fieldwork site may
advise the student on the availability of housing in the area.

No tuition or administrative fees are assessed to the student for fieldwork placement or faculty
visitations. However, should the student wish or need to contact the faculty member responsible for
fieldwork assignments, telephone calls and correspondence are at the expense of the student.

Professional Liability Insurance: Prior to the beginning of the first Level I Fieldwork, the student
must pay a fee for professional liability insurance, which is purchased by the College. The student is
included in a blanket liability policy issued by Engle, Hambright and Davies of Lancaster, PA. The
policy protects both the student and the clinical facility during Level I and Level II Fieldwork
experiences and is a requirement of all students. Students will be charged approximately $25 for
each calendar year in which fieldwork occurs; this charge will appear on the student’s tuition bill.
Coverage terminates upon completion of the final Level II Fieldwork.

Membership in Occupational Therapy Organizations: Because professional activities are an integral
part of the program at Elizabethtown, each student is strongly urged to join the following
professional organizations:
    Pennsylvania Occupational Therapy Association (POTA)
    American Occupational Therapy Association (AOTA)
           o AOTA offers two levels of student membership:
                   standard membership ($53)
                   student plus membership ($75/year)
    World Federation of Occupational Therapists - $21/year as of 1/2003

Transitioning successfully into the Graduate Curriculum; In addition to completing the grade and
course requirements outlined in the College Catalog, the student will submit a professional essay.

Special Information Regarding the Graduate Year

Housing Contracts and the Graduate Year: Although many students prefer to live off campus.
Campus Housing is available for OT graduate students. Students wishing to maintain housing and
meal plans are encouraged to make arrangements with Allyson Burket, Director of Housing.
Students are expected to initiate contact by March 15th of their senior year.

Applying for Aid for the Fifth Year: Only students eligible for progression to the graduate year will
be eligible for financial aid. If you have not completed, in-full, your BS requirements by May of
your senior year; then you are not eligible to submit for graduate financial aid. If you are at risk for
not making the OT GPA requirement for progression to the graduate year; then you may not apply
for graduate financial aid. If any of the two above circumstances apply; please keep Elizabeth
McCloud, Director of Financial Aide; Nancy Carlson, Chair of OT; and Christine Achenbach,
Fieldwork Coordinator appraised of your progress.

                                                                                        Page 23 of 56
1) FAFSA: When you file your FAFSA for your graduate year, you will be answering questions
to determine your status as an independent student. For Federal purposes you will be considered
Independent because you are a Master’s Degree student for that year. The FAFSA instructions will
then tell you that you do not need to report parent income and asset information on the FAFSA.
While this is true for Federal purposes, Elizabethtown College is still collecting your parents’
information in order to determine your eligibility for institutional funding. Please complete the
parent section of the FAFSA, regardless of the instructions on the FAFSA itself. The Federal
government will still consider you an independent student, but Elizabethtown College will then also
have the information that we need in order to determine your eligibility for institutional funding.

2) Elizabethtown College Need-Based Financial Aid Application: As in the past, both you and
your parents will need to complete this form. This form will be completed on-line.

Grants and Scholarships
       Elizabethtown College Merit Based Aid – Presidential, Provost, Dean’s and the
       Occupational Therapy Department scholarships may continue for the master’s year (fifth
       year) of the program. The scholarship award amount does not change over the five years and
       is contingent upon maintaining the required cumulative grade point average.

        Elizabethtown College Need Based Aid – Trustee Grants and other need based grants
        awarded by the College may continue for the master’s year (fifth year) contingent upon
        demonstrating financial need. Financial need is determined by using Elizabethtown
        College’s Institutional Methodology as a dependent student. You follow the same process of
        filing for financial aid as you do now and continue to include parental information.

        PHEAA Grant or other state grant programs – PHEAA and most state grant programs do
        not permit grants to be awarded to students for the master’s year (fifth year).

        Federal Pell and Supplemental Educational Opportunity Grants (SEOG) – the federal
        government does not permit these grants to be awarded to students for the master’s year (fifth


        Federal Work Study – students may be employed under the Federal Work Study program
        for the master’s year (fifth year).

        Stafford Loan – as a Master’s Degree student you will be considered independent for federal
        financial aid. The Stafford loan maximums are $8500 Subsidized/Unsubsidized as a graduate
        student and an additional $10,000 of Unsubsidized as a federally independent student.

        PLUS Loans – parents are not federally permitted to borrow for their students who are in
        graduate programs. Instead, the students can borrow Grad PLUS loans in their names.
        Information on the Grad PLUS loan will be provided by the Financial Aid Office prior to the
        5th year.

                                                                                       Page 24 of 56
       Alternative or Private Loans – The Financial Aid Office recommends that students borrow
       their full Stafford Loan eligibility and then borrow the Grad PLUS loan before turning to the
       more expensive alternative or private loan products. If the student does need to borrow,
       however, it is to the student’s advantage to apply with a co-borrower because the co-
       borrower’s credit determines the interest rate and fees for the loan and having a co-borrower
       will usually decrease the interest rate and fees. If you are borrowing through some other
       private or alternative loan program, then you will need to check with that lender regarding
       your eligibility to borrow for the master’s year (fifth year).

General Information
      Loan Repayment/Deferment/Forbearance – student loans typically enter repayment six
      months after a student ceases to be enrolled at least half time. The interim six months is
      referred to as a student’s “grace period.” Students who are no longer enrolled in classes at
      the college, but are completing fieldwork that is a requirement to receive a degree, find
      themselves in this six-month “grace period” and then in repayment. These students may be
      eligible to have their payments deferred or to make interest-only payments in forbearance
      during this time. Students who are completing field work and NOT pursuing the fifth year
      option will need to contact their loan servicers to determine eligibility for deferment or
      forbearance options. Students who are continuing on in the master’s year (fifth year) will not
      have this concern at the present time.
      AMS Tuition Pay 10-month Payment Plan – parents may continue to utilize this plan to
      pay for the fifth year. For more information go to www.tuitionpay.com.
      Fifth Year/Master’s Degree Costs –students are charged the same full-time tuition as
      undergraduate students.
      Housing for the Fifth Year- students are responsible for finding housing off-campus.

You should always check with the Financial Aid Office when you have any questions regarding your
financial aid. Financial Aid is located in Zug Memorial Hall Room 208. The telephone number is

                                                                                     Page 25 of 56

Student Organizations

Student Occupational Therapy Association (SOTA) is open to all students majoring in occupational
therapy. Students are encouraged to join and participate in the club’s varied activities. These include
social activities, fund-raising, and community service. OT Students Abroad is a subsidiary of SOTA.
Students interested in engaging in an abroad experience are encouraged to speak, not only with their
faculty advisors, but also with the SOTA liaison.

Pi Theta Epsilon Honor Society - The purposes of this honorary society are to recognize scholarship
and service; to contribute to the advancement of occupational therapy, to provide for relationships
among other occupational therapy educational programs; and to be collaborative with the aims and
ideals of SOTA. In order to be invited for membership, the student must major in occupational
therapy; in the highest 20% of their class in scholarship and have a GPA of at least 3.5 on a scale of
4.0, have attained second semester junior status in the OT program, and demonstrate promise of
becoming a contributing member of the profession, to health care, and to the community. Other
criteria include qualities of reliability, judgment, leadership, and responsibility. For information on
methods of selection, students should contact the President of Pi Theta Epsilon or the faculty

Professional Organizations

Pennsylvania Occupational Therapy Association (POTA) is the state professional organization. Penn
Point is published by POTA 6 times per year. The association has an annual conference which is
excellent for education about a wide range of topics relevant to OT and an outstanding way to meet
others within the profession. All OT students, including non-POTA members, may attend the
conference, which rotates locations between Pittsburgh, Harrisburg, and Philadelphia regions.
Elizabethtown College is in District 1 of POTA. Student POTA members are invited to join in
district meetings and activities. A membership form is available from the department secretary or
from www.pota.org. POTA also provides members with special interest listserves based in various
areas of practice as well as for students.

American Occupational Therapy Association (AOTA) is the national professional organization.
Publications include:
        American Journal of Occupational Therapy (AJOT) - 6 issues /year
       OT Practice monthly
       Special Interest Section Newsletters – quarterly
       Discount on textbooks
AOTA offers two levels of student membership: standard membership and student plus membership.
Student-plus membership includes 22 issues of OT Practice and access to the Fieldwork Listserve.
AOTA has an annual conference as well as periodic continuing education workshops, which are both
open to all members and are outstanding learning experiences for students and therapists.
www.aota.org. Membership forms are available online.

World Federation of Occupational Therapy (WFOT): WFOT is the key international representative
for Occupational Therapists and Occupational Therapy around the world and the official
international organization for the promotion of Occupational Therapy. www.wfot.org
                                                                                       Page 26 of 56
A. Teaching Assistants

Each academic year, the department hires several students to assist in general office duties and with
specific courses and faculty needs. General qualifications include ability to accept responsibility,
ability to communicate, and reliability. Specific procedures for selection and hiring vary with the

B. Scholarships

The Ressler Mill Foundation Scholarship Fund provides scholarship aid for the senior year to a full-
time junior majoring in occupational therapy, based upon academic achievement, scientific aptitude,
personal character and financial need.

The Mary Jean Schmook Graham Occupational Therapy Memorial Scholarship (formerly Harold E.
Smith Company Scholarship) provides scholarship aid for the junior year to a full-time sophomore
majoring in occupational therapy, based upon academic achievement, scientific aptitude, personal
character, and financial need.

The Elizabeth Winterlee Collins Scholarship was established to provide scholarship aid for the junior
and senior year to a full-time student majoring in occupational therapy, based upon geographic
location, academic achievement, and financial need.

The Non-Traditional Occupational Therapy Scholarship is awarded to a non-traditional student based
on academic promise and financial need.

See Sandy Metzler, administrative assistant, for information the department receives about external
sources for scholarships and forgivable student loans see.

C. Honors in the Discipline

The Department participates in the College Honors in the Discipline program as outlined in the
college catalog. The purpose of the honors project is to recognize outstanding graduates majoring in
Occupational Therapy and to provide an advanced learning experience for the highly motivated
student in a supervised independent study. This project allows the learner to explore an area of
interest in a supportive environment. Eligibility requirements for invitation to achieve Honors in the
Discipline include a 3.5 GPA in the middle of the junior year. Invitations are sent to eligible junior
OT students around February 1 of each year. Eligible students must plan and carry out a research or
creative project that is presented to a faculty/clinical educator committee and to other students. A
judgment by the committee that the project is outstanding/excellent leads to the designation of
Honors in the Discipline for the student. Honors are recorded on the student’s transcript and in the
graduation program. Students who participate in the Honors in the Discipline program are required
to register for 2-4 credits (OT 492/OT 494) in their senior year. More specific information will be
provided with the official invitation to eligible students.

                                                                                      Page 27 of 56

Although first semester freshmen are assigned to freshman seminar faculty for advising, each
freshman student accepted into the OT program also has an OT faculty contact person who will
officially become her/his advisor during the spring semester. This faculty member may be consulted
on OT issues during the first semester. Following the freshman first semester, the occupational
therapy majors are assigned to a departmental faculty member who serves as an academic advisor.

The advising relationship is very important to the O.T. department. Students are expected to be
actively involved in the process by preparing for meetings and communicating their needs, questions,
and concerns. The major advisor is also available for continuing advising on academic problems and
issues. Should the College’s Academic Standing Committee place the student on academic
probation, or the student is placed on departmental academic probation by the department faculty, the
student should meet with her/his advisor more frequently. In addition to discussing issues related to
academic performance, the advisor is available to discuss personal problems related to college life on
an informal basis. The advisor may encourage use of other student support services on campus, such
as the learning center, the personal and career counseling center, or the health center.

Students are encouraged to utilize faculty member’s posted office hours for advising and other
concerns, issues, or questions. Students may contact the faculty member to make appointments
during other times as needed.

Professional behaviors are crucial to success in the classroom, but especially in daily occupational
therapy practice. Students are expected to complete a self-assessment of their professional behaviors
and be prepared to discuss them with the advisor who will also complete an assessment on each
student. During the advising session, students and advisors will identify strengths, areas for
improvement, and appropriate strategies. The following pages contain the reference information as
well as the assessment form.

Essay Guidelines
     Length – At least 300 words on no more than 2 double-spaced, 12 font size pages.
     “Demonstrating Commitment to the Profession – You may want to include in this section the
      future direction of your career path. Some hints – remember that two core threads of our program
      have been lifelong learning and a commitment to continuing professional knowledge growth. We
      have also stressed evidenced-based practice, quality of theory-based practice and the use of/and
      production of research as well as skill competence. Feel free to write candidly, portray a realistic
      picture of where you see yourself going.
     Personal Learning Goals – You may want to see the May et al article and chart of emerging
      practice levels. You should examine your own professional self and that of the entry –level
      practitioner. Make realistic goals citing both strengths and areas to develop.
     An essay draft is due to the department chair by May 1 for dissemination to graduate faculty
      advisors. These essays will be housed in your departmental file.
     No student will be excluded from the graduate program based on the essay. If your composition
      does not meet the required standards, you will meet with your advisor again to develop necessary

                                                                                           Page 28 of 56
Professional Behaviors Worksheet
These are 10 important professional behaviors.

          1.   Commitment to learning                                   6.      Interpersonal skills
          2.   Communication skills                                     7.      Effective use of time and resources
          3.   Use of constructive feedback                             8.      Problem solving
          4.   Professionalism                                          9.      Responsibility
          5.   Critical thinking                                        10.     Stress management

Using the scales provided, mark an X where you rate yourself in skill level. Example:

1.      Commitment to learning:                             1       X   2           3          4          5
                                              I have none                                      I will never stop learning!

      This rating would indicate that you feel you are not that committed to learning or that you think expanding your
      learning is not that important. Be honest with yourself. Rate yourself on each of the 10 professional behaviors:

1.      Commitment to Learning:                             1               2           3        4         5
                                              I have none                                        I will never stop learning!

2.      Interpersonal Skills:                               1               2           3         4        5
        I’d rather not interact with others                                             I am a leader and a mentor!

3.      Communication Skills:                               1           2           3        4            5
        I don’t speak or write well at all.                                         Writing is a talent of mine!

4.      Effective use of time and resources:                1           2           3        4          5
        What’s time management?                                                     I’m as organized as they come!

5.      Use of constructive Feedback:                   1               2           3         4           5
        I don’t even want to know what I’m doing wrong.                             I love to get others’ feedback!

6.      Problem-solving:                                    1           2           3        4            5
        I can’t identify problems nor solve them                                    I have lots of great solutions!

7.      Professionalism:                                    1           2           3        4       5
        I don’t know how to represent                                               I advocate for OT and present myself well
        myself or my profession.                                                    consistently.

8.      Responsibility:                                     1           2           3       4        5
        I’m always late and don’t like to take                                      People can count on me for everything I
        responsibility for much of anything.                                        commit to.

9.      Critical thinking:                                  1           2           3         4           5
        I have trouble processing                                                   I am objective and can clearly articulate a
        information.                                                                creative, logical solution!

10.       Stress management:                                    1           2           3        4            5
          I can’t identify what stresses me,                                            I am proactive about letting stressful
          and stress overwhelms me                                                      situations get the better of me.

                                                                                                                   Page 29 of 56
Formulating Your Professional Development Plan

NBCOT is now requiring all OTRs and COTAs to have a professional development plan in place.
You will be asked to develop a 5-year plan. Means for achieving your goals will include continuing
education courses and conferences, publishing, taking additional college courses or even formal
studies like a master’s or doctorate. Participating in research, study groups, and mentoring are all
good ways to get further information and maintain your professional edge. NBCOT, like many other
professional credentialing organizations, is responsible for making sure that its professionals provide
up-to-date information and are being true to their clients. In addition, it is most likely that you will
be required to establish some professional goals as part of your annual review with your employer.
Your NBCOT plan could serve both needs. For this exercise, list your top 3 professional strengths
and top 3 liabilities (areas of weakness). You can either take the first and last 3 from your first list,
or look at the values you assigned them on the scales on page 2.

     Professional Strengths                              Professional Liabilities
        1.                                               1.
        2.                                               2.
        3.                                               3.
        4.                                               4.
        5.                                               5.

Write one or two goals related to your liabilities that you can realistically achieve in the next
semester. You may want to bounce ideas off others. Keep this paper in a secure place not only for
confidentiality, but so that you can refer back to it in a year. It will be fun to watch your own
professional growth! Please bring this paper with you to your next advising session.



What methods, opportunities, and environments will you use to work on these goals? List at least 3.

                                                                                         Page 30 of 56
Professional Development Record

Purpose: The Professional Development Record (PDR) is a means for tracking the student’s
development n professional behaviors. It serves as a means of communication among the student,
advisor, and other faculty. The PDR provides a means for facilitation of the student’s investment in
professional development. Continued professional development is an expectation in the classroom
and workplace. The PDR is your introduction to the professional development process, especially
since the National Board requires it for Certification in Occupational Therapy (NBCOT). For more
information on NBCOT’s process, go to: www.nbcot.org. The hope is that students will progress
through the levels, although it is not expected that all students will reach the final level by their final
semester. The intent is for students to gain insight and self-reflection skills that will facilitate their
professional development. May, Morgan, Lemke, Karst & Stone (1995) cited from Alverno College
Faculty’s handbook: “[m]astery of this repertoire of behaviors facilitates the ability to
(1) generalize from on context to another;
(2) integrate information from different sources;
(3) apply knowledge and skills in the practice setting;
(4) synthesize cognitive, affective, and psychomotor behaviors; and
(5) interact effectively with clients, families, the community, and other professionals.”

The student’s responsibilities: Prior to meeting with the Occupational Therapy advisor, students
should review the May et al (1995) article in the student handbook. A completed self-assessment
should be brought to each advising session. The self-assessment can be directed by the following
table and/or the professional behaviors chart (included immediately following the article in your
handbook) outlined by May et al. In addition, the student is expected to bring 2 or more professional
behavior objectives to the advising session for review and inclusion in the advising record. The
worksheets printed in the handbook provide a place for the student to record their projected
objectives and for the advisor to track important data for the student’s sake. The student is expected
to use class, clinic, and community-based opportunities to address these objectives. Further
reflection will be expected during level II fieldwork experiences. The student is expected to keep the
handbook in a safe place, as it will serve as a record of professional development throughout the
college career.

The advisor’s responsibilities: The advisor will complete an assessment on the student’s performance
based on input from classroom interactions and discussions with other faculty. The advisor will
review the professional behavior objectives in order to facilitate the student’s professional
development. The advisor will record their assessment on the chart beginning on page 2. After
discussing at the advising session, the student will receive a photocopy of the assessment. The
following scale will be used:
E = Exceeds expectations       M = Meets expectations       U = Unsatisfactory performance

Beginning level (B) of professional development is expected from freshmen/sophomore students who have
not yet had level 1 fieldwork.
Developing level (D) is typical for juniors and seniors who have at least begun a level 1 fieldwork
Entry level (E) professional behaviors are expected from master’s level students since they most likely have
had one level 2 fieldwork experience and have completed 3 level 1 experiences.
May, W., Morgan, B., Lemke, J., Karst, G. & Stone, H. (1995). Model for Ability-Based Assessment in
Physical Therapy Education. Journal of Physical Therapy Education, (9)1:3-6.
                                                                                            Page 31 of 56
Professional Development Record
Semester:                                              Sem2   Sem 4   Sem 6   Sem 8
Date Reviewed

Expected level:                                        B      B       D       D
Commitment to learning
Asks appropriate questions
Identifies need for add’l info and seeks it out
Keeps a positive attitude to learning
Interpersonal Skills
Respects confidentiality
Keeps self & others on task
Responds appropriately to nonverbal cues
Nonjudgmental & respectful
Communication Skills
Effective use of language and verbal expression
Appropriate formal and informal writing skills
Effective info collection skills from patients/staff
Effective use of time and resources
Uses time wisely
Handles own schedule
Respects others’ schedules
Utilizes resources wisely
Plans & implements treatments effectively
Use of constructive feedback
Incorporates feedback
Accurately assesses own performance
Maintains 2-way communication
Utilizes communication technology effectively
Recognizes problems
Offers a few possible solutions to a problem
Prioritizes problems
Accepts responsibility for implementing solutions
Follows facility dress norms
Abides by Code of Ethics
Advocates for the profession
Treats clients within scope of expertise
Provides safe, secure environment
Delegates as necessary
Encourages patient accountability
Critical Thinking
Recognizes areas of need in own thinking
Accepts challenges to thinking
Open to contradictory ideas
Stress Management
Recognizes own stress
Maintains life balance
Prioritizes multiple commitments


                                                                              Page 32 of 56
Growth and Action Plan: Complete the appropriate section for each semester’s advising session.
Resulting plan should be a collaborative effort by student and advisor. Focus plan on U’s first, then
student-identified areas of greatest need.

Semester 2:
Item:______________ ______________________________________________________________


Student Goals: (Must be time-limited, measurable, and realistic)

Action plan:

_________________________________                          ________________________________
Student Signature       Date                               Advisor Signature       Date

                                                                                      Page 33 of 56
Semester 4:


Student Goals: (Must be time-limited, measurable, and realistic)

Action plan:

_________________________________               ________________________________
Student Signature       Date                    Advisor Signature       Date

                                                                     Page 34 of 56
Semester 6:


Student Goals: (Must be time-limited, measurable, and realistic)

Action plan:

_________________________________               ________________________________
Student Signature       Date                    Advisor Signature       Date

                                                                     Page 35 of 56
Semester 8:


Student Goals: (Must be time-limited, measurable, and realistic)

Action plan:

_________________________________                       ________________________________
Student Signature       Date                            Advisor Signature       Date

Graduate Year: The graduate year PDP is typically reflected in the Graduate Essay. In some
circumstances where students and faculty would like to make a more explicit structure for
professional growth, the following will be used to generate a Professional Development Contract:



                                                                                 Page 36 of 56

Student Goals: (Must be time-limited, measurable, and realistic)

Action plan:

_________________________________               ________________________________
Student Signature       Date                    Advisor Signature       Date

                                                                     Page 37 of 56

In order to participate in Fieldwork students are expected to have copies of their
immunization records available for participation in level I and level II fieldwork. Unless
otherwise specified, students are responsible for providing copies of such information to the
fieldwork sites. Students may also need to have a recent physical examination in order to
participate in fieldwork (fieldwork sites’ requirements vary). Students will also need to
obtain TB tests prior to engaging in fieldwork. Students may be required to (1) provide a
record of Act 34 - child abuse, (2) FBI criminal record clearances, including fingerprinting,
and (3) Pennsylvania State Police Criminal History Record for the purpose of level I or level
II fieldwork. Students should start pursuing these clearances in the fall of their junior
year. Check with the fieldwork coordinator for exceptions.

For information about Pennsylvania’s Child Abuse History Clearance, go to

For information about the Pennsylvania State Police Criminal History Request Form, go to

Students may also access Pennsylvania’s Department of Public Welfare for additional
information: http://www.dpw.state.pa.us/.

Note: Students should be aware that the College might require a full physical examination and
immunization records prior to enrollment in the College. These records are maintained in the Health
Services Office, not in the department.

Level I Fieldwork is designed to integrate clinical experience with academic course work. Students
should expect to complete a variety of Level I clinical experiences during their third and fourth years
in the academic program. During Level I Fieldwork, the student spends a total of ten full days per
semester in a center observing or participating in services to people with various disabilities and
service needs. The students at Elizabethtown College participate in a total of three semesters of level
I fieldwork, one in the third year and two in the fourth year. Clinical days are usually scheduled to
occur during the regular semester; however, other configurations are possible depending upon
clinical opportunities and student availability.

The Fieldwork Coordinator assigns students to clinical sites that are appropriate to the course
content. Students will have an opportunity to have input in the assignment process. A qualified
clinician who may or may not be an occupational therapist provides onsite clinical supervision.

Academic assignments associated with Level I fieldwork are designed by the course instructor in
consultation with the academic fieldwork coordinator. Refer to the fieldwork manual for details
concerning criteria for successful completion of Level I Fieldwork, and grading of the fieldwork
performance. Specific assignments related to the fieldwork and the respective course will be
identified in the course syllabus. Passing the Level I fieldwork experience is necessary in order to
pass the respective practice course. Students who fail the Level I fieldwork experience will need to
re-take the practice course. Students should enroll in the Level I Fieldwork experience for each of
the Enabling Occupations courses.
                                                                                       Page 38 of 56
Level II Fieldwork experiences are designed to provide in depth clinical learning and application of
knowledge. In accordance with AOTA Standards for clinical education, the student will complete a
minimum of six months of full-time clinical experience in a properly credentialed site, under the
supervision of an occupational therapist. Typically, this will be configured into two 12-week
experiences. One of the experiences will have a mental health/ psychosocial rehabilitation focus and
one will have a physical disabilities/physical rehabilitation focus. These experiences may be with
any age group. Level II Fieldwork is scheduled so that the first experience occurs between the fourth
and fifth years, and the second experience occurs after the fifth year.

Students may express preferences and give input, but are assigned to fieldwork sites by the
Fieldwork Coordinator. The selection and assignment processes are outlined in detail in the
Fieldwork Manual that is provided to students by their third year in the academic program. In order
to assure close contact between the Department and the centers, most student placements for Level II
Fieldwork are within a 300-mile radius of the college. All Level II Fieldwork contracts must be
negotiated by and set up through the Fieldwork Coordinator.

Optional (Third) Level II Fieldwork The student is encouraged to participate in an optional third
affiliation in an area of personal choice such as gerontology, pediatrics, hand rehabilitation,
administration, etc. The department will assist students in arranging this fieldwork. PLEASE
NOTE: Successful completion of the required Level II Fieldwork is prerequisite for an optional
fieldwork. Participation in optional fieldwork has no effect on either the students’ actual graduation
date or the initial date of repayment of financial loans. No exceptions or extensions will be granted.
Students in optional fieldwork are covered by the College’s blanket liability policy, provided that the
optional fieldwork occurs in the same calendar year as required fieldwork.

Fieldwork Abroad Opportunities are available for a few students each year, depending on the
department’s ability to make arrangements, for fieldwork in other countries. Such fieldwork will be
the students’ second or third (optional) fieldwork experience. Availability of fieldwork abroad is
contingent on availability of properly credentialed supervision by an Occupational Therapist who
graduated from an academic program that is accredited by the World Federation of Occupational
Therapists. Fieldwork abroad cannot last more than 12 weeks.

Extenuating Circumstances The student must complete all Level II Fieldwork within 12 months of
completing academic course work at Elizabethtown College unless extenuating circumstances arise.
Requests to waive this requirement must be made in writing to the fieldwork coordinator and
department chairperson. Such requests must demonstrate valid and serious circumstances that justify
an extension of this timeline.

If the student’s fieldwork is interrupted because of health reasons, a statement from a licensed
physician must be presented to the Department of Occupational Therapy before the student will be
allowed to complete the fieldwork. Any student who is pregnant at any time during fieldwork must
present a document from a licensed physician to the Department stating approval for continued
participation in the fieldwork.

                                                                                       Page 39 of 56
Dressing for Success

Your professional appearance is a representation of Elizabethtown College, the profession of
Occupational Therapy, and yourself! A positive first impression to clients, their families, and your
co-workers is one of many factors to success and respect in any profession. A professional
appearance helps establish and maintain professional working relationships with co-workers and
contributes to effective communication and therapeutic relationships with clients/patients:
       It helps establish boundaries, especially for patients who have limited judgment due to
       developmental age, psychiatric diagnoses, and/or neurological or brain injuries, etc.
       A therapist is often viewed as a role model for patients (especially children/adolescents or
       young adults).
       Parents and other family members should view you as a professional.

A student should ALWAYS contact the facility where service or fieldwork or is occurring to inquire
about any specific dress codes for that facility and should adhere to the facility’s dress code if one is
specified. Otherwise, the student should follow the guidelines in this document. These guidelines
were developed based on feedback from Occupational Therapy clinicians as well as feedback from
Elizabethtown College O.T. students. Although this dress code is not intended to suppress freedom
of expression or personal style, the guidelines are provided to enhance students’ professional
demeanor and to help students develop their own judgment about appropriate dress and appearance
for the workplace.

Questions/issues to consider when dressing for fieldwork or other professional activities:
       What is the nature of the service setting? Example: Hospital settings and some school-based
       settings will likely be more formal than a community-based setting.
       What are the ages and cultural backgrounds of your clients/patients? Example: Older clients
       may have different cultural expectations about professional appearances while younger
       clients may be more accepting of casual styles.
       What is the nature of the work/tasks you are performing? Examples: Casual clothing may be
       more appropriate when working with children and doing more floor time. Task/craft groups
       or similar activities may be more amenable to casual clothing versus a day that involves
       treatment team meetings, family conferences, or professional meetings & conferences.
       Are you attending a professional conference or meeting? Are you giving a presentation at a
       meeting, conference, or even in the classroom? Such activities necessitate a professional

In general, clothing should fit comfortably without being too tight or revealing. A good “rule of
thumb” is to dress conservatively and modestly as described below:

Tops/Shirts: Should have sleeves and modest necklines (front and back). Shirts should be long
enough to tuck in the waistband or long enough to completely cover the waist (front & back) when

NO: T-shirts, tank tops, halter-tops, muscle shirts, scoop necks, low backs or dipping necklines,
flimsy or see-through fabric, logos on shirts. NO BARE MIDRIFFS (front or back). Undergarments
should not be visible.

Skirts: Should be no shorter than knee-length. NO: Mini-skirts
                                                                                         Page 40 of 56
Shorts: NOT ALLOWED unless the fieldwork facility specifically allows this in its dress code. In
such cases, the length of the shorts should be at least mid-thigh, e.g. walking shorts.

Pants/Slacks: Ankle length, twill or chino style pants. The waistband should be sufficiently high to
cover one’s underwear and one’s midriff. Dressy Capri-length pants may be accepted by the facility.
NO: Jeans – unless specifically allowed by the fieldwork facility. In that case, jeans should be clean
and neat without holes, patches, or frayed hems. NO BARE MIDRIFFS (front or back).
Undergarments should not be visible.

Shoes: Low-heeled or flat shoes that fit well (not too loose), with a non-slip sole are the safest and
most appropriate shoes to wear. Closed toe shoes are generally more acceptable and safer than
sandals. IF open-toed shoes are allowed, hose or socks should be worn as a precaution for infection
control. Sneakers/tennis shoes (clean & neat) may be acceptable at some fieldwork facilities. NO:
Flip-flops, high heels, or platform shoes/sandals.

Lab Coat/Scrubs: May be required for some fieldwork facilities. A student should inquire about this
prior to the first day of the assigned fieldwork. If needed, lab coats and scrubs may be purchased at
any uniform supply store. Some facilities may supply these at minimal or no cost.

Swimsuits: If needed, modest, one-piece swimsuits are appropriate for women. Women may want to
wear a T-shirt and shorts over their suit for additional coverage. Men should wear a T-shirt and
swim trunks. NO: Bikinis, “Speedo” style briefs, thong suits, etc.

Nametag: Nametags are often required by external accrediting agencies and almost always required
by the facility/organization. Students should wear the Elizabethtown College nametag that has been
supplied to them, unless the facility provides a different nametag. Nametags should be worn above
the waist where patients, family, and other staff can see them.

Jewelry/Tattoos/Piercing: Excessive jewelry (especially if dangling) can be dangerous because young
children or patients with limited impulse control may grab it. The fieldwork facility may not allow
jewelry. Tattoos should be discreetly covered during fieldwork. Visible body piercing (eyebrow,
tongue, nose, etc.) is unacceptable for professional Occupational Therapy practice. Body piercing
may be distracting for patients with cognitive impairments and may be viewed negatively by
parents/family members. Tongue piercing may interfere with the ability to speak clearly.

Fingernails: Should be clean and relatively short. Long nails present a possible safety hazard, e.g.
scratching a patient or harboring bacteria, as they are harder to keep clean. Fingernail polish may not
be allowed at some facilities due to the risk of respiratory complications from flaking polish. NO:
Artificial nails or tips as they have been shown to harbor bacteria which can lead to infection.

Hair: Long hair may need to be tied back for safety as well as to avoid having it hang in a client’s
face during treatment activities. NO: Hats, scarves, or bandanas, unless hair coverings are mandated
by one’s cultural and/or religious beliefs. No bright, artificial colors, e.g. blue, neon shades, purple,

                                                                                         Page 41 of 56

Upon completion of all undergraduate degree requirements, the student will receive the degree of
Bachelor of Science in Health and Occupation. Students may participate in the May commencement
ceremony after all academic requirements are completed.

Upon completion of the graduate degree requirements, the student will be awarded the Master of
Science degree in Occupational Therapy. However, the actual diploma will not be received until
fieldwork experiences are successfully completed or until the student indicates in writing that he/she
does not wish to complete the fieldwork and accepts ineligibility for the certification examination
and professional practice.

Official graduation dates are determined by the Office of Registration and Records and are
contingent upon the semester in which the final required fieldwork is completed. Thus, fieldwork
that ends in August will typically result in an August graduation date; fieldwork that ends between
Sept. 1 – Dec. 31st will typically result in a January graduation date.

Letters of Recommendation/References: Follow guidelines set forth by CSS, speak with individual
faculty for their preferences and formats.

Job Search
The department receives mailings from potential employers of occupational therapists. These
advertisements are posted in the Student Work Room and are also sent to the Career Counseling
Office. The Department also maintains copies of OT Practice and Advance in the Student Work
Room; these are available as resource tools when searching for jobs. The department would like to
celebrate your first job. Please let us know when and where you will start working. We welcome
you to stay in touch throughout your career.

Certification Examination:
The Professional Examination Service (PES) of New York, New York, administers the national
certification examination in conjunction with the National Board for Certification in Occupational
Therapy (NBCOT). As of February 2003, the test will be available “on demand” at Prometric
Testing facilities which has locations throughout the USA. The exam can only be taken if all
required fieldwork is completed before the deadline for paperwork, which is approximately five
weeks prior to the exam date. Up-to-date information can be obtained from www.nbcot.org.

Note: A felony conviction may affect a graduate’s ability to sit for the NBCOT exam or attain state

Licensing procedures and requirements vary from state to state. All states have some form of
regulation mechanism. It is advisable to check with the appropriate state office for rules and
regulations well in advance of the expected employment date. Contact information is available from
AOTA at www.aota.org.

Note: A felony conviction may affect a graduate’s ability to sit for the NBCOT exam or attain
state licensure.
                                                                                       Page 42 of 56

Classroom and Laboratory Usage after Hours and Weekends

Students majoring in occupational therapy may have access to labs and classrooms during evening
hours and on weekends under the following conditions:

   1. Occupational therapy student organizations and groups may use classroom and/or laboratory
      facilities with prior approval.
            1.1.    A faculty member may leave the room unlocked, but under no circumstances will
                    loan keys to students.
            1.2     The student making the request must be responsible for insuring that the doors are
                    locked, windows closed, and all materials returned to respective locations before
                    leaving the room.

   2. Student may use the laboratories, with the instructor’s permission, outside class time (day or
      evening); if no other classes are scheduled in the same space.
          2.1      Campus Security must be notified by the O.T. faculty when students will be using
                   the laboratories after 5 p.m. on weekdays or on weekends.
          2.2      Small power tools such as a hand drill or heating pan may be used, so long as the
                   appropriate instructor is aware that the student intends to use the equipment.
          2.3      Students who use personal electrical tools do so at their own risk.
          2.4      Students must clean up their work areas and put away all materials and supplies
                   before leaving the lab room.

   3. The Student Commons is available for student during open hours, which may include evenings
      and weekends.
          3.1    Open hours are generally consistent with anytime the Esbenshade building is
          3.2    Materials may not be taken from the room except by special permission from O.T.
                 faculty and only for the purpose of photocopying.
          3.3    Students should return all materials to the proper drawers or shelves before
                 leaving the room.

   4. Except in specific circumstances, classrooms, laboratories and the study rooms are not
      available for student use during the weekend.

   5. Students must sign out all equipment and Student Commons texts from the OT office
      Administrative Assistant.

Department Student File

   1. The Department of Occupational Therapy shall maintain an official file for each student
      majoring in occupational therapy.

   2. The file shall be retained in the Office of the Secretary and may only be removed by a faculty

                                                                                      Page 43 of 56
           2.1 The student may request to review the file at any time, through his/her advisor or the
               administrative assistant.
           2.2 The student may not remove the file from the secretary’s office under any
               circumstances and must hand it to the secretary upon completion of the review.
           2.3 Students are encouraged to keep their own personal copies of items in the file.

   3. The file may include, but not be limited to:
         3.1 Degree requirement sheet, which must be kept up-to-date by the advisor and the
         3.2 Grade reports for each semester and official class schedules for each semester
         3.3Advising Conference Summary Sheet
         3.4 Activities and award forms
         3.5 Completed Level I and Level II Fieldwork Performance Reports.
         3.6 Copies of all letters written on behalf of or to the student (probationary letters, letters
              of recommendation, etc.)
         3.7 Student’s written permission to discuss their academic progress with their parents,
              pursuant to the Federal Education Right to Privacy Act (FERPA).

   4. It is the responsibility of the faculty and the individual student to keep the student file current.

   5. Information from the student file may be released only by written request from the student.

Educational Materials
1. The department will have strict adherence to the U.S. copyright levels and the Institutional
   Copyright Policy regarding the use of duplicated materials.
          1.1    The department will bear the cost of duplicating printed materials that are required
                 for the course and that can be distributed according to the Institutional Copyright
                 Policy or with written permission from the publisher.
          1.2    Students assume personal and financial responsibility for duplicating materials
                 that are optional or supplemental to required course content.

2. Supplemental teaching materials, such as goniometers, may be distributed to classes with an at-
   cost fee charged. A lab fee may be assessed by the business office in certain courses where the
   cost of expendable supplies used by the students is excessive considering the department budget.

3. Photocopying student handouts and materials for required in-class student presentations will be
   provided by the Department only at the discretion of the instructor. All requests must go through
   the instructor; the department secretary will not accept photocopy requests directly from the
   students. If the instructor allows for departmental copying of student materials, students must
   provide the materials to the instructor at least 24 hours prior to the scheduled presentation;
   instructors will then request the photocopying from the department secretary. Instructors may
   also limit the number of pages to be copied. Otherwise, students are responsible for these costs.

4. Students will be responsible for purchasing, at their own expense, supplies needed for other than
   routine projects in the activities course. Prior to the beginning of each semester, students will be
   given a written list of supplies and equipment they will be required to have for classes and
   laboratories. Department charges or fees for other educational materials will be kept to a
                                                                                          Page 44 of 56
Manuscripts for Publication and Authorship

Unless otherwise specified, all student papers for O.T courses are expected to be presented with the
most current format from the American Psychological Association. The Publication Manual of the
American Psychological Association, 5th Ed. (2001) is the current reference, or students should refer
to http://www.apastyle.org/ for additional assistance with formatting a paper and citing references.
Electronic sources should also be cited according to APA guidelines.

When several individuals contribute to a research project in varying degrees the need for an
authorship policy for the ensuing publication(s) may arise. The following information has been
prepared to guide faculty, staff, and students in determining who is to be selected for
acknowledgment, authorship and the order of the authorship.

Those involved in research projects should refer to the Publication Manual of the American
Psychological Association, 5th Ed. (2001) for recommended procedures. In general, those who make
a major contribution to the research project are listed as authors and those who make a minor
contribution are acknowledged. Order of authorship should reflect the relative contribution of the
individual authors to the research. It is recommended that those involved in a joint research project
discuss authorship order early in the research planning process.

In the O.T. Department several instances may occur when joint authorship and acknowledgment may
exist. Suggested resolutions include:

   Joint Faculty Research:
   When two or more members are collaborating on a project, each having a major contribution, all
   should be listed in the by-line. The senior or primary authorship should be determined by listing
   first the individual who came up with the idea or designed the project and provided the initiative
   to complete the study. Students who provide a major contribution might also be listed as authors
   when appropriate. When students or other faculty help with a minor contribution, they should be
   listed in the “Acknowledgment” section.

   Faculty-Student Research:
   When faculty and students engage in research or other projects, all major contributors should be
   credited with authorship in the by-line. First authorship should be associated with the individual
   who formulates the idea and/or design and plays the leadership role. Others should be
   acknowledged as appropriate.

Student Concerns

If a student or group of students have concerns about issues arising in the department, with a
particular course or with a specific instructor, the student(s) should talk with the instructor first and
attempt resolution. If the student is not satisfied with the results, he/she should then meet with the
department chairperson. If no satisfactory resolution is achieved after meeting with the instructor
and the chairperson, the student(s) may then discuss the concerns with college administration. If a
student does not know where to address a concern, the constructive approach is to ask a
faculty/advisor about an appropriate course of action. Concerns taken outside the department
without using the appropriate procedures within the department will be referred back to the
department by the Provost.
                                                                                         Page 45 of 56
Human Subjects Research

College standards for Human Services Research apply to all research courses and honors projects.
The following information is excerpted from the College’s faculty handbook and is applicable to
student research projects involving human subjects. The most recent information on IRB
requirements and form revisions can be located through the OT Shared folder ~ please ask Sandy
Metzler or an OT faculty for assistance.

       The Human Subjects Research Committee (HSRC) was established for the purpose of
       protecting the human rights of persons who may be subjects of personal or class
       research. Persons who are responsible for conducting research involving human
       subjects must register the research with the HSRC.

       Policy: Elizabethtown College is committed to supporting research which follows the
       principles of scientific investigation. The College will not tolerate research in which
       fabrication or falsification of data, plagiarism or other serious deviations can be
       discovered. Further it will investigate allegations of fiscal misconduct, hum or
       subject abuses or conflict of interest.

       1. All research involving human subjects must be presented to the HSRC for review.
       Any deviation in the use of human subjects from that, which has been approved by the
       HSRC, must be reported to the HSRC. If the HSRC determines that the allegation of
       deviation is of substance, a written report is given to the Judicial Council for inquiry
       and/or investigation.

Note: Students who engage in human subjects research and/or data collection at community agencies
and/or clinical facilities that are off campus must meet that facility’s/agency’s requirements for
Human Subjects research.

Cancellation of Classes/Emergencies

Individual faculty will have discretion to cancel their classes for illness or severe weather, unless the
College closes and/or cancels all classes. In the event that an instructor cancels class, he/she will
notify the department secretary as well as the department chairperson and the Provost about the
cancellation. Students will be informed via email or posted announcements in the classroom.

In the event of severe weather and students are not sure if classes will be held, students should check
their email, their Blackboard course announcements, and/or the course instructor’s voicemail for any
messages regarding the class schedule.

In case of other types of emergencies, students should refer to the College’s Emergency Action Plan
(www.etown.edu/emergency or the hotline 888-895-0962).

                                                                                         Page 46 of 56
Health, Safety & Accident Policies & Procedures:

Students will be given instructions for the safe use of lab equipment prior to the initial use of any lab
items that could pose a potential risk for injury. Students must adhere to these specifications when
using equipment in lab, class, or lab-practice venues.


1.     Sensory Integration Equipment: Follow instructions for set up and safe use as described in
       the manual that comes with the ordered product(s). Please inspect all equipment, fittings, and
       support systems regularly to guard against injury. Never let the equipment be used
       unsupervised. Although Take a Swing products are safe and of high quality, they are
       designed for therapeutic purposes so must be used as such.

2.     Physical Agent Modalities: Follow instructions on the procedure sheet specific to these
       items. See attached Policies and Procedures for Physical Agent Modalities.

3.     Splinting Equipment: Operational manuals for heating pans and heat guns will be reviewed
       prior to use. Course instructors and students will frequently monitor heat gun positioning to
       prevent burns and fires. Students are expected to adhere to these set guidelines any time
       equipment is in use.

4.     Wheelchairs, walkers, and mobility devices: Safe and correct patterns of use will be taught
       and students will demonstrate safe competence with mobility equipment prior to use.
       Equipment will be inspected for any loose nuts, bolts, or pieces on a regular basis or if an
       unsafe condition is noted. Again, students are expected to adhere to these set guidelines any
       time equipment is in use.
5.     Media Materials: Students will receive information about the location of the Material Safety
       Data Sheets within the department and will follow those instructions in the event of any
       incident requiring this information. The manual is located in Esbenshade Room 365 window
       side drawers with the first aid kit.

Faculty, students, and clients will engage in practices that promote health and safety for all parties.


1.     Evacuation procedures: Please refer to Faculty Manual page 65 for the Elizabethtown
       College Emergency Action Plan www.etown.edu/emergency or 888-895-0962

2.     Infection Control: Students will follow guidelines described in Universal Precautions. Hand
       washing is mandatory prior to interaction with any client or child who visits a class.

3.     Universal Precautions & other infection control: Annually prior to level I fieldwork, students
       view a video on hand washing, infection control, and universal precautions. Following the
       viewing of this video, students complete a post-test to demonstrate basic competence. At this
       time, students are also encouraged to ask questions regarding areas of concern related to
       infection control.

                                                                                         Page 47 of 56
Faculty & students will engage in safe use of modalities (light, water, sound, temperature, and
electricity). This is a comprehensive list of modalities, in the Elizabethtown College OT department:
paraffin, ice, and contrast baths are the modalities used.

Physical agent modalities may be used by occupational therapy practitioners when used as an adjunct
to or in preparation for intervention that ultimately enhances engagement in occupation and when
applied by a practitioner who has documented evidence of possessing the theoretical background and
technical skills for safe and competent integration of the modality into an occupational therapy
intervention plan. AOTA Statement on physical agent modalities, 2002.

General Principles:
      Have prescription for treatment and for modality.
      Check diagnosis and know that patient does not have contraindications.
      Know how to use modality properly.
      Check that devices are in good working order.
      Make sure pt. receives instructions:
              what it should feel like and how long treatment will last
              to notify therapist of any unusual sensations (discomfort, pain, dizzyness)
              how to get help to discontinue modality
      Visually inspect skin prior to modality application and verify sensation.
      Make patient comfortable, set timer for treatment.
      Check back with pt. frequently - NEVER leave completely unattended!
      Visually inspect skin after modality.
      Record modality, parameters, treatment time, and skin condition pre & post.

Effects of Heat:                                      Effects of Cold:
increases blood flow, speeds healing,                 controls swelling, decreases pain
increases tissue elasticity, decreases pain

Indications:                                          Indications:
pain                                                  acute musculoskeletal trauma
muscle spasm                                          edema
contracture                                           hemorrhage
collagen vascular diseases                            chronic pain
tenosynovitis, fiabrositis
hematoma resolution

Contraindications:                                    Contraindications:
sensory deficit                                       sensory deficit
inability to communicate                              inablity to communicate
PVD/ischemia/circulation deficits                     PVD/ischemia/circulation deficits
Reynaud’s                                             Raynauds
open wounds                                           healing wounds
acute inflammation and edema                          replantation/revascularization
infection                                             cold sensitivity (hives)
malignancy                                            previous frostbite
                                                                                      Page 48 of 56
1. Paraffin (125-127)
Dip method: Pt. washes hands to avoid wax contamination
       hand and wrist dipped repetitively 6-8-10-12 times
       pt. should not change hand position after first dip
       place in a plastic bag and wrap in a towel, leave in place 15-20 min.
2. Hot packs
3. Whirlpool
4. Fluidotherapy

1. Ultrasound
2. Phonophoresis

Progression of sensation with cold application:
       1.cold feeling
1. Ice Massage - treatment for a small area
       rub ice in small circles or back and forth at a rate of 4"/second
       apply firm but not heavy pressure
       rub over affected area for 10 min. or until analgesia
2. Cold pack - Commercial ice pack (10 degrees F)
       OR      Home recipe: 1:3 ratio of Isopropyl alcohol to water, in Ziplock, frozen
       Put 1 or 2 layers of lukewarm moist towel or dry towel on skin
       Apply ice pack on top of towel
       Put dry towel on top of ice pack
       Leave in place 5-20 minutes (15-20 most common)
3. Fluorimethane spray

Repeated vasoconstriction/vasodilation thought to be good for chronic edema, sometimes mentioned
for RSD
Contraindications: Those for heat and cold plus advanced arteriosclerosis.
1. Contrast Baths: Warm water (85 – 105 degrees F) and Ice Bath (55-75 degrees F)
       3-4 minutes in warm bath, 1-2 minutes in cold
       5-8 repetitions of cycle, start and end with warm

1. TENS (Transcutaneous Electrical Nerve Stimulation)
2. FES (Functional Electrical Stimulation), NMES (Neuromuscular Electrical Stimulation) or FNS
(Functional Neuromuscular Stimulation)
3. Iontophoresis
4. High Volt Galvanic Stimulation
Occupational Health & Safety

                                                                                          Page 49 of 56
Faculty will engage in practices that promote and maintain their own professional and personal

Occupational therapy faculty may differ from other E-town faculty in that they are currently
practicing in medical settings and often hold emergency first aid credentials. Because of
credentialing, it is important to be clear about our role. Of course, if we are the first to come across a
medical incident or accident; then we are to use the training that we have. Remember, the “Good
Samaritan Law” covers those who hold valid certification. If your CPR has expired, act cautiously.
Your role as faculty is to immediately notify Campus Security. Campus Security will send over
medical and emergency trained staff. Once these personal have arrived, you job is to step back.
Legally, they are responsible for the care from the time that they arrive on the scene. If you need to
call for an ambulance it is important to remember to call 1111 NOT 911. This gets you the
ambulance dispatched from security; and trained staff to the site usually within 3 minutes.

Safety and Laboratory Equipment

Students must observe safety precautions at all times when handling materials and equipment in
laboratory sessions. Long hair must be pulled back securely. Students must wear gloves, masks,
and/or goggles when instructed to do so by laboratory instructors. Students should dress
comfortably, and wear flat, sturdy shoes (no flip-flops, high heels, etc.). Students are encouraged to
bring and wear aprons or large, over-sized work shirts over their clothing during lab activities that
involve paints, stains, solvents, etc. The Occupational Therapy Department is not responsible for the
replacement of clothing or personal items that become damaged during laboratory sessions.

Students who wear glasses or contacts should take caution to remove them, if indicated, during any
high-impact laboratory experiences, such as sensory integrative or perceptual-motor activities.
Students with certain health problems that may be adversely affected by laboratory experiences
should notify the lab instructor at the beginning of the semester (respiratory problems, allergies, skin
problems or open wounds, seizure disorders, vestibular/balance disorders, gastrointestinal disorders,
sensory/sensory integrative disorders, hearing deficits, visual problems, etc.). Students who
experience illness during laboratory sessions, such as dizziness, wheezing, skin rash, vomiting,
excitability, or aggression, should notify the instructor immediately. Should students observe a
safety hazard before, during, or laboratory sessions, they should notify the instructor immediately.

Students are responsible for assisting in the set-up and clean-up of all laboratory equipment. All
equipment and supplies must be stored away, and the laboratory room left clean, neat, and organized,
before students can be dismissed from lab. Students are expected to assist the instructor, and one
another, in maintaining and cleaning supplies & equipment used in lab. Any damage to supplies or
equipment should be reported to the instructor immediately.

Test/evaluation/treatment supplies, kits, or equipment needed to complete laboratory assignments
will be available for student use outside of scheduled laboratory time. Laboratory equipment may be
taken to the OT Student Lounge or OT Classrooms to be used at any time the lounge or classrooms
are open and not being otherwise used, but cannot be taken to any other location in or outside of
Esbenshade Hall. Any equipment is locked within the main OT Department, such as testing
equipment, must be signed out and signed back in upon its return, on a daily basis.

                                                                                          Page 50 of 56
Damage to equipment, or failure to return equipment, will result in the student being responsible for
payment of repair or replacement costs. The student’s overall course grade will not be released until
all necessary fees/costs are paid in full.

                                                                                      Page 51 of 56
The Occupational Therapy Department is under the jurisdiction of the Environmental Protection Agency due
to its use of chemicals in various educational activities, and it therefore subject to semi-annual inspections.
The following policies and procedures are in effect immediately so that the Occupational Therapy
Department will be in compliance with Environmental Protection Agency regulations.

Wear PPE (personal protective equipment), such as safety goggles, gloves, apron, ear protection, and/or dust
mask/air purifying respirator/particulate mask, as appropriate to a given activity or task. All PPE are stored in
the top white cubbies in Room 365.

All chemicals, such as paints, stains, dyes, adhesives, glues, solvents, finishes, and sprays, have MSDS
(Material Safety Data Sheets) sheets stored in the yellow MSDS Binder near the windows in Room 365. In
the case of exposure to any chemical, refer to the MSDS Sheet for guidance. Any faculty or staff member or
student, who purchases any chemical to be used in any location within the Occupational Therapy
Department, is responsible for procuring the MSDS sheet for that chemical and filing it within the MSDS
Binder. This includes all cleaning supplies, paints, stains, dyes, finishes, splinting adhesives, splinting
solvents, white-out, etc.

Allow for adequate ventilation when sanding, or working with dyes, stains, paints or adhesives. Open
windows and use fans during sanding, use of chemicals that produce fumes, heavy woodworking activity, or
any other activity that constitutes a respiratory hazard.

All chemicals should be stored in accordance with manufacturer’s directions. Oil, acrylic, and water-based
pigments/paints must be stored separately. Containers must be stored & oriented so that the labels are easily
read. When storing chemicals after use, be sure to orient container labels so that they face front & orient the
container in an upright position in the appropriate storage container. Only original labels must used, which
include the name of the chemical/material, characteristics of the material that make it hazardous, such as
flammable, combustible, caustic, reactive, etc., and the risk of poisoning if the chemical is ingested. The
purchase date of the chemical and the date the container was opened should be written on the container as
well. Use or dispose of all chemicals by the expiration date. All chemicals, including cleaning supplies,
should be stored so that they are at least 5 feet away from food stored in the refrigerator or in kitchen
cabinets. The refrigerator is for the storage of food only, and is labeled accordingly.

Smoking or open flames are not allowed in the room during any activities involving paints, dyes, stains, or
finishes, due to the risk of fire. In accordance with the college-wide Fire Safety Policy, candles of any type
may not be used in any office, classroom, or common area with the Department of Occupational Therapy
without the express permission of Risk Management. Solvent-based chemicals or any other flammable
chemicals should be stored in the flammable cabinet currently located in the woodworking cabinet.
Combustible chemicals do not have to be stored in a flammable cabinet, but must be stored and used away
from open flames or smoking.

Containers that have been used to hold small amounts of water-based paints, stains, and dyes during labs may
be cleaned up in the sink. The sink must be cleaned immediately thereafter to ensure that there is no residue
of these chemicals remaining. If you are not sure if the chemical in question is water-based, then clean-up
and dispose of the chemical according to hazardous waste procedures (see below). Oil and acrylic paints,

                                                                                                Page 52 of 56
and solvent-based dyes and stains, must be cleaned up using turpentine/mineral spirits and the resulting
solution must be saved as hazardous waste.

Hazardous waste includes oil and acrylic paints, empty aerosol cans, turpentine/mineral spirits, rubber
cement, polyurethane, varnish, acrylic finish, splinting solvents, splinting adhesives, and any solvent-based
chemicals. One location in Room 365 has been designated for hazardous waste accumulation (satellite
accumulation area: red bin). Containers are labeled “Hazardous Waste,” with a start accumulation date and
name(s) of the contents. Make sure that chemicals placed together in hazardous waste containers will not
chemically react with one another. When in doubt, use separate containers. Empty coffee cans are available
in Room 365 to serve as additional hazardous waste containers; be sure to label them with the start
accumulation date and the name(s) of the contents. Hazardous waste will be picked up by Facilities at least
once a year; more frequent pick-up can be arranged by calling Facilities.

Protect work surfaces and tables with craft paper, newspaper, or other protective covering as appropriate.
Keep all areas clean and neat at all times.

Do not permit dyes, stains, adhesives, grouts, or paints to contact the skin, particularly in open areas of the
skin. Wear gloves as appropriate.

Use caution in using tools. All tools should be stored in their appointed cabinets. Keep all tools clean and
properly maintained. Power tools should only be used by trained persons, in the presence of others in case of
injury. Do not use power tools near wet surfaces.

Do not wear loose clothing; tie long hair back.

First aid kits are available on the walls in Rooms 363 and 365. The contents of the kits will be updated on a
monthly basis, or sooner if needed. A fire extinguisher is located near the door of room 365; all faculty and
staff members, and student lab assistants, must participate in a fire extinguisher in-service on an annual basis.

No food or open drink containers are allowed in Room 365 when chemicals are being used. All chemicals
must be properly stored and all work surfaces must be clean of all debris prior to any events in Room 365 that
involve food or drink.

I have read and understand the Occupational Therapy Safety Policy, and agree to follow all policies and
procedures contained therein.

___________________________________                       ____________________________________
Name (Printed)                                    Signature                         Date

Version: 3.15.07

                                                                                                Page 53 of 56

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