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The course covers ACOTE standards, service delivery models, setting impacts on practice, interdisciplinary relationships, referrals, psychosocial/behavioral health relevance, ethical issues, supervision, professional behavior, and self-reflection through Canvas journaling. 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Geriatrics  \n(1 credit hour)  \nCourse Syllabus  \nFACULTY/AFWC: Dr. Stacia Galey, OTD, OTR/L OFFICE: Cohen 10  \nTELEPHONE: 745-3104 E-MAIL: [galeys@xavier.edu](galeys@xavier.edu)  \n[OFFICE HOURS](OFFICE HOURS: by appointment)[: by appointment](OFFICE HOURS: by appointment)  \nCOURSE SCHEDULE: Fieldwork Seminars Wednesday, August 24, 2022; 11 am-1:00 pm  \nWednesday, November 30, 2022  \nFieldwork Rotations Wednesdays starting August 31 and ending Wednesday  \nNovember 23 .  \nTimes to be determined by specific fieldwork sites.  \nCOURSE DESCRIPTION:  \nStudent assigned to two clinical fieldwork rotations reflective of adult through older adult (geriatrics) age group for approximately 72 hours during semester. Course includes participation in two on-campus seminars to discuss ACOTE standards for Level I fieldwork, service delivery models and settings, impact of setting on practice, inter-and intra-disciplinary team relationships, referral to specialists, psychosocial/behavioral health relevance within practice settings, and relevant ethical issues. Supervisory relationships explored, professional behavior further developed, and self-reflection via journaling on Canvas.  \nPROGRAM MISSION STATEMENT:  \nTo educate and prepare future occupational therapists who:  \n•Practice as ethical, competent, and caring professionals using critical, creative, and reflective thinking as lifelong learners  \n•Utilize and support the production of scholarship to promote occupational participation and advance the profession  \n•Promote and advocate for occupational justice for persons, groups, and populations  \n•Respond to the occupational needs of a diverse, complex, interdependent, and ever-changing global society  \nThe Mission of the Department of Occupational Therapy is to graduate competent, caring, and ethical occupational therapy practitioners committed to best practice, lifelong learning, and occupational justice.  \nABBREVIATED PROGRAM PHILOSOPHY STATEMENT:  \nWe believe:  \n•Humans are biopsychosocial beings who are transformed by participation in occupation.  \n•Participation in meaningful occupations shapes human lives and is intrinsically connected to one’s health and well-being.  \n•Occupational therapists form a dynamic and collaborative relationship with service recipients to maximize service recipients’ occupational participation and realize their occupational potential.  \n•Best practice in occupational therapy is client-centered, occupation-based, evidence-based, and grounded in sound ethical principles.  \n• Students learn best through active engagement in authentic and learner-centered learning experiences  \nThe sequence of our curriculum is based upon a developmental model which builds knowledge and skills to form competent, caring & ethical practitioners.  \nRELATIONSHIP TO INSTITUTIONAL MISSION:  \n• Develop strategies to respond to society’s changing needs  \n• Foster self-reflection  \n• Encourage the student to promote justice for others  \n• Integrate academic, practical, and technological knowledge with human values and ethics  \n• Promote critical thinking  \n• Promote interaction with the whole person (mind, body, spirit) with respect to the person’s dignity and needs  \n• Allow the student to engage in civic, social, and cultural differences  \nRELATIONSHIP TO CURRICULUM DESIGN:  \n􀁸 Provides an educational experience leading to competency as an occupational therapist  \n􀁸 Applies principles of evidence-based practice as a basis for clinical decision making in the community-based setting  \n􀁸 Promotes students’ personal growth  \n􀁸 Prepares student to become change agent in the community  \n􀁸 Develops valuable life skills related to communication and service provision  \n􀁸 Promotes student learning that is contextual and experiential  \n• The promotion of occupational justice inherent in the learning experience  \n• Demonstrates self-reflection whereby the student explores the impact on personal and professional g","cbCaikGYmOF6boTy","https://ap.wps.com/l/cbCaikGYmOF6boTy","pdf",375980,"English","# Course Overview\n## Course Schedule\n## Course Description\n## Program Mission and Philosophy\n## Course Objectives\n## Course Evaluation Methods","[{\"question\":\"How many hours and rotations are required for OCTD 712 Level I Fieldwork Adults and Geriatrics?\",\"answer\":\"Students complete two clinical fieldwork rotations totaling approximately 72 hours during the semester.\"},{\"question\":\"What topics are addressed in the on-campus fieldwork seminars?\",\"answer\":\"Seminars cover ACOTE standards for Level I fieldwork, service delivery models and settings, the impact of setting on practice, interdisciplinary relationships, referrals to specialists, psychosocial/behavioral health relevance, ethical issues, and supervisory relationships.\"},{\"question\":\"What competencies are targeted in the course objectives?\",\"answer\":\"Objectives include applying and evaluating sociocultural and diversity factors, understanding social determinants of health, explaining theory development in occupational therapy, analyzing occupation and activity interactions, and communicating the distinct nature of occupation and its evidence for performance and well-being.\"}]","OCTD 712 Level I Fieldwork Adults and Geriatrics - Course Syllabus | PDF",1790653001]