S M T

THE UNIVERSITY OF TENNESSEE HEALTH SCIENCE CENTER
COLLEGE OF ALLIED HEALTH SCIENCES
DEPARTMENT OF OCCUPATIONAL THERAPY
STUDENT MANUAL
TABLE OF CONTENTS
PAGE
Statement of Purpose …………………………………………………...……………..….
2
Program Description, Mission, and Objectives………….………………………………..
3
Academic Calendar……………………………………………………………………….
10
Curriculum Summary……………………………………………………………………..
12
Course Descriptions……………..……..………………………………………………….
14
Fieldwork Education………………………………………………………………………
18
Professional Development Education…………………………………..............................
19
Faculty/Staff Information………………………………………………………………….
20
Occupational Therapy Faculty…………………………………………………………….
The Class of 2015 ………………………………………………………………………...
22
25
Class of 2015 Lab Assignment……………………………………………………………
Advisee Advisor List……………......................................................................................
General Information for Students: Attendance, Participation, Assignment Requirements
26
27
28
Syllabus, Grading Scale, Grading Policy…………………………………………………
29
SASS, Clinical Attire, Photo ID, Background Check…………………………………….
30
HIPPA, Health Requirements……………………………………………………………..
31
Universal Precautions, CPR, Health Insurance……………………………………………
33
General Information: Health Requirements, Food/Drinks, Access……………………….
34
Technical Standards for Master of Occupational Therapy Students……………………...
35
Additional Standards for MOT Students………………………………………………….
37
Guidelines for Professional Behavior……………………………………………………..
38
Professionalism and Technology………………………………………………………….
Policy …………………………………………………….
Safety Policies and Procedures……………………………………………………………
41
42
42
University Closing for Inclement Weather……………………………………………….
54
Lab Maintenance…………………………………………………….................................
54
Student Professional Organizations, Awards, and Scholarships………………………….
56
Graduation…………………………………………………………………………………
59
Certification Preparation and Examination……………………………………………….
60
Appendix A…AOTA Fieldwork Experience Dates………..…………………………….
62
Appendix B…PDE Criteria….………………….…..…………………………………….
63
Appendix C…Frequently Called Numbers…….………………………………………….
66
Appendix D…Lab Maintenance Checklist……….……………………………………….
68
Appendix E…Student Leadership Positions…………..…………………………
Appendix F…Progress and Promotions………………………………..
69
70
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Statement of Purpose
As a new student in our occupational therapy program, you may have questions about the department
and the university that are not found in other university publications or handbooks. The purpose of the
student manual is to provide necessary information and answers to questions that arise on a daily
basis. These questions deal with department and university procedures, classes, collegiality, and the
general life of a student in our department.
Please remember three important things. First, this document is meant to supplement, not replace,
official University publications. The official University publications absolutely necessary for each
student to possess, read, and follow are the University of Tennessee Health Science Center, Catalog
2012-2013, the University of Tennessee, Admissions Information, the CenterScope, and the Schedule
of Classes for each semester. Second, if there are questions, please talk to your advisor or faculty
member for clarification. Try not to rely on hearsay or the well-meaning advice of other students.
Third, this manual will be a valuable resource throughout your studies in the Department of
Occupational Therapy, therefore, we encourage you to keep this manual close at hand and refer to it
frequently.
The next few years will be an exciting and rewarding time in your life. As you progress through the
OT Program, it is our hope to see that you are challenged, learn about your chosen field of
occupational therapy, and enjoy the stimulation of your faculty and peers. The faculty wish you the
best of luck in your endeavors. Thank you for selecting the Department of Occupational Therapy at
the University of Tennessee Health Science Center. Welcome!
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Department of Occupational Therapy
Ann H. Nolen, Psy.D., OTR, FAOTA Interim Chair and Associate Professor
Program Description
The Master’s in Occupational Therapy is designed to prepare occupational therapists who can meet the present
practice demands of the profession and can utilize advanced problem-solving skills to meet emerging health
care needs of the society. Based in a strong foundation of liberal arts, growth and development, and biological
and behavioral sciences, students develop expertise in the performance, analysis, instruction, and therapeutic
use of a wide variety of occupations. Students learn to understand and appreciate the role of occupation in the
promotion of health, prevention of disease, and minimization of dysfunction. A strong emphasis is placed on the
use of occupation in the community and emerging practice areas. The program promotes both professional and
academic development and seeks to graduate therapists who are well grounded in occupation and adaptation, in
understanding systems at work, are evidenced-based critical thinkers, and ethically grounded future leaders. Or
more succinctly, our six primary themes interwoven throughout the academic and clinical experiences are:
Occupation and Adaptation; Systems; Ethical Reasoning; Critical Reasoning; Evidence- Based Practice; and
Leadership/ Change.
The entry-level professional program at UTHSC consists of 18 months of didactic and lab coursework followed
by nine months of clinical-based education. Three twelve week full-time Level II Fieldwork placements are
required. These educational experiences are designed to give students the opportunity to apply and synthesize
knowledge and skills in a variety of both traditional and emerging settings. Level II Fieldwork must be fulfilled
within 24 months after the University-based coursework. Fieldwork sites are located both within and outside of
the state of Tennessee. While the department’s Academic Fieldwork Coordinator sets up and monitors all
fieldwork experiences, the student is financially responsible for room and board during these clinical-based
educational experiences, including whatever costs may accrue during Level I Fieldwork placements.
Program Mission and Themes
The philosophy and mission of the UTHSC Department of Occupational Therapy lay the foundations for the
curriculum design. The curriculum design delineates the content emphasis, describes the relationships among
the content and foundational concepts, and depicts the sequence of content which leads to the intended
outcomes for graduates of the program.
The overall goal of the occupational therapy program is to acculturate students into the profession of
occupational therapy. As part of this process, the curriculum seeks to develop ethically grounded professionals
with strong occupational therapy identities whose practices are occupation- and client-centered. Using the
evidence and acting as scholarly clinicians, graduates are prepared to serve as leaders and change agents in their
practice settings, community, and/or society.
Curriculum Themes
To achieve these outcomes, the curriculum is organized around four major themes. The themes run
through the curriculum and represent the features which are emphasized by the program. They
include:
•
Occupational Performance Across the Lifespan: “The act of doing and accomplishing
a selected activity or occupation that results from the dynamic transaction among the
client, the context, and the activity” (American Occupational Therapy Association,
2008, pp. 672-673) and how this occurs along the continuum from birth to death.
•
Professional and Clinical Reasoning: Cognitive processes (e.g., ethical, narrative,
scientific, and pragmatic reasoning) used to guide professional actions and
interactions, including planning, directing, performing, and reflecting on client care
(Schell & Schell, 2008).
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•
•
Scientific and Creative Exploration: Supporting and promoting development of
curiosity, inquisitiveness, and excited engagement in the problem-solving process,
leading to innovative and creative approaches, projects, research, and critical
discourse in the art and science of occupational therapy.
Empowering Community Participation: Supporting and promoting engagement in
evidence-based and occupation-centered practice in the client’s natural environment
in order to facilitate development of the ability to empower clients to advocate for
themselves toward improved health and participation (Dunbar, 2009).
The coursework in the curriculum is constructed on a base of prerequisite coursework (including
“hard” sciences, social sciences, and humanities) and the unique life experiences of the individual
student. Students who are admitted to the program have demonstrated motivation and leadership
through observation in occupational therapy and extracurricular activities which provide a basis for
further learning. Together, these experiences form the foundation of analytic and scientific reasoning
and creative intelligence which is further developed in the professional program.
The curriculum takes a developmental approach in several ways. For example, coursework begins
with foundations for scientific reasoning such as anatomy, neurobiology, and biomechanics. This
more straightforward knowledge is then used to practice analysis, synthesis, and evaluation as
students critically reason through the occupational therapy process and encounter the ambiguity and
uncertainty that are part of occupational performance problems. Coursework also proceeds
developmentally in the sense that there is a lifespan progression from pediatrics to adults and elders.
As students progress through the curriculum, increased skill and competence in clinical and
professional reasoning are required, another example of a developmental approach to learning. While
the program takes a more apprentice perspective initially, there is a shift toward a more narrative
approach as the students proceed through the curriculum. Initially the instructor tends to take a
coaching role, guiding students in problem-solving. Gradually, there is a shift toward a more fluid
approach, with students expected to take a more and more active role in constructing knowledge.
Students build on their foundations as they learn about the nature of occupational
performance in context, the domains of occupational therapy practice, and the process of
assessment and intervention across a broad array of populations, diagnoses, and settings. A
variety of active learning experiences; for example, reflection, writing, and discussion; casebased learning; team-based learning; community service experiences; labs; and fieldwork are
utilized to provide opportunities for deliberate practice of clinical and professional reasoning
as well as scientific and creative exploration. Students are also required to demonstrate
proficiency in core clinical skills, contributing to the students’ sense of self-confidence as
they approach Level II Fieldwork.
The curriculum incorporates three two-week Level I Fieldwork experiences which allow
reinforcement and application of didactic learning to the practice setting. Consistent with the
didactic coursework, these experiences follow the developmental sequence of pediatrics to
elders. Throughout the program, theory and concepts introduced in earlier courses are
revisited, integrated, analyzed, synthesized, and applied to allow students to make
associations across and between content and practice. Level II Fieldwork provides
culminating experiences which solidify and extend the didactic learning. During Level II
Fieldwork, the Academic Fieldwork Coordinator mentors students through online discussion
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experiences which facilitate student reflection, critical thinking, and problem-solving in the
“real-world” context of occupational therapy practice.
The curriculum contains a series of research courses which provides a small-group mentored
experience for students. Students are guided and coached through processes such as
preparing a literature review, designing a research project, completing a proposal,
implementing a project, collecting data, analyzing and interpreting data, and preparing a
professional presentation. These experiences provide opportunities for the students to
encounter the uncertainty and complexity of practice knowledge and to explore issues of
justification of occupational therapy knowledge. In terms of the curriculum design, this series
emphasizes the themes of clinical and professional reasoning and scientific and creative
exploration. The research coursework also furthers the department’s and institution’s
missions of supporting and promoting the development of lifelong learners with the potential
to contribute to the profession’s knowledge base. In addition, it supports the development of
current and future UT Centers of Excellence by cultivating a community of scholars.
Empowering community participation is a theme which is operationalized in coursework and
learning activities throughout the curriculum. Across the semesters of didactic coursework,
students are required to complete volunteer experiences which promote awareness of and
engagement in initiatives which seek to meet the needs of the community. Coursework
related to group process also promotes self-reflection and the development of
professionalism needed to work effectively in community-based and other settings.
Consistent with the department’s mission, the curriculum includes coursework and specific
learning activities (e.g., accessibility project, development of a community initiative) which
prepare students to assume the role of advocate and empower their clients for successful and
satisfying participation in their communities.
The program incorporates a professional development evaluation process that further
socializes students into the values and expectations of the profession. At various points in the
program, students meet with an academic advisor to present evidence of proficiency in
behavioral criteria related to the curriculum outcomes. Students identify strengths and
weaknesses, receive faculty feedback, and develop goals to facilitate their progress in
professional development. Together, the didactic coursework, fieldwork experiences, and
professional development evaluation process contribute to the emergence of graduates who
are occupation- and client-centered practitioners, evidence-based/scholarly clinicians,
leader/change agents, and ethically grounded professionals with a strong occupational
therapy identity. These graduates are prepared to fulfill the department’s and institution’s
missions of preparing competent, certified practitioners who are able to meet the diverse
health care needs of the citizens of Tennessee.
American Occupational Therapy Association. (2008).Occupational therapy practice framework:
Domain and process, (2nd ed.). American Journal of Occupational Therapy, 62, 625–683.
Dunbar, S.B. (2009). An occupational perspective on leadership. Thorofare, NJ: SLACK, Inc.
Schell, B.A.B., & Schell, J.W. (2008). Clinical and professional reasoning in occupational
therapy. Baltimore, MD: Lippincott, Williams, & Wilkins.
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Philosophy Statement
The philosophy of the Department of Occupational Therapy at the University of Tennessee
Health Science Center is based on fundamental beliefs about human beings, occupational therapy,
knowledge, and how human beings attain knowledge. Humans are occupational beings, with inherent
value and worth. Each individual’s unique values, goals, desires, interests, skills, abilities, culture,
social context, and physical environment influence his or her occupational choices and the manner in
which he or she adapts to constraints and challenges encountered in life. Occupations are the
meaningful activities which help sustain human beings physically, cognitively, emotionally, and
spiritually as they confront the demands of daily life. A balance of occupations is important to the
person’s physical and mental health, and this balance is also unique to the individual.
Occupational therapists believe in the power of occupation as both a means of intervention
and an end goal of intervention. The scope of occupational therapy practice is limited only by our
creativity and imagination, within legal and ethical boundaries. Occupational therapy has a distinctive
lens through which to analyze and intervene when the meaningful and purposeful activities of life are
disrupted or hindered. The profession’s focus on meaningful and purposeful activity across the
lifespan places occupational therapists in a position to facilitate participation across every aspect of
society. The strongest practitioners are not bound by the traditions of the field, but rather use them as
a launching point to push the field, and those who benefit from it, to a greater realization of what is
possible.
The department views the educational process as one of acculturating students into the
profession of occupational therapy. The curriculum seeks to develop ethically grounded professionals
with strong occupational therapy identities whose practices are occupation- and client-centered. Using
the evidence and acting as scholarly clinicians, graduates are prepared to serve as leaders and change
agents in their practice settings and/or society. To prepare these practitioners, the department utilizes
a variety of active learning experiences; for example, reflection, writing, and discussion; case-based
learning; team-based learning; community service experiences; and fieldwork. Through these
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experiences, students are required to act as self-directed learners and construct knowledge within the
community of knowers that includes their peers, instructors, clinicians, and other professionals.
Student life experiences and personal narratives are valued as important contributions to learning. The
faculty values learning experiences which require students to make decisions and act on them.
Feedback and evaluation based on these actions help students develop their own understanding and
learn to use knowledge in problem-solving (Pelley, 2012). Thus, while adhering to principles of social
constructivism, i.e, “the belief that persons actively construct their perspectives by interpreting their
experience” (Baxter Magolda, 2002, p. 90), systematic instructional guidance, feedback, and
scaffolding are also utilized to facilitate student growth and learning. As Mayer (2004) explained:
Guided discovery is effective because it helps students meet two important criteria for active
learning—(a) activating or constructing appropriate knowledge to be used for making sense
of new incoming information and (b) integrating new incoming information with an
appropriate knowledge base. Students need enough freedom to become cognitively active in
the process of sense making, and students need enough guidance so that their cognitive
activity results in the construction of useful knowledge. Various forms of guided discovery
seem to be best suited to meet these two criteria. (p. 15-16).
In this respect, the department also draws on the apprentice perspective (OT Model Curriculum Ad
Hoc Committee, 2009).
The department recognizes that students enter the program with different levels and degrees
of motivation, life experience, beliefs about knowledge and knowing, proficiency in critical thinking,
and experience related to occupational therapy. Therefore, the faculty also draws on cognitive and
developmental frameworks by promoting the connection of new knowledge with previous experience
and requiring increasingly complex and creative reasoning. Providing opportunities for students to
practice reasoning in situations of ambiguity and uncertainty promotes development of a belief in
knowledge as fluid and contextual. As students progress to a belief that knowledge is not
authoritative, but it can be judged as more or less substantiated, they begin to incorporate the
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epistemic and ontological cognition that is characteristic of the profession of occupational therapy.
Further, the faculty utilize aspects of the narrative approach described by Doll (1996),
providing challenge and ambiguity through writing, reflection, discussion, case-based, and teambased methods to “invite dialogue and meaning making” (OT Model Curriculum Ad Hoc Committee,
p.7). Recursion is also used as theory and concepts are introduced and then revisited, integrated,
analyzed, synthesized, and applied later in the curriculum to facilitate “connections across and
between content and to practice” (OT Model Curriculum Ad Hoc Committee, p. 7). Finally, the
faculty strives to support students as they struggle to create personal meaning from new knowledge
and concepts.
The goal of the faculty is to create a demanding yet safe and fair learning environment where
every person is respected as a knowledge assembler and is expected to actively engage, contribute,
and act responsibly and professionally. In this environment, the student can reach for and realize his
or her potential and develop the skills and abilities necessary to be advocates in the wider world. As
students realize their potential, they recognize the joy of learning and develop habits of lifelong
learning.
References
Baxter Magolda, M. B. (2002). Epistemological reflection: The evolution of epistemological assumptions from
age 18 to 30. In B. K. Hofer, & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs
about knowledge and knowing ( pp. 89-102). Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
Doll, W. E. (1996). Curriculum possibilities in a “post” future. In C. F. Conrad & J. G. Haworth
(Eds.), Revisioning curriculum in higher education (1st ed., pp. 58–69). Needham Heights,
MA:
Simon & Schuster. Mayer, R. (2004).
Mayer, R.E. (2004). Should there be a three-strikes rule against pure discovery learning: The
case for guided methods of instruction. American Psychologist, 59(1), 14-19. doi:
10.1037/0003-066X.59.1.14
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OT Model Curriculum Ad Hoc Committee (2009). Occupational therapy model curriculum.
Bethesda, MD: American Occupational Therapy Association.
Pelley, J. (February 27, 2012). Deliberate Practice – A Primer. A Resource for TTUHSCSOM
Expert Skills Program. In Success Types Medical Education Page. Retrieved September
20, 2012, from http://www.ttuhsc.edu/SOM/success/.
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Academic Calendar 2013
Winter/Spring Semester 2013
Dates
Registration/Fee/Tuition payments due
OT 733 Level II Fieldwork Rotation begins
Orientation for MOT 1
Spring Break for all students (may vary due to Level I FW)
Level I Fieldwork Rotation (2 weeks)
OT 733 Level II Fieldwork Rotation ends
End of Class
Exam week
Graduation
OT 731 Level II fieldwork begins
Registration/Fee/Tuition payments due
Class begins
January 3, 2013
January 7, 2013
January 7- January 11, 2013
March 18- March 22, 2013
March 25-April 5, 2013
March 29, 2013
May 31, 2013
TBA
May 31, 2013
July 1, 2013
July 1, 2013
July 1, 2013
Summer/Fall Semester 2013
Dates
Registration/Fee/Tuition payments due
Class begins
OT 731 Level II Fieldwork begins
OT 731 Level II Fieldwork ends
MOT level I Fieldwork Rotation
OT 732 Level II Fieldwork Rotation begins
End of class for MOT 1
Exam week
OT 732 Level II Fieldwork Rotation ends
Holiday Break
July 1, 2013
July 1, 2013
July 1, 2013
September 20, 2013
TBA
September 30, 2013
TBA
TBA
December 20, 2013
TBA
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Curriculum Summary
Semester I (Jan–June)
Block I (Jan-March)
OT 400 Introduction to Pathology for OTs
ANAT 411 Anatomy
Semester Hours
1
6
OT 431 Leadership Development I
OT 437 Perspectives of Early Development
(continues in Block II)
OT 440 Level I Fieldwork A*
1
3
1
* Two Weeks of OT 440 Level I Fieldwork A occur between Blocks
Block II (April-June)
ANAT 442 Neurobiology
OT 425 Foundations of Occupation-Centered Practice
OT 430 Biomechanical Aspects of Occupational Performance
OT 436 Evidence-Based Practice
Semester Hours
2
4
3
2
Total hours for Semester I.......................................................................23
Semester II (July–Dec)
Block I (July-August)
OT 532 Occupation-Centered Group Practice
(continues in Block II)
OT 536 Research Project Design
OT 537 Neurological Aspects of Occupational Performance
OT 538 Perspectives of Adult Development
OT 540 Level I Fieldwork B*
Semester Hours
3
2
3
3
1
*Two Weeks of OT 540 Level I Fieldwork B occur between Blocks.
Block II (September- December)
Semester Hours
OT 531 Occupation-Centered Practice in Community Mental Health
4
OT 533 Occupation-Centered Practice in Pediatrics
4
OT 535 Occupation-Centered Practice in Adulthood
4
Total Hours for Semester II ....................................................................24
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Semester III (Jan–June)
Block I (Jan- March)
Semester Hours
OT 630 Leadership Development II
2
OT 636 Research Project Implementation
3
OT 639 Administration, Organization, and Health Policy Management
3
(2013)
OT 640 Level I Fieldwork C*
1
OT 641 Perspectives of Aging
3
OT 642 Leadership in Healthcare (2014)
4
*Two Weeks of OT 640 Level I Fieldwork C occur between blocks.
Block II (April- June)
OT 633 Occupation-Centered Practice with Older Adults
OT 637 Presentation of Research Project
OT 638 Special Topics
Semester Hours
4
1
1
Total hours for Semester III.........................................................19
Semester IV (July-Dec)
Semester Hours
5
5
OT 731 Level II Fieldwork
OT 732 Level II
Total hours for Semester V ................................................................... 10
Semester V (Jan-Mar)
OT 733 Level II Fieldwork
Semester Hours
5
Total hours for Semester V .................................................................... 5
Total Semester Hours in the MOT Curriculum
81
* Sequence of fieldwork placements will vary according to choice and availability;
student will have Level I and Level II placements both in state and out of state.
Students will be responsible for all expenses during fieldwork. Actual schedule time
for each Level II placement is 40 hours per week for 12 weeks. Students enter in
January and graduate in June of the year in which all academic and fieldwork
requirements have been met. Level II fieldwork must be completed within 24
months of finalized coursework.
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Course Descriptions:
ANAT 411 Gross Anatomy (6). Offered annually spring semester; didactic and laboratory course.
Study of the gross structure of the human body focusing on the musculoskeletal and cardiovascular
systems. Dissection of cadaver supplemented by lecture. Dr. Joseph Callaway and Dr. Richard
Kasser
ANAT 442 Neurobiology (2). Offered annually spring semester; didactic and laboratory course. This
course covers the basic organization of the central, peripheral and autonomic nervous system. Dr.
William Armstrong
OT 400 Introduction to Pathology (1). Offered annually spring semester; didactic. An introduction to
the pathological origins of disease as they relate to the musculoskeletal respiratory and other major
body systems. The course also reviews neoplasia, cell injury, immunopathology and describes its
application to occupational therapy. Dr. Brittany Hoffer
OT 425 Foundations of Occupation-Centered Practice (4). Offered annually Spring semester; didactic
and laboratory. This course serves as the foundation for the holistic practice of occupational therapy
as defined by the history of the profession and the ethical standards that guide practice. Emphasis
will be on the development of the profession as well as development of professional reasoning
through the use of professional terminology, activity analysis, the occupational therapy practice
framework, basic theoretical and philosophical constructs, knowledge, skills and attitudes essential
for successful practice in occupational therapy. Ms. Susan McFadden
OT 430 Biomechanical Aspects of Occupational Performance (3). Offered annually spring semester;
didactic and laboratory. The course will integrate the study of the structure and function of muscles
and joints, including electromyography (EMG) and biomechanics. The students will be prepared to
consider occupations for therapeutic intervention based on EMG and biomechanical analysis. It will
examine properties of muscles and muscle contractions, range of motion, strength and joint structure
to address occupational performance dysfunction. The course will help apply the utilization of lower
limb muscles in ambulation and stability and help formulate and apply determination of manual
muscle range of motion normative data, goniometry measurement and functional range for clinical
application, explore joint structure, function and joint categories; and analyze biomechanical
principles with particular emphasis on human skeletal levers. The course will provide a basic
introduction to splinting. Ms. Ellen Robertson
OT 431 Leadership Development I (1). Offered annually spring semester; didactic course.
Introduction to professional behavior and concepts central to the development of leadership and
emphasizing the importance of a strong occupational therapist identity. Dr. Ann Nolen
OT 436 Evidence-Based Practice (2). Offered annually spring semester; didactic course. This course
is designed to develop/increase the ability to collect evidence from published research reports and
one’s own experience to answer practice related questions. In addition, students will discuss the
ethical and practical issues that can influence the search for sound evidence. Dr. Lawrence Faulkner
OT437 Perspectives of Early Development (3). Offered annually spring semester; didactic course.
This course is the study of the conceptual and theoretical basis of occupational therapy practice in
childhood. The course will integrate the theoretical principles with developmentally appropriate
occupations, adaptive demands, and selected impairment. Dr. Anita Mitchell
OT 440 Level I Fieldwork A (1). Offered annually spring semester; clinical practice. Level I
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Fieldwork includes those experiences designed as an integral part of didactic courses for the purpose
of directed observation and participation in selected field settings. It does not emphasize independent
student performance. Students will complete fieldwork related assignments designed to stimulate
critical reasoning and application of occupational therapy principles in a clinical setting. The
occupational therapy concepts highlighted in this course include: the occupational profile, client
factors, performance patterns, context, and client performance, collaboration between client and
practitioner, and health promotion. Students are financially responsible for fieldwork related
expenses. Dr. Lisa Tekell
OT 531 Occupation Centered Practice in Community Mental Health (4). Offered annually fall
semester; didactic and laboratory course. This course uses theory, evidence and problem solving
skills to develop a conceptual framework for occupation centered practice with mental health clients
in community mental health settings. This course includes observation experience with clients in
various stages of life and in a variety of community mental health treatment settings. Students will
use clinical reasoning in the selection of theoretical approach, data gathering, treatment planning and
intervention. Occupational therapy assessments that are applicable to community settings will be
introduced and practiced. Focus is on community practice and the psychosocial understanding of
challenges faced by clients with mental illnesses during their recovery and community reintegration
process. Dr. Ann Nolen
OT 532 Occupation-Centered Group Practice (3). Offered annually fall semester; didactic and
laboratory course. This course examines the dynamics of group interaction and how activity and
occupation may be utilized in the group experience to promote participation for health and wellbeing. Through the small group experiences, the student will develop leadership skills and practice
teamwork. Ms. Rosemary Batorski
OT 533 Occupation-Centered Practice in Pediatrics (4). Offered annually fall semester; didactic and
laboratory course. This course provides opportunities for the application of theoretical constructs of
occupational therapy practice, including the evidence base for client-centered assessment and
intervention approaches. It will require utilization of the systems approach, taking into the account
the individual, the context of his/her functioning, and his/her perception of quality of life, well-being,
and occupation. Dr. Anita Mitchell
OT 535 Occupation-Centered Practice in Adulthood (4). Offered annually fall semester; didactic and
laboratory course. This course promotes the application of theoretical constructs of occupational
therapy practice, including the evidence base for client-centered assessment and intervention
approaches. It requires utilization of the systems approach, taking into account the individual, the
context of his/her functioning, and his/her perception of quality of life, well-being, and occupation.
Ms. Ellen Robertson
OT 536 Research Project Design (2). Offered annually fall semester; didactic and mentor led group
independent study. This course includes principles of research design, critical analysis of
occupational therapy research, preparation of the literature review, and completion of a proposal for a
selected project or presentation. Introduction to clinical inquiry skills for qualitative and quantitative
research is also included. Emphasis on problem definition, research design and methodology,
including differential and inferential statistical analysis. Students will begin the proposal for the
project or presentation. Dr. Lawrence Faulkner
OT 537 Neurological Aspects of Occupational Performance (3). Offered annually fall semester;
didactic course. This course considers the function and dysfunction associated with anatomy and
physiology of the nervous system. Emphasis is on clinical manifestations associated with
occupational performance in the sensory, motor, cognitive and psychosocial domains. Ms. Ellen
Robertson
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OT 538 Perspectives of Adult Development (3). Offered annually fall semester; didactic course. This
course is the study of the conceptual and theoretical basis of occupational therapy practice in
adulthood. The course will integrate the theoretical principles with developmentally appropriate
occupations, adaptive demands and selected impairments. Dr. Brittany Hoffer
OT 540 Level I Fieldwork B (1). Offered annually fall semester; clinical practice. Level I Fieldwork
includes those experiences designed as an integral part of didactic courses for the purpose of directed
observation and participation in selected field settings. It does not emphasize independent
performance. Students will complete fieldwork related assignments designed to stimulate critical
reasoning and application of occupational therapy principles in a clinical setting. The occupational
therapy concepts highlighted in this course include: the occupational profile, client factors,
performance patterns, context, client performance, collaboration between client and practitioner, and
health promotion. Students are financially responsible for fieldwork related expenses. Dr. Lisa
Tekell
OT630 Leadership Development II (2). Offered annually spring semester; clinical practice hybrid.
This course focuses on level II fieldwork responsibilities and prepares the student for this role.
Emphasis will be on innovative leadership, interpersonal skills and client diversity. This course
transitions the student, preparing them for licensing and practice requirements. Dr. Lisa Tekell
OT 633 Occupation-Centered Practice with Older Adults (4). Offered annually spring semester;
didactic and laboratory course. This course involves application of theoretical constructs of
occupational therapy practice, including the evidence basics for client-centered assessment and
intervention approaches. It will require utilization of the systems approach, taking into account the
individual, the context of his/her functioning, and his/her perception of quality of life, well-being and
occupation. Dr. Brittany Hoffer
OT 636 Research Project Implementation (3). Offered annually spring semester, didactic and mentor
led group independent study. Implementation of the proposal for the project or presentation,
including needs assessment, distribution of surveys, data collection and analysis. Dr. Lawrence
Faulkner
OT 637 Presentation of Research Project (1). Offered annually spring semester; didactic and mentor
led group independent study. Preparation of a presentation or investigative project in partial
fulfillment of the requirements of a master’s degree program. Professional contribution through
submission of a manuscript to a professional publication, or presentation at a professional meeting is
expected. Dr. Lawrence Faulkner
OT638 Special Topics (1). Offered annually spring semester; didactic and laboratory course. This
course will provide focused training and exploration of current practices or topics in occupational
therapy. The content varies based upon practice demands or literature trends. Examples include
autism spectrum disorders, physical agent modalities, advanced splinting, recovery model or
occupational justice. Dr. Lawrence Faulkner
OT 640 Level I Fieldwork C (1). Offered annually spring semester; clinical practice. Level I
Fieldwork includes those experiences designed as an integral part of didactic courses for the purpose
of directed observation and participation in selected field settings. It does not emphasize independent
performance. Students will complete fieldwork related assignments designed to stimulate critical
reasoning and application of occupational therapy principles in a clinical setting. The occupational
therapy concepts highlighted in this course include: the occupational profile, client factors,
performance patterns, context, client performance, collaboration between client and practitioner,
and health promotion. Students are financially responsible for fieldwork related expenses. Dr. Lisa
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Tekell
OT641 Perspectives of Aging (3). Offered annually spring semester; didactic and laboratory course.
This course focuses in on Level II fieldwork responsibilities and prepares the student for this role.
Emphasis will be on leadership, interpersonal skills, and diversity. Ms. Rosemary Batorski
OT642 Leadership in Healthcare (4). Offered annually spring semester; didactic. The occupational
therapist of the future is expected to be a leader in shaping healthcare policy, providing client
advocacy, and managing occupational therapy services. This course will provide the knowledge and
understanding of the various contexts, such as professional, social, cultural, political and ecological
in which occupational therapy services are provided. Management of occupational therapy services
will include the application of principles of the management and systems in the provision of OT
services to individuals and organizations. Dr. Ann Nolen Course to be offered as of Spring, 2014
OT 731 Level II Fieldwork (5). Offered annually fall semester; clinical practice. The first Level II
Fieldwork experience is designed to facilitate students’ personal and professional development. The
integration and application of clinical reasoning and practical skills will be required in each of three
placements. Students will experience a range of client populations and settings to include
psychosocial, physical disabilities, and an area of special interest to the student. The fieldwork
experience is provided at approved facilities with supervision that meets ACOTE accreditations
standards. Permission from the Academic Fieldwork Coordinator is required. Students are
responsible for all costs related to fieldwork experiences; placements may be required out-of-state.
Dr. Lisa Tekell
OT 732 Level II Fieldwork A (5). Offered annually fall semester; clinical practice. The second Level
II Fieldwork experience is designed to facilitate the student’s personal and professional development.
The integration and application of clinical reasoning and practical skills will be required in three
placements. Students will experience a range of client populations and settings to include
psychosocial, physical disabilities, and an area of special interest to the student. The fieldwork
experience is provided at approved facilities with supervision that meets ACOTE accreditations
standards. Permission from the Academic Fieldwork Coordinator is required. Students are
responsible for all costs related to fieldwork experiences; placements may be required out-of-state.
Dr. Lisa Tekell
OT 733 Level II Fieldwork B (5). Offered annually spring semester; clinical practice. The third Level
II Fieldwork is designed to facilitate the student’s personal and professional development. The
integration and application of clinical reasoning and practical skills will be required in each of three
placements. Students will experience a range of client populations and settings to include
psychosocial, physical disabilities, and an area of special interest to the student. The fieldwork
experience is provided at approved facilities with supervision, which meets ACOTE accreditations
standards. Permission from the Academic Fieldwork Coordinator is required. Students are responsible
for all costs related to fieldwork experiences; placements may be required out-of-state. Dr. Lisa
Tekell
OT 734 Advanced Level II Fieldwork C (1-5). Elective clinical practice offered as needed. The
advanced fieldwork is open to a limited number of students. Permission from the Academic
Fieldwork Coordinator is required. Students are responsible for all costs related to fieldwork
experiences; placements may be required out-of-state. Dr. Lisa Tekell
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Fieldwork Education
Fieldwork education (clinical-based education) is a crucial part of professional preparation and is best
integrated as a component of the curriculum design. Fieldwork experiences are implemented and
evaluated for their effectiveness. These experiences provide the student the opportunity to carry out
professional responsibilities under supervision and provides for professional role modeling. The
fieldwork experience is designed to promote clinical reasoning and reflective practice; to transmit the
values and beliefs that enable ethical practice; and to develop professionalism and competence as
career responsibilities. The fieldwork experience will occur in different settings allowing the student
to gain experience working with a variety of clients across the lifespan. With the concept of a variety
of experiences in different settings all of the student’s pre-OT observation, volunteer, and work
experiences will be considered when assessing the fieldwork placements. This allows the student to
have maximum exposure to a variety of treatment settings and clients. You will receive a Student
Fieldwork Manual in OT 431 Leadership I.
Level I Fieldwork (OT440, 540, 640)
The curriculum is designed to provide 3 Level I fieldwork experiences during the first eighteen
months of the program. The goal of Level I Fieldwork is to introduce students to the fieldwork
experience, and develop a basic comfort level with and understanding of the needs of clients. Level I
Fieldwork is integral to the program's curriculum design and includes experiences designed to enrich
didactic coursework through directed observation and participation in selected aspects of the
occupational therapy process. The focus of these experiences is not intended to be independent
performance. Qualified personnel for supervised Level I Fieldwork include, but are not limited to;
occupational therapy practitioners initially certified nationally, psychologists, physician assistants,
teachers, social workers, nurses, and physical therapists.
Level II Fieldwork (OT 731, 732, 733)
The last nine months of the curriculum consists of 3 Level II twelve week fieldwork experiences.
Students will complete three months of fieldwork in three different settings. The goal of Level II
Fieldwork is to develop competent, entry-level, generalist occupational therapists. Level II Fieldwork
is integral to the program's curriculum design and includes an in-depth experience in delivering
occupational therapy services to clients, focusing on the application of purposeful and meaningful
occupation and/or research, administration and management of occupational therapy services. During
Level II Fieldwork the student will be exposed to a variety of clients across the life span and to a
variety of settings. To meet this goal, a minimum of one Level II fieldwork is expected to be out of
state in a location provides a novel culture to each student.
AOTA suggested Fieldwork Experience Dates
See Appendix A Adopted from ACOTE Standards, 1
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Professional Development Evaluation (PDE)
Introduction
Upon completion of the didactic and clinical phases of the OT curriculum, the student is expected to
demonstrate the characteristics of a/an:
•
Occupation and Client-Centered Practitioner
•
Ethically Grounded Professional with a Strong OT Identity
•
Evidence Based/ Scholarly Clinician
•
Leader Change Agent
The Professional Development Evaluation is a tool designed to assist the MOT student in developing
professional behaviors that are consistent with these outcomes and requirements of a practicing occupational
therapist. While the graduate is the sum total of all of his/ her experiences, knowledge, and training, the PDE
assists in identifying important building blocks toward achievement of the desired curriculum outcomes. The
student is responsible for providing evidence of specified behaviors that is presented to their faculty advisor.
The student is then required to continue developing professional development goals, as accountability is
required for both NBCOT certification and licensure renewal. The PDE process is an opportunity to reflect on
developing skills and to celebrate your professional development success. While the emphasis is on
accentuating the positive, it is important for each of us to recognize areas we need to improve.
Procedural Guidelines and Timeline
•
All faculty members, to include the student’s advisor, will offer written feedback and
performance rating according to the basic professional behavior criteria for each of
the four domains. It is the student’s responsibility to (1) initiate a scheduled 30minute PDE appointment with advisor, and (2) provide his or her advisor with a blank
PDE – Faculty Feedback form at least 4-weeks prior to the meeting. Dates for PDE’s
will be set early in Block I of semester III.
•
The MOT student will meet with his/her advisor during a scheduled 30-minute
session. The student will come prepared to either (1) offer verbal evidence that he/
she demonstrates proficiency in each behavioral criteria, or (2) offer physical
evidence to support criteria performance. It is the student’s responsibility to manage
the 30-minute session with a recommended 5-mins per domain category and 10-mins
for wrap-up and student-advisor discussion of goal development plan.
•
The MOT student will participate in the PDE session prepared to discuss his/her selfrating of each behavioral criteria. The student will offer self-reflection as to whether
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he/she is consistently demonstrating each behavioral criteria, responding with either
strongly disagree, disagree, uncertain, agree, or strongly agree. Completion of the
student reflection area will provide a talking point structure for leading the PDE
discussion. Both MOT student and advisor will sign each of the four sections to
indicate completed discussion.
The MOT student will complete the PDE Development Plan prior to the meeting by identifying [1]
behavioral criteria in each of the four domains that he/she feel need further development prior to the
next review. Using the chart format, the MOT student will identify action steps to facilitate this
behavioral goal. What will you “do” to advance this behavior? The MOT student will identify the
specific evidence used to demonstrate goal completion and a date of completion.
•
All follow-up appointments to discuss completion of the PDE must occur before June
1 prior to Level II Fieldwork.
•
The PDE process is intended to be a positive experience, allowing time to celebrate
the student’s professional development successes. This is your time to shine!
PDE INDEX
See Appendix B
Faculty/Staff
A list of faculty, adjunct faculty, and staff in the Department of Occupational Therapy includes:
Faculty
Adjunct Faculty
Ann H. Nolen, Psy.D, OTR/L, FAOTA
Interim Chair
Rosemary E. Batorski, M.Ed., MOT, OTR
Lawrence W. Faulkner, Ph.D., OT/L
Anita W. Mitchell, PhD., OTR
Ellen Robertson, MS, OTR/L
Lisa Tekell, MS, OTR/L, OTD
Sandy Fletchall, OTR/L, CHT, MPA, FAOTA
Julie Dixon, OTR/L
Jennifer Henderson, OTR/L
Brittany Hoffer, PT, DPT, OTR/L, MTC
Anne Zachary, PhD, OTR/L
Janice Ryan, OTD, OTR/L
Jami Flick, MS, OTR/L
Staff
Kalon E. Owens Jones, Administrative Services Assistant
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Venues
Memphis Campus
Department of Occupational Therapy
930 Madison Building 6th Floor
Memphis, TN 38163
(901) 448-8393 [Office]
(901) 448-7545 [Fax]
920 Madison Building 6th Floor
(901) 448-4426 [Occupations Lab 1]
(901) 448-4425 [Occupations Lab 2]
(901) 448-4427 [Occupations Lab 3]
(901) 448-4424 [Smart Classroom]
(901) 448-2647 [Low Vision Lab]
FOR A LISTING OF OTHER FREQUENTLY CALLED
PHONE NUMBERS SEE Appendix C
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Occupational Therapy Practice Labs
Boling CDD Center
711 Jefferson Avenue, Room 417
Memphis, TN 38105
(901) 448-6511 [CDD Main]
(901) 448-2298 [Lab]
Occupational Therapy Faculty
Ann Nolen, Psy.D., OTR/L, FAOTA
Interim Chair, Associate Professor
anolen@uthsc.edu
Dr. Ann Nolen is a graduate of the University of Florida with a bachelor of science in occupational
therapy, the University of Northern Colorado with a Master’s in counseling psychology, and Forest
Institute (HI) with a doctorate in psychology. She brings over 40 years of occupational therapy
experience to her role as association professor at UTHSC where she has taught for 17 years and
served as Department Chair for seven years. Dr. Nolen is recognized by the American Occupational
Therapy Association as a distinguished Fellow for her leadership in the development of
organizational and educational partnerships. Her area of specialization is psychosocial practice where
she has worked with all age groups and supervised over 30 Level II fieldwork students. Interests
include leadership, cultural diversity, and community practice.
Rosemary E. Batorski, M.Ed, MOT, OTR
Associate Professor
rbatorski@uthsc.edu
Rosemary E. Batorski is a tenured Associate Professor who has served in the Department of
Occupational Therapy at the University of Tennessee Health Science Center in Memphis since the
program’s inception in 1988. She served as Academic Fieldwork Coordinator until 2008 and has also
served as Interim Chair of the Department. Her research interests, areas of practice and consultation
are in mental health, addictions, adult acute care and rehab, home health, adult developmental delay,
ethics, public health, accessibility issues and gerontology. Professor Batorski holds a B.A. in
Psychology/Special Education from Westfield State College, Westfield, MA., an M.Ed. in Vocational
Rehabilitation Counseling from University of Memphis, Memphis, TN. and an M.O.T. from Texas
Woman's University, Dallas, TX. Rosemary Batorski is currently doing doctoral work toward a
degree in Public Health. She is a past President of the Tennessee Occupational Therapy Association
(TOTA) and served for two terms as the Tennessee Representative (RA) to the AOTA Representative
Assembly.
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Lawrence Faulkner, PhD, OT/L
Associate Professor
lfaulkn4@uthsc.edu;
Dr. Faulkner is a graduate of the University of Texas at San Antonio Occupational Therapy (BSOT),
University of Dundee Biomedical Engineering (MSc) and University of Pittsburgh Rehabilitation
Sciences (PhD) programs. He has taught at Texas Tech University, The Hong Kong Polytechnic
University and is an Associate Professor in the Department of Occupational Therapy and School of
Biomedical Engineering and Imaging. His research interests and clinical practice are from adult
through older adult including assistive technologies, posture and balance (motion analysis and Tai
Chi), and community accessibility with an overall focus on clinical test development, occupational
performance and quality of life.
Anita Mitchell, PhD., OTR
Associate Professor
amitchell@uthsc.edu
Mrs. Mitchell is a graduate of the University of Missouri (BHS, OT) and Boston University (MS,
with a specialty in pediatric occupational therapy). She holds a PhD in Educational Research from
the University of Memphis. She joined the faculty of the University of Tennessee Health Science
Center Occupational Therapy Department in 1992. Her practice experience is in pediatrics, and she
has worked as a staff occupational therapist and chief of occupational therapy at Les Passes
Children’s Rehabilitation Center (Memphis), Boston University Children’s Clinic (Boston), UT
Boling Center for Developmental Disabilities (Memphis), and Kids and Nurses (Memphis). Her
research interests include qualitative aspects of children’s hand skills, occupational therapy
assessment, and the development of critical reasoning and epistemological beliefs in occupational
therapy students.
Ellen Robertson, MS, OTR/L
erober@uthsc.edu
Ellen Robertson received a Bachelor of Science in Exercise and Sports Science from the University of
North Carolina at Chapel Hill and a Master of Science in Occupational Therapy from Spalding
University. She has extensive clinical experience across the lifespan, from pediatric to geriatric.
Ellen’s areas of specialization include seating and mobility, disability access in the community and
adaptive sports programming.
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Lisa Tekell, MS, OTR/L, OTD
Assistant Professor, Academic Fieldwork Coordinator
ltekell@uthsc.edu
Dr. Tekell received her education from St. Ambrose (B.S. Psychology), Western Michigan University
(M.S. OT) and the University of St. Augustine (OTD). Dr.Tekell has presented nationally and
regionally at venues including AOTA, Tennessee Occupational Therapy Association, and the
American Foundation for the Blind. Previous clinical experience includes serving as the director of
Community Occupational Therapy Services, a grant funded program serving people recovering from
homelessness. She has also practiced in skilled and assisted nursing facilities and home health. Her
expertise is in community rehabilitation. Most recently, she provided services abroad in the
Dominican Republic.
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THE CLASS OF 2015: Student Names & Net IDs
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Class of 2015 Lab Assignments
Many courses in the occupational therapy curriculum include interactive labs. To provide
focused instruction and hands-on opportunities, there will be a maximum of 16 students per lab.
The class of 2015 has been divided into two lab groups:
Lab Group A
Lab Group B
Typically lab assignments are not negotiable. If extenuating circumstances necessitate a lab change,
changes must be done within the first week of classes and have prior approval. If you wish to move
from one group to another, it is your responsibility to find someone in the other group who is willing
to change labs with you. It is also your responsibility to inform all faculty and the department
secretary of any permanent lab group change and the course coordinator as well as the lab instructor
of any temporary lab group change.
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Advising
Role of the student faculty advisor
Each student is assigned a student faculty advisor whose role is to:
•
Mentor and support the advisee through the professional growth process
•
Assist the advisee in receiving services at UTHSC such as: health, counseling, and
emergency financial aid
•
Collaborate in the professional development process and act as a sounding board and
oversight person
It is your responsibility to seek assistance from your advisor in setting up all meetings.
This faculty member will remain your advisor during your matriculation through the MOT Program.
Rosemary Batorski
Lawrence Faulkner
Anita Mitchell
Ann Nolen
Lisa Tekell
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General Information for Incoming Students
Philosophy
Master of Occupational Therapy students are invested in the process of becoming scholarly,
evidence-based clinicians and are expected to demonstrate high ethical standards. Each student has
the responsibility to enrich the learning environment through preparation, involvement in active
learning, and “here and now” problem solving.
Participation Requirements
Class participation is expected in the MOT program. In order to maximize participation, students are
expected to be on time, complete assignments and readings before class, and be prepared to engage in
informed discussion. The quality of the graduate experience will be shaped by the investment of the
class in sharing knowledge and ideas. Comments on Blackboard are valued as participation in the
learning experience.
Absenteeism
Punctuality and regular attendance are components of professional behavior. When absence from a
scheduled learning activity is unavoidable and supersedes the student’s responsibility to consumers,
classmates, faculty, taxpayers, and others who have made significant contribution in time and
financial resources for the preparation of a healthcare professional, then it is incumbent upon the
student to weigh the consequences of being absent very carefully. It is unethical for a student to
attend classes if the student is ill and possibly infectious. A healthy lifestyle which promotes optimal
learning and productivity is expected. In all absentee situations, including extraordinary life
circumstances, participation in University related activities, or other compelling circumstances, the
MOT student is to notify the instructor at the earliest opportunity that he/she will be unable to attend
class. Responsibility for demonstrating command of the information missed during an absence lies
with the student. Within two weeks of an absence, the student will provide a proposed plan for
obtaining the information from the missed fieldwork, lab or lecture and present this to the instructor.
This plan will be subject to negotiation and the approval of the instructor. Failure to provide a plan
within two weeks of the absence may result in further penalties and determined by the course
instructor.
Tardiness
Tardiness communicates disrespect for classmates and faculty and indicates poor time management
on the part of the MOT student. Excessive tardiness or absenteeism may result in failure of the
Professional Development Evaluation. Information regarding the PDE can be found in this manual.
Assignment Requirements
Grades will be reduced by 5% for every day an assignment is late. Ex. If the assignment is due at
noon and is turned in at 3:00, the grade will drop 5%. Exceptions to this policy are rare, but may be
made at the discretion of the instructor.
Any assignment that contains more than a few errors in typing or spelling or that has significant
problems with clarity or expression will be returned and the student will be required to redo it. On
each resubmission the grade will be lowered by 5 %.
The syllabus/course plan is made available in advance. Please take note of all required assignment
deadlines. This will help you distribute your workload when more than one assignment is due in the
same day/week.
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The Syllabus
The syllabus is an important source of information about your course. It is the contract between the
student and the instructor about expectations for learning and performance.
You are responsible for reviewing your syllabus to insure your assignments are completed in a timely
fashion and meet the specified requirements as explained in your syllabus. Late changes in the
syllabus may occur when the instructor deems necessary and whenever possible with the agreement
of the students. This does not include reschedules or cancellations (e.g. outside speakers) due to
unforeseen circumstances. Timing and workload conflicts with other courses must be brought to the
teaching faculty’s attention within one week of receiving the syllabus to allow time to consider
rescheduling options.
Grading Scale
Written and practical examinations, classroom participation, structured presentations, as well as
clinical performance evaluations are included throughout the six-semester educational program. A
student must pass each semester’s courses before he/she is allowed to progress to the next semester.
The point-grade conversion scale used by the occupational therapy program is as follows:
94 – 100 = A Overall superior performance; evidence of significant extra attention
beyond the basic requirements of the assignment; particularly
thorough and precise reasoning; very clear, concise, and professional
writing
86 – 93 = B Solid performance that meets all the requirements of the assignment, but
does not show additional work, creativity, or depth warranting an A
grade
78 – 85 = C Performance does not meet specifications of the assignment in some
critical way; or writing is not clear or was not well-edited and proofed
70 – 77 = D Varying levels of performance which does not meet the stated
specifications in more than one critical way
Below 70 = F Performance is substandard in content and quality.
Policy Statement on Consequences of Unsatisfactory Grades
A grade of D or below on any assignment or assessment is generally considered unacceptable since it
may indicate a lack of competency in a key component of occupational therapy theory or practice.
The course instructor may require a revision or additional work to confirm competency. A change in
the original grade is at the discretion of the course instructor/course coordinator.
Return of test and papers: Faculty will return all tests and papers within two weeks.
Progress and Promotion
Important information about the College of Allied Health Sciences can be found in the college catalog
and Center Scope. Please read all of the information pertaining to occupational therapy, which
explain the policies and guidelines, related to your progress and promotion.
Procedures for Requesting Consideration of Evaluation
See Program Procedures found in the Center Scope, it is important that you familiarize yourself
with all this information. To find the entire Center Scope: www.uthsc.edu/centerscope
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Student Success and Academic Support
Students are encouraged to utilize the resources of Student Academic Support Services (SASS).
Students who have a disability that may require accommodations must follow the established
university procedure to obtain documentation of disability and approval for accommodations. The
instructor cannot make accommodations independent of this procedure.
If you are a student with a disability (i.e. physical, learning, emotional, etc) and think that you might
need assistance or an academic accommodation in any class, please contact:
Student Academic Support Services (SASS)
(901) 448-5056
GEB Room BB9
For students off campus email: www.utmem.edu/sass/
Clinical Attire
For off campus lab experiences MOT students will wear business casual attire you will be sent home
and be ineligible for valuable learning experiences. Your photo I.D. is worn and visible at all times. In
certain patient areas, MOT students will need a white lab coat, and photo ID above, Jeans, shorts,
sleeveless or low cut tops and open-toe footwear are not acceptable clinical attire. Individual facilities
may further specify dress requirements. When attending on-campus client-centered labs in the CDD,
920 Madison lab attire should be business casual unless otherwise notified. (See Guidelines for
Professional Behavior: Appearance)
Photo ID
Photo-ID cards are to be worn whenever on campus and in clinical labs. Many doors at UTHSC are
accessible only by your photo-ID card.
Background Checks and Felonies
The purpose of requiring criminal background checks on students and faculty and staff (herein after
collectively referred to as "faculty") who will have direct patient contact within the hospital, health
care organization or facility (hereinafter collectively referred to as "hospital") is to ensure patient
safety and protection by requiring that students and faculty meet the same standards as hospital
employees. Individuals to whom care is given are often vulnerable both physically and emotionally.
Faculty and students have access to personal information about the patient and/or his/her family,
access to the patient's property, and provide intimate care to the patient. Hospitals believe that
patients and their families should have confidence that any individual authorized by a hospital to
provide such care does not have a criminal history of mistreatment, neglect, violence, defrauding the
public or otherwise taking advantage of another person.
All university clinical affiliation agreements will include reference to the requirement for
background checks for each student assigned to a clinical fieldwork placement. Background
checks must also be made for each faculty member who is responsible for on-site supervision
and instruction of students in the clinical placement program.
The student background check must be completed within 90 days prior to enrollment in the healthcare
education program or the 90 day period immediately prior to the student's initial clinical fieldwork
placement. This initial student background check may meet all future clinical placement requirements
during the student's continuous enrollment in the health care program if the results are archived by the
background agency. Background information should be archived for up to 7 years by the background
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agency/vendor. The student will assume the costs of the background check. The university’s role with
regard to criminal background checks shall be administrative rather than decision-making. The
background check will include the following: Multi- county physical courthouse records search of all
places of residence in the past 7 years. Records will be verified against all known names and social
security numbers. A FELONY CONVICTION MAY AFFECT A GRADUATE’S ABILITY TO
SIT FOR THE NBCOT CERTIFICATION EXAM OR ATTAIN STATE LICENSURE.
Hospitals shall set the eligibility standards to be used in determining which students may participate
in a clinical training placement and which faculty may provide on-site supervision and instruction of
the students at the hospital. The hospital, or its vendor, shall apply the eligibility standards to the
background check results. The names of any student or faculty excluded from participation at the
hospital based on the facility’s eligibility standards shall be provided to the school. If the student is
deemed ineligible, the university should take the appropriate action to ensure that the student or
faculty does not participate in the clinical training program at the hospital
Any student or faculty member with the following findings will be excluded from the clinical
fieldwork placement program:
•
•
•
•
•
•
Persons with a history of any felony conviction within the last seven years.
Persons with a history of class A-misdemeanor conviction within the last five
years.
Persons with a history of class B misdemeanor conviction within the last two
years.
Persons on the registry maintained by the Department of Health pursuant to
T.C.A. Section 68-11-1004.
Persons listed on the HHS/OIG list of excluded individuals
Persons with an encumbered license (current or prior) in a health related field
The background check vendor should provide a pass/fail notice based on the above eligibility screens
to the hospital and to the school for each student and faculty.
.
HIPAA
As a student you may have access to protected health information, therefore you are required to
complete the appropriate privacy and security training sessions. To access training go to your I Login,
under the administrations tab there is a tab for HIPPA Compliance Training 1, HIPPA Compliance
Training 2, and HIPPA Privacy Training Update. Read the information presented and take the quiz
following the training session, Send a copy of verification page to Dr. L. Tekell after completion. She
will provide you with a certificate. Place a copy of this certificate in your PDE portfolio.
UTHSC POLICY: CHILDREN ON CAMPUS
The UTHSC is designed to provide an environment conducive to academic and occupational
activities performed by students and employees. For this reason, children are only allowed on campus
under specific circumstances such as during short, occasional visits when accompanied by a
responsible adult. At no time should students bring children to campus as an alternative to regular
childcare or school. The UTHSC Child Development Center is located at the northeast corner of the
Central Avenue parking lot. Phone number: (901) 678-5059.
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Health Requirements
Students must demonstrate good physical and mental health consistent with the demands of the
educational program and of the professional field. Some fieldwork sites have additional requirements
for health screening and/or immunization.
It is required that students be vaccinated against hepatitis-B [See following Information about
Hepatitis B]
Information about Hepatitis B
The Hepatitis B vaccine induces immunity in most individuals to the Hepatitis B virus, the etiologic
agent of Hepatitis B (serum Hepatitis). There are two different types of vaccines.
Heptavax, which was the first vaccine to be developed, is made from purified plasma of donors who
test positive for the Hepatitis B surface antigen. The plasma is treated to remove infectious Hepatitis
B virions and the following viruses: rhabdovirus, poxvirus, togavirus, parvovirus, slow virus and
retroviruses, including HIV- HTLV-I and HTLV-II. Each lot number is tested for sterility and is
inoculated into several species of animals, including chimpanzees, to rule out the presence of
adventitious viruses.
The second type of vaccine is made by recombinant DNA technology and there are two available:
Recombivax and Engerix. These vaccines are prepared using a DNA process in yeast cultures and are
free of association with human blood or blood products. Each lot is tested for sterility and safety in
mice and guinea pigs. These vaccines are free of yeast DNA but may contain up to 4% yeast protein.
Both are comparable to Heptavax in terms of potency and protective efficacy.
Immunization to Hepatitis B does not provide protection from the other forms of hepatitis (Hepatitis
A, Hepatitis C, Non-A, Non-B Hepatitis or form Hepatitis E). It should also be noted that a small
percentage of the population will not develop immunity to Hepatitis B with vaccination.
Contraindications for the vaccines include hypersensitivity to any component of the vaccine, namely
thimersol, the preservative used, or alum. Recombinant vaccines are contraindicated for those
individuals who are allergic to yeast (specifically Saccharomyces cerevisiae) or formaldehyde.
You must set up an appointment with University Health in order to receive the vaccine. Please call
(901) 448-5630 to set up this appointment.
The immunization is a series of three injections. The 2nd shot is one month after the first and the 3rd
shot is five months after the first. It is important to follow this schedule in order to obtain the
highest level of immunity to the Hepatitis B virus.
All shots are 1.0 cc of the vaccine given intramuscularly in the deltoid muscle of the upper arm.
No one has ever contracted hepatitis, AIDS, or any other known infection form the Hepatitis B
Vaccine.
The vaccine will cost $100.00 and is purchased from the Cashier’s office in the Hyman building.
They will give you a receipt which you must bring to University Health. You may be able to
work out a payment schedule if you cannot pay the full amount in one payment.
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Universal Precautions
Universal precautions were developed by the Centers for Disease Control and Prevention (CDC) and
the American Dental Association. They are established to identify the safety procedures which will
help to prevent the transmission of infectious disease to patients and health care workers. For
specific information please visit: http://www.cdc.gov/ncidod/dhqp/gl_isolation_standard.html
Additional information regarding this subject will be covered in the curriculum prior to MOT students
entering Level I fieldwork.
CPR
This training is required by some Level II fieldwork and some Level I fieldwork locations. Each class
arranges the training, during the final semester on campus. However, earlier certification is
recommended. When the Level I site requires it, the student is responsible for meeting this
requirement.
Health Insurance
Health insurance is mandatory. The cost of health insurance has been added to your fee sheet and can
only be removed when proof of insurance has been received.
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GENERAL INFORMATION ADDITIONS
HEALTH REQUIREMENTS
•
Occupational therapists must have sufficient strength, coordination, and endurance to
perform necessary therapeutic procedures on patients while ensuring the patient’s safety
at all time. A high level of personal health and hygiene should be maintained. Good
health is vital during clinical experiences. Therefore, the following guidelines have been
established:
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o
Each student is required to provide evidence of having had a physical
examination prior to reporting to the initial clinical experience. Examination
forms have been sent to you.
o
Each student is required to have immunizations for tetanus, rubella (if no
evidence of immunity), and Hepatitis B. The Hepatitis B series of three
vaccinations must begin prior to the first clinical experience. A TB test is
required annually. Clinical sites may require a copy of your physical examination
report.
o
Each student should report any changes in health status to his or her advisor. If
the change requires medical intervention, he or she will not be allowed to attend
class or work patients until a physician/s written release to resume activities is
received. Appropriate faculty members will decide in each case how or whether
the student may continue in the program.
o
Each student is required to maintain a health and accident insurance policy while
enrolled in the program. Evidence of proof must be submitted during the first
semester. It is the responsibility of the student to immediately report any changes
in your policy or provide proof of coverage to the program.
Technical Standards for
Master of Occupational Therapy Students
Technical Standards
Each student will be required to sign a waiver at or before orientation, which indicates that the
student is capable of fulfilling these standards.
The goal of the University of Tennessee, Health Science Center, and College of Allied Health
Sciences (CAHS) is to prepare students for the practice of the professions of cytotechnology, dental
hygiene, health information management, medical technology, occupational therapy, and physical
therapy. This includes undergraduate education and graduate education, where applicable. Modern
allied health education requires that the accumulation of scientific knowledge be accompanied by the
simultaneous acquisition and essential skills, functions and professional attitudes and behavior. The
faculty of the College of Allied Health Sciences has a responsibility to graduate the best possible
practitioners and graduate students; therefore, admission to educational programs in the College is
offered only to those who present the highest qualifications for education and training in the art and
science of the respective allied health professions.
Applicants to programs of the College must possess the following general qualities: critical thinking,
sound judgment, emotional stability and maturity, empathy, physical and mental stamina, and the
ability to learn and function in a wide variety of didactic and clinical settings. Graduates of the
College must have the minimal skills, essential functions and knowledge to function in a broad
variety of clinical settings, while rendering a wide spectrum of healthcare services.
The faculty of the CAHS has a responsibility for the welfare of the patients treated or otherwise
affected by students enrolled in the College as well as for the educational welfare of its students
relative to the educational programs of the College. In order to fulfill this responsibility the
Committees on Admissions for the various professional programs of the College maintain that certain
minimal technical standards must be present in applicants to the various educational programs of the
College. Candidates for the Bachelor of Science degree, as well as those enrolled in any graduate
education programs of the College, must have the following essentials: motor skills;
sensory/observational skills; communication skills, intellectual-conceptual, integrative, and
quantitative abilities; and behavioral/social skills and professionalism.
The Committees on Admissions, in accordance with Section 504 of the 1973 Vocational
Rehabilitation Act and the Americans with Disabilities Act (PL101-336) have established the
aforementioned essential functions of the students in the educational programs offered by the CAHS.
These Committees on Admissions will consider for admission applicants who demonstrate the ability
to perform, or to learn to perform, the essential skills listed in this document. The College must
ensure that patients are not placed in jeopardy by students with impaired intellectual, physical or
emotional functions. Students will be judged not only on their scholastic accomplishments, but also
on their physical and emotional capacities to meet the full requirements of the College’s curricula and
to graduate as skilled and effective practitioners.
The essential abilities listed in this document can be accomplished through direct student response,
the use of prosthetic or orthotic devices, or through personal assistance, e.g., readers, signers, notetakers. The responsibility for the purchase of prosthetic or orthotic devices serving a student in
meeting the abilities noted remains with the student and/or agency supporting the student. The
College will assist with this accomplishment, as required by law and institutional policy.
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Technical Standards Continued:
Upon admission or at any time during the program, a student who discloses a properly certified
disability will receive reasonable accommodation but must be able to perform the essential functions
of the curriculum and meet the standards described herein for the program in which the student is
enrolled. Possible accommodations include opportunities for individual and group counseling, peer
counseling, linkages with community services, faculty advisory committees whose members are
aware of disabled students and their needs, career counseling, assistance with job searches and
interview skills, and extended test taking time, if and when appropriate. Students seeking
accommodations should initiate their request with SASS, Student Academic Support Services at 8 S.
Dunlap, Room BB9, General Education Building. Accommodations may not be provided until all
certifying documents are received by the Departmental Chair
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Additional Standards for MOT Students
In addition to the general standards described above, each professional program requires additional
specific standards as follows:
Motor Skills
Candidates for admission to the Master of Occupational Therapy program must have sufficient motor
function to elicit information from patients by palpation, auscultation, percussion, and other
standardized and non-standardized evaluative procedures. Candidates must be able to execute motor
movements reasonably required to provide general occupational therapy, including the occupational
strength to perform cardiopulmonary resuscitation, lift and transfer patients, and be able to stand/sit
long periods of time.
Occupational therapy procedures require coordination of both gross and fine muscular movements,
equilibrium, and functional use of the senses. For this reason, candidates for admission to
occupational therapy must have manual dexterity including function of wrists, hands, fingers, and
arms. Candidates must have the ability to engage in procedures involving grasping, manipulating,
pushing, pulling, holding, extending, and rotation.
Sensory/Observational skills
Candidates must be able to observe demonstrations and participate in laboratory activities as required
by the curriculum. Candidates must be able to observe clients and be able to obtain an appropriate
past and present history directly from the clients. Such observation necessitates the functional use of
the senses and other sensory modalities. Candidates must have normal visual perception, which
includes depth and acuity.
Communication Skills
Candidates must be able to communicate in English effectively and sensitively with patients. In
addition, candidates must be able to communicate in English in oral and written form with faculty and
peers in the classroom, laboratory, and clinical settings. Such communication skills include not only
speech, but also reading and writing. Candidates must be able to acquire information developed
through classroom instruction, clinical experiences, independent learning, and consultation.
Candidates must have the ability to complete reading assignments and search and evaluate the
literature. Candidates must be able to complete written assignments and maintain written records.
Candidates must have the ability to complete assessment exercises. Candidates must also have the
ability to use therapeutic communication, such as attending, clarifying, coaching, facilitating, and
touching. These skills must be performed in clinical settings, as well as the didactic and laboratory
environments.
Intellectual/Conceptual, Integrative, and Qualitative Skills:
Candidates must have the ability to measure, calculate reason, analyze, and synthesize data. Problem
solving and diagnosis, including obtaining, interpreting and documenting data are critical skills
demanded of occupational therapists, which require all of these intellectual abilities. These skills
allow students to make proper assessments, sound judgments, appropriately prioritize therapeutic
interventions and measure and record patient care outcomes. Candidates must have the ability to use
keyboards and accessories and computers for searching, recording, storing, and retrieving
information. In addition, candidates must be able to comprehend three-dimensional relationships and
understand the spatial relationships of anatomic structures.
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Behavioral/Social Skills and Professionalism:
Candidates must demonstrate attributes of empathy, integrity, concern for others, interpersonal skills,
interest, and motivations, as such qualities are assessed not only during the admissions process but
throughout occupational therapy education. Candidates must possess the emotional well being
required for use of their intellectual abilities, the exercise of care of patients, and the development of
mature, sensitive, and effective relationships with patients. Candidates must be able to adapt to everchanging environments, display flexibility, and learn to function in the face of uncertainties and
stresses which are inherent in the educational process, as well as the clinical problems of many
patients.
Candidates must have the ability to be assertive when required, delegate responsibilities when
desirable, and function as part of a multidisciplinary treatment team. Such abilities require
organizational skills necessary to meet deadlines and manage time.
Guidelines for Professional Behavior
Appearance
Classroom
Students are expected to dress in keeping with their professional status. No formal dress code has been
established for the Department of Occupational Therapy. However, examples of appropriate and inappropriate
dress are listed below:
Hair and
Nails
Appropriate
Neat and well groomed,
head coverings as required
by religious beliefs, plain
solid colored caps
Accessories
Inappropriate
Hair curlers, surgical caps or decorated
baseball caps, acrylic fingernails
No visible tattoos or body piercing, and
no jewelry, which makes noise when
moved. This type of jewelry may
distract the faculty, students, or class
participants
Clothing
Clothing appropriate for
the classroom setting
including jeans and longer
length hemmed shorts
Ragged or torn jeans; tank halter tops;
glittery fabrics or sequins; t-shirts with
suggestive pictures or wording, short
shorts; midriff blouses; mini-skirts
(shorter than mid-thigh); camisoles and
see through clothing
Cell Phones
and beepers
Turn off during all classes
and labs
Any ringing phones or conducting
conversations in class
Fieldwork
and Site
Visits
Smart Casual or business
attire with UT I.D. Polo
Shirts or Khaki Slacks ok.
Same as classroom. Open toed shoes.
High heels. Unsecured hair that is long
and could become tangled in some
object or clients clothing
The clinical facility’s dress code takes precedence over the Department of Occupational Therapy, University of
Tennessee, guidelines.
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Attendance:
If unable to attend a class, lab, or fieldwork assignment, the student will:
• Notify the academic or adjunct instructor or fieldwork educator by phone or in person at the
earliest possible time prior to the absence.
• As soon as possible, contact a colleague in class or clinic to cover any responsibilities that your
absence may leave unfulfilled such as:
patients who will need treatment
practical exams which will leave another student without a partner
lab practice-attempt to switch labs with someone else so that there will
not be an uneven number of students in your lab.
reports that were due
• Communicate with the academic or adjunct instructor to see if any make-up work needs to be
done.
Punctuality:
The student should:
• Be in the class or clinic and prepared to begin at the designated time. Example: be dressed in lab
clothes, have class material ready, be prepared to begin clinic duties such as paperwork or patient
care when work hours begin.
• Out of courtesy to classmates and instructors, be as quiet and non-disruptive as possible when
entering the classroom, finding a seat, and getting out class materials if you must be late.
• If possible, when coming in late, sit toward the back of the room.
• When the instructor announces the beginning of class or lab, please end conversations promptly
and return to seats or lab tables so that time is not lost.
• When in the clinic, begin client treatment as close as possible to his/her appointment time, thus
minimizing the patient’s waiting time and disruption of clinic schedule as much as possible.
• If late arriving in the clinic or returning from lunch, an acknowledgment to the Clinical Instructor
or Supervisor is usually appreciated.
• If you know that you are going to be late, call the clinic ahead of time so that staff and patients
can be notified that you are coming and how long the delay will be. It is also helpful if you call
the school so that the faculty will know to expect you later.
Interpersonal Skills:
Students will:
• Respect the worth and individuality of every person.
• Refrain from disruptive behavior in class or lab; listen/pay attention while others are speaking.
• Be on time for classes/meetings and courteously provide an explanation for tardiness/absence.
• Take responsibility for academic work, e.g., asking questions, participating in class discussions,
and completing assignments in a timely manner.
• Proactively problem solve with classmates/faculty and others.
• Demonstrate a non-judgmental, caring attitude towards others.
• Refrain from proselytizing peers/patients.
• Respect the confidential nature of information pertaining to colleagues, staff, patients and others.
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Etiquette
There are basic qualities that should be demonstrated in all our communications:
•
It is important for the student scholar to ensure that they afford all basic courtesies to others,
and in particular the faculty, in all formal and informal communications. This is important
when addressing the faculty in the presence of relatives, visitors, or the public in general.
•
It is important to remain professional and give our guest and student lectures respect and our
undivided attention when they are presenting information to the class. We should be active in
our listening and participation.
•
Cell phones and beepers must be placed on silent mode or turned off and stowed out of sight.
Phone calls, text messages, and responses to pages can be made during breaks or after class.
Emergency situations which might necessitate cell phone or beeper use should be discussed
with the instructor before class. Sending text messages, playing games on cell phones, and
working on unrelated assignments are all considered discourteous and inappropriate
professional behavior. NO TEXT MESSAGING DURING CLASSES OR CLINIC.
•
Handouts are for your personal use and not for free copying or for general distribution to
anyone other than those enrolled in the course.
•
All information presented in scheduled lectures and laboratories are considered to be
copyrighted information held by the original coordinator and UTHSC. Any pictures or audio
and video recordings should not be distributed without the written permission of the given
coordinator.
•
Food and drink are permitted in the classrooms and labs ONLY if allowed by the building
management and with the instructor’s permission. All students are responsible for
maintaining personal and classroom space.
•
It is expected that each time a faculty emails a student scholar that the email will be
responded to, e.g., when a request or a courtesy email to welcome is made; a survey is to be
completed; or when a further clarification is sought. This and related etiquette is a must for
all health science students.
•
Please name your electronically submitted files (Blackboard dropbox and emails) in the
following manner:
Your full Last Name, Course Number [name of assignment].[extension--., doc., rtf, or, txt]
E.g. Kenny Smith OT 532 Group a Soap notes.doc this information should also be in the
document.
Attachments NOT submitted in this format will NOT be graded as the instructor won’t be
able to identify the author.
Please be aware that software is updated regularly at this time. Documents should be
submitted in Office 2007 format.
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Professionalism and Technology
Your University of Tennessee e–mail address is your official address; UT email is the official method
for communication with UT faculty and staff. Use e–mail to notify faculty and the secretary of
emergencies; to alert classmates and faculty to special events; and to update your advisor and or
fieldwork coordinator about your progress each semester.
Maintain your accounts so that important emails are received. If you are experiencing difficulties
with your e–mail, it is your responsibility to contact the UTHSC computer HELP DESK at
(901) 448-2222 and correct the situation.
Students should check their email daily by 5 p.m., for announcements, clarifications, etc. that may be
distributed between class meetings. There may be a change in a class schedule or an important
message from your instructor or fieldwork supervisor, respond to or acknowledge all e–mail in a
timely, professional and courteous manner. A very important part of keeping current with your emails is to make sure that you the (student) keep your mail system open to receive all communication
from the department.
Computer usage in the classroom is the decision of the lecturer and or professor. Computer usage in
the classroom may be distracting to some of your colleagues, please keep this in mind when utilizing
your computer. Laptops should not be used during class to check email, play games, review other
course notes, etc. Each member of the class is responsible for monitoring the usage of computers by
individuals. If a violation is noted, the student should talk with the other student in a one on one
manner. If this does not correct the problem, the issue should be reported to the chair. This violation
is considered serious and will be considered a PDE issue.
FOOD OR DRINK IN THE CLASSROOMS/LABS
Food and drink are permitted in the OT classroom and labs ONLY with the instructor’s
permission. Students are encouraged to adhere to the policies established by other departments
while enrolled in their classes. All students are responsible for maintaining personal and
classroom space.
STUDENT MAILBOXES
Students have a shared student mailbox located in the 930 Madison, 6th floor OT reception area.
It is the student’s responsibility to check the mailbox regularly. At the beginning of the semester,
students are asked to give permission for faculty to place grades in their mailboxes. No grades
will be placed in mailboxes without a written agreement from the student. All graded materials
will be folded and stapled.
BULLETIN BOARDS
Students have access to several bulletin boards in the program area. Please refer to these boards
frequently for new announcements or student messages regarding fieldwork, student association,
general announcements, and job postings.
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Safety Policies and Procedures
As required by the Accreditation Council for Occupational Therapy Education (ACOTE), Standard
A.4.11 policies and procedures regarding appropriate use of equipment and supplies that have
implications for the health and safety of clients, students and faculty are provided below.
You should refer to other publications and your textbooks for additional health and safety policies and
procedures to insure you are clear about implications for health and safety of clients; for example, the
Tenth Edition, Willard & Spackman’s Occupational Therapy (2003) has information on home
management safety procedures. Infectious Control, HIPPA, and policies and procedures relates to
human subject research will be covered in your curriculum.
Lab Safety
Proper Attire
Lab attire will be determined by instructor per lab course. Different courses require different types
of lab attire; otherwise normal class attire is acceptable.
Safety Rules
General:
Avoid danger by using common sense. Some people accept a greater risk of danger in order to
work faster, more conveniently, etc. Do not hurry and cut corners on safety.
The most obvious safety rule is to be careful. Pay attention to what you are doing and do not rush.
Repetitious jobs are more likely to cause inattention. Try to avoid monotony and boredom.
Being careful means being careful all the time. You can be careful for years and then get hurt in
two seconds of inattention. This is entirely under your own control. Being careful is your best
defense against injury.
Do not operate power tools or a piece of equipment until the instructor has demonstrated how it is
to be used.
Power Tools:
Each power tool has its own set of safety rules. They are safe when properly used, but they can
cause serious accidents when misused. You will be trained on each power tool before you use it.
In general, power tools have rotating parts that can wind you in like a fishing reel if they catch
on clothes, hair, or jewelry. Power tools can throw debris at you, so eye or face protection is
necessary. Ear protection from loud noise is also often necessary. Make sure the work surface
and floors are clear, and get everything ready before you hit the ON switch.
Students may never operate unguarded power tools. Sometimes there is a temptation to remove
safety guards when they seem to complicate the work. If you think you need to do something
without the standard blade guard, stop and ask the instructor. In cases where a guard must be
removed, a jig will be put in its place to allow for safe operation of the saw and still provide
adequate protection to the user.
Hands:
Hands are most susceptible to injury. Watch the cutting edge of any tool, especially the power
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tools, and be aware of where your hands are in relation to it. Pay attention and do not get
distracted. This would seem elementary, but the number of bad cuts from matte knives is
incredible. Chisels fall into this category also.
The simple rule is to keep both hands behind the direction in which the sharp edge is going and
never pull a blade towards your body.
Housekeeping:
Clean up your work area at the end of each lab.
Do not leave tools and supplies out unnecessarily.
Do not let your work area become too cluttered; this can lead to trip hazards. Clean as you go.
Do not leave long sticks in trash barrels. They can poke others in the eyes.
Do not block fire extinguishers or doors.
Keep pathways to fire exits and for crossing the lab clear.
Personal Protection Equipment
You will be provided with safety equipment. If you have any questions or doubts, ask the instructor.
Your safety is our concern. The instructor will never knowingly put you in a position to be over
exposed to hazardous materials and welcomes questions if you have any. Feel free to request safety
equipment. The instructor’s goal is to make you safe and comfortable when performing duties in labs.
Dust Masks: Comfort masks are available for students. These are for use for comfort from
sawdust. They will do nothing to protect from fumes and vapors and other assorted toxins. Read
the box for instructions on how and when to use these.
Ears: There are earplugs for high noise jobs.
Eyes: Eye protection is required at all times in the woodworking lab. You may not be using a
power tool or a chemical but someone else might be. You can be struck by flying debris and
splashing solvents or paints.
Handling, Lifting and Carrying Heavy Objects:
Lift correctly: bend your knees and lift with your legs.
Look where you are going, especially through doorways and around corners.
Be aware of the back end of what you are carrying and what's behind you.
When carrying tall objects like a ladder, lift with one hand high and one hand low. That is, lift with
the hand that carries the weight and the other hand is extended to help balance the object.
If you are losing your grip or if something is too heavy, tell the person you are carrying it with,
take a rest, and get a better grip; this is much better than dropping it and having someone
suddenly bear the entire weight at once. You will never be asked to carry something too heavy.
When you lean materials against a wall, be sure that the object is a sufficient distance between its
base and the wall, so it will not fall back by itself.
Health Hazards:
We are continuously striving to make improvements with our equipment (within budgets) and
creating procedures for safe and alternate methods. The use of dust masks may help prevent
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some dust particles from getting in the nose.
Note: these are not for lung protection from vapors and fumes.
Paint solvents, and adhesives produce toxic fumes. Do not spray paint in the labs. Go outside to the
loading dock area (and use brown paper or old newspapers to prevent over spray). For contact
adhesive, there is a latex product that is water-soluble. Spray adhesive and spray shoe dye are
especially toxic.
Lab Fire Safety — General:
Some occupational therapy labs are in the Boling Center for Developmental Disabilities (BCDD);
refer to the BCDD specific documents that follow. In Case of an Accident
Report all accidents to the faculty/staff person in charge.
Call Campus Police at (901) 448-4444 or 911.
In the Boling Center, there is a phone outside the woodworking lab near the Snack Bar, and a
phone in the fourth floor lab. In any of the other venues, contact any staff member for the phone.
Things you can do to be of help if an accident or emergency occurs:
Know where fire extinguishers are located.
Know where the first aid kit is located.
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Fire (Applies where no specific building information is in place)
If a Fire is discovered:
Pull the nearest fire alarm.
Call 8-4444 if time permits and give Campus Police the building name and room number. An
officer will be dispatched to the entrance of the building to assist fire fighters in entering and
provide directions.
Call 9-911 and give the street address, floor and room number.
If there is no Alarm:
Pound on doors to notify others on your floor
Shout a warning on your way out of the building.
Exit the building quickly by the stairs.
Do not take the elevators. Elevators may malfunction during a fire or an electrical current may be
affected by the fire, thereby trapping occupants in the elevator.
Do not open a door if the doorknob or door is hot.
Evacuation is planned in advance with all personnel, and a practice evacuation is held periodically.
Also each section (floor) has an appointed safety monitor whose job it is to see that all personnel are
evacuated from the section (floor) in the event of a fire alarm or other emergency. Employees and
students should leave the building if so instructed by a safety monitor.
Safety monitors are employees in the GEB and are thoroughly familiar with the location of all exits
from their sections, as well as fire extinguisher, hoses, and fire alarm pull stations.
A fire extinguisher is located in the hallway of each floor and may be used to contain minor fires.
NOTE:
The fire alarm system is normally tested once a month during the night.
The fire alarm is occasionally accidentally tripped during working hours.
An alarm that is turned off after a few seconds is probably the result of accidental tripping and can
usually be ignored. However, if the alarm continues to sound leave the building.
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Fire Safety and Evacuation Plan
Boling Center for Developmental Disabilities
FROM:
John Bossier, Associate Vice Chancellor, Safety & Security
RE:
Fire Safety and Evacuation plan for the Boling Center
The following is a Fire Safety and Evacuation Plan for the faculty and staff in the Boling Center.
According to the Standard Fire Prevention Code which governs the City of Memphis, UT is
“…required to prepare and submit to the Fire official a fire safety and evacuation plan for review
and approval. The fire safety plan shall address, but not be limited to the location of primary and
secondary exits, fire extinguishers and occupant use hose, fire alarm stations and procedures to
follow in the event of a fire. Approved copies shall be distributed to all building employees and
tenants.”
The following plan has been approved by the Memphis Fire Department. Please review it and become
aware of fire exits and fire safety equipment (fire alarms, fire extinguishers, etc.) that are located in
your area of work. Practice the fire prevention techniques as outlined in the plan. Remember in case
of fire: (1) call security at 8-4444 and identify location of fire, (2) pull fire alarm if one is near, (3)
close doors and windows, and (4) get out of building. Do not attempt to fight fire. Do not use
elevators.
As part of the Code requirement, and continuing our program of emergency preparedness we shall
begin fire drills in your building in the near future [see pages that follow].
UT Boling Center for Developmental Disabilities
711 Jefferson Avenue
Memphis, TN 38105
Building Manager: Judy Brooks (901) 448-6553
Fire Safety and Evacuation Plan — Boling Center
This fire safety program is based on an effective fire prevention program and a rehearsed fire
evacuation plan. Fire prevention is important, and combined with an evacuation plan, the safety of
staff, faculty, students, and the public is enhanced.
Fire Safety and Prevention
1. Know the location of primary (nearest) and secondary (other) fire exits:
Sub Basement
South through passageway to south stairs, then up the next stairs to ground level.
From lower east auditorium, use southwest door to passageway, then same as above
From lower west auditorium, use southeast door to passageway, then same as above
Basement
North outside doors to loading dock, then east or west down steps to pavement, then west
following drive up to ground level
South through passageway to south outside doors then outside stairs to the ground level
From upper east auditorium, use northwest or southwest doors to lobby, etc., both as stated
above
From upper west auditorium, use northwest or southwest doors to lobby, then either north
outside doors, etc., or south passageway and outside doors, etc., both as stated above
Ground Floor
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Northwest stairs down to basement level, then door to loading dock area, then down steps to
pavement then west following driveway up to ground level
South entrance to covered driveway
Classrooms #G-1, #G-12, #G-36, #G-42, and #G-47 also have exit doors directly to the
outside. Exit signs are posted by the outside exit doors
First Floor, North Wing (Jefferson Avenue Side)
West outside doors, then north down steps to sidewalk
North Entrance in Harwood Center
Classrooms in Harwood Center also have exit doors directly to the outside
First Floor, Main Building
North into north wing, then north main entrance or other exits indicated in paragraph above
Northwest stairs down to basement level, then door to loading dock area, then down steps to
pavement, then west following driveway up to ground level
Southwest stairs down to ground floor, then east outside door
Second Floor, North Wing
West stairs, down to first floor, then outside door and down steps to sidewalk
Open stairs at east side of central lobby, down to first floor, then north main entrance
East stairs, down to first floor, then either north main entrance or north entrance in Harwood
Center
Second Floor, Main Building
Northwest stairs (entered near north end of west main corridor or north end of west interior
office corridor), down to either first floor where sign “Exit at this Level” is posted, then
east door to main corridor, then north to north wing, then north to main entrance; or
continue in northwest stairs down to basement level, then door to loading dock area,
then down steps to pavement then west following driveway up to ground level.
Southwest stairs (entered near south end of east main corridor or south end of east interior
office corridor), down to ground floor then east
North into north wing, then stairs as indicated in paragraph above
Third, Fourth, Fifth and Sixth Floors
Northwest stairs down to either first floor where sign “Exit at this Level” is posted, then east
door to main corridor, then north to north wing, then north to main entrance; or continue
in northwest stairs down to Basement level, then door to loading dock area, then down
steps to pavement then west following driveway up to ground level.
2. Know the locations of fire alarm pull stations. The pull stations are painted red and are
located:
Sub-Basement
North wall next to open stairs up to basement level
Basement
Next to north outside doors to loading dock
Next to south outside doors to outside stairs
Ground Floor
Next to northwest stair door
West side of south entrance doors
Next to direct outside exit doors in classrooms #G-1, #G-7, #G-12, #G-36, #G-42 and #G47
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Next to southwest stair door
First Floor, North Wing
Next to west outside doors
West wall of north entrance lobby
Next to east outside doors in Harwood Center
Next to north outside doors in Harwood Center
First Floor, Main Building
East wall inside of northwest stairs.
West wall at north end of east interior office corridor
East wall in east main corridor, at center of cross-corridor to elevators
West wall inside of southeast stairs
East wall at south end of west interior office corridor
Second Floor, North Wing
Next to west stair door
East wall next to open stairs of central lobby
Next to west stair door
Second Floor, Main Building
East wall inside of northwest stairs
West wall at north end of east interior office corridor
East wall in east main corridor, near cross corridor to elevators
West wall inside of southeast stairs
East wall at south end of west interior office corridor
Third, Fourth, Fifth and Sixth Floors
Next to northwest stair door from central corridor or open area
Next to southeast stair door from central corridor or open area
When An Alarm Station Is Pulled, It Will Sound Throughout the Building
3. Know The Locations Of Fire Extinguishers:
Sub-Basement
In fire hose cabinet
Basement
In fire hose cabinets
In rooms #B-3 and #B-12
In mechanical equipment room
Ground Floor
In hose cabinet near northwest stair door
West wall of east corridor, across from classroom #G-12
North wall of south entrance lobby, east of room #G-22
In classrooms #G-36 and #G-42
In classrooms #G-29 by kitchenette
First Floor, North Wing
East end of west corridor next to doors into north entrance lobby
East of vestibule doors in north entrance lobby, on west wall of east
corridor to offices and Harwood Center
Next to east outside doors in Harwood Center
In fire hose cabinets
First Floor, Main Building
In fire hose cabinets
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Second Floor
In central lobby of north wing, near corner of west lounge area and west corridor
Second Floor, Main Building
In fire hose cabinets
In rehabilitation shop, room #24
Third Floor
In fire hose cabinets
Next to northwest elevator
Fourth Floor
In fire hose cabinets
East wall of northwest lab
Fifth Floor
In fire hose cabinets
North wall of northwest lab
North wall of northeast lab
West wall of southeast lab
North wall of southwest lab
Rooms #502, #d508, and #510
Sixth Floor
Fire hose cabinets
In kitchen room #620
4. Do not smoke in elevators - Memphis CODE SECTION 22-61. You can be fined up to $50.00.
5. Smoking is not permitted in Boling. Smoking discipline is important. Smoke only in designated
smoking areas. Do not drop cigarette butts or smoking material into wastebaskets, trash receptacles
or on the floor. Use an ashtray. Be sure you put the cigarette out completely.
6. Never leave coffee makers or other electrical or heating appliances turned on overnight or when
unattended. Except where required for laboratory experiments, do not have open flames, such as
candles.
7. Good housekeeping is very important - it promotes fire safety.
Panic, caused by fear of heat and smoke is one of the major dangers to life in any type of building.
Each person should be adequately trained “to keep his/her head” in an emergency and to calm the
fears of others, should it become necessary. Fire drills are a necessary and important part of this
training.
In Case Of Fire:
1. Call campus police at 8-4444 ALL fires must be reported! No fire is too small to be reported!!
2. Pull the fire alarm station as you exit the building.
3. Close doors as you exit the building and close windows if you can do so without endangering
yourself.
4. Get out of the building when you see a fire or the fire alarm sounds, or when in doubt.
Remain calm. Do not hurry unnecessarily and cause yourself or someone else to fall.
Do not use elevators!!
Employees need to be aware of the disabled people in their area and be prepared to help
them to evacuate the building.
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Go to the nearest/primary exit door or fire stairs, which are identified by illuminated
“EXIT” signs. Always use a route that is away from the fire location. If the
nearest/primary exit is not away from the fire, then go to a secondary EXIT.
If above or below ground level, walk down (or up) stairs carefully. Go outside the building
at the ground level; or re-enter the building as indicated in above detailed instructions
on fire exits -- see northwest stairs under second floor, main building and third, fourth,
fifth and sixth floors.
Get a safe distance away from the building.
5. Precautions if trapped from your exit:
Close as many doors between you and the fire as possible. Before opening any door, feel to
see if it is hot. If hot, do not open!! The fire may have you blocked. Look for another
exit. Open any door cautiously. Be braced to slam it shut if you feel the heat rush in.
If smoke can leak around doors and vents, stuff openings with cloth, rugs, drapes, etc. If
possible soak them with water first.
Do not jump from upper floors. Rescue may be only moments away.
If trapped in a room, hang something out of the window to attract the attention of the
firefighters.
6. When confronted by smoke:
Keep Low
Take short breaths through the nose
If you are able, place a wet towel over your mouth and nose
If blinded by smoke keep moving - feeling your way as you go
Remember - keep low- crawl, if need be, feeling your way.
7. Remember in case of fire: remain calm, evaluate the situation.
8. Do not under any circumstances risk your life. Always evacuate when you hear the fire alarm or
when in doubt.
9. Special Note:
Do not tamper with the safety equipment. You may be endangering your life or the lives
of others. Additionally, it is a misdemeanor for which you can be arrested!!
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Fire Safety and Evacuation Plan
General Education Building (GEB)
Address
General Education Building
8 South Dunlap Street
Memphis, TN 38163
The General Education Building is located on the southeast corner of Madison and Dunlap in
Memphis.
Phone Numbers (Memphis)
Memphis/Shelby County Emergency
Campus Police Dispatcher
University Safety Office
Information Center (GEB Lobby)
General Education Building Manager
9-911
8-4444
8-5507
8-6960
8-6394
First Aid Kits
First aid kits are located in the GEB in B10, B140, B238, and B317.
Medical Emergency
Cell phone 911 does not specify your location and may delay the response team.
Serious Injury:
Call 448-4444 to alert Campus Police
Campus Police will alert and direct the ambulance to your location. The response team will
transfer the employee or student to the nearest emergency care facility (e.g. Methodist
University Hospital on Union Avenue or the Emergency Room at the Trauma Center at The
Med in Memphis.
Non-serious Injury:
University Health Service 448-5630 provides the following free services to any employee or student
with a non-serious, job- related injury or incident:
Evaluation and treatment with referral as indicated.
Assistance with “Report of Accident” form if treated first in the University Health Clinic.
Follow-up evaluation for a safe return to work
University Health Service is located on the ninth floor of 910 Madison in Memphis, clinic hours are
Monday-Friday 8:00 a.m. to 4:00 p.m.
Tornadoes
Tornadoes are violent, local storms with whirling winds that can reach 200-400 miles per hour. The
width of a tornado path generally ranges from 200 yards to one mile. The South Central,
Southeastern, and Midwestern parts of the United States are particularly susceptible to conditions
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favoring tornadoes, with Memphis in the center of one of these “tornado alleys.”
A tornado may travel “on the ground” from a few hundred yards to fifty miles at speeds of 30-75
miles per hour. It is virtually impossible to outrun a tornado; therefore, one should seek shelter
whenever a tornado warning is indicated.
The National Weather Service issues severe weather warnings using the following terms:
A severe thunderstorm watch indicates the possibility of thunderstorms; frequent lightning and/or
damaging winds, hail, and heavy rain.
A severe thunderstorm warning means that a severe thunderstorm has actually been sighted in the
area or is indicated by radar.
A tornado watch means that tornadoes could develop in the designated area.
A tornado warning means that a tornado has actually been sighted in the area or is indicated by
radar.
Tornadoes occur with little or no warning; thus, little or no advance planning can be accomplished. If
you are in a building, you should move away from outside rooms and go to the center hallway. An
interior area at the bottom level of the building is preferable. You should avoid auditoriums or
gymnasiums or other areas with wide, free span roofs. If you are caught outside, and there is no time
to reach an inside shelter, lie flat in the nearest ditch, ravine, or culvert, with hands and arms shielding
your head. Be sure to leave the ditch, ravine, or culvert immediately after the tornado has passed to
avoid the possibility of flash flooding. If you are in an automobile, follow the same rules as outlined
above.
The information above has been taken from the UT Memphis Emergency Response Manual. The
manual is located on the University’s website (www.uthsc.edu/safety/2emergresplan.html).
Earthquakes
General Information
During a major earthquake, you may experience a shaking that starts out to be gentle and within a
second or two grows violent and knocks you off your feet. Or you may be jarred first by a violent jolt;
a second or two later you may feel the shaking and find it very difficult, if not impossible, to move
from one room to another.
If you are inside, stay inside.
In classrooms or offices, move away from windows, shelves, and heavy objects and furniture that
may fall. Take cover under a table, desk or counter.
If shelter is not available, move to an inside wall or corner, turn away from any windows, kneel
along the wall, bend your head close to your knees, cover the sides of your head with elbows,
and clasp your hands firmly behind your neck.
If notebooks or jackets are handy, hold these over your head for added protection from flying glass
and ceiling debris.
In halls, stairways, or other areas where no cover is available, follow the above procedures.
In laboratories, all burners should be extinguished before taking cover. Stay clear of hazardous
chemicals that may spill.
If you are outside, stay outside.
Get into an open area away from building, trees, walls, and power lines. Lie down or crouch low to
the ground. Be alert to other dangers that may demand movement.
Be prepared for aftershocks. These may be as strong as the initial earthquake. If shaking begins
again, be prepared to take cover in the nearest safe place.
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Earthquake Evacuation
The key to developing procedures for a quick and orderly evacuation is a thorough assessment of the
hazards likely to be encountered in route from the classroom and other activity rooms to safe, open
areas.
Hallways may be cluttered with debris from ceilings, fallen light fixtures, and broken glass,
exposed electrical wiring, and toppled storage units after an earthquake.
If the lighting system fails in enclosed hallways or stairways, darkness will make it difficult to
navigate safely.
Do not take the elevator. Elevators are extremely vulnerable to damage from earthquakes. Ground
shaking may cause counterweights and other components to be torn from their connections,
causing extensive damage to elevator cabs and operating mechanisms.
Bomb Threats
Upon receiving a bomb threat by telephone or some other form of communication, obtain as much
information as possible that will be useful in dealing with the situation.
Content of call
Voice characteristics
Background noise, etc.
As soon as the call is terminated, notify the Campus Police Dispatcher (8-4444) who will take
appropriate steps to handle the matter.
A swift and calm response is important, and discreet actions are essential to avoid over publicizing a
bomb threat and creating unnecessary anxiety and panic. Panic will play into the hands of the caller
and may also cause more damage than a blast. Even though the matter is urgent, maintaining a calm
environment is essential and actions must be taken with this in mind.
Personal Security
Secure your belongings in a safe place in your work area. Purses, wallets, briefcases, etc., are
prime targets for thieves. If any of these items are missing, report the theft promptly to Campus
Police at 8-4444. Please be aware of your working environment and those around you. If you
see someone who does not belong, do not hesitate to ask the person if you can be of assistance
in order to find out what he or she is doing in the area.
If you feel uncomfortable about approaching a stranger, get a good description that includes
approximate age, height and weight, details on clothing, jewelry, scars, tattoos, etc., anything
that is noticeable, and contact the Campus Police Dispatcher immediately (8-4444).
If the building is evacuated, for whatever reason security areas must be secured.
The University of Tennessee has an Alert Emergency notification program. This is a free service,
but you must register through the UT website. This service will send important campus
information to you via mobile phone, web page, RSS, PDA, email, text, pager, Google, AOL, or
my yahoo page.
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University Closing For Inclement Weather
Only the Chancellor (or his designee) can cancel classes and close the University.
Faculty, Staff and students should assume the University is open, regardless of the weather.
If the Chancellor decides to close the University, the Dean will be notified and in turn will notify
all chairs/program directors in the College.
The Chair will notify faculty and staff members if the University is closed.
The faculty advisor will notify the class president who will have a phone tree in place to notify all
students.
Call 44U-TICE (448-8423) for inclement weather updates.
If an instructor is unable to be present due to inclement weather, the class will be rescheduled.
In the event that a receiving campus is closed for inclement weather the original campus will
continue to provide the lecture or lab, and alternate arrangements will be made to provide the
materials for the students on the receiving campus.
Lab Maintenance
920 Madison and 417 BCDD
Each month, two to three students will be responsible for maintenance of the 920 Madison labs.
& 417 CDD Lab maintenance is required for February, March, April, May, July, August,
September, October and November. Lab maintenance responsibilities include ensuring that
garbage is emptied and bags are replaced and all used towels, sheets, pillow cases and other
washable items are washed, dried, ironed, and folded and that the lab areas are presentable.
Specific Instructions:
Linens
Transport dirty linens to the Occupations Lab 2
Fill machine with hot water and add recommended amount laundry detergent. (Use Clorox as
needed.)
When detergent has mixed with water, add dirty linens.
When wash cycle stops, place linens in dryer
Remove any lint from lint trap and dry linens.
Fold linens and return to linen cabinets in the lab.
Supplies
Refill soap dispensers and paper towel holders as needed.
Inventory supplies and identify shortages; contact Kalon Owens-Jones at 448-8393 to order
supplies.
Monthly Maintenance
See Appendix D
The assigned students should complete the following form and post on the bulletin board upon
completion of their maintenance tasks for the month.
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LAB MAINTENANCE ASSIGNMENTS
Month of
Assignment (2013)
Names of Students
JANUARY
FEBRUARY
MARCH
APRIL
MAY
JUNE
JULY
AUGUST
SEPTEMBER
OCTOBER
NOVEMBER
DECEMBER
Month of
Assignment (2014)
Name of Students
JANUARY
FEBRUARY
MARCH
APRIL
MAY
For the Monthly Maintenance Schedule Form see Appendix D
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Student Professional Organizations, Awards and Scholarships
Students are encouraged to participate as student members in the national and state professional
associations and the University wide organizations.
Student Occupational Therapy Association (SOTA)
The Student Occupational Therapy Association, or SOTA, works to promote campus and community
awareness of the occupational therapy profession. SOTA also sends a delegate to the annual AOTA
conference in order to bring new information back to the UTHSC Occupational Therapy Program.
Throughout the year, SOTA members plan class activities such as fundraisers, social events, a
graduation party, and much more. SOTA gives students the opportunity to get involved in a graduate
program, assume leadership roles, and form professional relationships with classmates. Elections for
offices are held at the beginning of every year, and membership is paid by semester. Members must
be an occupational therapy student at UTHSC.
American Occupational Therapy Association (AOTA)
AOTA’s mission is to advance the quality, availability, use, and support of occupational
therapy through standard setting, advocacy, education, and research on behalf of its members
and the public.
AOTA has an Annual Conference and Expo. This is “a time for practitioners, educators,
scientist and students to share their work- work that will further the profession of
occupational therapy as it seeks to contribute its knowledge to improve the lives of those who
can benefit from occupational therapy services.”
AOTA has two publications: American Journal of Occupational Therapy (AJOT) and OT
Practice. AJOT is a peer reviewed journal focusing on research, practice, and health care
issues impacting the field of occupational therapy. AJOT is published six times a year and is
available to all AOTA members. OT Practice is a magazine which provides information
regarding the current profession of occupational therapy practice. OT Practice includes
information regarding hands-on-techniques, professional news, career advice, job
opportunities, and continuing education articles. All AOTA members have access to OT
Practice articles.
Occupational therapy students qualify for student membership in the AOTA. Membership to
AOTA may be required for some courses.
For additional information please visit: www.aota.org
OT Connections OT Connections developed by AOTA and it provides a virtual tool for
connection to occupational therapist across the U.S. and abroad. Members are able to
participate in discussions with other students, practitioners, and educators. OT Connections
features blogs, galleries, public forums, groups, and communities of interest. Membership is
free. For more information go to: www.otconnections.org
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Tennessee Occupational Therapy Association (TNOTA)
TNOTA’s Mission is “Through communication, education, professional development,
advocacy and legislative involvement, the Tennessee Occupational Therapy Association
supports and encourages the provision and availability of quality occupational therapy
services to enhance the occupational performance of consumers in Tennessee.”
TNOTA provides an annual conference, list serve, and continuing education courses.
Occupational therapy students qualify for student membership in the TNOTA. TNOTA
membership may be required for some courses. For additional information please visit:
www.tnota.org
The Imhotep Society
In 1980, the Student Government Association Executive Council (SGAEC) established the
Imhotep Society, a campus organization to recognize students who, because of their service
and leadership, have significantly contributed to student life on this campus. It recognizes that
many student leaders, in performing their functions and assignments, may have sacrificed
high academic accomplishment and thusly did not receive recognition through those
organizations that traditionally honor students for high academic and clinical achievement.
The society was named after the ancient Egyptian god of medicine – Imhotep.
Each college student government council has developed a system that awards value points for
leadership and service involvement for members of their college. An accumulation of value
points can result in nomination to the Society.
While the principal objective of the Society is to reward and recognize student leadership on
campus, a secondary goal is to inspire students to continue leadership and service roles as
alumni of the University.
Additionally, the SGAEC may select a staff or faculty member to receive the Imhotep award
for service to the student community. For more information please visit
http://www.uthsc.edu/studentlife/sgaec/imhotep.php
Alpha Eta Society
The Alpha Eta Society is a national honorary society for allied health professionals. The
purpose of the society is to promote recognition of significant scholarship, leadership and
contribution to the allied health professions. For more information please visit
http://www.uthsc.edu/allied/Alpha%20Eta%20Organization%20Jan%202009.pdf
Achievement Award in Occupational Therapy
This award is presented annually by the occupational therapy faculty to a graduating student
for outstanding academic and fieldwork performance.
Leadership Award in Occupational Therapy
This award is presented annually to a graduating student who demonstrates the professional
characteristic of outstanding leadership in academic, professional and community roles.
SGAEC Excellence in Teaching Awards
One of the most prestigious awards a faculty member can win is the SGAEC Excellence in
Teaching Award. The winning recipients are nominated by the students of the various
colleges. Each year two faculty members from each college receive awards (the College of
Social Work will receive one award). The recipients will receive recognition in the following
ways: A plaque, a $2,500.00 stipend, and public recognition at the SGAEC Banquet, College
Convocations and Commencement Ceremonies. Faculty members may not receive an
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SGAEC Excellence in Teaching Award two consecutive years (see list below). For more
information please visit: http://www.uthsc.edu/studentlife/sgaec/excellence.php
Student Leadership Positions
See Appendix E
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Graduation
Attendance at Graduation
Attendance at the graduation program is mandatory for all candidates for graduation. Those students
unable to attend graduation must file a written request with the respective Dean to receive their
degree in Absentia. Permission for receiving the degree in Absentia must be approved by the Dean
and forwarded to the Registrar indicating the approval.
Cap and Gown
Cap and gown orders for academic regalia can be made in the UT Bookstore before you leave for
Level II fieldwork. Contact Sandra Boone by telephone at (901) 448-5413 or by e-mail at
sboone@uthsc.edu. The information needed is: height, chest size and head size.
Invitations
Graduation occurs the last Friday in May. The location is announced in an invitation sent to all
participants in the spring.
Convocation Ceremony
The Convocation Ceremony usually occurs the morning of graduation. Family members and close
friends are invited to attend. In addition to recognizing honor graduates, outstanding awards for
Leadership and Academic Achievement are given at this time. The Convocation Ceremony is an
opportunity to honor those who have supported you throughout the academic process.
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Certification Preparation and Examination
Graduates of the Occupational Therapy Program are eligible to sit for the national certification
examination for the occupational therapist administered by the National Board for Certification in
Occupational Therapy (NBCOT). Taking the practice exams is strongly advised as there is a strong
correlation (r=.8) between passing the practice exam and the certification test. After successful
completion of this exam, the individual will be an Occupational Therapist, Registered (OTR). Many
states, including Tennessee, require a license or other state credentials in order to practice; passing the
NBCOT examination is one of the requirements to obtain a state license. The latest information on
costs associated with the NBCOT examination, such as cost, schedule on demand, and location of
examination administration can be obtained at: www.nbcot.org.
Licensure
Requirements for licensure vary with each state. You will need to contact the State Board to
determine the procedure for licensure in the state where you want to practice. In Tennessee, the
Program Chair submits a list of those individuals who are eligible for graduation to the licensure
board. If the University seal is required on the licensure application, you must submit this to the
UTHSC registrar.
Board of Occupational Therapy Examiners
Tennessee Board of OT
227 French Landing
Suite 300
Nashville, TN 37243
To contact this board, call
(615) 532-5096 local or 1-800-778-4123 nationwide
Or visit the website at
http://health.state.tn.us/Boards/OT/
Program Accreditation
The Accreditation Council for Occupational Therapy Education (ACOTE) of the American
Occupational Therapy Association (AOTA) has accredited the UTHSC Program in Occupational
Therapy through 2013. ACOTE may be contacted at accred@aota.org or:
Accreditation Council for Occupational Therapy Education
The American Occupational Therapy Association
4720 Montgomery Lane - PO Box 31220 - Bethesda, MD
20824-1220 Phone: 301-652-2682 - TDD: 1-800-377-8555 – Fax:
301-652-771
Contact information above no longer valid 2/14/14
Current Contact Information 2/14/14
ACOTE
4720 Montgomery Lane, Suite 200
Bethesda, MD 20814-3449
(301) 652-AOTA
http://www.acoteonline.org
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APPENDICES
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APPENDIX A
AOTA Suggested Level II Fieldwork Experience Dates
for Occupational Therapy Students
(2012 – 2016)
The following are possible fieldwork rotation starting and completion dates for students. They are not required
by AOTA, but are provided to help facilitate consistent scheduling. Other creative scheduling is encouraged to
allow for a variety of placements that will meet the needs of students, fieldwork educators, and academic
fieldwork coordinators.
The 1998 Standards for an Accredited Educational Program for the Occupational Therapist require 24 weeks of
Level II fieldwork for occupational therapy students.
The listed dates are in 3-month increments to accommodate a majority of schools. When possible, a one-week
break between rotations is scheduled. Please remember that these are only suggested dates.
Dates should be negotiated between the fieldwork facility and the academic program and the student will be
informed as to dates of onset and completion.
2013
Jan 7 – March 29
April 1 – June 21
July 1 – Sept 20
Sept 30 – Dec 20
2014
Jan 6 – March 28
March 31 – June 20
June 30 – Sept 19
Sept 29 – Dec 19
2015
Jan 5 – March 27
March 30 – June 19
June 29 – Sept 18
Sept 28 – Dec 18
2016
Jan 4 – March 25
March 28 – June 17
June 27 – Sept 16
Sept 26 – Dec 16
Last updated
10/31/2012
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APPENDIX B
MOT2 PROFESSIONAL DEVELOPMENT (PDE) CRITERIA
Advanced PDE Criteria
Occupation and Client-Centered Practitioner
1. Appreciates the influence of socio-cultural, socioeconomic, political, diversity factors,
and lifestyle choices on engagement in occupation throughout the lifespan.
2.
Communicates effectively with a wide range of clients, peers, and professionals both
verbally and non-verbally.
3. Collaborates with clients and caregivers in establishing and maintaining a balance of
pleasurable, productive and restful occupations to promote health and prevent disease
and disability.
4.
Inspires confidence in clients and team members.
5. Understands theory regarding therapeutic use of occupation and adaptation to screen
and evaluate, plan and execute/implement intervention, while establishing and
maintaining a therapeutic relationship with the client.
6.
Accurately assesses client motivation to use occupation and adaptation for maximization
of functional independence.
7.
Applies theory regarding the therapeutic use of occupation and adaptation to screen and
evaluate, plan, and implement intervention, while establishing and maintaining a
therapeutic relationship with the client.
Advance PDE Criteria
Grounded Professional with Strong OT Identity
1. Advocates for clients who have been neglected or underrepresented in system.
2. Fulfills commitments to professional community.
3. Represents the unique perspective of occupational therapy when participating in
interprofessional situations.
4. Assumes responsibility for professional behavior and growth, in accordance with AOTA
standards.
5. Functions autonomously and effectively in a broad array of service models.
6. Upholds AOTA Code of Ethics in practice.
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7.
Serves as a role model for honesty, integrity and morally grounded decision making.
Advanced PDE Criteria
Evidenced Based/Scholarly Clinician
1. Invests in the acquisition of knowledge through participation in workshops, continued
education and pursuit of additional degrees.
2.
Is a knowledgeable consumer of global research related to occupational therapy and
utilizes an evidenced based approach to practice.
3. Integrates individual clinical expertise and patient values with the best available external
clinical evidence from systematic research.
4. Applies domain of occupational therapy in gathering, evaluating, setting goals, planning,
and implementing occupational therapy.
5.
Contributes to the knowledge base of practice by mentoring students, performing
research, publishing, presenting and/or teaching.
6. Incorporates learning through continued education as a lifelong practice with the
commitment to remain up-to-date and well-informed.
Advanced PDE Criteria
Leader Change Agent
1. Has excellent communication skills.
2.
Demonstrates ability to give constructive and timely feedback.
3.
Modifies behavior in response to feedback; seeks opportunities to apply feedback.
4.
Productively uses knowledge of strengths and weaknesses.
5. Balances commitments in personal and professional life
6. Demonstrates functional level of confidence and self-assurance
7. Uses humor to diffuse tension.
8. Maintains professional behavior, regardless of problem or situation.
9. Takes risks to maximize outcomes.
10. Uses knowledge and information in an innovative, groundbreaking way
11. Empowers clients and team members.
12. Assumes leadership roles in local, state, and/or national associations.
13. Initiates, organizes and contribute research addressing practice questions.
14. Acts as a visionary when assuming leadership roles.
15. Maintains values over self-promotion or profit.
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16. Appreciates the influence of socio-cultural, socioeconomic, political, diversity factors,
and lifestyle choices on engagement in occupation throughout the lifespan.
17. Communicates effectively with a wide range of clients, peers, and professionals both
verbally and non-verbally.
18. Collaborates with clients and caregivers in establishing and maintaining a balance of
pleasurable, productive and restful occupations to promote health and prevent disease
and disability.
19. Inspires confidence in clients and team members.
20. Understands theory regarding therapeutic use of occupation and adaptation to screen
and evaluate, plan and execute/implement intervention, while establishing and
maintaining a therapeutic relationship with the client.
21. Accurately assesses client motivation to use occupation and adaptation for maximization
of functional independence.
22. Applies theory regarding the therapeutic use of occupation and adaptation to screen and
evaluate, plan, and implement intervention, while establishing and maintaining a
therapeutic relationship with the client.
MOT2 PDE Appendices:
Proof of Health Insurance
AOTA membership
TNOTA membership
Copy of background check
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Appendix C
Frequently Called Numbers
Bookstore (901) 448-5623
Campus Police (901) 448-4444
Campus Recreation (901)448-5069
Enrollment Services: admissions, financial aid, registrar (901) 448-5560
Computer Help Desk (901) 448-2222
Information (901) 448-5000
Library (901) 448-5404
Motor Pool (901) 448-5857
OT Department (901) 448-8393
Student Academic Support Services Memphis (901) 448-5056
Office of Student Affairs Allied Health Sciences (901) 448-5581
Student Alumni Center (901) 448-5614
Student Government Association (901) 448-4860
Student Housing (901) 448-5690
Student Life (901) 448-4860; (901) 448-5610
Student Loans & Collections (901) 448-6773
Student Health (901) 448-5630
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Appendix D
The University of Tennessee Health Science Center
Department of Occupational Therapy
Monthly Maintenance Check-List
Activity
Wash and dry linens
Clean projection film
Clean fridge & freezer
Clean dryer vent/surfaces
Clean lab plinth surfaces
Organize/clean cubbies
Monthly Tasks
Instructions
Date / Initials
See instruction sheet.
See instruction sheet.
Use spray cleaner & paper towels to clean out. Remove &
throw away any old food/drinks.
Remove dryer vent filter and clean. Clean exterior surface
of machine using cleaner & paper towel.
Use spray cleaner and paper towels to clean off lab plinth
surfaces.
Find owners of objects left in cubbies. Throw away
unclaimed objects. Organize books and papers.
Month: ________________
Weekly Tasks
Activity
Instructions
Supply Check
See instruction sheet.
Clean
Kitchen Electrics
Clean Counter-tops
See instruction sheet.
Date/Intl. 1
Date/Intl. 2
Date/Intl.3
Date/Intl.4
Use spray cleaner &
paper towels to clean
lab table tops & kitchen
counter.
Daily Tasks
Activities
Take trash cans in/out; Check kitchen counters and sink
for clutter and dirty dishes; Lights out; Chairs pushedin
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Instructions
Date and Initial in columns below, DAILY. See
instruction sheet.
Cleaning Instruction Sheet
Wash and Dry Linens
Take the pillow cases and other linens from Lab 2. Fill washing machine in kitchen with hot water and add
recommended amount of laundry detergent (in drawer under the washing machine). When detergent has mixed
with water, add dirty linens. When wash cycle stops, place linens in dryer. Remove any lint from lint from lint
trap and dry linens. Fold linens and return to linen cabinets in the lab and put pillow cases on pillows.
Clean Projection Film
Stand on the second table in the distance classroom. On the left hand side of the projector, there are two
removable film panels. Remove them, clean out the dust, and put them back in place.
Supply Check
Make sure all paper towel holders have paper towels. Take inventory of paper towels in supply closet, if there
are less than 4 un-opened rolls, order more. Check the amount of hand soap and detergent left in kitchen and
labs. If using remotes, check to make sure batteries are working (ask tech crew). Make sure all printers and
computers are working correctly. If out of ink, check utility closet first. Contact Iris for ordering more cleaning
or printing supplies if needed (901-448-8393).
Clean Kitchen Electrics
Use paper towels and spray cleaner to clean up the inside and outside of the microwaves. Also clean out the
toaster with paper towels and spray cleaner. Make sure there are not any crumbs left in the bottom. If the coffee
pot has been used, please clean with detergent, rinse, and dry well.
Daily Tasks
Trash: Bring trash cans out in hallway with bag STILL INSIDE at the end of the day. At the beginning of each
day, bring trash cans into labs, kitchen, and classroom.
Kitchen: Make sure there is no clutter or crumbs on kitchen counter. Use detergent to wash dirty dishes.
Lights: The lights in both labs, in the kitchen, and the classroom should be turned-off before the last person
leaves, daily. The monthly cleaning team is responsible for making sure this happens – either by performing the
task or assigning a fellow scholar, who may be staying later, to ensure this occurs.
Chairs: All chairs and stools must be pushed-in daily. Black office chairs should be under computer tables.
Stools should be placed in pairs on either side of plinths in Lab 2. Red chairs should be under tables in labs. All
Classroom chairs should be neatly pushed-in under desks.
Report any malfunctions or problems to Kalon Owens-Jones at 448-8393. Place a DO NOT USE
sign on any malfunctioning equipment.
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Appendix E: STUDENT LEADERSHIP POSITIONS
2014 Class Officers
Class President
Honor Code
Representative
Honor Code
Representative
Honor Code
Representative (alt.)
Person
Responsible
Class of 2014
Class Advisor
Dr. Ann Nolen
2014 SOTA Offices
SOTA
OFFICERS
Class of 2014
SOTA President
SOTA Vice President
SOTA Secretary
SOTA Treasurer
SOTA ASD Delegate
(from class of 2014)
SOTA Alternative
ASD Delegate (goes to
AOTA 2nd year class
of 2014)
SOTA TNOTA
Representative
SOTA Fundraising
SOTA Community
Service
2015 Class
Officers
Class President
Honor Code
Representative
Honor Code
Representative
Honor Code
Representative
(alt.)
Class Advisor
2015 SOTA
Offices
SOTA President
SOTA Vice
President
SOTA Secretary
SOTA Treasurer
SOTA ASD
Delegate (from
class of 2015)
SOTA Alternative
ASD Delegate
(goes to AOTA 2nd
year class of 2015)
SOTA TNOTA
Representative
SOTA
Fundraising
SOTA PreProfessional Class
Representative
SOTA Historian
SOTA
Community
Service
SOTA Public
Relations
SOTA
Professional
Development
Chairperson
SOTA PreProfessional Class
Representative
SOTA Historian
SOTA Newsletter
Editor
SOTA School
Activities Chair
Intramurals
Chairperson (not a
SOTA office)
SOTA Advisor
SOTA Newsletter
Editor
SOTA School
Activities Chair
Intramurals
Chairperson (not
a SOTA office)
SOTA Advisor
SOTA Public
Relations
SOTA Professional
Development
Chairperson
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Dr. Lisa Tekell
Person
Responsible
Class of 2015
Rosemary
Batorski
SOTA
OFFICERS
Class of 2015
Dr. Lisa Tekell