occupational therapy capstone project examples

A Clothing Group for Adolescents with Eating Disorders: A Role for Occupational Therapy Larson, Sydney ( 2023 ) Eating disorders are one of the most prevalent psychiatric conditions and can have a long-term impact, disrupting the cardiac system, gastrointestinal tract, reproductive system, cognitive functions, and many other systems ...
Virtual Reality Implementation for Acute Care Occupational Therapy Harris, Alexander ( 2023-06-04 ) Virtual Reality (VR) gaming is an effective tool for occupational therapists in an acute care setting to help patients reach their therapy goals. This capstone project focused on helping the occupational therapy staff at ...
A Community-Based Occupational Therapy Program for Parkinson's Stiens, Maria ( 2023-05-02 ) Parkinson’s disease is a progressive neurological condition that causes symptoms that interrupt safety, performance, and participation in everyday life activities. The literature supports occupational therapy’s role in ...
Skills on Wheels: Program Dissemination and Fidelity Havala, Claire ( 2023-04-14 ) The doctoral capstone experience is a 14-week self-directed learning experience for doctoral occupational therapy students. The purpose of this capstone was to advance career skillsets in a unique manner that align with ...
Dementia Care from an Occupational Therapy Perspective for CICOA: Aging & In-Home Solutions Taylor, Abigail R. ( 2023-05-02 ) Dementia is a growing condition among many seniors all over the world. This condition impacts not only individuals with the diagnosis but also their family caregivers. The numbers of seniors with dementia being cared for ...
Trauma-Informed Care through the Lens of Intersectionality Davila, Danielle N. ( 2023-05 ) Currently, trauma-informed care research primarily focuses on treating children or survivors of childhood trauma. There is limited evidence on utilizing trauma-informed care for adult traumatic injury patients. Rehabilitative ...
Doctoral Capstone: Rise Up for Fall Prevention Green, Samantha ( 2023-05-04 ) Literature shows that fall incidents among the aging population continues to increase despite the fact that they can be prevented. Falls are not a normal aspect of aging and can be put to a stop with proper education and ...
The Purpose Program: Improving Quality of Life of Nursing Home Residents with Dementia Through Participation in Meaningful Activity Rueff, Martina ( 2023-05-03 ) Before the pandemic, the memory care residents at Aspen Place Health Campus (APHC) had fulfilling schedules with limited downtime. The residents were provided with vast opportunities for meaningful activity and occupational ...
Increasing Knowledge on Intensive Occupational Therapy Interventions and Adaptive Equipment for Children with Developmental Disabilities Payne, Chafin ( 2023-05-04 ) Children with disabilities experience a lack of inclusivity and participation in both recreational and educational settings when compared to their peers without disabilities. Barriers to participation in activities include ...
Skills on Wheels Program Development: Supporting All Participants, Caregivers, and Siblings Heminger, Rachel ( 2023-05-08 ) This project was focused on three important aspects, all of which surrounded improving the Skills on Wheels Program for this year and future years. These aspects included improving and promoting the social participation ...
Communication is Connection: Increasing Therapeutic Communication for Improved Pediatric Outpatient Service Jones, Paige ( 2023-05-01 ) An outpatient pediatric facility specializing in speech and occupational therapy services presented with the need to improve client/caregiver communication and participation as noted by minimal client goal attainment rates ...
Knowledge, Confidence, & Competence: Utilizing Personal Narrative as a Pedagogical Tool for Educating Professional Healthcare Students about Local Lead Involvement Belkiewitz, Johnna ( 2023-04-28 ) Community-based occupational therapy provides a unique opportunity for practitioners to listen and respond to the needs that are most pressing in local communities. In Marion County, Indiana, lead exposure and resulting ...
Quality Improvement School-Based Yoga and Mindfulness Program Adams, Alexa ( 2023-05-01 ) Yoga and mindfulness interventions in a school-based setting may have physical and psychosocial benefits for students. These practices are child-centered and supported by literature. Within a local school district, there ...
Promotion of Health and Fitness Programming Using an Occupation-Based Approach: A Doctoral Capstone Project Feldman, Anna ( 2023-05-01 ) There is an abundance of health and fitness programming that has been developed. However, considerations need to be made in order to meet the needs of the individual accessing programming. For individuals with intellectual ...
Compassion Fatigue in Staff at LGBTQ+ Substance Use Recovery Center Nickel, Allison ( 2023-05-01 ) Individuals working in recovery from substance use disorders (SUD) have a high risk for developing compassion fatigue (CF) due to high job demands and frequent exposure to client trauma. Pride Institute, an LGBTQ+ SUD ...
Accessibility Guidelines for Increasing Independence in Daily Life for Children with Disabilities Prentice, Alex ( 2023-04-30 ) There is often a gap between how the environment is designed and what individuals with disabilities are able to do (Solvang & Haualand, 2014). I analyzed the limitations of the Americans with Disabilities Act (ADA) as it ...
CNA Care Provision Through the Lens of an Occupational Therapist: A Doctoral Capstone Experience Stuckwisch, Devin ( 2023-05-03 ) Occupational therapists have long played a unique role in the rehab and care given to clients within the skilled nursing facility environment. Occupational therapists have a distinct skillset and vital role in the ability ...
Improving Perinatal Health Care: Increasing the Utilization of Mental Health Screening Tools Among Pelvic Health Therapists Caes, Sydney ( 2023-05-01 ) Perinatal mental health disorders affect approximately 1 in 5 birthing parents and can have serious negative implications if left undiagnosed and untreated. For example, birthing parents with such diagnoses are less likely ...
Pediatric Emotional Regulation and Parental Wellness: An Educational Program at a Child Development Center Reed, Morgan ( 2023-05-01 ) Pediatric emotional regulation strategies can facilitate increased emotional development, positive interpersonal relationships, and increased self-efficacy. Caregiver wellness can have a direct impact on a child’s emotional, ...
Development and Implementation of a School-Based Assistive Technology Team Barker, Haylee ( 2023-05-01 ) Assistive technology (AT) is an overarching term to describe any equipment, program, or device used to increase participation and function within individuals. Technology allows individuals with disabilities and impairments ...

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OTD Capstone Projects

The University of Indianapolis, School of Occupational Therapy is proud to announce the completion of the Doctoral Capstone & Experiential (DCE) for the Occupational Therapy Doctorate Class of 2023. This cohort worked diligently during their DCE to not only learn advanced skills but also to give back to their community sites in time and talent through their large variety of projects.

Class of 2023

Class of 2022, class of 2021, class of 2020, caitlin bachmann, breanna beckmann, shelby cash, christina christenson, kayla elstien, shelby hudson, darby joerling, hayley martin, sidney metzger, kayla nowlin, sara panczyk, alexandra reckers, kelsey smith, olivia voss, allison cattin, carmen chastain, irelend greenwell, hannah harless, sierra kern, angela kilbride, ashton williams, megan yingling, livia crispen, courtney cummings, becca endicott, sarah frisbie, jonathan haller, tyler kramer-stephens, erika murphy, zoelaine viewegh, faith wilkins, madison woo, abbie alter, claire petersen, kayleigh smith, sydney abbott, morgan herrmann, emily hughes, katherine kelley, analicia morales, megan newton, taryn springgate, hannah tyger, anne mari west, bridget downs, tara martin, brenna menke, lauren ober, hannah droste, jillian heidenreich, megan johnson, hailey beneker, gabrielle castor, rachel cole, abigail gettinger, tristan flynn grubbs, jacqueline gunther, morgan haney, kylie harper, taylor henson, anna morrisey, haylee ottinger, alexandra retter, travis rippe, ethan roberts, jordan romero, megan rooks, anna slusser, shanele tyler, michael wroblewski, elizabeth harris, dresden glover, michele govern, mackenzie king, courtney romatz, elizabeth siegfried, sara skarshaug, allie gartner, colin hauber, lauren kelley, stephanie mcelhaney, kenzie salzbrenner, shanele tyler, mary grace willis, jordan bentley, lindsey bernzott, kylie collins, lydia delamarter, alyssa earls, sierra lowe, sammy mcleish, maddie parrish, daria seccurro, lyndsey shepherd, fatima tapia, kassidy beckstein, rachel jones, skyla jones, morgan cole, hannah hackman, molly johnson, claire allen, jenny ashton, emma baldwin, angella chen, vesneek (vaz) dhani, jasmine everfield, ariel galliher, cecilia heckert, madeline hunter, thomas jacocks, paige mcintire, laura mckay, jeffrey moore, kelly randall, corrine sisson, kendra voth, allie watkins, kelsey yerem, hanah batchelor, gracyn conner, isabel mazanowski, catherine salo, rachel salyers, rachael struewing, allison trimpe, kayla mitchell.

Establishing an Occupation-Based Dance Program in the Inpatient Psychiatric Setting Doctoral Capstone Partner: Neurodiagnostic Institute (NDI) Faculty Mentor: Dr. Taylor McGann

Shannon Bouchard

Elizabeth brock, kristen dyson, kirby jones, tara nastoff, moriam olorunoje, cassidy stinson, erika wilson, colleen yeldell, kathryn haskell, melody white, brooke badskey, contessa brown, mindy delph, hanna elliott, elizabeth erb, tori faulkner, pamela hess, cheyenne kern, kathryn kittaka, hannah klemp, kelsey lemond, lindsey newhart, jennifer schepers, lesly solares, davis christy, brittany finigan, gabrielle ingram, madison kovacs, tamzyn mather, kayla olson, hannah patton, nicole scholl, shelby sexton, samantha wallenberg, mika coffey-lumpkin, raquel sauder, sarah burke, kandyse kaizer, taylor welch, sydney denhart, sydney elliott, ellen hodson, kaitlynne james, megan julian, megan kraft, julie larson, stefani manchick, olivia milliner, ellen shepherd, savanah wagner, kailan henderson.

If you have any interest in hosting a UIndy Doctoral Capstone Experience student or have questions about the Doctoral Capstone Experience, please contact Dr. Christine Kroll, Doctoral Capstone Coordinator, at [email protected] .

NOTICE OF NONDISCRIMINATORY POLICY AS TO STUDENTS The University of Indianapolis ("UIndy") admits students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at UIndy. It does not discriminate on the basis of race, color, national and ethnic origin in administration of its educational policies, admissions policies, scholarships and loan programs, and athletic and other school-administered programs. Additional non-discrimination policy information is available at https://uindy.edu/admissions/non-discrimination-policy .

Home > School of Health and Natural Sciences > Occupational Therapy > Capstone Projects

Occupational Therapy | Graduate Capstone Projects

Students in the Occupational Therapy program spend their last three semesters creating a capstone project. This major academic achievement represents a synthesis of content learned throughout the program.

Subject matter such as theory, research methodology and analysis, program development, and education of clients are applied to either faculty lines of research or projects that will serve the community.

Students gather in teams to complete the thesis under the mentorship of their faculty thesis advisor. Completed theses are disseminated to a wide audience of constituents either in poster sessions, workshops, or peer-reviewed journals.

Theses/Capstones from 2023 2023

An Exploration of the Occupational Needs of College Students , Christian D. Gabon, Jennifer Brady, Kaela Jules Antonio, Kayla Twite Lehnen, and Beatriz Go

A Qualitative Study on Long-Term Adherence to Home Exercise Programs in People with Parkinson’s Disease , Caroline Stafford, Brennan Decena, Shawn Lopez, and Judith Thepkaisone

Exploring the Occupational Transition of Leaving a Cult , Justine Thompson, Baylee R. Chelossi, Emily Osborn, and Christian J. Quitoriano

Life After Brain Injury - Family Perspectives , Shaina Snyder, Everlee Anderson, Allison Wyek, Elijah Tolentino-Medios, and Cathyisabella Kintanar

Life After Brain Injury - Survivor and Family Perspectives , Brandon Duenas, Gary Eng, Haleli Moalem, and Miguel Regidor

Life After Pediatric Hemorrhagic Stroke: Family Centered Outcomes , Janice Brown, Jordan Ng, Reilly Todd, and Alyssa Vo

Measuring Outcomes of Occupational Therapy Facilitated in Natural Settings with Young Children , Amie Smith, Deepak Dale, Brinda Saini, Zoe Peters, and Amanda Laccone

Occupation-Based CNA Program to Build Caregiver Knowledge and Self-Efficacy in Dementia Care , Lucky Ung, Judy Chen, and Michelle Hong

OTs Delivering Culturally Sensitive Care for Dementia Family Caregivers From Diverse Backgrounds , Abraham Lai, Lucy Palacios Mendez, and Darren Sarmiento

Promoting Cultural Arts Access through Sensory-Friendly Theatre , Chanelle Bautista, Alyssa Cho, Jazmine Cunanan, Ariana Marino, and Miko Ramos

The LOTUS Project: A Resilience Program for Dominican University of California Occupational Therapy Graduate Students , Melissa Morini, Naema Dahdoul, Ashley Moffett, Regine Erika Saldivar, and Viviana Vazquez

Training Program for Occupational Therapists Working with Skilled Caregivers in Skilled Nursing Facilities , Lovegifty Dudero, Mai Huynh, and Ridhee Patel

Theses/Capstones from 2022 2022

Adults with Sensory Defensiveness and Their Use of Coping Strategies , Cassidy McCurdy, Sonia Patiño, Julia McMahon, and Sophia Hagen

A Virtual View of Occupation: Transactionalism in MMORPGs , John Miklos, Alex Nold, Shasta Rice, and Amanda Flores

Batok: The Exploration of Indigenous Filipino Tattooing as a Collective Occupation , Ana Cabalquinto, Carmela Dizon, Chelsea Ramirez, and Mai Santiago

Developing a Resilience Program for Occupational Therapy Students , Sienna Guzman, Jenna Lazo, Rachel Thompson, and Madisson Walker

Exploration of Occupational Barriers of At-Promise Youth with Photovoice , Francis Bie, Brianna Baisch, Quyntz Ellenwood, Kerry Krohn, and Iliana Santellan

Holistic Occupational Therapy Dining Interventions Supporting Individuals with Dementia in Skilled Nursing Facilities , Kathleen Osio, Sabrina Anne Cezar, Ashley Lorton, and Lisa Worsham

Identifying Motivators, Facilitators, and Barriers to Engaging in an Online Fine Motor Exercise Program , Kristine Ricossa, Kyndra Menefee, Lauren Rally, Mia Do, and Charis Chan

Impact of Assistive Technology Applications in Higher Education for Students With and Without Disabilities, Continued , Melanie C. Barillas, Alma E. Cortez, Tamera Y. McNeil, Geneen C. Samaniego, and Julia E. Zasso

Impact of COVID-19 on students and faculty in higher education , Joshua Manio, Kirsten Bas, Megan Griffith, Sophia Mendoza, and Christian Jiao

OT Consultation for Cultural Arts Accessibility: Therapists' Perspectives , Jeremy Firstenberg, Reichelle Bella, Dezarina Bernales-Mendez, Anisha Chum, and Lucy Thach

Virtual Visitation: Promoting Social Occupations in Dementia Care , Carly Spina, Lizann Jovanovich, Ashley Jones, Pamela Baraceros, and Rena Ribeiro

Theses/Capstones from 2021 2021

A Cross-Content Validation: SOSI-M & BOT-SF , Eleanor Brewer, Emily Yuen, Alyssa Asuncion, Taylor Hanson, and Mariella Villanueva

Adaptive Gaming as an Occupation: Motor Phenomena and Lived Experiences , Christina Floyd, Melanie Blaisdell, Madeleine Pope, Audrey Metzger, Donna Chen Tubig, Lauren Andaya, and Christine Vincent

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2020 Capstones

2020 Occupational Therapy Capstones

Student presentations, katie adams, darcy baker, jared baker, jessica baldridge, siera becker, taryn betka, alicia borcic, catherine boyle, jared breyer, morgan britton, marit brown, brianne bulleigh, laura campion, kathryn carano, emily carothers, inna kathreen chang, danielle chirhart, brianna gibbs cooper, madeline coughlin, taylor dalbey, sydney dickerson, charles e eberle, kaitlyn ellerman, paige engbers, olivia fair-lafferty, audra feehan, emily garcia, sarah gerken, ellie goerdt, margaret griffin, chase gronowski, anika hansen, whitney hewitt, jennifer hickey, taylor hiebert, marti m. hitz, macy hoskins, ashley hottman, michelle huesca, morgan huffman, angela ingram, daniel l. jackson, rebecca jensen, andrea juarez, jessica junio, elliana kastner, nicholas kellerhals, theresa kennelly, hilary kircher, taylor knecht, shaun kramer, coleman lay, emily ludwig, krizelle magdirila, molly marin, coleen mccarthy, lauren mcclung, macall mcfall, chris mcguff, kellie mckean, brianne mcmahon, evon mikulecky, audra miller, jennifer mitton, julia neppel, katherine north, sydney oehrke, katherine olmedo, claire passmore, mackenzie payne, jenna pelchat, katie petersen, erika petty, amy piekosz, brooke rasmussen, jimmy roberts, jayme rossow, shelby rozenboom, dezarai diana ramirez ryan, taylor sadler, caroline schmidt, hannah rose wysopal schramm, rachel schroeter, christina-marie sleight, kaitlyn stangl, brianna starr, michaela stevenson, peyton stork, carissa stratton, michael thomason, mackenzie twaddell, nicole vasquez, lena-maria volkers, emily walker, carina watson, taylor l. wienkes, madeline wille, jaclyn b. williams, marlise williams, nicole willse, jocelyn young-hyman.

Anna K. Domina, OTD, OTR/L Assistant Professor [email protected] 402.280.3407

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Home > STUDENTWORK > OT-CAPSTONE

Occupational Therapy Capstone Presentations

Capstone presentations from 2023 2023.

Physical and Psychological Impacts of Burn Injuries on the Pediatric Population and Their Families: An Occupational Therapy Perspective , Sadie E. Anderson

Mobile Munchies: An Occupation-Based Transitional Skills Program for Adolescents , Reilly S. Dujmovic

Welcoming Wellness: A Health Promotion and Chronic Condition Prevention Program Rooted in the Foundations of Occupational Therapy , Karlee G. Duncan

Occupational Therapy's Role in Helping Individuals in the US Justice System Transition from Incarceration to the Community , Kathryn E. Foster

The Relevance of Sensory-based Intervention in Improving Occupational Performance in Pediatrics , Jasmine M. Fritzemeier

Restoring Identity for the Homeless: Exploring Occupational Therapy Services for Unhoused Populations , Christina E. Geistfeld

The Role of Occupational Therapy in Meeting Mental Health Needs of College Students in the South Dakota Regental University System , Molly J. Graesser

Occupational Therapy in Family Education: Fourth Trimester Wellness to Kindergarten Readiness , Gabrielle Madeline Hagen

Occupational Therapy in the Neonatal Intensive Care Unit (NICU) & Implementation of the Test of Infant Motor Performance , Juliana C. Keane

Occupation-Based Sexual Health Education for Adolescents with Disabilities , Elizabeth J. Klocke

Promoting Social-Emotional Development in Preschool Children using a Trauma Informed, Sensory Integrative Approach , Sarah M. McGoldrick

An Occupational Therapy Program for Improving Caregiving Performance and Satisfaction with Performance among Caregivers for Individuals with Neurological Conditions , Andrea Marie Molus

Sensory Integration: Improving Participation, Behavior, and Learning in Individuals with Sensory Processing Disorder , Brooklyn K. Osborne

Treating Cognition Through Occupational Performance in Individuals With Neurological Disorders in Home Health , Alcina J. Park

Interdisciplinary Approaches to Pediatric Aquatic-Based and Land-Based Therapy , Danielle E. Scheck

Improving Residents' Access to Occupational Therapy Services in Long-Term Care Facilities: A Screen for Declining Performance in Activities of Daily Living , Amy N. Scheidecker

Kids and Canines: PAWSitively Impacting Occupational Therapy Outcomes , Jessica M. Simon

Promoting Successful Discharges From Skilled Nursing Rehabilitation Units Among Older Adults , Melissa A. Tweet

Relaxation as an Intervention for Military Service Members Experiencing ANS Dysregulation Following mTBI , Tori Julianne VanVelzen

Addressing the Needs of Parkinson’s Disease Care Partners , Jenna Wall

Promoting Sleep Hygiene for Individuals Diagnosed with Parkinson’s Disease: Occupational Therapy’s Distinct Role , Hunter O. Wookey

Capstone Presentations from 2022 2022

The Typical Toddler: Diet and Approaches to Picky Eating , Carissa Adams

Understanding Advocacy for Promoting Occupational Engagement among Individuals with Disabilities , Rebecca L. Benson

Enhancing Life: Promoting Meaningful Interventions to Support Individuals with Dementia , Keelan N. Blasius

An Occupation-Based Approach to Empower Individuals Experiencing Homelessness , Sydney L. Bodensteiner

Promoting Mental Health of Middle and High School Students Using Universal and Targeted Strategies , Alyssa E. Brown

Occupational Therapy in Oncology Care: Methods for Treating Cancer-Related Fatigue , Marissa Emberly Cardenas

Expanding the Role of Occupational Therapy for Oncology Patients: A Focus on Tumor- and Blood-Based Cancers , Erika N. Clark

Occupational Therapy’s Role in Sensory Play Education in Daycare Setting , Bianca K. Claussen

Occupational Therapy’s Role in Music Student Health , Katie Ericsson

Promoting Occupational Therapy Involvement in End-of-Life Care Through Advocacy and Education , Macey Genzlinger

Mending the Mind: Exploring the Role of Occupational Therapy for Executive Dysfunction Post-Pediatric Traumatic Brain Injury , Shannon E. Hegland

Meeting Mental Health Needs of Parents Caring for Children with Disabilities by Facilitating Occupational Balance and Well-being , Emily J. Heumiller

Exploring Occupational Therapy in Perinatal Care: Promoting the Mental Health and Well-Being of Women During and After an Unplanned Pregnancy , Sydney M. Korn

Hula as a Protective Factor that Improves the Quality of Life to Those Who Dance in a Hula , Pepper T. Lum-Lung

Impact of Stigma on Students with Attention-Deficit/Hyperactivity Disorder: Implications for School-Based Occupational Therapists , Sidney M. McReynolds Mrs.

Investigating the Impact of Parkinson’s Disease on IADL Performance, Emphasizing the Need for Earlier Diagnosis and the Value of Timelier Occupational Therapy Intervention , Brittney N. Moser

Occupational Therapy and Continuous Care: Pediatric Rehabilitation for Children with Medically Complex Conditions and Severe Burns , Elise M. Mueller

Supporting the Role of Professional Caregivers in Long-Term Care: Education, Training, and Caregiver Mental Health interventions that Promote Dementia Care Excellence , Katelyn A. Nelson

Application of Ergonomics in Healthcare through Environmental Adaptations , Johnny Nguyen

OT Entrepreneurship: Perceived Challenges & Resources , Gunnar Daniel Olson

Occupational Therapy’s Role in The Holistic Management of Chronic Pain , Megan K. Rodahl

The Aquatic Environment as a Tool for Facilitating Sensory Processing and Regulation , Christian Schneider

Promoting Engagement in a School Setting , Jordyn M. Sippel

Promoting Inclusive Play and Social Skills Development in Sioux Falls and Harrisburg, South Dakota , Madison C. Snelling

Incorporating Trust-Based Relational Intervention in Occupational Therapy to Address Mental Health Needs of Elementary Students , Maci K. Stouffer

Occupational Therapy Education to Support Families Affected by Huntington's Disease and Their Care Team , Morgan R. Weber

Rehabilitation Through Reintegration: Supporting Survivors of Stroke , Alexander T. Wiemann

Capstone Presentations from 2021 2021

Occupational Therapists’ Role in Supporting Students with Reading Disabilities , Tania Alexander

Advanced Practice in Aquatic Therapy: Exploring Occupational Therapy in an Aquatic Environment , Brenna K. Barash

An Occupation-Based Program for Fostering Healthy Life Skills among Youth in the Juvenile System , Shelby E. Beckman

Virtual Reality and Its Impact as an Intervention on Meaningful Occupations for Individuals with Mental Health Diagnoses , Alison S. Benson

Bathrooms, Incontinence, and Withholding OH MY: Occupational Therapy’s Role in Pediatric Constipation Management , Erin J. Buse

Complex Conditions of the Hand: A Resource for Rural Therapists , Jay D. Cooper

Exploring Dance-Based Occupational Therapy Interventions Among Children and Adolescents with Disabilities and Special Needs , Amy J. Davis

Exploring Occupational Therapy with Athletes Using Principles of Lifestyle Redesign® to Support Academic Success and Life Balance. , Michaela M. Dendinger

An Occupational Therapy Program to Enhance Academic Performance Among Children in the School System Using American Sign Language , Amy N. Dragoo

Creating Inclusive Classroom Environments Through Education and Coaching , Leah Hagen

Promoting Social and Emotional Development in Preschool Children through TBRI® Nurture Group© , Sydney P. Harris

Musculoskeletal Conditions and Performance Anxiety Among Musicians: An Occupational Therapy Approach , Vitoria Heier

Improving Quality of Life among Individuals with Neurocognitive Disorders using Occupational Therapy and a Sensory Integration Approach , MaKenzie K. Johnson

Supporting Caregivers and Survivors of Stroke in their Journey through Stroke Recovery via Telehealth Services , Keri Kamphoff

Developing Skills Utilizing Assistive Technology in Occupational Therapy: From Entry-Level to Tech-Savvy , Konner W. Kielman

Clinical Practice Guidelines for Hand Therapy and Application of the Occupational Adaptation Model , Noah R. Kottke

Complementary and Integrative Approaches for Occupational Therapy Practitioners: An Educational Experience , Wanda Kay Lauer

Advocating for the Field of Occupational Therapy in a Childcare Setting , Nicole K. Leinhart

Empowering Occupational Therapy Practitioners through Virtual Education on Seating and Wheeled Mobility , Jane A. Loscheider

Supporting the Holistic Treatment of Adults with Upper Extremity Injuries: Bridging the Gap Between the Clinic and Classroom , Stephanie W. McClung

Refocusing on Fine Motor: Increasing Accessibility to Fine Motor Resources in a Virtual World , Robin R. McLey

Governor Gains: A Remote Program Connecting Home and School , Madison L. Michels

Theory to Practice: The Role of Occupational Therapy in Enhancing the Well-Being of Individuals in Critical Care , Rachel D. Murphy

Occupational Therapy Services for Sheltered Individuals Experiencing Homelessness , Ariana Oorlog

Community-Based Occupational Therapy: Promoting Family Centered Care , Erin L. Pilkerton

The Effectiveness of VITA4Vets on Improving Job Interview Confidence and Competence While Reducing Anxiety Among Veterans , Jenae K. Schneider

Role of Occupational Therapy in the NICU and Post-NICU Settings , Katlyn M. Schochenmaier

Preparing Adolescent Immigrants Transition to Their New Environment: Addressing Mental Health and Occupational Participation , Reina I. Sebastian

Caregiver Perceptions of Environmental Modifications for Sensory Processing , Jaimie Lynn Smith

Effectiveness of the Early Start Denver Model for Young Children with Autism Spectrum Disorder , Taylor M. Tschetter

Service-learning and case-based learning’s impact on student’s clinical reasoning : A repeated measures design study , Gordon B. Tsubira

Promoting Caregiver Competency to Support Children with Experiences of Adversity Through Occupational Therapy Education , Dana L. Vandenberg

The Benefits of Utilizing a Sensory Room in a Pediatric Outpatient Setting , MacKenzie L. Wand

Occupational Participation, Performance, and Satisfaction in Survivors of Human Trafficking , Rebecca M. Wangberg

Perceptions of Spirituality Among Occupational Therapy Practitioners: An Exploratory Study of End-of-life Care , Charles Ralph Webb

Exploring Occupational Therapy's Role in Tourism and the Experience of Traveling with a Disability , Kendel N. Wheat

Capstone Presentations from 2020 2020

Exploring Occupational Therapy’s Role in Concussion Management to Promote Occupational Performance , Nevin Andreas

Supporting Youth of All Abilities in a Childcare Setting , Erica Beare

Developing a Group Occupational Therapy Program for Adults Experiencing Homelessness , Jenny Dobias

Occupational Therapy in Oncology Care: Experiences with the Pediatric and Adult Populations , Jillian Estes

Adapted Air-Rifle Shooting: The Role of OT in Developing a Community-Based Program , Andy Farriell

Improving Access to Occupational Therapy through Integration into Pediatric Primary Care , Kelsey Foxhoven

Living Large in Daily Life: LSVT BIG Made Meaningful , Alex Greger

Occupational Therapy's Role in Pelvic Floor Rehabilitation , Paige Groetken

Grand Pals: an Occupation-Based Intergenerational Program , Taylor Hanson

An Organization-Level Occupational Therapy Consultation Approach: Increasing Art Museum Access for Visitors with Autism Spectrum and Sensory Processing Disorders , Paige Harpenau

The Role of Occupational Therapy in the Physical and Psychological Rehabilitation of Perinatal Mothers , Ashley Heine

An Occupational Therapy Life Skills Training Program to Help At-Risk Youth Transition Successfully into Adult Life , Kara Honius

Mighty Minds: a Life Skills Program for Children with Experiences of Trauma , Tori Nelson

MAMASTE: Exploring the Role of Occupational Therapy in Maternal Health with an Occupation-Based Yoga Program , Sara O'Connor

Leadership is the Way: Teaching and Scholarship in Transition Services , Ben Olson

Horsin' Around: a Hippotherapy Approach to Occupational Therapy Intervention , Mallary Paitz

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Home > Communities > School of Medicine & Health Sciences > OT > Occupational Therapy Capstones

Occupational Therapy Capstones

Capstones from 2022 2022.

An Occupational Therapy Practitioner’S Intervention Guide To Increasing Occupational Engagement In The Virtual Setting With Individuals Diagnosed With Serious Mental Illness , Oluwafeyikemi Deborah Adewoye

Addressing Autism Spectrum Disorder In A School Based Setting , Grant Baker

The Effects Of Retained Primitive Reflexes On Students’ Occupational And Academic Performance In The School Setting , Molly Banks

Tiny Humans, Huge Environments: All The Sense’S Coming Into Play , Jessica L. Blackman

Increasing Health, Wellness, and Self-Care in Older Adults Experiencing Mental Health Effects During and After a Pandemic , Hayley Blom

Protecting Against Pain And Stress In The Nicu: An Evidence-Based Eye Examination Guideline , Heather Jo Bowman

Aquatic Therapy: An Interprofessional Resource Focusing On Children With Developmental And Intellectual Disabilities , Mackenzie Martha Brokaw

Pediatric Telehealth Simplified: A Toolkit For The Rural Pediatric Occupational Therapy Practitioner , Stacy Michelle Buschette

Programming To Help At-Risk Youth Find Success In And Outside Of The Classroom , Nora Carlson

Occupation, Dissociation, and Queer Identity , Katie Christopherson

Promoting Adherence To Lymphedema Manageemnt: A Resource Guide For Ot Practitioners In Interprofessional Teams , Marissa Louise Dreiling

Meeting Sensory Needs: A Childcare Provider’S Guide To Support Sensory Strategies In The Daycare Setting , McKenzie Dye

Supporting Participation In Daily Tasks, Quality Of Life, And Well-Being For Individuals With Parkinson’S Disease Dementia , Miranda Kay Evanson

Addressing Challenges Related To Community Reintegration Following A Traumatic Brain Injury , Alexia Rose Gallagher

Addressing The Recreation And Social Participation Gap In Children With Disabilities: Program Development Of A Recreational Summer Camp , Benjamin Isaac Germolus

Care For The Caregiver: A Rural Perspective , Michaela Claire Gerving

Wellness Education For The Food Insecure Population , Erin M. Grensteiner

The Development Of A Transition To Motherhood Education And Support Program: Elevate Motherhood , Chloe R. Haas

Pathway Through Nature: A Nature-Based Occupational Therapy Program To Support Adolescent Mental Health , Danielle Grace Halstead

Rural Community Park Accessibility , AshleyMarie Patricia Hirdler

Interoception Toolkit: A Resource For Occupational Therapy Practitioners To Use With Children And Their Families , Heidi Lynn Janssen

A Sensory-Based Toolkit For Health Management Of Patients With Aggressive Behaviors In Acute Care , Meghan Janssen

Referral And Outcomes In An Equine Facilitated Occupational Therapy Program , Julie A. Juracich

Enhancing the Leisure, Social Participation, and Quality of Life of Older Adults Isolated during the COVID-19 Pandemic , Mariah LeRoux

Strategies For Campers With Sensory Challenges , Rachel Jessica Lindemann

How to Support Adolescents Affected by ACEs: An Advocacy Guide , Hallie Longtin

Oral Hygiene Education For Patients And Staff In An Inpatient Rehabilitation Setting , Cassandra L. Madsen

A Research Study To Identify Gaps And Barriers To Mental Health Treatment In Natrona County , Jedekiah Zean May

Bringing Peace To The River: Establishing Support Groups For Survivors Of Loss By Suicide , Allison Emily McGauvran

The “Nature” Of Growth: A Virtual Education Platform For Caregivers Of Children With Trauma , Katelyn Rose McLellan

Sex, Drugs, & Rockin’ Referrals: An Interprofessional Guide For Young Adults With Cancer , Nicole Cathryn Merchlewicz

Developing An Occupational Therapy Role In Pediatric Private Practice , Sydnie R. Merriman-Ferri

Bridging The Gap: A Comprehensive Discharge Guide , Ashley Marie Mutziger

Yoga As Occupational Therapy Intervention For Individuals With Upper Extremity Injuries , Dina Mu Nickoson

Accessibility in Rural America , Ashley Osbjornson

Occupational Therapist’S Role In Addressing The Psychological Impacts Of Pain In Clients With Upper Extremity Conditions , Shivangi Patel

Bridging The Gap Between Ancillary Health Professions And Rural Community Health Needs , McKenzie Rae Peterson

Iris Clubhouse: Experiences of Community Integration , Rebecca J. Reeves

Inclusivity In Usa Swimming: A Sport For Every Ability , Ellie Anne Roche

Functional Cognition In Long-Term Care: Implementing Allen’S Cognitive Level Screen , Sarah Janean Schumacher

Transitional Caregiver Support from NICU to Early Intervention Services. , Sophia Schutt

Upper Extremity Evaluation & Intervention through the Utilization of Occupation-based Activities within the Model of Human Occupation Perspective , Richard J. Seaman

Parent & Caregiver Education And Support: A Product To Support Families Of Childrn With Senosry Processing Difficulties , Jaslyn Robb Seeley

Building Life Skills And Reducing Recidivism , Kassandra Severson

Occupational Therapy Program Development For Group Threatment For Outpatient Pediatric Clinics: Technology Management , Amy Lynn Fust Shaver

A Home-Based Program To Support Parents/Caregivers Of Children With Complex Developmental Needs In Their Home Environment , Audrey Lind Soulek

Creating a Sensory Friendly Classroom , Kaitlynn Stearns

Enhancing Occupational Performance Outcomes For Individuals With Orthopedic Injuries That Includes Psychosocial Well-Being Considerations In Occupational Therapy , Tyler Stecher

A Product To Aid Adolescents In Re-Integration To In-Person Education And Social Activities During The Covid-19 Pandemic , Kristin Nicole Thompson

Educating the Interprofessional Team and Family About Sensory Challenges Children with Autism Spectrum Disorder May Experience , Delanie Vitosh

Secondary To Post-Secondary Education Transition: A Guide For Self-Advocacy And Self-Determination , Karleen T. VonKrosigk

Realizing, Recognizing, Responding, & Resisting Re-Traumatization: An Evidence-Based Toolkit for Occupational Therapists to Advocate for Their Role on Interprofessional Teams to Address the Impacts of Childhood Trauma , Abby Werkmeister

Capstones from 2021 2021

Occupational Therapy’S Role In Addressing Mental Health Needs In Middle Schoolers , Taylor Anderson, Emily Annen, and Seira Dick

Addressing Sexual Intimacy Post-Spinal Cord Injury with Clients and their Significant Other , Michelle Arnhalt and Taylor Beatty

Recovering from the Loss of a Loved One: A Group Protocol for Remaining Active in Valued Occupations while Coping with the Loss of a Loved One , Hailey Axtell and Ty Berg

Occupational Therapy for Pregnant Women: An Ergonomics Program for First-Time Mothers , Kaitlyn Berglund and Brianna Peterman

Increasing Quality of Life and Occupational Performance: A Treatment Protocol for Military Burn Patients and Their Families , Emma Chafin and Jessica Lambert

Broadening the Role of Occupational Therapists within the ICU Setting: An Occupation-Based Toolkit , Roxana Chirinos and Carly Derouin

The Role Of Occupational Therapy In Promoting Employment Outcomes With Individuals Diagnosed With A Serious Mental Illness , Lexie Coalwell and Allison Moran

Creating Sense of It: An In-service to Address Military Students Experiencing Sensory Deficits , Danielle Cox and Katelyn Jennings

A Guide for Occupational Therapist Working with Women with Postpartum Depression and Eating Disorders , Nathina Crabtree and Sara Gregoire

Prevention of Work-Related Musculoskeletal Disorders Among Individuals Utilizing a Home Computer Workstation , Dalton Fetsch and Jonah Kratochvil

A Group-Protocol: Returning to Life Post Breast Cancer Treatment , Janice Finley and Ashley Timm

Occupational Therapy and Primary Care: The Tools for Referral , Alexandra Grosser and Kelsey Tadman

Occupational Therapy’s Role in Developing Social Skills for Adolescents with Complex Post-Traumatic Stress Disorder , Rachel Grubb and Amira Ragab

The Occupational Therapy Guide for Enabling Meaningful Social Participation Post-TBI , Vanessa Johnson and Hope Nelson

Creating an Adaptive In-School Sports Program to Increase Occupational Engagement and Performance in Children with Physical Disabilities: A Resource Manual for Occupational Therapists , Bethany Kasberger and Kaylee Loken

Prevention, Positioning, Participation: Wheelchair Education and Promotion of Occupational Engagement for Caregivers in SNFs , Sarah Lovelace and Brandon Steffen

A Practitioner's Guide: Using the Cognitive Performance Test to increase Independent Living Skills for Individuals with Intellectual Disabilities , Alycia Peacock and Grace Spanos

Improving School Readiness in Home-Based Care Settings , Malea Peters and Shelby Wittenberg

Structured Ambassador Program for Individuals with Intellectual and Developmental Disabilities in the Preschool Setting , Aspen Pitcher and Abby Wendel

Addressing Culture throughout the Occupational Therapy Process: Beyond the Basics , Samantha Plutko and Jacey Savage

Parental Caregiver Guide For An Adolescent With Down Syndrome: Transitioning Out Of High School , Kalindi Rachey and Hailey Johnson

Empowering Grand-Families Through Occupation: An Occupational Therapy Intervention Program for Grandchildren and Custodial Grandparents , Macie Romsdal and Gabrielle Wavra

Youth Mental Health Community Based OT Intervention Guide: Putting the Pieces Back Together , Bailey Schumacher and Meaghan Wolfgram

OT is the Missing Link in Postoperative Cognitive Dysfunction , Hope Schuster and Michaela Mayhood

Increasing Participation in Meaningful Occupations for Disabled Veterans Through the Promotion of Spirituality: An Intervention Resource Manual for Occupational Therapists. , Tristen Smith and Audrya Tarango

Coffee With Farmers , Ivy Steiger and Kelsey Sherry

Occupational Therapy Joining Bariatric Care Teams: A Web-Based Resource , Annabelle Tarnowski and Rylee Skyberg

Immersive Virtual Reality (VR) and Telehealth to Promote Engagement in Occupations for Rural Populations: Manual for Occupational Therapists , Brock Wahlert and Emily Utech

Capstones from 2020 2020

Therapeutic Use of Self: Continuing Education for Occupational Therapy Practitioners and Students , Jessica Anderson and Hannah Halbakken

Redirected Mindset: A Guide to a More Holistic Practice in Physical Rehabilitation , Sara Anderson and Ashley Malina

Culturally Responsive Care for American Indians and Alaskan Natives: An Online Training Module for Occupational Therapists , Dayton Bender and Penelope Yoosook

Addressing the Occupational Needs of Children with Post Traumatic Brain Injury in the School Setting , Reghan Boldt and Madisyn Rick

Occupational Therapy Best Practice Addressing Anxiety-Related Behaviors: Extending Strategies into the Classroom , Hannah Burks and Kristen Kilian-Weides

A Holistic Approach to Infant Sleep , MacKenzie Danielson, Karlie Marler, and Alyssa Turner-Strong

Occupational Therapy: Addressing Mental Health Needs in Permanent Supportive Housing , Jessica Drady and Drew Mapes

Home in Place: An Activities of Daily Living Resource Guide for Informal Caregivers Caring for their Loved One with Dementia , Justine Flattum and Nora Stevenson

A Home-based Program for Adolescents Recovering from Anorexia Nervosa and Bulimia Nervosa: The Promotion of Recovery in the Natural Context , Rachael Gabrelcik and Kathryn Jensen

The Role of Occupational Therapy with the Foster Care System: Implementation of Routine Screening Procedures , Sydney Gayton and Hannah Merges

Exploring a Best-Practice Approach for Preventing Challenging Behavior in Pediatric Occupational Therapy , McKenzie Ramsey Gehring and Kimberly Harmelink

Occupational Gearing For Child Rearing: Occupational Therapy’s Role in Helping New Mothers Succeed After Giving Birth , Alana Grabarkewitz and Lydia Swanson

Creating Inclusive and Culturally Competent Healthcare for the LGBTQ+ Community: A Curriculum , Caelin Hansen and Jordyn Himley

Hand Therapy Outcomes: Therapists’ Perceptions Of Occupation-Based Interventions In Practice , Cheyenne Hanson and Molly Maudal

Operationalizing Leisure as a Therapeutic Modality in Skilled Nursing Facilities: A Web-Based Resource , Elizabeth Hauck and Summer Miller

Occupational Therapy Based Resource Designed for Caregivers of Children in the Foster Care System , Courtney Haugen and Brianna McNelly

Filling the Gap: A Caregiver Guide for Children Transitioning out of Early Intervention , Parker Hoey and Marissa Rahlf

Assistive Technology for Mild Traumatic Brain Injury: A Group Protocol for Improving Occupational Performance of College Students , Jacob Horn and Kyler Peterson

An Allen's Cognitive Levels Training Program for More Comprehensive Interprofessional Care , Ashton Hudspeth and Colton Peltier

Understanding Values, Beliefs, and Spirituality Within a Diverse Country: Implications for Health Care Professionals , Miranda Ivers and Paige Rieger

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OTD Doctoral Capstone

MADISON BLAIR, OTDS Occupational Therapy Continuum of Care Throughout Marietta Memorial Health Systems Site: Marietta Memorial Hospital + Mount Carmel Health System, Marietta, OH Expert Mentor: Candi Atkinson, MOT, OTR/L, Occupational Therapist | Marietta Memorial Hospital, Marietta, IN Faculty Mentor: Beth O'Rourke, OTD, OTR/L, BCPR

ALEX COOL, OTDS, CLIPP Pelvic Floor Rehabilitation: Promoting Occupational Therapy Interventions for Women with Pelvic Floor Dysfunction Site: Parkview Regional Medical Center (PRMC), Fort Wayne, IN Expert Mentor: Margaret K. Bronson, PT, DPT, WCS, COMT, CSCS, Physical Therapist | Parkview Regional Medical Center | Fort Wayne, IN Faculty Mentor: Michelle Mays, OTD, OTR/L, CHT, CEES

SAMANTHA JENSEN, OTDS Development of a Spinal Cord Specialty Program Site: Aultman Woodlawn Inpatient Rehabilitation, Canton, OH Expert Mentor: Ryan Kaya, PT, DPT, MS Supervisory PT, Inpatient Rehabilitation, Aultman Hospital, Canton, OH Faculty Mentor: LeAnn Schackow, OTD, CBIS

ABBY LOEWENSTEIN, OTDS Advanced Immersion within the TBI Population with a Concentration on Acquired Vision Deficits Site: Rainbow Rehabilitation Center, Ypsilanti, MI Expert Mentor: Carole F. MacQueen, OTR/L Senior OT Clinical Specialist in Stroke/TBI Rehabilitation | Rainbow Rehabilitation Center, Ypsilanti, MI Faculty Mentor: LeAnn Schackow, OTD, CBIS

MADISON MORPHEW, OTDS Investigating Stroke Rehabilitation in an Inpatient Rehabilitation Setting Site: Parkview Hospital, Inpatient Rehab, Ft. Wayne, IN Expert Mentor: Dana Chandler, MOT, OTR/L Occupational Therapist | Parkview Hospital, Inpatient Rehab, Ft. Wayne, IN Faculty Mentor: Julie Snyder, OTD, CSRS

KELLY STASIULEWICZ, OTDS Occupational Therapy for Chronic Obstructive Pulmonary Disease (COPD) in an Acute Setting Site: OhioHealth Grant Medical Center & OhioHealth Riverside Methodist Hospital, Columbus, OH Expert Mentor: Derrek J. Noll, MOT, OTR/L, Occupational Therapy Associate Manager | OhioHealth Riverside Methodist Hospital, Columbus, OH Faculty Mentor: Julie Snyder, OTD, CSRS

LARYN O'DONNELL, OTDS Stepping Stones to Academia: Developing an Occupation-Based Specialty within Assistive Technology and Accessible Design Site: Rehabilitation Research Design and Disability Center at the University of Wisconsin-Milwaukee Expert Mentor: Roger O. Smith, Ph.D., OT, FAOTA, RESNA Fellow Faculty Mentor: Jeanne Sowers, OTD, MA, OTR, CAPS, CEES

KATHERINE CROWELL, OTDS Aquatics and Occupational Therapy Site: YMCA of Greater Fort Wayne | Turnstone Center for Children and Adults with Disabilities | My Autism Ally | Huntington University - Fort Wayne, IN Expert Mentor: Amanda Shively, PTA, ATRIC, Outpatient Orthopedic Physical Therapist Assistant | Parkview TherapyONE, Ft. Wayne, IN Faculty Mentor: Michelle Mays, OTD, OTR/L, CHT, CEES

KAYLA DEATON, OTDS Adaptive Clothing for Young People Site: CapAble Sensory Products - Fort Wayne, IN | Huntington University - Fort Wayne, IN Expert Mentor: Michael William Tranquill, MA, OTR/L, Founder, Chief Operating Officer | TransContinental Healthcare, LLC, Chatham, NJ Faculty Mentor: Ruth Ford, Ed.D., MSBS, OTR/L, CLIPP, FAOTA

RACHAEL GODFROY, OTDS Pathfinder Service Exercise Program to Improve Health and Wellness at the YMCA Site: Parkview Huntington Family YMCA, Huntington, IN Expert Mentor: Steven Upham, MA, LAT, ATC, Assistant Athletic Trainer | Phoenix Rising FC, Tempe, AZ Faculty Mentor: Laura Gerig, PhD

CASSIDY HORODECZNY, OTDS Modifying a Sensory Trail Site: Cheff Therapeutic Riding Center, Augusta, MI Expert Mentor: Kim M. Berggren, Lead Instructor / Education Director | Cheff Therapeutic Riding Center, Augusta, MI Faculty Mentor: Patricia Henton, OTD, OTR/L, ICA, CEIM

SAMANTHA JEFFRIES, OTDS From Struggle to Success Within the Homeless Population Site: Family Promise of Athens, Athens, GA Expert Mentor: Blayne McDonald, MSW Service Director | Family Promise of Athens, Athens, GA Faculty Mentor: Sara Best, OTD, OTR/L, CAS

ALI LANNOM, OTDS, CEES, CLIPP Occupational therapy & limb loss: Promoting a holistic approach through community-based services Site: Fourroux Prosthetics, Nashville, TN | SRT Prosthetics and Orthotics, Indianapolis, IN Expert Mentor: Brooke O'Steen, OTR | Upper Extremity Clinical & Education Specialist | Occupational Therapist | SRT Prosthetics and Orthotics, Indianapolis, IN Faculty Mentor: Michelle Mays, OTD, OTR/L, CHT, CEES

SYDNEY MERICLE, OTDS Occupation Therapy for Cancer Support Throughout the Lifespan Site: Gilda's Club Quad Cities, Davenport, IA Expert Mentor: Kelly Hendershot, MSW Program Director | Gilda's Club Quad Cities, Davenport, IA Faculty Mentor: Jeanne Sowers, OTD, MA, OTR, CAPS, CEES

CHLOE CROWELL, OTDS Hand and Upper Extremity Rehabilitation Site: Kentucky Orthopedic Rehab Team (KORT), Louisville, KY Expert Mentor: Kelly K. Moore, MS, OTR/L, CHT, Certified Hand Therapist/ Hand Therapy and Education Coordinator | KORT OBC, Louisville, KY Faculty Mentor: Nathan Short, Ph.D., OTD, CHT, CEES, CPAM

ALLYSON R. TROUT, OTDS Advancement in Hand Therapy and Neurological Diagnoses in the  Outpatient Setting Site: Parkview Huntington Hospital, Huntington, IN | Huntington University - Huntington, IN | Huntington University - Fort Wayne, IN Expert Mentor: Ashley Wilson, MOT, OTR/L Occupational Therapist | Parkview Huntington Hospital, Huntington, IN Faculty Mentor: Nathan Short, Ph.D., OTD, OTR/L, CHT, CEES

MARIBEL DEGUZMAN, OTDS Addressing Sexual and Pelvic Health in Clinical Practice Site: Motivate Health, Inc., Rockford, IL Expert Mentor: Denise Nichols, OTR/L, PRPC, BCB-PMD, Owner, Director Outpatient Facility | Motivate Health, Inc., Rockford, IL Faculty Mentor: Sara Best, OTD, OTR/L, CAS

SARAH MONVILLERS, OTDS Building a Business in Maternal Health Occupational Therapy Site: Live Well Collaborative, Cincinnati, OH | The Mother Nurture Center, Redondo Beach, CA | Tender Beginnings, Cincinnati, OH | Nurtured Family Wellness, LLC, Cincinnati, OH Expert Mentor: Janae Grimshaw, MS, OTR/L, CPMT, SWC, IBCLC, Occupational Therapist, The Mother Nurture Center, Redondo Beach, CA Faculty Mentor: Michelle Mays, OTD, OTR/L, CHT, CEES

ANNA SILVESTRI, OTDS, CLIPP Bariatric Care: A Holistic Occupational Therapy Approach Site: Columbus VA | Columbus, OH Expert Mentor: Kristine Diehl, MD | Physician, and Owner |Delaware Family Care Associates | Wilmington, DE Faculty Mentor: Michelle Mays, OTD, OTR/L, CHT, CEES

GRACE BOLOMOPE, OTDS OTD Program Design & Program Development Site: Huntington University (Huntington, IN & Fort Wayne, IN) Expert Mentor: Beth O'Rourke, OTD, OTR/L, BCPR, Associate Professor of Occupational Therapy | Huntington University, Fort Wayne, IN Faculty Mentor: Ruth Ford, Ed.D., MSBS, OTR, CLIPP, FAOTA

SAMANTHA CALL, OTDS Expansion of Occupational Therapy Based Resources in China Site: Living Hope International/ Living Hope Global Ministries | OCJ Kids, Phoenix, AZ Expert Mentor: Angie Blevins, Director Living Hope International / Living Hope Global Ministries Faculty Mentor: Beth O'Rourke, OTD, OTR/L, BCPR

ANNA LYNCH, OTDS Creating Occupational Therapy-Based Resources for the Medically Underserved Pediatric Population of China Site: Living Hope International/ Living Hope Global Ministries | Turnstone Center for Children and Adults with Disabilities | Huntington University - Fort Wayne, IN Expert Mentor: Angie Blevins, Director Living Hope International / Living Hope Global Ministries Faculty Mentor: Beth O'Rourke, OTD, OTR/L, BCPR

KELLI DALLER, OTDS Occupational Therapy in Justice-Based Settings Site: Pacific University, Hillsboro, OR | Washington County Community Corrections Center (WCCC), Hillsboro, OR Expert Mentor: John A. White, Jr., Ph.D., MA, FAOTA, OTR/L, Professor of Occupational Therapy | Pacific University, Hillsboro, OR Faculty Mentor: Laura Gerig, PhD

MARISSA HILL, OTDS Stir It Up: Expand and Empower Site: Stir It Up, LLC, Grand Rapids, MI Expert Mentor: Zoe Bruyn, Founder & CEO | Stir It Up, LLC, Grand Rapids, MI Faculty Mentor: Beth O'Rourke, OTD, OTR/L, BCPR

MADDIE KREILL, OTDS Doctoral Capstone: Transition to Adulthood Site: Oakwood High School & Project SEARCH - Troy, OH Expert Mentor: Rebecca D. Sledge, High School Intervention Specialist | Oakwood High School, Oakwood, OH Faculty Mentor: Patricia Henton, OTD, OTR/L, ICA, CEIM

KELLY PIEPENBRINK, OTDS Increasing Quality of Life of Individuals with all Abilities Site: Emmanuel Community Church, Fort Wayne, IN Expert Mentor: Jamesdean Visley, OTD, OTR/L | Assistant Professor | Occupational Therapist | Huntington University, Fort Wayne, IN Faculty Mentor: Patricia Henton, OTD, OTR/L, ICA, CEIM

ALLISON SCHNEIDER, OTDS Incorporating Occupational Therapy into a Transitional Program's Curriculum Site: Cincinnati Children's Hospital- Project Search, Cincinnati, OH  Expert Mentor: Susan Rutkowski | Administrator, Co-Director of Project Search | Cincinnati Children's Hospital, Cincinnati, OH Faculty Mentor: Jeanne Sowers, OTD, MA, OTR, CAPS, CEES

REBECCA BURKHART, OTDS Best Practice Rehabilitation Program Pathway: Beginning in the NICU Site: Tower Health Reading Hospital, Reading, PA | St. Luke's University Health Network, Bethlehem, PA | Neumann University, Aston Township, PA Expert Mentor: Holly E. Mays, DPT, CCI, Adult Ortho, and Pediatric PT | Reading Hospital/Tower Health, Reading PA Faculty Mentor: Ruth Ford, Ed.D., MSBS, OTR, CLIPP, FAOTA

ARIANA DELAY, OTDS, CLIPP Pediatric Neurodevelopmental Clinical Research Site: Cincinnati Children's Hospital Medical Center, Cincinnati, OH Expert Mentor: Karen Harpster, Ph.D., OTR/L | Assistant Professor, Division of Research in Patient Services LEND Program | Occupational Therapist | Cincinnati, OH Faculty Mentor: Michelle Mays, OTD, OTR/L, CHT, CEES

RAVINA NAKUM, OTDS Expanding Sensory Sensitivity in the Emergency Room Setting at Northwestern Medicine-Central Dupage Hospital Site: Northwestern Medicine at Central DuPage Hospital, Winfield, IL Expert Mentor: Zankhana Desai, BSN, MSN, RN, Associate Manager, Emergency Department and Pediatric Emergency Department | Northwestern Medicine at Central DuPage Hospital, Winfield, IL Faculty Mentor: Patricia Henton, OTD, OTR/L, ICA, CEIM

AARONE CEFALO, OTDS Best Practice Resource Guideline for Pediatric Stroke Site: Crossway Pediatric Therapy, Charlotte, NC Expert Mentor: Shelley Anne Dean, OTD, OTR/L, President/Owner | Crossway, Inc. dba Crossway Pediatric Therapy, Charlotte, NC Faculty Mentor: Patricia Henton, OTD, OTR/L, ICA, CEIM

CARA CLICK, OTDS Home Exercise Videos and Therapeutic Low-Cost Alternatives for Pediatrics Site: Hopebridge, LLC, Kokomo, IN Expert Mentor: Boyd Teusch, COTA | Hopebridge, LLC, Kokomo, IN Faculty Mentor: Jeanne Sowers, OTD, MA, OTR, CAPS, CEES

KELLY ENSIGN, OTDS Integration of Trauma-Informed Care into Pediatric Occupational Therapy Site: Utah Community Action Head Start, Salt Lake City, UT Expert Mentor: Victoria Edmonds | Special Needs Coordinator | Utah Community Action Head Start, Salt Lake City, UT Faculty Mentor: Sara Best, OTD, OTR/L, CAS

CAROLINE RICCITELLI, OTDS Pediatric Sensory-Integration Protocol Site: Theracare Inc, TOTS (Theracare Outpatient Therapy Services), Fishers, IN Expert Mentor: Melanie Witkowski, MOT, OTR/L, Director / Occupational Therapist | Theracare Inc, TOTS (Theracare Outpatient Therapy Services), Fishers, IN Faculty Mentor: Sara Best, OTD, OTR/L, CAS

KATELYN STOUT, OTDS Increasing Mealtime Participation in the Pediatric ASD Population with Interdisciplinary Collaboration Site: Hopebridge, LLC, Kokomo, IN Expert Mentor: Boyd L. Teusch, COTA Fieldwork Coordinator | Hopebridge, LLC, Kokomo, IN Faculty Mentor: Jeanne Sowers, OTD, MA, OTR, CAPS, CEES

ALLYSON WARNER, OTDS Sensory Processing within the Pediatric Population Site: Piller Child Development, Phoenix, AZ Expert Mentor: Aimee Piller, Ph.D., OTR/L Owner/Lead Occupational Therapist | Piller Child Development, Phoenix, AZ Faculty Mentor: Patricia Henton, OTD, OTR/L, ICA, CEIM

BROOKE EWING, OTDS Visual Deficits Site: Fort Wayne Community Schools, Fort Wayne, IN | Huntington University - Fort Wayne, IN Expert Mentor: Tracey Crews, OTR/L, Occupational Therapist, IEP Therapy | Fort Wayne Community Schools, Fort Wayne, IN Faculty Mentor: Beth O'Rourke, OTD, OTR/L, BCPR

KAYLA FREDERICK, OTDS Resilience Development in Children With Adverse Childhood Experiences: An Occupational Therapist's Role Fort Wayne Community Schools, Fort Wayne, IN Expert Mentor: Lesley Love, OTD, OTR/L | Occupational Therapist | Fort Wayne Community Schools, Fort Wayne, IN Faculty Mentor: Sara Best, OTD, OTR/L, CAS

BRIANNA HILL, OTDS Occupational Therapy-based Yoga Site: Morgan Occupational & Speech Therapy (mOST), Malibu, CA Expert Mentor: Jennifer Morgan, MOT, OTR/L, CEO & Occupational Therapist | Morgan Occupational & Speech Therapy (mOST), Malibu, CA Faculty Mentor: Patricia Henton, OTD, OTR/L, ICA, CEIM

KIRSTEN KUHN, OTDS A Guide to Sensory Rooms in the School Site: Pathfinder Educational Center, St. Joseph County, MI & Sensational Brain LLC, Galesburg, MI Expert Mentor: Gwen Wild, MOT, OTR/L | Occupational Therapist and Owner of Sensational Brain's BrainWorks products | Sensational Brain LLC, Galesburg, MI Faculty Mentor: Sara Best, OTD, OTR/L, CAS

SHANA TUTTLE, OTDS, CLIPP Kindergartener Handwriting Abilities (Visual Perception & Fine Motor Skills) Site: Greensburg Elementary School | Greensburg, IN Expert Mentor: Martha Montgomery, OTR/L, Occupational Therapist | Greensburg Community Schools, Greensburg, IN Faculty Mentor: Reagan Berstresser-Simpson, OTD, OTR/L

LOGAN BAGBY, OTDS, CLIPP Home Modifications for Older Adults Living in Recreational Vehicles Site- Koremen, LLC| Indianapolis, IN Expert Mentor- Jeffrey Hughes | Executive Director of Koreman Disability LLC & Portals LLC| Indianapolis, IN Faculty Mentor- Ruth Ford, Ed.D., MSBS, OTR/L, CLIPP, FAOTA

LACY DEITRICK, OTDS Mechanical Animal Sessions: A Mean for Support for Dementia Site: Joyful Journey: Adult Day Service, West Lafayette, IN | Westminster Village, West Lafayette, IN Expert Mentor: Kinney Foster, Memory Care Facilitator | Westminster Village, West Lafayette, IN Faculty Mentor: Beth O'Rourke, OTD, OTR/L, BCPR

TORI MADARIS, OTDS Tai Chi as a Fall Prevention Program Site: Gracework's Bethany Lutheran Village Retirement and Community Living, Dayton, OH Expert Mentor: Alex Sheets, Exercise Specialist, Rock Steady Boxing Coach | Bethany Village, Dayton, OH Faculty Mentor: Ruth Ford, Ed.D., MSBS, OTR/L, CLIPP, FAOTA

PEYTON PIKE, OTDS The Effects of Rock Steady Boxing as an Occupational Therapy Intervention Site: Parkview Huntington Family YMCA, Huntington, IN Expert Mentor:  Vanessa Macias | Director of Healthy Living, Membership Director, and Athletic Trainer | Parkview Huntington Family YMCA, Huntington, IN Faculty Mentor: Beth O'Rourke, OTD, OTR/L, BCPR

LAUREL SCHROEDER, OTDS Rural Older Adults Aging in Place Site: Visiting Angels, Edgerton Senior Center, Park View Skilled Nursing Facility (Edgerton, OH) Expert Mentor: Kelly Wilhelm, Owner | Visiting Angels, Edgerton, OH Faculty Mentor: Andrew Rivera, OTD, OTR/L, LMT, AEP, CLIPP

JOCELYN SPITZ, OTDS Enhancing Engagement in Meaningful Occupations for Older Adults with Dementia/Cognitive Impairment Site: The Chateau at Moorings Park, Naples, FL Expert Mentor: Emily E. Lozier, OTR/L, Occupational Therapist | The Chateau at Moorings Park, Naples, FL Faculty Mentor: Ruth Ford, Ed.D., MSBS, OTR/L, CLIPP, FAOTA

MEGAN AZZARELLO, CEAS I, AOEAS Ergonomic Program Development at The Rising Workplace Site: The Rising Workplace, Fairview, NC Expert Mentor: Nikki Weiner, OTD, OTR/L, CBIS, AOEAS | Occupational Therapist, Clinical Director & Co-Founder of the Rising Workplace, Fairview, NC Faculty Mentor: Nathan Short, Ph.D., OTD, OTR/L, CHT, CEES

KATLIN COUCHMAN, OTDS Return-To-Work Programming: An Ergonomic Outlook Site: Vera Bradley Distribution Center, Roanoke, IN Expert Mentor: Jessica Fogle, CHMM, Corporate Environmental, Health & Safety Manager | Vera Bradley, Roanoke, IN Faculty Mentor: Nathan Short, Ph.D., OTD, OTR/L, CHT, CEES

CASSIDY JOHNSON, OTDS, CEAS II, CLIPP AgrAbility and Occupational Therapy's Role: Working with Farmers and Ranchers Site: Purdue University, West Lafayette, IN Expert Mentor: William E. Field, Ed.D. | Professor | Purdue University Agricultural & Biological Engineering Building, West Lafayette, IN Faculty Mentor: Ruth Ford, Ed.D., MSBS, OTR/L, CLIPP, FAOTA

Doctor of Occupational Therapy Degree Program Overview

Prerequisite courses, tuition and financial aid.

Final Capstone Project

The Occupational Therapy (OT) Capstone is the integration of three OT courses:

OT 995 or OT 997 is the final course in this series; the student team chooses which course they wish to take. This is required of all students in the final semesters of their academic preparation. At the end of this process the student completes an oral comprehensive presentation to the faculty and has successfully completed the five required chapters of their project approved and prepared for binding and placement in the SMHS Library.

The final capstone course is an opportunity for students to demonstrate that they have achieved the goals for learning established by their educational institution and major department. Regardless of which course the student chooses, each course is designed to assess the student's ability to integrate learning from the courses in the major and prior academic experiences. Each course requires the application of that learning to a project which serves as an instrument of evaluation.

Past Capstone Projects

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OTD Capstone Manual

Doctoral Capstone Office Contact Information:

Angelika Pine, OTD, OTR/L

Doctoral Capstone Coordinator

Emory & Henry College, School of Health Sciences

Occupational Therapy Department

565 Radio Hill Road

Marion, VA 24354

[email protected]

Telephone: 276-944-7223

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Section I: Doctoral Capstone Philosophy

The OTD Program at Emory & Henry College (EHC) is committed to the idea that professional education requires a sound academic preparation that is enhanced and enriched by strong fieldwork and capstone experiences. Capstone education is 2-phased, beginning with three capstone preparatory courses during the second year of study and ending with a capstone experience and project during the final semester of the Program. Graduation from the OTD program requires the successful completion of the capstone experience and project courses.

Capstone experiences are the expression of individual, self-driven projects where students seek to develop in-depth knowledge and skills in a concentrated area of focus while also considering the Program- and College’s mission to benefit rural and/or underserved populations. Capstone sites should create learning situations that guide students to expand their knowledge, attitudes, and skills through the development and completion of a project that also benefits the host site. The capstone experience expands upon the real life development and growth of the students’ therapeutic skills through site mentorship of individuals qualified and experienced in the setting and topic area of interest. The academic institution has a responsibility to support the site mentor(s) and incorporate assessment on students’ progress and growth. Through the site mentor, the capstone student should be exposed to realistic environments that allow not only for advancement of clinical skills but also experiences in interprofessional collaboration, leadership and administrative responsibilities, the fiscal, ethical and legal aspects of service delivery, program and policy development, and advocacy for the underserved. The capstone experience and project is thereby an essential ingredient of the curriculum. The capstone preparation, experience and project are integrated into the curriculum threads and domains of learning. See OTD Program Curriculum Design and Student Learning Outcomes of how the capstone courses relate to the curriculum design.

Doctoral Capstone Fit with and Program Mission and Curriculum Design (ACOTE D.1.1)

The doctoral capstone has been developed in such a way as to integrate into the curriculum design. Capstone preparation does not begin until the beginning of the second year. The first year of the curriculum is foundational in that students learn the OT practice framework, theories, evidence-based practice, research methods, and foundational assessment and intervention skills for mental health, pediatrics and adults. Students also complete foundational courses in anatomy, kinesiology, modalities, and assistive technology. In the third semester (Summer I) students complete their first of three Level 1 fieldwork rotations in pediatrics and in mental health settings. The first year includes an introduction to the following areas of focus that may be used for the capstone: Clinical practice skills, Research skills, Theory, Leadership, Education, and Advocacy.

During the second year of the curriculum, students begin to explore and refine their ideas for the capstone experience and project with faculty advisement and guidance. Students participate in a capstone preparation class each semester during their second year. The second year of the curriculum includes more advancement in client assessment and intervention in the areas of the hand and upper extremity, adult, and older adults, neurological conditions, and community-based practice. The second year of the curriculum also includes student participation in a group research project, healthcare management, and program evaluation and development. Students also participate in two more Level 1 fieldwork rotations during their second year. Students may choose to select their area of capstone experience and project to extend from or be related to their research project. The second year of study addresses more advanced topics in the following areas that may be used for the capstone: Clinical practice skills, Research skills, Theory, Administration, Leadership, Education, Program and policy development and Advocacy. At the end of the second year, all students must present and defend their individual finalized capstone plan for the capstone experience and project. A signed MOU will also be required. This plan is approved by the OTD Capstone Coordinator and OTD faculty mentor.

The third year of the curriculum includes students completing level two fieldwork prior to beginning the capstone experience and project.

The figure below illustrates the activities related to the Doctoral Capstone Experience and Project including the capstone preparatory courses that will occur prior to the final semester.

Fall – Spring - Summer: Engage in foundational OT courses. No preparatory capstone courses offered.

Settings Consistent with Program’s Curriculum Design and Mission (ACOTE D.1.2)

As stated earlier, the purpose of the Capstone is for students to demonstrate their ability to apply theory to practice and to demonstrate the synthesis of advanced knowledge in a practice area. Given the curriculum philosophy and design, each Capstone project will intersect with the didactic portions of the curriculum including the course series pertaining to practice, research, and program development . Since students will bring previous life and professional experiences to the Program, and will receive assistance and direction from their faculty mentor, each Capstone Experience and Project will be individualized and developed according to several influences. As students develop and assimilate the professional knowledge and attitudes of an occupational therapist, the Capstone Experience and Projects will likely be influenced by other scholarly projects in the curriculum, such as their research projects or program development endeavors. Conceptually and temporally, the Capstone Experience and Projects fit into the overall developmental progression for each student in the Program.

While students’ projects may involve components of education, research or theory development, most Capstone projects will likely involve a significant, core component of practice skills and program development. Program development efforts were intentionally identified by OT Program faculty as a core construct for both the Doctoral Capstone Experience and Project in order to expand and enlarge occupational therapy’s presence and purpose toward meeting the occupational needs of society and facilitating a bridge to emerging areas for occupational therapy practice, especially focusing on rural and underserved areas. Program development refers to the systematic process of identifying the needs of a group of individuals, community, or organization and designing evidence-informed programs to meet the identified needs. An essential component of this process is to evaluate the effectiveness and outcomes of the program once it has been implemented. Since the programs to be developed within the Capstone projects are collaboratively developed between the Program, the student, and the Capstone Experience sites, the value of the program development process must be mutually beneficial to all parties involved.

Section II: Roles and Expectations

OTD Student

The OTD student is responsible for:

Maintaining ongoing communication and collaboration with the faculty mentor, on-site mentor, and capstone coordinator throughout the entirety of the capstone experience and capstone project
Ensuring compliance with all College and OT Program Requirements as outlined in the EHC OT Program Doctoral Capstone Manual (including, but not limited to, immunizations, trainings, ).
Ensuring compliance with any additional requirements set forth by the capstone experience site.
Collaborating with the faculty mentor and site mentor on the establishment of individualized student learning objectives for the capstone experience.
Completing and documenting at least 560 hours (14 weeks full-time) for the capstone experience, 80% of which (448 hours) must be completed on-site at the capstone experience
Proactively working towards all learning objectives for the duration of the capstone experience
Collaborating with the faculty mentor and site mentor to ensure that the capstone project implementation progresses according to originally agreed upon timelines throughout the capstone experience.
Collaborating with the faculty mentor and site mentor to identify an appropriate means for dissemination of the capstone project
Following and demonstrating safety with others in all experiences.
Following and complying with AOTA ethical standards.
Notifying Capstone Coordinator of any changes or concerns
Capstone Coordinator

The capstone coordinator is responsible for:

Maintaining ongoing communication and collaboration with the student, faculty mentor, and site mentor throughout the entirety of the capstone experience and capstone project processes.
Ensuring that there is a signed Fieldwork and Doctoral Capstone Affiliation Agreement (Appendix I) and Doctoral Capstone Memorandum of Understanding (Appendix II) in place prior to the start of the student’s capstone experience.
Ensuring that the student successfully completes each step of the capstone development process during the three capstone preparatory classes before proceeding to the next
Ensuring that the student has met all college and capstone experience site requirements prior to the start of the capstone experience.
Assisting the student with identifying a capstone experience site and site
Assisting the student with identifying appropriate means for dissemination of the capstone project outcomes.
Site Mentor (ACOTE D.1.6)

The site mentor is responsible for:

Providing documentation of experience and expertise in the student’s area of focus (e.g., a resume or curriculum vitae).
Providing input and being an integral part of the determination of the student’s ability to accomplish specific objectives at the capstone experience
Introducing the student to the capstone experience site’s overall mission, vision, and purpose and providing an overview of the services provided and population served at the
Coordinating the student’s access to the capstone experience site’s facilities, materials, staff, and clients as necessary to develop and implement a capstone p
Providing on-site mentoring of the student during the capstone experience and verifying the student’s hours on-site.
Evaluating the student on their progress toward all learning objectives at midterm and final during the capstone experience.
Faculty Mentor

The faculty mentor is responsible for:

Being a Program faculty member with documented expertise in at least one aspect of the student’s doctoral capstone. If, in the event that a faculty mentor does not have expertise in the area of focus related to the student’s doctoral capstone, then the faculty mentor is responsible for collaborating with the capstone coordinator and student to identify a content expert (internal or external to the Program) willing to serve as a content expert mentor throughout the capstone experience and project
Mentoring the student from the beginning to the end of the doctoral capstone process.
Maintaining ongoing communication and collaboration throughout the entirety of the doctoral c
Ensuring that the student’s capstone project adequately addresses the situation statement identified during the initial needs assessment of the capstone experience
Supporting the student throughout the development of the capstone project
Guiding, directing, and facilitating goals and objectives of the capstone experience in order to best meet the desired capstone project
Collaborating with the student to ensure that the capstone project implementation progresses according to originally agreed upon timelines throughout the capstone experience.

Section III: Doctoral Capstone Experience and Project

All doctoral capstone courses are viewed by the faculty as being of equal importance with the didactic and fieldwork courses offered by the Program and permit the student to demonstrate synthesis and application of knowledge gained in one or more areas of focus; administration, advocacy, clinical practice skills, education, leadership, policy and program development, research, and/or theory development. The doctoral capstone includes a series of preparatory didactic courses designed to prepare students for their 14-week capstone experience and final capstone project.

Pre-Requisites

Prior to beginning the doctoral capstone encompassed by OTD904 Capstone Experience and OTD905 Capstone Project, the student must have successfully completed all didactic coursework and all fieldwork experiences. See the Emory & Henry College OTD Student Handbook and the Emory & Henry College OTD Fieldwork Manual regarding academic and fieldwork policies dealing with grades, passing, failing and remediation of courses respectively. Specifically, but not limited to the following:

Successful completion of all preceding coursework and fieldwork experiences is considered pre-requisite for the doctoral capstone.
A valid Fieldwork and Doctoral Capstone Affiliation Agreement if the student is to provide direct patient care under an OT.
A valid, signed Memorandum of Understanding with the capstone experience site and site mentor for the duration of the capstone experience.
A literature review and needs assessment demonstrating evidence of a gap in services or an unaddressed need.
Established individualized goals and objectives for the capstone project and a formal method of assessing progress towards the goals during the capstone experience.
An implementation plan, including contingency plans, for the capstone project to be completed at the capstone experience site and a formal method for recording time spent on activities related to the capstone experience.
Current healthcare provider’s adult-child-infant CPR certification. Individual sites may require certification from a particular provider. It is the student’s responsibility to ensure that the proper certification is obtained.
Proof of HIPAA training.
Proof of completion of the Hepatitis B series or statement of declination.
Proof of current TB screening.
Proof of MMR vaccination or rubella immunizations.
Healthcare Professional CPR. (Facility may have specific requirements.)
Criminal background check. (May need a current background check at the time of the capstone experience.)
Drug screen. (May need a current drug screen at the time of the capstone experience.)
Other requirements as directed by the capstone experience site.
Duration and Hours (ACOTE D.1.5)

The Doctoral Capstone Experience requires a minimum of 560 hours of time logged. This is accomplished through 14 weeks of full-time participation at the designated site. The Program curriculum is designed for fulltime participation of all courses, fieldwork rotations and capstone experiences. Students may only begin their capstone experience once all other didactic courses and fieldwork rotations are successfully completed. Prior fieldwork, classwork or work experience cannot count toward the 560 hours. Should students wish or need to complete their capstone experience in a part-time format, the 14-week timeframe will be extended accordingly to complete the 560 hours as required. Students who do not follow a fulltime format may delay their graduation. Furthermore, students must complete their capstone experience within 24 months of completing the didactic portion of the curriculum. Students can delay beginning their capstone experience for up to 6 months after completing their Level 2 Fieldwork rotations as long as the capstone experience is completed within 24 months of finishing the didactic portion of the curriculum. Any deviation from the original fulltime schedule of the OTD Program curriculum will result in delayed graduation for the student.

Of the 560 required hours, no more than 20% (112 hours) may be completed “offsite.” When students log their hours, they will differentiate between activities performed “onsite” and those that are “offsite.” Onsite activities can be performed physically on the premises of the designated site, in another physical setting, or virtually as long as the activities are directly related to the site specific student objectives, or to activities designated as necessary by the site. Offsite hours are those activities not directly related to the site specific objectives of the capstone experience. Depending on the capstone experience site, some students may need to complete their capstone experience in a virtual or hybrid format. In these instances, it is important that students create a “home office” workspace that is quiet and private, has adequate internet connectivity, and the means to connect with the site and other capstone team via video conferencing. The costs related to the establishment of a home office are borne by the student. The decision to work in a virtual or hybrid format rests with the site and not the student.

Focus Areas (ACOTE D.1.2)

ACOTE accreditation specifies that each student’s individual doctoral capstone demonstrate in-depth synthesis of skills and knowledge in one or more specific areas of focus. The areas of focus include administration, advocacy, clinical practice skills, education, leadership, program and policy development, research skills, and theory development. Students will identify their primary area(s) of focus during the OTD901 Capstone 1 preparatory class in Fall 2, after they identify their topic of interest and explore different iterations of the topic within the eight areas of foci. Both the doctoral capstone idea and the student’s identified area(s) of focus will be considered when matching each student to a faculty mentor.

Mentorship Requirements (ACOTE D.1.6)

Each student in the OTD Program will have a primary faculty mentor who will serve as an advisor, guide, and mentor for capstone project completion. Further, each student will also have a capstone experience site mentor who will be the on-site person to whom the student is responsible when engaged in the 14-week capstone experience. Mentors will collaborate with the student to meet their individual goals while supporting the student’s evolution into becoming a practice leader in occupational therapy. See Roles and Expectations section for specific roles and responsibilities of the different mentors.

Faculty Mentor (ACOTE D.1.2)

Faculty mentors and student mentees will be matched at the end of OTD901 Capstone 1 in Fall II once students have identified doctoral capstone topic and primary area(s) of focus. The interests and goals of each student will be matched carefully with the expertise, strengths, interests, and availability of core doctoral faculty in the Program. Matching each student with an appropriate faculty mentor is an important process and one that is undertaken with care and consideration. Because faculty mentors will serve as advisor, guide, and mentor throughout the student’s capstone endeavors, they will have a significant professional impact on the student through the student’s tenure in the Program. This mentoring process is built on and solidified through a dynamic and collaborative professional relationship, one that is initially based on shared interests and expertise, but grows across time as student, faculty, and other participants engage in collective projects in the second and third years of the curriculum.

Site Mentor (ACOTE D.1.2, D.1.6)

Students are matched with a site mentor as their capstone experience site is identified. The site mentor relationship will be established during OTD902 Capstone 2 in Spring II after confirming that both site and mentor are a good fit for the student’s capstone experience. To facilitate a symbiotic and collaborative relationship, the student, potential site mentor and capstone coordinator will meet to discuss the fit of the student’s capstone topic with the site’s needs or desires during Spring II. Once established, the site mentor will provide input and facilitate the student’s progression toward developing and accomplishing their specific objectives for the capstone project. The site mentor may or may not be an occupational therapy practitioner, but they must have more experience than the mentee and must be able to serve as an expert on the subject matter central to the student’s capstone project. This expertise must be documented and provided to the Program as evidence of qualification for serving as a capstone experience site mentor before the MOU is signed in Summer II. The collaboration between the faculty mentor, the site mentor, and the student will be an essential component of the doctoral capstone process. See also Section IV Doctoral Capstone Experience Site Placement Process.

Mentor-at-Large

In addition to the faculty mentor and site mentor, the capstone coordinator will serve as a mentor-at-large for all students throughout their enrollment in the Program. If at any time a student, faculty mentor, or site mentor recognizes the need for assistance with any steps of the capstone project or capstone experience, the capstone coordinator can be available at the contact information listed above.

Expert Mentor

In the event that a student identifies an area of focus in which no core Program faculty members have experience or expertise, students may potentially identify an additional content expert mentor to help guide them through the capstone experience and capstone project. If this need is identified, the capstone coordinator with collaborate with the faculty mentor and student to initiate this process.

Dual Mentor Roles

In cases where the student’s site is within the existing OTD program, as may occur, but not be limited to, projects with an Education or Research area of focus, the student’s faculty mentor and site mentor may be the same person. Additionally, the capstone coordinator, (mentor-at-large) can also serve as faculty mentor to a student, but cannot undertake all three mentor roles and serve as site mentor, too. This allows for at least two separate individuals to be involved in the grading of the students’ performance for OTD904 Capstone Experience and OTD905 Capstone Project respectively. See the mechanism for grading when a faculty mentor serves a dual mentor role in Section V.D.

Memorandum of Understanding (MOU) (ACOTE D.1.2, D.1.4)

Prior to the student embarking on their capstone experience, a signed memorandum of understanding (MOU) must be in place. The MOU will be finalized and signed by all parties during OTD 903 Capstone 3 in Summer II. The student is active in developing and securing the MOU for their capstone experience, but it is the capstone coordinator’s responsibility to ensure that each student has a signed MOU prior to beginning their capstone experiences as per Program policy. See Appendix II for the MOU.

The memorandum of understanding:

Identifies the dates and duration of the capstone experience
Indicates the responsibilities of each party (student, site mentor, faculty mentor, and capstone coordinator) to ensure the student completes their doctoral capstone as planned.
Outlines the mentoring and supervision plans appropriate for the duration of the capstone experience.
Specifies the student’s individualized objectives and evaluation of progress towards those objectives at midterm and the end of the capstone experience.
Is signed by all parties.

To account for the long time-span between obtaining the signed MOU in Summer II and the beginning of the capstone experience in Summer III, all students will be required to perform a check-in with their site mentor at the beginning of Spring III to ensure that the site and site mentor can still accommodate the doctoral capstone student as originally agreed upon. Should the student find that the site and/or site mentor can no longer accommodate their doctoral capstone experience, the student will begin the process of securing a new capstone experience site and/or site mentor for their capstone project as outlined in Section IV.B. The student may have to change their original project plan, including goals and objectives, to accommodate a new capstone experience site’s needs. A new MOU will be developed and must be signed before the student can begin their capstone experience at the site. Students will follow the same procedure should they be notified by either the site or the site mentor, at any time between the signing of the MOU and the beginning of their capstone experience, that either the site or the mentor can no longer fulfill the responsibilities as set out in the signed MOU.

All sites must have a signed memorandum of understanding in place prior to a student beginning their capstone experience. In some instances where students will be at a site that provides occupational therapy services, and especially in students who will be providing occupational therapy services under the supervision of an OT, a signed clinical affiliation agreement will also be required. See Section IV.A Procedure for Obtaining a Capstone Experience Site and Site Mentor.

Objectives (ACOTE D.1.2)

All components of each student’s capstone project must align with the pre-identified, specific, and individualized student learning objectives and desired outcomes developed through collaborative efforts of the student, faculty mentor and site mentor. The capstone project components must also coordinate with the needs of the capstone experience site as identified by the student and site mentor.

Program Objectives

The Program has identified 3 learning objectives that will be included in all students’ capstone experiences and projects:

EHC OTD Program Objective 1: Student utilizes an occupation-centered and occupation-focused approach to their practice as an OTD student throughout the Capstone Experience.

EHC OTD Program Objective 2: Student demonstrates adequate clinical and ethical reasoning by applying appropriate clarity, depth, breadth, accuracy, relevance, logic, & precision to cognitive and moral decision-making processes throughout the capstone experience.

EHC OTD Program Objective 3: Student intentionally engages in all aspects of the Capstone Experience and Capstone development processes as a self-directed and curious learner who takes responsibility for their own professional behavior and professional development.

Individualized Student Objectives

At least 2 individualized learning objectives relating to each program objective above will be developed in collaboration with the student, faculty mentor and on-site mentor by the end of OTD902 Capstone 2 in Spring II. All learning objectives will be assessed at midterm and at the end of the OTD904 Capstone Experience course in Summer III semester.

Assignments
Capstone Preparatory Courses (OTD901, OTD902, OTD903) (ACOTE D.1.3)

Learning activities assigned during the capstone preparation courses prepare the student for their Capstone Experience and Project in their final semester of the program. These activities and assignments are graded and result in the final letter grade for the course.

OTD 901 Capstone 1 : Learning activities during Capstone 1 in Fall II include obtaining knowledge of the capstone process, its expectations, the different areas of focus, and the roles for all the team members. Students participate in exploration of topics relevant and meaningful to them and then search the evidence for an identified need or gap within the topic. Possible traditional and non-traditional sites are explored based on the student’s own contextual factors and the topic they have chosen. Once a topic has been defined the student will engage in activities to align the topic to areas of focus, and to the Program’s mission. The culmination of this course is a 5-minute elevator pitch to faculty for the purposes of faculty identifying students to mentor.

OTD 902 Capstone 2 : Learning activities in Capstone 2 during Spring II include the completion of a literature review and drafting goals for the capstone experience. Identifying the site and securing a site mentor is also a priority during this course. Students will engage in preparatory activities to participate actively in this process and will engage in a collaborative meeting with the site mentor and capstone coordinator to discuss their project idea with supporting evidence. During a site meeting students will solicit input from the site mentor regarding the needs of the site and will make suggestions to tweak their project idea to better match the site’s needs. Students will engage in learning activities to draft their capstone experience plan by developing their learning objectives, defining the outcomes and identifying potential impacts of the project to the student, site and population served. Students will complete a preliminary needs assessment assignment. They will check in with their faculty mentor on a regular basis to keep them informed and to receive guidance in all aspects of developing the capstone experience plan.

OTD 903 Capstone 3 : The final capstone preparation course is Capstone 3 in Summer II where students participate in learning activities to finalize their plan for their capstone experience to include the activities and timelines of each phase of their capstone experience. See Appendix III for the Student Activity Plan template. They will also complete an evaluation plan assignment. They will present and defend their capstone proposal. See Appendix IV for Student Capstone Proposal template. They will also finalize and sign their MOU and use a problem-solving approach to create contingency plans for the possible situations that may arise during the capstone experience. The Student Capstone Proposal and Student Activity Plan will be attached with the MOU.

Capstone Experience (ACOTE D.1.2, D.1.7)

The capstone experience course ( OTD904 Capstone Experience ) occurs in Summer III and is a Pass/Fail course and primarily evaluated through demonstration. Students will participate in their capstone experience according to the plan created by the student, site mentor and faculty mentor; to include at a minimum, activities related to the student’s capstone project needs assessment, -implementation, -evaluation and -sustainability and dissemination of project results. Students will be required to log the hours spent on site and complete communication logs during this time in E-Value on a weekly basis. The student is expected to meet with their site mentor weekly, or more often as scheduled between the student and site mentor, to discuss progress, verify time logged during the past week, discuss student’s plans for the coming week and address any concerns or questions either party may have. See Appendix V for Site Mentor Weekly Supervision template. Additional assignments may be required of the student by the site.

Capstone Project (ACOTE D.1.8)

During Summer III students will also complete the OTD905 Capstone Project course. This is a graded course with assignments reflecting synthesis of the capstone experience and aligning with the project process. Assignments include, but are not limited to, a written capstone report of the on-site needs assessment, project implementation, project outcome and sustainability recommendations. The course culminates with the dissemination of their projects in the form of, at a minimum, a poster and a platform presentation during an event at E&H SHS campus. Students will also complete site-specific dissemination activities and will develop an artifact relevant to their project. The student must be able to articulate how the artifact facilitates knowledge translation. Examples of artifacts include but are not limited to: manuals, products/materials, work-flows, protocols, online media, and articles.

Evaluation Methods
Capstone Preparatory Courses (OTD901, OTD902, OTD903):

The capstone preparatory courses occur during year two of the didactic portion of the curriculum. Students will be graded on their ability to develop and plan their capstone experience through letter-graded exams, assignments, projects, and presentations.

OTD904 Capstone Experience (ACOTE D.1.7)

Evaluation of student performance during OTD904 Capstone Experience will be provided formally by the site-mentor at midterm and at the end of the experience. The site mentor will evaluate the student’s performance on the established program goals and the individualized student objectives developed prior to the start of the capstone experience. While no uniform evaluation tool exists for the doctoral capstone, an individualized objective tool will be created for each student utilizing the Program’s Capstone Experience Midterm and Final Evaluation template (Appendix VI). In addition to the formal assessment of performance, the site mentor will also verify that the student has completed the required number of hours engaging in activities related to the capstone experience.

Informal methods of evaluation will also be used to monitor the student’s performance and progress during their capstone experience by the capstone coordinator. These can include but are not limited to, periodic check-in communication with student and/or site mentor, feedback sessions and/or site visits with the student and/or site mentor, and examination of artifacts and/or deliverables related to the capstone experience. Additionally, the faculty mentor may provide further input regarding the student’s progress through the experience. The capstone coordinator will make contact with the student, at a minimum, during each phase of the capstone experience to ensure the student is progressing according to plan and expectations. See Appendix VII for the Mentor Meeting Tracking Form . The capstone coordinator will also make contact with the site mentor during the midpoint of the experience or sooner, to verify that the capstone experience is progressing according to plans and expectations. See Appendix VIII for the DCE Site Visit Form . Any problems that are identified during the contact will be followed up by the capstone coordinator. Furthermore, students are encouraged to evaluate themselves and the capstone experience on an ongoing basis. If any problems are identified, students are encouraged to reach out to the capstone coordinator, and their faculty- and/or site mentor as soon as possible. The final decision to pass or fail a student in the OTD904 Capstone Experience course rests with the capstone coordinator.

OTD905 Capstone Project (ACOTE D.1.8)

Students will be evaluated on their ability to synthesize the in-depth knowledge and skills gained during the capstone experience through letter-graded activities in the OTD905 Capstone Project course. As aligned with the Program policy, students will need to pass letter-graded courses with a 70% or higher. Grades will be assigned for the final written Capstone Report, and the culminating dissemination activities required of the OTD Capstone Experience and Project. Students will be expected to disseminate the results of their project to the site, in a format best suited for the site. They will also be required to present their results in poster and panel presentation format during an event at Emory & Henry College. Depending on the individual project, each student must present an artifact of their project to demonstrate synthesis and knowledge translation of in-depth knowledge in the focused area of study. Examples of artifacts include but are not limited to: manuals, products/materials, workflows, protocols, online media, and articles. All assignments will be co-graded by the faculty mentor and the capstone coordinator, with the exception of the on-site dissemination activity which will also include input from the site mentor. See Section V.D of the Capstone Manual for grading when one faculty member serves as a dual mentor. Final grades for the OTD905 Capstone Project course rests with the capstone coordinator as course master.

Contingency Plans

During Summer III students will develop contingency plans for the variety of obstacles that may occur between the time of signing the MOU and beginning the Capstone experience at the site. These are likely related to the site or site mentor no longer being able to support he student for their upcoming experience. See Section IV.B where procedures for those instances are addressed. In addition to potential site and site mentor disruptions, the student will utilize a problem-solving decision-making approach to develop possible solutions to a variety of potential hurdles and obstacles related to each phase of the capstone experience, from the needs assessment, to implementation, evaluation and dissemination phases. The scenarios will include, but not be limited to, time constraints, stakeholder participation and accessibility issues, legal and fiscal hurdles, ethical dilemmas and communication struggles.

Section IV: Doctoral Capstone Experience Site Placement Process

Students are responsible for obtaining a capstone experience site and site mentor for the completion of their doctoral capstone. Students must follow the following Program policy when seeking out a capstone experience site and site mentor:

Once the student has identified their doctoral capstone topic and a potential site for their capstone experience in OTD901 Capstone 1 during Fall II, the student will notify the capstone coordinator of the name of the site.
The capstone coordinator will confirm whether the Program already has a signed Fieldwork and Doctoral Capstone Affiliation Agreement with the site.
If there is a valid Fieldwork and Doctoral Capstone Affiliation Agreement then the capstone coordinator will make first contact with the site representative between November of Fall II and February of Spring II. The capstone coordinator will explain the purpose of the requested site placement and how a doctoral capstone experience differs from a fieldwork experience. The capstone coordinator will notify the student of the outcome of the contact and whether the student can continue to pursue the site as an appropriate location for their capstone experience or not.
If there is NOT a valid Fieldwork and Doctoral Capstone Affiliation Agreement and the site is one currently providing OT services, then the capstone coordinator will make first contact with the site representative between November of Fall II and February of Spring II. The capstone coordinator will explain the purpose of the requested site placement and how a doctoral capstone experience differs from a fieldwork experience. Should the site be willing to support students with their fieldwork and/or doctoral capstone requirements, then the capstone coordinator will obtain a new Fieldwork and Doctoral Capstone Affiliation Agreement from the site. The capstone coordinator will notify the student of the outcome of the contact and whether the student can continue to pursue the site as an appropriate location for their experience or not.
If there is NOT a valid Fieldwork and Doctoral Capstone Affiliation Agreement and the site is one that does NOT provide OT services, then the capstone coordinator will notify the student that they may initiate the contact with the site in January of Spring II. Students are encouraged to reference the Student Initial Site Communication template (Appendix IX) for all forms of initial communication with a potential capstone experience site (email, telephone, etc.).
If the site is determined to be a good fit, then the student must determine whether there an appropriate person willing to take on the role of site mentor and its accompanying responsibilities. This step can occur during the initial cycle of communication, or by March of Spring II.
Once a site mentor has been identified then the student, site mentor and capstone coordinator will meet in Spring II to determine whether the potential site mentor is qualified and a good fit. The site mentor will submit to the Program proof of qualification through submission of their resume/curriculum vitae, evidence of certifications, etc. by the end of Spring II. They will confirm the site mentor’s willingness and availability to adhere to a MOU that includes, at a minimum, providing the anticipated mentorship during the dates identified, record-keeping of student’s hours on-site, and evaluation of progress toward the individualized goals of their project. Final determination will also be made regarding the site and whether the student’s project creates a symbiotic relationship with the site. The team will discuss the student’s proposed project goals and outcomes to ensure that they meet the needs at the site.
The student and site mentor will collaborate during the latter half of the Spring II semester to finalize goals and objectives.
All parties will agree to finalize and sign the MOU by the end of the Summer II semester.
The student will reach out to the site early during the Spring III semester to ensure that both the site and site mentor are still able to accommodate the student as originally agreed upon.
Process to Request a New Doctoral Capstone Experience Site/New Contract (ACOTE D.1.6)
Student Request

Once a site has accepted the OTD student for their capstone experience and an MOU is signed, the student cannot request a new site under any circumstances. The MOU is considered a binding contract and thus it is unprofessional to request a change.

Site Mentor Changes Before the Onset of the Capstone Experience

Should a student be informed that their site mentor can no longer mentor them, then the student should attempt to secure a replacement mentor at the same site. The replacement site mentor must be qualified with appropriate experience and expertise as defined in Section II.C. The student is responsible for notifying the rest of their capstone team of this change. In the event that the student is informed that their site mentor can no longer mentor them, and no other person can fulfill the role at the same site, then a new site can be sought. See Section V.B.2.

Site Changes Before the Onset of the Capstone Experience

In the event that the student is informed that the site can no longer accommodate them, or the site mentor is no longer able to fulfill the role and there is no replacement qualified at the site, then a student will need to secure a new site for their capstone experience. In either of these instances, it is the student’s responsibility to notify the rest of their capstone team immediately. To secure a new site the student would begin by referring to the contingency plans that they created during OTD903 Capstone 3 in Summer II. They would meet with their capstone coordinator and faculty mentor to decide on the best course of action to secure a new site and mentor as quickly as possible. Once an appropriate site and site mentor have been identified, the site meeting will proceed as defined earlier, to ensure collaborative goals and outcomes are created and a new MOU is signed. The student may need to change their project plan and areas of focus to better fit the needs of the new site. The student may not begin their capstone experience at the new site until the MOU is signed by all parties.

Site or Site Mentor Changes During the Capstone Experience

In rare instances it may be decided that the site mentor and/or site is not a good fit for all parties due to no fault of the student , and the capstone coordinator and program director elect to terminate the experience at that site. Similarly, site specific conditions may result in the site having to terminate the relationship, due to no fault of the student, while the capstone experience is already underway.

At this time the student’s capstone experience will need to be delayed or suspended for a period while adjustments are made, and a new site and site mentor are secured. Although the student will still have an opportunity to complete their capstone experience, any pause in the capstone experience may result in a delay in graduation. A similar process will be followed as stated above but more attention may be placed on securing a new MOU as quickly as possible while considering the ability to complete the capstone experience as close to its original design as possible. The student must understand that should they have to begin a whole new project at their new site, the remaining capstone experience time may need to be extended to accommodate the completion of the project. The student may not begin at their new site until a signed MOU is in place.

Section V: Doctoral Capstone Grading Processes

Capstone Preparation Courses

The three capstone preparation courses, OTD901, OTD902 and OTD903, are similar to other didactic courses and are graded by the course director who is the capstone coordinator. Students must pass all capstone preparation courses before they embark on their Level 2 fieldwork clinical experiences and the capstone experience.

Capstone Experience (ACOTE D.1.7)

The capstone experience is similar to the two level 2 fieldwork experiences in that it is a pass/fail course. The grading process is as follows:

Students are graded on their performance and achievement of their student objectives through participation in activities as outlined in their Activity Plan at midterm and at the end of the 14-week experience utilizing the Capstone Experience Evaluation Form . Fifty percent of the student’s objectives should be graded as Met or In Progress at Midterm to be considered on track to pass the Capstone Experience. All objectives must be graded as Met to pass at the end of the 14-week Capstone Experience.
Students must also meet the minimum 560-hour requirement to pass the course. No more than 20% of the 560 hours can be spent on activities that are not considered onsite. When students log their hours, they will differentiate between onsite and offsite time. Onsite time is defined as time spent on activities that are directly related to the capstone experience and are of benefit to the site. Offsite time is defined as time spent participating in activities not directly related to the capstone experience. The site mentor will be required to maintain and verify the student’s hours logged. It is recommended that time logs be verified by the site mentor during every site mentor meeting (at least weekly). See Appendix V for Site Mentor Weekly Supervision Template.
If the student is not making adequate progress towards their objectives or not spending adequate time on activities during their capstone experience then a remediation plan will be recommended. See E.1 below in this same section. If the student is unable to complete their 560 hours in a full-time capacity, they do have the option to work part time, but this will delay their graduation. See Capstone Duration Section III.B.
While the site mentor is the primary person who grades the student, the student is encouraged to self-evaluate and discuss progress towards their goals with their site mentor and other members of the capstone team. The student is expected to meet with their site mentor on a weekly or more frequent basis to obtain regular feedback on progress towards goals so that adjustments can be made in a timely manner to either adjust the activity plan to achieve set objectives or to adjust the objective’s outcomes.
Informal methods of evaluation will also be used to monitor the student’s performance and progress during their capstone experience by the capstone coordinator. These can include but are not limited to, periodic check-in communication with student and/or site mentor, feedback sessions and/or site visits with the student and/or site mentor, and examination of artifacts and/or deliverables related to the capstone experience. Additionally, the faculty mentor may provide further input regarding the student’s progress through the experience. The capstone coordinator will make contact with the student, at a minimum, during each phase of the capstone experience to ensure the student is progressing according to plan and expectations.
The final decision to pass or fail a student in the OTD904 Capstone Experience course rests with the capstone coordinator.

The capstone project course is a letter-graded course comprising assignments relating to the student’s individual capstone experience, which will primarily be graded by the course master, the capstone coordinator. Some assignments, such as the Capstone Report and capstone dissemination activities, may be co-graded by the student’s faculty mentor and/or site mentor too. As with all other letter-grade courses, students must pass the course with a 70% or higher to graduate the program.

Grading Mechanism when a Faculty Person Serves as a Dual Mentor (ACOTE D.1.8)

In the event that a student has the same person serving in a dual mentor capacity, the student will have the right to have another person participate in the grading for graded items that are co-graded. Since the site mentor and capstone coordinator are primarily responsible for grading and monitoring the student’s progress in the OTD904 Capstone Experience course, and the capstone coordinator cannot also serve as the site mentor per Program policy, there is no conflict of interest. Some assignments in OTD905 Capstone Project course are graded by the both the capstone coordinator and the faculty mentor, so in instances where the capstone coordinator is also the student’s faculty mentor, the Program will assign another faculty member to co-grade those assignments.

Doctoral Capstone Remediation (ACOTE D.1.7, D.1.8)

There is no remediation opportunity for students who do not pass OTD904 Capstone Experience. Students must successfully complete their capstone experience course with a Pass on their transcript. Students who are not progressing as expected during the capstone experience have opportunities to remediate their trajectory of progress only for the duration of the course.

Lack of Adequate Student Progress

The capstone coordinator, site mentor or faculty advisor may notify the student in the event they may not be meeting the expectations of the capstone experience or project. Additionally, students are encouraged to discuss problems with their faculty and site mentors as soon as they arise. The capstone coordinator will work with all parties toward a satisfactory resolution of issues. A remediation plan should be developed immediately to address any lack of adequate progress in the student’s performance during the capstone experience or the capstone project.

OTD904 Capstone Experience : The capstone coordinator will develop the remediation plan with the input of the student and their capstone team. The plan will include goals and a formal plan of action. The site mentor will need to agree to the remediation plan and its goals. The remediation plan may result in consequences that can delay graduation or that result in dismissal from the program.

OTD905 Capstone Project: Should the student not be making adequate progress in their Capstone Project course, a remediation plan will also need to be developed. This plan will be created by the student and shared with the capstone coordinator and faculty mentor for approval. Since this is a terminal course that occurs in lock-step with the OTD904 Capstone Experience course, students will not be able to re-take the course, but may be able to remediate assignments for a grade change per Program policy.

External Problems Impacting Capstone Experience

In the event that an external problem arises that places the student at risk for not meeting the capstone experience requirements, and the capstone experience is to be delayed or suspended for a period while adjustments are made, the student will still have the opportunity to complete their capstone experience. Any pause in the capstone experience may result is a delay in graduation.

Capstone Experience Withdrawals (ACOTE D.1.7)

Premature termination of the capstone experience is at the discretion of the program director and capstone coordinator and NOT the student. This may result in an Incomplete grade if the experience must be paused for valid reason, while a new site or site mentor is secured. If the student’s capstone experience must be terminated altogether due to student performance, the student will receive a Fail grade and will be unable to graduate from the Program. Any pause or deviation from the fulltime participation of the capstone experience must be such that the capstone experience can be completed within 24 months of completion of the didactic portion of the program as per Program policy.

Leaving a capstone experience site without notifying and receiving a written or direct telephone response from the capstone coordinator and the OTD Program at Emory & Henry College is viewed as a serious infraction of professional ethics and is considered abandonment of one’s professional responsibilities to the clients and site. The student will receive a failing grade in the capstone experience and will not have the option to petition to re-enter the program.

Dismissal from the Program

The same rules and regulations regarding failure of classes and administrative withdrawal from the program that apply to the didactic courses and to the fieldwork education courses apply to the capstone experience and project courses. Incidents of unethical and/or unprofessional behavior may result in dismissal from the Program.

Section VI: Access to Doctoral Capstone Files and Databases (ACOTE D.1.2)

The E-Value program is a system used to enhance each student’s experience in clinical rotations and during the capstone experience. Each student will have an individual account and will maintain all documentation needed for fieldwork and capstone experience sites such as immunizations, BLS certification, safety training, background check information, etc. Students will be responsible for updating their own personal information in the system.

E-Value online software will be used for, but not limited to, the following:

Maintaining current personal records required by fieldwork and capstone experience facilities.
Logging time at fieldwork rotations and capstone experiences including comments about the experiences. See Appendix X for DCE Student Time Log
Completion of evaluations completed by students. See appendix XI for Student Evaluation of Doctoral Capstone Experience
Look up basic site information for potential fieldwork experiences. See Appendix XII for Site Data Form
Scheduling all fieldwork and capstone experiences.

Section VII: Capstone Coordinator Monitoring and Site Visits (ACOTE D.1.2)

The capstone coordinator will monitor student performance during the capstone experience through a variety of mechanisms. The purpose is to ensure that the student is being adequately supported by their site mentor, is making sufficient progress to achieve their individualized student objectives, and is logging their time correctly.

Site Visits

The capstone coordinator will make contact with the site mentor and the student during the midpoint of the experience or sooner, to conduct a site visit and verify that the capstone experience is progressing according to plans and expectations. Any problems that are identified during the contact will be followed up by the capstone coordinator. This meeting can occur sooner than midterm if needed. Additionally, the capstone coordinator can schedule additional meetings should follow-up communication be warranted. The site visit can occur in person or virtually. See Appendix VIII Site Visit Form .

E-Value Logs

Students will be expected to log their time and respond to prompts regarding progress towards objectives, activities done, and use of time through weekly E-Value logs. These logs will be reviewed by the capstone coordinator to ensure that the student is making adequate progress and to address any potential problems should a solution not be forthcoming in a timely manner.

Mentor Meetings

The capstone coordinator will communicate with students on an ongoing basis, at a minimum at least once during each phase of the capstone experience; namely during the needs assessment, planning, implementation, and evaluation and dissemination phases. The student and their faculty mentor will also meet periodically throughout the experience to address the capstone project aspect of the doctoral capstone. The student will be required to document all mentor meetings with their site mentor, faculty mentor and capstone coordinator in a shared journal format (such as is available through E-value, Moodle, or Pebblepad) beginning during Spring II. Once meetings have been documented and shared, the capstone coordinator will record them in the Capstone Mentor Meeting Tracking Log (Appendix VII) for data keeping purposes.

Section VIII: Professional Behavior Expectations

Professional Behaviors

The Student Code of Conduct and Program Professional Behaviors policies continue to apply while the student is away from campus completing their capstone experience. The following professional behaviors are expected:

Notify the capstone site and academic educational program of current address, telephone number, and emergency contact.
Obey all policies and procedures of the site unless exempted, including prompt notification of unplanned or planned (as permitted) absences.
Fulfill all duties and assignments assigned by the site mentor within the time specified.
Complete and submit all required forms and evaluations to the site mentor and the capstone coordinator in a timely manner.
Send, via Fax or email, the evaluation of student’s performance to the capstone coordinator on the last day of the capstone site experience in order to expedite processing of grades.
All students are required to maintain ongoing communication with the capstone coordinator and faculty mentor at Emory & Henry College.
All students are required to complete assignments created by the capstone coordinator within the time specified.
If problems occur that might interfere with successful completion of the capstone experience, student should contact the capstone coordinator immediately for directions or intervention on student’s behalf.
Following the capstone experience, the student must write a letter of appreciation to the site mentor with a copy to the capstone coordinator acknowledging the educational opportunities provided by the site within three weeks following completion of the experience. A copy of this letter should be submitted to the EHC capstone office no more than four weeks after the fieldwork experience.
Communication

Students are expected to maintain a high standard of professional communication during their capstone experience. This includes adhering to professional communication guidelines for verbal (in person and phone) and written (email and text) correspondence. Additionally, because the capstone experience is a student-driven process, the student must be proactive in their communication with all parties in their capstone team as well as with other individuals at the capstone experience site.

During the capstone experience, the student should communicate concerns related to all aspects of their capstone experience with their site mentor during the weekly mentor meetings. This includes reporting delays or difficulties completing assigned tasks, requesting assistance or guidance to complete designated tasks, and participating in collaborative problem solving. The student may also need to address conflict resolution and other issues that may occur during the capstone experience. If the student is having difficulties that cannot be resolved with the site mentor, it is imperative that the capstone coordinator be contacted as soon as possible to avoid putting the student’s grade or experience in jeopardy. All difficulties with capstone experiences should be addressed to the capstone coordinator and faculty mentor. Unsafe and unprofessional student behavior can result in termination of the capstone experience at the discretion of the capstone coordinator.

Excessive absences, regardless of the reason, will contribute to lack of preparation for capstone experiences. All absences and deviations from the agreed upon schedule for attending capstone experience sites must be reported to the capstone coordinator immediately. The student must realize that absences may prohibit them from progressing in the program. In addition to the Program attendance policy the student must adhere to the following during their capstone experience.

Attendance at capstone experience sites is required as scheduled and agreed upon by the student and their site mentor. Students are governed by the rules and regulations of the site. Students must complete 560 hours, equating to 40 hours per week for 14 weeks, as a requirement to pass the OTD904 Capstone Experience course. Depending on the capstone experience site, this time may or may not include holiday and weekend hours.

It is the student’s responsibility to make up all time missed due to absence so that the required 560 hours are completed during the capstone experience. Make up times that relate to the 80% of required onsite time must conform to the needs of the site and be approved by the site mentor. Make up times may delay completion of the capstone experience and therefore result in a delay in graduation. Students must notify the capstone coordinator of all make up arrangements. Absence or tardiness from capstone experiences can contribute to a failing grade for the OTD904 Capstone Experience course. Not notifying the capstone coordinator of absence can result in cancellation of the capstone experience and the student will then be subject to additional decisions by the OTD Program’s Promotion and Retention Committee.

Physical vs. Virtual Attendance

Students are required to be present at the site for all onsite activities unless the site requires the student to operate in a hybrid or virtual format. Note: The decision to complete onsite capstone experience activities in a hybrid or virtual format rests with the site and site mentor and not with the student.

The student is required to present to their capstone team a general schedule of attendance during the orientation phase, by the end of their Week 1 of their capstone experience. This schedule of attendance should outline their anticipated “regular” work hours and differentiate between those to be completed in person onsite, virtually onsite or offsite. Additionally, during their weekly scheduled mentor meetings, the student is required to submit their hours worked to the site mentor for verification, and to receive approval for their planned attendance schedule for the coming week. Offsite activities can be completed at the location most conducive to the activity, but the student must communicate and receive approval from the site mentor if this time is to occur during the normal operating hours of the capstone experience site and will result in the student not being onsite.

In the event of illness or emergency, the student must contact the capstone experience site and the capstone coordinator prior to the start of the work day, or as soon as possible after the emergency has occurred. In the event of two (2) or more consecutive days of absence due to illness during the capstone experience, a signed medical excuse must be provided. In the event of illness or injury that may affect the student’s ability to fully participate in the capstone experience, the student must also provide a medical release to return to full participation in the capstone experience.

Holidays, Weekends, Inclement Weather, and Other Unforeseen Events

Students will adhere to the site specific policies and decisions regarding attendance during holidays, weekends, inclement weather or other unforeseen events that may require shut down of the site. If the site is closed during holidays and/or weekends, then the student should not anticipate to schedule onsite makeup time during those days. In the event of inclement weather or other unforeseen events where the site is open but the student cannot safely attend the site in person, the student is to contact their site mentor for alternative arrangements, such as virtual attendance. The capstone coordinator must also be notified of any change in scheduled attendance due to unforeseen events as soon as possible.

Professional attire is expected at all times. Students are expected to maintain the professional dress code of the Program when out on fieldwork, community or capstone experiences. Please refer to the E&H Occupational Therapy Doctoral Program Student Handbook for specifics. Students should collaborate with their site to dress appropriately, according to the requirements of their site, while still adhering to the professional dress code as outlined in the student handbook. Students should always wear a form of identification that designates their status as student, at a minimum their E&H name badges, but also any identification or badge provided by the site. Non-compliance may result in termination from the program. Students may consult with the capstone coordinator or their faculty mentor for clarification as needed. The following are absolutely NEVER permitted while attending the capstone experience:

- See-through or torn clothing, or any clothing that exposes undergarments, skin on midriff, cleavage, or buttocks while performing bending or squatting activities necessary during the capstone experience.

- Shorts and skirts that are shorter than knee-length. The ONLY exception for shorter shorts would be if students participate in a “summer camp” setting directly involved in summer camp activities such as water sports, but non-exposure must be guaranteed.

- Hats or caps unless participating in outdoor activities

- Open-toed shoes or shoes with heels greater than 2”

- Excessive jewelry, make up or perfume/cologne

- Long nails

Cell Phone and Electronic Device Use

Students should refrain from cell phone usage while engaging with individuals during activities at their capstone site. Cell phone and electronic device usage should be restricted to periods when the student is engaging in administrative tasks. Cell phone and electronic device usage during scheduled work times must be directly related to capstone activities. Personal phone calls and other activities on electronic devices should be restricted to personal time.

Social Media and Professional Networks

Professional networking and social media posts may be a necessary component of the capstone experience. Any professional networking or social media activity should occur through the site’s platforms and be pre-approved by the site mentor or their representative. Students should be cautious when utilizing social media during their capstone experience and always seek approval before posting anything on behalf of the site. All personal social media activity is prohibited. Students may not post on any personal social media platforms anything that identifies the capstone experience site or individuals at the site.

Use of Photo or Video

Students may not under any circumstances capture photographs or videos of the capstone experience site on their personal devices without prior approval of the site mentor. Students are prohibited from capturing photos or videos of any individuals who are served through the site on their personal devices. If photographs or videos of individuals are shared with the student, the student may not post those pictures or videos on their personal social media platforms even after the capstone experience has concluded. Any photographs or videos that the student may be required to capture as art of their capstone experience activities are to be done with equipment belonging to the site and are to remain in the possession of the site. Students must also obtain releases and written permission to use photos/videos or case information about clients with whom they work.

Confidentiality, Privacy, HIPAA

Students participating in a clinical setting should refer to the guidelines in their fieldwork manual as the same apply during capstone experiences. Students should always familiarize themselves with the facility’s patient rights policy. Individuals have the right to be treated fairly, with dignity and respect, and without discrimination by all students of occupational therapy from Emory & Henry College. Students must always identify themselves as students from EHC during contact with individuals. Please refer to the EHC OTD Fieldwork Manual for patient rights in a clinical setting.

It is the policy of the OTD Program that all client/student information is treated with the appropriate level of confidentiality regardless of HIPAA regulations. This includes but is not limited to, information shared during capstone experiences, labs, and lectures. To the greatest extent possible, patient/client releases should be obtained for images/videos and any information to be used in the academic/research setting. Students are always required to follow the policy on confidentiality of their fieldwork placement. Students who feel they have witnessed a violation of the confidentiality policy should contact their site mentor, capstone coordinator, or the course instructor depending on the setting of the incident. Students are allowed to discuss client cases with site mentors and academic faculty; however, cases should not be discussed in public places or with persons who have no need to know the information. Protecting the dignity and privacy of the client is a critical part of the development of professional behavior and is also required by HIPAA regulations. Students should also note that their supervisors, co-workers, and other students in the facility have a right to confidentiality and privacy. Use discretion when speaking of them out of their presence or disclosing information of a personal nature.

Section IX: Costs Related to the Doctoral Capstone Experience

The student is responsible for securing the site for their capstone experience. Students should consider their individual housing and transportation resources when selecting their site. During the student’s capstone experience, they may be at a site that is not within commuting distance of their school or residence. It is the sole responsibility of the student to arrange for their housing prior to the commencement of their capstone experience. Students should not rely on the possibility of completing onsite activities related to their capstone experience in a hybrid or virtual format because their place of residence is not within convenient commuting distance of their capstone site.

Transportation

Students are expected to have a reliable means of transportation to and from classes and fieldwork and capstone experiences. The student is responsible for securing the site for their capstone experience. Students should consider their individual housing and transportation resources when selecting their site. A daily commute of up to 1 hour is not an unreasonable expectation, but some students may need to consider longer commutes. It is, therefore, imperative that the student budget for related transportation expenses.

Students are expected to maintain the professional dress code of the Program when out on fieldwork, community or capstone experiences. Students should collaborate with their site to dress appropriately, according to the requirements of their site, while still adhering to the dress code as outlined in the student handbook. Students should always wear a form of identification, at a minimum their E&H name badges, but also any identification or badge provided by the site. The cost of the student’s attire rests solely on the student.

Section X: Employment during the Doctoral Capstone Experience

The doctoral capstone experience is a 14-week (560 hour) course. This weekly expectation is based on full-time enrollment in the OTD904 Capstone Experience course. Students completing this experience in 14 weeks are strongly advised to not secure any form of employment during this time. In addition to the 40-hour per week capstone experience requirement, students will also be enrolled in the 3-credit hour OTD905 Capstone Project course. Students may not receive monetary compensation as an employee for any activities performed at the capstone site or related to their capstone experience. Some sites do however offer a stipend for internship opportunities, and the student may be eligible to receive this.

Section XI: Other Program Policies Related to the Doctoral Capstone Experience

Special Needs / Medical Conditions Disclosure

Emory & Henry College cannot discuss a student’s past academic or fieldwork performance with site mentors without a written release of information from the student. It is, therefore, the student’s responsibility to let the site mentor know if any accommodations are needed due to a disability. Faculty cannot discuss the academic progress and/or need for accommodations due to disability of a student unless a FERPA release form has been signed.

Counseling Students with Difficulties during Capstone Experiences

Site- and faculty mentors and/or students should identify problems early to allow time for the student, site mentor, and faculty mentor and/or capstone coordinator to collaboratively discuss student performance and devise goals to foster the successful completion of the capstone experience. Through telephone consultation or on-site consultation with the site mentor and the student, the capstone coordinator may assist in identifying and clarifying issues related to the capstone experience. The capstone coordinator may also assist with the development of a plan to resolve capstone experience issues.

Students who need academic and/or personal counseling during the capstone experience are still eligible for the services offered at Emory & Henry College; however, geographic location for the fieldwork site may prohibit face-to-face access to these services. Some services may be available virtually, but if the student is in a placement not within driving distance to Emory & Henry College and they are seeking services that are not available virtually, he/she is encouraged to seek services in the local community.

Professional Liability Insurance

Emory & Henry College maintains liability for students who are on their fieldwork and capstone experiences. Students may choose to purchase additional liability insurance for their capstone experience. In the future students may be required to purchase this insurance.

Conflict of Interest

Students who receive tuition or other assistance from a facility in return for post-graduation employment should not complete their capstone experience at that site. This does not interfere with a student’s eligibility to receive a stipend. This will ensure consistent student role expectations and objective student evaluations. Additionally, students should not arrange to participate in a capstone experience under the direct supervision of a family member or close friend.

Student Health Reports / Clearances

The student must be aware of and meet all health and other requirements of the capstone experience site. This information will be shared with capstone site and faculty. It is the student’s responsibility to obtain and submit all required documentation to the capstone site.

Requirements may include but are not limited to:

Criminal background check. (May need a current background check at the time of capstone experience.)
Drug screen. (May need a current drug screen at the time of capstone experience.)

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Capstone Projects and Publications

Following are a selection of capstone projects, and peer-reviewed publications that resulted from student projects. To view more student work, please contact Admissions.

Featured Capstones

Below are two highlighted Capstone Projects from recent Chatham graduates.

Effectiveness of Traditional Handwriting Instruction Supplemented with App-Based Instruction on Handwriting Legibility

Capstone presentation.

Effectiveness of Traditional Handwriting Instruction Supplemented with App-Based Instruction on Handwriting Legibility (pdf)

Poster Presentation

Mindfulness training to reduce anxiety and stress in occupational therapy students , peer-reviewed publications.

Below are peer-reviewed articles published by PPOTD students. Click the links to read abstracts.

Abbott, B. & Provident I. (2016). Changing occupational therapists’ knowledge of their role in secondary transition planning. Journal of Occupational Therapy, Schools, & Early Intervention, 9 (4), 382-396.
Bucey, J., & Provident, I. (2017). Strengthening school-based occupational therapy through peer mentoring. Journal of Occupational Therapy, Schools, & Early Intervention .
Calabrese, J., Lape, J.E., & Delbert, T. (2019). Use of online educational modules to improve occupational therapy students’ knowledge and perceptions of their emotional intelligence skills: An evidence-based pilot study. Journal of Occupational Therapy Education, 3 (3).
Chappell, T, & Provident, I. (2020). Cultural competency: Integrating an evidence-based course for inclusive practices. The Internet Journal of Allied Health Sciences and Practice, 18 (3), Article 9.
Christner, A. (2015). Promoting the role of occupational therapy in school-based collaboration: Outcome project. Journal of Occupational Therapy, Schools, & Early Intervention, 8(2), 136-148.
Eberth, S. D., Provident, I., & Chase, C. (2019). Hybrid Learning to Develop Safe Patient Handling Judgement in Occupational Therapy Students. Journal of Occupational Therapy Education, 3 (3).
Ellington, A. (2017). Insights gained from an online journal club for fieldwork educators. Occupational Therapy in Health Care.
Hovick, S., & Provident, I. (2018). Increasing rehabilitation therapists’ confidence utilizing evidence-based interventions: Pilot study. The Internet Journal of Allied Health Sciences and Practice, 16 (4), Article 13.
Keane, E., & Provident, I. (2017). Combining online education with international service learning to increase cultural competence. The Internet Journal of Allied Health Sciences and Practice, 15 (3).
Koenig, V.E., & Provident, I. (2018) Workshop series for occupational therapist using the US Agency for Healthcare Research and Quality’s Health Literacy Universal Precautions and other supported tools. Health Education Journal, 78, 451-463.
Lape, J.E., & Scaife, B.D. (2017). Use of the KAWA model for teambuilding with rehabilitative professionals: An exploratory study. The Internet Journal of Allied Health Sciences and Practice, 15 (1), Article 10, 1-8.
Lawdis, K., Baist, H., & Pittman, C. (2017). Use of online training modules for professional development with school-based therapists: Outcome project. Journal of Occupational Therapy, Schools, & Early Intervention.
Lee, A., & Lape, J.E. (2019). A cognitive, self-monitoring intervention for handwriting with second-grade students. Journal of Occupational Therapy, Schools, & Early Intervention.
Leverenz, M.D., & Lape, J. (2018). Education of fall prevention to improve self-efficacy of nursing staff in long term care: A pilot study. The Internet Journal of Allied Health Sciences and Practice, 16 (3), Article 6, 1-10.
Mani, K. (2017). Referral mechanisms in India: Implications for occupational therapy practice. Vijaya Occupational Therapy Centre Newsletter , (96).
Mani, K., Cater, B., & Hudlikar, A. (2017). Cognition and return to work after mild/moderate traumatic brain injury: A systematic review. Work: A Journal of Prevention, Assessment & Rehabilitation , 1-12.
Mani, K. & Provident I. (2017) Compensation Received by Occupational Therapists in India: A National Survey. Indian Journal of Occupational Therapy, 49 (1) 22-28.
Mani, K. & Provident I. (2016) Evidence-based ergonomics education: Promoting risk factor awareness among office computer workers. WORK: A Journal of Prevention, Assessment & Rehabilitation, 55 (4), 913-922.
Martino, E., & Lape, J.E. (2020). Occupational therapy in the preschool classroom: Promoting fine motor and visual motor skills for kindergarten readiness. Journal of Occupational Therapy, Schools, & Early Intervention .
Mclvor, L. & Karnes, M. (2019). Role-play as an effective way to teach relationship building with telehealth. The Open Journal of Occupational Therapy, 7 (2).
Meister, C., & Salls, J. (2015). Video modeling for teaching daily living skills to children with autism spectrum disorder: A pilot study. Journal of Occupational Therapy, Schools, & Early Intervention, 8 (4), 307-318.
Mollo, K.S., Merizalde, B. A., & Lape, J.E. (2018). Increasing competency for parents of adolescents with executive functioning deficits: Enhancing occupational performance with mindfulness. The Open Journal of Occupational Therapy, 6 (3), Article 9.
Newbury, R.S., & Lape, J.E. (2020). Well-being, aging in place, and use of the Kawa Model: A pilot study. Annals of International Occupational Therapy.
Novalis, S., Cyranowski, J., & Dolhi, C. (2017). Passing the NBCOT examination: preadmission, academic, and fieldwork factors. The Open Journal of Occupational Therapy, 5 (4).
Ober, J.L., & Lape, J.E. (2019). Cultivating acute care team collaboration using the Kawa model. The Internet Journal of Allied Health Sciences and Practice, 17 (3), Article 9.
Partner, R., & Weissberg, K. (2018). Enhancing interprofessional rehabilitation team competence through low vision continuing education. Physical & Occupational Therapy in Geriatrics .
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Occupational Therapy Doctorate Capstone Projects

The Role of Occupational Therapy in Primary Care

Priti Patel , Eastern Kentucky University Follow

Graduation Year

Document type, degree type.

Open Access Capstone

Degree Name

Doctor of Occupational Therapy (OTD)

Occupational Therapy

The Capstone Project is focused on communicating, influencing and educating other health care professionals regarding the role of occupational therapy in the future model of primary care delivery initiated by the adoption of the Affordable Care Act and the Triple Aim Initiative. Currently, primary care, the largest health care platform in United States, is not inclusive of occupational therapy services. Occupational therapists have the scope, knowledge and understanding to be part of the redesigned team model of primary care. Educating those currently working in primary care about adding occupational therapy services can have a significant impact on the profession of occupational therapy by opening a new area of health care delivery for the profession.

The Triple Aim Initiative is the guiding theoretical framework for the Capstone Project.

The Triple Aim Initiative plans to redesign the primary care service structure to have a team of professionals deliver at least 70% of the necessary health related care, to simultaneously improve the individual experience of care, to improve the health of populations, and to reduce the per capita cost of care.

The Capstone Project provided an educational in-service to current primary care providers to increase the awareness of the educational background, scope of practice, and the benefits that occupational therapy can bring to a primary care team model. A PowerPoint enhanced presentation was designed to educate the health care professionals and to facilitate interactive discussion with examples of occupational therapy in primary care. It included a brief review of the Affordable Care Act, the Triple Aim Initiative and the changing model of primary care delivery. A pretest/posttest survey format was used for outcome measures.

The Capstone Project promoted the emerging role of occupational therapy in primary care. It was able to increase the understanding of occupational therapy in current primary care providers so that the concept of integrating occupational therapy in future primary care team models could be developed. The Capstone Project was able to demonstrate the presence of a significant opportunity for occupational therapists to enhance future delivery of primary care services in the United States.

Faculty Mentor

Dana M. Howell

Department Affiliation

Occupational Science and Occupational Therapy

Committee Member

Amy Marshall

Cindy Hayden

2015 Priti H. Patel

Recommended Citation

Patel, Priti, "The Role of Occupational Therapy in Primary Care" (2015). Occupational Therapy Doctorate Capstone Projects . 2. https://encompass.eku.edu/otdcapstones/2

IRB Approval Number (if applicable)

Protocol Number: 15-106, IRB00002836, DHHS FWA00003332

Since June 15, 2015

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Graduate Capstone Projects

Second-year students apply their scholarship to real-world practice settings through collaborative Graduate Capstone Projects. Students work in small groups with a community partner to address a program development, education, or advocacy need and then present their projects at the annual UW MOT Graduate Symposium.

occupational therapy capstone project examples

2020-21

2019-20
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Capstone Experience

Sara Stephenson Capstone Coordinator and Assistant Clinical Professor

Capstone experience & project, one of the last steps in obtaining your nau occupational therapy degree.

During the final semester of the program, students complete a 14-week Capstone experience & project . The Capstone is an integral part of the program’s curriculum design which includes an in-depth learning experience that is designed to develop students into practice-scholars . Students begin the Capstone following successful completion of all coursework and both Level II Fieldwork rotations.

Students choose the focus of their Capstone

This student-driven capstone can be completed in a variety of settings and typically contains multiple focus areas such as:

Clinical practice skills
Research skills
Program and policy development
Theory development
Administration

Working with a mentor

One year prior to starting the Capstone , students contact potential mentors during the capstone planning course. A mentor is an individual who possesses the expertise in the student’s chosen focus area and does not have to be an occupational therapy practitioner. Mentoring a capstone student is a collaborative process where the mentor supports the student in achieving mutually agreed upon learning objectives and shared project goals. Capstone objectives and goals are unique to each student/mentor collaboration and are created during the planning process.