Dr. Pallavi Patel College of Health Care Sciences (PCHCS)—Department of Occupational Therapy 2024–2025 212 The student receives information about the clinical education and doctoral capstone component of the program during the New Student Orientation and continues throughout the program through ongoing communication with the clinical, doctoral, and community relations administration and staff members comprising the academic fieldwork coordinator, the doctoral capstone coordinator, and the fieldwork support coordinator. The first course where the student receives information about clinical experiences is OTD 8121: Introduction to Didactic, Clinical, and Research Experiences, which introduces the student to the three major components of the student’s doctoral education, one of which is clinical. The course provides information on community field trips related to coursework, Level I fieldwork, and the doctoral residency and the paperwork process for fieldwork placement, required background checks and immunization, rules and regulations in health care, safety precautions, and preventive measures. OTD 8264: Business of Practice and Management and OTD 8265: Professional Leadership provide training in program development and ethical and role delineation aspects of clinical practice, among other topics. Participation in Level I fieldwork (FWE-I): Three intervention courses prepare the student for FWE-I experiences, namely OTD 8274: Occupational Therapy Interventions I—Mental Health, Wellness, and Community; OTD 8275: Occupational Therapy Interventions, Children and Youth; and OTD 8276: Occupational Therapy Interventions, Adults. The level I fieldwork experience courses start the summer of the second year and continue for three consecutive terms. The courses are intentionally scaffolded in alignment with student professional growth to reflect the metaphorical growth of a palm tree. Coupled with the three didactic intervention courses, the FWE-I strengthen professional preparation according to the scope and sequence of the curriculum design, as follows: • Mental Health FWI will focus on knowledge translation through guided observation of faculty-led fieldwork experiences. • Children and Youth FWI will focus on knowledge translation and implementation through faculty-led experiences, possibly including telesessions and/or mission trip opportunities. • Adults FWI will focus on knowledge translation, implementation, and dissemination through faculty-led case study projects, including a case study presentation. Guided by preeminent research, all 3 settings contain simulation experiences to promote critical thinking (Benaroya, 2022; Bethea et al., 2014; Kim & You, 2020). After successful completion of year II, students will complete six months of Level II fieldwork in a supervised environment linked to the academic program. The first Level II fieldwork experience is scheduled to occur during the summer term of year III. Upon completion of the first Level II fieldwork experience, the student enters the doctoral-level courses of the curriculum, followed by their second Level II fieldwork experience. Following a typical schedule, this is normally in the winter term of year III. The last component of the curriculum is the doctoral capstone experience in one or more of the following, as recommended by the Accreditation Council on Occupational Therapy Education (ACOTE): clinical practice, research, administration, leadership, program and policy development, advocacy, education, or theory development. Professional Membership Students are required to obtain membership with the American Occupational Therapy Association (AOTA) and their state association, Florida Occupational Therapy Association (FOTA) in Florida, sustaining those
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