Dr. Pallavi Patel College of Health Care Sciences (PCHCS)—Department of Occupational Therapy 2024–2025 225 Interventions III—Physical Disabilities. Subject to availability and agreement with the department’s educational philosophy, facilities receive requests for placement of one or more NSU Tampa Bay O.T.D. students for the three-week rotation. The course faculty member collaborates with the academic and clinical fieldwork educators in identifying suitable facilities and in setting site- and student-specific goals and objectives for the fieldwork experience. Supervision of FWE-I experience may or may not be supervised by an occupational therapist, and may involve experiences from observation to supervised patient care depending on the contracted facility. A student will participate in a FWE-I only if the student is passing or has passed all corresponding didactic interventions coursework up to the point of the fieldwork experience. A student who may be failing the didactic portion of an intervention course may not begin the FWE-I. Furthermore, a student who appeals course grades will not be allowed to begin the FWE-I during the appeal process. The Tampa O.T.D. entry-level Two-Course Failure Program Policy does not apply in this scenario, as the intervention courses and their associated FWE-Is are linked programmatically. The Interventions course and its associated FWE-I will be retaken the following year by the student, should the student chooses to return to the program. Participation in Level II fieldwork (FWE-II): Students will be permitted to participate in the first FWE-II, or OTD 8391 offered during the summer semester, only after successful completion of all required academic coursework prior to OTD 8391. Students who fail this first FWE-II rotation, at the discretion of the faculty member(s), may or may not be offered one of the following opportunities: 1. Continue with the scheduled didactic courses during the fall semester, and proceed with OTD 8391, 8392, and 8494 in succession, which will mean an extension of coursework for one extra semester. 2. Retake the failed OTD 8391 immediately, which is during the fall semester. Upon the successful retake of the failed fieldwork rotation, the student will not be able to begin the didactic coursework until the following fall semester with the next OTD cohort. Students may retake only one FWE-II. Should students fail a second FWE-II (which includes failing the same FWE-II twice), they will be considered to have failed two FWE-II and will be dismissed from the O.T.D. program without another opportunity to retake. The Doctoral Capstone Experience may be retaken once, only if there have been no other course failures including fieldwork experiences. Additional tuition will be charged for repeated courses, including FWE-II and Doctoral Capstone experiences. The maximum final grade when retaking FWE-II and Doctoral Capstone experiences is a pass (P), as numerical scores are not assigned in those courses. Participation in the Doctoral Capstone Experience: Preparation for the Doctoral Capstone Experience (DCE), or what ACOTE refers to as the doctoral experiential component, starts in OTD 8101: Introduction to Didactic, Clinical, and Research Experiences, and continues throughout the curriculum through scheduled DCE seminars and individual structured or requested meetings between the DCE coordinator and the student(s). It is addressed directly in OTD 8392: Doctoral Certification and Capstone; OTD 8391: Level II Fieldwork Experience; and OTD 8393: Level II Fieldwork Experience; culminating with OTD 8494: Doctoral Capstone, Reflections, and Exit Colloquium. The DCE is much like Level I and Level II fieldwork experiences in the selection and placement process. Like Level I fieldwork, the DCE may or may not be supervised by an occupational therapist or a professional who will serve as mentor to the student (mentee), but who has demonstrated expertise in one or more areas identified as the student’s focused area of study. The eight areas of study are clinical practice, research, administration, leadership, program and policy development, advocacy, education, or theory development.
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