The University of Texas at El Paso
College of Health Sciences
Occupational Therapy Program
OT 5314 Concepts and Foundations of Community Engagement Summer 2017- SUMMER I
Course Syllabus
Credit Hours: 3 (2-3)
Class Schedule: This is a hybrid course. The course will meet in class on Tuesdays, Thursdays and Fridays from June 6- July 1. Most lecture hours will occur Tuesday and Thursday mornings from 9-12, with the remaining lecture hours to be held online in asynchronous format throughout the semester. The lab hours will be completed in the afternoons and asynchronously, in community settings. We will meet back on Friday July 1 for final presentations. Your community partners, and CHS faculty and administration will be invited to attend.
To help you understand the contact hour equivalencies of this course:
This course is a 2-3 course, meaning the equivalent of 2 lecture hours and 3 lab hours in a long semester (15 weeks) + finals week.
· 15 weeks X 2 lecture hours= 30 lecture hours/semester
· 15 weeks X 3 lab hours= 45 lab hours/semester.
We will complete all lecture and lab hours in June in a hybrid format- a mix of face-to-face, online and in the community (lab).
It is presumed that any course at the graduate level will include approximately 3 additional hours of reading/studying/outside work for EVERY credit hour in the course in addition to the weekly course meeting times per week, so you can expect to spend, on average, approximately 9 outside-of-class hours per week in a regular semester course, and about 17 outside-of-class hours per week in an 8-week summer course.
Instructor: Cecilia Fierro, OTD, OTR
Room 315 College of Health Sciences
Office Phone: (915) 747-7263
Email:
Office Hours: By appointment
Course Description: This course is designed to introduce students to the practice of occupational therapy engagement in the community with application of the systems theory as it applies to the individual, family, and community, and human occupational performance in a variety of environments.
Required Texts:
1. Community Practice in Occupational Therapy: A Guide to Serving the Community, Susan K. Meyers
2. Cultural Competency for the Health Professional, Patti R. Rose
Recommended Texts:
· Cross Cultural Rehabilitation: An International Perspective, Leavitt
· Culture and Disability: Providing Culturally Competent Services, Stone
· Culture in Rehabilitation: From Competency to Proficiency, Royeen/Crabtree
· Guide to Culturally Competent Healthcare, Purnell
· Minority Populations and Health: An Introduction to Health Disparities in the US, LaVeist
· Transcultural Healthcare- A Culturally Competent Approach, Purnell/Paulanka
Methods of Instruction:
Reading assignments
Lecture
Active learning exercises
Discussion
Blackboard Discussion Topics
Community Involvement and Discovery
Peer Teaching/Learning
Methods of Evaluation:
Reading Quizzes 15%
Community Program group
Presentations & Peer Evals 20%
Group culture presentation 20%
Reflections and discussions 15%
Service Learning, SL Project
& Final Presentation 30%
Letter Grade Equivalents:
A= 90-100
B= 80-89
C= 70-79
D= 60-69
F= 0-59
Course Content: Refer to course schedule.
Assessment Measures:
1- Assignment 5- Project
2- Lab Test 6- Presentation
3- Objective test 7- Demonstration
4-Essay test 8- Other
General and Specific Objectives (ACOTE 2011 Standard addressed; Assessment Measure):
Upon completion of the course, the learner will be able to:
1. (ACOTE B.1.4) Demonstrate knowledge and appreciation of the role of sociocultural, socioeconomic, and diversity factors and lifestyle choices in contemporary society.
2. (ACOTE B.1.5) Demonstrate an understanding of the ethical and practical considerations that affect the health and wellness needs of those who are experiencing or are at risk for social injustice, occupational deprivation, and disparity in the receipt of services.
3. (ACOTE B.1.6.) Demonstrate knowledge of global social issues and prevailing health and welfare needs of populations with or at risk for disabilities and chronic health conditions.
4. (ACOTE B.2.4.) Articulate the importance of balancing areas of occupation with the achievement of health and wellness for the clients.
5. (ACOTE B.2.5.) Explain the role of occupation in the promotion of health and the prevention of disease and disability for the individual, family, and society.
6. (ACOTE B.2.9.) Express support for the quality of life, well-being, and occupation of the individual, group, or population to promote physical and mental health and prevention of injury and disease considering the context (e.g., cultural, personal, temporal, virtual) and environment.
7. (ACOTE B.5.17.) Develop and promote the use of appropriate community programming to support performance in the client’s natural environment and participation in all contexts relevant to the client.
8. (ACOTE B.5.18.) Demonstrate an understanding of health literacy and the ability to educate and train the client, caregiver, family and significant others, and communities to facilitate skills in areas of occupation as well as prevention, health maintenance, health promotion, and safety.
9. (ACOTE B.5.19) Apply the principles of the teaching–learning process using educational methods to design experiences to address the needs of the client, family, significant others, colleagues, other health providers, and the public.
10. (ACOTE B.5.20) Effectively interact through written, oral, and nonverbal communication with the client, family, significant others, colleagues, other health providers, and the public in a professionally acceptable manner.
11. (ACOTE B.5.21.) Effectively communicate and work interprofessionally with those who provide services to individuals, organizations, and/or populations in order to clarify each member’s responsibility.
12. (ACOTE B.5.23.) Grade and adapt the environment, tools, materials, occupations, and interventions to reflect the changing needs of the client, the sociocultural context, and technological advances.
13. (ACOTE B.5.26) Understand when and how to use the consultative process with groups, programs, organizations, or communities.
14. (ACOTE B.6.1.) Evaluate and address the various contexts of health care, education, community, political, and social systems as they relate to the practice of occupational therapy.
15. (ACOTE B.6.2.) Analyze the current policy issues and the social, economic, political, geographic, and demographic factors that influence the various contexts for practice of occupational therapy.
16. (ACOTE B.6.3.) Integrate current social, economic, political, geographic, and demographic factors to promote policy development and the provision of occupational therapy services.
17. (ACOTE B.6.4.) Articulate the role and responsibility of the practitioner to advocate for changes in service delivery policies, to effect changes in the system, and to identify opportunities in emerging practice areas.
18. (ACOTE B.6.5.) Analyze the trends in models of service delivery in the community, and their potential effect on the practice of occupational therapy.
19. (ACOTE B.9.3.) Promote occupational therapy by educating other professionals, service providers, consumers, third-party payers, regulatory bodies, and the public.
Assignments:
1. In groups of 4, present a 30 minute presentation on a racial/ethnic/cultural/heritage group- CREATIVITY counts!!! You can receive extra credit if you choose to interview a member from your assigned group. You can even bring this person to class on the day of your presentation if you would like. You must include details of the interview (transcripts, audio or video recordings) to receive the extra credit points. If you are able, I would like for you to provide pictures (or real things, if possible) of dress, typical customs and activities. I would also like for you to TRY to bring in food that is customary from your group top share with the class. You may contact the Office of International Students as a reference for this part of the assignment. A rubric will be posted on blackboard. You must address at minimum, the following for each group:
o Demographic info for the US
o Fertility and birth rates
o Mean income
o Mean education
o Dominant language(s)
o Family roles and organization/head of household/gender roles
o Culturally related beliefs and values
o Death rates and leading causes of death
o Healthcare practices, access and utilization
o Health outcomes
o Risk factors/social determinants affecting healthcare access, utilization and health outcomes
o Health disparities/health issues common to this group
o Behavior and common health practices (i.e. curanderos)
2. Service Learning (SL)/Level I FW- completed student AND facility evals of experience- minimum of 20 hours- days and times will be dependent on availability of facility in June. (ACOTE C.1.8, C.1.9, C.1.10)
3. SL project (could be a tangible item/piece of equipment, a teaching, brochure, etc), needs to have a focus on wellness appropriate to the population being served
4. Final presentations of SL/project- will be set up as a display and/or poster. You will have ~ 3-5 minutes to present your project, discuss the agency, populations served, health concerns noted or addressed (without violating HIPPAA), your activities, possible OT involvement, lessons learned, etc. You may not have time for all of that in the presentation, but it should be represented in your display. People will have a chance to wander through the displays after the presentations. You will extend an invitation to your community partners, and CHS faculty and admin will also be invited. Group peer evaluations will be posted on Blackboard.
5. Community Program presentation-In groups of 4, you will come up with an idea for a community program/practice. Each group will develop the program that serves the community and/or specific population in a unique way. Each group will identify a need, discuss how to develop the program, do a literature review, discuss the program design, how to fund the program, how to market the program, and develop an outcomes review. A rubric and peer eval will be posted on blackboard.
6. Weekly reading quizzes on BB. With the exception of the LAST week ONLY, quizzes will be open from 8:00 am every Friday through 5:00 on the following day (Saturday). They are open book, timed (you need to have read 1st in order to know the content well enough to complete the quiz in time), and expected to be completed independently.
7. Discussion board discussions/reflections, as posted. Reflections must be completed by Friday at midnight of the week they are due (due date will be listed in the title). You must post in response to the assigned thread on the discussion board, and comment (THOUGHTFULLY) on at least 2 posts from your classmates by the Friday midnight deadline.
Course Policy: Please refer to the UTEP Graduate Catalog and the MOT Program Student Handbook.
Classroom expectations:
1. Come prepared. Complete the assigned readings before the scheduled lecture. Additional reading materials may be provided in class for the following week. Reading assignments are subject to spontaneous evaluation. Questions over the reading assignments will be used to facilitate discussion during class and labs.
2. You are required to participate in classroom discussions and group activities. Students are expected to be active members of the learning experience and to contribute to the stimulation of other students through participation in the active learning process. The lab participation grade is also based on student’s professional behavior in and out of the classroom. Students are expected to comport themselves in a professional manner at all times whether in class, in clinics, orin the community. If necessary, a Professional Behavior Action Plan will be developed with the student and the instructor. Students who do not adhere to this plan or to constructive feedbackwillbe referred to the Dean of Students for further disciplinary action.
3. Hand in assignments on time. Please contact the instructor prior to an exam or an assignment due-date if there are circumstances that limit your ability to participate in the exam or to turn an assignment in on time. Late assignments will receive a 10% reduction in the overall grade for each 24 hours the assignment is late.
4. Seek help from the instructor(s) if you are having difficulties, do not wait until it is too late to remedy the situation.
5. Take exams/quizzes as scheduled. Exceptions will be made only for verifiable emergencies. Notify instructor in advance if unable to take an examination. Reasonable excuses for missing an exam include: an acute medical problem, an extreme personal emergency or official University business. An unexcused absence from an exam or quiz will result in a “0" for that exam or quiz. Authorized make-up exams will be given at the discretion of the instructor.
Attendance:
Students are expected to arrive promptly and to attend every class unless prior notification is given to the instructor by phone or e-mail. Excused absences are at the discretion of the instructor. You are expected to make up missed work and get information and materials missed from your classmates. Excused absences are for emergencies only and/or for planned presentations that are representing UTEP and the MOT program.
Each unexcused absence will result in a 5% decrease in the final grade for the course. If you are late for class without prior approval; the first time you will be advised not to make it a habit and will receive written warning, the second time you will have your final grade reduced by 5%. Each additional time you are late will result in a 5% reduction in you final grade.
Electronic Devices:
Cell phones and any other electronic devices, including laptops, should be turned off during class except in situations pre-approved by the instructor.
Disruptive Behavior:
Behaviors which detract from students learning will not be tolerated. These behaviors include, but are not limited to: talking during class when an instructor or other student has the floor, attire that distracts from students learning, entering and exiting during instruction, and incoming messages on electronic devices.
Notice of Policy on Cheating:
Students are expected to be above reproach in all scholastic activities. Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and dismissal from the university. "Scholastic dishonesty includes but is not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts " Regents' Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2, Subdivision 3.22. Since scholastic dishonesty harms the individual, all students, and the integrity of the university, policies on scholastic dishonesty will be strictly enforced. As emerging therapists, students are taught to uphold ethical standards of the American Occupational Therapy Association and the Texas Board of Licensure. It is expected that strong standards of scholastic integrity support the ethical standards and professional behaviors of occupational therapists.