Occupational Performance for Elders Syllabus for 2013-2014
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Course

OTHA-1353-001 Occupational Performance for Elders

Prerequisites

OTHA 1349

Course Description

Occupational performance of elders. Includes frames of reference, evaluation tools and techniques and intervention strategies specific to this population.

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Department Expectations

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Occupational License Disclaimer

Hours

(3 sem hrs; 3 lec)

Class Type

On Campus Course

Syllabus Information

Textbooks

REQUIRED COURSE TEXTBOOKS

All previously purchased texts plus

Occupational Therapy with Elders, Second edition, Lohman, Padilla, Connon

Supplies

COURSE SUPPLY LIST AND SUPPLEMENTAL MATERIALS:

LEARNER PERFORMANCE/OUTCOMES

Given the course textbooks, personal notes, discussions in class, handouts, and other materials and projects, the learner shall accomplish each of the following course outcomes as evaluated by the course instructor:

1.                 Learn and apply the general principles of the normal workings of the human body across the life span in order to distinguish what is normal age specific development and function as compared to abnormality and disease.

2.                 Understand occupational therapy practice for adults middle age through the end of life and conditions related to this population.

3.                  Be knowledgeable of pathologies, etiologies, and general medical as well as therapeutic treatment of diseases, injuries, and other disabilities both physical and mental seen in this age group in a variety of occupational therapy settings.

4.       Understand and be able to apply the occupational performance areas of life tasks in which maturing adults engage.

 

The learner will know that the outcomes have been successfully accomplished when he/she earns a final grade of “C” or higher as evaluated by the faculty in the OTA department.

 

Given the course textbooks, personal notes, class discussions, handouts, and other course materials, the learner will be able to achieve each of the of the following with an accuracy of not less than 74.5% as evaluated by the course instructor:

1.       Discuss concepts of aging including trends, theories, processes, psychological aspects and regulation of public policy

2.       Describe mental and physical disease processes and conditions that are commonly seen in the practice of occupational therapy with aging adult clients in a variety of settings.

3.       Describe occupational therapy intervention with elders.

4.       Determine the effect of local and national demographics on the possible provision of occupational therapy services currently and projecting for the OTA’s career plan.

5.       Discuss the importance of families in providing care for elders.

6.       Describe the role of occupational therapy in a variety of settings which provide services to the elderly

7.       Explain programs and care options common to elder populations in the service area.

8.       Analyze facility activity calendars for provision of services to elders in a variety of settings.

9.       Develop and complete a community project approved by the instructor involving elders with an emphasis on viable OTA services.

10.     Prepare and present an education based segment to a group of elders on a topic relevant to the setting.

 

Given the course textbooks, personal notes, class discussions, handouts, and other course materials, the learner will be able to achieve each of the of the following with an accuracy of not less than 75% as evaluated by the course instructor:

1.       Discuss concepts of aging including trends, theories, processes, psychological aspects and regulation of public policy

2.       Describe mental and physical disease processes and conditions that are commonly seen in the practice of occupational therapy with aging adult clients in a variety of settings.

3.       Describe occupational therapy intervention with elders.

4.       Determine the effect of local and national demographics on the possible provision of occupational therapy services currently and projecting for the OTA’s career plan.

5.       Discuss the importance of families in providing care for elders.

6.       Describe the role of occupational therapy in a variety of settings which provide services to the elderly

7.       Explain programs and care options common to elder populations in the service area.

8.       Analyze facility activity calendars for provision of services to elders in a variety of settings.

9.       Develop and complete a community project approved by the instructor involving elders with an emphasis on viable OTA services.

10.     Prepare and present an education based segment to a group of elders on a topic relevant to the setting.

 

ACOTE standards incorporated in this course:

Demonstrate knowledge of global social issues and prevailing health and welfare needs of populations with or at risk for disabilities and chronic health conditions. (B.1.6.)(Activitiy:class discussion comparing and contrasting US demographics and cultural care of elders with selected country)

Articulate the importance of balancing areas of occupation with the achievement of health and wellness for the clients.(B.2.4.)(Ax:leisure practices, health and wellness from discovery articles discussion groups)

Understand the effects of heritable diseases, genetic conditions, disability, trauma, and injury to the physical and mental health and occupational performance of the individual. (B.2.6.)(Ax:peer presentations diseases, conditions, diabilities, trauma and injuries)

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. (B.2.9.)(Ax:hospice visit, Cottages visit, Alzheimer's support group involvement)

Identify interventions consistent with models of occupational performance. (B.2.11.)(Ax:elder community project planning)

Implement group interventions based on principles of group development and group dynamics across the lifespan. (B.5.4.)(Ax:elder community project implementation)

Provide training in self-care, self-management, health management and maintenance, home management, and community and work integration. (B.5.5.)(Ax:Elder health fair presentation)

Provide training in techniques to enhance community mobility, including public transportation, community access, and issues related to driver rehabilitation.(B.5.12.)(Ax:Elder health fair presentation)

Promote the use of appropriate home and community programming to support performance in the client’s natural environment and participation in all contexts relevant to the client. (B.5.17.)(Ax:discovery activity local community programming for elders, use at health fair)

Demonstrate an understanding of health literacy and the ability to educate and train the client, caregiver, and family and significant others to facilitate skills in areas of occupation as well as prevention, health maintenance, health promotion, and safety. (B.5.18.)(Ax:rewrite community brochure to address needs of elders which includes prevention, health/wellness and safety (travel, scams, etc))

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. (B.5.20.)(Ax; elder health fair)

Describe the contexts of health care, education, community, and social systems as they relate to the practice of occupational therapy. (B.6.1.)(Ax:class discussion, elder health fair)

Identify strategies to assist the consumer in gaining access to occupational therapy services. (B.9.12.)(Ax:Senior Citizens visits)

Demonstrate professional advocacy by participating in organizations or agencies promoting the profession (e.g., AOTA, state occupational therapy associations, advocacy organizations). (B.9.13.)(Ax:member AOTA, participate in local TOTA meeting)

 

Consistency with and connection to curriculum design:

The curriculum design of the OTA program incorporates both developmental and adult education models of learning. In planning and implementing the curriculum, courses progress from easier to harder, general to specific, limited time observing to full time practicing. The program focuses on adult education concepts of self-directed learning, an increasing responsibility for one’s own learning, as well as establishing one’s own learning goals and objectives. The curriculum design incorporates the philosophy of the profession in that humans are active beings and so students enrolled in OTA courses are actively learning not passively listening to lecture or viewing power point presentations. OTA students create the power point presentations from which they learn.

Because the faculty of Amarillo College’s OTA program desire to develop generalists who can practice in a variety of settings, the entire lifespan is taught. Beginning with the familiar for all students, the curriculum addresses childhood, moves to adulthood and finally addresses elders. The three courses in sequence are Occupational Performance from birth through adolescence, Occupational Performance of Adulthood, and Occupational Performance for Elders. The didactic portion is initially very high in the first course and eventually diminishes across the courses in three sequential semesters.  Student presentations are determined in earlier courses by assignment and are expected to be 5 minutes. As a student progresses, more student directed learning takes place in that students will select the topic and have a wide range of presentation options and an increased time for “teaching” up to 30 minutes duration. Less observation of the population occurs in the earlier course as compared to multiple field explorations of the elder popoulation.

Students Rights and Responsibilities

Student Rights and Responsibilities

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Expected Student Behavior

BEHAVIORAL EXPECTATIONS

Learners will not use pagers or cell phones in the classroom. All such devices must be placed on silent mode. Class facilities (phone, bathroom, bedroom, kitchen) are to be used for learning activities only and/or with the approval of the instructor.

When asked, the student will attend class in professional dress including black, blue or khaki pant for men and women or skirt for women, shirt with collar, shirt able to be tucked into pants at waist upon request, and closed toe tennis shoe or dress shoe heel not exceeding 1 inch with socks or hosiery to compliment pant/skirt. The instructor may instead require the professional dress decided upon by the class (scrubs or shirt with embroidered logo).

Jewelry and cologne are to be kept to a minimum. No tattoos are allowed to be seen or show.  Piercings allowed are a single pair of ear studs for women only. All other piercings on men and women must be removed prior to entering off-campus sites. Lab jackets or approved purchased OT scrubs will be worn with required name badge. If professional dress code is not followed the student will receive a grade of “0” for the day, will not be allowed to accompany the class on assignment and will not have an option to makeup the assignment.

Courtesy and respect are expected between the learner and instructor. Learners are expected to be attentive to instructor and guests and oral presentations of other learners. Learners are to extend highest respect to patients/clients/elders when making off campus contact.  Lack of regard to this expectation at any time by any single learner or group of learners may result in immediate dismissal of the learner/s from the situation by the instructor, guest lecturer, or patient/client/elder.

Dishonesty in the classroom or in completing any assignment will not be tolerated as per Amarillo College policies.  See “Student Rights and Responsibilities” for full details and actions that may occur as the result of dishonesty.

Grading Criteria

GRADING CRITERIA AND SCALE

 

The following criteria will be used to determine your grade:

                   Major Examinations                             30%  

                   Outside assignments                           45%

                   Classroom assignments/quizzes            15%

                   Final Examination                               15%

                   Final Grade                                        100%

 

The following grade scale applies throughout this course:

                   A = 92.5 - 100

                   B = 83.5 - 92.4

                   C = 74.5 - 83.4

                   F = 74.4 and below

 

NOTE: A grade of “D” is NOT possible in this course! A learner receiving a final grade of less than a “C” will be required to repeat the course and may not continue with the next curriculum courses until the course is successfully repeated in sequence. This course may only be repeated once and must be taken in curriculum sequence.

 

If a major exam/celebration of knowledge is missed for any reason, the item will be made up during the week of finals. The date and time of the make up exams for all courses for all exams will be announced in advance of finals week.  Make-up exams can be any format the instructor chooses. Make-up exams may be made up in the testing center at the discretion of the instructor/s. The highest grade to be achieved will be 95%.  The bonus must be attempted or completed but will not count toward the grade.  The equivalent number of bonus points will be deducted if the bonus is not attempted.

 

If a learner fails to sit for the make-up exam/s during the assigned time the week of finals for any reason, a zero (0) will be given for that exam/s. The learner will respect the honor system during all examinations and quizzes. Inability to do so will result in a recorded grade of zero (0) with no make-up possible. Failure to respect the honor system may also result in dismissal from the course, the program, the division, and the college. Cheating is not tolerated in this college. See the Student Rights and Responsibilities 2008-09 information on any college computer at the AC web site for detailed information.

Outside and classroom assignments: If a student is absent on the day of a presentation, 1 letter grade will be deducted from the grade achieved when the presentation is made.

Group presentations will be made with all members present. If a student is absent on the day of a presentation, 1 letter grade will be deducted from the grade achieved for each member of the group when the presentation is made.

All assignments will be given with a due date/time.  The learner will submit the assignment at the assigned date/time as announced or the assignment WILL NOT BE ACCEPTED. The recorded grade for the assignment will be a zero.

Homework assignments may or may not be made up at the discretion of the instructor.  The learner must contact the instructor no later than noon of the day following the missed class period to obtain possible class assignment makeup instructions.

No make-up quizzes will be given. A grade of zero (0) will be given for any missed quizzes. Quizzes may or may not be announced in advance.

The final examination will be comprehensive to evaluate the effectiveness of the entire course and the knowledge gained. If a learner fails to sit for the final exam during the week of finals for any reason, a zero (0) will be given for the final exam.

Attendance

ATTENDANCE POLICY:

Regular attendance is necessary for satisfactory achievement.  Therefore, it is the responsibility of the learner to attend class.

Amarillo College endorses attendance as a key to success. Attendance is required for successful completion of the Occupational Therapy Assistant program.

At the beginning of each lecture and lab, students will be expected to sign the roster provided by the instructor.  Failure to sign in will result in the student being marked absent for attendance purposes even if a student is present in class and seen by the instructor.

Each student will be allowed only one absence for lecture or one for lab in any class. After the first absence a penalty of three (3) points will be deducted from the student’s final course grade for each subsequent absence. For example, a student who misses three (3) lectures will have six (6) points deducted from the final grade for the course. 

Full attendance of class time is also expected.  A student will be counted as “absent” if the student is out of class more than 20 minutes of a class time. For example, if in a given day a student arrives 10 minutes late to class, takes an extra 5 minutes for break and leaves class for 5 minutes for any reason(phone calls, appointments, bathroom breaks, illness), that student is then considered “absent” for the day. This type of absence counts in the total number of absences resulting in lowering of the final course grade.

Calendar

Additional Information

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