Dr. Pallavi Patel College of Health Care Sciences—Department of Occupational Therapy 2018–2019 187 as program outcomes; and (3) assure that submissions provide appropriate credit and recognition. This policy applies to publication submissions; professional presentations; and posters by students, former students, alumni, and current and former faculty and staff members of the Occupational Therapy Department, Nova Southeastern University, when applicable. References American Psychological Association. (2010). “Ethical principles of psychologists and code of conduct,” Section 8.12, Publication Credit. Retrieved February 2, 2014, from apa.org/ethics/code . Fine, Mark A., and Kurdel, Lawrence A. (1993). “Reflections on determining authorship credit and authorship order on faculty-student collaborations,” American Psychologist , 48(11), 1141. International Committee of Medical Journal Editors. (2013). “Roles and responsibilities of authors, contributors, reviewers, editors, publishers, and owners: Defining the role of authors and contributors,” retrieved February 2, 2014, from icmje.org . Participation in Fieldwork Experiences and Doctoral Residency The fieldwork component of the curriculum accumulates to more than 2,000 hours of clinical education comprising community field trips, level I and level II fieldwork experiences, and the culminating doctoral residency (called doctoral experiential component in ACOTE terms). Students are responsible for any travel or lodging expenses related to these clinical education experiences, which on certain occasions may require a short or long commute, across or out of state, depending on availability and program need. The student receives information about the clinical education and doctoral residency component of the program during the New Student Orientation weekend, and continues throughout the program through ongoing communication with the clinical, doctoral, and community relations administration and staff member comprising the clinical education director (academic fieldwork coordinator), the doctoral transformation director, and the fieldwork support coordinator. The first course where the student receives information about clinical experiences is OTD 8101: Introduction to Didactic, Clinical, and Capstone Experiences, which introduces the student to the three major components of their doctoral education, one of which is clinical. The course provides not only information on community field trips related to coursework, level I fieldwork, and the doctoral residency, but also the paperwork process for fieldwork placement, required background checks and immunization, rules and regulations in health care, safety precautions, and preventive measures. OTD 8281: Business of Practice and Management and OTD 8282: Professional Leadership provide training in documentation and ethical and role delineation aspects of clinical practice, among other topics. Three intervention courses prepare the student for level I fieldwork experiences, namely OTD 8271: Occupational Therapy Interventions I—Psychosocial and Community; OTD 8272: Occupational Therapy Interventions II—Children and Youth; and OTD 8273: Occupational Therapy 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 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 level I fieldwork 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.