PCHCS Handbook 2023-2024

Dr. Pallavi Patel College of Health Care Sciences (PCHCS)—Department of Occupational Therapy 2023–2024 222 progress; and identify appropriate resources. Students should schedule a meeting with their adviser as necessary, via videoconferencing or face to face when on campus. Each student’s academic adviser, being aware of many valuable resources, can assist in every facet of the program if the student is having problems that might interfere with the student’s studies or progress. Students should not hesitate to contact their adviser for needs related to academics or policy. Also, it is expected that students will respond to any email communication from their academic adviser within 24 hours of receipt. Students can access the current policy and procedure on student advising in the O.T.D. Student Center. Students are strongly encouraged to take advantage of this opportunity to develop a relationship with their adviser, and be proactive in their academic preparation. The relationship remains during years I and II* and may change only for significant reasons, and after extensive discussion between adviser and advisee. Advisees will submit the request for adviser change, in writing, to the program director who will make the final decision. At year III, students transition to advisement by the academic fieldwork coordinator (AFWC) and doctoral capstone coordinator (DCC) during the terms as indicated below: • summer term, year III, AFWC • fall term, year III, DCC • winter term, year III, AFWC • summer term, year IV, DCC *During year II, while students are taking intervention courses, the AFWC and the specific intervention instructor will collaborate in determining student readiness for Level I fieldwork experience. Placement of the student will be at the discretion of the AFWC. Questions during the Level I fieldwork rotation may be directed to the AFWC or intervention course faculty member, as appropriate. Essential Functions Most educational programs have technical standards or essential function policies that guide and protect the program and its students regarding reasonable expectations for admission, retention, and graduation. Essential functions, as distinguished from fund of knowledge standards, refer to those abilities required for satisfactory completion of all aspects of a curriculum, including clinical education, and the development of professional attributes required of all students at graduation. The O.T.D. program— Tampa Bay has a responsibility to the public to assure that its graduates can become fully competent and caring occupational therapists who are capable of providing benefit and doing no harm. Individuals admitted and retained in the O.T.D. program—Tampa Bay must possess the intelligence, integrity, compassion, humanitarian concerns, physical and emotional capacity, cognitive and communication skills, and professionalism necessary to practice occupational therapy. To this end, all O.T.D. program— Tampa Bay students must meet the requirements outlined in the O.T.D. program’s Essential Functions Policy for Admission, Retention, and Graduation. Find the O.T.D. Essential Functions document at healthsciences.nova.edu/ot/orientation/forms/otd-tpa/otd-orientation-2022-docs/nsu-tampa-otdessential-functions.pdf.

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