Dr. Pallavi Patel School of Rehabilitative Sciences (PSRS)—Department of Occupational Therapy 2025–2026 340 presentations; and posters by students, former students, alumni, and current and former faculty and staff members of the Department of Occupational Therapy, Nova Southeastern University, when applicable. References American Psychological Association. (2017). Ethical Principles of Psychologists and Code of Conduct (2002, amended effective June 1, 2010, and January 1, 2017). apa.org/ethics/code/index.html Fine, M. A., & Kurdek, L. A. (1993). Reflections on determining authorship credit and authorship order on faculty-student collaborations. American Psychologist, 48(11), 1141–1147. doi.org/10.1037/0003066X.48.11.1141 International Committee of Medical Journal Editors. (2024). Defining the Role of Authors and Contributors. icmje.org/recommendations/browse/roles-and-responsibilities/defining-the-role-ofauthors-and-contributors.html Participation in Fieldwork Experiences and Doctoral Capstone The fieldwork component of the curriculum accumulates many hours of clinical education comprising community field trips, Level I and Level II fieldwork experiences, and the culminating doctoral capstone experience. 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 capstone component of the program during the New Student Orientation and continues throughout the program through ongoing communication with the clinical, doctoral, and community relations administration and staff members comprising the academic fieldwork coordinator, the doctoral capstone coordinator, and the fieldwork support coordinator. The first course where the student receives information about clinical experiences is OTD 8121: Introduction to Didactic, Clinical, and Research Experiences, which introduces the student to the three major components of the student’s doctoral education, one of which is clinical. The course provides information on community field trips related to coursework, Level I fieldwork, and the doctoral residency and the paperwork process for fieldwork placement, required background checks and immunization, rules and regulations in health care, safety precautions, and preventive measures. OTD 8264: Business of Practice and Management and OTD 8265: Professional Leadership provide training in program development and ethical and role delineation aspects of clinical practice, among other topics. Participation in Level I fieldwork (FWE-I): Three intervention courses prepare the student for FWE-I experiences, namely OTD 8274: Occupational Therapy Interventions I—Mental Health, Wellness, and Community; OTD 8275: Occupational Therapy Interventions, Children and Youth; and OTD 8276: Occupational Therapy Interventions, Adults. The level I fieldwork experience courses start the summer of the second year and continue for three consecutive terms. The courses are intentionally scaffolded in alignment with student professional growth to reflect the metaphorical growth of a palm tree. Coupled with the three didactic intervention courses, the FWE-I strengthen professional preparation according to the scope and sequence of the curriculum design, as follows:
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