Dr. Pallavi Patel School of Rehabilitative Sciences (PSRS)—Department of Occupational Therapy 2025–2026 351 *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/nsu-tampa-otd-essential-functions-03.28.2024.pdf. Authorship Credit and Order Guidelines and Policy • Principal authorship, order of authorship, and other publication credits should accurately reflect the relative scientific, technical, professional, or scholarly contributions of the individuals involved. • No authorship credit should be given to someone whose suggestion/idea/feedback may have influenced a project, but did not actively participate in project development and implementation. This person could be acknowledged as a minor contributor as described in the next bullet. • Those with minor contributions to the manuscript are appropriately acknowledged in footnotes, an introductory statement, or acknowledgments. • Authorship is not merited solely for administrative support, financial contribution, or a supervisor/ adviser’s position. • Authorship credit should go to those who do the actual writing and to those who have made significant scientific or scholarly contributions to a study, such as formulating hypotheses, structuring the design, conducting the analysis, interpreting results, or writing a major portion of a manuscript. • The following apply to students as authors: − Initially coauthorship between faculty member-student collaboration efforts may not clearly define who should be given authorship credit, and in what order the authors’ names should appear on published work. Therefore, it is especially important that all individuals involved in the project discuss authorship at the beginning of the project to complete the required Faculty Member-Student Agreement for Research and Authorship Form prior to substantial time on the project being invested.
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