Assignment+2

Online Instructional Design For Continuing Education Course: Occupational Therapy Practice Framework—THE OTPF Brad E. Egan ELT7003 Northcentral University Dr. Glen Gatin, mentor __The Opportunity__ In order to maintain national accreditation by NBCOT and a state license, occupational therapists (OTs) and occupational therapy assistants (OTAs) must participate in regular professional continuing education. Doing so ensures that all occupational therapy practitioners are “staying current” and pursuing ongoing educational experiences that add to their minimum entry-level skills. Many providers of continuing education opportunities to allied health professionals are beginning to offer a wide range of online learning opportunities. This “anytime-anyplace approach,” according to Wutoh et al. (2004), appears to be an effective alternative to in-person offerings. In fact, many states and licensing boards currently allow a percentage of continuing education credits to be achieved via modes of independent study and online delivery. __The Course__ **WORKING WITH THE FRAMEWORK: DOMAIN AND PROCESS (WWFDP)** is a learner-paced, open access course which focuses primarily on integrating uniform professional terminology in occupational therapy practice. For accreditation purposes, this course was also designed in accordance with the American Occupational Therapy Association (AOTA) approved provider guidelines set forth in The Reference Manual of the Official Documents of the AOTA, Inc. The content of the course specifically reflects the three categories of AOTA's codes for continuing education: Domain of OT, Occupational Therapy Process, and Professional Issues. __Introduction__: This course presents OTs and OTAs with an opportunity to apply the terminology presented in the OTPF 2nd edition. Many initiatives are being implemented to increase practitioner fluency with the OTPF so that we can strengthen our professional image and present a consistent definition of occupational therapy services to external audiences. Because many practice models and evaluation forms inconsistently use the same terms, the OTPF now identifies a uniform "expanded" definition of terms commonly used in evaluating and documenting occupational therapy services. __Goals of the course__: Integrate the Framework into documentation (requires a shift from component-based, therapist-driven language/terminology to occupation-based, client-centered ways of reporting clinical findings); Become competent in the use of the OTPF to guide occupation-based practice; develop an occupational therapy evaluation that aligns with OTPF terminology; Initiate a top-down evaluation approach to first gain information and an understanding about the client's occupational history, values, roles, interests, habits, needs, and experiences (i.e. the client's perspective of the occupations that he or she wanted or needed to perform to participate in life) prior to initiating a bottom-up approach to evaluation. __The Learner__: This course is designed for currently practicing US occupational therapists and occupational therapy assistants. It is meant to be self-paced and the medium allows for participants to return to the content as often as they like. This format was chosen to maximize the needs of learners who are likely busy professionals and might not be familiar with online instruction (Conrad & Donaldson, 2004). Since AOTA adopted the 2nd edition of the Framework in 2008 and many departments have yet to integrate it into evaluations and documentation standards, it is also likely that most learners will not be familiar (and need more time) with the many new ways of indexing and categorizing professional terminology. Successful learners will have requisite keyboarding and mouse skills. In order to access the course, they will also need to be able to sign-up for a free Rcampus account by selecting a user name and password and enroll in the course using a series of dropdown menus. Moreover, learners will need to be familiar with using links, watching videos, sending and receiving emails with a gmail account, and posting responses in discussion boards, electronic surveys and exams. Being able to perform independent internet searches might also provide learners with an increased ability to maximize the extent to which the course content will impact and inform their practice. __Knowledge and Skills__: Course material is organized to develop the following skills: 1. The practitioner develops an understanding of the Domain a) able to name the 8 areas of occupation b) able to differentiate the temporal, social, and physical environments from the social, physical, and timing demands of an activity c) able to identify the abilities a client demonstrates according to the 4 skill categories: motor and praxis, sensory and perceptual, emotional regulation and communication, and cognitive  2. The practitioner develops an understanding of the Process  a) able to name the occupational therapy intervention approaches b) able to differentiate between the therapeutic uses of occupations or activities c) able to specify the 9 types of occupational therapy outcomes 3. The practitioner is familiar with the SOAP documentation style a) able to write a SOAP note using OTPF terminology after reading case studies or watching videos  __Course Schedule__: The schedule is learner paced.   · Initial course survey   · Basic introduction to the document (online presentation)   · Multiple choice quiz on terminology   · Development of a STUDYSTACK question   · Video case studies: pediatric, school-based, and geriatric   · A SOAP note review (online presentation)   · Submission of a SOAP note using OTPF terminology   · Discussion Board posting   · Final Exam (completed online)   · Course Survey (completed online) **A score of 80% or better is required for CEU credit**  __The Technology Management Environment__  Course management systems (CMS) allow instructors to create, manage, and administer learning over the internet. My selection of Rcampus satisfies three of the four main functional categories as outlined by Waterhouse (2005): 1) distribution of the course material 2) student-instructor and student-student communication and 3) student interaction with course resources. Online testing and grading, the fourth category (Waterhouse, 2005), will be accomplished by using the test and survey features Google Docs. Rcampus is a free comprehensive Education Management System (EMS). Negotiation of the site via the layout is simple, allowing the instructor to link a variety of materials to the course syllabus, calendar, discussion board, and gradebook. Because the system allows for engagement, it is able to support activities that require critical thinking and learners to apply, analyze, and synthesize information (Conrad & Donaldson, 2004).

References: American Occupational Therapy Association. (2008). Occupational therapy practice framework: Domain and process. //American Journal of Occupational Therapy// //, 56, // 609–639. Conrad, R., & Donadlson, J. (2004). Engaging the online learner: Activities and resources for creative instruction. San Fransisco: Josey-Bass. Waterhouse, S. (2005). The power of eLearning. Pearson Education, Inc. Wutoh, R., Austin-Boren, S., & Balas, E. (2004). Elearning: A review of internet-based continuing medical education. //Journal of Continuing Education in the Health Professions//, //24//, 20-30.