Course Number and Title:
OTA 221 Adult and Geriatric Health Conditions
Prerequisites
Prerequisite: OTA 220
Co-requisites
Corequisite: OTA 223 and OTA 224
Course Credits and Hours
3 credit(s)
3 lecture hours/week
0 lab hours/week
Course Description
This course provides information related to medical conditions, diseases, and dysfunctions of adult and geriatric populations.
Additional Materials
Campus program and policy manuals
Core Course Performance Objectives (CCPOs)
- Demonstrate professional behaviors during the study of medical conditions, diseases, and dysfunction in the adult through geriatric population. (CCC 4; PGC 2)
- Demonstrate knowledge of scientific evidence as it relates to the importance of balancing areas of occupation; the role of occupation in the promotion of health; and the prevention of disease, illness, and dysfunction for adult and geriatric persons, groups, and populations. (CCC 2, 6; PGC 1, 2)
- Demonstrate knowledge of the effects of disease processes including heritable diseases, genetic conditions, mental illness, disability, trauma, and injury on occupational performance in an adult or geriatric persons, groups or populations. (CCC 2, 6; PGC 1, 2)
- Demonstrate knowledge of consultation, care coordination, case management, transition planning, interprofessional and intraprofessional collaboration, and primary care programs for adult and geriatric individuals, groups and populations. (CCC 3; PGC 1, 5)
- Locate and use quality sources of information from professional literature to demonstrate understanding of assigned conditions adhering to guidelines for effective written and oral communication. (CCC 1, 5; PGC 1, 2)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs)
Upon completion of this course, the student will:
- Demonstrate professional behaviors during the study of medical conditions, diseases, and dysfunction in the adult through geriatric population.
- Demonstrate appropriate professional behaviors in the classroom.
- Respond appropriately to constructive feedback.
- Demonstrate knowledge of scientific evidence as it relates to the importance of balancing areas of occupation; the role of occupation in the promotion of health; and the prevention of disease, illness, and dysfunction for adult and geriatric persons, groups, and populations.
- Demonstrate knowledge of scientific evidence as it relates to the importance of balancing areas of occupation.
- Demonstrate knowledge of the role of occupation in the promotion of health for adult and geriatric persons, groups, and populations.
- Demonstrate knowledge of the prevention of disease, illness, and dysfunction for adult and geriatric persons, groups, and populations.
- Demonstrate knowledge of the effects of disease processes including heritable diseases, genetic conditions, mental illness, disability, trauma, and injury on occupational performance in an adult or geriatric persons, groups or populations.
- Describe the impact of the health condition on occupational performance including performance skills, performance patterns, client factors, and areas of occupation within the cultural context of family and society.
- Demonstrate knowledge of consultation, care coordination, case management, transition planning, interprofessional and intraprofessional collaboration, and primary care programs for adult and geriatric individuals, groups and populations.
- Explain the importance of the consultative process with interprofessional and intraprofessional colleagues when working with adult or geriatric persons, groups, programs, organizations, or communities.
- Explain and articulate care coordination, case management, and transition services in traditional and emerging adult and geriatric practice environments.
- Demonstrate awareness of the principles of interprofessional team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient- and population-centered care as well as population health programs and policies that are safe, timely, efficient, effective, and equitable.
- Identify the importance of communicating to the occupational therapist the need to refer to specialists both internal and external to the profession, including community agencies.
- Identify and communicate to the occupational therapist the need to design community and primary care programs to support occupational performance for persons, groups, and populations.
- Locate and use quality sources of information from professional literature to demonstrate understanding of assigned conditions adhering to guidelines for effective written and oral communication.
- Locate quality resources reflective of evidence-based practice in researching conditions and pathologies.
- Demonstrate the importance of professional literature in clinical reasoning for collaboration with the occupational therapist (OT).
- Use quality resources for assigned conditions, and adhere to guidelines for effective oral and written communication.
- Demonstrate principles of the teaching and learning process using and health literacy education approaches to instruct others about health conditions at the level of the audience.
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
= |
A |
| 80-89 |
= |
B |
| 70-79 |
= |
C |
| 0-69 |
= |
F |
Students should refer to the
Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Final Course Grade
Calculated using the following weighted average
|
Evaluation Measure
|
Percentage of final grade
|
|
Summative Assessments:
|
|
|
Exam #1
|
20%
|
|
Exam #2
|
20%
|
|
Exam #3
|
20%
|
|
Professional Behaviors
|
10%
|
|
Formative Assessments: Research Project, Research Project Presentation, Quizzes, Resource file
|
30%
|
|
TOTAL
|
100%
|
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)
- Demonstrate knowledge related to the occupational therapy assistant including patient/client interactions, therapeutic treatments, activity analysis, documentation, safety techniques, and therapeutic equipment.
- Exhibit effective nonverbal, verbal and written communication in patient/client and family interventions and education and in professional relationships.
- Perform competently a full range of occupational therapy skills with patients/clients and various populations as occupational beings.
- Exercise independent judgment and critical thinking in performance of occupational therapy, according to the profession's standards of practice.
- Demonstrate professional patterns of behavior consistent with the profession's code of ethics.
Core Curriculum Competencies (CCCs are the competencies every graduate will develop)
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Students in Need of Accommodations Due to a Disability
We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.