ACADEMIC PROGRAM PROPOSAL FORMsystem.nevada.edu/tasks/sites/Nshe/assets/File/... · researcher, and advocate for the profession and the consumer. The proposed program will provide

1

ACADEMIC PROGRAM PROPOSAL FORM (Revised: March 2016)

DIRECTIONS: Use this form when proposing a new major or primary field of study, new emphasis, or new degree program.

DATE SUBMITTED: May, 2017

INSTITUTION: University of Nevada, Las Vegas

REQUEST TYPE: X New Degree New Major or Primary Field of Study New Emphasis New Certificate of Achievement (AAC approval only)

DEGREE (i.e. Bachelor of Science): Occupational Therapy Doctorate (OTD)

MAJOR (i.e. Animal Science): Occupational Therapy

EMPHASIS (i.e. Equine Studies): Occupational Therapy

CREDITS TO DEGREE: 120

CERTIFICATE OF ACHIEVEMENT:

PROPOSED SEMESTER OF IMPLEMENTATION: Summer, 2020

Date of AAC Approval:

Date of Board Approval:

June 7, 2017

(ACADEMIC, RESEARCH AND STUDENT AFFAIRS COMMITTEE 09/07/17) Ref. ARSA-3, Page 1 of 19

2

Action requested:

The University of Nevada, Las Vegas requests approval of an Occupational Therapy Doctorate program.

A. Brief description and purpose of proposed programThe proposed program is a doctorate program in occupational therapy for those students who wish topursue a career as an occupational therapist. Completing this curriculum would enable students to sitfor the National Board for Certification in Occupational Therapy (NBCOT) certification examinationwhich would then enable them to apply for licensure as a registered occupational therapist (OTR) inNevada or other states. This program will help meet the strong need for occupational therapists in theState of Nevada as there is only one other accredited occupational therapy program in Nevada. Withthe formation of the new School of Medicine at the University of Nevada, Las Vegas that willprovide health care to southern Nevada, it is necessary to have a full armamentarium of healthservices in the region to complement the care activities provided by the School of Medicine.

B. Statement of degree or program objectivesThe mission of the UNLV OTD Program in Occupational Therapy is to provide program graduateswith the knowledge and skills required to become competent occupational therapists. This includesbeing able to provide services as a direct care provider, consultant, educator, manager, leader,researcher, and advocate for the profession and the consumer. The proposed program will provide anevidence-based and sequenced curriculum that will enable students to transition into practice.

C. Plan for assessment of degree or program objectives

Accreditation standards require that students pass a competency assessment prior to thecommencement of the doctoral experiential component (DEC). The OTD program will usethe National Board for Certification in Occupational Therapy (NBCOT) OccupationalTherapy Knowledge Exam (OTKE) and students will have to achieve a score of 65 in orderto progress to the DEC. Upon completion of the entire three-year program, students will beeligible to take the NBCOT Certification Exam. A score of 450 out of 600 is required inorder to pursue state licensure in Nevada.

D. Plan for assessment of student learning outcomes and the use of this data for programimprovement

The following program goals and objectives are being established for the OTD degree. Seeattached Assessment Plan.

Program Goal 1: Achieve competence in occupational therapy practice through successful completion of academic coursework and fieldwork education.

Student Learning Objective for Goal 1: 1. At least 95% of students annually will successfully earn a passing score on the

NBCOT Certification Examination within one calendar year of graduation.

Program Goal 2: Students will demonstrate synthesis of advanced knowledge in occupational therapy practice.

Student Learning Objective for Goal #2:


3

1. Students will achieve a grade of 65 or better on the NBCOT Occupational TherapyKnowledge Exam prior to beginning work on the culminating project/capstone andDoctoral Experiential Component of the program.

Program Goal 3: Students will develop and complete a doctoral capstone in one or more of the following areas: clinical practice, skills, scholarship, administration, leadership, program and policy development, advocacy, education, and theory development.

Student Learning Objective for Goal #3: 1. Students will successfully complete a capstone project in a primary care setting

during their 14 week Doctoral Experiential Component that is disseminated throughpresentation and/or publication.

Program Goal 4: Students will demonstrate active involvement in professional development, leadership, and advocacy.

Student learning Objective for Goal #4: 1. Students will complete a professional development plan in each year of the program

that identifies leadership and advocacy activities that they select and pursue.

Program Goal 5: Students will plan and apply evidence-based occupational therapy interventions to address the physical, cognitive, functional, psychosocial, sensory, and other aspects of performance in a variety of contexts and environments to support engagement in everyday life activities that affect health, wellbeing, and quality of life in individuals across the lifespan.

Student learning Objectives for Goal #5: a. For each clinical course in the OTD curriculum, students will earn a passing grade

on specific skill competencies.b. Students will receive a grade of at least “3” on those items (18, 20, 21, 22, 23, 24 &

25) on the AOTA Level II Fieldwork Performance Evaluation that focus oninterventions.

c. On Level I fieldwork, students will achieve a passing score on their clinicalperformance.

Program Goal 6: Students will effectively communicate and work inter-professionally with those who provide services and programs for individuals and/or populations.

Student Learning Objective for Goal #6: 1. Students will earn a score of at least “3” on the AOTA Fieldwork Performance

Evaluation indicating they have met the behavioral competency on those items thatfocuses on communication and inter-professional relationships. Program Goal 7:Students will be an effective consumer of the latest research that supports practiceand demonstrate active involvement in evidence-based practice.

Student Learning Objective for Goal # 7: 1. Students will demonstrate competence in critically evaluating research in each of the

three research and evidence-based practice courses in the OTD curriculum, asevidenced by completing Critical Reviews of Research Studies assignments in each


4

course.

Program Goal 8: Students will consistently demonstrate their adherence to the ethical standards, values, and attitudes of the occupational therapy profession.

Student Learning Objective for Goal #8: 1. Students will complete and discuss an assessment of professional behaviors each

semester with their academic advisor, reflecting adherence to the AOTA Code ofEthics.

E. Contribution and relationship of program objectives to

i. NSHE Master Plan:

Initiative #1: Increase Student Retention and Success This proposed program will contribute to this NSHE initiative as occupational therapyprograms across the U.S. typically have very high retention and completion rates. TheAccreditation Council for Occupational Therapy Education has data for the most recentacademic year of 2014-15 and lists retention in doctoral programs at 96%.

Initiative #2: Increase Transparency, Accountability and PerformanceProtocols for assessing student performance have been developed for this program andwill be regularly monitored for adherence to established goals. Program evaluationactivities are required by the Accreditation Council for Occupational Therapy Education(ACOTE) on a regular basis to track performance on outcome measures. Employersurveys will be conducted annually to assess the extent to which program graduates haveacquired the necessary skills that Nevada employers are seeking. In addition, ACOTErequires that OT program faculty will have Faculty Development Plans in place that relateback to the Strategic Plan. Annual surveys conducted with program graduates will elicitfeedback on student satisfaction with the program.

Initiative #3: Continuous Review and Revision of Programs to Support Innovation andResponsiveness.This proposed degree program is being developed to address a critical shortage ofoccupational therapists in the State of Nevada. This new program will developpartnerships with community agencies that will provide learning and researchopportunities for the students admitted to the program. Students will need to completeseveral clinical experiences in healthcare settings in order to develop competencies.Initiative #4: Ensure that Higher Education is Accessible and Affordable for All Nevadans

Even with this proposed program charging a differential tuition rate, the cost of educationto the students will be markedly less than the only other occupational therapy program inNevada at Touro University Nevada which is a private university. The closest doctoral-level programs in occupational therapy at public institutions near Nevada are NorthernArizona University in Phoenix, AZ and the University of South Dakota in Vermillion,SD.

ii. Institutional mission


5

The UNLV Top Tier Mission states that: “UNLV’s diverse faculty, students, staff and alumni promote community well-being and individual achievement through education, research, scholarship, creative activities, and clinical services. We stimulate economic development and diversification, foster a climate of innovation, promote health, and enrich the cultural vitality of the communities that we serve.”

The proposed new program is a healthcare professions program in the School of Allied Health Sciences, intended to serve the healthcare needs of the community. We need a diverse healthcare workforce and to that end we need a diverse student body and faculty. Every attempt will be made to recruit students and faculty from diverse backgrounds. This new program will provide an innovative curriculum, providing students with knowledge and skills in the most cutting-edge initiatives in occupational therapy evidence-based practice. One of these important initiatives will be to train students to work in primary care settings so that access to the majority of citizens are actually realized.

iii. Campus strategic plan and/or academic master planThe proposed occupational therapy doctorate (OTD) supports the UNLV Core Themes asfollows:Core Theme 1: Promote Student Learning and Success.

This proposed program is being established to meet the critical shortage of occupationaltherapists in Nevada and will be applying to ACOTE to become an accredited occupationaltherapy doctorate program.

Core Theme 2: Advance Research, Scholarship, and Creative Activity:

The current ACOTE Standards require students in doctoral programs to be effective consumersof the latest research, contribute to the growth and dissemination of research and knowledge, anddemonstrate an active involvement in evidence-based practice. The proposed curriculum willhave several research courses included. In addition, students in doctoral-level programs mustcomplete a culminating project that demonstrates their synthesis of advanced knowledge as wellas a capstone project. So this program will very definitely contribute to the development of adepartmental research agenda, scholarship and creative activities. Its emphasis on evidence-based practice will underscore a research orientation to the program.

Core Theme 3: Foster a Diverse Campus Population and Engagement with the Community:

Through numerous clinical placements in community agencies, students will be exposed toproviding direct care services to individuals and populations in the local community and inmeeting healthcare needs. The students admitted to this program and the faculty hired for thisprogram will contribute to the campus diversity.

The proposed OTD program supports the following components of the UNLV Academic MasterPlan:

As a comprehensive, doctoral-degree-granting research university, UNLV supports research, scholarship and creative activity in all of its’ academic programs. The faculty and staff of the proposed OTD program will contribute to the generation of research and its’ dissemination.


6

The Top Tier initiative requires that only well-thought and focused programs be developed creating a synergy of a stronger curriculum, stronger research, and stronger engagement with the community. The development of the proposed OTD program has been strategic with the planning of the Academic Health Center and will contribute to the community need of producing more occupational therapists to work in the state of Nevada. Clearly, the mission of the doctoral program in occupational therapy is consistent with the mission of the School of Medicine in providing practitioners who may provide both primary care as well as tertiary care specializations. The proposed doctoral program in occupational therapy will stimulate research and scholarship in regionally relevant and emerging areas that build the institution’s national and international reputation. Students and faculty in the proposed OTD program will engage in research on clinical aspects of care and then disseminate those findings through conference presentations and publications in peer-reviewed research journals. It is expected that the program will contribute to the economic development and diversification of the community, state and region. Again, graduates of the proposed OTD program will be prepared to enter the local workforce thereby meeting an important community need. Importantly, it is expected that the doctoral program in occupational therapy will increase research funding, technology transfer, and economic outreach. Students and faculty in the proposed OTD program will be engaged in research leading to potential grant funding. Research activity will be an important component of the recruitment of faculty at a national level. Increase awareness of the value of research in the community and state also will be an important component of the program. One of the outcomes expected of graduates of doctoral programs by ACOTE is to create effective consumers of the latest research. The proposed OTD program will require students to successfully complete several research courses in the curriculum, and to develop and complete a doctoral capstone project. A top priority for UNLV currently is the development of an allopathic medical school and it is expected that this will have a tremendous impact on the healthcare delivery system in Nevada. Occupational therapists are a vital member of the inter-professional healthcare team and this program will help meet the demand for occupational therapists in the state of Nevada.

iv. Department and college plan The Occupational Therapy Program Mission will be to produce competent practitioners, committed to lifelong learning and ethical practice, and capable of becoming leaders in healthcare teams and leaders of health care in the community. The School of Allied Health Sciences has three strategic directions that the proposed OTD program will support as follows: 1. Invigorating faculty/staff productivity and satisfaction;

New programs such as the proposed OTD program bring new vision and excitement into an organization, infusing it with new ideas and initiatives. It is expected that this new program will attract impact hires who will be productive in teaching and scholarship and who will mentor new faculty. This will result in a cohesive team and exciting new program development.


7

2. Improving impact and reputation. The proposed OTD program is developing an innovative curriculum that will put UNLV on the map of nationally ranked health science centers of high-quality occupational therapy programs. As with other OTD programs in the country, it is expected that retention will be at the 96% mark or higher, and that all students will successfully complete the program and pass the NBCOT certification examination. Competition for entry into the program will be keen and it is expected that the program will attract the highest caliber of students.

3. Enhancing Efficiency to delivery product. This new program will be designed to be as efficient as possible and will develop effective communication systems and practices between students and faculty, among faculty, and between the Occupational Therapy Program and other units within the academic health sciences center.

v. Other programs in the institution

There are no related programs in the institution.

vi. Other related programs in the System

There are no other occupational therapy programs in the system. F. Evaluation of need for the program

i. Intrinsic academic value of program within the discipline

The proposed program is an occupational therapy doctoral (OTD) program which means that the 36 students graduating from this program annually will have increased knowledge and skills due to the increased length of the curriculum. While there currently are two points of entry into the occupational therapy profession at this time, it is anticipated that by 2025, all OT programs will be at the doctoral level. Thus, the proposed program at UNLV program is deemed to be both innovative and cutting-edge as it will be one of the few doctoral level occupational therapy programs in the nation.

ii. Evidence of existing or projected local, state, regional, national and/or international need for program

There is only one other accredited occupational therapy program in Nevada at Touro University, which accepts 36 students in the Master’s degree program. Touro University does not currently have a doctoral program in occupational therapy. The program at Touro currently receives upwards of 500 applications per year for those 36 slots. Given the population in the state of Nevada, there is increasing need for more occupational therapists to work in schools, hospitals, outpatient clinics, and other health care facilities that serve both primary care as well as tertiary care facilities. Master’s Degree vs. Doctoral Degree in Occupational Therapy: in 2013, an Ad Hoc report on the Future of OT Education made a recommendation to the President of AOTA that “AOTA adopt a mandate that degree for practice as an occupational therapist be a doctorate by 2017 with a requirement for all academic programs transition to the doctorate by 2020.” The AOTA Board of Directors made a decision in 2015 to move in favor of transitioning the profession to a single degree. A primary factor influencing the decision by the Board of Directors is the fact that the


8

profession has “sanctioned” the doctoral programs since the first OTD program was accredited in 1998. AOTA notes that “some academic medical centers are now only employing doctorally prepared practitioners or offering salary differentials based on degree. These centers are responding to the perception that a higher degree equates to higher skill. This follows the logic of our current medical system, where physicians are largely seen as having more knowledge than other providers and are recognized as team leaders.”

Master’s programs in occupational therapy have a high credit load compared to most master’s level programs. The current high credit load in master’s programs makes it very difficult to add additional content, especially current policies that limit the credit loads of degrees to control costs. However, educational programs are being asked to address changes in the healthcare delivery system such as the increased focus on primary care, interprofessional care teams, and specialization in practice that will required increased content in the academic programs. These have been cited by the Institute of Medicine (2010), the Interprofessional Education Collaborative Expert Panel (2011), and the National Committee for Quality Assurance (2013).

Many existing OT programs in the U.S. are already transitioning to a doctoral degree, recognizing the trends in higher education. While ACOTE does not prohibit new programs from applying for accreditation at the master’s degree level, there is strong encouragement to apply for accreditation at the doctoral level. Reviewing trends in the number of accredited programs in the U.S. reveals that there are very few new programs being developed at the master’s degree, with increasing numbers applying at the doctoral level. Currently in the U.S., there are 18 applicant programs within the ACOTE “pipeline” at the doctoral level, with an additional 7 existing master’s degree level programs that are moving to the OTD.

Many students who were originally attracted to the health care field wanted to become physicians or physical therapists, both of those at the doctoral level. So offering an OTD program at UNLV will position the university to offer a professional career option at the highest level. Students are also very cost-conscious and many will do a cost-benefit analysis. A two year Master’s degree at Touro will cost approximately $68,000 whereas a three year OTD degree at UNLV will only cost a projected $72,000. Some students will find it very attractive to get a doctoral degree for a very similar cost. Touro University Nevada will begin offering a doctoral program track in July 2017 for select students who elect to stay an additional year, which will add an additional year and $34,000 to the cost for a total of $106,000. However, the program was only able to recruit 2 students out of 36 into this new program. So again, UNLV will be a much more cost-effective option for those students who wish to pursue the advanced degree.

In Arizona, a new OTD program opened at Northern Arizona University (state-operated) in 2014. This placed a lot of competition on the existing two OT programs in Arizona (both private schools), both of those at the master’s degree level. One of those programs, A.T. Still University has decided to transition to the OTD in light of the increased competition. Northern Arizona University had no difficulty attracting applicants and faculty to their program.

iii. If this or a similar program already exists within the System, what is the justification for this addition

There are no other occupational therapy programs within the Nevada Higher Education System.

iv. Evidence of employment opportunities for graduates (state and national). Include information on institutional review of the need for the program based on data from the Nevada P-20


9

Workforce Research Data System (https://www.nevada.edu/ir/Page.php?p=workforce ), including the supply/demand reports at http://npwr.nv.gov/reports/student-completion-and- workforce-part-ii/.

The most recent data from the Nevada P-20 Workforce Research Data System shows a projected growth in the number of employed occupational therapists between 2014 and 2024 at 23.9%, going from 721 to 893 occupational therapists during that 10 year period with median annual wages reported at $90,460. The supply and demand report does not have any estimates for occupational therapists since there are no programs within the Nevada Higher Education System. Retention rates for doctoral occupational therapy programs in the U.S. are listed at 96% for the year 2014. Nationally, the Bureau of Labor Statistics states the growth of occupational therapists through the year 2024 to be much faster than average at 27%. As life expectancy increases and individuals survive catastrophic diseases such as strokes and cancer, it is expected that occupational therapy will continue to be an important part of treatment for people with various illnesses and disabilities across the lifespan. Projected Trends in the Occupational Therapy Workforce: The AOTA website cites the following information:

• “This is a great time to be an occupational therapy practitioner. Don't just take our words for it. It has been consistently ranks high as one of the top jobs, and recession-proof job”

• U.S. News & World Report, January 2017: Ranking of the 100 Best Jobs for 2017: Occupational Therapist is No. 23

• Ranking of the Best Health Care Jobs for 2017: Occupational Therapist is No. 18 • Glassdoor, January 2017: 50 Best Jobs in America for 2017: Occupational Therapist is No.

12 • MSN Money, January 2017: Listed occupational therapy as one of the 25 Best Jobs in

America Right Now • Forbes, January 2017: Listed occupational therapy as one of the 10 Best Jobs to Apply for

in 2017 The U.S. Bureau of Labor Statistics projects a 29 percent increase in occupational therapy jobs between 2012 and 2022, which is considered “much faster” compared to other professions and for the state of Nevada, similar growth trends are noted. These projections are based on existing job markets. However, occupational therapy consistently has grown into new markets and AOTA identifies many new emerging practice areas that will become mainstream in the future as follows:

• Children & Youth: broader scope in Schools, anti-bullying, Childhood Obesity, Driving

for Teens, Transitions for Older Youths • Health & Wellness: Chronic Disease Management, Obesity Prevention • Mental Health: Depression, Recovery and Peer Support Model, Sensory Approaches to

Mental Health Veterans’ and Wounded Warriors’ Mental Health • Productive Aging: Aging in Place, Home Modifications, Low Vision, Community

Mobility and Older Drivers • Rehabilitation, Disability, & Participation: Autism in Adults, Cancer Care and Oncology,

Hand Transplants and Bionic Limbs, New Technology for Rehab, Telehealth, Veteran and Wounded Warrior Care

• Work & Industry: Aging Workforce, New Technology at Work


http://www.nevada.edu/ir/Page.php?p=workforce

http://www.nevada.edu/ir/Page.php?p=workforce

http://npwr.nv.gov/reports/student-completion-and-

10

• Education: Distance Learning, Re-entry to the Profession

Reviewing the current job market and workforce trends for the state of Nevada suggests that the projected workforce trends may be under-estimated. Evidence of that is seen in a recent review of popular job search websites noting the following:

• Glassdoor (https://www.glassdoor.com) shows 333 open jobs in Nevada, and 200 jobs in the Las Vegas area for Occupational Therapist

• Zip Recruiter (https://www.ziprecruiter.com) lists 272+ Occupational Therapist in Las Vegas, NV.

• Simply Hired (www.simplyhired.com/search?q=occupational+therapist&l=las+vegas%2C+nv) lists 127 Occupational Therapist jobs in Las Vegas, NV.

• Indeed (www.indeed.com/q-Occupational-Therapist-l-Nevada-jobs.html) lists 227 .Occupational Therapist Jobs available in Nevada and 128 in Las Vegas.

All of the above far exceed the projected workforce trends. In addition, the Bureau of Labor Statistics lists Nevada as the highest paying state in the U.S. with median hourly wage and annual median wage being listed at $48.98 and$101,870 respectively.

v. Student clientele to be served (Explain how the student clientele is identified)

Given the projected need for occupational therapists in Nevada and nationwide and favorable salaries, occupational therapy is viewed as a very good career choice for those students aspiring to enter the health professions. Most programs in the U.S. see many more applications than there are available slots. In Nevada, the only other accredited occupational therapy program is Touro University, Nevada. That program consistently receives upwards of 500 applications annually for the 36 slots. At the national level, there were 1,481 applications to doctoral programs in the U.S. during academic year 2014-15 for the available 255 OTD program slots. At the master’s degree level, there were 40,839 applications for the available 7,070 slots. This is a demonstration of how competitive and popular the field of occupational therapy is currently. It is expected that competition will be keen and that outstanding students will be admitted. Resident versus non-resident projections for OTD students: A review of overall student statistics at UNLV for 2015 reveals that 84% of students admitted were from NV versus 16% from out of state. In 2016, there was a slight shift to 74% residents and 26% non-residents. Reviewing trends of student admissions in the Doctor of Physical Therapy (DPT) program at UNLV over the past five years reveals that percentages of Nevada residents ranged from 41% to 56% while non-residents percentages ranged from 44% to 59%. The average over the past five years reveals that 48% of the DPT students have been from Nevada and 52% have been from out-of-state. It is anticipated that similar trends will be seen in the OTD program. There is a large undergraduate population at UNLV that can and will serve as a feeder for the OTD programs, particularly from Departments of Psychology, Biology, Kinesiology and Public Health. Currently in occupational therapy, there is a Centralized Occupational Therapy Admissions Service (OTCAS) which we will utilize. There are many students who would prefer to be educated in a public institution such as UNLV that attracts more diversity, has lower tuition costs, and more student life activities and services.

G. Detailed curriculum proposal

i. Representative course of study by year (options, courses to be used with/without


https://www.glassdoor.com/

https://www.ziprecruiter.com/

http://www.simplyhired.com/search?q=occupational+therapist&l=las+vegas%2C+nv

http://www.indeed.com/q-Occupational-Therapist-l-Nevada-jobs.html

11

modification; new courses to be developed) All of the courses within the proposed OTD curriculum will be new courses as follows:

Year 1: Summer:

OTD 1 Functional Anatomy I with lab 3 credits OTD 2 Functional Anatomy II with lab 3 credits OTD 3 Foundations of Occupational Therapy 2 credits Total Semester Credits: 8 credits Fall: OTD 4 Neuroscience for OT with lab 4 credits OTD 5 Functional Movement (Kinesiology) 3 credits OTD 6 Psychosocial Practice with Children & Youth 2 credits OTD 7 Psychosocial Practice with Children & Youth lab 1 credit OTD 8 Occupational Therapy Practice I with Children & Youth 3 credits OTD 9 Occupational Therapy Practice I with Children & Youth lab 1 credit OTD 10 Fieldwork IA 1 credit Total Semester Credits: 15 credits

Spring: OTD 11Culture and Occupational Therapy Practice 3 credits OTD 12 Health & Wellness Interventions for Children & Youth 3 credits OTD 13 Occupational Therapy Practice II with Children & Youth 3 credits OTD 14 Occupational Therapy Practice II with Children & Youth lab 1 credit OTD 15 Evidence-Based Practice I – Quantitative Research 3 credits OTD 16 Occupational Therapy Leadership I 2 credits OTD 17 Fieldwork IB 1 credit Total Semester Credits 16 credits

Total Year 1 Credits 39 credits Year 2: Summer: OTD 18 Fieldwork IIA (6 weeks) 3 credits OTD 19 Fieldwork II B (6 weeks) 3 credits OTD 20 Professional Development Seminar I (on-line) 2 credits Total Semester Credits 8 credits Fall: OTD 21 Evidence-Based Practice II – Qualitative Research 3 credits

OTD 22 Psychosocial Practice I with Adults & Older Adults 2 credits OTD 23 Psychosocial Practice I with Adults lab 1 credit OTD 24 Occupational Therapy Practice I Adults & Older Adults 3 credits OTD 25 Occupational Therapy Practice I Adults & Older Adults lab 1 credit

OTD 26 Teaching & Learning I 3 credits OTD 27 Driving & Community Mobility 3 credits OTD 28 Fieldwork I C 1 credit Total Semester Credits: 17 credits Spring: OTD 29 Assistive Technology & Environmental Modifications 2 credits OTD 30 Psychosocial Practice II with Older Adults & Older Adults 2 credits


12

OTD 31 Psychosocial Practice II with Older Adults lab 1 credit OTD 32 Occupational Therapy Practice II Adults & Older Adults 3 credits

OTD 33 Occupational Therapy Practice II Adults & Older Adults lab 1 credit OTD 34 Health & Wellness Interventions with Adults and Older Adults 2 credits OTD 35 Professional Service Management 3 credits

OTD 36 Occupational Therapy Leadership II 2 credits OTD 37 Fieldwork ID 1 credit

Total Semester Credits: 17 credits Total Year 2 Credits: 42 credits Year 3: Summer: OTD 38 Fieldwork II C (6 weeks) 3 credits OTD 39 Fieldwork IID (6 weeks) 3 credits

OTD 40 Professional Development Seminar II (on-line) 2 credits Total Semester Credits: 8 credits Fall: OTD 41 Health Policy & Advocacy 2 credits OTD 42 Occupational Therapy Leadership III 2 credits OTD 43 Program Development/Grant Funding 3 credits OTD 44 Teaching & Learning II 3 credits

OTD 45 Emerging Areas of Practice/Primary Care 3 credits OTD 46 Evidence Based Practice III – Systematic Reviews 2 credits OTD 47 Capstone Preparation 3 credits OTD 48 Fieldwork IE 1 credit

Total Semester Credits: 19 credits Spring: OTD 49 Doctoral Experiential Component (14 weeks) 8 credits OTD 50 Final Capstone Project 4 credits

Total Semester Credits: 12 credits

Total Year 3 Credits: 39 credits

Total Program Credits: 120 credits

ii. Program entrance requirements Students applying to the OTD program must have an earned baccalaureate degree from an accredited academic institution with a minimum grade point average of 3.0 on a 4.0 scale. The degree may be in any area of study as long as the student has successfully completed the following pre-requisite coursework:

Statistics (1 course) Biology (2 courses) Anatomy & Physiology (2 courses) with labs Psychology (3 courses - Introductory, Developmental & Abnormal) Anthropology or Sociology (1 course)


13

In addition, students must have completed a minimum of 40 hours of observation with a licensed occupational therapist in a minimum of two different practice settings. Students will submit 3 letters of recommendation, one of which must be from a licensed occupational therapist that provided some of the observation hours.

iii. Program completion requirements (credit hours, grade point average; subject matter distribution, preprogram requirements)

Admission to the OTD program requires that students have an earned baccalaureate degree with an overall grade point average of at least 3.0 Applicants must demonstrate successful completion of all prerequisite courses with grades of “C” or better. In order to graduate from the proposed OTD program, students will have to have successfully completed all academic courses and fieldwork experiences with a grade of “B” or better and maintain an overall grade point average of at least 3.0.

iv. Accreditation consideration (organization (if any) which accredits program, requirements

for accreditation, plan for attaining accreditation - include costs and time frame)

The Accreditation Council for Occupational Therapy Education (ACOTE) is the accrediting body for all new occupational therapy education programs. There is a three-step Candidacy Process, outline below with costs and time frames. Step 1: Submit Letter of Intent with $500.00 deposit. When UNLV hires a Program Director they notify ACOTE and will then be assigned a slot. ACOTE only accepts 6 applications per cycle, with 3 cycles each year. It is estimated that the earliest slot that will be available is for admission of students in the summer of 2020. Work will then begin on the Candidacy Application which would be due in August of 2019 along with the application fee of $4,065.00. At this point, ACOTE will review the application and then will grant, defer action on, or deny Candidacy Status. Once Candidacy Status is granted, UNLV may admit its first class of students. Step 2. If Candidacy Status is granted, the program may admit its first class of students and proceed to the second step of the process, the pre-accreditation review. In this step, the program assesses its compliance with the ACOTE Standards and submits an initial Report of Self-Study, along with the $4,750.00 fee. The Self-Study is due six months after the first class of students is admitted. Upon review of this report, ACOTE grants, defers action on, or denies Pre-accreditation Status. Step 3: The third step of the process is an initial on-site evaluation conducted by a two-member accreditation team. This on-site review generally occurs approximately one and a half years after the first class is admitted. The initial on-site fees associated with this step are $4,750.00 The team prepares a Report of On-Site Evaluation, upon which ACOTE bases its decision to either grant or withhold accreditation.

v. Evidence of approval by appropriate committees of the institution

This proposal will be submitted to the Office of Vice-President for Academic Affairs, then the Grad College New Programs Committee.

H. Readiness to begin program


14

i. Faculty strengths (specializations, teaching, research, and creative accomplishments

Faculty will be hired for this proposed program who have the necessary credentials, teaching expertise, clinical experience, and research interests. Ideally, faculty candidates will have had significant professional accomplishments within the profession of occupational therapy.

ii. Contribution of new program to department’s existing programs (both graduate and

undergraduate) and contribution to existing programs throughout the college or university

The addition of the Occupational Therapy Program to the School of Allied Health Sciences will enhance the inter-professional effectiveness of the School. It will also become an integral part of the Academic Health Center, collaborating with the other health-related units on campus.

iii. Completed prior planning for the development of the program (recent hires, plans for

future hires, securing of space, curricular changes, and reallocation of faculty lines) This is a new program and so there have not yet been any hires. Once the Board of regents

has reviewed and approved this proposal, a part-time Interim Program Director will be hired to begin working on the accreditation requirements for the new program.

iv. Recommendations from prior program review and/or accreditation review teams

There has not yet been any prior program review.

v. Organizational arrangements that must be made within the institution to accommodate the program

Not applicable I. Resource Analysis

i. Proposed source of funds (enrollment-generated state funds, reallocation of existing funds,

grants, other state funds)

Start-up will come from existing university resources.

ii. Each new program approved must be reviewed for adequate full-time equivalent (FTE) to support the program in the fifth year. Indicate if enrollments represent 1) students formally admitted to the program, 2) declared majors in the program, or 3) course enrollments in the program.

a. (1) Full-time equivalent (FTE) enrollment in the Fall semester of the first, third, and

fifth year.

1st Fall semester 36

3rd Fall semester 108

5th Fall semester 108

(2) Explain the methodology/assumptions used in determining projected FTE figures.

Thirty-six students will be admitted each year. This will result in 72 students in Year 2, and then 108 students in Year 3 and subsequent years.


15

b. (1) Unduplicated headcount in the Fall semester of the first, third, and fifth year.

1st Fall semester 36

3rd Fall semester 108

5th Fall semester 108

(2) Explain the methodology/assumptions used in determining projected headcount figures.

Thirty-six students will be admitted each year. This will result in 72 students in Year 2, and then 108 students in Year 3 and subsequent years.

Admission Policies: Once prospective students have been interviewed and offered a seat in the OTD program, there will be a non-refundable $500.00 deposit requested. This is standard practice in most OT programs in the U.S.

iii. Budget Projections – Complete and attach the Five-Year Budget Projection Table. J. Facilities and equipment required

i. Existing facilities: type of space required, number of assignable square feet, space

utilization assumptions, special requirements, modifications, effect on present programs

In Year One, there will need to be two classrooms for 36 students. One classroom will be needed to accommodate lectures for 36 students of approximately 1,000 square feet of space. A second classroom needs to be what we are calling a Living Learning Lab, measuring at least 1,200 square feet. This will require the room to be equipped as a multi-purpose classroom and living space, complete with a kitchen area with working appliances and running water, a bathroom area with functional toilet, bathtub/shower, and sink, a living room area and a bedroom space. This is necessary so that students may practice and acquire the necessary skills to transfer patients from one surface to another, practice mobility, and perform basic activities of daily living. In Year Two, a third classroom space of approximately 1,000 square feet will be required to accommodate 36 students for lecture based classes. These three spaces will be utilized in Year Three and beyond for the eventual 108 students in the program. Facilities will be provided by UNLV at a location to be determined.

ii. Additional facilities required: number of assignable square feet, description of space

required, special requirements, time sequence assumed for securing required space

Faculty office space for 5 full-time faculty, a full-time Program Director, and administrative support staff will need to be provided.

iii. Existing and additional equipment required

Instructional equipment and supplies will need to be purchased for the proposed program.

K. Student services required – Plans to provide student services, including advisement, to

accommodate the program, including its implications for services to the rest of the student body

Student advising related to the occupational therapy program will be provided by faculty hired to teach in the program, with each faculty member assigned a caseload of approximately 12-15 students


16

for academic advisement. Each faculty adviser will meet with his/her students a minimum of once per semester, and more often if indicated or requested. During each mid-semester advisement session, faculty advisors will complete a written Professional Behavior Monitoring Form, documenting the student’s adherence to professional behaviors.

L. Consultant Reports – If a consultant was hired to assist in the development of the program, please complete subsections A through C. A copy of the consultant’s final report must be on record at the requesting institution.

i. Names, qualifications and affiliations of consultant(s) used Donna Costa, DHS, OTR/L, FAOTA was contracted by UNLV as a consultant to develop the Nevada State Higher Education New Program Proposal. Dr. Costa is currently an Associate Professor of Occupational Therapy at Touro University Nevada and has been teaching in occupational therapy programs since 1997. She has experience in designing and implementing new programs, initially at Stony Brook University in New York, and later at the University of Utah in Salt Lake City. Dr. Costa has been an occupational therapist for over 44 years, has written three books on fieldwork education and is a widely sought-after public speaker. She frequently presents at local, state, national, and international conferences.

ii. Consultant’s summary comments and recommendations There is a pressing need in the State of Nevada to develop another occupational therapy education program, as there is only one in the state – Touro University Nevada in Henderson, NV. An analysis of state and national workforce trends for occupational therapy confirmed the need for additional occupational therapists to meet the health care needs of Nevadans. The program will also be an essential component of the Academic Health Center that UNLV is developing in 2017. The undergraduate population of UNLV will serve as a feeder for the occupational therapy program, offering a three year graduate curriculum that will prepare them to take the National Board for Certification in Occupational Therapy examination. There is tremendous growth projected for the occupational therapy profession, and numerous career trending organizations describe occupational therapy as a top career choice. The current Master’s Degree level program at Touro University Nevada received over 500 applications annually for its’ 36 slots, leaving many qualified candidates unable to get into an academic program. UNLV is positioned to offer a doctoral program in occupational therapy.

iii. Summary of proposer's response to consultants In full agreement.

M. Articulation Agreements i. Articulation agreements were successfully completed with the following NSHE institutions. (Attach copies of agreements) Not applicable ii. Articulation agreements have not yet been established with the following NSHE institutions. (Indicate status) Not applicable iii. Articulation agreements are not applicable for the following institutions. (Indicate reasons)


17

Not applicable

N. Summary Statement The proposed OTD program is an essential program to the development of the UNLV Academic Health Center, as well as necessary to meet the workforce need for occupational therapists in the State of Nevada. Based on data from the U.S. Bureau of Labor Statistics, the demand for occupational therapists nationally and in the State of Nevada is projected to grow much faster than average. There is only one other accredited program for occupational therapy in Nevada at Touro University, Nevada (private sector) and so the addition of an OTD program at UNLV (public sector) is expected to expand the provision of occupational therapy services in Nevada.


New Academic Program ProposalFive-Year Program Cost Estimate

(Revised December 2015 )

(Revised December 2015)

Institution: UNLV Program:

STUDENT FTE: Year 1: 36 Year 3: 108 Year 5: 108

Section A.Existing1 New2 Total FTE Total FTE Total

PERSONNELFaculty (salaries/benefits )3 0 839,148 839,148 4.0 807,557 6.0 839,859 6.0Graduate Assistants 0 160,000 160,000 4.0 166,400 4.0 173,056 4.0Support Staff 0 56,335 56,335 1.0 58,588 1.0 60,932 1.0

Personnel Total $0 $1,057,890 $1,057,890 9.0 $1,032,942 11.0 $1,074,673 11.0 OTHER EXPENSESLibrary Materials (printed ) 0 15,000 15,000 5,000 5,000Library Materials (electronic ) 0 10,000 10,000 15,000 15,000Supplies/Operating Expenses 0 179,000 179,000 100,000 70,000Equipment 0 230,000 230,000 80,000 20,000Other Expenses 0 79,920 79,920 239,760 239,760

Other Expenses Total $0 $513,920 $513,920 $439,760 $349,760TOTAL $0 $1,571,810 $1,571,810 $1,472,702 $1,424,433

Section B.Amount %

EXPLANATION OF "NEW" SOURCES2

Tuition/Registration Fees 0 0.0%Federal Grants/Contracts 0 0.0%State Grants/Contracts 0 0.0%Private Grants/Contracts 0 0.0%Private Gifts 0 0.0%Other (please specify ) 1,571,810 100.0%

TOTAL $1,571,810 100.0%1Resources allocated from existing programs to the proposed program in Year 1 should be noted in the "Existing" column.

3Budget estimates for faculty salaries and benefits must include estimated merit and COLA increases in Year 3 and Year 5.

Occupational Therapy Doctorate

Year 1/Start-up Year 3 Year 5

Semester of Implementation: Summer 2020

2Any "New" resource utilized to fund a new program must include the source to be provided in the "Explanation of New Sources" section. Total "New" sources for the first year must equal the total under "Explanation of New Sources."

DIRECTIONS: Complete the Student FTE and following cost estimates for the first, third, and fifth for the proposed new program in Section A. Any "new" costs in year one must be noted by source in Section B.

EXPLANATION "Other" funding source is the university funding the start-up of the program through approximately year three.

Backup tabs contain detailed information and explanations of costs.

*Other expensesNote: 3.5% admin fee & 15% scholarship on differential fees Year 1 admin fee $ 15,120 + scholarship $ 64,800 = $ 79,920 Year 3 admin fee $ 45,360 + scholarship $ 194,400 = $ 239,760

6.20.17



Documents

ACADEMIC PROGRAM PROPOSAL FORMsystem.nevada.edu/tasks/sites/Nshe/assets/File/... · researcher, and advocate for the profession and the consumer. The proposed program will provide