Linda Seestedt-Stanford, Vice President of Health Sciences

Our Mission

The mission of the Murphy Deming College of Health Sciences is to prepare compassionate and ethical health professionals that strive for excellence through interprofessional collaboration that is responsive to an ever-changing global environment. This will be accomplished by fostering a dynamic learning community dedicated to innovative teaching and learning, engaged scholarship, and service.

Programs in Occupational Therapy, Physical Therapy, Physician Assistant, Healthcare Administration, and RN to BSN

Mary Baldwin University offers the following health sciences programs:

Graduate

• Doctor of Occupational Therapy (OTD)
• Doctor of Physical Therapy (DPT)
• Master of Science in Physician Assistant (MSPA)
• Master of Healthcare Administration (MHA) — online program

Undergraduate

• Bachelor of Science in Nursing (BSN) — online program
• 
Bachelor of Health Sciences (BS and BA) — offered on Staunton campus; please see undergraduate programs section of this catalog

Health sciences graduate and the RN to BSN undergraduate programs are nonresidential and are offered through the MBU branch campus in Fishersville, VA, 7.6 miles from Staunton. Students enrolled in the OT, PT and PA graduate programs are admitted once a year; are full-time, year-round students; and must maintain continuous enrollment throughout the duration of the program. Students enrolled in the RN to BSN (for licensed registered nurses) and Master of Healthcare Administration programs are admitted multiple times each year, and have flexibility in enrollment. The MHA and RN to BSN programs are delivered in an online format.

The information provided is subject to change. The most up-to-date information is posted on the webpage www.marybaldwin.edu/health_sciences.

Accreditation

The information below is current as of printing, however, our most-current accreditation information can be found on our website: www.marybaldwin.edu/health_sciences/about/accreditation.

SACS-COC

Mary Baldwin University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACS-COC) to award bachelor’s, master’s, and doctoral degrees. Inquiries concerning accreditation status only should be directed to: SACS-COC, 1866 Southern Lane, Decatur, GA 30033-4097; 404- 679-4500.

CAPTE

The Doctor of Physical Therapy program at Mary Baldwin University/Murphy Deming College of Health Sciences is accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE), 1111 North Fairfax Street, Alexandria, Virginia 22314; telephone: 703-706-3245; email:accreditation@apta.org; websitehttp://www.capteonline.org.

ARC-PA

The ARC-PA has granted Accreditation-Provisional status to the Mary Baldwin University Physician Assistant Program sponsored by Mary Baldwin University.

Accreditation-Provisional is an accreditation status granted when the plans and resource allocation, if fully implemented as planned, of a proposed program that has not yet enrolled students appear to demonstrate the program’s ability to meet the ARC-PA Standards or when a program holding Accreditation-Provisional status appears to demonstrate continued progress in complying with the Standards as it prepares for the graduation of the first class (cohort) of students.

Accreditation-Provisional does not ensure any subsequent accreditation status. It is limited to no more than five years from matriculation of the first class.

ACOTE

ACCREDITED DOCTORAL-DEGREE-LEVEL OCCUPATIONAL THERAPY PROGRAM
The entry-level occupational therapy doctoral degree program is accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA), located at 4720 Montgomery Lane, Suite 200, Bethesda, MD 20814-3449. ACOTE’s telephone number c/o AOTA is (301) 652-AOTA and its Web address is www.acoteonline.org. Graduates of the program will be eligible to sit for the national certification examination for the occupational therapist administered by the National Board for Certification in Occupational Therapy (NBCOT). After successful completion of this exam, the individual will be an Occupational Therapist, Registered (OTR). In addition, all states require licensure in order to practice; however, state licenses are usually based on the results of the NBCOT Certification Examination. Note that a felony conviction may affect a graduate’s ability to sit for the NBCOT certification examination or attain state licensure.

CCNE

The baccalaureate degree in nursing program at Murphy Deming College of Health Sciences/Mary Baldwin University is accredited by the Commission on Collegiate Nursing Education (CCNE), One Dupont Circle, NW, Suite 530, Washington, DC 20036, 202-887-6791.

Out-of-State Students Interested in an Online Degree from Mary Baldwin University

State and federal laws require colleges and universities to be authorized to offer online degree programs in states other than their own. Mary Baldwin University (Mary Baldwin) is authorized to offer the online programs to students residing in the following states noted on http://nc-sara.org/sara-states-institutions. If your state of residence is not listed, please contact admissions to inquire about applying.

Admission Requirement for Graduate Programs

Admission Requirements/Process for the Doctor of Occupational Therapy Program

Application cycle begins: July 19, 2017 (in OTCAS)
Application deadline: January 15, 2018 

College Transcripts:  A bachelor’s degree is required prior to enrollment.
Application:  Applications will be accepted online through the Occupational Therapy Centralized Application Service (OTCAS) once the application cycle has begun.
Application Fee:  In addition to the OTCAS fee, a non-refundable supplemental fee of $45 is required.
GRE:  GRE must have been taken within five years of application to our program.
Prerequisite Courses:

Required Courses Credit Hours Comments
Introduction to Biology 3–4 Lab recommended
Human or Vertebrate Anatomy* 3–4 Lab recommended
Human or Vertebrate Physiology* 3–4 Lab recommended
Physics 3–4 Recommended but not required
Introduction to Psychology 3
Abnormal Psychology 3
Introduction to Sociology or Anthropology 3
Lifespan Human Development 3 Birth to Death
Introduction to Research Methods 2 Qualitative or Quantitative Research, Statistics, or Research Methods
Medical Terminology 1–2 A medical terminology certificate could be used to fulfill the pre-requisite requirement for this coursework.

*Can be combined A/P for 8 credits.

Prerequisite coursework may be completed during the admission cycle. Please add planned courses in OTCAS transcript section. Coursework must be completed by May.

GPA:  A minimum of 3.0 overall GPA required. We expect that most accepted students will surpass this minimum. In addition, all prerequisite courses must reflect a “C” or better.
References:  Three references are required (submitted via OTCAS). At least one reference must be from an occupational therapist. Reference from a college professor who can attest to your ability to enter a competitive professional program is recommended but not required.
OT Observation Hours:  40 hours are required to explore occupational therapy as a career in at least two different settings. Information on how to provide this information can be found on the OTCAS application form.
Essay:  The OTCAS application form will require a brief personal essay.
Interview:  The Admissions Committee will send invitations to selected candidates to interview. Not all applicants will be invited to interview. An interview does not guarantee acceptance into the program.

Before registering for classes, students must provide:
• Criminal background checks (federal requirement for all persons working with vulnerable
populations) at student expense
• Signed Technical Standards document
• Written verification of immunizations at student expense

After classes start, and in preparation for clinical placements, students must also provide:
• Written verification of health insurance at student expense
• Basic Life Support (BLS) for Health Care Providers certification from the American Heart Association at student expense
• Any additional requirements as stated by specific health care agencies (such as drug screening, additional criminal background checks, etc.) at student expense

Admission Requirements/Process for the Doctor of Physical Therapy Program

Application cycle begins: June 29, 2017 (in PTCAS)
Application deadline: December 1, 2017

College Transcripts:  A bachelor’s degree is required prior to enrollment.
Application:  Applications will be accepted online through the Physical Therapy Centralized Application Service (PTCAS) once the application cycle has begun.
Application Fee:  In addition to the PTCAS fee, a non-refundable supplemental fee of $45 is required.
GRE:  GRE must have been taken within five years of application to our program.
Prerequisite Courses:

Required Courses Credit Hours Comments
Human or Vertebrate Anatomy 4* Lab recommended
Human or Vertebrate Physiology 4* Lab recommended
Biology 3 At least one course; Upper level biology such as cell biology or histology are recommended, but not required.
Chemistry 8 Must include labs
Physics 8 General physics, must include labs
Psychology 6 1 intro and 1 upper or 2 upper level psychology courses; Abnormal and developmental psychology are preferred.
Statistics 3 Can be from biology, mathematics, psychology, or business; NOTE: if a psychology course is used to meet this requirement it cannot also be used for the psychology requirement.

*Can be combined A/P for 8 credits.

Prerequisite coursework may be completed during the admission cycle. Please add planned courses in OTCAS transcript section. Coursework must be completed by May.

GPA:  A minimum of 3.0 overall GPA required. We expect that most accepted students will surpass this minimum. In addition, all prerequisite courses must reflect a “C” or better.
References:  Two references are required. At least one reference must be from a physical therapist. The online application will provide a form for you to send to your references.
PT Observation Hours:  40 hours are required in at least two different settings, such as hospital inpatient, outpatient, pediatrics, long-term care, etc. Instructions on how to provide this information can be found on the online application form.
Essay:  The PTCAS application form will require a brief personal essay.
Interview:  The Admissions Committee will send invitations to selected candidates to interview. Not all applicants will be invited to interview. An interview does not guarantee acceptance into the program.

Before registering for classes, students must provide:

• Criminal background checks (federal requirement for all persons working with vulnerable populations) at student expense
• Signed Technical Standards document
• Written verification of immunizations at student expense

After classes start, and in preparation for clinical placements, students must also provide:

• Written verification of health insurance at student expense
• Basic Life Support (BLS) for Health Care Providers certification from the American Heart Association at student expense
• Any additional requirements as stated by specific health care agencies (such as drug screening, criminal background check, etc.) at student expense

Admission Requirements/Process for the Master of Science in Physician Assistant Program

Application cycle begins: April 2017 (in CASPA)
Application deadline: October 1, 2017

College Transcripts:  A bachelor’s degree is required prior to enrollment. Your official transcript(s) from your degree-granting institution(s) must be sent to the Centralized Application Service for Physician Assistant (CASPA). Transcripts available after CASPA applications are verified can be sent to us at: Murphy Deming College of Health Sciences/Mary Baldwin University, Office of Admissions, 100 Baldwin Blvd., Fishersville, VA 22939. Bachelor’s degree and all prerequisite coursework must be earned/completed by September 1, 2017.
Application:  Applications will be online through the Centralized Application Service for Physician Assistants (CASPA), once the application cycle has begun.
Application Fee:  In addition to the CASPA fee, in order to process your application, you will also need to submit a non-refundable supplemental fee of $45.
GRE or MCAT:  GRE or MCAT must have been taken within 5 years of application to our program.
Prerequisite Courses:

Required Courses Credit Hours Comments
Biology 3–4 Any biology course in addition to Anatomy, Physiology, Microbiology; must include lab
Human or Vertebrate Anatomy* 3–4 Must include lab
Human or Vertebrate Physiology* 3–4 Must include lab
Microbiology 3–4 Must include lab
Chemistry 3–4 Must include lab
Organic Chemistry OR Biochemistry 3–4 Lab preferred
Psychology 6 1 intro and 1 upper OR 2 upper level psychology courses; abnormal and developmental psychology are preferred.
Statistics 3 Can be from biology, mathematics, psychology, or business. NOTE — if a psychology course is used to meet this requirement, it cannot also be used for the psychology requirement.
Medical Terminology 1–2 A medical terminology certificate could be used to fulfill the prerequisite requirement for this coursework.

*Can be combined A/P for 8 credits, but must include labs

GPA:  A minimum of 3.0 overall GPA required. We expect that most accepted students will surpass this minimum. In addition, all prerequisite courses must reflect a “C” or better.
References:  Three references are required (submitted via CASPA).
Observation Hours:  Health care observation hours or actual health care experiences are recommended but not required. Shadowing experiences with a PA encouraged.
Essay: The CASPA application form requires a brief personal essay.
Interview: The Admissions Committee will send invitations to selected candidates to interview. Not all applicants will be invited to interview. An interview does not guarantee acceptance into the program. All travel expenses are the responsibility of the candidate.

Before registering for classes, students must provide:

• Criminal background checks (federal requirement for all persons working with vulnerable populations) at student expense
• Signed Technical Standards document
• Written verification of immunizations at student expense
• Written verification of health insurance at student expense
• Basic Life Support (BLS) for Health Care Providers certification from the American Heart Association (AHA) at student expense

After classes start, and in preparation for clinical placements, students must also provide:

• Any additional requirements as stated by specific health care agencies (such as drug screening, criminal background checks, etc.) at student expense
• At student expense, and throughout the program, proof of current immunization status, health insurance, and AHA BLS certification

Admission Requirements/Process for the Master of Healthcare Administration Program

Application deadline for Fall 2017 start: July 31, 2017
Application deadline for Spring 2018 start: November 15, 2017 

Murphy Deming College of Health Sciences will admit new MHA students each August and January.

      College Transcripts:  A bachelor’s degree is required prior to enrollment. Your official transcripts from your degree-granting institution must be sent to Murphy Deming College of Health Sciences/Mary Baldwin University, 100 Baldwin Blvd., Fishersville, VA 22939 or mdchsadmit@marybaldwin.edu. Unofficial transcripts are allowable for initial review of an application, however, you will not be able to enroll in our program until your official transcript has been received verifying completion of the bachelor’s degree and that you still meet the minimum GPA required.
      Application: Applications are available online.
      Test Scores: No entrance exam is required, however, applicants may submit GMAT or GRE scores if they believe the scores will strengthen their application.

If English is not your native language, you will be required to submit TOEFL or IELTS scores. Mary Baldwin University’s TOEFL institution code is 5397. You do not need to submit scores if you:
• Earned an undergraduate or graduate degree at a U.S. college or university
• Conducted your total education in English in a native English-speaking country

      Prerequisite Course:

Required Course Credit Hours Comments
Statistics or Research Methods 3 Can be from biology, mathematics, psychology, or business.

Students may apply prior to completion of the perquisite course, as long as a plan for completion is in place.

❑      GPA:  A minimum of 2.8 overall GPA required. We expect that most accepted students will surpass this minimum. In addition, prerequisite course must be completed with a “C” or better.
❑      References:  Two professional references are required. The online application will provide a link to your recommender.
❑      Essay:  The personal statement should describe your reason for applying to the MHA program and how admission to the program relates to your professional goals.
❑      Conditional Admission:  Conditional Admission may be considered for students who do not fully meet all of the requirements for regular admission, but allows them to begin program coursework. If Conditional Admission is granted, the student must earn at least a 3.0 GPA during the first nine credits taken in the program.

MEETING ADMISSIONS CRITERIA DOES NOT GUARANTEE ADMISSION TO THE PROGRAM.

Admission Decisions

The Health Sciences Graduate and RN to BSN Undergraduate Programs use multiple criteria to select the most promising candidates from an applicant pool which exceeds the number of seats available. Admission decisions are made by the Murphy Deming College of Health Sciences Admissions Committee after applications are completed, interview has been given, if required, and committee review in the context of the applicant pool. Applicants are informed in writing of their admission status. Applicants are advised at the time of their admission regarding any additional undergraduate course or other requirements that must be fulfilled as conditions of enrollment. Mary Baldwin University reserves the right to rescind admission for students whose criminal background check comes back positive for any conviction.

Conditional Acceptance

Admission “Conditional Acceptance” will be used for students finishing their prerequisite coursework or other admission requirements for graduate or RN programs. Their acceptance, through a written document, will be conditional pending confirmation that they have met all admissions requirements, including official transcript showing final coursework was completed; meeting GPA and minimum course grade requirements; and confirming that they have earned their baccalaureate degree, before enrollment into the program.

Conditional Admission

Does not apply to OTD, DPT, and MSPA programs. Admission “Conditional Admission” will be used in cases where applicants do not meet all of the requirements for regular admission, but allows them to begin program coursework. For the MHA and RN to BSN programs, conditionally-admitted students must earn at least a 3.0 GPA during the first six credits taken in the program.

Transfer Credit

The graduate courses in health sciences do not accept transfer of credits to graduate programs with the exception of the MHA program, which allows six (6) graduate-level transfer credits with prior program director approval. Prior courses may, however, be used to meet the prerequisite requirements. There is no waiver of coursework or advanced standing granted in any program.

Undergraduate students applying to MDCHS will have their transcript(s) evaluated and will be informed of courses/credits needed to complete their undergraduate degree.

Articulation Agreements

Murphy Deming College of Health Sciences has articulation agreements with a select group of institutions to provide early admittance to qualified students in its OT, PT and PA programs. Pursuant to these agreements, all admission requirements must be met prior to matriculation. Admission is not guaranteed.

Conditional Early Admission Program with MBU

Murphy Deming College of Health Sciences encourages Mary Baldwin University undergraduate students to apply to its graduate OT, PT, and PA programs. The Conditional Early Admission Program provides early conditional admission in their junior year. In order to apply under this program, students must meet with the undergraduate health sciences advisor to plan coursework and determine eligibility under this program. Eligible students must meet all admissions requirements of the graduate program and be a graduate of Mary Baldwin University in order to matriculate under this program. Three seats in each of the OT, PT, and PA programs are available each year.

Advising

Academic advisement is a process-oriented, interactive professional relationship between advisor and advisee. Each graduate and undergraduate student is assigned a faculty advisor who supports the student in career exploration, academic progress and performance related to professional standards and support for their final project.

Tuition and Fees 2017–18

Tuition for all graduate and undergraduate programs in health sciences is determined on an annual basis and billed per semester. Tuition and fees are detailed on the MBU website. RN to BSN tuition is equivalent to Baldwin Online and Adult Programs tuition, but fees may differ.

Financial Aid

Mary Baldwin makes every effort to assist students who need to obtain funding for education. Students should contact the Office of Financial Aid at the time of application. To apply for financial aid students must complete the Free Application for Federal Student Aid (FAFSA) each year at www.fafsa.ed.gov. To qualify for aid, students must be accepted in the health sciences programs and make satisfactory academic progress in the work attempted. Aid is awarded pending approvals of federal and state agencies.

Aid for Which Graduate Students May Qualify

• Loans: Federal Unsubsidized Stafford Loans; Grad PLUS Loans; Private Education Loans
• Virginia residents may be eligible for the Virginia Tuition Assistance Grant (VTAG)
• Outside scholarships

Aid for Which Undergraduate Students May Qualify

• Perkins, Direct Stafford, and PLUS, depending on financial need and borrowing eligibility
• Virginia residents may be eligible for the Virginia Tuition Assistance Grant (VTAG)
• Outside scholarships

 

Murphy Deming College of Health Sciences Graduate Academic Policies

Undergraduate health sciences students follow the academic policies, honor code, and student governance as outlined in the undergraduate section of this catalog.

Academic policies applicable to health sciences graduate students are published in this section. Other program policies are provided to graduate students in the MDCHS Graduate Student Handbook and the Clinical Education Manual. Policies may be amended at any time by the faculty, who determine the date at which amended policies become effective.

Honor System

The students, faculty, and administration of the Murphy Deming College of Health Sciences join together in support of the HONOR CODE for the purposes of (a) providing an atmosphere of mutual trust, concern, and respect; (b) fostering honorable and ethical behavior; and (c) cultivating lifelong professional conduct. To promote this purpose, matters regarding misconduct shall fall under the jurisdiction of the Honor Code. Graduate students may refer to MDCHS Graduate Student Handbook; RN to BSN students may refer to RN to BSN Student Handbook.

Copyright Policy

The college enforces all provisions of copyright law. Students are responsible to inform themselves of the law, particularly with respect to copying.

Research on Human Subjects

Federal, state, and college policies regarding research on human subjects apply to all research involving MBU students, faculty, or staff as researchers or as subjects, including research undertaken in the health sciences programs.

Grading, Student Standing, and Academic Probation for OT, PT and PA Graduate Programs

The health sciences OT, PT and PA graduate programs are full-time programs. Students will not be permitted to reduce the course load in a semester as the professional programs are sequential and require the student to complete them in a specific period of time. Any special circumstances related to course work for students will be addressed on a case-by-case basis with Disability Services professional, the program director, and the faculty.

The following grading scale will be used by all graduate programs in the Murphy Deming College of Health Sciences:

90–100%     A         4.0 points per semester hour
80–89%       B          3.0 points per semester hour
70–79%        C          2.0 points per semester hour
60–69%       D(1)       1.0 point per semester hour
<60%            F(1)       0.0

I           Incomplete (used for extenuating circumstances)
NR       No Grade Reported (temporary)
P(2)       Passing (used only in pass/fail grading status)
W         Withdraw

(1) Does not count toward graduate degree requirement; does count on grade point average.
(2) Does count toward graduate degree: does not count on grade point average.                              

Courses will be taken in semesters and assigned appropriate credit hours for contact time for lecture, lab, and clinical activities as appropriate. A course may be offered as a pass/fail grading option; however, students may not choose to take a regular, graded course for pass/fail.

Courses in the college must be passed with a grade of “C” or better. A student in the receiving a grade of “D” or “F” in any course will be dismissed from the program in which they are enrolled. Students must maintain an overall GPA of 3.0 or better to continue in the program and graduate. Students falling below a GPA of 3.0 in any given semester will be placed on academic probation. A student may remain on academic probation for one additional semester in order to reach a 3.0 overall GPA. If the 3.0 GPA is not met at that time the student will be dismissed from the program.

For students in the OT or PT Programs: A student on probation at the completion of the first spring semester academic year may be permitted to proceed to Clinical Education 1 or Field Work 1B if the student has completed all course work with no grade lower than a “C,” has successfully passed all practical examinations, and has demonstrated appropriate professional behaviors in class and clinical settings. Faculty will meet to discuss the student’s performance and determine the student’s readiness to proceed to the full-time clinical experience.

If a student is permitted to proceed to Clinical Education 1 or Fieldwork 1B and successfully completes it, the student will then have one full-time semester (11 credit hours or more) in which to improve their GPA to a 3.0 or better.

Students must be at a 3.0 GPA or better at the completion of the second spring academic semester in order to proceed to Clinical Education 2 or Fieldwork Level 2 experiences. Students must also be at a 3.0 or better in order to proceed to the terminal clinical internship experiences for the third year, and must maintain the 3.0 GPA in order to graduate.

For students in the PA Program: Students who fail to maintain a minimum GPA of 3.0 at the conclusion of the final didactic semester will be subject to academic review by the appropriate faculty committee. The student may face consequences which could include remediation, inability to progress to the clinical phase, or dismissal from the program. Academic probation during the clinical phase of the program is addressed more completely in the PA Clinical Education Manual.

Students on academic probation should meet with their faculty advisor and course instructors on a regular basis to facilitate their academic improvement.

Students on academic probation are not eligible for academic and programmatic awards.

Incompletes

A grade of “I” (for incomplete) may be given at the end of a course if, for reasons beyond the student’s control, the student is unable to complete the work. An incomplete is given upon the recommendation of the course instructor and the approval of the program director and vice president for health sciences. In order to receive an “I” students must have achieved a passing grade to date in the class. Work must be completed by the end of the next semester and the student cannot matriculate to the next phase of professional study until the incomplete has been resolved successfully resulting in the assigning of a passing grade for the course. If the work is not completed within the time specified when the incomplete was granted, or within the explicitly authorized extended time, a permanent “I” grade will be recorded and the course will need to be repeated.

Not Reported (NR)

An NR grade can be given for clinical education courses only. The NR is used in the event there is a delay in completing the clinical assignment (not attributable to the student) by the time grades are due.

In the event that a student does not successfully complete the doctoral project or practicum in time for graduation, the student must enroll in a “Continuing Credit” course in order to complete the program.

Program Matriculation and Completion — DPT and OTD Programs

At the end of each semester faculty review the academic performance of all students. In order to matriculate to the next semester students must successfully complete all courses in a particular semester with a grade of “C” or better and maintain a 3.0 GPA. All practical testing during that semester must be passed. The student must demonstrate appropriate professional behaviors as expected in all courses. The student will be permitted to progress to the second year and beyond only if all course work and full-time clinical experiences have been successfully completed.

A comprehensive examination is required for OT students. The exam must be successfully completed at the end of the Level 2 full-time clinical experiences to matriculate to the Doctoral Experience.

PT students are enrolled in PTH 835 during the third summer of the program. This course prepares students to complete a written and oral examination covering content from all didactic courses in the DPT program. Both the written and oral comprehensive examinations must be passed to matriculate to the final terminal clinical experiences that begin in fall of the third year.

Successful completion and meeting of entry-level competencies is required in the full-time terminal clinical internship experiences in order to graduate as scheduled. If a student fails a clinical internship experience he/she may be offered the opportunity to repeat the clinical internship.

The MDCHS timeframe for completion of all program requirements is specified as five years from the date of initial enrollment.

Specific procedures are further outlined in the Clinical Education Manuals which will be provided prior to clinical placement.

Program Matriculation and Completion – PA Program

At the end of each semester faculty review the academic performance of all students. In order to matriculate to the next semester students must successfully complete all courses in a particular semester with a grade of “C” or better and maintain a 3.0 GPA. All practical testing during that semester must be passed. The student must demonstrate appropriate professional behaviors as expected in all courses. To enter the clinical phase, a student must successfully complete all didactic courses and clinical assignments, successfully complete the core competency examinations and objective standardized clinical examinations (OSCE) given following completion of the didactic phase of the program as well as maintain standards of professional behavior. In addition to successful completion of the didactic year, the student must be certified in basic life support for health care providers (BLS) and advanced cardiac life support (ACLS). Students must maintain CPR/ACLS certification for the entire clinical year of the program. In the event the student’s certification in CPR/ACLS expires before graduation, the student must recertify.

Academic Resolutions and Appeals

General Grievance Issues

The College recognizes the need for students to voice grievances and to seek resolution to problems, disagreements with faculty/administrators, or interpretations of institutional policy.  The College also recognizes the responsibility of the student to express their concerns in a professional and ethical manner. Concerns may involve course grades, promotion, behavioral issues or issues related to accreditation standards and procedures.

General complaints regarding academic issues (non-grade related): The Program Director will hear the student’s concern and determine an appropriate course of action. In most cases, this course of action will consist of one or more of the following: mediation, counseling, referral to the VPHS, or resolution with no future action. If the concern involves the Program Director, the complaint should be submitted directly to the VPHS. Records regarding general complaints will be housed in the VPHS administrative office.

Academic Action Appeal Policy and Procedures

A student may only appeal a final grade or program dismissal if he/she can show the grade or program dismissal was assigned arbitrarily or impermissibly. A student who wishes to appeal a grade on a particular assignment or exam can do so if it affects their final assigned grade or dismissal from a program. A final grade or program dismissal is deemed to have been assigned arbitrarily or impermissibly if, by a preponderance of the evidence, a student establishes that:

  1. The final grade or dismissal was impermissible based in whole or in part upon the student’s race, color, religion, national origin, age, sex, disability, sexual orientation, or for some other arbitrary or personal reason unrelated to the instructor’s reasonable exercise of his or her professional academic judgment in the evaluation of the academic performance of the student; or
  2. The final grade or program dismissal was assigned in a manner not consistent with the standards and procedures for evaluation established by the instructor, the program, or the college in the MDCHS Student Handbook, in the course syllabus, or during the class/program in written or oral communications directed to the class/program as a whole; or
  3. The final grade or program dismissal was the result of a clear and material mistake in calculating or recording grades or other evaluation.
  4. Individual elements (e.g., assignments, tests, activities, projects) which contribute to a final grade are generally NOT subject to appeal or subsequent review during a final grade appeals procedure. However, individual elements may be appealed under these procedures providing all of the following conditions are met:

a) The student presents compelling evidence that one or more individual elements were graded on arbitrary or impermissible grounds;
b) Grounds can be established for determining a professionally sound grade for the appealed element(s); and
c) The ensuing grade for each appealed element would have resulted in a different course grade than that assigned by the faculty member.

If dismissal from MDCHS is a result of grades, the student may appeal the grade causing the dismissal. If the appeal is unsuccessful, the dismissal stands; the student cannot appeal the dismissal as well as the grade because dismissal is based upon the grades. If the appeal is successful, the dismissal will be rescinded. If a student is appealing dismissal from a program, or a final assigned grade that results in dismissal, the student shall be allowed to continue taking courses until the appeal is resolved (with the approval of the program in which the classes are taken), with the exception of clinical placements or internships, or when the student’s continued participation is deemed by the program director or department head to be harmful or disruptive to other students and/or the program. If the appeal is unsuccessful and the dismissal stands, the student will be removed from any classes in which he or she is registered and will be responsible for any tuition and fees accrued as a result of registration during the appeals process.

Final Grade Appeal Procedures

The following procedures detail the steps for appealing a final assigned grade (whether or not that grade results in dismissal from MDCHS). The student is encouraged to meet/talk with the instructor prior to filing a formal appeal. The student must demonstrate that the grade was impermissibly or arbitrarily assigned. That the student simply disagrees with the assigned grade does not constitute a basis for a review.

I. Appeal to Instructor
Within twenty (20) calendar days after the student receives notification of the academic action (grade) the student should submit a formal written appeal to the instructor. This appeal must include:
• A statement of the reason(s) why the student believes the grade was impermissibly or arbitrarily assigned (see Academic Action Appeal Policy and Procedures)
• The resolution sought
• All correspondence should include contact information.
• The instructor must respond to the student’s request in writing as soon as possible (no later than ten working days after receiving the student’s written appeal). This response should detail whether or not the instructor is approving or denying the appeal.

II. Appeal to Program Director
If the student is unable to resolve the grievance through the appeal to the instructor, the student should submit a written appeal to the program director within ten working days of receiving the instructor’s written response (from Step I). Students appealing to the program director assume the burden of proof. Therefore, the appeal must include:
• A statement of the reason(s) the student believes the grade was impermissibly or arbitrarily assigned;
• The steps taken to resolve the disagreement over the assigned course grade; and
• The resolution sought.
• The appeal must be accompanied by evidence the student believes supports the conclusion that the grade was impermissibly or arbitrarily assigned. Evidence might include papers, tests, syllabi, or written documentation.

Within ten (10) working days of receiving this appeal, the program director will attempt to resolve the appeal. If the program director is unable to resolve the appeal within ten working days, the program director will notify the student of the decision and copy the VPHS.

III. Appeal to the VPHS Office

Student should forward his/her initial Appeal to the Instructor and the response from the instructor (from Step I), the subsequent Appeal to the program director, and the program director’s written notification (from Step II) to the VPHS Office. Upon receipt of the appeal and aforementioned materials the vice president will identify a faculty member (VPHS special designee) outside of the student’s program or assistant or associate dean, to review the information, request further information from the student, the instructor, and/or the program director. If the VPHS designee concludes that the facts alleged by the student does not constitute permissible grounds for appeal as set forth in this Academic Action Appeal Policy and Procedures, the VPHS special designee may, in consultation with the VPHS dismiss the review. The student will not be allowed any further appeal. If the VPHS special designee determines that the facts alleged in the student’s written appeals could, if true, constitute a violation of the Academic Action Appeal Policy and Procedures, the VPHS special designee within ten working days of receiving all information, shall refer the case to the College Academic Action Committee.

IV. College Academic Action Committee Review

The College Academic Action Committee (CAAC) will consist of 3 faculty members (who do not teach in the program from which the appeal originated) and 2 students who are in different graduate programs appointed by the VPHS. The VPHS special designee will serve as ex-officio (non-voting) chair of this committee. The purpose of the CAAC is to determine whether the facts support the student’s contention that the grade was impermissibly or arbitrarily assigned, or there was material procedural deviation, as defined in the policy. It is not the function of the committee to re-evaluate the student’s work to determine whether the CAAC agrees with the professional judgment of the faculty member who assigned the grade.

The committee shall be convened no later than ten working days from the time the request was made to the VPHS office by the student. All relevant documents collected by the VPHS special designee will be shared with committee members. Additionally, the CAAC may request oral presentations from both parties. Other relevant parties may be questioned.

Neither the student nor the faculty member may be accompanied or represented in the hearing by legal counsel or other advisor. The CAAC may consider only such evidence as is offered by the parties and at the hearing(s) and need consider only the evidence offered that it considers fair and reliable. The burden of proof shall be on the student to satisfy the committee that a preponderance of the evidence supports a conclusion that the grade was awarded arbitrarily or impermissibly as defined. All recommendations of the CAAC shall be made by a simple majority vote.

Within ten working days from the conclusion of its hearing(s) on the matter, the CAAC Chair will provide a written report to the VPHS. The committee report must include the committee’s finding as to whether or not the grade assigned was awarded arbitrarily or impermissibly as defined in the policy. If such a determination is made, the CAAC shall recommend a course of action which could include recommending assignment of a specific grade to replace the one originally assigned or implementation of some process to re-evaluate the student’s work.

V. Review by the Vice President of Health Sciences
Within ten working days after receiving the CAAC’s report, recommendations and other documentation assembled in the review, the VPHS will, in consultation with the faculty member and program director, determine a final course of action. S/he will then communicate the final action in writing to the student, faculty member, and program director within ten working days. No appeal is available beyond this review.

Addressing Unprofessional Behavior

Students are expected to demonstrate professional behavior at all times in the classroom, lab, and clinical setting (refer to Appendix A in the MDCHS Student Handbook). Students are expected to treat all individuals (students, faculty, patient, clinicians, etc.) with respect at all times. Unprofessional behaviors in any setting will be brought to the student’s attention by academic and clinical faculty. The student will be expected to correct any unprofessional behavior immediately upon receiving feedback about this behavior. Students that demonstrate a pattern of unprofessional behavior in any combination of settings will receive more formal counseling and behavior will be documented. That student may be dismissed if patterns of unacceptable professional behaviors persist despite counseling for improvement. The student must understand and model the characteristics defined by their professions. The faculty expects that students comply with these professional behavior expectations at all times (i.e. classroom, laboratory, meetings with faculty, program sponsored service activities, and clinical settings). The faculty believes that prompt remediation of actions, attitudes, or characteristics that demonstrate a student’s failure to comply with the expected professional behaviors is essential to facilitate successful completion of a program.

As such, potential action that may be taken if a student does not comply with the Professional Behavior as outlined in the MDCHS Student Handbook. Please note that, depending on the severity of the specific violation, the faculty may initiate remediation and sanction procedures at any of the four steps described below (skip verbal warning and initiate a written warning, etc.) In addition, all remediation and sanction procedures will be documented and discussed with the student. The student will be asked to sign this documentation following discussion with a faculty member or the program director. Their signature indicates the issue has been discussed with them, not that he/she agrees with the nature of the allegations. This documentation will become part of the student’s permanent scholastic record within the program. As such, this information may be shared with potential employers if the student asks a faculty member to serve as a reference.

Remediation and Sanction Procedures:

  1. Verbal Warning — to the student by the involved faculty member or advisor emphasizing the need to discontinue the behavior that is inconsistent with professional expectations. Documentation will note that a verbal warning has taken place and briefly describe the behavior violation.
  2. Written Warningfrom the program director to the student indicating the need to discontinue the behavior that is inconsistent with the expected professional behaviors. This letter will contain a detailed description of the nature of the unsatisfactory performance, parties who observed or were affected by the behavior, actions needed to correct the behavior, a timeline for correction, and actions to be taken if the problem is not corrected by the timeline expected, and notification that the student has a right to request a review of this action.
  3. Probation Periodfor the student during which time the faculty will assess the student’s ability to demonstrate expected professional behaviors. Probation is a time-limited, remediation-oriented period that is closely supervised by the program director. Students placed on probation for professional behaviors will be notified in writing of the following:

a. The specific inappropriate behavior(s);
b. The recommendations for rectifying this/these behaviors;
c. The time frame for probation during which the behavior(s) is expected to be corrected; and
d. The procedures to ascertain whether the behavior(s) has been rectified.

If the program director determines that there has not been sufficient improvement in the student’s behavior to remove him/her from probation, then the director will discuss this with the faculty to determine possible courses of action. The director will communicate in writing to the student that the conditions for revoking probation have not been met. The notice will include the course of action determined by the faculty.

  1. Dismissal from the Program for Behavior(s) Inconsistent with the Expected Professional Behaviors: When the specific interventions do not result in the expected changes in behavior within the determined timeframe, or when a single violation of the expected professional behaviors is severe, the program director will discuss this with the VP of health sciences and involved faculty to determine if dismissal from the program is warranted. Dismissal will be invoked when in the faculty’s collective judgment:

a. Technical standards have been violated;
b. Severe violations of the college and profession Code of Ethics have taken place;
c. Imminent physical or psychological harm to a fellow student, patient, instructor, or other individual is a major factor; or
d. A pattern of behavior inconsistent with the expected professional behaviors is documented regardless of the students’ performance on written, oral, or practical assignments and courses.

If the student disagrees with the faculty’s decision, he/she has the right to implement Appeal Procedures as described in the MDCHS Student Handbook.

Program Dismissal Appeal Procedures

The following procedures detail the steps for appealing a dismissal from a program for any reason other than final assigned grade(s), including failure to adhere to technical standards. Dismissal from the program based on bad grades may not be appealed. Program dismissals for any reason other than final assigned grades rest with the faculty of the program. The student is encouraged to meet/talk with the program director prior to filing a formal appeal. The student must demonstrate that dismissal was impermissibly or arbitrarily assigned. That the student simply disagrees with the dismissal does not constitute a basis for a review.

I. Appeal to Program Director
Within twenty (20) calendar days after the student receives notification of the academic action (cause for program dismissal) the student should submit a formal written appeal to the program director. This appeal must include:
• A statement of the reason(s) why the student believes the dismissal was impermissibly or arbitrarily assigned (see Academic Action Appeal Policy)
• The resolution sought
• All correspondence should include contact information.
• The program director must respond to the student’s request in writing as soon as possible (no later than ten working days after receiving the student’s written appeal). This response should detail whether or not the program is approving or denying the appeal.

II. Appeal to the Vice President of Health Sciences (VPHS)
If the student is unable to resolve the grievance through the appeal to the program director, the student should submit a written appeal to the vice president of health sciences within ten (10) working days of receiving the program director’s written response (from Step I). Students appealing to the VPHS assume the burden of proof. This is the last step in the appeal process. Therefore, the appeal must include:
• A statement of the reason(s) the student believes the dismissal was impermissibly or arbitrarily assigned along with any evidence to support the statement
• The steps taken to resolve the disagreement over the dismissal
• The resolution sought
• All correspondence should include contact information.

The VPHS must respond to the student’s request in writing as soon as possible (no later than ten (10) working days after receiving the student’s written appeal). This response should detail whether or not the appeal is approved or denied. This is the last step in the appeal process.

Student Withdrawal

Academic Dismissal

All graduate courses in the College must be passed with a grade of “C” or better. A student receiving a grade of “D” or “F” in any course will be dismissed from the program in which they are enrolled.  Students must maintain an overall GPA of 3.0 or better to continue in the program and graduate. Students falling below a GPA of 3.0 in any given semester will be placed on academic probation. A student may remain on academic probation for one additional semester in order to reach a 3.0 overall GPA. If the 3.0 GPA is not met at that time the student will be dismissed from the program.

Once dismissed, the program director and faculty will determine whether a student is eligible for return, and any stipulations for doing so, on a case by case basis. The Office of the Registrar will note the dismissal on the student’s academic record.

Voluntary Academic Withdrawal

A student who wishes to voluntarily withdraw from a program for financial, medical, or personal reasons should 1) talk with their faculty advisor, 2) talk to the program director, 3) provide a written letter to the program director stating his/her reasons for withdrawal, and 4) complete a Withdrawal Form, an exit interview, and an appointment with the Financial Aid and Business Offices. If a withdrawal is granted a refund for the current term is issued based on college policy less a $100 administration fee. Students will not be charged for subsequent semesters.

Counseled Withdrawal

A student may request and be granted a counseled withdrawal from the college. If, in the judgment of the vice president of health sciences, and the program director or designee, it is either in the student’s best interest or the best interest of the college, a student will be granted a counseled withdrawal. A Withdrawal Form, an exit interview, and an appointment with the Financial Aid and Business Offices are required. If a withdrawal is granted a refund for the current term is issued based on college policy less a $100 administration fee. Students will not be charged for subsequent semesters.

Disciplinary Withdrawal

Students may be required to withdraw from the college for disciplinary reasons, having been served a major penalty by the Honor Council or administration. Students who withdraw for disciplinary reasons receive a refund in accordance with college policy for the semester in which the penalty is determined, and subject to an administration fee of $100.

Health Issues or Leave of Absences

From time to time a student may develop a health-related problem that necessitates a medical leave of absence or withdrawal from the program and college. A student may be granted a medical leave of absence. If a student wishes to request a medical leave of absence he/she should meet with the program director first. Then the student would be required to provide documentation from a physician or other relevant health professional regarding the need for a medical leave. This will be provided to the MDCHS Vice President’s Office for evaluation by Health Services. To return to the program after a medical leave the student would be required to provide written documentation from a physician or other relevant health professional that he/she is mentally and/or physically able to return to classes. Because of the physical and mental nature of the OT, PT and PA health sciences programs the student will be required to have a completed “Participation Readiness Form,” as this documentation ensures that the student can meet the physical and mental demands of the program in which he or she is enrolled. The student should work with the program director to address sequencing of course work and the appropriate returning date to allow for a smooth transition back into the program. (See Appendix B of the OT, PT, or PA MDCHS Student Handbook.)

A student that withdraws from a program secondary to medical issues is welcome to reapply for admission through a regular admissions cycle at a later time.

Leaves of absence will not be granted to students on academic probation. As a general rule, short and long term leaves of absence are not allowed except for the following reasons:
• Maternity/paternity leave
• Health reasons (either one’s own or a family members)
• Compelling problems of a personal nature (such as a death of a loved one or marital breakdown)

Any student requesting a leave of absence must submit the request to his/her Program Director, explaining the reason for the request and all the activities that the student intends to undertake while on leave. Any relevant supporting documentation should be included, such as a health care provider’s note in case of illness. Leaves of absence must be approved by the Core Faculty Committee. Approved leaves of absence may be subject to rules and regulations which will be delineated in a contract signed by the student and his/her Program Director.

No leaves of absence during the clinical phase of the program may exceed three months.

Military Withdrawal

Military withdrawal is granted to students whose military reserve obligations may require a period of absence from the academic program when they are called to extended active duty. Readmission is guaranteed pending proof of compliance with the minimal technical standards and the Honor Code of Conduct. The student will need to meet with the specific program director and VPHS to determine appropriate curriculum to be completed in the remainder of the degree program.

Suspension

Suspension is defined as a temporary separation from the institution. The duration of the suspension will be determined by the VPHS. Students may be assigned independent studies during suspension to remain current; however, these independent studies do not replace course attendance or rotation requirements. If the terms set out under the suspension are not fulfilled and the period of the suspension is six months or greater, the student will be dismissed from MDCHS.  The VPHS may grant an exception for extreme circumstances that are beyond the control of the student.

Doctor of Occupational Therapy (OTD)

Allison Ellington, program director; K. M. “Shelley” Knewstep-Watkins, director of clinical education; Lisa Burns, faculty; Greg Hansen, faculty; Pamela Stephenson, faculty; Sandy Wagoner, faculty

Overview

The Doctor of Occupational Therapy (OTD) is a post-baccalaureate, entry-level professional doctoral degree that will prepare the student for work in any practice setting following graduation and license acquisition. The curriculum integrates the occupational therapy profession’s foundational knowledge requirements, its basic theoretical tenets and perspectives, and a strong didactic and clinical education focus to support students in achieving competencies in screening, evaluation, fabrication, and delivery of evidence-based plans of care. The curriculum is deliberately intended to incorporate the contexts associated with occupational therapy service delivery and will have an emphasis on interprofessional education in class and lab settings. Interprofessional activities will extend to opportunities for service to the local and regional community.

The OTD student must successfully complete each didactic year prior to matriculation to the clinical education course that follows. The total length of the program will be 117 credit hours, 3.0 years (nine semesters) at the completion of the curricular process. The curriculum will include two, 12-week fieldwork experiences and one, 16-week Doctoral Experience. Students must successfully complete a practical examination at the completion of their second year in order to begin Fieldwork II practicum. They must also take and pass a comprehensive Exit Exam prior to matriculation to the final clinical experience (16 weeks). Successful completion of the terminal clinical practicum sequence and evidence of meeting the competencies for entry-level occupational therapy practice must be met in order to graduate.

Mission of the Occupational Therapy Program

The mission of the MDCHS OT department is to apply strong teaching and learning methodologies that will build upon each students’ diverse background in preparing them to deliver compassionate practice through an interprofessional team, with strong leadership skills, and the highest ethical standards for evidenced-based-client centered care that will increase engagement in meaningful productive living.

Curriculum

Summer Semester, Year 1:
OTH 705 Introduction to Occupational Therapy
OTH 711 Teaching and Learning 1
OTH 700 Human Anatomy

Fall Semester, Year 1:
OTH 706 Foundations of Occupational Therapy
OTH 701 Kinesiology
OTH 712 Psychosocial Aspects of Care
OTH 721 Research and Critical Inquiry
OTH 726 Occupational Patterns in Life and Culture
OTH 714 Managing OT Delivery Systems
OTH 736 Clinical Fieldwork 1A (Introductory)

Spring Semester, Year 1:
OTH 704 Neuroanatomy
OTH 727 OT Practice in Mental Health
OTH 729 Motor Learning & Movement Analysis
OTH 703 Conditions in Occupational Therapy
OTH 713 Topics in Health Care
OTH 730 Clinical Seminar 1
OTH 737 Clinical Fieldwork 1B (Mental Health)

Summer Semester, Year 2:
OTH 827 Physical Agent Modalities
OTH 826 OT and Adult Populations 1
OTH 832 Technology & Environmental Adaptation
OTH 811 Teaching and Learning 2
OTH 801 Pharmacology

Fall Semester, Year 2:
OTH 828 OT and Adult Populations 2
OTH 813 Teaching and Learning 3
OTH 812 Community Practicum (Fall or Spring)
OTH 831 Contemporary Assessment and Intervention
OTH 830 Clinical Seminar 2
OTH 822 Doctoral Project 1
OTH 842 Clinical Fieldwork 1C (Adult)

Spring Semester Year 2:
OTH 829 Pediatric Practice in Occupational Therapy
OTH 814 Organization and Management of Practice
OTH 815 Leadership, Policy and Advocacy
OTH 840 Clinical Seminar 3
OTH 823 Doctoral Project 2
OTH 812 Community Practicum (Fall or Spring)
OTH 843 Clinical Fieldwork 1D (Pediatrics)

Summer Semester, Year 3:
OTH 845 Clinical Fieldwork 2A (12 weeks)
OTH 921 Doctoral Project 3

Fall Semester, Year 3:
OTH 855 Clinical Fieldwork 2B (12 weeks)
OTH 835 Professional Competency

Spring Semester, Year 3:
OTH 865 Doctoral Experience (16 weeks)
OTH 922 Doctoral Project 4

TOTAL CREDITS = 117

Occupational Therapy (OTH) Course Descriptions

OTH 700 Human Anatomy (5 s.h.)
Lecture and Lab. This course provides in depth study and analysis of the regional and systemic organization of the human body through lecture and cadaver dissection. This course is cross listed with PTH 700 and is an interprofessional collaborative course.

OTH 701 Kinesiology (3 s.h.)
Lecture and Lab. This course will introduce the student to the kinematics and kinetics of human movement. Emphasis will be placed on understanding of regional functional anatomy and applying this information to movement. This course is cross listed with PTH 701 and is an interprofessional collaborative course.

OTH 703 Conditions in Occupational Therapy  (2 s.h.)
This course provides students with an opportunity to explore pathological and system factors underlying conditions commonly encountered during delivery of occupational therapy services.  Concepts and perspectives of individual and population health, culture, determinants of health, wellness, prevention, and the World Health Organization’s International Classification of Diseases are introduced.  Students examine key features of common diseases throughout the lifespan in order to understand the effects of heritable and acquired diseases, genetic conditions, disability, trauma, and injury on physical and mental health, and on occupational performance.

OTH 704 Neuroanatomy (4 s.h.)
The course includes the study of functional neuroanatomy and neuroscience to understand the basic structure and function of the nervous system with special emphasis on topics of greatest concern to occupational and physical therapists. This course is cross listed with PTH 704 and is an interprofessional collaborative course.

OTH 705 Introduction to Occupational Therapy (1 s.h.)
This course will allow students to gain a foundational knowledge and skills of occupation related to the history of the profession, current health care trends, and the various setting for OT practice.

OTH 706 Foundations of Occupational Therapy (3 s.h.)
In this course the student will examine the critical reasoning behind the service provision for clients with whom they work. Developing OT critical reasoning includes: screening and identification of problems to support students in referral, assessment, goal setting, intervention planning, reassessment, discontinuation for client, and family-centered care. Included will be applications of theory in various settings in order to utilize evidenced-based practice. 

OTH 711 Teaching and Learning 1 (1 s.h.)
The course provides an understanding of teaching and learning theories with application to clinical practice for occupational and physical therapy. This course is cross listed with PTH 711 and is an interprofessional collaborative course.

OTH 712 Psychosocial Aspects of Care (3 s.h.)
This course will introduce the students to various psychosocial considerations important to working with patients and clients successfully. This course is cross listed with PTH 712 and is an interprofessional collaborative course. 

OTH 713 Topics in Health Care (2 s.h.)
This course will provide the student an overview of key topics in health care that are important for health professionals to understand. Topics will include an introduction to health care systems organization, health care financing, Medicare, Medicaid, and managed care. This course is cross listed with PTH 713 and is an interprofessional collaborative course.

OTH 714 Managing OT Delivery Systems (2 s.h.)
The course will provide a general examination of the delivery systems associated with rehabilitation and focus on specific environments and structures. 

OTH 721 Research and Critical Inquiry (3 s.h.)
This course covers concepts and principles of the research process including question, theory, and hypothesis development, research design and methodology, and statistical reasoning and analysis. Critical review of professional literature and determination of the relevance and applicability of research findings to specific patient problems are introduced with the goal of promoting evidence-based practice in health care. This course is cross listed with PTH 721/PAS 521 and is an interprofessional collaborative course.

OTH 722 Special Topics (variable s.h.)
Exploration of current special topics in occupational therapy ex­amination and intervention. 

OTH 723 Continuing Registration for Final Project (1 s.h.)
Non-credit course intended for students who have completed all program credits but still need to use university resources to complete their degree requirements.

OTH 724 Independent Study (variable s.h.)
Independent study in interdisciplinary or discipline specific issues and/or clinical practice with goals, methods, and expected outcomes negotiated in advance with an individual faculty member.

OTH 725 Perspectives in Global Health Care (1–2 s.h., variable)
Elective Course. This course provides an exploration of global health care issues with a travel opportunity. Students will participate in service and/or clinical activities as part of the course. This course is cross-listed with PTH 725.

OTH 726 Occupational Patterns in Life and Culture (3 s.h.)
Lecture and Lab. This course analyzes developmental theories and occupations across the lifespan (from birth to death). Emphasis is placed on the analysis and synthesis of interrelationships of occupation and development as well as specific physical decline with age. The influence of cultural diversity and the environment across the lifespan are also analyzed.

OTH 727 OT Practice in Mental Health (3 s.h.)
Lecture and Lab. In this course students will utilize critical reasoning and selected theories, evaluation, and intervention approaches for mental health practice. Principles of health promotion, occupationally-based intervention models, and the application of selected individual and/or group programming within specific health and community based settings will be reviewed.

OTH 729 Motor Learning and Movement Analysis (3 s.h.)
Lecture and Lab. In this course students will understand, analyze, and implement integration of motor control and motor learning approaches related to occupational therapy interventions including the analysis of posture, balance, quality of movement, and the impact on occupational performance. Current evidence is used to update the knowledge of selected methodologies for assessment and intervention related to movement analysis, health and wellness principles, and specific impairments related to adult health conditions (including older adults).

OTH 730 Clinical Seminar 1 (1 s.h.)
This is the first course in a sequence that utilizes a case-based learning model to integrate clinical management of common patient diagnoses across the professional disciplines of physical therapy, occupational therapy, and physician assistant. This course is cross listed with PTH 730 and PAS 530 and is an interprofessional collaborative course.

OTH 736 Clinical Fieldwork 1A (Introductory) (1 s.h.)
In this course the student will apply the knowledge and skills learned in the first two semesters of graduate OT coursework. Various practice settings are utilized to expose the student to the role of an OT as an interdisciplinary team member, the uses of OT theory and frames of references, as well as the role of the OTA and other disciplines. This course is offered on a pass/fail basis.  

OTH 737 Clinical Fieldwork 1B (Mental Health) (1 s.h.)
The course will address the OT role in the mental health care setting to include but not be limited to acute psychiatry, community based mental health, hospital, or Geri-psych facilities. This course is offered on a pass/fail basis.

OTH 801 Pharmacology (2 s.h.)
This course covers the basic principles of Pharmacodynamics and Pharmacokinetics, as well as common adverse drug reactions of medications. The students will be exposed to key categories of medications including autonomic, cardiovascular, pain and inflammatory, endocrine, neurological, anti-infective and anti-cancer, as well as key special topics. The focus will be on understanding how these medications impact medical and rehabilitation management of the patient. This course is cross listed with PTH 801 and is an interprofessional collaborative course.

OTH 811 Teaching and Learning 2 (1 s.h.)
The course provides an understanding of teaching and learning theories with application to clinical practice for occupational and physical therapy students. Students will examine the means by which one successfully implements teaching and evaluates learning in a clinical setting. This course is cross listed with PTH 811 and is an interprofessional collaborative course.

OTH 812 Community Practicum (Fall or Spring 2nd Year)  (2 s.h.)
Lecture and Lab. Occupational therapy, physical therapy students, and physician assistant students working in teams with local community agencies will develop a requested service project that is health related. This course is cross listed with PTH 812 and PAS 612 and is an interprofessional collaborative course.

OTH 813 Teaching and Learning 3 (2 s.h.)
In this course students will formulate appropriate learning goals then plan learning activities to engage students in ways that will achieve those goals. Each student will be responsible for teaching a specific subject area associated with Occupational Therapy practice and will have the opportunity to be evaluated and receive feedback on their efforts.

OTH 814 Organization and Management of Practice (3 s.h.)
This course includes an application of administrative and professional leadership processes, standards of practice, competencies, needs assessments, program development, outcome management, reimbursement, ethics, policy, and trends in OT practice.

OTH 815 Leadership, Policy and Advocacy (3 s.h.)
In this course students will review the literature regarding leadership and examine their own leadership style. Federal and state legislation will also be critically analyzed and discussed relevant to its impact on those in the rehabilitation professions and on the clients they serve. Students will be exposed to advocacy activities that will provide them with opportunities to gain knowledge of specific societal needs.

OTH 822 Doctoral Project 1 (2 s.h.)
This course is the first in a sequence that leads to the completion of a culminating project for the OTD curriculum. The course will include review of content from Research and Critical Inquiry with a focus on formulating an appropriate research or project question. This course is cross listed with PTH 822 and is an interprofessional collaborative course.

OTH 823 Doctoral Project 2 (3 s.h.)
This course is the second in a sequence that leads to the completion of a culminating project for the OTD curriculum. Students will select an area of concentration from clinical practice, research, education, service, or advocacy. The student will work with a faculty advisor to develop and plan a project that will be presented at the completion of the third year prior to graduation. This course is cross listed with PTH 823 and is an interprofessional collaborative course.

OTH 826 OT and Adult Populations 1 (3 s.h.)
Lecture and Lab. The course will introduce the area of upper extremity function and dysfunction. The course will examine musculoskeletal disorders to include fractures, nerve compressions, and injuries to the shoulder, wrist, and hand. The use of appropriate assessments and interventions for impairments, illnesses, or injuries related to adult health conditions (including older adults) are addressed.

OTH 827 Physical Agent Modalities (2 s.h.)
Lecture and Lab. In this course the student will understand the use of physical agent modalities as an intervention and adjunctive therapy. Assessment (implications/contra-indications), implementation, and discontinuance of specific modalities will be addressed.

OTH 828 OT and Adult Populations 2 (3 s.h.)
Lecture and Lab. This course will address occupationally-based theories and evidenced-based approaches for the selection and application of family and client-centered care for adult populations. Focus would include but not be limited to spinal cord injuries, traumatic brain injuries, cerebral vascular accidents, and degenerative disease processes.  

OTH 829 Pediatric Practice in Occupational Therapy (4 s.h.)
Lecture and Lab. This course will address the selection and application of appropriate assessments and interventions for the pediatric client population. Emphasis will be on analyzing atypical development, understanding the various roles of the occupational therapist with this population and specific pediatric approaches. Techniques for collaboration and advocacy within interdisciplinary teams will be discussed.

OTH 830 Clinical Seminar 2 (1 s.h.)
This is the second in a sequence of courses that utilizes a case-based learning model to integrate clinical management of common patient diagnoses across the professional disciplines of physical therapy and occupational therapy. The focus will be on interprofessional understanding and collaboration in a patient-centered health care delivery model. This course is cross listed with PTH 830 and is an interprofessional collaborative course.

OTH 831 Contemporary Assessment and Intervention (3 s.h.)
Lecture and Lab. In this course students will examine specific assessment and interventions associated with contemporary needs such as low vision, driving, obesity, ergonomics, tele-health, assisted living, building and construction design, and aging in place. 

OTH 832 Technology & Environmental Adaptation (3 s.h.)
Lecture and Lab. The course guides the student through the design, development, modifications, compensation, and adaptations of personal needs and the environment, as it relates to occupational roles and context.  

OTH 835 Professional Competency (1 s.h.)
This course is a self-paced application of program learning in preparation for the Department Exit Exam (DEE) and the National Board for Certification in Occupational Therapy (NBCOT). The course uses critical analyses of professional entry competencies for the occupational therapist including certification, licensure, and professional development responsibilities. A programmatic review and professional self-assessment are conducted.

OTH 840 Clinical Seminar 3 (1 s.h.)
This course is the third and final in a sequence of courses that utilize a case-based learning model to integrate clinical management of common patient diagnoses across the professional disciplines of physical therapy and occupational therapy. Cases in this course will focus on complex medical management. This course is cross listed with PTH 840 and is an interprofessional collaborative course.

OTH 842 Clinical Fieldwork 1C (Adult) (1 s.h.)
Students will be placed in physical disabilities setting (adult and geriatrics) to include but not be limited to: long-term care, acute, out-patient, and in-patient rehabilitation. Level I experiences are designed to integrate fieldwork seminars with clinical experiences in order to strengthen the ties between didactic and practical instruction. This course is offered on a pass/fail basis.

OTH 843 Clinical Fieldwork 1D (Pediatrics)(1 s.h.)
Students will be placed in a pediatric setting, to include but not be limited to: out-patient, schools, and children’s medical centers (acute or rehabilitation). All Level I experiences are designed to provide fieldwork seminars and experiences to strengthen the ties between the didactic and fieldwork education. This course is offered on a pass/fail basis. 

OTH 845 Clinical Fieldwork 2A (12 weeks) (10 s.h.)
This course is an intensive practicum to address the development of competent, entry-level, generalist knowledge and skills related to OT service provision. This fieldwork experience will focus on the application of purposeful and meaningful occupation and may include research, administration, and management of occupational services. This course is offered on a pass/fail basis.

OTH 855 Clinical Fieldwork 2B (12 weeks) (10 s.h.)
This course is an intensive practicum to address the development of competent, entry-level, generalist knowledge and skills related to OT service provision. This fieldwork experience will focus on the application of purposeful and meaningful occupation and may include research, administration, and management of occupational services. This course is offered on a pass/fail basis.

OTH 865 Doctoral Experience (16 weeks) (13 s.h.)
This is the culminating practical experience in the Doctor of Occupational Therapy Program. This experiential placement will be made consistent with the interest of the student, under the guidance of an external mentor and faculty advisor. The experience creates and enhances the student’s professional skills and abilities allowing them to acquire advance knowledge in one or more areas of the profession. Examples are: legislation and policy, clinical practice, advocacy, leadership, research, program development, administration, education, or theory development. This course is offered on a pass/fail basis. 

OTH 921 Doctoral Project 3 (1 s.h.)
This course is the third in a sequence that leads to the completion of a culminating project in the OTD curriculum. The focus of this course is to prepare to implement the proposed project/research.

OTH 922 Doctoral Project 4 (2 s.h.)
This is the final course in a sequence that leads to the completion of a culminating project for the OTD curriculum. The student will complete the analysis of data, write up results and discussion/conclusion as well as present the final project in a poster presentation prior to graduation.

Doctor of Physical Therapy (DPT)

Lisa D. Shoaf, program director; Gail Tarleton, director of clinical education; Keith Bishop, faculty; Bess Maxwell, faculty; Marty Fontenot, faculty; Carolyn Moore, faculty; Ann Tuzson, faculty, Deborah Diaz, faculty

Overview

The doctor of physical therapy (DPT) program will prepare the student as an entry-level physical therapist who can work in any practice setting upon graduation and licensure. The DPT program will focus on developing the important skills of critical thinking, and application of evidence-based practice, for optimizing patient outcomes within the context of compassionate care delivery. Murphy Deming College of Health Sciences will have an emphasis on interprofessional education. Students from various health professions will work collaboratively in class and lab settings. Interprofessional activities will also extend to opportunities for service to local and regional communities.

The DPT is a post baccalaureate entry-level professional doctoral degree. Applicants must have completed a bachelor’s degree prior to matriculation into the program. Students will be required to complete a full-time curriculum over slightly more than three years (nine semesters). The DPT student must successfully complete each didactic year prior to matriculation to the clinical education course that follows. Students will complete two shorter full-time clinical experiences during the program at the completion of the first and second years of didactic course work to help integrate course content into the clinical setting. Two longer clinical experiences of 16 weeks each will be completed during the final year of the program leading to achievement of entry-level practice skills. Students will complete clinical experiences in outpatient orthopedics and in a setting treating medically ill and complex patients. There will be opportunities for specialty rotations such as pediatrics, sports medicine, manual therapy practice, neuro rehab, and aquatics. Successful completion of the terminal clinical practicum sequence and evidence of meeting the competencies for entry-level physical therapy practice must be met in order to graduate.

Mission of the Physical Therapy Program

The mission of the doctor of physical therapy program is to prepare individuals to be compassionate and ethical entry-level physical therapists who optimize movement by utilizing critical thinking skills and evidence-based knowledge for decision making, and demonstrate strong interprofessional collaboration for patient-centered care that enhances function and decreases the influence of illness on society. Graduates will be lifelong learners that utilize contemporary practice models in a variety of practice settings across the lifespan.

In realizing its mission, the doctor of physical therapy program at Murphy Deming College of Health Sciences is committed to serving the Commonwealth of Virginia, the nation, and beyond by:
• Preparing health professionals who demonstrate the ability to respond effectively to an ever-changing global environment;
• Conducting engaged scholarship through exploration and discovery of knowledge meaningful to teaching and health;
• Providing a dynamic and student-centered teaching and learning environment that fosters interprofessional collaboration and the development of compassionate and ethical health professionals; and
• Striving for excellence among students and faculty through community service, life-long learning, advocacy, and leadership with a focus on enhancing the well-being of the individual and society.

Curriculum

Summer Semester, Term II, Year 1:
PTH 700 Human Anatomy
PTH 714 Professional Issues 1
PTH 711 Principles of Teaching and Learning 1

Fall Semester, Year 1:
PTH 706 Foundations of Clinical Exercise 1
PTH 701 Kinesiology
PTH 712 Psychosocial Aspects of Care
PTH 705 Foundations of PT Practice
PTH 702 Cellular Systems Physiology
PTH 721 Research and Critical Inquiry

Spring Semester, Year 1:
PTH 707 Biomechanics
PTH 703 Pathophysiology
PTH 713 Topics in Health Care
PTH 726 Musculoskeletal Management 1
PTH 727 Therapeutic Agents
PTH 704 Neuroanatomy
PTH 730 Clinical Seminar 1

Summer Semester, Term I, Year 1:
PTH 740 Clinical Education 1

Summer Semester, Term II, Year 2:
PTH 826 Musculoskeletal Management 2
PTH 801 Pharmacology
PTH 802 Clinical Imaging
PTH 811 Principles of Teaching and Learning 2
PTH 804 Foundations of Motor Control & Learning

Fall Semester, Year 2:
PTH 827 Musculoskeletal Management 3
PTH 813 Professional Issues 2
PTH 828 Neuromuscular Management 1 — Adult
PTH 803 Foundations of Clinical Exercise 2
PTH 822 Doctoral Project 1
PTH 812 Community Practicum (Fall or Spring 2nd Year)
PTH 830 Clinical Seminar 2

Spring Semester, Year 2:
PTH 829 Neuromuscular Management 2 — Pediatrics
PTH 831 Cardiovascular and Pulmonary Management
PTH 832 Integumentary Management
PTH 823 Doctoral Project 2
PTH 833 Health Promotion and Wellness
PTH 840 Clinical Seminar 3

Summer Semester, Term I, Year 2:
PTH 845 Clinical Education 2

Summer Semester, Term II, Year 3:
PTH 814 Administration and Organization of Practice Settings
PTH 815 Professional Issues 3
PTH 835 Comprehensive Outcomes

Fall Semester, Year 3:
PTH 855 Clinical Education 3
PTH 921 Doctoral Project 3

Spring Semester, Year 3:
PTH 865 Clinical Education 4
PTH 922 Doctoral Project 4

TOTAL HOURS = 125

Physical Therapy (PTH) Course Descriptions

PTH 700 Human Anatomy (5 s.h.)
This course provides in-depth study and analysis of the regional and systemic organization of the human body through lecture and cadaver dissection. This course is cross listed with OTH 700 and is an interprofessional collaborative course.

PTH 701 Kinesiology (3 s.h.)
Lecture and lab. This course will introduce the student to the kinematics and kinetics of human movement. Emphasis will be placed on understanding of regional functional anatomy and applying this information to analysis of movement. This course is cross listed with OTH 701 and is an interprofessional collaborative course.

PTH 702 Cellular Systems Physiology (3 s.h.)
This course is designed to present the important features of histology and embryology for cell and system function in the human, providing the foundation to study pathophysiological changes in cells and systems that lead to dysfunction from development to aging.

PTH 703 Pathophysiology (2 s.h.)
This course will cover pathophysiology contrasted with normal physiology for systems related to PT practice and differential diagnosis.  Content will prepare students to understand systems review, red flags, and conditions that are appropriately addressed in the scope of PT practice across the lifespan.  This course will focus on preparing the student to provide physical therapy with medical complexity and multiple system interactions.

PTH 704 Neuroanatomy (3 s.h.)
The course includes the study of functional neuroanatomy and neuroscience to understand the basic structure and function of the nervous system with special emphasis on topics of greatest concern to occupational and physical therapists. This course is cross listed with OTH 704 and is an interprofessional collaborative course.

PTH 705 Foundations of PT Practice (3 s.h.)
Lecture and lab. This course introduces the student to the foundations of practice that will build in other courses specific to a practice area. The student will be introduced to the clinical reasoning models that will be used throughout the program, as well as an introduction to the Guide to PT Practice. The basics of a systems screening will be introduced as well as beginning practice skills.

PTH 706 Foundations of Clinical Exercise 1 (3 s.h.)
Lecture and Lab. This course reviews key principles of exercise physiology as it pertains to various parameters of exercise. The student will examine physiological responses of apparently healthy individuals, as well as those individuals with disease and special needs with a focus on musculoskeletal and neuromuscular issues across the lifespan. This course will serve as a foundation for designing appropriate exercise programs for individuals with musculoskeletal issues and/or neuromuscular issues.

PTH 707 Biomechanics (3 s.h.)
Lecture and Lab. This course will continue to build on course content from Kinesiology further developing knowledge and understanding related to selected biomechanical factors influencing normal and pathological human form and movement including posture and gait analysis.

PTH 711 Principles of Teaching and Learning 1 (1 s.h.)
The course provides an understanding of teaching and learning theories with application to clinical practice for occupational and physical therapy. This course is cross listed with OTH 711 and is an interprofessional collaborative course.

PTH 712 Psychosocial Aspects of Care (3 s.h.)
This course will introduce students to various psychosocial considerations important to working with patients and clients successfully including ethics, cultural considerations, and communication. This course is cross listed with OTH 712 and is an interprofessional collaborative course.

PTH 713 Topics in Health Care (2 s.h.)
This course will provide the student an overview of key topics in health care that are important for health professionals to understand. Topics will include an introduction to health care systems organization, health care financing, Medicare, Medicaid, managed care, and future trends in health care. This course is cross listed with PTH 713 and is an interprofessional collaborative course.

PTH 714 Professional Issues 1 (1 s.h.)
This course introduces the student to the profession of physical therapy including the history, the professional organizations, and current and future practice trends. Students are also introduced to professional behaviors and expectations, including interprofessional expectations that will be applied throughout the program.

PTH 721 Research and Critical Inquiry (3 s.h.)
This course covers concepts and principles of the research process including question, theory and hypothesis development, research design and methodology, and statistical reasoning and analysis. Critical review of professional literature and determination of the relevance and applicability of research findings to specific patient problems is introduced with the goal of promoting evidence-based practice in health care. This course is cross listed with OTH 721/PAS 521 and is an interprofessional collaborative course.

PTH 722 Special Topics (variable s.h.)
Exploration of current special topics in physical therapy ex­amination and intervention.

PTH 723 Continuing Registration for Final Project (1 s.h.)
Non-credit course intended for students who have completed all program credits but still need to use university resources to complete their degree requirements.

PTH 724 Independent Study (variable s.h.)
Independent study in interdisciplinary or discipline specific issues and/or clinical practice with goals, methods, and expected outcomes negotiated in advance with an individual faculty member.

PTH 725 Perspectives in Global Health Care (1–2 s.h., variable)
Elective Course. This course provides an exploration of global health care issues with a travel opportunity. Students will participate in service and/or clinical activities as part of the course. This course is cross-listed with OTH 725.

PTH 726 Musculoskeletal Management 1 (4 s.h.)
Lecture and Lab. This course is the first in a sequence that provides content on examination and treatment of musculoskeletal conditions in physical therapy. Musculoskeletal injuries and conditions from acute to post-rehabilitation across the lifespan will be discussed. The course will be a regional focus that includes lumbo-sacral and lower quarter examination and treatment.

PTH 727 Therapeutic Agents (3 s.h.)
Lecture and Lab. The course examines the theoretical bases for and therapeutic application of thermal, mechanical, and electrical agents and emphasizes the physical and physiological effects, indications, and contraindications for electrical current, diathermy, superficial heat and cold, massage, ultraviolet, traction, ultrasound, laser, compression therapy, and water.

PTH 730 Clinical Seminar 1 (1 s.h.)
This is the first course in a sequence that utilizes a case-based learning model to integrate clinical management of common patient diagnoses across the professional disciplines of physical therapy, occupational therapy and physician assistant. This course is cross listed with OTH 730 and PAS 530 and is an interprofessional collaborative course.

PTH 740 Clinical Education 1 (3 s.h.)
This four week, full-time clinical learning experience is designed to allow students the opportunity to integrate knowledge acquired during the first year of professional coursework and to apply it in practical physical therapy environments. Students will develop beginning to intermediate skills in physical therapy evaluation and treatment. Students will also develop interpersonal skills necessary to interact with patients, colleagues, and community members. Additionally, students may be exposed to various aspects of the role physical therapy in comprehensive health care delivery and in a current health care environment. This course is offered only on a pass/fail basis.

PTH 801 Pharmacology (2 s.h.)
This course covers the basic principles of Pharmacodynamics and Pharmacokinetics, as well as common adverse drug reactions of medications. The students will be exposed to key categories of medications including autonomic, cardiovascular, pain and inflammatory, endocrine, neurological, anti-infective and anti-cancer, as well as key special topics. The focus will be on understanding how these medications impact medical and rehabilitation management of the patient. This course is cross listed with OTH 801 and is an interprofessional collaborative course.

PTH 802 Clinical Imaging (1 s.h.)
This course provides an introduction to principles of imaging for the health professional including radiography, CT scans, magnetic resonance imaging, and special studies and arthrography. How findings related to imaging impact clinical decision making for patient/client management will be discussed via case studies.

PTH 803 Foundations of Clinical Exercise 2 (3 s.h.)
Lecture and Lab. This course is a continuation of Foundations of Clinical Exercise 1. This course will serve as a foundation for designing appropriate exercise programs for individuals with cardiopulmonary and neuromuscular issues. Elements of exercise testing and specific prescription will be addressed with focus on the role of the physical therapist in primary, secondary, and tertiary prevention and their role in exercise testing and prescription. Foundational knowledge on nutrition as it relates to exercise will also be included in this course.

PTH 804 Foundations of Motor Control & Learning (2 s.h.)
This course provides students with didactic information about the theoretical and physiological principles that govern motor control and motor learning and motor relearning. Factors that influence postural control throughout the lifespan are addressed. Particular emphasis is placed upon intervention and feedback variables that impact the learning process and guide the examination, evaluation, and treatment of individuals with neurologic dysfunction.

PTH 811 Principles of Teaching and Learning 2 (1 s.h.)
The course provides an understanding of teaching and learning theories with application to clinical practice for occupational and physical therapy students. Students will examine the means by which to successfully implement teaching and evaluate learning in a clinical setting. This course is cross listed with OTH 811 and is an interprofessional collaborative course.

PTH 812 Community Practicum (Fall or Spring 2nd Year) (2 s.h.)
Lecture and lab. Occupational therapy, physical therapy, and physician assistant students, working in teams with local community agencies will develop a requested service project that is health related. This course is cross listed with OTH 812 and PAS 612 and is an interprofessional collaborative course.

PTH 813 Professional Issues 2 (1 s.h.)
This course builds on Professional Issues 1 with the student exploring in more depth issues related to professional socialization including conflict management and negotiation, practice and reimbursement issues, use of substitutes, further integration of ethical decision making, and classroom teaching principles.

PTH 814 Administration and Organization of Practice Settings (2 s.h.)
This course provides students with a basic understanding of operational issues related to health care practice in a variety of settings. Topics include leadership and supervision, operational and business success measures, reimbursement, quality assurance, performance improvement, utilization review, risk management, documentation and marketing.

PTH 815 Professional Issues 3 (2 s.h.)
This course is the final course in the sequence for professional socialization and development. The focus of this course is to provide the student with content related to important state and national issues, an understanding about the governance structure, and an overview of emerging specialty practice areas in the profession of physical therapy. The student will prepare for employment with preparation of a resume, cover letter, interview skills, a professional development plan, and exploration of advanced practice opportunities upon graduation.

PTH 822 Doctoral Project 1 (2 s.h.)
This course is the first in a sequence that leads to the completion of a culminating project for the OTD and DPT curricula. The course will include review of content from Research and Critical Inquiry with a focus on formulating an appropriate research or project question. This course is cross listed with OTH 822 and is an interprofessional collaborative course.

PTH 823 Doctoral Project 2 (1 s.h.)
This course is the second in a sequence that leads to the completion of a culminating project for the OTD and DPT curricula. Students will select an area of concentration from clinical practice, research, education, service, or advocacy. The student will work with a faculty advisor to develop, plan, and implement a project that will be presented at the completion of the third year prior to graduation. This course is cross listed with OTH 823 and is an interprofessional collaborative course.

PTH 826 Musculoskeletal Management 2 (4 s.h.)
Lecture and lab. This course continues from Musculoskeletal Management 1 with content for examination and treatment of musculoskeletal conditions in physical therapy. Content will be provided on injuries and conditions from acute to post-rehabilitation across the lifespan. This course will have a regional focus that includes cervical and thoracic spine, TMJ, and upper quarter examination and treatment.

PTH 827 Musculoskeletal Management 3 (4 s.h.)
Lecture and lab. This course continues from Musculoskeletal Management 2 with content for examination and treatment of musculoskeletal conditions in physical therapy. Content will be provided on injuries and conditions from acute to post-rehabilitation across the lifespan with a focus on advancing clinical decision making for complex cases, occupational health and work hardening, fabrication and utilization of special equipment, and advanced manual therapy.

PTH 828 Neuromuscular Management 1 — Adult (5 s.h.)
Lecture and lab. This course will provide the student with didactic information about the principles of motor learning and motor control that guide the examination, evaluation, and treatment of adults with neurologic dysfunction with focus on stroke, brain injury, spinal cord injury, balance dysfunction, and vestibular deficits.

PTH 829 Neuromuscular Management  2 — Pediatrics (4 s.h.)
Lecture and lab. This course is the second in a neuromuscular sequence with a focus on pediatrics. It covers normal motor, psychosocial, neurological, and musculoskeletal development birth through adolescence, models of neurologic dysfunction in pediatrics, principles of examination and evaluation in pediatrics, commonly seen diagnoses, and treatment planning for a pediatric population.

PTH 830 Clinical Seminar 2 (1 s.h.)
This is the second in a sequence of courses that utilizes a case-based learning model to integrate clinical management of common patient diagnoses across the professional disciplines of physical therapy and occupational therapy. The focus will be on interprofessional understanding and collaboration in a patient-centered health care delivery model. This course is cross listed with OTH 830 and is an interprofessional collaborative course.

PTH 831 Cardiovascular and Pulmonary Management (4 s.h.)
Lecture and lab. This course includes essential principles and procedures related to cardiovascular and pulmonary physical therapy. The content should enable the student to evaluate and treat cardiovascular and pulmonary problems, including complex cases, in inpatient and outpatient PT practice.

PTH 832 Integumentary Management (3 s.h.)
This course prepares the student to evaluate, assess, and design treatment for the patient with Integumentary conditions or injuries. Content includes wound care and management, conditions that lead to amputation, limb care and prosthetics, burn management, bariatric issues, and lymphedema and management of the patient with cancer.

PTH 833 Health Promotion and Wellness (2 s.h.)
The course will focus on the basics of health promotion and wellness and the role of the physical therapist in individual wellness assessment, health and wellness for specific physical conditions such as asthma, diabetes, cardiovascular disease, cancer, and arthritis, as well as considerations for population health.

PTH 835 Comprehensive Outcomes (1 s.h.)
The comprehensive outcomes course is designed to require the student to review all course content for the didactic portion of the curriculum. This will be followed by practical and written testing to ensure the student has integrated the course content and demonstrates readiness to matriculate to the terminal clinical experiences. Focus will be on safety, content knowledge, psychomotor skills for practice, and appropriate clinical reasoning skills. This course is offered only on a pass/fail basis.

PTH 840 Clinical Seminar 3 (1 s.h.)
This course is the third and final in a sequence of courses that utilize a case-based learning model to integrate clinical management of common patient diagnoses across the professional disciplines of physical therapy, and occupational therapy. Cases in this course will focus on complex medical management. This course is cross listed with OTH 840 and is an interprofessional collaborative course.

PTH 845 Clinical Education 2 (3 s.h.)
This 4-week, full-time clinical learning experience is designed to allow students the opportunity to develop competence in physical therapy evaluation and treatment. Students will hone clinical reasoning skills and apply scientific rationale in the assessment, planning, and implementation of physical therapy. The focus of this clinical experience will be evaluation and management of patients with complex medical conditions. This course is offered only on a pass/fail basis.

PTH 855 Clinical Education 3 (13 s.h.)
This 14-week, full-time clinical learning experience is the first of two terminal clinical education courses. The course is designed to allow students the opportunity to demonstrate competence in physical therapy evaluation and treatment, applying sound scientific rational and incorporating clinical reasoning and clinical decision-making skills in all aspects of physical therapy care. Students may affiliate in any PT setting depending on availability of sites and student interest.

PTH 865 Clinical Education 4 (13 s.h.)
This 16-week, full-time clinical learning experience is the final of two terminal clinical education courses. The course is designed to allow students the opportunity to demonstrate competence in physical therapy evaluation and treatment, applying sound scientific rational and incorporating clinical reasoning and clinical decision-making skills in all aspects of physical therapy care. Students may affiliate in any PT setting depending on availability of sites and student interest.

PTH 921 Doctoral Project 3 (1 s.h.)
This course is the third in a sequence that leads to the completion of a culminating project in the OTD and DPT curricula. The focus of this course is to prepare to implement the proposed project/research.

PTH 922 Doctoral Project 4 (1 s.h.)
This is the final course in a sequence that leads to the completion of a culminating project for the OTD and DPT curricula. The student will present the final project via a poster or platform exhibition during Doctoral Project Week prior to graduation.

Master of Science in Physician Assistant (MSPA)

Harold Felton, program director, Ben Farley, medical director; Sarah “Whit” Worman, director of clinical education; Don Solimini, director of academic education; Jennifer Hunt, David Paulk, faculty

Overview

The Master of Science in Physician Assistant Program embraces the team-based, collaborative and interprofessional approach to patient care. Students will work together in coursework, special interprofessional case study groups, research and clinical skills scenarios. This collaboration extends, but is not limited to, students from occupational therapy, physical therapy, medicine, nursing and social work. The MSPA curriculum will be a full-time rigorous professional program with coursework that builds sequentially over 27 months (4 didactic semesters and 1 clinical year). We believe our PA program’s curriculum best prepares our graduates to practice the highest quality patient care in a rapidly changing health care environment.

Mission of the Physician Assistant Program

The mission of the MSPA Program at Mary Baldwin University is to academically and clinically prepare students for PA practice as compassionate, effective, qualified clinicians able to serve in a variety of medical specialty areas and settings in collaboration with licensed physicians. This is accomplished in an environment promoting diversity along with respect for self and others. The MSPA Program is committed to leadership, interprofessional education, and collaborative practice. The program’s mission is realized in a dynamic and holistic learning environment dedicated to critical reasoning, engaged learning and scholarship, and innovative teaching with a strong commitment to service, especially for those in underserved or disadvantaged areas. Veritably, the program holds that the primary goal of medical training is service to humanity.

Curriculum

Didactic Phase

Spring (1) Semester Year 1
PAS 500 Human Anatomy
PAS 501 Microbiology & Immunology
PAS 502 Pathophysiology
PAS 511 Professional Issues and The Physician Assistant Profession
PAS 513 History and Physical Diagnosis I
PAS 530 Clinical Seminar

Summer Semester Year 1
PAS 503 Pharmacology I
PAS 526 Clinical Medicine I
PAS 527 Clinical Medicine I Casework
PAS 528 Laboratory and Diagnostic Studies
PAS 529 History and Physical Diagnosis II

Fall Semester Year 1
PAS 504 Pharmacology II
PAS 515 Health Care Systems, Policy and Law
PAS 521 Research & Critical Inquiry
PAS 531 History and Physical Diagnosis III
PAS 532 Clinical Medicine II
PAS 533 Clinical Medicine II Casework

Spring (2) Semester Year 2
PAS 612 Community Practicum
PAS 613 Diverse and Vulnerable Patient Populations
PAS 614 Applied Public Health
PAS 621 Medical Ethics
PAS 625 Clinical Medicine III
PAS 626 Clinical Reasoning
PAS 627 Clinical Skill and Procedures

Clinical Phase
PAS 641–647 Core Clinical Rotations
PAS 648 Clinical Elective Rotation (Subject to availability & program approval)

Summer (2) Semester Year 2
2 Clinical Rotations

Fall (2) Semester Year 2
3 Clinical Rotations

Spring (3) Semester Year 3
3 Clinical Rotations
PAS 623 Advanced Comprehensive Assessment

TOTAL HOURS = 125 (76 hours didactic phase, 49 hours clinical phase)

Physician Assistant (PAS) Course Descriptions

 PAS 500 Human Anatomy (5 s.h.)
This course provides in depth study and analysis of the regional and systemic organization of the human body through lecture and cadaver dissection.

PAS 501 Microbiology and Immunology (3 s.h.)
This course provides a systematic organ-based review of the more important infectious disease agents and the principles and techniques employed in their laboratory diagnosis. The course also explores the components and response of the immune system in mounting defense against common pathogens. Relevant pharmacotherapy and preventative measures such as immunization will be discussed.

PAS 502 Pathophysiology (5 s.h.)
This course addresses the physiology and pathophysiology that pertain to the nervous, pulmonary, endocrine, cardiovascular, gastro-intestinal, renal, hematologic systems and other relevant primary and ancillary systems. Additionally, the course addresses inflammation, hypersensitivity reactions, rheumatologic disorders and acid-base disturbances.

PAS 503 Pharmacology I (4 s.h.)
This is the first of two courses designed to provide a systematic presentation of pharmacologic agents based upon drug group classification, nature, mode of action, toxicity and clinical therapeutic applications. This course will reinforce concepts learned in the clinical medicine course.

PAS 504 Pharmacology II (4 s.h.)
This is the second of two courses designed to provide a systematic presentation of pharmacologic agents based upon drug group classification, nature, mode of action, toxicity and clinical therapeutic applications. This course reinforces concepts learned in the clinical medicine courses with special emphasis on medications and agents utilized in emergency medicine, obstetrics and gynecology, surgery, pediatrics, and psychiatry.

PAS 511 Professional Issues and the Physician Assistant Profession (1 s.h.)
This course explores all aspects of the Physician Assistant Profession including PA licensure, credentialing, historical, and professional organizational topics along with laws, regulations and current trends regarding PA Practice. Topics affecting the Physician-PA team relationship and political issues affecting PA Practice will also be examined. Attention is placed upon team-based and inter-professional collaboration. This also begins the program-long awareness and discussion of professional topics and practice as related to the PA.

PAS 513 History and Physical Diagnosis I (4 s.h.)
This course is the first of three designed to provide the PA student with the skills and knowledge necessary to obtain a medical history and perform a physical examination while remaining sensitive to the diverse needs of the patient. This course focuses on the patient-provider communication skills, theories and techniques necessary to provide the student with the competence to correlate historical information with the performance of the physical examination to be expanded on in subsequent courses. Unique components of the medical history are thoroughly explored. Emphasis is placed on the interprofessional collaborative patient-centered team in order to completely elicit all necessary and appropriate information. 

PAS 515 Health Care Systems, Policy and Law (2 s.h.)
This course examines the role of the PA regarding issues and systems related to the delivery of health care in the United States. Legal and policy implications of practice, prevention of medical errors, risk management and patient safety will be explored. The course will include instruction in the delivery of health care systems and health policy, reimbursement issues, documentation of care, coding and billing with discussion of ICD-10 and CPT coding.

PAS 521 Research and Critical Inquiry (3 s.h.)
This course covers concepts and principles of the research process including question, theory and hypothesis development, research design and methodology, and statistical reasoning and analysis. Critical review of professional literature and determination of the evidence-based relevance and applicability of research findings to specific patient problems is introduced with the goal of promoting evidence-based practice in health care. This course is cross-listed with OTH 721 and PTH 721 and is an interprofessional collaborative course.

PAS 526 Clinical Medicine I (5 s.h.)
This course explores the intricacies of human disease. The course divides various medical disciplines into individual modules including: Dermatology, Ophthalmology, Oral Health, Otolaryngology, Cardiology, Pulmonology, Infectious Disease, Gastroenterology and Nutrition. The discussion of medicine occurs with attention placed upon team-based and interprofessional collaboration.

PAS 527 Clinical Medicine I Casework (1 s.h.)
Utilizing a problem and case-based framework, this course compliments topics covered in the various Clinical Medicine I modules by the utilization of clinical cases from the various disciplines. The cases may consist of simulations or problem or case-based scenarios.

PAS 528 Laboratory and Diagnostic Studies (4 s.h.)
This course provides instruction in clinical diagnostics, which includes three modules: laboratory and diagnostic studies/immunologic review, ECG interpretation, and radiological imagery. Through combined lectures, case discussions, demonstrations and practice sessions, students learn how to order and interpret a variety of laboratory and diagnostic studies performed by the provider or received through a referral in daily clinical primary care practice. Emphasis is placed on interprofessional collaboration and team-based care.

PAS 529 History and Physical Diagnosis II (4 s.h.)
This course is the second of three designed to provide the PA student with the skills and knowledge necessary to obtain a medical history and perform a physical examination remaining sensitive to the diverse needs of the patient. This course concentrates on the physical exam of an adult patient progressing through each body system in a head-to-toe fashion. This course will also offer introduction to the clinical-decision making process necessary to perform a problem-oriented history and physical examination in comparison to a comprehensive screening history and physical examination. Emphasis is placed on the interprofessional collaborative patient-centered team in order to completely elicit all necessary and appropriate information.

PAS 530 Clinical Seminar (1 s.h.)
This course utilizes a case-based learning model to integrate clinical management of common patient problems/diagnoses across the professional disciplines of physical therapy, occupational therapy, and physician assistant. This course is cross-listed with OTH/PTH 730 and is an interprofessional collaborative course.

PAS 531 History & Physical Diagnosis III (4 s.h.)
This course is the third of three designed to provide the PA student with the skills and knowledge necessary to obtain a medical history and perform a physical examination remaining sensitive to the diverse needs of the patient. This course concludes the complete adult physical examination including female and male genitalia and breast exams. This course also explores the history and physical examination unique to pediatric, pregnant, and geriatric patients. The remainder of the course emphasizes the clinical-decision making process necessary to efficiently obtain a problem-oriented history as well as accurately examine the appropriate body system(s) in a focused fashion. Emphasis is placed on interprofessional collaborative patient-centered team in order to completely elicit all necessary and appropriate information.

PAS 532 Clinical Medicine II (6 s.h.)
This course explores the intricacies of human disease. The course divides various medical disciplines into individual modules including: Muscle Skeletal/Orthopedics/Rheumatology, Neurology, Urology/Nephrology, Pediatrics, Geriatrics, Obstetrics and Gynecology. The discussion of medicine occurs with attention placed upon team-based and interprofessional collaboration.

PAS 533 Clinical Medicine II Casework (1 s.h.)
Utilizing a problem and case-based framework, this course compliments topics covered in the various Clinical Medicine II modules by the utilization of clinical cases from the various disciplines. The cases may consist of simulations or problem or case-based scenarios.

PAS 612 Community Practicum (2 s.h.)
Students may research, design and/or participate in various community-based activities or work in teams including OT/PT students to develop a health-related community service project designed to enrich the community. Students may continue research/teaching projects begun previously. All research and/or projects are subject to faculty approval and the tenets of sound academic rigor. This course is cross listed with OTH 812 and PTH 812 and is an interprofessional collaborative course.

PAS 613 Diverse and Vulnerable Patient Populations (2 s.h.)
This course will explore various cultural aspects of medicine and diversity. Attention is placed upon the role of the PA in the provision of care to patients from diverse cultures. Students will also receive instruction in the prevention, recognition, intervention, and management of child maltreatment and domestic violence.

PAS 614 Applied Public Health (2 s.h.)
This course explores medicine and health issues from a population-based perspective. Public health concepts such as disease surveillance, reporting, and intervention along with prevention of disease, promotion and maintenance of community health and wellness are explored. The student will receive instruction as to the role of the practicing PA as a member of the patient-centered, collaborative team within the public health system.

PAS 621 Medical Ethics (2 s.h.)
This course is designed to give students an appreciation of medical ethics and implications for PA Practice. Students will be provided with a basic understanding of the ethical responsibilities of physician assistants as health care practitioners and as individuals.

PAS 622 Special Topics (variable s.h.)
Exploration of current special topics in medicine.

PAS 623 Advanced Comprehensive Assessment (1 s.h.)
The Advanced Comprehensive Assessment course is designed to review course content from the didactic and clinical phases of the curriculum. A written summative examination, a practical OSCE examination, and a Professional Development Assessment Tool (P-DAT) will be administered to ensure the student has integrated the course content and demonstrates readiness for entry into clinical practice.

PAS 625 Clinical Medicine III (5 s.h.)
This course explores the intricacies of human disease. The course divides various medical disciplines into individual modules including: Cardiology, Pulmonary, Infectious Diseases, Surgery and Surgical sub-specialties, Emergency Medicine, and Psychiatry and Behavioral Medicine. The discussion of medicine occurs with attention placed upon team-based and interprofessional collaboration.      

PAS 626 Clinical Reasoning (4 s.h.)
Utilizing common medical problems seen in out-patient primary care settings, the student applies knowledge and skills obtained in the didactic phase in order to formulate well-reasoned differential diagnoses and plans appropriate for various practice environments. This course emphasizes practice-based learning and system-based practice issues, especially regarding the PA’s role within the interprofessional team.

PAS 627 Clinical Skills and Procedures (2 s.h.)
This course provides the student with practical experience in the performance of clinical skills necessary to function as a PA. This includes training in procedures related to wound management, surgery, obstetrics and gynecology, endotracheal intubation, nasogastric tube placement, IV access, lumbar puncture, arterial and venipuncture, parenteral administration of medications, urinary catheterization, casting and splinting, among others. 

PAS 641 Behavioral and Mental Health Care (6 s.h.)
Six week required rotation providing practical exposure to psychiatric patients with acute and chronic behavioral and mental health conditions in the inpatient, outpatient and emergency room settings.    

PAS 642 Emergency Medicine (6 s.h.)
Six week required rotation in providing practical exposure to patients in need of urgent and emergent care for life-threatening illness and injury in urban, suburban or rural emergency room settings.

AS 643 Family Medicine (6 s.h.)
Six week required rotation providing practical exposure to patients across the lifespan requiring preventative, acute, or chronic medical care in the outpatient and/or inpatient setting.

PAS 644 Internal Medicine (6 s.h.)
Six week required rotation providing practical exposure to adult patients requiring preventative, acute and chronic medical care in outpatient and/or inpatient setting.

PAS 645 Pediatrics (6 s.h.)
Six week required rotation providing practical exposure to pediatric population of the infant, toddler, child, and adolescent patient requiring routine, preventative, acute, and chronic medical care in the outpatient, inpatient, and/or emergency room settings.

PAS 646 General Surgery (6 s.h.)
Six week required rotation providing practical exposure to the surgical patient with commonly encountered surgical presentations in outpatient, inpatient and/or emergency room settings. The student will participate in the pre-operative, intra-operative and post-operative care and management of the surgical patient.

PAS 647 Women’s Health (6 s.h.)
Six week required rotation providing practical exposure to the women’s health patients requiring routine, preventative or prenatal care as well as common gynecologic disorders in the outpatient, inpatient and/or surgical or emergent setting.

PAS 648 Clinical Elective (6 s.h.)
Six week elective rotation providing practical exposure to patients across the life span in a wide range of medical and surgical specialties.

Master of Healthcare Administration (MHA)

Kim McDonald, program director

Overview

The Master in Healthcare Administration (MHA) has been developed to meet the call for fundamental changes in the health care delivery system. The MHA program will offer a certificate in Health Systems Leadership at the completion of the core courses (24 credits). Students may then select from two different tracks, either Leadership in Quality and System Safety (21 credits) or Health Systems Leadership (21 credits) to earn the Master in Healthcare Administration. The MHA will be delivered in an all-online format to meet the needs of working professionals with varying shift schedules. Advising and technical support will be available to students virtually. Both the Health Systems Leadership and Leadership in Quality and Systems Safety tracks were designed to fill a significant regional and national void. Employment of medical and health care managers nationally is expected to grow 23% from 2012 to 2022, faster than the average for all occupations. Virginia employment data shows employer demand has increased 115% for these types of positions, most notably in the area of quality and patient safety.

Courses are offered each fall and spring in 8-week sub-terms.

Mission of the Master of Healthcare Administration Program

To prepare individuals to grow as leaders in health systems administration and quality and system safety by providing practical, progressive, and innovative education in the knowledge, skills and abilities needed to help systems improve health and health care value.

Master of Healthcare Administration (MHA) Curriculum/Certificate in Health Systems Leadership

Certificate in Health Systems Leadership (core courses for MHA) 24 credit hours
MHA 501 Organizational Management and Leadership
MHA 502 Financial Analysis, Planning and Control
MHA 503 Foundations of Research Methods in Administration
MHA 504 Health Care Ethics and the Legal Environment
MHA 505 Strategic Planning and Management
MHA 506 Health Analytics, Informatics and Decision Support
MHA 507 Health Policy and Economics
MHA 508 Health Care as a Socio-Technical System

Health Systems Leadership track (21 hours)
MHA 600 Human Resources Management and Interprofessional Health Care Teams
MHA 601 Quantitative and Qualitative Methods for Decision Making
MHA 602 Community, Public & Population Health
MHA 603 Health Care Management and Information Systems
MHA 604 Health Planning and Program Evaluation
MHA 605 Health Care Marketing and Public Relations
MHA 620 Comprehensive Case Study Analysis

Leadership in Quality and Systems Safety track (21 credit hours)
MHA 610 Health Systems Safety
MHA 611 Accountability & Public Policy
MHA 612 The Business Case for Quality and Patient Safety
MHA 613 Leading Teams and Change Management
MHA 614 Environment of Care and Disaster Management
MHA 615 Patient and Family Engagement and Activation
MHA 620 Comprehensive Case Study Analysis

TOTAL HOURS: 45

Master of Healthcare Administration (MHA) Course Descriptions

MHA 501 Organizational Management and Leadership (3 s.h.)
This course will begin by exploring governance and ownership models within the health care system. It will also examines the roles, responsibilities, and impact of leaders in the health care industry. Critical skills and behaviors for effective leadership and management, including effective communication and management, consensus and coalition building will be taught. Key elements that impact a leader’s ability to create a shared vision and learning culture, lead change, and influence overall effectiveness will be addressed. How to develop and manage diverse professionals, what motivates them, how they are paid, and how to influence them to effect desired change will also be examined.

MHA 502 Financial Analysis, Planning and Control (3 s.h.)
Explores the role of finance in health care and offers instruction in various techniques to develop, manage, and control finances. Practical aspects of finance in health care, including financial management, budgeting, benchmarking, capital planning and bond ratings, reimbursement, productivity analysis, and project analysis, along with techniques to solve unique problems, such as the shift from volume to value and other health care reform issues that face leaders in the HC industry will be covered

MHA 503 Foundations of Research Methods in Administration (3 s.h.)
This course will cover the concepts and principles of the research process including question, theory, hypothesis development, research design and methodology, and statistical reasoning and analysis. Critical review of professional literature and determination of the relevance and applicability of research findings to specific problems will be undertaken. Students will learn how to set up a study.

MHA 504 Health Care Ethics and the Legal Environment (3 s.h.)
Course examines the ethical and legal framework within the health care industry, including laws and regulations, such as anti-trust, privacy and confidentiality, medical malpractice, etc., that impact the business of health care. Compliance has become a significant internal issue for health systems. Understanding the impact of these regulations on such things as coding and billing, physician contracting and incentives, and the value of internal auditing will be addressed.

MHA 505 Strategic Planning and Management (3 s.h.)
Strategic management and planning involves the comprehensive collection of ongoing activities and processes that organizations use to systematically coordinate and align resources and actions with mission, vision and strategy. Students will learn the framework for strategic planning and management which includes analysis and assessment, strategy formulation, strategy execution which includes project management, and evaluation or sustainment/management, and apply that knowledge using case study analysis.

MHA 506 Health Analytics, Informatics and Decision Support (3 s.h.)
Addresses role of information systems in health care organizations, the use of IT for management control and project evaluation, along with applications of analytics and decision-making. Provides an understanding of the difference between process, structure and outcome measures and how to use data analytics to facilitate decision-making. Topics such as establishing data definitions, data validation and integrity, and selection of information systems will be explored.  Students will be required to create and use data analysis and presentation tools and resources.

MHA 507 Health Policy and Economics (3 s.h.)
Examines the political process with particular emphasis on the impact of politics on health care economics. Focuses on current political issues in the health field, examining conflicts and anticipating effects on the health system. Concepts of microeconomic theory and their application in analyzing health care policy; understanding the structure and dynamics of health care markets; and monitoring and controlling the allocation of resources within HC organizations will also be covered. Comparison of the US health care system to that of other countries will also be explored.

MHA 508 Health Care as a Socio-Technical System (3 s.h.)
The class will provide a fundamental skill set towards understanding the relationship between organizational policies, human resources, patient outcome, health care tasks and processes, tools and technology, the physical environment, and how these are affected by external factors such as state and federal regulations, outside vendors, professional societies, etc.  The course will help students understand how to address challenges in a health care system considering the complexity of health care.

MHA 600 Human Resources Management and Interprofessional Health Care Teams (3 s.h.)
Course will examine how human resources management is applied in different health care settings with a focus on the major elements of human resources management: recruitment, benefits, contracts/agreements/ retention, performance evaluation, compensation, legal and regulatory issues, productivity analysis, and strategic planning. The course will also examine the interprofessional health care team with a focus around emotional intelligence, professional engagement, staff development and retention, multigenerational considerations, working with DYADs, and communication challenges and opportunities.

MHA 601 Quantitative and Qualitative Methods for Decision Making (3 s.h.)
Course will address the application of selected quantitative and qualitative approaches that help determine population perceptions in support of the decision-making process. Topics covered will include descriptive statistics, standard normal distribution, sampling distributions, simple and multiple regression, hypothesis testing, surveys, focus groups, among others. Microsoft Excel and other appropriate computer software programs will be utilized to learn application.

MHA 602 Community, Public & Population Health (3 s.h.)
This course will examine the role that population heath, public health, health disparities, and community health play in designing programs and services, addressing reimbursement issues, and the importance of working across the continuum of care to identify solutions. The importance of data collection strategies and processes will be emphasized. Gain both a conceptual and operational understanding of population health, public health, community health, and health disparities.

MHA 603 Health Care Management and Information Systems (3 s.h.)
Introduces and applies basic vocabulary, foundational principles and practical strategies associated with information systems relevant to the health care administrator. Examines health care information and information systems, technology standards and security, as well as management challenges. Focuses on using technology for improving operational efficiencies, quality of care and market competitiveness. Various application technologies within the framework of technology-strategy-performance including: telemedicine, web-enabled clinical information systems, clinical decision support systems, artificial intelligence and expert systems, and risk-adjusted outcome assessment systems will be introduced.

MHA 604 Health Planning and Program Evaluation (3 s.h.)
Students will develop skills in a variety of approaches to evaluation, including techniques that are particularly suitable for evaluating health promotion, community health improvement, and related health and social services programs. Course learning will be synthesized through design of an evaluation framework and methodology for a relevant program.

MHA 605 Health Care Marketing and Public Relations (3 s.h.)
This course will address the theories, concepts and techniques of marketing and public relations applied to the distinctive properties of health care services. The role of marketing and public relations and aligning organizational capacity and health care needs; market analysis and planning; strategic marketing and public relations management; tactical marketing mix and public relations design; designing and managing service delivery systems and developing new offerings branding; and building a value story will be emphasized.

MHA 610 Health Systems Safety (3 s.h.)
This course will introduce the science of safety and how it applies to the overall culture of safety in health systems, encompassing, patients, staff, visitors, volunteers, etc.  Concepts and processes involved in such improvement methodologies as PDSA cycles, Lean/Six Sigma, high reliability and resilience, and enterprise risk management will be taught. The impact of human factors on errors in health care and the role of a fair and just culture to create a learning environment will also be addressed.

MHA 611 Accountability & Public Policy (3 s.h.)
Health care is a highly regulated business. As such students will be introduced to various accreditation and licensing agencies; their requirements; and strategies for survey readiness.  Students will also gain understanding of the HIM role in data analysis and public reporting, use of comparative data bases to improve performance measures, the various external reporting entities, creating performance reports such as organization dashboards, and the role of benchmarking through application activities.

MHA 612 The Business Case for Quality and Patient Safety (3 s.h.)
Learning to translate quality and patient safety improvement into business terms is a new science.  While value based purchasing provides one component, factors such as lives saved and harms avoided become important. Learning to create a business case for quality and patient safety is a key competency leaders in this area need to have.

MHA 613 Leading Teams and Change Management (3 s.h.)
Creating a culture of safety, improving the overall safety of the system and building a highly reliable organization will take individuals who can effectively form, lead, and engage interprofessional teams. The course will focus on the key skills and abilities to leading teams and effectively managing change and conflict.  It will also address dealing with disruptive behavior and the role of coaching and effective communication through interactive activities. Engaging providers as key clinical, quality and/or administrative leaders, understanding their values and mindset to create a shared mental model for promoting organizational success will also be explored.

MHA 614 Environment of Care and Disaster Management (3 s.h.)
Emergency response is a key component for successful health systems as part of the overall community safety planning. Understanding how to develop a facility emergency preparedness plan, to undertake a risk analysis, and mitigate high risk areas will be addressed in this course.  The role of the health system as part of the larger community preparedness plan in such things as evacuation, shelter designations, victim and fatality management, family and public communications will also be addressed.

MHA 615 Patient and Family Engagement and Activation (3 s.h.)
Health care has become a consumer market. Patients are becoming more discerning in their health care choices. This course will take students beyond the simple notion of patients as “customers” to understanding key factors and strategies for creating a satisfying patient experience, and for the role that patients and families can play in health system planning and operations improvement.

MHA 620 Comprehensive Case Study Analysis (3 s.h.)
An independent study course conducted under the supervision of a faculty mentor in which the student applies the comprehensive knowledge, skills and abilities developed in the program to analyze and solve a comprehensive problem.

Grading, Student Standing, and Academic Probation for MHA Program

The MHA graduate program, offered in an online format, provides flexibility in scheduling courses and offered on a part-time or full-time basis.

The following grading scale will be used by all graduate programs in the Murphy Deming College of Health Sciences:

90–100%       A         4.0 points per semester hour
80–89%         B          3.0 points per semester hour
70–79%          C          2.0 points per semester hour
60–69%         D(1)       1.0 point per semester hour
<60%              F(1)       0.0

I           Incomplete (used for extenuating circumstances)
P(2)       Passing (used only in pass/fail grading status)
W         Withdraw
NR       Not Reported (temporary)

(1) Does not count toward graduate degree requirement; does count on grade point average.
(2) Does count toward graduate degree: does not count on grade point average.

Students must maintain an overall GPA of 3.0 or better to graduate. Students falling below a GPA of 3.0 in any given semester will be place on academic probation. If placed on probation, the student will be notified in writing of the criteria necessary to be removed from probation. Students on academic probation should communicate with their faculty advisor and course instructors on a regular basis. An Academic Plan will be developed to facilitate their academic progress.

Program Matriculation and Completion — MHA Program

At the end of each semester faculty review the academic performance of all students. Students must successfully complete all courses with a grade of “C” or better and maintain a 3.0 GPA to graduate. A student receiving a grade of “D” or “F” in any course will need to repeat the course satisfactorily and will be placed on academic probation.  Students that drop below an overall GPA of 3.0 in any given semester will be placed on academic probation. An academic plan will be initiated with the student advisor to ensure successful completion of the program.

Incompletes

A grade of “I” (for incomplete) may be given at the end of a course if, for reasons beyond the student’s control, the student is unable to complete the work. An incomplete is given upon the recommendation of the course instructor and the approval of the program director and vice president for health sciences. In order to receive an “I” students must have achieved a passing grade to date in the class. Work must be completed by the end of the next semester. If the work is not completed within the time specified when the incomplete was granted, or within the explicitly authorized extended time, a permanent “I” grade will be recorded and the course will need to be repeated. OT, PT, PA students may be prohibited from proceeding to clinical assignments until the course is completed satisfactorily.

Requirement for Continuous Enrollment, Leave of Absence

Students are expected to remain enrolled continuously from the date of their initial registration for courses until completion of the degree. However, because of family emergencies or special situations, students may need to stop registering for new course work for a semester or two. The decision to do so should be made by the student in consultation with the program director. Students who do not enroll in MHA courses for three consecutive sessions (or one calendar year) are considered “inactive” and no longer receive mailings from Murphy Deming College of Health Sciences. Inactive students who wish to re-enter the program must reapply and must pay a re-enrollment fee of $50, if accepted. Records of inactive students who wish to re-enter the program are reviewed for reactivation. Certain conditions may be set for re-entry into the program: e.g., if program requirements have changed during the time students were on inactive status, they may have to meet the new requirements.

Bachelor of Science in Nursing (BSN)

Drew Ellen Gogian, program director; Pam Dressler, faculty; Roena Clarke, adjunct; Pam Carter, adjunct; Monica Heck, adjunct; Christopher Hewitt, adjunct

Overview

The Registered Nurse to Bachelor of Science in Nursing (RN to BSN) Program has a commitment to quality patient-centered care through education, scholarship, practice, and service in an interprofessional environment that fosters cooperation and teamwork. Nursing practice must be grounded in professionalism, evidence, commitment to life-long learning, and service to community and profession. The RN to BSN Program is committed to providing professional education that promotes contemporary practice that is responsive to changes in the health care environment for students, faculty, and clinicians in the Commonwealth of Virginia, the nation, and beyond.

The RN to BSN Program is a post-licensure program that will lead to a Bachelor of Science in Nursing (BSN) degree. Prospective students must meet the following admission requirements prior to matriculation into the program:
• Associate Degree or Diploma in Nursing required prior to enrolling in nursing coursework.
• Official transcripts reflecting a cumulative GPA on all college work attempted of 2.5 or better on a 4-point scale. All transferring coursework must reflect a “C” or better.
• Current unrestricted RN license in the Commonwealth of Virginia or state participating in the National Council for State Authorization Reciprocity Agreements (NC-SARA). A copy of the licensure document is required. Students may begin general studies while waiting to take the licensing examination.
• Employment as a RN for a minimum of 6 months or plans to practice concurrently with coursework.
• Ability to meet the nursing program’s Technical Standards for nursing practice (posted on the Murphy Deming College of Health Sciences RN to BSN program website).

The RN to BSN program is offered online asynchronously through the Blackboard Learning Management System®. Face-to-face support will be provided as needed for those new to online education.

The overall program goals and learning objectives for the RN to BSN Program are based, at minimum, upon the established accreditation standards set forth by the Commission on Collegiate Nursing Education (CCNE) and The Essentials of Baccalaureate Education for Professional Nursing Practice (American Association of Colleges of Nursing [AACN], 2008).

Mission of the RN to BSN Program

The mission of the RN to BSN Program is to provide a high quality, rigorous online educational program that prepares current practitioners to be transformational and innovative nurse leaders.  This will be accomplished by fostering evidence-based practice, promoting critical decision making, engendering effective inter-professional cooperation, collaboration, and practice, and being responsive to community health care needs.

Accreditation

Our most-current accreditation information can be found on our website: www.marybaldwin.edu/health_sciences/rn-to-bsn/rn-to-bsn-accreditation.

CCNE

The baccalaureate degree in nursing program at Murphy Deming College of Health Sciences/Mary Baldwin University is accredited by the Commission on Collegiate Nursing Education (CCNE), One Dupont Circle, NW, Suite 530, Washington, DC 20036, 202-887-6791.

Requirements for the Bachelor of Science in Nursing

To graduate from Mary Baldwin University with a Bachelor of Science in Nursing, RN to BSN students must complete 126 semester hours. A minimum of 36 semester hours must be earned from Mary Baldwin University. The RN to BSN curriculum consists of 34 credits and is offered in a part-time (5 semester) track, full-time (3 semester) track, or self-paced (up to five years) track. Most of the remaining 92 hours can be met with transfer credits or prior learning credits. Students may apply for prior learning credits using a portfolio application process. The total number of transfer and prior learning credits applied to the 126 total credit hour graduation requirement cannot exceed 90 credit hours.

RN to BSN Part-time Curriculum — 5 Semester Track

Semester 1:
NUR 301 RN to BSN Interactive Orientation
NUR 302 Professional Nursing Leadership and Management
NUR 303 Nursing Informatics

Semester 2:
NUR 304 Contemporary Issues in Professional Nursing Practice
NUR 305 Research in Nursing

Semester 3:
NUR 401 Advanced Health Assessment
NUR 402 Community Health Nursing
NUR 403 Community Health Practicum

Semester 4:
NUR 404 Nursing Across the Lifespan
NUR 405 Pathophysiology
NUR 406 Nursing Concepts in Emergency Preparedness

Semester 5:
NUR 407 Cultural Nursing: Uniting Our World
NUR 408 Using Evidence Based Practice in Nursing

RN to BSN Full-time Curriculum — 3 Semester Track

Semester 1:
NUR 301 RN to BSN Interactive Orientation
NUR 302 Professional Nursing Leadership and Management
NUR 303 Nursing Informatics
NUR 304 Contemporary Issues in Professional Nursing Practice
NUR 305 Research in Nursing

Semester 2:
NUR 401 Advanced Health Assessment
NUR 402 Community Health Nursing
NUR 403 Community Health Practicum
NUR 404 Nursing Across the Lifespan

Semester 3:
NUR 405 Pathophysiology
NUR 406 Nursing Concepts in Emergency Preparedness
NUR 407 Cultural Nursing: Uniting Our World
NUR 408 Using Evidence Based Practice in Nursing

General Education Courses Needed
ADN/Diploma Coursework (39 cr. max)
English Composition (3–6 cr.)
Information Literacy (1–3 cr.)
Psychology (3 cr.)
Humanities (3 cr.)
Elective (Social Sciences) (3 cr.)
Anatomy & Physiology (6–8 cr.)
International/Global Studies (3 cr.)
Gender Studies (3 cr.)
Introductory Statistics (3 cr.)
Chemistry OR Microbiology (3–4 cr.)
Arts OR Humanities with writing emphasis* (3 cr.)

CREDIT HOURS NEEDED TO GRADUATE: 126

*Writing emphasis courses must be pre-approved

RN to BSN Course Descriptions

NUR 301 RN to BSN Interactive Orientation (1 s.h.)
This introductory course provides the student with the skills necessary to becoming an online learner and promotes discovery and affirmation through the examination of personal strengths and possible modifications that facilitate personal, as well as professional growth. Curriculum topics include college resources and support systems, strategies for success, communication skills, collaboration, stress adaptation, professional nursing and leadership, successful role transition, and reflection.

NUR 302 Professional Nursing Leadership and Management (3 s.h.)
This course will focus on the professional nurse’s role in leadership and management specifically identifying areas in communication, problem solving, critical thinking skills, and training of staff.  Multiple structured opportunities for students to explore and express ideas orally (e.g. oral presentation video, peer-led discussions, etc.) will be provided.

NUR 303 Nursing Informatics (3 s.h.)
This course will enhance communication and information technologies to support evidence-based practice, research, and education. Nursing informatics is the science and practice that integrates nursing information with communication technologies to promote the health of people, families, and communities worldwide. The course will focus on data management, information systems and telecommunications in nursing administration, education, and practice.

NUR 304 Contemporary Issues in Professional Nursing Practice (3 s.h.)
This course will provide the student with an opportunity to examine historical, societal, economical, legal, ethical, and political factors that influence nursing practice in today’s rapidly changing society. A writing emphasis component will be included in this course.

NUR 305 Research in Nursing (3 s.h.)
This course will provide the student with the theoretical and research basis for examining the knowledge that promotes evidence-based nursing. An overview of the research process will allow students to acquire the beginning knowledge and skills necessary for critiquing published research material in order to answer research questions that impact nursing practice.

NUR 401 Advanced Health Assessment (3 s.h.)
In this course, students will enhance their current skills by learning communication and assessment skills for diverse vulnerable populations. The student will develop the skills necessary for health promotion and assessment to assist with interviewing skills, physical assessment techniques, and preventive health interventions.

NUR 402 Community Health Nursing (3 s.h.)
The community health nurse is a professional who works collaboratively to ensure a healthy community. This course will provide the student with an overview of the history of public health, promotion and disease prevention, epidemiology, communicable disease and prevention, and vulnerable populations in the United States. In addition, this course will also build awareness of the role race and ethnicity has on health and health care in the United States.

NUR 403 Community Health Practicum (1 s.h.)
This practicum allows the student the opportunity to experience the role of the community health nurse. The primary focus is on the nursing care of individuals, families, and communities. The student will work with a community health nurse and experience the concepts of health promotion, management, and disease prevention.

NUR 404 Nursing Across the Lifespan (3 s.h.)
This course focuses on the lifespan of an individual from conception through late adulthood. The course will apply nursing concepts and therapeutic interventions addressing communication, mental health issues, growth and development, and successful aging.

NUR 405 Pathophysiology (3 s.h.)
This course allows the student the opportunity to explore the pathophysiologic disruptions in the normal body functioning of individuals across the lifespan. It will include the assessment and analysis of objective and subjective manifestations of common health problems resulting from environmental, genetic, and stress-related maladaptations. Diagnostic assessments will be discussed for each of these disease processes.

NUR 406 Nursing Concepts in Emergency Preparedness (2 s.h.)
This course will provide the student with an overview of the concepts used in nursing during emergency situations. It will also address crisis theory and disaster planning.

NUR 407 Cultural Nursing: Uniting Our World (3 s.h.)
This course is an overview of global health issues that affect nursing in the United States. It will address cultural aspects of nursing including rituals, cultural competency, death and dying, and complementary and alternative therapies. It uses a modern, international approach to further students’ appreciation of other peoples allowing them to more fully engage globally.

NUR 408 Using Evidence-Based Practice in Nursing (3 s.h.)
This interactive, competency-based course focuses on evidence- based practice to solve situations that occur in everyday nursing. It uses a problem-solving approach to clinical decision-making aspects. The course will culminate with a Capstone Project.

Grading, Student Standing, and Academic Probation

Grading Scale

Grading within the RN to BSN Program is consistent with MBU undergraduate programs.

All courses in the RN to BSN Program must be passed with a grade of “C” or better to remain in good standing. A student receiving a grade of “C-“, “D+”, “D”, “D-“ or “F” must repeat the course.

The Community Health Practicum course is graded on a Pass/Fail basis. A student receiving a grade below a “C” or a “Fail” for the practicum must repeat the course.

Students are allowed to repeat RN to BSN courses once for a total of two attempts. A learning contract must be developed in consultation with the Program Director and in place prior to students repeating any course in the RN to BSN Program.

Incompletes (I)

A Grade of “I” (for incomplete) may be given at the end of a course if, for reasons beyond the student’s control, the student is unable to complete the work. An incomplete is given upon the recommendation of the course instructor and the approval of the Program Director and Vice President for Health Sciences. In order to receive an “I” students must have achieved a passing grade to date in the class. Work must be completed by the end of the next semester. If the work is not completed within the time specified when the incomplete was granted, or within the explicitly authorized extended time, a permanent I grade will be recorded and the course will need to be repeated. 

Not Reported (NR)

An NR grade can be given for clinical education courses only. The NR is used in the event there is a delay in completing the clinical assignment (not attributable to the student) by the time grades are due. The clinical education course will need to be successfully completed in order to complete the RN to BSN Program and graduate.

The RN to BSN Program timeframe for completion of all program requirements is specified as five years from the date of initial enrollment.

Academic Integrity

The students, faculty, and administration of Murphy Deming College of Health Sciences join together in support of the MDCHS HONOR CODE for the purpose of (a) providing an atmosphere of mutual trust, concern and respect; (b) fostering honorable and ethical behavior; and (c) cultivating lifelong professional conduct. The Honor Code and policies regarding the Honor Council are detailed in the RN to BSN Student Handbook.

Academic Probation

Students must maintain an overall GPA of 2.0 or better to graduate. Students falling below a GPA of 2.0 in any given semester will be placed on academic probation. If placed on probation, the student will be notified in writing of the criteria necessary to be removed from probation. Students on academic probation should communicate with their faculty advisor and course instructors on a regular basis. An Academic Plan will be developed to facilitate their academic progress.

Suspension

Suspension is defined as a temporary separation from the institution. Students may be suspended if they have been on academic probation for one full year without showing significant improvement. The duration of the suspension will be determined by the VPHS. Students may be assigned independent studies during suspension to remain current; however, these independent studies do not replace course attendance or rotation requirements. If the terms set out under the suspension are not fulfilled and the period of the suspension is six months or greater, the student will be dismissed from MDCHS.  The VPHS may grant an exception for extreme circumstances that are beyond the control of the student.

Immediate Suspension

Students whose semester GPA is 1.0 or below may be subject to immediate suspension without having spent the usual time on probation. Such suspensions may be for one semester or a full year.

Dismissal

A student readmitted following a suspension will be dismissed if the student’s work requires academic probation. Dismissal means that Mary Baldwin University will not consider the student for readmission.