Murphy Deming College of Health Sciences

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, 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)

    Undergraduate

    • Bachelor of Science in Nursing (BSN)
    • 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 at the MBU branch campus in Fishersville, VA, 7.6 miles from Staunton. Students enrolled in the 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 program are admitted three times a year, and have flexibility in enrollment. The RN to BSN program is for licensed nurses and is delivered in an on-line 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

    All programs have initiated the appropriate professional accreditation process. 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
    Effective November 6, 2013, Mary Baldwin University has been granted Candidate for Accreditation status by the Commission on Accreditation in Physical Therapy Education (1111 North Fairfax Street, Alexandria, VA, 22314; phone: 703-706-3245; email: accreditation@apta.org). Candidacy is not an accreditation status nor does it assure eventual accreditation. Candidate for Accreditation is a pre-accreditation status of affiliation with the Commission on Accreditation in Physical Therapy Education that indicates the program is progressing toward accreditation.

    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 a new applicant pursuing initial accreditation by the Commission on Collegiate Nursing Education (CCNE), One Dupont Circle, NW, Suite 530 Washington, DC 20036, 202-887-6791. New applicant status is neither a status of accreditation nor a guarantee that accreditation will be granted.

  • Admission

    Admission Requirements/Process for the Doctor of Occupational Therapy Program

    Application cycle begins: July 2016
    Application deadline: January 15, 2017

    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: July 2016
    Application deadline: December 1, 2016

    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 Studies Program

    Application cycle begins: April 2016 (in CASPA)
    Application deadline: October 1, 2016

    College Transcripts:  A bachelor’s degree is required prior to enrollment. Your official transcripts 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, 2016.

    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.

    Essay: The CASPA 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
    • 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

    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

    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 reviews 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 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.

    Transfer Credit

    The graduate courses in health sciences are arranged in a lock-step sequence, and therefore we cannot accept transfer of credits to graduate programs. These courses may, however, be used to meet the prerequisite requirements. There is no waiver of course work 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. Pursuant to these agreements, all admission requirements must be met prior to matriculation.

    Conditional Early Admission Program

    Murphy Deming College of Health Sciences encourages Mary Baldwin University undergraduate students to apply to its graduate 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.

    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 2016–17

    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 Graduate Programs

    The health sciences graduate programs are all 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 the Learning Skills Center 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)

    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.       

    Graduate 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.

    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.

    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 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 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 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 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 is issued based on college policy less a $75 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 is issued based on college policy less a $75 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 $75.

    Health Issues or Leave of Absences

    Granting of a leave of absence is a rare and unusual event reserved only for exceptional circumstances. 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 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 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)

    Nathan “Ben” Herz, program director; Allison Ellington, 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 licensure 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 118 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 written Department 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 student’s 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 Pathophysiology
    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 (UE conditions and OT Practice)
    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 = 118

    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 Pathophysiology (2 s.h.)
    This course will cover the pathological processes related to the immune system, and neoplasia in general. An overview of the most clinically significant diseases for the various body systems including a description of causes, epidemiology, pathophysiology, and clinical manifestations for the health care professional will be covered. This course is cross listed with PTH 703 and is an interprofessional collaborative course.

    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.

    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 (2 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 (UE conditions and OT Practice) (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 (3 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; V. Kai Kennedy, director of clinical education; Keith Bishop, faculty; Bess Maxwell, faculty; Marty Fontenot, faculty; Carolyn Moore, faculty; Ann Tuzson, 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 that utilize 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.

    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

    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 the pathological processes related to the immune system, and neoplasia in general. An overview of the most clinically significant diseases for the various body systems including a description of causes, epidemiology, pathophysiology, and clinical manifestations for the health care professional will be covered. This course is cross listed with OTH 703 and is an interprofessional collaborative course.

    PTH 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 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.

    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 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 (4 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)

    David Paulk, program director; Ben Farley, medical director; Martha Williams, director of clinical education; Don Solimini, faculty; Jennifer Hunt, faculty

    Overview

    The developing Master of Science in Physician Assistant Studies 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 developing 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 Physician Assistant (PA) Program at Mary Baldwin University is to academically and clinically prepare students for the practice of medicine as compassionate, effective, well-qualified physician assistants able to serve in a variety of medical specialty areas and settings under the direction and supervision of a licensed physician. This is accomplished in an environment promoting diversity along with respect for self and others. The Physician Assistant Program is committed to interprofessional education, collaboration, and 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 Patient History and Communication
    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 I

    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 II
    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 Health Care Ethics
    PAS 625 Clinical Medicine III
    PAS 626 Clinical Reasoning
    PAS 627 Clinical Skill and Procedures
    PAS 628 Primary Care Topics

    Clinical Phase
    PAS 641–647 Core Clinical Rotations
    PAS 650–678 Elective Rotations (Subject to availability & program approval)

    TOTAL HOURS = 125 (77 hours didactic phase, 48 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, but not limited to, 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 Patient History and Communication (3 s.h.)
    This course is the first of three designed to provide the PA student with patient-provider communication skills, theories and techniques necessary to obtain a medical history. This is also designed to provide the student with the competence to correlate historical information with the performance of the physical examination to be taught in subsequent courses. Sensitivity to the diverse needs of each patient is required. 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 (6 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, Musculoskeletal System/Rheumatology, and Neurology. 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 I (4 s.h.)
    This course is the first of two designed to provide the PA student with skills and knowledge necessary to integrate and expand upon skills achieved in the Patient History and Communication course (PAS 513). This course concentrates on the adult patient progressing through each body system in a head-to-toe fashion. Problem and Case-Based learning techniques will be employed to further enhance the concepts learned in the course. Emphasis is placed on the interprofessional collaboration and the role of the PA as a member of the patient-centered team.

    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 II (4 s.h.)
    This course is the second of two designed to provide the PA student with skills and knowledge necessary to integrate and expand upon skills achieved in the Patient History and Communication course (PAS 513) and the History and Physical Examination I course (PAS 529). Continued sensitivity to the diverse needs of the patient is required. The complete adult physical concludes with examination of the female and male genitalia. The next portion of the course focuses on the history and physical examination of pediatric and pregnant patients reinforcing concepts taught in the OB/GYN and Pediatrics modules. 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. Special emphasis is placed on the PA’s role as a member of the patient-centered, interprofessional team.

    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: Urology/Nephrology, Hematology, Oncology, Endocrinology, Geriatrics, Obstetrics and Gynecology, and Pediatrics. 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 Health Care 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 physical therapy ex­amination and intervention.

    PAS 623 Continuing Credit (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.

    PAS 625 Clinical Medicine III (4 s.h.)
    This course explores the intricacies of human disease. The course divides various medical disciplines into individual modules including: 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 (3 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, ACLS, PALS, and Objective Standardized Patient Encounters (OSCEs).

    PAS 628 Primary Care Topics (3 s.h.)
    This course explores the most common conditions presenting in primary care practice. The course builds upon prior program-obtained knowledge in the clinical medicine courses. Seasonal variations commonly seen in medicine will also be explored. Additionally, the course covers common identified topics in which the student desires more proficiency. Cases and simulations of a more diagnostically-challenging nature will be explored with students from other disciplines in order to further gain proficiency in interprofessional collaboration and practice.

    PAS 641 Behavioral Medicine and Psychiatry (6  s.h.)
    This is a required 6-week rotation in a behavioral health or psychiatric setting. Specifically, this setting may include one or more of the following: specialized geriatric or chronic care facilities, nursing homes, hospice centers, inpatient or outpatient psychiatric facilities, or any other appropriate setting. The intended purpose of the psychiatry and behavioral medicine rotation is to provide the student with practical clinical experience in identifying, evaluating, and referring patients presenting with common and/or emergent psychiatric problems.

    PAS 642 Emergency Medicine (6 s.h.)
    This is a required 6-week rotation which takes place in the Emergency Department of a hospital.  The purpose of the Emergency Medicine rotation is to provide the student with practical clinical experience working with acute medical and surgical emergencies.

    PAS 643 Family Medicine (6 s.h.)
    This is a required 6-week rotation which takes place in an ambulatory/outpatient or clinic setting. The purpose of the Family Practice rotation is to provide the student practical clinical experience working with ambulatory patients who present with acute or chronic disease. The emphasis is on the provision of care to the family, therefore it is expected the student develop appropriate relationships with patients as well as explore the relationship between the family practice clinician and their patients.

    PAS 644 Internal Medicine (6 s.h.)

    This is a required 6-week rotation which takes place in a hospital and/or out-patient setting. The purpose of the Internal Medicine rotation is to provide the student with practical clinical experience in working with the hospitalized or ambulatory patient who presents with acute or chronic diseases routinely seen by Internists. These settings can vary from the intensive care unit to the hospital ward however the primary purpose is to follow the patient with acute or chronic diseases, regardless of setting.

    PAS 645 Pediatrics (6 s.h.)
    This is a required 6-week rotation which takes place in a hospital, clinic, or private practice setting. The purpose of the pediatric rotation is to provide the student with practical clinical experience in working with the pediatric patient.

    PAS 646 General Surgery (6 s.h.)
    This is a required 6-week rotation which takes place on the surgical service. The purpose of this rotation is to provide the student with exposure to the care and treatment of the general surgical patient.

    PAS 647 Women’s Health (6 s.h.)
    This is a required 6-week rotation which takes place in a hospital, clinic, or private practice setting. The purpose of the rotation is to provide the student with practical clinical experience in the differential diagnosis, evaluation, and management of normal and abnormal women’s health conditions.

    PAS 650 Allergy Medicine (6 s.h.)
    This is a 6-week elective rotation that takes place in an Allergy or allergy-based office, hospital setting, or both. The purpose of the Allergy rotation is to provide the student with practical clinical experience in the evaluation and management of allergic diseases.

    PAS 651 Cardiology (6 s.h.)
    This is a 6-week elective rotation that takes place in a Cardiology or Cardiology-based office, hospital setting, or both. The purpose of the Cardiology Elective rotation is to provide the student with practical clinical experience in the evaluation and management of cardiac diseases.

    PAS 652 Cardiothoracic Surgery (6 s.h.)
    This is a 6-week elective rotation designed to take place in a hospital setting. Emphasis is placed on technical skills in the OR and patient care responsibilities in the ICU and intermediate care setting. There is also exposure to pre-operative and post-operative care of cardiac surgical patients.

    PAS 653 Dermatology (6 s.h.)
    This is a 6-week elective rotation that takes place in a Dermatology office setting. The purpose of the Dermatology rotation is to provide the student with practical clinical experience in the evaluation and management of dermatologic diseases.

    PAS 654 Endocrinology (6 s.h.)
    This is a 6-week elective rotation which takes place in a hospital and/or out-patient setting.  The purpose of the Endocrinology elective rotation is to provide the student with practical clinical experience in working with the hospitalized or ambulatory patient who presents with acute or chronic diseases routinely seen by Endocrinologists. These settings can vary from the intensive care unit to the hospital ward however the primary purpose is to follow the patient with acute or chronic diseases, regardless of setting.

    PAS 655 Forensic Medicine (6 s.h.)
    This is a 6-week elective rotation that typically takes place in the office of a Medical Examiner in the completion of a rotation in Forensic Medicine and the Medico-legal Investigation of Death.  The student may encounter situations in which there is an interface between medicine and the law.  The student may also encounter deaths of patients, some of which will fall under the jurisdiction of the medical examiner.

    PAS 656 Gastroenterology (6 s.h.)
    This is a 6-week elective rotation, which takes place in a Gastroenterology office, hospital setting, or both. The purpose of the GI rotation is to provide the student with practical clinical experience in the evaluation and management of gastro-enterologic diseases.

    PAS 657 Genitourinary (6 s.h.)
    This is a 6-week elective rotation that takes place in an inpatient and/or outpatient setting. The purpose of this rotation is to provide the student with practical clinical experience in the evaluation and management of patients with genitourinary disorders. Students are responsible for assigned readings and are expected to be familiar with the pathophysiology, medical and surgical treatment options, and expected outcomes for the cases in which they are involved. The student is to be prepared to present patient cases, including a differential diagnosis to the preceptor.

    PAS 658 Hematology/Oncology (6 s.h.)
    This is a 6-week elective rotation that takes place in an inpatient and/or outpatient setting. The purpose of this rotation is to provide the student with practical clinical experience in the evaluation and management of patients with hematologic and/or oncologic disorders.

    PAS 659 Hospitalist Medicine (6 s.h.)
    This is a 6-week elective rotation that takes place in an inpatient hospital setting. The purpose of this rotation is to provide the student with practical clinical experience in the evaluation and management of hospitalized patients. While the expectation is that students will primarily deal with medical patients, the possibility exists that surgical patients may be included.

    PAS 660 Infectious Disease/HIV (6 s.h.)
    This is a 6-week elective rotation that takes place in an inpatient and/or outpatient setting. The purpose of this rotation is to provide the student with practical clinical experience in the evaluation and management of patients with various infectious disease and/or HIV/AIDS.

    PAS 661 Intensive/Critical Care (6 s.h.)
    This is a 6-week elective rotation designed to take place in a hospital setting in an Intensive Care or Cardiac Care Unit. Emphasis is placed upon evaluation, diagnosis, treatment and patient management in an ICU or CCU.

    PAS 662 International Practice (6 s.h.)
    This is a 6-week elective rotation that takes place in an inpatient, outpatient, clinic, and/or village setting located outside of the United States. The purpose of this rotation is to provide the student with an opportunity to evaluate and manage patient care in a country other than United States. Students should recognize this as both a clinical and cultural experience intended to broaden their perspective on the provision of health and medical care outside of the United States.

    PAS 663 Interventional Radiology/Radiology (6 s.h.)
    This is a 6-week elective rotation that takes place in the Interventional Radiology (IR) department and/or the radiology department of a hospital or imaging center. The purpose of the IR/Radiology rotation is to provide the student with practical clinical experience in radiological anatomy as well as a basic approach to image analysis and or with IR procedure unit clinical practice. The student will gain exposure to the field of radiology/interventional radiology in order to learn their roles in diagnosis, patient management, and definitive treatment.

    PAS 664 Neonatology (6 s.h.)
    This is a 6-week elective rotation that takes place in an inpatient Neonatal Intensive Care Unit (NICU). The purpose of this rotation is to provide the student with practical clinical experience in the evaluation and management of infants in the NICU.

    PAS 665 Neurology (6 s.h.)
    This is a 6-week elective rotation, which takes place in a Neurology office, hospital setting, or both. The purpose of the Neurology rotation is to provide the student with practical clinical experience in the evaluation and management of neurovascular disease.

    PAS 666 Neurosurgery (6 s.h.)
    This is a 6-week elective rotation, which takes place in a Neurosurgical hospital setting, office setting or both. The purpose of the Neurosurgery rotation is to provide the student with practical clinical experience in the evaluation and management of neurological diseases that require surgical intervention.

    PAS 668 Orthopedics (6 s.h.)
    This is a 6-week elective rotation that takes place in an in-patient and/or out-patient setting.  Emphasis is placed on orthopedic problems commonly seen in primary care.

    PAS 669 Otolaryngology (ENT) (6 s.h.)
    This is a 6-week elective rotation that takes place in an ENT office setting. The purpose of the ENT rotation is to provide the student with practical clinical experience in the evaluation and management of related diseases. It is expected the student will become familiar with the various terms used to describe ENT disorders, as well as the methods used in the diagnosis and treatment of such disease.

    PAS 670 Pain Management (6 s.h.)
    This is a 6-week elective rotation that takes place in an office setting focusing on pain management. The purpose of this rotation is to provide the student with practical clinical experience in the evaluation and management of chronic pain.

    PAS 671 Plastic Surgery (6 s.h.)
    This is a 6-week elective rotation which takes place in either an inpatient or outpatient setting or both. The purpose of this rotation is to provide the student with exposure to the care and treatment of the plastic surgery patient.

    PAS 672 Public Health (6 s.h.)
    This is a 6-week elective rotation that takes place in a setting addressing the health care needs of a defined population. Emphasis is placed on population-based care as compared to personal health care. The setting may include planning, evaluation and direct participation in one or more of the following: patient screenings, monitoring of quality indicators, preventative medicine programs, patient education programs, community outreach, environmental, and/or occupational health programs.

    PAS 673 Rehabilitation Medicine (6 s.h.)
    This is a 6-week elective rotation, which takes place in an in-patient or out-patient rehabilitation setting or both. The purpose of the rehabilitative medicine rotation is to provide the student with practical clinical experience in working with the hospitalized or rehabilitative center patient who requires rehabilitative services to improve their overall functionality. Settings can vary from inpatient to free standing rehabilitative centers.

    PAS 674 Reproductive Endocrinology (6 s.h.)
    This is a 6-week elective rotation that typically takes place in an outpatient private practice setting. The purpose of this rotation is to provide the student with practical clinical experience in the evaluation and management of patients with reproductive endocrine and infertility disorders.

    PAS 675 Rheumatology (6 s.h.)
    This is a 6-week elective rotation, which takes place in an in-patient or out-patient rehabilitation setting or both. The purpose of this four-week rotation is to provide the student with practical clinical experience in the evaluation and management of rheumatologic diseases. It is expected the student will become familiar with the various types of rheumatologic diseases, as well as the methods used in the diagnosis and treatment of such diseases.

    PAS 676 Trauma (6 s.h.)
    This is a 6-week elective rotation designed to take place in a hospital setting at a trauma center. Emphasis is placed upon evaluation, diagnosis, treatment and patient management after traumatic events. The student may also have patient care responsibilities in the ICU and intermediate care settings.

    PAS 677 Underserved Populations (6 s.h.)
    This is a 6-week elective rotation designed to take place in an inpatient or outpatient setting or both. Emphasis is particularly placed upon those populations in medically underserved areas. This may include populations outside the United States, however, that elective falls under the heading of international practice. The setting may include planning, evaluation, and direct participation in one or more of the following: patient screenings, monitoring of quality indicators, preventative medicine programs, patient education programs, and community outreach health programs. The purpose of the underserved populations elective is to provide the student with practical experience in identifying, monitoring, planning, and delivering health care services for patients in an underserved area. Students are responsible for assigned readings and are expected to be familiar with the pathophysiology, medical, and surgical treatment options, and expected outcomes for the cases in which they are involved. The student is to be prepared to present patient cases, including a differential diagnosis to the preceptor.

    PAS 678 Urgent Care (6 s.h.)
    This is a 6-week rotation which takes place in an urgent care setting. The purpose of the Urgent Care Medicine rotation is to provide the student with practical clinical experience working with acute medical and surgical emergencies/urgencies. Students are responsible for assigned readings and are expected to be familiar with the pathophysiology, medical, and surgical treatment options, and expected outcomes for the cases in which they are involved. The student is to be prepared to present patient cases, including a differential diagnosis to the preceptor.

  • Bachelor of Science in Nursing (BSN)

    Drew Ellen Gogian, program director; Pam Dressler, faculty; Roena Clarke, adjunct; Pam Carter, 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 crrent 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

    The RN to BSN program has initiated the appropriate professional accreditation process. 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/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 a new applicant pursuing initial accreditation by the Commission on Collegiate Nursing Education (CCNE), One Dupont Circle, NW, Suite 530

    Washington, DC 20036, 202-887-6791. New applicant status is neither a status of accreditation nor a guarantee that accreditation will be granted.

    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.)
    Sociology (3 cr.)
    Psychology (3 cr.)
    Humanities (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, Academic Integrity 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.

    Leaves of Absence

    Adult students sometimes find it necessary to discontinue their studies for varying periods of time to attend to work obligations or family responsibilities. This temporary break in your education is considered a Leave of Absence. Students may arrange a Leave of Absence by applying to the Program Director. A student on leave may return to Mary Baldwin University at the end of the stated period without reapplying through Admissions. Upon re-entry, the student continues under the graduation requirements in effect at the time of original entry. Only one leave of up to two consecutive semesters will be granted. Leaves of absence are not granted in the last two weeks of the semester. A student who does not return at the end of the agreed leave period must reapply through Admissions. Such a student must meet the criteria of the Office of Admissions and is subject to the catalog and college requirements in effect at time of re-entry. At the time the leave of absence is granted, all academic work in progress is given a final grade, including W (withdrawal), as appropriate. The student is neither allowed to finish “incompletes” while on leave of absence nor to enroll in new Mary Baldwin credit work. In all cases of leaves of absence, please refer to the Credit and Refund Policy section of this academic catalog for information regarding financial arrangements.

    We encourage students to stay in touch with the Program Director and their faculty advisor during this period and, if possible, to plan for re-entry several months before enrolling again.

    When you are ready to return from a break in studies, take the following steps to reactivate your student status:

    • Notify the Program Director in writing as soon as possible of your intentions.
    • Make an appointment with your Program Director and faculty advisor to discuss your plans and to catch up on any changes in the program’s procedures and academic requirements.

    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.