Occupational Therapy Capstone

• D.1.1. Ensure that the doctoral capstone reflects the sequence and scope of content in the curriculum design so the doctoral capstone can allow for development of in-depth knowledge in the designated area of interest. 

• D.1.2. Ensure that the doctoral capstone is designed through collaboration of the faculty and student, and provided in setting(s) consistent with the program’s curriculum design, including individualized specific objectives and plans for supervision. 

• D.1.3. Ensure that preparation for the capstone project includes a literature review, needs assessment, goals/objectives, and an evaluation plan. Preparation should align with the curriculum design and sequence and is completed prior to the commencement of the 14-week doctoral capstone experience. 

• D.1.4. Ensure that there is a valid memorandum of understanding for the doctoral capstone experience, that, at a minimum, includes individualized specific objectives, plans for supervision or mentoring, and responsibilities of all parties. The memorandum of understanding must be signed by both parties. 

• D.1.5. Require that the length of the doctoral capstone experience be a minimum of 14 weeks (560 hours). This may be completed on a part-time basis and must be consistent with the individualized specific objectives and capstone project. No more than 20% of the 560 hours can be completed off site from the mentored practice setting(s), to ensure a concentrated experience in the designated area of interest. Time spent off site may include independent study activities such as research and writing. Prior fieldwork or work experience may not be substituted for this doctoral capstone experience. 

• D.1.6. Document and verify that the student is mentored by an individual with expertise consistent with the student’s area of focus prior to the onset of the doctoral capstone experience. The mentor does not have to be an occupational therapist. 

• D.1.7. Document a formal evaluation mechanism for objective assessment of the student’s performance during and at the completion of the doctoral capstone experience. 

• D.1.8. Ensure completion and dissemination of an individual doctoral capstone project that relates to the doctoral capstone experience and demonstrates synthesis of in-depth knowledge in the focused area of study. 

D.1.1. Collaboration for Designing the Doctoral Capstone

Ensure that the doctoral capstone is designed through collaboration with the student, a faculty member in the occupational therapy educational program who holds a doctoral degree, and an individual with documented expertise in the content area of the capstone.

D.1.2. Content Expert for Doctoral Capstone

Document that the content expert is informed of the plan for and purpose of the doctoral capstone and has content expertise in the focus area.

D.1.3. Design and Preparation of Doctoral Capstone

Document that the doctoral capstone is an integral part of the program’s curriculum design and:

• Reflects the mission and philosophy of the program.
• Contributes to the development of in-depth knowledge in the designated area of interest.
• Includes preparation consisting of a literature review, needs assessment, goals/objectives, and a plan to evaluate project outcomes. This must be completed prior to the commencement of the 14-week doctoral capstone experience. The doctoral capstone must be started after completion of all coursework and Level II fieldwork.

D.1.4. Experiential Plan and Written Agreements for Doctoral Capstone

Document that the process for ensuring valid written agreements between the organization and the program are in effect prior to and for the duration of the capstone experience. Ensure that there is a valid plan for the individual doctoral capstone experience that, at a minimum, includes:

• Individualized specific doctoral capstone experience objectives
• Plans for evaluation, supervision, and mentoring
• Responsibilities of all parties. The agreement must be signed by all parties.

D.1.5. Length of Doctoral Capstone Experience

Require that the length of the doctoral capstone experience be a minimum of 14 weeks’ full-time, and a minimum of 32 hours per week. This may be completed on a part-time basis as agreed upon by the organization and must be consistent with the individualized specific objectives and capstone project. This must be equivalent in length to 14 full-time weeks of at least 32 hours per week. The program must have a mechanism to document that the students meet the requirements for capstone length. Prior fieldwork or work experience may not be substituted for this doctoral capstone experience.

D.1.6. Doctoral Capstone Project

Ensure completion and dissemination of an individual doctoral capstone project that relates to the doctoral capstone experience and demonstrates synthesis of in-depth knowledge in the focused area of study.

D.1.7. Evaluation of Doctoral Capstone

Document a formal evaluation mechanism for objective assessment of the student’s performance during and at the completion of the doctoral capstone.

OCTH 709 Doctoral Experience Orientation and Preparation I 

1 credit 
This course is the first in a series that prepares the student for the doctoral capstone. Specific and general doctoral experience and project requirements are identified. Potential sites and faculty mentors in designated areas of interest will be explored. This course will be graded S/U. 

OCTH 698 Doctoral Project: Proposal

1 credit This course is part of the capstone preparation series and runs concurrently with OCTH 699 Doctoral Experience Orientation and Preparation II. Specific requirements for the capstone proposal are discussed and created under faculty mentor guidance in preparation for the capstone project. This course will be graded S/U.

OCTH 699 Doctoral Experience Orientation and Preparation II 

1 credit 
This course is the second in a series that prepares the student for the doctoral capstone.  Specific and general doctoral capstone requirements are completed to facilitate the transition to the doctoral capstone experience and project. 
This course will be graded S/U. 

OCTH 710 Doctoral Capstone: Experience 

7 credits 
This in-depth experiential learning opportunity is completed following all didactic and fieldwork requirements and is designed to foster the development of advanced practice skills through mentoring by an expert in an identified practice area. These advanced learning opportunities include, but are not limited to, in-depth experiences in one of the following settings: clinical practice, research and scholarship, administration, leadership and/or management, program and policy development, advocacy, education or theory development. This course will be graded S/U. 

OCTH 711 Doctoral Capstone: Project  

2 credits 
This course complements the in-depth experiential learning opportunity that occurs in OCTH 710 and is completed following all didactic and fieldwork requirements. Students complete the doctoral capstone project that relates to the doctoral capstone experience and demonstrate synthesis of in-depth knowledge in the focused area of study. Students prepare and complete dissemination of the individual capstone project in the focus area. This course will be graded S/U. 

Textbooks 
The Entry Level Occupational Therapy Doctorate Capstone 

Articles 

Jirikowic T, Pitonyak JS, Rollinger B, Fogelberg D, Mroz TM, & Powell JM (2015). Capstone projects as scholarship of application in entry-level occupational therapy  

           education. Occupational Therapy in Health Care, 29(2), 214–222.  

• Capstone Projects as Scholarship of Application in Entry-Level Occupational Therapy Education 
   

Whitney, R. & McCormack, G. (2020). Capstones: voices from the occupational therapy profession. The Open Journal of Occupational Therapy, 8(3),1-6.              

• Capstones_ Voices from the Occupational Therapy Profession 
   

Fleming, M., House, S., Shewakramani, V., Yu, L., Garbutt, J., McGee, R., Kroenke, K., Abedin, Z. & Rubio, D. (2013). The me ntoring competency assessment: Validation of a new instrument to evaluate skills of research mentors. Academic Medicine, 88(7): 1002-1008. 

• The Mentoring Competency Assessment: Validation of a new instrument to evaluate skills of research mentors