School of Health Professionals Program Learning Objectives

• Applied Health Informatics, M.S.
  1. Upon completion of the degree, students will be able to describe current challenges in healthcare delivery, personal health, and public health, and the role of technology in addressing these challenges.
  2. Upon completion of the degree, students will be able to integrate and apply theories, models, and tools from social, business, human factors, behavioral, and technology to evaluate, design and implement solutions.
  3. Upon completion of the degree, students will be able to demonstrate consideration of the advantages and limitations of information technologies in solving healthcare problems.
  4. Upon completion of the degree, students will be able to employ critical-thinking skills and management methods, concepts, and tools to develop and manage technology solutions to solve healthcare problems.
  5. Upon completion of the degree, students will be able to apply leadership and relationship-building skills, interprofessional communication and teamwork to develop technology solutions to solve healthcare problems.
• Athetlic Training, M.S.
  1. Understand and incorporate evidence-based practice into clinical decisions.
  2. Develop and implement strategies to prevent injury and optimize patients’ overall health and quality of life.
     
     
  3. Demonstrate the clinical skills and knowledge to evaluate and diagnose emergency and ambulatory acute and chronic injuries and illnesses; including the ability to identify the need for referral to appropriate health care providers.
     
     
  4. Design and implement appropriate therapeutic interventions for injuries and illnesses, including,but not limited to: therapeutic exercise and modalities, manual therapy techniques, psychosocial intervention and referral, and education regarding use of pharmaceuticals.
  5. Integrate best practice in health care administration policy and procedures.
  6. Uphold the NATA Code of Ethics and practice within state and national regulations and guidelines for athletic trainers.
     
     
  7. Challenge and pass the Board of Certification exam on the first attempt.
  8.  Successfully transition into professional practice as an athletic trainer immediately upon graduation.
  9.  Be advocates for the profession of athletic training through providing quality health care services to their patients, educating the public and other health care professionals about athletic training, and practice within state and national regulations and guidelines for athletic trainers.
• Clinical Laboratory Sciences, B.S.
  1. The students will demonstrate the ability to interpret, evaluate, correlate, analyze laboratory results.
  2. The student will demonstrate the use of problem solving skills, analyze test systems and interpret laboratory algorithms.
  3. The student will demonstrate a firm foundation in the use of quality control and quality assurance practices required for a clinical setting.
  4. The student will display affective skills and a professional manner as demonstrated by conduct, appearance and ethics.
• Health Science, B.S.
  1. Upon completion of the degree, students should be able to actively engage in scholarship by developing original research problems, applying research designs and methods, and communicating those ideas in research writing.
  2. Upon completion of the degree, students should be able to integrate and apply requisite discipline specific knowledge, skills, competencies, ethical and professional values in a chosen healthcare field.
  3. Upon completion of the degree, students should be able use evidence in critical thinking, problem solving, and decision-making processes.
  4. Upon completion of the degree, students should be able to work collaboratively in diverse teams.
  5. Upon completion of the degree, students should be able to effectively communicate by demonstrating proficiency in written and oral communication skills.
• Medical Molecular Biology, Advanced Graduate Certificate
  1. Upon completion of the degree, students should be able to explain basic principles of molecular biology, compare and contrast different Nucleic Acid Testing (NAT) techniques used in diagnosis, and interpret NAT results, quality control and quality assurance.
  2. Upon completion of the degree, students should be able to discuss basic cytogenetics concepts and laboratory techniques required for the detection of various chromosome abnormalities,  categorize syndromes and diseases caused by these abnormalities.
  3. Upon completion of the degree, students should be able to describe the function of the major components of the flow cytometer, compare different methods used for immunophenotyping cell populations, and review flow cytometry’s application in diagnosing and monitoring various hematological diseases.
• Medical Molecular Biology, M.S.
  1. Upon completion of the degree, students should be able to explain basic principles of molecular biology, compare and contrast different Nucleic Acid Test (NAT) techniques used in diagnosis, and interpret NAT results, and applied quality control and quality assurance measures.
  2. Upon completion of the degree, students should be able to discuss basic cytogenetics concepts and laboratory techniques required for the detection of various chromosome abnormalities,  categorize syndromes and diseases caused by these abnormalities.
  3. Upon completion of the degree, students should be able to describe the function of the major components of the flow cytometer, compare different methods used for immunophenotyping cell populations, and review flow cytometry’s application in diagnosing and monitoring various hematological diseases.
  4. Upon completion of the degree, students should be able to obtain clinical experience by observing or performing assays according to laboratory protocol and evaluate laboratory data results using quality control and quality assurance measures.
  5. Upon completion of the degree, students should be able to critically appraise published scientific studies, utilize knowledge of research to design a proposal, and integrate the skills and concepts learned in the program by conducting a research project.
• Occupational Therapy, M.S.
  1. Demonstrate knowledge of the structure and function of the human body to include the biological and physical sciences, neurosciences, kinesiology, and biomechanics; human development throughout the lifespan (infants, children, adolescents, adults, and older adults). Course content must include, but is not limited to, developmental psychology; concepts of human behavior to include the behavioral sciences, social sciences, and science of occupation.
  2. Apply and analyze the role of sociocultural, socioeconomic, and diversity factors, as well as lifestyle choices in contemporary society to meet the needs of persons, groups, and populations. Course content must include, but is not limited to, introductory psychology, abnormal psychology, and introductory sociology or introductory anthropology.
  3. Demonstrate knowledge of the social determinants of health for persons, groups, and populations with or at risk for disabilities and chronic health conditions. This must include an analysis of the epidemiological factors that impact the public health and welfare of populations.
  4. Demonstrate the ability to use quantitative statistics and qualitative analysis to interpret tests and measurements for the purpose of establishing and delivering evidence-based practice.
  5. Apply, analyze, and evaluate scientific evidence, theories, models of practice, and frames of reference that underlie the practice of occupational therapy to guide and inform interventions for persons, groups, and populations in a variety of practice contexts and environments.
  6. Explain the process of theory development and its importance to occupational therapy.
  7. Analyze occupational therapy history, philosophical base, theory, and sociopolitical climate and their importance in meeting society’s current and future occupational needs as well as how these factors influence and are influenced by practice.
  8. Apply, analyze, and evaluate the interaction of occupation and activity, including areas of occupation, performance skills, performance patterns, context(s) and environments, and client factors.
  9. Explain to consumers, potential employers, colleagues, third-party payers, regulatory boards, policymakers, and the general public the distinct nature of occupation and the evidence that occupation supports performance, participation, health, and well-being.
  10. Apply and analyze scientific evidence to explain the importance of balancing areas of occupation; the role of occupation in the promotion of health; and the prevention of disease, illness, and dysfunction for persons, groups, and populations.
  11. Analyze the effects of disease processes including heritable diseases, genetic conditions, mental illness, disability, trauma, and injury on occupational performance.
  12. Demonstrate activity analysis in areas of occupation, performance skills, performance patterns, context(s) and environments, and client factors to formulate the intervention plan.
  13. Demonstrate sound judgment in regard to safety of self and others and adhere to safety regulations throughout the occupational therapy process as appropriate to the setting and scope of practice. This must include the ability to assess and monitor vital signs (e.g., blood pressure, heart rate, respiratory status, and temperature) to ensure that the client is stable for intervention.
  14. Demonstrate therapeutic use of self, including one’s personality, insights, perceptions, and judgments, as part of the therapeutic process in both individual and group interaction.
  15. Demonstrate clinical reasoning to evaluate, analyze, diagnose, and provide occupationbased interventions to address client factors, performance patterns, and performance skills.
  16. Utilize clinical reasoning to facilitate occupation-based interventions that address client factors. This must include interventions focused on promotion, compensation, adaptation, and prevention.
  17. Evaluate client(s)’ occupational performance, including occupational profile, by analyzing and selecting standardized and non-standardized screenings and assessment tools to determine the need for occupational therapy intervention(s). Assessment methods must take into consideration cultural and contextual factors of the client.
  18. Interpret evaluation findings of occupational performance and participation deficits to develop occupation-based intervention plans and strategies.
  19. Intervention plans and strategies must be client centered, culturally relevant, reflective of current occupational therapy practice, and based on available evidence.
  20. Select and apply assessment tools, considering client needs, and cultural and contextual factors.
  21. Administer selected standardized and nonstandardized assessments using appropriate procedures and protocols.
  22. Interpret the results based on psychometric roperties of tests considering factors that might bias assessment results (e.g., culture and disability status related to the person and context).
  23. Collect, analyze, and report data in a systematic manner for evaluation of client and practice outcomes. Report evaluation results and modify practice as needed.
  24. Interpret criterion-referenced and normreferenced standardized test scores on the basis of an understanding of sampling, normative data, standard and criterion scores, reliability, and validity.
  25. Interpret the evaluation data in relation to accepted terminology of the profession and explain the findings to the interprofessional team.
  26. Design and implement intervention strategies to remediate and/or compensate for functional cognitive deficits, visual deficits, and psychosocial and behavioral health deficits that affect occupational performance.
  27. Recommend and provide direct interventions and procedures to persons, groups, and populations to enhance safety, health and wellness, and performance in occupations.
  28. This must include the ability to select and deliver occupations and activities, preparatory methods and tasks (including therapeutic exercise), education and training, and advocacy.
  29. Assess the need for and demonstrate the ability to design, fabricate, apply, fit, and train in assistive technologies and devices (e.g., electronic aids to daily living, seating and positioning systems) used to enhance occupational performance and foster participation and well-being.
  30. Assess the need for orthotics, and design, fabricate, apply, fit, and train in orthoses and devices used to enhance occupational performance and participation.
  31. Train in the safe and effective use of prosthetic devices.
  32. Provide recommendations and training in techniques to enhance functional mobility, including physical transfers, wheelchair management, and mobility devices.
  33. Evaluate the needs of persons, groups, and populations to design programs that enhance community mobility, and implement transportation transitions, including driver rehabilitation and community access.
  34. Demonstrate knowledge of the use of technology in practice, which must include: Electronic documentation systems; Virtual environments; Telehealth technology.
  35. Evaluate and provide interventions for dysphagia and disorders of feeding and eating to enable performance, and train others in precautions and techniques while considering client and contextual factors.
  36. Demonstrate knowledge and use of the safe and effective application of superficial thermal agents, deep thermal agents, electrotherapeutic agents, and mechanical devices as a preparatory measure to improve occupational performance. This must include indications, contraindications, and precautions.
  37. Assess, grade, and modify the way persons, groups, and populations perform occupations and activities by adapting processes, modifying environments, and applying ergonomic principles to reflect the changing needs of the client, sociocultural context, and technological advances.
  38. Demonstrate, evaluate, and plan the consultative process with persons, groups, programs, organizations, or communities in collaboration with inter- and intraprofessional colleagues.
  39. Demonstrate, evaluate, and plan care coordination, case management, and transition services in traditional and emerging practice environments.
  40. Demonstrate, evaluate, and utilize the principles of the teaching–learning process using educational methods and health literacy education approaches: To design activities and clinical training for persons, groups, and populations; To instruct and train the client, caregiver, family, significant others, and communities at the level of the audience.
  41. Monitor and reassess, in collaboration with the client, caregiver, family, and significant others, the effect of occupational therapy intervention and the need for continued or modified intervention.
  42. Identify occupational needs through effective communication with patients, families, communities, and members of the interprofessional team in a responsive and responsible manner that supports a team approach to the promotion of health and wellness.
  43. Demonstrate effective intraprofessional OT/OTA collaboration to: Identify the role of the occupational therapist and occupational therapy assistant in the screening and evaluation process; Demonstrate and identify techniques in skills of supervision and collaboration with occupational therapy assistants.
  44. Demonstrate knowledge of the principles of interprofessional team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient- and population-centered care as well as population health programs and policies that are safe, timely, efficient, effective, and equitable.

  45. Evaluate and discuss mechanisms for referring clients to specialists both internal and external to the profession, including community agencies.

  46. Evaluate access to community resources, and design community or primary care programs to support occupational performance for persons, groups, and populations.

  47. Develop a plan for discharge from occupational therapy services in collaboration with the client and members of the interprofessional team by reviewing the needs of the client, caregiver, family, and significant others; available resources; and discharge environment.
  48. Demonstrate knowledge of various reimbursement systems and funding mechanisms (e.g., federal, state, third party, private payer), appeals mechanisms, treatment/diagnosis codes (e.g., CPT®, ICD, DSM® codes), and coding and documentation requirements that affect consumers and the practice of occupational therapy.
  49. Documentation must effectively communicate the need and rationale for occupational therapy services.
  50. Identify, analyze, and evaluate the contextual factors; current policy issues; and socioeconomic, political, geographic, and demographic factors on the delivery of occupational therapy services for persons, groups, and populations to promote policy development and social systems as they relate to the practice of occupational therapy.
  51. Identify, analyze, and advocate for existing and future service delivery models and policies, and their potential effect on the practice of occupational therapy and opportunities to address societal needs.
  52. Demonstrate knowledge of and evaluate the business aspects of practice including, but not limited to, the development of business plans, financial management, program evaluation models, and strategic planning.
  53. Identify and evaluate the systems and structures that create federal and state legislation and regulations and their implications and effects on persons, groups, and populations, as well as practice.

  54. Provide care and programs that demonstrate knowledge of applicable national requirements for credentialing and requirements for licensure, certification, or registration consistent with federal and state laws.

  55. Demonstrate the ability to plan, develop, organize, and market the delivery of services to include the determination of programmatic needs and service delivery options, and formulation and management of staffing for effective service provision.
  56. Demonstrate the ability to design ongoing processes for quality management and improvement (e.g., outcome studies analysis and client engagement surveys) and develop program changes as needed to demonstrate quality of services and direct administrative changes.
  57. Develop strategies for effective, competency-based legal and ethical supervision of occupational therapy and non–occupational therapy personnel.
  58. Critique quantitative and qualitative research in order to analyze and evaluate scholarly activities, which contribute to the development of a body of knowledge. This includes the: Level of evidence; Validity of research studies; Strength of the methodology; Relevance to the profession of occupational therapy. Locate, select, analyze, and evaluate scholarly literature to make evidence-based decisions. Participate in scholarly activities that align with current research priorities and advances knowledge translation, professional practice, service delivery, or professional issues (e.g., Scholarship of Integration, Scholarship of Application, Scholarship of Teaching and Learning). This may include a literature review that requires analysis and synthesis of data. Systematic reviews that require analysis and synthesis of data meet the requirement for this Standard. A research project is not required for this Standard, and narrative reviews do not meet this Standard.
  59. Demonstrate an understanding and use of quantitative and qualitative methods for data analysis to include: Basic descriptive, correlational, and inferential quantitative statistics; Analysis and synthesis of qualitative data.
  60. Demonstrate the skills necessary to write a scholarly report in a format for presentation or publication, which may be made available to professional or public audiences.
  61. Demonstrate an understanding of the process of locating and securing grants and how grants can serve as a fiscal resource for scholarly activities and program development.
  62. Demonstrate an understanding of the ethical policies and procedures for human-subject research, educational research, or research related to population health.
  63. Demonstrate an understanding and apply the principles of instructional design and teaching and learning in preparation for work in an academic setting.
  64. Demonstrate knowledge of the American Occupational Therapy Association (AOTA) Occupational Therapy Code of Ethics and AOTA Standards of Practice and use them as a guide for ethical decision making in professional interactions, client interventions, employment settings, and when confronted with personal and organizational ethical conflicts.
  65. Demonstrate knowledge of how the role of a professional is enhanced by participating and engaging in local, national, and international leadership positions in organizations or agencies.
  66. Promote occupational therapy by educating other professionals, service providers, consumers, third-party payers, regulatory bodies, and the public.
  67.  Identify and develop strategies for ongoing professional development to ensure that practice is consistent with current and accepted standards.
  68. Demonstrate knowledge of personal and professional responsibilities related to:  Liability issues under current models of service provision; Varied roles of the occupational therapist providing service on a contractual basis.
• Physical Therapy, D.P.T.
  1. Students and graduates will be reflective practitioners who utilize critical inquiry and evidence-based practice to make clinical decisions.
  2. Students and graduates will advocate for others, for individual patient/client needs, and for the profession.
  3. Students and graduates will demonstrate respect for the diversity of individuals, cultures and the community.
  4. Graduates will demonstrate a commitment to professional growth and development.
• Physician Assistant, M.S.
  In consideration of its mission and philosophy and rationale, the faculty, students, and staff of the Department of Physician Assistant Education have established the following goals and objectives:

  1. To provide a program of study and experience that equips students with current scientific, technical, and evidence-based medical knowledge necessary to appropriately evaluate and manage the patient.
  2. To provide students with the skills required to ask and answer research questions and answer those questions in an evidence-based format.
  3. To help students develop skills in human relations, ethical behavior, and communication that enhances their ability to work effectively with others and function as compassionate and sensitive medical care providers.
  4. To assist students to develop the knowledge and skills necessary to collaborate effectively with peers and other health professionals.
  5. To help students appreciate the larger field of knowledge beyond their own discipline and recognize the importance of lifelong learning as a vehicle to enhance professional growth and development.
  6. To foster a strong appreciation of the value of human diversity and engender in students the desire to use their professional skills in the service of others, regardless of such factors as race, ethnicity, gender, religion, age, disability, creed, or sexual orientation.
  7. To help the student understand healthcare disparities and reduce their impact on patient care.
  8. To facilitate student appreciation of his/her responsibility as a community role model.
  9. To increase student awareness of the importance of participation in community service activities.
• Physician Assistant Post-Professional, M.S.
  1. Incorporate information technology and analytic thinking to obtain and analyze medical research and improve clinical decision making.
  2. Integrate systems based care models to improve access to healthcare, reduce cost and improve patient outcomes for diverse patient populations.
  3. Demonstrate leadership skills and behaviors as a member of an inter-professional health care team in research, clinical, community, and educational settings.
  4. Display ethical and social responsibility, life-long learning and self-reflection as vehicles to enhance personal and professional development and scholarship.
  5. Develop successful professional skills and strategies to increase career potential as a physician assistant.
• Polysomnographic Technology, Certificate
  1. Graduates will demonstrate professional competence in the cognitive learning domain by acquiring a solid professional and general medical knowledge base to permit: accurate interpretation of clinical information from medical records and clinical findings, sound judgments, and recommendation of appropriate therapeutic interventions, as performed by Registered Polysomnographic Technologists (RPSGTs).
  2. Graduates will demonstrate competence in the psychomotor learning domain by acquiring skills needed for professional clinical practice as performed by Registered Polysomnographic Technologists (RPSGTs), including patient assessment and the performance of both diagnostic and therapeutic procedures.
  3. Graduates will demonstrate competence in the affective learning domain by acquiring professional attitudes and values as performed by Registered Polysomnographic Technologists (RPSGTs), including development of effective behavioral skills concerning: communication, ethics and professionalism, time management, interdisciplinary team work, accepting supervision, punctuality and preparedness to work, self-direction and responsibility for own actions, and contributing towards creating a positive work environment.
• Respiratory Care, B.S.
  1. Graduates will demonstrate professional competence in the cognitive learning domain by acquiring a solid professional and general medical knowledge base to permit: accurate interpretation of clinical information from medical records and clinical findings, sound judgments, and recommendation of appropriate therapeutic interventions, as performed by registered respiratory therapists (RRTs).
  2. Graduates will demonstrate competence in the psychomotor learning domain by acquiring skills needed for professional clinical practice as performed by registered respiratory therapists (RRTs), including patient assessment and the performance of both diagnostic and therapeutic procedures.
  3. Graduates will demonstrate competence in the affective learning domain by acquiring professional attitudes and values as performed by registered respiratory therapists (RRTs), including development of effective behavioral skills concerning: oral and written communication, ethics and professionalism, interdisciplinary team work, time management, accepting supervision, punctuality and preparedness to work, self-direction and responsibility for own actions, contributing towards creating a positive work environment, and respect for the beliefs and values of all persons, regardless of cultural background, religion, age, or lifestyle.
• Speech-Language Pathology, M.S.
  1. Students will recognize and diagnose the basic human communication and  swallowing disorders and differences, including the appropriate etiologies,  characteristics, anatomical/physiological, acoustic, psychological,  developmental and linguistic and cultural correlates in the following areas: Speech sound production, to encompass articulation, motor planning and  execution, phonology, and accent modification; Fluency and fluency disorders;Voice and resonance, including respiration and phonation; Receptive and expressive language, including phonology, morphology, syntax,  semantics, pragmatics (language use and social aspects of communication),  prelinguistic communication, paralinguistic communication (e.g., gestures,  signs, body language), and literacy in speaking, listening, reading, and writing Hearing, including the impact on speech and language ;Swallowing/feeding, including (a) structure and function of orofacial myology  and (b) oral, pharyngeal, laryngeal, pulmonary, esophageal, gastrointestinal,  and related functions across the life span; Cognitive aspects of communication, including attention, memory, sequencing,  problem solving, and executive functioning; Social aspects of communication, including challenging behavior, ineffective  social skills, and lack of communication opportunities;Augmentative and alternative communication modalities. Standards IV-C and  IV-D.
  2. Students will apply learned principles and methods of prevention,  assessment and intervention for people with communication and swallowing  disorders including consideration of anatomical/physiological, psychological,  developmental, and linguistic and cultural correlates for each of the areas  specified in #1, Standards IV-D and V-F.
  3. Students will demonstrate the integration of research processes and  principles into evidence-based clinical practice. Standards IV-E and IV-F.
  4. Students will demonstrate knowledge of licensure and certification and  integrate, apply and adhere to the American Speech-Language-Hearing Association standards of professional and ethical conduct. Standard IV-E, IV-G  and IV-H.
  5. Students will integrate, synthesize and apply their classroom knowledge  with their clinical experiences, which include experiences sufficient in breadth  and depth to achieve the following skills outcomes in evaluation, intervention,  and interaction and personal qualities. Standards V-A and V-B. 6. Students will demonstrate, synthesize, and integrate knowledge of clinical  experiences, including Interprofessional Education and Practice with other  health professional students and clinicians. Standards V-B and V-C.