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OTA (Occupational Therapy Assistant)

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WHY STUDY OCCUPATIONAL THERAPY ASSISTANT NC?

Occupational therapy is a skilled treatment that assists people of all ages participate in the things they want and need to do through the therapeutic use of everyday activities (occupations). Occupational therapy helps people function in all of their environments and addresses the physical, psychological and cognitive aspects of their well-being through engagement in occupations. Entry level practice requires a master’s degree for occupational therapists and an associate’s degree for occupational therapy assistants.

 

 

The Occupational Therapy Assistant curriculum at Navarro College includes both classroom education at the College and fieldwork (clinical) training in occupational therapy and community settings. Upon successful completion of academic and fieldwork education, students are awarded an Associate of Applied Science degree. Graduates are eligible to sit for the national certification exam for occupational therapy assistants provided by the National Board for Certification in Occupational Therapy (NBCOT) to become a certified occupational therapy assistant (COTA). Additional employment requirements, such as state licensure, vary from state to state and among countries. The student is encouraged to determine the additional employment requirements of the state or nation in which he or she wishes to work.

*PLEASE NOTE:  A felony conviction may affect a graduate’s ability to sit for the NBCOT Certification Exam and/or attain state licensure.
OFFERED ON CAMPUS

Corsicana  |  Midlothian

Notice to Student Regarding Licensing

Effective September 1st 2017, HB 1508 amends the Texas Occupations Code Section 53 that requires education providers to notify you a potential or enrolled student that a criminal history may make you ineligible for an occupational license upon program completion.

 

The following website provides links to information about the licensing process and requirements. www.ptot.texas.gov

 

Should you wish to request a review of the impact of criminal history on your potential OTA License prior to or during your quest for a degree, you can visit this link and request a “Criminal History Evaluation.” http://www.ptot.texas.gov/idl/5507F83A-E33A-9745-CF66-A40DECF58723

 

This information is being provided to all persons who apply or enroll in the program with notice of the requirements as described above, regardless of whether or not the person has been convicted of a criminal offense.

 

Additionally, HB 1508 authorizes licensing agencies to require reimbursements when a student fails to receive the required notice.

Program Approval and Accreditation

 

The Navarro College Occupational Therapy Assistant Program has been granted Accreditation by ACOTE.

 

ACOTE can be contacted at:

 

Accreditation Council for Occupational Therapy Education
c/o Accreditation Department
American Occupational Therapy Association
4720 Montgomery Lane, Suite 200
Bethesda, MD 20814-3449
Phone: (301) 652-2682

 

www.actoeonline.org

Program Outcomes

The total number of graduates from the Navarro College Occupational Therapy Assistant program during the 3-year period of 2014-2016 was 125, with an overall graduation rate of 70%.

 

Year2016201520142014-2016
Students Graduating/Entering*48/7147/6630/41125/178
Graduation Rates68%71%73%70%

 

*Fifty-two percent (52%) of students who entered the program during this time period but did not graduate, left the program due to a personal reason. Examples include: illness, employment requirements, care of children and/or parents, change of major, transfer to another program, admission to Occupational Therapy program, etc..

 

School Performance Data on the National Certification Examination

Essential Functions of the Profession

In addition to educational and professional standards, Occupational Therapy Assistant students encounter physical, cognitive, communicative, and environmental factors in the classroom, internal and external labs, field trips, and fieldwork.

 

The federal Americans with Disabilities Act (ADA) bans discrimination of persons with disabilities. In order to identify essential performance components, which may challenge the success of a student in becoming an Occupational Therapy Assistant including participation in the academic activities of the classroom and fieldwork education, the student needs to carefully review the essential functions.  Although the performance requirements may vary depending on the specific area of practice, the most common physical, cognitive, and communicative, and environmental requirements are listed here.

 

If a student is unable to perform a requirement as listed, the student should see the ADA coordinator to identify eligibility for accommodation(s) and the steps in obtaining accommodation(s). Eligibility for accommodation requires professional documentation.

 

PHYSICAL FACTORS

SPEECH
Communicate/ClarityAlways (76-100%)DailyJob Essential
HEARING
ConversationAlways (76-100%)DailyJob Essential
TelephoneSometimes (1-30%)
SIGHT
Natural or CorrectedAlways (76-100%)DailyJob Essential
Depth PerceptionAlways (76-100%)DailyJob Essential
Color VisionFrequently (31-75%)DailyJob Essential
MOBILITY
Lift, Push, or Pull 40 lbs.Always (76-100%)DailyJob Essential
Lift, Push, or Pull 75 lbs.Frequently (31-75%)DailyJob Essential
StandingFrequently (31-75%)DailyJob Essential
Move about facilityAlways (76-100%)DailyJob Essential
BendingFrequently (31-75%)DailyJob Essential
Crawl, stoop, or crouchFrequently (31-75%)DailyJob Essential
KneelingFrequently (31-75%)DailyJob Essential
RunningSometimes (1-30%)
WalkingFrequently (31-75%)DailyJob Essential
Climbing
StairsSometimes (1-30%)Job Essential
OthersSometimes (1-30%)Job Essential
Joint Mobility
NeckAlways (76-100%)DailyJob Essential
Arms/HandsAlways (76-100%)DailyJob Essential
Trunk/PelvisAlways (76-100%)DailyJob Essential
Hips/LegsAlways (76-100%)DailyJob Essential

 


COGNITIVE / MENTAL / ENVIRONMENTAL FACTORS

REASONINGJob Essential: Yes/No
Deal with abstract and concrete variables, define problems, collect data, establish facts, and draw valid conclusions.Yes
Interpret instructions furnished in oral, written diagrammatic or schedule form.Yes
Deal with problems in standard situationsYes
Carry out detailed, simple-to-complex written or oral instructionsYes
MATHEMATICSJob Essential: Yes/No
Simple skills - add, subtract, multiply, and divide whole numbers and fractions, calculate time, simple measurements, percentages, and normsYes
READINGJob Essential: Yes/No
Complex skills - comprehend medical records, documents, evaluations, manuals, journals, instructions in use and maintenance of equipment, safety rules, and proceduresYes
WRITINGJob Essential: Yes/No
Complex skills - Patient documentation using behavior objectives, technical terminology, and functional outcomes for reimbursementYes
Simple skills - complete English sentences with correct medical terminology for medical records documentationYes
REPORTINGJob Essential: Yes/No
Oral reports at team conferences, staffings, family conferences, and family/staff/caregiver education sessionsYes
PERCEPTIONJob Essential: Yes/No
Spatial - ability to evaluate and treat visual perceptual skills in the areas of visual discrimination, figure-ground, spatial relations, position in space/form consistency, visual memory and visual sequential memoryYes
Form - ability to perceive pertinent details in objects, models, or in pictorial or graphic material, and visual sequential memoryYes
CLERICALJob Essential: Yes/No
Ability to perceive pertinent detail in verbal and tabular material; to observe differences in copy, to proof-read words and numbers, and to avoid perceptual errors in arithmeticYes
DATAJob Essential: Yes/No
SynthesizingYes
CoordinatingYes
AnalyzingYes
CopyingYes
PERSONAL TRAITSJob Essential: Yes/No
Ability to comprehend and follow instructionsYes
Ability to perform simple and repetitive tasksYes
Ability to maintain a direct care work load of average 6 hours/dayYes
Ability to make generalizations, assessments, or decisions without immediate supervisionYes
Ability to relate to other people, including diverse populations, beyond giving and receiving instructionsYes
Ability to motivate peopleYes
Ability to perform complex and/or varied tasksYes
Ability to accept and carry out responsibility for direction, control, and planningYes
Ability to adapt approach to individual needs of clientsYes
Ability to maintain poise and flexibility in stressful or changing conditionsYes
Ability to conduct self in accordance with professional ethicsYes
Manage time/rationale in efficient mannerYes
WORKJob Essential: Yes/No
Work outdoorsYes
Work indoorsYes
Exposure to extreme hot or cold temperaturesNo
Work at unprotected heightsNo
Be around moving machineryYes
Exposure to marked changes in temperature/humidityNo
Exposure to dust, fumes, gases, odors, mists, or other irritantsYes
Exposure to excessive noiseNo
Exposure to solvents, grease, or oilsYes
Using computer monitorNo
Working with explosivesNo
Exposure to vibrationNo
Exposure to flames or directed heatYes
Work around othersYes
Work with othersYes
Exposure to slippery or uneven surfacesYes
Work in confined spacesYes
TRAVELJob Essential: Yes/No
By carYes
By car in high trafficNo
By car for 6-hour daysNo
SAFETY EQUIPMENT (REQUIRED TO WEAR)Job Essential: Yes/No
Safety glassesYes
Face mask/face shieldYes
Ear plugsNo
Hard hatNo
Protective clothingYes
Protective glovesYes
Exposure to blood and other body fluids, including potentially infective materials.Yes

Program Mission & Goals

Mission

 

The Occupational Therapy Assistant Program will provide occupational therapy educational opportunities that empower students to achieve their personal, academic and career goals and that promote life-long learning for all communities served.

 

Vision

 

Through visionary leadership, outstanding teaching, and high quality service, Navarro College and the OTA faculty will provide students the skills necessary for critical thinking, occupational therapy practices, and the professional responsibilities needed to provide occupational therapy to individuals seeking to increase participation in daily life, regardless of the setting. Students will be prepared to engage in higher levels of education, leadership, and employment.

 

Purpose

 

The Navarro College Occupational Therapy Assistant Program seeks to provide a culturally diverse pool of occupational therapy assistants by serving the students and communities of the service district. In 2013, the program added an additional location on the Midlothian campus to meet the growing population needs of the service district and surrounding areas. The Occupational Therapy Assistant Program encourages students to explore and set goals based on life-long learning regardless of previous educational opportunities. The OTA Program encourages personal and professional responsibility, flexibility, and creativity in developing the skills needed to practice as an occupational therapy assistant in entry-level practice areas. Ongoing program evaluation is regarded as an essential element in determining how effectively the program achieves the purposes stated above.

Philosophical Beliefs of the Program

 

View of Humanity

 

All humans have a desire to actively explore and master their environment and the activities/occupations that occur within these environments. When an individual is able to master his/her environment and participate in meaningful occupations, he or she derives a sense of self-fulfillment and self-identity.

 

Adaptation is a lifelong process that must occur in order for humans to experience mastery within their environment.  Dysfunction occurs when this process is hindered. Purposeful activity facilitates the adaptive process.

 

Regardless of health status, age, culture or social condition, personal life choices, or personal challenges, each individual has the inherent right to participate in personally meaningful occupations to fulfill individual needs and one’s life roles.

 

Approach to Learning

 

Learning is a process that is not taught but facilitated. To facilitate the development of each student’s highest potential (mastery within his/her environment), the educator must create an environment that encourages experimentation and practice. There needs to an accepting, supportive, and safe learning environment where the dignity and worth of each student is respected and celebrated. We acknowledge the unique nature of life experiences and appreciate the role of cultural diversity and their impact on the adult learner. It is our responsibility to provide a variety of learning experiences that match these life experiences.

 

Students must be active participants in this process. This includes being able to connect new learning with previous life experiences. Learning is integrated more effectively when information is seen by the student as being relevant and useful. Students learn best if they learn for under standing rather than for recall of isolated facts.

 

Students demonstrate mastery within their environment by demonstrating strong critical thinking skills and communication skills for collaboration with clients and other professionals, while exercising the highest level of responsible behavior. Students must use evidence-based practice and commit to becoming life-long learners to maintain the skills required in the profession.

 

Philosophical Framework for Learning

 

The students attending the Navarro College Occupational Therapy Assistant Program are typically older than the traditional college student. Most students continue to work full-time or part-time while enrolled full-time in the program. Many are managing young families or caring for older parents. Life experiences of our student s vary dramatically due to the above factors and the large geographic location the College serves. We acknowledge and appreciate the varied roles each student assumes. To meet the learning needs of our students, the program relies heavily upon constructs outlined in the Adult Learner Model (Knowles, 1973). These include recognition that students learn in various ways, that students have a desire to pursue and master individual learning, and that new learning must be connected to previous life experiences. The program also relies on constructs from experiential learning or “learning by doing”, which enables students to actively participate in a concrete experience followed by reflection of the experience and ending with an application of the concept for deeper understanding (Association for Experiential Education, 2008).

 

Instructional methods and measurements of competence must incorporate various student learning styles. Faculty members strive to incorporate kinesthetic, visual, and auditory learning experiences into courses with in the curriculum. The course flow is designed to allow lab, lecture, and fieldwork experiences to occur simultaneously, using learning objectives as a thread. Students are able to listen to a concept/technique introduced during lecture. The laboratory provides students with the opportunity to practice and explore the concept/technique. Field work experiences reinforce the concept/technique, allowing students to observe and practice selected aspect s of the concept/technique. The cycle is completed as the student participates in group discussion during lectures with a faculty member acting as a facilitator to integrate the concept/technique. Experiential learning experiences and service-based learning experiences are built into each laboratory course of the curriculum and through events sponsored by the Student Occupational Therapy Association.

 

Program faculty and the fieldwork coordinator work together to build and develop courses and corresponding fieldwork experiences to ensure a variety of method s are utilized in the presentation of course material. Faculty development plans encourage faculty members to advance knowledge of effective teaching strategies and techniques to enhance student learning.

 

Student competency is established through a variety of criteria which include but are not limited to written and computer-based examinations, research papers, written treatment plans/task analysis, skill demonstration, individual/group projects and presentations, and self/peer evaluation.

 

Program faculty members encourage ongoing student feedback throughout the semester regarding the effectiveness of delivery methods of course material. Students have a formal opportunity to provide written feedback to instructor(s) at the conclusion of each semester through an electronic evaluation form.

Information Session Schedule

Corsicana Campus
Bain Center, Room 400
DateTime
October 5,, 20176:30 p.m.
January 11, 20186:30 p.m.
February 1, 20186:30 p.m.
Midlothian Campus
Building NCM2, Room 217
DateTime
August 10, 20176:30 p.m.
October 12, 20176:30 p.m.
November 9, 20176:30 p.m.
January 18, 20186:30 p.m.
February 8, 20186:30 p.m.

Application Process & Forms

ADMISSION

 

Admission to the OTA program is a separate procedure from admission to Navarro College. Applicants must first meet all admission criteria for Navarro College. After acceptance as a student by Navarro College, a student may submit an application to the OTA program.  Positions in this program are limited. A new class is accepted for admission into the program each summer.

 

Admission to the OTA Program is based on a competitive basis. Applicants are awarded points and ranked based on the following criteria:

 

1. Completion of Prerequisites and Grade Awarded:

– HPRS 1101 Introduction to Health Professions

– OTHA 1201 Introduction to Occupational Therapy

– BIOL 2401 Anatomy & Physiology I

– BIOL 2402 Anatomy & Physiology II

2. Overall GPA (grade point average) of Prerequisite Courses

3. Completion of Prior Degree (points will vary depending on the degree)

4. Previous Health Care Work Experience

5. Completion/Exemption of the College Entrance Test (TSI)

 

Applicants with the highest number of points will be selected for the number of vacant position in the next class admission. Students who are ranked but not admitted due to program resources will be held as alternates. Annual enrollment will be determined by Navarro College and based on available fieldwork education sites, faculty, or other factors.

 

Selection of students for admission into the program will take place during the month of April. Students should receive notification as to their status within the program during the month of May. Students selected for admission will be required to return the Declaration of Intent and attend a mandatory orientation prior to the start of classes.

 

Program information sessions are conducted throughout the year on the Midlothian* and Corsicana campuses. It is recommended that any student considering application to the program attend an information session.

TRANSFER ADMISSION

 

Students requesting admission based upon previous Occupational Therapy Assistant coursework from another OTA program are considered for transfer into an existing class pending space availability, transferability of previous OTA and general education courses, and status and dates of previous enrollment. A potential transfer student must meet all Navarro College requirements for enrollment and potential graduation (number of credit hours completed at Navarro College). A potential transfer who is ineligible for re-admission to his/her previous OTA program or has failed more than one OTA course will not be eligible for admission. The previous program enrollment must be within the two years of the transfer request.

 

The following steps will be taken by a transfer student interested in entering the OTA program at Navarro College.

 

1. Complete the enrollment process at Navarro College.

2. Submit the following documents to the OTA program:

– Application for Admission to the OTA program

– Application must be received by the following deadlines:

– March 1st for summer enrollment

– April 1st for fall enrollment

– November 1st for spring enrollment

– Letter of good standing from the prior OTA program director on College letterhead in a sealed envelope

– Copies of transcripts documenting OTA coursework

 

Program faculty will review the completed application and may request additional information from the student, such as course syllabi.  Students selected for admission will be required to successfully demonstrate competency in selected skills before they are eligible to enroll.  The student may be required to demonstrate the pre-requisite OTA skills appropriate t the status in the OTA curriculum by written or oral exam, skill check-off, or fieldwork education in any combination. Students who do not demonstrate ability to satisfactorily perform previously acquired skills or who demonstrate deficiencies will not be eligible for admission.  Satisfactory performance is defined as a grade of C (>75) or better.

 

Selection of students for admission into the program will take place during the month of April. Students should receive notification as to their status within the program during the month of May. Students selected for admission will be required to return the Declaration of Intent and attend a mandatory orientation prior to the start of classes.

Application Deadlines

NEXT PROGRAM ADMISSION STARTAPPLICATION DEADLINE
OTAJuly 2018April 2, 2018
OTA Transfer (previous OTA coursework)July 2018March 1, 2018
OTA Transfer (previous OTA coursework)Fall 2018April 1, 2018
OTA Transfer (previous OTA coursework)January 2019November 1, 2018

Additional Program Requirements

  • All required coursework must be completed with a grade of “C” or better.
  • Students will provide proof of required or state-mandated health screenings, immunizations, and CPR training. Clinical and practicum training will require drug screenings.
  • Clinical and practicum training in practice settings, may require extended travel (early mornings, evenings, and weekends) within 60 miles of the student’s home.
  • Entry into Level II Fieldwork (practicum) must occur within six months of completing academic studies. Completion of Level II Fieldwork (practicum) of 16 weeks must occur within 16 months of completion of academic studies.
  • The program must be completed with four (4) years of registration of the first OTHA course.
  • Interruption in sequence of studies may require additional coursework to help ensure clinical readiness.

Bureau of Labor Statistics

Occupational Therapy Assistants (Bureau of Labor Statistics)

Course Descriptions

OTHA 1161 Clinical in OTA I

Health-related work-based learning experience that enables the student to apply specialized occupational theory skills and concepts in settings serving children or adolescents. Direct supervision is provided by the clinical professional. The in-class seminar is designed to reinforce topics and experiences that occur on off-campus sites and on-campus during lectures and labs. Prerequisites: OTHA 1311; OTHA 1309; OTHA 2201. Co-requisites: OTHA 1315; OTHA 1241; OTHA 2309. 

 

OTHA 1162 Clinical in OTA II

Health-related work-based learning experience that enables the student to apply specialized occupational theory, skills, and concepts. Direct supervision is provided by the clinical professional. Prerequisites: OTHA 1241; OTHA 1315; OTHA 1161;OTHA 2309. Co-requisites: OTHA 2331; OTHA 2402. 

 

OTHA 1201 Introduction to Occupational Therapy

Introduction to the historical development and philosophy of the profession of occupational therapy. Emphasis on the roles and functions of the occupational therapy assistant in current health care environments including moral, legal. and ethical issues.  

 

OTHA 1241 Occupational Performance from Birth to Adolescence

Instruction in occupational performance of newborns through adolescents. Topics include frames of reference evaluation tools and techniques and intervention strategies specific to this population. Prerequisites: OTHA 2201; OTHA 1311; OTHA 1309. Co-requisites: OTHA 1315; OTHA 1161.

 

OTHA 1305 Principles of Occupational Therapy

Introduction to occupational therapy including the historical development and philosophy. Emphasis on the roles of the occupational therapy assistant. Topics include occupation in daily life; education and functions of the OT practitioner; frames of reference and occupational therapy models; occupational therapy personnel educational roles and functions; current health care management environment including OT practice areas; moral legal and ethical issues; communication in OT including medical terminology and service documentation. Prerequisite: Admission into the OTA program.

 

OTHA 1309 Human Structure and Function in Occupational Therapy

Study of the biomechanics of human motion. Emphasis on the musculoskeletal system including skeletal structure, muscles and nerves, and biomechanical assessment procedures. Prerequisites: OTHA 1305.

 

OTHA 1311 Occupational Performance Throughout the Lifespan

General principles of occupational therapy throughout the lifespan. Prerequisites: OTHA 1305.

 

OTHA 1315 Therapeutic Use of Occupations or Activities I

Various occupations or activities used as therapeutic interventions in occupational therapy with pediatric/adolescent populations. Emphasis on awareness of activity demands, contexts, adapting grading, and safe implementation of occupations or activities for the pediatric population. Prerequisites: OTHA 2201; OTHA 1311; OTHA 1309. Co-requisites: OTHA 1241; OTHA 1161.

 

OTHA 2201 Pathophysiology in Occupational Therapy

Study of pathology and general health management of disease and injuries across the lifespan encountered in occupational therapy treatment setting. Includes etiology, symptoms, and the client’s physical and psychological reactions to disease and injury. Prerequisites: OTHA 1305.

 

OTHA 2204 Neurology in Occupational Therapy

Study of neuroanatomy and neurophysiology as it relates to neurological conditions commonly treated in occupational therapy.

 

OTHA 2235 Health Care Management in Occupational Therapy

Role of the occupational therapy assistant in health care delivery. Topics include documentation and reimbursement; credentialing; occupational therapy standards and ethics; health care team role delineation; and management of resources including environment personnel and budget. Prerequisites: OTHA 1241; OTHA 1315; OTHA 2309; OTHA 2204; OTHA 1161.

 

OTHA 2309 Mental Health in Occupational Therapy

Promotion of mental health and wellness through occupational therapy. Topics include theory assessments and intervention strategies to enhance occupational performance. Prerequisites: OTHA 1309; OTHA 1311; OTHA 2201. Co-requisites: OTHA 1161

 

OTHA 2331 Physical Function in Occupational Therapy

Study of physical function to promote occupational performance. Includes frames of reference, evaluative tools, intervention strategies, and consumer education. Prerequisites: OTHA 1315; OTHA 1241; OTHA 1161; OTHA 2309; OTHA 2204. Co-requisites: OTHA 2402; OTHA 1162.

 

OTHA 2366 Practicum in Occupational Therapy

Practical general workplace training supported by an individualized learning plan developed by the employer college and student. Prerequisite: Successful completion of all required courses and approval of OTA program director.

 

OTHA 2367 Practicum in Occupational Therapy

Practical general workplace training supported by an individualized learning plan developed by the employer college and student. Prerequisite: Successful completion of all required courses and approval of OTA program director.

 

OTHA 2402 Therapeutic Use of Occupations or Activities II

Advanced techniques and applications used in traditional and non-traditional practice settings. Prerequisites: OTHA 1241; OTHA 1315; OTHA 1161. Co-requisites: OTHA 2331; OTHA 1162

OTA Employer / Fieldwork Educator Links

DEGREE PLANS OFFERED
Occupational Therapy Assistant (AAS)60 credit hours

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April 16 - August 18Fall Registration | Payment due by August 18 at 5 p.m.
August 27 (1st 8-Week & 16-Week terms)Classes start
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DEGREE & TRANSFER OPTIONS
Complete your degree and begin your career or transfer to a 4-year college to continue your studies.

 

Have transfer credits from another college or university? Send your official transcript(s) to the Office of Admissions & Records at 3200 W. 7th Avenue, Corsicana, TX 75110

ACCREDITATION
Navarro College is accredited by the Southern Association of College and Schools Commission on Colleges to award associate degrees; approved by the Texas Higher Education Coordinating Board; and is a member of the Texas Association of Community Colleges and the American Association of Community Colleges.  The Occupational Therapy Assistant program is accredited by the Accreditation Council for Occupational Therapy Education (ACOTE).
PROGRAM CONTACT INFORMATION

Office of Executive Dean, Corsicana Campus | 903.875.7594

Dean’s Office, Corsicana Campus | 903.875.7585

OFFICE HOURS

Monday – Friday
8:00 a.m. – 5:00 p.m.