D&B Chapter 1: Roles, Responsibilities, and Expectations for the Capstone

Human-Centered Design Mindsets for the Doctoral Students: Optimism

• The thing that drives you forward at a time when you may feel overwhelmed

• By remaining optimistic, you are able to embrace the possibility of finding solutions to capstone challenges

• Will drive you toward solutions, keep you creative, and encourage you to keep moving forward even when things get tough

Human-Centered Design Mindsets for the Doctoral Students: Empathy

• The capacity to step into other people’s shoes to understand their lives, and start to solve problems from their perspectives

• You are designing innovative solutions to problems, but to solve the problems, you must understand your client

Capstone Team Includes

• Doctoral capstone coordinator

• Capstone student

• Faculty and site mentors

Capstone Student Reflective Questions

• Describe how you feel the roles and expectations of being a capstone student differ from fieldwork

• How might the relationship with your site mentor differ from a traditional fieldwork educator?

• What initial thoughts do you have about your capstone experience?

• How do you embrace ambiguity?

• What plan can you set in motion to keep an optimistic attitude throughout this process?

Fieldwork Education

• Often described as a bridge that connects the theoretical didactic classroom instruction to real-world clinical practice

• Is argues to be the most integral piece of the occupational therapy education process

• Is integrated with occupational coursework to apply core values (including professionalism) and curricular threads in practice with mentorship from occupational therapy faculty and fieldwork educators

Level 1 Fieldwork

• Goal is to introduce students to fieldwork, apply knowledge to practice, and develop understanding of the needs of clients

• Should enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process

• Can be viewed as an introductory clinical learning experience

• The first official experiential learning for occupational therapy students and a major steppingstone in the building of their professional identities and clinical skill development

Supervision of Level 1 Fieldwork Student

• Requires a qualified professional who may or may not be an occupational therapy practitioner

• Ex:

  • Occupational therapists

  • Occupational therapy assistants (OTAs)

  • Psychologists

  • Physician assistants

  • Teachers

  • Social workers

  • Nurses

  • Physical therapists

Level II Fieldwork

• Goal is to develop competent, entry-level, generalist occupational therapists to promote clinical reasoning and reflective practice, to transmit the values and beliefs that enable ethical practice, and to develop professionalism and competence in career responsibilities

• 16 weeks required for occupational therapy assistant (OTA) educational programs and 24 weeks for occupational therapy programs

• Students are required to be supervised by a currently licensed or otherwise regulated occupational therapist who has a minimum of 1 year full time of practice experience subsequent to initial certification and who is adequately prepared to serve as a fieldwork educator

Level II Fieldwork: Generalist Skills Include

• Therapeutic use of self

• Clinical reasoning

• Professional behaviors

• Safety/judgment

• Evidence-Based practice

• Evaluations/interventions/discharge planning

Doctoral Capstone Experience (DCE)

• Goal is to provide in-depth exposure to an area of focus

• Shall be an integral part of the program’s curriculum design

• Shall include an in-depth experience in one or more of the following

  • Clinical practice skills

  • Research skills

  • Administration

  • Leadership

  • Program and policy development

  • Advocacy

  • Education

  • Theory development

Doctoral Capstone Coordinator (DCC)

• Will ensure documentation and verify that the capstone student is being mentored by an individual with expertise consistent with the student’s area of focus prior to the initiation of the doctoral capstone

• Is responsible for ensuring that there is a memorandum of understanding (MOU) that, at a minimum, includes individualized specific objectives, plans for supervision or mentoring and responsibilities of all parties

• Provide students with the structure and information to begin the development of their capstone experiences and oversee each phase of the capstone from development to completion and dissemination

• Will ensure the capstone experience is unique and does not duplicate or interfere with the capstone student’s previous fieldwork experiences

• Make take the lead, possibly working with the program director or department chair, to organize the match process for capstone students and faculty mentors (or capstone chair) and ensure good fit and appropriate mentorship

Mentoring

• A relationship between two people in which one person (the mentor) is dedicated to the personal and professional growth of the other (the mentee)

Mentor

• An individual having more experience and knowledge than the mentee

• An OTD student will most likely have several mentors throughout the capstone, which may include faculty at the occupational therapy program, individuals who work at their capstone site, or external mentors may have subject matter expertise aligned with the doctoral student’s focus area

*General Tasks, Specific Tasks, and Actions a Capstone Student Can Take to Ensure Preparation and Success on the Capstone Experience and Project: 1-4

• *Understand and abide by the academic program policies and procedures relative to the capstone

• Identify personal goals, interests, and appropriate outcomes as a basis for planning the capstone experience and project

• Collaborate to develop and plan his or her capstone experience with the doctoral capstone coordinator, and other faculty as appropriate, including possible settings and population for the capstone

• Collaboratively develop the MOU with site mentor and doctoral capstone coordinator

  • This includes individualized specific objectives, plan for supervisor/mentoring, responsibilities of all parties and authorship

  • Obtain appropriate signatures

General Tasks, Specific Tasks, and Actions a Capstone Student Can Take to Ensure Preparation and Success on the Capstone Experience and Project: 5-8

• Obtain evidence of “expertise,” aligned with the focus area, of the site mentor and submit to the doctoral capstone coordinator when required

• Synthesize knowledge from preparatory coursework in the occupational therapy curriculum to support the development of a capstone project which may include creating a scholarly question, conducting a needs assessment, identifying a guiding theoretical perspective, developing a research question, appraising the literature proposal, and designing a project methodology

• Complete the 14-week capstone experience, with no more than 20% of the time completed outside the mentored practice setting. Students are responsible to ensure that missed hours are made up appropriately, at discretion of their site mentor and capstone coordinator

• Complete tasks assigned by the site mentor to ensure success of the experience, alignment with chosen focus area(s) and outcome of capstone

General Tasks, Specific Tasks, and Actions a Capstone Student Can Take to Ensure Preparation and Success on the Capstone Experience and Project: 9-12

• Take initiative to communicate with the site mentor, occupational therapy faculty, and doctoral capstone coordinator when expected to do so or as needed to ensure success

• Demonstrate respectful interaction and communication with the student cohort, faculty, mentors, doctoral capstone coordinator, and other individuals who may be a part of the capstone

• Develop and maintain a structure for working with the capstone team to conduct and complete the capstone experience and project. This should be included in the MOU and include clearly delineated responsibilities and timelines, both individual and group.

• Provide appropriate feedback to the site (and mentor) at the formal midterm and final evaluation to enhance the experience

General Tasks, Specific Tasks, and Actions a Capstone Student Can Take to Ensure Preparation and Success on the Capstone Experience and Project: 13-16

• Utilize constructive feedback from faculty, site mentor, and doctoral capstone coordinator for personal and professional growth

• Take responsibility for one’s own skills and professional development

• Collect, manage, and analyze data for capstone project as proposed

• Demonstrate a professional approach to the capstone, including demonstrating effective and appropriate intrinsic and extrinsic aspects of professionalism including time management, observing deadlines, initiating, and reading and responding to communications from the capstone team

General Tasks, Specific Tasks, and Actions a Capstone Student Can Take to Ensure Preparation and Success on the Capstone Experience and Project: 17-20

• Complete and submit evaluation of the capstone experience form, per capstone policy manual or the deadline indicated on course syllabus

• Be self-directed throughout the capstone process, including in developing, planning, and completing the capstone experience and project

• Take initiative to finalize all documentation with the site mentor, faculty mentor (chair), or doctoral capstone coordinator

• Complete and disseminate a culminating capstone project in a format and forum, within the time frame determined by the academic program

  • Can occur at the site, academic institution, community, and other professional organizations

Brief Overview of the Capstone Process- Phase I: Development

• Understand ACOTE requirements

• Determine ACOTE Area of Focus for the capstone project and experience

• Complete review of the literature to support project idea

• Define purpose

• Determine potential capstone site and site mentor

• Develop initial goals and objectives

Brief Overview of the Capstone Process- Phase II: Planning Phase

• Visit with potential sites/site mentors

• Complete capstone project proposal

• Determine whether IRB is required; complete IRB if needed

• Finalize site and site mentor and meet with site mentor to complete MOU

• Complete literature review and needs assessment to support project

• Develop timeline

Brief Overview of the Capstone Process- Phase III: Implementation Phase

• Complete site requirements

• Update literature review needs assessment

• Finalize MOU with updated goals and objectives

• Implement capstone project and experience

• Evaluate impact/outcome

• Develop sustainability plan

Brief Overview of the Capstone Process- Phase IV Dissemination Phase

• Plan for dissemination

• Disseminate results to site

• Disseminate results to university/peers

• Disseminate to community as appropriate

• Disseminate to the field of occupational therapy

• Determine future plans

An Overview of General and Specific Tasks and Actions the DCC Can Take to Ensure Preparation and Success on the Capstone: 1-4

• Verify that the capstone student has successfully completed coursework, prior fieldwork experiences, and required preparatory activities

• Ensure that the DCE and project is consistent with the program’s curricular design

• Instruct students regarding the capstone processes and expectations

• Collaborate with the capstone student and academic fieldwork coordinator to identify their goals and interests and to ensure no overlap with fieldwork education experiences

An Overview of General and Specific Tasks and Actions the DCC Can Take to Ensure Preparation and Success on the Capstone: 5-8

• Educate the capstone students and site mentors on the ACOTE focus areas

• Advise capstone students in determining site preferences and project focus

• Identify and correspond with potential capstone sites and potential site mentors/supervisors, establish affiliation agreements, and confirm capstone experience placements

• Ensure that all policies and procedures are followed according to the academic institution and ACOTE

An Overview of General and Specific Tasks and Actions the DCC Can Take to Ensure Preparation and Success on the Capstone: 9-12

• Obtain and disseminate necessary capstone student and site information

  • Confirmation letters

  • Student data form

  • Student health/security clearances

• Maintain adequate records of capstone site information and allow student access

• Ensure that the student will be mentored by an individual with expertise consistent with the student’s area of focus

• Collaborate with the capstone team and assign faculty mentors (chairs)

  • Can be based on alignment of focus areas, faculty experience and training, etc.

An Overview of General and Specific Tasks and Actions the DCC Can Take to Ensure Preparation and Success on the Capstone: 13-16

• Ensure and verify length and hours of the experience and that no more than 20% of the time is completed outside the mentored practice setting

  • 14 weeks, 560 hours

• Ensure all sites have signed an MOU, which must include individualized specific objectives, plan for supervisor/mentoring, and responsibilities of all parties

  • Ensure that the student obtains appropriate collaboration and signatures

  • The MOU must be completed before the commencement of the capstone experience and according to the standards and regulations of all regulating bodies

• Correspond professionally with capstone student and site mentor via electronic communication, phone calls, and site visits, as appropriate

• Support capstone student progress and provide remediation as needed

An Overview of General and Specific Tasks and Actions the DCC Can Take to Ensure Preparation and Success on the Capstone: 17-20

• Ensure that an objective formal evaluation of the student’s performance is completed during the capstone experience

  • May include a midterm and a final evaluation

• Be available as a resource and consultant to the capstone student, site mentor, and faculty mentor during the DCE

• Evaluate (including data collection and analysis) the capstone experience to ensure that the program complies with ACOTE D standards and meets academic institution specific student outcomes and goals

• Record and assign grades for the capstone experience

  • Capstone coordinator or faculty mentor could assign grade for the capstone project

An Overview of General and Specific Tasks and Actions the DCC Can Take to Ensure Preparation and Success on the Capstone: 21-22

• Ensure that formal letters or certificates are provided to site mentors after completion of the DCE, acknowledging the mentorship provided

• Collaborate or coordinate the capstone dissemination/defense and invite various stakeholders

Tasks that Could be Delegated to a Clerical Team or Administrative Assistant Could Include

• Create and manage capstone site correspondence using letter template(s)

• Collate and store doctoral capstone site information

• Assist doctoral capstone coordinator in deploying program evaluation measure such as an exit survey

• Create mentorship certificates to recognize site mentors

• Manage capstone site database

Academic Fieldwork Coordinator

• Can be an important support system for the DCC

• Can review student capstone proposals and provide appropriate feedback, as warranted

• Can ensure that the proposed capstone experience is above and beyond the doctoral student’s fieldwork experiences and does not duplicate or conflict with any fieldwork experiences

Faculty Mentor (Chair)

• Assumes primary responsibility for ensuring that the capstone project meets university and program standards

General and Specific Tasks and Actions of How an Occupational Therapy Faculty Member Can be Used to Ensure Success of the Capstone Project

• Collaborate with the capstone student on individualized specific objectives for the experience that coincide with their chosen focus area(s)

• Collaborate with the site mentor as needed

• Be available to the capstone student as a resource and consultant

  • May include providing feedback on capstone project drafts and assisting through the IRB process

• Notify doctoral capstone coordinator if problems arise, and collaborate with the student, capstone coordinator, and site mentor on an action or remediation plan

• Provide meaningful feedback on drafts of the capstone project, as appropriate

Site Mentor

• The individual directly working with the capstone student during the capstone

• Should have expertise consistent with the capstone student’s area of focus

• Does not have to be an occupational therapist, which affords the opportunity for interprofessional mentorship

• Primary requirement is the foundation of the expertise they can provide capstone students, which coincides with their focus area(s) and capstone project

• Is typically the on-site person who will provide instruction, support, supervision (if needed), and mentorship to the capstone student in applying knowledge to practical situations, developing problem-solving skills, and learning practical competencies within the chosen focus area(s)

General and Specific Tasks and Actions the Site Mentor Can Take to Ensure Preparation and Success on the Capstone: 1-4

• Instruct and orient the capstone student as needed to perform specific negotiated learning activities consistent with the student’s learning objectives

• Demonstrate willingness and the ability to provide evidence of expertise

  • Could include documented evidence of terminal degree, current curriculum vitae or resume, verification of completed specialty training and certification or advanced trainings

• Collaborate with capstone team to delineate mentorship responsibility

• Provide supervision or mentorship throughout the duration of the capstone, according to the agreed-on MOU

General and Specific Tasks and Actions the Site Mentor Can Take to Ensure Preparation and Success on the Capstone: 5-8

• Develop (in collaboration with the doctoral capstone coordinator) and maintain a system for documenting capstone students’ experiential hours on site and the tasks and activities accomplished during those hours

• Provide orientation to the site, other personnel, and stakeholders

• Collaborate with the faculty mentor to guide the capstone student through the needs assessment component of the project proposal

• Provide guidance on the logistics of completing the capstone at the site, which could include greater detail on workflow at site, general hours of operation, and access to work spaces

General and Specific Tasks and Actions the Site Mentor Can Take to Ensure Preparation and Success on the Capstone: 9-12

• Proactively correspond with capstone team regarding any potential concerns

• Evaluate the capstone student’s performance formally

  • May include a midterm and final form evaluation

• Actively participate in regular communication with the capstone team in person, virtually, by email, or through other means, including giving both verbal and written feedback on implementation and documentation

• Provide meaningful feedback on drafts of the capstone project, as appropriate

Types of Formal Supervision Levels: Close

• Daily, direct contact

Types of Formal Supervision Levels: Routine

• Direct contact at least every 2 weeks

• Interim supervision by other methods (phone/written)

Types of Formal Supervision Levels: General

• At least monthly direct contact

• Supervision available as needed by other methods

Types of Formal Supervision Levels: Minimal

• Only on as-needed basis