Occupational Therapy Curriculum

Occupation

Achieving health, well-being, and participation in life through engagement in meaningful occupation is the central goal of occupational therapy practice (AOTA, 2020). Occupation, both as a means and an end, serves as a powerful agent of change and the ultimate outcome of
therapeutic intervention (AOTA, 2017). A comprehensive understanding of occupation includes its relationship to the core values of the profession, the therapeutic use of self, contextual and sociocultural influences, theories, occupation and activity analysis, and the use of evidence-based practice. In our program, we affirm that occupation is more than a clinical tool—it is a God-given gift that reflects divine purpose and human dignity. We believe that engaging in meaningful occupation is essential to human flourishing and is a sacred aspect of how individuals live out their identity, serve others, and participate in God’s creation. This perspective forms the foundation for how we teach, learn, and practice occupational therapy.

Occupational Therapy Process

To meet the occupational needs of individuals across the lifespan and the health and wellness continuum, the occupational therapy process is guided by the practitioner’s therapeutic use of self, professional reasoning, and the context of both direct and indirect service delivery settings. The process includes evaluation, intervention, outcome measurement of occupational performance, and appropriate transition or discontinuation of services (AOTA, 2020). In our program, we teach the occupational therapy process as a Christ-centered practice of service and stewardship. Practitioners are called to compassionately partner with clients, using their God-given gifts and clinical reasoning to promote dignity, healing, and participation in meaningful occupations. Students will learn to make informed and ethical decisions using the best available evidence, with humility and a heart for justice, recognizing each client as a person made in the image of God.

Professional Competence and Integrity

Professional competence in health care has been defined as the “habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice for the benefit of the individual and community being served” (Epstein &
Hundert, 2002). In alignment with this, our program is committed to developing occupational therapists who not only demonstrate excellence in professional responsibilities and ethical practice, but who do so as a reflection of their Christian faith. We believe that professional competence is an expression of stewardship—using one’s God-given abilities with integrity, humility, and compassion in service to others. Our students are called to uphold the highest ethical standards, show sensitivity to diverse populations, and embody the character of Christ in their interactions. Excellence is pursued not for personal gain, but to honor God and uplift the individuals and communities they serve. A commitment to lifelong learning is encouraged as a faithful response to one’s calling and a means to continually grow in both skill and character.

Citizenship

Citizenship involves people working together to make a positive difference in the world—locally, nationally, and globally. In our program, we prepare students to live out their faith through service, leadership, and advocacy as occupational therapy practitioners who reflect Christ’s example of humility, justice, and compassion. Students will be equipped as agents of change by understanding health policy, evidence-based practice, research, advocacy, and interprofessional collaboration. Guided by a Christian worldview, they will learn to see their professional roles not only as responsibilities, but as opportunities to love their neighbors and advocate for those who are vulnerable or underserved. Through program development and cultural immersion, students will develop the competencies and skills needed to engage with groups, communities, and populations experiencing occupational and health disparities. We believe that responsible global and local citizenship is a calling—rooted in Christ’s command to serve “the least of these” and seek the flourishing of all people as part of God’s kingdom work.

All graduates are expected to be competent for entry-level occupational therapy practice. Learning outcomes are based on information from a variety of sources including course assignments and examinations, practice for national board exams, community projects with team and interprofessional collaboration, research projects, and fieldwork rotations. Outcomes are grouped according to the curriculum threads.

Occupation

1. Students will recognize and honor occupation as a gift from God, understanding that engaging in meaningful work, rest, and play is central to human dignity and, well-being.
2. Students will define and explain occupation as the central focus of occupational therapy, including its role in health, well-being, and participation across the lifespan.
3. Students will integrate occupation-based models, theoretical frameworks, and current evidence to inform client-centered evaluation and intervention planning.
4. Students will analyze occupation, clients’ contexts, performance patterns, performance skills and client factors, as well as use of occupation to improve health and well-being.
5. Students will exhibit occupation-based practice in entry level occupational therapy practice during fieldwork and in other professional settings.
6. Students will advocate for equitable access to meaningful occupations and apply occupation- centered strategies to reduce barriers and enhance participation for all individuals.

Occupational Therapy Process

1. Students will understand and apply all components of the occupational therapy process including referral, evaluation, intervention planning, implementation, and outcome measuremen —within a client-centered and evidence-informed framework.
2.  Students will employ professional reasoning to guide decision-making throughout the OT process, adjusting approaches based on client needs, contexts, and responses to intervention.
3. Students will select, administer, and interpret appropriate standardized and non-standardized assessments, and use results to design and implement effective, occupation-based interventions.
4. Students will demonstrate effective collaboration and communication with clients, families, and other professionals, respecting diverse perspectives and promoting shared decision-making across the OT process.
5. Students will engage in the occupational therapy process with empathy and humility, valuing each client as a unique individual created in the image of God, deserving of dignity, respect, and purposeful care.

Professional Competency and Integrity

1. Students will adhere to ethical and legal standards, including confidentiality of patient information, as an expression of integrity and stewardship of trust, honoring the dignity of each individual created in God’s image.
2. Students will demonstrate a commitment to ongoing professional development, viewing lifelong learning as a faithful response to their calling and responsibility to serve others with excellence.
3. Students will integrate understanding of the history, philosophy, core values, theories, ethics, and professional reasoning of occupational therapy with a Christian perspective on purpose, healing, and service.
4. Students will model professional behaviors—including humility, respect, compassion, and accountability—during classroom, clinical, and community experiences, reflecting the character of Christ in all relationships.

Citizenship

1. Students will engage respectfully with diverse populations, modeling Christ’s example of inclusion, compassion, and advocacy, especially for those who are marginalized or vulnerable in society.
2. Students will identify opportunities for meaningful participation in professional organizations such as the Arkansas Occupational Therapy Association (AROTA), American Occupational Therapy Association (AOTA), and World Federation of Occupational Therapists (WFOT), viewing professional involvement as a form of stewardship and service.
3. Students will collaborate with interprofessional partners to evaluate local and global community resources, identifying unmet needs and opportunities where occupational therapy can contribute to human flourishing.
4. Students will examine how systemic inequities affect individuals’ engagement in meaningful occupations, and respond with informed, faith-guided strategies that promote justice and inclusion.
5. Students will compare occupational therapy practices in other cultural contexts, cultivating an appreciation for global perspectives and the universal value of meaningful occupation.
6. Students will reflect the values of justice, mercy, humility, and service as global citizens, advocating for equitable occupational engagement while upholding the belief that all people are created with God-given dignity and purpose.

The Harding occupational therapy programs courses that address the curriculum threads specifically:

Occupation

• OTH 6030 Introduction to Occupational Therapy
• OTH 6020 Occupation: Means and End
• OTH 6135 Occupational Therapy Theory
• OTH 6218 Culture and Occupation
• OTH 6318 Level I Fieldwork: Culture and Occupation

Occupational Therapy Process

• OTH 6132 Occupational Therapy Process: Mental Health
• OTH 6146 Occupational Therapy Process: Infant, Children, Youth I
• OTH 6246 Occupational Therapy Process: Infant, Children, Youth II
• OTH 6244 Occupational Therapy Process: Adults I
• OTH 6344 Occupational Therapy Process: Adults II
• OTH 6120 Clinical Documentation in Occupational Therapy

Professional Competency and Integrity

• OTH 6030 Introduction to Occupational Therapy
• OTH 6528 Professional Preparation
• OTH 6310 Summative Competency in Occupational Therapy
• OTH 6218 Culture and Occupation
• OTH 6231 Evidence-Based Research I
• OTH 6321 Evidence-Based Research II
• OTH 6538 Service Delivery and Management in Occupational Therapy

Citizenship

• OTH 6218 Culture and Occupation
• OTH 6537 Program Development
• OTH 6527 Advanced Roles
• OTH 6318 Level I Fieldwork: Culture and Occupation

Fieldwork

• Level I Fieldwork: supervised field experience where students develop professional
  behaviors, have opportunities for application of knowledge from didactic coursework to
  occupational therapy practice, and prepare for Level II fieldwork.
• Level II fieldwork: supervised field experience where students integrate learning in the
  didactic portion of the curriculum to the occupational therapy process in practice
  contexts. Emphasis is on the development of professional competencies and personal
  transformation to become an entry-level occupational therapist.
• Level I and Level II fieldwork: experiences cover the entire lifespan of clients receiving
  occupational therapy in varied practice contexts.

The map in our curriculum design model represents the course sequence (See Curriculum Design Model). Just as a map helps navigate a journey by organizing information, it also provides a sense of direction, allowing travelers to assess their current location and chart a course toward their destination. Similarly, our curriculum is structured into distinct yet interconnected phases, beginning with Preprofessional requirements, progressing through the professional phase, and culminating in experiential learning.

Each phase is designed to be sequential, progressive, and integrative, ensuring students build the necessary competencies for entry-level practice. There are three phases to the Occupational Therapy entry-level course of study:

Preprofessional
Courses in the preprofessional phase occur prior to enrollment in the
program. During this phase, applicants complete the requirements listed below.

• Preprofessional requirements include:
• Sociology or Anthropology – 3 credit hours
• Abnormal Psychology – 3 credit hours
• Lifespan Development/Developmental Psychology – 3 credit hours
• Statistics – 3 credit hours
• Anatomy and Physiology (with lab) – Two courses totaling 8 credit hours
• Medical Terminology – 1 to 3 hours or certificate of completion

These courses provide a strong foundation in the biological, physical, social, and behavioral sciences and will prepare students for the professional and experiential phases of the curriculum.

Professional
During the professional phase, students complete the required occupational therapy coursework that is foundational. These courses have a focus on the occupational therapy process and contribute to advanced roles and growth as a professional.

Foundational
The journey of meaningful learning and inquiry begins with foundational concepts that serve as the building blocks for the remainder of the curriculum. These courses provide advanced knowledge in anatomy, neuroscience, kinesiology, lifespan development, and common health
conditions and diseases, equipping students with a strong scientific and clinical foundation. Additionally, foundational courses emphasize professionalism, core values, and ethics, fostering the development of professional identity and responsibility. Students explore the concept of
occupation as both a means and an end, learning to apply client-centered, evidence-based, and culturally relevant approaches to practice.

Together, these courses establish a comprehensive framework that supports student learning throughout the occupational therapy process phase of the curriculum. By integrating scientific knowledge, professional development, and occupational engagement, this phase prepares students for the application of theory to practice in more advanced coursework and clinical
experiences.

OTH 6050 Functional Anatomy and Neuroscience
OTH 6030 Introduction to Occupational Therapy
OTH 6035 Conditions in Occupational Therapy
OTH 6020 Occupation: Means and End
OTH 6130 Human Movement for Occupational Performance
OTH 6135 Occupational Therapy Theory
OTH 6120 Clinical Documentation in Occupational Therapy

Occupational Therapy Process
Building on a strong foundation, students’ progress to the occupational therapy process phase, where they develop skills in professional reasoning, client assessment, and intervention planning. Through coursework and fieldwork, students learn to analyze, implement, and reflect on the OT process across diverse populations and practice settings.

In research courses, students synthesize evidence-based literature to inform clinical decision- making, ensuring interventions are grounded in current best practices. Fieldwork experiences provide hands-on opportunities to apply knowledge in mental health, pediatric, and adult settings, reinforcing the integration of theory, research, and practice.

OTH 6146 Occupational Therapy Process: Infants, Children and Youth I
OTH 6246 Occupational Therapy Process: Infants, Children and Youth II
OTH 6244 Occupational Therapy Process: Adults I
OTH 6344 Occupational Therapy Process: Adults II
OTH 6231 Occupational Therapy: Evidenced Based Research I
OTH 6321 Occupational Therapy: Evidenced Based Research II
OTH 6132 Occupational Therapy Process: Mental Health
OTH 6112 Level I Fieldwork: Mental Health
OTH 6116 Level I Fieldwork: Infants, Children, Youth
OTH 6214 Level I Fieldwork: Adults

Professional Growth
At this stage in their journey, students have developed the skills and competencies necessary to apply their knowledge to more complex roles and settings. They explore advanced roles in occupational therapy, including leader, educator, manager, consultant, and advocate. Building on prior coursework, students examine healthcare service delivery, policy, and business practices while applying knowledge to groups, communities, and populations through program development and cultural studies. A Level I fieldwork experience in a setting affected by occupational and health disparities provides hands-on application of these concepts. During this
phase, students also explore how occupational therapy can serve as a mission tool to serve God and mankind.

OTH 6527 Advanced Roles in Occupational Therapy
OTH 6538 Service Delivery and Management in Occupational Therapy
OTH 6537 Program Development in Occupational Therapy
OTH 6528 Professional Preparation
OTH 6310 Summative Competency in Occupational Therapy
OTH 6218 Culture and Occupation
OTH 6318 Level I Fieldwork: Culture and Context: Impact on Occupation

Experiential Phase
The final step in the journey is the two-Level II Fieldwork courses, where students further develop their competencies and integrate didactic learning into clinical practice, preparing them for entry-level occupational therapy. With completion of the Professional Preparation course, students have been transformed into entry-level occupational therapists that approach practice
from a Christian worldview.

OTH 7663 Level II Fieldwork A
OTH 7669 Level II Fieldwork B

See our course sequence ot-courses.pdf

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American Occupational Therapy Association. (2017). Philosophical base of occupational therapy. The American Journal of Occupational Therapy, 71(2). doi.org/10.5014/ajot.2016.706S06

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