Occupational Performance for Elders

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Class
OTHA 1353

Occupational performance of elders.  Includes frames of reference, evaluation tools and techniques, and intervention strategies.  (WECM 51.0803)

Professional Behavior

Professional conduct and communication are considered to be essential skills in the healthcare professions and are required in the classroom, as well as, in any online course environment.  Students are expected to be polite and respectful, whether talking face-to-face, e-mailing, chatting, or posting online.  Behavior that is disruptive (i.e., excessive talking, rudeness to others, distracting behaviors such as leaving and re-entering class, cell phones ringing, etc.) will not be tolerated.  Cell phones must be placed on silence during classes.

 

Course Learning Objectives

Identify components of health and wellness and function; develop adaptations for age appropriate occupations; identify the client factors that affect occupational performance; demonstrate skills in the evaluation process; and select intervention strategies to facilitate occupational performance.  (WECM 51.0803)

Objectives

After completing this course, the student must be able to:

  1. Identify components of health.  (ACOTE B.2.5.)
  2. Identify components of wellness.  (ACOTE B.5.18.)
  3. Identify components of function.  (ACOTE B.5.13.)
  4. Develop adaptations for age appropriate occupations.  (ACOTE B.2.10.)
  5. Identify client factors that affect occupational performance.  (ACOTE B.5.6.)
  6. Demonstrate skills in the evaluation process.  (ACOTE B.1.7., B.4.1.)
  7. Select intervention strategies to facilitate occupational performance. (ACOTE B.2.7., B.2.10., B.5.3., B.5.5.)
  8. Describe prevailing issues which have a profound effect on those persons at risk for disabilities and chronic health conditions.  (ACOTE B.1.6.)

Tasks

  1. Identify components of health.  (SCANS )
  1. Discuss components of health and chronic illness.
  2. Explain the relation between aging and illness.
  1. Identify components of wellness.  (SCANS )
  1. Discuss the difference between physical wellness and emotional wellness.
  2. Assess lifestyle factors that contribute to the development of preventable diseases in elderly population.
  3. Categorize the factors contributing to successful aging.
  1. Identify components of function.  (SCANS )
  1. Analyze the stages of aging and define their differences.
  2. Examine the functional implications of these stages for each of the following systems:  cognitive, integumentary, cardiopulmonary, skeletal, muscular, neurological, and sensory.
  1. Develop adaptations for age appropriate occupations.  (SCANS )
  1. Describe the problems and needs of the older population (those who are age 85 and older, including centenarians).
  2. Demonstrate how home adaptations and modifications can enhance safety and independence.
  1. Identify client factors that affect occupational performance.  (SCANS )
  1. Identify myths and facts about psychological aspects of aging/psychosocial theories of aging.
  2. Identify common stressors, changes, and losses to which elders must adapt.
  3. Discuss common emotional problems that my accompany losses in aging.
  4. Discuss coping skills and interventions that promote healthy transition with age.
  1. Demonstrate skills in the evaluation process.  (SCANS )
  1. Identify and categorize data gathered as a part of the occupational profile and the screening and evaluation process.
  1. Select intervention strategies to facilitate occupational performance.(SCANS )
  1. Explain strategies and compensatory techniques to include joint protection, energy conservation, and work simplification to enhance independence and safety in Activities of Daily Living (ADLs).
  2. Demonstrate reconditioning through strengthening and exercise.
  1. Describe prevailing issues which have a profound effect on those persons at risk for disabilities and chronic health conditions.  (SCANS )
  1. Describe the contributing factors which often impede the health and well-being of the elderly population.
  2. Identify current fiscal and economic trends which are changing many aspects of long-term care.
Required Textbooks

Occupational Therapy with Elders:  Strategies for the COTA, 3rd ed., Sue Byers-Connon, Helene Lohman, and Rene L. Padilla, ISBN:  978-0-323-06505-4

Required Materials

Laptop computer or other materials for note taking; access to a computer and printer for completing assignments; email availability for completing course assignments and general course communication.  Computers are available for students to use for educational purposes in the Academic Support Center in the Education Center at Mineral Wells.

Evaluation Standards

Assignments

All assignments are due at the beginning of the class period unless otherwise stated and are expected to be original, independent work.  Each assignment should be neat and legible, with correct spelling and grammar.  Acceptance of late assignments due to an absence, are at the discretion of the instructor.  

Make-Up Work/Exams

Make-up work/exams will be required for absences in order to ensure that students acquire information and skills presented during their absence. Students will be responsible for contacting their instructor(s) about missed assignments and/or exams. All assignments and/or exams are due upon the student’s return to class.  Make-up work, however, is at the discretion of the instructor.

Grade Compilation

Quizzes                                          20%

Midterm Exam                                25%

Final Exam                                     25%

Lab                                                 10%

Assignments                                  10%

Participation*                                  10%

 

                                           Total  100%

*Participation includes:

  • Punctual attendance
  • Active communication
  • Class and lab engagement
  • Professional behavior during all class and lab time
  • Preparedness for class

Grading Scale

A                90-100%

B                  80-89%

C                 75-79%

F      Less than 75%

Absences
  1. Attendance is essential for the attainment of course objectives. Students are allowed no more than three absences per course, per semester.  Students exceeding the three absences will be dropped from the course(s) and will not be allowed to continue in fieldwork courses. Fieldwork failures/withdrawals are addressed in the Fieldwork Handbook. Students will be allowed to continue in the remaining didactic courses, but will not be able to continue on to the next semester.
  2. Late arrivals and early departures are not allowed in class, lab, or fieldwork.

This behavior can cause students to be unsuccessful in the program and could lead to dismissal from the program.

  1. If a student is dropped from the program for absences or for academic reasons, he/she may reapply the following year.  (See Returning Students section in the OTA Student Handbook.)
Instructional Methods

Lectures; laboratory activities; reading assignments; individual and/or group projects, structured activities, and assignments; group discussion; audio-visual materials; and/or computer-based activities.

Disabilities

ADA Statement:

Any student with a documented disability (e.g. learning, psychiatric, vision, hearing, etc.) may contact the Office on the Weatherford College Weatherford Campus to request reasonable accommodations. Phone: 817-598-6350 Office Location: Office Number 118 in the Student Services Building, upper floor. Physical Address: Weatherford College 225 College Park Drive Weatherford, TX.

Academic Integrity
Academic Integrity is fundamental to the educational mission of Weatherford College, and the College expects its students to maintain high standards of personal and scholarly conduct. Academic dishonesty of any kind will not be tolerated. Academic dishonesty includes, but is not limited to, cheating on an examination or other academic work, plagiarism, collusion, and the abuse of resource materials including unauthorized use of Generative AI. Departments may adopt discipline specific guidelines on Generative AI usage approved by the instructional dean. Any student who is demonstrated to have engaged in any of these activities will be subject to immediate disciplinary action in accordance with institutional procedures.
Hope Statement
Any student who faces challenges securing basic resources such as food, clothing, or housing and believes this may affect their performance in their course of study is urged to contact the Director of Student Resources, Dr. Deborah Cregger, for support at (817) 598-6444. Her office is on the first floor of Student Services. If the student prefers, they may contact their instructor, who can reach out on their behalf. Weatherford College also provides the Coyote Pantry. The Pantry maintains boxed and canned foods for students in need. The location of the Coyote Pantry is two blocks west of the Weatherford campus at the Baptist Student Ministry (118 E. Park Ave., Weatherford). Pantry hours are Mon-Thurs. 8:30 am-4:30 pm and Fri. 8.30 am-12:00 pm (817-599-6586).
SCANS

The Secretary's Commission on Achieving Necessary Skills (SCANS) identified Foundation Skills in the areas of Basic Skills, Thinking Skills, and Personal Qualities, and Workplace Competencies in the areas of Resources, Information, Interpersonal, Systems, and Technology.  This course is part of a program in which each of these Skills and Competencies are integrated.  The specific SCANS Competencies that are recognized throughout this course are noted in the Tasks section of this syllabus; and the Scans Competencies chart is the last page of this syllabus.