NU 106 - Complementary & Alternative Therapies

• identify the concepts of well being;
• understand the differences in complementary and alternative therapies as compared to traditional medicine;
• explain the Eastern and Western medicine therapies;
• describe Alternative Medicine System;
• identify the treatments included in five categories of therapies;
• describe the CAM therapies used in the treatment of ailments;
• identify consumers issues related to CAM therapies;
• understand the responsibilities of health care providers related to CAM therapies; and
• utilize library and multimedia resources.

NU 116 - Health Promotion

• identify concepts of the wellness and health promotion;
• explain the stages of maturity;
• explain the cultural beliefs and lifestyle behaviors that influence wellness and health promotion;
• identify the concept of caring;
• identify the principles of communication;
• identify the principles of critical thinking;
• identify the principles of infection control;
• identify the steps of the nursing process in health promotion;
• identify library and multi-media as resource tools;
• describe the development of the role of the nurse as a professional in the health care system;
• identify principles of health education; and
• identify health/community resources available for health promotion.

NU 117 - Lab for NU 116

• utilize the concepts of wellness and health promotion in care for clients;
• show awareness of the influence of stages of maturity on wellness and health promotion;
• show an awareness of cultural beliefs and lifestyle behaviors that influence wellness and health promotion;
• show awareness of caring behaviors in the clinical setting;
• use basic communication skills with selected clients;
• apply principles of critical thinking skills at the beginning level;
• apply principles of infection control in client care;
• apply the steps of the nursing process at a beginning level to clients for wellness and health promotion;
• utilize library and multi-media resources;
• identify the role of the professional nurse in wellness and health promotion;
• utilize principles of health education in promoting wellness.
• demonstrate skill in designated nursing procedures; and
• recognize health/community resources available for health promotion.

NU 120 - Health Promotion: RN Transition for LPN/Medical Military Personnel

• identify concepts of the wellness/illness continuum;
• identify concepts of health promotion/prevention of illness;
• identify categories of human functioning;
• identify categories of health alterations;
• explain the psychological and psychosocial changes throughout the stages of maturity;
• explain the psychosocial concepts of stress, adaptation and coping;
• identify principles of communication;
• identify the concept of caring;
• identify spiritual and cultural factors, which affect wellness in individuals;
• describe health promotion associated with all categories of health alteration, including childbirth;
• identify the principles of infection control;
• describe the focuses and purposes of the nursing process and its steps;
• identify the nursing activities involved in each step of the nursing process;
• apply principles of critical thinking skills at the beginning level;
• apply the steps of the nursing process at a beginning level to clients for wellness and health promotion;
• utilize library and multi-media resources;
• utilize principles of health education and promoting wellness;
• demonstrate skill in designated nursing procedures;
• recognize health/community resources available for health promotion; and
• incorporate the RN role in managing, assigning and planning client care.

NU 125 - IV Insertion and Infusion Therapy

• assess veins with improved accuracy/skill/technique and identify appropriate rational behind each step;
• describe the purpose and indications for IV therapy;
• describe pharmacological considerations in IV infusion therapy;
• identify assessment, interventions and treatments for complications associated with venipuncture and infusion therapy;
• identify among different types of venous access devices, their specialization and indications for use;
• locate suitable veins for access;
• demonstrate a simulated venipuncture and IV insertion; and
• identify the legal ramifications of IV therapy.

NU 126 - Health Maintenance

• explain the concepts of health seeking behaviors and health maintenance;
• identify the influence of the stages of maturity on health maintenance;
• explain cultural beliefs and life style behaviors that influence health maintenance;
• describe caring behaviors;
• differentiate methods of effective communication;
• explain the application of critical thinking for clients seeking to maintain health;
• determine principles of infection control necessary for health maintenance;
• identify the use of the nursing process in health maintenance;
• employ the library and multi-media as resource tools;
• describe the legal and ethical responsibilities of the professional nurse;
• describe the principles of health teaching in health maintenance; and
• identify health/community resources available for health maintenance.

NU 127 - Lab for NU 126

• utilize the concepts of health seeking behaviors and health maintenance in caring for clients;
• show an awareness of the influence of stages of maturity on health maintenance;
• show an awareness of cultural beliefs and lifestyle behaviors that influence health maintenance;
• practice caring behaviors in the clinical setting;
• demonstrate the ability to utilize various methods of communication with selected clients;
• demonstrate critical thinking in the clinical setting in providing care to clients seeking health maintenance;
• apply principles of infection control in client care;
• apply the steps of the nursing process to clients seeking health maintenance;
• utilize library and multi-media resources;
• acknowledge the role of the professional nurse in interacting with clients seeking health maintenance;
• demonstrate effective health teaching in the clinical setting;
• demonstrate skill in designated nursing procedures; and
• recognize health/community resources available for health maintenance.

NU 128 - Physical Assessment for Nurses

• utilize interviewing techniques to obtain a reliable health history from a selected client;
• identify the proper techniques used in performing a physical assessment of an adult client;
• identify cultural considerations and variations in obtaining a health history and physical assessment of a client;
• identify variations in physical assessment of the pediatric client;
• identify variations in physical assessment of the elderly client;
• differentiate between normal variations and pathologic findings in assessment of each of the various body systems;
• communicate health assessment findings in an acceptable manner; and
• demonstrate skill in assessment of a body system.

NU 236 - Health Restoration -Acute/Simple

• explain the concept of health restoration, acute/simple;
• describe the influence of the stages of maturity on client’s requiring health restoration, acute/simple;
• evaluate cultural beliefs and lifestyle behaviors that influence clients requiring health restoration, acute/simple;
• cite examples of caring behaviors;
• describe the principles of therapeutic communication;
• demonstrate critical thinking in providing care to clients requiring health restoration, acute/simple;
• determine infection control measures necessary for clients requiring health restoration, acute/simple;
• identify the use of the nursing process for clients requiring health restoration, acute/simple;
• demonstrate the use of library and multi-media resources in assessing current health related materials;
• identify principles of management/leadership used in nursing practice in a health care setting;
• determine health teaching for clients requiring health restoration, acute/simple; and
• identify health/community resources available for clients requiring health restoration, acute/simple.

NU 237 - Lab for NU 236

• utilize the concepts of health restoration, acute/simple in caring for clients;
• show awareness of the influence of the stages of maturity in clients requiring health restoration, acute/simple;
• show awareness of cultural beliefs and lifestyle behaviors that influence clients requiring health restoration, acute/simple;
• demonstrate caring behaviors in the clinical setting;
• demonstrate therapeutic communication with selected clients;
• apply critical thinking skills to caring for one client requiring health restoration, acute/simple;
• utilize principles of infection control in the clinical setting;
• apply the steps of the nursing process in caring for clients requiring health restoration, acute/simple;
• utilize library and multimedia resources;
• show awareness of principles of management/leadership style used in the health care setting;
• practice effective health teaching in the clinical setting;
• demonstrate skill in designated nursing procedures; and
• select health/community resources available for clients requiring health restoration, acute/simple.

NU 238 - Pharmacology for Nurses

• define medical terminology related to pharmacology;
• define prescription, non-prescription, controlled and recreational drug;
• list several sources of relevant drug information available to nurses;
• explain the impact of legislation on drug therapy;
• explain the five drug properties: purity, bioavailability, potency, efficacy, safety and toxicity;
• list the criteria for safe drug administration;
• identify proper recording functions of the nurse and/or family;
• identify actions of major drug classifications;
• name prototypes for each major drug classification;
• describe common use of major drugs in each drug classification;
• identify major side effects and/or adverse effects of prototypes for each major drug classification;
• state contraindications for selected prototypes; and
• apply nursing process to drug therapy.

NU 246 - Health Restoration: Acute/Complex

• explain the concept of health restoration, acute/complex;
• describe the influence of the stages of maturity on clients requiring health restoration, acute/complex;
• evaluate cultural beliefs and lifestyle behaviors that influence clients health restoration, acute/complex;
• cite examples of caring behaviors;
• describe the principles of therapeutic communication;
• demonstrate critical thinking in providing care to clients requiring health restoration, acute/complex;
• determine infection control measures necessary for clients’ health restoration, acute/complex;
• identify the use of the nursing process for clients requiring health restoration, acute/complex;
• demonstrate the use of library and multi-media resources in assessing current health related materials;
• identify principles of management/leadership used in nursing practice in a health care setting;
• determine health teaching for clients requiring health restoration, acute/complex; and
• identify health/community resources available for clients requiring health restoration, acute/complex.

NU 247 - Lab for NU 246

• utilize the concepts of health restoration, acute/complex in caring for clients;
• show awareness of the influence of the stages of maturity in clients requiring health restoration, acute/complex;
• show awareness of cultural beliefs and lifestyle behaviors that influence clients requiring health restoration, acute/complex;
• demonstrate caring behaviors in the clinical setting;
• utilize therapeutic communication with selected clients;
• apply critical thinking skills to caring for the client requiring health restoration, acute/complex;
• utilize principles of infection control in the clinical setting;
• apply the steps of the nursing process in caring for clients requiring health restoration, acute/complex;
• utilize library and multimedia resources;
• utilize leadership skills in the clinical setting;
• practice effective health teaching in the clinical setting;
• demonstrate skill in designated nursing procedures; and
• select health/community resources available for the client requiring health restoration, acute/complex.

OT 101 - Introduction to OT

• educate consumers, employers, third party payers, other professionals, service providers and the general public regarding the nature and value of Occupational Therapy, including descriptions of the varied roles of the OTA in care coordination, case management, and transition services in traditional and emerging practice areas, as well as roles such as practitioner, educator, research assistant, contracted OT Practitioner and advocate for changes in service delivery systems;
• discuss the role of the OTR and COTA and the delineation of professional responsibilities, including the concept of service competency, the rationale for supervision, professional responsibilities, strategies for professionalism/professional development and the collaborative relationship between  the OT and the OTA as well as the collaborative relationship with other professionals, the client, caregivers, families and significant others  regarding therapeutic interventions;
• explain and give examples of how the role of OT professional is enhanced by knowledge of and involvement in international, national, state, and local OT associations and related professional associations including professional advocacy through participation in activities that promote the OT profession;
• discuss the importance of professional research and literature, and the continued development of the profession’s theories and models as applicable to evidence-based practice as well as how scholarly activities can be used to evaluate professional practice, service delivery, and professional issues;   
• describe the difference in education and curricular content to prepare OT and OTA students as well as the purpose of fieldwork education, the criteria for becoming a fieldwork educator, and the ongoing professional duty to provide fieldwork education once qualified to do so;
• describe legal issues related to OT practice including: national certification/requirements for NYS licensure, competency based legal and ethical OT supervision of  non-professional personnel, professional responsibilities related to malpractice and liability issues under current models of service provision, Americans with Disabilities Act (ADA)/Individuals with Disabilities Education Act (IDEA), Health Insurance Portability and Accountability Act (HIPAA)/ Family Educational Rights and Privacy Act (FERPA), mandated reporting, and impact of state and federal laws on OT practice as well as how OT practitioners can influence legislation;
• discuss how the various practice settings (medical, community, and school-system) and service continuum (acute, sub acute and long-term) affect management, delivery and practice of occupational therapy and identify strategies to assist the consumer in gaining access to occupational therapy services;
• describe how the AOTA Code of Ethics, AOTA Standards of Practice, as well as informal and formal governing systems can be used as a guide for ethical decision making (including reporting of elder abuse/neglect) and resolving disputes at personal, professional and organizational levels;
• use sound judgment in regard to safety of self and others and adhere to safety regulations (standard precautions and infection control) throughout the occupational therapy process as appropriate to the setting and scope of practice; and
• describe the use of documentation in OT including the need and rationale for OT services, accountability of service provision, common terminology, appropriateness to context of service delivery, quality improvement processes, and in maintaining compliance with Health Insurance Privacy and Accountability Act (HIPAA)/Family Educational Rights and Privacy Act (FERPA).

OT 102 - Occupational Performance

• explain the importance of the history and philosophical base of the profession of occupational therapy and discuss the influence of OT history and OT theory on the practice of occupational therapy as well as how social, economic, political, geographic and demographic factors impact OT practice;
• demonstrate knowledge of the influence of environmental, sociocultural, socioeconomic and diversity factors (including disability) on human engagement in occupation and explain how this knowledge facilitates development of, and appreciation for, cultural competency;
• explain the role of occupation in the promotion of health and prevention of disease/disability for the individual, family, and society and the importance of balancing areas of occupation with achievement of health and wellness;
• discuss activity demands and the types of occupational therapy interventions (use of occupation and purposeful activities, as well as preparatory methods, tasks, education/training, advocacy, and group interventions) to support client goals and address client factors/performance skills/ performance patterns/contexts;
• explain the OT process from referral to discontinuation including the process of gathering and sharing data for the purpose of screening/evaluation (utilizing components of the OT practice framework), recognizing and communicating the need for referral of clients, use of the consultative process, the discharge planning process (to include consideration of resources upon discharge and discharge environment) and recognizing and communicating the need for termination of OT services;
• describe how environments, tools, materials, and occupations and can be adapted and graded to meet the needs of clients; and
• exhibit the ability to analyze tasks relative to areas of occupation, performance skills, contexts and activity demands.

OT 120 - Human Occupation Across the Life Span

• Describe and apply features of the Model of Human Occupation including:
  • concepts, principles, language;
  • application to studying human occupation across the lifespan; and
  • how it underlies the practice of occupational therapy.       
• Describe reflexes and automatic reactions in infants, children and adults including:
  • terminology;
  • ages of normal initiation and integration;
  • resultant movements, postures, and tones; and
  • relevance to occupation.       
• Explain how physical maturation is guided by the following principles:
  • cephalo to caudal;
  • proximal to distal;
  • medial to lateral;
  • mass to specific; and
  • gross-motor to fine-motor.       
• Apply Piaget’s theory of cognitive development to explain:
  • Development and integration of cognitive occupational performance components throughout the lifespan;
  • development and integration of occupation;
  • impairments, disorders, and disabilities; and
  • relevance to occupational therapy evaluation and intervention.  
• Apply Erickson’s theory of psychosocial development to explain:
  • development and integration of psychosocial and psychological;
  • performance-components throughout the lifespan;
  • development and integration of occupation;
  • impairments, disorders, and disabilities; and
  • relevance to occupational therapy evaluation and intervention.  
• Describe occupational performance areas (i.e. work and play) using occupational therapy-based and other relevant theories, including:
  • stages throughout the lifespan;
  • characteristics;
  • application to disability; and
  • relevance to occupational therapy evaluation and intervention.  
• Utilizing the Occupational Therapy Practice Framework describe the meaning and dynamics of occupation and activity, including integration of areas of occupation, performance skills, performance patterns, activity demands, contexts, and client factors across the lifespan;
• Articulate the importance of balancing areas of occupation with achievement of health and wellness;
• Articulate the influence of social conditions and the ethical context in which humans choose and engage in occupations;
• Identify the impact of contextual factors (cultural, physical, social, personal, temporal, virtual) on the management and delivery of occupational therapy services;
• Demonstrate knowledge of national and global social issues and prevailing health and welfare needs;
• Demonstrate knowledge and appreciation of the role of sociocultural, socioeconomic, and diversity factors and lifestyle choices in contemporary society;
• Identify the role and responsibility of occupational therapy practitioners to address changes in service delivery policy, to effect change in the systems, and recognize the opportunities for emerging practice areas;
• Document occupational performance in an objective, behavioral, and measurable manner, based on observation, interview, survey, and assessment, utilizing terminology of the Occupational Therapy Practice Framework; and
• Administer non-standardized and non-formal evaluation methods (including skilled observation, interview, checklists, self-assessment) to describe theoretical concepts and principles of development that are relevant to occupational therapy.

OT 130 - Occupational Therapy Interventions

• demonstrate an understanding of the role of OTA with regard to Occupational Therapy data collection and evaluation;
• articulate the importance of using statistics, tests and measurements used in occupational therapy to support evidenced based practice;
• gather and share/report data for the purpose of screening and evaluation; administer selected assessments including standardized assessments using appropriate protocols, use of occupation for the purpose of assessment  and evaluation of client outcomes;
• identify the role of the OTA and OT in the screening and evaluation process to include the importance and rationale for supervision and collaboration;
• identify when to recommend to the OT the need for referring clients for additional evaluation;
• accurately measure joint range using a goniometer;
• describe grading of muscle strength: trace through normal;
• describe and demonstrate the use of strength assessment utilizing a dynamometer and pinch meter;
• describe normal and abnormal tone;
• provide therapeutic use of occupation-based activity, practice skills, and preparatory methods; 
• select and provide direct OT interventions and procedures to enhance  health and wellness and safety of self/others during performance in ADL, IADL, work play/leisure and the OT process;
• demonstrate PROM to both UES & LES;
• modify home and community environments and tasks, incorporating  principles of ergonomics;
• select and demonstrate the use of assistive technologies relative to ADLs, IADLs and seating systems to enhance occupational performance, foster participation and well-being;
• provide training in techniques and use of equipment to enhance safe  mobility, i.e. functional mobility, transfers, wheelchair management, mobility devices;
• provide training in techniques to enhance community mobility, public transportation, community access and driver rehabilitation;
• demonstrate sound judgment and proper body mechanics for lifting, pushing, pulling and carrying to ensure safety of patient and therapist;
• demonstrate the ability to measure and select wheelchairs based on client functional needs;
• grade and adapt the environment, tools, materials, occupations, and interventions;
• fabricate a piece of adaptive equipment appropriate to client functional needs;
• enable feeding and eating performance (including process of bringing food/fluids from plate/cup to mouth, ability to keep and manipulate food/fluid in the mouth, initiation of swallowing) and train others in precautions and techniques while considering client and contextual factors;
• provide fabrication, application, fitting, and training in orthotic devices used to enhance occupational performance and training in the use of prosthetic devices;
• provide training in self-care, self-management, home management, and community/ work integration skills, as well as prevention, health and safety to client/family, or caregivers utilizing therapeutic-use-of-self and evidenced-based teaching/learning strategies and methods;
• recognize the use of superficial and mechanical modalities as a preparatory intervention; in terms of intervention planning demonstrate safe and effective administration of superficial thermal and mechanical modalities to establish goals; while adhering to precautions and contraindications;
• demonstrate an ability to educate and train the client, family, caregiver, and significant other to facilitate skill in occupation as well as prevention, health maintenance, health promotion, and safety; and 
• use the teaching-learning process with client, family and significant others; collaborate with the OTR and learner to identify appropriate educational methods.

OT 141 - Level 1A Fieldwork-Research of Community Practice-Psychosocial Focus

• describe the meaning and dynamics of occupation and activity, including the interaction of areas of occupation, performance skills, performance patterns, activity demands, context(s) and environments, and client factors;
• 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;
• identify the role and responsibility of the practitioner to advocate for changes in service delivery policies, to effect changes in the system, and to recognize opportunities in emerging practice areas;
• adhere to safety regulations and medical precautions, as well as demonstrate awareness of the safety of self and others within the community practice setting;
• demonstrate professionalism in dress, time management, ability to collaborate, receive feedback, communication, and interpersonal skills (including but not limited to cooperation, flexibility, tact, and empathy), when interacting with supervisor, staff, patients/clients, family members, and caregivers;
• adhere to all facility policies and procedures as well as governmental guidelines that ensure patient/client rights and confidentiality (including, but not limited to Health Insurance Portability and Accountability Act-HIPAA and Family Educational Rights and Privacy Act-FERPA) and identify how they connect to the American Occupational Therapy Association (AOTA) Code of Ethics; and
• incorporate relevant, evidence-based information from a scholarly report (peer-reviewed journal article) within the course’s Reflection Paper and Poster Presentation to support an intervention observed during fieldwork completion.

OT 150 - Therapeutic Use of Self

• articulate an understanding of the importance of the history and philosophical base of the profession of occupational therapy through a personal philosophy of helping; 
• demonstrate therapeutic use of self-including one’s personality, insights, perceptions, and assumptions as part of the therapeutic process in both individual and group interaction utilizing therapeutic interpersonal techniques of attending, responding, questioning, and disclosing;
• describe and exhibit strategies to build therapeutic relationships including empathy, trust, and respect whish are reflective of occupational therapy principles and values;
• describe consumer, provider, cultural, social, and environmental and other contextual barriers to therapeutic closeness and how practitioners can overcome those barriers;
• develop personal guidelines for therapeutic use of attending, responding, questioning, disclosing;
• articulate the therapeutic use of groups including: types of groups; appropriate application of groups in treatment and rehabilitation settings; the benefits and limitations of group modalities; strategies for designing and conducting groups; and teaching-learning strategies to enhance learning through group process; and
• develop an occupational therapy treatment or rehabilitation group session that will effectively address participant goals and program objectives related to quality of life, well-being, occupation, health, or injury prevention, considering contexts (cultural, physical, social, personal, etc.).

OT 160 - Level 1B Fieldwork-Clinical Practice in Physical Disabilities

DIRECT TREATMENT

• collect relevant data regarding the patient/client/consumer from medical or service related sources to assist with the development of culturally relevant goals, occupation-based intervention plans/strategies in collaboration with the client, occupational therapist, and other professionals;
• select, provide, grade and adapt interventions (occupation-based, purposeful activities, preparatory methods and tasks, education and training) while demonstrating therapeutic use of self to address safety, health, and wellness for occupational performance in all life areas, client factors, performance patterns, context, and performance skills, reflecting current evidence in OT practice;
• articulate justification for and provide development, remediation, environmental adaptation, and compensation for physical, mental, cognitive, perceptual, neuromuscular, behavioral skills, and sensory functions when desired life tasks cannot be performed, and to enhance occupational performance and foster participation and well-being; and
• adhere to safety regulations and medical precautions as well as demonstrate safety awareness within the clinical setting.

PROFESSIONALISM

• demonstrate professionalism in dress, time management, ability to collaborate, receive feedback, communication, and interpersonal skills (including but not limited to cooperation, flexibility, tact, and empathy), when interacting with supervisor, staff, patients/clients, family members, and caregivers;
• adhere to all facility policies and procedures as well as governmental guidelines that ensure patient/client rights and confidentiality (Health Insurance Portability and Accountability Act of 1996-HIPPA) and identify how they connect to the American Occupational Therapy Association (AOTA) Code of Ethics; and
• articulate the various roles an occupational therapy assistant can engage in such as clinical practitioner, educator, and research assistant in the rehab setting.

COMMUNICATION:

• review facility documentation as it relates to the rehab process and observe/participate in various areas of documentation as appropriate (daily documentation, progress notes, discharge summaries, billing, attendance, etc.) as well as patient/client care meetings and/or departmental meetings. 

OT 200 - Psychosocial Practice

• summarize the history of mental health services as it relates to the development of the occupational therapy profession and service delivery;
• utilize the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) to differentiate among prevalent mental health disorders on the basis of symptoms and onset, and compare and contrast diagnostic criteria;
• examine and describe current psychiatric treatment and support services as they relate to the field of occupational therapy;
• analyze, select, and justify treatment, rehabilitation, intervention and recovery as they relate to the provision of occupational therapy for individuals with mental health disorder(s);
• apply appropriate procedures and protocols of non-standardized and standardized tools to demonstrate the ability to implement occupation-based interventions and strategies;
• analyze and apply knowledge of the group process to develop and implement an intervention group; and
• engage in a teaching/learning process to design and deliver a presentation that analyzes relevant models and theories related to mental health practice.

OT 209 - Adult Physical Dysfunction LAB-Medical Diagnoses, Physical Dysfunction and Related Conditions in the Adult and Aging Population LAB

• demonstrate the ability to provide treatment interventions that remediate and/or compensate for physical, mental, cognitive, perceptual, neuromuscular, and sensory deficits resulting from the effects of heritable diseases, genetic conditions, disability, trauma, and injury to the physical and mental health and occupational performance of the individual;
• describe basic features of occupational therapy theories, models of practice, and frames of reference and identify interventions that are consistent with them, relative to physical dysfunction;
• demonstrate the ability to assist with the development of occupation-based intervention plans and strategies (including goals and methods to achieve them) by analyzing and selecting tasks relative to an occupational profile, occupations, performance skills/patterns, activity demands, contexts and environments, and client factors within an intervention plan;
• demonstrate the ability to select and provide direct occupational therapy interventions and procedures to enhance safety, health, and wellness, and performance in ADLs (Activities of Daily Living), IADLs (Instrumental Activities of Daily Living), education, work, play, rest, sleep, leisure, and social participation for specific diagnoses/disabilities discussed in this course;
• incorporate appropriate information from professional literature within the course’s One-Page Wonder project, demonstrating understanding of the importance of scholarly activities and literature in contributing to the development of the profession, making evidence-based decisions, and evaluating professional practice, service delivery, and/or professional issues;
• demonstrate the ability to use sound judgment in regards to safety of self and others and adhere to safety regulations throughout the occupational therapy process when designing and carrying out treatment interventions;
• demonstrate the ability to grade and adapt the environment, tools, materials, occupations and interventions to reflect the changing needs of the client and sociocultural context when providing therapeutic use of occupation, exercises and activities to clients with physical dysfunction; and
• demonstrate the ability to gather and share data appropriately for the purpose of screening and evaluation, monitoring and reassessing occupational therapy interventions, discharge planning and communication with clients, caregivers, family members, significant others, and intra- and inter-disciplinary team members.

 

Prerequisites: OT 130, OT 160
Corequisites: OT210
F (N)

OT 210 - Adult Physical Dysfunction Medical Diagnoses, Physical Dysfunction and Related Conditions in the Adult and Aging Population

 

Course Outcomes
Upon completion of this course, the student will be able to:

• define and describe medical and OT terminology specific to medical conditions, body functions and body structures;
• explain performance skill deficits related to a diagnosis that may warrant occupational therapy assessment, consultation, intervention, and referral to specialists (both internal and external to the profession) for consultation and intervention;
• identify and explain the effects of heritable diseases, genetic conditions, disability, trauma, and injury to the physical and mental health and occupational performance of the individual, populations, and society as a whole; and
• effectively locate quality information sources, read and understand a scholarly report, and use that quality information to demonstrate evidence-based practice decisions.

OT 218 - Disabilities of Development and Aging Lab

• demonstrate skills of collaboration to assist with the development of occupation-based intervention plans and strategies (including goals and methods to achieve them) based on the stated needs of the client, data gathered during the evaluation process, and current evidence in occupational therapy practice while working in collaboration with the client/family, occupational therapist, and other professionals;
• select, provide, grade and adapt interventions (occupation-based, purposeful activities, preparatory methods and tasks, education and training) while demonstrating therapeutic use of self to address safety, health, and wellness for occupational performance in all life areas, client factors, performance patterns, context, and performance skills;
• articulate justification for and provide development, remediation, environmental adaptation, and teach compensatory strategies for physical, mental, cognitive, perceptual, neuromuscular, behavioral skills, and sensory functions across the lifespan (e.g. electronic aids to daily living, seating and positioning systems) when desired life tasks cannot be performed, to enhance occupational performance and foster participation and well-being;
• implement group interventions within a geriatric setting based on principles of group development and group dynamics;                    
• apply technologies to enhance community mobility, including public transportation, community access, and issues related to driver rehabilitation for the older individual;
• demonstrate task analysis in areas of occupation, performance skills, performance patterns, activity demands, context(s) and environments, and client factors to implement the intervention plan;
• facilitate discharge planning by reviewing the needs of the client, caregiver, family and significant others, available resources, and discharge environment, and identify those needs to the occupational therapist, client, and relevant others including identification of community, human, and fiscal resources as well as recommendations for environmental adaptations and home programming; and
• demonstrate the skills to read and understand a scholarly report.

OT 219 - Disabilities of Development & Aging

• explain the term developmental disability, including:

• the legal criteria for developmental disability designation; and
• social and cultural implications of developmental disability labels.

• describe common developmental disabilities such as intellectual disabilities, neuromuscular disorders, learning disabilities, pervasive developmental disorders, and developmental vision and hearing impairments including:

• definition and terminology;
• common characteristics and associated conditions;
• etiology;
• impact on motor, process, communication/interaction skills development throughout the lifespan;
• impact on performance areas of occupation throughout the lifespan;
• impact on performance patterns and contexts throughout the lifespan;
• assessment; and
• general treatment and support interventions.

• explain common theories and approaches utilized in occupational therapy intervention in pediatrics, school-based, and developmental disability areas of practice such as neurodevelopmental and motor learning approaches, sensory-based approaches, behavior-based including:  

• principles and concepts;
• examples of interventions;
• impact on function; and
• diagnoses and conditions where such approaches are applied.                   

• demonstrate task analysis in areas of occupation, performance skills, performance patterns, activity demands, contexts and environments, and client factors to implement the intervention;
• gather and share data for the purpose of evaluating the client’s occupational performance in occupations to include an occupational profile, client factors (including values, beliefs, spirituality, and body functions), performance patterns, and contexts and environments;
• provide development, remediation, and compensation for physical, mental, cognitive, perceptual, neuromuscular, behavioral skills, and sensory;
• devise creative evidence-based intervention plans (goals and objectives) and strategies appropriate to age, culture, disability, and stated needs/goals, which will quality of life, well-being and function in work, self-care or play/leisure performance areas, based on developmental disability treatment theories and principles presented in class (i.e. neuro-developmental and motor learning approaches, sensory-based approaches, behavior-based approaches);
• implement intervention strategies to remediate and/or compensate for cognitive deficits that affect occupational performance;
• describe the varied roles, responsibilities, and common activities of occupational therapy assistant practitioners in school-based, residential, clinical, transitional, and vocational settings, including emerging and non-traditional areas of practice, and roles of educator, practitioner, and research assistant;
• explain the relationships (including collaborative and consultative aspects) between occupational therapy personnel and other personnel within rehabilitation, medical, education, wellness, and other service;
• understand and promote the use of appropriate home and community programming to support performance in the client’s natural environment and participation in all relevant to the client; 
• demonstrate the ability to educate the client, caregiver family, and service providers to facilitate skills on areas of occupation as well as prevention, health maintenance, and safety;
• promote occupational therapy by educating other professionals, service providers, consumers, and the public;
• teach compensatory strategies, such as the use of technology, adaptions to the environment that support performance, participation, and well-being;
• summarize the provisions of the Individuals with Disabilities Education Act (IDEA) and other laws and regulations and their influence on the contexts of education, healthcare, and service systems including:

• right to an appropriate education for all individuals disabilities;
• role of the individual and family in planning services;
• related services;
• early intervention services;
• transition services; and           
• response to intervention.

• outline the components of the Individualized Education (IEP) and explain its impact on occupational therapy assessment, treatment, re-assessment, documentation, as well as collaborative, consultative, and direct service roles of the occupational therapy practitioner;
• summarize New York State regulations on identifying and reporting cases of child abuse and neglect including:

• definition of child abuse and neglect;
• signs of abuse or neglect;
• social and cultural values related to child rearing;
• process of reporting suspected abuse or neglect; and
• role and responsibility of the mandated reporter.

• use professional literature to make evidenced-based practice decisions in collaboration with the occupational therapist;
• describe local community facilities available that available to house, train, educate, employ, enhance well-being, and restore function of elderly individuals with disabilities;
• describe restraint-free environment and mechanisms for preventing falls and injuries within treatment and care facilities;
• describe treatment, wellness and health interventions for aging populations including:

• contracture screenings and assessments;
• therapeutic positioning; and
• sensory.

• describe components utilized in the documentation of geriatric occupational therapy services related to:

• RUGS; and
• MDS.

• describe common disorders related to aging that impact sensory, motor, cognitive/process, communication/interaction skills development.

OT 222 - Technology in Documentation and Research-Lab

• utilize the computer to access appropriate databases reflective of clinical and professional research;
• articulate the importance of using statistics, tests, and measurements for the purpose of delivering evidence-based practice;
• apply the use of technology in electronic documentation to effectively communicate to other health care providers and support the transfer of information;
• apply the use of technology in distance communication, virtual environments, and telehealth/telemed to support performance, participation, and well being of individuals receiving OT services;
• demonstrate documentation of OT services to ensure accountability of service provision and meet standards for reimbursement of services adhering to facility, governmental. and reimbursement agencies;
• effectively document  and communicate the need and rationale for OT services to meet the standards for reimbursement;
• describe the various reimbursement systems (i.e., federal, state, third party, private-payers) and documentation requirements that affect the practice of OT services;
• write goals, progress notes, ADL assessments, and assessments;
• write a discharge summary to demonstrate the need for termination of OT services when stated outcomes have been achieved or it has been determined that they could not be achieved;
• articulate the importance of how scholarly activities and literature contribute to the development of the profession;
• effectively locate and discuss information, including the of information;
• identify how scholarly activities can be used to professional practice, service delivery, and /or professional issues; and
• demonstrate the skills to read and understand a report.

OT 239 - Level II A Fieldwork

DIRECT TREATMENT

• collect relevant data regarding the patient/client/consumer from medical or service related sources to assist with the development, monitoring and re-assessment of culturally relevant goals, occupation-based intervention plans/strategies and discharge planning in collaboration with the client, occupational therapist and other professionals;
• select, provide/fabricate, grade and adapt interventions (occupation-based, purposeful activities, preparatory methods and tasks, education and training including compensatory strategies) to individuals and/or groups while demonstrating therapeutic use of self to address safety, health and wellness for occupational performance in all life areas, client factors, performance patterns, context and performance skills, reflecting basic theoretical features and models of practice and frameworks of occupational therapy and current evidence in OT practice;
• articulate justification for and provide training in techniques for the development, remediation, environmental adaptation, and compensation for physical, mental, cognitive, perceptual, neuromuscular, behavioral skills and sensory functions when desired life tasks cannot be performed, to enhance occupational performance and foster participation and well-being; and
• adhere to safety regulations and medical precautions as well as demonstrate safety awareness within the fieldwork setting.

COMMUNICATION:

• demonstrate appropriate and effective verbal and written communication skills in all applicable areas within the fieldwork setting, including but not limited to patient/client/consumer, family and caregiver interactions and education, staff, inter and intradisciplinary team member interactions, documentation, billing and education/in-service presentation, etc.

PROFESSIONALISM:

• demonstrate professionalism in dress, time management, ability to collaborate, receive feedback, communication and interpersonal skills (including, but not limited to, cooperation, flexibility, tact and empathy), when interacting with supervisor, staff, patients/clients, family members and caregivers;
• adhere to all facility policies and procedures as well as governmental guidelines that ensure patient/client rights and confidentiality (including, but not limited to, Health Insurance Portability and Accountability Act (HIPPA) and Family Educational Rights and Privacy Act (FERPA)) and identify how they connect to the American Occupational Therapy Association (AOTA) Code of Ethics; and
• articulate and/or demonstrate the various roles an occupational therapy assistant can engage in such as clinical practitioner, educator, program coordinator, research assistant, etc. in the fieldwork setting.

   

Prerequisites: Completion of all didactic coursework for the program and level I fieldwork experiences (OT 141 & OT 160)
Corequisites: Co-requisite: OT 251 *As per the Accreditation Council of Occupational Therapy Education (ACOTE), two level II fieldwork experiences are offered for the AAS in OTA, through OT 239 and OT 251. These two level II fieldwork experiences must be 8 weeks each of full-time hours, as defined by the fieldwork placement site, and must be in two diverse practice areas of occupational therapy. These two level II fieldwork experiences, as offered through OT 239 and OT 251, have the same course outcomes and program competencies, but reflect two diverse practice areas of occupational therapy services. Practice areas of occupational therapy services may include, but are not limited to: physical disabilities, mental health/psychosocial practice, school-based services, adult DD/ID services, or an emerging practice area.
S (N)

OT 250 - Professional Issues

• demonstrate knowledge of applicable national requirements for credentialing and requirements for licensure, certification, or registration under state laws, and resources for pursuing ongoing professional development;
• demonstrate the ability to participate in the development, marketing, and management of occupational therapy service delivery options to promote and educate others on the profession of occupational therapy;
• demonstrate knowledge and understanding of the AOTA OT Code of Ethics and AOTA Standards of Practice, and a variety of informal and formal systems and strategies for conflict resolution, using them as a guide for ethical decision making in professional interactions, client interventions, and employment settings, including strategies for effective and ethical supervision of nonprofessional personnel;
• demonstrate professional advocacy by participating in organizations that promote the OT profession (e.g. AOTA, state occupational therapy associations), and identifying the systems and structures that create federal and state legislation and regulations, with the ability to explain how the role and practice of an OT practitioner is effected by the knowledge of and involvement in such entities;
• articulate the delineation of roles and professional responsibilities of the occupational therapy assistant and occupational therapist, including the importance of and rationale for supervision, responsibilities, and collaborative professional relationships between the occupational therapy assistant and the occupational therapist;
• participate in the documentation of ongoing processes for quality improvement and implement program changes as needed to ensure quality of services;
• identify and appreciate the varied roles of the occupational therapy assistant as a practitioner, educator, and research assistant, as well as describe the ongoing professional responsibility and criteria for becoming a fieldwork educator; and
• identify professional responsibilities and issues when providing services on a contractual basis, and relate personal and professional abilities and competencies to those job responsibilities and issues.  

OT 251 - Level II B Fieldwork

DIRECT TREATMENT:

• collect relevant data regarding the patient/client/consumer from medical or service related sources to assist with the development, monitoring and re-assessment of culturally relevant goals, occupation-based intervention plans/strategies and discharge planning in collaboration with the client, occupational therapist, and other professionals;
• select, provide/fabricate, grade and adapt interventions (occupation-based, purposeful activities, preparatory methods and tasks, education and training including compensatory strategies) to individuals and/or groups while demonstrating therapeutic use of self to address safety, health and wellness for occupational performance in all life areas, client factors, performance patterns, context, and performance skills, reflecting basic theoretical features and models of practice and frameworks of occupational therapy and current evidence in OT practice;
• articulate justification for and provide training in techniques for the development, remediation, environmental adaptation, and compensation for physical, mental, cognitive, perceptual, neuromuscular, behavioral skills, and sensory functions when desired life tasks cannot be performed, to enhance occupational performance and foster participation and well-being and; and
• adhere to safety regulations and medical precautions as well as demonstrate safety awareness within the fieldwork setting.

COMMUNICATION:

• demonstrate appropriate and effective verbal and written communication skills in all applicable areas within the fieldwork setting, including but not limited to patient/client/consumer, family and caregiver interactions and education, staff, inter and intradisciplinary team member interactions, documentation, billing and education/in-service presentation, etc.
   

PROFESSIONALISM:

• demonstrate professionalism in dress, time management, ability to collaborate, receive feedback, communication, and interpersonal skills (including but not limited to cooperation, flexibility, tact, and empathy), when interacting with supervisor, staff, patients/clients, family members, and caregivers;
• adhere to all facility policies and procedures as well as governmental guidelines that ensure patient/client rights and confidentiality including, but not limited to: Health Insurance Portability and Accountability Act (HIPPA) and Family Educational Rights and Privacy Act (FERPA), and identify how they connect to the American Occupational Therapy Association (AOTA) Code of Ethics; and
• articulate and/or demonstrate the various roles an occupational therapy assistant can engage in such as clinical practitioner, educator, program coordinator, research assistant, etc. in the fieldwork setting.

OT 256 - Biomechanics in OT

• employ logical thinking, critical analysis, problem solving, and creativity with the area of biomechanics and treatment intervention;
• demonstrate knowledge and understanding of the structure and function of the human body within the scope of biomechanics;
• define and differentiate between biomechanics and kinesiology;
• describe the relationship of biomechanics and OT models of practice;
• describe the various muscle contractions;
• describe center of gravity and base of support (Newton’s Law) and their effects on static and dynamic balance;
• describe gravitational influence on daily activity and exceptionalities: wheelchair positioning, transfers, assisted ambulation;
• demonstrate the use and influence of levers and torque within the musculoskeletal system, activity, and treatment;
• demonstrate techniques to enhance mobility to include: transfers, trunk stabilization, and W/C positioning;
• describe biomechanical principles utilized in the design/fabrication of orthotic devices;
• design and fabricate a static splint applying biomechanical principles;
• describe biomechanical remediation for deficits ROM, tone, strengthening, coordination, endurance, and pain management;
• describe compensatory rehab approaches to OT treatment to include adaptations/adaptive equipment, energy conservation, work simplification, joint protection, and patient/client education; and
• correlate biomechanical and compensatory rehab approaches to treatment planning and intervention.

OF 101 - Basic Keyboarding

• keyboard straight-copy alphabetic and numeric material using proper touch techniques;
• use computer hardware, software, and peripherals;
• format various types of correspondence including letters and reports; and
• apply appropriate software features to keyboarding and formatting documents.

OF 102 - College Keyboarding

• keyboard straight-copy alphabetic and numeric material using proper touch techniques;
• use computer hardware, software, and peripherals;
• format various types of correspondence including letters and reports; and
• apply appropriate software features to keyboarding and formatting documents.

OF 112 - Professional Keyboarding

• demonstrate knowledge of the computer and keyboarding equipment to produce and format documents for mailable copy;
• utilize current software programs for word processing, spreadsheet, database, communications, presentation, graphics, desktop publishing, and operating systems;
• keyboard at a minimum of 40 net words per minute for three minutes; and
• keyboard and format office documents from rough draft copy.

OF 124 - MS PowerPoint

• demonstrate knowledge of the computer and keyboarding equipment to produce and format documents for mailable copy;
• utilize current software programs for word processing, spreadsheet, database, communications, graphics, desktop publishing, and disk operating system applications;
• understand the communication process and its role in interpersonal, oral, and written communication;
• develop techniques to assist in problem solving and practical applications;
• integrate and apply information processing, office support, and management skills to office situations; and
• select appropriate computer hardware and software and other equipment to accommodate the needs of the office.

OF 160 - Records Management

• define records management as a system of handling information and identify the components of that system;
• identify the six phases of the record cycle as well as the technology, equipment, and supplies used throughout the life cycle of the record;
• use planning, organizing, staffing, directing, and controlling in a records management system;
• demonstrate the ability to file and retrieve records using ARMA rules and database management software;
• explain records management practices in governmental agencies, the medical profession, banks, insurance agencies, accounting firms, and law offices;
• understand the different methods of filing: alphabetic, numeric, geographic and subject; and
• design database tables queries, reports and labels.

OF 161 - Professional Word Processing

• describe, define, and perform operating system functions and file management;
• define terms that are unique to the fields of computers and information systems; and
• perform basic and advanced tasks using word and information processing software.

OF 260 - Office Technology Management

• describe office procedures and systems relating to each phase of the information processing cycle: input, output, reprographics, distribution, and storage/retrieval;
• identify the capabilities and cost factors (including maintenance and upgrades) of computer hardware, software, networking, and telecommunications;
• define the capabilities of the major computer software categories: word processing, spreadsheets, databases, graphics, desktop publishing, communications, operating systems;
• make appropriate suggestions regarding the selection of computer hardware, software, and communications medium to accommodate the needs of the office; and
• make appropriate suggestions regarding the application of information systems to achieve organizational goals.

OF 261 - Administrative Procedures

• describe how to conduct a needs assessment of an organization’s information management flow;
• plan for an automated office including training, health considerations, and space layout/design;
• describe an integrated office system complete with computer security measures, ethics policy, and privacy controls;
• design a plan to optimize and measure productivity while ensuring quality; and
• define and use administrative functions in the computerized office.

PA 100 - Introduction to Paralegal

• understand the roles played by the paralegal in the American legal system;
• have a basic understanding of the ethical context in which lawyers and paralegals operate in the American legal system;
• understand the primary sources of legal authority, to include the history and development of the common law;
• compare and contrast the basic definitions of real property and personal property; and
• understand basic concepts in personal property law and tort law, with special emphasis on the tort of negligence.

PA 101 - Introduction to Law

Fulfills SUNY General Education Requirement – Social Sciences.

Recommended for Non-Paralegal Students.  Paralegal Majors please see your academic adviser.

Course Outcomes
Upon completion of this course, the student will be able to:

• demonstrate an historic perspective and knowledge of sources of law;
• utilize knowledge of sources of law to analyze the workings of the American Legal System;
• analyze the response of the legal system to address changes in society and social phenomena;
• demonstrate knowledge of substantive law in the areas of torts, contracts, property and criminal law; and
• utilize hypothetical problems to demonstrate the application of law in action.

 

F/S (N, S)

PA 102 - Introduction to Law for Medical Professionals

• demonstrate a historic perspective and knowledge of sources of law;
• define and describe the American Legal System (Federal and State); and 
• analyze a set of facts and apply substantive and procedural rules in a civil action. 

PA 110 - Crimes and Criminal Practice

• compare and contrast the substantive and procedural criminal law;
• understand basic concepts of substantive criminal liability with particular emphasis on the New York Penal Law;
• understand basic defenses applicable in criminal cases; and
• understand basic procedures followed in New York State and Federal criminal cases, including the impact of the New York State and Federal Constitution therein.

PA 111 - Constitutional Law

• be able to describe the historical origins of the basic structures of American constitutional government;
• be able to define, compare and contrast federalism, judicial review and separation of powers;
• be able to discuss the Bill of Rights, its history and its relationship to the 14th Amendment;
• be able to basically discuss substantive review and due process and will be able to analyze basic problems concerning equal protection of the laws and fundamental freedoms; and
• have a basic understanding of the commerce clause, substantive due process and other basic issues relating to the general structure of the legal history of American political economy.

PA 120 - Contracts

• understand the sources of contract law, including common law and development and statutory developments, including the Uniform Commercial Code;
• understand how the substantive law of contracts in turn applies to other areas of the substantive law, including business organizations, real estate transactions and commercial contracts; and
• understand the substantive law of contracts to the point of practical application of the rules, including offer/acceptance, consideration, contractual capacity, legality, performance of the contract, statute of frauds and remedies for breach of contract.

PA 130 - Business Structures

• compare and contrast the similarities and differences between sole proprietorships, partnerships, limited liability companies and corporations;
• understand the legal requirements in starting and managing each form of business;
• understand how each form of business operates; and
• determine which form of business is more advantageous to use under certain circumstances.

PA 140 - Civil Practice

• have a thorough understanding of the structure of the Federal and New York State court systems;
• understand the significance of procedural rules in advancing civil law claims in the American legal system; and
• become familiar with the source of procedural rules in the Federal and New York State court systems, including the Federal Rules of Civil Procedure and the New York Civil Practice Law and Rules.

PA 141 - Civil Practice for Medical Professionals

• explain the structure of the Federal and New York State court systems; 
• describe the significance of procedural rules in advancing civil law claims in the American legal system;
• identify the source of procedural rules in the New York State court systems, including the New York Civil Practice Law and Rules (CPLR); and 
• define the basic procedural rules that apply to all phases of a typical civil case, with special emphasis on personal injury and medical negligence. 

PA 150 - Estates & Family Law

• discuss terms and procedures relating to the handling of estates, including the drafting of a will;
• discuss the legal theories pertaining to marriage, divorce, and other domestic relation situations;
• demonstrate knowledge of the practice of law in Family Court matters

PA 201 - Evidence for Medical Professionals

• explain the purpose of the Rules of Evidence in courts and administrative proceedings;
• describe how the Rules of Evidence are significant to various roles played in assisting attorneys in litigated matters in the court system and in administrative proceedings; and
• identify the basic rules of Evidence in the New York State and Federal court systems, including real evidence, testimonial evidence, demonstrative evidence, witness competency rules, expert and lay opinions, examination of witnesses, hearsay evidence, the role of materiality and relevancy, evidentiary privileges, and the impact of the State and Federal Constitutions on the law of evidence. 

PA 202 - Evidence

• understand the purpose of the rules of evidence in court and administrative proceedings;
• understand how the rules of evidence are significant to various roles played by a paralegal in assisting attorneys in litigated matters in the court system and in administrative proceedings; and
• understand the basic rules of evidence in the New York State and Federal Court systems, including an understanding of real evidence, testimonial evidence, demonstrative evidence, witness competency rules, expert and lay opinions, examination of witnesses, hearsay evidence, the role of materiality and relevancy, evidentiary privileges, and the impact of the State and Federal Constitutions on the law of evidence.

PA 215 - Computer Assisted Legal Research and Writing

• identify the available sources of law;
• utilize a functional law library (find law using books);
• interpret and critically read a set of facts (analyze);
• identify the legal issues that arise from those facts;
• find appropriate sources of law to address certain legal issues;
• demonstrate basic legal research skills using the computer;
• interpret legal research data and explain results; and
• draft a basic legal memorandum.

PA 222 - Tax Practice

• understand the workings of the Federal Income Tax System;
• become familiar with the procedural requirements for filing income tax;
• understand how corporations and other forms of business are taxed; and
• compare corporate tax requirements with individual income tax.

PA 225 - Law Office Management for Paralegals

• analyze and apply management principles, including human relations, in a law office;
• demonstrate an understanding of the paralegal/client relationship;
• utilize and apply calendaring, docket systems, timekeeping and billing systems commonly used in law offices;
• demonstrate an understanding of office systems and technology commonly used in law offices;
• analyze and apply records management practices in law offices;
• demonstrate a professional attitude toward work, learning, and responsibilities;
• apply problem-solving and technical skills; and
• produce work product accurately and timely with acceptable quality.

PA 230 - Paralegal Seminar

• understand the basic legal rules that govern the conduct of a working paralegal;
• understand the ethical context of the practice of law;
• demonstrate abilities to do competent basic legal research and writing; and
• understand the paralegal’s involvement with the practice of law.
• apply learning through an internship experience

PA 240 - Real Estate Practice

• understand the make-up of real estate sales contracts;
• understand the concept of title;
• discuss the methods used to finance real estate purchases;
• understand the requirements for a real estate closing; and
• understand the role of the paralegal in the field of real estate.

PA 250 - Legal Issues in Health Care

*Paralegal Elective - not required for a Paralegal degree.  Course is designed for Health Science Students.

Course Outcomes
Upon completion of the course, the student will be able to:

• Understand the definition of ethical behavior and distinguish between the various theories of ethical rationale
• Understand the concepts of Informed Consent and the Patient Bill of Rights
• Comprehend, distinguish and describe Criminal Law and Tort Law as well as their procedural applications to the medical field
• Appreciate the importance of patient privacy and understand the edicts and exceptions to the Health Insurance Portability and Accountability Act (HIPAA).  Recognize the concepts of Implied Consent and Good Samaritan Statutes
• Define, compare and contrast the legal theories of Negligence and Medical Malpractice
• Understand and define Medical Practice Acts, Licensure and the graduated sanctions for unethical or illegal behavior

PA 251 - Computer Assisted Legal Research & Writing for Medical Professionals

• identify the available sources of law; 
• analyze a set of facts and identify legal issues involved;
• find appropriate sources of law; and
• draft a basic legal/medical chronology explaining Substantive and Procedural Rules of Tort Law to illustrate steps in a civil litigation. 

PY 100 - Critical Thinking

Fulfills SUNY General Education – Humanities.

Course Outcomes
Upon completion of this course, the student will be able to:

• define argument, deductive validity, soundness;
• explain the role of deductive validity in scientific and non-scientific explanations;
• define the concept of deductively valid argument form. Identify the forms of individual valid arguments;
• determine logical relationships between statements, and test argument forms for validity;
• define the concepts of necessary and sufficient conditions;
• define the distinction between analytic and synthetic sentences;
• distinguish between kinds of meaning of words and sentences. Such as extension (denotation), intension reference, use, secondary extension as well as related linguistics and grammatical distinctions; and
• describe the Goodman paradox and the Gettier condition on knowledge.

PY 101 - Introduction to Philosophy

Fulfills SUNY General Education – Humanities.

Course Outcomes
Upon completion of this course, the student will be able to:

• write an essay describing a philosophical position or theory;
• explain the elements of each of the major ethical theories (virtue ethics, deontology, consequentialism) upon reading representative texts;
• summarize major arguments in the history of epistemology and metaphysics upon reading representative texts; and
• demonstrate understanding of the structure of arguments and their evaluative concepts.

PY 102 - Logic

Fulfills SUNY General Education – Humanities.

Course Outcomes
Upon completion of this course, the student will be able to:

• construct formal proofs (argumentations) of the deductive validity of arguments in the sentential calculus;
• evaluate arguments in the sentential calculus by use of the method of assigning values or by the tree method;
• demonstrate awareness both of the vital translation into English of the operators in the sentential calculus and of the difficulties with those translations; and
• demonstrate some familiarity with the existential and universal quantifiers.

PY 110 - Ethics

Fulfills SUNY General Education – Humanities.

Course Outcomes
Upon completion of this course, the student will be able to make distinctions based on analysis of the language used in moral discourse.

Cycles (C, N, S)

PY 111 - Biomedical Ethics

Fulfills SUNY General Education – Humanities.

Course Outcomes
Upon completion of this course, the student will be able to:

• accurately employ the basic terms of medical ethics: right, duty, justice, autonomy, paternalism, informed consent;
• explain and examine critically the following ethical theories: Natural Law, Kantianism, Utilitarianism, Rawls’ Theory of Justice, Hume’s Interested Neutral Observer; and
• identify the medical ethical issues in selected case studies and use the theories developed in the course to propose ways of resolving them.

PY 204 - Philosophy of Religion

Fulfills SUNY General Education – Humanities.

Course Outcomes
Upon completion of this course, the student will be able to:

• deefine and distinguish the major religious viewpoints: Monotheism (Deistic and Theistic), Polytheism, Henotheism, Dualism, Pantheism, Agnosticism, and Atheism;
• explain and discuss critically the historically most significant proofs of the existence of God; and
• state and evaluate competing solutions to the problem of evil.

PY 205 - Social & Political Philosophy

Fulfills SUNY General Education – Humanities.

Course Outcomes
Upon completion of this course, the student will be able to:

• compare and contrast Plato’s and Aristotle’s views on the various possible forms of government;
• describe the political philosophy of the ideal political leader according to Machiavelli;
• answer the question: What is the source of legitimate governmental authority?;
• discuss the importance of Mill’s “harm principle”;
• outline Gandhi’s theory of non-violent resistance;
• state and explain the role of Rawls’ “original position”; and
• state and evaluate Nozick’s critique of Rawls.

PY 215 - Philosophy of Law

Fulfills SUNY General Education – Humanities.

Course Outcomes
Upon completion of this course, the student will be able to:

• define central concepts in the philosophy of law;
• evaluate arguments in the philosophy of law;
• read and interpret laws; and
• assess the individual’s relationship to the state.

PY 288 - The Art of Being Human

• identify a criteria-based approach to questions about personhood and the meaning of life;
• analyze the methodological structure of the Humanities as it exists in a variety of disciplines;
• describe different academic approaches to questions about personhood and the meaning of life;  
• demonstrate how humankind’s search for meaning is addressed by the Humanities disciplines, Philosophy, Music, Art, Drama/Theatre, and Languages;
• recognize what philosophy, music, art, drama/theatre and the languages have in common; and  
• utilize a specific academic approach to demonstrate responses to the course’s two fundamental questions in the final capstone project.

PE 101 - Introduction to Athletic Training

• describe the roles and responsibilities of an athletic trainer;
• describe the organic, skeletal, and neuromuscular structures of the body;
• explain the legal concerns and insurance issues related to the athletic training profession;
• summarize the major components of injury prevention and how to minimize risks to athletes; and
• apply bandaging and taping techniques to the upper and lower extremities.

PE 103 - Sports Officiating

• list the steps someone would need to take to become an official in a selected sport following the standards in New York State;
• list the regulatory/professional organizations a person will want/need to join to become a certified official in a particular sport; and
• identify and explain the various careers available for different sport officials.

PE 104 - Outdoor Education

• plan a 3-day outdoor experience;
• properly demonstrate a variety of outdoor skills;
• identify and be able to make educated decisions regarding equipment and supplies used in the outdoor/adventure field for both personal and professional use; and
• understand and discuss topics pertinent to the outdoor education.

PE 105 - Sport Through Media

• list and define the five key areas of sport communication careers;
• develop and present a sport publication; and
• describe the impact online access has or will have on existing and emerging media communications.

PE 109 - Introduction to Exercise Science

• identify career options in exercise science, including academic/certification requirements, prospective clientele and professional organizations;
• identify hypokinetic diseases, current Physical Activity Guidelines for Americans, and the health benefits associated with physical activity;
• identify acute and chronic physiological adaptations associated with human movement;
• discuss nutritional and fluid requirements associated with exercise;
• analyze human movement using biomechanical terms and principles; and
• summarize the role of neuromuscular function in human performance, and chronic adaptation to aerobic and resistance training.

PE 110 - Foundations of Physical Education, Sports & Leisure Studies

• understand and discuss concepts and theories critical to the implementation of curriculum in the field of physical education;
• understand and discuss the nature and scope of physical education including: philosophy, objectives, issues, challenges, and the role of physical education in society today;
• understand and discuss New York State and N.A.S.P.E. standards;
• be knowledgeable of the different career and educational paths possible with an AS degree in Physical Education Studies;
• develop a professional pre-service teacher portfolio; and
• develop an assessment tool and lesson plan.

 

F/S (C, N, S)

PE 111 - The History of Sport in the United States

• describe the history and evolution of sports in the United States; and
• describe the sociological significance of sports in the United States.

PE 113 - Beginning Swimming

• demonstrate beginning skills in swimming and water play activities;
• demonstrate safety skills needed to help themselves or others in an aquatic emergency;
• identify and appraise equipment necessary to participate in swimming; and
• explain and interpret selected laws of science which apply to swimming.

 

F (C)

PE 114 - Intermediate Swimming

• demonstrate swimming skills at the American Red Cross Adult Swim-Improving Skills and Swimming Strokes/Learn-to-Swim Level 3 and water play activities;
• demonstrate safety skills needed to help themselves or others in an aquatic emergency;
• identify and appraise equipment necessary to participate in swimming; and
• explain and interpret selected laws of science which apply to swimming.

 

F/S (C)

PE 120 - The Social Psychology of Sport

• ask questions and think critically about sports as a part of social life;
• communicate in ways that demonstrate sensitivity to others; and
• develop a personal and professional philosophy regarding sport participation.

 

F/S (C, N, S)

PE 122 - Fundamentals of Intercollegiate Athletics I

• pass a skill test based on the particular sport and position played; and
• participate on a sports team as a student-athlete.

 

F/S (C, N, S)

PE 123 - Fundamentals of Intercollegiate Athletics II

• pass a skill test based on the particular sport and position played; and
• participate on a sports team as a student-athlete.

PE 124 - Fundamentals of Intercollegiate Athletics III

• pass a skill test based on the particular sport and position played; and
• participate on a sports team as a student-athlete.

 

F/S (C, N, S)

PE 125 - Fundamentals of Intercollegiate Athletics IV

• pass a skill test based on the particular sport and position played; and
• participate on a sports team as a student-athlete.

 

F/S (C, N, S)

PE 130 - Introduction to Sailing

• define the points of sailing;
• explain the physical principles of sailboat movement;
• explain the principles of air movement over sails and proper sail trim to maximize lift; and
• demonstrate the ability to sail on a “reach”.

PE 142 - Exercise Testing and Programming

• perform (utilizing case studies) a pre-participation health appraisal, determine level of ACSM Risk Stratification and refer to health care professional as needed;
• interpret physical fitness tests results identifying individual needs and client goals based on tests;
• identify unique testing and training needs for a variety of populations, i.e. preadolescent, cardiovascular, orthopedic, etc., through case studies; and
• discuss program protocols to ensure safety, develop emergency procedures and establish practices to prevent legal issues.

 

Prerequisites: PE 109 or Permission of the instructor
F/S (N, S)

PE 143 - Personal Training

• demonstrate the proper technique involved in different cardiovascular conditioning, flexibility, calisthenics, and explosive exercises, including body positioning, speed of movement, range of motion, breathing, and muscles being utilized;
• demonstrate the use of machine and non-machine exercise for resistance training techniques including body position, speed/control of movement, movement/range of motion and breathing and muscular involvement;
• design exercise programs for cardiovascular and resistance training for a variety (utilizing case studies) of populations using appropriate modality, intensity, frequency and duration to elicit the desired health or fitness response;
• describe motivational techniques to motivate clients toward achieving goals; and
• identify activities within the scope of practice of personal trainers, professional practices of personal trainers, and techniques to establish an effective client/trainer relationship.

 

F/S (N, S)

PE 145 - Exercise Science Practicum

• describe duties and scope of practice of a professional in a health and wellness career; and
• observe professionals applying knowledge and skills applicable to careers in health and wellness.

PE 180 - Exercise Nutrition

• explain nutrition needs of various exercising populations;
• recommend fluid requirements for athletes, before/during/after exercise to maintain hydration;
• explain different methods designed to assess body composition;
• explain relationship between body composition, health and athletic performance;
• assess scientific evidence of common nutritional practices in the sport setting;
• identify situations in which nutritional information should be provided to clients within the scope of practice of non-nutrition professionals;
• describe energy systems, fuels and nutrients supporting physical activity; and
• assess diets and identify nutrition and caloric recommendations for exercising individuals using dietary analysis tools and resources.

PE 200 - Physical Education I

• evaluate performance, identify rules, and activity etiquette;
• demonstrate fundamental skills of the activity; and
• apply basic strategy during performance or game play.

 

F/S (C, N, S)

PE 201 - Physical Education II

• evaluate performance, identify rules, and etiquette of the activity;
• demonstrate fundamental skills of the activity; and
• apply basic strategy during performance or game play.

 

F/S (C, N, S)

PE 202 - Physical Fitness I

• identify the physical benefits of an active lifestyle;
• describe the five health-related components of physical fitness;
• demonstrate measured improvements in cardiovascular, muscular strength and flexibility; and
• design and implement a personal fitness program to meet personal goals.

 

F/S (C, N, S)

PE 203 - Physical Fitness II

• apply the FITT principles to the components of physical fitness;
• demonstrate measured improvements in cardiovascular, muscular strength and flexibility; and
• design and implement a personal fitness program to meet personal goals.

 

F/S (C, N, S)

PE 206 - Basketball

• identify the rules, court and etiquette of basketball;
• demonstrate basic fundamental skills of basketball: dribbling, passing and shooting; and
• apply basic offensive and defensive strategy during game play.

 

F/S (C, N, S)

PE 207 - Aerobics

• identify basic aerobic dance moves by matching the move with the corresponding name for the move;
• demonstrate proper technique for basic aerobic dance moves;
• demonstrate improved endurance by being able to perform vigorous, nonstop movement;
• demonstrate improved coordination and rhythm by being able to perform the dances taught in class;
• develop a personal fitness program; and
• evaluate a classmate’s skill level performing basic aerobic dance moves.

 

F/S (C, N, S)

PE 208 - Volleyball

• identify the rules and etiquette of volleyball;
• demonstrate basic fundamental skills of volleyball: passing, setting, hitting, blocking, serving, etc;
• apply basic offensive and defensive strategy during game play; and
• evaluate a classmate’s skill level: passing, setting, and serving.

 

F/S (C, N, S)

PE 213 - Bowling

• keep score, identify rules, and use proper bowling etiquette;
• demonstrate fundamental skills, safety, and techniques of bowling; and
• demonstrate knowledge of bowling terminology.

 

F/S (C, N, S)

PE 214 - Yoga I

 

Course Outcomes
Upon completion of this course, the student will be able to:

• describe the eight limbs of Yoga;
• describe the benefits of a daily yoga practice;
• demonstrate basic Yoga poses; identify muscles involved, benefits, proper alignment and integration of the breath while coming into and out of the pose;
• describe the importance of and demonstrate the complete breath, diaphragmatic breathing, 2:1 breathing and alternate nostril breathing; and
• describe and demonstrate the benefits of focus and quieting the mind.

 

F/S (C, N, S)

PE 215 - Yoga II

• describe the eight limbs of Yoga;
• describe the benefits of a daily yoga practice;
• demonstrate 25 basic/advanced yoga poses; identify muscles involved, benefits, proper alignment and integration of the breath while coming into and out of the pose;
• describe the importance of and demonstrate the complete breath, diaphragmatic breathing, 2:1 breathing and alternate nostril breathing; and
• describe and demonstrate the benefits of focus and quieting the mind.

PE 220 - Physical Education III

• evaluate performance, identify rules, and etiquette of the activity;
• demonstrate fundamental skills of the activity; and
• apply basic strategy during performance or game play.

 

F/S (C, N, S)

PE 221 - Physical Education IV

• evaluate performance, identify rules, and etiquette of the activity;
• demonstrate fundamental skills of the activity; and
• apply basic strategy during performance or game play.

 

F/S (C, N, S)

PE 222 - Cooperative Games

• demonstrate and follow the proper safety protocols for trust and other activities utilized in class; and
• assess and present cooperative activities to a group of students.

 

F/S (C, N, S)

PE 223 - Weight Training I

• identify major muscle groups and their function;
• demonstrate the proper techniques of weight training; and
• exhibit measured improvements in muscular strength and endurance.

 

F/S (C, N, S)

PE 224 - Weight Training II

• Identify major muscle groups and their function.
• Demonstrate the proper techniques of weight training.
• Exhibit measured improvements in muscular strength and endurance.

 

F/S (C, N, S)