Entry-Level Master’s Degree Program Curriculum Information

The curriculum in the entry-level masters of science degree program at Touro University Nevada is a traditional daytime on-campus program. Students are expected to enter as a cohort and remain with the cohort through the two year program. A part-time program is not an option in the School of Occupational Therapy. Students are assigned to a faculty advisor upon matriculation who will monitor and guide the student's progress throughout the curriculum.

The overriding goal of the Touro University Nevada Occupational Therapy Program is to prepare Masters entry-level Occupational Therapists who are capable of innovative service delivery, leadership and entrepreneurial endeavors designed to meet the needs of the various Nevada populations served, including the diverse urban and rural populations, work-age populations, retired populations, children, industry, mining and construction.

Graduates of the Touro University Nevada School of Occupational Therapy will be prepared to think creatively with visionary clinical reasoning skills that are based on sound research evidence and they will provide occupation-based, client-centered care. Touro graduates will develop an appreciation of professional growth and development that extends beyond their own growth and on-going, life-long development, but also that of their professional community. Awareness of the needs of the community and the society will prepare Touro University Nevada Occupational Therapy graduates will be prepared to advocate for client services, coverage by third-party payers, governmental and legislative influences on the status of occupational therapy service delivery.

Curriculum, Schedules, and Course Information

Curriculum Structure

The occupational therapy curriculum is structured on a three-semester per year system encompassing 24 months. There are 18 months of coursework followed by 6 months of fieldwork placements or 9 months of fieldwork if the student decides to extend their education by engaging in a third Level II (optional) placement.

Curriculum Sequence

The sequence of the coursework progresses from fundamental, foundational knowledge to lay groundwork of theory upon which students will gradually be led toward case-based learning approaches, team-based assignments and individual problem-solving geared to develop critical thinking skills in preparation for practice. Students are expected to complete the Professional Portfolio interviews/presentations and present their systematic review of the literature in occupational therapy project prior to completion of the curriculum.

The 18-month didactic portion of the program is comprised of traditional lecture/lab and classroom activity sessions, structured community experiences, and includes experiences alongside students from other disciplines when at all possible. Courses will be built around interactive teaching techniques, including case-based learning sessions, faculty-led community interaction opportunities, on-going preparation of the student’s portfolio and community-based Level I fieldwork experiences.


Factors Influencing Content and Scope of the Curriculum

The Environmental Context

Touro University Nevada is located in a large metropolitan environment that has experienced enormous growth in the past several years. There continue to be large numbers of individuals relocating to Nevada due to its warm climate, no state taxes and plentiful well-paying jobs that do not require higher education. There are a large percentage of relocaters who are of retirement age and will likely age in place as long as they are healthy. Those individuals will benefit from occupational therapy intervention to enable them to successfully remain living in their chosen environment. Older individuals who need medical care will require a growing number of occupational therapists in traditional medical model positions. The large population influx has caused a growth in need for school-based and early intervention occupational therapists.

Shortage of Occupational Therapists

Because there has been no regular production of occupational therapists during a time of high growth in a retirement-age population as well as a work-age population in the Las Vegas area, there has been an increasingly critical shortage of occupational therapist to meet the needs of the population. There are chronic shortages of occupational therapist in traditional treatment environments – hospitals, skilled nursing, rehabilitation and outpatient facilities, school systems and home health. There is little presence of occupational therapists in the occupational medicine environment. Industrial medicine consultations are rare in the gaming industry where there exists multiple potential for work-related injuries such as carpal tunnel syndrome and back injuries. Occupational medicine rehabilitation is in demand. Two high incidence occupations for work-related injuries are of high prevalence in Southern Nevada: construction and mining. The Nevada population also suffers from a high incidence of respiratory disease requiring occupational therapy services.

For these and many other reasons, there is a great need for training of occupational therapists in the Las Vegas area, not to mention the need for more therapists to cover unmet needs in the rural or northern parts of the state.


Identified Need for Leaders

The influences identified above have led Touro University Nevada to embrace a curriculum that fosters independent thinking, strong leadership skills and entrepreneurial skills in its graduates – in addition to strong clinical competencies, so that graduates will be able to create businesses where occupational therapy can be offered in new, innovative environments as well as in the traditional medical model locations. For these reasons, the curriculum content emphasizes problem-based learning, evidence-based practice and the fostering of skills that will enable students to practice independently and interdependently. The curriculum fosters competence in supervision and leadership skills, clinical competence, and integrity.

The scope of the coursework entails a traditional occupational therapy knowledge base and therapy techniques in traditional practice areas throughout the life span. Coursework in the first sessions entails foundational information. Courses in the second year include segmented information according to traditional practice areas alongside opportunities to explore provision of occupational therapy services and utilization of occupational therapy practice principles in non-traditional environments and with unique populations including the role of occupational therapy in consultative service.


Graduation Requirements

Graduation requirements have been made explicit in program literature. The student will need to pass all courses, complete all fieldwork components of the didactic courses, complete all Level II fieldwork placements satisfactorily, complete and present their portfolio, and complete and present their systematic review project satisfactorily.


The Portfolio Process

The Portfolio process is used as a tool for self-reflection within the thread of Professional Development that runs throughout the Occupational Therapy program. The Portfolio process is introduced with the Fieldwork Orientation session that is held in the student’s first semester.

The Portfolio process culminates in a final interview and student presentation to an assigned interview committee. Committees may be comprised of undergraduate students, faculty sponsors, or others at the student's request.

The format upon which the Portfolio product will be developed relies on the student’s skill in information technology including digital media, information acquisition, presentation, and information categorization. The students are guided through the process by faculty, library staff, information and instructional technology professionals on campus.

Criteria for Successful Completion of the Master’s of Occupational Therapy Degree

Students must demonstrate ability to successfully complete all semesters and all academic courses in addition to the ability to engage in Level II fieldwork placement. Students must successfully complete two 12-week consecutive sessions of Level II fieldwork placements within 24 months of completion of the didactic course work. Upon successful completion of all didactic course work and all fieldwork assignments, the student will be awarded a Master’s of Science in Occupational Therapy, and will then be qualified to sit for the NBCOT examination. Requirement to practice in the United States as an occupational therapist include passing the NBCOT examination and meeting the practice requirements of the state within which the student intends to practice. The student must be aware that a felony conviction may affect the graduate’s ability to sit for the NBCOT certification examination or attain state licensure.

Successful completion of courses and fieldwork assignments may include factors such as a cumulative GPA of 3.0 or higher, fewer than 9 credits of course grades of C or higher (73% or higher), no outstanding Incomplete grades, all financial obligations met, statements from clinical supervisors that the student has achieved entry-level status as an occupational therapist as evidenced by their performance on clinical fieldwork placements.