Designing Effective Capstone Experiences and Projects for Entry-Level Doctoral Students in Occupational Therapy: One Program’s Approaches and Lessons Learned

Credentials Display

Sara Stephenson, OTD, OTR/L, BCPR, CBIS; Oaklee Roger, OTD, OTR/L; Cynthia Ivy, OT, OTD, M.Ed., CHT; Richard Barron, OTS; Jennifer Burke, OTS

Abstract

Entry-level doctoral occupational therapy programs require students to complete a capstone experience and project that supports advanced skills through an in-depth learning experience with a student-selected mentor. Strong curriculum design and mentorship are vital aspects of successful capstone experiences and projects. Through the application of these key components, students are supported, in collaboration with mentors, to achieve mutually beneficial projects allowing advancement of the profession through dissemination of capstone work.

Comments

The authors report no potential conflicts of interest.

Recommended Citation

Stephenson, S., Rogers, O., Ivy, C., Barron, R., & Burke, J. (2020). Designing Effective Capstone Experiences and Projects for Entry-Level Doctoral Students in Occupational Therapy: One Program’s Approaches and Lessons Learned. The Open Journal of Occupational Therapy, 8(3), 1-12. https://doi.org/10.15453/2168-6408.1727