Post-Professional Doctor of Occupational Therapy

ACHIEVE YOUR PROFESSIONAL GOALS ONLINE & ENHANCE YOUR LEADERSHIP SKILLS.

PPOTD

Gain the knowledge, skills and experience you need to deliver high quality, cost-effective interventions in occupational therapy practice. Through the online Post-Professional Doctor of Occupational Therapy program at Creighton University, current practicing occupational therapists can prepare for upper-level management positions in a diverse range of practice environments.

OT Facts

In one of the first clinical occupational therapy doctorate programs of its kind in the country, occupational therapists gain advanced clinical, practice management, teaching and  administrative skills. The post-professional program, which is open to students with Bachelor’s or Master’s OT degrees, can enhance their knowledge and skills as a practitioner leading them to an enhanced career. 

Collaborate with OT experts in a flexible environment

POTD StudentsCreighton occupational therapy faculty are experts in their areas of practice, and many are also well known for their contributions to the profession, both nationally and internationally.

Students combine coursework in a professional area of their choosing with expert mentorship. The program allows you to design a plan of study that fits your busy life. Take one course at a time or take on multiple courses.

Technical support and assistance

All students in the School are provided dedicated technical support and assistance.  To contact the service desk, view hours or learn more about technical requirements, visit technology support.

Wondering if a distance pathway is right for you?  Take the Online Learning Readiness Assessment.

Curriculum

The Post-Professional OTD distance curriculum consists of 47 semester hours of required didactic coursework. Distance learners access the course through various technologies provided by the School. Courses are asynchronous and available online 24 hours a day, seven days a week.

In addition to didactic courses, students engage in 16 semester credit hours of doctoral experiential components, which offer the opportunity to extend and refine knowledge gained. The doctoral experiential component of the curriculum is tailored to each individual based on a self-assessment of professional competencies. Students may elect to enhance generalist clinical skills or select a focused area for professional study. Whenever possible, doctoral experiential components will be arranged at practice sites in the student’s geographic region.

The Post-Professional OTD students enrolls new students each fall semester.

Plan of Study Course List

Coursework

Hrs

POTD 500 Introduction to Clinical Doctoral Studies1

2

POTD 501 Historical Perspectives of Occupation

3

POTD 511 Neuro-Occupation I

3

POTD 514 Occupation and Health: Population Perspectives

3

POTD 516 Health Systems Management

3

POTD 517 Health Care Policy

3

POTD 518 Leadership

3

POTD 521 Occupation in Community

3

POTD 541 Critical Analysis of Occupational Therapy Practice

3

POTD 553 Introduction to Inquiry

2

POTD 554 Research Proposal

2

POTD 555 Research Implementation 

1.5

POTD 556 Manuscript Writing

1.5

POTD 562 Advanced Clinical Ethics

3

POTD 565 Instructional Methods and Evaluation

3

POTD XXX Elective 1

3

POTD XXX Elective 2

3

POTD 580 Trajectory Planning

1

POTD 601 Capstone

1

Didactic Total Program Hours = 47

POTD 590: Doctoral Experiential Component2

16

Doctoral Experiential Component​ Total Program Hours = 16

PROGRAM TOTAL (Required credit hours) = 63

1POTD 500 Introduction to Clinical Doctoral Studies is the first course students are required to complete. There is a three-day, on-campus requirement for this course. A one-time technology fee must be paid before leaving campus. Our on-campus POTD 500 dates are as follows:

  • Fall 2017: Wednesday – Friday, September 13-15, 2017
  • Fall 2018: Wednesday – Friday, September 12-14, 2018
  • Fall 2019: Wednesday - Friday, September 11 – 13, 2019

 

2Post-Professional doctoral experiential component​s may vary in number; each student must complete 16 credit hours. Students may take between four and 16 credits per term.

Students with a master’s degree in any field are subject to an automatic waiver of the six required elective credits reducing the required credits taken to 57 for the OTD. Students with a master’s degree are also eligible to apply to waive an additional nine credits if they have taken equivalent courses in the past five years to what is offered in the OTD program.

Financial Information

Post-Professional Student Tuition (2017-2018 Academic Year)

Post-professional Student Tuition (2017-2018 Academic Year)

Tuition per credit hour

$584

One-time technology fee (due at the time of the POTD 500 course)

$892

Processing fee per course

$25

Challenge Exam fee*

$200

Video deposit and rental* (added for courses delivered in video format; $60 refunded for videos returned in good condition)

$75

*May not apply

All rates are subject to change without notice. Student loan information is available on the Creighton University financial aid website.

Payment

Electronic bills for tuition and fees are issued to all registered students. Prior to the beginning of each semester, registered student will receive an email message in their Creighton email account stating that their eBill is available to view online through the NEST website. The initial billing notifications for registered students are sent mid-July for the fall semester, late December for the spring semester and early May for the summer session. Students who register later will receive their eBill notification email shortly after their registration is processed. 

Please visit the Business Office Page for more detailed information about billing and payment options.

 

Withdrawals and Refunds

Students withdrawing before the end of a semester will be charged tuition and recurring fees on the following basis:

Withdrawals and Refunds

During the first week

10%

During the second week

20%

During the third week

40%

During the fourth week

60%

During the fifth week

80%

Over five weeks

100%

 

Scholarly Work

Peer-Reviewed Publications

  • Dahlhauser, S.E., Theuer, A., & Hollman, J. (2017). Satisfaction and Occupational Performance in Patients with Functional Movement Disorder. The Open Journal of Occupational Therapy: Vol. 5: Iss. 2, Article 5. Available at: https://doi.org/10.15453/2168-6408.1287.
  • Henderson, W., Coppard, B., & Qi, Y. (2017). Identifying Instructional Methods for Development of Clinical Reasoning in Entry-Level Occupational Therapy Education: A Mixed Methods Design. Journal of Occupational Therapy Education, 1 (2). Retrieved from http://encompass.eku.edu/jote/vol1/iss2/1.
  • Henderson, W. (2016). Development of a Clinical Performance Assessment Tool for an Occupational Therapy Teaching Clinic. The Open Journal of Occupational Therapy: Vol. 4: Iss. 3, Article 7. Available at: https://doi.org/10.15453/2168-6408.1217.
  • Johnson, K.C., & Gabriel, L.S. (2017). Continuing Competence Trends of Occupational Therapy Practitioners. The Open Journal of Occupational Therapy: Vol. 5: Iss. 1, Article 4. Available at: https://doi.org/10.15453/2168-6408.1268.
  • Preethy S. Samuel, Christina N. Marsack, Lisa A. Johnson, Barbara W. LeRoy, Catherine L. Lysack & Peter A. Lichtenberg (2017). Impact of Grandchild Caregiving on African American Grandparents, Occupational Therapy In Health Care, 31:1, 1-19, DOI: https://doi.org/10.1080/07380577.2016.1243821.
  • Russell, M., & Bahle-Lampe, A. (2016). The care for the dying: A critical historical analysis of occupational therapy in hospice. The Open Journal of Occupational Therapy, 4(2), Article 12. Available at: https://doi.org/10.15453/2168-6408.1216.
  • Russell, M., Jewell, V.D., Poskey, G., & Russell, A. (2017). Enteral feeding and its impact on family mealtime routines for caregivers of children with cerebral palsy: A mixed method study. Australian Occupational Therapy Journal. Early Online, 1-10, DOI : https://doi.org/10.1111/1440-1630.12418.

 

AOTA Evidence Exchange

  • Belarmino, J.A., & Smith, S.L. (2017). Critically appraised paper for “Effects of the patient-centered environment program on behavioral and emotional problems in home-dwelling patients with dementia”, Journal of Gerontological Nursing, 41(12), 40-48. Bethesda, MD: American Occupational Therapy Association, Evidence-Based Practice Project. Available from [available soon].
  • Burkley, J., & Smith, S.L. (2017). Critically appraised paper for “Influence of therapy ball seats on attentional ability in children with Attention Deficit/Hyperactivity Disorder.” Journal of Physical Therapy Science, 24(11), 1177-1182. Bethesda, MD: American Occupational Therapy Association, Evidence-Based Practice Project. Available from [available soon].
  • Henderson, W., & Smith, S. (2017). Critically appraised paper for “Using concept mapping to evaluate knowledge structure in problem-based learning.” BMC Medical Education15(1), 1-9. Bethesda, MD: American Occupational Therapy Association. Available from [available soon].
  • Scott, S., & Smith, S.L. (2017). Critically appraised paper for “Effects of an educational-behavioral joint protection program on people with moderate to severe rheumatoid arthritis: A randomized controlled trial.” Clinical Rheumatology, 26(12), 2043-2050. Bethesda, MD: American Occupational Therapy Association, Evidence-Based Practice Project.  Available from [available soon].
  • Watson, M., & Smith, S. (2017). “Lengacher, C. A., Reich, R. R., Paterson, C. L., Ramesar, S., Park, J. Y., Alinat, C., & … Kip, K. E. (2016). Examination Of Broad Symptom Improvement Resulting From Mindfulness-based Stress Reduction In Breast Cancer Survivors: A Randomized Controlled Trial. Journal Of Clinical Oncology, 34(24), 2827-2834. DOI: https://doi.org/10.1200/jco.2015.65.7874”.  This was completed as part of POTD 541: Critical Analysis.

 

Presentations

  • Bennett, L.  (2017). Ethics conference on Physician-Assisted Society: Columbia, MO.
  • Bennett, L. & Sehorn, S. (2017). Infant Mental Health. North Carolina Occupational Therapy Association. North Carolina.
  • Boehne, T. The implantable miniature telescope as a treatment option for individuals with end-stage age-related macular degeneration. (Poster). American Occupational Therapy Association. Philadelphia, PA.
  • Boehne, T., & Jewell, V.D. (2017).  The Implantable Miniature Telescope and the Impact on Quality of Life: A Mixed Methods Study. (Poster). American Occupational Therapy Association.  Philadelphia, PA.
  •  Henderson, W. (2017). Development of Clinical Performance Assessment Tool to Assess Performance of Occupational Therapy Students Engaged in On-Site Clinical Education. (Poster). American Occupational Therapy Association. Philadelphia, PA.
  • Henderson, W. (2017). Use of Various Instructional Methods to Teach Clinical Reasoning. OT Education Summit. Texas.
  • Henderson, W., Bernat, P., Cunningham, J., Evans, H., Seley, K., & Turner, L. (2017). Using Occupation-Based Outcome Measures to Determine the Effect of Lee Silverman Voice Treatment-BIG on Occupational Performance. (Poster). American Occupational Therapy Association. Philadelphia, PA.
  • Henderson, W., Coates, N., Kohlschreiber, A., Mocarski, A., & Montalto, K. (2017). Development of a Functional Evaluation Program for a Community’s Paratransit Services. (Poster). American Occupational Therapy Association. Philadelphia, PA.
  • Jackson, L., Boehne, T., & Patterson, A. (2017). Telehealth: Ethical Considerations for Occupational Therapy (Short Course). American Occupational Therapy Association. Philadelphia, PA.
  • Jewell, V., & Phillips, S. (2017).  The Occupation-Centered Intervention Assessment: A Tool to Capture Occupation-Centered Practice (guest lecture). University of New Hampshire.  Durham, NH.
  • Jewell, V.D., Coppard, B., Coffelt, K., Henderson, W., Villasenor, R. (2017). A Day in the Life of a POTD Student.  (Panel). American Occupational Therapy Association.  Philadelphia, PA.
  • Jewell, V.D., Lohman, H., Stoffer, K., & Joson, K. (2017). Hip and Kneed Best Practices in an Ever Changing Healthcare Environment. (Short Course).  American Occupational Therapy Association. Philadelphia, PA.
  • Kerr, L., & Coppard, B. (2017). Sensation and Stroke: Assessment and Intervention of Upper Extremity Sensation Loss. (Poster). American Occupational Therapy Association. Philadelphia, PA.
  • Johnson, L., Jewell, V.D., & Smith, S. (2017). Occupational Performance Coaching for Parents of Picky Eaters. (Poster). American Occupational Therapy Association. Philadelphia, PA.
  • Russell, M. (2017). Enteral feeding and its impact on family mealtime routines for caregivers of children with cerebral palsy: A mixed method study. 27th European Academy of Childhood Disability. Amsterdam, Netherlands.
  • Villasenor, R., Smith, S., & Jewell, V. (2017). A Systematic Review of Sound-Based Interventions to Improve School-Related Abilities. (Poster). American Occupational Therapy Association. Philadelphia, PA.
  • Watson, M., & Jewell, V.D. (2017). Journey Interrupted: A Phenomenological Exploration of Miscarriage. (Poster). American Occupational Therapy Association. Philadelphia, PA.
  • Watson, M. (2017). A Matter of Balance Program (AgeSmart). Clinical guest speaker.

 

Advocacy & Policy

  • Laura Novak and Chizo Okorafor participated in the Texas OT Association Day at the Capitol in Austin, TX!
  • Marit Watson assumed the role as the Public Policy Coordinator for the Illinois Occupational Therapy Association!