1

KAPI’OLANI COMMUNITY COLLEGE

COMPREHENSIVE INSTRUCTIONAL PROGRAM REVIEW

Associate of Science Degree Occupational Therapy Assistant (OTA)

Assessment Period: 2006-2009

2

Table of Contents

College Mission Statement 3 Program Mission Statement 3 Part I: Executive Summary of Program Status Response to previous

program review recommendations 4 Part II: Program Description History 5 Program goals 6 Occupations for which this program prepares students 6 Program SLOs 6-7 Admission requirements 7 Credentials, licensures offered 7 Faculty and staff 7-8 Resources 8-9 Articulation agreements 9 Community connections, advisory committees, Internships, Coops, DOE Connections 9-10

Part III: Quantitative Indicators for Program Review. 10-16 Part IV: Assessment Results Chart for Program SLOs (3-5 year trend) 17-19 Changes made as a result of findings Part V: Curriculum Revision and Review 19-21 Part VI: Survey Results 21-22 Part VII: Analysis of Program 22-23 Part VIII. Action Plan 23-24 Part IX. Budget Implications 24-25

Part VIII: Appendix A – OTA Program Strategic Plan for ACOTE 26-28

Appendix B – from ACOTE Biennial Report matching ACOTE Standards to OTA program courses and measurement 29-31

Appendix C – from ACOTE Biennial Report 32-33 OTA Program Evaluation Appendix D – Employer Survey Sample Form 34-35 Appendix E – Needs Survey Results for

Traditional Settings (only) 36 Appendix F – OTA Program Graduate Survey 2007 37-40

3

College Mission Statement Kapi’olani Community College...

is a gathering place where Hawai‘i’s cultural diversity is celebrated, championed and reflected in the students, faculty, staff, administration and curriculum.

is a nurturing workplace of choice for strong and caring faculty, staff, and administrators committed to a shared vision and set of values.

strives to be the first choice for education and training for Hawai‘i’s people. provides open access, and promotes students’ progress, learning and success with low tuition

and high quality instructional programs, student development and support services, and selective areas of excellence and emphasis.

prepares students to meet rigorous baccalaureate requirements and personal enrichment goals by offering a high quality liberal arts program.

prepares students to meet rigorous employment and career standards by offering 21st century career programs.

prepares students for lives of ethical, responsible community involvement by offering opportunities for increased civic engagement.

leads locally, nationally and internationally in the development of integrated international education through global collaborations.

uses human, physical, technological and financial resources effectively and efficiently to achieve ambitious educational goals.

builds partnerships within the University and with other educational, governmental, business, and non-profit organizations to support improved learning from preschool through college and lifelong.

uses cycles of qualitative and quantitative assessment to document degrees of progress in achieving college goals and objectives.

Program Mission Statement The mission of the Occupational Therapy Assistant Program is in accordance with that of the University of Hawai’i, Community College System and the American Occupational Therapy Association. Our mission is to:

1. Broaden access to the Occupational Therapy Assistant Program by providing an open-door admissions policy to qualified students.

2. Specialize in the effective teaching of occupational therapy assistant courses that prepare the student

to qualify for the national certification exam.

3. Offer a program of study that prepares the student for entry-level OTA positions.

4. Provide opportunities for personal and professional development, occupational upgrading and career mobility through credit and non-credit courses and activities.

5. Contribute to and stimulate the cultural and intellectual life of the occupational therapy community by

providing a forum for the discussion of ideas and opportunities for community members to participate and benefit from the endeavors of others.

6. The OTA Program seeks to serve its students as well as the community at large

4

Part I. Executive Summary of Program Status Response to previous program

review recommendations Plan and Actions for 2005-2006 The OTA program is designed to operate with two full-time faculty to comply with accreditation guidelines from the Accreditation Council for Occupational Therapy Education (ACOTE.) From mid May 2005 through spring 2006, the Program Director was on medical leave. An Interim Program Director was appointed who is a COTA with a Masters Degree. It was very difficult for the program to gain momentum and grow without adequate and stable staffing. In order to correct this situation and comply with the ACOTE standards, it will be necessary to advertise and hire an OTR as Program Director by June 2006. Other strategies to improve health indicators include:

The program began a new admissions procedure that was presented to interested students at the information sessions above and will go into effect for students enrolling by May 2006. This new procedure will allow students to be admitted into the OTA program while working on prerequisite courses and taking open enrollment courses.

The OTA program is also involved in the HRSA grant with the Waianae Health Academy to provide the OTA program for this underserved population. There are currently 14 students taking prerequisite and open enrollment courses at Waianae. Eligible students will be applying for admission to the OTA program for the fall 2006 which will increase our overall enrollment.

After the 1998 retirement of a long time OTA Program Director, the OTA program curriculum was revised by the new Program Director moving to a more rigorous format with prerequisites and added support courses in 2000. Per the graphs in 2006 report, the numbers of applicants dropped sharply after this change and it seems this more rigorous and lengthy program continues to deter applicants even though some adjustments have been made. Strategies to improve access to the OTA program include:

Continuing curriculum changes that will enhance the efficiency of the OTA program. Joint laboratory courses will be separated into courses that correspond with the lecture components. Some of this work will be worked on by the Program Director and a lecturer in spring 2006.

Consider a revision of the curriculum to include more of the college’s core courses in the semesters of the OTA program instead of having extensive prerequisites. This would be discussed after the new standards from the Accreditation Council of Occupational Therapy are adopted in fall of 2006.

Another positive factor for the outlook for the OTA Program in the near future is the recent data from the U.S. Department of Labor, The Bureau of Labor and Statistics. They have predicted (http://stats.bls.gov/oco/ocos166.htm) that the job outlook for occupational therapy assistants will continue to improve steadily for the foreseeable future. The Program Director receives calls from employers looking for COTAs to fill positions in long term care and pediatrics. OTA graduates can be employed in areas other than traditional OT positions. Some of these would include Activity Department personnel, Recreation Therapy personnel, Skills Trainers and other emerging areas of practice. This indicates the potential benefits to the OTA Program particularly in the health indicators of Majors, New Majors, and Occupancy Rate. At the last report the program was showing signs of recovery after over 6 years of change including two new program directors and an extensive curriculum revision. In 2004-05 the OTA program is maintaining stability while continuing to cope with challenges.

5

Part II. Program Description

History

The Occupational Therapy Assistant Program (OTA) is a 2 year, nationally accredited health science program In the Fall of 1973, Kapi’olani Community College accepted its first class of Occupational Therapy Assistant (OTA) students. The first Program director was Myrna G. Barenz, OTR. Full accreditation of the Program was achieved by the Fall of 1977. Since then, accreditation has been continuous. The last visit was conducted in 2003, with approval status to continue for ten years. The second Program Director was Dr. Dwyer Dundon from 1977-1978, who was on sabbatical leave for one year from the University of Missouri. From 1978 to 1998, Ann Kadoguchi, OTR assumed the Program Director responsibilities. Gail Crosthwaite, OTR, MPH, was Program Director from 1998-2001 and Anna Campbell, OTR, ATP, was the Program Director from 2001 to 2005. Both Carol Paul-Watanabe, COTA, MPH and Shelley Boling, OTR were Interim Program Directors between 2005 and 2008. Today, the Program has two full time faculty members, Carol Paul-Watanabe - Program Director and Karen Oshiro, COTA, MaEd., ATP, CAPS – Academic Fieldwork Coordinator and lecturers from the community who provide specialized expertise. Occupational therapy has been a recognized health science profession since the early 1900’s. Occupational therapy practitioners are concerned with the engagement by persons in meaningful and purposeful occupations in the performance areas of Activities of Daily Living (ADL), Instrumental Activities of Daily Living (IADL), education, work and productive activities, play/leisure and social participation. The OTA works under the supervision of a Registered Occupational Therapist (OTR) in traditional OT sites and independently as an Activities Coordinator or in certain emerging areas of practice that may require additional training. OTA’s complete an educational program that includes the biological, behavioral, and health sciences, structure and function of the normal human body, human development, conditions that are commonly referred to occupational therapy, and occupational therapy principles and skills. Upon completion of the academic requirements, a clinical training for a period of sixteen weeks is required. This provides the in-depth experiences necessary to deliver occupational therapy services and to expand practice skills. Eligibility for the national certification exam is granted upon satisfactory fulfillment of both academic and clinical requirements. The OTA program provides training for not only Hawaii, but also the Pacific Basin. All academic work must be completed in Hawaii. However, clinical training sites include both Hawaii and mainland facilities. This allows those students who are military dependents to complete their clinical training upon transfer of their spouses. All sites must meet the contractual requirements of Kapi’olani Community College.

Program Goals

The OTA program director and faculty completed a Biennial Report 2009 for the Accreditation Council for Occupational Therapy Education (ACOTE). Part of this report required the submission of a strategic plan for the OTA program that includes a SWOT analysis, goals that link to the institution’s strategic plan, action steps, person responsible, due date and update. The OTA program goals are outlined in the Strategic Plan document – ACOTE Form G (Appendix A) are as follows: Institution’s Strategic Goal: Contribute to the state’s economy and provide a solid return on its investments in higher education through research and training. OTA Program Goal(s): LTG #1: Provide an OTA program that contributes to higher education through quality training in a specific health career. LTG #2: Incorporate current professional standards and institutional vision into OTA program curriculum.

6

Institution’s Strategic Goal: Increase the educational capital of the state by increasing the participation and degree completion of students, particularly from underserved regions. OTA’s Program Goal: LTG #3: Increase enrollment in the OTA Program with emphasis on under-represented populations in the profession. Institution’s Strategic Goal: Address critical workforce shortages and prepare students for effective engagement and leadership in a global environment OTA Program Goal: LTG #4: Promote the OTA Program and students to the community as being effective in fulfilling workforce demand and emerging areas of practice.

Occupations for which this program prepares students

Minimum Qualification: Certificate of Competence in Activity Aide - completion of 5 credits Activity Aide in hospitals, nursing homes, adult day health, day care or recreation programs

and other similar programs for seniors to assist in providing specific activities to residents/clients and perform limited duties.

Minimum Qualification: Associate of Science Degree in Occupational Therapy Assistant (OTA)

o Activity Coordinator, Activity Aide or Exercise Specialist positions not requiring NBCOT certification but with additional responsibilities, benefits including a higher income in hospitals, nursing homes, adult day health, day care or recreation programs and other similar programs for seniors

o Behavioral Skills Trainer or Life Skills Trainer for various agencies working with children or adults who have special needs in classrooms, home or community settings.

o OTA in a medical supply company specializing in assistive technology o OT Aide in an Occupational Therapy Department under the supervision of an Occupational

Therapist (OTR) or Certified Occupational Therapy Assistant (COTA) OTA would not perform Occupational Therapy treatment

Minimum Qualification: Associate of Science Degree in Occupational Therapy Assistant and passing score on the National Board of Certification in Occupational Therapy (NBCOT) exam o Certified Occupational Therapy Assistant (COTA) in an Occupational Therapy department o COTA in the Department of Education (DOE) or other specialized school settings o Activity Coordinator positions requiring NBCOT certification in hospitals, nursing homes,

adult day health, day care or recreation programs and other similar programs for adults and seniors

Program SLOs

Program Student Learning Outcomes: Upon successful completion of the Associate in Science degree in Occupational Therapy Assistant, the student should be able to:

1. Assimilate and relate the foundational content, basic tenets and theoretical perspectives of Occupational Therapy and apply the relevant knowledge to function competently in the profession.

2. Perform technical and clinical skills pertaining to screening, evaluation, intervention, implementation and service delivery and assist with management of Occupational Therapy in order to function competently in the profession.

7

3. Abide by the professional code of ethics, values, behaviors and responsibilities as required by standards established for Occupational Therapy Assistants.

4. Communicate and interact appropriately and effectively using sound judgment to assure safety of self and others.

5. Incorporate knowledge of multicultural perspectives into the practice of Occupational Therapy to meet the needs of diverse populations.

6. Use professional literature and recognize its implication for the practice of Occupational Therapy and the provision of services.

7. Explain to consumers, potential employers, colleagues, policymakers and other audiences the unique nature of occupation as viewed by the profession of Occupational Therapy.

Admission Requirements

OCCUPATIONAL THERAPY ASSISTANT PROGRAM QUALIFICATIONS (Effective Academic Year 2008 - 2009) The first applicants to meet qualification for English 100 and Math 24 (or higher) on the COMPASS placement test will be accepted until the quota is met for the Occupational Therapy Assistant program. Evidence of completion for ENG 100 and MATH 24 courses are accepted in lieu of placement test results. You may submit your application to Health Sciences department (see OTA Program Director or Health Sciences counselor for academic advising and support). Develop an academic action plan with a Health Sciences counselor if you do not meet the minimum qualifications for acceptance or need more time to prepare for the OTA program, Students may enroll in the OTA general education requirements and program support courses. MIMIMUM QUALIFICATIONS FOR PROGRAM ENTRY Qualification for Math 24 or higher on the COMPASS placement test OR Completion of PCM 23 or higher (3) Qualification for ENG 100 on the COMPASS English placement test OR Completion of ENG 22 Composition l (3)

Credentials, licensures offered

Certificate of Competence in Activity Aide – 5 credits Associate in Science for Occupational Therapy Assistant

Faculty and Staff

Full time faculty o Carol Paul-Watanabe, COTA, B.Ed., MPH – OTA Program Director, Tenured Professor o Karen Oshiro, COTA, B.S., M. Ed., ATP, CAPS – OTA Academic Fieldwork Coordinator,

Instructor

Lecturers – as needed o Karen Lau, MOT o Carol Yee, OTR, CHT o Bernice Oishi, BS, COTA o Debbie Hazama, OTR

8

o Karen Oshiro, COTA, ATP o Scott Chong, COTA o Kathryn Shawhan, OTR o Shelley Boling, OTR

Adjunct Faculty – partial list of guest speakers

o Jeff Chang, COTA – Kaiser Hospital o Avis Sakata, OTR – Straub Hospital o Carrie Matsuda, COTA – Maluhia Hospital o Scott Murata, COTA – Hale Nani Nursing Center o Penny Minehira, COTA – Leahi Hospital o Sean Simmons, COTA – Leahi Hospital o Cathy Kaplan, COTA – Queen’s Medical Center, psychiatry o Margie Stercho, OTR – DOE o Denby Nakamoto, COTA, Pearl City Nursing Center o Frank Lane, National Seating and Mobility (vendor) o Wally Soares, Island Skills Gathering (vendor) o Bill Kealoha, OTR, MPH – Shriners Hospital o Lynn Reedell, OTR, ATP – Rehabilitation Hospital o Pamela Anderson, COTA – Queen’s Medical Center o Katherine Krites-Lewis, M.Ed., ATP, - Awakening Technologies of the Pacific (private) o Raemi Shibata, Mechanical Engineer – Archimedes Project o Shelley Boling, OTR – Harris Therapy o Eileen Goza, OTR – Tripler Medical Center

Medical Advisor - None (not needed)

Resources

Physical Facilities Kauila 210 and 210A-G are assigned to this program. Room 210 is a large laboratory, part of which can be blocked off with portable blackboards to serve as a classroom. The rooms opening off the laboratory are two faculty offices and a third office that serves as an office for lecturers. A student library area with computers for group work, a teaching “apartment unit” with adaptive kitchen, bedroom, and (non-functional) bathroom for instruction in adaptive activities of daily living are also part of the space. The laboratory is shared by the Massage Therapy program which holds evening classes. Fiscal Resources Two full-time general-funded positions are allocated to this program. Under ordinary circumstances, the teaching load in the program is such that two full-time faculty are sufficient. When necessary, lecturers are hired to teach courses required in the program. The regular allocation for supplies was $1,500 in 2006. No funding has been available for regular replacement or acquisition of program equipment. In 2006, Health Science Programs instituted a Program Fee to assist in covering the cost of program operations. The OTA Program’s fee was set at $140 per semester for 6 semesters and the funding received has been used to purchase computers, printers, an LCD projector and other equipment or supplies. In 2008, the budgeted funding for each program was changed to a department allocation which is distributed by the Health Science Department Chair. Therefore, the OTA Program fiscal resource consists mainly of Program Fees collected. In 2005-2006, the College was contracted under a Federal grant to provide an extension of the OTA program to the Waianae Health Åcademy. The funding provided for program prerequisite courses and open-enrollment OTA and HLTH courses to be offered on-site at Waianae. The grant has since been

9

terminated, however the Waianae students who qualify for admission into the program become part of the regular classes held on campus and graduated in 2008.

Articulation agreements – Not applicable

Community Connections, advisory committees, internships, Coops, DOE connections

OTA Advisory Board is comprised of 12 people representing various areas of OT practice.

OCCUPATIONAL THERAPY ADVISORY BOARD (2009-10)

Name Phone # Email Area of OT Practice Pamela Anderson, COTA

(808) 351-7281 cell

Nanakuli5@hawaii.rr.com Queen’s MC Acute Rehab

Karen Lau, OTR 537-6443 kagor@juno.com KCC OTA Lecturer Physical Dysfunction

Scott Murata, COTA (808) 351-9990 cell

sjmurata2000@yahoo.com Hale Nani Nursing Center -LTC Rehab

Renee Sakata, COTA

265-1100 reneeasu@hotmail.com Care Resource Home Health Agency

Cathy Kaplan, COTA 753-1441 cathykaplan@msn.com Queen’s MC Mental Health

Shelley Boling, OTR (808) 342-0534 cell

srapaich@hotmail.com Harris Therapy Contract Pediatrics

Janelle Anderson, COTA

224-5850 kunijan@hotmail.com Dept. Of Education Pediatrics

Karen Oshiro, M. Ed. ATP, CAPS, COTA

623-7853 oshirokc@hawaii.rr.com KCC faculty/AFWC Assistive Technology

Carol Yee, OTR, CHT

595-2734 catyee@hawaii.rr.com Certified Hand Therapist and KCC lecturer

Virginia Tully, OTR 396-8585 vtt@hawaii.rr.com Rehabilitation Hospital of the Pacific

Denby Nakamoto, COTA

453-1919 dnakamoto@hawaiinursinghomes.com

Pearl City NC Activities Director

Sean Simmons, COTA

428-7990 meiandchelsea1@yahoo.com Leahi Hospital Activity Coordinator

Community Connections includes a pool of quest speakers (partial list under adjunct faculty above)

who are invited to address students on specific topics relating to their professional expertise. All laboratory classes include fieldtrips to community agencies such as Honolulu Orthopedic Supply or Hawaiian Island Medical or to OT departments in healthcare facilities like Tripler Medical Center, Kaiser or Kahi Mohala. Students engage in activities, tours and interact with clients in ways that enhance the educational experience and promote learning.

Fieldwork Sites (Internships) for OTA students include approximately 40 locations on Oahu,

neighbor islands and the mainland with continuous recruitment to provide OTA students with a range of different fieldwork experiences. Some sites offer multiple types of fieldwork opportunities. Examples of available sites are as follows:

o Physical Dysfunction – Acute Care and Rehabilitation

Queen’s Medical Center Straub Hospital

10

Rehabilitation Hospital of the Pacific Hale Nani Nursing Center Tripler Army Medical Center Creighton University Medical Center, Nebraska Care Resource Home Health Agency Hawaii Medical Center West

o Pediatric Department of Education Shriners Hospital Variety Club

o Mental Health Queen’s Medical Center Hawaii State Hospital Clubhouse Parent Child Development Center Hilo Medical Center Kahi Mohala

o Activities Pearl City Nursing Center Leahi Hospital Maluhia Hosptial Wahiawa General Hospital

Part III. Quantitative indicators for Program Review Demand/Efficiency: New and Replacement positions (state and county)

o Current state and county data on demand indicates 4 positions will be available however, OTA program data indicates the majority of students are employed in COTA or related positions OTA Graduate Survey 2009 conducted by Karen Lau, OTA lecturer for 11 graduates

in 2008 o 3 employed at Hale Nani Nursing Center for Mountain Rehab (NBCOT certified

positions) o 1 employed for a contract company based in Florida (NBCOT certified position) o 1 employed at Kahi Mohala as activity personnel o 1 employed at Wahiawa General Hospital in activities o 1 working part-time for Hawaii State Hospital o 1 returned to school to pursue a career in nursing o Occupational Therapy is a diverse career with many employment pathways in

emerging areas of practice that are not currently being included in the state and county data.

OTA program initiated a Needs Survey 2007 o A total of 39 facilities were surveyed. They indicated in the next 5 years there

would be 57 full time COTA positions, 22 part time COTA positions and 29 On Call COTA positions in traditional settings.

o Non-traditional or community based positions in the next 5 years, the response was 126 full-time COTA positions, 122 part time COTA positions and 3 On Call COTA positions.

o Occupational Therapy Workforce and Compensations Report 2006 by the American Occupational Therapy Association (AOTA) indicates a growing need for OT personnel.

11

Number of majors

o Majors in fall 2009 = 16 (program capacity) increased 63% over fall 2008 23 qualified and admitted 7 declined 16 began program (full capacity) 5 working on support courses for fall 2010 HS Readiness Data Base = 24 students

o Majors in fall 2008 = 10 after 2007 stop-out by the Chancellor o New Certificate of Competence in Activity Aide added to curriculum in fall 2008

10 OTA majors received CC SSH Non-majors in program classes

o Open enrollment classes in revised OTA curriculum Fall 2009 enrollment

o OTA 110 – Intro to OT (22 students – 6 non-majors) o OTA 119 – Therapeutic Activities (20 students – 4 non-majors) o HLTH 118 – Interpersonal Skills (20 students – 4 non-majors) o Open enrollment serves as a recruitment tool.

Spring 2009 enrollment o OTA 119 – Therapeutic Activities (6 non-majors) o HLTH 118 – Interpersonal Skills (5 non-majors) o New Certificate of Competence awarded to 5 non-majors after completion of

OTA 119 and HLTH 118 Fall 2008

o OTA 110 – Intro to OT (11 students, 1 non-major) o OTA 119 – Therapeutic Activities (12 students – 2 non-majors)

New CC awarded to 2 non-majors

Efficiency Indication: Average class size = 9.5

o Fall 2008 OTA had 10 new majors after no new admittance in fall 2007. Open enrollment courses

OTA 110 = 11 students OTA 119 = 12 students HLTH 118 = 20 students

o Spring 2009 OTA continued to have one group of students due to stop-out by the Chancellor in 2007 open enrollment classes (normally not offered in spring) were under enrolled

averaged with fall 2008 courses brings class size down to 9.5 o May 2009 = no OTA graduates due to OTA stop-out o May 2008 = 11 OTA graduates

FTE BOR Appointed Faculty o Increased when the second position in the OTA program was filled in spring 2009 to meet

national accreditation standards. o FT 9 month faculty in OTA program took program director 11 month position in August 2008.

Overall Program Budget allocation o Documentation indicates $2,725 was spent for national accreditation fees and no other

expenditures.

Outcomes: Course evaluations of faculty by students were 3.0 and above for all faculty in all courses Professional Development Plans are on file for FT faculty that support OTA program strategic

planning goals per ACOTE standards.

12

Peer evaluations of faculty have shown high scoring and positive comments. Lecturers and guest lecturers are available to support the OTA program’s educational mission. Tracking student progress in support courses is achieved by utilization of STAR Faculty advising of students in OTA done each semester by PD or as assigned Data base of graduating and redirected students is maintained (see demand indicators above)

o May 2009 no graduates due to stop-out 2007 o May 2008 11 graduates

NBCOT exam – passing scores for first-time test takers o ACOTE’s standard A.5.4 requires the average total pass rate of OTA program graduates

taking the NBCOT exam over 3 calendar years must be 70% OTA program rate in years 2006, 2007 and 2008 is 16 first time test takers and 11 passed January 2009 to September 2009 = 3 passed, 0 failed

o passing scores have decreased due in part to the following factors: 2004 -2007 Waianae Health Academy Grant that provided OTA education to an underserved

population students were less prepared for college level work

New PD hired in 2006 left in 18 months continuing a lack of stable leadership for the OTA program

2006 FT faculty and academic fieldwork coordinator was on extended sick leave 2007 stop-out by the Chancellor 2008 curriculum revisions

o OTA faculty plans to improve scores include the following: Incorporate NBCOT exam questions into exams in courses during each semester OTA 249L – Professional Concepts lab will require students to purchase an NBCOT COTA

Exam Study Book and take practice tests with feedback from faculty Students will be required to pass an online NBCOT COTA Practice Exam to pass OTA 249L

Annual Report of Program Data for Occupational Therapy Assistant Kapiolani Community College Program Major(s): OTA

Overall Program Health Caution

Demand Indicators Academic Year

08-09 1 New & Replacement Positions (State) 4

2 New & Replacement Positions (County Prorated) 0

3 Number of Majors 11 Demand H

4 SSH Program Majors in Program Classes 212 Unhealt5 SSH Non-Majors in Program Classes 25 6 SSH in All Program Classes 237 7 FTE Enrollment in Program Classes 8 8 Total Number of Classes Taught 11

Efficiency Indicators Academic Year

08-09 9 Average Class Size 9.5

13

10 Fill Rate 70% 11 FTE BOR Appointed Faculty 1.0

12 Majors to FTE BOR Appointed Faculty 11.0 Efficiency H

13 Majors to Analytic FTE Faculty 12.4 Cautiona13a Analytic FTE Faculty 0.9 14 Overall Program Budget Allocation C/P 14a General Funded Budget Allocation C/P 14b Special/Federal Budget Allocation C/P 15 Cost per SSH C/P 16 Number of Low-Enrolled (<10) Classes 7

Effectiveness Indicators Academic Year

08-09 17 Successful Completion (Equivalent C or Higher) 96% 18 Withdrawals (Grade = W) 1 19 Persistence (Fall to Spring) 100%

20 Unduplicated Degrees/Certificates Awarded 6 Effectiveness

20a Number of Degrees Awarded 6 Cautiona20b Certificates of Achievement Awarded 0

20c Academic Subject Certificates Awarded 0

20d Other Certificates Awarded 0 21 Transfers to UH 4-yr 2 21a Transfers with degree from program 1 21b Transfers without degree from program 1 C/P denotes that the measure is provided by the college, if necessary. Data current as of: 8/19/2009 - 3:30:PM

Distance EducationCompletely On-line Classes

Academic Year

08-09 22 Number of Distance Education Classes Taught 0

23 Enrollment Distance Education Classes 0 24 Fill Rate 0% 25 Successful Completion (Equivalent C or Higher) 0 26 Withdrawals (Grade = W) 0

27 Persistence (Fall to Spring Not Limited to Distance Education) 0%

Perkins IV Core Indicators

Perkins IV Measures 2007-2008 Goal Actual Met 28 1P1 Technical Skills Attainment 90.00 93.33 Met 29 2P1 Completion 44.00 80.00 Met 30 3P1 Student Retention or Transfer 55.00 60 Met 31 4P1 Student Placement 50.00 0 Did Not 32 5P1 Nontraditional Participation 25.00 5.88 Did Not 33 5P2 Nontraditional Completion 25.00 7.69 Did Not

14

Annual Report of Program Data for Occupational Therapy

KAP CC Program Major(s): OTA

Demand Indicators Fall of Year

2005 2006 2007 1 New & Replacement Positions (State) C/P C/P 2 2 New & Replacement Positions (County) C/P C/P 2 3 Number of Majors 16 34 16

4 SSH Program Majors in Program Classes 120 215 93 5 SSH Non-Majors in Program Classes 72 12 0 6 SSH in All Program Classes 192 227 93 7 FTE Enrollment in Program Classes 12.80 15.13 6.20 8 Number of Sections Taught 8 9 5

Efficiency Indicators Fall of Year

2005 2006 2007 10 Average Class Size 9.00 9.44 9.00 11 Fill Rate 59.50 70.25 69.23

12 FTE BOR Appointed Faculty 0.00 0.00 2.00

13 Majors / FTE BOR Appointed Faculty 0.00 0.00 8.00

14 Majors / Analytic FTE Faculty 12.03 22.22 18.39

15 Program Budget Allocation C/P C/P C/P 16 Cost per SSH C/P C/P C/P

17 Number of Low-Enrolled (<10) Sections 6 4 1

Effectiveness Indicators

2005 2006 2007 19 Persistence (Fall to Spring) 81.25 73.53 87.50

20a Number of Degrees Earned * 3 7 5 20b Number of Certificates Earned * 0 0 0 21 Number Transferring (to UHM, UHH, UHWO) 0 0 0

Perkins - Campus Actual ** 22 1P1 Academic Achievement N/A N/A 83.33 23 1P2 Vocational Achievement N/A N/A 69.23

15

24 2P1 Completion N/A N/A 15.38

25 3P1 Placement Employment/Education N/A N/A 80 26 3P2 Retention Employment N/A N/A 100 27 4P1 Non Traditional Participation N/A N/A 15.15 28 4P2 Non Traditional Completion N/A N/A 0

Perkins - State Standards ** 22 1P1 Academic Achievement 81.81 81.92 81.87 23 1P2 Vocational Achievement 90.00 90.00 90.42 24 2P1 Completion 36.00 37.33 38.17 25 3P1 Placement Employment/Education 71.00 71.72 71.07 26 3P2 Retention Employment 90.00 92.00 92.00 27 4P1 Non Traditional Participation 14.81 14.60 14.60 28 4P2 Non Traditional Completion 12.86 12.73 12.19

Overall Program Health

*All degrees and certificates are counted based on fiscal year. ** Perkins data are for CTE programs only. From report on 2006-2007 Perkins activity year C/P denotes that the measure is provided by the college, if neccessary.

AY 04-05 AY 05-06 AY

Instructional Program

Data Element

COLLEGE KAPCC KAPCC KA

CTE or General Pre- Professional CTE CTE C

PROGRAM NAME Occupational

Therapy Assistant

Occupational Therapy Assistant

OccuTheAss

Major Code (if applicable) OTA OTA O

29 Overall Program Health (Healthy, Cautionary, Unhealthy)

Program Demand

1 Annual New and Replacement Positions State - 4

2 Annual New and Replacement Positions County - 4

3 Number Majors 17 16

4 SSH for Program Majors all Program Classes 185.00 120.00

16

5 SSH for non program majors in all program classes 51.00 72.00

6 SSH for all students in all program classes 236.00 192.00

7 FTE Program Enrollment 15.73 12.80

8 Number of Classes Taught 9 8

9 Demand Health (Healthy, Cautionary, Unhealthy)

Program Efficiency

10 Average Class Size 9.78 9.00

11 Class Fill Rate 64.23 59.50

12 FTE (headcount) of BOR Appointed Program Faculty - 1

13 Student/ Faculty Ratio (calculated field) - 16.00

14 Number of Majors Per FTE (workload) Faculty 11.11 12.03

14.5 Number of degrees earned or number of graduates (2005-2006) 0 3

15 Program Budget Allocation - -

16 Cost Per SSH (Calculated field) - -

17 Number of classes that Enroll less than 10 students 9 6

18 Efficiency Health (Healthy, Cautionary, Unhealthy)

Program Effectiveness

19 Persistence Fall to Spring 88.24 81.25

Number of Degrees Earned 0 3

Number Certificates Earned 0 0

20 Number of Students Transferred 0 0

21 1P1 Academic Achievement 100 [ 81.81 ] 77.78 [ 81.92 ]

22 1P2 Vocational Achievement 100 [ 90.00 ] 88.89 [ 90.00 ]

23 2P1 Completion 62.50 [ 36.00 ] 55.56 [ 37.33 ]

24 3P1 Placement Employment/Education 66.67 [ 71.00 ] 100 [ 71.72 ]

25 3P2 Retention Employment 50.00 [ 90.00 ] 60.00 [ 92.00 ]

26 4P1 Non-Traditional Participation 36.84 [ 14.18 ] 25.53 [ 14.60 ]

27 4P2 Non-Traditional Completion 50.00 [ 12.86 ] 20.00 [ 12.73 ]

28 Effectiveness Health (Healthy, Cautionary, Unhealthy)

Actual [ Standard ]

Actual [ Standard ]

17

Part IV. Assessment Results Chart for Program SLOs (3-5 year trend) changes made as a result of findings

Program Name: Occupational Therapy Assistant (OTA) Program Date: June 4, 2009

Program

SLOs Evidence of Industry

Validation Assessment

Strategy/instrument Results of Program

Assessment1 Plan for

Improvement2

OTA Program SLO # 2 Perform technical and clinical skills pertaining to screening, evaluation, intervention, implementation and service delivery and assist with management of Occupational Therapy in order to function competently in the profession.

Students who complete courses toward the AS degree for OTA with a grade of “C” or higher register for the final courses, OTA 270 and OTA 271 – FW II. Students work for 8 weeks each, full time in 2 clinical settings under the supervision of an Occupational Therapist (OT) or Certified Occupational Therapy Assistant (COTA) and the Academic Fieldwork Coordinator (AFWC) from the OTA program. Students will demonstrate clinical skills as outlined in SLO #2. Employment in the profession is dependent on earning an AS degree in OTA from a program accredited by the Accreditation Council for OT Education (ACOTE). In addition, many industry jobs require passing the national certification exam administered by the National Board of Certification for Occupational Therapy (NBCOT).

Student performance is assessed using the American Occupational Therapy Fieldwork Performance Evaluation for the OTA Student (FWPE) on a 4 point scale in 25 areas including: Fundamentals of Practice (safety), Basic Tenets, Evaluation/Screening, Intervention and Professional Behaviors. Students must receive 3 out of 4 on specific items pertaining to ethics and safety. A student must receive a total score of 70/100 for performance to pass the course. OTA 270 and 271 are the final OTA courses and lead to graduating with the AS degree. Students who complete the AS degree for OTA will be eligible to sit for the National Certification Exam administered by the National Board of Certification for Occupational Therapy. This exam is representative of tasks and duties assigned to the OTA or COTA by the industry/profession.

A summary of OTA program graduates who earned the AS degree for OTA in the past 3 years includes: 2009 – no graduates

due to OTA program stop out in 2007

2008 – 11 students graduated

2007 – 6 students graduated

A summary of the results of first time test takers on the NBCOT exam over the past 3 years includes: 18 students took the

NBCOT exam and 13 passed

Overall pass rate of 72%

A new OTA curriculum was developed in 2008 to address the following: Align course

objectives with ACOTE standards

Efficiency: 70 – 72 cr.

Decrease barriers to entry: no prerequisites

Promote OTA: open enrollment courses

Certificate of Competence in Activity Aide (5 cr.)

Increase enrollment to 16 students per year

Annual OTA Faculty Retreat held on 6/1/09, faculty voted to incorporate the following: NBCOT exam questions on tests in each area of practice to better prepare students OTA 249 – Professional Concepts will

1 Results of program assessment: % of students who met the outcome(s) and at what level they

met the outcome(s) 2 Plan for Improvement: what will the program do to improve the results?

18

require students to pass a “practice” NBCOT exam to pass this course.

OTA Program SLO # 6 Use professional literature and recognize its implication for Occupational Therapy practice and the provision of services.

Due Spring 2010

OTA Program SLO # 4 Communicates and interacts appropriately and effectively.

Due Summer 2010

OTA Program SLO # 1 Assimilate and apply relevant knowledge regarding the foundational content, basic tenets and theoretical perspectives of Occupational Therapy to be able to function competently in the area of study.

Due Fall 2010

OTA Program SLO # 5 Incorporate knowledge of multicultural perspectives to meet the needs of diverse populations.

Due Spring 2011

19

OTA Program SLO # 3 Maintain professional ethics, values, responsibilities and behavior as an Occupational Therapy Assistant and healthcare provider.

Due Summer 2011

OTA Program SLO # 7 Explain to consumers, potential employers, colleagues, policymakers and other audiences the unique nature of occupation as viewed by the profession of Occupational Therapy.

20

Part V. Curriculum Revision and Review (Minimum of 20% of existing courses is to be reviewed each year)

The OTA Program curriculum was revised in 2007-2008 as part of a revitalization plan developed by faculty after a 2007 Stop Out of the program by the college. Discussions with administration during this time focused on improving program outcomes including enrollment, effectiveness and efficiency by changing program outcome statements, courses and course objectives. The Accreditation Council for Occupational Therapy Education (ACOTE) also had published new professional standards which OTA courses must reflect and measure. Therefore, the OTA Program changed admission criteria to increase enrollment by improving accessibility. To comply with ACOTE guidelines, the sequence of courses was not changed and the framework remains the developmental model and philosophy. Changes included prerequisite courses included in the curriculum as support courses. ICS 100 was deleted as a required course, laboratories for two combined courses at 3 credits were separated and reduced to 1 credit to correspond with the lecture courses. These changes reduced the OTA program from 79 credits to 70-72. The next review cycle will be in 2012. The following is a table of the current OTA program. ASSOCIATE IN SCIENCE CURRICULUM, OCCUPATIONAL THERAPY ASSISTANT (70-72 CREDITS) Course Title Cr General Education Requirements (16 - 18 credits) ENG 100 3 MATH 100 or higher level mathematics

Survey of Mathematics

3

BIOL 130 or ZOOL 141 and 142

Anatomy and Physiology

4- 6

FAMR 230 Survey of Human Growth and Development 3 AS/SS AS Humanities (PHIL 250 recommended) 3 Support Courses (4 credits) HLTH 118 Therapeutic Interpersonal Skills 3 HLTH 125 Survey of Medical Terminology 1 Occupational Therapy Courses (50 credits) OTA 110 Introduction to Occupational Therapy 3

OTA 111 Foundations of Occupational Therapy Practice 1

OTA 112 OT Concepts for Pediatrics 3

OTA 112L Pediatric Concepts Lab 1

OTA 119 Therapeutic Activities 2 OTA 125 Fieldwork Level I: Activity and Mental Health 2 OTA 126 Critique: Fieldwork Level I /Activity and Mental Health 1 OTA 161 Mental Health Concepts 3 OTA 161L Mental Health Concepts Lab 1 OTA 172 Management Concepts 3 OTA 224 Health Concepts for the Elderly 3 OTA 224L Elderly Concepts Lab 1 OTA 232 Fieldwork Level I: Physical

21

Dysfunction/Developmental/Educational 2 OTA 233 Critique: Fieldwork Level I/ Physical Dysfunction and

Developmental/Educational 1

OTA236 Fundamentals of Assistive Technology 3 OTA 236L Assistive Technology Lab 1 OTA 237 Physical Dysfunction Concepts 3 OTA 237L Physical Dysfunction Concepts Lab 1 OTA 249 Professional Concepts 2 OTA 249L Professional Concepts Lab 1 OTA 270 Fieldwork Level II A 6 OTA 271 Fieldwork Level II B 6 TOTAL 70 - 72 The issuance of an AS degree requires that the student must earn a GPR of 2.0 or higher for all courses applicable toward the degree. As part of the OTA program curriculum revision, course objectives were matched to ACOTE standards to assure compliance. Appendix A is the sample from the OTA program’s Biennial Report 2009 to ACOTE including how the standard is measured. Part VI. Survey Results 1. Student satisfaction

All faculty have received 3.0 or above in 7 factors on the KCC Course Evaluation as collated and reviewed at the OTA Program Annual Retreat

2. Occupational placement in jobs (for CTE programs) OTA Graduate Survey 2009 conducted by Karen Lau, OTA lecturer for 11 graduates

in 2008 3 employed at Hale Nani Nursing Center for Mountain Rehab (NBCOT certified

positions) 1 employed for a contract company based in Florida (NBCOT certified position) 1 employed at Kahi Mohala as activity personnel 1 employed at Wahiawa General Hospital in activities 1 working part-time for Hawaii State Hospital 1 returned to school to pursue a career in nursing Occupational Therapy is a diverse career with many employment pathways in

emerging areas of practice that are not currently being included in the state and county data.

3. Employer satisfaction (for CTE programs) Employer Satisfaction Survey was completed in 2006 Employer Satisfaction Survey to be done in 2009 was not

o Complete Employer Survey by Fall 2010 4. Graduate/Leaver (for CTE programs)

See Appendix E – OTA Program Graduate Survey 2007 5. OTA program initiated a Needs Survey 2007

A total of 39 facilities were surveyed. They indicated in the next 5 years there would be 57 full time COTA positions, 22 part time COTA positions and 29 On Call COTA positions in traditional settings.

Non-traditional or community based positions in the next 5 years, the response was 126 full-time COTA positions, 122 part time COTA positions and 3 On Call COTA positions.

22

Occupational Therapy Workforce and Compensations Report 2006 by the American Occupational Therapy Association (AOTA) indicates a growing need for OT personnel.

As part of the ACOTE Biennial Report 2009, Appendix A provides a table illustrating the evaluation process for the OTA program to comply with national guidelines. Part VII. Analysis of Program Low enrollment and Stop Out of OTA Program The OTA program graduated 7 students in 2005 -2006. Three students have taken the National Board of Certification for Occupational Therapy (NBCOT) exam and all have passed the exam and are identified as a Certified Occupational Therapy Assistants (COTA). The OTA program graduated 5 students in 2006 -2007. Due in part to low enrollment in the OTA program over several years and state data reports of low demand, the OTA program was stopped out in 2007 (no new admissions for fall). OTA Program Needs Survey in Response to 2007 Stop Out Because the state data on demand seemed inaccurate (2-4 positions), the OTA program initiated a Needs Survey in 2007. A total of 39 facilities were surveyed. They indicated in the next 5 years there would be 57 full time COTA positions, 22 part time COTA positions and 29 On Call COTA positions in traditional settings. When asked how many non-traditional or community based positions in the next 5 years, the response was 126 full-time COTA positions, 122 part time COTA positions and 3 On Call COTA positions. The state data has been used in calculating Overall Health per instructions but the OTA Program Needs Survey 2007 offers another perspective of demand. National Employment Statistics Occupational Therapy is a diverse career path with many employment opportunities in emerging areas of practice that are not currently being reported on by the state. The American Occupational Therapy Association (AOTA) published 2006 Occupational Therapy Workforce and Compensations Report that makes data available on a national scale. This report indicates employment with increase for COTA’s especially in the area of programs for seniors and long term care. Employment of KCC OTA Graduates During 2006-2008, 11 KCC OTA students passed the NBCOT exam are working in OT related settings including, IMUA Family Services (Kauai), Hale Nani Nursing Center, Hawaii State Hospital, Department of Education, and working for contract agencies on the mainland which attests to employment for COTA’s that goes beyond State of Hawaii data. National Board of Certification for Occupational Therapy (NBCOT) Results Thirteen OTA graduates sat for the National Board for Certification of Occupational Therapy (NBCOT) exam and 11 passed resulting in a pass rate of 85% for 2005-07 (3 years). New ACOTE’s standard A.5.4 requires the average total pass rate of OTA program graduates taking the NBCOT exam over 3 calendar years must be 70%. In the years 2006, 2007 and 2008, the OTA program had16 first time test takers and 11 passed resulting in a lowered pass rate of 70%. Passing scores have decreased due in part to several factors. The 2004 -2007 Waianae Health Academy Grant that provided OTA education to an underserved population. Students were less prepared for college level work resulting in a less prepared student. The PD hired in 2006 left in 18 months continuing a lack of stable leadership for the OTA program. Full-time faculty and academic fieldwork coordinator was on extended sick leave in 2006 and in 2007 the OTA program was stop-out by the Chancellor.

23

2006 Action Plans Met Hiring Program Director and Academic Fieldwork Coordinator The program director (PD) for the OTA program has changed 4 times in the last 10 years. In 2001 the PD went on sick leave intending to return but could not. The COTA FW coordinator/faculty member with 15+ years of experiences served as PD in 2005 (but was not considered “qualified” per ACOTE standards.) A new PD was hired in 2006 who was not experienced as a PD and she resigned in December 2008 for personal reasons. The lack of stable, experienced leadership in the PD role over many years has affected the OTA program’s overall stability and focus. After advertising and interviewing applicants for OTA PD in summer 2008, the candidate did not accept the position and others did not meet ACOTE standards. At this time, Carol Paul-Watanabe, COTA, MPH was qualified under the new ACOTE standards and accepted the PD position. In fall 2008, the second full-time faculty and Academic Fieldwork Coordinator position was filled by Karen Oshiro, COTA, M.Ed., ATP, CAPS. The OTA program is now fully staffed with qualified people. Curriculum Revisions; Ending Stop Out and New ACOTE Standards for OTA Programs Graduate Surveys to obtain feedback from students and discussions with the OTA Advisory Board were collected. The Graduate Surveys indicated that in order to enhance the efficiency of the program, courses such as ICS 100 and HLTH 190 – Kinesiology should be eliminated. Students commented they were confused by laboratory courses that incorporated information from two different courses therefore labs were separated, decreased to one credit each and aligned with their respective lecture courses. Another measure to increase efficiency was to incorporate prerequisites into the 6 semesters of the OTA program and allow entry by qualification for ENG 100 and placement in Math 24. The OTA program curriculum revisions were completed in spring 2008 to also incorporate new Accreditation Council of Occupational Therapy Education (ACOTE) standards that will improve the effectiveness of the program. Comment Though the OTA program’s overall indicators label the program as “cautionary”, there is considerably more student interest in the field of Occupational Therapy. There are 16 new OTA students in the class of 2010 and more then half have already achieved a bachelor degree. This indicates that students are better prepared for the rigors of a Health Science Program and may also be better candidates to pass the NBCOT exam. The economic slowdown of the state may effect employment for OTA’s and COTA’s to some extent. However, the OTA faculty maintains that there are many jobs that the OTA and COTA are qualified for or have the skill set that would be beneficial to gaining employment in emerging areas of practice that are not identified by the traditional terminology. For this reason, the State of Hawaii data base for employment does not reflect the full scope of jobs for OTA program graduates Part VIII. – Action Plan Begin Preparation for 2013 Re-Accreditation of the OTA Program by ACOTE The OTA Program was last accredited by ACOTE in 2003 and received high praise and the maximum 10 year accreditation. As part of the PD’s sabbatical from July 1, 2009 to January 1, 2010, a document is being worked on that will list ACOTE standards and OTA program course objectives along with the method of measurement for each objective. This will allow the PD and faculty to analyze objectives and assignments in each course to determine course changes or curriculum modifications to meet the ACOTE standards in 2013. This will also ensure continuity in teaching methodology for each student. Some of the standards include:

24

B.5.7. Working to improve student comprehension of emerging areas of practice by adding a project to research an agency that could utilizing OT services and for student to write a job description for an OT

B.5.12 Working to improve student comprehension by addressing feeding and eating performance application beyond pediatrics (for the adult or elder)

B.5.21 Working to improve student understanding of consultative process with consumer groups through more direct community contact int his area and inviting speakers.

B.10.18 Working to improve support to FW Educators/supervisors and provide resources for enhancing supervision through continuing education opportunities

Facilitate student awareness of and practice for the NBCOT exam to improve scores OTA faculty plans to improve scores include the following: Incorporate NBCOT exam questions into exams in courses during each semester OTA 249L – Professional Concepts lab will require students to purchase an NBCOT COTA

Exam Study Book and take practice tests with feedback from faculty Students will be required to pass an online NBCOT COTA Practice Exam to pass OTA 249L

Market the OTA program Marketing continues to be an essential element in recruitment of OTA students. Information sessions are scheduled and conducted, phone calls and email are responded to. PD will be working with Russ Kinningham, HS Counselor and Webmaster, to update and improve the OTA program website using links to AOTA by Fall 2010. New faculty member will be available for 2 career day events. Retention of OTA Students Retention of students who are engaged in the new curriculum will require monitoring progress toward the degree during Faculty Advising each semester. The STAR report for individual students will track successful completion of support courses. OTA faculty will work with HS counselors to provide support for students who will be challenged by the academic rigors and when personal issues become a burden. Improve Collection of Data Required by the College and ACOTE Due to fluctuating leadership of the OTA program, the college’s emphasis in developing program SLO’s to met WASC accreditation and the changing professional focus reflected in ACOTE standards, the OTA program needs to continue to improve data collection. On way is to closely follow the strategic plan as outlined for ACOTE (Appendix A.) Students will be involved in data collection as a means to meeting specific ACOTE standards beginning with the Employer Survey in OTA 249L in the spring 2010. Expanding Fieldwork Opportunities Expanding fieldwork affiliations to meet the increased OTA enrollment will be done by the Academic Fieldwork Coordinator. Target of 1-3 new fieldwork sites per year as outlined in OTA Strategic Plan and evaluated yearly by PD. “Smart Classroom” - Equip Kauila 210 with Technology for the 21st Century As the OTA program approached re-accreditation by ACOTE by 2013 the learning environment will need to be upgraded. Kauila building was the first one on the new KCC campus and is showing it’s age including OTA ‘s main classroom, Kauila 210. Part of this classroom is the “living laboratory” consisting of a kitchen and bathroom where students practice skills related to the field including wheelchair transfer. Furnishings such as chairs and the bed are worn and soon will be a safety concern. Since OT’s provide treatment in “normal” settings, in homes and offices, it will be important to continue to have such environments available to the student for skills training. Appliances, including the stove, where students practice adaptive cooking need to be replaced.

25

Since OT practitioners utilize technology in many forms as part of treatment, the technology available to students of the OTA program will be a primary concern as we prepare for accreditation. The classroom itself requires upgrades in technology for teaching and presentations, computers for group work and other technology examples for hands on learning such as switch operated toys and communication devices. “Mobile” Classroom for Certificate of Competence in Activity Aide Courses (OTA 119 & HLTH 118) The OTA Program utilized Kauila 207 for many years until the Massage Program took over that room as a classroom and OTA operates from Kauila 210 only. The OTA Program would like to support the Aging and Long Term Care (LTC) Coordinator, Cullen Hayshida and the Nursing Departments, by offering continuing education for Certified Nursing Assistants (CNAs) in the form of the Certificate of Competence in Activity Aide (OTA 119 and HLTH 118). These two courses are normally offered in the fall semester as part of the OTA curriculum. To support Aging and LTC, OTA would like to offer these courses in the spring semesters, on weekends, or in the evenings using OTA lecturers. In order to do this we may need to equip a mobile cart with craft materials or find space to hold classes since the OTA classroom is fully utilized with two concurrent OTA classes of maximum enrollment during the day. Part IX. – Budget Implications The OTA program’s program fees of $140 per student per semester have provided support for the budgetary needs of a limited student base. As the program grows to capacity, program fees may need to be increased to $160. Marketing the OTA program has a big impact on the pool of program applicants and without a budget for marketing, getting the work out is a very hands-on process assisted by the website as a marketing tool. As the OTA program approaches re-accreditation by ACOTE in 2013 the learning environment will need to be upgraded to incorporate appropriate technology for both instruction and professional considerations in the form of a “Smart Classroom”. The department chair and OTA faculty will develop a plan and budget for these upgrades. The OTA Program may require software for Academic Fieldwork Coordinator, Karen Oshiro to track fieldwork data. One system that was being considered costs approximately $2,000. Other software or computer upgrades may be needed to help OTA Program Director collate and store data needed for accreditation (ACOTE).

26

Appendix A – OTA Program Strategic Plan for ACOTE OT/OTA PROGRAM STRATEGIC PLAN 2006 STA (Program Title) Occupational Therapy Assistant Program (College/University Name) Kapiolani Community College

Years: 2005-2010 (revised 2007) Analysis of program evaluation, internal and external environments: Program Evaluation Results Internal Institutional Environment External EnStrengths Student evaluation of faculty, courses

and peer evaluations of faculty have shown high scoring and positive comments.

Program Director position and second FT faculty positions were funded and filled to allow OTA program to operate effectively and fully staffed

Experiencedcommunity/asupport the Oeducational inadequate s

Weaknesses Graduate survey and exit interviews with graduates indicated access to the OTA program took too long and limited the pool of potential students.

Prerequisite courses that required more than one semester decreased access to the OTA program. Lab courses encompassing 2 lecture courses were confusing.

Fewer prospcoming to inenrollment wcapacity of 1

Opportunities Needs Survey 2007 indicated increasing employment opportunities for OTA’s in traditional and non-traditional settings in the local community

Market the revised OTA program on campus via information sessions and promote theCertificate of Competence in Activity Aide (5 credits, 2 courses) as an entry into the OTA Program

Work with coattaining FWsettings and OTA skills toMarket OTA community a

Threats Results of Kapiolani Community College’s Program Report resulted in the OTA program being stopped out for 1 year (no incoming class for 2007). The current Rubric for Determining Program Health 2008-09 indicated program is Cautionary overall (not Healthy or Unhealthy)

Factors in determining program health were measured by demand, efficiency and effectiveness. Low enrollment in the OTA program was a strong contributing factor to the administrative decision to stop-out OTA in 2007.

During econmay not be ahigher educain the local cpeople to secareers.

Institution’s Strategic Goal: Contribute to the state’s economy and provide a solid return on its investments in higher education through research and training. Long-Term Program Goal Action Steps Person(s)

Responsible Due Date for Action

LTG #1: Provide an OTA program that contributes to higher education through quality training in a specific health career.

1. Data Collection, evaluation and analysis a. Faculty teaching

effectiveness including: - OTA program mid and final course evaluations - KCC course evaluation forms - Peer evaluation forms - Professional Development Plans for each faculty b. FW II Eval. Form regarding course preparation c. Employers Survey

d. Graduate Surveys

a. PD, Faculty and Health Science faculty b. Faculty and OTA students (OTA 172) c. Faculty and students d. Faculty

a. End of fall and

Spring semester b. Summer 2005 - 10 c. Summer 2006 Summer 2009 d. Summer 2006

27

Provide surveys to students & Employers (Advisory Board and OTAH conference e. Graduate Exit Interviews

f. Needs Assessment for OTA

employment opportunities

e. PD f. Faculty

Fall 2008 e. Spring 2005 Spring 2006 Spring 2007 f. Summer 2007

2. Data Analysis via presentation And discussion at OTA Program Annual Retreat: -Update student FW II Surveys – graduate surveys -Strategic Plan -Certification Exam Results -Course Evaluations -Site Communication Forms -Employer Surveys

2. PD, FW coord., faculty

2. Summer 2005 Summer 2006 Summer 2007 Summer 2008 Summer 2009 Summer 2010

3. Feedback from OTA Advisory Board during meetings or email discussion

3. PD, OTA faculty, Advisory Board members

3. Spring 2005 - 10

Long-Term Program Goal Action Steps Person(s) Responsible

Due Date for Action

LTG #2: Incorporate current professional standards and institutional vision into OTA program curriculum.

1. Hold a curriculum planning and development mtg. to review ACOTE standards and institutional planning

1. PD, FW coordinator faculty, Program Chair, others as appropriate

1. Summer 2005 Summer 2007

2. OTA Program Reviews 2.a. KCC Program Review (2003-06) 2.b. UHCC Annual Instructional Program Review 2007 of Program Health Indicators 2.c. 2008 Annual Report of Program Data (Coversheet) and Rubric for Determining Program Health 2008-09 (Pilot)

2. Program Director

2.a. Spring 2006 2.b. Spring 2007 2.c. Fall 2008 Fall 2009 & 2010

3. Complete curriculum revisions (Dev. Approach) - Delete specific courses - Incorporate prerequisites into

semesters - Separate labs - Certificate of Competence as

Activity Aide

3. PD, FW Coordinator, Health Science Department Chair

3. Summer 2007

Institution’s Strategic Goal: Increase the educational capital of the state by increasing the participation and degree completion of students, particularly from underserved regions.

28

Long-Term Program Goal Action Steps Person(s)

Responsible Due Date for Action

LTG #3: Increase enrollment in the OTA Program with emphasis on under-represented populations in the profession.

1. Hold monthly information sessions

2. Participate in: - Sessions for Vocational and HS Counselors - High school career days and campus tours

1. Faculty 2. Faculty and OTA students

1. Monthly as scheduled on web site

2. Spring semesters 2005 - 2010

3. Approved COLs and provision of open enrollment courses

3.Faculty

3. Submit in Fall 200- OTA 110 - OTA 119 - HLTH 118

Institution’s Strategic Goal: Address critical workforce shortages and prepare students for effective engagement and leadership in a global environment

Long-Term Program Goal Action Steps Person(s) Responsible

Due Date for Action

LTG #4: Promote the OTA Program and students to the community as being effective in fulfilling workforce demand and emerging areas of practice.

1. Identify and develop 1-3 new FW I and II Sites by 2009.

1. Academic FW Coordinator

1.a. Summer 2006 b. Summer 2007 c. Summer 2008 d. Summer 2009

2. Communicate with identified employers to survey use of OTAs and anticipated workforce demand.

2. OTA faculty

2. Summer 2007

3. Collaborate with agencies and emerging areas of practice identify utilization of OTAs.

3. OTA faculty and students in OTA 172

3.a. Summer 2008 b. Summer 2009

4. Participate in legislative advocacy in collaboration with AOTA and OTAH

4. OTA faculty and students in OTA 249

4.a. Spring 2006 b. Spring 2007 c. Spring 2008

29

Appendix B – ACOTE Biennial Report matching ACOTE standards to OTA Program courses and illustrating how standard is measured. Content Area Course Title

(List no more than 2 courses)

Course Format (Check all that apply)

Example of Learning Activity

Lecture Lab FWI

B.2.6. Effects of heritable diseases and predisposing genetic conditions

OTA 112L – Pediatric Concepts Lab OTA 161L – Mental Health Concepts lab

X X

Students research a pediatric condition, write a paper and present the information to the class.

Same above is done for mental health conditions

B.4.3. Gather and share data for purpose of evaluating client’s occupational performance including assessing occupational profile

OTA 161L – Mental Health Concepts Lab

X Administer the Occupational History Interview II with a peer

Administer the KELS with a peer

B.5.1. Assist with development of intervention plan that address the client’s occupational profile

OTA 161 – Mental Health Concepts OTA 237 – Physical Dysfunction

X X

Case study review and response to questions in textbook are used to develop interventions.

OT practitioners

meet with students to discuss their real life cases and the interventions provided. Textbook case studies and questions are also utilized to plan interventions.

B.5.6. Provide therapeutic use of self as part of the therapeutic process

OTA 161L – Mental Health Concepts FW I

X X

Group Leader Competency Measure:

Student leads group while peer role plays behaviors encountered in MH Student objectives

include interacting appropriately with a variety of clients (90 hrs.)

B.5.7. Role of the OTA in care coordination, case management, and

OTA 172 – Management Concepts for the OTA

X Speakers who have worked as case mangers and in transition services

30

Content Area Course Title (List no more than 2 courses)

Course Format (Check all that apply)

Example of Learning Activity

Lecture Lab FWI

transition services present their experiences. Students complete an outline and reflection paper.

B.5.9. Assistive technologies and devices

OTA 236L – Assistive Technologies Lab

X ATP demonstrates how to make a switch and each student completes one

Students are also Competency Tested for Low Tech Devices, naming them and describing the problem or condition the device is appropriate for

B.5.10. Orthotic and prosthetic devices

OTA 237 – Physical Dysfunction OTA 237L –Physical Dysfunction Lab

X X

Faculty lectures using text, Physical Dysfunction Skills for OTA, chapter 34, Amputation and Prosthetics. Students discuss case studies and answer chapter questions

Students visit community agency, Honolulu Orthopedic Supply and talk with the prosthetist and a client

B.5.11. Issues related to driving

OTA 224 – Health Concepts for the Elderly OTA 224 L – Health Concepts for the Elderly Lab

X X

Faculty discusses safe driving concepts and equipment in text, OT With Elders – Strategies for COTA. Student review text case study and complete case study questions.

Students are exposed to the Car Fit screening and perform checklist on each other using their own vehicle

31

Content Area Course Title (List no more than 2 courses)

Course Format (Check all that apply)

Example of Learning Activity

Lecture Lab FWI

B.5.12. Enable feeding and eating performance

OTA 112L – Pediatric Concepts Lab

X Pediatric OT guest lecturer presents concepts of feeding including components, temperature, tastes, textures, tactile and positioning. Students try various foods, case studies are reviewed and positioning is demonstrated using dolls.

B.5.13. Recognize superficial thermal and mechanical modalities as a preparatory measure to improve occupational performance

OTA 236 – Assistive Technology OTA 236L – Assistive Technology Lab

X X

Faculty lecture using Physical Dysfunction text on concepts of heat transfer and PAMs. Case studies are also used to emphasize occupational performance.

CHT guest lecturer in clinic demonstrates use of various PAMs and allows students to practice.

B.8.3. Accurate and confidential collection of data for use in research

OTA 172 – Management Concepts for the OTA OTA 249L – Professional Concepts Lab

X X

First year students maintain data base of OTA program admissions and collection of responses by second year students from FW Eval. Form

Second year students assist in disseminating and collecting employer surveys and maintain data base of OTA a program graduates/first employment

32

Appendix C OT/OTA PROGRAM EVALUATION PLAN 2006 STANDARDS - EVALUATION PLAN TEMPLATE

Program Goal and Related Outcomes

Measurement Criteria Assessment Tool Review Process Who analyzes and reviews data

Document compliance of OTA Program courses with related ACOTE standards

Compliance with current ACOTE standards

Analysis of course activities to meet objectives

Review course syllabi to ensure consistency of course objectives and activities within courses year to year

OTA Program Course Evaluation Document

Same above Checklists for

courses

Program Director

PD and

faculty

Evaluate faculty in the OTA program to determine effectiveness and professional development goals.

Feedback from students on OTA Program mid course

Minimum of 3.0 mean in 7 factors on KCC Student Feedback Surveys in each course

Positive observations and comments

Identification of Professional Development areas

Summaries of student mid course evaluations

KCC Student Feedback Surveys

KCC Peer

Evaluation form ACOTE

Professional Development Form F

Faculty KCC Contract

Renewal Process

PD and faculty Health

Science Faculty

PD and faculty

Analyze data to revise strategic plan, courses or course activities to better meet student needs, ACOTE standards and workforce demand

16 students admitted, retained and graduated

Student progress toward degree

Feedback from

graduates about time interval and graduate placement results

3.0 satisfaction rating from graduates

70% pass rate on

NBCOT results 3.0 satisfaction rating

from employers Majority vote

Data base of student admissions, retention graduation rate

Student file including STAR report, Medical Clearances, Faculty/Student Advising forms and Fieldwork Evals.

Summary of Graduate Survey results in an E-file spreadsheet

Graduate Survey

and Student Evaluations of FW forms

PD and Faculty

PD, faculty

and students PD, Faculty

and Board Members

Faculty and students

33

Program Goal and Related Outcomes

Measurement Criteria Assessment Tool Review Process Who analyzes and reviews data

NBCOT printouts

from website Employer

Surveys Meeting Minutes

Assess OTA Fieldwork Program and Academic Fieldwork Coordinator effectiveness

Score of 3 (acceptable) ratings on 10 or 13 areas

All affiliation

agreements will be current within 5 years to be eligible for student placements

Each student placed in

a variety of settings during FW I and II

Analysis of student responses from FW evaluations using 5 point scale

ACOTE Academic Fieldwork Coordinator Assessment Form

E-File Spreadsheet of Fieldwork sites including dates of affiliation agreements, Fieldwork Educators, practice settings and affiliation agreement update information

E-File Spreadsheet of student fieldwork placements by class

Student Evaluation of Fieldwork Form

PD and AFWC

PD and

AFWC PD and

AFWC Faculty and

students

34

Appendix D - Sample of Employer Survey Form for OTA Program

2006 EMPLOYER SURVEY

KAPIOLANI COMMUNITY COLLEGE-OCCUPATIONAL THERAPY ASSISTANT PROGRAM

This questionnaire is designed to collect data about the performance of graduates from the Kapiolani Community College (KCC) Occupational Therapy Assistant (OTA) Program. Your feedback is a valuable contribution to the development of a progressive OTA curriculum. Please check the following as it applies to the practice setting of your facility. 1. Traditional: Non-Traditional:

a. ____ inpatient – acute i. ____ activities b. ____ outpatient j. ____ health/wellness c. ____ rehabilitation k. ____ exercise d. ____ home health - nursing home l. ____ work hardening e. ____ public school system m. ____ assistive technology f. ____ private school n. ____ other (please specify) g. ____ early intervention h. _____ other ___________________

2A. Traditional: Indicate number of COTA’s employed in the last 5 years. a. ____ full-time b. ____ part-time c. ____ on call 2B. Non-traditional: Indicate the number of individuals employed in the past 5 years who have an

OTA degree. a. ____ full-time b. ____ part-time c. ____ on call 3. Indicate the number of KCC – OTA graduates currently employed at your facility.

a.____ one b. ____ two c. ____ three d. ____ four + On a scale of 1 (poor) to 4 (excellent), please rate the entry level performance of the COTA hired in: (If more than one COTA, please use a different color pen to match the year.) a. ____ 2005 b. ___ 2004 c. ____ 2003 d. ____ 2002 e. ____ 2001 4. Communication Skills: Poor Average Good Excellent

as a member of the team 1 2 3 4 with clients 1 2 3 4 with family members 1 2 3 4

5. Work Skills:

timely arrival 1 2 3 4 work completed on time 1 2 3 4 adheres to facility policies 1 2 3 4 modifies behavior after feedback 1 2 3 4

6. O.T. Technical Skills:

collects appropriate data 1 2 3 4 assists in evaluation with supervision 1 2 3 4 collaborates on treatment plans 1 2 3 4 implements treatment per plan 1 2 3 4 documents accurately/timely 1 2 3 4 maintains treatment area 1 2 3 4

35

exhibits critical thinking skills 1 2 3 4

7. Professionalism: engages in continuing education 1 2 3 4 adheres to AOTA Code of Ethics 1 2 3 4

8. Overall satisfaction of the entry level COTA 1 2 3 4 Is your facility project any future staff positions within the next year? Yes No If yes, how many positions? ___ Traditional ____ Non-Traditional ____

10. Do you require further information from KCC’s OTA Program? Yes No If yes, what would be the best time and way (e-mail, phone, fax, address) to contact you? Please indicate below: _____________________________________________________________________ 11. Any additional comments?

Thank you for completing this survey and for your assistance with our program evaluation. MAHALO!

Return this survey by mail to the KCC representative: Attn: Carol Paul-Watanabe, Program Director – OTA Program Kapiolani Community College Health Science Occupational Therapy Assistant Program 4303 Diamond Head Road Honolulu, Hawaii 96816 by ___________________ Or, you may fax this survey to (808) 734-9126 Attn: Carol Paul-Watanabe, Program Director

36

Appendix E

KAPI`OLANI COMMUNITY COLLEGE: OCCUPATIONAL THERAPY PROGRAM

2007 SURVEY DATA

IN WHAT KINDS OF SETTING ARE OCUPATIONAL THERAPY (OT) PROGRAMS AND SERVICES PROVIDED?

Hospital Mental Health

Long Term /Nursing

Care

Home Health Care

Public / Private School

Early Intervention

Other

ATRC BCRC X X

BRI Private Practice

CMC X X X CCH X ESH X

HN (AT) X X X HN (RNC) X

HDOE X HMCE X X HMC X X X KM X KP X

KMCPM X X X X X X OP Clinic KMCWC X X

KCH X X X X KMC X X X LH X

LCCH X LA X X

MLTC X MMMC X X X MNRC X OPMC X

OPR OP Private Practice

PCNH X PN X

PCS X X X X QMCKU X

RHP X X X X X X SHC X X

SFHC X X STRAUB X X

SR X Assisted Living

UCPAHCDC X

WGH X X X TOTAL 16 10 23 7 5 7 4

37

Appendix F – OTA Program Graduate Survey 2007

This questionnaire is designed to collect data about the individuals that have graduated from the Occupational Therapy Assistant (OTA) Program at Kapiolani Community College (KCC). Your feedback is a valuable contribution and will help us to evaluate the development of a progressive OTA curriculum. Please read and answer each question carefully by filling in the bubble that best represents your response, unless otherwise stated. If a question does not apply, write N/A. Return this survey to the KCC representative before you leave, or fax: 734-9126 by 5/5/07, Attn: Karen Lau, OTA Program. THANK YOU!

OTA Program n=19

1) How much did the OTA program prepare you for the following?

ExcellentVery Good

Good Fair Poor

Field Work Level II 58 % 26 % 16 % Certification Exam 42 % 37 % 16 % 5 % Choosing a Job Setting 26 % 42 % 32 % Actual Job Performance 26 % 42 % 26 % 5 % Life Long Learning 26 % 42 % 21 % 11 %

38

2) What courses were most helpful in teaching you on the job skills? (Fill in all that apply)

Intro to OT, 11 Pediatrics, 3 Geriatrics, 15 Psychosocial, 10 Interpersonal Skills, 11 Assistive Technology, 8 Physical Dysfunction, 17 Life Span Development , 10 Emerging Areas of Practice 4 Management Skills, 3

3) What year did you graduate from the program?

1977 – 1 1989 - 1 1998 - 2 2003 - 3

1 ) Do you feel that the OTA Program assisted you in finding your specific learning style and leadership skills?

Excellent 32 % Very Good 47 % Good 16 % Fair 5 % Poor 0

5) What was the most challenging task for you during

the OTA Program? Presentations 16 % Research Papers 16 % Competency Tests 37 % Fieldwork 21 % Other: __Written Test 5 % Prerequisite 5 %

1981 - 1 1991 - 1 1999 - 1 2004 - 1 1986 - 2 1996 - 1 2001 - 1 2006 – 2 Blank - 2

Fieldwork

1) How well have the following competencies/skills prepared you for fieldwork?

Extremel

y Quite A

Lot Moderate

ly Slightly Not At All

Wheelchair Usage 37 % 21 % 37 % 5 % Transfer Training 37 % 16 % 32 % 16 % Activity Analysis/Treatments

42 % 47 % 11 %

Standardized Tests 10 % 32 % 32 % 16 % 10 % Interviewing 21 % 37 % 26 % 11 % 5 % Role Playing 21 % 42 % 26 % 11 % Documentation 42 % 32 % 21 % 5 % Presentations 21 % 47 % 32 % Enabling Activities 21 % 42 % 21 % 5 % 11 % Fine Motor/Gross Motor 32 % 42 % 26 % Goniometer Usage 16 % 47 % 16 % 5 % 16 % Blood Pressure/Vital Signs

17 % 33 % 22 % 6 % Blank (2)

Self Care/Dressing 47% 26 % 22 % 5 %

Extremely

Quite A Lot

Moderately

Slightly Not At All

Low Tech Adaptive Equipment 26 % 42 % 26 % 5 %

Splinting 18 % 35 % 41 % 6 % Blank (2)

Home Modification 16 % 26 % 26 % 32 % 5 % Leading Groups 37 % 32 % 26 % 5 % Fieldtrips 21 % 42 % 26 % 11 %

39

Certification Exam 1) What materials did you use to prepare

yourself for the certification exam? NBCOT materials and practice

tests,11 Non NBCOT Study Guides /Texts, 3 KCC-OTA program textbooks &

materials, 7 Other: Certification Exam CD, study

groups 3) How long did you spend studying for the exam? Not at all 1, 5% Less than One month , 21 %

2) What method did you primarily use to prepare

yourself for the certification exam? Independent 53 % Pairs 10 % 3 or more people 26 % Other: __Study groups 5%

Practice CD 5 %

Two to Five months, 47 % Six months or more, 10 % Blank, 16%

Current Employment (n = 18) 1) Rate the following:

Excellent

Very Good

Good Fair Poor

Job Availability after completion of OTA program 28 % 28 % 39 % 6 %

Pay 6 % 39 % 44 % 11 % Benefits 22 % 44 % 22 % 11 % Direct Supervisors’ Ethics

33 % 33 % 33 %

Job Satisfaction 44 % 33 % 11 % 6 % Team Cohesiveness 39 % 44 % 6 % 11 % Support of Management

17 % 50 % 22 % 11 %

2) Where do you work? ________________________

Spark M Matsunaga Med Ctr.- VA: 1 Aegix Therapies-Hale Nani: 3

Leahi Hospital: 3

WNRC: 1

Strsub: 1

Hawaii State Hospital: 1

REHAB: 1

HMC-West: 1

40

Self Employed: 1

3) What type of setting(s) do you currently work in? Academic Education, 1 Administration, 2 Assistive Technology, 1 Behavioral Health, 1 Geriatrics, 7 Hand Therapy Pediatrics ,1 Physical Disabilities – Adult , 7 Prevention/Health Problems Private Practice, 1 Work/Ergonomics, 1 Other: Out Patient, Art Program

4) What is your current salary?________________

Circle one: hourly weekly monthly

Hourly: $25, $23.30, $20, $19.10, $18, $15, $11, $10.42

Monthly: $3,500, $3,000, $2,700

5) After graduation/completion of fieldwork, how much

time lapsed before you were gainfully employed?

2 months or less 37 % 3 to 6 months 58 % 7 to 12 months 5 % more than 1 year Other: _______________ Blank (s)

5) What benefit(s) do you receive? Pension, 6 Medical / Drug, 13 Dental , 12 Vacation /Sick Leave 12 Other: 401 K: 5, Retirement

Additional Comments: “Based upon my OTA students and co-workers, the OTA program has improved…great!”

41