Building Value for the OT Profession through Doctoral Capstones

Learner Outcomes

1. Introduce the purpose and value of the Doctoral Capstone
2. Discuss capstone focus areas and skill sets that match clinical skill development, program development, and evidence-based practice
3. Review exemplar doctoral capstone experiences and projects to support building value for the OT Profession

Abstract
The doctoral capstone is the final culminating experience within an entry-level occupational therapy doctorate program. The capstone is comprised of the experience and project which are student-led but supported through mentorship by individuals with expertise in the focused area(s) of learning. While research is still expanding in the areas of OT doctoral capstone outcomes, initial studies have suggested positive trends regarding graduates' employment and their capstone focus areas (Kemp et al., 2022 & Kiraly-Alvarez et al., 2022). This course will highlight clinical practice, program development, and evidencebased research-focused capstones. Through discussion and exemplars, participants will learn about best practices for creation, implementation, and evaluation to continue to support building value through doctoral capstones for the OT profession.

Biography
Anna Domina is an associate professor and capstone coordinator for Creighton University’s OTD Program, Sara Stephenson is an associate clinical professor with NAU’S OT program and serves as the capstone coordinator, Abbey Glenn is an assistant professor and the doctoral capstone coordinator for A.T. Still University’s OT Program in Mesa.

References to support evidence-based practice
1. Kemp, E., Domina, A., Stephenson, S., Start, A. (2022). Perceived value & usefulness of the entry-level occupational therapy doctoral capstone. Journal of Occupational Therapy Education, 6(3). https://doi.org/10.26681/jote.2022.060311

2.Kiraly-Alvarez, A.F., Clegg, A., Lucas Molitor, W., & Friberg, D. (2022). An exploration of the occupational therapy doctoral capstone: Perspectives from capstone coordinators, graduates, and site mentors. Journal of Occupational Therapy Education, 6(1). https://doi.org/10.26681/jote.2022.060114