ClinEdWeb is an AOTA Approved Provider of professional development. PD activity approval ID# 13078. This distance learning-independent activity is offered at 0.55 CEUs, intermediate, Professional Issues. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA.

Description

The Doctoral Capstone Mentor Training course was developed in collaboration with Doctoral Capstone Coordinators and Mentors to provide education about and resources related to mentorship of OTD students. This fully online independent-learning Intermediate Level Continuing Education course is designed for new or experienced Capstone Mentors and Coordinators. After completion of this training, the Capstone Mentor or Coordinator will demonstrate understanding of doctoral capstone process including the capstone experience and project, roles and requirements of the mentor, effective feedback techniques, conflict management tools, student well-being, cultural humility, and be provided with resources related to capstone mentorship. Capstone Mentors or Coordinators will receive an AOTA Approved CE Certificate of Completion. Completion requirements include review of all the content slides, completion of all formative quizzes, passing of the summative exam at 75% or better, and completion of the post-course evaluation survey. Content access is 120 days from date of purchase. Email Dr. Bebeau (see button below) with questions or any special needs requests!


Please scroll down to review the Instructors, Course Curriculum and Learning Objectives

Meet Your Instructors

OTD, OTR/L Daniel Rortvedt

Clinical Associate Professor, Capstone Coordinator at University of Wisconsin-Madison

EdD, OTR Debbie Bebeau

Dr. Bebeau has over 20 years of experience as a clinician and 15 years of experience in OT education. She served as a Clinical Professor and AFWC at UW-Madison for several years and is currently Program Director of the Madison College OTA Program.

OTD, OTR/L Paula Costello

Doctoral Capstone Coordinator at Quincy University

Course Curriculum

    1. Introduction

      FREE PREVIEW

    2. D.1.0 Doctoral Capstone Goal (Areas, Experience, and Project)

    3. Defining the Doctoral Capstone Project and Experience

    4. Capstone vs Level II Fieldwork

    5. Course Objectives

      FREE PREVIEW

    1. Role of Capstone Mentor

      FREE PREVIEW

    2. Mentor Self-Assessment Checklist

    3. Benefits to Being a Capstone Mentor

    4. D.1.3 Design and Preparation Requirements

    5. D.1.4. Experiential Plan and Written Agreement

    6. D.1.1.,1.2.,1.5. Capstone Mentor Requirements

    7. Universal Design for Learning

      FREE PREVIEW

    8. Team Personality and Work Style - The DISC Assessment

    9. Capstone Project Dissemination and Synthesis Requirements (D.1.6.)

    10. Capstone Completion and Evaluation (D.1.7.)

    11. Capstone Experience and Mentor Quiz

    1. Effective Feedback Defined

      FREE PREVIEW

    2. Six Step Process to Effective Communication - Step 1

    3. Six Step Process to Effective Communication - Step 2

    4. Six Step Process to Effective Communication - Step 3

    5. Six Step Process to Effective Communication - Step 4

    6. Six Step Process to Effective Communication - Step 5

    7. Six Step Process to Effective Communication - Step 6

    8. Receiving Feedback

    9. Feedback Wrap-Up

    10. Feedback Quiz

    1. What is Conflict Management?

      FREE PREVIEW

    2. Four Types of Conflict

    3. Options for Managing Conflict

    4. Ten Steps of Effective Conflict Management

    5. Conflict Management Quiz

    6. Case Study - Introduction

    7. Case Study - Week 4 Challenge

    8. Case Study Challenge Quiz

    9. Case Study - Managing the Conflict

    10. Case Study - Site Mentor Response

    11. Case Study Site Mentor Response Quiz

    12. Case Study - Conflict Resolution

    1. Student Well-Being Introduction

      FREE PREVIEW

    2. Mindfulness for Healthcare Professionals - Review the Evidence!

    3. Mindfulness Techniques and Tools for Student Well-Being

    4. Mindfulness - What is Mindfulness?

    5. Mindfulness - Why Practice Mindfulness?

    6. Mindfulness - How Can We Cultivate Mindfulness?

    7. Mindfulness Quiz

    8. Meditation - What is Meditation?

    9. How Does Meditation Effect the Body?

    10. Meditation - Types of Meditation

    11. Meditation Quiz

    12. Breathwork

    13. Breathwork Techniques for Pursed-Lip Breathing and Box Breathing

    14. Breathwork Quiz

    15. Journaling

    16. Journaling Education Quiz

    17. Chair Yoga - What is Chair Yoga and What are the Benefits?

    18. Chair Yoga Quiz

    19. Building Support for Student Parents

    20. Student Well-Being Wrap-Up

    1. Cultural Humility vs. Cultural Competence

      FREE PREVIEW

    2. Privilege and Power

    3. Biases in Health Care

    4. Intersectionality

    5. Microaggressions

    6. Cultural Humility Quiz

    1. Resources Introduction

    2. Designing an Effective Capstone Experience

    3. Interview Questions for Potential Capstone Students

    4. Experiential Plan and Written Agreement

    5. Needs Assessment

    6. Evaluating Mentor, Site, and Student

    7. Learning Contracts - Pathway to Student Success

    1. Discussion Forum Questions

    1. Summative Exam Preparation

      FREE PREVIEW

    2. Summative Exam

About this course

  • $95.00
  • 74 lessons

Learning Objectives (intermediate)

By the end of this course, learners will be able to:

1. Mentors will articulate their role, including providing guidance, support, and constructive feedback while maintaining professional boundaries.

2. Mentors will recognize clear, empathetic feedback that promotes reflection and growth.

3. Mentors will define how to cultivate a safe, supportive space where the mentee feels valued and empowered to take ownership of their learning.

4. Mentors will articulate how to provide feedback that balances praise and constructive criticism, helping mentees identify areas for improvement while recognizing their strengths.

5. Mentors will define universal design for learning and importance of adjusting their mentoring methods to best support each mentee's development.

6. Mentors will articulate ethical decision-making skills, understanding professional standards, and navigating the challenges of OT practice.

7. Mentors will recall techniques to prompt self-assessment.

8. Mentors will relate conflict resolution skills and articulate potential challenges in a way that supports the mentee’s growth and maintains a professional relationship.

9. Mentors will identify how to guide mentees toward becoming self-directed learners.

10. Mentors will define the structure of the mentorship relationship and role as well as the responsibilities, design, preparation, and process of the capstone experience.

11. Mentors will recognize the application of cultural humility within the capstone experience.

Accreditation Standards Addressed

Accreditation Council for Occupational Therapy Education (ACOTE®) Standards

D.1.0. The goal of the doctoral capstone is to provide an in depth exposure to one or more of the following areas in occupational therapy: • Clinical skills • Research skills • Administration • Program development and evaluation • Policy development • Advocacy • Education • Leadership The doctoral capstone consists of two parts: • Capstone experience • Capstone project The student will complete a 14-week capstone experience and an individual related capstone project to demonstrate synthesis and application of knowledge gained.

D.1.1. Ensure that the doctoral capstone is designed through collaboration with the student, a faculty member in the occupational therapy educational program who holds a doctoral degree, and an individual with documented expertise in the content area of the capstone.

D.1.2. Document that the content expert is informed of the plan for and purpose of the doctoral capstone and has content expertise in the focus area.

D.1.3. Document that the doctoral capstone is an integral part of the program’s curriculum design and: • Reflects the mission and philosophy of the program. • Contributes to the development of in-depth knowledge in the designated area of interest. • Includes preparation consisting of a literature review, needs assessment, goals/objectives, and a plan to evaluate project outcomes. This must be completed prior to the commencement of the 14-week doctoral capstone experience. The doctoral capstone must be started after completion of all coursework and Level II fieldwork.

D.1.4. Document that the process for ensuring valid written agreements between the organization and the program are in effect prior to and for the duration of the capstone experience. Ensure that there is a valid plan for the individual doctoral capstone experience that, at a minimum, includes: • Individualized specific doctoral capstone experience objectives • Plans for evaluation, supervision, and mentoring • Responsibilities of all parties The agreement must be signed by all parties.

D.1.5. Require that the length of the doctoral capstone experience be a minimum of 14 weeks’ full-time, and a minimum of 32 hours per week. This may be completed on a part-time basis as agreed upon by the organization and must be consistent with the individualized specific objectives and capstone project. This must be equivalent in length to 14 full time weeks of at least 32 hours per week. The program must have a mechanism to document that the students meet the requirements for capstone length. Prior fieldwork or work experience may not be substituted for this doctoral capstone experience.

D.1.6. Ensure completion and dissemination of an individual doctoral capstone project that relates to the doctoral capstone experience and demonstrates synthesis of in-depth knowledge in the focused area of study.

D.1.7. Document a formal evaluation mechanism for objective assessment of the student’s performance during and at the completion of the doctoral capstone.


Contact Professional Development Provider

Debbie Bebeau EdD, OTR

Email Dr. Bebeau

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