The entry-level Doctoral Capstone is comprised of two different parts: Doctoral Capstone Experience and Doctoral Capstone Project. The Doctoral Capstone Experience (DCE) is an individualized, intensive immersion 14-week, minimum of 32 hours per week, experience that is completed after all coursework and Level II fieldwork. The successful completion of the capstone experience must be within one year of the completion of the final level II fieldwork. The Capstone Project is an integral part of the Doctoral Capstone and is directly related to the DCE. The focus of the project is for the student to demonstrate synthesis of in-depth knowledge in the focused area of the DCE. Prior to commencement of the doctoral capstone students will complete a literature review and needs assessment in their area of interest. This will follow with developing specific goals and objectives for their capstone experience and the development of mechanisms to evaluate the doctoral capstone. Students may engage in their capstone experience in one of the following areas: clinical practice skills, research skills, administration, leadership, program development and evaluation, policy development, advocacy, and/or education.

Defining Capstone Focus Areas

  • Clinical skills: Gaining advanced skills by working with a specific population or area of practice.
  • Program Development and evaluation: May address needs assessment, program planning, proposal writing, and measurement of outcomes. Some examples include working with emerging areas of practice with a community site, development of resource materials, staff and family training materials.
  • Administration: Collaborating with OTs or other health care leaders who manage private practice or work in hospital/skilled nursing administration.
  • Leadership: Developing professional leadership skills to lead and represent the profession.
  • Research: Collaborating with researchers on a project, integration of EBP research activities, creation of quality assurance or outcome measurement programs, conducting research.
  • Policy development: Examining local, state, or national health care policy and proposing changes in the policy.
  • Education/Academia: Gaining knowledge related to the role of the educator a well as advanced skills related to academia, developing curriculum, mentoring students.
  • Advocacy: Advocating for the profession of occupational therapy as a whole at local, state, or national level.

The entry-Level OTD Doctoral Capstone Experience is where students develop in-depth knowledge and skills (those beyond a generalist level) and is integral to acquiring deeper-practice scholar competencies as reflected in the program’s curriculum design. The DCE directly connects occupational therapy practice with scholarship via the creation, implementation & evaluation of a doctoral capstone project. These continuous, sustained and in-depth learning experiences provide an avenue for display of professional behaviors and ethical practice, client centered and evidence based clinical practice and critical thinking consistent with the curriculum framework of the Walsh University Occupational Therapy program.

The DCE reflects the sequence and scope of content in the curriculum design and allows for development of in-depth knowledge. By scaffolding capstone design and development over several semesters, students gain experience developing in-depth knowledge in their designated area of interest. As students work through the scaffolded design, they are exposed to practice areas that include mental health, productive aging, children and youth, health and wellness, work and industry, technology, leadership, clinical research, rehabilitation, disability, and participation.