Occupational Therapy Doctoral Capstone Projects

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https://hdl.handle.net/1805/23238

This collection includes capstone projects authored by doctoral students in the Department of Occupational Therapy.

If you are an OTD student and need access to upload your project, please contact the University Library Center for Digital Scholarship (digschol@iu.edu).

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Capstone Paper: Perinatal Mental Health Educational Content Module for OT Mental Health Class
(2025) Pulos, Emily; Bednarski, Julie; Department of Occupational Therapy, School of Health and Human Sciences; Belkiewitz, Johnna
1in 5 women and 1 in 10 men experience a perinatal mental depression and or anxiety(PSI,2025). Occupational therapists can use their unique skills and holistic approach to help someone who is struggling with a perinatal mental health condition but there is a need for more education and skill practice in this population. Through a needs assessment it was found that the site had a need for incorporating perinatal mental health education into the OT Practice: Mental Health SHHS T543T class. The purpose of this capstone was to develop evidenced based resources to address perinatal mental health including the unique needs of adolescents to incorporate into the Indiana University Indianapolis (IUI) Entry- Level Occupational Therapy Doctoral (OTD) curriculum. The project goal was to provide education and skill practice for students so that the staff will be able to incorporate perinatal mental health education into OT Practice: Mental Health SHHS T543 lab portion of the class. The faculty who teaches the mental health course received all the content through a one drive shared folder and after reviewing all the content they were asked to take a post survey to assess the quality of the information developed for the educational content module. The results indicated that the educational content module was adequate for use and rooted in evidenced based practices.
Tailoring Dental Appointments for Neurodivergent Children
(2025-05) Chelmella, Payton; Van Antwerp, Leah; Department of Occupational Therapy, School of Health and Human Sciences; Steele, Jaime
Many neurodivergent children have a difficult time during their dental visits or cannot find a dental office willing to treat them. This doctoral capstone project aimed to give a local pediatric dentist office the information and experience they need to confidently provide care for neurodivergent patients and patients with dental anxiety. Six evidence-based themes about beneficial adaptations and modifications were addressed, including: acclimating to the dentist, desensitization, patient care beyond the chair, child behavior management, adaptive communication, and sensory processing. The capstone student provided the dental team with additional information during the project, but the above themes were emphasized the most. The dental team members completed a pre-survey (9 participants) and post-survey (8 participants) to evaluate their knowledge and confidence in three areas: general knowledge about adaptations and modifications, perceived knowledge about concepts relating to specific adaptations and modifications, and their confidence in implementing specific adaptations and modifications. The results show that the three categories had a statistically significant difference between pre-survey and post-survey results with a medium to large effect size. This project had a strong impact on the dental team’s knowledge and confidence in ways to treat their neurodivergent patients and patients with dental anxiety, therefore, this project shows that occupational therapy has a valuable place in pediatric dental settings.
Current Evidence-Based Practices for Acute Stroke Rehabilitation
(2025-05) Russell, Rachel; Breeden, Lori; Department of Occupational Therapy, School of Health and Human Sciences; Del Gallo, Drew
Every year more than 795,000 people living within the United States have a stroke (Tsao, et al., 2023). With the prevalence, complexity, and wide variety of symptoms a person can experience following a stroke, there is continual research advancements on the best practices for the acute stroke patient (American Stroke Association, n.d.). The purpose of this doctoral capstone project was to research current evidence-based practices and develop educational resources for the acute rehabilitation team to expand their knowledge on the best practices that benefit acute stroke patients. Through the needs assessment, it was discovered that the site had a goal to increase knowledge on the current evidence-based rehabilitation practices that are relevant for acute stroke patients. Following a systematic review of the current literature, four resources were developed, and an in-service presentation was delivered to the acute rehabilitation team to guide the effective utilization of these materials in clinical practice. The acute rehabilitation team supported the use of these resources as they reported an increase in confidence and knowledge in researching and implementing current evidence-based practices in the future with acute stroke patients following the in-service presentation. The results indicate that continued research is recommended to further explore effective strategies for translating evidence-based practices into clinical practice by occupational therapists working with stroke patients in the acute care setting.
Optimizing Educational Resources for Upper Extremity Conditions in Occupational Therapy
(2025-05-05) Richardson, Nicole; Bednarski, Julie; Department of Occupational Therapy, School of Health and Human Sciences; Brake, Holly
Upper extremity conditions or injuries significantly impact individuals' ability to participate in daily occupations. Access to clear, accurate, and patient-friendly educational materials is essential for promoting self-management and adherence to treatment recommendations. This doctoral capstone project aimed to develop and evaluate educational resources to be used within an outpatient hand therapy clinic. Key components of the project included completing a comprehensive needs assessment, reviewing current evidence-based practices, and implementing updated materials to support patient education. The resulting materials improved patient understanding of their diagnosis and treatment and supported the overall delivery of occupational therapy services. This project highlights the role of occupational therapy in providing patient education and the importance of accessible, well-designed resources in the hand therapy setting.
Empowering Families: The Role of Provider Coaching in Indiana Early Intervention
(2025-05) Murtiff, Samantha; Belkiewitz, Johnna; Department of Occupational Therapy, School of Health and Human Sciences; Young, Constance; Faust, Leann
In 2022, Indiana’s early intervention program, First Steps, provided services to over 27,000 children ages 0-3. Throughout a comprehensive needs assessment, First Steps identified a need for more culturally inclusive educational materials to ensure early intervention therapists are providing culturally appropriate care. The goal of this capstone project was to provide education to early intervention providers regarding cultural humility in home visiting. This project consisted of a cultural presentation informing providers about typical household routines in Haitian, Burmese, and Latino/Hispanic cultures, as well as the creation of several cultural handouts. A pre- and post-survey approach was used to gather data regarding provider comfort, confidence, and use of Family Guided Routines Based Intervention (FGRBI) in early intervention home visits. Quantitative results of these surveys found that providers reported increases in all the previously mentioned categories. Many providers also provided qualitative evidence of increased knowledge due to the cultural presentation and handouts.
Creating a Resource to Ease Spinal Cord Injury Patient’s Transition from Hospital to Home: A Doctoral Capstone Report
(2025-05-03) Butcher, Madison; Hull, Kristin; Department of Occupational Therapy, School of Health and Human Sciences; DeRolf, Annie
Preparing a spinal cord injury (SCI) patient for discharge to home after their injury, is not an easy task for the healthcare team. The patient and their partners must learn how to manage aspects of care such as protecting the skin from pressure ulcers, transferring to different surfaces, catheterizing the bladder, managing a bowel program, and preventing complications like Autonomic Dysreflexia. The therapists at an inpatient rehabilitation facility in Ohio identified a gap in administering educational resources in a way that addresses all these needs. The capstone student created a patient manual that acts as a step-by-step guide for the topics previously listed. The goal of the manual was to provide a visual representation of skills to patients and care partners to aid in a successful transition from the hospital to home.
Advancement of Clinical Skills and Interoceptive Assessments at Cincinnati Children's College Hill Campus
(2025-04-30) Brown, Katelyn; Wasmuth, Sally; Department of Occupational Therapy, School of Health and Human Sciences; Duncan, Chad
Cincinnati Children’s Medical Hospital Center is known throughout the country as one of the leading medical centers for providing current evidence based pediatric care. Every department is responsible for having research teams in charge of finding literature to support best practices being utilized at the clinic. This capstone project aims to create an evidence based binder of interoceptive assessments to bridge the gap between occupational therapy services and mental health settings. The binder was created for the Translating Research and Clinical Knowledge (TRACK) team, a group of occupational therapists at the College Hill campus that work to advance research in mental health. The capstone student also gained clinical skills within a pediatric mental health setting during the capstone experience. Advancing skills in this setting will situate the student as a potential leader to advance the field of mental health into other settings. These skills help to advance the profession of occupational therapy by being able to address mental health during all sessions and settings. The capstone student was able to advance skills through leading group sessions, attending rounds, administering standardized assessments during evaluations, and completing one on one treatment sessions. The capstone student worked alongside other occupational therapists on site to ensure all groups were covered each day and that everyone’s caseload was equal for the day. This capstone project also helped to bring awareness to the work occupational therapists can accomplish in mental health settings.
Promoting Family Centered Care in the Neonatal Intensive Care Unit (NICU)
(2025) Pisockyj, Mariah; Belkiewitz, Johnna; Department of Occupational Therapy, School of Health and Human Sciences; Bushur, Stephanie
While the neonatal intensive care unit (NICU) is often medically necessary, it can contribute significantly to stress for both infants and their families. Weber and Harrison (2019) identifies stress in the NICU to result from the physical environment, the psychosocial environment, and the medical complex requirements. Family centered care has been established as best practice in NICU settings, with increased evidence supporting its positive impact on infants and families (Lee, 2024). This capstone project was conducted in a level III NICU in central Indiana with the goal of enhancing caregiver education to promote greater caregiver participation and to foster a positive healing environment for infants. In collaboration with the site, the student identified a gap between the literature and the practical implementation of family centered care. A mixed-methods data collection approach, including a pre- and post-survey completed by NICU staff, was utilized to evaluate the project’s effectiveness. Evidence-based educational resources were developed, supporting a more therapeutic and family-inclusive NICU experience. Project evaluation results indicated a positive impact on caregiver education, staff knowledge, and the student’s clinical practice development.
Trauma-Informed Care within an Elementary School Classroom
(2025-04-25) Bullard, Kelsie; DeRolf, Annie; Department of Occupational Therapy, School of Health and Human Sciences; Steuver, Kelsey
Trauma-informed care (TIC) has become a crucial framework in educational settings, particularly when addressing the needs of children who have experienced adverse childhood experiences (ACEs). Literature suggests that implementing TIC approaches significantly improves behavioral and academic outcomes. Despite its proven benefits, many educators lack comprehensive training in TIC, leading to a gap between the desired and actual implementation in the classroom. A needs assessment conducted at an elementary school identified this gap, revealing a discrepancy between the current staff’s knowledge of TIC and the school’s goal of incorporating trauma-informed practices. The purpose of this doctoral capstone project was to research, compile, and disseminate evidence-based trauma-informed care strategies that educators can apply in their classrooms. Based on the needs assessment and site preferences, an educational presentation was developed and delivered to staff, focusing on trauma-informed care and its application through Trust-Based Relational Intervention (TBRI). The effectiveness of this presentation was evaluated using pre- and post-surveys, which were analyzed by comparing question results. Results indicated significant growth in staff knowledge and application of TIC, with higher post-survey scores reflecting increased understanding and confidence in using TIC strategies in the classroom. These findings suggest that the educational presentation effectively enhanced staff proficiency in TIC, emphasizing the importance of ongoing professional development to foster positive educational outcomes for children.
Implementing Trauma-Informed Care Principles in Inpatient Therapy Through E-Learning
(2025) Negash, Shushan; DeRolf, Annie; Department of Occupational Therapy, School of Health and Human Sciences; Kregers, Marlene
The concept of trauma-informed care (TIC) has emerged as a vital framework in healthcare for addressing the complex needs of individuals who have experienced trauma; however, its implementation and long-term effectiveness remain under-researched. Many healthcare providers lack consistent and accessible training on how to implement TIC principles, especially in fast-paced inpatient settings. The aim of this doctoral capstone project was to evaluate and encourage trauma-informed care practices among rehabilitation staff at a level one trauma center in Indianapolis through the development of an e-learning module. Moreover, reassessment and further systematic implementation were needed to build upon previous capstone students’ in-service training on TIC. A needs assessment, gap analysis, and literature review revealed significant gaps in knowledge retention and confidence with the application of TIC principles. Guided by the adult learning theory of transformative learning, the project included the creation of a sustainable annual training module, clinical skills TIC application, and an in-service presentation. Pre- and post-surveys assessed the staff’s knowledge and confidence levels, indicating improved awareness and readiness to implement TIC principles. The project demonstrated the effectiveness of providing accessible e-learning training in fostering a trauma-informed healthcare culture and provided a foundation for future interprofessional TIC integration.

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