Current Practices in Implementing the Occupational Therapy Doctoral Capstone Needs Assessment: A National Survey

Laurie D. Stelter, Texas Tech University Health Sciences CenterFollow
Kaitlyn Cremer, Baylor UniversityFollow
Lou Rutigliano, University of Texas Rio Grande ValleyFollow
Leslye Morris, Abilene Christian UniversityFollow
Lima Ghulmi, Medical University of South CarolinaFollow
Ana Allegretti, University of Texas Health San AntonioFollow

Document Type (Journals)

Original Research

Abstract

Entry-level occupational therapy doctorate (OTD) programs navigate curricular decisions related to designing, implementing, and refining doctoral capstone processes. One of the complex requirements is the doctoral capstone needs assessment (DCNA) which each student completes prior to the implementation of the doctoral capstone project. The researchers aimed to contribute to the specificity of DCNA-related understanding, informing quality decision-making, via a national, cross-sectional survey of current DCNA practices. Purposive sampling resulted in a 24.3% (n=54) response rate of mostly Doctoral Capstone Coordinators (DCCs; 98.1%) representing programs across doctoral capstone experience levels. The timing of DCNA processes trended toward the latter half of their curriculums (~85%). Analysis indicated this timing of the DCNA was one of the most prominent challenges (n=39; 72.2%). The DCNA methods most commonly used were literature review of population needs (n=52; 96.3%), interview of a capstone site informant (n=45; 83.3%), and strengths, weaknesses, opportunities, and threats (SWOT) analysis (n=36; 66.7%) with programs qualitatively either leaning toward primarily literature-based or site-specific approaches depending on various contextual factors. Respondents offered a number of DCNA strategies (M=7.96) for their students to use in order to facilitate flexible planning. Most respondents indicated that DCNA findings were reported via a written narrative (n=45; 83.3%) and/or a presentation (n=34; 63.0%). Constructive operational processes followed the themes of community engagement, scaffolding, and a step-wise approach. The current DCNA practices identified within this study are considered an essential step toward establishing best practices and structured tools that will aid DCCs in the development and quality enhancement of DCNA-related curricular components.

Biography

Laurie Stelter, PhD, OTR is an Assistant Professor in the Occupational Therapy Program at Texas Tech University Health Sciences Center. She serves as the program’s Doctoral Capstone Coordinator, facilitating 50 community-engaged student capstone projects annually. Her scholarship focuses on capstone best practices and community capacity-building for intellectual disability services.

Kaitlyn Cremer, OTD, OTR, SCLV, CAPS is Director of Doctoral Capstone and Clinical Associate Professor at Baylor University. She leads student development of high-impact capstone experiences across diverse settings, with a focus on evidence-informed practice, clinical mentorship, and real-world relevance. She’s advanced capstone curriculum through innovative, student-centered design.

Lou Rutigliano, PhD, OTR is an Assistant Professor in the Occupational Therapy Program at University of Texas - Rio Grande Valley. He serves as the program's Doctoral Capstone Coordinator, and in addition to the capstone his research interests also include caregiver education and training.

Leslye Morris, OTD, OTR is an Assistant Professor and Doctoral Capstone Coordinator in the Occupational Therapy Program at Abilene Christian University. Her research focus includes functional urinary incontinence management in skilled nursing facilities and capstone advancing the doctoral capstone.

Lima Ghulmi, OTD, OTR is an Assistant Professor and Doctoral Capstone Coordinator in the Occupational Therapy Program at Medical University of South Carolina.

Ana Allegretti, PhD, OTR, ATP associate professor at the Department of Occupational Therapy at UT Health San Antonio and capstone director. Dr. Allegretti has over 20 years of experience in the field. Her area of expertise is in assistive technology and she has been recognized nationally and internationally for her contributions.

Declaration of Interest

The authors report no declarations of interest.

Recommended Citation

Stelter, L. D., Cremer, K., Rutigliano, L., Morris, L., Ghulmi, L., & Allegretti, A. (2025). Current Practices in Implementing the Occupational Therapy Doctoral Capstone Needs Assessment: A National Survey. Journal of Occupational Therapy Education, 9 (4). Retrieved from https://encompass.eku.edu/jote/vol9/iss4/18