Online World Universities Database: Rocky Mountain University of Health Professions

The Rocky Mountain University of Health Professions is an institution of higher education located in Provo, Utah, United States. It first opened in 1998. As of April 2014, RMUoHP's main campus is located at 122 East 1700 South, Provo, Utah. Phone: 801-375-5125.

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Programs

The school primarily offers graduate programs in health related fields.

Rocky Mountain University of Health Professions is accredited by the Northwest Commission on Colleges and Universities (8060 165th Avenue NE Ste 100, Redmond, WA 98052-3981), an institutional accrediting body recognized by the Secretary of the US Department of Education.

The entry-level Doctor of Physical Therapy Program at Rocky Mountain University of Health Professions is accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE; 1111 North Fairfax Street, Alexandria, VA, 22314; website: www.capteonline.org). The entry-level Doctor of Physical Therapy degree program is residential.

The Commission on Collegiate Nursing Education (CCNE) has accepted the application for the initial accreditation of the Doctor of Nursing Practice (DNP) program at Rocky Mountain University of Health Professions. New applicant status signifies an affiliation with CCNE; it is not a status of accreditation.

It offers the follow degree programs:

Doctor of Science (DSc) in Clinical Electrophysiology;
Doctor of Nursing Practice (DNP);
Doctor of Physical Therapy (DPT - Entry-level) - The entry-level Doctor of Physical Therapy program is accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE).
Transitional Doctor of Physical Therapy
Doctor of Occupational Therapy (OTD - Post-professional)
- Elective tracks in Administration and Practice Management, Aging, Hand Therapy, and Pediatric Science

Educational Model

Educational strategies emphasized in the entry-level, residential Doctor of Physical Therapy (DPT) program:

A learner-centered model of education, where students are actively involved in the teaching/learning process; As the program progresses, teacher-student collaboration in the educational process increasingly encourages students to take responsibility for their own learning, discovery, and application of new knowledge and skills; The faculty models and encourages critical reflection; Course content builds on the students' existing knowledge base, progressing from simple to complex conceptualization and advancing from concrete to abstract analysis; Student development of core values and skills is enhanced through appropriate faculty interaction and modeling of professional behaviors and attitudes; and, Assessment of student learning and preparation for clinical practice is an intentional and integrated component of student learning.

Educational strategies emphasized in the transitional Doctor of Physical Therapy (tDPT), post-professional Doctor of Occupational Therapy (OTD), and Doctor of Nursing Practice (DNP) programs:

Didactic education in the classroom with emphasis on writing professional papers; Understanding of the application of research and the research process in the clinical setting; Application of evidence-based practice principles and practice models; Completion of a peer-reviewed and referenced case report manuscript on a pre-approved topic (tDPT); Completion of an integrated project emphasizing the Occupational Therapy Framework and foundations (OTD); Directed advanced clinical, health science, educational, or research application experience in supervised and mentored settings (DNP); and, Completion of an original capstone research project (DNP). Educational strategies emphasized in the Doctor of Science (DSc) programs and Doctor of Philosophy (PhD) programs:

Didactic education in the classroom with an emphasis on core courses as well as specific health science educational learning; Application of evidence-based practice principles and practice models; Foundation in the analysis and critique of scientific literature; Directed advanced clinical, health science, educational, or research experience in supervised and mentored settings; Grounding in research design and bio-medical statistics; and, Development, implementation, and completion of a dissertation. With these general strategies guiding the use of information technology, the University ensures that informational resources support program expectations and student achievement across the spectrum of learning activities unique to each academic program.

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