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Master of Occupational Therapy

 

Vice President of Operations, Hammond-Henry Hospital

Julie is invested in our students’ success in the program and beyond. Many OT students go on to do clinical internships at Henry-Hammond Hospital.

Fellow faculty

“There’s camaraderie between OT faculty members at Ambrose. It’s a place where we share progressive ideas and look at new practice arenas.”


An Ambrose OT graduate and former adjunct instructor, Julie has taught Pathokinesiology, Neurorehabilitation, Adult Interventions and Special Topics for Women’s Health. She values the faculty’s emphasis on best practice initiatives. Julie gives her students the tools they need to solve problems quickly and efficiently, based on what works for each individual patient. She says, “Accountability is important. We can’t truly be successful until our clients have positive outcomes.”


In his/her own words:

Why occupational therapy?

While earning my degree in kinesiology from the University of Illinois, I spent many hours volunteering at the local hospital. Working with the occupational and physical therapy programs there inspired me to pursue a career in occupational therapy. I wanted to have the ability to make a difference in improving people’s lives; a career in occupational therapy has given me that opportunity.

How did you prepare for your job as vice president of operations?

The preparation for my current position at Hammond-Henry Hospital is a culmination of all my prior professional experiences. I’ve worked in both large and small healthcare facilities as a clinician and in management roles.

Deciding to further my St. Ambrose education by enrolling in the MBAH program was another valuable venture. Gaining the additional expertise in financial management, marketing and leadership has facilitated the expansion of our rehabilitation programs and has allowed me the opportunity to now serve the hospital as the vice president of operations.  

You used to teach in the OT program. What was your teaching method like?

It was a mix of classroom learning and direct patient interaction. I believe that teaching about theory, methods, assessments and interventions requires a combination of approaches. Learning is a collaborative and dynamic process. Allowing for opportunities to develop interpersonal skills, problem solving and intervention application prepares our students for future success as clinicians.  

What’s one of the most important lessons you've taught?

The patient is our focus! Individualized assessment, intervention planning and re-assessment are key in developing a collaborative approach. The goal is to return our patients to their highest level of function. As clinicians we are facilitators of this process.
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