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About RMUoHP 2017-06-20T22:25:05+00:00

Mission and Vision Statements

The mission of Rocky Mountain University of Health Professions is to educate current and future healthcare professionals for outcomes-oriented, evidence-based practice. The University demonstrates mission fulfillment through the quality of its education and success of its students in academic programs that develop leaders skilled in clinical inquiry and prepared to effect healthcare change.

The vision of Rocky Mountain University of Health Professions is to advance the quality, delivery and efficacy of healthcare.

President’s Message

Welcome to Rocky Mountain University of Health Professions (RMUoHP), an accredited institution recognized for evidence-based, meaningful graduate healthcare education. Established in 1998 as an exclusive post-professional graduate healthcare institution, RMUoHP has a reputation for exceptional, high quality, rigorous healthcare education programs and has a diverse student body and alumni from all 50 states as well as a stellar and nationally respected faculty representing healthcare practice, research and education throughout the country. Our academic models of delivery allow our limited-residency students to continue with their life roles without relocating and our residency students to begin and end their full-time studies in beautiful Provo, Utah.

Become a part of the excitement by engaging in highly focused and specialized healthcare education at the feet of some of the most competent, qualified, and experienced faculty in the United States. Experience the transformation that awaits you as a practicing clinician, educator, researcher, or administrator. With continued growth and expansion into other health-related programs in the not too distant future, RMUoHP is a University to watch!

I offer a personal invitation for you to visit with me while you are on our campus and I look forward to having you become part of the Rocky Mountain University of Health Professions family of students, alumni, and faculty who are altering the delivery of healthcare throughout the world.

Yours in learning,

Richard P. Nielsen, PT, DHSc, ECS
RMUoHP President

Accreditation

Core Values

The University advocates clinical inquiry that challenges practice standards, expands evidence-based practice, increases clinical research, develops healthcare change agents, and encourages experiential learning.
The University provides a student-centered environment through relevant and participatory courses and a supportive University community.
The University demonstrates integrity in its interactions with all its constituents.
The University cultivates diversity through academic freedom, varied educational experiences, and broad recruitment of students and faculty.
The University fosters skills essential to leadership roles in healthcare, academia, research, and the community.
The University operates with respect for the natural environment.
The University generates and manages its resources in a manner that will ensure the long-term success and operation of the institution.
The University promotes service to community, healthcare, and education.

Educational Model

RMUoHP considers the best educational model for a changing healthcare environment to be an integration of scholarship, practical experience, and evidence-based decision-making. To achieve the desired outcomes, the integration of these elements begins early in the student’s education and continues throughout his or her graduate program. The use of library and information resources at RMUoHP is emphasized in all programs, and relies upon several educational strategies that vary based upon the nature of the academic program. These specific strategies complement the general goals of each degree program, as listed in the program curricula. The integration of academic work, clinical experience, and research begins early in the student’s education and continues throughout his or her graduate program.

Educational strategies emphasized in the:

Entry-level, residential Doctor of Physical Therapy (DPT) program:

  1. A learner-centered model of education, where students are actively involved in the teaching/learning process;
  2. 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;
  3. The faculty models and encourages critical reflection;
  4. Course content builds on the student’s existing knowledge base, progressing from simple to complex conceptualization and advancing from concrete to abstract analysis;
  5. Student development of core values and skills is enhanced through appropriate faculty interaction and modeling of professional behaviors and attitudes; and,
  6. Assessment of student learning and preparation for clinical practice is an intentional and integrated component of student learning.

Transitional Doctor of Physical Therapy (tDPT), post-professional Doctor of Occupational Therapy (OTD), and Doctor of Nursing Practice (DNP) programs:

  1. Didactic education in the classroom with emphasis on writing professional papers;
  2. Understanding of the application of research and the research process in the clinical setting;
  3. Application of evidence-based practice principles and practice models;
  4. Completion of a peer-reviewed and referenced case report manuscript on a pre-approved topic (tDPT);
  5. Completion of an integrated project emphasizing the Occupational Therapy Framework and foundations (OTD);
  6. Directed advanced clinical, health science, educational, or research application experience in supervised and mentored settings (DNP); and,
  7. Completion of an original capstone research project (DNP).

Doctor of Science (DSc) programs and Doctor of Philosophy (PhD) programs:

  1. Didactic education in the classroom with an emphasis on core courses as well as specific health science educational learning;
  2. Application of evidence-based practice principles and practice models;
  3. Foundation in the analysis and critique of scientific literature;
  4. Directed advanced clinical, health science, educational, or research experience in supervised and mentored settings;
  5. Grounding in research design and bio-medical statistics; and,
  6. 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.

Assessment and Institutional Effectiveness

RMUoHP is committed to a culture of continuous, systematic, institution-wide assessment of performance-based outcomes for each academic degree program and administrative function. While RMUoHP’s mission references evidence-based practice from an academic and clinical perspective, the University also includes this principle in day-to-day practices. This process ensures the University fulfills its mission and core values while demonstrating accountability to all constituents. For more information on RMUoHP’s assessment processes, visit Institutional Effectiveness.