How to use The Clinical Site HGTC PTA Manual This clinical manual will be a reference guide for Horry-Georgetown Technical College physical therapist assistance students.
Horry Georgetown Technical College Physical Therapist Assistant Clinical Program Handbook
This Clinical Handbook and its contents have been reviewed and approved by the administration of Horry-Georgetown Technical College.
This clinical manual has been prepared for the use of the Physical Therapist Assistant Student at Horry-Georgetown Technical College.
Prepared by: Tammy Marcin MBA, DPT, PT Professor/ACCE August 2011
Table of Contents Frequently asked questions ........................................................................................................ 6 General Information ................................................................................................................... 7 Accreditation ............................................................................................................................... 7 Mission ........................................................................................................................................ 7 Philosophy ................................................................................................................................. 11 HGTC PTA’s Program Mission Statement: ................................................................................ 11 HGTC PTA Program Philosophy:................................................................................................ 12 Student Privacy ......................................................................................................................... 12 Non Discrimination Statement: ................................................................................................ 12 Harassment Policy ..................................................................................................................... 13 Complaint Process .................................................................................................................... 15 Educational Requirements for a PTA ........................................................................................ 19 Academic Information .............................................................................................................. 19 Student retention: .................................................................................................................... 19 Academic Counseling ................................................................................................................ 20 Personal Counseling .................................................................................................................. 20 Services for Students with Disabilities ...................................................................................... 20 Student Success & Technology Center ..................................................................................... 21 Academic Alert System ............................................................................................................. 21 Progression and Retention: ...................................................................................................... 21 Standards for a Academic Progress .......................................................................................... 21 Academic Warning .................................................................................................................... 24 Academic Probation .................................................................................................................. 24 Academic Suspension ............................................................................................................... 24 Program Information ................................................................................................................ 25 Curriculum Display .................................................................................................................... 25 Overall Curriculum Plan ............................................................................................................ 26 Student Travel ........................................................................................................................... 30 Site Selection ............................................................................................................................. 30 Clinical Site Contract ................................................................................................................. 33 Site Cancellation ....................................................................................................................... 34 Inclement Weather Closing Procedures ................................................................................... 34 Attendance................................................................................................................................ 35 Electronics Devices.................................................................................................................... 36 Student Expectations ................................................................................................................ 36 PTA Program Goals & Objectives .............................................................................................. 37 Expected Student Outcomes .................................................................................................... 38 Conflicts and Removal of Students or Instructors .................................................................... 38 Informed Consent ..................................................................................................................... 39 Communication of Student Participation in Patient Care ........................................................ 39 Program Requirements ............................................................................................................. 42 Clinical Instructor’s Requirements ............................................................................................ 42 The Rights and Privileges of Clinical Education Faculty ............................................................ 43
Health Requirements ................................................................................................................ 43 Technical Standards, Essential Eligibility Requirements, and Essential Program Requirements of the PTA Program ................................................................................................................... 44 Dress Standards ........................................................................................................................ 46 Student Injury Follow-Up .......................................................................................................... 48 Notification of Disclosure ......................................................................................................... 48 CPR Certification ....................................................................................................................... 49 OSHA ......................................................................................................................................... 49 Liability Insurance ..................................................................................................................... 50 Confidentiality Policy ................................................................................................................ 50 Code of Ethics for the PTA ........................................................................................................ 51 Clinical Information and Forms ................................................................................................. 54 Instructional Package PTH 234 ................................................................................................. 54 Instructional Package PTH 253 ................................................................................................. 62 Instructional Package PTH 276 ................................................................................................. 70 Clinical Assessment Tool PTH 234............................................................................................. 78 Clinical Assessment Tool PTH 253............................................................................................. 85 PTH 276 Assessment Tool ......................................................................................................... 93 Student Clinical Assessment of Clinical Instructor and Site...................................................... 94 Check list for Clinical ................................................................................................................. 96 Student Clinical Academic Conference ..................................................................................... 97 CCCE Reference Manual ........................................................................................................... 99 PTA Student Supervision and Medicare ................................................................................. 100 Student Weekly Summary Form ............................................................................................. 101
What to expect when hosting a PTA student from HGTC? Thank you for taking on the professional responsibility of hosting a PTA student. All of us can reflect back on our clinical rotation experiences and how that exposure began to shape our career as clinicians. The information listed below is to assist you prepare and inform you of what your clinical instructor expectations are. Please do not hesitate to call HGTC PTA ACCE with any questions or concerns. I have agreed to host a student what will occur next: See timetable below: Time Frame Action Who is Responsible Prior to ACCE and CCCE will communicate on available clinical ACCE and CCCE affiliation: 1 year slots at your facility for the following academic year. Prior to ACCE informs the CCCE the PTA student’s name and ACCE affiliation: 3 demographics months Prior to Student contacts CCCE or CI with any questions ACCE affiliation: 1 regarding location, schedule. ** Clinical site may send Student month out information to student also per their policy. ACCE mails clinical assessment tool and course syllabus to CI or CCCE Clinical site first Depending on the clinical site, policies regarding CCCE and/or CI and day student orientation information provided may vary student but at a minimum, the following should occur: CI and student complete checklist for clinical, review syllabus outcomes, and course requirements. Weekly Student completes the weekly goal sheet and CI Student and CI reviews, recommends, or makes modifications of goals and sign off on student weekly goals Weekly Student complete reflective online journal Student Midterm CI and student completes clinical assessment tool for Student and CI the afflation. Student faxes or mails both student and CI assessment tool to ACCE. Midterm ACCE calls or visits CI and student ACCE Final CI and student complete clinical assessment tool for Student and CI the afflation. Final Clinical evaluation site survey Student Final Student submits completed portfolio ( self and CI Student clinical assessment, case study, site evaluation, weekly goal sheets and reflective journal) presented to ACCE After affiliation: ACCE presents final grade to student ACCE no greater 1 week
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Recommend steps to perform as CI: Review your organizations student orientation procedure. Awareness of this process will help you know what your expectations should be as a CI. For example, who is responsible for orienting the student to the department, you or the CCCE? Review your students demographic and goal information. If you did not receive this information from the ACCE @ HGTC 30 days prior to the rotation, please call the school ACCE @ 477-2067. Review the course syllabus and assessment tool. You will receive this information from the ACCE @HGTC one month prior to the rotation, if not call the ACCE @ 477-2067. Reviewing this information will assist you in understanding where the academic institution expects the student to be at the end of the affiliation. Review the student is learning style At start of the clinical, review with the student, what his or her learning style is and how this compares to your learning style to ensure adequate communication between the student and CI. Arrange meeting time with the student Initially we recommend that you meet with student at least weekly to review his/her weekly goal sheet and discus positives or any concerns with this affiliation. As the student’s independence grows in the affiliation, you may adjust frequency of feedback meetings based off your professional judgment. Frequently asked questions What does the CI need to complete? CI completes the clinical assessment tool for each affiliation at midterm and final. CI will sign off the student’s weekly notes and clinical site survey form. How do I determine how to mark/grade of the clinical assessment tool? The student will receive a letter grade based off the average rating of the clinical performance instrument, case study and completion of the portfolio. See the clinical syllabus for detailed description. Reference material on how to use the CPI is located in the Clinical Site HGTC Manual. Who is responsible for turning in the paperwork? The student is responsible for turning in the CI and student midterm clinical assessment to the ACCE. The student is responsible for turning in all paperwork to the ACCE at the end of the affiliation. What services can I bill Medicare for that a student has performed? This will depend on what type of site you are practice. In the clinical information section is the APTA student supervision and Medicare explanation that you can use as a reference tool. You can also visit the APTA website under federal regulatory affairs to receive most up to date information. How do I handle a student who is not meeting clinical expectations? Page 6
Meet with student and DOCUMENT issues of concerns. Inform ACCE of meeting and ask ACCE to attend meeting if appropriate
General Information Horry-Georgetown Technical College Grand Strand Campus Building 1000 Robert E. Speir Jr., Healthcare Education Building 3500 Pampas Drive Myrtle Beach, SC 29577-5044 An Affirmative Action/Equal Opportunity College PHYSICAL THERAPIST ASSISTANT Accreditation Horry-Georgetown Technical College has been granted Accreditation status by the Commission on Accreditation in Physical Therapy Education of the American Physical Therapy Association (1111 North Fairfax Street, Alexandra VA, 22314; phone 703-706-3245; e-mail: accreditation@apta.org). Mission The Mission Statement was last reviewed and revised on February 8, 2007, by the College’s local governing board, the Horry-Georgetown Technical College Area Commission. The mission of Horry-Georgetown Technical College is to provide accessible, affordable, high-quality, comprehensive two-year collegiate education and workforce training; to provide a student centered environment and inspire lifelong learning; to promote learning through exceptional teaching; to promote multicultural awareness and embrace diversity within the community; to promote economic development; and to lead in technological innovation. Since its creation in 1966, Horry-Georgetown Technical College has continued to provide post-secondary vocational, technical and occupational certificate, diploma and associate degree programs leading directly to securing or continuing employment; associate degree programs which enable students to gain access to other post-secondary education; and continuing education classes, programs, and services which meet the job training, occupational advancement, and lifelong learning needs of the residents and employers in its service area. Page 7
As a member of the South Carolina Technical College (1.1.1) system, the College is a public, two-year technical college, currently enrolling in excess of 7,400 College credit curriculum students (fall headcount) and providing continuing education programs for over 10,500 residents (annual headcount) per year. Within this authority and while maintaining a local emphasis on providing services to the individuals and employers in the rural, urban and suburban areas of Horry and Georgetown Counties, certain academic programs serve regional, national, and even international needs. The College values partnerships with business, industry, community agencies and other educational and governmental institutions, which support the growth and development of the community. In order to promote achievement by ethnically, socially, and economically diverse individuals, the College maintains open admissions. The College values inclusiveness and embraces diversity. The College provides students with the knowledge, skills, and experiences necessary for success in achieving their career and educational goals. The College endeavors to fulfill its mission by fostering the belief that all people should have equal opportunity for personal and professional growth, and to develop skills, knowledge, and values necessary for a productive and meaningful life. We respect every member of the college community and are committed to fairness in our educational endeavors. The faculty's primary function is to ensure student learning and academic goal achievement through innovative teaching that integrates theory and application. The College provides comprehensive student services to support individual and educational goals. The specific functions of the College are to provide occupational training activities, College transfer education and related general education courses. The College provides developmental/remedial educational services. Through articulation with local school districts, the College provides post-secondary educational opportunities for secondary students. A vital part of the educational services is through the Workforce Development and Continuing Education Division, which provides customized job training and occupational upgrading training programs and classes for business and industry, and job training, occupational upgrading, licensing and certification, and personal interest classes for community residents. The College supports the economic development of its service area by participating in the training provided by the Center for Accelerated Training and Technology. The PTA Program supports this mission by developing a curriculum that will ensure students develop a strong foundation to be able to think independently, understand fundamental theory, and display excellent communication skills. They will be prepared to develop adequate biomedical knowledge bases, to produce humanistic PTA’s skilled in integrating psychosocial, behavioral concepts with biological principles in delivering patient care and in positive attitudes towards self-directed, lifelong learning. The Integrated Model curriculum design offers the student two sections intertwined including foundational content, including foundational sciences, behavioral sciences and prerequisites, and Physical Therapist Assistant content for the technical aspects of the Page 8
curriculum. The Physical Therapist Assistant program will further support the mission by meeting the needs of the student, the physical therapy profession and the community at large. This program supports the practice of physical therapy as a vocation and will graduate individuals who will assume competent, qualified roles in the health care fields as Physical Therapist Assistants. The curriculum is designed to prepare graduates to work under the direction and supervision of a Physical Therapist who supervises the Physical Therapist Assistant to perform selected interventions and data collection techniques to carry out selected interventions appropriate for the entry level graduate. The curriculum is designed to prepare the graduate to work in a variety of clinical environments with a variety of professionals, under the supervision of a licensed Physical Therapist. The curriculum will prepare PTA students with effective communication strategies to allow them to function in a variety of environments and under different circumstances. They will understand the role, scope of practice and responsibility of the PTA in order to successfully navigate their chosen profession as described the state practice act. The PTA student understands they will only work under the direct supervision and direction of a licensed Physical Therapist. Students will understand the legal, ethical and moral obligations, altruism, and posses the knowledge, skills and technological competence to fulfill their professional role. This is reinforced throughout the curriculum instructional packages (syllabi) and student learning objectives. Objectives for the general education portion of the program are that the student will demonstrate: Values such as diligence, diversity, growth, service, teamwork, vision and a thorough understanding of the core values of their chosen profession. Actions such as accountability, altruism, caring, compassion, excellence, integrity, duty and social responsibility. The student is expected to exhibit behaviors in a manner consistent with expected norms for the Physical Therapist Assistant. APTA Standards of Ethical Conduct for the Physical Therapist Assistant, Guide for Conduct of the Physical Therapist Assistant, and Consensus on the Minimum Required Skills of Physical Therapist Assistant Graduates at Entry-Level The HGTC PTA program curriculum uses an integrated model. The general education courses and specific core courses that the student chooses during the first phase are to fulfill the Southern Association of Colleges and Schools requirements for an associate degree. (1.1.1) These courses are foundational and contribute to the success of the sequential courses leading to the ability of the student to effectively succeed in the curriculum. The curriculum is designed to incorporate trans-curricular content, linking foundational sciences with prerequisite and admission criteria, clinical sciences, clinical education and practice expectations. Understanding that the students come from diverse experiential, cultural and educational backgrounds, this reinforcement between courses of previous material and experiences will facilitate the terminal behavioral objective for each course. Page 9
The sequenced courses were to be built upon prior experience while moving into new material that is broader and deeper. While each course is considered “most important” the placement of courses in this curriculum does not necessarily reflect that the course is more or less important. It simply meets sequencing and continuity issues for this curriculum. Integration of the material is managed by linking courses in a horizontal relationship where the sequencing (semester placement) of the subjects studied are linked. This integration is an attempt to assist the student master curricular content with reinforcement from each course i.e. anatomy, and Physical Therapy Functional Anatomy and therapeutic exercises. Both didactic, laboratory and clinical learning experiences are provided for the student. The materials for this curriculum have been compared to comparable programs nationally and locally and meet the requirements of the State and the institution. It is based upon APTA’s A Normative Model of Physical Therapist Assistant Education: Version 2007. The organization of the courses is designed to provide learning experiences with moving from the simple to the complex. Knowledge and skills acquired are integrated and values and attitudes are modeled, taught and reinforced each semester. Clinical observation and clinical experiences are placed at critical points in the curriculum to link the learning objectives in courses to the experiences necessary in preparation for exposure to the clinical setting. The technical aspect of this curriculum will prepare students to be clinical competent in the wide breath and scope of a physical therapy practice. The educational strategic plan of our curriculum is to produce competent PTA’s that work collaboratively with the PT’s who direct and supervise them. Information in the technical courses and clinical experiences of the third to fifth semester courses will allow the individual student to explain the role of the PTA in the current health care environment. Learning outcomes for the technical portion of the curriculum are as follows: Adhere to policies and procedures related to physical therapy in the realms of institutions, local and state authorities, laws and regulatory bodies. Engagement of the patient/client in a professional manner, and provide safe and effective treatment. Use appropriate language and terminology to describe pathological conditions, interventions, tests, measurements and outcomes. Facilitate the development of planned interventions and have the ability to adjust the plan of care based on the individual patient’s condition, preferences and collaboration. Identify risk factors and incidence of disease, for different populations and disease matrixes. Explain the mechanisms of injury, mechanisms of tissue repair, inflammation, normal healing, and factors affecting recovery. Page 10
Explanation of the role of other professionals, care givers and expectations of patients. Identification of common medical and surgical interventions for pathology, tests and measurements, diagnostic tests and procedures, signs and symptoms of diseases commonly encountered in physical therapy practice. Identification of indications, contraindications, precautions, safety considerations and expected outcomes for interventions. Match the patient’s goals and selected intervention, progress the patient within the established plan of care under the supervision and direction of the supervising PT. Report and communicate effectively the response to the intervention. Be proficient in physical therapy procedural interventions, including but not limited to functional training in self-care and home management, device and equipment safety and use, functional training, ADL, injury prevention, ergonomics solutions, manual therapy techniques, orthotic /prosthetic care and use, supportive devices, posture and positioning, integument repair, wound healing, electrotherapeutic modalities, physical agents, athermal, cryotherapy, hydrotherapy, electromagnetic, (light, actinotherapy) sound and other energy medicine techniques, therapeutic exercise and exercise physiology. Comply with safety and risk management strategies for self, patient, and facility. Be proficient in CPR and emergency response, and recognize the need for referral for other emotional and psychological conditions beyond the scope of practice of physical therapy. Be proficient in health behavior change, teaching different populations and prevention strategies, mind body interventions and spirituality. Be proficient in problem solving by utilizing the problem-solving algorithm as described in the Normative Model for PTA Education 2007. Make career choices consistent with their beliefs, professional goals and be life-long learners.
Philosophy The College endeavors to fulfill its mission by fostering the belief that all people should have an equal opportunity for personal and professional growth, and to develop skills, knowledge, and values necessary for a productive and meaningful life.(1.1.4.) In order to promote achievement by ethnically, socially and economically diverse individuals, the College maintains open admissions. The College values inclusiveness and embraces diversity. The College provides students with the knowledge, skills, and experiences necessary for success in achieving their career and educational goals. HGTC PTA’s Program Mission Statement:
To provide the opportunity for individuals from diverse cultures and backgrounds to enter the physical therapy profession. Page 11
To graduate PTA’s who exemplify the core values of the profession of Physical Therapist Assistant Profession To have the faculty, students and staff contribute to the health and well being of our community, and society through competent practice leadership, education and humanistic ethical practices
HGTC PTA Program Philosophy:
The student faces numerous choices and challenges, opportunities and obstacles through the Physical Therapist Assistant education process. The faculty recognizes that student centered learning is the foundation of the PTA’s program. To provide the student with effective strategies and resources to take advantage of the opportunities that are available to them. The program promotes cutting-edge professional practice including evidenced-based practice, critical thinking, skill acquisition, anxiety and personal management decisions, ethics, and legal considerations and service learning opportunities. Physical Therapist Assistant Program recognizes the tenant that the student should assume the responsibility for the quality of his/her own life and is responsible to themselves for their accomplishments, behavior and academic accomplishments. It is the policy of HGTC to encourage members of its faculty to join and actively participate in professional organizations. They are particularly encouraged to join organizations directly related to their employment positions so, that they will always be aware of current trends, developments, and accomplishments. (1.1.4.)
Student Privacy (1.1.6) The PTA faculty is committed to maintaining student privacy and confidentiality. All information related to student performance, counseling, and advising is kept confidential within the department. Student records are kept in a secure location in the faculty offices. Only authorized college personnel have access to student records on an as needed basis. Non Discrimination Statement: (1.1.4) Horry-Georgetown Technical College shall not discriminate in employment or personnel decisions, or in student admissions, or in student decisions, or in all other segments of the College community on the basis of race, sex, age, national or ethnic origin, religion, disability, ancestry, political affiliation, marital status or unfavorable discharge from military service, in the educational programs and activities which it operates, and the College is prohibited from discrimination in such manner by applicable laws. Practices and requirements for nondiscrimination extend to the enrollment of students in programs and activities of the College and employment by the College. Inquiries concerning the federal laws and their application to the College may be directed to the College’s Affirmative Action/Equal Opportunity Officer, the Assistant Vice President for Human Resources and Employee Page 12
Relations, U.S. Department of Health and Human Services or the U.S. Department of Labor, or to the S.C. Human Affairs Commission.
Harassment Policy
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Harassment Policy of the SC State Board for Technical and Comprehensive Education Adopted by HGTC PTA Program Sexual Harassment is defined as sexual discrimination where the harassing conduct creates a hostile environment. Therefore, unwelcome sexual advances, request for sexual favors, and other verbal and physical conduct of a sexual nature constitutes sexual harassment when the conduct is severe, persistent, or pervasive to limit an individual’s ability to participate in or benefit from the educational environment. Should I feel that I am being subjected to sexual harassment, I will report it to the Student Services according to the Student Grievance Procedure as outlined in the college Catalog. My complaint shall remain confidential. I have read Horry-Georgetown Technical College’s Sexual Harassment policy and agree to abide by it at all times. _________________________________ Print student name _________________________________ Student signature & date
______________________________ Witness signature & date
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Complaint Process Complaints as registered by non-faculty and non-students will be handled as follows: The PTA Program Director has developed a PTA Student Complaint Form which addresses complaints that fall outside normal HGTC due process. All complaints with regard to the PTA Program will be forwarded to the Program Director of the PTA Program via e-mail, telephone, or by submitting the PTA Program Complaint Form. The Program Director, or his designee, will complete the written PTA Program Complaint Form if not already submitted. Subsequently, the Program Director will complete the sections regarding the resolution and follow-up of the complaint, as appropriate. Complaints may be received from other students and/or faculty or staff at the Physical Therapist Assistant office. The general public, employers, family, and clinical institutions, etc may seek resolution of their complaint to the PTA Director. All of the complaints with respect to the PTA Program are reviewed by the program director in a timely manner. After due consideration as to whether there is merit to a complaint .e.g. there is the potential that the PTA Program has some responsibility to intervene, the complaint will be acknowledged and forwarded to the Chairperson of the Department. A request to have the allegations registered in writing is made to the person registering the complaint. An attempt to resolve the issue at hand is made by the Program Director. A written response will be made in writing within a two week time frame if the college is in session or as soon as feasible. If the issue cannot be equitably resolved by the Program Director, the issue will be forwarded to the Department Chair for consideration. If the Chairperson of the department is unable to resolve the issue, the person making the complaint may seek resolution from the Academic Dean or the Senior Vice President for Academic Affairs. If the problem is not resolved, it will be presented to the President of the College. This document will be maintained in the PTA program office or office of the program’s administrative assistant for a period of two years. The information about this policy and procedure may be found in the PTA Student Handbook, PTA Clinical Handbook, and the PTA Program website; see link to complaints. Clinical Education Site packets will be given to all clinical education sites and clinical instructors. Among other information, the packets will include a copy of the PTA Program Complaint Form, which may also be found in the appendices. The Clinical Education Site Packets will be developed prior to the first semester of clinical education, projected to be fall 2008. The PTA program plans to follow-up with graduates, as well as their employers, to determine the effectiveness of the program and to address any complaints or deficits. They will have an opportunity to complete the complaint form, as necessary, the PTA Program Director or others, as appropriate, will follow up. Employers are surveyed formally by the College’s Institutional Research Office. In addition, employers may provide feedback throughout the PTA curriculum. Page 15
The College’s PTA Program website will has a link to the complaint process and form so that this information will be available to the general public.
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Horry-Georgetown Technical College Physical Therapist Assistant Program Complaint Form Date: _________________ Name of person filing complaint:________________________ Complaint received:
Complaint origin:
□ via phone □ in person (location _____________________________) □ via email □ other _________________________________________ □ clinic site □ public □ HGTC employee □ student □ employer □ other _________________________________________
Complaint: _________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________
Resolution: _________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________
Follow-up: _________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________
Received By:
Date:
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Educational Requirements for a PTA Physical Therapist Assistants must complete a five semester education program, typically offered through a community/technical or junior college. Candidates receive an associate's degree upon graduation. (1.1.3) The course of study usually includes one year of general education and one year of technical courses on physical therapy procedures and clinical experience. There are 233 accredited physical therapist assistant education programs throughout the country. Academic Information Student retention: Guided Plan for Success: Define personal goals; enhance academic and other success skills; and achieve their goals. HGTC's Quality Enhancement Plan is the Guided Plan for Success (GPS), which seeks to support student learning as students define, pursue and achieve their academic goals. The following academic regulations have been developed and will be implemented with the commencement of the first PTA class. The PTA program will use these resources to assist students in achieving success in the technical and clinical education components of the program to promote retention. Additional measures will be implemented to support students toward graduation and licensure as a physical therapist assistant such as:
New and prospective PTA Student Orientation Session: explaining such information as the clinical education requirements, including travel; course progression requirements; attendance requirements for lectures, labs, and clinical practicum. Regular meetings with PTA program advisors to review a student’s progress and address potential difficulties early. Use of the Professional Behaviors Self-Assessment tool each semester to monitor strengths and weakness will be utilized to help identify behaviors that may need attention. Referral to appropriate college resource by faculty. Peer mentoring and support: Once the program is established, with overlapping classes, beginning program students will have the opportunity (to pair with a student who is in a higher level in the program. Program specific entrance, grading, and progression policies are in place to assure that students are successful in the PTA program. For example, students are required to have a 2.5 GPA to enter and progress through the program, and earn no less than a “C” in all PTA classes. Students are admitted to the program according to weighted criteria and must complete observation hours and an essay. These processes will serve to help identify those students with the criteria used to select the most qualified applicants for the program. See section 1.4.1
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The use of examinations, competency checklists and formative and summative evaluations offers the student feedback as to their progress in the program and is part of the educational process. The Program Director has meetings with the Coordinator of the Student Success and Technology Center to plan and implement projects that may need attention by the program’s students. The Director of the Program will advise the faculty of the resources available to the students through faculty meetings and memos.
Supporting the students toward a successful program completion is an ongoing process of high importance. Horry-Georgetown Technical College is committed to student success and retention and makes this information available to students and faculty in the following ways: Academic Counseling Academic counseling is focused on student retention, from first contact with the College through graduation. Counselors work with students to assist in clarifying educational goals and choosing an appropriate major. Counselors support and facilitate student success by providing retention counseling and offering numerous educational and informative seminars/workshops on topics including test-taking strategies, time management, study skills and stress management. Personal Counseling Counselors provide confidential consultation and assistance with educational and personal problems that may interfere with progress toward student goals. A network of community resources and referral agencies exists to support the mental health needs of students. Services for Students with Disabilities HGTC is committed to providing an accessible environment for students with disabilities. The primary purpose of Services for Students with Disabilities is to improve the educational development of students with disabilities through the understanding and support of the campus environment. This mission is accomplished through direct assistance to students with disabilities, encouragement of their independence, creation and maintenance of an accessible physical environment, and the provision of a supportive psychological environment so that students may achieve their educational objectives. The College understands that students with disabilities may require unique appropriate academic accommodations and must have their needs assessed on a case-by-case basis. Student inquiries may be directed to the Coordinator of Services for Students with Disabilities on the Conway Campus or the Coordinator of Student Services on the Grand Strand or Georgetown Campus, who will review documentation of the student’s disability and, in a confidential setting with the student, develop an educational accommodation plan. Page 20
Students must meet the essential functions and technical standards for PTA Students. PTA students work in a variety of locations and environments. Reasonable expectations of a student in the PTA program of performance of common physical therapy interventions must be met. It is in the best interest of the student and the patient’s rights to safety and quality health care by students that they must be able to apply the knowledge and skills needed in a broad variety of clinical situations. These standards may not be required for employment of a graduate PTA. To verify these standards a student may be required to demonstrate certain technical standards and skills that are considered essential functions in the job of a PTA. Ingram, D. “Essential functions required of physical therapist assistant and physical therapy students”. Journal of Physical Therapy Education.1994; 69(5) [2]:57-59 Student Success & Technology Center The Student Success & Technology Centers have been established to provide students with assistance in achieving academic success. Materials in many subject areas will be housed in the “Centers” with available assistance from College staff and faculty to provide the students with alternative modes of study. The Student Success & Technology Centers provide such services as tutoring for mathematics, reading and English; supplemental materials and learning tools for many college courses; and a study area and special assistance for reading and writing assignments. On the Conway Campus, the Center is located in the 1100 Building, Library; on the Grand Strand Campus, the Center is in the 200 Building, Room 1115; and on the Georgetown Campus, Building 100, Room 149 (Student Lounge). Academic Alert System The purpose of the Academic Alert System is to provide faculty and staff members with an opportunity to supply early feedback on a student's academic behavior and progress so that the student has the best chance of success. When a faculty member chooses to refer a student through the Academic Alert System, the Department of Student Services at HorryGeorgetown Technical College will ensure that the student receives the support services that he or she needs to develop a plan of support and/or correction. It is important for the faculty and staff members to be cognizant that the timeliness of the referral and the amount of information provided enhances the chance that this system will help a student achieve academic success. Students and faculty can access the resource online at: http://www.hgtc.edu/int_b.php?pageid=380 Progression and Retention: Standards for a Academic Progress Students in the PTA Program are subject to the standards outlined in the current College Catalog. Additional standards for the PTA Program are as follows:
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1. All required courses within the PTA curriculum must be completed in the sequence outlined in the catalog. 2. Students are required to maintain an overall 2.5 grade point average (GPA) in order to graduate. 3. Occupational Safety and Health Administration (OSHA) Training must be successfully completed. 4. Health Insurance Portability and Accountability Act (HIPPA) Training must be successfully completed. 5. Each student must demonstrate safety and competence in required laboratory skills. Each course with a laboratory component includes a Laboratory Skills Check List that lists skills that must be mastered within the course. Students are responsible for insuring that the Laboratory Skills are checked off by the Instructor. Each student will be given three attempts to demonstrate his/her safety and competency in each required laboratory skill. If after two attempts, a student does not demonstrate safety and competency in a required laboratory skill, the student must seek remediation with the Instructor prior to scheduling a third attempt. This remediation is the responsibility of the student. If the student does not successfully demonstrate safety and competency in a required laboratory skill after three attempts, the student will be dismissed from the PTA Program including any scheduled clinical experiences. 6. Each student must demonstrate safety and competence in required Clinical Education Experience. Students who do not pass a clinical Education Experience are required to take a comprehensive competency examination including all competencies required prior to that Clinical Education Experience. This is done a in a case study format. A passing grade of 75% must be obtained with no safety failures. If the student does not achieve a satisfactory grade on this competency, they will have a second attempt of completing it. If they do not successfully complete a second attempt they cannot take the Clinical Education Experience and will be removed from the program. 7. Scenario for Assessing Competencies: Case Study: format Purpose: A case study is a descriptive analysis of an episode of care for a patient or a group of patients. It is usually a retrospective analysis of an actual case you may have seen in your clinical education experience. The purpose of the case study is to evaluate and demonstrate competence in addressing the spectrum of issues involved in the management of a particular type of case. The process includes deciding/reflecting which examination elements to use or were used, analysis of data, problem solving regarding diagnosis, determination the interventions to use and a summary discussion. 8. Requirements: A Grade of 75% or better on the case study. A passing grade will be awarded if all the following components are met: See each component of the competency 9. Performance expectations of core competencies include: discussion, reflection explanation of the choice of the assessment, documentation, and minimal level of Page 22
knowledge, skill and expertise required to provide safe and effective assessment and treatment of the average population of patients seen in a variety of clinical settings. 10. Elements are professionalism demonstration of proficiency in, safety, technique and accuracy and efficiency. 11. Each student must also demonstrate the ability to safely and proficiently integrate clinical information from across the PTA curriculum. To assess this competence, students will be evaluated utilizing a Case Study format in one course during each semester in which Laboratory Skills Check Lists are utilized. Within this Case Study project, each student will be provided with a Plan of Care developed by a licensed physical therapist. The specifics of the Plan of Care will require that the student address potential cultural and interpersonal issues. The student will then be expected to carry out selected interventions and data collection techniques in a safe, professional, ethical and competent manner as directed by this Plan of Care. A listing of the skills that will be addressed in the Case Study Project each semester will be provided to the students and will reflect cumulative skills within the program. Critical elements related to safety will be assessed within this Case Study Project as 75% or greater. Any critical elements scored as Fail will automatically result in the student receiving a failing score on the Case Study Project. Students will be given two opportunities to achieve a passing score on the Case Study Project. On the second trial, the student’s total score will be adjusted such as the highest possible score will be a 90. Students must receive a total score of 75 or greater, on the Case Study Project and have passed all critical safety elements in order to continue in the PTA Program. This includes any scheduled clinical experiences. This process of assessing competency in a cumulative manner insures that students are adequately prepared for patient care experiences prior to being sent out on a clinical experience. (3.2.6.) (1.1.7.3) 12. A student will not be able to progress in the course sequence if: a. There is demonstration of a consistent pattern of negligence and/or unsafe clinical practice documented by the program faculty. b. There is a breach of professional standards of conduct. Such actions might include but are not limited to: i. Failure to recognize the need for assistance when unprepared for clinical action. ii. Failure to take clinical action when such action is essential to the health and safety of the patient and is within the student’s scope of knowledge. iii. Performing clinical activities detrimental too the health and safety of the patient or outside the scope of knowledge/practice. iv. Attending clinical while under the influence of alcohol or drug(s). v. Breach of patient privacy or rights. vi. Deliberately giving inaccurate information or withholding pertinent information regarding clinical care. vii. Failure to manage one’s behavior that may have an adverse effect on the relationship with a patient, significant other or colleague. (3.2.6.) Page 23
Academic Warning A student who does not earn a minimum of a 2.5 GPA (grade point average) for the term will be placed on academic warning for the next term of attendance. The student will meet with a member of the PTA faculty to determine the course of action needed to improve the student’s academic performance. Possible courses of action are a reduction in course load, procurement of tutorial services, developmental studies and/or withdrawal from extracurricular activities. Academic Probation A student on academic warning who does not maintain a minimum of 2.5 GPA upon completion of the warning term will be placed on academic probation for his or her next term of attendance.
Academic Suspension The purpose of academic suspension is to remove from their program of study these students who would not ultimately meet the requirements for graduation if they continue at their current level of progress. Any student who fails to earn a 2.5 term GPA (grade point average) or a minimum of a 2.5 cumulative GPA during the probationary term will be placed on academic suspension from the College by the Assistant Vice President for Enrollment Development and Registration. The student has the option of enrolling in developmental studies courses for the designated suspension term. The student should contact the Counseling Center if he or she wishes to exercise this option. Suspensions are enforced for one term. After the suspension term, the student is required to meet with a College counselor to discuss academic options, including pursuing courses to correct academic deficiencies, or career counseling to consider alternate curriculum major. The student may then be re-admitted on academic probation. The department chair will advise the student accordingly. The student may be readmitted to any course with permission of the Program Director. Both grades will appear on his/her record, but the higher grade is used as the final grade. It’s the student’s responsibility to notify the Assistant Vice President for Enrollment and Registration when he/she repeats a course. Only then will the higher grade be solely used in GPA calculations.
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Program Information Curriculum Display FIRST Semester (Summer) BIO 210 Anatomy and Physiology I ENG 101 English Composition I MAT 110 College Algebra Or MAT 120 Probability and Statistics (Preferred) PSY 201 General Psychology Humanities Or PHI 110 Ethics (Preferred)
4 3
3 3 3
Total: SECOND Semester (Fall) BIO 211 Anatomy and Physiology II* ENG 102 English Composition II SPC 205 Public Speaking CPT 101 Introduction to Computers PTH 101 Physical Therapy Professional Preparation* PTH 221 Pathology I PTH 222 Pathology II
16 4 3 3 3 2 2 2
Total: 19 *BIO 211 is a co-requisite for PTH 101 THIRD Semester (Spring) PTH 202 Physical Therapy Modalities PTH 205 Physical Therapy Functional Anatomy PTH 240 Therapeutic Exercise/Applications PTH 234 Clinical Education I Total:
4 4 5 3 16
FOURTH Semester (Summer) PTH 225 Electrotherapy PTH 253 Clinical Practice II PTH 242 Orthopedic Management
2 3 4 9
Total: FIFTH Semester (Fall) PTH 235 Interpersonal Dynamics PTH 244 Rehabilitation PTH 275 Advanced Professional Preparation PTH 276 Physical Therapy Practicum II
2 4 1 6 Total:
13 Page 25
TOTAL CREDIT HOURS
73
Overall Curriculum Plan First Semester (Summer Term) Lec-Lab-Cr BIO 210 ANATOMY AND PHYSIOLOGY I 3-3-4 This is the first in a sequence of courses, including intensive coverage of the body as an integrated whole. All body systems are studied. This course is transferable to public senior institutions as part of the South Carolina Commission on Higher Education Statewide Articulation Agreement.
ENG 101 ENGLISH COMPOSITION I 3-0-3 This course in presents the following topics: a study of composition in conjunction with appropriate literary selections, with frequent theme assignments to reinforce effective writing. A review of standard usage and the basic techniques of research are presented. This course is transferable to public senior institutions as part of the South Carolina Commission on Higher Education Statewide Articulation Agreement. MAT 110 COLLEGE ALGEBRA 3-0-3 This course includes the following topics: polynomial, rational, logarithmic and exponential functions; inequalities; systems of equations and inequalities; matrices; determinants; simple linear programming; solutions of higher degree polynomials; combinatorial algebra, including the binomial theorem; and introduction to probability. This course is transferable to public senior institutions as part of the South Carolina Commission on Higher Education Statewide Articulation Agreement. OR MAT 120 PROBABILITY AND STATISTICS (PREFERRED) 3-0-3 This course includes the following topics: introductory probability and statistics, including organization of data, sample space concepts, random variables, counting problems, binomial and normal distributions, central limit theorem, confidence intervals, and test hypothesis for large and small samples; types I and II errors; linear regression; and correlation. This course is transferable to public senior institutions as part of the South Carolina Commission on Higher Education Statewide Articulation Agreement. PSY 201 GENERAL PSYCHOLOGY 3-0-3 This course includes the following topics and concepts in the science of behavior: scientific method, biological basis for behavior, perception, motivation, learning, memory, development, personality, abnormal behavior, therapeutic techniques and social psychology. This course is transferable to public senior institutions as part of the South Carolina Commission on Higher Education Statewide Articulation Agreement. Page 26
Humanities 3-0-3 Second Semester (Fall Term) BIO 211 ANATOMY AND PHYSIOLOGY II 3-3-4 This is a continuation of a sequence of courses, including an intensive coverage of the body as an integrated whole. All body systems are studied. This course is transferable to public senior institutions as part of the South Carolina Commission on Higher Education Statewide Articulation Agreement. ENG 102 ENGLISH COMPOSITION II 3-0-3 This course presents the following topics: development of writing skills through logical organization, effective style, literary analysis and research. An introduction to literary genre is also included. This course is transferable to public senior institutions as part of the South Carolina Commission on Higher Education Statewide Articulation Agreement. SPC 205 PUBLIC SPEAKING 3-0-3 This course is an introduction to principles of public speaking with application of speaking skills. This course is transferable to public senior institutions as part of the South Carolina Commission on Higher Education Statewide Articulation Agreement. CPT 101 INTRODUCTION TO COMPUTERS 3-0-3 This course covers basic computer history, theory and applications, including wordprocessing, spreadsheets, and power point. PTH 101 PHYSICAL THERAPY PROFESSIONAL PREPARATION 2-0-2 This course introduces the purpose, philosophy and history of physical therapy and medical/legal documentation. In this course the student is educated on the history, development and purpose of the physical therapy profession; the roles and scope of practice of the Physical Therapist Assistant in the health care setting. The student, through lectures will learn the basic patient care activities, and specific physical therapy interventions and procedures including assessments, interventions, functional training, equipment, documentation, medical terminology, ethics and medico- legal and communication skills. PTH 221 PATHOLOGY I 2-0-2 This course is an introduction to basic pathophysiology of the body with the emphasis on the body’s reaction to disease and injury. It describes etiology, signs and symptoms, common diagnostic procedures, treatment, prognosis and prevention. Diseases are presented by human systems with sections on immunity, pharmacology and physical therapy interventions PTH 222 PATHOLOGY II 2-0-2 This course is a continuation of basic pathophysiology of the body with the emphasis on the body’s reaction to disease and injury. It describes etiology, signs and symptoms common diagnostic procedures, treatment, prognosis and prevention strategies. Diseases are presented by human systems and include pharmacology and physical therapy interventions. Page 27
Third Semester (Spring Term) PTH 202 PHYSICAL THERAPY MODALITIES 3-3-4 This course introduces patient care techniques, including patient preparation and therapeutic hot/cold modalities, use of ultrasound, diathermy, electrotherapeutic devices, traction and manual techniques. The student must demonstrate competency and safe practice in the laboratory setting as well as pass the written section test for that course with a minimum grade of “C� before the student will be permitted to perform the skills in the clinic under direct supervision. PTH 205 PHYSICAL THERPY FUNCTIONAL ANATOMY 3-3-4 Physical Therapy functional anatomy involves the principles of physics, anatomy and physiology as applied to the human body for the study of normal and abnormal movements. This course introduces the basic concepts and principles of muscles, joints and motion, including traditional procedures; such as goniometry and manual muscle testing, and gait analysis. The student will be competent in the techniques of measuring joint range of motion, surface anatomy identification and palpation, and muscle testing through the technique of manual muscle testing,. Laboratory skill competency checks are mandatory and will be scheduled in the laboratory section of this class. PTH 240 THERAPUTIC EXERCISE/APPLICATION 3-6-5 This course provides the practical application of therapeutic exercise. Through lecture and laboratory instruction the student/learner is instructed to use therapeutic exercise as a treatment intervention for a variety of pathologies and body segments. Content includes foundation in motor learning, mobility, strength, power and endurance, cardiopulmonary applications, functional progression for the trunk and extremities, and applications to special populations through life span. PTH 234 CLINICAL EDUCATION I 0-9-3 This course introduces the elementary clinical procedures involved in the patient care setting. The clinical education experience occurring under the direct supervision of a licensed Physical Therapist or licensed Physical Therapist Assistant will gain practice in professional behaviors, communication with patients and other staff, determine when an appropriate plan of care has been established for a Physical Therapist Assistant to perform.
Fourth Semester (Summer Term) PTH 225 CLINICAL ELECTROTHERAPY 1-3-2 This course provides a study of the rationale, contraindications and application techniques of various electrical equipments. This course presents the theoretic concepts and clinical application of various electrotherapy techniques. It will introduce the student/learner appropriate patient management in the framework of Guide to Physical Therapist Practice Page 28
described by APTA Electrotherapuetic Terminology in Physical Therapy, published by APTA Concepts of Health, Impairment and Disability as described by the World Health Organization. Students will learn the applied science of electromagnetic energy as it relates to neuromuscular electrical stimulation for pain and soft tissue problems, spasms and contractures, wound healing, iontophoresis, eletromyographic biofeedback, and muscle reeducation. The student will learn methods of data collection to asses the patient’s response to interventions and collaboration with the Physical Therapist to alter PT goals and outcomes. They will learn to administer pain questionnaires, numerical analog pain scales, and sensation testing. Previous general education courses and technical course content will be utilized and expanded in relation to the safe and effective application of aforementioned electrotherapeutic interventions. Laboratory and skill competency checks are mandatory and will be scheduled in the laboratory section of this course. PTH 253 CLINICAL PRACTICE II 0-9-3 This course involves the student’s participation in the basic treatment techniques of physical therapy. This course includes patient treatments under the direct supervision of a licensed physical therapist and/or a licensed physical therapist assistant. PTH 242 ORTHOPEDIC MANAGEMENT 3-3-4 This course provides the practical application of basic orthopedic assessment skills, and application of treatment techniques for the trunk and extremities. The course will give instruction on how to give an initial evaluation and treatment plan established by a Physical Therapist. The student/learner will identify and recognize special tests and measurements develop and perform therapeutic exercise programs and procedures for selected patient populations with dysfunctions of the orthopedic patient population through life-span. Fifth Semester (Fall Term) PTH 235 INTERPERSONAL DYNAMICS 2-0-2 This course introduces the dynamics of the health professional/patient relationship and includes communication and the principles of the respectful interaction throughout the life cycle. PTH 244 REHABILITATION 3-3-4 This course introduces neurological principles, pathology and specialized rehabilitation techniques for pediatric and adult care. This course consists of the study of the nervous system including neuroanatomy and physiology, sensory and motor systems, neurodevelopment sequence, reflexes and selected neurological disabilities commonly seen in physical therapy. Emphasis is on the etiology, pathology, clinical picture of selected neurological disorders and skill/technique acquisition for interventions and management of these disorders under the direction and supervision of the Physical Therapist. PTH 275
ADVANCED PROFESSIONAL PREPARATION
1-0-1 Page 29
This course is the study of the skills needed to enter the professional arena, including resume writing, interviewing, professional decision making and preparation for the PTA National Board Examination (NPTAE).
PTH 276 PHYSICAL THERAPY PRACTICUM II 0-18-6 This course includes a practicum experience in a clinical setting using advanced skills under the supervision of a licensed physical therapist and/or a licensed physical therapist assistant. Student Travel Students can expect to travel to a variety of clinical sites within a 100-mile radius of HGTC. Students are responsible for their individual travel to and from the HGTC campus or to any assigned clinical experience or field trip. See Policy # 8.1.1. Field Trips/Student or Group Travel Policy revised 8-07-07 Site Selection Purpose (1.1.7.2.)As each of the PTA program’s clinical education course goals and objectives are developed, the ACCE and/or Program Director will ensure that a sufficient number and variety of clinical education sites are available to meet the performance expectations for this program. The program requires potential sites to indicate the number of students that they will commit to taking for each clinical affiliation. The program has in place a curriculum advisory committee. One of the functions of the advisory board is to help establish clinical affiliations for PTA students. As needed, additional signed commitments from clinical education sites will be obtained. Recruitment of new clinical sites is an ongoing endeavor. The Program Director and ACCE use the APTA meetings, and other professional contacts to recruit new clinical sites. Potential clinical education sites will be required to submit completed Clinical Site Information Forms (CSIF). The ACCE and/or PTA Program Director will review the CSIF to determine the primary classification of the clinical site, i.e.: acute care/inpatient hospital, SNF/nursing home, private practice, rehabilitation, outpatient, home health, school, and etc. To be considered in the selection process is information about the physical therapy services provided at each site, such as, patient/client diagnosis, number of beds for inpatient setting, number of patients seen per day, days/hours of operation, student schedule and the number of full-time and part-time staff. The ACCE will consider any special programs and/or learning experiences that might be available to students, for example, aquatic therapy or cardiac rehabilitation and public education.
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The PTA program will consider the numbers of PT and PTA students affiliating with a particular site per year to ensure that the students are provided with adequate clinical educational experiences and adequate supervision. Other considerations include whether the site will accept students for half days or full days, part-time or full time experiences, and the range of time in weeks for any single part-time or full time experience. The program also will clarify what provisions will be made for students if a clinical instructor is away from the clinical site or is ill. Additional considerations in the clinical site selection process include the sites ability to provide reasonable accommodations for disabled students, and information on the number and experience of all PT’s and PTA’s employed by the site who will act as clinical instructors. All sites will be visited and evaluated by the Academic Coordinator for Clinical Education (ACCE) or a designated representative. The ACCE screens possible clinical sites to ensure a high quality learning experiences for Physical Therapist Assistant students in a wide variety of settings. The use of Clinical Site feedback forms from students will be utilized as well to facilitate placement and assure appropriate clinical educational experiences are provided. Performance expectations: Because the primary work of the PTA is in providing interventions and collecting data to measure patient/client progress, our clinical education program is targeted to allow our student to develop entry level knowledge and skills in the following areas: Review the plan of care established by the PT prior to initiating patient client interventions Provide safe interventions as directed in the plan of care supervised by a PT Collect data to quantify the patient’s/client response to interventions as directed and supervised by the PT. Progress the patient/client interventions through the plan of care. Complete documentation that follows professional guidelines, health care system, and physical therapy setting policies. Respond to patient/client and environmental emergencies in the work setting. Communicate effectively, expressively and receptively in a culturally competent manner to all interested parities. Effectively educate others using teaching methods commensurate with the needs of the learners. Educate others about the role of the PTA. Effectively utilize human and material institution-based resources and services to provide high-quality, efficient and cost-effective physical therapy services. Comply with facility procedures and payer regulations consistent with the health care delivery system and practice setting. Participate in learning and development activities to ensure continued competence. Participate and respond to self-assessment activities. Adhere to federal and state legal practice standards and institutional regulations related to patient/client care and fiscal management. Page 31
Abide by the standards of Ethical conduct for the PTA and Guide for Conduct of the PTA. Place patient’s/client’s needs above the PTA’s self interest. Exhibit compassion, caring, and empathy. Promote and involve the patient/client in their own care. Demonstrate cultural competence, identify respect and act with consideration for the patient’s/client’s differences, values, preferences, and expressed needs in all physical therapy activities. Demonstrate behaviors, conduct, actions, attitudes and values consistent with the roles, responsibilities and tasks of the PTA. Support and participate in organizations and efforts to promote PT. Demonstrate integrity in all interactions with patients/clients, family members, caregivers, supervising PT’, co-workers, and others. Value and support the PT profession in society
SPECIAL REQUESTS Purpose: To allow students to suggest sites which are not currently affiliated with HGTC-PTA program. The student may list up to three special requests on a sheet attached to the Affiliation Assignment Worksheet. Information must include: Facility name, address, telephone number, areas of specialization if one exists and brief explanation for the request. The ACCE will review the special requests and determine which requests will be investigated. While attempts will be made to grant special requests the College is under no obligation to honor any special requests.
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Clinical Site Contract Purpose (1.1.7.2.) The ACCE and/or Program Director ensure that a sufficient number and variety of clinical education sites are available to meet the performance expectations for this program. The program requires potential sites to indicate the number of students that they will commit to taking for each clinical affiliation. The program has in place a curriculum advisory committee. One of the functions of the advisory board is to help establish clinical affiliations for PTA students. As needed, additional signed commitments from clinical education sites will be obtained. Recruitment of new clinical sites is an ongoing endeavor. The Program Director and ACCE use the APTA meetings, and other professional contacts to recruit new clinical sites. Potential clinical education sites will be required to submit completed Clinical Site Information Forms (CSIF). The ACCE and/or PTA Program Director will review the CSIF to determine the primary classification of the clinical site, i.e.: acute care/inpatient hospital, SNF/nursing home, private practice, rehabilitation, outpatient, home health, school, and etc. To be considered in the selection process is information about the physical therapy services provided at each site, such as, patient/client diagnosis, number of beds for inpatient setting, number of patients seen per day, days/hours of operation, student schedule and the number of full-time and part-time staff. The ACCE will consider any special programs and/or learning experiences that might be available to students, for example, aquatic therapy or cardiac rehabilitation and public education. The PTA program will consider the numbers of PT and PTA students affiliating with a particular site per year to ensure that the students are provided with adequate clinical educational experiences and adequate supervision. Other considerations include whether the site will accept students for half days or full days, part-time or full time experiences, and the range of time in weeks for any single part-time or full time experience. The program also will clarify what provisions will be made for students if a clinical instructor is away from the clinical site or is ill. Additional considerations in the clinical site selection process include the sites ability to provide reasonable accommodations for disabled students, and information on the number and experience of all PT’s and PTA’s employed by the site who will act as clinical instructors. All sites will be visited and evaluated by the Academic Coordinator for Clinical Education (ACCE) or a designated representative. The ACCE screens possible clinical sites to ensure a high quality learning experiences for Physical Therapist Assistant students in a wide variety of settings. The use of Clinical Site feedback forms from students will be utilized as well to facilitate placement and assure appropriate clinical educational experiences are provided. 1.1.8.3. The Physical Therapist Assistant Program at HGTC has a process used by the program to ensure that the clinical contracts used by the program are regularly reviewed and adequate to meet the needs of the program, clinical facility and CAPTE expectations.” Each contract review is performed annually. The review process for the Clinical Rotation Agreements is coordinated by the ACCE of the PTA program. The process used by HGTC and Page 33
the PTA program to ensure that the written agreements (contracts) are current (unexpired), accurate, and are adequate for the needs of the program and clinical facility follows: The Administrative Specialist for Deans/Faculty prepares a tracking form with the name, contact person at the facility and expiration date and sends a copy to the Department Chair and ACCE. The PTA program has developed a form, “PTA Program Clinical Education Evaluation Form of the Clinical Affiliation,” which is completed annually to continually assess the adequacy of each clinical education facility for program needs and to comply with CAPTE expectations. This review is conducted cooperatively by instructors from the PTA program and each clinical education facility. Depending on the results of the annual review, the agreement is renewed, revised through negotiation with the clinical facility or cancelled.
Site Cancellation Purpose: to establish a plan to replace a clinical education site in the event that the site finds it necessary to cancel a scheduled clinical experience. If a clinical educations site cancels a scheduled clinical education experience, the ACCE will meet with the student to review interests and special considerations. A list of alternate sites to be contacted will be developed. The ACCE will make all efforts to replace the student’s clinical education site as soon as feasible. The ACCE will keep a log of all efforts to replace the clinical education site. Inclement Weather Closing Procedures First, in the event of inclement weather, the President or his designee-in close consultation with the directives of the Governor and area public safety agencies-will determine when and if cancellation of classes is necessary to ensure the safety of students and College employees. When closing the College is determined necessary, the President or his designee will notify Greg Thompson, who is responsible for relating the information by email to all College network subscribers (during working hours) and to the media. Upon receipt of closing notification, the information - including the anticipated reopening date and time, whenever possible-will be provided to the following media outlets ONLY: WBTW TV-13 (Myrtle Beach/Florence) WPDE TV-15 (Myrtle Beach/Florence) WCSC Live 5 (Charleston)
Cumulus Radio Stations o WJXY Hot 93 o Pirate 100 o Sunny 106.5 o Kiss FM 98.5 NextMedia Radio Stations o Wave 104 o WRNN Hot Talk 99.5 o WKZQ 101.7 Page 34
o WMYB 92.1 WLGI Radio Bahai 90.0 WLMC 1470 AM There are three important things to remember. First- once closing information is provided to the media, we are at their mercy to then actually announce the information. We cannot force their hand for an immediate announcement, or to dictate their schedule for announcing our information. In other words, we may provide the closing information at 7:00 a.m., to have it first enter their announcement rotation at 8 a.m., 8:30 a.m., etc. Second- it is not uncommon to hear 12 different variations of the College name whenever information is provided. From the moment we identify the College as Horry-Georgetown Technical College, it often begins a transformation to 'Horry College,' 'Horry-Georgetown College,' 'Georgetown Tech,' 'Horry-Georgetown University,' etc. If you are in doubt, there are other avenues to obtain the latest information (see below). Third- it will be the responsibility of individual employees and students to be aware of those stations where College closing information will be broadcast and watch/listen there for information. In addition to the above listed media outlets, College closing information will be available on the College's website and by calling the general phone number on each campus. Attendance Successful completion of any of the PTA courses requires the student to: The student in clinical affiliations is expected to adopt the working hours of the clinical supervisor. Attend 100% of the clinical/lab hours. A maximum of 10% of the clinical/lab hours may be made up at the discretion of the CI and or lab instructor. Absences in excess of 10% of the total hours required or failure to make up the allowed 10% will result in a grade of “unsatisfactory” for clinical and a failing grade for the course. Clinical tardiness will be documented on the clinical evaluation tool. Three tardy, tenminutes or longer, will be counted as an absence. Six tardy of less than 10 minutes will be counted as a absence. The student is expected to attend the clinic during regularly scheduled hours of operation. In some instances, this may require late/ evening, weekend hours and holidays. The student will report to the clinic prior to the designated start time as established by the CI and ACCE. If for some reason the student is unable to arrive at the clinic by the designated start time the instructor must be notified as far in advance as possible. Attendance throughout the Clinical Education Experience ensures maximum student participation in professional growth and development. Absences for non-emergency nature can limit the student’s educational experience in the clinic. No student can have more than one excused absence during a clinical education experience. No student may have any unexcused absence during a clinical education experience. Page 35
An unexcused absence is when a student is not present during a scheduled clinic day and has not obtained prior permission from either the CI or the ACCE. Another example of an unexcused absence is when a student does not attend a scheduled clinic day and does not provide a reasonable excuse for that absence within one business day following the missed clinic day. The Clinical Instructor and the ACCE will determine the reasonableness of the excuse.
Students should schedule all non-emergency appointments (dentist, doctor, other) outside of clinical hours. Students are not to leave clinical sites early for work. Work schedules must not interfere with clinical time. In the event of a conflict, the clinical takes precedence. A student with a work conflict scheduled at a clinical site one hour or more from home may request accommodations for work conflicts. Accommodations are not automatic and are dependant on clinical and clinical instructor schedules. Electronics Devices All pagers, cell phones, I Pods, Palm Pilots and all other electronic devices that may disrupt the classroom must be turned off during lecture and lab periods. No pagers or cell phones are allowed in the clinical area. No exceptions will be made. Calculators may be allowed for specific quizzes/tests/exams. Palm pilots or other internet, recording, or messaging devices of any kind are not allowed during testing. Audio or video recording of lectures, laboratory sessions, etc., may only be performed with the expressed permission of the instructor. Recording reviews related to an examination, laboratory practical or other graded activity is not permitted under any circumstances. Student Expectations
Come to class: Physical Therapy cannot be learned entirety from a book. PTA is a hands-on profession and you may gain many insights from your highly prepared faculty and other classmates. Prepare for the class: read the material ahead of time, not all of the material may be covered in a class. Remember that your questions are helpful to classmates and by participating you enhance the learning experience. Questions should be directed to clear up points of confusion rather than a general lack of knowledge. Keep up with the class. Allow sufficient time so you do not fall behind. There is voluminous information that you will be expected to comprehend, organize your life and prioritize your commitments. Be active: your educational experience will be enhanced by working with other members of the class and faculty, college and the professional association. Give feedback: your perceptions, opinions, compliments and criticisms in a responsible manner will help the program. Make appointments with faculty and staff to offer feedback in a timely manner to make you views known. Be prompt: get to your class and clinics on time. This is not only a common courtesy, but a requirement as a Physical Therapist Assistant student. Page 36
Stay healthy: take care of yourself, watch your diet, sleep and exercise levels. Practice stress management strategies and identify and use your support system. Be courteous: even under times of stress, treat others as you would like to be treated. Be responsible for yourself: You’re an adult and mature, and are expected to behave in responsible manner.
PTA Program Goals & Objectives The curriculum is based on the mission, goals and objectives of the College. It will be modified to reflect the current and future state of the profession of physical therapy. Sound educational principles are use throughout the curriculum to offer our students the ability to develop knowledge, and basic skills of an entry level PTA. The core curriculum is a sequence of both required and elective courses designed to provide a common educational experience for all students seeking their first professional degree. The core courses establish a foundation in natural and physical science, humanities and the social science. The core courses will enable the student to develop basic learning skills, prepare for advanced study and explore a variety of topics outside of their major area of concentration. The required core courses are completed during the student’s first year. The technical aspects of the curriculum are a sequence of foundational and introductory clinical sciences, which progress to advanced and specialized clinical sciences, applied humanities and social science. Within this progression, learning experiences are developed based on Bloom’s cognitive and Simpson’s psychomotor domains. The affective domain follows the same type of hierarchical sequencing and is developed via the program’s Professional Behavior Policy. The policy is based on the generic abilities described by Ford and May. Program objectives are: 1. There will be a 25%-30% or less attrition rate during the first semester of the program due to academic reasons. 2. Seventy-five percent of the students will complete their clinical education with satisfactory evaluation. 3. There will be an 80% percent first-time pass rate of the licensure examination by graduates of this program over a three year period. 4. Seventy-five percent of the graduates will be employed as Physical Therapist Assistants within six-months of graduation. 5. Eighty-five percent of employers of graduates of the HGTC program would hire another graduate of our program. 6. All faculty would receive a satisfactory rating on student evaluations. 7. The number of clinical sites will increase by 10%, in three years, to meet the growing needs of the curriculum and the HGTC PTA Program students will be given preference by clinical sites over other program’s students due to the quality of HGTC’s PTA students. Page 37
8. Faculty will complete at least one continuing education program annually. 9. The program will be 100% compliant in submission of required fees, and documentation related to accreditation of the Physical Therapist Assistant Education. Length: Five semesters Award: Associate of Applied Science degree, major Physical Therapist Assistant. Expected Student Outcomes Upon successful completion of the PTA program, students will be prepared to: 1. Demonstrate knowledge of basic physical therapy sciences by successfully passing the state physical therapist licensure exam. 2. Competently and ethically carry out a plan of care as directed by a physical therapist, being guided at all times by the patient’s/client’s best interest. 3. Demonstrate sensitivity to culture: age, gender, race, religion, disability via appropriate communication skills and clinical behaviors with patients, families, colleagues and the community. 4. Work collaboratively as a member of the health care team to promote health awareness in patients, families, and the community at large. 5. Achieve and maintain competency in the provision of physical therapy interventions by engaging in ongoing self-assessment and educational development activities. The program goals and objectives are congruent with the mission and philosophy of the program and the institution in the following manner: preparing PTA graduates for entry-level health careers, meeting the workforce needs of the college’s constituency the emphasis on competent, ethical, and safe practice a commitment to ongoing professional development. The program goals emphasize professional goals, a respect for diversity, and the ability to work collaboratively in the health care setting and in the community at large, just as the institution promotes these goals in its strategic plan.
Conflicts and Removal of Students or Instructors If a conflict arises between an employee of the Facility or clinical instructor (CI), and Student, the ACCE and CCCE Coordinators shall intervene within seven (7) calendar days in an attempt to resolve the matter. Facility may require that College immediately remove a Student from a clinical rotation when Page 38
Facility believes that the individual exhibits inappropriate behavior, is disruptive, does not comply with Facility rules or policies, and poses a threat to the health, safety or welfare of a patient, employee or any other person or for any other reason deemed necessary but the Facility. In addition, upon receipt of the roster or at any time after a clinical rotation begins, Facility may refuse to allow any Student to participate in the clinical rotation if the individual has an unfavorable record with Facility from previous employment, another clinical rotation or any other reason.
Informed Consent (1.1.6.2) Policies and procedures that address privacy and confidentiality for Students are found in the following documents: Expectations and role of students or non-students when participating as subjects or as patientsimulators during laboratory and clinical experiences PTA Program Lab Release Form Individual lab course Instructional Packages (syllabi) Videotaping, audio taping, photographing, or imaging of individuals for instructional purposes PTA Program Permission for Imaging Form Policies & Procedures Manual 6.1.2 College Use of Photographs Informing students of requirements of clinical facilities that may include drug testing and background investigation: Clinical Rotation Agreement, Section H, page 3 Clinical Education Handbook page 74. HGTC Limited Access Program Checklist for Physical Therapist Assistant Students sign a “RELEASE OF CONFIDENTIAL INFORMATION” form to allow the faculty or program to release information to future employers or other programs or to the student; including personal and academic information, release of immunization records, and release of practicum reports. These documents may be found in the Clinical Education Manual and Program Handbook. The student is required to sign an “AUTHORIZATION FOR RELEASE OF INFORMATION FOR INVESTIGATIVE CONSUMER REPORT” Background check. Found in Clinical Education Handbook and Program Handbook Communication of Student Participation in Patient Care Mechanisms used by the program to ensure patients are informed when students are involved in patient care Clinical Rotation Agreement, Section I, L Page 39
SC Code of Laws, Article 27, The Lewis Blackman Hospital Patient Safety Act The Lewis Blackman Hospital Patient Safety Act was enacted in South Carolina in 2005 to make clear the status and responsibilities of all clinical staff. This law provides the mechanism by which patients in a hospital or outpatient setting within a hospital are informed when students are involved in patient care. Identification badges must show the person’s first and last name, and designation, i.e.: “physical therapist assistant student.” The South Carolina Hospital system complies with this law which states: Section 44-7-3430 “All clinical trainees, medical students, interns, and resident physicians must be explicitly identified as such on their badges.” This information must be clearly visible and must be stated in terms or abbreviations reasonably understandable to the average person, as recognized by the Department of Health and Environmental Control. The Lewis Blackman Hospital Patient Safety Act provides a risk-free mechanism for the right of patients to refuse to participate in clinical education: Section 44-7-3440 Except in emergency admissions, a hospital shall provide to each patient prior to, or at the time of the patient’s admission to the hospital for inpatient care or outpatient surgery, written information describing the general role of clinical trainees, medical students, interns, and resident physicians in patient care. This document must be separate from the general consent for treatment. Section 44-7-3450 Each hospital must provide a mechanism, available at all times, through which a patient may access prompt assistance for the resolution of the patient's personal medical care concerns. For purposes of this section, 'mechanism' means a telephone number, beeper number, or other means of allowing a patient to independently access the patient assistance system and must not be construed as requiring a patient to request information or assistance in order to access the system; however, a clinical staff member or clinical trainee must promptly access the system on behalf of a patient if a patient requests such assistance. A description of this mechanism and the method for accessing it must be included in the written material described in Section 44-7-3440. The hospital must establish procedures for the implementation of the mechanism, providing for initiation of contact with administrative or supervisory clinical staff who shall promptly assess, or cause to be assessed, the urgent patient care concern and cause the patient care concern to be addressed.” Implemented: This law does not apply to: outpatient physical therapy clinics not located within a hospital, private practice settings, skilled nursing, assisted living, or long-term care facilities, school and other settings that are not hospital-based. HGTC requires that students wear a lab coat with the College’s insignia during clinical education rotations. If not provided for by individual clinical education facilities, the College will provide students with a name tag that identifies them as a physical therapist assistant student.
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The student and the supervising physical therapist or physical therapist assistant will introduce himself or herself to the patient and ask for permission for the student to participate in the patient’s care. The patient will be informed of his/her right to refuse treatment by a student and the right to request treatment be performed by a licensed physical therapist or physical therapist assistant. Informed consent or denial will be obtained and documented as required by the Standard of Practice for Physical Therapy. Physical Therapist Assistant students shall be guided by the Guide for Conduct of the Affiliate Member which states, “A physical therapist assistant shall respect the rights and dignity of all individuals and shall provide compassionate care.” Prospective students and students selected for the program participate in a required ”New PTA Student Orientation” presented by the Program Director prior to the start of the program’s courses in Fall. The hands-on nature of the lab courses, the students’ roles as both giver and receiver of treatment, and use of videotaping for instruction will be discussed. During the orientation, students will sign a PTA Lab Release Form and Permission for Imaging Form for all courses. (1.1.6.2.) The PTA Program Handbook is made available to the students on the web page for the program. Students review the policy of their roles as lab participants and students will be required to sign that they have read and understood all the policies and requirements of the handbook. (1.1.6.2) It is the responsibility of the ACCE to communicate and oversee communication with students, Clinical Coordinators of Clinical Education, and Clinical Instructors. The College’s Clinical Rotation Agreement document is in place. Clinical Instructors and Clinical Site Coordinators review and sign the agreement when they enter into a contract for clinical education prior to each clinical practicum during the third, fourth and fifth semesters of the program. (1.1.8.1.) The Academic Coordinator of Clinical Education (ACCE) will work with the Clinical education sites to provide an orientation to the policies and procedures of their facility. Students and clinical education faculty will be informed of the Lewis Blackman Hospital Safety Act, HIPAA requirements, informed consent, and the facility’s individual policies. This will occur prior to each clinical practicum during the third, fourth and fifth semesters of the program.(1.1.7.3) In addition the College requires all students in the Health Sciences to attend and sign a form that they have attended a one day seminar regarding the General Hospital Orientation -Lewis Blackman Hospital Safety Act, OSHA, HIPPA requirements, informed consent, and the facility’s individual policies. On occasion the faculty may invite a non-student to participate for demonstration/ lab purposes. These individuals will sign a release form that will indicate that they are giving informed consent to participate in the PTA’s program for education purposes and that they are not being treated for any medical condition. All information as to their history and or findings will be kept confidential. They will also allow the use of photography and or video taping for instructional purposes. (1.1.6.7.) Page 41
Program Requirements Clinical Instructor’s Requirements The ACCE is responsible to identify appropriate credentials for all clinical instructors (CI’s). The physical therapists and physical therapist assistants who serve as CI’s for HGTC PTA students are required to have at least one year of clinical experience. This criterion is found in the clinical education site handbook, in the reference manual for Center Coordinators of Clinical Education to be distributed as part of the clinical education site handbook for each clinic site. It is recommended that they attend a clinical education workshop and participate in other activities to improve their clinical teaching skills. HGTC will be hosting a credentialed clinical instructor program each year to facilitate the competency of our CI faculty. The annual review of the clinical education sites will also address the CI credentials and identify areas of expertise and/or specialization. The use of the self-assessment for clinical instructors, reference manual for Center Coordinators for Clinical Education, will be used as part of the clinical site evaluation annually by the ACCE to determine clinical competence, professional skills and ethical behavior in clinical practice. The ACCE will determine the strengths and weaknesses of each site, and review the clinical site information form (CSIF) as well as the abbreviated resumes to determine which sites are specialized, and have sufficient information to coordinate student assignments. Judgments about CI competence and teaching will be determined by the use of multiple sources, advanced clinical competency, accreditations, certifications, continuing education, and feedback from students. Documentation of advanced degrees, classroom, in-service teaching, and participation, and other scholarly activity such as research will be considered. Recommendations from supervisors and other clinicians as to interaction with students, based on previous experience, will be relied upon as well. The ACCE will meet and plan the clinical education experiences with the clinical coordinators and or CI’s at the affiliated sites. The ACCE will review the contents of the clinical education site handbook, grading policies, utilization of the CPI for PTA’s, and criteria for becoming a CI.
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The Rights and Privileges of Clinical Education Faculty The rights and privileges of the Clinical Education faculty are appropriate for their participation in the program and are similar to the rights and privileges afforded those people with similar responsibilities in other programs throughout the institution and in other programs throughout the state. Policies and procedures and communication related to Clinical Education are provided to the Clinical Education Faculty by the Program Director and ACCE. Communication with the Clinical Faculty is the responsibility of the ACCE. Specific rights and privileges for the clinical education faculty for the College’s various programs that offer a clinical education component are not addressed in the faculty policies and procedures since clinical education faculties are generally employees of the clinical sites that accept students for clinical education affiliations. However, their role is outlined in the clinic rotation agreement. The clinical educator’s role is crucial to the program and is performed without monetary compensation. In recognition of the sacrifice in time, and the commitment that this clinical faculty will have to our PTA program, we believe that they deserve certain rights and privileges which are being developed. These might include the following: Physical Therapist Assistant Program Voluntary Faculty Privileges Library Privileges-Library privileges give Voluntary Faculty access from off campus to data bases and other search engines. Privileges also provide direct access to books and interlibrary loan materials. Library privileges must be renewed each semester as passwords change. Invitation to attend the APTA Clinical Instructor Education and Credentialing Program Attendance/membership on the PTA Program Curriculum Advisory Board Invitation to participate in special programs established and taught by the PTA faculty-inservice education. Clinical education faculty are invited to request the Program Director or ACCE to do an inservice for their department on topics related to the PTA and how to use the CPI, or the role of the PTA in contemporary practice. Health Requirements As a Physical Therapist Assistant student you are involved in clinical instruction, you may be at risk for exposure to infectious or communicable diseases, including but not limited to illnesses common in childhood (measles, mumps rubella, and chicken pox), hepatitis B, and tuberculosis. It is important that you have documentation for common vaccinations received in childhood, along with a negative TB results (must provide documentation of negative TB results in past year), current status for hepatitis B vaccinations and a Tdap (tetanus, diphtheria, and pertusis) shot to meet the standards of fieldwork centers. This requirement is for your health and safety and that of the patients/clients served by the institution. It would be helpful if you would begin to gather this information and create a personal medical record to be kept at the health center.
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Technical Standards, Essential Eligibility Requirements, and Essential Program Requirements of the PTA Program Since the Associate of Applied Science Degree from an accredited PTA Program signifies that the holder is eligible to sit for the National Physical Therapist Assistant Examination (NPTAE) and is prepared to practice physical therapy, it follows that graduates must have the knowledge and skills to function in a broad variety of clinical, community, or school based situations and to render a wide spectrum of physical therapy services. Therefore, all students admitted to the PTA program at HGTC must meet the following abilities and expectations. These expectations may be met with or without accommodations. I. Sensory Processing: The student is required to have functional use of vision, hearing, and touch along with an awareness of body position and movement. Specific visual skills require near and far vision, peripheral vision, and depth perception. Information from the sensory systems must be accurately perceived and interpreted to provide quality patient care. II. Cognitive Demands: The successful PTA student maintains a high level of alertness and responsiveness during classroom, laboratory and field work situations. The student must posses the ability to focus on a task for a prolonged time to allow for the successful learning to take place. In addition, the PTA student must be able to recall information and organize information in an efficient and useful manner. This includes the ability to acquire, retain, and prioritize informational data, conceptualize and integrate abstract information, apply theoretical knowledge to specific patient populations, justify a rationale for therapeutic interventions, problem-solve to create innovative and practical solutions. III. Physical Demands: The successful PTA student must possess sufficient motor skills to allow for treatment intervention with a variety of clients. This includes functional use of all (four) extremities which would allow the student to carry out assessments and to provide therapeutic interventions In a safe and efficient manner. Quick reactions are necessary not only for safety, but for one to respond therapeutically in most clinical situations. The student need s to demonstrate good mobility skills including the ability to walk, climb, stoop, kneel, crouch, and crawl to allow for one to complete therapeutic intervention on all types of surfaces. The student is required to maintain positions for extended periods of time such as sitting, standing, writing, and grasping. The student is frequently required to demonstrate good arm placement for reaching and positioning of hands to successfully manipulate large and small objects, lift and or move up to 10 lbs and occasionally lift and or move up to 100 pounds. Physical endurance must be sufficient for the provision of direct, hands-on patient treatment for six or more hours per day. IV. Psychosocial demands: The student must display emotional maturity to interact with a variety of individual’s with diverse age, diagnoses, culture and socioeconomic backgrounds. The student frequently needs to address multiple, demanding tasks simultaneously and therefore needs to have established effective strategies for stress management. V. Communication Demands:
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Written: The student must be able to effectively communicate in written English. The format may be from a brief note with appropriate abbreviations to a descriptive narrative. Verbal and Non-Verbal: The student must be able to produce the spoken word and to interpret verbal information along with non-verbal cues of mood, temperament and social responses from patients/clients, supervisors and peers. Response to emergency/crisis situations, as well as more routine communication must be appropriate to the situation. Communication must be accurate, sensitive and effective. Reading: The student must be able to read and comprehend information in English from a variety of written sources (e.g. textbooks, professional journals, medical/school records, and government regulations). Computer: The student must be competent in basic computer use including the ability to use data bases and search engines to access information, perform word processing for writing; and utilize media software (e.g. MS Power Point) for developing presentations. VI. Environmental Demands: The PTA student must be able to successfully negotiate, achieve access to, and function successfully within multiple environments. These environments may be physical, social and or cultural. The physical environment would consist of non-human aspects. The student is exposed to wet/humid conditions (non-weather); work near moving mechanical parts, fumes or airborne particles, hazardous materials, blood borne pathogens, outdoor weather conditions, risk of electrical shock, risk of electromagnetic radiation and vibration. The noise level in the work environment will range from a classroom situation in which the noise level is low to an industrial or clinical environment where the noise level may be high. The social environment consists of the norms, expectations, and routines of different environments. The PTA student will be exposed to multiple treatment environments that may have implicit and explicit rules and regulations for professional behavior. The PTA student must demonstrate multicultural competency skills to allow for one to function within multiple client populations. Multicultural skills include awareness of one’s culture, willingness to explore and become knowledgeable about another culture, being respectful to individual diversities, and being able to select culturally sensitive therapeutic interventions. VII. Professional Behaviors: The student is expected to successfully participate in the PTA program. These functions are listed in a general manner. The list is not all-inclusive, and is not a contract expressed or implied. The description also attempts to describe functions in multiple contexts from the didactic experience to field work experience. Keeping this in mind, some functions may increase or decrease depend on the context.
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Dress Standards FEMALE Classroom--neat, casual clothing Patient-care areas (or other special lectures) -- students are expected to dress appropriately for the situation. LABORATORY IN PHYSICAL THERAPY Any body piercing (tongue, umbilicus, etc.) must be removed or secured and covered when at all possible. Hats and other head coverings will be permitted for religious reasons only. Any color shorts, roomy enough for complete freedom of movement and easy access to hip joint for palpation, etc. White, short sleeve knit shirts that provides enough room for freedom of movement. Polo style shirts work nicely. White tennis shoes White athletic socks Bra-like halter (top from a two-piece bathing suit will be fine). This must fasten in the back like a bra. (Not bikini) Swim suit Cover to wear over swim suit Rubber-sole water shoes Crubber thongs or flip-flops will be fine CLINICAL EDUCATION (PATIENT-CARE AREA) (Gum chewing is not allowed) School uniform: White short sleeve shirt and navy pants or lab coat or scrubs where appropriate. HGTC-PTA student name badge White shoes or dark oxfords that provide good support The hair should be pulled back off the face and shoulders with plain adornment. This is for the safety of both you the patient. Small stud earrings may be worn. No jewelry other than watches and plain wedding bands should be worn. Fingernails should be short, neat and clean. No false fingernails to be worn as they may come off during procedures. In some facilities, street clothes are preferred. These should be conservative in both style and color and should meet facility requirements. As a guide, consider that your uniform is worn as a means of identifying you as member of a health profession, not a mechanism to draw attention to you personally. It should be clean, neat and conservative in both style and color. In order to reduce carrying contamination both in and out of the health facilities, your uniform should be worn as little as possible outside the health care environment. Shoes, hair, jewelry or clothes should not detract from or interfere with carrying out your duties safely and effectively. During clinical, all students will conform to the dress code of the clinical facility MALE
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Any body piercing (tongue, umbilicus, etc.) must be removed or secured and covered when at all possible. Hats and other head coverings will be permitted for religious reasons only. Classroom -- neat, casual clothing Patient-care areas (or other special lectures) -- students are expected to dress appropriately with proper regard to the situation LABORATORY IN PHYSICAL THERAPY Any color shorts, roomy enough for complete freedom of movement and easy access to hip for palpation, etc. White, short sleeve knit shirts that provide room for freedom of movement. Polo-style shirts work nicely. White tennis shoes White athletic socks Swim suit and a robe to wear over it Rubber-sole water shoes -- rubber thongs will be fine CLINICAL EDUCATION (PATIENT CARE AREA) (Gum chewing is not allowed) The uniform should consist of white short sleeve shirt, navy slacks, and dark oxfords with dark socks or white shoes with white socks or what the facility requires. The shoes should provide good support. White lab coat (clinic jacket length) HGTC- student name badge or facility name badge Hair should be clean, neat and off the face and shoulders Fingernails should be short, neat and clean Uniforms and shoes should be neat and clean when going into the patient care area. The name tag will be worn over the right breast. As a guide, consider that your uniform is worn as a means of identifying you as member of a health profession, not a mechanism to draw attention to you personally. It should be clean, neat and conservative in both style and color. In order to reduce carrying contamination both in and out of the health facilities, your uniform should be worn as little as possible outside the health care environment. Shoes, hair, jewelry or clothes should not detract from or interfere with carrying out your duties safely and effectively. During clinical, all students will conform to the dress code of the clinical facility. Please remember that you are representing a medical profession and HGTC when you are in the public and clinic. Your conduct and appearance is expected to demonstrate professional behavior at all times.
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Student Injury Follow-Up (1.1.7.1) Any incident in which personal injury may or may not be manifested by immediate signs and symptoms requires that an incident report be filed according to specific institutional policy. The student will be advised to seek medical attention for development of signs and symptoms which they believe may be related to the incident. Any incident in which personal injury is evidenced by immediate signs and symptoms requires immediate evaluation and treatment according to the policy of the specific institution. An incident report will be filed and a copy provided the injured person. When an injury is evident, an evaluation and treatment are necessary, a copy of the incident report will be submitted by/or on behalf of the injured person to the HGTC Human Resources office and appropriate forms for Workman’s Compensation will be completed. Students are required to contact ACCE after incident occurs Notification of Disclosure (Regarding Felony Convictions, Substance Abuse and Malpractice) Applicants should know that making application for the National Physical Therapist Assistants Examination (NPTAE) to sit for the national examination includes questions regarding any felony convictions. Additionally, applicants should know that most states have regulations regarding an applicant’s eligibility to practice as a PTA in a given state. As part of the application process, states may request information regarding history of chemical and/or drug abuse, felony convictions and malpractice. Finally, applicants should know that passing a background check is a prerequisite to being accepted as a student intern by a growing number of hospitals, schools and institutions for field work clinical experiences. A felony conviction may seriously limit the availability of fieldwork opportunities while a student, resulting in an inability to complete all requirements necessary for graduation. (1.1.6.1)
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CPR Certification Purpose: To ensure that all students are certified in Cardiopulmonary Resuscitation (CPR) prior to participation in full-time clinical education experiences. Policy: All students must be certified in the areas of adult, child, and infant CPR. Procedure: Students enrolled in full-time clinical education experiences must produce documentation of successful completion of adult, child, and infant CPR. Copies of student’s CPR certifications will be maintained by the ACCE. The student is responsible for any costs related to obtaining CPR certification. Action: A student who does not submit appropriate documentation to verify CPR certification prior to the scheduled start date of the clinical education experience will not be permitted to participate in clinical education experiences.
Student’s signature _____________________________date____________________ OSHA Purpose: To ensure confidentiality of patient protected health information to which students have access in the course of their clinical education experiences. To orient students to the policies and procedures related to OSHA Blood Bourne Pathogens Policy: Students will attend an annual OSHA training. Procedure: The ACCE will provide training regarding OSHA standards and instruction to all students involved in the clinical education experiences. Training will be conducted annually. Students will sign an OSHA training form indicating when they had the training. Student’s signature ____________________________date______________________
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Liability Insurance All students must be covered by liability insurance before being allowed to enter the clinic. Proof of insurance must be documented before the student will be admitted to clinic and must be kept in the clinic papers folder. Confidentiality Policy HIPPA stands for “Health Insurance Portability and Accountability Act.” It is HGTC PTA Program policy to safeguard the privacy of patients and to protect confidentiality of their health and social information. Confidentiality of patient information and patient records is of utmost priority in any health care setting. While participating in Clinical Education experiences, students will have access to information that must remain confidential. Patients have the right to privacy and confidentiality of their medical records. No patient information may be released (verbally or written) to unauthorized personnel such as friends, family, or other patients. Any request by the patient to release medical information must be handled by the appropriate department representative. No student will accept the responsibility to release patient information. Students will not discuss patient information in public areas of the facility. This may include therapy offices if the discussion may be overheard by patients in the open spaces (gym). Students will not leave medical charts in unrestricted areas of the facility. Under no condition may samples of work such as evaluations, discharge summaries, or letters to physicians be removed from the premises. The student’s obligation to keep information confidential continues outside of work hours and after the clinical experience concludes. I understand that: Any overt or recurrent inadvertent violation of patient confidentiality will impact my grade and may result in termination of my Clinical Education experience and /or a “failing” grade. This policy extends beyond the time allotted for the Clinical Education experience as well as my enrollment at HGTC. It is my responsibility to assure that I am oriented to site specific policies and procedures related to patient confidentiality and compliance with HIPPA regulations. I am aware that my individual clinical site will have a Confidentiality Policy and I agree to honor its terms. By signing this document, I understand and agree that I have read and will comply with all the terms of the above policy. Student name (print) ________________________________________________________________Student’s signature Page 50
Code of Ethics for the PTA Standards of Ethical Conduct for the Physical Therapist Assistant HOD S06-09-20-18 [Amended HOD S06-00-13-24; HOD 06-91-06-07; Initial HOD 06-82-04-08] [Standard] Preamble The Standards of Ethical Conduct for the Physical Therapist Assistant (Standards of Ethical Conduct) delineate the ethical obligations of all physical therapist assistants as determined by the House of Delegates of the American Physical Therapy Association (APTA). The Standards of Ethical Conduct provide a foundation for conduct to which all physical therapist assistants shall adhere. Fundamental to the Standards of Ethical Conduct is the special obligation of physical therapist assistants to enable patients/clients to achieve greater independence, health and wellness, and enhanced quality of life. No document that delineates ethical standards can address every situation. Physical therapist assistants are encouraged to seek additional advice or consultation in instances where the guidance of the Standards of Ethical Conduct may not be definitive. Standards Standard #1: Physical therapist assistants shall respect the inherent dignity, and rights, of all individuals. 1A. Physical therapist assistants shall act in a respectful manner toward each person regardless of age, gender, race, nationality, religion, ethnicity, social or economic status, sexual orientation, health condition, or disability. 1B. Physical therapist assistants shall recognize their personal biases and shall not discriminate against others in the provision of physical therapy services. Standard #2: Physical therapist assistants shall be trustworthy and compassionate in addressing the rights and needs of patients/clients. 2A. Physical therapist assistants shall act in the best interests of patients/clients over the interests of the physical therapist assistant. 2B. Physical therapist assistants shall provide physical therapy interventions with compassionate and caring behaviors that incorporate the individual and cultural differences of patients/ clients. 2C. Physical therapist assistants shall provide patients/clients with information regarding the interventions they provide. 2D. Physical therapist assistants shall protect confidential patient/ client information and, in collaboration with the physical therapist, may disclose confidential information to appropriate authorities only when allowed or as required by law. Standard #3: Physical therapist assistants shall make sound decisions in collaboration with the physical therapist and within the boundaries established by laws and regulations. 3A. Physical therapist assistants shall make objective decisions in the patient’s/client’s best interest in all practice settings. 3B. Physical therapist assistants shall be guided by information about best practice regarding physical therapy interventions. 3C. Physical therapist assistants shall make decisions based upon their level of competence and consistent with patient/client values. 3D. Physical therapist assistants shall not engage in conflicts of interest that interfere with making sound decisions. Page 51
3E. Physical therapist assistants shall provide physical therapy services under the direction and supervision of a physical therapist and shall communicate with the physical therapist when patient/client status requires modifications to the established plan of care. Standard #4: Physical therapist assistants shall demonstrate integrity in their relationships with patients/ clients, families, colleagues, students, other health care providers, employers, payers, and the public. 4A. Physical therapist assistants shall provide truthful, accurate, and relevant information and shall not make misleading representations. 4B. Physical therapist assistants shall not exploit persons over whom they have supervisory, evaluative or other authority (eg, patients/clients, students, supervisees, research participants, or employees). 4C. Physical therapist assistants shall discourage misconduct by health care professionals and report illegal or unethical acts to the relevant authority, when appropriate. 4D. Physical therapist assistants shall report suspected cases of abuse involving children or vulnerable adults to the supervising physical therapist and the appropriate authority, subject to law. 4E. Physical therapist assistants shall not engage in any sexual relationship with any of their patients/clients, supervisees, or students. 4F. Physical therapist assistants shall not harass anyone verbally, physically, emotionally, or sexually. Standard #5: Physical therapist assistants shall fulfill their legal and ethical obligations. 5A. Physical therapist assistants shall comply with applicable local, state, and federal laws and regulations. 5B. Physical therapist assistants shall support the supervisory role of the physical therapist to ensure quality care and promote patient/client safety. 5C. Physical therapist assistants involved in research shall abide by accepted standards governing protection of research participants. 5D. Physical therapist assistants shall encourage colleagues with physical, psychological, or substancerelated impairments that may adversely impact their professional responsibilities to seek assistance or counsel. 5E. Physical therapist assistants who have knowledge that a colleague is unable to perform their professional responsibilities with reasonable skill and safety shall report this information to the appropriate authority. Standard #6: Physical therapist assistants shall enhance their competence through the lifelong acquisition and refinement of knowledge, skills, and abilities. 6A. Physical therapist assistants shall achieve and maintain clinical competence. 6B. Physical therapist assistants shall engage in lifelong learning consistent with changes in their roles and responsibilities and advances in the practice of physical therapy. 6C. Physical therapist assistants shall support practice environments that support career development and lifelong learning. Standard #7: Physical therapist assistants shall support organizational behaviors and business practices that benefit patients/clients and society. 7A. Physical therapist assistants shall promote work environments that support ethical and accountable decision-making. 7B. Physical therapist assistants shall not accept gifts or other considerations that influence or give an appearance of influencing their decisions.
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7C. Physical therapist assistants shall fully disclose any financial interest they have in products or services that they recommend to patients/clients. 7D. Physical therapist assistants shall ensure that documentation for their interventions accurately reflects the nature and extent of the services provided. 7E. Physical therapist assistants shall refrain from employment arrangements, or other arrangements, that prevent physical therapist assistants from fulfilling ethical obligations to patients/clients Standard #8: Physical therapist assistants shall participate in efforts to meet the health needs of people locally, nationally, or globally. 8A. Physical therapist assistants shall support organizations that meet the health needs of people who are economically disadvantaged, uninsured, and underinsured. 8B. Physical therapist assistants shall advocate for people with impairments, activity limitations, participation restrictions, and disabilities in order to promote their participation in community and society. 8C. Physical therapist assistants shall be responsible stewards of health care resources by collaborating with physical therapists in order to avoid overutilization or underutilization of physical therapy services. 8D. Physical therapist assistants shall educate members of the public about the benefits of physical therapy
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Clinical Information and Forms Instructional Package PTH 234 Effective Term: 200820/Spring/3rd Semester
COURSE PREFIX: Lecture hours: 0
PTH 234
COURSE TITLE: Clinical Education I Clinical Education Experience Hours: 160 hours
CONTACT HOURS: 40 hrs per week x 4 weeks
CREDIT HOURS: 3
RATIONALE FOR THE COURSE: This course allows the student insight into the practice of physical therapy by working directly under the supervision of a physical therapist (PT) or physical therapist assistant (PTA). The course has scheduled rotations through a clinic offering the student an opportunity to put into practice the skills and techniques taught in previous course work. COURSE DESCRIPTION: This course includes performing patient treatments under the direct supervision of a licensed PT or PTA. PREREEQUISITES: Received a grade of C or better in all previous PTH courses HIPPA Training Purpose: To ensure confidentiality of patient protected health information to which students have access in the course of their clinical education experiences. The ACCE will review and reinforce training regarding HIPPA standards and regulations to all students involved in the clinical educational experiences. Students will sign a Confidentiality Form that states the date of the training. Signed forms will be kept in the student’s permanent file. A student who does not receive HIPPA training will not be allowed to participate in clinical education experiences. OSHA Training Purpose: To protect the student from health hazards associated with blood borne pathogens. To prepare students for clinical education experiences which require that students are in compliance with Occupational Health and Safety Administration guidelines. Students will attend an annual OSHA/Blood Borne Pathogens training session. The ACCE will arrange and provide Blood Borne Pathogens instruction to all students enrolled in clinical education annually. Students will sign a form with the date of the training. Forms will be maintained by the ACCE in the student’s permanent file. Students who do not complete OSHA/Blood borne Pathogen training will not be able to participate in clinical education experiences. CPR Certification Purpose: To ensure that all students are certified in Cardiopulmonary Resuscitation (CPR) prior to entering a clinical education experience. All students must complete a CPR certification course prior to Page 54
entering a clinical education experience and provide documentation of same. The student is responsible for any expenses related to CPR training. A student who does not submit appropriate documentation to verify CPR certification prior to scheduled clinical education experiences will not be permitted to participate in the clinical education portion of the program. REQUIRED MATERIALS Clinic attire as described in student manual. Physical Therapy Clinical Handbook for the PTA’s, 2008 Olga Dreeben. Jones and Bartlett Publishers. ADDITIONAL REQUIREMENTS Liability Insurance All students must be covered by liability insurance before being allowed to enter the clinic. Proof of insurance must be documented before the student will be admitted to clinic and must be kept in the clinic papers folder. Health Requirements As a Physical Therapist Assistant student you are involved in clinical instruction. You may be at risk for exposure to infectious or communicable diseases, including but not limited to illness common in childhood (measles, mumps, rubella, and chicken pox), hepatitis B, and tuberculosis. It is important that you have documentation for common vaccinations received in childhood, along with a two step negative TB results (must provide documentation of negative two step TB results in past year), current status for hepatitis B vaccinations(or signed waiver declining) and a Tdap (tetanus, diphtheria, and pertusis) shot to meet the standards of fieldwork centers. This requirement is for your health and safety and that of the patients/clients served by the institution. Background Check and Drug Testing Requirements: Procedure: Some clinical sites may require a criminal background investigation and/or drug testing prior to or at the beginning of the clinical assignment. Clinical assignments will not be based on whether or not a clinic requires background investigation or drug tests. Student Travel Students can expect to travel to a variety of clinical sites within a 100-mile radius of HGTC. Students are responsible for their individual travel to and from the HGTC campus or to any assigned clinical experience or field trip, see policy # 8.1.1. Field Trips/Student or Group Travel Policy revised 8-07-07 STUDENT LEARNING OUTCOMES 1. Student will review the plan of care established by the physical therapist prior to initiating patient/client intervention with guidance from clinical instructor. ( i.e. Student needs verbal cueing or physical assistance from the clinical instructor) 2. Student will provide safe interventions as directed in the plan of care and supervised by the physical therapist with only confirmation from the clinical instructor. (i.e. Student confers with Page 55
the clinical instructor prior to, or following and activity for the purpose of sharing information and/or validating decision making) 3. Student will complete documentation that follows professional guidelines, healthcare system, and physical therapy facility policies with guidance from clinical instructor. ( i.e. Student needs verbal cueing or physical assistance from the clinical instructor) 4. Student will respond effectively to patient/client and environmental emergencies in the work setting with guidance from clinical instructor. ( i.e. Student needs verbal cueing or physical assistance from the clinical instructor) 5. Student can expressively and receptively communicate in a culturally competent manner with physical therapists, patients/clients, family members, and caregivers, other health care providers, students, interdisciplinary team members, administrators, payers, and consumers with guidance from clinical instructor. ( i.e. Student needs verbal cueing or physical assistance from the clinical instructor) 6. Student can educate others about the role of the physical therapist assistant. 7. The student participates in learning and development activities to ensure continued competence with guidance from clinical instructor. ( i.e. Student needs verbal cueing or physical assistance from the clinical instructor) 8. The student participates in and responds to self assessment with guidance from clinical instructor. ( i.e. Student needs verbal cueing or physical assistance from the clinical instructor) 9. The student participates in the clinical education 100% of time. 10. Student adheres to federal and state legal practice standards and institutional regulations related to patient/client care and fiscal management with only confirmation from the clinical instructor. I(i.e. Student confers with the clinical instructor prior to, or following and activity for the purpose of sharing information and/or validating decision making) 11. Student act in a manner consistent with the Standards of Ethical Conduct for the Physical Therapist Assistant and Guide for Conduct of the Physical Therapist Assistant with only confirmation from the clinical instructor. I(i.e. Student confers with the clinical instructor prior to, or following and activity for the purpose of sharing information and/or validating decision making) 12. Student changes behaviors in response to understanding the consequences (positive and negative) of the physical therapist assistant are actions with guidance from clinical instructor. (I.e. Student needs verbal cueing or physical assistance from the clinical instructor) . 13. The student places patient’s/client’s needs above the physical therapist assistant’s self interests with guidance from clinical instructor. (I.e. Student needs verbal cueing or physical assistance from the clinical instructor). 14. The student exhibits compassion, caring, and empathy in providing services to patients/clients with guidance from clinical instructor. (I.e. Student needs verbal cueing or physical assistance from the clinical instructor). Page 56
15. The student promotes active involvement of the patient/client in his or her care with guidance from clinical instructor. (I.e. Student needs verbal cueing or physical assistance from the clinical instructor) . 16. The student identifies, respect, and act with consideration for the patient’s/client’s differences, values, preferences, and expressed needs in all physical therapy activities. 17. The student demonstrates behaviors, conduct, actions, attitudes, and values consistent with the roles, responsibilities, and tasks of the physical therapist assistant with guidance from clinical instructor. (I.e. Student needs verbal cueing or physical assistance from the clinical instructor). 18. The student supports and participates in organizations and efforts that promote physical therapy with guidance from clinical instructor. ( i.e. Student needs verbal cueing or physical assistance from the clinical instructor) 19. The student demonstrate integrity in all interactions with patients/clients, family members, caregivers, supervising physical therapists, coworkers, other health care providers, students, other consumers, employers, and payers with guidance from clinical instructor. (I.e. Student needs verbal cueing or physical assistance from the clinical instructor) . 20. The student value and support the physical therapy profession in society and demonstrates citizenship guidance from clinical instructor. ( i.e. Student needs verbal cueing or physical assistance from the clinical instructor) GRADE: The grade for this course will be determined solely on the basis of the criteria outlined in this syllabus. A grade of 75% is required to pass this course. Letter grade A= 4.0- 3.63 B= 3.61-3.26 C= 3.25-2.98 D=2.97- 2.76 F=2.73 is Failing Clinical Performance Assessment: The clinical evaluation tool was developed by HGTC physical therapist assistant faculty for the CI to assess the student’s clinical behavior and performance formative and summative. The grade will be determined by the average score rated by the CI. The student must receive an average score of 3 on their clinical assessment to pass this course. In addition the student must receive a 4 on the designated safety criteria and behavioral foundational elements in clinical practice. Failure to achieve a 4 on the designated safety criteria and behavioral foundational elements in clinical practice, regardless of the average overall score, will result in failure of this clinical. Each student will receive formative and summative evaluation from their CI upon his/her performance in the clinic. This assessment will be based upon the objectives for this course. The CI will complete a Page 57
written formative and summative evaluation for midterm and a final evaluation for each student. Clinical performance assessment is weighted at 50% of the grade Case Study: Purpose: A case study is a descriptive analysis of an episode of care for a patient or a group of patients. It is usually a retrospective analysis of an actual case you may have seen in your clinical education experience. The purpose of the case study is to evaluate and demonstrate competence in addressing the spectrum of issues involved in the management of a particular type of case. The process includes deciding/reflecting which examination elements to use or were used, analysis of data, problem solving regarding diagnosis, determination of the interventions to use and a summary discussion. A case study should address all of the essential elements of patient management; history, examination, evaluation, diagnosis, prognosis, intervention and outcome. For this course you will be performing a reflective case study. The student will present this case study to peers and instructor after completion of the clinical. Grading of the case study is outlined in the Rubric below and is 25% of the grade.
Introduces the topic of the case and states why it is important, citing literature to support the management of the case. Case description includes the following information: subject’s medical history, current medical status, medication, the objective assessment, and plan of the physical therapy examination and describe the course of physical therapy treatments. Outcomes: Describes the status of the subject at the time of discharge from physical therapy.
Commendable 4 pts. Well defined and concise with continuity of material.
Acceptable 3 pts. Clear understanding of article.
Marginal 2-1 pts Not always clear, too short, too wordy, but meaning can be interpreted.
Unacceptable 0 pts. Evidence of plagiarism, incomplete, unclear, no continuity.
Concise, exact, Some detailed clear detailed understanding description
Unclear perspective or evidence of little understanding
No analysis provided or evidence of understanding.
Concise, exact, Some detailed clear detailed understanding description
Unclear perspective or evidence of little understanding
No analysis provided or evidence of understanding.
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Discussion: Reflects on Concise, exact, Some detailed explanation of clear detailed understanding outcomes course of description treatment, i.e. plans of care progression and or modifications.
Unclear perspective or evidence of little understanding
No analysis provided or evidence of understanding.
Paper will be typed, double spaced, references cited in APA format, and includes a cover page.
Formatted in APA style with less than three grammatical errors
Formatted in APA style with less than five grammatical errors
Formatted in APA style with less than eight grammatical errors
Not formatted in APA style or formatted in APA style with greater than ten grammatical errors
Presentation Significance for Class Relativity
Sound perspective and obvious understanding
Experience discussed loosely related to class/project
Experience discussed not related to class/project
No evidence of relationship to class or project
*Score= total points dived by 24 The following graded items will account for the remainder 25% of the clinical grade Student Reflective Journal: Purpose is to promote the development of reflective practice. Requirement is for the student to write one entry per week into his/her journal. Entries should be creative and reflective. No partial credit will be awarded. Clinical Performance Self Assessment: The purpose is for the student to be able to self reflect on progress toward course objectives and share his/her input with CI and ACCE. Self assessment will be completed 100% with comments and markings and student will reflect learning experience to learning objectives. Failure to complete self assessment in full will result in deduction of total points. No partial credit will be awarded. Weekly summary forms of goals: The purpose is for student and the CI to identify strategies that will improve success during the clinical education experience. The student will identify, document, and submit weekly objective behaviors to CI. CI will review and provide the student with feedback concerning the weekly goals as well as the strategies identified to achieve the goals. The CI will add comments/goals as necessary and sign the form. No partial credit will be awarded.
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Site evaluation The purpose is to provide feedback regarding the overall effectiveness of clinical education experiences and available opportunities at that site and serve as a resource for future students seeking a clinical education experience at that site. The student completes the evaluation of the clinical affiliation form. The form can be located in the student manual or the clinical education manual. No partial credit will be awarded. Thank you letter The Student will recognize the dedication that clinical faculty provide to the academic program and their education. Failure to complete will result in decrease in total points. Student must turn in copy of the letter to ACCE. No partial credit will be awarded. Students will not be allowed to substitute other activities (reports, homework, etc.) to count in place of any of the stated criteria. (This means there will be NO extra credit offered.) The tools utilized in this course are designed to measure the extent to which the student has mastered course materials, students should not expect there to be any “curving” of grades. Successful completion of the course is determined by the requirements listed below. Physical Therapists Assistant Program Attendance Policy: The student in clinical affiliations is expected to adopt the working hours of the clinical supervisor. Attend 100% of the clinical/lab hours. A maximum of 10% of the hours may be made up at the discretion of the CI. Absences in excess of 10% of the total hours required or failure to make up the allowed 10% will result in a grade of “unsatisfactory” for clinical and a failing grade for the course. Clinical tardiness (10 minutes or longer) will be documented on the clinical evaluation tool. The student is expected to attend the clinic during regularly scheduled hours of operation. In some instances, this may require late evening, weekend hours and holidays. The student will report to the clinic prior to the designated start time as established by the CI and ACCE. If for some reason the student is unable to arrive at the clinic by the designated start time the instructor must be notified as far in advance as possible. Attendance throughout the Clinical Education Experience ensures maximum student participation in professional growth and development. Absences for a non-emergency nature can limit the student’s educational experience in the clinic. No student can have more than one excused absence during a clinical education experience. No student may have any unexcused absence during a clinical education experience. The absences must be made up prior to the end of the Clinical Education Experience to meet requirements for Clinical Hour attendance. Any unexcused absence is when a student is not present during a scheduled clinic day and has not obtained prior permission from either the CI or the ACCE. Another example of an unexcused absence is when a student does not attend a scheduled clinic day and does not provide a reasonable excuse for that absence within one business day following the missed clinic day. The Clinical Instructor and the ACCE will determine the reasonableness of the excuse.
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Students should schedule all non-emergency appointments (dentist, doctor, other) outside of clinical hours. Students are not to leave clinical sites early for work. Work schedules must not interfere with clinical time. In the event of a conflict, the clinical takes precedence. A student with a work conflict scheduled at a clinical site one hour or more from home may request accommodations for work conflicts. Accommodations are not automatic and are dependent on clinical and clinical instructor schedules. Special Accommodation Any student with a disability or special circumstance requiring academic accommodations or other consideration in order to successfully complete the requirements of this course should identify him or herself to the ACCE and or the Program Director. The Student, ACCE, CCCE, and CI can collaborate to ensure a reasonable accommodation within ADA and College guidelines. Attention HGTC Students: The faculty and administration of HGTC are committed to enhancing your learning experience at the College through improved methods of instruction and support services. For information on Student Support Services or questions about your curriculum program please refer to your Wavenet Homepage. *Instructor’s Name: ACCE Tammy Marcin Office Location: 1135 Speir Building 1000 Office Telephone Number: (843)-477-2067 E-mail Address: HGTC address: Tammy.Marcin@HGTC.edu
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Instructional Package PTH 253 Effective Term: 200830/Summer/4th Semester COURSE PREFIX: Lecture Hours: 0
PTH 253
COURSE TITLE: Clinical Practice II Lab Hours 160
CONTACT HOURS: 40hrs per wk x4 weeks CREDIT HOURS: 3 RATIONALE FOR THE COURSE: This course allows the student insight into the practice of physical therapy by working directly under the supervision of a physical therapist (PT) or physical therapist assistant (PTA). The course has scheduled rotations through a clinic offering the student an opportunity to put into practice the skills and techniques taught in previous course work. COURSE DESCRIPTION: This course includes performing patient treatments under the direct supervision of a licensed PT or PTA. PREREQUISITES: Received a grade of C or better in all previous PTH courses HIPAA Training Purpose: To ensure confidentiality of patient protected health information to which students have access in the course of their clinical education experiences. The ACCE will review and reinforce training regarding HIPAA standards and regulations to all students involved in the clinical educational experiences. Students will sign a Confidentiality Form that states the date of the training. Signed forms will be kept in the student’s permanent file. A student who does not receive HIPPA training will not be allowed to participate in clinical education experiences. OSHA Training Purpose: To protect the student from health hazards associated with blood borne pathogens. To prepare students for clinical education experiences which require that students are in compliance with Occupational Health and Safety Administration guidelines. Students will attend an annual OSHA/Blood Borne Pathogens training session. The ACCE will arrange and provide Blood Borne Pathogens instruction to all students enrolled in clinical education annually. Students will sign a form with the date of the training. Forms will be maintained by the ACCE in the student’s permanent file. Students who do not complete OSHA/Blood borne Pathogen training will not be able to participate in clinical education experiences. CPR Certification Purpose: To ensure that all students are certified in Cardiopulmonary Resuscitation (CPR) prior to entering a clinical education experience. All students must complete a CPR certification course prior to Page 62
entering a clinical education experience and provide documentation of same. The student is responsible for any expenses related to CPR training. A student who does not submit appropriate documentation to verify CPR certification prior to scheduled clinical education experiences will not be permitted to participate in the clinical education portion of the program.
REQUIRED MATERIALS Clinic attire as described in student manual. Physical Therapy Clinical Handbook for the PTA’s, 2008 Olga Dreeben. Jones and Bartlett Publishers. ADDITIONAL REQUIREMENTS Liability Insurance All students must be covered by liability insurance before being allowed to enter the clinic. Proof of insurance must be documented before the student will be admitted to clinic and must be kept in the clinic papers folder. Health Requirements As a Physical Therapist Assistant student you are involved in clinical instruction. You may be at risk for exposure to infectious or communicable diseases, including but not limited to illness common in childhood (measles, mumps, rubella, and chicken pox), hepatitis B, and tuberculosis. It is important that you have documentation for common vaccinations received in childhood, along with a two step negative TB results (must provide documentation of negative two step TB results in past year), current status for hepatitis B vaccinations(or signed waiver declining) and a Tdap (tetanus, diphtheria, and pertusis) shot to meet the standards of fieldwork centers. This requirement is for your health and safety and that of the patients/clients served by the institution. Background Check and Drug Testing Requirements: Procedure: Some clinical sites may require a criminal background investigation and/or drug testing prior to or at the beginning of the clinical assignment. Clinical assignments will not be based on whether or not a clinic requires background investigation or drug tests. Student Travel Students can expect to travel to a variety of clinical sites within a 100-mile radius of HGTC. Students are responsible for their individual travel to and from the HGTC campus or to any assigned clinical experience or field trip, see policy # 8.1.1. Field Trips/Student or Group Travel Policy revised 8-07-07 STUNDENT LEARNING OUTCOMES 1. Student will be able to review the plan of care established by the physical therapist prior to initiating patient/client intervention with guidance from the clinical instructor. ( I.e. Student needs advice from clinical instructor to expand knowledge or skills) 2. Student will provide safe interventions as directed in the plan of care and supervised by the physical therapist with only confirmation from the clinical instructor. (I.e. Student confers with Page 63
the clinical instructor prior to, or following and activity for the purpose of sharing information and/or validating decision making) 3. Student will provide effective instruction to the patient/client and others to achieve the goals and outcomes as described in the plan of care with guidance from the clinical instructor. ( I.e. Student needs advice from clinical instructor to expand knowledge or skills) 4. Student will collect data to quantify the patient’s/client’s response to interventions as directed and supervised by the physical therapist with guidance from the clinical instructor. ( I.e. Student needs advice from clinical instructor to expand knowledge or skills) 5. Student will be able to progress the patient/client interventions through the plan of care with guidance from the clinical instructor. ( I.e. Student needs advice from clinical instructor to expand knowledge or skills) 6. Student will complete documentation that follows professional guidelines, healthcare system, and physical therapy facility policies with guidance from the clinical instructor. (I.e. Student needs advice from clinical instructor to expand knowledge or skills). 7. Student will respond effectively to patient/client and environmental emergencies in the work setting with guidance from the clinical instructor. (I.e. Student needs advice from clinical instructor to expand knowledge or skills) . 8. Student can expressively and receptively communicate in a culturally competent manner with physical therapists, patients/clients, family members, and caregivers, other health care providers, students, interdisciplinary team members, administrators, payers, and consumers with guidance from the clinical instructor. (I.e. Student needs advice from clinical instructor to expand knowledge or skills). 9. Student can effectively educate others using teaching methods commensurate with the needs of the learners with guidance from the clinical instructor. (I.e. Student needs advice from clinical instructor to expand knowledge or skills). 10. Student can educate others about the role of the physical therapist assistant with guidance from the clinical instructor. ( I.e. Student needs advice from clinical instructor to expand knowledge or skills) 11. Student complies with facility procedures and payer regulations consistent with the health care delivery system and the practice setting with only confirmation from the clinical instructor. (I.e. Student confers with the clinical instructor prior to, or following and activity for the purpose of sharing information and/or validating decision making) 12. Student adheres to federal and state legal practice standards and institutional regulations related to patient/client care and fiscal management with only confirmation from the clinical instructor. (I.e. Student confers with the clinical instructor prior to, or following and activity for the purpose of sharing information and/or validating decision making) 13. Student act in a manner consistent with the Standards of Ethical Conduct for the Physical Therapist Assistant and Guide for Conduct of the Physical Therapist Assistant with only confirmation from the clinical instructor. (I.e. Student confers with the clinical instructor prior Page 64
to, or following and activity for the purpose of sharing information and/or validating decision making) 14. Student changes behaviors in response to understanding the consequences (positive and negative) of the physical therapist assistant are actions with guidance from the clinical instructor. ( I.e. Student needs advice from clinical instructor to expand knowledge or skills) 15. The student places patient’s/client’s needs above the physical therapist assistant’s self interests with guidance from the clinical instructor. ( I.e. Student needs advice from clinical instructor to expand knowledge or skills) 16. The student exhibits compassion, caring, and empathy in providing services to patients/clients with guidance from the clinical instructor. (I.e. Student needs advice from clinical instructor to expand knowledge or skills). 17. The student promotes active involvement of the patient/client in his or her care with guidance from the clinical instructor. (I.e. Student needs advice from clinical instructor to expand knowledge or skills). 18. The student identifies, respect, and act with consideration for the patient’s/client’s differences, values, preferences, and expressed needs in all physical therapy activities with guidance from the clinical instructor. (I.e. Student needs advice from clinical instructor to expand knowledge or skills). 19. The student demonstrates behaviors, conduct, actions, attitudes, and values consistent with the roles, responsibilities, and tasks of the physical therapist assistant with guidance from the clinical instructor. (I.e. Student needs advice from clinical instructor to expand knowledge or skills). 20. The student supports and participates in organizations and efforts that promote physical therapy with guidance from the clinical instructor. (I.e. Student needs advice from clinical instructor to expand knowledge or skills). 21. The student demonstrate integrity in all interactions with patients/clients, family members, caregivers, supervising physical therapists, coworkers, other health care providers, students, other consumers, employers, and payers with guidance from the clinical instructor. (I.e. Student needs advice from clinical instructor to expand knowledge or skills). 22. The student value and support the physical therapy profession in society and demonstrates citizenship with guidance from the clinical instructor. (I.e. Student needs advice from clinical instructor to expand knowledge or skills).
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GRADE: The grade for this course will be determined solely on the basis of the criteria outlined in this syllabus. A grade of 75% is required to pass this course. Letter grade A= 4.0- 3.63 B= 3.61-3.26 C= 3.25-2.98 D=2.97- 2.76 F=2.73 is Failing Clinical Performance Assessment: The clinical evaluation tool was developed by HGTC physical therapist assistant faculty for the CI to assess the student’s clinical behavior and performance formative and summative. The grade will be determined by the average score rated by the CI. The student must receive an average score of 3 on their clinical assessment to pass this course. In addition the student must receive a 4 on the designated safety criteria and behavioral foundational elements in clinical practice. Failure to achieve a 4 on the designated safety criteria and behavioral foundational elements in clinical practice, regardless of the average overall score, will result in failure of this clinical. Each student will receive formative and summative evaluation from their CI upon his/her performance in the clinic. This assessment will be based upon the objectives for this course. The CI will complete a written formative and summative evaluation for midterm and a final evaluation for each student. Clinical performance assessment is weighted at 50% of the grade Case Study: Purpose: A case study is a descriptive analysis of an episode of care for a patient or a group of patients. It is usually a retrospective analysis of an actual case you may have seen in your clinical education experience. The purpose of the case study is to evaluate and demonstrate competence in addressing the spectrum of issues involved in the management of a particular type of case. The process includes deciding/reflecting which examination elements to use or were used, analysis of data, problem solving regarding diagnosis, determination of the interventions to use and a summary discussion. A case study should address all of the essential elements of patient management; history, examination, evaluation, diagnosis, prognosis, intervention and outcome. For this course you will be performing a reflective case study. The student will present this case study to peers and instructor after completion of the clinical. Grading of the case study is outlined in the Rubric below and is 25% of the grade.
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Commendable 4 pts. Well defined and concise with continuity of material.
Acceptable 3 pts. Clear understanding of article.
Marginal 2-1 pts Not always clear, too short, too wordy, but meaning can be interpreted.
Unacceptable 0 pts. Evidence of plagiarism, incomplete, unclear, no continuity.
Case description includes the following information: subject’s medical history, current medical status, medication, the objective assessment, and plan of the physical therapy examination and describe the course of physical therapy treatments. Outcomes: Describes the status of the subject at the time of discharge from physical therapy.
Concise, exact, clear detailed description
Some detailed understanding
Unclear perspective or evidence of little understanding
No analysis provided or evidence of understanding.
Concise, exact, clear detailed description
Some detailed understanding
No analysis provided or evidence of understanding.
Discussion: Reflects on explanation of outcomes course of treatment, i.e. plans of care progression and or modifications.
Concise, exact, clear detailed description
Some detailed understanding
Unclear perspective or evidence of little understanding Unclear perspective or evidence of little understanding
Paper will be typed, double spaced, references cited in APA format, and includes a cover page.
Formatted in APA style with less than three grammatical errors
Formatted in APA style with less than five grammatical errors
Formatted in APA style with less than eight grammatical errors
Presentation Significance for Class Relativity
Sound perspective and obvious understanding
Experience discussed loosely related to class/project
Experience discussed not related to class/project
Not formatted in APA style or formatted in APA style with greater than ten grammatical errors No evidence of relationship to class or project
Introduces the topic of the case and states why it is important, citing literature to support the management of the case.
No analysis provided or evidence of understanding.
*Score= total points dived by 24
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The following graded items will account for the remainder 25% of the clinical grade Student Reflective Journal: Purpose is to promote the development of reflective practice. Requirement is for the student to write one entry per week into his/her journal. Entries should be creative and reflective. No partial credit will be awarded. Clinical Performance Self Assessment: The purpose is for the student to be able to self reflect on progress toward course objectives and share his/her input with CI and ACCE. Self assessment will be completed 100% with comments and markings and student will reflect learning experience to learning objectives. Failure to complete self assessment in full will result in deduction of total points. No partial credit will be awarded. Weekly summary forms of goals: The purpose is for student and the CI to identify strategies that will improve success during the clinical education experience. The student will identify, document, and submit weekly objective behaviors to CI. CI will review and provide the student with feedback concerning the weekly goals as well as the strategies identified to achieve the goals. The CI will add comments/goals as necessary and sign the form. No partial credit will be awarded. Site evaluation The purpose is to provide feedback regarding the overall effectiveness of clinical education experiences and available opportunities at that site and serve as a resource for future students seeking a clinical education experience at that site. The student completes the evaluation of the clinical affiliation form. The form can be located in the student manual or the clinical education manual. No partial credit will be awarded. Thank you letter The Student will recognize the dedication that clinical faculty provide to the academic program and their education. Failure to complete will result in decrease in total points. Student must turn in copy of the letter to ACCE. No partial credit will be awarded. Students will not be allowed to substitute other activities (reports, homework, etc.) to count in place of any of the stated criteria. (This means there will be NO extra credit offered.) The tools utilized in this course are designed to measure the extent to which the student has mastered course materials, students should not expect there to be any “curving” of grades. Successful completion of the course is determined by the requirements listed below. Physical Therapists Assistant Program Attendance Policy: The student in clinical affiliations is expected to adopt the working hours of the clinical supervisor. Attend 100% of the clinical/lab hours. A maximum of 10% of the hours may be made up at the discretion of the CI. Absences in excess of 10% of the total hours required or failure to make up the allowed 10% will result in a grade of “unsatisfactory” for clinical and a failing grade for the course. Clinical tardiness (10 minutes or longer) will be documented on the clinical evaluation tool. The student is expected to attend the clinic during regularly scheduled hours of operation. In some instances, this may require late evening, weekend hours and holidays. Page 68
The student will report to the clinic prior to the designated start time as established by the CI and ACCE. If for some reason the student is unable to arrive at the clinic by the designated start time the instructor must be notified as far in advance as possible. Attendance throughout the Clinical Education Experience ensures maximum student participation in professional growth and development. Absences for a non-emergency nature can limit the student’s educational experience in the clinic. No student can have more than one excused absence during a clinical education experience. No student may have any unexcused absence during a clinical education experience. The absences must be made up prior to the end of the Clinical Education Experience to meet requirements for Clinical Hour attendance. Any unexcused absence is when a student is not present during a scheduled clinic day and has not obtained prior permission from either the CI or the ACCE. Another example of an unexcused absence is when a student does not attend a scheduled clinic day and does not provide a reasonable excuse for that absence within one business day following the missed clinic day. The Clinical Instructor and the ACCE will determine the reasonableness of the excuse.
Students should schedule all non-emergency appointments (dentist, doctor, other) outside of clinical hours. Students are not to leave clinical sites early for work. Work schedules must not interfere with clinical time. In the event of a conflict, the clinical takes precedence. A student with a work conflict scheduled at a clinical site one hour or more from home may request accommodations for work conflicts. Accommodations are not automatic and are dependent on clinical and clinical instructor schedules. Special Accommodation Any student with a disability or special circumstance requiring academic accommodations or other consideration in order to successfully complete the requirements of this course should identify him or herself to the ACCE and or the Program Director. The Student, ACCE, CCCE, and CI can collaborate to ensure a reasonable accommodation within ADA and College guidelines. Attention HGTC Students: The faculty and administration of HGTC are committed to enhancing your learning experience at the College through improved methods of instruction and support services. For information on Student Support Services or questions about your curriculum program please refer to your WaveNet Homepage. *Instructor’s Name: ACCE Tammy Marcin Office Location: 1135 Speir Building 1000 Office Telephone Number: (843)-477-2067 E-mail Address: HGTC address: Tammy.Marcin@HGTC.edu
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Instructional Package PTH 276 Effective Term: 200910/Fall/5th Semester COURSE PREFIX:
PTH 276
Lecture Hours: 0 CONTACT HOURS:
COURSE TITLE: Physical Therapy Practicum II Clinic Hours: 270
38.5 x 7weeks
CREDIT HOURS: 6
RATIONALE FOR THE COURSE: This course gives rotation through a clinic offering the student an opportunity to put into practice the skills and techniques taught in previous course work. COURSE DESCRIPTION: This final terminal full time clinical education experience includes a practicum experience in a clinical setting using advanced skills under the supervision of a licensed physical therapist (PT) and/or a licensed physical therapist assistant (PTA). The student will explore in greater depth physical therapy specialty areas of practice such as geriatrics, pediatrics, woman’s health, orthopedic and neurological rehabilitation, cardiopulmonary rehabilitation and other areas available at the site. The student is expected to recognize factors within health care that impact the delivery of care and to maintain ethical standards of practice. PREREQUISITES: Received a grade of C or better in all previous PTH courses HIPAA Training Purpose: To ensure confidentiality of patient protected health information to which students have access in the course of their clinical education experiences. The ACCE will review and reinforce training regarding HIPAA standards and regulations to all students involved in the clinical educational experiences. Students will sign a Confidentiality Form that states the date of the training. Signed forms will be kept in the student’s permanent file. A student who does not receive HIPPA training will not be allowed to participate in clinical education experiences. OSHA Training Purpose: To protect the student from health hazards associated with blood borne pathogens. To prepare students for clinical education experiences which require that students are in compliance with Occupational Health and Safety Administration guidelines. Students will attend an annual OSHA/Blood Borne Pathogens training session. The ACCE will arrange and provide Blood Borne Pathogens instruction to all students enrolled in clinical education annually. Students will sign a form with the date of the training. Forms will be maintained by the ACCE in the student’s permanent file. Students who do not complete OSHA/Blood borne Pathogen training will not be able to participate in clinical education experiences. Page 70
CPR Certification Purpose: To ensure that all students are certified in Cardiopulmonary Resuscitation (CPR) prior to entering a clinical education experience. All students must complete a CPR certification course prior to entering a clinical education experience and provide documentation of same. The student is responsible for any expenses related to CPR training. A student who does not submit appropriate documentation to verify CPR certification prior to scheduled clinical education experiences will not be permitted to participate in the clinical education portion of the program. REQUIRED MATERIALS: Clinic attire as described in student manual. Physical Therapy Clinical Handbook for the PTA’s, 2008 Olga Dreeben. Jones and Bartlett Publishers. ADDITIONAL REQUIREMENTS: Liability Insurance All students must be covered by liability insurance before being allowed to enter the clinic. Proof of insurance must be documented before the student will be admitted to clinic and must be kept in the clinic papers folder. Health Requirements As a Physical Therapist Assistant student you are involved in clinical instruction. You may be at risk for exposure to infectious or communicable diseases, including but not limited to illness common in childhood (measles, mumps, rubella, and chicken pox), hepatitis B, and tuberculosis. It is important that you have documentation for common vaccinations received in childhood, along with a negative TB results (must provide documentation of negative TB results in past year), current status for hepatitis B vaccinations and a Tdap (tetanus, diphtheria, and pertusis) shot to meet the standards of fieldwork centers. This requirement is for your health and safety and that of the patients/clients served by the institution. BACKGROUND CHECK AND DRUG TESTING REQUIREMENTS: Procedure: Some clinical sites may require a criminal background investigation and/or drug testing prior to or at the beginning of the clinical assignment. Clinical assignments will not be based on whether or not a clinic requires background investigation or drug tests. Student Travel Students can expect to travel to a variety of clinical sites within a 100-mile radius of HGTC. Students are responsible for their individual travel to and from the HGTC campus or to any assigned clinical experience or field trip, see policy # 8.1.1. Field Trips/Student or Group Travel Policy revised 8-07-07. STUDENT COURSE LEARNING OUTCOMES Clinical Outcomes: PTH 276 Performance Fall Affiliation 38.5 hours a week for 7 weeks Page 71
Criteria Safety
1. Student will consistently monitor patient care activities for potential hazards and adjust treatment to optimize patient safety 100% of the time independently. Responsible 2. Student will display professional behaviors 100% of the time consistently Behavior with regards to: confidentiality of patient information; dependability and adaptability or work environment, and facility dress code without guidance. Respectful Manner 3. Student will consistently take ownership of personal actions and accept criticism and critical feedback 100% of the time without guidance. Ethical Practice 4. Student will be able to independently judge and seek expertise of the and Legal physical therapist for professional behaviors in accordance with the core Standards ability expectations of the HGTC PTA Program, standards of the clinical site, policies and procedures of the physical therapy department, the State Practice Act, the APTA Code of Ethics and the APTA Standards of Ethical Conduct for the Physical Therapist Assistant. Legal Standards 5. Judge 100% if actions are within the PTA’s scope of practice with 100% accuracy. 6. Student will make good judgment of PTA practice guidelines. Communication 7. Student will constantly perform active listening skills using verbal and nonverbal communication with patients and healthcare staff 100% of the time consistently without guidance. Documentation 8. Student is able to produce and integrate accurate documentation as directed by the supervising PT within the parameters of legal guidelines and educational preparation in the following manner: a. Correctly document using the facilities format for medical records b. Perform documentation in a timely manner, using legible and concise language c. Adhere to the State Practice Act, APTA, and other regulatory agencies that give guidelines for documentation d. Provides accurate documentation for billing and reimbursement Individual and 9. Student will internalize the impact that economic, cultural, age-related, and Cultural psychosocial factors have on patients and be able to discuss how these Differences considerations can influence treatment and affect patient motivation 100% of the time without guidance. Clinical Problem 10. Student will demonstrate ability to defer training to the supervising Solving and PT/PTA or clarify treatment instructions when necessary based on the Judgments students personal capabilities, and limitations by verifying one’s own skill level to ensure the safety of the patient 100% of the time without guidance. 11. Student will be able to examine and formulate ideas, and assess options in clinical problem solving consistently to:  Evaluate conflicts and integrate principles of negotiation and Page 72
Data Collection Plan of Care Patient Interventions Education
Quality of Service Delivery
Patient Services
Resource management
resolution Adjust therapeutic interventions within the established plan of care and judge when interventions need to be stopped due to the patients response Assess and report pertinent and accurate patient care information or changes in the patients status to the supervising PT Determine when to seek clarification from the PT Communicates with supervising physical therapist concerning the plan of care progressing patients through short and long term goals, 100% of the time without guidance. 12. Student will be able to perform clinical assessments and measurements without guidance with accuracy 100% of the time. 13. Student will be able to consistently recommend to physical therapist a change in plan of care with confidence without guidance from CI. 14. Student will consistently perform therapy interventions for patients with orthopedic and neurological injuries with accuracy for entry level PTA without supervision of CI. 15. Student will be able to create a teaching style to effectively teach selective patient and family education as directed by supervising physical therapist 100% of the time in the following manner: Teach patient/caregiver education for appropriate level to produce outcomes based on plan of care Use facility documentation for appropriate patient/caregiver education Demonstrates a desire to meet the needs of his/her patients 16. Student under the direction of the supervising CI educates and interacts appropriately with staff and other members of the healthcare team 100% of the time consistently in the following manner: Effectively teaches the role of the PTA Instructs support personnel and other members of the healthcare team Participate in staff development 17. Student can select treatment options from established plan of care to follow guidelines of organization in performing standard of care 100% of the time without supervision. Assist in quality assurance 18. Student will be able to make recommendations on patient services outside scope of physical therapy to the physical therapist with 100% confidence 100% of the time. Assist in obtaining proper treatment authorizations Assist in discharge planning 19. Student will perform as an entry level PTA student in a productive and efficient manner consistently under the direction of the CI by the end of the affiliation Assist in daily scheduling Page 73
Fiscal Management Support Personnel
Career Development/Life Long Learning
Wellness and Health Prevention
20. Student makes good judgment 100% of the time in accurate billing and reimbursement Complete patient billing procedures in a timely manner 21. Student will be able to delegate, and supervise clinic tasks to support staff consistently and accurately100% of the time. 22. Integrate a commitment to learning through actions Takes advantage of opportunities to learn and grow in the profession Demonstrates an awareness of the importance of lifelong learning by studying and understanding current research and advances in the field of physical therapy Formulate an industrious attitude by seeking knowledge when clinical schedules permit 23. Choose an in-service through discussions with CI and participate in education opportunities at the clinical site Research topics using scientific literature and Internet resources 24. Examine needs and interests in preparation for the collaborative design of learning experiences with the Academic Coordinator of Clinical Education (ACCE) and Clinical Instructor (CI) 25. Student will be able to recommend opportunities that may assist patients in how to maintain or improve upon quality of life without guidance with accuracy and confidence 100% of the time.
GRADING The grade for this course will be determined solely on the basis of the criteria outlined in this syllabus. A grade of 75% is required to pass this course. Letter grade 100-91 = A 90-82 = B 81-75 = C 74-69 = D 68 - 0 = F Clinical Performance Assessment The Physical Therapist Assistant Clinical Performance Instrument is utilized for the final full term clinical for the CI to assess the student’s clinical behavior and performance formative and summative. Each clinical performance criteria visual analog scale is 100 mm in length. The CI markings will be used to determine an average score for these clinical performance criteria. The student must achieve entry level (100mm) on the CPI red flag items and the average score for the total number of performance criteria completed cannot be below 90 mm to pass this course. The percentage grade will be determined by total number sum of the CPI visual analog/ total possible of the CPI sum visual analog. Each student will receive formative and summative evaluation from their CI upon his/her performance in the clinic. This assessment will be based upon the objectives for this course. The CI will complete a written formative and summative evaluation for Page 74
midterm and a final evaluation for each student. Clinical performance assessment is weighted at 75% of the grade. The following graded items will account for the remainder 25% of the clinical grade Student Reflective Journal: Purpose is to promote the development of reflective practice. Requirement is for the student to write one entry per week into his/her journal. Entries should be creative and reflective. No partial credit will be awarded. Clinical Performance Self Assessment: The purpose is for the student to be able to self reflect on progress toward course objectives and share his/her input with CI and ACCE. Self assessment will be completed 100% with comments and markings and student will reflect learning experience to learning objectives. Failure to complete self assessment in full will result in deduction of total points. No partial credit will be awarded. Weekly summary forms of goals: The purpose is for student and the CI to identify strategies that will improve success during the clinical education experience. The student will identify, document, and submit weekly objective behaviors to CI. CI will review and provide the student with feedback concerning the weekly goals as well as the strategies identified to achieve the goals. The CI will add comments/goals as necessary and sign the form. No partial credit will be awarded. Site evaluation The purpose is to provide feedback regarding the overall effectiveness of clinical education experiences and available opportunities at that site and serve as a resource for future students seeking a clinical education experience at that site. The student completes the evaluation of the clinical affiliation form. The form can be located in the student manual or the clinical education manual. No partial credit will be awarded. Thank you letter The Student will recognize the dedication that clinical faculty provide to the academic program and their education. Failure to complete will result in decrease in total points. Student must turn in copy of the letter to ACCE. No partial credit will be awarded. Students will not be allowed to substitute other activities (reports, homework, etc.) to count in place of any of the stated criteria. (This means there will be NO extra credit offered.) The tools utilized in this course are designed to measure the extent to which the student has mastered course materials, students should not expect there to be any “curving” of grades. Successful completion of the course is determined by the requirements listed below. Physical Therapists Assistant Program Attendance Policy: Students are required to attend nine-hours a week as scheduled in clinic. The student in clinical affiliations is expected to adopt the working hours of the clinical supervisor. Attend 100% of the clinical/lab hours. A maximum of 10% of the hours may be made up at the discretion of the CI. Absences in excess of 10% of the total hours required or failure to make
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up the allowed 10% will result in a grade of “unsatisfactory” for clinical and a failing grade for the course. Clinical tardiness (10 minutes or longer) will be documented on the clinical evaluation tool. The student is expected to attend the clinic during regularly scheduled hours of operation. In some instances, this may require late evening, weekend hours, and holidays. The student will report to the clinic prior to the designated start time as established by the CI and ACCE. If for some reason the student is unable to arrive at the clinic by the designated start time the instructor must be notified as far in advance as possible. Attendance throughout the Clinical Education Experience ensures maximum student participation in professional growth and development. Absences for a non-emergency nature can limit the student’s educational experience in the clinic. No student can have more than one excused absence during a clinical education experience. No student may have any unexcused absence during a clinical education experience. The absences must be made up prior to the end of the Clinical Education Experience to meet requirements for Clinical Hour attendance. Any unexcused absence is when a student is not present during a scheduled clinic day and has not obtained prior permission from either the CI or the ACCE. Another example of an unexcused absence is when a student does not attend a scheduled clinic day and does not provide a reasonable excuse for that absence within one business day following the missed clinic day. The Clinical Instructor and the ACCE will determine the reasonableness of the excuse.
Students should schedule all non-emergency appointments (dentist, doctor, other) outside of clinical hours. Students are not to leave clinical sites early for work. Work schedules must not interfere with clinical time. In the event of a conflict, the clinical takes precedence. A student with a work conflict scheduled at a clinical site one hour or more from home may request accommodations for work conflicts. Accommodations are not automatic and are dependant on clinical and clinical instructor schedules. Special Accommodation Any student with a disability or special circumstance requiring academic accommodations or other consideration in order to successfully complete the requirements of this course should identify him or herself to the ACCE and or the Program Director. The Student, ACCE, CCCE, and CI can collaborate to ensure a reasonable accommodation within ADA and College guidelines. Attention HGTC Students: The faculty and administration of HGTC are committed to enhancing your learning experience at the College through improved methods of instruction and support services. For information on Student Support Services or questions about your curriculum program please refer to your Wavenet Homepage. *Instructor’s Name: ACCE Tammy Marcin Office Location: Room 1135, Speir Building 1000GS Page 76
Office Telephone Number: (843)-477-2067 E-mail Address: HGTC address: Tammy.Marcin@HGTC.edu
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Clinical Assessment Tool PTH 234 Horry Georgetown Technical College PTA Program
Purpose: This clinical evaluation tool was developed by HGTC physical therapist assistant faculty to assess the student’s clinical behavior and performance formative and summative. Directions: To complete the student’s performance and expectation behaviors utilize the numerical key at the bottom of the page. Choose the option that represents the students overall performance or behavioral expectation at midterm and final for this clinical setting. Designated safety criteria elements and behavioral foundational elements in clinical practice must receive score of a 4. Failure to receive a 4 on designated safety criteria and behavioral foundational elements will result in failure of the course regardless of the overall average score. An average overall score of 3 must be achieved to pass the affiliation. Complete the summative comments on the final page for midterm and final. This assessment will be reviewed and signed by student and the clinical instructor (CI). The student will also perform a self evaluation utilizing this tool and review with the instructor, signature of the student and the CI is both required. A copy of CI assessment and the student self assessment will be returned to the ACCE at midterm and the original at final. The student is responsible for returning the assessment to the ACCE at midterm and final. Days Absent: _____________ Days Made Up__________ Number of tardy days: ________________ Student Name: ______________________________________________________________________ Student Signature Midterm and Date: ____________________________________________________ Student Signature Final and Date: _______________________________________________________ Clinical Instructor Name: ______________________________________________________________ Clinical Instructor Signature Midterm and Date: ____________________________________________ Clinical Instructor Signature Final and Date: _______________________________________________ Clinical Site: ________________________________________________________________________ Types (s) of Clinical setting circle all that apply: Outpatient Acute Care Rehab Center Home Health Specialty: __________________________ CI phone and or email address: _________________________________________________________ Best time to contact CI: _______________________________________________________________ Tammy Marcin PT, DPT, MBA ACCE, Professor tammy.marcin@hgtc.edu 843-477-2067
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4= Performs with only confirmation from clinical instructor. Student confers with the clinical instructor prior to, or following and activity for the purpose of sharing information and/or validating decision-making. The student is capable of functioning safely without the CI in direct line of sight supervision. I.e. student confers and provides rationale regarding progression of traction settings with the CI and can then perform correct set up without need of modification from the CI. 3= Performs with intermittent guidance from clinical instructor. Student needs advice from the clinical instructor to expand knowledge or skills. The direct presence of the clinical instructor can be in line of sight for the activity being performed. I.e. the student requires input from the CI on the rationale on how to alter patient positioning to complete activity but can perform safely with minimal modification from the CI. 2= Performs with constant supervision from clinical instructor. Student needs verbal cueing or physical assistance from the clinical instructor. The direct presence is necessary during the activity. I.e. the student needs verbal and physical assistance from the clinical instructors to perform therapeutic exercises safely. 1= Unable to perform. Student is unable to safely demonstrate gait training with physical verbal cues and assistance from the clinical instructor. N/A Not Applicable- Objective not applicable to this clinical setting N/O Not Observed-Objective not Observed to the extent that a rating is appropriate *designated safety criteria elements that the student must receive a 4 to pass the course regardless of the average score **designated behavioral foundational elements in clinical practice that the student must receive a 4 to pass the course regardless of the average score
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PTH PTH 234 234 Mid- Final term
*
*
*
*
Performance and Behavioral Expectations of Physical Therapist Student 1.0 Performance (Interventions of Direct Patient care Skills) Plan of Care 1) Reviews the plan of care established by the physical therapist prior to initiating patient/client intervention. (* score of 4 is required to met this objective) 2) Identifies the contraindications and precautions of interventions based on the patients diagnosis and medical history prior to initiating treatment. (* score of 4 is required to met this objective) 3) Suggest modifications to plan of care to supervising physical therapist based on patient’s response to treatments. i.e. Addition to or elimination of an intervention 4) Locate updated lab reports, imaging reports, nurses notes, routine vital signs, etc in the medical chart 5) Describe which activities in the physical therapist’s plan of care are within the scope of work of the physical therapist assistant 6) Seek assistance when a directed intervention is beyond the education, skill or scope of work of the physical therapist assistant 7) Communicates pertinent information obtained during review of the patient’s/client’s medical record to the physical therapist Provision of Procedural Interventions 1) Obtain patient permission prior to initiating interventions 2) Organize the interventions so that the treatment can be performed within a specified time frame 3) Demonstrates proper and safe body mechanics as a PTA during application of interventions 4) Demonstrate positioning and draping to protect a patient’s modesty during intervention Interventions 1) Indentify the anatomical location and function of the treatment area 2) Performs isometric strengthening therapeutic exercises as directed in the plan of care in this clinical setting 3) Performs isokinetic strengthening therapeutic exercises as directed in the plan of care in this clinical setting 4) Performs stretching therapeutic exercises as directed in the plan of care in this clinical setting 5) Performs passive range of motion therapeutic exercises as directed in the plan of care in this clinical setting 6) Performs active assisted range of motion therapeutic exercises as directed in the plan of care in this clinical setting 7) Performs active range of motion therapeutic exercises as directed in the plan of care in this clinical setting 8) Performs balance training (I.e. task specific ) 9) Performs coordination training (I.e. task specific ) 10) Performs neuromuscular reeducation as directed in the plan of care in this clinical Page 80
NA
NA
NA NA
NA NA
NA
NA
NA NA
NA NA
setting (I.e. PNF) 11) Performs cryo-therapy (I.e. cold packs, ice massage, vapocoolant spray) as directed in the plan of care in this clinical setting 12) Performs thermal-therapy (I.e. hot packs, paraffin) as directed in the plan of care in this clinical setting 13) Performs ultrasound as directed in the plan of care in this clinical setting 14) Performs transcutaneous electrical nerve stimulation as directed in the plan of care in this clinical setting 15) Performs biofeedback as directed in the plan of care in this clinical setting 16) Performs high voltage pulsed current (HVPC)as directed in the plan of care in this clinical setting 17) Performs Iontophoresis as directed in the plan of care in this clinical setting 18) Performs lumbar mechanical traction as directed in the plan of care in this clinical setting 19) Performs cervical mechanical traction as directed in the plan of care in this clinical setting 20) Instructs pt in home mechanical or positional traction for lumbar or cervical spine. 21) Performs diathermy as directed in the plan of care in this clinical setting 22) Performs laser as directed in the plan of care in this clinical setting 23) Performs mechanical compression(I.e. JOBST pump) as directed in the plan of care in this clinical setting 24) Performs continuous passive motion (CPM) as directed in the plan of care in this clinical setting 25) Performs functional activities (I.e. ADL and IADL) as directed in the plan of care in this clinical setting 26) Instructs patients in body mechanics for lifting 27) Performs gait training with assistive device as directed in the plan of care in this clinical setting 28) Performs gait training without assistive device as directed in the plan of care in this clinical setting 29) Performs soft tissue mobilization (I.e. myofascial release, J-stroke, skin rolling) as directed in the plan of care in this clinical setting 30) Performs soft tissue massage (I.e., Effleurage, Petrissage ) as directed in the plan of care in this clinical setting
NA
NA
NA
NA
NA
NA
31) Performs wound care (I.e. dressing changes, nonselective debridement) as directed in the plan of care in this clinical setting 32) Applies and adjust adaptive equipment (hospital beds, raised toilet seats, canes, walkers) and devices 33) Applies and adjust braces and supportive devices (compression garments, elastic wraps, brace) 34) Progress the patient/client strengthening therapeutic exercises within the plan of care in this clinical setting 35) Educates pt in breathing strategies (I.e. pursed lip, huff techniques) 36) Progress the patient/client functional activities through the plan of care in this clinical setting. 37) Progress the patient/client gait training through the plan of care in this clinical setting. Page 81
NA
NA
NA
NA
NA
NA
NA
NA
38) Progress the patient balance (I.e. task specific) within the plan of care in the clinical setting 39) Progress the patient coordination training (I.e. task specific) within the plan of care in the clinical setting 40) Progress neuromuscular reeducation as directed in the plan of care in this clinical setting (I.e. PNF) 41) Progress patient’s therapeutic exercise to functional activities. i.e. standing squats progressed to sit to stand transfers in this clinical setting 42) Manages multiple patient (s) care interventions. i.e. treating two pt’s simultaneously in this clinical setting Data Collection 1) Performs range of motion to collect data to quantify the patient’s/client’s response to interventions i.e. goniometry 2) Performs strength assessment to collect data to quantify the patient’s/client’s response to interventions i.e. manual muscle test 3) Performs pain assessment to collect data to quantify the patient’s/client’s response to interventions i.e. pain assessment 4) Performs balance assessment to collect data to quantify the patient’s/client’s response to interventions i.e. Bergs balance 5) Performs girth assessment to collect data to quantify the patient’s/client’s response to interventions i.e. circumference measurements 6) Performs integumentary assessment to collect data to quantify the patient’s/client’s response to interventions i.e. wound measurements, skin integrity 7) Collects data for vitals (i.e. heart rate, respiratory rate, blood pressure, pulse oximetry) Documentation 1) Completes documentation that follows professional guidelines, healthcare system, and physical therapy facility policies for treatment notes. 2) Complete data collection documentation that follows professional guidelines, healthcare system, and physical therapy facility policies for progress notes. 3) Complete data collection documentation that follows professional guidelines, healthcare system, and physical therapy facility policies for discharge notes. 2.0 Performance Expectations Communication 1) Provide effective instruction to the patient/client and others to achieve the goals and outcomes as described in the plan of care. 2) Expressively and receptively, communicate in a culturally competent manner with physical therapists, patients/clients, family members, caregivers, other health care providers, students, interdisciplinary team members, administrators, payers, and consumers. Education 1) Effectively educate others using teaching methods commensurate with the needs of the learners. I.e. changes tone of voice or technique depending on the patients learning barriers. 2) Write a home exercise program for a patient within the plan of care 3) Provide injury prevention instruction to a patient in regards to medical diagnosis Resource Management (human, fiscal, systems) Page 82
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**
**
**
**
**
**
**
**
**
1) Utilize human and material institution-based resources and services to provide highquality, efficient and cost-effective physical therapy services. i.e. rehab aide 2) Comply with facility procedures and payer regulations consistent with the health care delivery system and the practice setting. i.e. Medicare 3.0 Behavior Foundational Elements in Clinical Practice Career Development 1) Participate in learning and development activities to ensure continued competence. I.e. reviews material requested by clinical instructor 2) Participate in and respond to self-assessment activities. i.e. recognizes areas of weakness 3) Participate in clinical education (I.e. attendance, interest) 4) Accountability: Act in a manner consistent with the Standards of Ethical Conduct for the Physical Therapist Assistant and Guide for Conduct of the Physical Therapist Assistant. (** score of 4 is required to met this objective) 5) Altruism: Place patient’s/client’s needs above the physical therapist assistant’s self interests. 6) Compassion and Caring: Exhibit compassion, caring, and empathy in providing services to patients/clients. 7) Cultural Competence: Identify, respect, and act with consideration for the patient’s/client’s differences, values, preferences, and expressed needs in all physical therapy activities. 8) Duty: Demonstrate behaviors, conduct, actions, attitudes, and values consistent with the roles, responsibilities, and tasks of the physical therapist assistant. 9) Integrity: Demonstrate integrity in all interactions with patients/clients, family members, caregivers, supervising physical therapists, coworkers, other health care providers, students, other consumers, employers, and payers. 10) Social Responsibility: Values and support the physical therapy profession. Total points Average Score = total points/# expectations scored (i.e. 268 points/ 67items scored = average score of 4)
4= Performs with only confirmation from clinical instructor. Student confers with the clinical instructor prior to, or following and activity for the purpose of sharing information and/or validating decision-making. The student is capable of functioning safely without the CI in direct line of sight supervision. I.e. student confers and provides rationale regarding progression of traction settings with the CI and can then perform correct set up without need of modification from the CI. 3= Performs with intermittent guidance from clinical instructor. Student needs advice from the clinical instructor to expand knowledge or skills. The direct presence of the clinical instructor can be in line of sight for the activity being performed. I.e. the student requires input from the CI on the rationale on how to alter patient positioning to complete activity but can perform safely with minimal modification from the CI. 2= Performs with constant supervision from clinical instructor. Student needs verbal cueing or physical assistance from the clinical instructor. The direct presence is necessary during the activity. I.e. the student needs verbal and physical assistance from the clinical instructors to perform therapeutic exercises safely. 1= Unable to perform. Student is unable to safely demonstrate gait training with physical verbal cues and assistance from the clinical instructor. N/A Not Applicable- Objective not applicable to this clinical setting N/O Not Observed-Objective not Observed to the extent that a rating is appropriate *designated safety criteria elements that the student must receive a 4 to pass the course regardless of the average score **designated behavioral foundational elements in clinical practice that the student must receive a 4 to pass the course regardless of the average score
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Global Rating of the Student Clinical Competence 1. On a Scale of 1-10 (1 lowest 10 is the highest) how does the student compare to a competent entry level physical therapist assistant. Midterm Final 2. Is the student performing at a level of satisfactory for this affiliation based off his/her current level of education? Midterm Yes or No Final Yes or No Explain NO: ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 3. Discuss Students Strengths: Midterm____________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Final_______________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 4. Discuss Students Areas that need Improvement Midterm____________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Final_______________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ References A Normative Model of Physical Therapist Education. (2007). Alexandria : American Physical Therapy Association. College, G. T. (n.d.). Physical Therapist Assistant Performance Student Evaluation Form. PTH 234 Clinical Education I; PTH 264 Clinical Education II; PTH 274 Clinical Education III. Greenville, SC. Guide to Physical Therapy Practice. (2002). Alexandria: American Physical TherapyAssociation.
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Clinical Assessment Tool PTH 253 Horry Georgetown Technical College PTA Program
Purpose: This clinical evaluation tool was developed by HGTC physical therapist assistant faculty to assess the student’s clinical behavior and performance formative and summative. Directions: To complete the student’s performance and expectation behaviors utilize the numerical key at the bottom of the page. Choose the option that represents the students overall performance or behavioral expectation at midterm and final for this clinical setting. Designated safety criteria elements and behavioral foundational elements in clinical practice must receive score of a 4. Failure to receive a 4 on designated safety criteria and behavioral foundational elements will result in failure of the course regardless of the overall average score. An average overall score of 3 must be achieved to pass the affiliation. Complete the summative comments on the final page for midterm and final. This assessment will be reviewed and signed by student and the clinical instructor (CI). The student will also perform a self evaluation utilizing this tool and review with the instructor, signature of the student and the CI is both required. A copy of CI assessment and the student self assessment will be returned to the ACCE at midterm and the original at final. The student is responsible for returning the assessment to the ACCE at midterm and final. Days Absent: _____________ Days Made Up__________ Number of tardy days: ________________ Student Name: ______________________________________________________________________ Student Signature Midterm and Date: ____________________________________________________ Student Signature Final and Date: _______________________________________________________ Clinical Instructor Name: ______________________________________________________________ Clinical Instructor Signature Midterm and Date: ____________________________________________ Clinical Instructor Signature Final and Date: _______________________________________________ Clinical Site: ________________________________________________________________________ Types (s) of Clinical setting circle all that apply: Outpatient Acute Care Rehab Center Home Health Specialty: __________________________ CI phone and or email address: _________________________________________________________ Best time to contact CI: _______________________________________________________________ Tammy Marcin PT, DPT, MBA ACCE, Professor tammy.marcin@hgtc.edu 843-477-2067
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4= Performs with only confirmation from clinical instructor. Student confers with the clinical instructor prior to, or following and activity for the purpose of sharing information and/or validating decision-making. The student is capable of functioning safely without the CI in direct line of sight supervision. I.e. student confers and provides rationale regarding progression of traction settings with the CI and can then perform correct set up without need of modification from the CI. 3= Performs with intermittent guidance from clinical instructor. Student needs advice from the clinical instructor to expand knowledge or skills. The direct presence of the clinical instructor can be in line of sight for the activity being performed. I.e. the student requires input from the CI on the rationale on how to alter patient positioning to complete activity but can perform safely with minimal modification from the CI. 2= Performs with constant supervision from clinical instructor. Student needs verbal cueing or physical assistance from the clinical instructor. The direct presence is necessary during the activity. I.e. the student needs verbal and physical assistance from the clinical instructors to perform therapeutic exercises safely. 1= Unable to perform. Student is unable to safely demonstrate gait training with physical verbal cues and assistance from the clinical instructor. N/A Not Applicable- Objective not applicable to this clinical setting N/O Not Observed-Objective not Observed to the extent that a rating is appropriate *designated safety criteria elements that the student must receive a 4 to pass the course regardless of the average score **designated behavioral foundational elements in clinical practice that the student must receive a 4 to pass the course regardless of the average score
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PTH PTH 253 253 Mid- Final term
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*
*
Performance and Behavioral Expectations of Physical Therapist Student 3.0 Performance (Interventions of Direct Patient care Skills) Plan of Care 8) Reviews the plan of care established by the physical therapist prior to initiating patient/client intervention. (* score of 4 is required to met this objective) 9) Identifies the contraindications and precautions of interventions based on the patients diagnosis and medical history prior to initiating treatment. (* score of 4 is required to met this objective) 10) Suggest modifications to plan of care to supervising physical therapist based on patient’s response to treatments. i.e. Addition to or elimination of an intervention 11) Locate updated lab reports, imaging reports, nurses notes, routine vital signs, etc in the medical chart 12) Describe which activities in the physical therapist’s plan of care are within the scope of work of the physical therapist assistant 13) Seek assistance when a directed intervention is beyond the education, skill or scope of work of the physical therapist assistant 14) Communicates pertinent information obtained during review of the patient’s/client’s medical record to the physical therapist Provision of Procedural Interventions 5) Obtain patient permission prior to initiating interventions 6) Organize the interventions so that the treatment can be performed within a specified time frame 7) Demonstrates proper and safe body mechanics as a PTA during application of interventions 8) Demonstrate positioning and draping to protect a patient’s modesty during intervention Interventions 43) Indentify the anatomical location and function of the treatment area 44) Performs isometric strengthening therapeutic exercises as directed in the plan of care in this clinical setting 45) Performs isokinetic strengthening therapeutic exercises as directed in the plan of care in this clinical setting 46) Performs stretching therapeutic exercises as directed in the plan of care in this clinical setting 47) Performs passive range of motion therapeutic exercises as directed in the plan of care in this clinical setting 48) Performs active assisted range of motion therapeutic exercises as directed in the plan of care in this clinical setting 49) Performs active range of motion therapeutic exercises as directed in the plan of care in this clinical setting 50) Performs balance training (I.e. task specific ) 51) Performs coordination training (I.e. task specific ) 52) Performs neuromuscular reeducation as directed in the plan of care in this clinical Page 87
setting (I.e. PNF) 53) Performs cryo-therapy (I.e. cold packs, ice massage, vapocoolant spray) as directed in the plan of care in this clinical setting 54) Performs thermal-therapy (I.e. hot packs, paraffin) as directed in the plan of care in this clinical setting 55) Performs ultrasound as directed in the plan of care in this clinical setting 56) Performs transcutaneous electrical nerve stimulation as directed in the plan of care in this clinical setting 57) Performs biofeedback as directed in the plan of care in this clinical setting 58) Performs high voltage pulsed current (HVPC)as directed in the plan of care in this clinical setting 59) Performs Iontophoresis as directed in the plan of care in this clinical setting 60) Performs lumbar mechanical traction as directed in the plan of care in this clinical setting 61) Performs cervical mechanical traction as directed in the plan of care in this clinical setting 62) Instructs pt in home mechanical or positional traction for lumbar or cervical spine. 63) Performs diathermy as directed in the plan of care in this clinical setting 64) Performs laser as directed in the plan of care in this clinical setting 65) Performs mechanical compression(I.e. JOBST pump) as directed in the plan of care in this clinical setting 66) Performs continuous passive motion (CPM) as directed in the plan of care in this clinical setting 67) Performs functional activities (I.e. ADL and IADL) as directed in the plan of care in this clinical setting 68) Instructs patients in body mechanics for lifting. 69) Performs gait training with assistive device as directed in the plan of care in this clinical setting 70) Performs gait training without assistive device as directed in the plan of care in this clinical setting 71) Performs soft tissue mobilization (I.e. myofascial release, J-stroke, skin rolling) as directed in the plan of care in this clinical setting 72) Performs soft tissue massage (I.e., Effleurage, Petrissage ) as directed in the plan of care in this clinical setting 73) Performs wound care (I.e. dressing changes, nonselective debridement) as directed in the plan of care in this clinical setting 74) Applies and adjust adaptive equipment devices(hospital beds, raised toilet seats, canes, walkers) and 75) Applies and adjust braces and supportive devices (compression garments, elastic wraps, brace) 76) Progress the patient/client strengthening therapeutic exercises within the plan of care in this clinical setting 77) Educates pt in breathing strategies (I.e. pursed lip, huff techniques) 78) Progress the patient/client functional activities through the plan of care in this clinical setting. 79) Progress the patient/client gait training through the plan of care in this clinical setting. Page 88
80) Progress the patient’s balance activites(I.e. task specific) within the plan of care in the clinical setting 81) Progress the patient coordination training (I.e. task specific) within the plan of care in the clinical setting 82) Progress neuromuscular reeducation as directed in the plan of care in this clinical setting (I.e. PNF) 83) Progress patient’s therapeutic exercise to functional activities. i.e. standing squats progressed to sit to stand transfers in this clinical setting 84) Manages multiple patient (s) care interventions. i.e. treating two pt’s simultaneously in this clinical setting Data Collection 8) Performs range of motion to collect data to quantify the patient’s/client’s response to interventions i.e. goniometry 9) Performs strength assessment to collect data to quantify the patient’s/client’s response to interventions i.e. manual muscle test 10) Performs pain assessment to collect data to quantify the patient’s/client’s response to interventions i.e. pain assessment 11) Performs balance assessment to collect data to quantify the patient’s/client’s response to interventions i.e. Bergs balance 12) Performs girth assessment to collect data to quantify the patient’s/client’s response to interventions i.e. circumference measurements 13) Performs integumentary assessment to collect data to quantify the patient’s/client’s response to interventions i.e. wound measurements, skin integrity 14) Collects data for vitals (i.e. heart rate, respiratory rate, blood pressure, pulse oximetry) Documentation 4) Completes documentation that follows professional guidelines, healthcare system, and physical therapy facility policies for treatment notes. 5) Complete data collection documentation that follows professional guidelines, healthcare system, and physical therapy facility policies for progress notes. 6) Complete data collection documentation that follows professional guidelines, healthcare system, and physical therapy facility policies for discharge notes. 4.0 Performance Expectations Communication 3) Provide effective instruction to the patient/client and others to achieve the goals and outcomes as described in the plan of care. 4) Expressively and receptively communicate in a culturally competent manner with physical therapists, patients/clients, family members, caregivers, other health care providers, students, interdisciplinary team members, administrators, payers, and consumers. Education 4) Effectively educate others using teaching methods commensurate with the needs of the learners. I.e. changes tone of voice or technique depending on the patients learning barriers. 5) Write a home exercise program for a patient within the plan of care 6) Provide injury prevention instruction to a patient in regards to medical diagnosis Resource Management (human, fiscal, systems) Page 89
**
**
**
**
**
**
**
**
**
**
1) Utilize human and material institution-based resources and services to provide highquality, efficient and cost-effective physical therapy services. i.e. rehab aide 2) Comply with facility procedures and payer regulations consistent with the health care delivery system and the practice setting. i.e. Medicare 3.0 Behavior Foundational Elements in Clinical Practice Career Development 11) Participate in learning and development activities to ensure continued competence. I.e. reviews material requested by clinical instructor 12) Participate in and respond to self-assessment activities. i.e. recognizes areas of weakness 13) Participate in clinical education (I.e. attendance, interest) 14) Accountability: Act in a manner consistent with the Standards of Ethical Conduct for the Physical Therapist Assistant and Guide for Conduct of the Physical Therapist Assistant. (** score of 4 is required to met this objective) 15) Altruism: Place patient’s/client’s needs above the physical therapist assistant’s self interests. 16) Compassion and Caring: Exhibit compassion, caring, and empathy in providing services to patients/clients. 17) Cultural Competence: Identify, respect, and act with consideration for the patient’s/client’s differences, values, preferences, and expressed needs in all physical therapy activities. 18) Duty: Demonstrate behaviors, conduct, actions, attitudes, and values consistent with the roles, responsibilities, and tasks of the physical therapist assistant. 19) Integrity: Demonstrate integrity in all interactions with patients/clients, family members, caregivers, supervising physical therapists, coworkers, other health care providers, students, other consumers, employers, and payers. 20) Social Responsibility: Values and support the physical therapy profession. Total points Average Score = total points/# expectations scored (i.e. 320 points/ 80 items scored = average score of 4)
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4= Performs with only confirmation from clinical instructor. Student confers with the clinical instructor prior to, or following and activity for the purpose of sharing information and/or validating decisionmaking. The student is capable of functioning safely without the CI in direct line of sight supervision. I.e. student confers and provides rationale regarding progression of traction settings with the CI and can then perform correct set up without need of modification from the CI. 3= Performs with intermittent guidance from clinical instructor. Student needs advice from the clinical instructor to expand knowledge or skills. The direct presence of the clinical instructor can be in line of sight for the activity being performed. I.e. the student requires input from the CI on the rationale on how to alter patient positioning to complete activity but can perform safely with minimal modification from the CI. 2= Performs with constant supervision from clinical instructor. Student needs verbal cueing or physical assistance from the clinical instructor. The direct presence is necessary during the activity. I.e. the student needs verbal and physical assistance from the clinical instructors to perform therapeutic exercises safely. 1= Unable to perform. Student is unable to safely demonstrate gait training with physical verbal cues and assistance from the clinical instructor. N/A Not Applicable- Objective not applicable to this clinical setting N/O Not Observed-Objective not Observed to the extent that a rating is appropriate **designates criteria that the student must receive a 4 to pass the course regardless of the average score
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Global Rating of the Student Clinical Competence 5. On a Scale of 1-10 (1 lowest and 10 best) how does the student compare to a competent entry level physical therapist assistant. Midterm Final 6. Is the student performing at a level of satisfactory for this affiliation based off his/her current level of education? Midterm Yes or No Final Yes or No Explain NO: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________ 7. Discuss Students Strengths: Midterm_______________________________________________________________________ ______________________________________________________________________________ ___________________________________________________________________ __________________________________________________________________________ Final__________________________________________________________________________ ______________________________________________________________________ __________________________________________________________________________ 8. Discuss Students Areas that need Improvement Midterm_______________________________________________________________________ ______________________________________________________________________________ ___________________________________________________________________ Final__________________________________________________________________________ ______________________________________________________________________________ __________________________________________________________________ References A Normative Model of Physical Therapist Education. (2007). Alexandria : American Physical Therapy Association. College, G. T. (n.d.). Physical Therapist Assistant Performance Student Evaluation Form. PTH 234 Clinical Education I; PTH 264 Clinical Education II; PTH 274 Clinical Education III. Greenville, SC. Guide to Physical Therapy Practice. (2002). Alexandria: American Physical TherapyAssociation.
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PTH 276 Assessment Tool
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Student Clinical Assessment of Clinical Instructor and Site Purpose: Purpose is to provide feedback regarding the overall effectiveness of clinical education experiences and available opportunities at that site and to serve as a resource for future students seeking a clinical education experience at that site. The student will complete a site evaluation for each clinical education experience and place it in the portfolio at the end of the clinical experience. The student will review the form with the CI. The student and CI must sign the form. A student who does not submit a Site Evaluation Form to the ACCE will receive a grade of “Fail� for that experience. The ACCE will meet with the student and inform the student of this action. A letter documenting the meeting will be sent to the student and the Program Director.
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PHYSICAL THERAPIST ASSISTANT STUDENT EVALUATION: CLINICAL EXPERIENCE AND CLINICAL INSTRUCTION
June 10, 2003 (updated 12/27/10)
American Physical Therapy Association Department of Physical Therapy Education 1111 North Fairfax Street Alexandria, Virginia 22314
1
PREAMBLE The purpose of developing this tool was in response to academic and clinical educators’ requests to provide a voluntary, consistent and uniform approach for students to evaluate clinical education as well as the overall clinical experience. Questions included in this draft tool were derived from the many existing tools already in use by physical therapy programs for students to evaluate the quality of the clinical learning experience and clinical instructors (CIs), as well as academic preparation for the specific learning experience. The development of this tool was based on key assumptions for the purpose, need for, and intent of this tool. These key assumptions are described in detail below. This tool consists of two sections that can be used together or separately: Section 1-Physical therapist assistant student assessment of the clinical experience and Section 2-Physical therapist assistant student assessment of clinical instruction. Central to the development of this tool was an assumption that students should actively engage in their learning experiences by providing candid feedback, both formative and summative, about the learning experience and with summative feedback offered at both midterm and final evaluations. One of the benefits of completing Section 2 at midterm is to provide the CI and the student with an opportunity to modify the learning experience by making midcourse corrections.
Key Assumptions
The tool is intended to provide the student’s assessment of the quality of the clinical learning experience and the quality of clinical instruction for the specific learning experience. The tool allows students to objectively comment on the quality and richness of the learning experience and to provide information that would be helpful to other students, adequacy of their preparation for the specific learning experience, and effectiveness of the clinical educator(s). The tool is formatted in Section 2 to allow student feedback to be provided to the CI(s) at both midterm and final evaluations. This will encourage students to share their learning needs and expectations during the clinical experience, thereby allowing for program modification on the part of the CI and the student. Sections 1 and 2 are to be returned to the academic program for review at the conclusion of the clinical experience. Section 1 may be made available to future students to acquaint them with the learning experiences at the clinical facility. Section 2 will remain confidential and the academic program will not share this information with other students. The tools meet the needs of the physical therapist (PT) and physical therapist assistant (PTA) academic and clinical communities and where appropriate, distinctions are made in the tools to reflect differences in PT scope of practice and PTA scope of work. The student evaluation tool should not serve as the sole entity for making judgments about the quality of the clinical learning experience. This tool should be considered as part of a systematic collection of data that might include reflective student journals, self-assessments provided by clinical education sites, Center Coordinators of Clinical Education (CCCEs), and CIs based on the Guidelines for Clinical Education, ongoing communications and site visits, student performance evaluations, student planning worksheets, Clinical Site Information Form (CSIF), program outcomes, and other sources of information.
Acknowledgement We would like to acknowledge the collaborative effort between the Clinical Education Special Interest Group (SIG) of the Education Section and APTA’s Education Department in completing this project. We are especially indebted to those individuals from the Clinical Education SIG who willingly volunteered their time to develop and refine these tools. Comments and feedback provided by academic and clinical faculty, clinical educators, and students on several draft versions of this document were instrumental in developing, shaping, and refining the tools. Our gratitude is extended to all individuals and groups who willingly gave their time and expertise to work toward a common voluntary PT and PTA Student Evaluation Tool of the Clinical Experience and Clinical Instruction. Ad Hoc Group Members: Jackie Crossen-Sills, PT, MS, Nancy Erikson, PT, MS, GCS, Peggy Gleeson, PT, PhD, Deborah Ingram, PT, EdD, Corrie Odom, PT, DPT, ATC, and Karen O’Loughlin, PT, MA
©2003 American Physical Therapy Association. All rights reserved. Duplication of this form in its entirety is permitted; however, any revision, addition, or deletion is prohibited. 2
GENERAL INFORMATION AND SIGNATURES General Information Student Name Academic Institution Name of Clinical Education Site Address
City
State
Clinical Experience Number
Clinical Experience Dates
Signatures I have reviewed information contained in this physical therapist assistant student evaluation of the clinical education experience and of clinical instruction. I recognize that the information below is being collected to facilitate accreditation requirements for clinical instructor qualifications. I understand that my personal information will not be available to students in the academic program files.
Student Name (Provide signature)
Date
Primary Clinical Instructor Name (Print name)
Date
Primary Clinical Instructor Name (Provide signature) Entry-level PT/PTA degree earned Highest degree earned Degree area Years experience as a CI Years experience as a clinician Areas of expertise Clinical Certification, specify area APTA Credentialed CI Other CI Credential State Professional organization memberships
Yes Yes APTA
No No Other
Additional Clinical Instructor Name (Print name)
Date
Additional Clinical Instructor Name (Provide signature) Entry-level PT/PTA degree earned Highest degree earned Degree area Years experience as a CI Years experience as a clinician Areas of expertise Clinical Certification, specify area APTA Credentialed CI Yes No Other CI Credential State Yes No Professional organization memberships APTA Other
3
SECTION 1: PTA STUDENT ASSESSMENT OF THE CLINICAL EXPERIENCE Information found in Section 1 may be available to program faculty and students to familiarize them with the learning experiences provided at this clinical facility. 1.
Name of Clinical Education Site Address
City
State
2.
Clinical Experience Number
3.
Specify the number of weeks for each applicable clinical experience/rotation. Acute Care/Inpatient Hospital Facility Ambulatory Care/Outpatient ECF/Nursing Home/SNF Federal/State/County Health Industrial/Occupational Health Facility
Private Practice Rehabilitation/Sub-acute Rehabilitation School/Preschool Program Wellness/Prevention/Fitness Program Other
Orientation 4.
Did you receive information from the clinical facility prior to your arrival?
Yes
No
5.
Did the on-site orientation provide you with an awareness of the information and resources that you would need for the experience?
Yes
No
6.
What else could have been provided during the orientation?
Patient/Client Management and the Practice Environment For questions 7, 8, and 9, use the following 4-point rating scale: 1= Never 2 = Rarely 3 = Occasionally 7.
During this clinical experience, describe the frequency of time spent in each of the following areas. Rate all items in the shaded columns using the above 4-point scale. Diversity Of Case Mix Musculoskeletal Neuromuscular Cardiopulmonary Integumentary Other (GI, GU, Renal, Metabolic, Endocrine)
8.
4 = Often
Rating
Patient Lifespan 0-12 years 13-21 years 22-65 years over 65 years
Rating
Continuum Of Care Critical care, ICU, Acute SNF/ECF/Sub-acute Rehabilitation Ambulatory/Outpatient Home Health/Hospice Wellness/Fitness/Industry
Rating
During this clinical experience, describe the frequency of time spent in providing the following components of care from the patient/client management model of the Guide to Physical Therapist Practice. Rate all items in the shaded columns using the above 4-point scale. List the five (5) most common interventions that you provided to patients/clients during this clinical experience. Components Of Care Data Collection Implementation of Established Plan of Care Selected Interventions Coordination, communication, documentation Patient/client related instruction Direct Interventions
4
Rating
Five Most Common Interventions 1. 2. 3. 4. 5.
9.
During this experience, how frequently did staff (ie, CI, CCCE, and clinicians) maintain an environment conducive to your work and growth? Rate all items in the shaded columns using the 4-point scale on page 4. Environment Providing a helpful and supportive attitude for your role as a PTA student. Providing effective role models for problem solving, communication, and teamwork. Demonstrating high morale and harmonious working relationships. Adhering to ethical codes and legal statutes and standards (eg, Medicare, HIPAA, informed consent, APTA Code of Ethics, etc). Being sensitive to individual differences (ie, race, age, ethnicity, etc). Using evidence to support clinical practice. Being involved in professional development (eg, degree and non-degree continuing education, in-services, journal clubs, etc). Being involved in district, state, regional, and/or national professional activities.
10.
Rating
What suggestions, relative to the items in question #9, could you offer to improve the environment for your work and growth?
Clinical Experience 11.
Were there other students at this clinical facility during your clinical experience? (Check all that apply): Physical therapist students Physical therapist assistant students Students from other disciplines or service departments (Please specify
12.
)
Identify the ratio of students to CIs for your clinical experience: 1 student to 1 CI 1 student to greater than 1 CI 1 CI to greater than1 student; Describe
13.
How did the clinical supervision ratio in Question #12 influence your learning experience?
14.
In addition to patient/client management, what other learning experiences did you participate in during this clinical experience? (Check all that apply) Attended in-services/educational programs Presented an in-service Attended special clinics Attended team meetings/conferences/grand rounds Observed surgery Participated in administrative and business management Participated in providing patient/client interventions collaboratively with other disciplines (please specify disciplines) Participated in service learning Performed systematic data collection as part of an investigative study Used physical therapy aides and other support personnel Other; Please specify
15.
Please provide any logistical suggestions for this location that may be helpful to students in the future. Include costs, names of resources, housing, food, parking, etc.
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Overall Summary Appraisal 16.
Overall, how would you assess this clinical experience? (Check only one) Excellent clinical learning experience; would not hesitate to recommend this clinical education site to another student. Time well spent; would recommend this clinical education site to another student. Some good learning experiences; student program needs further development. Student clinical education program is not adequately developed at this time.
17.
What specific qualities or skills do you believe a physical therapist assistant student should have to function successfully at this clinical education site?
18.
If, during this clinical education experience, you were exposed to content not included in your previous physical therapist assistant academic preparation, describe those subject areas not addressed.
19.
What suggestions would you offer to future physical therapist assistant students to improve this clinical education experience?
20.
What do you believe were the strengths of your physical therapist assistant academic preparation and/or coursework for this clinical experience?
21.
What curricular suggestions do you have that would have prepared you better for this clinical experience?
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SECTION 2: PTA STUDENT ASSESSMENT OF THE CLINICAL INSTRUCTOR Information found in Section 2 is to be shared between the student and the clinical instructor(s) at midterm and final evaluations. Additional copies of Section 2 should be made when there are multiple CIs supervising the student. Information contained in this section is confidential and will not be shared by the academic program with other students. Assessment of Clinical Instruction 22.
Using the scale (1 - 5) below, rate how clinical instruction was provided during this clinical experience at both midterm and final evaluations (shaded columns). 1=Strongly Disagree
2=Disagree
3=Neutral
4=Agree
5=Strongly Agree
Provision of Clinical Instruction
Midterm
Final
The clinical instructor (CI) was familiar with the academic program’s objectives and expectations for this experience. The clinical education site had written objectives for this learning experience. The clinical education site’s objectives for this learning experience were clearly communicated. There was an opportunity for student input into the objectives for this learning experience. The CI provided constructive feedback on student performance. The CI provided timely feedback on student performance. The CI demonstrated skill in active listening. The CI provided clear and concise communication. The CI communicated in an open and non-threatening manner. The CI taught in an interactive manner that encouraged problem solving. There was a clear understanding to whom you were directly responsible and accountable. The supervising CI was accessible when needed. The CI clearly explained your student responsibilities. The CI provided responsibilities that were within your scope of knowledge and skills. The CI facilitated patient-therapist and therapist-student relationships. Time was available with the CI to discuss patient/client interventions. The CI served as a positive role model in physical therapy practice. The CI skillfully used the clinical environment for planned and unplanned learning experiences. The CI integrated knowledge of various learning styles into student clinical teaching. The CI made the formal evaluation process constructive. The CI encouraged the student to self-assess. 23.
Was your CI’(s) evaluation of your level of performance in agreement with your self-assessment? Midterm Evaluation
24.
Yes
No
Final Evaluation
If there were inconsistencies, how were they discussed and managed? Midterm Evaluation Final Evaluation
25.
Yes
What did your CI(s) do well to contribute to your learning? 7
No
Midterm Comments Final Comments 26.
What, if anything, could your CI(s) and/or other staff have done differently to contribute to your learning? Midterm Comments Final Comments
Thank you for sharing and discussing candid feedback with your CI(s) so that any necessary midcourse corrections can be made to modify and further enhance your learning experience.
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“HGTC-PTA Competencies Clinic Communication Form” (1.1.7.3) CERVICAL MECHANICAL TRACTION PTH202 CRYOTHERAPY / VAPOCOOLANT PTH 202 DIATHERMY PTH225 ELECTROTHERAPY PTH 225/HPVC/TENS/NEMS GAIT/ASSISTIVE DEVICE PTH 205/242/244 GIRTH MEASUREMENTS PTH202 GONIOMETRY PTH 205 HAND WASHING/ OPEN GLOVE TECHNIQUE PTH 202 HYDROTHERAPY PTH202 INTERMITTENT COMPRESSION PTH 202 LASER PTH225 LUMBAR MECHANICAL TRACTION PTH 202/ MANUAL MUSCLE TESTING PTH 205 MASSAGE PTH 242/ CHEST PT PTH 240 MOIST HEAT HYDROCOLLATOR PTH 202 PARAFFIN PTH 202 RANGE OF MOTION PTH 240 THERAPEUTIC EXERCISE/APPLICATIONS PTH 240 PTH244 ULTRASOUND PTH 202 VITAL SIGNS ASSESSMENT VOLUMETRIC PTH202 WOUND MEASUREMENT PTH 202
_________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________
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Check list for Clinical The items listed below are topics that we recommend the CCCE and or CI discuss with the student to increase communication and a successful clinical experience. If your organization has a designated orientation check off list for students, please disregard ours and utilize yours. _____
Tour of building and physical therapy clinic(s) and an introduction to staff Student space; where students place their personal items Student handbook Patient privacy/HIPPA procedures Review of student clinical manual (student forms and other information) Documentation procedures Billing procedures (if the facility allows the student to do billing or charges) Regularly scheduled meetings (Staff, team, chart review, etc.) In-service/journal review/literature review/etc. Discussion of teaching/learning/supervision styles and how learning situations will be handled Scheduling Mechanism and procedure for physical therapy patients Mechanism for other medical areas (i.e. surgery, OT, etc.) Discussion of learning objectives and previous clinical experiences Student objectives Facility objectives Concerns Schedule for student clinical instructor meetings Weekly, daily, etc. Anytime that the instructors will be out of the clinic Any forms utilized by the clinical site to give feedback
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Student Clinical Academic Conference Instructions for use for a Student Clinical Academic Conference From This form entitled “Record of Clinical/Academic Conference” is used to document ANY conference an instructor has with a student. The purposes of the form may be to signify to the student that the behavior or problem being discussed is expected to be remedied immediately. The form may also be used to discuss with the student an outstanding performance. There are occasions in which students do not understand the seriousness of problems identified to them. This format will emphasize to the student the importance of discussing the issues and taking responsibility to change the behavior or problem. There are also times when a clinical instructor may not realize that a behavior which is being demonstrated may be recurring at several affiliations. Having documentation of an ongoing problem is very important in dealing with the problems from the academic institution’s standpoint. This form must be used whenever: A conference is held to discuss with the student an item of academic or clinical importance which the instructor feels is of such significance that (s)he would not want it to occur again. A conference is held to discuss with the student an item of academic or clinical importance which has been brought up to the student MORE THAN ONCE. (i.e. it appears that the student has not understood or followed up on previous instruction or correction). A conference is held to discuss with the student an item of concern regarding the student’s academic or clinical performance or progression, especially those that put the student at risk of failure or dismissal. A conference is held to discuss an outstanding performance by a student. (i.e. the form can be used for positive reinforcement also). Please note: Objectives to change the behavior or alleviate the situation should be specified and a timeline indicated to fulfill the objective if appropriate. Both the student and instructor must sign the form. The student signature DOES NOT indicate that (s)he AGREES with the form, only that it has been seen and discussed by both parties. A phone contact should be made to the ACCE immediately to discuss the conference if given in the clinical setting. This should be followed up by a copy being sent to the college right away. The form becomes part of the student’s educational record, and as such, is subject to the rights afforded by The Family Education and Privacy Act.
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Report of Clinical/Academic Conference Course: ______________
Student ________________________________________________ Date_________________ Facility (If during clinic) ________________________________________________________ SPECIFIC ITEMS DISCUSSED WITH STUDENT:
OBJECTIVES TO REMEDIATE THE ISSUE:
STUDENT COMMENT OR REACTION:
Signatures:
Student: _______________________________________________________________ Supervisor: _______________________________________________________________ Academic Coordinator (ACCE): _______________________________________________________________ Program Director: _______________________________________________________________
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CCCE Reference Manual
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PTA Student Supervision and Medicare
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Student Weekly Summary Form Purpose: Is for the student to identify strategies that will improve success on meeting the clinical education objectives and for the CI and student to communicate ongoing clinical expectations. Requirements: The student will thoroughly complete a form for each clinical week. The student will provide this form to the clinical instructor on the last day of clinical week. The CI will sign this form the first work day of the week. Weekly forms will not be accepted if it has not been dated by the CI at the beginning of the week unless the CI documents on the form it was acceptable. The clinical instructor has the authority to make modifications or changes to the student’s strategies as appropriate. 3 things that went well:
3 things to improve upon:
Goals achieved this week:
Goals achieved next week:
Strategies to achieve goals achieve next week:
Comments and recommendations of CI:
Student Signature: CI Signature:
Date issued to CI: Date signed by CI Page 101
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