Issuu on Google+

Horry Georgetown Technical College

Physical Therapist Assistant Program Handbook

August 2012

Page 1


This Handbook and its contents have been reviewed and approved by the administration of Horry-Georgetown Technical College.

This manual has been prepared for the use of the Physical Therapist Assistant Student at Horry-Georgetown Technical College.

Prepared by: Larry Kopelman, Ph.D., DPT Professor/Director PTA Program Revised August 2012

August 2012

Page 2


TABLE OF CONTENTS I. General Information 1. Accreditation Statement 2. HGTC Mission Statement 3. HGTC College Philosophy 4. PTA Mission Statement 5. PTA Program Philosophy 6. Student Privacy 7. HGTC Non-Discrimination Statement 8. Educational Requirements 9. Is PTA the Career for Me? 10. Can I Afford This?

6 6-10 10 10 11 11 11 12 12-14 15

II. Admissions Information 1. Admissions Information 2. Admissions Checklists 3. Notification Procedure 4. Re-application

15 16-19 20 20

III. Academic Information 1. Grading 2. Student retention 3. Academic Counseling 4. Personal Counseling 5. Services for Students with Disabilities 6. Student Success & Technology Center 7. Academic Alert System 8. Progression & Retention: Standards of Academic Progress 9. Academic Warning 10. Academic Probation 11. Academic Suspension 12. Transfer Students 13. Withdrawal 14. Re-Entry to the PTA Program 15. Dismissal from the PTA Program IV. Program Information 1. Curriculum Display 2. Overall Curriculum Plan 3. Student Travel Policy 4. Site Selection 5. Special Requests 6. Site Cancellation 7. Inclement Weather Closing Procedure 8. Attendance Policy 9. Electronic Devices August 2012

20 21 21 21 21 22 23___ 23-25 25 25 25 26 26 26 27

28 29-33 33 36 36 36 37 37-38 38 Page 3


10. Student Expectations 11. Time Commitments for Employment & Volunteer Service 12. PTA Program Goals & Objectives 13. Complaint Process 14. Conflicts and Removal of Students or Instructors 15. Informed Consent

V. Program Requirements 1. Health Requirements 2. Technical Standards, Essential Eligibility Requirements & Essential Requirements of the PTA Program 3. Licensure Requirements 4. Dress Standards 5. Laboratory & Facilities 6. Student Laboratory Safety 7. Notification of Disclosure VI. Professional Conduct 1. Code of Ethics for the PTA

Appendix 1. Required Book List 2. Authorization for Release of Information for Investigative Consumer Report 3. Clinical Site Selection Form 4. Clinical Record Release Form 5. Classroom/Laboratory Professional Development Assessment 6. Check list for Clinicals 7. Complaint Form 8. Employer Follow up Study Survey 9. Harassment Policy Form 10. Health Sciences Division – Student Health Record 11. Imaging Permission Form 12. Lab Release Form 13. Competencies Clinic Communication Form 14. Non-Student Consent Form 15. Observation Experience Form 16. Professional Behaviors Self Assessment Form 17. Release of Confidential Information Form 18. Student Program Evaluation Forms 19. Student Handbook Agreement

August 2012

38-39 39 40-41 41 42 42-43

45 45-47 47 47-49 50 51-53 54

55-58

58-59 60-61 62 63 64-65 66 67 68-69 70 71-75 76 77 78 79 80 81-88 89 90-94 95

Page 4


We are delighted that you are considering a career as a Physical Therapist Assistant. We hope you will enjoy this chapter in your educational experience as you learn more about one of the most exciting areas of the human services professions. In an effort to help navigate through this time and an adjustment to our program we have prepared this student handbook which we hope will answer many of your questions. You may also check the web site at www.HGTC.edu, and or call the Program Director at 843-477-2065

Tammy Marcin, PT, DPT 843-477-2067 Robert E. Spier’s, Jr. Healthcare Education Building 1000, Room 1150A Office Hours: By Appointment

August 2012

Page 5


Horry-Georgetown Technical College Grand Strand Campus Building 1000 Robert E. Spiers 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 HGTC Mission Statement. It was last reviewed by the Area Commission on February 11, 2010, 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. 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.

August 2012

Page 6


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 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

August 2012

Page 7


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. 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 August 2012

Page 8


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. 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. August 2012

Page 9


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. 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 August 2012

Page 10


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 Relations, U.S. Department of Health and Human Services or the U.S. Department of Labor, or to the S.C. Human Affairs Commission.

August 2012

Page 11


WHAT ARE THE EDUCATIONAL REQUIREMENTS FOR BECOMING 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. Is Physical Therapist Assistant the career for me? Personal Characteristics: The PTA is caring, empathetic, assertive, organized, flexible, mature, and has excellent communication skills. Successful PTA’s are rewarded by helping patients/clients achieve functional and meaningful lives. The program uses an active learning approach which allows students to direct their learning under the guidance of faculty. This approach develops skills for lifelong learning and stimulates problem-solving skills, and the development of critical thinking. The program uses a variety of learning environments to stimulate the development of knowledge and skills necessary to be a competent Physical Therapist Assistant.

WHAT DO PHYSICAL THERAPIST ASSISTANTS EARN?

 The mean income for a physical therapist assistant is $49,190* depending on position, years of experience, degree of education, geographic location, and practice setting.  Median Hourly wage $23.51  South Carolina 800 employed  *www.bls.gov 2009, 

WWW.APTA.Org.

August 2012

Page 12


PTA Demographics: 2009

August 2012

Page 13


E

Employment

Entry Level Degree

For additional information about this career, contact these Websites: American Physical Therapy Association www.apta.org. Advance for PTs and PTAs: www.advanceforpt.com www.fsbpt.org www.scapta.org Can I Afford This? Financial Aid: Refer the College’s website www.hgtc.edu and click on Financial Aid under the Quick Links. The following is a list of projected expenses the student will incur while enrolled in the PTA program. All costs are approximate and subject to change. Admission Application Fees: $40 hard copy, $30 online, $20 returning student Tuition and Fees: See the College’s website www.hgtc.edu. August 2012

Page 14


In addition to tuition and fees, the initial estimated expenses of the PTA program include: Books…………………………………………………………...$500.00 – 900.00 CPR Certification…………………………………………..….…………...$65.00 Physical………………………………………………………..…$85.00 - 200.00 Hepatitis Vaccine…………..…………………………………..…………..$80.00 Other vaccines……………………………………………………………$50-100 Uniform & Name Tag………………………………………….…………$100.00 Background check……….………………………………… …………….$45.00 Drug screening …………………………………….……………………….$105 Travel to clinical sites…………………….…………………….…….……Varies Student Membership in APTA………………………………….…… …. $85.00 Student Liability Insurance (Per Year)……...………..…….………….. $85.00 Students in different professional programs are covered by the College’s malpractice insurance. This fee is included in your tuition. This covers the institution and it is strongly advisable that the student take malpractice insurance as a supplement to this insurance which protects you personally. Even though you are only a student, you may be liable for some situations that may occur in the clinical setting. You must protect yourself and pay the nominal fee that is required for this coverage of $1Million of protection for $65.00 per year. Transportation: Students will need to have access to some form of transportation due to commuting requirements to various educational sites. The transportation costs are the responsibility of the student Textbooks: Textbooks can be costly and we have made every effort to be sure to utilize as often as possible, the same textbook for multiple courses and to use texts as future references and to minimize the cost while recommending useful resources. Memberships: Membership in professional associations, while not mandatory is recommended for the many benefits membership provides the student with. Discounts on insurance and to conferences and learning about social issues that have impact on your profession is an important part of becoming a professional. Other Expenses: Graduation and transcript fees are common other expenses that may be expected of a student entering a profession. Admissions Information The Physical Therapist Assistant (PTA) program at Horry-Georgetown Technical College (HGTC) is offered on the Grand Strand Campus in Myrtle Beach. Clinical . Education sites are located within reasonable distance from the campus. Upon successful completion of all general education and PTA academic coursework, students will be awarded an Associate of Applied Science degree by HGTC. August 2012

Page 15


(1.1.3.) Resources, such as clinical facilities and faculty, as well as approval standards, limit the number of applicants accepted into the program. Acceptance into the PTA Program is competitive. All applicants must meet minimum requirements and they are considered to be qualified for admission to the next available class when they meet all College and PTA program requirements. However, meeting minimum requirements does not guarantee admission. Students not admitted to the program who wish to be considered for the following year must re-apply.

August 2012

Page 16


HORRY GEORGETOWN TECHNICAL COLLEGE PHYSICAL THERAPIST ASSISTANT Admission Application APPLICATION DEADLINE DATE: May 15th for the next Fall Semester SELECTION DATE: June 30th for the next Fall Semester (These two pages must be printed and submitted to the Admission Office by the application deadline date) Applicant’s H # ______________________________ Name ______________________________________________________________________________ _ Address _____________________________________________________________________________ ______________________________________________________________________________ _______ City State Zip Home Phone (______)_____________________ Work Phone (______)_______________________ E-Mail Address _______________________________________________________________________

Program Admission Criteria Circle One

Yes Yes

No No

Yes

No

Yes

No

Yes Yes Yes Yes

No No No No

Yes

No

August 2012

Have you completed the application process and been accepted for admission to Horry Georgetown Technical College: 1. Admissions Application and Application Fee 2. Official copy of High School transcript, including graduation date (or copy of GED, if applicable). 3. Official copies of all previous college transcripts. Have you met the following requirements 1. Completed BIO210 (5-year time limit), ENG101, MAT110/120, PSY201, and Humanities with a minimal grade of “C”. 2. At least a 2.5 GPA on all Physical Therapist Assistant core courses completed. 3. Test of Essential Academic Skills (TEAS-V) test score 4. Attended an Information Session with the PTA Program Director or designee. 5. Submitted to the PTA Program Director proof of 20 hours of observation form that has been verified by licensed PT or PTA (The Page 17


applicant is responsible for arranging the observation/volunteer experience. 6. Not on academic or disciplinary suspension. If you answered “NO” on one of the above questions, you do not meet the requirements. You may not submit the Physical Therapist Assistant Admission Application at this time. Completed Physical Therapist Applications must be printed, completed, and turned in to the Admissions Office at any of the three College Campuses by the completed application deadline (May 15). Applicants will be made aware of their status approximately 6 weeks after the application due date. If applicants have the same points awarded, the decision to admit will be based on the date the student was admitted to the College as a Health Science or Associate in Science major. No Physical Therapist Assistant applications will be kept on file. If you are not admitted and wish to be considered for a future Fall Semester, you must reapply by the completed application deadline.

HGTC LIMITED ACCESS PROGRAM Physical Therapist Assistant

Physical Therapist Assistant Admissions Scoring Criteria CRITERIA POINT SCALE Test of Essential Academic Skills (TEAS-V) test score (max points 5) 5 95.0 – 100 4 90.0 – 94.9 3 85.0 – 89.9 2 80.0 – 84.9 1 75.0 – 79.9 Education and Academic Rigor (Pre-requisite GPA): (max points 6) BIO210 ____ ENG101 ____ MAT110/120 ____ PSY201 ____ 6 Humanities ____ 5 3.75 – 4.00 4 3.50 – 3.74 3 3.25 – 3.49 2 3.00 – 3.24 1 2.75 – 2.99 2.51 – 2.74 Residency (as established by the College) in either Horry or 2 Georgetown County Established HGTC student (12 hours (excluding developmental courses) in PTA core courses completed (BIO210, BIO211, CPT101, ENG101, ENG102, MAT110/120, PSY201, SPC205, Humanities). (max points 3) 3 3.0 or higher 2 2.75 – 2.99 1 2.51 – 2.74 0 August 2012

Page 18


2.50 or below Total Maximum points allowed is 16 I certify that the above information is accurate to the best of my knowledge and that I can complete the following requirements by the class start date: Health Science Student Physical, immunizations or acceptable titers for: Hepatitis B, rubella, rubeola, mumps, Tdap, varicella, flu virus, twostep tuberculin skin test, CPR for the healthcare provider, and online General Hospital Orientation. I understand that if I do not submit proof that these requirements have been met, by the last day of Spring Semester drop/add, I will not be permitted to register for Physical Therapist Assistant courses and must reapply to the Physical Therapist Assistant program during the next available application process. (http://bluedasher.tynken.com//documents/hgtc/Nursing_Department/Individual_Health_ Forms.pdf) ______________________________ __________________ Applicant signature I am aware that due to specific contract requirements by the clinical agencies used for clinical by the Physical Therapist Assistant program, background checks and drug screenings are part of the admission and retention process. The background check and urine drug screening will be completed once I am admitted into the Program. Applications with specific conviction histories or positive drug screenings may ultimately not be accepted into the Physical Therapist Assistant Program. (http://bluedasher.tynken.com//documents/hgtc//BackgroundCheck.pdf) ______________________________ __________________ Applicant signature I understand that if I am accepted and I am unable to accept my seat for any reason, that I am not guaranteed acceptance for a future semester. I must reapply during one of the application periods and be selected for acceptance for the new term. ______________________________ __________________ Applicant signature Revised 2/23/2012

August 2012

Page 19


Horry-Georgetown Technical College Admissions Office Notification Procedure Applicants who meet College and program requirements will be considered qualified. Qualified applicants will receive a letter indicating the year and semester that they have been admitted. Re-application A student who has been accepted into the program for any given year, but declines entry at that time and wishes to enter in a subsequent year must reapply for admission, using the forms and published criteria for program admission applicable to the year he or she wishes to enter.

Academic Information GRADING Grading Methodology: A grade of ―C‖ or better must be achieved in all required PTA courses in order for a student to progress through the program. A final grade of less than 75 is not passing in the PTA Program and does not meet the requirements for progression within the program. GRADING SCALE: 100-91 = A 90-82 = B 81-75 = C 74-69 = D 68 - 0 = F Each clinical education experience will be graded as a letter grade. Students must receive a C or better in order to progress in the Physical Therapist Assistant Program. 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. August 2012

Page 20


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. 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 .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 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 August 2012

Page 21


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. 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 Horry-Georgetown Technical College will ensure that the student receives the support services that he or she needs to August 2012

Page 22


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 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: 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. Students must perform each critical safety element correctly to pass the competency. Failure to perform a critical safety element will result in the failure of the skill check off.‖ 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 repeating 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 August 2012

Page 23


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 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 an 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. August 2012

Page 24


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.) 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-

August 2012

Page 25


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. Transfer Students Transfer students who meet the following criteria will be considered on an individual basis. Submit an application for admission to the college. Meet the requirements of the PTA program. Submit a letter of request to the PTA admissions committee explaining the reason for the transfer. Have a minimum GPA of 2.5 (4 point scale) and a grade of ―C‖ or better in each of the HGTC required general education courses taken in the program from which the student is transferring. Have earned a ―C‖ or better in any technical courses for which the student seeks transfer credit. Students who have failed any required course twice or have failed two different required courses are not eligible for transfer into the PTA program. Failure is defined as receiving a grade below ―C‖ in any course. Submit proof of course content equivalent to the PTA director. Submit a letter of recommendation from the previous PTA Program Director stating that the student is eligible to continue in that program. Complete at least two semesters in the PTA program at HGTC in order to be eligible for graduation. WITHDRAWAL FROM PTA PROGRAM Students who elect to withdraw from the PTA program are expected to notify the Program Director and the Academic Chair and follow college procedures. Students who withdraw from a PTA course after the ―DROP/ADD‖ period must complete a withdrawal form. Students who elect to withdraw from a PTA course before the two-thirds semester (or course) point will receive a grade of ―W‖ for the course. Students who elect to withdraw from a PTA course after the two-thirds semester (or course) point will receive a grade of ―W‖ if passing at the time of withdrawal or ―WF‖ if failing at the time of withdrawal.

CONDITIONS FOR RE-ENTRY TO PTA PROGRAM Each candidate for re-admission to the PTA program will be considered on the basis of space availability in both theory and clinical and must: Submit a request for readmission request to Program Director. August 2012

Page 26


Have a cumulative GPA of 2.5 or higher on the required PTA courses taken. Schedule and attend a conference with the PTA Director and/or faculty to discuss the student’s written plan for successful completion of the program. Decisions regarding readmissions to the PTA program are made on the basis of the recommendation of the PTA admissions committee. Dismissal Infraction of the rules as set forth under ―Student Regulations‖ in the College Catalog, or behavior not in compliance with the APTA’s Standards of Clinical Practice, or the Code of Ethics for the PTA or the Guide for Conduct of the PTA in class, labs and or clinic is considered grounds for dismissal.

August 2012

Page 27


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 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 205 Physical Therapy Functional Anatomy

4 3

3 3 3 16

4 3 3 3 2 2 4

Total:

21

Total:

4 5 3 2 14

Total:

2 3 4 9

*BIO 211 is a co-requisite for PTH 101 THIRD Semester (Spring) PTH 202 Physical Therapy Modalities PTH 240 Therapeutic Exercise/Applications PTH 234 Clinical Education I PTH 222 Pathology II

FOURTH Semester (Summer) PTH 225 Electrotherapy PTH 253 Clinical Practice II PTH 242 Orthopedic Management

FIFTH Semester (Fall) PTH 235 Interpersonal Dynamics PTH 244 Rehabilitation PTH 275 Advanced Professional Preparation PTH 276 Physical Therapy Practicum II Total: TOTAL CREDIT HOURS

August 2012

2 4 1 6 13

73

Page 28


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. Prerequisits: Bio 101 or Bio 112 or Chm 110 or permission of Department Chair 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. Prerequisits: None 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. Prerequisits: MAT 102 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. Prerequisits: MAT 101 or MAT 110 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. Prerequisits:None Humanities

3-0-3

August 2012

Page 29


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. Prerequisits:BIO 210 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. Prerequisits: ENG 101 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. Prerequisits: None CPT 101 INTRODUCTION TO COMPUTERS 3-0-3 This course covers basic computer history, theory and applications, including word-processing, spreadsheets, and power point. Prerequisits: None 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. Prerequisits: Enrollment limited to students with major code PTA3-Must complete all Gen Ed courses by end of second semester 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 Prerequisits: Enrollment limited to students with major code PTA3 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 August 2012

Page 30


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. Prerequisits: PTH101, PTH 221 and PTH222 with a grade of ―C‖ or Better Enrollment limited to students with major code PTA3-Must complete all Gen Ed courses by end of second semester 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. Prerequisits: PTH101, PTH 221 and PTH222 with a grade of ―C‖ or Better Enrollment limited to students with major code PTA3-Must complete all Gen Ed courses by end of second semester 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. Prerequisits: PTH 221 and PTH101 with a grade of ―C‖ or better 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. . Prerequisits: PTH101, PTH 221 and PTH222 with a grade of ―C‖ or Better Enrollment limited to students with major code PTA3-Must complete all Gen Ed courses by end of second semester 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. . Prerequisits: PTH101, August 2012

Page 31


PTH 221 and PTH222,, PTH202 , PTH 205, PTH 240 and PTH with a grade of ―C‖ or Better Enrollment limited to students with major code PTA3-Must complete all Gen Ed courses by end of second semester 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 equipment. 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 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 re-education. 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. . Prerequisits: PTH101, PTH 221 and PTH222,, PTH202 , PTH 205, PTH 240 and PTH234 with a grade of ―C‖ or Better Enrollment limited to students with major code PTA3-Must complete all Gen Ed courses by end of second semester

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. PTH101, PTH202 , PTH 205, PTH 221, PTH222,, PTH 225, PTH 240 PTH234, and PTH 242, with a grade of ―C‖ or Better Enrollment limited to students with major code PTA3-Must complete all Gen Ed courses by end of second semester

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. Prerequisits: August 2012

Page 32


PTH101, PTH 202 , PTH 205, PTH 221 and PTH222, PTH234, PTH 240 and with a grade of ―C‖ or Better Enrollment limited to students with major code PTA3-Must complete all Gen Ed courses by end of second semester

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. Prerequisits: PTH101, PTH202 , PTH 205, PTH 221, PTH222,, PTH 225, PTH 240 PTH234, PTH 242, and PTH 253 with a grade of ―C‖ or Better Enrollment limited to students with major code PTA3-Must complete all Gen Ed courses by end of second semester 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. Prerequisits: PTH101, PTH 202 , PTH 205, PTH 221 and PTH222, PTH234, PTH 240 and with a grade of ―C‖ or Better Enrollment limited to students with major code PTA3-Must complete all Gen Ed courses by end of second semester

PTH 275 ADVANCED PROFESSIONAL PREPARATION 1-0-1 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). Prerequisits: PTH101, PTH 202 , PTH 205, PTH 221 and PTH222, PTH234, PTH 240 and with a grade of ―C‖ or Better Enrollment limited to students with major code PTA3-Must complete all Gen Ed courses by end of second semester

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. Prerequisits PTH101, PTH 202 , PTH 205, PTH 221 and PTH222, PTH234, PTH 240 PTH 242 and PTH275 with a grade of ―C‖ or Better Enrollment limited to students with major code PTA3-Must complete all Gen Ed courses by end of second semester Student Travel Students can expect to travel to a variety of clinical sites within a 100-mile radius of HGTC. August 2012

Page 33


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.) 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 August 2012

Page 34


as well to facilitate placement and assure appropriate clinical educational experiences are provided. 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 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. 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. Students will demonstrate competent delivery of information via electronic sources. 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. August 2012

Page 35


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. 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 that 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. 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 August 2012

Page 36


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 agencieswill 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 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,' 'HorryGeorgetown 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.

August 2012

Page 37


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: Attend at least 80% of all PTA courses. Students attending less than 80% of all classes in any course will be withdrawn from the class. See individual syllabi for each course policy. Three tardies, of ten- minutes or longer, will be counted as one class absence. 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 (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 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. 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. August 2012

Page 38


ELECTRONIC 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. 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. Time Commitments for Employment and Volunteer Service Being a college student in a health care service education program requires many hours of study outside the actual class time spent in classes and labs. Thus, we discourage full-time employment. Please consider study needs when making vocational educational choices. Campus job opportunities are routinely posted by the Financial Aid office and around the campus. We encourage August 2012

Page 39


volunteer and/or paid employment at facilities that offer physical therapy services. However, in order to maximize student learning experiences, we will not allow field clinical experiences at facilities where a student has had previous volunteer or work experience. Because knowledge and skills gained in each course are built upon and applied in subsequent course or clinical experiences PTA course work must be completed in a prescribed sequence. PTA courses are offered one time a year. Those who are unable to successfully complete a course may not be eligible to complete the program on the schedule originally anticipated. If this occurs seek your counselor and the program Director to determine an appropriate course of action. 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 ultimate 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. August 2012

Page 40


6. 90% of all faculty would receive a satisfactory rating on student evaluations. 7. Students will demonstrate competent delivery of information via electronic sources. 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. 6. Students will demonstrate correct use and efficiency with information technology. 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. Complaint Process (1.1.6.4) Complaints as registered by non-faculty and non-students will be handled as follows:

August 2012

Page 41


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 than 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 with in 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, and 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. The College’s PTA Program website will have a link to the complaint process and form so that this information will be available to the general public.

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 Facility believes that the individual exhibits inappropriate behavior, is disruptive, does not comply with Facility rules or policies, 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. 7/31/2012

The Science of Healing: The Art of Caring 42


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 Mechanisms used by the program to ensure patients are informed when students are involved in patient care Clinical Rotation Agreement, Section I, L 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.

7/31/2012

The Science of Healing: The Art of Caring 43


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 44-73440. 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. 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 7/31/2012

The Science of Healing: The Art of Caring 44


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, HIPPA 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.) 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. Technical Standards, Essential Eligibility Requirements, and Essential Program Requirements of the PTA Program 7/31/2012

The Science of Healing: The Art of Caring 45


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: 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 7/31/2012

The Science of Healing: The Art of Caring 46


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.

WHAT ARE THE LICENSURE REQUIREMENTS FOR BECOMING A PTA? More than 40 states require Physical Therapist Assistants to be licensed, registered, or certified. States requiring licensure stipulate specific educational and examination criteria.

DRESS STANDARDS FEMALE Classroom--neat, casual clothing Patient-care areas (or other special lectures) -- students are expected to dress appropriately for the situation. 7/31/2012

The Science of Healing: The Art of Caring 47


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 rubber thongs or flip-flops will be fine not for Gait Training) 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 thay 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 clinicals, all students will conform to the dress code of the clinical facility

7/31/2012

The Science of Healing: The Art of Caring 48


MALE 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(not for gait training) 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. The shoes should provide good support. White lab coat (clinic jacket length) HGTC- student 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 clinicals, 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.

7/31/2012

The Science of Healing: The Art of Caring 49


LABORATORY EQUIPMENT AND FACILITIES (1.1.7.1) The PTA faculty is committed to maintaining a safe environment for students enrolled in the program and visitors to the lab. Faculty members will review the location of the nearest exits, fire extinguisher and infection control materials. Faculty will instruct students in the handling of fire emergencies, medical emergencies, and matters related to personal safety. Students are encouraged to use the laboratory equipment and facilities to practice their skills. This is essential for their success in the PTA curriculum. The following rules must be adhered to. 1. All students must sign in and out on a sign in sheet in the lab if they wish to use the laboratory for additional practice when it is not scheduled for teaching. 2. A student may use a piece of equipment only if he/she has been instructed in its use. The student must posses a working knowledge of the equipment, including indications and contraindications. 3. No electrical equipment is to be used unless a member of the PTA faculty is in attendance and/or has given permission. 4. Each student is responsible for the equipment he/she is using. 5. Students are to remove their footwear when utilizing the treatment tables and floor mats and mat tables. 6. Report any damage of equipment to the lab instructor immediately. 7. Each student is responsible to clean the treatment area and equipment upon completion of its use. 8. All equipment must be returned to the proper storage area where it is usually stored. 9. All safety rules you have been instructed in when using various pieces of equipment and/or performing various procedures must be adhered to. 10. To insure the student’s privacy and to protect them against any embarrassment, no unauthorized visitors will be permitted in the PTA lab during class sessions. This also applies to other course labs sessions when deemed appropriate by the instructor. 11. To insure the student’s safety, it is recommended that, when practicing in the lab, they do so in the company of at least one other PTA student and the door closed. 12. Students may not bring in food and or beverages into the lab. Students must clean up after themselves. In the event cleanliness becomes an issue the Director may assign a clean up schedule for the students. 13. The students will do laundry for their classes consisting of pillow cases, towels, and incidentals the faculty may deem need cleaning i.e. belts etc. 14. A first aid kit and infection control materials ware available in the laboratory. 15. In the event of a fire emergency, students should activate the RACE Plan Remove the individual from the danger Announce the fire Contain the Fire Escape When in doubt- announce and escape 16. In the event of a medical emergency in which an instructor is present, the instructor will take charge of the situation. Listen for instructions, which may include activating the EMS system, obtaining equipment and supplies and or assisting with CPR, removing other individuals from the area. 7/31/2012

The Science of Healing: The Art of Caring 50


17. In the event it is the instructor or the instructor is not present, the student(s) must take charge. Activate the EMS response, Provide emergency first aid(ABC’s: Airway, breathing, circulation-bleeding). 18. In the event that the physical safety of a student or faculty member is threatened, the security department should be notified immediately. 19. Students are to maintain appropriate infection control procedures at all times. 20. Students must notify the faculty if they have a medical condition, which may prevent participation as a subject or patient-simulator in the lab setting. LABORATORY & STUDENT SAFETY (1.1.7.) A MANUAL CONTAINING MATERIAL SAFETY DATA SHEETS (MSDS) FOR PRODUCTS USED IN THE PTA PROGRAM’S LABS IS LOCATED IN THE PROGRAM DIRECTOR’S OFFICE Each student is to complete OSHA training prior to being admitted to the Clinical Education portion of the curriculum. Evidence of this will be kept in the student’s permanent file. The ACCE will arrange and provide Blood borne Pathogens instruction to all students annually. Student Blood/or Body Fluid Follow –Up Faculty will implement the policy and procedure of Blood/or Body Fluid exposure when a student is exposed to blood/body fluids. All exposures of student’s to blood/body fluids are to be reported immediately to the Employee Health Coordinator or other individuals as designated by the specific institution in which the students are exposed. The student will receive follow up care (first aid, evaluation and prophylaxis as indicated). Post exposure Protocol will be implemented within one hour following exposure to known or highly suspected HIV positive clients. An incident report will be filed according to the institution’s policy. A copy will be provided to the student exposed and the original will be maintained in the HGTC Human Resources Office. Personal protective equipment (gloves, masks) and first aid kits are available at strategic locations throughout the building. The following is a list of the document(s) with page number(s) and/or specific URL reference(s) where the College’s policies and procedures exist that address due process for: CAMPUS SAFETY AND EMERGENCY PROCEDURES Appendix B Self Assessment for CI data Spring 2010 Campus Security Act, page 26. Student Right & Responsibilities Section, Firearm Policy, page 31; Policy for a Drug-Free Environment, pages 33-35 Student Code for the South Carolina Technical College System, page 35 Proscribed Conduct, section E Infringement of rights-page 38 Section F Other Unlawful Acts, page 38 Horry-Georgetown Technical College Emergency Manual Policies and Procedures Manual: Chapter 3 http://bluedasher.tynken.com//documents/hgtc/Emergency_Manual_2009.doc which is most current Emergency manual. Sections 3.5.14 Workplace Violence; 7/31/2012

The Science of Healing: The Art of Caring 51


3.7.1.1 Communicable Disease, 3.7.2.1 Smoke-Free Buildings; 3.7.4., 3.7.4.1 Accidents/Illness Occurring On or Off Campus; 3.7.5 , 3.7.5.1 Safety ; 3.7.5.2 Fire and Fire Drill Procedures; 3.7.6, 3.7.6.1 Hazardous Weather Due to Local Conditions Emergency Manual, http://bluedasher.tynken.com//documents/hgtc//Emergency_Manual_2008.pdf The Department of Public Safety at HGTC maintains a secure college environment. The College partners with Coastal Carolina University to provide public safety and general security for the three campuses. Campus security efforts are assisted by local law enforcement. There are emergency call boxes strategically located throughout the campuses and safety lighting in all parking areas and student access areas. SAFETY IN DEALING WITH BODY SUBSTANCES AND HAZARDOUS MATERIALS Mandatory Hospital Orientation includes OSHA Training which does deal with blood born pathogens and hazardous materials. This material is also covered in PTH 101 and students are tested on this information. Students are required to demonstrate certification in CPR Health Care Provider. SAFETY REGULATIONS REGARDING USE OF EQUIPMENT IN THE PROGRAM LABORATORY (1.1.7.1) Policies and Procedures Manual http://www.hgtc.edu/int_y.php?pageid=279 8.1.1.3 Classroom and Laboratory Safety Safety on Campus is under the direction of the Vice President of Business Affairs. There are policies or procedures in place to address the safe use of specific equipment in the PTA program laboratory. Written procedures have been developed to ensure proper use of equipment by the students in the PTA labs as equipment is purchased and placed in the facility. Procedures are discussed prior to the start of each course in which lab equipment is used, such as, requiring that all practice at the College be supervised by PTA faculty or licensed PT/PTA lab assistant during labs or ―open labs‖, where supervision is available to them. SAFETY IN STUDENT INTERACTIONS IN THE CLASSROOM AND LABORATORY SETTINGS (1.1.7.1) Use of physical therapy equipment and other lab activities may be hazardous. Students are trained in the proper selection, care and use of all equipment and activities. Students who believe that she may be pregnant or pregnancy has been confirmed is encouraged to notify the instructor prior to engaging in learning experience that may be hazardous. Students undergoing any treatment/ procedures requiring a recuperation period must submit a written statement from their physician stating a date that they may safely resume both classroom and laboratory activities. SAFETY OF STUDENTS WHEN IN THE ROLE OF SUBJECTS OR PATIENT-SIMULATORS 7/31/2012

The Science of Healing: The Art of Caring 52


Policies and Procedures Manual 8.1.1.3 Classroom and Laboratory Safety ENSURING EQUIPMENT USED IN THE PROGRAM LABORATORY IS IN SAFE WORKING ORDER AND IS APPROPRIATELY MAINTAINED AND CALIBRATED (1.1.7.1) The Program Director is responsible for assuring that the equipment used in the program laboratory is in safe working order, properly maintained and calibrated. The PTA program has sufficient lab equipment to meet the goals of the program. Service/maintenance contracts have been implemented to handle regularly scheduled calibration of equipment. Checklists are present in the laboratory indicating when the equipment was last maintained and/or calibrated and by whom. The checklist will include a contact person/number in order to report any problems or malfunctioning of equipment. These procedures will be put in place as each piece of equipment is purchased and placed in the laboratory for student use. An annual biomedical equipment check will be performed on all electrical equipment in the department in accordance with preferred practice standards. Vendors will be contracted to perform this function. In order to ensure that College Policies & Procedures are available to everyone, the entire HGTC Policy and Procedures Manual has been placed online. Students, faculty, and the public can find a link to it from the College’s website, www.hgtc.edu. During orientation, new faculty is provided with a copy of OSHA Vaccination Regulations regarding the availability of the Hepatitis B Vaccine for all employees in the Allied Health fields. PTA program students, faculty, and clinical education faculty will be furnished with copies of or directed to the College’s catalog, the Safety and Security Brochure, the Clinical Rotation agreement, the College’s Policies and Procedures Manual, and the Safety Manual at the start of each class or semester as needed. This information may also be accessed by the Office of Student Affairs. Signs will be posted regarding precautions in equipment use as is deemed necessary. An equipment notebook, listing each piece of equipment and serial number will be located in the PTA Program Director’s office. This procedure will be implemented as each piece of lab equipment is put into operation in the laboratory. The PTA program will orient the students to the proper use of all equipment. Policies are to require that PTA faculty or a licensed PT/PTA lab assistant supervise all practice at the College during labs or ―open labs‖, where the facilities are available to them. These policies will be included in the PTA Program Handbook, which students will have to sign, indicating that they have read and understood the policies. (1.1.7.) Students will read and sign a PTA Program Lab Release Form which describes their role as participants in lab classes. This information will be covered in the New PTA Student Orientation session prior to the start of the first technical course, scheduled for fall 2008. The PTA Program 7/31/2012

The Science of Healing: The Art of Caring 53


Handbook is available to students at this time. Information in the handbook will be discussed and students will have the opportunity to ask questions. (1.1.6.2.) (1.1.7.1) 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. 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)

7/31/2012

The Science of Healing: The Art of Caring 54


Code of Ethics for the PTA (1.1.6.1)

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. 7/31/2012

The Science of Healing: The Art of Caring 55


3D. Physical therapist assistants shall not engage in conflicts of interest that interfere with making sound decisions. 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. 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 7/31/2012

The Science of Healing: The Art of Caring 56


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 conomically 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

Required Book List for PTA Program 7/31/2012

The Science of Healing: The Art of Caring 57


*Fundamental Orthopedic Management for the PTA 3rd ed. Gary Shankman, 2011 Mosby PTH 242 *Fundamentas of Musculoskeletal Assessment Techniques 2nd Ed. Palmer, ML, Epler, ME Lippincott Williams & Wilknis 1999 PTH 205 *Introduction to Physical Therapy for the PTA 2nd Ed Olga Dreeban, Ph.D, MPT,PT Lake Community College, Jones and Bartlet Pub. PTH101 *Pathology for the Physical Therapist Assistant GoodmanC, Fuller KS, and O’shea RK Elsevier/Saunders 2012 PTH221 PTH222 *Patient Practioner Interaction: An Experiential Manual for Developing the Art of Health Care Carole Davis, Slack Inc. 2011 PTH 235 *Therapeutic Modalities. 3rd Edition Chad Starkey F.A. Davis 2009 PTH 202 and PTH 225 *Neurologic Interventions for Physical Therapy, 2nd Edition Martin and Kessler, Saunders/Elsevier 2007 PTH 244 *Physical Therapy Clinical Handbook for PTAs. Olga Dreeben 2012 Jones and Bartlett Publishers PTH 234, PTH 253, and PTH276

*Essentials of Kinesiology for the Physical Therapist Assistant. Mansfield PJ and Neumann DA. Mosby Elsevier 2009 *PTA Exam The Complete Study Guide 2011 Scott Giles. Scorebuilders Physical Therapy 2011 PTH275 *Therapeutic Exercise for the Physical Therapist Assistant: Techniques for Intervention 2nd. Ed Bandy, William D, and Sanders, Barbara. 2008 Lippincott Williams and Wilkins PTH 240 Recommended Physical Rehabilitation 5th Edition O’Sullivan and Schmitz. F.A. Davis Co. 2007 Recommended The Physical Therapist Assistant Handbook: Keys to Success in School and Career for the PTA 2004 SLACK PTH101 / PTH275 Recommended: a good Medical Dictionary : Stedman’s Medical Dictionary for the Health Professions and Nursing ,fifth edition or 7/31/2012

The Science of Healing: The Art of Caring 58


Taber’s Cyclopedic Medical Dictionary 21st Edition *Indicates a required text for the course

7-12-20011

7/31/2012

The Science of Healing: The Art of Caring 59


AUTHORIZATION FOR RELEASE OF INFORMATION FOR INVESTIGATIVE CONSUMER REPORT PRIVACY ACT STATEMENT In compliance with the Privacy Act of 1974, the following information is provided: Basic authority for collecting the requested information is contained in E.O. 12450:5 USC 1303-1305; 42 USC 2165 and 2455: 22 USC 2585 and 2519: and 5 USC 3301. This form will be furnished to individuals and organizations for the purpose of obtaining information from them about you and your activities in connection with an official background investigation concerning: (1) fitness for employment or academic program, (2) clearance to perform contractual, (3) security clearance or access to sensitive materials, or (4) any other legitimate purpose within the scope of employment responsibilities. Furnishing the requested information is voluntary, but failure to provide all or part of the information may result in a lack of further consideration for clearance or access, or in the termination of your academic program.

In relation to my academic enrollment/participation with Horry-Georgetown Technical College, I authorize Surveillance, Resources and Investigations, LLC (SR&I, LLC) to construct an investigative consumer report with information pertaining to my background, reputation or disposition, including, but certainly not limited to, facts involving my employment, education, social security number authentication, driving record, consumer credit history, criminal record history and/or additional public records history. I authorize all parties to release all information applicable to this investigation. I release from liability all persons, governmental agencies, as well as other companies and agencies disclosing any and all information. In addition, I authorize that photocopies of this form may be considered as an original.

I understand that any offer of clinical placement with hospitals and medical facilities supporting the enrollment of programs at Horry-Georgetown Technical College; and additionally, field placements with any other facility that supports enrollment in programs at Horry-Georgetown Technical College, will be contingent upon the results of a number of factors including this background check. I have read, comprehended and authorize, any person, company or other entity contacted by Surveillance, Resources and Investigations, LLC (SR&I, LLC), to provide the information stated above. THIS FORM WILL NOT BE ACCEPTED IF ILLEGIBLE, ALTERED OR INCOMPLETE.

Signature State

Driver’s License #

Social Security #

Print Full Name

Maiden/Other Names Used

Years Used Present

Current Address

From

City

State

Zip

HAVE YOU RESIDED WITHIN SOUTH CAROLINA FOR 12 MONTHS? HAVE YOU RESIDED WITHIN TWO DIFFERENT STATES WITHIN THE LAST 12 MONTHS? HAVE YOU WORKED WITHIN TWO DIFFERENT STATES WITHIN THE LAST 12 MONTHS?

7/31/2012

To

County of Residence YES / NO YES / NO YES / NO

The Science of Healing: The Art of Caring 60


IF YES, LIST STATES: ___________________________________________________________________________________________

Prior Addresses for Past Ten Years

(attach additional pages if need)

City

State

County

From

To

City

State

County

From

To

HAVE YOU EVER BEEN CONVICTED OF A CRIME OTHER THAN MINOR TRAFFIC VIOLATION? ____________ *Date of Birth

YES / NO

_______________ *Gender (M or F)

*This information will only be used to complete the background check process and help avoid misidentification.

7/31/2012

The Science of Healing: The Art of Caring 61


Clinical Site Selection PTH 234

PTH 253 PTH 276

(Circle one)

Name:________________________________________ Lottery #______________________________________

Remaining Requirements:____________________________________________________ Access to Car? Yes ( ) No ( ) Clinical Site

Location

Type of Experience

________________ Towns or cities you can live in for this clinical education

Rank the following as to your preferred site if available: Outpatient (general)_____________ Outpatient (orthopedic)__________ Acute care/inpatient_____________ Inpatient (Rehab)________________ Pediatrics______________________ Long Term Care Nursing Home____ Home Care_____________________ Industrial Med___________________ Student’s signature:_______________________________ Date:____________________________________________

DO NOT CONTACT THE CLINICS!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

7/31/2012

The Science of Healing: The Art of Caring 62


CLINICAL ROTATIONS RECORDS RELEASE (Type or Print Clearly in Ink)

NAME:

DATE OF BIRTH: _______________

LIST ANY OTHER NAME (INCLUDING MAIDEN NAME) OR NICKNAME YOU MAY HAVE BEEN KNOWN BY: ___________________________________________________

SSN: ______________________

GENDER:________

DRIVER'S LICENSE NUMBER(S) AND STATE(S) WHERE ISSUED: __________________ ____________________________________________________________________________

LIST ALL STATES OF RESIDENCE AND YEARS OF RESIDENCE:___________________ _____________________________________________________________________________

I understand that the above information will be used to conduct a criminal records check (CRC) drug test and health screening and hereby give my permission for these checks to be done. I understand that fees for this search(s) are my responsibility even if I am not accepted into the program. I understand that I am to advise [ College ] of any arrests or criminal charges subsequent to my completing this form and that failure to do so may result in dismissal from the clinical rotation program. I give permission to [ College ] and [ Facility ] to receive and exchange the CRC drug test results and health screens if shared for the limited purpose of determining my suitability to participate in the clinical program. Results may not be shared with any other entity without my express written permission. Such permission shall expire ___________.

_______________________________ Signature

_________________________ Date

_______________________________ Printed Name 7/31/2012

The Science of Healing: The Art of Caring 63


HGTC-PTA Program Classroom/Laboratory Professional Development Assessment Purpose: The purpose of this evaluation is to provide feedback to the student regarding his/her professional development. The following rating scale is to be used by the faculty. Ratings are based on observations of student performance in classroom and laboratory situations. 0-Unsatisfatory The student does not demonstrate the required level of professional skills. 1-Meets requirements The student demonstrates the required level of professional skills. Scoring: Any score 13 or higher will be recorded as satisfactory. A student will be dismissed from the program if he/she receives an unsatisfactory rating on two consecutive Professional Ratings. Any single incident that is a violation of the HGTC-personal and professional conduct code may warrant an unsatisfactory rating. Midterm Professional Development Skills 1. Is routinely punctual 2. Notifies faculty prior to scheduled time if circumstances prevent attendance 3. Demonstrates the ability to be a cooperative and contributing member of class 4. Uses time in classroom and lab effectively. 5. Communicates effectively and appropriately. 6. Reacts appropriately to non-verbal communication. 7. Utilizes appropriate non-verbal communication. 8. Uses scientific method in problem solving. 9. Asks relevant questions. 10. Demonstrates the ability to accept constructive feedback. 11. Demonstrates emotional maturity and stability. 12. Demonstrates the ability to be flexible when encountering unexpected situations. 13. Displays honesty and integrity. 14. Demonstrates appropriate level of self confidence 15. Demonstrates the ability to complete tasks/ assignments in a timely manner.

Final

Comments

How you relate to others and present yourself in public is extremely important as a representative of HGTC-PTA program. This form will be used to asses the student’s professional development. Individual 7/31/2012

The Science of Healing: The Art of Caring 64


midterm and final sessions will be scheduled during each semester to review Professional Development with the student. Guidance and feedback will be provided during theses sessions. The following definitions are a guide for acceptable student performance in he class room and laboratory areas. Is routinely punctual: The student is expected to be on time for all classes and laboratory sessions. Faculty must adhere to HGTC policy on absences and tardiness. This is explained in the syllabi for each course. Uses time in classroom and laboratory effectively: The student is expected to assertively and independently seek out learning experiences. The student utilizes program resources, is independent and practices procedures and skills demonstrated by faculty. Demonstrates the ability to be a cooperative and contributing member of the class: The student exhibits a courteous and respectful demeanor. Consideration and respect is shown to peers and faculty. Peer and faculty are addressed in an appropriate manner. The student seeks out new or additional activities to enhance their classroom and laboratory performance. Communicates effectively and appropriately: The student communicates clearly, concisely, unambiguously, and appropriate for the level of a health care professional. Medical terminology is employed appropriately. Reacts appropriately to nonverbal communication: The student is aware on non-verbal communication and responds appropriately. Utilizes appropriate nonverbal communication: The student refrains from inappropriate gestures, facial expressions and demeanor. Uses scientific method in problem solving. The student exhibits the ability to ―reason and think.‖ Problem solving skills are demonstrated regularly without prompting from the faculty. Student identifies problem, formulates solutions based upon previous knowledge, experience and implements or describes appropriate corrective action and plan, evaluates effectiveness of action and need for modification. Asks relevant questions: The student is encouraged to ask relevant questions pertaining to the field of study. Demonsttrates ability to accept constructive feedback: The student accepts constructive criticism in a mature manner, which allows for reciprocal communication and professional growth. Temperament is of a controlled, respect manner. Demonstrates emotional maturity and stability: The student demonstrates appropriate behaviors consistent with the expectations of a professional in the field of physical therapy. The student’s attitude toward classroom and laboratory activities is positive and enthusiastic. The student accepts responsibility for their behaviors. Displays honesty and integrity: The student demonstrates integrity and forthrightness while interacting with peers and faculty. Demonstrates appropriate level of self confidence: Demonstrates level of self-confidence appropriate for the level of didactic and laboratory material presented. The student will recognize their own limits and seeks assistance in a timely manner when appropriate. The student is responsible for all material presented. Demonstrates the ability to complete tasks/ assignments in a timely manner: The student is expected to complete class /or laboratory assignments in the allotted time.

7/31/2012

The Science of Healing: The Art of Caring 65


Check list for Clinicals _____

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

7/31/2012

The Science of Healing: The Art of Caring 66


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: (1.1.6.4)

Date: 7/31/2012

The Science of Healing: The Art of Caring 67


Horry-Georgetown Technical College Employer Follow-Up Study Please complete this questionnaire for one of our (Year) Physical Therapist Assistant graduates, (Graduate Name), and return as soon as possible. Your opinions of Horry-Georgetown Technical College’s preparation of their graduates are important to the College as well as the program. ALL RESPONSES WILL BE KEPT CONFIDENTIAL (1.1.6.1.) (NOTE: If you are not the intended supervisor, please forward to the appropriate supervisor of this graduate.) 1. Please rate the level to which Horry-Georgetown Technical College prepared the graduate in the following technical competency areas. Check a grade from A=Excellent to F=Failure or N/A=Not Applicable for each area. TECHNICAL COMPETENCY SKILL AREAS

A

C

Excellent

B Above Average

The graduate should be able to: a. Transition from school to work, pass the National Physical Therapist Assistant Examination and obtain license to practice in the state they choose. b. Exhibits conduct that reflects a commitment to meet the expectations of members of society to receiving health care services in an ethical, safe, and legal manner. c. Recognizes individual and cultural differences and respond appropriately. d. Communicate an understanding of the plan of care developed by the Physical Therapist. e. Implement selected components of interventions in the plan of care as established by the Physical Therapist in a safe cost effective manner.. f. Collect data essential for carrying out the plan of car and present information, incorporating language from the Guide to Physical Therapist Practice. g. Adjusts implementation of interventions within the plan of care established by the Physical Therapist in response to clinical indications and reports to the Physical Therapist. h. Recognize when an intervention should not be provided due to changes in status of the patient and reports it to the Physical Therapist i. Demonstrates a commitment to meeting the needs of patients and consumers and develops a life-long learning plan.

N/A

F

Average

D Below Average

Failure

2. Please rate the level to which Horry-Georgetown Technical College prepared the graduate in the following general competency skill areas. Check a grade from A=Excellent to F=Failure or N/A=Not Applicable for each area. GENERAL COMPETENCY SKILL AREAS The graduate should be able to: a. Communicate in writing. b. Communicate orally. c. Follow written instructions. d. Follow oral instructions. e. Solve math problems on the job. f. Analyze problems encountered and assess how appropriately to solve them. g. Work as team with others on the job. h. Work with diverse individuals or groups in a multicultural workplace and society. i. Display what is ethical and professional conduct. j. IN SUMMARY: Please rank the total quality of preparation in general competencies.

7/31/2012

A

C

Excellent

B Above Average

     

     

   

N/A

F

Average

D Below Average

     

     

     

     

 

 

 

 

 

 

 

 

 

 

Failure

The Science of Healing: The Art of Caring 68


3.

Please list any additional general or technical competencies that should be considered for inclusion in the PHYSICAL THERAPIST ASSISTANT Program. (Write NONE if you have no comment)

4.

What grade, from A=Excellent to F=Failure, would you give Horry-Georgetown Technical College in preparing its graduates for employment in the PHYSICAL THERAPIST ASSISTANT field? (Please check only one response)  A - Excellent

5.

 B - Above Average

 C - Average

 D - Below Average

 F - Failure

If you had an opening, would you consider hiring another PHYSICAL THERAPIST ASSISTANT graduate from HorryGeorgetown Technical College? (Please check only one response)  Yes  No (please explain)  Uncertain (please explain)

6.

What do you think are the strengths of the College's PHYSICAL THERAPIST ASSISTANT Program? (Write NONE if you have no comment)

7.

What do you think are the weaknesses of the College's PHYSICAL THERAPIST ASSISTANT Program? (Write NONE if you have no comment)

8.

What suggestions do you have for improving our PHYSICAL THERAPIST ASSISTANT Program to meet your needs better? (Write NONE if you have no comment)

7/31/2012

The Science of Healing: The Art of Caring 69


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

The Science of Healing: The Art of Caring Revised July 2011 70


HORRY-GEORGETOWN TECHNICAL COLLEGE Health Science Division – Student Health Record Program: ____________________________ Student Name: ______________________________ Faculty Name: _______________________

DIRECTIONS: Please print in ink or type Section I before going to your physician for examination. Be sure to answer all questions fully. Information will not be released to unauthorized persons without your written consent. The student must submit the completed ―Student Health Record‖ prior to program matriculation. Students will not be permitted into clinical facilities without a completed record. If you have questions concerning a disability, or if requesting reasonable accommodations contact Student Counseling Services at 349-5302. If requesting accommodations, you must provide appropriate medic, psychological and/or psychiatric documentation to support this request. A copy of shot record/titer must be attached. SECTION I (to be completed by student) Name (Last) (First) (Middle) Home Address (Street) (Zip)

(City)

Social Security Number

(State)

Birth Date

Telephone (Home) Past Medical History: Have you had? Rubeola Rubella Mumps Chicken pox (MD documented) Infectious Mono Positive TB Skin Test Recurrent Herpes Viruses Sexually Transmitted Disease Heart disease Heart murmurs Mitral Valve Prolapsed High Blood Pressure Rheumatic fever Diabetes Epilepsy/Convulsions Kidney/Bladder Abnormality

(Cell) Yes

No Have you had? Stomach/Intestinal Abnormality Arthritis Asthma Hay fever

(Work) Yes No

Color blindness Recurrent headaches Back problems Organ transplant Insomnia Frequent Anxiety Frequent Depression Worry or Nervousness Hepatitis (specify: A,B,C,D,E) Allergies: Other:

The Science of Healing: The Art of Caring Revised July 2011 71


HORRY-GEORGETOWN TECHNICAL COLLEGE Health Science Division – Student Health Record Program: ____________________________ Student Name: ______________________________ Faculty Name: _______________________ If you answered ―yes‖ to any question, please give dates and treatments:

Please list any other medical conditions not addressed above:

Please list all medications that you are currently taking:

Section II: Physical Examination (To be completed by the physician, physician assistant, or nurse practitioner) Directions: Please review Section I completed by the student and then complete all of the following items in Section II. Height ______ Weight ____ Blood pressure ____ Corrected Vision: Right 20/ ___ Left 20/___ (Please circle) (Please circle) Hearing: Right: Normal Impaired Left: Normal Impaired A. Does the student have any abnormalities in the following systems? (Give dates, description of abnormality and treatment of ALL findings. See below) System Eyes Ears Nose, throat Neurological Respiratory Cardiovascular (including murmurs) Gastrointestinal

Yes

No

System Musculoskeletal Metabolic/Endocrine Genitourinary Skin Immunological Psychiatric

Yes

No

B. If you have answered ―yes‖ to any item in A above, please complete the following: (Record additional information on back of this page). Date

Diagnosis

Treatment

The Science of Healing: The Art of Caring Revised July 2011 72


HORRY-GEORGETOWN TECHNICAL COLLEGE Health Science Division – Student Health Record Program: ____________________________ Student Name: ______________________________ Faculty Name: _______________________

C. Mandatory Immunization/Tests (A copy of shot record/titers must be attached)

Vaccine

Date of Immunization or Titer A copy of shot record/titers must be attached

Tetanus Toxoid (Booster required every 10 years) MMR (Mumps, Measles and Rubella) X 2 or titer documentation

#1

Titer:

#2 Hepatitis B (or attached signed waiver declining vaccine)

#1 #2 #3

Varicella (chicken pox) immunization X 2 or titer

Titer:

#1 #2

Two step TB skin test initially (2nd test must be completed within 3 weeks of first test), then annually thereafter. Intradermal TB Skin Test (Within 6 months prior to admission date and annually thereafter while in the Health Science program). Tine test not acceptable.

Titer:

#1 Date ____ Results_____ #2 Date ____ Results_____ (within 3 weeks of #1)

If TB Skin test is greater than 10mm. a current (within 6 months prior to admission) chest x-ray is required. Date of chest x-ray _____________________ Year positive ___________ Medication taken ____________ Treatment completion date: ______________ Results ____________________

D. Additional immunizations – recommended but not required Date of Immunization or Titer (If titer is done, give results and state immunity). Polio Date: Diphtheria Date: Vaccine

The Science of Healing: The Art of Caring Revised July 2011 73


HORRY-GEORGETOWN TECHNICAL COLLEGE Health Science Division – Student Health Record Program: ____________________________ Student Name: ______________________________ Faculty Name: _______________________ ESSENTIAL FUNCTIONS REQUIRED OF STUDENTS FOR ADMISSION AND PROGRESSION IN THE PHYSICAL THERAPIST ASSISTANT DEPARTMENT

The following standards are considered essential criteria for participation in the Physical Therapist Assistant Program. Students selected for the Physical Therapist Assistant program must be able to independently engage in educational activities and clinical training activities in a manner that will not endanger clients/patients, other students, staff members, themselves, or the public. These criteria are necessary for the successful implementation of the clinical objectives of the Nursing Program. In order to be admitted, or to be retained in the Physical Therapist Assistant Program after admission, all applicants with or without accommodations must:

Possess sufficient visual acuity to independently read and interpret the writing of all size. Independently be able to provide verbal communication to and receive communication from clients/patients, members of the health care team, and be able to assess care needs through the use of monitoring devices, stethoscopes, infusion pumps, fire alarms, and audible exposure indicators, etc. Possess sufficient gross and fine motor skills to independently position and assist in lifting client/patients, manipulate equipment, and perform other skills required in meeting the needs of nursing care.

I hereby certify to the best of my knowledge that the preceding information is complete and accurate.

Print Name of Physician, Physician Assistant, or Nurse Practitioner Signature of Physician, Physician Assistant, or Nurse Practitioner

Date Date

The Science of Healing: The Art of Caring Revised July 2011 74


HORRY-GEORGETOWN TECHNICAL COLLEGE Health Science Division – Student Health Record Program: ____________________________ Student Name: ______________________________ Faculty Name: _______________________ HEPATITS B VACCINE DECLINATION MANDATORY TO BE SIGNED FOR: Student Name:

__________________________________________

 I understand that due to my occupational exposure to blood or other potentially infectious materials, I may be at risk of acquiring Hepatitis B virus (HBV) infection. I have been informed of the opportunity to be vaccinated with Hepatitis B Vaccine. However, I decline Hepatitis B vaccination at this time. I understand that by declining this vaccine, I continue to be at risk of acquiring Hepatitis B, a serious disease. If in the future, I continue to have occupational exposure to blood or other potentially infectious materials and I want to be vaccinated with Hepatitis B vaccine, I will make arrangements at that time.  * I have had (give date) or am in the process of receiving (give dates) the Hepatitis B Vaccine. Student Signature

SSN#

Date

*Documentation must be provided for Hepatitis B immunization (may be done on this form or may be attached). HEPATITIS B 1st Injection

Date:

2nd Injection

Date:

3rd Injection

Date:

CERTIFICATION This is to verify that the Hepatitis B Vaccine has been administered and to report my findings as indicated.

Signature

Title

Date

The Science of Healing: The Art of Caring Revised July 2011 75


Horry-Georgetown Technical College PTA Program Imaging Permission Form PERMISSION I, , do hereby grant to Horry-Georgetown Technical College, its successors, assigns, licenses and any other designees, forever, the absolute right and permission to use, publish and reproduce the use of videotapes, audiotapes, and photographs for instructional purposes and for performance review in all PTA program classes, at the College’s sole discretion. I also hereby waive any right that I may have to inspect and/or approve the finished product or printed matter that may be used in connection therewith, or the use to which it may be applied.

____________________________ Print Student Name

____________________________ Student Signature & date

____________________________ Witness signature & date

1.1.6.2

The Science of Healing: The Art of Caring Revised July 2011 76


Horry-Georgetown Technical College PTA PROGRAM STUDENT LAB RELEASE FORM Many of the program courses contain laboratory components that are a critical part of a student’s physical therapist assistant education. These labs provide the student with the opportunity to practice skills and treatment techniques. I understand that while participating in the Physical Therapist Assistant program at Horry-Georgetown Technical College that I will be expected to participate in the roles of both patient and physical therapist assistant for any and all treatment techniques taught in supervised laboratory sessions in this program including: massage, traction, thermal and electrical modalities, as well as therapeutic exercise and transfer techniques. I will be required to: 1. Both perform and receive hands-on techniques that require contact with various parts of the human body that may be visible by means of draping, wearing shorts, or halter top. 2. Exhibit professional behaviors and monitor my actions and words to be respectful and appropriate at all times. 3. Treat with confidentiality any health or protected information obtained during the course of laboratory sessions. 4. Report to the appropriate instructor any conditions or possible contraindications that may preclude specific actions or treatments in lab. ___________________________________ Print student name ___________________________________ Student signature & date

______________________________ Witness signature & date

1.1.6.2

The Science of Healing: The Art of Caring Revised July 2011 77


“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 202/242/ 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

_________ _________ _________ _________ _________ -------_________ _________ _________ _________ _________ _________ _________ _________ ________ _________

The Science of Healing: The Art of Caring Revised July 2011 78


Non-Student Informed Consent to Participate in Classroom/Laboratory Exercises for Educational Purposes

I__________________________________________________ consent to participate with the HGTC Physical Therapist Assistant Program in Classroom/ Laboratory programs for educational purposes only. I attest to the fact that I am not being treated for any medical condition nor—have I been promised any treatment for any medical condition for this clinical education experience by the faculty or students. I will allow the use of video and/or photography for educational purposes. I am aware that the information I share with the program will be kept confidential and not shared with anyone outside the program and used only for educational purposes. Every effort will be made to provide a safe environment and experience.

Name

Date 1.1.6.2

The Science of Healing: The Art of Caring Revised July 2011 79


Horry-Georgetown Technical College Physical Therapist Assistant Program Introduction to Applicant Observation/Experience Purpose: To broaden the program applicant’s orientation to the scope and practice of physical therapist in various clinical settings. Each applicant must complete a minimum of 20 (twenty) hours of observation, volunteer service or work experience verified by a physical therapist or physical therapist assistant. This requirement must be completed in at least two (2) different types of clinical agencies or settings. Examples of appropriate settings include hospitals, public schools, home health care, outpatient clinics, and skilled nursing facilities. In some cases, hospitals may encompass several types of settings (inpatient, skilled nursing, outpatient, etc.) in which case the applicant may complete the requirements in several of these within the same hospital; a minimum of 10 (ten) hours in an acute care hospital setting is required. Applicants are required to dress in accordance with the dress code at the facility of attendance. Please inquire when calling to arrange your appointment. Applicants must obtain verification of their volunteer/work experiences. An PTA Work Experience Documentation Form must be completed for each setting and submitted to the Program Director. It is suggested that, if possible, the form be completed at the time of the observation. In addition, for each experience, applicants must submit a one-page single spaced report describing their experiences in that setting. The report must include the following information: Type of clinic or setting Applicant’s observation regarding the patient and PTA/PT interaction The treatment/interventions observed or participated in Something new that the applicants learned about the field of physical therapy How the applicant felt about the experience How did this experience help to confirm your decision to become a PTA OR How did this experience lead you to question your decision to become a PTA All applicants are required to attend an information session with the Program Director. 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 Associate Vice President for Human Resources and Employee Relations, U.S. Department of Health and Human Services or the U.S. Department of Labor, or to the S.C. Human Affairs Commission.

The Science of Healing: The Art of Caring Revised July 2011 80


Horry-Georgetown Technical College Physical Therapist Assistant Program Professional Behaviors Self Assessment (1.2.2) Student Name:

____________________________________________________

NOTE TO THE STUDENT: Honest self assessment is essential to growth. Please fill out the following form after giving serious in-depth and honest thought to your performance and/or growth in the following areas. For each major category, you will find a list of observable behaviors. You MUST choose two (2) behaviors that you feel are areas of strength and two (2) behaviors that you feel you need to improve upon. Lastly you must provide a written commentary on the areas of strength and strategies that you will implement to strengthen the areas in need of improvement. Note that no academic grade will be based on anything you write on this form. It is meant to be a tool for you to use for your own improvement. You will need to include this form in your employment portfolio, so keep it for later use. If you feel that you need to talk with a faculty member about your self-assessment either before you complete it or after you receive faculty input in response to your self-assessment, please make an appointment to do so.

Student Signature ___________________________________ Date _____________

Faculty Signatures:

______________________________________________ Date _____________ Program Director

______________________________________________ Date _____________ ACCE

The Science of Healing: The Art of Caring Revised July 2011 81


1.

Responsibility/Accountability/Initiative/Commitment to Learning A. B. C. D. E. F. G. H.

Attends class and labs regularly and on time Completes check-offs in a timely manner Comes to class/lab fully prepared to carry out techniques in a safe and competent manner Follows established protocols for PT procedures/avoids unsafe shortcuts, techniques, etc. Accepts that there may be multiple answers to questions/ways to solve problems Accepts responsibility and consequences for mistakes and learns from them Practices in a caring, respectful, and competent manner at all times, even in the informality of the lab environment Self motivates/seeks new learning opportunities

Areas of Strength Areas

Comments

1.

1.

2.

2.

Student Assessment

Faculty Response

Areas of Needed Improvement Areas

Strategies/Comments

1.

1.

2.

2.

Student Assessment

Faculty Response

The Science of Healing: The Art of Caring Revised July 2011 82


2.

Communication A. B. C. D. E. F. G. H.

Is respectful of others in choice of communication Speaks with a volume/voice quality appropriate to the situation Maintains appropriate eye contact Listens carefully and actively and responds to what (s)he hears and observes, including non-verbal behaviors Communicates clearly in written formats using appropriate spelling and grammar Prepares ―easy to read‖ written assignments that are neat in appearance Adapts verbal/nonverbal/written communication to different situations/learning styles Incorporates effective teaching/explanations in clear and logically sequenced communication where needed

Areas of Strength Areas

Comments

1.

1.

2.

2.

Student Assessment

Faculty Response

Areas of Needed Improvement Areas

Strategies/Comments

1.

1.

2.

2.

Student Assessment

Faculty Response

The Science of Healing: The Art of Caring Revised July 2011 83


3.

Interpersonal Skills/Teamwork A.

B. C. D. E. F. G. H.

Exhibits tactful/respectful/diplomatic interactions with others and avoids disrespectful behaviors with group members (e.g. swearing; ethnic/gender slurs; abusive language; attack on personal belief system) Respects personal and cultural differences among people and accommodates differences in learning styles Contributes to harmony within the group/maintains a positive attitude and works toward group success Shares resources/equipment/ideas with others Respects personal space and belongings of others Establishes trust Assumes responsibility for his/her own mistakes/can apologize when appropriate Functions as a leader of a group, when appropriate

Areas of Strength Areas

Comments

1.

1.

2.

2.

Student Assessment

Faculty Response

Areas of Needed Improvement Areas

Strategies/Comments

1.

1.

2.

2.

Student Assessment

Faculty Response

The Science of Healing: The Art of Caring Revised July 2011 84


4.

Critical Thinking/Problem Solving/Judgment A. B. C. D.

Identifies problems and components of problems Generates new ideas/formulates hypotheses Raises questions/issues that give evidence of critical thinking Independently pursues answers where feasible/seeks help when appropriate E. Maintains composure and determines solutions when faced with new or unexpected situations or challenges F. Is appropriately confident with decisions and actions G. Initiates and follows a LOGICAL train of thought directed at solving a problem or making a decision H. Draws on and considers RELEVANT data in making a decision/solving a problem

Areas of Strength Areas

Comments

1.

1.

2.

2.

Student Assessment

Faculty Response

Areas of Needed Improvement Areas

Strategies/Comments

1.

1.

2.

2.

Student Assessment

Faculty Response

The Science of Healing: The Art of Caring Revised July 2011 85


5.

Professional/Ethical Behaviors – Personal Integrity A.

B. C. D. E. F. G. H.

Shows evidence of high personal integrity and values (does not engage in any behavior that would be interpreted as dishonesty, cheating [including plagiarism], lying, etc) Follows appropriate dress code for the setting and appropriate hygiene Projects a professional image/represents the profession appropriately Calls prior to missing of having to be late for class/clinic Follows make-up procedures for tests, quizzes, check-offs, etc. and graciously accepts consequences Follows procedures for signing out and returning borrowed materials on time Shows discretion with patient/classmate confidential information/respects confidentiality in classroom and clinic Goes beyond MINIMAL requirements, i.e. demonstrates and pursues professional curiosity in lab ractice/assignments/questions about course materials, etc.

Areas of Strength Areas

Comments

1.

1.

2.

2.

Student Assessment

Faculty Response

Areas of Needed Improvement Areas

Strategies/Comments

1.

1.

2.

2.

Student Assessment

Faculty Response

The Science of Healing: The Art of Caring Revised July 2011 86


6.

Time Management/Stress Management A. B. C. D. E. F. G. H.

Completes assignments in a timely manner Completes each check-off in a reasonable period of time, i.e. demonstrates efficiency in check-offs Allows adequate time outside of class for practice of techniques Keeps appointments with classmates/faculty Adjusts to schedule changes/demonstrates flexibility Uses scheduled time (class time and check-off time) and free time productively Maintains poise when confronted with unexpected situations Develops appropriate system to organize assignments/time commitments

Areas of Strength Areas

Comments

1.

1.

2.

2.

Student Assessment

Faculty Response

Areas of Needed Improvement Areas

Strategies/Comments

1.

1.

2.

2.

Student Assessment

Faculty Response

The Science of Healing: The Art of Caring Revised July 2011 87


7.

Self Confidence/Use of Constructive Feedback A. B. C. D. E. F. G. H.

Accurately assesses his/her own strength and weaknesses Avoids the use of negative self-talk Projects adequate self-confidence and proceeds with confidence during course assessments Values and shares his/her own contributions Actively seeks feedback and suggestions Is receptive to feedback without becoming defensive Gives feedback to others in a constructive way Uses feedback for growth

Areas of Strength Areas

Comments

1.

1.

2.

2.

Student Assessment

Faculty Response

Areas of Needed Improvement Areas

Strategies/Comments

1.

1.

2.

2.

Student Assessment

Faculty Response

The Science of Healing: The Art of Caring Revised July 2011 88


Release of Confidential Information POLICY: In accordance with the “Family Education and Privacy Act of 1974,” the student in the Physical Therapist Assistant Program must sign any of the selected items below on this form. PURPOSE: To provide a means for the control of what information the student wants the faculty or program to release to future employers, other programs, you (the student), etc. DOCUMENTATION: The following is presented and requires completion for each of the selected items. Please place a or no block. 1.

inside of the yes

RELEASE OF PERSONAL AND ACADEMIC INFORMATION My Signature, H number, and today’s date for this section authorizes the faculty of the Physical Therapist Program to furnish any and all information on academic, discipline, attendance, college credit, address, and any other pertinent information regarding any enrollment in the Physical Therapist Program to prospective employers, selection committees or myself when requested. YES

NO Printed Name

Date 2.

H Number

Signature

RELEASE OF PERSONEL IMMUNIZATION RECORDS My Signature, H number, and today’s date for this section authorizes the faculty of the Physical Therapist Program to furnish any and all information on immunizations while enrolled in the Physical Therapist Program to myself when requested. YES

NO Printed Name

Date 3.

H Number

Signature

RELEASE OF PRACTIUM REPORTS My Signature, H number, and today’s date for this section authorizes the faculty of the Physical Therapist Program to furnish any and all information on clinical practicums (internships/rotations) to prospective employers, selection committees, other programs or myself when requested. YES

NO Printed Name

Date 4.

H Number

Signature

RELEASE OF LIABILITY My Signature, H number, and today’s date for this section authorizes other students and faculty to perform appropriate physical therapy procedures for educational purposes during classroom and laboratory instruction. YES

NO Printed Name

Date

H Number

Signature

The Science of Healing: The Art of Caring Revised July 2011 89


Horry-Georgetown Technical College Physical Therapist Assistant Program Student Program Evaluation (1.2.2) Directions: This form is designed to enable you to rate the program on several characteristics. Please respond to the items using the key below. Key:

SA = if you strongly agree with the statement A = if you agree with the statement D = if you disagree with the statement SD = if you strongly disagree with the statement

1. The admissions process for Phase II of the PTA program was handled efficiently and promptly. SA A Comments:

D

SD

2. Entrance requirements for entering the PTA program were too high. SA A Comments:

D

SD

3. Due to my previous course work and my experiences, I feel I was adequately prepared when I entered the PTA program at HGTC. SA A Comments:

D

SD

4. The orientation session that introduced me to the PTA program was well organized, thorough, informative, and helpful in preparing me for the requirements of the program. SA A Comments:

D

SD

5. The PTA courses were arranged in logical sequence to facilitate learning and preparation for clinicals. SA A Comments:

D

SD

6. Appropriate amounts of time were allotted for each course. SA A Comments:

D

SD

The Science of Healing: The Art of Caring Revised July 2011 90


7. Topics in individual courses were arranged in logical sequence. SA A Comments:

D

SD

8. Lecture material and laboratory practice supplemented each other. SA A Comments:

D

SD

9. Equipment used in lab sessions adequately prepared me for what I encountered in the clinic. SA A Comments:

D

SD

10. Program instructors were knowledgeable about the material they taught in the respective courses. SA A Comments:

D

SD

11. Program instructors were good role models and were up to date and knowledgeable about current practice and trends. SA A Comments:

D

SD

12. Program instructors effectively presented course material and helped students to be successful with the concepts which were presented. SA A Comments:

D

SD

13. Program instructors demonstrated respect for students and treated all students equitably and fairly. SA A Comments:

D

SD

14. Program instructors demonstrated concern that students would be successful in the program and were willing to spend extra time to help students learn. SA A Comments:

D

SD

The Science of Healing: The Art of Caring Revised July 2011 91


15. Course syllabi, outlines, and written handouts were helpful and enhanced learning. SA A Comments:

D

SD

16. Audio-visuals were used sufficiently to enhance learning SA A Comments:

D

SD

17. Supplemental readings (textbooks, articles, etc.) were helpful and were appropriate for the course learning level. SA A Comments:

D

SD

18. Course requirements for each course (tests, quizzes, reports, reading, etc.) were helpful and reasonable. SA A Comments:

D

SD

19. Written tests were relevant and correlated with the course material being taught and they were evaluated fairly. SA A Comments:

D

SD

20. Lab practicals were relevant and correlated with the course material being taught and they were evaluated fairly. SA A Comments:

D

SD

21. Oral reports were relevant and correlated with the course material being taught and evaluated fairly. SA A Comments:

D

SD

22. I was adequately prepared for my clinical experiences. SA A Comments:

D

SD

The Science of Healing: The Art of Caring Revised July 2011 92


23. An adequate amount of time was spent in the clinic. SA A Comments:

D

SD

24. My clinical supervisors were knowledgeable about my level of preparation and the skills I needed to practice in the clinic. SA A Comments:

D

SD

25. My clinical instructors were effective and fair in their supervision of my clinical work. SA A Comments:

D

SD

26. The clinical experiences I had were helpful and contributed to my overall education. SA A Comments:

D

SD

27. I feel as though I have been given more training than necessary for the duties I will be expected to perform as a graduate PTA. SA A Comments:

D

SD

28. Overall, the HGTC PTA program has adequately prepared me for my role as a graduate PTA. SA A Comments:

D

SD

29. The expectations that I had for the PTA program at HGTC have been met. SA A Comments:

D

SD

30. I feel that the clinical experience was a positive learning experience. SA A Comments:

D

SD

The Science of Healing: The Art of Caring Revised July 2011 93


Physical Therapist Assistant Student Program Evaluation (1.2.2) The following questions are asked in an effort to improve the quality of PTA graduates. Former students felt these are areas to be improved in our curriculum. Please offer any suggestions/comments to help us make necessary changes. 1. How can the PTA program better help its students demonstrate research skills necessary for personal and professional purposes after graduation?

2. What can be done to help graduates have a better knowledge of applied math skills that could be used in the work place as well as day-to-day problem solving?

3. How can HGTC better prepare you for computer skills needed to meet the demands of your job?

4. How can HGTC help you to be aware of and understand various cultures?

5. What other suggestions do you have?

The Science of Healing: The Art of Caring Revised July 2011 94


STUDENT HANDBOOK AGREEMENT

I have received and read the Student Handbook for the Physical Therapist Assistant Program at Horry-Georgetown Technical College in its entirety. I understand its content and agree to abide by the policies and procedures set forth during my tenure as a Physical Therapist Assistant student. The program reserves the right to alter policies, procedures, and content.

Student Name (Please Print)

Signature

Date

The Science of Healing: The Art of Caring Revised July 2011 95


PTA Student Handbook