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PHYSICAL THERAPIST ASSISTANT PROGRAM

CLINIC EDUCATION MANUAL

CENTER COORDINATOR OF CLINICAL EDUCATION'S HANDBOOK

 This program is accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE)

1111 North Fairfax Street, Alexandria, Virginia 22314 telephone: 703-706-3245

email: accreditation@apta.org website: http://www.capteonline.org

Revised 07/15

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Table of Contents

I. INTRODUCTION A. Introduction Letter B. Equal Access/Equal Opportunity C. Program Contacts D. Program Mission, Philosophy, Purpose and Goals & Objectives E. Function of the Physical Therapist Assistant F. State of Florida P.T.A. Graduate Competencies G. Standards of Ethical Conduct for the Physical Therapist Assistant II. PROGRAM INFORMATION A. Curriculum B. Course Descriptions C. Student Competence Prior to Clinical Assignment D. Selection Criteria for Clinical Education Facilities E. Clinical Policies F. Student Orientation Form III. ADDITIONAL INFORMATION

A. Policy on Financial Benefits to Students

B. Preceptor Information/Clinical Education Faculty Development

C. Clinical Education Grading Policy

D. Abbreviated Resume

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I.

INTRODUCTION

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I. A.

Dear Clinical Education Coordinator, We have designed this Clinical Education Manual/Clinical Coordinator's Handbook to give you a clearer understanding of our Physical Therapist Assistant Program. Hopefully, it will clarify our purpose and goals, the expected competencies of our students, and our objectives of clinical education. If you have any questions concerning students or our program please contact me. Sincerely, Teena E. Carroll, PTA, MS, ACCE Interim Program Director Pensacola State College 5555 West Highway 98 Pensacola, FL 32507-1097 tcarroll@pensacolastate.edu (850) 484-2373

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I. B.

EQUAL ACCESS / EQUAL OPPORTUNITY

Without regard to race, color, sex, creed, age, religion, marital status, national origin, or disability, Pensacola State College commits to the following: 1. Pensacola State College is an equal access - equal opportunity employer and shall recruit,

employ, evaluate, assign, promote, or dismiss employees in compliance with all federal and state legislation pertaining to nondiscrimination.

2. The College shall provide equal educational opportunities to prospective and enrolled

students to include recruitment, admission, programs and activities, facilities, counseling and testing, financial assistance, evaluation, dismissal, graduation, and placement.

3. The equal opportunity principle applies to students, applicants for admission, applicants for

employment, employees, veterans, and otherwise qualified disabled persons with regard to employment, the delivery of educational programs and services, and all other appropriate areas in which the College is involved.

4. The College prohibits racial, ethnic, religious, physical, and sexual harassment of its

employees and students. Furthermore, the College prohibits unlawful discrimination and retaliation of any kind, including discrimination based on sexual orientation or genetic information, and discrimination based upon religion, and assures reasonable accommodation of religious observances, practices, and beliefs of individual students and employees in regard to admissions, class attendance, scheduling of examinations, and work assignments.

Pensacola State College is in compliance with the Americans with Disabilities Act of 1990, Title VI and VII of the Civil Rights Act of 1964, Title IX of the Educational Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and the Age Discrimination in Employment Act of 1967, and the Genetic Information Nondiscrimination Act (GINA) of 2008.

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I. C. Pensacola State College

Department of Allied Health Warrington Campus

5555 West Highway 98 Pensacola, FL 32507-1097

Department Personnel Christa Ruber, Ed.D Department Head - Allied Heath Department Office Located: Simon William Boyd-Health Related Education Building Room: 3140 Phone: (850) 484-2301 Tracy Hunter Administrative Assistant - Allied Health Department Office Located: Simon William Boyd-Health Related Education Building Room: 3140 Phone: (850) 484-2308 Full-time Faculty Teena E. Carroll, PTA, MS Interim Program Director ACCE Office Located: Room 3223-A Bldg. 3200 Phone: (850) 484-2373 tcarroll@pensacolastate.edu Advisory Committee The Advisory Committee consists of local individuals who are involved in the delivery of physical therapy services. An updated list of the Physical Therapist Assistant Program Advisory Committee can be requested from the Program Director.

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I. D. (1)

PROGRAM MISSION The Physical Therapist Assistant Program at Pensacola State College is committed to academic excellence for students seeking associate degrees in the discipline. Program graduates will be culturally competent and knowledgeable of theoretical concepts and principles supportive of skills and procedures critical to the physical therapist assistant. Graduates, as they enter the workforce, will have achieved competency with general techniques common to practice settings available to them in the physical therapy community served by Pensacola State College. They will be prepared to meet standards for state certification and to function as technically competent, caring, responsible and safe physical therapist assistants under the supervision of a physical therapist. PROGRAM PHILOSOPHY The Physical Therapist Assistant Program at Pensacola State College believes that every effort should aim at academic excellence. The Program will include both general and technical education courses of the highest quality, taught by well-qualified faculty. The academic curricula and program resources will be routinely reviewed in an attempt to create a model of teaching excellence in physical therapist assistant education and to afford students with optimal learning opportunities. The program will coordinate a variety of clinical education experiences utilizing knowledgeable physical therapists and physical therapist assistants as clinical instructors. The graduates of the program will be well-prepared, culturally competent entry-level physical therapist assistants, performing safe, competent and compassionate care under the supervision of a physical therapist.

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I. D. (2) PURPOSE The faculty of the Physical Therapist Assistant Program accepts and supports the general purpose of Pensacola State College as stated in the college catalog. We also feel that a health care worker has a moral responsibility to himself, to the patient, to his associates, and to the institution to provide the best service possible within his capabilities. The purpose of the Physical Therapist Assistant program is to prepare students as skilled technical health care workers who possess the knowledge and abilities necessary to assist the professional physical therapist in providing specific patient services for the prevention or alleviation of physical disabilities. The physical therapist assistant will be competent in the administration of heat, cold, massage, gait training, hydrotherapy, selected electrotherapy, selected mechanical devices, and exercise, integrating his knowledge of science and theory with each skill to effectively administer a treatment. In addition, the physical therapist assistant is educated to perform limited patient assessment, including goniometry and gross muscle testing. The physical therapist assistant will be able to document the treatment in the patient record as well as communicate appropriate information to patient, staff, or family. The physical therapist assistant will also recognize that it is the role of the physical therapist to evaluate and plan the treatment program and that he must function within that plan of care and keep the therapist informed of patient's status. We believe that the personal ethics of the health care worker requires certain inherent elements of character including honesty, loyalty, dedication, understanding, respect for the rights and dignity of others, as well as conscientious preparation during the academic years for the professional duties and responsibilities. The latter should involve growth in many areas including technical, scientific, and general education, and therefore, these are all integral parts of the curriculum. We also believe that the development of professional behavior and efficiency should be continual and accomplished by observation, study and investigation during one's entire professional life. Moreover, we believe that no action of the individual can be entirely separated from the reputation of the individual or of his profession and, therefore, it is the individual's primary obligation to uphold the dignity and honor of the profession by thoughts, words, and actions. We also believe in continued professional growth; and are committed to providing students with skills necessary to be a self-directed learner. It is not within the scope or purpose of this program to prepare students for entrance into a professional physical therapist level program. Although the faculty supports the notion of PTA who at some point down the road desires to enter a program to become a PT the faculty does not feel that it is the only avenue by which a PTA may choose to advance himself/herself professionally

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I. D. (3) PROGRAM GOALS & OBJECTIVES The ultimate goal of the Physical Therapist Assistant Program at Pensacola State College is to provide the community with well prepared, well informed physical therapist assistant graduates who are capable of providing quality care under the supervision of a qualified physical therapist. Program activities and efforts are planned to achieve graduate competencies as set forth by the American Physical Therapy Association. The educational program is planned in accordance with the standards, guidelines, and essentials of: * Pensacola State College and the Florida Community School System * Commission on Accreditation in Physical Therapy Education (CAPTE) * Florida laws, rules, and regulations relating to licensing and practice of physical therapy The Physical Therapist Assistant Program at Pensacola State College (PSC) will graduate knowledgeable, competent, self-assured, adaptable, and service-oriented para-professionals to perform interventions under the supervision of physical therapists in an ethical, legal, safe, and effective manner. Their delegated interventions include assisting the physical therapist with data collection, communicating with other members of the health care delivery team, interacting with members of the patient’s family and caregivers, and working cooperatively with other health care providers. Physical therapist assistants participate with the physical therapist in teaching other health care providers, documenting patient interventions, and providing psychosocial support for patients and their families and caregivers with recognition of individual, cultural, and economic differences. The following objectives are designed to meet the program goal:

To graduate students for the community with entry-level competencies and professional behaviors to practice as a Physical Therapist Assistant.

To provide academic and clinical experiences which take into account students’ diverse learning styles.

To provide students with opportunities to improve individual performance in areas of personal weakness through a combination of faculty counseling, peer instruction and/or open lab settings.

To maintain licensure passing rates equal to or exceeding the national averages. To provide instruction necessary for the student to retain a minimum competency level

of 75% or higher. To provide necessary support, instruction and practice for the student to develop a

marketable skill so that graduates may participate fully and positively in the profession through active employment.

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I. D. (4)

To meet or exceed all criteria and standards as defined by the Florida Department of Education, the professional association, and CAPTE.

To assess the needs of the community and nation by reviewing employers requirements in the job market.

To provide equal access opportunities to the program. To provide qualified faculty to teach in the program. To recruit students and maintain enrollment necessary to continue the program. To strive to enhance the program academically with current technology in the field. To provide a quality educational program recognized by full accreditation from

CAPTE.

Program Level Student Learning Outcomes

Upon completion of the Physical Therapist Assistant Program, the student will:

1. Exhibit conduct that reflects a commitment to meet or exceed the expectations of the community and other members of the healthcare profession:

i. Evidenced by satisfactory completion of performance criteria numbers 1-6, 8-9, and 11-18 (achieves 80% or greater on the CPI VAS) in the PTA Clinical Performance Instrument (CPI) during the terminal clinical rotations.

2. Safely and effectively implement selected interventions identified in the plan of care as directed by the supervising physical therapist:

i. Evidenced by satisfactory completion of performance numbers 1-6, 8-9 and 11-18 (achieves 80% or greater on the CPI VAS) in the PTA Clinical Performance Instrument (CPI) during the terminal clinical rotations.

3. Perform appropriate data collection skills essential for carrying out the plan of care in order to quantify the patient’s response to treatment and modify treatments within the plan of care.

i. Evidenced by satisfactory completion (achieves 80% or greater on the CPI VAS) for performance criteria numbers 7, and 9-11 on the PTA Clinical Performance Instrument during the terminal clinical rotations.

4. Complete thorough, accurate, logical, concise, timely, and legible documentation to support the delivery of physical therapy services.

i. Evidenced by satisfactory completion (achieves 80% or greater on the CPI VAS) for performance criteria numbers 7 and 10 on the PTA Clinical Performance Instrument during the terminal clinical rotations.

5. Work effectively in a clinical setting under the direction and supervision of a physical therapist.

i. Evidenced by satisfactory completion (achieves80% or greater on the CPI VAS) for performance criteria numbers 2, 6, 8-9 and 11-15 on the PTA Clinical Performance Instrument during the terminal clinical rotations.

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I.D. (5)

6. Communicate verbally and non-verbally with the patient, physical therapist, health care delivery personnel, and others in an effective, appropriate, and capable manner

i. Evidenced by satisfactory completion (achieves 80% or greater on the CPI VAS) for ii. performance criteria numbers 1-6, and 13 on the PTA Clinical Performance

Instrument during the terminal clinical rotations. 7. Possess the knowledge to think independently and critically, use fundamental theory, and

basic sciences to solve patient care during clinical practice. i. Evidenced by satisfactory completion of (Achieves 80% or greater on the CPI

VAS)for performance criteria numbers 8-9, 11-15 and 19 on the PTA Clinical Performance Instrument during the terminal clinical rotations.

8. Educate patients, families, caregivers, and members of the health care team using relative instruction methods commensurate with the needs of the learner.

i. Evidenced by satisfactory completion of (Achieves 80% or greater on the CPI VAS) for performance criteria numbers 13 and 20 during the terminal clinical rotations.

CPI Performance Criteria:

1) Performs in a safe manner that minimizes risk to patient, self, and others 2) Conducts self in a responsible manner 3) Interacts with others in a respectful manner 4) Adheres to ethical 5) Adheres to legal standards 6) Communicates in ways that are congruent with situational needs 7) Produces documentation to support the delivery of physical therapy services 8) Delivers established patient care to reflect respect for and sensitivity to

individual differences 9) Participates in patient status judgments within the clinical environment

based on the plan of care established by the physical therapist 10) Obtains accurate information by performing selected data collection consistent with the plan of care established by the physical therapist 11) Discusses the need for modification to the plan of care established by the

physical therapist 12) Performs physical therapy interventions in a technically competent manner 13) Educates others (patients, family, caregivers, staff, students, other health

care providers) using relevant and effective teaching methods 14) Participates in: activities addressing quality of service delivery 15) Participates in addressing patient needs for services other than physical

therapy

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I.D. (6)

16) Manages resources (i.e. time, space, and equipment) to achieve the goals of

the clinical setting 17) Participates in fiscal management of the physical therapy clinical setting 18) Uses physical therapy aides and other support personnel according to legal

standards and ethical guidelines 19) Implements a self-directed plan for career development and lifelong learning 20) Assists the physical therapist in addressing primary and secondary

prevention needs of individuals and groups

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I. E.

THE PHYSICAL THERAPIST ASSISTANT

The Physical Therapist Assistant (P.T.A.) is a skilled technical health care team member, who is trained to deliver physical treatments under the direction and supervision of a registered physical therapist. Functions: The Physical Therapist Assistant's functions include:

1. Application of physical therapy procedures to patients through:

a. use of therapeutic exercise, mechanical traction, therapeutic massage, compression, heat, cold, ultraviolet, water and electricity;

b. measurement and adjustment of crutches, canes, walkers, wheelchairs, and instruction in their use and care;

c. instruction, motivation, and assistance to patients and others in improving pulmonary function, teaching and improving functional activities such as pre-ambulation, transfers, ambulation, and daily living activities; and the use and care of orthoses, prostheses, and supportive devices;

d. performance, without interruption, of selected measurement procedures such as range of joint motion, gross strength of muscle groups, length or girth of body parts, and vital signs;

e. modification of treatment procedures as indicated by patient response and within the limits specified in the plan of care, and reporting orally or in writing to the physical therapist;

f. communication with members of physical therapy staff and other health team members, individually and in conference, to provide patient information.

2. Participation in routine administrative procedure required for a physical therapy service.

Occupational opportunities for the physical therapist assistant include positions in general and specialized hospitals, skilled nursing facilities, pediatric and rehabilitation centers, public school systems, home health agencies, and physical therapy clinics.

*Functions of the physical therapist assistant taken from the APTA Policy Statement on the Education and Utilization of the Physical Therapist Assistant.

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I. F. (1)

State of Florida Physical Therapist Assistant Program

Graduate Competencies

01.0 Demonstrate knowledge of the healthcare delivery system and health occupations–The student will be able to:

01.01 Identify the basic components of the healthcare delivery system including public, private, government and non-profit. 01.02 Identify common methods of payment for healthcare services. 01.03 Describe the various types of healthcare providers and the range of services available including resources to victims of domestic violence. 01.04 Describe the composition and functions of a healthcare team. 01.05 Identify the general roles and responsibilities of the individual members of the healthcare team. 01.06 Identify the roles and responsibilities of the consumer within the healthcare delivery system. 01.07 Identify characteristics of effective teams. 01.08 Recognize methods for building positive team relationships. 01.09 Analyze attributes and attitudes of an effective leader. 01.10 Recognize factors and situations that may lead to conflict. 01.11 Demonstrate effective techniques for managing team conflict. 01.12 Describe factors that influence the current delivery system of healthcare. 01.13 Explain the impact of emerging issues including technology, epidemiology, bioethics and socioeconomics on healthcare delivery systems.

02.0 Demonstrate the ability to communicate and use interpersonal skills effectively–The student will be able to:

02.01 Develop basic speaking and active listening skills. 02.02 Develop basic observational skills and related documentation strategies in written and oral form. 02.03 Identify characteristics of successful and unsuccessful communication including communication styles and barriers. 02.04 Respond to verbal and non-verbal cues. 02.05 Compose written communication using correct spelling, grammar, a formatting and confidentiality and specific formats of letter writing. 02.06 Use appropriate medical terminology and abbreviations. 02.07 Recognize the importance of courtesy and respect for patients and other healthcare workers and maintain good interpersonal relationships. 02.08 Recognize the importance of patient/client educations regarding healthcare. 02.09 Adapt communication skills to varied levels of understanding and cultural orientation including diverse age, cultural, economic, ethnic and religious groups. 02.10 Analyze elements of communication using a sender-receiver model. 02.11 Distinguish between and report subjective and objective information. 02.12 Report relevant information in order of occurrence.

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I.F. (2) 03.0 Demonstrate legal and ethical responsibilities–The student will be able to:

03.01 Discuss the legal framework of the healthcare occupations including scope of practice legislation. 03.02 Explain practices that could result in malpractice, liability, negligence, abandonment, false imprisonment and fraud. 03.03 Demonstrate procedures for accurate documentation and record keeping. 03.04 Interpret healthcare facility policy and procedures. 03.05 Explain the “Patient’s Bill of Rights”. 03.06 Identify standards of the Health Insurance Portability and Accountability Act

(HIPAA). 03.07 Describe advance directives. 03.08 Describe informed consent. 03.09 Explain the laws governing harassment, labor and employment. 03.10 Differentiate between legal and ethical issues in healthcare. 03.11 Describe a code of ethics consistent with the healthcare occupation. 03.12 Identify and compare personal, professional, and organizational ethics. 03.13 Recognize the limits of authority and responsibility of health care workers including legislated scope of practice. 03.14 Recognize and report illegal and/or unethical practices of healthcare workers. 03.15 Recognize and report abuse including domestic violence and neglect. 03.16 Distinguish among the five schedules of controlled substances.

04.0 Demonstrate an understanding of and apply wellness and disease concepts–The student will be able to:

04.01 Describe strategies for prevention of diseases including health screenings and examinations. 04.02 Identify personal health practices and environmental factors which affect optimal function of each of the major body systems. 04.03 Identify psychological reactions to illness including defense mechanisms. 04.04 Identify complementary and alternative health practices. 04.05 Discuss the adverse effects of the use of alcohol, tobacco, and both legal and illegal drugs on the human body and apply safety practices related to these and other high risk behaviors. 04.06 Explain the basic concepts of positive self image, wellness and stress. 04.07 Develop a wellness and stress control plan that can be used in personal and professional life. 04.08 Explore and utilize the U.S. Department of Agriculture’s MyPlate food guide

(www.choosemyplate.gov). 04.09 Recognize the steps in the grief process.

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I.F. (3)

05.0 Recognize and practice safety and security procedures–The student will be able to:

05.01 Recognize safe and unsafe working conditions and report safety hazards. 05.02 Demonstrate the safe use of medical equipment. 05.03 Explain and apply the theory of root- cause analysis. 05.04 Identify and describe methods in medical error reduction and prevention in the various healthcare settings. 05.05 Identify and practice security procedures for medical supplies and equipment. 05.06 Demonstrate personal safety procedures based on Occupations Safety and Health Administration (OSHA) and Centers for Disease Control (CDC) regulations (including standard precautions). 05.07 Recognize Materials Data Safety Sheets (MSDS) and comply with safety signs, symbols and labels. 05.08 Demonstrate proper body mechanics and ergonomics. 05.09 Demonstrate the procedure for properly identifying patients. 05.10 Demonstrate procedures for the safe transport and transfer of patients. 05.11 Describe fire, safety, disaster and evacuations procedures. 05.12 Discuss The Joint Commission patient safety goals (www.jointcommission.org).

06.0 Recognize and respond to emergency situations–The student will be able to:

06.01 Monitor and record vital signs. 06.02 Describe legal parameters relating to the administration of emergency care. 06.03 Obtain and maintain training or certification on cardiopulmonary resuscitation (CPR), automated external defibrillator (AED), foreign body airway obstruction (FBAO) and first aid. 06.04 Recognize adverse drug related emergencies and take appropriate first aid action.

07.0 Recognize and practice infection control procedures–The student will be able to:

07.01 Define principles of infection control including standard and transmission based precautions. 07.02 Demonstrate knowledge of medical asepsis and practice procedures such as hand-washing and isolation. 07.03 Demonstrate knowledge of surgical asepsis. 07.04 Describe how to dispose correctly of biohazardous materials according to appropriate government guidelines such as OSHA.

08.0 Demonstrate an understanding of information technology applications in healthcare–The student will be able to:

08.01 Describe technology applications in healthcare. 08.02 Define terms and demonstrate basic computer skills. 08.03 Recognize technology applications in healthcare. 08.04 Interpret information from electronic medical documents.

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I.F. (4)

08.05 Identify methods of communication to access and distribute data such as fax, e- mail and internet.

09.0 Demonstrate employability skills–The student will be able to:

09.01 Identify personal traits or attitudes desirable in a member of the healthcare team. 09.02 Exemplify basic professional standards of healthcare workers as they apply to hygiene, dress, language, confidentiality and behavior (i.e. telephone etiquette, courtesy and self-introductions). 09.03 Identify documents that may be required when applying for a job. 09.04 Write an appropriate resume. 09.05 Conduct a job search. 09.06 Complete a job application form correctly. 09.07 Examine levels of education, credentialing requirements including licensure and certification, employment opportunities, workplace environments and career growth potential. 09.08 Recognize levels of education, credentialing requirements, employment opportunities, workplace environments and career growth potential. 09.09 Identify acceptable work habits. 09.10 Recognize appropriate affective/professional behavior. 09.11 Compare careers within the health science career pathways (diagnostic services, therapeutic services, health informatics, support services or biotechnology research and development).

10.0 Demonstrate knowledge of blood borne diseases, including HIV/AIDS–The student will be able to:

10.01 Recognize emerging diseases and disorders. 10.02 Distinguish between fact and fallacy about the transmission and treatment of diseases caused by blood borne pathogens including Hepatitis B. 10.03 Identify community resources and services available to the individuals with diseases caused by blood borne pathogens. 10.04 Identify "at risk" behaviors which promote the spread of diseases caused by blood borne pathogens and the public education necessary to combat the spread of these diseases. 10.05 Apply infection control techniques designed to prevent the spread of diseases caused by blood borne pathogens to the care of all patients following Centers for Disease Control (CDC) guidelines. 10.06 Demonstrate knowledge of the legal aspects of HIV/AIDS, including testing.

11.0 Apply basic math and science skills–The student will be able to:

11.01 Draw, read, and report on graphs, charts and tables. 11.02 Measure time, temperature, distance, capacity, and mass/weight. 11.03 Make, use and convert using both traditional and metric units.

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I.F. (5) 11.04 Make estimations and approximations and judge the reasonableness of the result. 11.05 Convert from regular to 24 hour time. 11.06 Demonstrate ability to evaluate and draw conclusions. 11.07 Organize and communicate the results obtained by observation and experimentation. 11.08 Ask appropriate scientific questions and recognize what is involved in experimental approaches to the solution of such questions. 11.09 Calculate ratios.

Physical Therapist Assistant: Intended outcomes lead to the occupational completion point of Physical Therapist Assistant. The graduate is prepared to make an application to the Florida Physical Therapist Assistant licensing examination which is given by the Florida Department of Health, Board of Physical Therapy Practice.

12.0 Describe anatomical structure, function and dysfunction of the human body related to the practice of physical therapy–The student will be able to:

12.01 Describe normal and abnormal motor behavior. 12.02 Describe orthopedic disabilities and related treatment. 12.03 Describe neurological disabilities and related treatment. 12.04 Describe medical/surgical conditions related to physical therapy care.

12.05 Assist physical therapist in evaluation and assessment of disabilities and conditions.

13.0 Assist the physical therapist with various treatments/ procedures–The student will be able to:

13.01 Implement a comprehensive treatment plan developed by a physical therapist. 13.02 Perform appropriate measurement and assessment techniques within the knowledge and limits of practice to assist the supervising physical therapist in monitoring and modifying the plan of care. 13.03 Prepare patients, treatment areas and equipment. 13.04 Recognize gait deviations. 13.05 Perform gait training and postural training techniques. 13.06 Administer activities of daily living and functional training to patients/clients. 13.07 Apply external bandages, dressings and support devices. 13.08 Implement therapeutic exercise programs. 13.09 Measure for and fit assistive devices. 13.10 Perform therapeutic massage. 13.11 Perform balance and coordination activities. 13.12 Perform wound care techniques. 13.13 Perform developmental activities. 13.14 Participate in discharge planning and follow up care.

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I.F. (6) 14.0 Demonstrate ethical and legal practice as a physical therapist assistant–The student will be able to:

14.01 Practice under the direction of a physical therapist. 14.02 Cite indications and contradictions for each treatment/procedure. 14.03 Record treatment/results in progress notes using correct format, content and terminology. 14.04 Read and draw pertinent information from patient charts.

15.0 Respond to patient's needs as reflected in the patient's bill of rights–The student will be able to:

15.01 Demonstrate awareness of the patient's need for dignity and independence. 15.02 Recognize patient expressions of discomfort, spoken or unspoken (body language).

15.03 Deal effectively with patient's emotional responses. 16.0 Demonstrate safe administration of all physical agents–The student will be able to:

16.01 Read a variety of thermometers, Fahrenheit or Centigrade (Celsius). 16.02 State normal body temperature and measure an oral or axilliary temperature. 16.03 Measure the temperature of liquids, oils, solids. 16.04 State the therapeutic temperature range for modalities in which temperature is a guideline for application. 16.05 Identify physiological effects of heat vs. cold applications. 16.06 Administer therapeutic ultrasound. 16.07 Describe therapeutic use of ultra-violet light. 16.08 Demonstrate therapeutic use of physical agents such as water, heat, cold and electricity.

17.0 Demonstrate use of exercise, assistive/supportive devices and specialized equipment–

The student will be able to:

17.01 State the benefits of exercise. 17.02 Define orthotics and state the importance of proper fit. 17.03 Perform crutch walking, stair climbing, use of wheelchair. 17.04 Describe differences in wheelchairs. 17.05 Discuss upper and lower extremity prosthetics in terms of types of amputations and prosthetics. 17.06 Identify common problems in prosthetic management and apply managerial skills in dealing effectively with them. 17.07 Recognize and assist in exercise techniques used in physical therapy. 17.08 Perform postural drainage and instruct patient in proper coughing and breathing exercises. 17.09 Apply mechanical traction. 17.10 Apply intermittent venous compression.

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I.F. (7)

17.11 Perform goniometric measurement. 17.12 Assist patient in use of orthotic/prosthetic devices.

18.0 Perform routine maintenance of equipment–The student will be able to:

18.01 Recognize the importance of routine maintenance. 18.02 Clean and check operation of wheelchairs, stretchers, treatment tables, etc.

19.0 Disinfect and sterilize materials and equipment–The student will be able to:

19.01 Define disinfect, sterilize, germicide, vaccinate, immunize, antiseptic, septic. 19.02 Disinfect used equipment. 19.03 Prepare materials for sterilization.

20.0 Respond to acute changes in physiological state–The student will be able to:

20.01 Determine baseline physiological state20.02 Recognize change in baseline physiological state. 20.03 Determine significance of change in physiological state. 20.04 Apply guidelines in the assessment of blood pressure, pulse, respiration, sweating, skin color, mental alertness, skin temp, pupil size and pupil reaction.

21.0 Teach other health care providers, patients and families to perform selected treatment procedures and functional activities–The student will be able to:

21.01 Detail equipment or treatment preparation methods. 21.02 Instruct in safety rules for equipment or treatment. 21.03 Utilize proper teaching techniques relative to level of individual's understanding. 21.04 Describe desired outcomes of the selected treatment procedure or functional activity. 21.05 Use appropriate medical terminology.

22.0 Identify architectural barriers–The student will be able to:

22.01 Identify which environmental factors are potential architectural barriers. 22.02 Determine which aspects of the patient's functional level and ambulatory/mobility equipment are germane to architectural problems. 22.03 Describe action required to remediate barriers.

23.0 Interact with patients and families in a manner which provides the desired psycho-social support–The student will be able to:

23.01 Recognize own reaction to the patient's illness or disability. 23.02 Recognize patient's and family's reactions to illness and disability. 23.03 Respect individual, cultural, religious and socio-economic differences in people. 23.04 Utilize appropriate communicative processes.

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I.F. (8) 24.0 Define scope of practice–The student will be able to:

24.01 Demonstrate awareness of his/her own role. 24.02 Identify scope of responsibility as it relates to patient care, departmental function, physical therapist and physical therapist aide.

25.0 Describe basic concepts related to the health care system including multi-disciplinary team approach, quality care, governmental agencies, private sector, role of other health care providers, health care facilities, issues and problems–The student will be able to:

25.01 Describe disciplines within medical care arena and the roles served. 25.02 Describe the categories of health care agencies. 25.03 Recognize current issues and problems affecting the delivery of health care. 25.04 Implement appropriate The Joint Commission patient safety goals.

26.0 Identify basic principles of levels of authority and responsibility, planning, time management, supervisory process, performance evaluations and fiscal consideration (provider and consumer)–The student will be able to:

26.01 Organize time effectively. 26.02 Communicate information to correct individual understanding the proper chain of command. 26.03 Prepare daily work schedule for effective, efficient delivery of care. 26.04 Utilize resources efficiently and conservatively in the delivery of healthcare.

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I. G. (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.

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I. G. (2) 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/clients best interest in all practice settings. 3B. Physical therapist assistants shall be guided by information about best practice regarding physical therapy interventions. 3C. Physical therapist assistants shall make decisions based upon their level of competence and consistent with patient/client values. 3D. Physical therapist assistants shall not engage in conflicts of interest that interfere with making sound decisions. 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 (e.g., 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 substance-related impairments that may adversely impact their professional responsibilities to seek assistance or counsel.

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I. G. (3) 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 Standard #8: Physical therapist assistants shall participate in efforts to meet the health needs of people locally, nationally, or globally. 8A. Physical therapist assistants shall support organizations that meet the health needs of people who are economically disadvantaged, uninsured, and underinsured. 8B. Physical therapist assistants shall advocate for people with impairments, activity limitations, participation restrictions, and disabilities in order to promote their participation in community and society. 8C. Physical therapist assistants shall be responsible stewards of health care resources by collaborating with physical therapists in order to avoid overutilization or underutilization of physical therapy services. 8D. Physical therapist assistants shall educate members of the public about the benefits of physical therapy.

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II.

PROGRAM INFORMATION

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II. A. (1) Pensacola State College

Physical Therapist Assistant Program A.S. Degree

Degree Requirements

Prerequisite Courses (12 cc) Students must complete prerequisite courses with a C or better to be accepted into the Physical Therapist Assistant Program.

BSC 1080 Essentials of Anatomy and Physiology 3 cc

ENC 1101C English Composition I 3 cc

HLP 1081 Concepts of Life Fitness 3 cc

MAC 1105 College Algebra 3 cc

Semester 1 (18 cc) DEP 2004 Human Growth and Development 3 cc

PHI 2600 Ethics 3 cc

PHT 1000 Introduction to Physical Therapy 3 cc

PHT 1120 Functional Anatomy and Kinesiology 3 cc

PHT 1120L Functional Anatomy and Kinesiology Laboratory

2 cc

PHT 1251 Basic Skills in Patient Care 2 cc

PHT 1251L Basic Skills in Patient Care Laboratory 2 cc

Before the start of Semester 2, students must possess and maintain a Healthcare Providers CPR card, American Heart or Red Cross only. Certification can be earned be successfully completing W 00753 CPR for Healthcare Providers. DEP 2004 must be completed prior to Semester 3.

Semester 2 (15 cc) LIS 2005 Information and Internet Research 3 cc

PHT 1210C Therapeutic Modalities 3 cc

PHT 1253 Neuromuscular Therapeutic Techniques I 1 cc

PHT 1253L Neuromuscular Therapeutic Techniques I Laboratory

2 cc

PHT 1224 Musculoskeletal Therapeutic Techniques I 3 cc

PHT 1224L Musculoskeletal Therapeutic Techniques I Laboratory

2 cc

PHT 1801L PTA Clinic I 1 cc

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II.A. (2)

Semester 3 (14 cc) PHT 2162 Neuromuscular Therapeutic Techniques II 1 cc

PHT 2162L Neuromuscular Therapeutic Techniques II Laboratory

2 cc

PHT 2301 Pathological Conditions in Physical Therapy I 3 cc

PHT 2227C Musculoskeletal Therapeutic Techniques II 2 cc

PHT 2810L PTA Clinic II 6 cc

Semester 4 (15 cc) PHT 2020 Trends and Issues in PTA 4 cc

PHT 2304 Pathological Conditions in Physical Therapy II 3 cc

PHT 2401 Psychosocial Issues of the Disabled 2 cc

PHT 2820L PTA Clinic III 6 cc

TOTAL: 74

All general education and core courses must be passed with a "C" or better to graduate from the program. Each technical course serves as a prerequisite to the next semester's course work. An unsatisfactory grade in any of the program courses will prevent the student from proceeding to the next semester in the program. Core courses must be taken in the sequence outlined above. Course curriculum is subject to change. Any student who does not complete course work satisfactory may petition for re-entry into the program one time.

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II. B. (1) PHYSICAL THERAPIST ASSISTANT PROGRAM

TECHNICAL COURSE DESCRIPTIONS

FALL TERM I (First year) PHT 1000 Introduction to Physical Therapy. 3 c.c.

Provides an introduction to the history, present practice, and future trends of healthcare and the profession of physical therapy. The structure and services of the American Physical Therapy Association (APTA), the team concept of health care including the role and responsibilities of the physical therapist assistant (PTA), and professional behaviors will be introduced along with common disease processes and pertinent medical terminology. Students will learn basic professional documentation and communication skills.

PHT 1120 Functional Anatomy and Kinesiology. 3 c.c.

The student will have a basic knowledge and understanding of the biomechanical principles of human motion. The structure and function of the musculoskeletal and nervous systems will be studied and applied in basic analysis of therapeutic exercise and gait.  

PHT 1120L Functional Anatomy and Kinesiology Laboratory. 2 c.c.

Students develop skills in palpation of bony landmarks, goniometry, gross manual muscle testing, basic gait analysis and analysis of muscle function as it relates to the biomechanical principles of human motion.  

PHT 1251 Basic Skills in Patient Care. 2 c.c. Introduction to basic patient care skills, patient positioning and draping, treatment booth preparation, transfers, gait training with assistive devices, wheelchair measurement and operation, measurement of vital signs, identification of architectural barriers, wound debridement, and aseptic technique. Elements of body composition as a measure of fitness will be discussed and the gait cycle will be introduced PHT 1251L Basic Skills in Patient Care Laboratory. 2 c.c. Application of basic patient care handling techniques including body mechanics and lifting, treatment booth preparation, patient positioning and draping, transfers, gait training with assistive devices, wheelchair measurement and operation, and measurement of vital signs. Students will create and maintain a sterile field and assess body composition as a measure of fitness.

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II. B. (2) Spring TERM II – (First year) PHT 1210C Therapeutic Modalities 3 c.c.

Instruct students in the use and operation of therapeutic modalities used for patient care. Knowledge of the physical principles, physiological effects, indications, and contraindications of heat, cold, light, traction, compression, electricity, and massage on the body will be developed and applied. Students will understand selected tests and evaluation procedures which are related to the safe application of modalities and will be able to select the modality or procedure which would be most appropriate for a specified clinical presentation. Wound management will be addressed. PHT 1253 Neuromuscular Therapeutic Techniques I. 1 c.c.

Topics include basic neuroanatomy and physiology principles, motor learning principles and normal motor development. Therapeutic interventions and techniques designed to provide the most effective functional outcome for the neurologically impaired infant, child or adolescent will be discussed. Problem solving for treatment plan implementation, revision and adaptation will be explored. Special concerns related to physical therapy and the pediatric patient will be presented.

PHT 1253L Neuromuscular Therapeutic Techniques I. 2 c.c.

Provides the student with observation, participation, and application of motor learning theories and therapeutic interventions for the treatment of neurological conditions. Application of therapeutic activities with a variety of treatment approaches will be emphasized. PHT 1224 Musculoskeletal Therapeutic Techniques I. 3 c.c. This course covers a variety of medical and orthopedic conditions commonly treated by physical therapist assistants and emphasizes the effects and types of exercises employed for therapeutic reasons. Included are traditional therapeutic exercise routines such as passive, active-assistive, active and resistive range of motion, PRE programs, manual and mechanical strengthening, and aerobic exercise routines. Non-traditional programs will be introduced. This course includes a module with Information about Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS), Occupational Safety and Health Administration (OSHA) standards for blood borne pathogens, Domestic Violence (DV), Medical Errors (ME) and the Health Insurance Portability and Accountability Act (HIPAA); satisfying the requirements for education about topics required by the state of Florida for initial licensing. PHT 1224L Musculoskeletal Therapeutic Techniques I Laboratory 2 c.c. Application of therapeutic exercise in the laboratory setting. Emphasis is on orthopedic, cardiopulmonary and vascular disorders, and related therapeutic exercise programs.

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II. B. (3) PHT 1801L PTA Clinic I. 1 c.c. Observation and participation in a physical therapy outpatient practice setting under supervision. The focus is on developing professionalism. Students may utilize previously learned positioning, draping, transfers, note writing, gait training, vital sign measurements, goniometry, gross strength testing, orthopedic therapeutic exercises, stretching and modalities. Four to forty hours per week for a total of 40 hours (part-time clinical experience completed in varying time frames to meet both the students and the clinical instructor's schedule). FALL TERM I (Second year) PHT 2162 Neuromuscular Therapeutic Techniques II. 1 c.c.

Presentation of the pathology of complex neurological disorders and congenital deformities. Specific topics include: cerebrovascular accidents, Parkinsonism, Alzheimer’s, and cerebral palsy. Therapeutic exercises and special facilitation techniques will be covered along with basic neuroanatomy. Special concerns related to physical therapy and the geriatric patient will be presented. PHT 2162L Neuromuscular Therapeutic Techniques II Laboratory 2 c.c.

Discussion of special topics related to the practice of physical therapy. The pathology and medical management of special patient populations including patients with cardiorespiratory dysfunction, diabetic patients, the geriatric population, and arthritic patients. Pediatric experiences will be incorporated into the class. PHT 2301 Pathological Conditions in Physical Therapy I 3 c.c. Various special topics related to the practice of physical therapy will be discussed. The pathology and medical management of special patient populations will be presented. Special patient populations will include: cardiorespiratory dysfunction, diabetic patients, the geriatric population, and arthritic patients. Pediatric experiences will be incorporated into the class PHT 2227C Musculoskeletal Therapeutic Techniques II 2 c.c.

Covers a variety of medical and orthopedic conditions commonly treated by physical therapist assistants and emphasizes orthopedic post-surgical patient care through case-study scenarios and protocol development and implementation. Traditional therapeutic exercise routines and non-traditional programs will be reviewed.

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II. B. (4) SPRING TERM II (Second year) PHT 2020 Trends and Issues in PTA 4 c.c.

Broadens the scope of the student’s understanding of health care. Topics to be presented include trends in health care and their influence on physical therapy, administrative procedures utilized in physical therapy, employment techniques including resume writing and interview skills, ethical problem solving, and licensing examination preparation. In addition, case studies reviewing patient handling skills and musculoskeletal and neurological interventions will be utilized to help students review program materials and improve critical thinking skills in preparation for the final physical therapy clinical experience. Students will also be required to prepare and present an individual or group project relevant to a specific aspect of physical therapy practice including communication, cultural diversity, gender bias, or generational issues. PHT 2401 Psychosocial Issues of the Disabled 2 c.c.

Examination of psycho-social aspects of the individual with a disability. Emphasis is placed on how the individual or their family relates to physical and social environments; specifically economic factors, support systems, discrimination, and loss and grief process PHT 2304 Pathological Conditions in Physical Therapy II 3 c.c. Discussion of special topics related to the practice of physical therapy. The pathology and medical management of special patient populations including patients with burns, psychiatric disorders, amputations, patients requiring orthotics or prosthetics, pediatric athletes, obstetric and gynecological patients, and oncology patients will be addressed. In addition, gender-related issues, infectious diseases, lab tests and imaging methods will be presented. Pediatric experiences will be incorporated into the class. PHT 2820L PTA Clinic III 6 c.c. A full-time supervised and planned learning experience in a physical therapy practice setting under the direction of a clinical instructor (CI) who is either a PT or a PTA. Focus is on application of didactic knowledge and skills gained in the classroom and laboratory settings to the real world of patient care. The student is expected to function near entry-level (90% or greater) by the end of the clinical experience in that specific setting.and laboratory settings to the real world of patient care. The student is expected to function near entry-level by the end of the clinical experience in that specific setting.

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II. C. (1)

STUDENT COMPETENCE PRIOR TO CLINICAL ASSIGNMENT The PTA program at PSC is dedicated to producing competent and safe practitioners of physical therapy techniques and procedures. The program is sequenced so that students do not attend clinic until they have achieved entry-level competence in communication, basic patient handling skills, general therapeutic exercise programs and basic modality applications. Their first clinical experience at the end of their freshman year is a supervised part-time experience in an outpatient setting. The emphasis of this first experience is the development of professionalism in a clinical setting. Full-time clinical experiences begin midway through the first semester for second-year students who have successfully completed the required coursework. These full-time experiences are guided by the ACCE in conjunction with criteria established by the APTA. Prior to sending a student to a designated clinical experience, the program evaluates the student’s competence in each skill outlined by the curricular syllabus and designated outcome goal. The PTA program laboratory classes are designed to have 8 students per instructor to insure the safety of each student/student “patient”. Improved one-on-one instruction and observation of technique is made possible by this ratio. Additional “open-lab” periods are provided for practice of skills. Faculty is assigned to the open-lab period to assure appropriate supervision of the practice time and to maintain a safe environment. Each laboratory class has a competency check-off sheet for designated skills covered by the curricular syllabus. Students must complete the competency check-off sheets, which are collected prior to participation in the practical examination covering the materials assigned. Practical examinations are regularly scheduled and graded by the faculty members involved in the laboratory educational component. Students are given the grading criteria prior to the practical to insure an open atmosphere for communication of expectations. If students fail any portion of the practical examination, discussion of the fault and expectations for remediation occur within 24 hours. Retake examinations are performed to assure the student can adequately perform the skill(s) previously failed. If a student fails a retake practical examination during the term, a remediation assignment(s) is/are developed by the lead instructor of the course. This faculty member will determine how to develop competency, will discuss these expectations with the student, will allow time for the skills to be reviewed and will establish an opportunity for further skills-testing to occur. If the student continues to exhibit less than satisfactory performance of necessary skills by failing the

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II. C. (2) remediation practical examination, a conference to determine the student’s ability to continue in the program is scheduled with the student, the instructor, the program director, and the department chair. Regular procedures for due process/grade grievance are implemented if this step fails to satisfactorily resolve the difference between expectation and performance. If a student fails a retake practical examination on the final practical exam, the student will be dropped from the program. All practical examinations require and assess the communication skills of a student via the introduction of the student PTA to the “patient”, with emphasis placed on accurately obtaining patient data as well as disclosing their student status. Clinical attire is required for practical examinations, including wearing appropriate PSC name-badge identification as mandated by the clinical education guidelines. Final practical examinations are cumulative, thus ensuring retention of subject matter completed earlier in the term.  

 

 

 

 

 

 

 

 

 

 

 

 

 

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II. D. (1)

SELECTION CRITERIA FOR CLINICAL EDUCATION FACILITIES

I. A. INTRODUCTION A. 1. Standard for Characteristics

Data from the "Project on Clinical Education”, indicate certain characteristics to be important as basis for selection and retention of a clinical education center for the education of physical therapy students. These important characteristics have been organized into a list of 20 standards.

B. 2. Use of Standards

Extensive testing of the standards showed that the standards may be used equally well for the service with a small clinical staff and for the service with a large staff, as well as for the community based or specialty programs and the hospital-based program. The standards are guidelines to assist the ACCE in evaluating a clinical center prior to affiliating with an educational program and on a routine basis thereafter.

The standards are presented in two groups.

Standards 1-5 were considered to be the most important by ACCEs and CCCEs. A satisfactory level of compliance with these standards should be achieved before accepting/assigning students in a clinical center.

Standards 6-20 can be considered goals to work toward in achieving the most effective clinical education program.

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II. D. (2)

I. B. STANDARDS FOR A CLINICAL EDUCATION CENTER IN PHYSICAL THERAPY STANDARD 1: The Physical Therapy Service provides an active, stimulating environment appropriate for the learning needs of the student.

The desirable learning environment in the clinical center demonstrates characteristics of good management, high staff morale, harmonious working relationships, and sound interdisciplinary patient management procedures. Less tangible characteristics are personnel receptiveness, a variety of expertise, interest in newer techniques, and involvement with other professionals outside of physical therapy. The learning environment need not be elaborate, but should be dynamic and challenging.

STANDARD 2: Clinical Education Programs for students are planned to meet specific objectives of the educational program, the physical therapy service, and the individual student.

Planning for students should take place in meetings among the Center Coordinator of Clinical Education (CCCE), the Clinical Instructors (CIs), and the Academic Coordinator of Clinical Education (ACCE). The clinical education objectives of the educational program and the physical therapy service should be used in planning student learning experiences. Students should participate in planning their learning experiences according to mutually agreed-upon objectives. The staff in the clinical center should be prepared to modify particular learning experiences to meet individual student needs, objectives, and interests. A thorough orientation to the clinical education program and the personnel of the clinical center should be planned for the student. Evaluation of student performance is an integral part of the learning plan. Opportunities for discussion of and feedback about strengths and weaknesses should be scheduled on an ongoing basis.

STANDARD 3: The Clinical Center has a variety of learning experiences available to students.

Students in clinical education are primarily concerned with delivery of services to patients; therefore, the physical therapy service must have an adequate variety and number of patients, and adequate equipment resources available for the planned learning experience. Although the primary commitment of students is to patient care, learning experiences should cover administration, supervision, teaching, and research. Other learning experiences for students might evolve from: rounds, case conferences, department meetings, team meetings, planning sessions, special clinical, special educational programs, observing in surgery, observing physicians in clinical situations, participating in outpatient departments, bedside care, clinic care, home care, and community activities. The range of experiences with patients should include, when appropriate, screening, evaluating, planning, treating, follow-up, and reporting.

II. D. (3)

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STANDARD 4: The Physical Therapy staff practices ethically and legally. All physical therapists and physical therapist assistants on the staff should be practicing ethically and legally as outlined by the APTA code of ethics, the state standards of practice, the state practice act, and center policy. The center policy should include statements on patients' rights, release of confidential information, photographic permission, clinical research, and procedures for reporting unethical, illegal, or incompetent practice of physical therapy to appropriate authorities. All standards of practice should be in writing and available to the staff and the students. STANDARD 5: The Clinical Center is committed to the principle of equal opportunity and affirmative action as required by federal legislation. The center must adhere to affirmative action policies and not knowingly discriminate on the basis of sex, race, color, religion, handicap, or national origin in recruiting, hiring, promoting, retaining, training, or recommending benefits for or retirement of professional or nonprofessional personnel. In addition, the center must not discriminate against students and must insure that each student is provided equal opportunities, learning experiences, and benefits. STANDARD 6: The Clinical Center's philosophy and its objectives for patient care and clinical education are compatible with those of the educational institution. The clinical center and the physical therapy service should have a written statement of philosophy including comments relating to their responsibilities for patient care, community service and resources and educational and research activities. Clinical education objectives should be written specifically for the center by the center staff. The philosophy and objectives of the clinical center and educational institution must be compatible, but not necessarily identical or in complete accord. STANDARD 7: The Clinical Center demonstrates administrative interest in and support of physical therapy clinical education. Administrative support can be demonstrated by a clinical center in the following ways; a statement of commitment to clinical education included in its philosophy; center policies regarding work time spent in clinical education activities and compensation of staff for attendance at professional and continuing education meetings pertaining to clinical education; written communication from the administrator of the center r and physical therapy staff indicating that they are interested, willing, and committed to sponsoring a program of clinical education.

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II. D. (4) STANDARD 8: Communications within the Clinical Center are effective and positive. Effective and positive communications within the center can be demonstrated by: tables of organization to indicate formal lines of communication; regular meetings of staff and of advisory committees; informal oral and non-verbal communications with administrators, physicians, referral agencies, and patients; monthly and yearly reports listing staff activities and plans. Communication with or by students might fit the established pattern, or special arrangements might need to be made. STANDARD 9: The Physical Therapy Staff is adequate in number to provide a good educational program for students. Adequate clinical education can be planned for a student in a center with one physical therapist or more. The adequacy of numbers relates to the number of students accepted and the nature of the learning experience. Student-staff ratio can vary according to the nature of the center and the nature of the staff, the level of the student, the type of student, and the length of the student's assignment. STANDARD 10: One Physical Therapist with specific qualifications is responsible for

coordinating the assignments and activities of the students at the Clinical Center .

Planning and implementing the clinical education program in the clinical center can be a joint effort of all clinical faculty. Because the relationship between the ACCE and the CCCE must be close, one physical therapist should be the key person for coordinating the clinical education program within the center. The physical therapist appointed as the CCCE should be proficient as a clinician, experienced in clinical education, interested in students, possess good interpersonal relationship and organizational skills, and be knowledgeable of the center and its resources. STANDARD 11: Clinical Instructors are selected based on specific criteria. Clinical instructors should be interested in and willing to work with students. Normally, at least a year of experience should be a prerequisite for a CI, but in special programs or in special areas of expertise less experience has proven to be satisfactory. The CI should be proficient as a clinician. Personal characteristics of the CI should also be considered, including: enthusiasm, interpersonal relations, sensitivity to students, and receptiveness to suggestions. STANDARD 12: Clinical Instructors apply the basic principles of education—teaching and learning—tools of clinical education. Clinical instructors should possess the ability to plan, conduct, and evaluate a clinical education program based on sound educational principles. Necessary educational skills include the ability to: develop written objectives for a variety of learning experiences; organize activities to

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II. D. (5) accomplish these objectives, effectively supervise students to facilitate learning, and participate in a multifaceted process for evaluation of the clinical education program. To enable the CI to learn and then apply basic principles of teaching and learning, the ACCE and the physical therapy staff should collaborate on arrangements for presenting materials on clinical teaching to the CIs.

STANDARD 13: Special expertise of the various center staff members is shared with students. Clinical center staff members in physical therapy and in other professional disciplines related to physical therapy possess special expertise which can broaden the horizon and competency of students. This special knowledge and expertise can be shared with students through rotating systems of assignment, team meetings, departmental case conferences, in-service education programs, lectures, demonstrations, and by observing individuals perform special procedures. STANDARD 14: There is an active staff development program for the Clinical Center. The staff development program should be in writing in the administrative manual stating policies concerning on-the-job training, in-service education programs, continuing education program activities, attendance at state or national professional meetings, and graduate study. In-service education programs should be scheduled on a regular basis and be planned by members of the staff. Student participation in staff development activities should be encouraged. STANDARD 15: The Physical Therapy Staff is interested and active in professional associations related to Physical Therapy. Activities may include: self-improvement activities, professional enhancement activities, professional activities relating to offices or committees, papers or speeches presented, and other special activities. It should be the policy of the center that the staff be encouraged to be active professionally at local, state, and national levels. The CI should provide students with information about professional meetings and encourage their participation. STANDARD 16: The Physical Therapy Service has an active and viable process of internal

evaluation of its own affairs and is receptive to procedures of review and audit approved by appropriate external agencies.

Evaluation of personnel should be completed at regularly scheduled intervals and should include appropriate feedback to individuals. Evaluation of the service by utilization review, peer review, or medical audit should be required at regularly scheduled intervals. Evaluations should be continuous and include all aspects of the service including research and teaching. The clinical education program for various types and levels of students should be reviewed and revised as changes in objectives, programs, and staff occur.

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II. D. (6)

STANDARD 17: The various consumers are satisfied that their needs for Physical Therapy service have been met. Consumers of physical therapy services include patients and their families, administrators, physicians and professional personnel, referring agencies, and students. The degree of satisfaction of all of these sources should be documented. For example, physicians can express their satisfaction through increased or decreased referrals and increased or decreased reliance on the staff's judgment; and student satisfaction can be assessed through the evaluation of their clinical experience at the center.

STANDARD 18: Roles of the various types of Physical Therapy personnel at the Clinical Center are clearly defined and distinguished from one another. Current job descriptions reflecting the actual job being performed by each individual and the role of the student while at the center should be accessible to staff and students, job descriptions should reflect specific clinical education responsibilities of the staff. Organizational charts should show the relationship of staff members and to whom the student is responsible while at the center. STANDARD 19: Selected support services are available to students. Support services which may be available should be documented in writing for the student prior to arrival and supplemented by additional information upon arrival. Such support services might include: health care, emergency medical care, and pharmaceutical supplies; library facilities, educational media and equipment, duplicating services, and computer services; support from counseling personnel and advisors in research design and independent study planning; room and board, laundry, parking, special transportation and recreational facilities. STANDARD 20: Adequate space for study, conferences, and treating patients is available to students. Those items of particular concern to students are: lockers for clothing and security of personal belongings, a study area, a charting area, adequate space for patient care activities, and a private area for counseling with a CI or other staff members. Classrooms and conference space may be available. They should be accessible for staff meetings, lectures, case conferences, and demonstration of activities.

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II. E. (1) CLINICAL EDUCATION POLICIES

Professional Image The status of each of us as individuals is reflected by the initial image we portray to others. Studies have shown that professional competency is judged initially by the outward appearance and manner of health care professionals. Trust and acceptance by patients entrusted to our care is an important factor in how well they respond to our treatments, despite our technical skills. Dress regulations, in many instances, serve to protect the patient, to identify the professional to the consumer and to other health professionals. Bearing these thoughts in mind, we, the members of your faculty, have established standards of dress that we believe serve these purposes best. Our students have been advised of the standards and are expected to adhere to them within the limits of the facility’s needs and instruction. Appearance Clothing worn into patient care areas should be neat and clean to avoid bringing contamination into the clinical setting and should be removed for cleaning as soon as possible after leaving to reduce contamination of your surroundings. You should pay attention to your own personal hygiene to avoid offensiveness in your close physical interactions with patients. A student identification card is to be worn at all times in the clinical setting unless the student has been provided with an alternate form of identification by the facility. In clinic where the school uniform or a lab coat is not required, your attire is expected to be conservative and appropriate to the surroundings. Your clinical attire/appearance includes: Dress Code

A. Uniforms 1. Students are required to wear dark navy blue, black, or khaki pants.

and Solid white blouse/shirt with collar or short white clinical jackets are required. If the facility requests the student not to wear a clinical jacket as may be the case in a pediatric type environment, the student is to wear a white collared shirt.

2. Skin and underclothing should not be visible, even during physical activities requiring stooping or bending.

3. Solid color, supportive, non-slip closed toe, flat shoes with socks or nylons. 4. Tie is optional for males but may be required at some clinical facilities. 5. Uniforms may be dictated by the CCCE of the facility.

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II. E. (2) Accessories A. Hair

1. Must be worn away from the face and off the uniform collar. 2. Hair is worn in such a manner as not to interfere with your ability to perform

duties or attend to your patient. This may require hair to be pulled back or pinned up.

3. Hair must be clean, dry and combed. 4. Obtrusive hair accessories are not permitted (big bows, large and/or flashy

barrettes, barrettes with words, etc.). 5. Overall, your hair and hairstyle must present a professional appearance. B. Beards and Mustaches

1. Must be fully in place prior to first day of clinical. 2. Must be neatly trimmed, combed, and clean at all times. 3. Arriving at the clinical site unshaven in an attempt to grow a beard will result in

the student being dismissed from clinical for a day. 4. Shadow beards are not permitted.

C. Jewelry is limited to the following articles: 1. Wedding bands 2. Watches of professional appearance with a second hand. 3. One pair of pierced earrings of gold, silver, or white and no larger than a dime

may be worn. 4. Earrings must be either round or oval and may not hang below the ear. Hoops are

not permitted.

D. Cosmetics - Make up will always remain professional and subtle in appearance. Make up is limited to: 1. Lightly applied black or brown mascara. 2. Lightly applied and pale colored blush. 3. Lightly applied and pale colored lipstick.

4. Perfumes, scented body washes and scented aftershave lotions are not acceptable. 5. Nail polish or nail strengthener are not to be worn. Nails must be clean and trimmed. No fake nails or onlays are allowed. Behavior A. Students are expected to behave in a professional manner B. Students are strongly encouraged to be assertive in their clinical experiences. The

staff does not have the time or the obligation to seek out the reluctant student. C. No gum chewing during clinical hours. D. No eating or drinking in patient care areas. E. Students are not allowed to smoke on the clinical sites.

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II. E. (3) F. Students are not allowed to receive or transmit calls, texts or any other form of social

contact from cell phones or other similar electronic devices during clinic hours. They need to use the clinic phone number as an emergency contact during their affiliation with the facility.

G. Students are not allowed to use facility computers, phones or technology for private purposes.

Items Required for Clinical Day: The student supplies these items: A. Black ink ballpoint pen B. Name tag (student picture ID in a plastic holder) C. Watch with a second hand D. Gait belt E. Goniometer (optional) Attendance (Please inform ACCE of any problems with student attendance IMMEDIATELY) Clinical attendance is a very important part of the student's education. Learning opportunities that are missed cannot be reproduced. The faculty and college acknowledge that occasional circumstances arise which requires a student to miss class; however, abuse of absences must be avoided. Therefore, the following policy is written governing clinical attendance. A. Active Participation in clinical activities is required. B. Students are allowed 30 minutes for lunch C. Students are allowed to take one 15-minute break, but only as the workload permits.

Breaks must be taken on clinical premises. D. Clinical hours are 8:00 am - 4:00 pm unless the clinical site operates a different schedule – the student is required to work the same schedule as their CI. E. Tardiness is not allowed. Three tardies = one absence.

1. Tardiness can be described as arriving late on the assigned date or leaving prior to the conclusion of the scheduled day.

F. Absences: 1. The only excused absence is a college holiday.

2. Any absence that is deemed reasonable by the CCCE/CI can be made up based upon the ability of the facility to offer “make-up days”. If the absence is deemed unreasonable, a conference between the student, CCCE/CI, and ACCE/PD will occur to determine a remedial course of action. The clinical faculty have the right to dismiss the student from their facility.

3. The student is required to inform both the clinical faculty AND the academic faculty of any pending tardies or absences. Failure to inform the supervising therapist is cause for dismissal from the clinic.

Failure to comply with the dress code or accessories requirements will result in student being dismissed from clinical for the day and a review by the Program Director and/or ACCE. Repeated offenses (2 or more times) will result in either disciplinary action or dismissal from the program

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II. E. (4)

Student Responsibilities for Clinical Education A. Students are to report to the assigned clinical instructor at the appointed time. B. Students are expected to adhere to the stated dress and grooming policies. C. In case of any absence, the student is to inform the clinical instructor and the program

faculty (Director or ACCE) no later than 30 minutes after the appointed starting time. D. Decisions related to make-up time for any absences from the patient care setting are

made on individual basis at the discretion of the respective clinical instructor and ACCE. E. There are no "built in" off days during clinical assignments, except college holidays. F. Each student shall attend such meetings and clinics at the facility as designated by the

clinical instructor responsible for his or her clinical education. G. Students shall abide by the ethical guidelines set forth by the American Physical Therapy

Association. H. Students shall return all clinical evaluation forms to the ACCE as instructed. Failure to

comply will affect the clinical grade. I. Each student is responsible for providing his/her own transportation to clinical and housing for out-of-district clinical. J. The student shall abide by the policy limiting personal cell phone use. K. The student will have satisfactorily completed all required PHT and general college

coursework prior to entering PTA Clinic III. PTA Program Responsibilities for Clinical Education A. A copy of each student's physical exam, immunization records, liability insurance, CPR

certification, HIPPA certification, and AIDS/OSHA training will be maintained in the student's file and upon request can be forwarded to the CCCE/CI.

B. The program will strive to provide students with clinical sites that provide the depth and breadth of clinical education.

C. A minimum of one clinical visit per affiliation will be conducted by a faculty member of the program (distance permitting). The visit will include meetings with the clinical instructor(s) and student. If a personal visit is not feasible, a phone call for midterm evaluation may be performed. Visits may be more frequent as requested by the clinical faculty.

D. Once clinical sites have been selected for student placement, communication via email or a letter will inform them of the program’s intention to place a student with them.

E. Once the site has agreed to instruct a student for a specific clinical rotation, and a student has been assigned, the Program will forward information to the site to include: 1. Clinical Performance Instrument (CPI) 2. Student Information Sheet. 3. Clinical Orientation Form.

The faculty are available for discussion of any problem in the clinic. Please do not hesitate to contact any of them.

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II. E. (5) Additional Policies of Clinical Education A. Pregnancy – An uncomplicated pregnancy will not prevent completion of clinical

courses. However, the program faculty recognize the facility may choose not to accept a pregnant student. 1. A Hold-Harmless Agreement has been developed by the Allied Health department

for this or other alterations in health status of a student. A copy of this agreement will be given to the CCCE/CI if they accepted a pregnant student at the site.

B. Universal Precautions for all patients are the standard of the program. C. Students are required to submit evidence of good mental and physical health for program

admission. A health record is maintained on each student and is available to the clinical faculty.

D. Any injury sustained during clinical assignment must be immediately reported to the CCCE/CI. Any medical expense incurred will be the responsibility of the student.

1. An incident report form from the college is available to the student 2. The program faculty should be informed of the incident as quickly as possible. E. Clinical Supervision of PTA Students - In accordance with Florida Practice Statutes and

Standard I of the APTA Standards of Ethical Conduct for the Physical Therapist Assistant which states "Physical Therapist Assistants provide services under the supervision of a physical therapist", we believe that during the period of clinical education the PTA student should be supervised by a licensed physical therapist. The student may be assigned to either a PT or PTA clinical instructor who will evaluate the student’s performance with input from other staff as necessary. A PT must be on site for a PTA student to perform any patient interventions during the clinical experience. If there is no PT at the facility, the student may only observe therapeutic services or act as a technician as defined by the facility.

F. The program supports the Patient’s Bill of Rights as written by the American Hospital Association (1992 revision). We expect our clinical facilities to use this document as a guide for their provision of therapy services to patients; and to hold program students to the highest standard of patient care.

F. Orientation of Students - It is the program's belief that students cannot reach their maximum potential unless they are familiar with their environment and aware of the expectations placed upon them. In accordance with this it is requested that all students be oriented to your facility. Students and CI's are asked to complete a checklist to ensure that all pertinent and applicable areas are covered---a sample checklist is enclosed in this handbook.

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II. F. (1)

STUDENT ORIENTATION

STUDENT NAME: ____________________________________________________ DATES OF AFFFILIATION: _____________________________________________ CLINICAL FACILITY: _________________________________________________ PRIOR TO STUDENT ARRIVAL _________Specific dress code requirements (if any) _________Directions to the facility and to the department _________Hours of operation _________Parking arrangements _________Who to report to on the first day (CCCE, CI, Human Resources) _________Arrangements for living quarters (if applicable) _________Lunch availability (storage, accessibility) _________Brochures or pamphlets on facility _________Brief description of the types of experiences students can anticipate encountering on clinical (i.e. aquatic therapy so student can be prepared and bring swimsuit) FIRST WEEK OF CLINICAL ________Introduction to departmental staff and personnel ________Introduction to key facility personnel ________Review of organizational structure of the department ________Job descriptions for all PT personnel/sample performance evaluation ________Tour of facility ________Tour of department ________Orientation to department and facility policies and procedures including but not limited to:

_____Fire safety _____Patient emergencies-codes and procedures _____Employee safety _____Patient incidence _____Employee/student incidence _____Availability of emergency services

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II. F. (2) ________Explanation of daily routine including but not limited to:

_____Scheduling _____Procedures for treatment charges _____Documentation procedures and forms _____Procedure for telephone management _____Designation of student work area ________Clinical Objectives: _____Review various types of learning experiences available to student _____Review student's responsibilities and the CI's expectations for the student _____Review schools objectives for the course

_____Discuss student’s pre-clinical self assessment (which includes students learning style, previous experiences and goals)

_____Discuss clinical instructor's teaching style _____Establish formal objectives for the student and time frames for achievement _____Establish plans for providing feedback (formal and informal)

_____Schedule (even if tentative) time for student midterm and final performance evaluation THROUGHOUT CLINICAL ________Provide student with ongoing feedback formal and informal ________Solicit feedback from student ________Keep ACCE appraised of any concerns regarding student performance ________Document areas of student performance (positive and negative)-this will make completing the formal written evaluation easier and assist you in providing accurate feedback to the student ________Assess student progress in relation to established goals AT COMPLETION OF CLINICAL ________Review student evaluation with student _______Review student's evaluation of clinical experience _______Student and CI sign off on both of the above _______Mail student evaluation to school Student Signature:________________________________________ Date:_______ CI Signature:____________________________________________ Date:_______ CCCE Signature:_________________________________________ Date: ______

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III.

ADDITIONAL INFORMATION

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III. A.

POLICY ON FINANCIAL BENEFITS TO STUDENTS

Pensacola State College policy and the specifications of the agreement with each facility do not permit stipends or other payments to our students. However, if the facility wishes to help a student in the P.T.A. program, the Pensacola State College Foundation can receive a grant to provide a specific student with a scholarship in your name.

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III. B.(1)

PRECEPTOR INFORMATION

The College recognizes the CCCE and Clinical Instructor (CI) as preceptors. This indicates that they are teachers at the College but are on a no-money contract. The preceptors do receive certain benefits; see list below.

PRECEPTOR PRIVILEGES

A. Considered a Pensacola State College employee on a "no-money" contract.

B. Ability to list "instructor at Pensacola State College." on resume.

C. Invited to all program graduations and pinning ceremonies.

D. May attend clinical physical therapy in-service workshops offered by Pensacola State College free of charge.

CLINICAL EDUCATION FACULTY DEVELOPMENT

The PTA program at PSC will implement a program to enhance communication with and education of clinical site educators. The ACCE will utilize the student’s evaluations of clinical sites and faculty along with their evaluation of the clinical education program to develop and promote improved communication and improved skills in student facilitation at the sites.

The ACCE will develop Continuing Education modules (CEU’s) to share information with host clinics and the CCCE’s/CI’s including, but not limited to, goal-setting for students, assessment of students, and how to complete the CPI. Current policies and procedures for monitoring students and the current status of Medicare/insurance reimbursement for student-provided patient treatments may be a topic of education, along with tips for mentoring students and working effectively with the ACCE for developing student cognitive, psychomotor or affective skills. PSC’s pertinent continuing education opportunities for health care providers will be shared.

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III. C. (1)

CLINICAL EDUCATION GRADING POLICY

Students are assessed on their performance in clinic by their clinical instructor (CI) and the Center Coordinator of Clinical Education (CCCE) if applicable. Based on the assessment of the CI and the completion of assignments, the Academic Coordinator of clinical Education (ACCE) evaluates the performance as compared to material previously covered in the program and assigns a grade. The student’s performance will be assessed for all activities performed in the clinic. However, if the activity was taught in the clinic and has not been covered in the curriculum up to that point, then the performance will not adversely affect the student’s grade for the clinical course. Pensacola State College believes that student’s should seize every opportunity to learn! The Clinical Performance Instrument (CPI) developed by the APTA is the tool chosen to assess student clinical performance. The CPI allows the rater to assess student performance based on outcome performance criteria. The rater indicates on the visual analog scale (VAS), using a vertical line that intersects the scale, where the student’s performance falls on the continuum from novice clinical performance to entry-level performance at both midterm and final evaluations. Sample behaviors accompany each performance criterion to guide the assessment of the student’s competence relative to the performance criterion. In addition, the rater has the option of checking the “with distinction” box indicating that the student’s performance on the criterion exceeds expectations for that specific clinical experience. Note that this scale allows the rater to indicate any performance criterion that was not observed.

Performance dimensions include: 1. Quality of performance 2. Supervision/guidance require 3. Consistency of performance 4. Complexity of tasks/environment 5. Efficiency of performance

The ACCE is responsible for assigning the grade for this course. The documentation, communication, and scores will determine this. The program has no control over the patient census or diagnostic variety of each facility at any given time. If the student does not complete all required competencies and skills listed on the CPI due to lack of opportunity, further clinical experiences will be arranged for the student. The student should remain aware of which skills he/she still needs to demonstrate competency in and inform the ACCE if it appears as though the opportunity to fulfill these requirements does not exist in their current situation. Students should actively pursue opportunities involving unusual diagnoses or surgical procedures that may arise during the clinical experience; even if it means following another PT or PTA for a couple of days to have the experience. The alternate CI would report their experiences with the student to the CI or CCCE for grading opportunities.

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III. C. (2) Grading Criteria Clinic II Professionalism: 15% Journal: 15% Case Study 15% CPI (self-assessment): 15% CPI (clinical evaluation): 40% Total 100% Grading Criteria Clinic III Professionalism: 10% Journal: 10% Case Study 15% CPI (self-assessment): 15% CPI (clinical evaluation): 50% Total 100%

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III. D. (1)

ABBREVIATED RESUME

NAME: ______________________________________________________ DATE: ___________________ 

PRESENT POSITION: (Title, Institution) ______________________________________________________ 

CURRENT PROGRAM RESPONSIBILITIES:  (CCCE, CI) ___________________________________________ 

LICENSURE: ___________________________________ CI Credentialing: __________________________ 

SUMMARY OF COLLEGE AND UNIVERSITY EDUCATION:  

INSTITUTION  

PERIOD OF STUDY  MAJOR  DEGREE 

FROM  TO 

       

       

       

       

 SUMMARY OF PRIMARY EMPLOYMENT (For current and previous four positions since graduation from college: start with current) 

EMPLOYER  POSITION  PERIOD OF EMPLOYMENT 

FROM  TO 

     

     

     

     

     

 CONTINUING PROFESSIONAL PREPARATION RELATED DIRECTLY TO TEACHING ASSIGNMENTS: (Formal courses, CEUs, Research, Clinical Practice, etc. in the last five years)  

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________ 

Forms Packet for PTA Program Self‐Study Report 11/11