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Ivester College of Health Sciences

DEPARTMENT OF PHYSICAL THERAPY

CLINICAL EDUCATION HANDBOOK

2019-2020

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Table of Contents Purpose of the Clinical Education Handbook ................................................................................................................... 3 Contact Information .......................................................................................................................................................... 3 CAPTE Accreditation Statement ...................................................................................................................................... 4

Department of Physical Therapy, DPT Program .................................................................................................................. 4

Program Mission ............................................................................................................................................................... 4 DPT Curriculum Overview ............................................................................................................................................... 5

DPT Clinical Education ........................................................................................................................................................ 5

Clinical Education Philosophy .......................................................................................................................................... 5 Clinical Education Outcomes ............................................................................................................................................ 5 Clinical Education Sites .................................................................................................................................................... 6 Objectives of Clinical Education Courses ......................................................................................................................... 6 Clinical Education Placement Requirements .................................................................................................................... 6 Hardship Status for Internship Placement ......................................................................................................................... 7 Scheduling and Assignment of Students for Clinical Internships ..................................................................................... 8 Clinic Attire ...................................................................................................................................................................... 8 Medical and Legal Requirements ..................................................................................................................................... 9 Clinical Education Policies ............................................................................................................................................. 10 Required Essential Functions .......................................................................................................................................... 10 Accident/Incident Reports ............................................................................................................................................... 12 FERPA ............................................................................................................................................................................ 13 Attendance ...................................................................................................................................................................... 13 Communication ............................................................................................................................................................... 14 Clinical Education Records ............................................................................................................................................. 14 Unsatisfactory Clinical Performance .............................................................................................................................. 14 Clinical Education Feedback and Outcomes ................................................................................................................... 16 Clinical Faculty Privileges .............................................................................................................................................. 17 Rights and Responsibilities of Academic Institution, Clinical Education Center, & Student ........................................ 17

Appendices .......................................................................................................................................................................... 19

Appendix A: DPT Curriculum Overview and Course Descriptions .............................................................................. 20 Appendix B: Chronological Listing of Courses .............................................................................................................. 33 Appendix C: Standard Contract Template ...................................................................................................................... 35 Appendix D: Evaluation Tools for Early Mobility ........................................................................................................ 43 Appendix E: Clinical Education Assessment Tool ......................................................................................................... 49 Appendix F: Student Assessment of Clinical Experience ............................................................................................... 90 ¶ ....................................................................................................................................................................................... 94 Appendix G: Student Assessment of Clinical Instruction ............................................................................................... 95 Appendix H: Table of Progression Through The Clinical Education Curriculum .......................................................... 98 Appendix I: Clinical Education Tracking Chart ........................................................................................................... 102

DPT Student Affirmation of Receipt and Review of the Clinical Education Handbook .................................................. 105

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Purpose of the Clinical Education Handbook

The information in this handbook is intended to provide each student and CCCE/CI with information regarding

the intent and expectations of the Brenau University DPT Program, including the expectation that all clinical

education regulations will be upheld. This handbook includes information about the curriculum, rules,

regulations, and policies governing and related to the clinical education component of the DPT Program at

Brenau University. It also serves to disseminate clear information and guidelines for use in decision-making.

This handbook is intended to supplement, not replace, the Brenau University DPT Student Handbook, or any

clinical affiliate’s published policies/procedures. The student is expected to abide by the policies established

by the Program, rules and policies of each clinical affiliate and the standards established by the physical

therapy profession.

Questions related to the content of this manual should be directed to the Director of Clinical Education or the

Program Director.

Contact Information

General DPT Program Contact Information: Phone Number: 678-971-1832/ Fax 678-971-1834

Program Address:

Department of Physical Therapy

Brenau University

500 Washington Street SE Gainesville, GA 30501

Director of Clinical Education

Tamara Buck, PT, DPT, PCS

tbuck@brenau.edu 678-971-1847

Assistant Director of Clinical Education

Daniel Maddox, PT, DPT, OCS, FAAOMPT dmaddox1@brenau.edu 678-971-1846

Assistant Director of Clinical Education

Christy Brimmer, PT, DPT, NCS cbrimmer@brenau.edu 678-971-1843

Clinical Education Specialist

Kimberly Dean kdean@brenau.edu 678-971-1837

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CAPTE Accreditation Statement The Department of Physical Therapy at Brenau University 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. If needing to

contact the program/institution directly, please call 678-971-1832 or email twilson3@brenau.edu.

Department of Physical Therapy, DPT Program

Program Mission

The mission of the Brenau Department of Physical Therapy is to challenge our students to live extraordinary lives through

the implementation of our college’s motto: Thoughtful, Intentional, Strategic. We ready our students for success in

today’s healthcare arena through the application of an experiential learning approach that integrates clinical and didactic

learning. Our students will be prepared to consistently practice with integrity and competence in a variety of settings. We

will provide students with learning environments and opportunities dedicated to the student’s individual development as

well as the advancement of physical therapy practice. Our culture will engender excellence, scholarship, altruism,

integrity, interdependence and a sense of purpose in each of our students.

Physical Therapy Department Goals Program

Goals

1. Provide DPT students with ongoing, integrated learning experiences that will prepare them to consistently

practice with integrity and competence in a variety of settings. 2. Challenge students to live extraordinary lives of personal and professional development through an inventive,

strategic, experiential, collaborative and evidence-based educational approach.

Faculty Goals

1. Recruit and retain highly trained, effective and productive faculty who have diverse expertise and training

appropriate to the Program's mission.

Student Goals

1. Be competent, ethical physical therapists who will continue to grow professionally by their lifelong acquisition

and refinement of knowledge, skills, values and professional behaviors.

2. Be scholarly and resourceful physical therapists with the capacity to routinely integrate the best evidence

available into their practice. 3. Use sound clinical judgment to make optimal decisions for and with their clients. 4. Serve as principal members or leaders in interdisciplinary healthcare practice, health policy, and research. 5. Engage in efforts to provide their services to people in need locally, nationally, or globally.

Expected Student Outcomes

1. Enroll 40 entry-level students who meet high standards in the areas of academic aptitude, leadership potential and

commitment to a career in physical therapy. 2. Students will be independent problem-solvers and critical thinkers as evidenced in the classroom and during

clinical internships. 3. Students will be autonomous practitioners and the authoritative practitioner in the diagnosis and treatment of

movement disorders. 4. Students will be physical therapists who address the unique physical and psychosocial characteristics of each

individual client. 5. Student will be physical therapists who adhere to state and professional ethical and legal regulations. 6. Students will be physical therapists who are capable of providing safe and effective physical therapy services in a

variety of clinical settings.

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7. Students and alumni will participate in service to the profession and communities. 8. Students will value active involvement in community and professional service organizations.

9. Life-long learning will be fostered through an emphasis on evidence-based clinical practice and involvement in

rehabilitation research seminars and clinical seminars

DPT Curriculum Overview

The curriculum is developed around five main areas: foundational science, applied clinical science (includes systems),

professionalism, evidenced based practice, and clinical education. Additionally, curricular threads of critical

thinking/problem solving, examination/evaluation and intervention for complete systems (especially musculoskeletal,

neuromuscular, and cardiopulmonary) as a necessity for patients in all stages of recovery, the ICF model of disability,

professionalism, and evidence based practice are used as the foundation for integration with clinical education. Each

curricular thread parallels student expected outcomes and the 18 Clinical Performance Criteria of the CPI; reoccurs

throughout the didactic curriculum; and are integrated with laboratory and part-time clinical experiences that lead to full

time clinical internships. The threads allow students to methodically develop the skills for clinical experiences. Integration

and evaluation (formative and summative), allow faculty to identify students needing additional mentoring to prepare for

the first full time experience.

The clinical sciences have as their foundation a strong basis in the biological and physical sciences. A culture of clinical

reasoning and critical thinking is established in the first semester and continues throughout the entire curriculum. A

patient-centered clinical approach incorporating and integrating principles from the biologic and behavioral sciences

occurs from day one. In this way physical therapy clinical practice is defined clearly to the student as a values-driven,

scientifically-based profession. The student’s professional persona is being shaped by ethics, decision-making, and

critical thinking as they embark on attaining their clinical skills. The teaching philosophy across the faculty is to

incorporate issues such as ethical dilemmas, reimbursement demands, cultural diversity, communications, etc. as the

students move through their clinical coursework. The application and demonstration of clinical decision-making skills

occurs continuously throughout the program in each clinical course. Every clinical course throughout the program

requires the student to apply clinical judgment to case studies and patient populations specific to that course. Finally,

students gain advanced knowledge and skills to support selected roles in practice based research; healthcare management,

program development and entrepreneurship; or adult and continuing professional education.

DPT Clinical Education

Clinical Education Philosophy

Clinical education experiences are designed to allow students to use acquired knowledge, attitudes, psychomotor skills,

and problem solving to attain professional competency. The clinical education opportunities at Brenau University are

integral parts of the educational process that provide the student with opportunities to integrate clinical practice with

basic science, physical therapy theories, and critical thinking. Expectations of initial and subsequent experiences are

structured to build on previous knowledge. Our students are integrated into the clinic beginning in the second semester

and are required to meet strict criteria for entering into the clinic as evidenced by their performance in simulated and

practical patient experiences. Please see appendix A for our current curriculum: Appendix A: DPT_Curriculum

Overview_

Clinical Education Outcomes

The grading criteria, using the Clinical Performance Instrument (CPI), targets the skills to be mastered on the full- time

clinical education internships. The grading criteria are clearly defined to allow students to work independently towards

their expectations, utilizing the opportunities available at that clinical education site. Professional competency for an entry-level therapist is defined as being effective, consistent, and safe with the skills

defined as the minimum criteria. The skills required of an entry-level therapist involve evaluation and treatment of

patients across a wide spectrum of ages, diagnoses, and health care settings. Sites for entry-level education are selected

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and maintained to meet the entry-level needs of the students. Specialization in a specific area is not an expectation or a

desired outcome of entry-level education.

Clinical Education Sites

Clinical education experiences provide the student with opportunities to practice and perform professional

responsibilities with appropriate supervision, professional role modeling, and a variety of patients and

learning experiences. These experiences require effective communication between clinical and academic

faculty, written agreements between the academic institution and clinical centers outlining responsibilities of

each party, and standardized education of clinical faculty. Clinical centers that demonstrate the

aforementioned criteria are recruited and maintained. New clinical sites are developed according to the need

for specific learning experiences and sufficient site numbers.

Objectives of Clinical Education Courses

All academic and clinical coursework must be successfully completed in sequence. Failure to complete

a course in sequence may cause a student to wait a full year before resuming the program. Preparation

for clinical experiences includes successful completion of academic coursework as well as demonstrating

professional behavior.

Professional behavior is critical for a successful transition from the classroom to the clinical setting. The

faculty recognizes the importance of this by incorporating the development and evaluation of professional

behavior into each academic course. All students must attain developmentally appropriate levels of

professionalism on Brenau University’s Professional Development Tool (PDT) See Appendix D. Student

performance on the PDT will be determined by behaviors in the classroom and lab. Additional feedback

will be provided by peers, instructors, and teaching assistants. Students will use the PDT to formally self-

evaluate their professional behavior and participate in professionalism teams, with peers, faculty, and

clinicians.

The clinical education coursework begins in the second through fourth semesters when students are

assigned to our Early Mobility Team at Northeast Georgia Medical Center. During these semesters,

students must meet all course criteria in order to successfully complete the courses. The assessment tool

utilized during Clinical Education I, II, and III focuses on professional behaviors and basic clinical skills.

As the student progresses throughout the first three courses the objectives advance according to the scale in

the PDT and based on skills learned from coursework each semester. Students will receive summative

feedback utilizing the assessment tool at mid-term and final. At midterm those students with areas of

improvement needed will meet with a faculty member to develop a remediation plan and contract to

achieve the course criteria by the end of the semester. Students who are unable to achieve all criteria by the

end of the semester will be dismissed from the program. Refer to Appendix G for the Table of progression

through the clinical education curriculum.

Clinical Education Placement Requirements

Students will not be placed in internship sites in which 1) they have been employed or are well known by the

staff, or 2) there are family members in employment or 3) they have a legal contract for future employment or

a scholarship with an obligation for employment following graduation. Students are obligated to notify the

DCE of any of the above situations. Students should be prepared for transportation, lodging and food costs

associated with all internships and half day/full day clinical experiences. Half-day and full-day experiences

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will be located within a 60-mile radius of Gainesville. There is no guarantee that the student will be placed in

Gainesville or the surrounding area.

In addition to 144 hours of clinical exposure during the Early Mobility Program, each student will complete

three full time internships. These full time internships will include, at a minimum, opportunities to manage

adult and geriatric patients in inpatient and outpatient settings. Additionally, each student will have

opportunities to demonstrate competence when managing patients with dysfunction in the four primary

practice patterns, musculoskeletal, neuromuscular, cardiopulmonary, and integumentary. The DCE works

closely with students to ensure learning experiences across age span and diagnoses diversity. Through the

combination of these experiences, the student is able to meet the requirements for graduation as outlined in the

program goals and outcomes.

Hardship Status for Internship Placement

As noted in each student’s acceptance letter, all students should expect to be placed outside of the

commutable area for full-time internships. Hardship status is utilized for students experiencing

significant burdens, such as being a primary caregiver, requiring them to be placed in a specific

location. Students who have a significant burden that imposes a hardship, may apply for hardship status

for internship placement. Financial burdens do not qualify as a hardship. Students with extraordinary

financial burdens causing a hardship and disruption to their learning will be considered for hardship

status. If students have questions about the hardship policy they should consult with the DCE for

advisement.

Hardship Application process:

The hardship application is located in E-value. Students must submit a hardship application form to the

DCE who will discuss these requests with the Clinical Education Committee to review and make

decisions. The hardship application must include the student’s name, the timeframe of hardship request,

geographic need for placement, and specific reason for the request (nature of the hardship). The

application must have enough details to allow for an informed decision by the committee. Incomplete

applications will be returned to the student with a request for additional details.

Application time-frame:

Students may apply for hardships at any time and are encouraged to apply as soon as they experience a

hardship and if possible, at the beginning of the semester when the placement process occurs for the

clinical education course.

Hardship approval defined:

Approval of a hardship status allows students to be placed in the geographic location of need, but does

not guarantee a specific site placement. Sites must meet clinical site requirements as stated above.

Placement in the requested geographic location cannot be guaranteed. Placement must also meet the

learning needs of the student and offer the variety of practice areas and settings required. Due to the

time-sensitive nature of the internship placement process, decisions made by the Clinical Education

Committee regarding hardship status are final. Students with concerns about these decisions may seek

further guidance from the DCE and the Clinical Education Committee, but must understand that the

matching process will proceed according to schedule.

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Scheduling and Assignment of Students for Clinical Internships

Clinical Internships are scheduled 4-12 months prior to the date of the internship. Available placement slots

are recruited from contracted sites for the following calendar year. Placement decisions are made in order to

ensure each student is exposed to the four main practice areas: musculoskeletal, neuromuscular, integumentary

and cardiopulmonary and a variety of patient populations and settings. Clinical education experiences provide

the student with opportunities to practice and perform professional responsibilities with appropriate

supervision, professional role modeling, and a variety of patients and learning experiences. These experiences

require effective communication between clinical and academic faculty, written agreements between the

academic institution and clinical centers outlining responsibilities of each party, and standardized education of

clinical faculty. Clinical centers that demonstrate the aforementioned criteria are recruited and maintained.

New clinical sites are developed according to the department's needs for learning experiences. Students must

refrain from contacting any clinical site or clinician in an effort to secure or arrange a clinical internship. Any

student engaging in efforts to bypass the internship placement process may be subject to disciplinary action.

Students should contact clinical sites only on the approval of the DCE and following confirmation of clinical

placement at the facility. The DCE/ADCE make the final placement decisions.

It is the student’s responsibility to make contact with the CCCE and/or Clinical Instructor at their assigned site

via email or phone six to eight weeks prior to the scheduled start date of the clinical experience. Students

should confirm all site requirements including health information, mandatory training, background checks, etc.

via communication directly with the site. Students must meet the site requirements within the timeframe

identified by the site. Students who do not fulfill the site requirements in a timely fashion will be subject to

disciplinary action up to and including possible dismissal from the program

Students are required to complete a student information form in E-value detailing their learning style, clinical

and professional strengths and areas for improvement, goals for the clinical experience and other important

information. The purpose of the student information form is to prepare the clinical instructor and site to

facilitate the learning experience. Students must update and share the student information form with their

clinical instructor or the CCCE prior to each clinical experience.

Students with documented disability needs must meet with the DCE to discuss the needs specific to each

clinical and provide consent for the DCE to contact the CCCE to arrange for any requested accommodation.

Students who are not requesting accommodations are encouraged meet with the DCE to discuss their situation

in a good faith effort to avoid misunderstandings regarding the student’s abilities and needs.

Reassignment of student clinical placement is only considered in the event of cancellation by the site.

Cancellations occur due to site or staffing changes which are not under our control, therefore, students must be

aware of the possible need to reassign placement. In this event, the CCCE should contact the DCE as soon as

possible to allow for alternate planning for student placement. The DCE will work with the student to secure

placement that will meet the program requirements.

Clinic Attire

Students are required to wear an appropriate identification badge depending on the policies of the clinical

facility. Clinic attire is considered business casual (collared shirts and slacks). Some clinics may have more

specific dress code requirements. It is the student’s responsibility to inquire about and abide by all clinic

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requirements including dress code. As a representative of our Program, students must be appropriately

dressed for all clinic visits regardless of the purpose of the visit.

Clean, professional closed-toe & closed-heel shoes are required (no sandals).

No jewelry except a watch, small, conservative, and non-distracting earrings, wedding ring or engagement

ring is to be worn when in clinic. No facial jewelry is allowed in the clinical setting. Rings should be

removed and secured in a pocket as they may cause discomfort to the patient. Excessive perfume or cologne

is unacceptable. Even small amounts may be prohibited in the clinic, as it can be offensive/irritating to

patients with allergies/sensitivities.

Medical and Legal Requirements

All students are required to meet the DPT immunization requirements for admission. Prior to participation in

clinical internships, all students must show current proof of the following:

HIPAA Training

HIV/Blood borne Pathogen Training

CPR/BLS Healthcare Provider certification

Health insurance including major medical (hospitalization)

Annual Tuberculosis screening

Hepatitis B

Background Check

Per individual clinical site requirements, students may be required to show proof of the following:

Additional background checks of varying levels and cost

Drug Screen

Finger printing

Additional vaccines such as Tetanus or Influenza

Facemask fit testing

Other requirements as stated by the individual clinical site

Students are required to review internship site documents such as the Clinical Site Information Form (CSIF)

and posted reports from prior students, as well as contacting the Center Coordinator of Clinical Education

(CCCE) at each site to prepare appropriately for each clinical placement.

Students must link proof of coverage/completion of all medical and legal requirements in E-Value and keep

this up to date throughout full time clinical experiences. Students who fail to comply with these requirements

are subject to disciplinary action.

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Clinical Education Policies

Required Essential Functions

Physical therapy students must meet the essential functions and technical standards required of the

majority of physical therapy positions, unless they have special considerations that the university is able

to accommodate under the “reasonable accommodations” of the Americans with Disabilities Act (ADA).

These requirements are necessary for both the clinical portion of academic courses and clinical

internships. The requirements are as designated below:

Communication skills:

Students must be able to communicate effectively with faculty, peers, coworkers, clients, patients and other

members of the healthcare team. Effective communication includes the ability to receive, interpret, utilize and

disseminate information via verbal, non-verbal, and written communication in a manner that is comprehensible

by colleagues, clients, and laypersons. It is required that students communicate in the English language at a

level consistent with competent professional practice, verbally and in writing (manual and computer). Students

must demonstrate the ability to sensitively and effectively communicate with individuals with disabilities and/or

from different social and cultural backgrounds.

Observation skills:

Students must be able to accurately observe the client’s or patient’s activity and behavior during examinations

and interventions as well as changes in status such as skin temperature and/or color, heart rate, facial

expression, muscle tone, breath sounds, and breathing rate or pattern. Students must also be able to accurately

observe and interpret demonstrations in the classroom, projected slides or overheads, x-rays, and monitor dials

on equipment.

Psychomotor skills:

Students must be able to develop proficiency in motor skills required for accurate examination, evaluation, and

intervention techniques. The student must demonstrate adequate locomotor ability to allow them to physically

maneuver to and from and within the classroom, lab, and clinical settings in a timely manner. This includes the

ability to quickly respond in emergency situations such as preventing a patient’s fall. Students must be able to

safely and effectively manipulate or maneuver another person’s body and/or body parts to perform examination

and intervention techniques and emergency procedures (e.g., transfers, gait training, positioning, mobilization,

exercise, cardiopulmonary resuscitation, use of tools such as goniometer, blood pressure cuff, stethoscope, etc.).

Students must be able to perform physical therapy examination and intervention procedures in a manner that is

consistent with the American Physical Therapy Association’s (APTA) Code of Ethics and Guidelines for

Professional Practice.

Students must be able to perform the physical demands required by the majority of clinical settings in which

physical therapists practice. These physical demands include the ability to:

Continuously (67-100% of workday) utilizes gross and fine motor hand coordination with repetitive motions such as

simple and firm grasp tasks requiring manual dexterity. Frequently (34%-66% of workday) stand, walk, climb stairs, reach, squat, twist, bend and lift and carry items up to

30 pounds for a distance of at least 30 feet. Also, must be able to exert push/pull forces up to 24 pounds for distances

up to 50 feet. Occasionally (up to 33% of workday) kneel, crawl, and reach above shoulder level, as well as lift and carry items

between 10 and 40 pounds for a distance of at least 30 feet. Also must be able to exert push/pull forces of up to 30

pounds for distances up to 50 feet.

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Cognitive/Intellectual skills:

Students must be able to measure, calculate, reason, analyze, synthesize, and apply large amounts of

information in a short period of time. Students must be able to understand and apply principles, theory, and

research to physical therapy practice. Students must demonstrate the ability to think critically and problem

solve. Students must have the ability to accurately self-assess and reflect on their own performance.

Behavioral/Affective skills:

Students must possess and demonstrate a level of emotional health and maturity that allows the full use of their

intellectual capabilities, the use of good judgment, the ability to effectively handle physically, emotionally, or

intellectually stressful situations. This includes the ability to adjust and adapt to changing situations or

uncertainty in the academic or clinical environment. Students must also demonstrate a commitment to working

with individuals with physical and cognitive deficits from a variety of age groups, cultures, socioeconomic

status, without bias.

Students should refer to the Brenau DPT student handbook for the policy on Essential Functions and how to

seek accommodations.

Accommodations for Students with Disabilities – Section 504 and the Americans with Disabilities Act

Brenau University and the Department of Physical Therapy is committed to complying with all applicable

requirements of the Americans with Disabilities Act of 1990, Section 504 of the Rehabilitation Act of 1973,

and other applicable federal and state laws. Brenau does not discriminate in violation of these laws in its

programs and services available to all admitted students.

The Learning Center assists qualified students with disabilities in obtaining a variety of services, directed by

the University’s Disabilities Service Provider. The University’s Compliance Officer coordinates the

University’s efforts in complying with federal, state, and local laws such as Section 504 and ADA, Title IX of

the Education Amendments of 1972, and Title VI of the Civil Rights Act of 1964.

The University Compliance Officer:

Dr. David Barnett, C.F.O

Executive Vice President

Brenau University

500 Washington Street, SE

Gainesville, GA 30501-3697

(770) 531-3116

The Disabilities Services Provider

(DSP):

Ms. Jennifer Wilson Loggins

Learning Center, Director

Brenau University

530 Washington Street

Gainesville, Georgia 30501-3697

(770) 534-6134

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Eligibility for services is determined by the DSP, and individuals must self-identify and provide proper

documentation as outlined by the DSP. After eligibility is approved, students meet with an assigned

coordinator to develop an individualized service plan that identifies appropriate accommodations and

services.

Note: It is the student’s responsibility to notify and provide documentation to each instructor regarding

the requested accommodations. Documentation should be provided prior to any testing or assignments to

enable the instructor to implement or coordinate requested accommodations.

Accident/Incident Reports

Students who are involved in or witness an accident/incident while participating in clinical internship activities must

follow the clinical site’s policy on completing reports/forms/documents related to the accident/incident. As soon as

possible, or at maximum, within 24 hours of the accident /incident, students must also contact the DCE to receive

direction for follow up procedures. Students should also complete an Accident Reporting Form in E-value providing the

following details on the form 1. Name of student: 2. Date/time/location of incident/accident: 3. Names of other individuals involved and their role, e.g., (patient, visitor, clinical instructor, etc.): 4. Brief description of what occurred: 5. Contact phone # and email for student and clinical instructor:

The student will be contacted by the DCE (or another school representative) to confirm receipt of this report and

provide further direction as needed.

Pursuant to contractual agreements with clinical internship sites, students are not eligible for employee benefits

including worker’s compensation. For minor injuries, first aid should be administered onsite. For more serious injuries,

emergency response should be instigated.

Bloodborne Pathogen Exposure: All students will follow procedures for Standard Precautions in all health care settings. Students will inquire and obtain facility’s procedure on exposure to communicable diseases and bloodborne

pathogens prior to patient contact. Students will clarify the policy with their immediate supervisor (Clinical

Instructor) or CCCE (Clinical Coordinator of Clinical Education). The students should determine: A) Quickest

way to contact immediate supervisor or next in chain of command B) Phone Number of Infection Control Nurse

C) Location of Employee Health D) Location of Emergency Room

In the event of exposure to a communicable disease and/or bloodborne pathogen, students should: A) Report incident to immediate supervisor (or next in chain of command)

Immediate supervisor should contact Infection Control nurse. If the student is having difficulty contacting

immediate supervisor or next in chain of command, the student may contact the Infection Control nurse and

explain the circumstances. Exposure risk will be determined by the Infection Control nurse and the student

will be directed to either Employee Health or Emergency Room if significant exposure is determined.

B) Contact the DCE (this should occur as soon as possible so that DCE may assist the student)

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FERPA

FERPA (Family Educational Rights and Privacy) requires that CCCEs and CIs do not release or reveal any

personal or identifiable information to any parties about the student without the student’s written permission.

Students have the right to:

• inspect and review their educational records

• privacy of their educational records

• challenge the accuracy of their educational records

• report violations of FERPA to the Department of Education

Attendance

Early Mobility Program at Northeast Georgia Hospital (Clinical Education I, II, III):

Class attendance is mandatory. Students are expected to attend the Early Mobility Program during their schedule time.

All absences will be required to be made up at the discretion of the lead professor for the course.

Unexpected Absences:

• Notify your clinical instructor and faculty member by 9am the morning of the unexpected absence. • Record your absence in E*Value • Illness greater than two consecutive days will require a note from a physician or Student Services. • Illness before or after a holiday will require a note from a physician or Student Services.

Planned Absences:

Students will follow the policy stated in their Brenau DPT Student Handbook and notify faculty of any planned

absences by the end of the first week of classes.

Full-time clinical internships (Clinical Education IV, V, VI):

Students are expected to work the same schedule as their Clinical Instructor (CI). Brenau University holidays do not

apply to clinical internships. Decisions to allow a student a day off for a special event in exchange for an additional or

weekend day are at the discretion of the CI. Credit for clinical education is based on a minimum average of 40

hours/week schedule. Students should notify the DCE if they are subjected to excessive work hours or work hours less

than the required amount. Students should be given an alternate day off during the week if they are required to work a

weekend day outside of an ordinary 5-day work schedule. Due to the nature of varying CI work schedules if a student

is unsure they are meeting the requirement they should notify the DCE.

Missed time due to Illness/Injury/Death in family, etc.: Rescheduling of missed days is REQUIRED for greater than 2 days, and recommended for two or less. The final decision is at the discretion of the CI in consultation with the DCE.

Students should contact the DCE and/or clinical education specialist (in addition to their CI) for any missed clinical

days. For scheduled missed clinic time, students must receive pre-approval from the CI as well as the DCE.

Documentation of missed time:

All students participating in Clinical Education I-VI must document any missed days and make-up days in E-value

regardless of the reason missed.

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Communication

All students are required to have a Brenau e-mail address for use with academic coursework and responsibilities. It is

departmental policy that students cannot forward email received to their Brenau email address to a personal account.

Our policy supersedes any university policy in this matter and Brenau e-mail should not be forwarded to another

account. These policies exist to improve communication between faculty, staff, and students.

It is the responsibility of the student to check e-mail on a daily basis, both when in the academic program and while on

internships.

All clinical education courses are managed through Canvas. Students are required to regularly check Canvas for

assignment details and other vital course information during all of their clinical experiences.

Clinical Education Records

The purpose of this policy is to ensure the student maintains and updates their required clinical education

records in a timely and efficient manner as requested by the Clinical Education team. This policy is meant to

ensure that administrative time for the clinical education team is focused on preparing the student for the clinic

and not on the task of notifying students with incomplete records.

Students will be provided with a clinical education tracking chart with a timeline in order to assist them in the

goal of self-management of their clinical education records. This tracking chart will be posted in Canvas and

provided as an addendum (Appendix H) in this handbook. The clinical education team is available to assist

students in obtaining the appropriate records in the most effective manner.

Procedure:

• Students will be required to obtain the tracking grid from Canvas or the handbook

• Late assignments will be tracked in Canvas. Each student will be given 24 hours after posted due date

to complete or initiate requirement completion or the assignment will be considered “missed”

• Student must notify the clinical education team of any issues causing the inability to complete the

assignment 1 week prior to due date to receive option of extension or assistance to complete

Consequences for not maintaining clinical education records will result in delaying the start of a clinical

education experience and potentially, receiving an incomplete for the course and a delayed graduation.

Unsatisfactory Clinical Performance

Early Mobility Program at Northeast Georgia Hospital (Clinical Education I, II):

The assessment tool utilized during Clinical Education I, II, (PT 980 and PT 981) will be focused on

professional behaviors and basic clinical skills. See Appendix D. Students will receive formative and

summative feedback utilizing the assessment tool at mid-term and final. At midterm those students who are

not progressing will meet with a faculty member to develop a Clinical Support Plan (a plan between the lead

professor of the course, the student, and the clinical instructor for individualized mentoring in the area of

deficiency) to achieve the course criteria by the end of the semester. Students who are unable to achieve all

criteria by the end of the semester will receive an incomplete and continue to work with the lead professor to

correct deficiencies with a formalized contractual clinical support plan addressing those individual

deficiencies. If deficiencies are severe and clinical support is required for multiple midterms and finals or

15

progression is not noted after clinical support is provided, dismissal from the program will be

considered. Refer to Appendix G for the Table of progression through the clinical education curriculum

Early Mobility Program at Northeast Georgia Hospital (Clinical Education III):

The assessment tool utilized during Clinical Education III (PT 982) will focus on professional behavior as previously

assessed. There will also be a skilled competency of beginner level PT activities as well. See Appendix D. Students

will receive formative and summative feedback utilizing the assessment tool at mid-term and final. At midterm

those students not progressing with professional behavior skills or showing deficiencies in competency areas

will meet with the lead professor for the course to develop a Clinical Support plan to ensure success of and

meeting all criteria at the expected levels by the end of the semester. Students who are unable to achieve

advanced intermediate level on professional behaviors and beginner level on skilled competencies by the end

of the semester will be dismissed from the program. Refer to Appendix G for the Table of progression

through the clinical education curriculum

Full-time clinical internships (Clinical Education IV, V, VI):

If a student’s performance at midterm either in skill level or professional behaviors is deemed “Unsatisfactory”

according to CPI scoring or if the “Significant Concerns” box is checked for a CPI criteria, the student will be

placed on probation. Behaviors during the internship that compromise the safety of the patient or others can also

result in the student being placed on probation. The DCE will notify the student and the Program Chair of the

student’s probationary status. In order to address the deficient skills, the student may either stay at this

internship for the remaining time or will be removed from the clinic, depending upon the circumstances. A

Learning Contract will be developed between the DCE, the student and clinical instructor to address the areas of

deficiency. The contract will have clearly stated, attainable goals with deadline dates associated with each goal.

The following actions may occur:

The student remains in the same internship to meet the requirements of the internship.

o A learning contract will be developed between the student, the CI, and the DCE.

o Remediation through paper and/or video cases and one to one discussions may occur with the

DCE or appropriate faculty based on the student’s deficiencies.

o The student must correct the deficient behaviors or skills to the required level by the end of the

internship in order to pass the internship.

*Additional time may be added to the internship.

The student is removed from the clinic and is placed in another clinic.

o A learning contract will be developed between the student and the DCE.

o Remediation through paper and/or video cases, one to one discussions may occur with the DCE

or appropriate faculty based on the student’s deficiencies.

o This placement may require the student to complete only the remaining weeks of the internship,

or, require an additional full-time clinical experience. Either placement may delay the student’s

graduation date.

The student is removed from the clinic and brought back to the DPT program for remediation.

o A learning contract will be developed between the student and the DCE.

o Learning experiences may include but are not limited to: review of coursework, testing,

competencies, clinic observations, time spent with supervision of faculty in the pro bono clinic

and/or the faculty practice.

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o If the student successfully completes the remediation according to the contract, they will have an

opportunity to repeat the internship at a site determined by the DCE and will receive a grade of

“I” until the internship is completed. If the remediation is not completed satisfactorily in the time

period designated, the student will not have the opportunity to repeat the internship and the

student will receive a grade of “F” and will be dismissed from the program.

Students will be allowed one, and only one, such situation regarding internships. If the student is not performing

satisfactorily on a subsequent internship at any point in time, the student will receive an “F” and be dismissed

from the program.

Appeals to decisions regarding a grade assigned in a clinical education course should follow the procedure

that applies to all other courses. This due process procedure is outlined in the Brenau University DPT

Student Handbook.

Clinical Education Feedback and Outcomes

Student Performance:

Early Mobility Program (Clin Ed I, II, III):

The Early Mobility Program Assessment Tool is a combination of the Professional Development Tool and an assessment

of basic clinical skills. The tool will be utilized by clinical instructors at mid-term and final as a summative assessment

of the student’s performance at mid-term and final. Clinical instructors should expect student’s to perform at the

APTA’s Clinical Performance Instrument definition of Beginner Level Performance level by the end of the first semester

of the Early Mobility Program and progress to Advanced Intermediate by the end of the Early Mobility Program phase.

In addition, in the final of these three semesters a competency will be completed at mid-term and final with an expected

performance Beginner Level. These assessment tools are available in E*Value and CANVAS for review by each

student.

Full-time clinical internships (Clin Ed IV,V,VI): The APTA’s Clinical Performance Instrument (CPI) is utilized by the student and clinical instructor to assess and

provide feedback regarding the student’s progress toward entry-level skill as a physical therapist. The student’

ability to manage patient problems is expected to increase in terms of the complexity, consistency, quality, and

efficiency of physical therapy services provided over the course of clinical experiences. The level of guidance and

assistance provided by the clinical instructor should gradually decrease with the expectation that the student is

ultimately capable of functioning in a safe and effective manner independently at the conclusion of the final clinical

experience.

Course CPI Expectation

Clinical Education IV Advanced Beginner Clinical Education V Intermediate to Advanced Intermediate

Clinical Education VI Entry Level to Beyond Entry Level

Students should meet with the CI during the first week to discuss the student’s preferred learning style and type of

feedback. It is recommended that CI’s provide daily, verbal, formative feedback and weekly written feedback

regarding student progress. Students are also encouraged to perform weekly self-assessments and documentation of

goals. The DCE or a core faculty member will also review student and CI comments on the CPI at mid-term to assess

student performance.

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Clinical Education Faculty: The APTA’s Clinical Instructor Evaluation is utilized by students to assess and provide feedback to clinical education

faculty at the mid- term and final week of each clinical experience. The DCE or a core faculty member initiates communication with the clinical education faculty via email within the

first two weeks of the clinical experience to provide support and answer questions or address concerns as needed. The

DCE assesses performance of the clinical education faculty through student evaluations of CI’s and mid- term

interviews with students and CI’s. CI’s and CCCE’s are routinely interviewed to identify areas of development

needed. Students are counseled to provide clear and objective feedback to CI’s regarding expectations for clinical

supervision.

Academic Preparation: Students and clinical faculty are interviewed or surveyed to ascertain their opinions regarding the academic preparation

of students. This is addressed at mid-term, and students and clinical education faculty are surveyed to provide feedback

regarding student preparedness at the completion of each clinical experience.

Clinical Faculty Privileges

Clinical Faculty is invited to participate in feedback regarding the performance of the DCE and the program curriculum.

Clinical education faculty are also afforded the opportunity to, attend department sponsored continuing education

activities and request specific feedback and assistance with development of clinical teaching and skills.

Rights and Responsibilities of Academic Institution, Clinical Education Center, & Student

1. Rights and responsibilities of the Department of Physical Therapy, College of Health Sciences, Brenau

University: a. To assign to clinical education centers to those students who have satisfactorily completed the pre-

clinical phase of their physical therapy education and prior supervised clinical education experiences. b. To select clinical centers that will provide good environments for learning and adequate supervision and

guidance of students.

c. To maintain effective communication between the school and the clinic to facilitate realistic and optimal

pursuance of clinical education. Means of communication includes regular correspondence, telephone

conversations, clinical visits, educational in services, and consultative meetings. d. To offer educational opportunities to the clinical instructors for their continued improvement in clinical

knowledge, supervision, and teaching. e. To share with the clinical instructors the general responsibilities for planning, executing, and evaluating

the clinical education program. To share with students the general responsibilities for preparation for

and active involvement in seeking educational experiences. The School's faculty accepts the final

responsibility for clinical education. f. To adhere to formal conditions for agreement written in the contract. g. To assign the final course grade (Pass or Fail) for the clinical education experience based on the

assessment of the student’s performance as determined by a review of the completed APTA Clinical

Performance Instrument (CPI) and discussion with the student and clinical instructor.

2. Rights and responsibilities of the Clinical Education Center a. To provide medical and physical therapy direction by qualified personnel. b. To provide guidance and supervision of students by qualified physical therapists. c. To orient the student(s) to the physical therapy department, specific types of patients unfamiliar to

students, and a review of methods, policies, and procedures peculiar to the institution such as appropriate

dress, working hours, patient schedules, record-keeping, and approaches to physical therapy

interventions. d. To provide a variety of educational experiences for the student in regards to types of patients (age,

gender, diagnosis); including examination, evaluation, and intervention methods used. Educational

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experiences should be appropriate for the setting and consistent with student's grading criteria/level of

education. e. To involve students in record-keeping, medical record documentation, educational sessions, and

supervisory opportunities as appropriate for the student's level of education. f. To guide and supervise the student(s) in their activities according to individual needs and abilities. g. To provide feedback to the student by performing ongoing informal evaluations of performance. To

discuss concerns with the DCE as early as possible in the internship. h. To formally evaluate the performance of the student using the CPI at least twice (midterm and final)

during the affiliation. To discuss with the student the results of these evaluations. i. To encourage professional growth of staff and students. j. To share with the School faculty the general responsibilities for planning, executing, and evaluating the

clinical education program. k. To adhere to formal conditions for agreement written in the contract.

3. Rights and responsibilities of the Student Physical Therapist a. To review, understand, and comply with any policies and procedures of the assigned facility before

reporting to assigned site. This will include all information provided to the School, and/or material sent

to the student by the facility. b. To comply with all federal and state laws and regulations regarding the practice of physical therapy.

Comply with all department regulations of the clinical facility and the School, inclusive of but not

limited to hours, attendance, dress code, record-keeping, use of non-protected health information, and

safety regulations. c. To review and comply with all medical and liability requirements required of the School and the

facility. This includes PPD, immunizations (MMR & Hepatitis B), CPR, liability, current health

insurance and hospitalization, and any additional requirements of the facility (e.g. 3 month PPD, recent

medical exam, first aid class, background check, finger printing, etc.). To produce all documents upon

the facility's request. d. To understand the objectives and grading criteria of the Clinical Education Experience(s) provided by

the School. To seek additional assistance when clarification of criteria is needed. e. To avail oneself of learning experiences offered by each facility and its personnel. To seek and utilize

those experiences to meet grading criteria. To request additional experiences to meet grading criteria.

f. To request guidance and assistance when needed. Students are encouraged to use appropriate chain of

command when seeking assistance. Students are encouraged contact the DCE when they have

difficulties seeking guidance or assistance in the clinical setting. g. To review, understand, and properly utilize the evaluation tool for clinical education (CPI). To request

clarification and guidance about the tool before the clinical internship. To answer questions the CI may

have about the school's individual tool (CPI). h. To discuss performance evaluations with their supervisor (Clinical Instructor) and to improve

performance by the acceptance of just criticism. i. To demonstrate interest in and loyalty to the clinical education facility. j. To maintain high quality of performance and ethical conduct befitting a professional physical therapy

student. k. To complete and submit all paperwork and assignments required by the School for satisfactory

completion of internships.

PATIENTS’ RIGHT TO REFUSE TREATMENT

Students are required to wear a school or facility name badge, identifying them as a student and introduce themselves as

such when working with a patient/client. Patients have the risk-free right to refuse treatment/participation in student

training.

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Appendices

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Appendix A: DPT Curriculum Overview and Course Descriptions

Doctor of Physical Therapy (DPT) Curriculum

Department of Physical Therapy Brenau University

Semester 1: Summer Yr. 1 CR Semester 2: Fall Yr.1 CR Semester 3: Spring Yr 1 CR

PT 901 Professional Issues I 1 PT 911 Functional Anatomy II 5 PT 916 Neuroscience 4

PT 910 Functional Anatomy/Kines I 5 PT 917 Exercise Physiology 2 PT 919 Pathophysiology I 3

PT 915 Human Physiology 3 PT 923 Basic Clinical Skills II 3 PT 931 Musculoskeletal Disorders I 4

PT 920 Basic Clinical Skills I 3 PT 925 Examination & Evaluation 3 PT 961 Evidence Based Practice I 1

PT 980 Clinical Education I (EMP) 2 PT 971 Motor Control/Therex I 2

PT 981 Clinical Education II (EMP) 2

TOTAL 12 TOTAL 15 TOTAL 16

Semester 4: Summer Yr. 2 Semester 5: Fall Yr. 2 Semester 6: Spring Yr. 2

PT 934 Pathophysiology II 3 First 9 weeks:

PT 972 Motor Control/Therex II 3 PT 902 Professional Issues II 2 PT 932 Pediatrics 4

PT 976 NeuroRehabilitation I 4 PT 907 Radiology 2 PT 937 Geriatrics 3

PT 977 Musculoskeletal Disorders II 3 PT 021 Modalities 2 PT 938 Cardiopulmonary Disorders 3

PT 982 Clinical Education III (EMP) 2 PT 935 Pharmacology 2 PT 950 Health Promotion & Wellness 2

PT 963 Neurorehab II 2 PT 965 Evidence Based Practice II 1

Second 6 weeks: PT 979 Prosthetics & Orthotics 2

PT 983 Clinical Education IV 4

TOTAL 15 TOTAL 13 TOTAL 16

Semester 7: Summer Yr. 3 Semester 8: Fall Yr. 3 Semester 9: Spring Yr. 3

T First 3 weeks: First 12 weeks:

PT 929 Advanced Technologies 2 PT 952 Admin and Management 3 PT 987 Clinical Education VI 8

PT 953: “BC Review and Seminar Course” 2 PT 967 Evidence Based Practice IV 3

PT 958 Interdisciplinary Practice/PI3 P 3 Next 12 weeks: Next 3 weeks:

PT 973 Differential Diagnosis 3 PT 985 Clinical Education V 8 PT 957 Professional Issues IV 2

PT 966 Evidence-Based Practice III 3 PT 969 Evidence Based Practice V 3

TOTAL 14 TOTAL 14 TOTAL 13

TOTAL PROGRAM HOURS: 128

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Dept.

Course #

Title

Description

Credit

Foundation Science Courses – 22 credits

PT 910 Functional

Anatomy/Kinesiology I

The purpose of this course is to provide a

detailed introduction to anatomy of the

human body, and the functional ramifications

of that anatomy to human motion. This will

include study employing lecture and

laboratory sessions involving regional

cadaveric dissection of the upper extremity,

head, and neck, and information on joint

structure and function, forces that effect

motion and the resultant kinematics.

Emphasis is on the neuromuscular and

musculoskeletal anatomy. Using this

knowledge the student should be able to

analyze activities regularly observed in the

clinic.

5

PT 911 Functional

Anatomy/Kinesiology II

The purpose of this course is to provide a

detailed introduction to anatomy of the

human body, and the functional ramifications

of that anatomy to human motion. This will

include study employing lecture and

laboratory sessions involving regional

cadaveric dissection of the lower extremity

and trunk and information on joint structure

and function, forces that affect motion and

the resultant kinematics. Emphasis is on the

neuromuscular and musculoskeletal

anatomy. Using this knowledge the student

should be able to analyze activities regularly

observed in the clinic.

5

PT 915 Human Physiology This course is a systems review of how the

human body’s cellular and molecular

processes, body composition, metabolism,

muscle, sensory system, endocrine and

autonomic systems, cardiovascular,

respiratory, renal and immune systems

function.

3

22

PT 917 Exercise Physiology The purpose of this course is to understand

the physiological mechanisms and organ

systems that allow humans to engage in

physical activity and how these systems are

changed by acute and chronic activity

(training) and disuse.

2

PT 919 Pathophysiology This course will provide a brief review of

normal physiology of each body system, and

then introduce basic pathological processes

of each system. Risk factors, etiology, and

signs and symptoms related to common

diseases/conditions, will be examined.

3

PT 916 Neuroscience/

Neuroanatomy

The purpose of this course is to familiarize

the student with neuroanatomy,

neurophysiology, basic neuroscience and

evidence based practice literature for

neurological examination, evaluation, and

therapeutic intervention. This course

includes lecture, wet specimen anatomy

laboratory, utilization of neurological case

studies and review of current scientific

literature.

4

PT 920 Basic Clinical Skills I This course is designed to prepare the

student for patient care activities required in

Clin Ed I, including communication,

assessing vital signs, body mechanics

awareness, patient positioning and draping,

basic massage, exercise and transfers.

Students will develop these basic skills in a

laboratory setting and with case studies prior

to practice with patients in authentic clinical

situations in semester three of the program.

3

PT 923 Basic Clinical Skills II This course is designed to prepare the

student for patient care activities including

infection control, patient safety and

emergency management, wheelchair and

equipment management, gait training and

durable medical equipment prescription. The

student will obtain an overview of basic

exercise training techniques (strength,

flexibility, endurance, and relaxation)

applicable to prevention and wellness

services as well as to those populations

requiring rehabilitation or restoration of

3

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function due to illness, injury, or chronic

disability.

PT 925 Examination and

Evaluation

The purpose of this course is to teach the

student the basic elements of assessment that

apply to all patients with a potential need for

physical therapy services. Students will learn

the basics of examination and evaluation,

selection of appropriate tests and measures,

use of validity, reliability, and best evidence

to select tests and measures, and the use of

critical thinking and decision-making to

determine the most appropriate intervention

and outcomes for all patients.

3

PT 931 Musculoskeletal Disorders

I

The purpose of this course is to educate

students about physical therapy evaluation

and treatment for musculoskeletal disorders

of the lower extremity. In the laboratory

sessions, evaluation and treatment techniques

will be demonstrated and practiced,

including joint and soft-tissue mobilization,

exercise prescription, and posture and

movement retraining.

4

PT 977 Musculoskeletal Disorders

II

This course will provide the student with an

understanding of the techniques and rationale

used in the evaluation and treatment of

musculoskeletal dysfunction of the spine and

upper extremity. In the laboratory sessions,

evaluation and treatment techniques will be

demonstrated and practiced, including joint

and soft-tissue mobilization, exercise

prescription, and posture and movement

retraining

3

PT 971 Motor

Control/Therapeutic

Exercises I

This course introduces the student to the

fundamentals of movement science, offers a

framework for understanding normal and

abnormal movement, and includes concepts

of kinesiology, neuroscience, physiology,

motor control, and motor learning. The

course will integrate theory and basic

principles of motor behavior, motor

development, motor control and motor

2

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learning as they relate to human motor

performance across the lifespan.

PT 972 Motor Control/

Therapeutic Exercises II

The purpose of this course is to provide the

student with a foundation for examining,

evaluating, and providing treatment

interventions for individuals who have

movement dysfunction secondary to

neurological deficits. Emphasis is placed on

understanding normal and impaired

movement through discussion of current

motor control, motor learning, and motor

development/lifespan theories. This course

teaches examination and evaluation of and

interventions for basic functional movement

skills and their underlying components such

as motor control/coordination (ability to

plan, initiate, sequence, time and grade

movements), postural control and balance,

perception and sensation, muscle tone,

strength, and biomechanical considerations.

3

PT 921 Modalities This course is an introduction to the

management of pain and dysfunction using

thermal, electrical and mechanical modalities

as well as massage used by Physical

Therapists in general practice. Lectures will

highlight basic scientific rationale for

approaches discussed while laboratory

experience and problem solving using patient

case studies should enhance the student’s

understanding relative to direct patient care.

3

PT 929 Electrotherapy In this course the fundamental application of

different types of electrical modalities will be

explored. These are to include a variety of

currents and types of electrical stimulation.

Basic electrodiagnostic testing to include

nerve conduction velocity and

electromyography will be addressed.

Treatment applications for pain management,

neuromuscular dysfunction, joint mobility,

tissue repair, edema, peripheral blood flow,

delivery of pharmacological agents and the

treatment of urine and fecal incontinence are

emphasized.

1

25

PT 934 Medical/Surgical

Disorders

This course will highlight evaluation and

treatment strategies for patients presenting

with acute medical/surgical conditions, and

explore the role of the PT in the acute care

setting. The impact of primary systemic

diseases on patients, and how the presence of

these disease states will affect decision-

making is explored. The role of the PT in

risk factor reduction and prevention of

disease will also be addressed.

3

PT 938 Cardiopulmonary

Disorders

The purpose of this course is to understand

the pathophysiological mechanisms of

cardiopulmonary disease, how to perform a

Physical Therapy examination and

evaluation, and to then develop an

appropriate intervention plan. The student

will design safe and effective rehabilitation

programs for patients with cardiopulmonary

disorders.

3

PT 976 Neurorehabilitation This course will provide the student with a

foundation in common neurologic diseases

and disorders. From a medical perspective,

information will include disease description,

etiology, pathology, clinical signs and

symptoms, diagnostic procedures, medical

management, and precautions or special

considerations pertinent to physical

therapists. From a physical therapy

perspective, specific standardized

assessments, evaluation and treatment

strategies, techniques, and approaches will

be addressed.

5

PT 937 Geriatrics This course is an overview of the physical

and psycho-behavioral aspects of aging in

adulthood. Students are introduced to usual

and pathological changes with aging and are

challenged to problem solve treatment issues

relevant to the types of older clients they will

assist in physical therapy clinical settings.

The multidimensional concerns of our older

patients are emphasized, and students are

encouraged to develop themselves as strong

generalist physical therapists to serve the

needs of our older clientele.

3

26

PT 932 Pediatrics The purpose of this course is to review and

analyze the normal and abnormal

developmental changes over the course of

the maturation process with emphasis on

selected medical conditions in pediatrics.

Current motor control and motor learning

theories are applied to therapeutic

intervention strategies for the pediatric

population.

4

PT 979 Prosthetics and Orthotics This course reviews the kinesiological

principles of gait analysis. Of importance is

the student’s ability to detect gait deviations

and compensations. An introduction to

prosthetics and orthotics will be provided.

Students will be expected to apply their gait

analysis skills when analyzing and

understanding the mechanics of gait of

patients with an amputation and patients with

lower extremity orthoses.

2

PT 950 Health Promotion and

Wellness

This course is designed to provide a

framework for the student to develop and

implement a plan for a community-based

project directed toward improving health

awareness in a specific group or population.

The skills needed for identifying community

needs, developing a strategic plan and

securing resources are reviewed. Students

must implement the plan and report the

results of their program.

3

PT 935 Pharmacology The purpose of this course is the study of

prescription and/or over-the-counter

medications used in the management of a

variety of patient conditions encountered

during physical therapy management. Case

examples from the four primary practice

patterns from the Guide to PT Practice will

be utilized for application.

2

PT 907 Radiology This course is a progression from a basic

understanding of plain film principles to a

systematic analysis of the spine and

extremities. The student will learn a

systematic method of analyzing and

integrating imaging findings into the

physical therapy diagnostic process. In

2

27

addition, the utility of imaging in physical

therapy practice will be emphasized.

PT 973 Differential Diagnosis This course is designed to assist the physical

therapy student to become an autonomous

practitioner able to consider, screen and

identify a broad spectrum of conditions and

pathologies not within the scope of physical

therapy practice. Additionally, patterns of

referral to the appropriate healthcare

providers will be discussed and the role of

the physical therapist as ‘collaborator’ in the

healthcare team emphasized.

3

Professionalism – 13 credits

PT 901 Professional Issues I The purpose of this course is to prepare the

students in professional practices that will be

used throughout the curriculum and their

professional careers. This course provides

the student with an introduction to the role of

the professional in physical therapy practice.

Students are educated about the application

of generic skills to the profession of PT.

Topics of application include communication

(verbal, nonverbal, and written), individual

and cultural differences, professional

behavior and abilities, ethics, legal issues,

and responsibility for professional

development.

1

PT 902 Professional Issues II This course is designed to build upon the

professional behaviors and skills identified in

Professional Issues I. As students continue

clinical visits started in Clinical Education I

and continued in Clinical Education II, direct

application of topics to currently encountered

case studies is addressed. Topics related to

1

28

skills necessary for taking responsibility for

and providing health care services to the

public will be explored in greater depth.

Professional licensure and membership in

professional organizations will be

emphasized. Students will begin the process

of appropriate legal documentation.

PT 953 Professional Issues III This course is designed to build upon the

professional behaviors and skills identified in

Professional Issues I, & II. Note writing and

documentation skills will be advanced. This

course will focus on developing business and

professional skills needed to begin practicing

as a physical therapist.

2

PT 956 Professional Issues IV This course will focus on developing skills

needed to provide and bill for physical

therapy services in a manner that is

consistent with legal and ethical guidelines

for clinical practice. Legal and Ethical

Standards for the practice of Physical

Therapy will be explored in greater depth.

2

PT 957 Professional Issues V Topics related to skills necessary for

assuming professional responsibility in the

areas of advanced management skills,

marketing professional services, and

providing consultative services are included.

This course will focus on developing skills

needed to successfully secure licensure as a

PT, supervise and manage staff and students,

plan and market therapy services, and

advocate for legislative changes to state and

federal regulations related to the provision of

health care services

2

PT 958 Interdisciplinary Practice Students will learn from the scientific

literature and practical experiences the

meaning and significance of interdisciplinary

healthcare practice. Best models of practice

will be reviewed and students will emphasize

learning about the practices of healthcare

professionals from other disciplines.

2

29

PT 952 Administration and

Management

In this course students will focus on learning

administration and management skills

including human resource, operations,

finance and information management. Skills

will also be taught on networking and

planning and forecasting.

3

Evidence-Based Practice – 12 credits

PT 961 Evidenced-Based Practice

I

This course reviews relevant research design

and statistical issues to prepare the student to

become a critical consumer of rehabilitation

research literature. The student will be

exposed to selected topics on research

theory/philosophy, sampling, research

design, descriptive/inferential statistics,

power, error, estimation, reliability, validity,

and reading a journal article

1

PT 963 Evidenced-Based Practice

II

This course will introduce the student to key

concepts of evidence-based rehabilitation

science. The first section of the course

reviews basic principles of an evidence-

based approach and subsequent sections

review issues related to diagnosis, prognosis,

and intervention for musculoskeletal and

medical/surgical disorders. The student will

gain experience searching the literature on

these topics.

2

PT 965 Evidenced-Based Practice

III

In this course the evidence based sequence

continues by assisting students in making

clinical decisions that are consistent with the

professional literature. The course reviews

evidence-based approaches related to

diagnosis, prognosis, and intervention for

neurorehabilitation, electrotherapy, geriatric

and cardiopulmonary care. The student will

gain experience searching the literature on

these topics.

2

PT 966 Evidenced-Based Practice

IV

The evidence-based practice sequence

proceeds with the student gaining experience

searching the literature by developing

1

30

clinical questions in a form compatible with

electronic search engines and learning

differences in available electronic databases.

The student will begin the process of

developing their research question in

conjunction with their mentor for their final

research project.

PT 967 Evidenced-Based Practice

V

The focus of this course will be on the

student completing a research proposal in

conjunction with their research project

mentor. The student will complete the

development of their research question, the

review of literature for their project and the

methodology and research design for their

project. The data collection for the project

will begin with this course.

3

PT 969 Evidenced-Based Practice

VI

The purpose of this course is twofold. The

first is to provide students with a practical

example of self-assessment and reflection on

clinical performance. The second is to

provide students with experience that will

make them more comfortable contributing to

the professional literature as practicing

clinicians. The primary emphasis of the class

is the completion of their final research

report and scientific poster with assistance

from a writing mentor.

3

Clinical Education – 26 credits

PT 980 Clinical Education I The purpose of this clinical course is to

provide a daily part-time clinical

experience in acute care settings, long-

term care facilities and outpatient

orthopedics as a means to engender an

appreciation for patient illness and

working in an interdisciplinary approach.

A professional work ethic will be

developed as well as real-life application

2

31

of basic clinical, communication and

interpersonal skills.

PT 981 Clinical Education II

The purpose of this clinical course is to

provide a daily part-time clinical

experience in acute care settings, long-

term care facilities and outpatient

orthopedics as a means to engender an

appreciation for patient illness and

working in an interdisciplinary approach.

A professional work ethic will be

developed as well as real-life application

of basic clinical, communication and

interpersonal skills.

2

PT 982 Clinical Education III

The purpose of this clinical course is to

provide a daily part-time clinical

experience in acute care settings, long-

term care facilities and outpatient

orthopedics as a means to engender an

appreciation for patient illness and

working in an interdisciplinary approach.

A professional work ethic will be

developed as well as real-life application

of basic clinical, communication and

interpersonal skills.

2

PT 983 Clinical Education IV The purpose of this clinical course is to

provide the students with their first full

time, eight week clinical experience that

occurs in the settings of acute care,

general orthopedics, or subacute care.

This internship will an opportunity to

further develop basic skills as well as

advancing their skill set with

examination, evaluation, and treatment of

patients with diverse conditions.

4

32

PT 985 Clinical Education V The purpose of this clinical course is to

provide the students with a longer,

twelve week clinical experience with the

goal that the student will develop near-

entry level skills specific to that setting

by the end of the twelve weeks.

Advancement of examination,

evaluation, and treatment skills will be

expected.

8

PT 987 Clinical Education VI This clinical course will provide the

students with a final, twelve week

clinical experience with the goal that the

student will reflect generic entry level

skills as well specialized skills specific to

that setting.

8

33

Appendix B: Chronological Listing of Courses

Year 1: Semester 1- Summer PT 910 Functional Anatomy/Kinesiology I 5

PT 915 Human Physiology 3 PT 920 Basic Clinical Skills I 3 PT 901 Professional Issues I 1

Total 12

Year 1: Semester 2- Fall

PT 911 Functional Anatomy/Kinesiology II 5

PT 917 Exercise Physiology 2 PT 925 Examination and Evaluation 3

PT 923 Basic Clinical Skills II 3 PT 980 Clinical Education I 2

Total 15

Year 1: Semester 3- Spring PT 919 Pathophysiology 3

PT 931 Musculoskeletal Disorders I 4 PT 971 Motor Control/Therapeutic Exercise I 2 PT 916 Neuroscience/Neuroanatomy 4 PT 961 Evidence-Based Practice I 1 PT 981 Clinical Education II 2

Total 16

Year 2: Semester 4- Summer PT 921 Modalities 3 PT 934 Medical/Surgical Disorders 3 PT 977 Musculoskeletal Disorders II 3 PT 907 Radiology 2 PT 982 Clinical Education III 2

Total 13

Year 2: Semester 5- Fall PT 976 Neurorehabilitation 5 PT 972 Motor Control/Therapeutic Exercise II 3

PT 929 Electrotherapy 1 PT 963 Evidence-Based Practice II 2

PT 902 Professional Issues II 1 PT 983 Clinical Education IV (6 weeks) 4

Total 16

Year 2: Semester 6- Spring PT 973 Differential Diagnosis 3

PT 937 Geriatrics 3 PT 935 Pharmacology 2 PT 979 Prosthetics and Orthotics 2 PT 965 Evidence-Based Practice III 2 PT 953 Professional Issues III 2 PT 958 Interdisciplinary Practice Models 2

34

Total 16

Year 3: Semester 7- Summer

PT 932 Pediatrics 4

PT 938 Cardiopulmonary Disorders 3

PT 950 Health Promotion and Wellness 3 PT 956 Professional Issues IV 2

PT 966 Evidence-Based Practice IV 1

Total 13

Year 3: Semester 8- Fall

PT 952 Administration and Management 3

PT 967 Evidence-Based Practice V 3 PT 985 Clinical Education V (12 week rotation) 8

Total 14

Year 3: Semester 9- Spring PT 957 Professional Issues V 2

PT 969 Evidence-Based Practice VI 3 PT 987 Clinical Education VI (12 week rotation) 8

Total 13

Program Total 128

35

Appendix C: Standard Contract Template

MEMORANDUM OF UNDERSTANDING FOR CLINICAL EXPERIENCE between

BRENAU UNIVERSITY, INC. and

SITE NAME

This agreement, effective (DATE), is between BRENAU UNIVERSITY, INC., referred to as the “University,” and SITE NAME (Located at ADDRESS) referred to as the “Facility.” Students enrolled in education programs offered by the University are required to participate in one or more clinical experiences. The term “clinical” includes instructional experiences which may be called “fieldwork,” “clinical rotation,” “clinical field experience,” “practicum,” or “internship.” The term “Instructor” shall include “Fieldwork Educators, “Preceptors,” “Clinical Instructors” and “Clinical Educators”. The University and the Facility wish to enter into an agreement by which students enrolled in the programs listed in Exhibit A (attached) may participate in a clinical experience at the Facility. A. PURPOSE To further the following objectives of the parties hereto, the University may send to Facility students enrolled in one of the Programs outlined in Exhibit A who desire to receive instruction and clinical experience in the designated field: (1) to provide clinical experience in terms of patient and related instruction for such students; (2) to improve the overall health sciences educational program by providing opportunities for learning experiences that will progress the student in performance; and (3) to establish and operate a clinical educational program of high quality. B. GENERAL UNDERSTANDING 1. Placement and Evaluation of Students Placement of each student from one of the programs at the University is subject to the following:

a. The appropriate department head at the Facility and applicable University Program Contact and/or Clinical Contact (Exhibit A) agree to the placement of specific program students within a specified department and shall agree in writing via email as to the specific arrangements (number of students accepted, starting date, duration of the experience). Contact information for the appropriate representatives of the Facility will be included in Part 2 of Exhibit C.

b. The University will furnish the Facility/Preceptor with written objectives for each student clinical experience as well as clear guidelines and processes for securing feedback on the students’ performance from the preceptors/(site) clinical faculty. The academic faculty will utilize this feedback to fulfill the responsibility of the final evaluation of the student’s success.

36

c. All student participants must be mutually acceptable to both parties and either party may withdraw any student from a clinical experience based on perceived lack of competency on the part of the student, the student’s failure to comply with the rules and policies of the Facility or University, or for any other reason wherein either party reasonably believes that it is not in its best interest for the student to continue.

A meeting or conference will be promptly held between the Facility and the University Program representatives to resolve any problems or to develop any improvements in the operation of the clinical.

d. There shall be no discrimination on the basis of race, national origin, religion, creed, sex, gender,

age, veterans/national guard/reserve status or disability in either the selection of students for participation in, or as to any aspect of, the clinical experience. With respect to disability, the disability must not be such as would, even with reasonable accommodation, in and of itself preclude the student’s effective participation in the clinical experience.

e. Both the University and Facility agree to comply with the Family Educational Rights and Privacy Act of 1974 (FERPA), as amended and regulations promoted thereunder, governing the privacy of student records.

f. Both the University and Facility understand and agree that this Agreement is subject to the Health Insurance Portability and Accountability Act of 1996 (HIPAA) and the Privacy Regulations 45 C.F.R. Parts 160 and 164 issued under said Act, and the federal regulations issued thereunder as it relates to the confidentiality of all medical, health (including mental health), financial and social information of particular clients or patients.

8. Student supervision Supervision for students in the College of Health Sciences will be take place using one of the following models:

a. Students will be supervised by a qualified University faculty member (hereinafter referred to as “Faculty”) who will accompany students to the Facility and will be responsible for direct supervision of the clinical experience. Such a faculty member will plan for and direct each student experience subject to agreement of the Facility’s department head.

b. Students will be supervised by a licensed Instructor in the designated department who will have immediate responsibility for the day-to-day supervision of the student’s clinical experience. The Instructor will evaluate the student, but the University will assign the student’s final grade for the clinical experience.

C. FACILITY RESPONSIBILITIES 1. The Facility will provide the University Program with a written description of the clinical

experience being offered.

37

2. Prior to the initiation of a clinical experience, the Facility will advise the University of any

additional health or insurance requirements beyond the Brenau University requirements listed below. The Facility will outline these additional requirements in Part 1 of Exhibit C.

a. Documentation of a clear background check and drug screen report completed through

Advantage Students.

b. Basic Life Saver (BLS) for the Healthcare Provider (CPR & AED)

c. Evidence of immunity to measles as demonstrated by: (1) laboratory evidence (blood titer) of immunity to measles; or (2) documentation of two doses of live measles vaccine on or after first birthday.

d. Evidence of immunity to mumps as demonstrated by: (1) laboratory evidence (blood

titer) of immunity to mumps; or (2) documentation of two doses of live mumps vaccine on or after first birthday.

e. Evidence of immunity to rubella as demonstrated by: (1) laboratory evidence (blood

titer) of immunity to rubella; or (2) documentation of two doses of live rubella vaccine on or after first birthday.

f. Documentation of hepatitis B vaccines or evidence of immunity through laboratory

evidence (blood titer). g. Evidence of immunity to Varicella as demonstrated by: (1) documented history of

disease; (2) laboratory evidence (blood titer); or (3) documentation of two vaccines. i. Documentation of a current Tetanus-Diphtheria booster within the last 10 years. j. Documentation of most recent physical examination. k. Evidence of the absence of tuberculosis as demonstrated annually by a negative two-

step TB skin test. In the event that the test is positive, students will be required to provide documentation of a negative chest x-ray and/or completion of Signs & Symptoms form (attached).

n. Copy of University’s current liability insurance certificate. l. The Facility will provide an updated site addendum to the University in the event that

new sites are added or acquired. D. UNIVERSITY PROGRAM RESPONSIBILITIES 1. The University will assume responsibility for assuring continuing compliance with the

educational standards established by the University Program’s professional accreditation body.

38

2. The University Program will establish and maintain ongoing communication with the Facility. Such communication may include, but will not be limited to, projected needs, curriculum description, course outlines, policies and procedures, and onsite visits, when feasible.

3. The University will notify the Facility, at a time mutually agreed upon, of its planned student

assignment, including the name of the student, level of academic preparation, and the length and dates of the clinical experience.

4. The University will refer to the Facility only those students who have satisfactorily completed

the prerequisite didactic portion of the curriculum that is applicable to the clinical experience. 5. The University will inform the student of the Facility’s requirements for acceptance, e.g. health

screening, additional background check, orientation, etc. 6. The University will ensure the student has met the Facility’s requirements relating to health,

safety, and liability insurance. 7. The University will provide the assigned student with the information about the Facility and will

advise the student regarding existing rules and regulations. 8. The University will provide the Instructor appropriate forms to be used in evaluating the

performance of the assigned student. 9. Prior to initiation of the clinical experience, the University will have the student provide any

confidential information as may be required by the Facility or deemed necessary for the training and guidance of the student.

10. The University will be responsible for assigning final grades for the clinical experience. E. TERMS OF THE AGREEMENT 1. The Agreement shall be in effect for a term of five (5) years, unless either party terminates this

Agreement by providing thirty (30) days prior written notice. Upon notice of termination, if the facility is currently providing students a clinical experience, the agreement shall not terminate until all existing students complete their current clinical experience at the facility.

2. This Agreement may be revised or modified by written amendment when both parties are in

agreement of such amendment. 3. University agrees to indemnify and hold harmless the Facility for damages to persons or

property due to the actions or inactions of students and faculty assigned to the Facility, and all expenses incurred by the Facility as a result of any such claims, including attorneys’ fees and court costs. The Facility agrees to indemnify and hold harmless University against all claims for damages to persons or property due to the actions or inactions of the Facility, its representatives, agents or employees, and all expenses incurred by University as a result of any such claims, including attorneys’ fees and court costs.

39

4. Any and all medical and health care that a student, faculty member or preceptor receives during the clinical experience will be at the sole expense of the individual involved.

5. This Agreement in no way creates an employment or agency relationship between the students

of the University and the Facility. The parties to this Agreement are independent contractors and the parties agree and stipulate that this Agreement in no way creates a partnership, agency, or joint venture between or among the parties.

6. This Agreement shall be governed by and construed in accordance with the laws of the State of

Georgia. 7. The parties consent to the exclusive jurisdiction and venue of the Superior Court of Hall County,

Georgia for the adjudication of all disputes between the parties which arise from this Agreement, and the parties waive any objections or defenses to jurisdiction or venue in any proceedings before such Court.

In witness whereof, the parties hereto have caused this Agreement to be executed by their respective

duly authorized representatives.

BRENAU UNIVERSITY SITE NAME

Signature: ____________________________

Signature: ____________________________

Date: ____________

Date: ____________

Name: Dr. Gale H. Starich, PhD, FACN

Name: _______________________________

Title: Dean, Sidney O. Smith Jr. Graduate School and Ivester College of Health Sciences

Title: ________________________________

40

Exhibit A Brenau University Programs and Contract/Clinical Contacts

Nursing

Contracts Deborah Rhodes Clinical Contract & Admissions Assistant drhodes@brenau.edu Phone: (770) 534-6260 Fax: (770) 538-4666

Clinicals Kathy Bridgefarmer Clinical Placement Coordinator kbridgefarmer@brenau.edu Phone: (678)-707-6418 Fax: (770) 538-4666

Physical Address: 1001 Chestnut Street, Gainesville, GA 30501 Mailing Address: 500 Washington Street SE, Gainesville, GA 30501

Occupational Therapy

Brittany Clements Fieldwork Education Program Specialist bclements1@brenau.edu Phone: (678)630-3401 Fax: (678)707-5015

Physical Address: 1001 Chestnut Street, Gainesville, GA 30501 Mailing Address: 500 Washington Street SE, Gainesville, GA 30501

Physical Therapy

Kimberly Dean Pre-Physical Therapy Student Advisor Clinical Education Specialist kdean@brenau.edu Phone: 678-971-1837 Fax: 678-971-1834

Physical Address: 301 Main Street SW., Gainesville, GA 30501-6963 Mailing Address: 500 Washington Street SE, Gainesville, GA 30501

41

Exhibit B Program Specific Requirements

Nursing:

No Additional Requirements

Occupational Therapy:

Personal medical insurance

American Occupational Therapy Association (AOTA) Membership

Georgia Occupational Therapy (GOTA) or other state organization Membership

Physical Therapy:

Physical Exam and Drug Screen are NOT required by the Physical Therapy Program

42

Exhibit C Additional Facility Requirements and Facility Contact Information

Part 1. Additional Facility Requirements Please add any additional facility requirements to those listed in section C2 or input N/A ______

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

__________________________________________________

Part 2. Facility Contact Information

Contracts Name Title Email Phone: Fax: Physical Address: Mailing Address:

Clinicals Name Title Email Phone: Fax: Physical Address: Mailing Address:

43

Appendix D: Evaluation Tools for Early Mobility

Exhibit A: Professional Development Tool

¶ 1. Critical Thinking - The ability to question logically; identify, generate and evaluate elements of logical argument; recognize and

differentiate facts, appropriate or faulty inferences, and assumptions; and distinguish relevant from irrelevant information. The ability to

appropriately utilize, analyze, and critically evaluate scientific evidence to develop a logical argument, and to identify and determine the

impact of bias on the decision making process. Beginning Level:

Raises relevant questions

Considers all available information

Articulates ideas Understands the

scientific method States the results of

scientific literature but has not developed the consistent ability to critically appraise findings (i.e. methodology and conclusion)

Recognizes holes in knowledge base

Demonstrates acceptance of limited knowledge and experience in knowledge base

Intermediate Level: Feels challenged to

examine ideas Critically analyzes

the literature and applies it to patient management

Utilizes didactic knowledge, research evidence, and clinical experience to formulate new ideas

Seeks alternative ideas

Formulates alternative hypotheses

Critiques hypotheses and ideas at a level consistent with knowledge base

Acknowledges presence of contradictions

Entry Level: Distinguishes relevant

from irrelevant patient data Readily formulates and

critiques alternative hypotheses and ideas

Infers applicability of information across populations

Exhibits openness to contradictory ideas

Identifies appropriate measures and determines effectiveness of applied solutions efficiently

Justifies solutions selected

Post-Entry Level: Develops new

knowledge through research, professional writing and/or professional presentations

Thoroughly critiques hypotheses and ideas often crossing disciplines in thought process

Weighs information value based on source and level of evidence

Identifies complex patterns of associations

Distinguishes when to think intuitively vs. analytically

Recognizes own biases and suspends judgmental thinking

Challenges others to think critically

2. Communication - The ability to communicate effectively (i.e. verbal, non-verbal, reading, writing, and listening) for varied audiences

and purposes.

44

Beginning Level: Demonstrates

understanding of the English language (verbal and written): uses correct grammar, accurate spelling and expression, legible handwriting

Recognizes impact of non-verbal communication in self and others

Recognizes the verbal and nonverbal characteristics that portray confidence

Utilizes electronic communication appropriately

Intermediate Level: Utilizes and modifies

communication (verbal, non-verbal, written and electronic) to meet the needs of different audiences

Restates, reflects and clarifies message(s)

Communicates collaboratively with both individuals and groups

Collects necessary information from all pertinent individuals in the patient/client management process

Provides effective education (verbal, non-verbal, written and electronic)

Entry Level: Demonstrates the ability

to maintain appropriate control of the communication exchange with individuals and groups

Presents persuasive and explanatory verbal, written or electronic messages with logical organization and sequencing

Maintains open and constructive communication

Utilizes communication technology effectively and efficiently

Post Entry Level: Adapts messages

to address needs, expectations, and prior knowledge of the audience to maximize learning

Effectively delivers messages capable of influencing patients, the community and society

Provides education locally, regionally and/or nationally

Mediates conflict

3. Problem Solving – The ability to recognize and define problems, analyze data, develop and implement solutions, and evaluate outcomes. Beginning Level:

Recognizes problems

States problems clearly

Describes known solutions to problems

Identifies resources needed to develop solutions

Uses technology to search for and locate resources

Identifies possible solutions and probable outcomes

Intermediate Level: Prioritizes problems Identifies

contributors to problems

Consults with others to clarify problems

Appropriately seeks input or guidance

Prioritizes resources (analysis and critique of resources)

Considers consequences of possible solutions

Entry Level: Independently locates,

prioritizes and uses resources to solve problems

Accepts responsibility for implementing solutions

Implements solutions Reassesses solutions Evaluates outcomes Modifies solutions based

on the outcome and current evidence

Evaluates generalizability of current evidence to a particular problem

Post Entry Level: Weighs advantages

and disadvantages of a solution to a problem

Participates in

outcome studies Participates in

formal quality assessment in work environment

Seeks solutions to community healthrelated problems

Considers second and third order effects of solutions chosen

4. Interpersonal Skills – The ability to interact effectively with patients, families, colleagues, other health care professionals, and the community in a culturally aware manner.

45

Beginning Level: Maintains

professional demeanor in all interactions

Demonstrates interest in patients as individuals

Communicates with others in a respectful and confident manner

Respects differences in personality, lifestyle and learning styles during interactions with all persons

Maintains confidentiality in all interactions

Recognizes the emotions and bias that one brings to all professional interactions

Intermediate Level: Recognizes the non-

verbal communication and

emotions that others bring to professional interactions Establishes trust Seeks to gain input

from others Respects role of

others Accommodates

differences in learning styles as appropriate

Entry Level: Demonstrates active

listening skills and reflects back to original concern to determine course of action

Responds effectively to unexpected situations

Demonstrates ability to build partnerships

Applies conflict management strategies when dealing with challenging interactions

Recognizes the impact of non-verbal communication and emotional responses during interactions and modifies own behaviors based on them

Post Entry Level: Establishes

mentor relationships

Recognizes the impact that nonverbal communication and the emotions of self and others have during interactions and demonstrates the ability to modify the behaviors of self and others during the interaction

5. Responsibility – The ability to be accountable for the outcomes of personal and professional actions and to follow through on commitments that encompass the profession within the scope of work, community and social responsibilities. Beginning Level:

Demonstrates punctuality

Provides a safe and secure environment for patients

Assumes responsibility for actions

Follows through on commitments

Articulates limitations and readiness to learn

Abides by all policies of academic program and clinical facility

Intermediate Level: Displays awareness

of and sensitivity to diverse populations

Completes projects without prompting

Delegates tasks as needed

Collaborates with team members, patients and families

Provides evidencebased patient care

Entry Level: Educates patients as

consumers of health care services

Encourages patient accountability

Directs patients to other health care professionals as needed

Acts as a patient advocate Promotes evidence-based

practice in health care settings

Accepts responsibility for implementing solutions

Demonstrates accountability for all decisions and behaviors in academic and clinical settings

Post Entry Level: Recognizes role as

a leader Encourages and

displays leadership Facilitates program development and modification Promotes clinical

training for students and coworkers

Monitors and adapts to changes

in the health care system

Promotes service to the community

6. Professionalism – The ability to exhibit appropriate professional conduct and to represent the profession effectively while promoting the growth/development of the Physical Therapy profession.

46

Beginning Level: Abides by all aspects

of the academic program honor code and the APTA Code of Ethics

Demonstrates awareness of state licensure regulations

Projects professional image

Attends professional meetings

Demonstrates cultural/generational awareness, ethical values, respect, and continuous regard for all classmates, academic and clinical faculty/staff, patients, families, and other healthcare providers

Intermediate Level: Identifies positive

professional role models within the academic and clinical settings

Acts on moral commitment during all academic and clinical activities

Identifies when the input of classmates, co-workers and other healthcare professionals will result in optimal outcome and acts accordingly to attain such input and share decision making

Discusses societal expectations of the profession

Entry Level: Demonstrates

understanding of scope of practice as evidenced by treatment of patients within scope of practice, referring to other healthcare professionals as necessary

Provides patient/family centered care at all times as evidenced by provision of patient/family education, seeking patient input and informed consent for all aspects of care and maintenance of patient dignity

Seeks excellence in professional practice by participation in professional organizations and attendance at sessions or participation in activities that further education/professional development

Utilizes evidence to guide clinical decision making and the provision of patient care, following guidelines for best practices

Discusses role of physical therapy within the healthcare system and in population health

Demonstrates leadership in collaboration with both individuals and groups

Post Entry Level: Actively promotes

and advocates for the profession

Pursues leadership roles

Supports research Participates in

program development

Participates in education of the community

Demonstrates the ability to practice effectively in multiple settings

Acts as a clinical instructor

Advocates for the patient, the community and society

47

7. Use of Constructive Feedback – The ability to seek out and identify quality sources of feedback, reflect on and integrate the feedback, and provide meaningful feedback to others. Beginning Level:

Demonstrates active listening skills

Assesses own performance

Actively seeks feedback from appropriate sources

Demonstrates receptive behavior and positive attitude toward feedback

Incorporates specific feedback into behaviors

Maintains two-way communication without defensiveness

Intermediate Level: Critiques own

performance accurately

Responds effectively to constructive feedback

Utilizes feedback when establishing professional and patient related goals

Develops and implements a plan of action in response to feedback

Provides constructive and timely feedback

Entry Level: Independently engages

in a continual process of self evaluation of skills, knowledge and abilities

Seeks feedback from patients/clients and peers/mentors

Readily integrates feedback provided from a variety of sources to improve skills, knowledge and abilities

Uses multiple approaches when responding to feedback

Reconciles differences with sensitivity

Modifies feedback given to patients/clients according to their learning styles

Post Entry Level: Engages in non-

judgmental, constructive problemsolving discussions

Acts as conduit for feedback between multiple sources

Seeks feedback from a variety of sources to include students/supervisees/ peers/supervisors/pati ents

Utilizes feedback when analyzing and updating professional goals

8. Effective Use of Time and Resources – The ability to manage time and resources effectively to obtain the maximum possible benefit. Beginning Level:

Comes prepared for the day’s activities/responsibilities

Identifies resource limitations (i.e. information, time, experience)

Determines when and how much help/assistance is needed

Accesses current evidence in a timely manner

Verbalizes productivity standards and identifies barriers to meeting productivity standards

Self-identifies and initiates learning opportunities during unscheduled time

Intermediate Level: Utilizes

effective methods of searching for evidence for practice decisions

Recognizes own resource contributions

Shares knowledge and collaborates with staff to utilize best current evidence

Discusses and implements strategies for meeting productivity standards

Identifies need for and seeks referrals to other disciplines

Entry Level: Uses current best

evidence Collaborates with

members of the team to maximize the impact of treatment available

Has the ability to set boundaries, negotiate, compromise, and set realistic expectations

Gathers data and effectively interprets and assimilates the data to determine plan of care

Utilizes community resources in discharge planning

Adjusts plans, schedule etc. as patient needs and circumstances dictate

Meets productivity standards of facility while providing quality care and completing non- productive work activities

Post Entry Level: Advances profession

by contributing to the body of knowledge (outcomes, case studies, etc)

Applies best evidence considering available resources and constraints

Organizes and prioritizes effectively

Prioritizes multiple demands and situations that arise on a given day

Mentors peers and supervisees in increasing productivity and/or effectiveness without decrement in quality of care

48

9. Stress Management – The ability to identify sources of stress and to develop and implement effective coping behaviors; this applies for interactions for: self, patient/clients and their families, members of the health care team and in work/life scenarios. Beginning Level:

Recognizes own stressors

Recognizes distress or problems in others

Seeks assistance as needed

Maintains professional demeanor in all situations

Intermediate Level: Actively

employs stress management techniques

Reconciles inconsistencies in the educational process

Maintains balance between professional and personal life

Accepts constructive feedback and clarifies expectations

Establishes outlets to cope with stressors

Entry Le

vel: Demonstrates appropriate affective responses in all situations Responds calmly to urgent situations with reflection and debriefing as needed Prioritizes multiple commitments Reconciles inconsistencies within professional, personal and work/life environments Demonstrates ability to defuse potential stressors with self and others

Post Entry Level: Recognizes when

problems are unsolvable

Assists others in recognizing and managing stressors

Demonstrates preventative approach to stress management

Establishes support networks for self and others

Offers solutions to the reduction of stress

Models work/life balance through health/wellness behaviors in professional and personal life

10. Commitment to Learning – The ability to self-direct learning to include continually seek and apply new knowledge, behaviors, and skills.

the identification of needs and sources of learning; and to

Beginning Level: Prioritizes information

needs Analyzes and

subdivides large questions into components

Identifies own learning needs based on previous experiences

Welcomes and/or seeks new learning opportunities

Seeks out professional literature

Plans and presents an in-service, research or cases studies

Intermediate Level: Researches

and studies areas where own knowledge base is lacking in order to augment learning and practice

Applies new information and re-evaluates performance

Accepts that there may be more than one answer to a problem

Recognizes the need to and is able to verify solutions to problems

Reads articles critically and understands limits of application to professional practice

Entry Level: Respectfully questions

conventional wisdom Formulates and

reevaluates position based on available evidence

Demonstrates confidence in sharing new knowledge with all staff levels

Modifies programs and treatments based on newly-learned skills and considerations

Consults with other health professionals and physical therapists for treatment ideas

Post Entry Level: Acts as a mentor not

only to other PT’s, but to other health professionals

Utilizes mentors who have knowledge available to them

Continues to seek and review relevant literature

Works towards clinical specialty certifications

Seeks specialty training

Is committed to understanding the PT’s role in the health care environment today (i.e. wellness clinics, massage therapy, holistic medicine)

Pursues participation in clinical education as an educational opportunity

49

Appendix E: Clinical Education Assessment Tool

Exhibit A: Clinical Education

Assessment Tool for Clin Ed I and II

EARLY MOBILITY PROGRAM ASSESSMENT TOOL

Clinical Education I Assessment Tool: This assessment tool will be used to assess Brenau University DPT students in their Clinical Education I experience in the Early Mobility Program at Northeast Georgia Hospital. The expectations for our students during this clinical experience is to develop beginning level performance in the following skills:

Professional behaviors Safe practice Basic clinical skills: vital signs, transfers, positioning and draping, skin checks, gait, and range of

motion Basic clinical decision making

A reference for what is expected for beginning level performance is the definition of beginning performance from the APTA’s Clinical Performance Instrument: Beginning performance: A student who requires close clinical supervision 100% of the time managing patients with constant monitoring and feedback, even with patients with simple conditions. At this level, performance is inconsistent and clinical reasoning is performed in an inefficient manner. Performance reflects little or no experience. The student does not carry a caseload. Further criteria for expected performance is explained in the different sections of the evaluation tool. Evaluation frequency and expectations: Formative feedback: Clinical instructors will provide the students with formative feedback in regards to their performance on a weekly basis and document student progress through the use of E-value. Summative feedback: A formal evaluation using the below assessment tool will be conducted at mid-term and the end of the 12 week course. The due dates and expectations are as follows: Mid term The mid-term evaluation is to determine if there are any “red flag” behaviors that need remediation as indicated in the evaluation tool. The student is expected to show progress towards beginning performance level. Utilizing the following definitions of progression from a novice to a beginner can help determine if the student is progressing:

50

At First • Requires very detailed & explicit instructions. • Requires less detailed & explicit instructions.

With Practice • Requires some detailed & explicit instructions. • Performs some activities with few prompts. • Performs regularly practiced activities without

With More Practice • Performs regularly practiced activities in a fully integrated way. • Beginning to assess, plan, and implement care.

Final Clinical Instructors will be expected to complete a formal evaluation for 6-7 students. Clinical instructors can collaborate on the grading of students based on the frequency of their interactions with that student. The following scale will be used the final assessment: 1 - Not Meeting 2 - Meeting 3 - Exceeding Clinical instructors are not expected to “pass” or “fail” a student. This is the responsibility of the course instructors based on the feedback of clinical instructors, student’s response to remediation and the student’s achievement of beginner level performance.

(Question 1 of 34 - Mandatory )

Mid-Term Final

Critical Thinking - The ability to question logically; identify, generate and evaluate elements of logical argument; recognize and differentiate facts, appropriate or faulty inferences, and assumptions; and distinguish relevant from irrelevant information. The ability to appropriately utilize, analyze, and critically evaluate scientific evidence to develop a logical argument, and to identify and determine the impact of bias on the decision making process.

Progressing

Not Progressing (Needs

Remediation – please discuss any

red flags in the comment section)

Not Met

Met Exceeds

Beginning Level:

Raises relevant questions Considers all available information Articulates ideas Understands the scientific method States the results of scientific literature but has

not developed the consistent ability to critically appraise findings (i.e. methodology and conclusion)

Recognizes holes in knowledge base Demonstrates acceptance of limited knowledge

and experience in knowledge base

Red Flags:

2.0 1.0 1.0 2.0 3.0

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Unable to present rationale for or against a specific clinical decision ie. Type of transfer, ROM activity etc.

Inability to verbalize various principles of clinical tasks (positioning, skin protection etc.)

Exhibits “tunnel vision” in thinking process/inflexible thought process

(Question 2 of 34 )

Midterm Final

Comments:

(Question 3 of 34 - Mandatory )

Mid-Term Final

Communication - The ability to communicate effectively (i.e. verbal, non-verbal, reading, writing, and listening) for varied audiences and purposes.

Progressing

Not Progressing (Needs Remediation – please discuss any red flags in the comment

section)

Not Met

Met Exceeds

Beginning Level:

Demonstrates understanding of the English language (verbal and written): uses correct grammar, accurate spelling and expression, legible handwriting

Recognizes impact of non-verbal communication in self and others

Recognizes the verbal and non-verbal characteristics that portray confidence

Utilizes electronic communication appropriately

Red Flags:

Exhibits inappropriate tone of voice with patients (arrogant, too loud or too soft)

Makes infrequent eye contact with patient Unable to communicate in a concise,

instructional manner with patients

2.0 1.0 1.0 2.0 3.0

52

Unable to adjust communication style based on patient characteristics

Does not exhibit good listening behavior Unable to direct a patient interview in an

effective manner (close ended questions, poor listening skills)

Inconsistent use of laymen’s terms

(Question 4 of 34 )

Midterm Final

Comments:

(Question 5 of 34 - Mandatory )

Mid-Term Final

Problem Solving – The ability to recognize and define problems, analyze data, develop and implement solutions, and evaluate outcomes.

Progressing

Not Progressing (Needs Remediation – please discuss any red flags in the comment

section)

Not Met

Met Exceeds

Beginning Level:

Recognizes problems States problems clearly Describes known solutions to problems Identifies resources needed to develop

solutions Uses technology to search for and locate

resources Identifies possible solutions and probable

outcomes

Red Flags:

Unable to recognize basic clinical problems such as: faulty equipment, patient conditions that might limit mobility(continence, wounds, lines, other precautions)

Does not seek out additional resources or knowledge from clinical instructors or faculty to assist with problem solving

2.0 1.0 1.0 2.0 3.0

53

Unable to identify signs of distress in a patient

Does not report patient problems to instructor or nursing

Unable to distinguish important, urgent patient problems from more trivial patient problem

(Question 6 of 34 )

Midterm Final

Comments:

(Question 7 of 34 - Mandatory )

Mid-Term Final

Interpersonal Skills – The ability to interact effectively with patients, families, colleagues, other health care professionals, and the community in a culturally aware manner.

Progressing

Not Progressing (Needs Remediation – please discuss any red flags in the comment

section)

Not Met

Met Exceeds

Beginning Level:

Maintains professional demeanor in all interactions

Demonstrates interest in patients as individuals

Communicates with others in a respectful and confident manner

Respects differences in personality, lifestyle and learning styles during interactions with all persons

Maintains confidentiality in all interactions Recognizes the emotions and bias that one

brings to all professional interactions

Red Flags:

Shows apathy or disinterest during patient and staff interactions

Frequently impolite to patients, staff and others.

Inconsistent use of AIDET when interacting with patients

2.0 1.0 1.0 2.0 3.0

54

o Acknowledge o Introduce o Duration o Explain o Thank

Does not show general respect for fellow students, and hospital staff in various roles

Unable to recognize their own biases in patient interactions

(Question 8 of 34 )

Midterm Final

Comments:

(Question 9 of 34 - Mandatory )

Mid-Term Final

Responsibility – The ability to be accountable for the outcomes of personal and professional actions and to follow through on commitments that encompass the profession within the scope of work, community and social responsibilities.

Progressing

Not Progressing (Needs Remediation – please discuss any

red flags in the comment section)

Not Met

Met Exceeds

Beginning Level:

Demonstrates punctuality Provides a safe and secure environment for

patients Assumes responsibility for actions Follows through on commitments Articulates limitations and readiness to learn Abides by all policies of academic program

and clinical facility

Red Flags:

Routinely shows up late Does not follow through on clinical

assignments ie. Getting linens for a room, staying with a patient to ensure safety, following through with nursing regarding a patient problem.

Disregards policy and procedures

2.0 1.0 1.0 2.0 3.0

55

Unable to identify mistakes and/or take ownership of mistakes

Frequently blames others of for mistakes

(Question 10 of 34 )

Midterm Final

Comments:

(Question 11 of 34 - Mandatory )

Mid-Term Final

Professionalism – The ability to exhibit appropriate professional conduct and to represent the profession effectively while promoting the growth/development of the Physical Therapy profession.

Progressing

Not Progressing (Needs Remediation – please discuss any

red flags in the comment section)

Not Met

Met Exceeds

Beginning Level:

Abides by all aspects of the academic program honor code and the APTA Code of Ethics

Demonstrates awareness of state licensure regulations

Projects professional image Attends professional meetings Demonstrates cultural/generational

awareness, ethical values, respect, and continuous regard for all classmates, academic and clinical faculty/staff, patients, families, and other healthcare providers

Red Flags:

Demonstrates disrespect towards patients, families, staff and/or classmates

Unable to recognize ethical issues or cultural biases

Projects poor professional image Does not abide by the academic code of

honor

2.0 1.0 1.0 2.0 3.0

(Question 12 of 34 )

56

Midterm Final

Comments:

(Question 13 of 34 - Mandatory )

Mid-Term Final

Use of Constructive Feedback – The ability to seek out and identify quality sources of feedback, reflect on and integrate the feedback, and provide meaningful feedback to others.

Progressing

Not Progressing (Needs Remediation – please discuss any red flags in the comment

section)

Not Met

Met Exceeds

Beginning Level:

Demonstrates active listening skills Assesses own performance Actively seeks feedback from appropriate

sources Demonstrates receptive behavior and

positive attitude toward feedback Incorporates specific feedback into

behaviors Maintains two-way communication without

defensiveness

Red Flags:

Demonstrates defensiveness when receiving feedback

Ignores feedback Inconsistently seeks out feedback Inconsistent ability to incorporate feedback

into behavior Reacts in a personal manner to feedback

2.0 1.0 1.0 2.0 3.0

(Question 14 of 34 )

Midterm Final

Comments:

(Question 15 of 34 - Mandatory )

57

Mid-Term Final

Effective Use of Time and Resources – The ability to manage time and resources effectively to obtain the maximum possible benefit.

Progressing

Not Progressing (Needs Remediation – please discuss any red flags in the comment

section)

Not Met

Met Exceeds

Beginning Level:

Comes prepared for the day’s activities/responsibilities

Identifies resource limitations (i.e. information, time, experience)

Determines when and how much help/assistance is needed

Accesses current evidence in a timely manner

Verbalizes productivity standards and identifies barriers to meeting productivity standards

Self-identifies and initiates learning opportunities during unscheduled time

Red Flags:

Unable to generate activity ideas during downtime

Consistently unprepared ie. Forgetting equipment

Poor initiation or pursuit of learning opportunities

2.0 1.0 1.0 2.0 3.0

(Question 16 of 34 )

Midterm Final

Comments:

(Question 17 of 34 - Mandatory )

Mid-Term Final

Stress Management – The ability to identify sources of stress and to develop and implement effective coping behaviors; this applies for interactions for:

Progressing Not Progressing

(Needs Remediation – please discuss any

Not Met

Met Exceeds

58

self, patient/clients and their families, members of the health care team and in work/life scenarios.

red flags in the comment section)

Beginning Level:

Recognizes own stressors Recognizes distress or problems in others

Seeks assistance as needed Maintains professional demeanor in all

situations

Red Flags:

Frequently discusses personal stressors on the floor

Demonstrates poor control of emotions or stress when interacting with patients

Unable to recognize own stressors

2.0 1.0 1.0 2.0 3.0

(Question 18 of 34 )

Midterm Final

Comments:

(Question 19 of 34 - Mandatory )

Mid-Term Final

Commitment to Learning – The ability to self-direct learning to include the identification of needs and sources of learning; and to continually seek and apply new knowledge, behaviors, and skills.

Progressing

Not Progressing (Needs Remediation – please discuss any red flags in the comment

section)

Not Met

Met Exceeds

Beginning Level:

Prioritizes information needs Analyzes and subdivides large questions

into components Identifies own learning needs based on

previous experiences Welcomes and/or seeks new learning

opportunities Seeks out professional literature

2.0 1.0 1.0 2.0 3.0

59

Plans and presents an in-service, research or cases studies

Red Flags:

Unable to identify learning needs Does not seek out new knowledge Does not seek out new learning

opportunities Unable to identify sources of learning Unable to apply new learning

(Question 20 of 34 )

Midterm Final

Comments:

(Question 21 of 34 - Mandatory )

Mid-Term Final

Safety - Demonstrates safe behaviors 100% of the time.

Progressing

Not Progressing (Needs Remediation – please discuss any

red flags in the comment section)

Not Met

Met Exceeds

Beginning Level:

Practices in a safe manner that minimizes the risk to patient, self, and others.

Exhibits safe behavior with patients by use of gait belt for all transfer and gait activities. Demonstrates safe behavior as evidenced by applying wheel locks and/or brakes on wheelchairs, chairs, hospital beds and assistive devices if applicable.

Guards patients appropriately during transfer and gait activities.

Red Flags:

Inconsistent use of gait belt

2.0 1.0 1.0 2.0 3.0

60

Inconsistent in securing bed, bedrails, applying wheel locks on wheelchairs

Unsafe technique during mobility activities Attempts required supervision activities

unsupervised Ignores patient precautions and

contraindications

(Question 22 of 34 )

Midterm Final

Comments:

(Question 23 of 34 - Mandatory )

Mid-Term Final

Transfers - Selects, utilizes, teaches and demonstrates correct transfer technique for a variety of patient diagnoses.

Progressing

Not Progressing (Needs Remediation –

please discuss any red flags in the comment section)

Not Met

Met Exceeds

Beginning Level:

Demonstrates proper body mechanics during transfers

Selects appropriate transfer technique based on patient ability, diagnosis and precautions

Assist and instructs patient in bed mobility

Utilizes lift equipment for dependent transfers when appropriate

Prepares environment for transfer

Red Flags:

Poor selection of transfer technique Pattern of poor body mechanics

during transfers Inability to sequence transfers

appropriately Consistently Ineffective in teaching of

transfer technique to patient

2.0 1.0 1.0 2.0 3.0

61

Demonstrates inattention to environment or poor preparation prior to transfer

(Question 24 of 34 )

Midterm Final

Comments:

(Question 25 of 34 - Mandatory )

Mid-Term Final

Positioning and Draping - Applies appropriate positioning of trunk, head and extremities to allow for support, comfort, and alignment and pressure relief when appropriate. Applies draping techniques to maintain patient dignity and comfort.

Progressing

Not Progressing (Needs Remediation – please discuss any

red flags in the comment section)

Not Met

Met Exceeds

Beginning Level:

Applies appropriate positioning of patient in supine, prone, side lying and sitting

Maintains proper support, alignment and pressure relief as required.

Appropriately drapes patients recognizing patient dignity needs

Red Flags:

Inconsistent in following basic positioning principles

Frequently forgets to drape patient Inattention to patient dignity Unable to recognize need for positioning

patient Inconsistent in providing effective pressure

relief

2.0 1.0 1.0 2.0 3.0

(Question 26 of 34 )

Midterm Final

62

Comments:

(Question 27 of 34 - Mandatory )

Mid-Term Final

Vitals - Accurately assesses and reports vital signs for all age groups. Recognizes and/or describes factors that can alter an individual’s vital signs

Progressing

Not Progressing (Needs Remediation – please discuss any red flags in the comment

section)

Not Met

Met Exceeds

Beginning Level:

Utilizes proper technique for blood pressure: checks for brachial pulse, positions cuff correctly, identifies need for different size cuff, uses stethoscope correctly

Able to correctly take and record pulse and identify alternate areas to take pulse if unable to access radial pulse.

Takes vitals in a reasonable amount of time (<=5 minutes)

Recognize and/or describes factors that can alter an individual’s vital signs.

Red Flags:

Takes increased amount of time (>5min) to take vitals

Demonstrates poor technique with inaccurate vital readings

Unable to recognize abnormal vital signs Does not report abnormal findings to

clinical instructor

2.0 1.0 1.0 2.0 3.0

(Question 28 of 34 )

Midterm Final

Comments:

(Question 29 of 34 - Mandatory )

63

Mid-Term Final

Skin Checks - Performs a thorough skin check and focuses on areas of body at risk for skin breakdown and reports findings

Progressing

Not Progressing (Needs Remediation – please discuss any red flags in the comment

section)

Not Met

Met Exceeds

Beginning Level:

Able to identify areas at risk for skin breakdown in supine, side lying, prone and sitting

Identifies areas of skin breakdown and reports to clinical instructor

Red Flags:

Incomplete performance of skin checks

Demonstrates decreased awareness of skin integrity problems

Unable to identify skin breakdown

2.0 1.0 1.0 2.0 3.0

(Question 30 of 34 )

Midterm Final

Comments:

(Question 31 of 34 - Mandatory )

Mid-Term Final

Gait - Selects, describes, performs and teaches the appropriate gait patterns using assistive devices

Progressing

Not Progressing (Needs Remediation – please discuss any red flags in the comment

section)

Not Met

Met Exceeds

Beginning Level:

Able to utilize and teach the following gait patterns: 2-point, modified 2-point, 4-point, 3-point, and modified 3-point

2.0 1.0 1.0 2.0 3.0

64

Safely and effectively guards during gait activities

Red Flags:

Inconsistent in use of gait belt during gait training

Ineffective in teaching patient correct gait pattern

Unable to select correct gait pattern Ignores precautions/contraindications Does not adjust assistive devices

appropriately

(Question 32 of 34 )

Midterm Final

Comments:

(Question 33 of 34 - Mandatory )

Mid-Term Final

Range of motion - Performs passive, active, and active assisted range of motion exercises following basic principles of alignment, support, stability, and control.

Progressing

Not Progressing (Needs Remediation – please discuss any red flags in the comment

section)

Not Met

Met Exceeds

Beginning Level:

Demonstrates effective communication with patient during ROM activity

Able to identify pain, discomfort and adjust technique accordingly

Follows precautions and contraindications

Red Flags:

Consistently demonstrates ineffective technique

2.0 1.0 1.0 2.0 3.0

65

Does not make eye contact with patient or respond to signs/symptoms of pain and discomfort

Does not follow precautions or contraindications

Inattentive to lines, environment

(Question 34 of 34 )

Midterm Final

Comments:

EARLY MOBILITY PROGRAM ASSESSMENT TOOL

Clinical Education II Assessment Tool: As the student progresses from Clinical Education I to Clinical Education II they are expected to demonstrate basic competence in the basic professional and psychomotor skills as described in their Clinical Education I learning objectives. In this second semester the students are considered a “beginner” and no longer at the novice level of learning. During Clin Ed II the overall goal is that the students advance to the intermediate level by the end of this semester. Specifically, they will consistently demonstrate intermediate level Professional Behaviors and intermediate level Basic Skills by the end of the semester. More advanced psychomotor skills learned in this semester’s coursework will be integrated. The main focus of the Clinical Education II learning experience will be to:

Demonstrate Intermediate performance level for the Professional Behaviors Demonstrate consistency in basic psychomotor skills learned in previous semesters and practice

more advance skills from courses this semester including Musculoskeletal Disorders I and Motor Control/Therex

Incorporate classroom learning from Pathophysiology through weekly assignments Advance clinical decision making skills. They should start to think like a PT!

A reference for what is expected for intermediate level performance is the definition of intermediate performance from the Professional Behaviors Tool and from APTA’s Clinical Performance Instrument: Intermediate performance definitions: From Professional Behaviors Tool:

Intermediate Level – behaviors consistent with a learner after the first significant internship From APTA CPI tool:

A student who requires clinical supervision less than 50% of the time managing patients with simple conditions, and 75% of the time managing patients with complex conditions

66

At this level, the student is proficient with simple tasks and is developing the ability to consistently perform skilled examinations, interventions and clinical reasoning It is important as an evaluator to apply the level of “intermediate” performance only to the context of the student’s performance at the hospital and with the knowledge that they are not performing “skilled” physical therapy, but basic clinical skills. They should appear to be a trained physical therapy or nurse technician. The idea of intermediate performance applies to the behaviors in the Professional Behavior tool used within our evaluation tool Evaluation frequency and expectations: Formative feedback: Clinical instructors will provide the students with formative feedback in regards to their performance on a weekly basis and document student progress through the use of E-value as needed. Summative feedback: A formal evaluation using the below assessment tool will be conducted at mid-term and the end of the 12 week course. The due dates and expectations are as follows: Mid term The mid-term evaluation is to determine if there are any “red flag” behaviors that need remediation as indicated in the evaluation tool. The student is expected to show progress towards intermediate level performance. Utilizing the following definitions of progression from a novice to a beginner can help determine if the student is progressing:

At First • Requires very detailed & explicit instructions. • Requires less detailed & explicit instructions.

With Practice • Requires some detailed & explicit instructions. • Performs some activities with few prompts. • Performs regularly practiced activities without

With More Practice • Performs regularly practiced activities in a fully integrated way. • Beginning to assess, plan, and implement care.

Final Clinical Instructors will be expected to complete a formal evaluation for 6-7 students. Clinical instructors can collaborate on the grading of students based on the frequency of their interactions with that student. The following scale will be used the final assessment: 1 - Not Meeting 2 - Meeting 3 - Exceeding Clinical instructors are not expected to “pass” or “fail” a student. This is the responsibility of the course instructors based on the feedback of clinical instructors, student’s response to remediation and the student’s achievement of the stated criteria.

(Question 1 of 34 )

Mid-Term Final

67

Critical Thinking - The ability to question logically; identify, generate and evaluate elements of logical argument; recognize and differentiate facts, appropriate or faulty inferences, and assumptions; and distinguish relevant from irrelevant information. The ability to appropriately utilize, analyze, and critically evaluate scientific evidence to develop a logical argument, and to identify and determine the impact of bias on the decision making process.

Progressing

Not Progressing (Needs

Remediation – please discuss any

red flags in the comment section)

Not Met

Met Exceeds

Intermediate Level:

Able to identify the main patient problem after reviewing the medical record

Utilizes classroom knowledge, research evidence, and clinical experience to formulate new ideas. Seeks alternative ideas.

Formulates alternative hypotheses Critiques hypotheses and ideas at a level

consistent with knowledge base Acknowledges presence of contradictions. Able to identify abnormal lab values and modify

mobility plan based on findings.

Red Flags:

Ignores or demonstrates lack of awareness of contraindications and precautions and unable to explain implications of poor adherence

Unable to develop alternative mobility plans based on patient presentation ie. Abnormal lab values, vitals, patient refusal

Difficulty synthesizing information from previous learning experiences in novel situations

2.0 1.0 1.0 2.0 3.0

(Question 2 of 34 )

Midterm Final

Comments:

Comments:

(Question 3 of 34 )

Mid-Term Final

Communication - The ability to communicate effectively (i.e. verbal, non-verbal, reading,

Progressing Not Progressing

(Needs Remediation – please discuss any red

Not Met

Met Exceeds

68

writing, and listening) for varied audiences and purposes.

flags in the comment section)

Intermediate Level:

Utilizes and modifies communication (verbal, non-verbal, written and electronic) to meet the needs of different audiences

Restates, reflects and clarifies message(s)

Communicates collaboratively with both individuals and team

Communicates important patient information to CI and/or nurse

Collects necessary information from all pertinent individuals in the patient/client management process

Provides effective education (verbal, non-verbal, written and electronic)

Able to clearly and accurately communicate patient safety concerns

Demonstrates ability to pose questions without judging/critical tone

Red Flags:

Exhibits inappropriate tone of voice with patients (arrogant, too loud or too soft)

Makes infrequent eye contact with patient

Unable to communicate in a concise, instructional manner with patients and staff

Unable to adjust communication style based on patient characteristics

Does not exhibit good listening behavior Unable to direct a patient interview in an

effective manner (close ended questions, poor listening skills)

Inconsistent use of laymen’s terms Makes inappropriate comments or jokes

with patients and/or team members and staff

2.0 1.0 1.0 2.0 3.0

(Question 4 of 34 )

Midterm Final

69

Comments:

Comments:

(Question 5 of 34 )

Mid-Term Final

Problem Solving – The ability to recognize and define problems, analyze data, develop and implement solutions, and evaluate outcomes.

Progressing

Not Progressing (Needs Remediation – please discuss any red flags in the comment

section)

Not Met

Met Exceeds

Intermediate Level:

Prioritizes problems Identifies contributors to problems Consults with others to clarify problems Appropriately seeks input or guidance Prioritizes resources (analysis and critique

of resources) Considers consequences of possible

solutions Able to solve simple clinical problems with

no cueing ie. Responding to unstable vitals and/or s/s of distress

Red Flags:

Unable to recognize basic clinical problems such as: faulty equipment, patient conditions that might limit mobility(continence, wounds, lines, other precautions)

Does not seek out additional resources or knowledge from clinical instructors or faculty to assist with problem solving

Unable to identify signs of distress in a patient

Does not report patient problems to instructor or nursing

Unable to distinguish important, urgent patient problems from more trivial patient problem

2.0 1.0 1.0 2.0 3.0

(Question 6 of 34 )

Midterm Final

70

Comments:

Comments:

(Question 7 of 34 )

Mid-Term Final

Interpersonal Skills – The ability to interact effectively with patients, families, colleagues, other health care professionals, and the community in a culturally aware manner.

Progressing

Not Progressing (Needs Remediation – please discuss any red flags in the comment

section)

Not Met

Met Exceeds

Intermediate Level:

Recognizes the non-verbal communication and emotions that others bring to professional interactions

Establishes trust Seeks to gain input from others Respects role of others Accommodates differences in learning

styles as appropriate Demonstrates empathetic skills to

increase understanding of patient presentation

Red Flags:

Shows apathy or disinterest during patient and staff interactions

Frequently impolite to patients, staff and others.

Does not show general respect for fellow students, and hospital staff in various roles

Unable to recognize their own biases in patient interactions

Unable to adjust interaction based on the needs of patient or staff

Demonstrates lack of empathy or compassion for patients and staff

2.0 1.0 1.0 2.0 3.0

(Question 8 of 34 )

Midterm Final

Comments: Comments:

71

(Question 9 of 34 )

Mid-Term Final

Responsibility – The ability to be accountable for the outcomes of personal and professional actions and to follow through on commitments that encompass the profession within the scope of work, community and social responsibilities.

Progressing

Not Progressing (Needs Remediation – please discuss any

red flags in the comment section)

Not Met

Met Exceeds

Intermediate Level:

Displays awareness of and sensitivity to diverse populations

Completes projects without prompting Delegates tasks as needed Collaborates with team members, patients

and families Able to independently manage and prioritize

early mobility task assignments

Red Flags:

Routinely shows up late Does not follow through on clinical

assignments i.e. getting linens for a room, staying with a patient to ensure safety, following through with nursing regarding a patient problem.

Disregards policy and procedures Unable to identify mistakes and/or take

ownership of mistakes Frequently blames others of for mistakes

2.0 1.0 1.0 2.0 3.0

(Question 10 of 34 )

Midterm Final

Comments:

Comments:

(Question 11 of 34 )

Mid-Term Final

72

Professionalism – The ability to exhibit appropriate professional conduct and to represent the profession effectively while promoting the growth/development of the Physical Therapy profession.

Progressing

Not Progressing (Needs Remediation – please discuss any red flags in the comment

section)

Not Met

Met Exceeds

Intermediate Level:

Identifies positive professional role models within the academic and clinical settings

Acts on moral commitment during all academic and clinical activities

Identifies when the input of classmates, co-workers and other healthcare professionals will result in optimal outcome and acts accordingly to attain such input and share decision making

Discusses societal expectations of the profession

Red Flags:

Demonstrates disrespect towards patients, families, staff and/or classmates

Unable to recognize ethical issues or cultural biases

Projects poor professional image Does not abide by the academic code of

honor

2.0 1.0 1.0 2.0 3.0

(Question 12 of 34 )

Midterm Final

Comments:

Comments:

(Question 13 of 34 )

Mid-Term Final

Use of Constructive Feedback – The ability to seek out and identify quality sources of feedback, reflect on and integrate the feedback, and provide meaningful feedback to others.

Progressing

Not Progressing (Needs Remediation – please discuss any red flags in the comment

section)

Not Met

Met Exceeds

Intermediate Level: 2.0 1.0 1.0 2.0 3.0

73

Critiques own performance accurately Responds effectively to constructive

feedback Utilizes feedback when establishing

professional and patient related goals

Develops and implements a plan of action in response to feedback

Provides constructive and timely feedback to team members and instructors.

Able to provide patients with effective feedback to optimize mobility skills.

Red Flags:

Demonstrates defensiveness when receiving feedback

Ignores feedback Inconsistently seeks out feedback Inconsistent ability to incorporate feedback

into behavior Reacts in a personal manner to feedback Lacks ability to adjust feedback to

optimize patient mobility

(Question 14 of 34 )

Midterm Final

Comments:

Comments:

(Question 15 of 34 )

Mid-Term Final

Effective Use of Time and Resources – The ability to manage time and resources effectively to obtain the maximum possible benefit.

Progressing

Not Progressing (Needs Remediation – please discuss any red flags in the comment

section)

Not Met

Met Exceeds

Intermediate Level:

Utilizes effective methods of searching for evidence for practice decisions

2.0 1.0 1.0 2.0 3.0

74

Shares knowledge and collaborates with Early Mobility team to prioritize patient mobilization needs.

Discusses and implements strategies for increasing efficiency.

Identifies need for and seeks referrals to other disciplines or in-house PT.

Utilizes available resources effectively including nursing staff, medical record, and family members.

Assists with maintaining record of patient interactions during clinic time

Red Flags:

Unable to generate activity ideas during downtime

Consistently unprepared ie. Forgetting equipment

Poor initiation or pursuit of learning opportunities

Unable to prioritize patient needs Does not actively observe when able

during patient mobility tasks

(Question 16 of 34 )

Midterm Final

Comments:

Comments:

(Question 17 of 34 )

Mid-Term Final

Stress Management – The ability to identify sources of stress and to develop and implement effective coping behaviors; this applies for interactions for: self, patient/clients and their families, members of the health care team and in work/life scenarios.

Progressing

Not Progressing (Needs Remediation – please discuss any

red flags in the comment section)

Not Met

Met Exceeds

Intermediate Level:

Actively employs stress management techniques

Reconciles inconsistencies in the educational process

2.0 1.0 1.0 2.0 3.0

75

Maintains balance between professional and personal life

Accepts constructive feedback and clarifies expectations

Establishes outlets to cope with stressors Manages emotional barriers in relation to

difficult patient situations

Red Flags:

Frequently discusses personal stressors on the floor

Demonstrates poor control of emotions or stress when interacting with patients

Unable to recognize own stressors

(Question 18 of 34 )

Midterm Final

Comments:

Comments:

(Question 19 of 34 )

Mid-Term Final

Commitment to Learning – The ability to self-direct learning to include the identification of needs and sources of learning; and to continually seek and apply new knowledge, behaviors, and skills.

Progressing

Not Progressing (Needs Remediation –

please discuss any red flags in the

comment section)

Not Met

Met Exceeds

Intermediate Level:

Researches and studies areas where own knowledge base is lacking in order to augment learning and practice

Applies new information and re-evaluates performance

Accepts that there may be more than one answer to a problem

Recognizes the need to and is able to verify solutions to problems

Engaging and participating in discussions/learning process

2.0 1.0 1.0 2.0 3.0

76

Red Flags:

Unable to identify learning needs Does not seek out new knowledge Does not seek out new learning

opportunities

Unable to identify sources of learning Unable to apply new learning Exhibits lack of engagement in learning

experiences at NGHS Does not ask questions

(Question 20 of 34 )

Midterm Final

Comments:

Comments:

(Question 21 of 34 )

Mid-Term Final

Safety - Demonstrates safe behaviors 100% of the time.

Progressing

Not Progressing (Needs Remediation – please discuss any red flags in the comment

section)

Not Met

Met Exceeds

Intermediate Level:

Practices in a safe manner that minimizes the risk to patient, self, and others.

Demonstrates consistency and automaticity in use of safe practices during all mobility tasks ie. Use of gait belt, wheel locks, guarding etc.

Demonstrate the ability to recognize and follow precautions and contraindications during patient mobility activities

Red Flags:

Inconsistent use of gait belt Inconsistent in securing bed, bedrails,

applying wheel locks on wheelchairs

2.0 1.0 1.0 2.0 3.0

77

Unsafe technique during mobility activities

Attempts required supervision activities unsupervised

Ignores patient precautions and contraindications

(Question 22 of 34 )

Midterm Final

Comments:

Comments:

(Question 23 of 34 )

Mid-Term Final

Transfers - Selects, utilizes, teaches and demonstrates correct transfer technique for a variety of patient diagnoses.

Progressing

Not Progressing (Needs Remediation –

please discuss any red flags in the comment section)

Not Met

Met Exceeds

Intermediate Level:

Demonstrates proper body mechanics during transfers

Selects appropriate transfer technique based on patient ability, diagnosis and precautions

Assist and instructs patient in bed mobility

Utilizes lift equipment for dependent transfers when appropriate

Prepares environment for transfer Seeks further instruction for complex

transfers Able to independently verbalize

transfer technique in preparation for complex transfers.

Perform basic screen for transfer readiness when appropriate i.e. Patient status change, lack of patient information

Red Flags:

Poor selection of transfer technique

2.0 1.0 1.0 2.0 3.0

78

Pattern of poor body mechanics during transfers

Inability to sequence transfers appropriately

Ineffective in teaching of transfer technique to patient

Demonstrates inattention to environment or poor preparation prior to transfer

Does not perform a basic screen when appropriate

(Question 24 of 34 )

Midterm Final

Comments:

Comments:

(Question 25 of 34 )

Mid-Term Final

Positioning and Draping - Applies appropriate positioning of trunk, head and extremities to allow for support, comfort, and alignment and pressure relief when appropriate. Applies draping techniques to maintain patient dignity and comfort.

Progressing

Not Progressing (Needs Remediation – please discuss any

red flags in the comment section)

Not Met

Met Exceeds

Intermediate Level:

Consistently applies appropriate positioning of patient in supine, prone, side lying and sitting

Maintains proper support, alignment and pressure relief as required utilizing appropriate equipment including positioning splints, wedges, and pillows

Appropriately drapes patients recognizing patient dignity needs

Red Flags:

Inconsistent in following basic positioning principles

Frequently forgets to drape patient Inattention to patient dignity Unable to recognize need for positioning

patient

2.0 1.0 1.0 2.0 3.0

79

Inconsistent in providing effective pressure relief

(Question 26 of 34 )

Midterm Final

Comments:

Comments:

(Question 27 of 34 )

Mid-Term Final

Vitals - Accurately assesses and reports vital signs for all age groups. Recognizes and/or describes factors that can alter an individual’s vital signs

Progressing

Not Progressing (Needs Remediation – please discuss any red flags in the comment

section)

Not Met

Met Exceeds

Intermediate Level:

Utilizes proper technique for obtaining blood pressure, pulse, temperature and oxygen saturation

Able to identify need for manual blood pressure based on patient presentation

Able to adjust method of obtaining vitals based on patient presentation

Takes vitals in a reasonable amount of time (<=5 minutes)

Recognize abnormal vital signs and physical signs and symptoms

Recognizes and/or describes factors that can alter an individual’s vital signs

Able to describe normal/abnormal vital sign responses to activity.

Able to identify vital signs which may indicate a contraindication for mobility task or need for close monitoring or modification of task.

Reports abnormal vital signs to nurse

Red Flags:

Takes increased amount of time (>5min) to take vitals

Demonstrates poor technique with inaccurate vital readings

2.0 1.0 1.0 2.0 3.0

80

Unable to recognize abnormal vital signs Does not report abnormal findings to

clinical instructor or nurse Does not adjust mobility task based on

abnormal findings Unable to recognize need for different

method of obtaining vitals

(Question 28 of 34 )

Midterm Final

Comments:

Comments:

(Question 29 of 34 )

Mid-Term Final

Skin Checks - Performs a thorough skin check and focuses on areas of body at risk for skin breakdown and reports findings

Progressing

Not Progressing (Needs Remediation – please discuss any red flags in the comment

section)

Not Met

Met Exceeds

Intermediate Level:

Able to identify areas at risk for skin breakdown in supine, sidelying, prone and sitting

Independently and accurately performs a skin check

Identifies areas of skin breakdown and reports to clinical instructor

Able to accurately identify stage I and II pressure sores

Red Flags:

Incomplete performance of skin checks

Demonstrates decreased awareness of skin integrity problems

Unable to identify skin breakdown Does not notify nursing or CI when

skin breakdown is observed

2.0 1.0 1.0 2.0 3.0

(Question 30 of 34 )

81

Midterm Final

Comments:

Comments:

(Question 31 of 34 )

Mid-Term Final

Gait - Selects, describes, performs and teaches the appropriate gait patterns using assistive devices

Progressing

Not Progressing (Needs Remediation –

please discuss any red flags in the

comment section)

Not Met

Met Exceeds

Intermediate Level:

Perform basic screen for gait readiness when appropriate ie. Patient status change, lack of patient information

Able to recognize unsteady gait and need for assistance and/or assistive device

Able to select and instruct patient in appropriate gait pattern based on patient presentation

Safely and effectively guards during gait activities

Recognizes and responds to signs/symptoms of patient distress during gait activities ie. Pain, onset of gait abnormality, signs of fatigue.

Red Flags:

Inconsistent in use of gait belt during gait training

Ineffective in teaching patient correct gait pattern

Unable to select correct gait pattern Ignores precautions/contraindications Does not use and/or adjust assistive devices

appropriately Does not respond to s/s of patient distress

during gait activities.

2.0 1.0 1.0 2.0 3.0

(Question 32 of 34 )

82

Midterm Final

Comments:

Comments:

(Question 33 of 34 )

Mid-Term Final

Range of motion - Performs passive, active, and active assisted range of motion exercises following basic principles of alignment, support, stability, and control.

Progressing

Not Progressing (Needs Remediation – please discuss any red flags in the comment

section)

Not Met

Met Exceeds

Intermediate Level:

Maintains alignment, support, stability and control during ROM

Demonstrates effective communication with patient during ROM activity

Able to identify pain, discomfort and adjust ROM technique accordingly

Follows precautions and contraindications Able to identify ROM limitations and end

feels

Red Flags:

Consistently demonstrates ineffective technique

Does not make eye contact with patient or respond to signs/symptoms of pain and discomfort

Does not follow precautions or contraindications

Inattentive to lines, environment

2.0 1.0 1.0 2.0 3.0

(Question 34 of 34 )

Midterm Final

Comments:

Comments:

83

Exhibit B: Clinical Education

Assessment Tool for Clin Ed III

Subject:

Evaluator:

Site:

Period:

Dates of Course:

Course: Clinical Education III, PT982

Form: Final Competencies

Clinical Education III Assessment Tool:

As students progress into this final semester of the early mobility program, they are expected to demonstrate basic competence in professional and psychomotor skills described in their clinical education I and II learning objectives. In this third semester, students are expected to progress forward with independence and achieve entry level performance in context to the early mobility program Professional Behaviors Tool. These students all achieved a minimum of intermediate level in clinical education II.

The main focus of Clinical Education III learning experience will be to:

Demonstrate entry-level performance for Professional Behaviors (evaluated at mid-term and final)

Demonstrate Beginner level performance in skilled physical therapy activities as described in the competency portion of evaluation (evaluated at mid-term and final)

Demonstrate Beginner level readiness for entry into the first full-time clinical rotation (assessed at final)

A reference for what is expected for entry-level performance from the Professional Behaviors Tool and from the APTA's Clinical Performance Instrument: *Keep in mind: as related to the early mobility portion of this clinical experience – functioning as a technician or aide

A student who is capable of functioning without guidance or supervision; able to seek consultation when needed

A reference for what is expected for beginner level performance from the APTA's Clinical Performance Instrument: *Keep in mind: as related to the introduction of skilled physical therapy activities introduced in this clinical experience – functioning as a skilled physical therapist

A student who requires close clinical supervision 100% of the time managing patients with constant monitoring and feedback, even with patients with simple conditions

84

Levels of performance to mark for both professional behaviors (goal is entry-level) and skilled physical therapy experiences (goal is beginner level)

Novice Performance:

A student who still needs physical assistance, guidance, and clinical instructor to stop activity or take-over activity for safety reasons

Performance reflects no skilled experience Inability to safely function as an aide on a mobility team

Beginner Performance:

A student who requires close clinical supervision 100% of the time managing patients with constant monitoring and feedback, even with patients with simple conditions.

At this level, performance is inconsistent and clinical reasoning* is performed in an inefficient manner.

Performance reflects little or no experience.

Advanced Beginner Performance:

A student who requires clinical supervision 75% – 90% of the time managing patients with simple conditions, and 100% of the time managing patients with complex conditions.

At this level, the student demonstrates consistency in developing proficiency with simple tasks (eg, medical record review, goniometry, muscle testing, and simple interventions), but is unable to perform skilled examinations, interventions, and clinical reasoning skills.

Intermediate Performance:

A student who requires clinical supervision less than 50% of the time managing patients with simple conditions, and 75% of the time managing patients with complex conditions.

At this level, the student is proficient with simple tasks and is developing the ability to consistently perform skilled examinations, interventions, and clinical reasoning.

Advanced Intermediate Performance:

A student who requires clinical supervision less than 25% of the time managing new patients or patients with complex conditions and is independent managing patients with simple conditions.

At this level, the student is consistent and proficient in simple tasks and requires only occasional cueing for skilled examinations, interventions, and clinical reasoning.

Entry-Level Performance:

A student who is capable of functioning without guidance or clinical supervision managing patients with simple or complex conditions.

At this level, the student is consistently proficient and skilled in simple and complex tasks for skilled examinations, interventions, and clinical reasoning.

85

Consults with others and resolves unfamiliar or ambiguous situations.

Beyond Entry-Level Performance:

A student who is capable of functioning without clinical supervision or guidance in managing patients with simple or highly complex conditions, and is able to function in unfamiliar or ambiguous situations.

At this level, the student is consistently proficient at highly skilled examinations, interventions, and clinical reasoning, and is a capable of serving as a consultant or resource for others.

(Question 1 of 4 - Mandatory )

Professional Behaviors: goal is entry-level Novice Beginner Advanced Beginner

Intermediate Advanced

Intermediate Entry-Level

Professionalism and Responsibility (prepared for each day; treats others with respect; maintains professional demeanor; accountable for actions; shows interest in professional development)

1.0 2.0 3.0 4.0 5.0 6.0

Use of constructive feedback (accepts without defensiveness and uses feedback to adjust performance in a positive manner)

1.0 2.0 3.0 4.0 5.0 6.0

Effective use of time and resources (manages to obtain maximum benefits)

1.0 2.0 3.0 4.0 5.0 6.0

Stress management (able to identify and cope with stressors appropriately)

1.0 2.0 3.0 4.0 5.0 6.0

Commitment to learning (self-directed learning evident; seeks and applies novel learning opportunities)

1.0 2.0 3.0 4.0 5.0 6.0

Safety (Practices safely at least 95% of the time)

1.0 2.0 3.0 4.0 5.0 6.0

Psychomotor skills: transfers, gait, positioning and draping, vital sign monitoring, skin checks, ROM and ther ex (selection of appropriate activity with correct technique at least 95% of the time)

1.0 2.0 3.0 4.0 5.0 6.0

Independent set up and management of room, equipment (O2 tanks, chair alarms, beds), lines, family members, etc. with two patients

1.0 2.0 3.0 4.0 5.0 6.0

(Question 2 of 4 - Mandatory )

86

Competency: goal is beginner level Novice Beginner Advanced Beginner

Intermediate Advanced

Intermediate Entry-Level

Chooses one appropriate assessment and one mobility strategy post chart review

1.0 2.0 3.0 4.0 5.0 6.0

Adjusts intervention plan as needed based on patient response to treatment

1.0 2.0 3.0 4.0 5.0 6.0

Completes basic evaluation with assist and cues from CI as needed

1.0 2.0 3.0 4.0 5.0 6.0

Performs 2 different standardzied outcome measures (ie: TUG, 10MWT, BERG)

1.0 2.0 3.0 4.0 5.0 6.0

Recognizes vital sign changes that require adjustment in activity

1.0 2.0 3.0 4.0 5.0 6.0

(Question 3 of 4 - Mandatory )

Needs Remediation

Ready with some reservation

Ready for first full-time clinical

Exceeds readiness for first full-time clinical

Please State Student Readiness for first full time clinical: goal is beginer level

1.0 2.0 3.0 4.0

Summary of Performance (Question 4 of 4 )

Subject:

Evaluator:

Site:

Period:

Dates of Course:

Course: Clinical Education III, PT982

Form: Midterm Competencies

Clinical Education III Assessment Tool:

As students progress into this final semester of the early mobility program, they are expected to demonstrate basic competence in professional and psychomotor skills described in their clinical education I and II learning objectives. In this third semester, students are expected to progress forward with independence and achieve entry level performance in context to the early mobility program Professional Behaviors Tool. These students all achieved a minimum of intermediate level in clinical education II.

The main focus of Clinical Education III learning experience will be to:

87

Demonstrate entry-level performance for Professional Behaviors (evaluated at mid-term and final)

Demonstrate Beginner level performance in skilled physical therapy activities as described in the competency portion of evaluation (evaluated at mid-term and final)

Demonstrate Beginner level readiness for entry into the first full-time clinical rotation (assessed at final)

A reference for what is expected for entry-level performance from the Professional Behaviors Tool and from the APTA's Clinical Performance Instrument: *Keep in mind: as related to the early mobility portion of this clinical experience – functioning as a technician or aide

A student who is capable of functioning without guidance or supervision; able to seek consultation when needed

A reference for what is expected for beginner level performance from the APTA's Clinical Performance Instrument: *Keep in mind: as related to the introduction of skilled physical therapy activities introduced in this clinical experience – functioning as a skilled physical therapist

A student who requires close clinical supervision 100% of the time managing patients with constant monitoring and feedback, even with patients with simple conditions

Levels of performance to mark for both professional behaviors (goal is entry-level) and skilled physical therapy experiences (goal is beginner level)

Novice Performance:

A student who still needs physical assistance, guidance, and clinical instructor to stop activity or take-over activity for safety reasons

Performance reflects no skilled experience Inability to safely function as an aide on a mobility team

Beginner Performance:

A student who requires close clinical supervision 100% of the time managing patients with constant monitoring and feedback, even with patients with simple conditions.

At this level, performance is inconsistent and clinical reasoning* is performed in an inefficient manner.

Performance reflects little or no experience.

Advanced Beginner Performance:

A student who requires clinical supervision 75% – 90% of the time managing patients with simple conditions, and 100% of the time managing patients with complex conditions.

88

At this level, the student demonstrates consistency in developing proficiency with simple tasks (eg, medical record review, goniometry, muscle testing, and simple interventions), but is unable to perform skilled examinations, interventions, and clinical reasoning skills.

Intermediate Performance:

A student who requires clinical supervision less than 50% of the time managing patients with simple conditions, and 75% of the time managing patients with complex conditions.

At this level, the student is proficient with simple tasks and is developing the ability to consistently perform skilled examinations, interventions, and clinical reasoning.

Advanced Intermediate Performance:

A student who requires clinical supervision less than 25% of the time managing new patients or patients with complex conditions and is independent managing patients with simple conditions.

At this level, the student is consistent and proficient in simple tasks and requires only occasional cueing for skilled examinations, interventions, and clinical reasoning.

Entry-Level Performance:

A student who is capable of functioning without guidance or clinical supervision managing patients with simple or complex conditions.

At this level, the student is consistently proficient and skilled in simple and complex tasks for skilled examinations, interventions, and clinical reasoning.

Consults with others and resolves unfamiliar or ambiguous situations.

Beyond Entry-Level Performance:

A student who is capable of functioning without clinical supervision or guidance in managing patients with simple or highly complex conditions, and is able to function in unfamiliar or ambiguous situations.

At this level, the student is consistently proficient at highly skilled examinations, interventions, and clinical reasoning, and is a capable of serving as a consultant or resource for others.

(Question 1 of 3 - Mandatory )

Professional Behaviors: goal is entry-level Novice Beginner Advanced Beginner

Intermediate Advanced

Intermediate Entry-Level

Professionalism and Responsibility (prepared for each day; treats others with respect; maintains professional demeanor; accountable for actions; shows interest in professional development)

1.0 2.0 3.0 4.0 5.0 6.0

Use of constructive feedback (accepts without defensiveness and uses feedback to adjust performance in a positive manner)

1.0 2.0 3.0 4.0 5.0 6.0

89

Effective use of time and resources (manages to obtain maximum benefits)

1.0 2.0 3.0 4.0 5.0 6.0

Stress management (able to identify and cope with stressors appropriately)

1.0 2.0 3.0 4.0 5.0 6.0

Commitment to learning (self-directed learning evident; seeks and applies novel learning opportunities)

1.0 2.0 3.0 4.0 5.0 6.0

Safety (Practices safely at least 95% of the time)

1.0 2.0 3.0 4.0 5.0 6.0

Psychomotor skills: transfers, gait, positioning and draping, vital sign monitoring, skin checks, ROM and ther ex (selection of appropriate activity with correct technique at least 95% of the time)

1.0 2.0 3.0 4.0 5.0 6.0

Independent set up and management of room, equipment (O2 tanks, chair alarms, beds), lines, family members, etc. with two patients

1.0 2.0 3.0 4.0 5.0 6.0

(Question 2 of 3 - Mandatory )

Competency: goal is beginner level Novice Beginner Advanced Beginner

Intermediate Advanced

Intermediate Entry-Level

Verbalizes clinical rationale post chart review of skilled intervention plan, anticipated needs, or why patient should be progressed/treatment plan altered

1.0 2.0 3.0 4.0 5.0 6.0

Takes a patient history verbally with client 1.0 2.0 3.0 4.0 5.0 6.0

Determines readiness for mobility activities and need for PT services

1.0 2.0 3.0 4.0 5.0 6.0

Completes an early mobility treatment sessions from start to finish

1.0 2.0 3.0 4.0 5.0 6.0

Identifies what patient populations encountered regularly need closer monitoring of response to activity and anticipated needs of that population based on patient history/chart review

1.0 2.0 3.0 4.0 5.0 6.0

Summary of Performance (Question 3 of 3 )

90

Appendix F: Student Assessment of Clinical Experience

SECTION 1: PT STUDENT ASSESSMENT OF THE CLINICAL EXPERIENCE

Information found in Section 1 may be available to program faculty and students

to

familiarize them with the learning experiences at this clinical facility.

1. Name of Clinical Education Site

Address City State

2. Clinical Experience Number 3. Specify the number of weeks for each applicable clinical experience/rotation.

Acute Care/Inpatient Hospital Facility Private Practice Wellness/Prevention/Fitness Program

Rehabilitation/Sub- acute Rehabilitation ECF/Nursing Home/SNF School/Preschool Program Federal/State/County Health Ambulatory Care/Outpatient Industrial/Occupational

Health Facility Other

Orientation

4. Did you receive information from the clinical facility prior to your arrival? Yes

No

5. Did the on-site orientation provide you with an awareness of the information and resources that you

would need for the experience? Yes No

6. What else could have been provided during the orientation?

Patient/Client Management and the Practice Environment

For questions 7, 8, and 9, use the following 4-point rating scale: 1= Never 2 = Rarely 3 = Occasionally 4 = Often

7. During this clinical experience, describe the frequency of time spent in each of the following areas.

Rate all items in the shaded columns using the above 4-point scale.

91

Diversity Of Case Mix

Rating

Patient Lifespan

Rating

Continuum Of Care

Rating

Musculoskeletal 0-12 years Critical care, ICU, Acute Neuromuscular 13-21 years SNF/ECF/Sub-acute Cardiopulmonary 22-65 years Rehabilitation Integumentary over 65 years Ambulatory/Outpatient Other (GI, GU, Renal,

Metabolic, Endocrine) Home Health/Hospice

Wellness/Fitness/Industry

8. During this clinical experience, describe the frequency of time spent in providing the following

components of care from the patient/client management model of the Guide to Physical Therapist

Practice. Rate all items in the shaded columns using the above 4-point scale.

Components of Care

Rating

Components of Care

Rating

Examination Diagnosis Screening Prognosis History taking Plan of Care Systems review Interventions Tests and measures Outcomes Assessment

Evaluation

9. During this experience, how frequently did staff (ie, CI, CCCE, and clinicians) maintain an

environment conducive to professional practice and growth? Rate all items in the shaded columns

using the 4-point noted above.

Environment Rating

Providing a helpful and supportive attitude for your role as a PT student. Providing effective role models for problem solving, communication, and

teamwork.

Demonstrating high morale and harmonious working relationships. Adhering to ethical codes and legal statutes and standards (eg, Medicare, HIPAA,

informed consent, APTA Code of Ethics, etc).

Being sensitive to individual differences (ie, race, age, ethnicity, etc). Using evidence to support clinical practice. Being involved in professional development (eg, degree and non-degree

continuing education, in-services, journal clubs, etc).

Being involved in district, state, regional, and/or national professional activities.

10. What suggestions, relative to the items in question #9, could you offer to improve the environment

for professional practice and growth?

92

Clinical Experience

11. Were there other students at this clinical facility during your clinical experience? (Check all that

apply):

Physical therapist students Physical therapist assistant students

Other disciplines or service departments (Please specify )

12. Identify the ratio of students to CIs for your clinical experience:

1 student to 1 CI 1 student to greater than 1 CI

student; Describe 1 CI to greater than1

13. How did the clinical supervision ratio in Question #12 influence your learning experience?

14. ¶In addition to patient/client management, what other learning experiences did you participate in

during this clinical experience? (Check all that apply)

Attended in-services/educational programs

Presented an in-service Attended special clinics Attended team meetings/conferences/grand rounds Directed and supervised physical therapist assistants and other support personnel

Observed surgery Participated in administrative and business practice management Participated in collaborative treatment with other disciplines to provide patient/client care

(please specify)

Participated in opportunities to provide consultation

Participated in service learning Participated in wellness/health promotion/screening programs Performed systematic data collection as part of an investigative study

Other; Please specify

15. Please provide any logistical suggestions for this location that may be helpful to students in the future.

Include costs, names of resources, housing, food, parking, etc.

93

Overall Summary Appraisal

16. Overall, how would you assess this clinical experience? (Check only one)

Excellent clinical learning experience; would not hesitate to recommend this clinical

education site to another student.

Time well spent; would recommend this clinical education site to another student.

Some good learning experiences; student program needs further development.

Student clinical education program is not adequately developed at this time.

17. What specific qualities or skills do you believe a physical therapist student should have to function

successfully at this clinical education site?

___________________________________________________________

___________________________________________________________

18. If, during this clinical education experience, you were exposed to content not included in your

previous physical therapist academic preparation, describe those subject areas not addressed.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________ cvxcsdfsdf

19. What suggestions would you offer to future physical therapist students to improve this clinical education

experience?

20. What do you believe were the strengths of your physical therapist academic preparation and/or

coursework for this clinical experience?

94

21. What curricular suggestions do you have that would have prepared you better for this clinical

experience?

_________________________________________________________

¶

95

Appendix G: Student Assessment of Clinical Instruction

SECTION 2: PT STUDENT ASSESSMENT OF

CLINICAL INSTRUCTION

Information found in this section is to be shared between the student and the clinical instructor(s) at

midterm and final evaluations. Additional copies of Section 2 should be made when there are multiple CIs

supervising the student. Information contained in Section 2 is confidential and will not be shared by the

academic program with other students.

Date: Clinician Name:______________________ ________

Clinical Site:_____________________________________________

Assessment of Clinical Instruction 22. Using the scale (1 - 5) below, rate how clinical instruction was provided during this clinical experience at

both midterm and final evaluations (shaded columns).

1=Strongly Disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly Agree

Provision of Clinical Instruction Mid Fin

The clinical instructor (CI) was familiar with the academic program’s

objectives and expectations for this experience. l

The clinical education site had written objectives for this learning experience.

The clinical education site’s objectives for this learning experience were clearly

communicated.

There was an opportunity for student input into the objectives for this learning

experience.

The CI provided constructive feedback on student performance.

The CI provided timely feedback on student performance.

The CI demonstrated skill in active listening.

The CI provided clear and concise communication.

The CI communicated in an open and non-threatening manner.

The CI taught in an interactive manner that encouraged problem solving.

There was a clear understanding to whom you were directly responsible and

accountable.

The supervising CI was Accessible when needed.

The CI clearly explained your student responsibilities.

The CI provided responsibilities that were within your scope of knowledge

and skills.

96

The CI facilitated patient-therapist and therapist-student relationships.

Time was available with the CI to discuss patient/client management.

The CI served as a positive role model in physical therapy practice.

The CI skillfully used the clinical environment for planned and unplanned

learning experiences.

The CI integrated knowledge of various learning styles into student

clinical teaching.

The CI made the formal evaluation process constructive.

The CI encouraged the student to self-assess.

23. Was your CI’(s) evaluation of your level of performance in agreement with your self-assessment?

Midterm Evaluation Yes No

Final Evaluation Yes No

24. If there were inconsistencies, how were they discussed and managed?

Midterm Evaluation:

Final Evaluation:

25. What did your CI(s) do well to contribute to your learning?

Midterm Comments:

Final Comments:

26. What, if anything, could your CI(s) and/or other staff have done differently to contribute to your

learning?

Midterm Comments:

97

Final Comments:

Thank you for sharing and discussing candid feedback with your CI(s) so that

any necessary midcourse corrections can be made to modify and further

enhance your learning experience.

98

Appendix H: Table of Progression Through The Clinical Education Curriculum

Course Timeframe Objectives

PT 980

Clinical

Education I

15 weeks 2ND

semester Fall

Year 1

partial day visits

to acute care/

Students will demonstrate a level of skill consistent with the “Beginner”

Stage in all areas of the PDT 1. Demonstrate safe behaviors 100% of the time. 2. Demonstrate effective and appropriate verbal and non-verbal

communication skills while interacting with your team, all healthcare

providers, facility staff, patients, and families. 3. Demonstrate effective use of time by arriving promptly and ready,

focusing on tasks at hand, using ‘down’ time constructively, being flexible,

and completing assignments in timely fashion. 4. Demonstrate a positive attitude towards feedback by either actively

seeking feedback, or, receiving constructive feedback from your team CI,

your team all healthcare providers, facility staff, patients, and families; use

such feedback to improve. 5. Demonstrate the ability to recognize clinical problems, describe such

problems clearly, seek appropriate resources to assist with problem-

solving, and explores solutions to problems with team. 6. Abide by state law, professional ethics, and facility policies and procedures

100% of the time. 7. Demonstrate honesty, compassion, courage and consistent positive regard

for all. 8. Demonstrate responsible behavior including: punctuality, dependability,

follow through on commitments, safety consciousness, ‘owning’ one’s

behavior, and recognition of one’s own limitations. 9. Demonstrate a commitment to learning by listening watching, engaging,

seeking and offering thoughts and ideas, and identifying need for more

information. 10. Demonstrate early characteristics of critical thinking by raising relevant

questions, compiling comprehensive information, seeking evidence from

scientific literature, recognizing one’s own limitations and

knowledge/experience gaps that need to be filled. 11. Maintain a professional and poised demeanor even when in stressful

situations. 12. Accurately assess and report vital signs for all age groups. .Recognize

and/or describes factors that can alter an individual’s vital signs. 13. Demonstrate proper body mechanics when performing patient care

techniques including: taking vital signs, positioning, transfers, wheelchair

skills and management, gait training, and exercise. 14. Apply appropriate positioning of the trunk, head, and extremities when

patient is in supine, prone, side-lying or sitting. 15. Perform a thorough skin check specifically focusing on areas of the body

at risk and report findings. 16. Demonstrate the ability to assist and instruct a patient with bed mobility

skills. Consistently utilize appropriate draping techniques. 17. Assess gross muscle strength of the upper and lower extremities for the

purpose of assisting a patient in transfers or ambulation. 18. Select, describe, demonstrate, and teach appropriate transfer techniques for

a variety of patient diagnoses and dysfunctions. 19. Select, describe, perform and teach the appropriate gait patterns using

assistive devices, and summarize their advantages and disadvantages,

99

including the following gait patterns: 2-point,modified 2 point, 4-point,

modified 4 point, 3-point, and modified 3 point gait (three-one-

point)patterns.

100

PT 981 Clinical

Education II 15 weeks 3rd

semester Spring Year 1

partial day visits to acute

care

Students will demonstrate a level of skill consistent with the “Intermediate”

Stage in all areas of the PDT 20. Demonstrate safe behaviors 100% of the time. 21. Demonstrate effective and appropriate verbal and non-verbal

communication skills while interacting with your team CI, your team

nurse(s), other students on your team, another health professional, facility

staff, patients, and families. 22. Be able to adjust your communication to meet the needs of different

audiences. 23. Recognize non-verbal and verbal communication and emotions in others,

establishes trust among team members and with patients, and respects and

accepts roles of others. 24. Utilize time management skills to maximize learning in the clinic by

arriving promptly and ready, focusing on tasks at hand, using ‘down’ time

constructively, being flexible, and completing assignments in timely

fashion. 25. Receive and respond effectively to feedback from team members, clinical

and faculty instructors and hospital staff. 26. Recognize and describe clinical problems and explore solutions to problems

with team. Consult with appropriate staff and faculty to clarify and solve

problems. 27. Abide by state law, professional ethics, and facility policies and procedures

100% of the time. 28. Demonstrate honesty, compassion, courage and consistent regard for all. 29. Assume responsibility for actions and demonstrate follow through on

commitments including timely completion of weekly assignments.

Appropriately delegate early mobility tasks to others on team and complete

tasks without prompting. Be punctual, dependable, safety conscious and

recognize one’s own limitations. 30. Apply new information and recognize the need to verify solutions to

problems. Research and study areas where own knowledge base is lacking. 31. Utilizes didactic knowledge and clinical experience to formulate ideas and

feel challenged to examine ideas. Able to develop and critique hypotheses

at a level consistent with knowledge base. 32. Maintain a professional and poised demeanor even when in stressful

situations. 33. Maintain basic clinical skills developed last semester in transfers, bed

mobility, positioning, vital signs, skin checks and gait training. Begin to

advance these skills with more complicated patient diagnoses. 34. Begin to acquire a working knowledge of the documentation process in

various settings. 35. Integrate learning from didactic coursework in Pathophysiology through

completion of weekly assignments 36. Demonstrate competency in the use of basic screening tools used for

ambulation and transfer readiness, basic reflex testing and other skills

from previous coursework in Exam and Evaluation and current coursework.

PT 982 Clinical

Education III 15 weeks 4th

semester Summer

Year 2 partial day visits

to acute care/long

term

care/wellness

settings

Same criteria as PT 981. (Student will achieve criteria in a different setting) Additionally, students will demonstrate a level of skill consistent

with the “Entry Level” Stage in all areas of the PDT

101

PT 983 Clinical Education

IV

6 weeks 5th

semester Fall Year 2

First full time

internship= 240

hours

Safe and effective performance of clinical skills in a full time internship in

an acute, outpatient orthopedic or, geriatric clinical setting. Minimal CPI

ratings of Advanced Beginner for all criteria.

PT 985 Clinical Education

V

12 weeks 8th

semester Summer Year 2

Second full time

internship= 480

hours

Safe and effective performance of clinical skills in a full time internship

in an acute, outpatient orthopedic or, geriatric, pediatric, sports, or

neurologic clinical setting. CPI ratings of intermediate to advanced

intermediate for all criteria.

PT 987Clinical

Education VI 12 weeks 9th

semester Spring

Year 3 Third and

final full time

internship= 480

hours

Safe and effective performance of clinical skills in a full time internship

in an acute, outpatient orthopedic or, geriatric, pediatric, sports, or

neurologic clinical setting. CPI ratings of entry level to beyond entry

level.

102

Appendix I: Clinical Education Tracking Chart

For All Clinical Education Courses

Due Date Completed

Hepatitis B Vaccine August 1st of initial admission year

MMR August 1st of initial admission year

Varicella August 1st of initial admission year

CPR certification August 1st every other year

Sign and Upload Clinical Education Handbook August 1st annually

TB test August 1st annually

Flu Shot October 1st annually

Early Mobility Clin Ed I Due Date Completed

Onboarding Cerificate for NGMC August 1st

Professional Behaviors Assessment August 1st

PT Student assessment of clinical instruction Wednesday of week 14

Student assessment of clinical experience Wednesday of week 14

Early Mobility Clin Ed II Due Date Completed

Update address fields (current and permanent) February 1st

PT Student assessment of clinical instruction Wednesday of week 14

Student assessment of clinical experience Wednesday of week 14

Learning Styles Assessment Completed during course

103

Early Mobility Clin Ed III Due Date Completed

Clinical Competency check-off Wednesday post end of rotation

Clin Ed IV Due Date Completed

CPI training certificate

Summer semester prior to clinical rotation 3 days post Clin Ed IV intro class

Onboarding for specific site

summer semester prior (Please notify clin ed team if not complete within 6 weeks of start of rotation)

Contact CCCE 9th week of summer semester (if not prior)

Student information form 8 weeks prior to start of clinical rotation

Arrival Form end of week 1 of rotation

CPI (midterm and final) midterm and last day of rotation

CSIF last day of rotation

PT student assessment of clinical instructor last day of rotation

PT student assessment of clinical site last day of rotation

Clin Ed V Due Date Completed

Onboarding for specific site

summer semester prior (Please notify clin ed team if not complete within 6 weeks of start of rotation)

Contact CCCE 9th week of summer semester (if not prior)

Student information form 8 weeks prior to start of clinical rotation

Arrival Form end of week 1 of rotation

CPI midterm and last day of rotation

CSIF midterm and last day of rotation

PT student assessment of clinical instructor midterm and last day of rotation

PT student assessment of clinical site last day of rotation

104

Clin Ed VI Due Date Completed

Onboarding for specific site

Week 8 of Clinical Ed V semester (Please notify clin ed team if not able to complete by this time)

Contact CCCE Week 8 of Clinical Ed V semester

Student information form 8 weeks prior to start of clinical rotation

Arrival Form end of week 1 of rotation

CPI midterm and last day of rotation

CSIF midterm and last day of rotation

PT student assessment of clinical instructor midterm and last day of rotation

PT student assessment of clinical site last day of rotation

105

DPT Student Affirmation of Receipt and Review of the Clinical Education Handbook

2019 - 2020 DPT Program Year

I, ____________________________, have received my personal copy of the 2019-2020 "Student Handbook".

Print Name Here

This handbook has been reviewed by me and I understand and am prepared to abide by these policies and

procedures.

I understand that if any changes and/or additions are made to this handbook or any other policies and procedures

that affect the Classes of 2018-2019 that I will be notified either in writing or via e-mail.

____________________________________ Printed

Name

____________________________________ Signature

____________________________________ Date