dubois.psu.edu · Web viewconsiderations for basic physical therapy modalities including their indications, contraindications, skill development and practical application. PT 160

PHYSICAL THERAPIST ASSISTANT PROGRAM

Clinical Education Manual

2015

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Effective April 30, 2014 The physical therapist assistant program at The Pennsylvania State University, DuBois Campus has been granted Candidate for Accreditation status by the Commission on Accreditation in Physical Therapy Education (1111 North Fairfax Street, Alexandria, VA, 22314; phone: 703-706-3245; email: [email protected]). Candidate for Accreditation is a pre-accreditation status of affiliation with the Commission on Accreditation in Physical Therapy Education that indicates that the program may matriculate students in technical/professional courses and that the program is progressing towards accreditation. Candidate for Accreditation is not an accreditation status nor does it assure eventual accreditation.

The University receives its accreditation from the Middle States Commission on Higher Education. Penn State was first accredited in 1921 and recently completed a self-study evaluation which resulted in reaffirmation of accreditation on June 25, 2015. A monitoring report is due April 1, 2017. The current Statement of Accreditation Status can be viewed at http://middlestates.psu.edu/wp-content/uploads/sites/11525/2014/04/2015-MSCHE-Reaffirmation-and-Statement-of-Accreditation-Status.pdfThe Pennsylvania State University is authorized to grant Associate degrees and the accreditation status granted by Middle States Commission on Higher Education includes such degrees. As detailed in the Statement of Accreditation Status, the Middle States Commission on Higher Education recognizes the U.S. Secretary of Education’s approval of the Commission Accreditation in Physical Therapy Education to accredit physical therapist assistant education programs.

STATEMENT OF NONDISCRIMINATION:

The University is committed to equal access to programs, facilities, admission and employment for all persons. It is the policy of the University to maintain an environment free of harassment and free of discrimination against any person because of age, race, color, ancestry, national origin, religion, creed, service in the uniformed services (as defined in state and federal law), veteran status, sex, sexual orientation, marital or family status, pregnancy, pregnancy-related conditions, physical or mental disability, gender, perceived gender, gender identity, genetic information or political ideas. Discriminatory conduct and harassment, as well as sexual misconduct and relationship violence, violates the dignity of individuals, impedes the realization of the University’s educational mission, and will not be tolerated.

Direct all inquiries regarding the nondiscrimination policy to:

Affirmative Action DirectorThe Pennsylvania State University328 Boucke Building

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mailto:[email protected]

University Park, PA 16802-2801Telephone: (814) 863-0471

DISABILITY ACCESS STATEMENT:

Penn State DuBois welcomes students with disabilities into the University’s educational programs. If you have a disability-related need for modifications and/or reasonable accommodations in this course, please contact Diana Kreydt at The Office for Disability Services, 244 Swift, at 372-3037 or [email protected].

For further information regarding the Office of Disability Services, visit their web site at www.equity.psu.edu/ods. Instructors should be notified as early in the semester as possible regarding the need for modification and/or reasonable accommodations.

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Table of Contents

I. General Program Information 5-14 Mission, Philosophy, Goals and Outcomes Statements

Faculty MembersCurriculumCourse Descriptions for 2PTAEssential Functions

II. Policies- Academic & Clinical 15-55

III. PTA Practicum I-PT 395E 56-61AssignmentsEvaluationsObjectives- PT 395E

IV. PTA Practicum II & III-PT 395F, PT 395G 62-75AssignmentsEvaluationsObjectives- PT 395FObjectives- PT 395G

V. Assignment Information 76-82

VI. CPI Grading Expectations 83-85

VII. APTA Definitions/ Utilization of PTA, Education for PTAs 86

VIII. Standards of Accreditation for PTAs 87-88

IX. Standards of Ethical Conduct for PTAs 89

X. Utilization of the PTA 90

XI. Additional APTA Documents 91

XII. Student Signature Forms 92-94

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MISSION STATEMENT

The mission of the Physical Therapist Assistant (PTA) Program at Penn State DuBois is to graduate well-educated, competent, caring, quality oriented physical therapist assistants who will provide physical therapy services to patients/clients across the life span who are experiencing pain or have a disability, under the direct supervision of a licensed physical therapist. This program mission is consistent with the university-wide, the University College and the campus mission. In order to meet this mission, the PTA program faculty will:

1. Provide a high-quality physical therapist assistant education program that produces a culturally sensitive, competent and safe clinician.

2. Engage in professional development activities that will advance their knowledge related to physical therapy, rehabilitation and teaching.

3. Provide a positive example to their students by service and leadership to the physical therapy profession and community.

PHILOSOPHY STATEMENT

The PTA curriculum is designed to train individuals to become Physical Therapist Assistants while providing them with a broad based general education. This dual approach provides skilled technical health care workers that provide a vital function in today's society and prepares the PTA graduate for the life-long learning experiences necessary to keep them abreast of the changing field of physical therapy.

The PTA curriculum demands both the manual skills necessary to perform the duties of the PTA as well as the intellectual and thinking skills necessary for many of life's decisions. Training in clinically relevant knowledge, communication skills, cultural diversity, and the ability to function as a team member to complete a project are general goals of this program.

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PTA Program Goals, Objectives and Outcomes

The PTA Program will strive to:

Goal 1. Develop clinicians who possess and can apply their knowledge of basic sciences, PT theory and procedures to practice as a physical therapist assistant in a variety of practice settings to enhance patient care.

Upon successful completion of the program the students will be able to:

Objective A. Competently carry out the plan of care established by the PT.

Objective B. Collect relevant data in order to determine if modification of treatment is needed.

Objective C. Effectively perform quality patient-centered treatment interventions while minimizing risk to patient, self and others.

Outcome: 85% of graduates will pass the licensure/certification exam.

Goal 2. Develop clinicians who possess the necessary professional behaviors to practice as a physical therapist assistant.


Objective A. Demonstrate effective verbal and non-verbal communication including documentation

Objective B. Demonstrate problem-solving and critical thinking skills

Objective C. Apply effective interpersonal skills with a wide variety of persons in the classroom and professional settings

Outcome: Students and graduates will effectively communicate with patients and other health professionals.

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Goal 3. Develop clinicians who are culturally sensitive and have a sense of commitment to the physical therapy profession’s core values and ethics as outlined in APTA’s “Standards of Ethical Conduct for the PTA”. http://www.apta.org/Ethics_and_Legal_Issues


Objective A. Respect the rights and dignity of all individuals by responding to the individual cultural needs of each patient.

Objective B. Comply with the laws and regulations governing physical therapy.

Objective C. Protect the public and the profession from unethical, incompetent, and illegal acts.

Objective D. Demonstrate knowledge of the importance of the accreditation process.

Outcome: Students and graduates will work in a manner consistent with the state practice act, APTA's Code of Ethics and the Guide for Conduct of

the PTA.

Goal 4. Develop clinicians who are prepared to be lifelong learners and who will keep current with best practices.


Objective A. Identify their own learning needs

Objective B. Adopt and value professional development practices demonstrated by faculty

Outcome: Students and graduates will be able to assess their own strengths and weaknesses to determine the need for professional and personal

growth.

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FACULTY

Please feel free to contact these faculty members if you have any questions or concerns:

Barbara Reinard, PT, DPTProgram CoordinatorPenn State DuBois

MPB 008College Place

DuBois, PA 15801Email: [email protected]: 814-375-4773Fax: 814-375-4784

Holly Tkacik, PT, DPTAcademic Coordinator of Clinical Education

Penn State DuBoisCollege Place

DuBois, PA 15801Email: [email protected]: 814-592-5770Fax: 814-375-4784

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mailto:[email protected]

Penn State DuBoisCurriculum Plan

Freshman Year

Fall Spring

Engl 15 3 Biol 141 3Biol 129 4 Biol 142 1Art elective 3 PT 205 1PSYCH 100 3 Humanities elec. 3Quantitative elec. 3 PT 384 4 Kines 13 1 PT 100S 3

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Summer

PT 160 3PT 270W 4

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Sophomore Year

Fall Spring

PT 150 2 PT 250 4

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PT 260 3 PT 395F 4PT 281 2 PT 395G 4PT 290 1 PT 201 1 Psych 212 3 PT 297 1 PT 395E 3 14PT 282 3 17

Course Descriptions for 2PTA

ENGL 015 Rhetoric and Composition (3)- Instruction and practice in writingexpository prose that shows sensitivity to audience and purpose. Prerequisite: ENGL 004 or satisfactory performance on the

English proficiency examination.

PSYCH 212 Intro to Developmental Psychology (3)-Developmental principles; physical growth; linguistic, intellectual, emotional, and

social development from infancy to maturity. Prerequisites: PSYCH 100

PSYCH 100 Psychology (3)- Introduction to general psychology; principles of human behavior and their applications.

BIOL 129 Mammalian Anatomy (4)- Anatomy of the mammal, with special reference to that of man.

BIOL 141 Physiology (3)- Normal functions of the animal body, with specialreference to those of man.

BIOL 142 Physiology Lab (1)- Experiments demonstrating basic physiological principles, with special reference to man.

Prerequisite or concurrent: BIOL 141.

PT 100S Physical Therapist Assistant - Introduction (3)- Orientation to the field of physical therapy, historical background of the

profession, professional ethics, medical terminology, and patient transportation techniques with first year seminar requirements.

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PT 150 Physical Therapist Assistant - Procedures I (2)- General considerations for basic physical therapy modalities including their

indications, contraindications, skill development and practical application.

PT 160 Therapeutic Exercise I (3)- Introduction to the principles of exercise in the treatment of disease and injury. Prerequisites:

BIOL 129, PT 100.

PT 250 Physical Therapist Assistant - Procedures II (4)- General considerations for physical therapy modalities, including their

indications, contraindications, skill development and practical application. Prerequisites: BIOL 141, BIOL 142, PT 150, PT 270, PT 384.

PT 260 Therapeutic Exercise II (3)- Advanced principles of exercise in the treatment of disease and injury. Prerequisites: BIOL 141,

BIOL 142, PT 384, PT 160, PT 270.

PT 270W Pathophysiology (4)- Introduction to medical and post-operativeconditions and/or disease and injury with writing across the curriculum

requirements.

PT 281 Rehabilitation 1 (2)- Introduction to the diagnoses, impairments, and treatment interventions utilized by the PTA in the rehabilitation

setting.Prerequisites: BIOL 141, BIOL 142, PT 384

PT 282 Rehabilitation 2 (3)- Examination of techniques and laboratory experiences in rehabilitation techniques for the physically-

challenged.

PT 201 Licensure Preparation for the PTA – Preparation for the nationalPTA licensure examination.

PT 205 Human Musculature – Review of anatomy

PT 297 Special Topics

KINES 013 Standard First Aid, Personal Safety, and CPR (1)- Theoreticaland technical aspects of standard first aid, personal safety, andcardiopulmonary resuscitation (CPR).

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PT 384 Applied Kinesiology (4)- Study of anatomical structure and bodymovement. Characteristic muscle action and motion will be

analyzed in relation to physical therapy content. Prerequisite: BIOL 129, PT 100.

PT 290 Professional Issues in Clinical Practice (1)– Introduction of professional issues related to the physical therapist assistant's role in practice, including documentation, billing, communication, and professionalism.

PT 395E Physical Therapist Assistant - Practicum I (3)- The practice ofphysical therapist assistant skills in a clinical setting under the

direct supervision of a physical therapist. Prerequisites: PT 100, PT 384, PT 150, PT 270, PT 280.

PT 395F Physical Therapist Assistant - Practicum II(4)- The practice ofphysical therapist assistant skills in a clinical setting under the

direct supervision of a physical therapist. Prerequisites: PT 150, PT 160, PT 250, PT 260, PT 280

PT 395G Physical Therapist Assistant - Practicum III (4)- The practice ofPhysical therapist assistant skills in a clinical setting under the

direct supervision of a physical therapist. Prerequisites: PT 150, PT 160, PT 250, PT 260, PT 280.

The PT courses are open only to students who have been admitted to the 2PTAprogram. All PT courses, KINES 013, BIOL 129, BIOL 141, and BIOL 142must be passed with an earned grade of “C” or better. In the event that a studentdoes not pass a course after two attempts, the student will be strongly counseled to change majors and will subsequently be dropped from the 2PTA program. For semesters in which clinical education courses are scheduled at the same time as other didactic courses (semesters 4 and 5), the student must pass all of the didactic courses in order to be eligible to participate in the clinical education course. If the student should fail a didactic course in one of those semesters, the student will not be permitted to participate in the clinical education course(s) (PT 395E for semester 4 and PT 395F, and PT 395G for semester 5) until the required didactic courses have been passed successfully.

There are three recommendations to fulfill the three credit Quantitative elective: MATH 021, MATH 017 or MATH 018. There are no specifically required courses to

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fulfill the Humanities and Arts elective. You may choose from the appropriate lists in consultation with your academic advisor. Arts electives are noted by the “GA” next to the class listing in the schedule book. Humanities courses are listed as “GH” in the schedule book. All students must pass an Intercultural/International course designated “US” or “IL”, and a writing intensive course designated “W” in order to graduate. PT 270W fulfills the “W” requirement.

ESSENTIAL FUNCTIONS FOR PTA STUDENTSPENN STATE UNIVERSITY

The following is a list of essential functions that a student must be capable of performing while enrolled in the Physical Therapist Assistant Program.

Motor Skills

A student must be able to:

Sit in class for up to 7 hours per day. Safely bend, lift, twist, push, pull, and transfer up to 200 pounds to assist in moving a

patient from one surface to another. Palpate anatomical structures and handle injured body parts without causing injury to the

patient. Give manual resistance to a patient’s arm, leg, or trunk during exercise. Move with adequate agility and speed to ensure patient safety. Walk and balance well enough to help patients walk and transfer with or without

equipment, while preventing injury to patient and self. Safely grasp and manipulate small objects and set dials on electrical equipment. Use equipment that emits electrical, ultrasonic, and thermal energy.

Observational and Sensory Skills

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Use visual, auditory, and tactile senses to observe patients and collect and interpret data. Read and interpret equipment dials, patient charts, professional literature, and notes from

patients, physicians, and other health professionals. Respond to warning sounds, machine alarms, and calls for help.

Communication Skills


Communicate effectively in English in verbal and written formats with faculty, peers, patients, families, and other health professionals.

Report clearly and legibly through progress notes in patient charts.

Intellectual and Conceptual Skills


Meet class standards for successful course completion. Collect, interpret, and integrate data about patients.

Behavioral and Social Attitudes


Recognize and respond appropriately to individuals of all ages, genders, and races, and from all socio-economic, religious, and cultural backgrounds.

Cope with stress of heavy work loads, demanding patients, and life-threatening clinical situations.

Recognize and respond appropriately to potentially hazardous situations. Demonstrate the physical and emotional capacity to work a 40-hour week while on

clinical affiliation. Behave in an ethically sound, competent, compassionate, and professional manner in the

classroom and in the clinic.

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*Students who have concerns about the ability to perform any of these functions should contact the PTA program director.

Penn State University - DuBoisPTA Program

Subject: Skill Competency Academic Policy Number: 32Effective Date: August 22, 2014

Policy:To ensure that PTA program graduates are competent in all skills prior to completion of the didactic portion of the program.

Procedure:At orientation, students are provided a Master Skill Check-Off List of all of the physical therapy intervention and data collection skills for which they must demonstrate competency. Each student must demonstrate the skill safely and competently to an evaluator, and receive a “satisfactory” rating. If upon the first attempt, the student does not demonstrate satisfactory performance he/she will be given one additional opportunity to pass the skill check after remediation has been completed. Students must pass all skill checks in all courses to be eligible to participate in PT 395F and PT 395G.

The Master Skill Check-Off List identifies which skill will be assessed in which course. All skills listed in the Master Skill List will be evaluated during the course in which the intervention is taught and/or applied. The student will be given the appropriate practical/competency rubric

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prior to evaluation. Specific criteria that must be demonstrated, including safety elements, are listed on the rubrics. These rubrics are to be used by the student when preparing for the formal instructor evaluation which will take place during the scheduled lab sessions.

The course instructor will sign the Master Skills Check-Off List following successful student fulfillment of the skill tested. Completion of the Master Skills List will signify proficiency in administration of the listed skill.

Clinical sites are given a list of skills for which students have demonstrated competency. Clinicians are advised not to require the students to complete skills for which they have not been tested.

Evaluative Criteria: 1.1.7.3

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Subject: Prerequisites for Clinical Education Clin. Ed. Policy Number: 1Effective Date: August 22, 2014

Policy:The faculty of the PTA Program at Penn State DuBois will assure that the student is prepared academically and professionally and is safe to participate in the assigned clinical experience. PTA students will submit all required documents prior to the onset of the clinical experience.

Procedure:The faculty will assure that the student has:

1. Passed all courses in the PTA curriculum as outlined in the Grading Policy (see Academic Policy #8)

2. Observed all safety regulations as set forth in Academic Policy #30.

Students will be responsible to meet the requirements as set forth by the clinical site. The student will upload information to the Certified Background website prior to the start of or during any clinical experience. This may include any combination of the following items:

1. Documentation of vaccination against Hepatitis B, or evidence of adequate antibody titer, or have a signed statement of refusal to receive the Hepatitis B vaccine

2. Proof of professional liability insurance 3. Completed Student Introduction Form 4. 2 Step PPD test 5. Physical examination form to include current immunization records 6. Evidence of CPR 7. Criminal background check 8. Child abuse clearance 9. Drug screen 10. FBI fingerprinting 11. Residency history 12. Unlimited County Criminal Searches outside of Pennsylvania 13. Nationwide Healthcare Fraud and Abuse 14. Evidence of health insurance coverage during all clinical experiences. 15. Any other clinical requirement required by the assigned clinical site.

Students are responsible for the cost of completing all clinical requirements/clearances. It is the responsibility of the ACCE to inform each student on the process of accessing Certified Background to complete clinical requirements. Students who fail to meet the pre-clinical requirements by the assigned dates may not be able to start their clinical experience.

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The ACCE will review Certified Background for completeness of clinical requirements. The ACCE will document reviewing these items and students will have the responsibility to deliver all clinical requirements/clearances to the clinic within one month of their start date. Students are responsible for contacting the clinical site to verify that all clinical requirements are received and satisfactory.

A standard Physical Exam form will be made available for the students if they choose to use their family physician rather than the campus physician. Students must report a pregnancy immediately upon medical confirmation. A medical authorization to continue one’s education during pregnancy must be completed by the student’s physician and submitted to the Academic Coordinator of Clinical Education.

Confidentiality of student records will be ensured with the use of the Certified Background website. Program faculty will only have access to confirmation of completion, not to actual student records.


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Subject: Liability Insurance Clin. Ed. Policy Number: 2Effective Date: August 22, 2014

Policy:For the protection and safety of all involved parties, PTA students are required to carry professional liability insurance throughout each clinical affiliation.

Procedure:Students are informed of the liability insurance cost in recruitment materials and during PTA program orientation.

PTA students are required to purchase and maintain professional liability insurance in the minimum amount of $2,000,000 per occurrence and $4,000,000 aggregate.

The ACCE will instruct the students on how to search for insurance providers, and the student is responsible for obtaining their individual policy. The student will upload verification of coverage to the Certified Background website and can provide paper copies to the clinical sites upon request.

If a student fails to obtain liability insurance, the student will not be permitted to participate in clinical education until a policy is secured.

In the event that a student must extend a clinical affiliation beyond the usual time frame, the student will need to purchase an extension to the current policy, or obtain a new policy to ensure coverage.

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Subject: Student Health Clin. Ed. Policy Number: 20Effective Date: August 22, 2014

Policy: To ensure that students have met all health requirements before beginning clinical experiences.

Procedures:

1. Students are required to have a physical examination before beginning the clinical affiliations. The physical examinations must be within one year of beginning each affiliation. Students may obtain a physical examination by their own family physician or by the campus physician. The program will supply the student with a recommended physical exam form. To ensure confidentiality of student records, completed forms will be uploaded to the Certified Background website.

**If the student fails to fulfill the health examination requirement, he/she will not be permitted to participate in clinical experiences.

2. Students are informed of the Hepatitis B vaccination series. The students are encouraged to receive the series, however this is not mandatory. Students must sign a waiver form if they choose not to receive the vaccination.

3. Students will adhere to any additional immunization requirements of the clinical sites, i.e. flu shot.

4. Students are responsible for health care costs that they incur while preparing for clinical affiliations or while at their clinical affiliations.

5. Medical records are confidential. Students are responsible for uploading medical records to the Certified Background website and providing to the clinics as requested.

6. Students are responsible for scheduling, completing, and paying for any medical tests that are required by clinical facilities. Clinical facilities may prevent students from beginning clinical experiences if tests are not complete.

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Subject: Respect for Other’s Rights Clin. Ed. Policy Number: 19

Effective Date: August 22, 2014

Policy: Faculty and students are expected to preserve the privacy, dignity, and safety of all persons, including patients, patient’s families, students, academic and clinical faculty, practitioners, and supporting staff.

Procedures: The following apply to faculty and students:1. The privacy of all persons must always be maintained. Any personal information gained

through conversation or documentation is confidential and shared with appropriate clinicians, students, or faculty for teaching/learning purposes only. Violation of another person’s confidential information is a serious offense whether done as a student or an employee. Please see Clin. Ed. Policy #7 – Confidentiality.

2. The respect of all persons must be preserved through courteous and polite interaction. Respect is demonstrated by appropriately addressing persons, maintaining commitments, and avoiding demeaning conversations regarding other individuals. PTA students will clearly introduce themselves by first name and the title of “student physical therapist assistant” during all interactions with patients, caregivers/family members, and other health care providers when in a clinical setting. The risk-free right of patients to refuse to participate in clinical education will be respected.

3. Dignity is preserved through respectful treatment and maintaining coverage of body parts through all treatments and demonstrations. Touching others is fundamental to physical therapy, but must always be done in a professional and respectful manner. Any need for palpation/touching of personal areas should be done with another professional present, thereby protecting the rights of all involved persons.

4. A student has the responsibility of informing clinical instructors and other clinical staff of any uncertainties in administering treatment. This precaution protects the safety of all involved.

5. Faculty, academic and clinical, must support a student stating or demonstrating uncertainty regarding patient treatment to protect the safety of all involved.

6. Clinical education assignments require the student, clinical instructor, and other clinical staff to work in a team-like fashion, with open communication at all times, so as to support one another and protect the safety of all involved. Good communication and

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team work protects the safety of all involved persons.7. Violation of another person’s rights is considered unprofessional behavior. See the

policy on disenrollment (Academic Policy #31) for information on unprofessional behavior.

Evaluative Criteria: 1.1.6.1Penn State University - DuBois

PTA Program

Subject: Patient Rights Academic Policy Number: 14Effective Date: August 22, 2014

Policy:The PTA Program is dedicated to the protection of patients and their rights.

Procedure:Students will treat all patients they encounter in the PTA lab, educational outings and the clinic with dignity and respect. Students will maintain confidentiality in all matters pertaining to patients including those things that they see and hear.

All PTA students are required to sign a Commitment to Confidentiality and complete HIPPA training and examination prior to clinical placement.

Students who fail to observe and protect patient rights may be dismissed from the PTA Program. It is the responsibility of the Program Coordinator to investigate any complaints related to the violation of patient rights. Policies and procedures are in place for complaint investigation, resolution and respect for other's rights. See Academic Policy #28 – Complaints, and Clinical Education Policy #19 – Respect for Other's Rights.


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Subject: Ethical Failure Academic Policy Number: 13Effective Date: August 22, 2014

Policy:The purpose of this policy is to assure appropriate ethical behavior by all students in the Physical Therapist Assistant Program at Penn State University.

Procedure:Any student who fails to perform ethically as described in the American Physical Therapy Association’s Guide to Professional Conduct, or who violate Penn State University policies and procedures, will be subject to disciplinary action which may include failure of the course/clinical in which the ethical infraction occurred and/or removal from the PTA Program.

It is the responsibility of the Program Coordinator to investigate any complaints related to the violation of ethics. Please see Academic Policy #28 – Complaints.

Please refer to the Student Code of Conduct document created by the Office of Student Conduct for student conduct expectations. https://studentaffairs.psu.edu/support-safety-conduct/student-conduct/code-conduct

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https://studentaffairs.psu.edu/support-safety-conduct/student-conduct/code-conduct



Subject: Complaints Academic Policy Number: 28Effective Date: August 22, 2014

Policy:To ensure the quality of the PTA program, the program will have a plan for addressing complaints submitted by students, clinicians, employers, faculty, clinical education sites, the general public or others regarding the program, its students, or its graduates.

Procedure:1. The person from the PTA program receiving the complaint will attempt to resolve the

problem verbally and immediately. Failing resolution of the problem, the party registering the complaint will be required to put the complaint in writing.

2. If the complainant refuses to put the complaint in writing or give his/her name, the person receiving the complaint will document the conversation.

3. The PTA Program Coordinator will be apprised of the complaint by the person receiving the complaint within 3 days of receiving the complaint.

4. The PTA Program Coordinator will contact the complainant within 3 days of being apprised of the complaint and attempt to resolve the problem.

5. Students who have complaints about an instructor should speak with the instructor first. If there is no resolution, the student should then speak with the Program Coordinator.

6. If the Program Coordinator is unable to bring resolution to the problem, then the campus Chancellor will be contacted and she will attempt to resolve the problem.

7. If no resolution is able to be reached, appropriate parties within the university will be engaged in resolving the conflict.

8. Complaints about the Program Coordinator from any source should be taken directly to the Chancellor.

9. Complaints from clinical instructors concerning students should be taken to the Academic Coordinator of Clinical Education. Complaints from clinical instructors about the ACCE should be taken to the Program Coordinator.

10. Complaints from the general public should be taken to the Program Coordinator. 11. The written complaint or documentation of the conversation with the complainant

will be placed in a complaint folder that is housed in the PTA Program Coordinator’s office. The documentation of the complaint will be kept for 5 years after which time it will be destroyed.

Evaluative criteria: 1.1.6.4

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Subject: Infection Control Academic Policy Number: 17Effective Date: August 22, 2014

PolicyThe PTA Program faculty will teach, and the students will adhere to, the regulations regarding Universal precautions and infection control.

Procedure:

1. Students will be instructed in universal precautions as part of the PTA curriculum. Further instruction may be offered during the clinical affiliation.

2. The laboratory will be kept in a neat and orderly fashion. The table tops and equipment will be cleansed with an anti-bacterial agent on a regular basis. Universal precautions as mandated by the University will be strictly adhered to in the laboratory.

3. Please see attached University-wide Environmental Health and Safety policies and procedures also found at http://www.ehs.psu.edu/

Policy on Bloodborne Pathogens- Exposure Control Plan: http://www.ehs.psu.edu/workplace-safety/bloodborne-pathogen/resources

Health & Safety Manual:http://www.ehs.psu.edu/sites/ehs.psu.edu/files/EHS_Safety_Manual.pdf

PSU Safety Policies:http://www.ehs.psu.edu/help/psu_safety_policies.cfm

Environmental Health and Safety information sheets:http://www.ehs.psu.edu/help/info_sheets.cfm


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Subject: Substance Abuse Academic Policy Number: 21Effective Date: August 22, 2014

Policy:To protect the safety of the students, faculty, staff and patients, students in the Physical Therapist Assistant Program at the Penn State DuBois campus are prohibited from: distributing, manufacturing, selling, or using illegal drugs; being under the influence of alcohol or other drugs; or having detectible levels of drugs in their system during any events or activities associated with the program. These include, but are not limited to classes, labs and off-site clinical education activities.

Procedure:Students may be required to undergo drug screenings prior to or during clinical affiliations and must test negative on screens to remain in compliance with PTA program policy. Students who are suspected of drug and/or alcohol abuse and/or test positive on a drug screen will be referred to a campus counselor for prompt intervention.

Students who are found to have a drug and/or alcohol problem may be referred to appropriate area medical facilities for further counseling and intervention. Students may be required to take a medical leave of absence until they have received sufficient counseling and are capable of returning to the rigors of the PTA Program. The PTA program may require verification that the student completed a certified substance abuse program and proof of a negative drug test prior to permitting the student to return to the program.

If a student is attending an off-site clinical education experience and tests positive on a drug screening, the student will receive a failing grade of “F” for the course associated with that experience.

Students who participate in a urine drug screen that results in an undetermined or diluted result may be required, at the PTA Program’s discretion, to participate in additional screening procedures, including but not limited to blood, hair, or saliva sampling. The student will be responsible for all retesting costs.

Penn State University has strict policies regarding drug/alcohol use and possession on University grounds. Specific policies regarding alcohol and substance abuse are University Policies AD-18 (http://guru.psu.edu/policies/Ad18.html) and AD-33( http://guru.psu.edu/policies/Ad33.html). Further information can be obtained through the Code of Conduct at https://studentaffairs.psu.edu/support-safety-con duct/student-conduct/code-conduct .

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Students in violation of the policies will be referred to the Office of Student Conduct for appropriate actions/sanctions.


Subject: Clinical Site Placement Clin. Ed. Policy Number: 3Effective Date: August 22, 2014

Policy:The ACCE selects the best possible placement in clinical sites to maximize the student’s learning experience. Through a working knowledge of frequently utilized clinical sites, the ACCE assigns each student to a clinical site with the goal of providing an optimal learning experience based on the student’s needs. Each site has a contractual agreement with Penn State University.

Procedure:The ACCE will take the following factors into consideration when matching a student to a clinical site:

1. Academic performance and needs. This is the priority for clinical placement.2. The site has clinical instructors on staff that are qualified according to program

standards:a. At least one year of clinical experience as a licensed PT/PTAb. At least 3 months experience in the current settingc. Instructors with APTA credentialing are preferred

3. Student preference – students receive a list of clinical sites that have indicated a willingness to accept students and have met Program requirements. A reference file of available facilities is maintained in the ACCE’s Office. More specific information may be obtained from the ACCE. Students must complete and return a Site Request Form to the ACCE by the assigned date.

4. Student strengths, weaknesses, and goals as listed on the Student Introduction Form.5. Personal interests and needs.6. Previous clinical experiences (the student must complete one out-patient and at least

one acute care/SNF placement).7. Potential conflicts of interest.8. Clinic setting – students must complete one inpatient (acute care, rehab or skilled

nursing) and one outpatient affiliation.

If a student has a special request to affiliate at a site not currently holding a written agreement with the University, the student must meet with the ACCE to discuss the request. If the site meets the Program’s requirements, all efforts will be made to place the student at that site, and the process to acquire a written agreement with the University will been initiated. No student will be placed at a site without a written agreement signed by both parties.

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Students may be required to travel a distance (up to 1 ½ hours one way) or relocate outside of the immediate area for their clinical assignment. All expenses, including transportation and housing, are the student’s responsibility.

Students with a dispute regarding site of placement must submit their concerns in writing to the ACCE. Disputes will be discussed and resolved with the Program Coordinator and the ACCE. There will be no changes to the clinical assignment after 8 weeks prior to the start date without extenuating circumstances and permission of the faculty.

Students are notified of site placement no later than 8 weeks prior to clinical start date by the ACCE. No later than 1 month prior to the clinical start date, the student will receive a clinical packet including the name of the clinical contact person.

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Subject: Student Responsibilities Clin. Ed. Policy Number: 4Effective Date: August 22, 2014

Policy:All students in the PTA Program at Penn State University will demonstrate professional behavior throughout the clinical affiliation.

Procedure:Prior to the clinical affiliation the student will:

1. Receive a packet of information including: a. name, address, phone number of clinic b. contact person c. assignment schedule d. Student Facility Evaluation Form

2. Make initial contact with the clinic by phone or in person at least two weeks prior to the start date of the affiliation.

During the clinical affiliation the student will:1. Follow the APTA’s Guide for Professional Conduct and Code of Ethics and the

practice act of the state or commonwealth in which the facility is located.2. Follow the policies and procedures of the PTA Program.3. Follow the policies and procedures of the facility in which the student is assigned for

the clinical experience.4. Work only under the direct supervision of a PT or PTA. If a PT or PTA is not on the

premises the student will not participate in patient intervention. 5. Maintain open and honest communication with the CI and CCCE of the affiliating

facility in order to optimize the learning experience.

Any failure to meet these standards will be reported to the ACCE by the clinical faculty. The ACCE faculty will meet with both the student and clinical faculty to develop an improvement plan to address deficiencies. Failure to make corrections in behavior may result in failure of the clinical education course.

At the conclusion of the clinical affiliation the student will:

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1. Submit all items on the assignment schedule by the due date.2. Review and sign completed CPI and encourage CI to submit online as soon as

possible.3. Submit a completed Student Facility Evaluation Form by the due date.

Students will not be permitted to participate in the next clinical experience and/or graduate until the clinical packet, CPI, and student evaluation forms are submitted/returned to the ACCE.


Subject: Clinical Dress Code Clin. Ed. Policy Number: 5Effective Date: August 22, 2014

Policy:The PTA Program of Penn State University requires that PTA students dress appropriately in the clinic. Professional dress is an important goal for each student.

Procedure:The student must meet the dress code of the facility. Additionally, PTA students must meet the following requirements of the Program:

1. Wear comfortable, quiet shoes that meet the facility’s requirements. Sandals or high heels are not appropriate in any setting.

2. The trunk must be covered at all times. No half shirts or shirts that just meet the waist of the slacks.

3. Students will wear a lab coat if requested by the clinic site. 4. Slacks, which allow freedom of movement, should be worn in the clinic. Tight fitting

slacks, stretch pants, and skirts are not permitted. Low waist pants must be worn with a long shirt, tucked in to avoid showing any skin when moving/bending.

5. All students will be required to purchase a name tag in the 4th semester of the program and are to wear it in the clinical setting to identify them as a student at all times.

6. Hair must not be in the face or hanging where it might be bothersome to the patient. 7. Good hygiene is a must. Nails must be kept short and neat. Nail polish is prohibited.8. The wearing of perfume and cologne is strictly prohibited.9. Visible body piercing is limited to earrings. Students will comply with their assigned

facility’s policy regarding the number of earrings per ear allowable. All other body jewelry must be covered. Tongue jewelry is prohibited. All body art must be covered.

If a question regarding appropriate dress arises, the ACCE will have final say in determining whether or not dress is appropriate for the situation. Students who fail to comply with the dress code may be asked to leave the clinical site to change their clothes. Failure to return will constitute an unexcused absence. Students who persist in violating the dress code may fail the

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clinical education course or be dismissed from the Program. (See Academic Policy #22 – Dress Code)



Subject: Body Piercing and Body Art Academic Policy Number: 18Effective Date: August 22, 2014

Policy:The purpose of this policy is to assist the physical therapist assistant student in the development of appropriate and acceptable professional appearance in the medical community.

While the faculty of the PTA program recognize the student’s right to express his/her individuality, they also recognize that body piercing and body art are not accepted professional presentation in the medical environment. To prepare students for entry into the medical community, the following rules must be observed:

Procedure:In the PTA classroom and lab, educational outings, and clinic, visible body piercing is limited to two earrings per ear. All other body piercing must not be visible, including tongue piercing.

Additionally, all body art is not to be visible in educational outings or clinical experiences. It is recommended that students make every effort to minimize the visibility of body art in the PTA lab.

Students who do not comply with this policy may be prohibited by clinical affiliation sites to participate in clinical education experiences, and therefore would not meet program requirements for graduation.

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Subject: Clinical Experience Attendance Clin. Ed. Policy Number: 6Effective Date: August 22, 2014

Policy:Clinical attendance is required. Excused absences are limited to illness and personal emergencies.

Procedure:Students will be required to complete 120 hours of clinical education for PT395E, 240 hours for PT395F and PT395G for a total of 600 hours.

The student will not modify the dates or the time frame of the clinical experience without prior approval of the ACCE.

The student will follow the holiday schedule of the clinical facility. A major purpose of clinical education is to expose the student to realistic practice patterns, therefore, the student will follow the normal operating hours of the clinical facility, including Saturdays and evenings, if required. This should be discussed, at the latest, during the initial orientation with the CI or CCCE.

The clinical experience must supersede all personal employment situations (see Academic Policy #6 - Attendance). Missing clinical time for employment is not permissible. In the event of illness or personal emergency, the student will notify the clinical instructor and the ACCE prior to the start of the workday. Failure to notify the clinic and the ACCE may result in failure of the clinical education course.

Students will make up all days missed. Make up time is scheduled at the discretion of the clinical facility and with approval of the ACCE. Extenuating and unusual circumstances will be reviewed by the ACCE and the decision of the course of action will be made by the ACCE and approved by the Program Coordinator.

Failure to comply with the attendance policy may result in failure of the clinical education course.

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Subject: Confidentiality Clin. Ed. Policy Number: 7Effective Date: August 22, 2014

Policy:The PTA Program supports and protects patient, student, and facility confidentiality. The principles and procedures of confidentiality described in the PTA Student Handbook continue in the clinical setting.

Procedure:The PTA faculty will review the concepts of patient’s rights and confidentiality in PT 100S and PT 290. In addition, the students will be expected to pass the PSU Online HIPAA exam prior to the start of any clinical affiliation.

Students will be instructed to omit all potential or actual patient identifiers when in the classroom, in journal entries, case studies, in-services and in discussions with faculty. Students will be cautioned about including patient identifiers on social media posts including but not limited to: text messages, facebook, twitter, Instagram, etc. See Clin Ed Policy #23 – Social Media.

All students must commit to patient protection. The students must sign a commitment to maintain confidentiality prior to beginning the clinical component of the curriculum.

Any student failing to comply with this policy on confidentiality while in the clinic may fail the clinical education course. In severe cases (i.e. intentional disclosure), the student may be discharged from the PTA Program.

The clinical education faculty are responsible for maintaining the confidentiality of student records that remain in the clinic.

Revised: July 2015


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Subject: Cell Phone Use Academic Policy Number: 37Effective Date: July 7, 2015

Policy:

In order to maintain an environment conducive to learning and to uphold confidentiality principles, cell phone use in the classroom and clinical sites will be prohibited unless specifically requested by the instructor/clinical instructor during educational activities.

Procedure:1. Up to 5 points may be deducted from the student’s final grade if caught using a cell phone

during class. 2. All cell phones must be put away during exams. Taking pictures of quizzes or exams is

strictly prohibited and will be considered an academic integrity violation. 3. Cell phone videos and pictures are strictly prohibited during the clinical education

experiences. 4. If cell phone use is required for a stopwatch application, the student must request permission

from the clinical instructor and the patient prior to use.

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Subject: Social Media Clin. Ed. Policy Number: 23Effective Date: July 23, 2015

Policy: Communication through social media and online networking are recognized forms of communication in the public forum. The Penn State DuBois PTA Program has expectations for responsible and ethical behavior during use of these forms of communication.

Procedure:

These guidelines are intended to protect the privacy, confidentiality and reputation of patients, fellow students, faculty and staff, clinical educators, clinical sites, the PTA Program and the University. Student postings are expected to be respectful and reflect professional behaviors.

Clinical facility HIPAA policies must be followed. Absolutely no reference to patients, clinical sites, or clinical instructors is permitted, even if names are not given or are believed to be blinded from any identifying information. Violation of these policies may result in legal action against the student. In addition, the student will fail the clinical rotation for violation of this policy.

The student is advised to not interact with patients or clinical instructors on social media. The students should refrain from posting any information about their clinical experiences including location, facility type, associated persons, etc.

Plagiarism rules apply to online communications therefore references must be cited. Students must also adhere to copyright protection laws.

The definition of social networking includes but is not limited to: Facebook, MySpace, Instagram, YouTube, SnapChat, Flickr, Twitter, Weblogs, online discussion forums/boards, or any other online applications allowing an individual to post or publish content on the internet. These guidelines will apply to any new and/or emerging social media outlets.

The Penn State DuBois PTA Program will have zero tolerance for any violation of the social media policy. Violation of this policy, upon the first offense, will result in disciplinary action, up to and including dismissal from the PTA Program.

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Evaluative Criteria: 4.1.6


Subject: Clinical site-Academic Program Communication Clin. Ed. Policy Number: 8Effective Date: August 22, 2014

Policy:The ACCE pursues multiple modes of communication with the clinical site to monitor student progress, to insure integration between the academic and clinical learning experiences, and to exchange views on the needs, safety, performance, etc. of all participants of the clinical experience.

Procedure:1. Field faculty receive multiple communications from the PTA Program including, but not

limited to, request for placement forms, continuing education pamphlets, and multiple letters including a clinical newsletter.

2. Clinical facilities scheduled to accommodate a student are contacted by the ACCE at least twice prior to the arrival of a PTA student to assure that all parties are prepared for the educational experience.

3. The ACCE will be in frequent contact with the clinical sites utilizing phone calls, e-mails and text messages as appropriate. The clinical sites will be encouraged to utilize these methods to keep communication lines open.

4. Clinical sites are phoned within the first two weeks of the practicum to make sure that everything is going as planned for the student and the facility. Both field faculty and students are reminded to contact the ACCE as needed.

5. The ACCE or Program Coordinator will visit each student during one of the final two affiliations. Site visits are attempted to be conducted near the middle of the practicum. The PTA Program faculty member meets with the clinical instructor and the student individually to evaluate the progress and outcomes of the clinical education experience. If problems are identified, plans for addressing issues are made during this visit with expected outcomes clearly defined and a time-line for improvement. For those students not visited on-site due to distance issues, telephone conferences or other telecommunication methods will be utilized (i.e. Skype).

6. Follow-up contacts are made as determined by the ACCE or PTA Program Coordinator following the site visit.

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Evaluative Criteria: 4.1.6


Subject: Clinical Experience Problem Resolution Clin. Ed. Policy Number: 9Effective Date: August 22, 2014

Policy:The PTA Program faculty will be supportive of the students and field faculty by assisting in clinical experience problem resolution utilizing the following process designed to facilitate communication among all parties involved.

Procedure:Should a problem arise during clinical integration, the following steps toward resolution will be followed:

1. When a problem is identified, it will be discussed with the people involved at the earliest opportunity, but never in the presence of a patient or uninvolved personnel. Either the Clinical Instructor (CI) or the student can initiate the process, which includes identifying and defining the problem, listing potential solutions, selecting a solution, implementing the solution, and evaluating outcomes. The student will be included in the problem solving process to improve his/her skills in this area.

2. The content of the session will be documented and the signatures of the CI and student will be attained if warranted. Students are encouraged to document such discussions in a journal.

3. If either individual feels other intervention is needed, the Center Coordinator of Clinical Education (CCCE) will become involved.

4. If the problem still cannot be resolved, the CCCE will contact the Academic Coordinator of Clinical Education (ACCE). All interactions will be documented by the ACCE.

5. The ACCE will keep the Program Coordinator apprised of any problems occurring in the clinic. The ACCE is responsible for problem resolution.

6. In the event that the problem cannot be solved and it is interfering with the student’s progress in the clinical education portion of the curriculum, the CCCE may request that the student be removed. Likewise, the ACCE may remove the student from the affiliation. The student may request removal from a site, but the ACCE will make the

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ultimate decision. The nature of the problem will guide the appropriate course of action.


Subject: Clinical Competence Deficiency Clin. Ed. Policy Number: 10Effective Date: August 22, 2014

Policy:Clinical competency is a requirement in the Physical Therapist Assistant Program. A student with a clinical deficiency is at risk of failing the clinical experience. Deficiency may be in the area(s) of clinical skills, poor safety awareness/practice, unethical or professional behavior, an excessive number of absences or tardiness. Unethical behavior is defined as failure to abide by the APTA’s Guide for Professional Conduct and Code of Ethics and the rules and regulations of the Physical Therapist Assistant Program (see Academic Policy # 13 – Ethical Failure) and the clinical facility. Expected professional behavior is defined in the Professional Behaviors policy. (See Academic Policy #12)

Procedure:In the event of a deficiency of competency, the Clinical Instructor will take the following steps:

1. Discuss the concern with the student at the earliest opportunity and follow-up in a formal session to clarify concerns and counsel the student in ways to correct the deficiency. The CI will be encouraged to document the content of the deficiency, discussion with the student, and improvement plan. Both the CI and student will commit to the improvement plan by signature.

2. The CI must contact the Academic Coordinator of Clinical Education (ACCE) to discuss the CI’s perception of the student’s performance issues.

3. The CI will document specific incidents of behavior by the student leading to the CI’s concern and problem identification. This documentation must be submitted to the ACCE and include date, statement of problem, action taken to date, plan of action for remediation, and outcome.

The ACCE is ultimately responsible to assure that identified deficiencies are resolved and that the PTA Program’s standards have been met by the end of the clinical affiliation. Failure to meet the clinical education outcomes and PTA Program standards may result in an extended clinical

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education affiliation or failure of the course. The ACCE will discuss any remaining issues with the Program Coordinator and an appropriate plan of action will be taken.

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Subject: Evaluation of Students Clin. Ed. Policy Number: 11Effective Date: August 22, 2014

Policy:Ongoing feedback of the student’s performance during clinical education is required for optimal learning. The PTA Program requires formal evaluation with documentation at the conclusion of PT 395E and at midterm and final for PT 395F and PT 395G.

Procedure:The Clinical Instructor’s evaluation responsibilities include:

1. Ongoing, informal evaluations/feedback done on a daily basis.

2. Formal evaluation of the student utilizing the Clinical Performance Instrument (CPI) at least once (final) during PT 395E and twice (midterm and final) during PT 395F and PT 395G.

3. Review of the CPI with the student and acknowledgement of review with signature.

4. Completion of the in-service evaluation form (if required by the Program).

5. Submission of the CPI (and return of the in-service form- if required) to the ACCE at the conclusion of the clinical experience.

The ACCE determines the final course grade and enters it into the University grading system. See the Clinical Grading policy – Clinical Education Policy # 12.

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Subject: Clinical Grading Clin. Ed. Policy Number: 12Effective Date: August 22, 2014

Policy:The Penn State PTA Program will utilize the APTA on-line Clinical Performance Instrument (CPI) to assist in fair grading of the clinical component of the curriculum. Due to the nature of the CPI, a grading scale different than the University’s will be used for clinical education.

Procedure:1. The CPI will be completed by both the Clinical Instructor and student to determine the

student’s ability to perform as an entry level PTA.A. For 395 F and G courses a midterm and final CPI will be completed as per the

instruction provided with the instrument. For the 395E, three week affiliation, only a final CPI will be completed

B. The CI is responsible for determining an appropriate time frame for completion along with guidance as necessary from the ACCE.

C. Upon completion of the CPI, the instrument is uploaded and reviewed prior to submission at which time it becomes available to the ACCE for review.

D. The ACCE reviews each CPI and determines whether or not any inconsistencies or errors exist. If so, the ACCE verifies scoring with the CI.

E. Appendix A & B of the APTA’s A Normative Model of Physical Therapist Assistant Education, Version 2006, defines Entry-level data collection skills and technical skills respectively. It must be emphasized that entry level is defined by the Normative Model and should not be compared to an experienced PTA.

F. Clinical Instructors are requested to provide further information in the comment section which supports the given score. These comments also provide ongoing feedback to the student. Clinical instructors are reminded that the evaluation of student performance should be based on repeated performance, not isolated incidents.

2. After the CPI is determined to be suitable, the ACCE assigns a letter grade and enters the grade into the University system utilizing the following grading scale:

A 94-100 A- 90-93B+ 87-89B 84-86B- 82-83C+ 80-81C 78-79D 71-77

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F <703. Due to the progressive nature of the clinical affiliations different expectations will be set

for each of the clinical courses.

4. Students who demonstrate poor safety awareness/practice, unethical behavior, or excessive number of absences may be subject to remedial experience in the clinic and/or a failing grade regardless of the grade in other areas of the evaluation. Unethical behavior is defined as failure to abide by the APTA’s Guide for Professional Conduct and the Code of Ethics, the rules and regulations of the Physical Therapist Assistant Program and the clinical facility.

5. If a student fails a clinical affiliation the procedure to follow is outlined in the Clinical Education policy regarding “Failure of a Clinical Rotation” (Clinical Education Policy #14).

Evaluative Criteria: 4.1.6.

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Subject: Remediation of a Clinical Rotation Clin. Ed. Policy Number: 13Effective Date: August 22, 2014

Policy:The PTA Program faculty recognizes that there are many factors that may lead to student difficulties during a clinical affiliation.

Procedure:

Upon determination that a student is not meeting the expectations of the clinical site, the ACCE will develop appropriate remediation strategies that are pertinent to the identified needs of the student. Specific written guidelines for successfully meeting the expectations will be developed by the ACCE with input from the student and the Clinical Instructor.

In extreme situations where a remediation agreement cannot be achieved on clinical expectations the student may be re-assigned to a different clinic at the discretion of the ACCE and based on site availability.

If remediation activities are not successful or are incomplete the student may fail the clinical rotation. See Failure of a Clinical Rotation policy (Clin Ed # 14)

Upon achieving competency in a lengthened clinical experience, student progression through the curriculum may be delayed.

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Subject: Failure of a Clinical Rotation Clin. Ed. Policy Number: 14Effective Date: August 22, 2014

Policy:The PTA Program faculty recognizes that there are many factors that may lead to failure of a clinical experience. In the event of a failure of a clinical experience, the student will complete an additional clinical experience at the discretion of the ACCE and Program Coordinator.

Procedure:

When a student fails an affiliation, the ACCE will determine the appropriate failing letter grade, either a D or an F.

A student may repeat a clinical affiliation only one time.

Assignment to another clinical site to repeat the affiliation is at the discretion of the ACCE, must be at the same type of facility (acute care –SNF/in-patient or outpatient) and may be based on site availability.

Grading procedures will remain the same for this repeated affiliation. Please refer to the Clinical grading policy (Clin. Ed policy #12).

Upon achieving competency in a repeated clinical experience, student progression through the curriculum may be delayed.

A student failing to meet clinical competency on this repeat clinical experience will fail the course and will be subject to dismissal from the Program. In accordance with the Faculty Senate Policy 54-56, found http://www.psu.edu/ufs/policies/54-00.html , the student will be counseled regarding a change of major and will not be permitted to complete the PTA Program.

Also, please refer to Faculty Senate Policy 47-80 on repeating courses found at http://www.psu.edu/ufs/policies/47-00.html

This policy is created in accordance with the standards established by the American Physical Therapy Association’s Standards of Ethical Conduct for the Physical Therapist Assistant, The

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Standards of Practice for Physical Therapy, the Commission on Accreditation for Physical Therapy Education, and the Physical Therapy Practice Act for the Commonwealth of Pennsylvania.


Subject: Minimum Grade Achievement Academic Policy Number: 25Effective Date: August 22, 2014

Policy:The PTA students will meet the minimum criteria of their coursework in order to: progress in the program, successfully pass the Licensing Examination, and become competent practitioners.Meeting the minimum criteria of the coursework includes satisfactory achievement of course objectives by achieving the minimum required grade to pass the class.

Procedure: A student must pass the core courses with a minimum grade of a “C” or better. A student failing to achieve a “C” in the following core courses will be required to repeat the course.

PT 100S KINES 13 PT 150 PT 160 PT 384 PT 270W PT 250 PT 260 PT 281 PT 282 PT 201 PT 205 PT 395 E, F, G BIOLOGY 129 BIOLOGY 141/142

1. The Normative Model, The Minimum Required Skills of PTA Graduates and the Evaluative Criteria are used for reference for curricular coursework design to determine minimum competency.

2. Students are informed of this policy at orientation via the handbook, on the web (PTA program Recommended Academic Plan page), and the University Bluebook.

3. Each faculty member of the above listed courses is responsible for determining the examination methods for determining competency/ achievement of course objectives.

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4. If the student fails to achieve the minimum grade, he/she must repeat and successfully pass the course in order to graduate.

5. Withdrawing due to a failing grade constitutes a failure and counts towards the two failure limit.

Evaluative Criteria: 1.1.7.3.


Subject: Clinical Site Information Form (CSIF) Clin. Ed. Policy Number: 15Effective Date: August 22, 2014

Policy: The faculty of the PTA Program will keep current information on the clinical sites utilized by the Program. The information is utilized to: inform students of clinical requirements, provide general clinic information, and facilitate student placement.

Procedure:

1. A CSIF will be requested from each new clinic site utilized by the Program.2. An updated CSIF will be requested as needed by the ACCE.3. As part of their assignments for the PT 395 courses, the students are required to update the

CSIF forms at the clinics where they are placed. 4. All CSIFs should be current and completed within the past 5 years.5. The current CSIF will be kept in 2 locations: (1) in the ACCE’s clinical files and (2) in the

student clinical facility manuals located in the campus library6. Students are asked to review the CSIFs when requesting sites on the clinical preferences

sheet.7. Students are asked to review the information for their assigned clinics prior to beginning the

affiliation.

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Subject: Student Facility Evaluation Clin. Ed. Policy Number: 16Effective Date: August 22, 2014

Policy:A clinical assessment is to be completed by each student at each clinical affiliation. The assessment provides information to the ACCE regarding the opportunities available at the site as well as the quality of instruction that the student perceives he/she has received.

Procedure:

1. The student will be provided a PSU DuBois Student Facility Evaluation Survey to be completed on ANGEL at the end of each clinical rotation.

2. The student will assess clinical instructors at mid-term and final utilizing the Clinical Instructor Feedback form. The students are encouraged to review this form with their Clinical Instructor.

3. The form will be electronically returned to the ACCE at the end of the affiliation.4. The ACCE will review each form and collect any pertinent data.5. The forms will be kept with the CSIF forms in a binder on reserve in the library and a copy

will be kept in the ACCE files.

Evaluative Criteria: 4.1.6., 4.1.12

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Subject: ACCE Facility Evaluation Clin. Ed. Policy Number: 17Effective Date: August 22, 2014

Policy: The ACCE completes an assessment of each clinical facility. A Facility Evaluation form and an Evaluation Rubric are utilized to reflect upon the quality of the experiences and instruction at the facility.

Procedure:

1. The ACCE completes the Facility Evaluation Form and the Evaluation Rubric for each clinic following an affiliation.

2. Information on the forms comes from interaction with the students and clinical faculty, First Week Summary, Student Facility Evaluation and ACCE observations from site visits/phone conferences.

3. Any ratings of “Poor” in the Legal/Ethical sections of the rubric will be investigated further at the site level in coordination with the Clinical Instructor and the Center Coordinator of Clinical Education. This clinic will not be utilized until all issues are resolved.

4. Any rating of “Poor” on any other section of the rubric will be addressed with the Clinical Instructor and investigated further. Developmental strategies will be instituted if indicated following this investigation.

5. >2 “Poor” ratings on the rubric will be investigated further at the site level and interventional strategies will be employed prior to placing a subsequent student.

6. 3 or more “Poor” ratings on the rubric will place the site on a Clinical Site Probation List. This site will not be utilized for student placement.

7. Clinics that receive a “Fair” rating on the rubric will be required to work with the ACCE to complete developmental activities as indicated. Clinics that receive a “Poor” rating will not be utilized for subsequent student placement until it has been proven that all issues have been resolved.

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8. The ACCE Facility Evaluation Form and Rubric are kept confidential in the facility’s file in the ACCE’s office.

Revised July 2015

Evaluative Criteria: 4.1.6, 4.1.12

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Subject: Clinical Affiliation Agreements Clin. Ed. Policy Number: 18Effective Date: August 22, 2014

Policy: The ACCE will assign students to facilities for which a current Clinical Affiliation Agreement exists between Penn State University and the clinical education facility. The process for initiating, updating and reviewing clinical education sites is outlined in the Memorandum of Agreement flow chart. (see attached)

Procedure:

1. A central clinical education database is on the web and maintained by the administrative assistant at the PTA Program located at the Penn State Mont Alto campus.

2. The administrative assistant will facilitate the renewal of each agreement every 5 years, unless otherwise stated, to keep current clinical education information on file.

3. When a student requests an affiliation with a facility in which there is no current agreement with Penn State, the ACCE will initiate contact and determine facility interest.

4. If a facility has their own contract or wishes to make changes to the original Penn State agreement, then the contract will be sent to Penn State legal counsel for review.

5. A fully executed Clinical Affiliation Agreement requires signatures from both the representative of the facility and the Penn State Campus Chancellor. The facility receives an original copy of a fully executed Clinical Affiliation Agreement.

6. Each campus ACCE is responsible for providing new or updated clinical site information to the administrative assistant to be placed in the central data base.

7. The ACCE is responsible for ensuring that students are assigned to only those facilities that have properly executed and current written agreements.

8. All contracts are accessible for viewing on a PSU computer site, Share Point. 9. Contracts will be reviewed annually for content Accuracy. See Clin Ed Policies # 21 and

#22 - Review of Standard and Non-Standard Affiliation Agreement Content.

Evaluative Criteria: 1.1.8.1 and 1.1.8.3

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Subject: Review of Standard Affiliation Agreement Content Clin. Ed. Policy Number: 21Effective Date: August 22, 2014

Policy: Penn State University ensures that the Standard Affiliation Agreement is reviewed and has adequate information that satisfies the needs of the Program, clinical facilities and meets the requirements of the current CAPTE evaluative criteria.

Procedures:

1. Collectively all Academic Coordinators of Clinical Education (ACCE) of the PTA Programs within the Penn State system will review the language in the standard Affiliation Agreement on a yearly basis.

2. The ACCE’s will present their review of the Affiliation Agreement to all faculty at the first Poly Com Multi Campus Staff Meeting in the fall semester.

3. The program director of all the Penn State University PTA Programs will notify legal counsel of the proposed changes to the standard Affiliation Agreement on behalf of all the PTA programs within the system.

4. The program director of all the Penn State University PTA Programs will serve as the liaison between legal counsel and the programs regarding the status of recommended wording changes.

Evaluative Criteria 1.1.8.3

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Subject: Review of Non-Standard Affil. Agreement Content Clin. Ed. Policy Number: 22Effective Date: August 22, 2014

Policy: Penn State University ensures that non-standard clinical contracts are reviewed and have adequate information that satisfies the needs of Penn State University, the Program, clinical facilities and meets the requirements of the current CAPTE evaluative criteria.

Procedure:

Collectively all Academic Coordinators of Clinical Education (ACCE) of the PTA Programs within the Penn State system will request legal review of all non-standard clinical contracts.

2. The program director of all the Penn State University PTA Programs will notify legal counsel of any changes in the CAPTE Evaluative Criteria that need to be reflected in non-

standard clinical contracts.


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Subject: Clinical Education Setting Requirements Clin. Ed. Policy Number: 24Effective Date: August 15, 2015

Policy: All students must complete at least one integrated and two terminal clinical education experiences with a minimum of one inpatient and one outpatient experience.

Procedure:

1. All students are required to complete one three week integrated experience during semester four of the curriculum.

2. All students will complete two terminal experiences in semester five after all didactic coursework has been completed. The two terminal experiences will last six weeks each.

3. To ensure a variety of learning experiences, all students are required to have a minimum of one affiliation in an inpatient setting and one affiliation in an outpatient setting.

4. Students are not permitted to select sites for clinical assignments in which they are presently employed or have any close affiliation with personnel at a clinical site (spouse, parents, sibling, etc.).

5. Students are not permitted to accept hourly compensation or become employed by their clinical site. Small educational stipends are acceptable.

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Subject: Clinical Site Requirements Clin. Ed. Policy Number: 25Effective Date: August 15, 2015

Policy: The faculty of the PTA Programs at Penn State University will inform students that clinical sites require certain background and health clearances prior to the start of a clinical affiliation.

Procedure:Penn State University has clinical affiliation agreements with facilities at which students complete their clinical rotations. Each of these facilities requires background checks, health information and clearances, as well as insurance prior to a student beginning a rotation. These are site requirements and are between the student and the site. The following criteria outline the roles and responsibilities related to the requirements:

1. The University is responsible for informing each student that they will be asked to complete various requirements prior to clinical placements. This notice is posted on the program website and is included in the "Acknowledgement of Clinical Requirements" form that is signed by each student in PT 100. This form can be found in the Student Handbook.

2. The student initiates communication with the site and notes the requirements for each affiliation.

3. The student is responsible for completing the requirements of the clinical site at least six weeks prior to the start date of the clinical rotation.

4. The students must submit the results in writing directly to the clinical site at least four weeks prior to the start date.

5. The student will hold all results and share them with the site as requested.6. If the student fails to complete the requirements for any site the following could happen:

a. The clinical affiliation start date could be delayed until the requirements are completed. If postponement of the start date delays the end date past the end of a semester, the student could be prohibited from starting the next semester of classes or graduating from the PTA program. This could mean delay of one full academic year due to the sequence of PTA classes.

b. The clinical affiliation site could refuse to take the student. The ACCE would make a reasonable attempt, defined as one attempt, to locate another site of equal competency (i.e. inpatient for inpatient, outpatient for outpatient). Because of the time necessary to locate another site, even if such a site is located, it may lead to the situation set forth above in 6(a).

7. If the student fails a background check, is listed on the U.S. Department of Health & Human Services List of Excluded Individuals, or is otherwise excluded from participation at a particular site by the site, the ACCE will:

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a. Make a reasonable attempt, defined as one attempt, to locate another site of equal competency (i.e. inpatient for inpatient, outpatient for outpatient). This may require time to locate another site which could lead to a delay in the start date which could lead to further delay as set forth in 6(a).

b. If the student is placed at another site, the student would be required to meet that clinical site’s requirements and immediately submit the proper paperwork to the site.

c. If the second site refuses to accept the student due to the unfavorable results of the required background or health related screenings, the student would be dismissed from the PTA program due to the inability to complete an element of the curriculum required for graduation.

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Subject: Minimum Qualifications for the Clinical Instructor Clin. Ed. Policy Number: 26Effective Date: August 15, 2015

Policy: The Penn State PTA Program has established minimum qualifications that clinicians must meet to be a clinical instructor of our students.

Procedure:

1. The clinical instructor must have at least one year of clinical experience as a licensed physical therapist or physical therapist assistant, at least three months experience in the current clinical setting, and the desire to work with students.

2. This will be published in the annual slot request form that is sent to all potential clinical sites in January of each year.

3. The information is also posted on the PTA Program webpage, under Clinical Instructor Link.4. The ACCE is responsible for ensuring each clinical instructor meets the criteria.5. If the minimum qualifications are not met the site will be asked to re-assign a new clinical

instructor, who does meet the school's criteria, to the student. If a new CI cannot be found at that site that meets the minimum qualifications the ACCE will assign the student to another site with a new CI that meets the criteria. In addition, the ACCE will verbally review the qualifications with the CCCE at that time.

Evaluative Criteria 2.2.4

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Subject: Clinical Education Faculty Development Clin. Ed. Policy Number: 27Effective Date: August 15, 2015

Policy: The Penn State DuBois Campus will promote faculty development activities for the clinical education faculty based upon the needs of the clinical education faculty, PTA students, and the PTA program. Faculty development activities will focus on improving effectiveness of the clinical education faculty.

Procedure:

1. The ACCE will use informal communication, site visit or telephone conference, the ACCE Facility Evaluation Form and the PTA Student Facility Evaluation Form to identify needs of clinical education faculty and areas of improvement to promote effectiveness.

2. The ACCE and the Program Coordinator will identify needs of the clinical education faculty based upon the overall clinical education program assessment.

3. Based on evaluation results, clinical education faculty development will be provided by the ACCE and/or the Program.

4. Informal development will take place as needed through the recognition by the ACCE or through the request of the clinical education faculty member.

5. Formal development activities will take place at the Penn State DuBois campus, via telephone conferences, online modules, or on-site as requested. The effectiveness of these development activities will be evaluated by the use of the Clinical Education Faculty Development Feedback forms.

6. Both informal and formal development activities will be documented on the Clinical Education Faculty Development Log.

Evaluative Criteria 1.3.3.2

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Subject: Clinical Education Faculty Privileges Clin. Ed. Policy Number: 28Effective Date: August 15, 2015

Policy: The rights and privileges of the clinical education faculty are non-discriminatory and are commensurate with other similar appointments within the institution.

Procedure:

The clinical education faculty have the opportunity for access to multiple services offered at the Pennsylvania State University:

1. Utilization of the Penn State Library services.2. On-line search engines and journals within the Penn State library system.3. Continuing education seminars.

Any clinical education faculty member interested in the library services should contact the ACCE for further details and to set-up a friends of Penn State account.

The clinical education faculty will be notified of course offerings through mailings, email and/or web postings when they occur.

Evaluative Criteria 1.3.2

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Clinical Experience IPTA Practicum I - PT 395E

Student PreparationThe student has been instructed in pre-treatment and post-treatment assessments: use of

hot packs, paraffin, ultrasound, infrared, cold packs, ice massage, contrast baths, intermittent compression, and therapeutic massage. The student has also been instructed in manual muscle testing, goniometry, range of motion, stretching, basic therapeutic exercise knowledge, vital signs, positioning, proper body mechanics, transfer training, wheelchair mobility and adjustments, normal and abnormal gait concepts, principles of balance control, principles of motor relearning/normal movement, SOAP note writing skills and professional behavior/patient interaction skills.

Student Assignments: The student will perform physical therapy treatments within the scope of his/her training.

Complete the First Week Summary which must be emailed/uploaded to the ACCE by the end of the first week.

Complete a case study with reflection which is due at the end of the affiliation.

Complete three SOAP notes which are sent to the ACCE at the end of the affiliation. These notes should be actual notes completed minus any information that could identify the patient.

Complete other academic and or clinical assignments as detailed either by the ACCE or the CI.

Evaluations The clinical instructor should complete, and review with the student, the Clinical Performance

Instrument” (CPI) at the end of the affiliation. Since this clinical is 3 weeks in length it is not a requirement to fill out the CPI at mid-term, however, please discuss an informal evaluation of the students’ progress in 1 ½ weeks. The completed evaluation should be signed by the CI and the student. The evaluation should be completed online by the last day of the affiliation. (Please complete this immediately, grades need to be in 48 hours after the course is over!!) Once results are complete, the ACCE can view them instantly.

The clinical instructor and the CCCE should complete the “Facility Evaluation of the ACCE” and mail it to:

o Attn: Barb Reinard, PTA Program Coordinator o Penn State DuBoiso College Placeo DuBois, PA 15801

The “Student Facility Evaluation” is to be completed and uploaded to the course’s ANGEL site.

Required Clock Hours for Clinical Portion: 120 hours

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Student Expectations for Clinical Experience IPT 395E Behavioral Objectives:

At the completion of the three weeks of clinical experience the student will be able to:

1. Demonstrate the following professional standards:a. Demonstrates behavior consistent with the Standards of Ethical Conduct for the

Physical Therapist Assistant and Guide for Conduct of the Physical Therapist Assistant. (7D4)

b. Demonstrate behavior that reflects safe, ethical, and legal physical therapy practice (7D1)

c. Demonstrate behaviors to meet the needs of patients and their family/care givers (7D5)

d. Follow departmental policy e. Follow appropriate dress code (7D4, 7D5)f. Demonstrate professional responsibility by reporting to the clinical prior to

clinical start time and being prepared to begin patient treatments. (7D5)g. Maintain privacy when discussing confidential information with the clinical

instructor, patient/client and/or family member. (7D4)h. Show proper respect to all personneli. Exhibit adaptabilityj. Show positive attitude and enthusiasm toward the profession (7D4)k. Exhibit behavior that shows a commitment to meet the expectations of members

of the profession and the members of society receiving physical therapy (7D5)l. Demonstrate altruism by maintaining a balanced relationship with patient between

professional and personal aspects of treatment.(7D5)m. Under guidance of clinical instructor, identity unethical/illegal actions or potential

unethical/illegal actions. (7D2)2. Accept responsibility for professional growth

a. Ask appropriate questions b. Seek assistance if indicatedc. Demonstrate continuing competence by identify own strengths and weaknesses

(7D5)d. Seek guidance as needed to follow physical therapist plan of care for non-

complex interventions and modalities (covered in PT 150)e. Accept criticism and adapt accordinglyf. Utilize free clinic time in an appropriate manner (patient chart review, review of a

modality, etc) (7D14)3. Understand and interpret for others the scope and function of a PTA

a. Recognize when an intervention is outside the scope of practice of a physical therapist assistant and communicate this concern to the supervising physical therapist (7D21)

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b. Recognize and describe the role of the physical therapist assistant in the clinical education of physical therapist assistant students (7D14)

4. Understand basic concepts related to the health care system a. Interact appropriately with other members of the health care team in patient care

and non patient care activities including but not limited to: co-treatments, staff meetings, discharge planning, and instruction (7D28)

b. Provide accurate and timely information for billing and reimbursement purposes with direct personal supervision 75-100% of the time for non-complex patients. (7D31)

c. Under the guidance of the clinical instructor, recognize suspected cases of fraud and abuse related to utilization of and payment for physical therapy. (7D3)

d. Describes aspects of organizational planning and operation of the physical therapy service (7D30)

5. Demonstrate appropriate verbal skills at beginning to advance beginning level a. Actively listen and display sensitivity to the needs of others.b. Ask questions in a manner that elicits needed responses.c. Interview a non-complex patient and obtain basic current information related to

prior and current level of functioning and general health status. (7D15)d. Participates in educating patients and caregivers as directed by the supervising

physical therapist with direct personal supervision 75-100% of the time for non-complex situations(7D12)

e. Recognize individual and cultural differences and respond appropriately in all aspects of physical therapy services with monitoring and feedback 75-100% of the time for non-complex situations. (7D8)

f. Give clear, effective instructions to patient, family members and caregivers in interventions and modalities covered in the curriculum during the course of treatment to achieve patient outcomes established by the physical therapist’s plan of care with monitoring and feedback 75-100% of the time for non complex situations (7D12)

g. Give patient feedback and encouragement during treatment6. Demonstrate effective written communication at the beginning to advance beginning

levela. Completes accurate and legible documentation on medically non-complex

patients with direct personal supervision 75-100% of the time. (7D25)b. Follow documentation format of clinic, state practice acts and other regulatory

agencies with direct personal supervision 75-100% of the time.c. Use appropriate medical terminology and institutionally approved abbreviations

7. Demonstrate appropriate non-verbal skillsa. Recognize, respond to, and utilize non-verbal communication signals from the

patientb. Recognize own reactions to illness and disability

8. Perform the following preparation procedures

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a. Review all physical therapy documentation including initial evaluation and plan of care prior to initiating physical therapy treatment with direct personal supervision 75-100% of the time. (7D18)

b. Recognize indications and contraindications to physical therapy treatments with direct personal supervision 75-100% of the time

c. Seek clarification from physical therapist as needed. d. Prepare area prior to treatmente. Obtain patient/client permission prior to initiating procedural intervention.f. Position and drape patients appropriatelyg. Instruct patient and/or family members as to method and purpose of treatment

with direct personal supervision 75-100% of the time in noncomplex situations (7D12)

h. Demonstrate compliance with isolation protocals and standard precautions (7D23i)

9. Demonstrate basic knowledge and beginning to advance beginning level performance (direct personal supervision 75% to 100% of the time working with patients with non-complex conditions and direct personal supervision 100% of the time working with patients with complex conditions) in the following interventions identified in the plan of care established by the physical therapist to include some or all of the following based on the clinical site setting/opportunities:

a. Activities of daily living including bed mobility and transfers (7D23d)b. Proper selection, fitting, use and instruction of assistive devices including

wheelchairs (7D23d)c. Gait and locomotion training (7D24a)d. Body mechanics training (7D23h)e. Therapeutic exercise to include aerobic conditioning, balance and coordination

training, breathing exercises and coughing techniques, conditioning and reconditioning, posture awareness training, ROM exercises, stretching exercises, and strengthening exercises (7D23h)

f. Physical agents and mechanical agents to include compression therapies, hydrotherapy, cryotherapy, superficial and deep thermal agents (7D23c)

g. Manual therapy techniques to include PROM and therapeutic massage(7D23e)10. Demonstrate basic knowledge and beginning to advance beginning level performance

(direct personal supervision 75% to 100% of the time working with patients with non-complex conditions and direct personal supervision 100% of the time working with patients with complex conditions) in performing components of data collection skills essential for carrying out the plan of care established by the physical therapist to include some or all of the following based on the clinical site setting/opportunities:

a. Measurement of standard vital signs (7D24a)b. Performance of manual muscle testing and recognition of abnormal and normal

muscle length (7D24g, 7D24h)c. Performance of goniometric measurement of joint range of motion and functional

range of motion (7D24k, 7D24l)

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d. Recognition of architectural barriers including inspection and measuring space if applicable (7D24l)

e. Administration of verbal pain scale and adjustment of treatment accordingly(7D24i)

f. Recognition of activities, positioning, and postures that aggravate or relieve pain or altered sensation (7D24j)

g. Recognition of patient postural alignment at rest and during activities (7D24k)h. Measurements of height, weight, length and girth (7D24b)i. Recognition of safety and barriers in home, community and work environments

(7D24m)11. Recognize the components of the physical therapist plan of care including short and

long term goals and intended outcomes. (7D17)12. Provide safe interventions as directed in the plan of care and supervised by the

physical therapista. Adjust interventions within the established plan of care set forth by the

supervising physical therapist appropriately in response to patient clinical indications at beginning to advance beginning level performance (direct personal supervision 75% to 100% of the time). (7D19)

b. Assesses patient status throughout treatment and reports any changes in patient status to supervising physical therapist at beginning to advance beginning level performance (direct personal supervision 75% to 100% of the time). (7D20)

c. Recognizes when change in patient status should result in deletion of intervention and communicates this to the supervising physical therapist at beginning to advance beginning level competence (direct personal supervision 75% to 100% of the time) (7D7, 7D21)

d. Respond effectively to patient/client and environmental emergencies in the clinical setting (7D26)

13. Instruct other members of the health care team, using established techniques, programs and instructional materials commensurate with the learning characteristics of the audience at the beginning to advance beginning level. (7D12)

a. Modify communication to meet the needs of the audience demonstrating respect for the knowledge and experience of others.

b. Present in-service to peers, practitioners and supervisors during clinical experiences and solicit feedback from the audience.

14. Utilize the online Clinical Performance Instrument for self-assessment of the three week clinical experience

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Content Areas not covered prior to PT 395E :

Students have NOT had the following in the academic preparation for PT395E:

1. Ultraviolet2. Diathermy3. Electrotherapeutic Modalities4. Iontophoresis5. Whirlpool

The students will be receiving instruction in the above in the spring semester, prior to their final two clinical affiliations. Please do not expect the students to have a working knowledge of the above. Again, the students are not competent in any of the above modalities/procedures and/or treatments.

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PTA Practicum II and IIIPT 395F, PT 395G

Student PreparationThe student has completed all classroom work and has experienced a three-week clinical

affiliation.

Student Assignments The student will perform physical therapy treatments within his/her scope of practice.

The student will complete the First Week Summary which must be returned to the ACCE at the end of the first week of the affiliation.

One case study with reflection will be written during the first six week affiliations. The case study is due the day after the end of the clinical affiliations.

A clinical presentation/ inservice/ project will be presented by the student at each of the clinical affiliation sites.

The student may have other academic assignments as detailed by the course instructor.

Evaluations The clinical instructor should complete and review with the student the Clinical

Performance Instrument at both mid-term and final. The completed evaluation should be electronically verified by the CI and the student. The evaluation should be completed and submitted electronically on the final day of the affiliation. (Please upload ASAP, grades are due 48 hours after the course ends!!) The ACCE will have immediate access once the document is uploaded.

The clinical instructor and the CCCE should complete the “Facility Evaluation of the ACCE” and mail it to:

o Attn: Barb Reinard, PTA Program Coordinator o Penn State DuBoiso College Placeo DuBois, PA 15801

The “Student Facility Evaluation” Form is to be completed by the student and submitted to the course’s ANGEL site.

Clock Hours: 240 - PT 395F 240 - PT 395G 480 - TOTAL

Student Expectations for Clinical Experience II

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PT 395 F Behavioral Objectives:

At the completion of the 6 weeks of clinical experience the student will be able to:

1. Demonstrate the following professional standards:a. Demonstrate behavior consistent with the Standards of Ethical Conduct for the


b. Demonstrate behavior that reflects safe, ethical, and legal physical therapy practice. (7D1)

c. Demonstrate behaviors to meet the needs of patients and their family/care givers(7D4)

d. Follow departmental policye. Follow appropriate dress code (7D4)f. Demonstrate professional responsibility by reporting to the clinical prior to

clinical start time and being prepared to begin patient treatments. (7D5)g. Maintain privacy when discussing confidential information with the clinical



professional and personal aspects of treatment.(7D5)m. Interact professionally with other members of health care team in patient-care and

non-patient care activities (7D28)n. Report to the appropriate authorities suspected cases of abuse of vulnerable

populations. (7D2)o. Implement, in response to an ethical situation, a plan of action that demonstrates

sound moral reasoning congruent with core professional ethics and values. (7D6)2. Accept responsibility for professional growth

a. Ask appropriate questions b. Differentiate level of assistance needed as situation indicatesc. Analyze work performance and behaviors and seek assistance for improvements

as needed in deficient areas. (7D5)d. Demonstrate continuing competence by seeking information and effective means

of improvement. (7D5)e. Demonstrate self-confidence in following the physical therapist plan of caref. Accept criticism and adapt accordinglyg. Utilize free clinic time in an appropriate manner (patient chart review, review of a

modality, seek out additional learning opportunities, etc)(7D14)h. Demonstrate a commitment to meeting the needs of patients and consumers (7D5)

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i. Demonstrate an awareness of social responsibility, citizenship, and advocacy, including participation in community and service organizations and activities (7D14)

j. Identify career development and lifelong learning opportunities (7D14)3. Understand and interpret for others the scope and function of a PTA

a. Recognize when an intervention is outside the scope of practice of a physical therapist assistant and initiates clarification to the supervising physical therapist (7D21)

b. Recognize and describe the role of the physical therapist assistant in the clinical education of physical therapist assistant students (7D14)

c. Educate colleagues and other health care professionals about the role, responsibilities, and academic preparation and scope of work of physical therapist assistant. (7D12)



b. Provide accurate and timely information for billing and reimbursement purposes (7D31)

c. Report to the appropriate authorities suspected cases of fraud and abuse related to utilization of and payment for physical therapy and other health care services. (7D3)

d. Describe aspects of organizational planning and operation of the physical therapy service (7D30)

e. Participate in performance improvement activities including quality assurance (7D29)

5. Demonstrate appropriate verbal skills at an intermediate to advance intermediate performance level.

a. Communicate clearly in an effective, appropriate and capable manner congruent with situational needs (7D7)

b. Participate in educating patients and caregivers as directed by the supervising physical therapist with monitoring and feedback less than 50% of the time for non-complex situations and less than 75% of the time for complex situations. (7D23g, 7D12)

c. Interview patients/clients, caregivers, and family to obtain curent information related to prior and current level of functioning and general health status with monitoring and feedback less than 25% for non complex patient and less 50% for complex patients. (7D15)

d. Recognize individual and cultural differences and respond appropriately in all aspects of physical therapy services with monitoring and feedback less than 50% of the time for non-complex situations and less than 75% of the time for complex situations. (7D8)

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e. Consistently give clear, effective instructions to patient, family members and caregivers during the course of treatment to achieve patient outcomes established by the physical therapist’s plan of care with monitoring and feedback less than 50% of the time for non-complex situations and less than 75% of the time for complex situations. (7D14)

f. Give effective patient feedback and encouragement during treatmentg. Communicate effectively with clinical supervisors on patient care and

performance issues6. Demonstrate effective written communication

a. Complete documentation of patient care that is accurate, thorough, legible, timely and consistent with institutional, legal and billing requirements monitoring and feedback less than 50% of the time for non-complex situations and less than 75% of the time for complex situations. (7D25)

b. Follow documentation format of clinic, state practice acts and other regulatory agencies.

c. Compose documentation that incorporates appropriate medical terminology and institutionally approved abbreviations

d. Instruct a patient in a home program effectively that is consistent with the supervising physical therapist plan of care


patientb. Recognize own reactions to illness and disability; be aware of information being

directed to patientc. Communicate using body language consistent with the intended message

8. Perform the following preparation proceduresa. Differentiate pertinent information by examination of the patient’s chart,

including the plan of care and initial examination, prior to initiating treatment (7D18)

b. Communicate an understanding of the plan of care developed by the physical therapist to achieve short and long term goals and intended outcomes. (7D16)

c. Utilize indications and contraindications to guide physical therapy treatmentsd. Prepare area prior to treatmente. Obtain patient/client permission prior to initiating procedural intervention.f. Position and drape patients appropriatelyg. Instruct patient and/or family members as to the rationale for selected

patient/client interventions as related to the goals in the plan of care with monitoring and feedback less than 50% of the time for non-complex situations and less than 75% of the time for complex situations.

9. Demonstrate knowledge and intermediate to advance intermediate performance level (less than 50% of direct personal supervision when working with patients with simple conditions and less than 75% of the time working with patients with complex conditions) in the following interventions identified in the plan of care established by the physical

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therapist to include some or all of the following based on the clinical site setting/opportunities:

a. Functional training to including ADLs, bed mobility, transfers, developmental activities, and prosthetics and orthotics (7D23d, 7D23h,7D23b)

b. Proper selection, fitting, use and instruction of assistive devices including wheelchairs (7D23b, 7D23d)

c. Gait and locomotion training (7D24a)d. Therapeutic exercise to include aerobic conditioning, balance and coordination

training, breathing exercises and coughing techniques, conditioning and reconditioning, posture awareness training, ROM exercises, stretching exercises, and strengthening exercises (7D23h; 7D23a; 7D24f)

e. Physical agents and mechanical agents to include athermal agents, biofeedback, compression therapies, cryotherapy, electrotherapeutic agents, hydrotherapy, superficial and deep thermal agents, traction (7D23c)

f. Manual therapy techniques to include PROM and therapeutic massage(7D23e)g. Wound management to include application of dressing or agents, identification of

precautions for dressing removal, and removal of dressing or agents (7D23i)10. Demonstrate knowledge and intermediate to advance intermediate performance level

(less than 50% of direct personal supervision when working with patients with simple conditions and less than 75% of the time working with patients with complex conditions) in performing components of data collection skills essential for carrying out the plan of care established by the physical therapist to include some or all of the following based on the clinical site setting/opportunities:

a. Measurement of standard vital signs and other anthropometrical characteristics such as: height, weight, length and girth (7D24a,7D24b)

b. Performance of manual muscle testing and recognition of abnormal and normal muscle length and tone (7D24g, 7D24h)

c. Observation and description of the presence or absence of muscle mass (7D24h)d. Performance of goniometric measurement of joint range of motion and functional

range of motion; with recognition of normal and abnormal joint movement (7D24g; 7D24k; 7D24l)

e. Inspection of the physical environment including measuring physical space. (7D24l)

f. Recognition of safety and barriers in home, community and environments (7D24m)

g. Recognition of patient/client functional status (7D24m)h. Administration of standardized questionnaires to patients (7D24m)i. Utilization of proper body mechanics on self and demonstration of proper body

mechanics to patients/caregivers (7D23h)j. Observation and description of patient postural alignment at rest and during

activities (7D24j; 7D24k)k. Recognition of responses to positional changes and activities and monitoring

throughout treatment(7D24b)

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l. Observation of signs and symptoms of cyanosis, thoracoabdominal movements and breathing patterns at rest and with functional activity and monitoring throughout treatment (7D24n,34,7D24m,7D24n)

m. Observation and description of cough and sputum characteristics (7D24n)n. Recognition of the changes in the direction and magnitude of patient’s state of

arousal, mentation and cognition(7D24c)o. Recognition of safety factors, skin condition and patient/caregivers ability to care

for assistive, adaptive, orthotic, protective, supportive and prosthetic devices (7D24d)

p. Recognition of the safety, status, and progression of patients while engaged in gait, locomotion, balance, wheelchair management and mobility (7D24e)

q. Observation and description of the skin condition including sensation, activities, positioning and postures that can contribute to skin trauma(7D24f)

r. Identification of viable versus nonviable tissue (7D24f)s. Recognition of neuromotor development such as: gross motor milestones, fine

motor milestones, righting and equilibrium reactions (7D24i)t. Administration of standardized questionnaires, graphs, behavioral scales, verbal

pain scale or visual analog scales to patients or others (7D24i)u. Recognition of changes in pain or sensation, activities positioning, and postures

that aggravate or relieve pain or altered sensation and adjust treatment accordingly (7D24j)

v. Recognition of normal and abnormal integumentary changes and report abnormal changes to the supervising physical therapist. (7D24f)

w. Recognition of absent or altered sensation and modifies intervention as needed (7D24f)

11. Provide accurate, reproducible, safe, valid, and timely collection to measure the patient’s medical status and/or progress within the interventions.

a. Communicate the results of data collection to the physical therapist.12. Demonstrate compliance with isolation protocols, standard precautions and sterile

technique (7D24d, 7D24e)13. Provide interventions (as directed in the plan of care and supervised by the physical

therapist) compliant with federal and state licensing requirements, APTA standards documents and facility policies and procedures.

a. Adjust interventions within the established plan of care set forth by the supervising physical therapist appropriately in response to patient clinical indications with less than 50% of direct personal supervision when working with patients with simple conditions and less than 75% of the time working with patients with complex conditions (7D19)

b. Assess the patient’s/client’s safety and response to the intervention and communicate concerns and/or results to the intervention with the supervising physical therapist with less than 50% of direct personal supervision when working with patients with simple conditions and less than 75% of the time working with patients with complex conditions. (7D20)

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c. Recognize when change in patient status should result in deletion of intervention and communicates this to the supervising physical therapist (7D7, 7D21)

d. Assure safety of patient and healthcare provider throughout patient care. (7D27)i. Identify the need for and take action when safety of patient or health care

provider may be at risk or has been compromised.(7D27)ii. Respond effectively to patient/client and environmental emergencies in the

clinical setting. (7D26)14. Through application of current knowledge, theory and clinical judgement progress the

patient/client within the established plan of care.(7D9)a. Make and implement modifications in selected interventions to progress

patient/client as directed by physical therapistb. Identify when changes in the medical status of the patient/client occur by

reviewing the medical record.c. Communicate with physical therapist when modifications are outside the scope of

work of physical therapist assistant.d. Recognize when other variables (psychological, social, cultural, etc) appear to be

affecting the patient’s progression with the intervention. (7D8)e. Identify and integrate appropriate evidence based resources to support clinical

decision making for progression of the patient within the plan of care established by the physical therapist. (7D11)

f. Participate in discharge planning and follow-up as directed by the supervising physical therapist with less than 50% of direct personal supervision when working with patients with simple conditions and less than 75% of the time working with patients with complex conditions (7D22)

15. Instruct other members of the health care team, using established techniques, programs and instructional materials commensurate with the learning characteristics of the audience at intermediate to advance intermediate level. (7D12)



16. Utilize the online Clinical Performance Instrument for self assessment of the six week clinical experience.

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Student Expectations for Clinical Experience IIIPT 395G Behavioral Objectives:

At the completion of the 6 weeks of clinical experience the student will be able to:

1. Demonstrate the following professional standards:a. Demonstrate behavior consistent with the Standards of Ethical Conduct for the


b. Demonstrate behavior that reflects safe, ethical, and legal physical therapy practice (7D1)

c. Demonstrate behaviors to meet the needs of patients and their family/care givers (7D4)

d. Follow departmental policye. Follow appropriate dress code (7D4)f. Demonstrate professional responsibility and accountability in all clinical

interactions, (7D5)g. Maintain privacy when discussing confidential information with the clinical



professional and personal aspects of treatment.(7D5)m. Interact professionally with other members of health care team in patient-care and

non-patient care activities (7D28)n. Demonstrates conflict management/negotiation

i. Recognize potential for conflict and implement strategies to prevent and/or resolve conflict.

ii. Seek resources to resolve conflict when necessary. o. Report to the appropriate authorities suspected cases of abuse of vulnerable

populations. (7D2)p. Implement, in response to an ethical situation, a plan of action that demonstrates

sound moral reasoning congruent with core professional ethics and values. (7D6)2. Accept responsibility for professional growth

a. Ask appropriate questions b. Differentiate level of assistance needed as situation indicatesc. Analyze work performance and behaviors and seek assistance for improvements

as needed (7D5)d. Demonstrate self-confidence in following the physical therapist plan of caree. Accept criticism and adapt accordingly

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f. Utilize any free clinic time in an appropriate manner (patient chart review, review of a modality, seek out additional learning opportunities, etc)(7D14)

g. Demonstrate a commitment to meeting the needs of patients and consumers (7D5)h. Demonstrate an awareness of social responsibility, citizenship, and advocacy,

including participation in community and service organizations and activities (7D14)

i. Identify career development and lifelong learning opportunities (7D14)j. Identify learning needs to enhance role in the profession (7D14)k. Identify and obtain resources to increase knowledge and skill (7D14)

3. Understand and interpret for others the scope and function of a PTAa. Recognize when an intervention is outside the scope of practice of a physical

therapist assistant and communicate to the supervising physical therapist. (7D21)b. Recognize the role of the physical therapist assistant in the clinical education of

physical therapist assistant students.(7D14)c. Independently educate colleagues and other health care professionals about the

role, responsibilities, and academic preparation and scope of work of physical therapist assistant. (7D12)



b. Provide accurate, timely information for billing and reimbursement purposes (7D31)

c. Report to the appropriate authorities suspected cases of fraud and abuse related to utilization of and payment for physical therapy and other health care services. (7D3)

d. Describe aspects of organizational planning and operation of the physical therapy service (7D30)

e. Participate in performance improvement activities including quality assurance (7D29)

5. Demonstrate appropriate verbal skills at entry –level performance (general supervision of the physical therapist)

a. Communicate clearly in an effective, appropriate and capable manner congruent with situational needs (7D7)

b. Demonstrate congruence between verbal and non-verbal messages.(7D7)c. Interview patients/clients, caregivers, and family to obtain curent information

related to prior and current level of functioning and general health independently (7D15)

d. Develop a rapport with patients and others to promote confidence.e. Participates in educating patients and caregivers as directed by the supervising

physical therapist (7D23g, 7D12)f. Recognize individual and cultural differences and respond appropriately in all

aspects of physical therapy services. (7D8)

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g. Consistently give clear, effective instructions to patient, family members and caregivers in the course of treatment to achieve patient outcomes established by the physical therapist’s plan of care (7D14)

h. Explain the rationale for selected interventions to achieve patient goals as identified in the plan of care.

i. Determine patient response/understanding of instruction.j. Give patient feedback and encouragement during treatmentk. Demonstrate effective motivation strategies in to provision of patient/client

interventions.(7D12)l. Communicate effectively with clinical supervisors on patient care and

performance issues (7D7)m. Determine the effectiveness of communication with patients, family, caregivers,

physical therapists and other health care providers (7D7)n. Recognize role and participate appropriately in communicating patient status and

progress with the health care team (7D7)o. Modify communication to meet the needs and demonstrate respect for the

knowledge and experience of others(7D7)6. Demonstrate effective written communication

a. Complete documentation of patient care using language that is accurate, complete, legible, timely and consistent with institutional, legal and billing requirements. (7D25)

b. Follow documentation format of clinic, state practice acts and other regulatory agencies.

c. Compose documentation in an organized and logical framework. (7D25)d. Compose documentation that incorporates appropriate medical terminology and

institutionally approved abbreviationse. Provide information in the assessment section based on information gathered from

subjective and objective data that will be useful to the physical therapist in evaluating the patient/client’s progression. (7D25)

f. Instruct a patient on a home program effectively that is consist with the supervising physical therapist plan of care


patientb. Recognize own reactions to illness and disability; be aware of information being

directed to patientc. Communicate using body language consistent with the intended message

8. Perform the following preparation procedures a. Review information in the medical record at each visit and differentiate pertinent

information from the patient’s chart, including the plan of care, prior to initiating treatment.(7D18)

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i. Collect data on patient’s current condition, compare results to previously collected data and safety parameters established by the physical therapist and determine if the safety parameters have been met.

b. Utilize indications and contraindications to guide physical therapy treatmentsc. Communicate an understanding of the plan of care developed by the physical

therapist to achieve short and long term goals and intended outcomes (7D16)d. Prepare and maintain a safe working environment for performing interventions

(eg clear walkways, equipment checks)e. Obtain patient/client permission prior to initiating procedural intervention.f. Position and drape patients appropriatelyg. Explain the rationale for selected patient/client interventions as related to the

goals in plan of care h. Instruct patient and/or family members as to rationale for selected patient/client

interventions as related to the goals in the plan of care 9. Demonstrate knowledge and entry-level performance (general supervision of physical

therapist when working with patients with simple and complex conditions) in the following interventions identified in the plan of care established by the physical therapist to include some or all of the following based on the clinical site setting/opportunities:

a. Functional training to including ADLs, bed mobility, transfers developmental activities, and prosthetics and orthotics(7D23d, 7D23h,7D23b)

b. Proper selection, fitting, use and instruction of assistive devices including wheelchairs 7D23b, 7D23d)

c. Gait and locomotion training (7D24a)d. Therapeutic exercise to include aerobic conditioning, balance and coordination

training, breathing exercises and coughing techniques, conditioning and reconditioning, posture awareness training, ROM exercises, stretching exercises, and strengthening exercises (7D23h; 7D23a; 7D24f)

e. Physical agents and mechanical agents to include athermal agents, biofeedback, compression therapies, cryotherapy, electrotherapeutic agents, hydrotherapy, superficial and deep thermal agents, traction (7D23c)

f. Manual therapy techniques to include PROM and therapeutic massage(7D23e)g. Wound management to include application of dressing or agents, identification of

precautions for dressing removal and removal of dressing or agents (7D23i)10. Demonstrate knowledge and entry-level performance (general supervision of physical

therapist when working with patients with simple and complex conditions) in performing components of data collection skills essential for carrying out the plan of care established by the physical therapist to include some or all of the following based on the clinical site setting/opportunities:

a. Measurement of standard vital signs and other anthropometrical characteristics such as: height, weight, length and girth (7D24a,7D24b)

b. Performance of manual muscle testing and recognition of abnormal and normal muscle length and tone (7D24g, 7D24h)

c. Observation and description of the presence or absence of muscle mass (7D24h)

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d. Performance of goniometric measurement of joint range of motion and functional range of motion; with recognition of normal and abnormal joint movement (7D24g; 7D24k; 7D24l)

e. Inspection of physical environments including inspection and measuring space if applicable (7D24l)

f. Recognition of safety and barriers in home, community and environments. (7D24m)

g. Recognition of patient/client functional status (7D24m)h. Administration of standardized questionnaires to patients (7d24m)i. Utilization of proper body mechanics on self and demonstration of proper body

mechanics to patients/caregivers(7D23h)j. Observation and description of patient postural alignment at rest and during

activities (7D24j; 7D24k)k. Recognition of responses to positional changes and activities and monitoring

throughout treatment (7D24b)l. Observation of signs and symptoms of cyanosis, thoracoabdominal movements

and breathing patterns at rest and with functional activity and monitoring throughout treatment (7D24n,34,7D24m,7D24n)

m. Observation and description of cough and sputum characteristics (7D24n)n. Recognition of the s changes in the direction and magnitude of patient’s state of

arousal, mentation and cognition(7D24c)o. Observation and description of safety factors, skin condition and

patient/caregivers ability to care for assistive, adaptive, orthotic, protective, supportive and prosthetic devices (7D24d)

p. Observation and description of the safety, status, and progression of patients while engaged in gait, locomotion, balance, wheelchair management and mobility (7D24e)

q. Observation and description of the skin condition including sensation, activities, positioning and postures that can contribute to skin trauma (7D24f)

r. Identification of viable versus nonviable tissue (7D24f)s. Recognition of neuromotor development such as: gross motor milestones, fine

motor milestones, righting and equilibrium reactions (7D24i)t. Administration of standardized questionnaires, graphs, behavioral scales, verbal

pain scale or visual analog scales to patients or others(7D24i)u. Recognition of changes in pain or sensation, activities, positioning, and posture

that aggravate or relieve pain or altered sensation and adjust treatment accordingly (7D24j)

v. Recognition of normal and abnormal integumentary changes and reports abnormal changes to the supervising physical therapist. (7D24f)

w. Recognition of absent or altered sensation and modifies intervention as needed (7D24f)

11. Provide accurate, reproducible, safe, valid, and timely collection to measure the patient’s medical status and/or progress within the interventions.

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a. Communicate the results of data collection to the physical therapist.12. Demonstrate compliance with isolation protocols, standard precautions and sterile

technique (7D24d, 7D24e)13. Provide interventions (as directed in the plan of care and supervised by the physical

therapist) compliant with federal and state licensing requirements, APTA standards documents and facility policies and procedures.

a. Adjust interventions within the established plan of care set forth by the supervising physical therapist appropriately in response to patient clinical indications (7D19)

b. Assess patient’s/client’s safety and response to the intervention and communicate concerns and/or results to the intervention with the supervising physical therapist. (7D20)

c. Recognize when change in patient status should result in deletion of intervention and communicates this to the supervising physical therapist (7D7, 7D21)

d. Organize the components of interventions so that the task can be performed within a specified time frame.

e. Assure safety of patient and health care provider throughout patient care (7D27)i. Identify the need for and take action when safety of patient or health care

provider may be at risk or has been compromised.(7D27)ii. Utilize risk management strategies (eg universal precautions, body

mechanics)iii. Respond effectively to patient/client and environmental emergencies in the

clinical setting. . (7D26)14. Through application of current knowledge, theory and clinical judgement progress the

patient/client within the established plan of care.(7D9)a. Make and implement modifications in selected interventions to progress

patient/client as directed by physical therapistb. Identify when changes in the medical status of the patient/client occur by

reviewing the medical record.c. Compare results of intervention to previously collected data and determine if

there is progress toward the goals established by the physical therapist or if the goals have been met.

d. Communicate with physical therapist when modifications are outside the scope of work of physical therapist assistant.

e. Recognize when other variables (psychological, social, cultural, etc) appear to be affecting the patient’s progression with the intervention. (7D8)

f. Identify and integrate appropriate evidence based resources to support clinical decision making for progression of the patient within the plan of care established by the physical therapist. (7D11)

g. Participate in discharge planning and follow up as directed by the supervising physical therapist (7D22)

h. Identify the need to progress via data collectioni. Determine what progression can be made within the plan of care

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j. Identify possible progressions that will continue to advance the patient response15. Instruct other members of the health care team, using established techniques, programs

and instructional materials commensurate with the learning characteristics of the audience. (7D12)



16. Demonstrates efficient management of resources. a. Follow legal and ethical requirements for direction and supervision of other

support personnel. (7D4)b. Select appropriate non-patient care activities to be directed to support personnel.

(7D4)c. Demonstrate efficient time management.d. Maintain and use physical therapy equipment effectively.

17. Utilize the online Clinical Performance Instrument for self assessment of the six week clinical experience.

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PENN STATE DUBOIS PHYSICAL THERAPIST ASSISTANT PROGRAMSTUDENT INTRODUCTION FORM

Name:________________________________________________________________________

Address:______________________________________________________________________

Telephone:_____________________________________________________________________

In case of emergency, contact: (Name and telephone number)___________________________________

______________________________________________________________________________

Past Experience in Physical Therapy: (where, when, how long, role)

______________________________________________________________________________

______________________________________________________________________________

Circle the choice that describes you best:

1. I work best in a more/less structured setting.2. I feel more comfortable with close/distant supervision.3. I am usually comfortable/ uncomfortable in new or unfamiliar situations.4. When an error is noted, I prefer feedback immediately/at a set time during the day.

Strengths and weaknesses: (as you perceive them)

Strengths:_____________________________________________________________________

______________________________________________________________________________

Weaknesses:___________________________________________________________________

______________________________________________________________________________

Goals/objectives for this affiliation:

1.____________________________________________________________________________ 2.____________________________________________________________________________

3.____________________________________________________________________________

4.____________________________________________________________________________

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FIRST WEEK - AFFILIATION SUMMARY

STUDENT NAME__________________________________________

FACILITY____________________________________________________________________ (name) (city, state)

Clinical Instructor___________________________________Phone_______________________

Affiliation: 1 2 3 (circle)

Please answer all of the following questions. Feel free to relate ANYTHING you feel may be pertinent.

1. What is your first impression of this clinical affiliation?

2. What makes you feel most comfortable so far? Least comfortable?

3. Did you and your clinical instructor discuss your goals and your level of supervision?

4. Do you sense any problems that I should be aware of? If so, please describe them to me. What do you think you will do about them? Do you need/want any assistance?

5. Do you want me to call you during your second week? If so, give me some times and a phone number for non- clinic hours that would be convenient.

6. Have you been assisting in providing treatments of patients? If so, what treatments have you performed to date?

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Student - CI Weekly Meeting Report

Week of: _______________________________

Strengths:

1.

2.

3.

4.

Needs/ Areas to Improve:

1.

2.

3.

4.

Weekly Goals:

1.

2.

3.

Specific Problem Areas / Questions:

The above has been discussed between student and supervisor.

Student’s Signature __________________________________ Date: ____________

Supervisor’s Signature _______________________________ Date: ____________

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CASE STUDY GUIDELINES FOR PT395E and PT 395F

One case study is due at the end of the clinical experience for each affiliation. Each case study must be typed and double-spaced. It must be written in complete, grammatical sentences without abbreviations, as in an English composition.

Following is a list of the specific information that must be included:

-Patient's age, sex, race, and diagnosis-Patient's medical history and any pertinent family history

-Pertinent social history --Initial evaluation (Physical Therapist's findings)-Program and goals of treatment-Your part in the patient's treatment-Purpose of each aspect of treatment; whether each was beneficial or not; if

not, why?-Patient's progress (or lack of)-Revisions, if any, in the program; why?-Patient's status when last seen by you-Patient's prognosis-What you learned and/or enjoyed most from working with this patient-What ideas or suggestions could you have added to this patient’s program that might have made it more effective?

Grading will focus not only on content and professionalism (such as correct medical terminology), but also on organization, neatness, accuracy of information, grammar, and spelling.

Patient's age, sex, race, and diagnosisDo not use anyone's complete name; refer to the patient by a first name or Mr./Mrs. Last Name initial. Give age, sex, race and specific diagnosis. For diagnosis be specific. Tell me the date and mechanism of injury and any applicable information like surgery dates, hospitalization, etc. If the diagnosis is not the result of a specific injury, explain it. How long it has been, how it developed, etc.

Medical historyBesides the diagnosis (e.g. Parkinson's Disease) tell me the disability (unsafe ambulation, etc.). Also tell me any other medical problems, especially if they impact on the reason you are treating the patient. Give previous injury/illness. Give dates of injury, hospitalization, surgery, etc., if applicable. Explain if there

is any family history involved if this is a hereditary or congenital problem.

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Pertinent social historyI want to know if the patient lives alone or with someone; is the help at home available 24 hours; are there stairs (with or without railings); if the patient works and plans to return to work or not; what type of job; what type of leisure activities; what was the patient's level of function prior to this injury or illness.

Initial evaluationThe evaluating P. T. should record ROM, strength, neurological findings, functional level and deficits, and any other data pertinent to the diagnosis. You need to report it all to me (in sentences without abbreviations). Be sure you understand it before you report it to me, so you can explain it correctly!

Program and goals of treatmentThis is also established by the P.T. at the time of evaluation. The program is the plan of treatment the P.T. states will be followed. Goals may be short term, long term, or both.

Your part in the patient's treatmentDid you set up the patient for modalities, give exercise or gait activities, assist the P.T. with

ADL or what? Purpose of the treatment

Why was each part of the plan used? Was it beneficial? If it wasn't beneficial, why not? For example: Heat was used for pain relief and to decrease edema. The patient did or did not...

Patient's progress or lack ofI don't need specific treatment dates, but I would like specific progress (objective measurements) to be summarized.

Revisions, if any If something isn't helping, the P.T. will probably try something else. For example: Heat increased pain so we switched to ice.

Patient's status when last seen Obviously, most patients won't be discharged the day you finish your clinical. Also, if you are an efficient student and are completing your case study before Friday, give the patient’s status as of the day your report is written.

Patient's prognosis What is the end status you expect your patient ultimately to achieve (both ADL and work)? Make your best prediction. Go back and compare this to the patient's prior level of function. Be specific.

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What you learned /enjoyed...

Hopefully you learned and enjoyed, but tell me at least one of these.

What would you have changedIf you thought other approaches would have been helpful, more effective, more interested to the patient, tell me. If you totally disagreed with the way the patient was handled, tell me.

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Penn State DuBois PTA ProgramIn-Service Evaluation

Student Name: ____________________

Your Name: ______________________ Facility: ___________________

Presentation Topic: __________________ Date: _________________

Please use a scale of 1 to 5 for each question: 5= Excellent, 4= Good, 3= Average, 2= Needs Improvement, 1= Unacceptable

The topic and content of the in-service was appropriate for the audience. __________

The length of the presentation was appropriate. __________

Visual aids/handouts were used and were helpful in understanding content. __________

The student used appropriate volume. __________

The student used appropriate speed. __________

The student used appropriate body language. __________

Comments:

Please return to the ACCE via US Mail: Holly Tkacik Penn State Dubois College Place Dubois, PA 15801

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Evaluation ToolPT395E, PT 395F AND PT 395G

The Online Clinical Performance Instrument (CPI) for the PTA will be utilized as the means of student grading. Instructions to access the tool will be sent to CIs prior to the student’s arrival. An online training module MUST be completed prior to utilization of this tool. Information on how to access this module will also be sent prior to each affiliation.

The CPI will be completed by both the Clinical Instructor and student to determine the student’s ability to perform as an entry level PTA.

For 395 F and G courses a midterm and final CPI will be completed as per the instruction provided with the instrument. For the 395E, three week affiliation, only a final CPI will be completed.

The CI is responsible for determining an appropriate time frame for completion along with guidance as necessary from the ACCE.

Upon completion of the CPI, the instrument is uploaded and reviewed prior to submission at which time it becomes available to the ACCE for review.

The ACCE reviews each CPI and determines whether or not any inconsistencies or errors exist. If so, the ACCE verifies scoring with the CI.

Appendix A & B of the APTA’s A Normative Model of Physical Therapist Assistant Education, Version 2006, defines Entry-level data collection skills and technical skills respectively.

Clinical Instructors are requested to provide further information in the comment section which supports the given score. These comments also provide ongoing feedback to the student. Clinical instructors are reminded that the evaluation of student performance should be based on repeated performance, not isolated incidents.

In order to assess student performance during clinical affiliations, the academic institution is responsible for determining minimum performance expectations for successful completion of each clinical experience. The PTA Programs of the Pennsylvania State University utilize the Clinical Performance Instrument for the PTA to assess students during each clinical affiliation experience. All campuses have determined the following criteria:

At the conclusion of PT 395E (the students’ initial experience), student performance must range from “Beginning Performance” to “Advanced Beginner Performance”.

At the conclusion of PT 395 F (the students’ intermediate experience), student performance must range from “Intermediate Performance” to “Advanced Intermediate Performance”.

At the conclusion of PT 395 G (the students’ final experience), student performance must achieve “Entry Level Performance”.

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o See Definitions of each of these in APPENDIX A: DEFINITIONS OF PERFORMANCE DIMENSIONS & RATING SCALE ANCHORS, located at the end of the CPI for the PTA document.

REMINDER: An entry-level job is the first job that a new trainee or graduate takes upon completion of a training or degree program. Entry level in this sense refers to the entry point into a specific chosen profession. In terms of student performance, Entry Level Performance is defined as how a new graduate would perform on the initial days of their first job following graduation/licensure without any previous employment experience. When considering entry-level at your facility, please reflect upon the following:

- Patient complexity- Clinical environment- Productivity standards- Additional training/mentorship opportunities required of new employees- Level of supervision available

It must be emphasized that “Entry-level” practitioners continue to benefit from mentorship/intermittent assistance from more-experienced colleagues to perform independently, consistently in complex situations.

Please refer to the APTA Document, “Minimum Required Skills of Physical Therapist Assistant Graduates at Entry-Level”. These minimum skills are foundational skills that are indispensable for a new graduate physical therapist assistant to perform on patients/clients in a competent and coordinated manner under the direction and supervision of the physical therapist. They define the expected performance and behavior of a graduate upon entry into the work of physical therapy.

-If a student is not performing at what you feel could be rated as “Entry Level Performance” during PT 395G, steps should be taken prior to the final evaluation so areas of concern can be addressed and rectified.

Students who demonstrate poor safety awareness/practice, unethical behavior, or excessive number of absences may be subject to remedial experience in the clinic and/or a failing grade regardless of the grade in other areas of the evaluation. Unethical behavior is defined as failure to abide by the APTA’s Guide for Professional Conduct and the Code of Ethics, the rules and regulations of the Physical Therapist Assistant Program and the clinical facility.

If significant concerns exist at midterm or final for any of the red flagged criteria, the CI should contact the ACCE as soon as possible.

**If you choose, as a clinical instructor, to have students perform skills other than those listed in the course objectives, you are responsible for checking the students’ competencies in those skills before performing them.

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GRADING

Final grading for these affiliations will be based on clinical performance, projects and additional course assignments. Clinical performance will be assessed by the ACCE by reviewing CPI grades and comments, and by considering comments received during site visits and phone conversations. The ACCE compiles all of the subjective and objective information that has been accumulated throughout the experience and is responsible for assigning a Final Grade for the course. The ACCE assigns a letter grade and enters the grade into the University system utilizing the following grading scale:

A 94-100 A- 90-93B+ 87-89B 84-86B- 82-83C+ 80-81C 78-79D 71-77F <70

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Resources

APTA DEFINITION OF PHYSICAL THERAPY

Physical therapy is a health care profession whose practitioners work in hospitals, clinics, nursing homes, and in private practice. Physical therapy practitioners work with patients who are disabled by illness or accident, or were born with a handicap. They evaluate neuromuscular, musculoskeletal, sensorimotor, and related cardiovascular and respiratory functions of the patient. Evaluation includes performing and interpreting tests to assist in diagnosis and to determine the degree of impairment of relevant aspects, such as muscle strength, motor development, functional capacity, or respiratory and circulatory efficiency. Evaluation provides the basis for the selection of appropriate therapeutic procedures and the evaluation of the results of treatment. Physical therapy practitioners plan and implement initial and subsequent treatment programs on the basis of test findings and within the referral of the licensed physician or dentist with whom they maintain contact regarding the care of the patients. The treatments given by physical therapists and physical therapist assistants include exercise for increasing strength, endurance, coordination, and range of motion; stimuli to facilitate motor activity and learning; instruction in activities of daily living and the use of assistive devices; and the application of physical agents such as heat and cold, sound, and water to relieve pain or alter physiological status. In addition, they try to motivate and instruct the patient, the patient’s family, and others who might help the patient through the treatment and convalescent period.

Definition and Utilization of the Physical Therapist Assistant

The physical therapist assistant is a skilled technical health worker who assists the physical therapist in patient treatment programs as described above and in other activities necessary to the operation of a physical therapy service. The physical therapist assistant has graduated from a two-year college program with an associate degree in physical therapy assisting.

Education for Physical Therapist Assistants

Physical therapist assistant programs are located in associate degree granting institutions accredited by the appropriate regional accrediting agency. The course of study includes biological, physical, and social sciences; humanities; physical therapy technical courses; and clinical experience.

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Standards of Accreditation for Physical Therapist Assistants

The Physical Therapist Assistant, as a technical health care provider, will be able to:

Provide physical therapy services as specified in the plan of care as developed by the physical therapist which includes:

1. Preparing patients, treatment areas, and equipment

2. Implementing treatment programs that include:a) Therapeutic exerciseb) Therapeutic massagec) Gait training and techniquesd) ADL training techniquese) Administration of therapeutic heat and coldf) Administration of ultrasoundg) Administration of therapeutic electric currenth) Administration of ultravioleti) Application of tractionj) Performance of intermittent venous compressionk) Administration of pulmonary hygiene techniquesl) Application of external bandages, dressings and supportsm) Performance of goniometric measurementn) Performance of manual muscle testing.

3. Modifying treatment techniques as indicated in the plan of care.

B. Respond to acute changes in physiological state

C. Teach other health care providers, patients, and families to perform selected treatment procedures and functional activities

D. Identify architectural barriers

E. Interact with patients and families in a manner which provides the desired psycho-social support by:1. Recognizing his own reaction to illness and disability2. Recognizing patients and families reactions to illness and disability3. Respecting individual cultural, religious, and socioeconomic differences in people4. Utilizing appropriate communicative processes

F. Demonstrate appropriate and effective written, oral, and nonverbal communication with patients and their families, colleagues, and the public.

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G. Recognize his own strengths and limitations and interpret for others his scope and function.

H. Demonstrate safe, ethical, and legal practice.

I. Understand basic concepts related to the health care system including multi-disciplinary team approach, quality care, governmental agencies, private sector, role of other health care providers, health care facilities, issues, and problems.

J. Understand basic principles of levels of authority and responsibility, planning, time management, supervisory process, performance evaluations, policies and procedures, and fiscal consideration (provider and consumer).

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Standards of Ethical Conduct for the Physical Therapist Assistant

PreambleThe Standards of Ethical Conduct for the Physical Therapist Assistant (Standard of Ethical Conduct) delineate the ethical obligations of all physical therapist assistants as determined by the House of Delegates of the American Physical Therapy Association (APTA). The Standards of Ethical Conduct provide a foundation for conduct to which all physical therapist assistants shall adhere. Fundamental to the Standards of Ethical Conduct is the special obligation of physical therapist assistants to enable patients/clients to achieve greater independence, health and wellness, and enhanced quality of life.

No document that delineates ethical standards can address every situation. Physical therapist assistants are encouraged to seek additional advice or consultation in stances where the guidance of the Standards of Ethical Conduct may not be definitive.

Standard 1 - Physical therapist assistants shall respect the inherent dignity and rights of all individuals.

Standard 2 - Physical therapist assistants shall be trustworthy and compassionate in addressing the rights and needs of patients/clients.

Standard 3 - Physical therapist assistants shall make sound decisions in coloration with the physical therapist and within the boundaries established by laws and regulations.

Standard 4 – Physical therapist assistants shall demonstrate integrity in their relationships with patients/clients, families, colleagues, students, other health care providers, employers, payers, and the public.

Standard 5 – Physical therapist assistants shall fulfill their legal and ethical obligations.

Standard 6 – Physical therapist assistants shall enhance their competence through the lifelong acquisition and refinement of knowledge, skills, and abilities.

Standard 7 – Physical therapist assistants shall support organizational behaviors and business practices that benefit patients/clients and society.

Standard 8 – Physical therapist assistants shall participate in efforts to meet the health needs of people locally, nationally, or globally.

For more information regarding the Code of Ethics and Standards of Ethical Conduct for the PTA, go to http://www.apta.org/ethics

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Utilization of the Physical Therapist Assistant

The physical therapist assistant is required to work under the direction and supervision of the physical therapist. The physical therapist assistant may perform physical therapy procedures and related tasks that have been selected and delegated by the supervising physical therapist. Where permitted by law, the physical therapist assistant may also carry out routine operational functions, including supervision of the physical therapy aide or equivalent, and the documentation of treatment progress. The ability of the physical therapist assistant to perform the selected and delegated tasks shall be assessed on an on-going basis by the supervising physical therapist. The physical therapist assistant may, with prior approval by the supervising physical therapist, adjust a specific treatment procedure in accordance with changes in patient status.

When the physical therapist and the physical therapist assistant are not within the same physical setting, the performance of the delegated functions by the physical therapist assistant must be consistent with safe and legal physical therapy practice and shall be predicated on the following factors:

complexity and acuity of the patient’s needs proximity and accessibility to the physical therapist supervision available in the event of emergencies or critical events type of setting in which the service is provided

The physical therapist assistant shall not perform the following physical therapy activities:

interpretation of referrals physical therapy initial evaluation and re-evaluation identification, determination, or modification of plans of care (including goals and

treatment programs) final discharge assessment/evaluation or establishment of the discharge plan therapeutic techniques beyond the skill and knowledge of the physical therapist

assistant

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Additional APTA Documents

Please refer to the APTA website (www.apta.org) for further information on these topics.

PTA:Direction and Supervision of the Physical Therapist Assistant HOD P06-05-18-26Procedural Interventions Exclusively Performed by Physical Therapist HOD P06-00-30-36 Levels of Supervision HOD PO6-00-15-26Minimum Required Skills of Physical Therapist Assistant Graduates at Entry Level BOD G11-08-09-18

Clinical Guidelines:Guidelines: Clinical Education Sites HOD G06-93-27-52Guidelines: Clinical Instructors BOD G03-06-21-55Guidelines: Center Coordinators of Clinical Education HOD G06-93-29-52

Student Supervision:Supervision of Student Physical Therapist Assistants HOD P06-00-19-31APTA has resources concerning student supervision and Medicare located under Payment tab on APTA home page

Professionalism:Mentoring of Professionalism in Academic and Clinical Education HOD P06-03-29-27.Values-Based Behaviors for the Physical Therapist Assistant

Ethical and Legal Practice:Standards of Ethical Conduct for the Physical Therapist AssistantAPTA Guide for Conduct of the Physical Therapist Assistant Ethical and Legal Consideration for Clinical Education HOD P06-01-16-18 Practice Acts by States

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Acknowledgement of Clinical Requirements

I have read and understand the Clinical Education Policies and Procedures and also I acknowledge that a clinical site will require me to perform any or all of the following prior to or during any clinical affiliation:

1. Drug screen2. Criminal background check3. Child abuse clearance4. FBI finger printing5. Residency history6. Unlimited County Criminal Searches outside of Pennsylvania7. Nationwide Criminal Database Search with Sex Offender8. Nationwide Healthcare Fraud and Abuse9. 2-Step PPD done within 6 months10. Annual PPD done with 6 months or less of clinical start date11. Verification of Health Insurance12. Release of name, address, phone number, email address and emergency contact

information to clinical site13. HIPAA Training14. Proof of CPR certification15. Health Examination/Physical within one year16. Proof of liability insurance17. Transportation, housing, and associated costs with traveling up to 1.5 hours18. Determine that I am not listed on the U.S. Department of Health and Human Services

List of Excluded Individuals19. Any other requirements that are specific to the site

I also acknowledge that I will be responsible for all fees, those associated with any clinical requirements, as well as those associated with the use of certified background.

I acknowledge that failure to complete any of these requirements will result in failure to complete the clinical affiliation. I understand that the inability to complete an element of the curriculum required for graduation would lead to dismissal from the PTA Program.

I recognize that if I receive unfavorable results from any of the following: Drug Screen, Criminal background check, Child abuse clearance and/or FBI finger printing, or U.S. Department of Health & Human Services List of Excluded Individuals it will preclude me from clinical site placement and I will be unable to continue to progress through the PTA Program. I acknowledge that I will be counseled for the change of major at that time.

_______________________________ _________________________________________Student Name (Printed) Student Signature Date

_____________________________ ______________________ACCE Signature Date

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Acknowledgement of Licensure Application Requirements

PART TWOANSWER THE FOLLOWING: (√ ) If you answer “YES” to any question(s) , give details on a separate sheet AND provide a copy of all related official documentation.

YES NO

1. Have you previously taken the PT or PTA examination as a Pennsylvania candidate? If YES, give month and year:____________________

2. Are you, or have you ever been, addicted to the intemperate use of alcohol or the habitual use of narcotics or other habit-forming drugs?

3. Have you ever been convicted, found guilty or pleaded nolo contendere, or received probation without verdict as to any felony or misdemeanor, including any drug law violations, or do you have any criminal charges pending and unresolved, in any state or federal court?

4. Have you ever withdrawn an application for a license, had an application for a license denied or refused, or agreed not to reapply for a license in another state, territory or country? A license includes a registration or certification.

5. Have you ever possessed a license to practice as a physical therapist or physical therapist assistant or other professional license, or other authorization to practice a profession that was suspended or revoked or subjected to other disciplinary conditions?

As a student in the PTA program, I acknowledge that I will be required to complete the above chart on the PTA Licensure Examination application. Please read above instructions if you answer YES to any of these questions.

____________________________________ _____________

Student Signature Date

____________________________________ _____________ Witness Signature Date

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Clinical Education Manual Signature Page

This page is to be signed by the student and retained after receiving and reading pages 1-91 of this PTA Clinical Education Manual. An identical signed copy is in the student file.

I realize it is my responsibility to read the PTA Clinical Education Manual and clarify any questions or concerns with the ACCE within one week from this date.

My signature indicates that I have read and I agree to adhere to the requirements as stated in the policies and procedures published in the PTA Clinical Education Manual.

Name of Student (Print) Date

Signature of Student__________________________________________________________

THIS COPY IS IDENTICAL TO THE ONE SIGNED AND SUBMITTED TO THE ACCE. THE STUDENT RETAINS THIS COPY.

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