Physical Therapist Assistant

Transcription

1 Physical Therapist Assistant Associate of Applied Science New Program Proposal February 018

2 Table of Contents EXECUTIVE SUMMARY... IDENTIFICATION AND DESCRIPTION OF THE PROGRAM... 4 PURPOSE AND OBJECTIVES OF THE PROGRAM... 4 PROGRAM LEARNING OUTCOMES... 5 METHODS OF OBTAINING THE OBJECTIVES OF THE PROGRAM... 5 PROGRAM COMPETENCIES... 6 ENTRY AND EXIT POINTS... 6 CURRICULUM DESIGN... 6 DESCRIPTION OF THE NEEDS BASED ON LABOR MARKET DEMANDS IN THE UNITED STATES AND SOUTH DAKOTA... 6 POPULATION SERVED BY THE PROGRAM... 7 PROGRAM DUPLICATION... 7 CIP CODE:... 7 PROGRAMMATIC ACCREDITATION... 7 Candidacy Process... 8 Accreditation Process... 8 LICENSURE / CERTIFICATION... 9 QUALIFIED FACULTY... 9 PROGRAM COST PROJECTED THREE-YEAR BUDGET FACILITY / SPACE REQUIREMENTS LETTERS OF SUPPORT APPENDIX A PHYSICAL THERAPIST ASSISTANT PROGRAM CURRICULUM... 1 A.A.S. Degree Course Sequence... 1 A.A.S. Degree Semester Breakdown APPENDIX B - WAGE / LABOR STATISTICS Employment Outlook APPENDIX C LETTERS OF SUPPORT

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4 PHYSICAL THERAPIST ASSISTANT PROGRAM EXECUTIVE SUMMARY Western Dakota Tech is seeking approval to create an Associate of Applied Science degree program in Physical Therapist Assistant. Labor market information for the state indicates that the demand for workers in the Physical Therapist Assistant field is strong now and in the future. Through 04, the number of physical therapist assistants is expected to grow by 1.9% percent, according to the South Dakota Labor Market Information Center (LMIC). Graduates of this program will be able to seek employment in a variety of settings, including hospitals, private practices, outpatient clinics, home health, nursing and residential care facilities, and school and sports facilities. Western Dakota Tech will market this program as Physical Therapist Assistant. The degree is an 18-month, or five-semester, curriculum.

5 IDENTIFICATION AND DESCRIPTION OF THE PROGRAM Physical therapist assistants (PTAs) provide physical therapy services under the direction and supervision of a physical therapist. PTAs help people of all ages who have medical problems, or other health-related conditions, that limit their ability to move and perform functional activities in their daily lives. PTAs work in a variety of settings, including hospitals, private practices, outpatient clinics, home health, nursing homes, schools, and sports facilities. PTAs must complete a -year associate's degree and be licensed, certified, or registered. Care provided by a PTA may include teaching patients/clients exercises for mobility, strength and coordination, training for activities such as walking with crutches, canes, or walkers, massage, and the use of physical agents and electrotherapy such as ultrasound and electrical stimulation. PURPOSE AND OBJECTIVES OF THE PROGRAM The purpose of the Physical Therapist Assistant program is to prepare students with the necessary skills to be successful in the physical therapy field. Students will take coursework in anatomy and physiology, rehabilitation, physical therapy procedures, psychology of disabilities, and other technical skills. This program also will provide education and training in soft skills, such as communication and math. All students would take part in extensive clinical experiences that would give them real-world experiences in healthcare settings in the community. The aim of this program is to provide students a solid foundation in the knowledge, skills, and behaviors required to be an effective and successful physical therapist assistant. According to the Occupational Outlook Handbook, physical therapist assistants typically do the following: Observe patients before and during therapy, noting their status and reporting to a physical therapist Help patients do specific exercises Use a variety of techniques, such as massage and stretching, to treat patients Use devices and equipment, such as walkers, to help patients Educate patients and family members about what to do after treatment Physical therapist assistants help physical therapists provide care to patients. Under the direction and supervision of physical therapists, they give therapy through exercise; therapeutic methods, such as electrical stimulation, mechanical traction, and ultrasound; massage; and gait and balance training. Physical therapist assistants record patients responses to treatment and report the results of each treatment to the physical therapist. The program will articulate appropriate high school credits whenever possible, and there could be dual enrollment possibilities for high school students. 4

6 PROGRAM LEARNING OUTCOMES WDT Core Ability Program Learning Outcomes Students will be able to: Life Skills Demonstrate the personal responsibility and professional behaviors expected in the physical therapy field. Students will be able to: Analytical Skills Communication Skills Technology Skills Teamwork Techniques Social Values Demonstrate understanding of human physiology, pathology, pathophysiology, and kinesiology. Students will be able to: Engage in professional dialogue with others to accurately convey and receive technical information using visual, written, and verbal methods. Demonstrate ability to provide a plan of care and intervention goals in a safe, effective, efficient and appropriate manner as directed by the physical therapist. Students will be able to: Demonstrate the ability to report and record client data which effectively communicates the need and rationale for physical therapy intervention. Students will be able to: Collaborate with other industry professionals working cooperatively and equitably to solve problems and meet goals. Students will be able to: Demonstrate an understanding of psychosocial, cultural, and spiritual principles to the rehabilitation process. Students will be able to: Employability Demonstrate the ability and willingness to produce quality work that complies with a broad range of industry expectations. METHODS OF OBTAINING THE OBJECTIVES OF THE PROGRAM The program will include classroom and laboratory instruction, guest speakers, and internship opportunities. The Physical Therapist Assistant program will work closely with an industry advisory board composed of representatives who are from hospitals, physical therapy clinics, nursing and residential care facilities, and 5

7 other healthcare providers. The Advisory Board will approve the curriculum, discuss and recommend equipment purchases, and assist in forming partnerships to help Western Dakota Tech with innovative curriculum, internships, and presentations. PROGRAM COMPETENCIES The Physical Therapist Assistant graduate will be able to: Demonstrate the entry-level knowledge, clinical skills, and professional abilities of a physical therapist assistant. Design competent patient care under the direction and supervision of a licensed physical therapist in an ethical, legal, safe, and effective manner in a variety of healthcare settings. Manage an effective transition from the educational program to a career as a licensed physical therapist assistant. Provide basic and safe care and comfort. Demonstrate knowledge of biology, anatomy, physiology, kinesiology, psychology, physics, pathology, and pathophysiology. Pass the National Physical Therapy Examination for physical therapist assistants. ENTRY AND EXIT POINTS The entry and exit points are for that of a traditional two-year AAS Degree. Students will be accepted each fall semester with graduation occurring in May each year. Entry Point: Fall 019 Exit Point: Spring 01; Students will graduate with a two-year degree CURRICULUM DESIGN Western Dakota Tech designed a tentative curriculum after an extensive review consisting of curriculum searches, academic review of competencies, and discussion with industry professionals. See Appendix A for Curriculum Sequence. DESCRIPTION OF THE NEEDS BASED ON LABOR MARKET DEMANDS IN THE UNITED STATES AND SOUTH DAKOTA See Appendix B for Wage / Labor Statistics. 6

8 POPULATION SERVED BY THE PROGRAM This program is available to any applicant who successfully completes the Western Dakota Tech admissions requirements, including Dual Enrollment students. Western Dakota Tech does not discriminate in its educational programs on basis of race, color, creed, religion, age, sex, disability, national origin or ancestry. The program will draw its students from South Dakota and surrounding states, and the opportunities for employment will favor the same geographical area. PROGRAM DUPLICATION Western Dakota Tech is proposing this program to meet regional industry need for physical therapist assistants. There is currently one accredited physical therapist assistant program in South Dakota and it is not meeting the needs of industry in western South Dakota. Other accredited physical therapy assistant programs in the western South Dakota region include: Montana programs Nebraska 4 programs North Dakota 0 programs Wyoming 1 program CIP CODE: PROGRAMMATIC ACCREDITATION The Commission on Accreditation in Physical Therapy Education (CAPTE) is an accrediting agency that is nationally recognized by the U.S. Department of Education (USDE) and the Council for Higher Education Accreditation (CHEA). CAPTE grants specialized accreditation status to qualified entry-level education programs for physical therapists and physical therapist assistants. The Commission on Accreditation in Physical Therapy Education (CAPTE): is the only accreditation agency recognized by the USDE and CHEA to accredit entry-level physical therapist and physical therapist assistant education programs; has been recognized as an independent agency since 1977, and has been the only recognized agency to accredit physical therapy programs since 198; currently accredits over 00 physical therapist education programs and over 00 physical therapist assistant education programs in the U.S. and one physical therapist education program in Scotland; has 1 members from a variety of constituencies: PT and PTA clinicians, PT and PTA educators, basic scientists, higher education administrators and the public; maintains a cadre of more than 50 volunteers who are trained to conduct on-site reviews of physical therapy programs; conducts on-site visits to approximately 80 programs annually; reviews information from approximately one-third of all accredited programs at each meeting; 7

9 is an active member of the Association of Specialized and Programmatic Accreditors (ASPA) and subscribes to the ASPA Code of Good Practice. Accreditation is a voluntary process. Physical therapy education programs desiring accreditation status apply to CAPTE and must first achieve candidacy status before being considered for initial accreditation status. Both steps involve careful internal and external review and reports, onsite visits by qualified reviewers, and demonstrated compliance with established evaluative criteria and guidelines. Once awarded accreditation status a program must submit reports regularly to the Commission ensuring continuing compliance with the evaluative criteria and is formally reviewed every 5 to 10 years. Candidacy Process For new programs, the process begins when an institution notifies CAPTE that a program director has been hired to develop the program. Then, at least six months prior to admitting students, the program submits an Application for Candidacy (AFC) that documents the institution's plans for the implementation of the program. An experienced on-site reviewer visits the program to verify the information in the AFC and submits a written report describing the results of the visit. The report is sent to the program for comment. The AFC, the reviewer's report, and the institution's comments are then reviewed by members of CAPTE to determine whether the program is making satisfactory progress toward compliance with the accreditation criteria and, if so, the program is granted Candidate for Accreditation status. Once candidacy is granted, the program is allowed to admit students and implement the program. During implementation the program submits annual reports to CAPTE. Then, prior to graduation of the first cohort of students, the program completes the Accreditation Process. Accreditation Process For new and existing programs, this process begins with the determination of when an on-site visit should occur. The program then completes a full review of itself in light of the criteria used to assess educational quality in the following areas: students, faculty, curriculum, clinical education sites, policies and procedures, space and equipment, administration, and outcomes. That review is documented in a Self-study Report which is submitted to CAPTE and serves as the basis for a threeday on-site visit conducted by three reviewers. The on-site team is charged with validating the information provided in the Self-study Report. They do this by interviewing students, academic and clinical faculty, administrators, alumni, and employers. They also review documents on site such as course materials, sample assignments, and other pertinent information. Additionally, the team addresses any questions that arise from their review of the Self-Study Report. The team writes a report of their findings which is provided to the program after the visit. The program has the opportunity to respond to the report, correcting errors of fact or interpretation and, if necessary, adding new information to address any issues raised in the team's report. A copy of the Self-study Report, the team's report, and the program's response is reviewed by CAPTE at the next appropriate meeting. Based on this review, CAPTE determines what accreditation status to award and identifies any areas that are in need of correction or improvement. 8

10 The program is notified of the decision and CAPTE publishes a list of its actions. Accreditation is granted for a maximum of ten years (five years if it is a new program). CAPTE then monitors compliance with the criteria by requiring all programs to submit an annual report that tracks information that may indicate the program is no longer in compliance; every third year, the annual report is expanded to ask more detailed questions about continued compliance. LICENSURE / CERTIFICATION All states, except California and Florida, require graduation from a CAPTE accredited PTA program and all states require a passing score on the NPTE to be eligible for regulation via licensure, registration, or certification. Licensure requirements for PTAs are established by individual state law and vary slightly between jurisdictions. PTAs are also required to work under the direction and supervision of a physical therapist. The Federation of State Boards of Physical Therapy (FSBPT) manages the National Physical Therapy Exams (NPTE) for physical therapists and PTAs. Successful passing scores on the NPTE are required for physical therapists and PTAs. QUALIFIED FACULTY Standard 4 The program faculty are qualified for their roles and effective in carrying out their responsibilities. Program Director 1 4G The Program Director is a physical therapist or physical therapist assistant who demonstrates an understanding of education and contemporary clinical practice appropriate for leadership in physical therapist assistant education. These qualifications include all of the following: a minimum of a master s degree; holds a current license/certification to practice as a PT or PTA in any United States jurisdiction; a minimum of five years (or equivalent), full-time, post licensure experience that includes a minimum of three years (or equivalent) of full-time clinical experience; didactic and/or clinical teaching experience; experience in administration/management; experience in educational theory and methodology, instructional design, student evaluation and outcome assessment, including the equivalent of nine credits of coursework in educational foundations. [Proviso: CAPTE will begin enforcing the expectation for post-professional course work in 018. This will be monitored in the Annual Accreditation Report.] Clinical Education Coordinator 1 Program director: The individual employed full-time by the institution, as a member of the core faculty, to serve as the physical therapist assistant education program s academic administrator: Chair, Director, Coordinator, etc. Clinical Education Coordinator: The core faculty member(s) responsible for the planning, coordination, facilitation, administration, monitoring, and assessment of the clinical education component of the curriculum. The clinical education coordinator(s) is/are the faculty 9

11 4I The Clinical Education Coordinator is a physical therapist or physical therapist assistant who is licensed or regulated in any United States jurisdiction as a PT or PTA and has a minimum of three years of full-time post-licensure clinical practice. Two years of clinical practice experience must include experience as a CCCE or CI in physical therapy, or a minimum of two years of experience in teaching, curriculum development and administration in a PT or PTA program. Clinical Education Faculty 4O Clinical instructors are licensed physical therapists or, if permitted by State Practice Act, licensed/certified physical therapist assistants, with a minimum of one year of full time (or equivalent) post-licensure clinical experience, and are effective role models and clinical teachers. PROGRAM COST NEW PROGRAM START-UP STUDENT EXPENSES (DIRECT EXPENSES) TUITION FEES RESOURCE BOOKS LAPTOP TOOLS TOTAL 7, , , , NEW PROGRAM START-UP STUDENT EXPENSES (INDIRECT EXPENSES) ROOM/BOARD TRANSPORTATION MISC FIRST YEAR TOTAL 10, ,00.00 member(s) of record for the clinical education courses. NOTE: the term is intentionally generic; programs are free to use any appropriate title. Clinical education faculty: The individuals engaged in providing the clinical education components of the curriculum, generally referred to as either Center Coordinators of Clinical Education (CCCEs) or Clinical Instructors (CIs). While the educational institution/program does not usually employ these individuals, they do agree to certain standards of behavior through contractual arrangements for their services. The primary CI for physical therapist assistant students must be a physical therapist or a physical therapist assistant; however this does not preclude a physical therapist assistant student from engaging in short-term specialized experiences (e.g., cardiac rehabilitation, sports medicine, wound care) under the supervision of other professionals, where permitted by law. 10

12 PROJECTED THREE-YEAR BUDGET 1 EE during Startup, Thereafter Organizational Year Year Salaries 41,8 8,664 8,664 8,664 Benefits 14,775 0,000 0,400 0,800 Staff Travel,000 5,000 5,000 5,000 Instructional Materials 4,000 6,000 6,000 6,000 Equipment Purchases 50,000 60,000 50,000 50,000 Building Renovation 15, Software/Books/Fees 4,000 4,000 4,000 4,000 Accreditation 0,000 4,500 5,000 5,000 Totals 56,607 19, , ,464 FACILITY / SPACE REQUIREMENTS Room W146 or W147 may be remodeled to include water and sewer hookups for this program. LETTERS OF SUPPORT See Appendix C for Letters of Support 11

13 APPENDIX A PHYSICAL THERAPIST ASSISTANT PROGRAM CURRICULUM PHYG 0 HC1 ENGL 101 or ENGL 01 CIS105 MATH101 PHYG 0 A.A.S. Degree Course Sequence First Semester Human Anatomy & Physiology I w/ Lab This course is the first part in the study of physiology and anatomical structures of the human body. We will explore basic concepts of biochemistry, cell structure, tissues, histology, metabolism, and the different systems, integumentary, skeletal, muscular and nervous. Integration of anatomical structure as it relates to physiology will also be incorporated. The course is designed for students interested in health care careers. Medical Terminology I Students will be taught the basic techniques of medical word building. These techniques will be applied to acquire an extensive medical vocabulary. The course introduces students to medical terms relating to the anatomy and physiology of body systems, pathology, diagnosis, medical treatments, and procedures. Composition This course instructs students in reading critically and writing clearly, correctly, and persuasively. Students will study principles of grammar, rhetoric, and logic in order to analyze and compose text effectively. This includes work on personal, expository, and research essays. or Technical Writing This course presents the basic principles and forms of written communication in the workplace. Instruction leads students through the planning tasks, identifying audiences, and gathering information. More emphasis is on reports. Microcomputer Software Applications This course is an introductory course in software applications which includes basic technical concepts as well as hands-on experience. The utility of the computer is demonstrated by introducing Windows, word processing, spreadsheet, database, and presentation software to the student. Intermediate Algebra This course includes real numbers and variable expressions, first-degree equations, polynomials, factoring, rational expressions, rational exponents and radicals, and quadratic equations. Other areas covered will be linear equations, systems of linear equations, linear, exponential and logarithmic functions, and an introduction to conic sections. Second Semester Human Anatomy & Physiology II w/ Lab This course is the second part in the study of physiology and anatomical structures of the human body. We will explore basic concepts of multiple body systems/ areas to include endocrine, lymphatic, immune, cardiovascular, respiratory, digestive, urinary, and reproductive systems. Other areas of study will include blood anatomy and physiology, nutrition and metabolism, and fluid Credits 4 16 Credits 4 1

14 HC 14 HC 16 PTA110 PTA10 PSYC 101 or PSYC 10 PTA 15 PTA 10 PTA 15 and electrolytes. Integration of anatomical structure as it relates to physiology will also be incorporated. The course is designed for students interested in health care careers. Introduction to Patient Care This course is designed to provide the student with the knowledge necessary to provide safe patient care at an introductory level. Introduction to Patient Care Lab and Clinical This course is designed to provide the student with the skills and clinical experience necessary to provide safe patient care at an introductory level. Introduction to Physical Therapy An introduction to the profession of physical therapy presented with an emphasis on the definition of the role and education of the Physical Therapist Assistant. It includes an outline of the history and development of medicine, basic knowledge of SOAP note writing, medical terminology, health care institutional organization, ethics, medical-legal aspects of patient care, and fiscal considerations. Interpersonal skills and professional/patient interactions are discussed. Kinesiology w/ Lab The focus of this course includes principles of motion, body movements, muscle actions, and joint mechanics in relation to human movement. Principles of anatomical and biomechanical analysis as related to normal movement and modified by pathological conditions are included. General Psychology This course is an introduction sur vey of the field of psychology with consideration of the biological bases of behavior, sensory and perceptual processes, learning and memory, human growth and development, social behavior, and normal and abnormal behavior. or Human Relations in the Workplace Success in the world of work requires not only the ability to perform according to the requirements of the position, but also the ability to adjust and get along with others. The purpose of this course is to help students grasp the importance of human relations skills in both their personal and career lives. It will introduce students to the skills necessary to create and maintain positive relationships and interactions in the workplace. Third Semester Transfer, Positioning, Mobility & Assistive Devices Provides the basic standard patient care skills and training in the use of wheelchairs, ambulatory aids, selected hospital equipment, transfers, and environmental assessment. Therapeutic Exercise A presentation of the principles and techniques of therapeutic exercise. Specific neurological, medical, surgical and orthopedic conditions are studied, as are normal gait and posture. A terminal project related to cultural competence in healthcare is presented. Massage and Thermal Agents Presents the principles and application of, physiological effects of, indications, and contraindications of thermal, electromagnetic, and acoustic modalities. Appropriate parameters for the treatment of pain, decreased range of motion, edema, and inflammation in various stages of healing Credits 1

15 PTA 140 PTA 145 PTA 150 SOC 100 PTA 155 PTA 160 PTA 165 PTA 170 PTA 175 Disease and Disability for Rehabilitation Investigates the study of disease and disability in the human body with emphasis on conditions commonly treated in physical therapy and other rehabilitation services. Traction and Measurements for the PTA Principles and applications of mechanical cervical and lumbar traction as they relate to clinical application. Includes anatomy of structures affected, the physiological changes that occur, the indications and contraindications. Also performance skills in goniometry, gross manual muscle testing, ROM, circumferential and axial measurements are demonstrated through hands-on skills activities. PTA Clinical I A clinical affiliation assignment in a healthcare facility to assist students to improve skills and increase experience. Students work under the supervision of a physical therapist with patients requiring treatments including modalities, exercise routines related to neurological conditions, patient care skills, ambulation, activities of daily living and other interventions with which the student is familiar. Fourth Semester Introduction to Sociology This course is designed to develop the sociological thinking of students. The multifaceted nature and depth of sociology will be presented in such areas as culture, socialization, ethnicity, and political systems. Electrotherapy w/ Lab Presents the production, physiological effects, indications, contraindications and applications of various therapeutic electrical interventions. Appropriate parameters for the treatment of pain, muscle weakness, edema, wounds, or introduction of medicine or monitoring of muscle activity will be discussed. PT Interventions for Neuropathology Discuss the neurological anatomy, physiology, pathology, etiology, psychological, social and rehabilitative concepts for the application of therapeutic interventions for patients with various neuropathologies. Advanced Therapeutic Interventions Theory and application of therapeutic interventions as they relate to amputations, cardiopulmonary conditions, wounds, peripheral vascular disease, burns, lymphedema and OB/GYN conditions. Review basic physiology, pathology and etiology of the named conditions. Also includes an overview of the most commonly seen surgical and non-surgical interventions. Pediatrics and Geriatrics in Rehabilitation Basic theories and therapeutic skills to deliver pediatric and geriatric services with an entry-level competence. PTA Clinical II A clinical affiliation assignment in a healthcare facility to assist students in mastering entry-level skills for employment as a physical therapist assistant. Students work under the supervision of a physical therapist with a wide variety of patients requiring treatments including modalities, exercise routines related to neurological conditions, patient care skills, gait training, activities of daily living and other interventions with which the student is familiar. Fifth Semester 17 Credits 16 Credits 14

16 PTA 180 Physical Therapist Assistant Clinical III 8 A clinical affiliation assignment in a healthcare facility to assist students in mastering entry-level skills for employment as a physical therapist assistant. Students work under the supervision of a physical therapist with a wide variety of patients requiring treatments including modalities, exercise routines related to neurological conditions, patient care skills, gait training, activities of daily living and other interventions with which the student is familiar. 8 TOTAL CREDITS 7 PHGY 0 HC 1 CIS 105 ENGL101 MATH101 First Semester Human Anatomy & Physiology I w/ Lab** Medical Terminology I Microcomputer Software Applications I Composition Intermediate Algebra A.A.S. Degree Semester Breakdown Second Semester CR PHGY0 4 HC 14 HC 16 PTA 110 PTA 10 PSYC 101 or PSYC 10 Human Anatomy & Physiology II w/ Lab** Introduction to Patient Care Introduction to Patient Care Lab and Clinical Introduction to Physical Therapy Kinesiology w/ Lab General Psychology or Human Relations in the Workplace CR 4 1 Total Credit Hours 16 Total Credit Hours 15 PTA 15 PTS 10 PTA 15 PTA 140 PTA 145 PTA 150 Third Semester Transfer, Positioning, Mobility & Assistive Devices Therapeutic Exercise Massage and Thermal Agents Disease and Disability for Rehabilitation Traction and Measurements for the PTA PTA Clinical I CR SOC 100 PTA 155 PTA 160 PTA 165 PTA 170 PTA 175 Fourth Semester Introduction to Sociology Electrotherapy w/ Lab PT Interventions for Neuropathology Advanced Therapeutic Interventions Pediatrics and Geriatrics in Rehabilitation PTA Clinical II CR Total Credit Hours 17 Total Credit Hours 16 Fifth Semester PTA 180 PTA Clinical III CR 8 Total Credit Hours 8 **Offered through USD 15

17 APPENDIX B - WAGE / LABOR STATISTICS The national median annual wage of Physical Therapist Assistants was $56,610 in 017. The median annual wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $4,640, and the top 10 percent earned more than $79, Most physical therapist assistants work full time. Some night and weekend work may be required because many physical therapy offices and clinics have extended hours to accommodate patients schedules 5. South Dakota Wage Estimates for SD, Rapid City, and West AREA SOC Occupation Workers Avg. Hourly 5 th 75 th CODE Wage Statewide 1-01 Physical $18.64 $16.1 $1. Therapist Assistants Rapid City MSA 1-01 Physical Therapist Data not available $14.60 $16.08 $18.07 Assistants West 1-01 Physical Therapist Assistants Data not available Data derived from SD Department of Labor $15.97 $18.18 $0.87 EMPLOYMENT OUTLOOK South Dakota Occupational Projections SOC SOC Title Growth % Growth 1-01 Physical Therapist Assistants Data derived from SD Department of Labor On a national level (retrieved from the Occupational Outlook Handbook): Employment of physical therapist assistants is projected to grow 1 percent from 016 to 06, much faster than the average for all occupations. Employment of physical therapist aides is projected to grow 9 percent from 016 to 06, much faster than the average for all occupations. Demand for physical therapy is expected to increase in response to the health needs of an aging population, particularly the large baby-boom generation. This group is staying more active later in life than previous generations did. However, many baby boomers also are entering the prime age for heart

18 attacks, strokes and mobility-related injuries, increasing the demand for physical therapy needed for rehabilitation. In addition, a number of chronic conditions, such as diabetes and obesity, have become more prevalent in recent years. More physical therapist assistants and aides will be needed to manage the effects of such conditions and help patients maintain their mobility. Moreover, medical and technological developments should permit an increased percentage of trauma victims and newborns with birth defects to survive, creating added demand for therapy and rehabilitative services. Physical therapists are expected to increasingly use physical therapist assistants, particularly in long-term care environments, in order to reduce the cost of physical therapy services. Once the physical therapist has evaluated a patient and designed a plan of care, the assistant can provide many parts of the treatment, as directed by the therapist. Opportunities for physical therapist assistants are expected to be good. Physical therapist assistants will be needed to help physical therapists care for and manage more patients. However, physical therapist aides may face strong competition from the large pool of qualified people because requirements for entry are low. Job opportunities should be particularly good in settings where the elderly are most often treated, such as skilled-nursing homes, home health, and outpatient orthopedic facilities. Job prospects should be especially favorable in rural areas because many physical therapists cluster in highly populated urban and suburban areas. 17

19 APPENDIX C LETTERS OF SUPPORT 18