Widener University Institute for Physical Therapy Education www.widener.edu/ipte IPTE Office Contact: 610-499-1277 Course Number and Complete Title: PT 865 Clinical Practice III Semester and Year: Spring 2019 Instructors: Sandra L. Campbell, PT, PhD, MBA Director of Clinical Education and Clinical Associate Professor 108 Cottee Hall Office hours posted on door Telephone: (610) 499-1276 slcampbell@widener.edu Clock Hours: approximately 400 hours Ellen Erdman, PT, DPT, HPCS Director of Clinical Education and Clinical Assistant Professor 121 Cottee Hall Office hours posted on door Telephone: (610) 499-1242 eaerdman@widener.edu Clinical Faculty as scheduled Program webpage: www.widener.edu/ipte Class Meeting Days, Times and Location: November 12, 2018 January 25, 2019 Hours as scheduled by clinical education faculty Students are expected to keep the hours of the respective affiliating facility and their assigned Clinical Instructor. The students are not expected to exceed more than a schedule of 40 hours per week of the clinical experience unless it is determined appropriate by the DCE. This needs to be discussed on an individual basis. Due to the nature of health care settings, several clinics may require evening and/or weekend hours. Students are expected to be given reasonable notice of their schedule and plan accordingly. Course Description from Catalog: This course entails full-time assignment to a clinical setting for 10 weeks of practice with a clinical instructor. A variety of settings are selected for internships including hospitals, longterm care facilities, private practice settings, rehabilitation hospitals, home care agencies, and 1
industrial health programs. Seminars will be scheduled on campus prior to and following clinical affiliations. Credit Hours: 6 semester hours Course Pre-requisites: In Widener s lock-step DPT curriculum, all prior course work in the curriculum is considered pre-requisite for the next sequence of courses by semester unless otherwise permitted by the Academic Standards Review Committee. Description of Teaching Methods and Learning Experiences: Primary methods - Experiential learning through direct clinical practice Self-assessment Periodic feedback from Clinical Instructor Adjunctive methods - Small group discussion and activity Laboratory experiences and practice sessions Written assignments Presentations and Inservices Observation of other disciplines or therapy service lines Course Objectives: (indexed to Evaluative Criteria for Accreditation of Education Programs for the Preparation of Physical Therapists, CAPTE and to IPTE Student Learning Objectives,, ) Upon completion of this clinical practice, the student should be able to: General Program Objectives for Clinical Courses CAPTE IPTE 1. Identify information, resources, & outcomes necessary to address a clinical problem & demonstrate effective clinical problem solving skills. 2. Recognize the influences of social & cultural factors, as well as age, cognition & psychological factors on the achievement of goals related to body structures & functions activities & participation. 3. Meet the standards set by the faculty for competent & safe practice. 4. Critically analyze current research, professional literature, & informatics to support clinical care 5. Demonstrate the ability to engage in professional communication that a.) facilitates the coordination of patient care with interprofessional team members; b.) 7D10, 7D11, 7D16, 7D30, 7D31 7D8, 7D21 3.1 7D1, 7D4, 7D28 7D11, 7D41 2.1 7D5, 7D7, 7D24, 7D39 6.1, 6.2, 7.1 2
provides direction for support staff; & c.) optimizes the patient/client therapist relationship. 6. Articulate professional behaviors & outcomes in relation to personal goals in order to actively assess professional development. 7D5 2.1 Course Objectives CAPTE IPTE 7D4, 7D5, 7D47 7. Demonstrate behaviors and attitudes in the clinical setting which are consistent with American Physical Therapy Association Code of Ethics, Guide for Professional Conduct, Core Values, and appropriate state and federal guidelines. 8. Choose and utilize safe practice habits in clinical settings regarding: observation of specified health and safety regulations, compliance with administrative policies and procedures, awareness of indications and contradictions in patient care, emphasis of proper body mechanics for self and those around him/herself, and implementation of intervention procedures which are within the physiological limits of given patients. 9. Employ effective verbal, non-verbal and written communication with the Clinical Instructor, patient and all those related to the provision of that patient's care including support personnel. 10. Effectively integrate feedback and self-assessment for professional development. 11. Demonstrate the ability to extract and analyze pertinent information for a given patient through a thorough review of the provided medical documents, a patient interview and a systems review. 12. Evaluate the etiology of specific disorders and disease processes, as well as the relationship between the pathophysiology of trauma or a disease entity and its effect on the body systems. 7D5, 7D10, 7D20, 7D37 7D5, 7D7, 7D12, 7D32, 7D39 7D5 5.1, 6.1, 6.2 6.1, 6.2, 2.1 3.1,, 2.1 3.1, 7D17, 7D18, 7D10, 7D11, 7D16, 7D20 13. Establish and maintain professional relationships with patients, patients' families, Clinical Instructor and other members of health care team. 14. Assess and interpret pertinent lab, Electro-Cardiograph, and radiology findings that may be recorded in a patients' 7D5, 7D7, 7D8, 7D39 7D17 3.1, 5.1, 6.1, 6.2 3
medical documentation to symptoms present and noted in the patient s evaluation. 15. Incorporate the use of screening prior to performing specific examination procedures, and modify examination or make referral when appropriate for given patient population (i.e., Intensive Care Unit, Geriatrics, Pediatrics). 16. Demonstrate competency when performing the following basic tests and measures when appropriately indicated: aerobic capacity; anthropometric characteristics; arousal, attention, and cognition; assistive and adaptive devices; circulation; cranial nerve integrity; environment, home, and work barriers; ergonomics and body mechanics; gait, locomotion, and balance; integumentary integrity; joint integrity and mobility; motor function (motor control and motor learning); muscle performance (strength, power, and endurance); neuromotor development and sensory integration; orthotic, protective, and supportive devices; pain; posture; prosthetic requirements; range of motion; reflex integrity; self-care and home management; sensory integrity; ventilation and respiration; and work (job/school/play), community and leisure integration or reintegration. 17. Compose all written documentation in clinical setting to accurately reflect examination/objective findings, subjective comments, expected outcomes and plan of action. 18. Utilize examination findings to develop an appropriate evaluation, diagnosis and prognosis, including a client-centered plan of care and objective, measurable goals. 19. Analyze the indications and contraindications for interventions: medical, surgical, therapeutic. 20. Design and administer an effective intervention program, based upon objective measurable goals, and modify as indicated, based upon the individual's response to the program. 21. Analyze the importance of patient compliance and participation in a successful physical therapy program and incorporate his/her goals into plan of care. 22. Demonstrate competency in performing the following direct interventions: therapeutic exercise; functional training in self care and home management; functional training in community and work (job/school/play) integration or reintegration; manual therapy techniques; prescription, application, and, as appropriate, fabrication of devices and equipment; airway clearance techniques; integumentary repair and protection techniques; electrotherapeutic modalities; and physical agents and mechanical modalities. 23. Initiate coordination and communication of patient/clientrelated services including, but not limited to, discharge 7D16, 7D17, 7D18 7D19 7D32 7D20, 7D22, 7D23 7D24 7D11, 7D23, 7D24, 7D27, 7D39, 7D5, 7D8, 7D24, 7D34 7D27, 7D19 7D5, 7D7, 7D36, 7D39 4
planning, patient care conferences, and coordination with or referral to other professionals. 24. Demonstrate competency when reporting on patient status and expected outcome, and intervention rationale to patients, families and members of health care team. 25. Initiate areas of patient/client-related education including knowledge of patient/client-related education, learning styles, learning theories by incorporating this knowledge into application in effective patient intervention plans. 26. Examine critical inquiry to develop and substantiate rationale for examination choices and intervention plan for given client, incorporating consideration of the client perspective. 7D5, 7D7, 7D39, 7D36 7D5, 7D12, 7D24 3.1 7D5, 7D11 3.1 27. Apply problem solving strategies used in clinical practice. 7D4, 7D5, 7D10, 7D11, 7D16, 7D20, 7D22 28. Collect and interpret outcomes measure as appropriate for the client population and the clinical setting in order to modify the plan of care. 29. Develop and deliver an in-service presentation or complete a project that is appropriate for the clinical setting, the audience, and the student s educational level. 30. Act as an advocate and consultant in health maintenance, health promotion and disease prevention within clinical setting for given patients. 31. Demonstrate ability to treat patients simultaneously when warranted 32. Supervise supportive personnel within the limits of state practice act, facility policy, and the skill of the personnel involved. 33. Participate in the variety of administrative activities that are required for a successful and ethical clinical practice. 7D5, 7D20 5.1 7D11, 7D12 5.1 7D7, 7D11, 7D34, 7D14 5.1, 6.1, 6.2 7D25, 7D29 7D1, 7D4, 7D7 7D5, 7D13, 7D14, 7D16, 7D32, 7D35, 7D29, 7D42, 7D43 5.1, 6.1, 6.2 5
34. Examine the environmental and psychosocial issues facing a patient and family/friends affected by disability and discuss possible community resources available to assist with recovery. 7D5, 7D4, 7D12, 7D34, 7D36 35. Implement appropriate action in an emergency situation 7D5, 7D20, 7D32, 7D33 36. Effectively manage a full caseload of an entry-level clinician. Required Textbooks: None all prior textbooks and class materials are a resource for this course. Recommended Textbooks: None all prior textbooks and class materials are a resource for this course. Available through Reserves or Online sources: Clinical Instructor assessment and student self-assessment will be completed via the PT CPI Web located at - https://cpi2.amsapps.com Methods for Student Evaluation: PT CPI Web: At the midterm and final evaluation, the Clinical Instructor will complete an assessment of the student on the PT CPI Web. Similarly, the student will complete a self-evaluation of his/her individual performance using a separate copy of the PT CPI Web. The selfevaluation is critical to accurate self-assessment and to the future development of professional goals. Both evaluations should be completed in advance and utilized in the formal discussions. Assignments: Assignment Evaluation of the Clinical Education Experience Students will evaluate the clinical education experience using an adapted version of the New England Assessment. This evaluation should be discussed with the CI and/or SCCE during the final evaluation. It should provide helpful information regarding the site and Clinical Instructor. Submit the word file as a document to Canvas. The last page with the signatures can be submitted as a PDF or image. Written Assignment Due Date Upload to word file to Canvas by 9am on the final day of clinic. Upload signature page by the end of the final day. February 4, 2019 at 9am 6
Written assignments from the DCE are designed to support the learning process and the development of competent practitioners. There are several options based on student interest and clinical setting. See Canvas for options. These assignments are Pass/Fail. Attendance/Participation: Students are allowed to have three days of absence in total for all three experiences. If due to prolonged sickness or extreme personal emergencies further days of absence are unavoidable, the DCE must be contacted so that arrangements can be made to make up the time. Methods for make-up will be at the discretion of the DCE and clinical facility SCCE. Affiliating students are expected to keep the hours of the respective affiliating facility and their assigned Clinical Instructor. The students are not expected to exceed more than a schedule of 40 hours per week of the clinical experience unless it is determined appropriate by the DCE. This needs to be discussed on an individual basis. Due to the nature of health care, several clinics may require evening and/or weekend hours. Students are expected to be given reasonable notice of their schedule and plan accordingly. Clinical Practice III traditionally occurs over the winter holidays Thanksgiving, Hanukah, Christmas, and New Year s. In order to accommodate the needs to clinical faculty and students, this is a 10-week experience scheduled in an 11-week period. The students are allotted a total of six (6) days away from clinic that are excused and do not need to be remediated. It is anticipated that clinical sites will be closed and/or students will be excused from clinic on Thanksgiving, Christmas, and New Year s days. The additional 3 days of holiday time may be used at the student s request and the Clinical Instructor s approval. This may include, but is not limited to, days the clinic is closed, days the CI is scheduled off, or the student requests time. It is acceptable to use any remaining days to end this clinical experience a few days early. These days may only be used during Clinical Practice III and may not be carried to other Clinical Practice courses. Method of Determining Final Grade: Upon review of both copies of the CPI, the student s Evaluation of the Clinical Education Experience, and the course assignment, the DCE will determine the final grade for the course. IPTE Grading Scale: Based upon the ratings and comments provided by the CI and, possibly the SCCE, the DCE will assign a final grade for each experience completed by an individual student. The grades will be recorded as PASS or FAIL. The online PT CPI Web uses a rating scale with six (6) anchors with the five (5) corresponding intervals. The scale looks like 7
Beginning Advanced Beginner Intermediate Advanced Intermediate Entry-Level Beyond Entry-Level Each anchor has a specific definition that should be reviewed prior to using the tool. In order to receive a PASS grade during Clinical Practice III, students must have all criteria exceeding the Advanced Intermediate level and 50% of the criteria at Entry-Level on the final assessment. The first four items on the PT CPI Web (Safety, Professional Behavior, Accountability, and Communication) MUST be at Entry-Level. In order to achieve this expectation, students must be capable of maintaining 100% of a newly graduated full-time physical therapist s caseload. For all clinical experiences, students are expected to progress from midterm to final. Any criterion that declines from midterm to final will be carefully reviewed and could be cause for a FAIL grade. Any persistent issues with red flag items could also cause a FAIL grade. The DCE will review the written comments in comparison to the rating scale. Any time where there is a significant discrepancy between the rating scale, the anchor definitions, and the comments, the DCE will initiate further review and discussion with all involved parties. The DCE and the university s Institute for Physical Therapy Education reserve the right to issue grades and can use any and all information sources to justify the grade. Each clinical experience has a variety of learning opportunities. In some situations students may have had limited opportunity to master a specific skill and thus receive a lower rating than expected. In the cases where a lack of opportunity is clearly noted, a student s grade will not be negatively impacted. Content Outline and Schedule: At the discretion of the clinical instructor, the learning opportunities will be identified based on patient need and availability as well as availability of resources within the facility. Since the clinical environment is a dynamic one, students may be required to adapt to changes quickly and with little or no warning. When possible, students will be notified of any modifications in a timely manner. Additional Relevant IPTE and University Policies/Information: Also refer to the IPTE Catalog, Graduate Student Handbook, and IPTE Student Guidebook Academic Integrity Statement All students are expected to abide by the Academic Integrity Statement and policies for Graduate Students. Students are advised that instructors may utilize resources like Turnitin.com as a mechanism to check for originality of written work for any type of assignment or examination. Professional Behaviors All students are expected to abide by the professional behavior expectations of the program which include but are not limited to professional attire, 8
attendance and participation in curricular and program activities, timely and appropriate notification of absences and lateness, and adherence to all deadlines. Essential Functions/Reasonable Accommodations All students are informed of the Essential Functions of the Physical Therapy Student just after matriculation. If a student anticipates the need for reasonable accommodations to meet the requirements of this course, that student must register with the Office of Disability Services in order to obtain the required official notification of accommodation needs. Students should also plan to meet with the primary instructor discuss approved accommodations well in advance of when such accommodations will be in place. This is especially important prior to any examination in this course. Students should provide notification of accommodations and arrange a plan for those accommodations for examinations as soon as possible but no later than 48 hours prior to an examination. Inclement Weather During a full time clinical experience, the student is expected to follow the inclement weather policy of the facility. If the clinic is open for business and student must travel in unsafe conditions, the student has the option of missing the day, but this will count as an absence day, unless excused by the DCE. The university s decision regarding inclement weather should not impact a student s attendance in clinical education. 9