Page Handbook...  · Web viewsan jacinto college south. physical therapist assistant program. faculty. handbook. revised: july 2016

SAN JACINTO COLLEGE SOUTH

PHYSICAL THERAPIST ASSISTANT PROGRAM

FACULTY HANDBOOK

Revised: July 2016

TABLE OF CONTENTS2

Page

1. Purpose of Physical Therapist Assistant Faculty Handbook 42. Introduction 43. Faculty/Staff Directory 54. Mission Statements 65. Vision Statements 66. Values 67. Philosophy 78. PTA Program Goals 89. Nondiscrimination 910.Use of Human Subjects, Students, and Volunteers 911.Safe Environment 1012.Supervision and Safety During Lab Activities 1013. Instructor/Student Ratio for Lab and Lecture 1014.Yearly Inspection/Calibration of Lab Equipment and Reporting of Any 11

Equipment Concerns15.Safety During Off-Campus Educational Experiences 1116.Admissions Process 1217.Orientation of New Students 1318.Midterm Counseling 1419.Counseling for Students with Excess Absences 1420.Student Files 1521.Faculty Files 1622.Compliance with Grading 1623.Adjunct Instructors 2124.Guest Lecturers 2225.Affiliation contract Renewal Process 2226.Rights and Privileges of Clinical Faculty 2227.Process for Clinical Supervision 2228.Due Process for Patients 2329.Complaints Process 2330.Facilitation of Compliance with CAPTE Requirements 2431.Resource Evaluation and Request Form 2432.Program Assessment Process 2433.Faculty Development 2534.Advisory Committee Role in the PTA Program 2535.Use of Laboratory Facilities 2536.Library Resources 2737.Student/Applicant Files 2838.Faculty/Adjunct Minimal Performance 2839.Revisions to Student, Clinical, and Faculty Handbooks 2940.Responsibility of PTA Faculty, Adjunct Instructors, and Clinical Instructors 3041.PTA Faculty Load Policy 30

TABLE OF CONTENTS3

42. AppendicesA. The Minimum Required Skills of a Physical Therapist Assistant

Graduate at Entry LevelB. Orientation Agreement FormC. Midterm Counseling ReportD. Complaints FormE. Resource Evaluation and Request FormF. Safety/Incident FormG. Supervisor’s Investigation FormH. Emergency Contact/Medical Consent FormI. Instructional Authorization Form and Release Agreement for College Sponsored TravelJ. Faculty Feedback Form

1. PURPOSE OF PHYSICAL THERAPIST ASSISTANT FACULTY HANDBOOK4

This manual states and describes the policies, procedures, and expectations of faculty employed in the Physical Therapist Assistant Program at San Jacinto College.

The PTA program reviews and updates the PTA Student Handbook annually. Throughout the academic year, the faculty and program director keep notes (in the Departmental Meeting Minutes) on policies and procedures that need to be added or changed. Every new policy applied to the Physical Therapist Assistant Program is cross-reference with the institutional policies. Significant additions or changes are presented to the Advisory Board Committee for approval. Changes are then made to the manuals and redistributed at the beginning of the following academic year.

San Jacinto Community College is a public community college in East Harris County, Texas, which serves a district defined by the combined areas of these independent school districts: Channelview, Clear Creek, Deer Park, Galena Park, La Porte, Pasadena, and Sheldon, as well as portions of Clear Creek and Humble. The college is accredited by the Commission on Colleges of Southern Association of Colleges and Schools to award the associate degree.

San Jacinto College District is committed to equal employment opportunity. As provided by this policy and to the extent provided by applicable law, no person including students, faculty, staff, and temporary workers will be excluded from participation in, denied the benefits of, or be subject to discrimination under any program or activity sponsored or conducted by the San Jacinto College District on the basis of sex, disability, race, religion, color, age, national origin, or veteran status.

San Jacinto College District meets the needs of its community through high-quality education. As part of this mission, the Quality Enhancement Plan (QEP) encourages students to read their textbook and course material carefully to succeed in their classes and realize their personal and educational goals.

The Physical Therapist Assistant Program strives to promote congruent mission, vision and values statements with our college. Professionalism is the cornerstone of our program and our vocation. Our philosophy can be reiterated in the American Physical Therapy Associations’ Code of Ethics for the Physical Therapist, Standards of Ethical Conduct for the Physical Therapist Assistant, Guide for Professional Conduct, and Guide for Conduct of the PTA, at www.apta.org. The PTA program complies with the Executive Council of Physical Therapy and Occupational Therapy Examiners. San Jacinto College is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools. The PTA Program at San Jacinto College is accredited by the Commission on Accreditation in Physical Therapy Education (111 North Fairfax St., Alexandria, VA 22314-1488; telephone: (703) 706-3245); email: [email protected]; website: http://www.capteonline.org.

2. INTRODUCTION

5American Physical Therapy Association (APTA) 1111 North Fairfax StreetAlexandria, VA 22314-1488(703) 684-APTA (2782)www.apta.org

Executive Council of Physical Therapy and Occupational Therapy Examiners 333 Guadalupe, Suite 2-510Austin, TX 78701-3942(512) 305-6900www.ecptote.state.tx.us/

Commission on Colleges of Southern Association of Colleges and Schools 1886 Southern LaneDecatur, GA 30033-4097(404) 679-4501www.sacscoc.org/

Core faculty:

Susan Hinson, PT, DPT Laura Oppermann, PT, C/NDTProgram Director Director of Clinical EducationPhone: 281-929-4697 Phone: 281-484-1900 ext. 3519Fax: 281-929-4634 Fax: [email protected] [email protected]

Adjunct faculty:

Holly Beckman, PTA Martina Quivers, PT, DPT Stephen Edmonds, PT, MPT

Administrative assistant:Anum FatimaPhone: 281-922-3476Fax: [email protected]

Program Information

San Jacinto College – South Campus Science/Allied Health (Building 1, room S- 1251q)13735 Beamer RoadHouston, TX 77089281-922-3476www.sanjac.edu/physical-therapy

3. FACUTLY/STAFF DIRECTORY

4. MISSION STATEMENTS

5. VISION STATEMENTS

6. VALUES

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COLLEGEOur mission is to ensure student success, create seamless transitions, and enrich the quality of life in the communities we serve.

PROGRAMThe mission of the Physical Therapist Assistant Program is to provide successful and competent clinicians who possess the knowledge, skills, and attitudes necessary to succeed in the profession in a variety of health care settings under the direction of a Physical Therapist.The graduate will have a commitment to self-directed lifelong learning; and be of service to man, the community and society.

COLLEGESan Jacinto College will be the leader in educational excellence and in the achievement of equity among diverse populations. We will empower students to achieve their goals, redefine their expectations, and encourage their exploration of new opportunities. Our passions are people, learning, innovation, and continuous improvement.

PROGRAMThe Physical Therapist Assistant Program will develop educational excellence in physical therapy and bring to the program students from diverse backgrounds, locations and cultures. All students will have the opportunity to explore their unique interests with the support and encouragement of staff and faculty. Our desire is to create an environment to instill critical thinking, ethical behavior, and compassionate treatments in the classroom and on clinical rotations.

COLLEGEIntegrity: Ethical and Professional: “We act in ways which instill confidence and trust.”

Excellence: In Everything We Do : “We achieve quality results in everything we do.”

Accountability: It’s Up to Us: “We take responsibility for our commitments and outcomes.”

Innovation: Lead the Way: “We apply knowledge, skill, insight, and imagination to recognize opportunities, solve problems, and recommend new solutions.”

Sense of Community: Caring for Those We Serve and Ourselves : “We demonstrate genuine concern for the well-being of our students, our community and ourselves.”

Student Success: Our Ultimate Measure: “We enable students to achieve their goals.”

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Diversity: Celebrate the Differences: “We celebrate the diversity of ideas and cultures.”

Collaboration: We Work together : “We work together for the benefit of the college.”

PROGRAMIntegrity: In every class and clinical experience students will demonstrate professional behaviors and ethical conduct.

Excellence: We strive to have not only outstanding classes and resources at the college but also at each clinical and healthcare facility.

Accountability: We strive to be accountable to our students, the college, our clinical sites and the community.

Innovation: Our innovated thinking is expressed in the classroom and clinical program by adapting policy of creative clinical placement and imaginative learning experiences.

Sense of Community: Through service learning and the Student Physical Therapist Assistant Society we provide numerous opportunities for the student to develop a sense of community for the betterment of themselves and others.

Student Success: Our student success is ultimately measured by the passage of the National Exam for the PTA, their accumulated knowledge, enriched lives as well as a lifelong service to themselves and others.

Diversity: In all our professional activities we identify, value and act with consideration for all individuals.

Collaboration: Our students work as a team member in class, clinical situations and in the community.

The Physical Therapist Assistant Program subscribes to and supports the structure of San Jacinto Community College benefiting from and contributing to the mission, values, and goals, the APTA, and the accreditation standards established by CAPTE. The PTA program at SJC is committed to providing the appropriate education necessary to achieve and Associate of Applied Science degree as a PTA.The curriculum reflects sound principles, an expanding body of knowledge, and professional expectations of the health care environment.The PTA faculty is committed to transferring knowledge, providing opportunities for learning and understanding the fundamental principles of physical therapy and the student’s acquisition of clinical skills to current practice expectations. Faculty encourages the students to develop as critical thinkers who are committed to lifelong learning. Faculty roles include educating students, advancing teaching and therapy skills, and provide service to the community and college.

7. PHILOSOPHY

8. PTA PROGRAM GOALS8

OUTCOMES OF PTA PROGAM GRADUATES:

1. Graduates of the PTA program will perform as entry level physical therapist assistants in a variety of health care settings under the direction and supervision of a physical therapist.

2. Graduates of the PTA program will demonstrate behaviors consistent with lifelong learning.

3. Graduates of the PTA program will function as contributing members of the community and society.

4. Graduates of the PTA program will provide physical therapy treatment in an ethical and culturally competent manner.

5. Graduates of the PTA program will function as an effective member of the healthcare team.

6. Graduates of the PTA program will provide physical therapy treatment based on contemporary standards.

In accordance with ensuring the PTA PROGRAM OUTCOMES are achieved, the PTA program and faculty will

o Provide a curriculum of academic and technical courses which will provide the foundation for the graduate to benefit from further study in the profession of physical therapy.

o Provide an atmosphere of technical support that is conducive to student success.o Provide seamless transitions from technical students to licensed

physical therapist assistants.o Continue to gain knowledge in teaching and the profession of physical therapy.o Model a commitment to service activities to the community and the profession.

The mission and philosophy of the Physical Therapist Assistant Program are consistent with the mission and philosophy of the institution. The PTA program is in harmony and tightly connected in student success and in creating transitions to the workforce, and enriching the quality of life in the communities served by San Jacinto College. The Physical Therapist Assistant Program is committed to an educational environment that will promote students who will possess the knowledge, skills, and attitudes necessary to succeed as a physical therapist assistant in a dynamic health care environment. The PTA program believes that the students should have an educational environment that is led by instructors who are imaginative and competent. The instructors should provide the students with knowledge and skills, but also open channels of interest and occupation. We prepare our students to become active physical therapist assistants in the local workforce and to enrich the lives of patients/ community members that they treat.

10. Use of Human Subjects, Students, andVolunteers

9For a comprehensive list and description of the skills for an entry level PTA graduate, please refer to The Minimum Required Skills of a Physical Therapist Assistant Graduate at Entry- Level (BOD G11-08-09-18) which can be found in Appendix A and on the APTA’s website at http://www.apta.org/The curriculum of the San Jacinto College PTA program is designed to develop the skills of the programs graduates in accordance with these standards.

It is the policy of San Jacinto College to provide an educational, employment, and business environment free of discrimination based on race, creed, color, national origin, citizenship status, age, disability, pregnancy, religion, gender, sexual orientation, gender expression or identity, genetic information, marital status, or veteran status. Trustees, administrators, faculty, staff, and other agents of the College will not engage in conduct constituting unlawful harassment or discrimination. The College strives to maintain a learning environment free of harassment. The College will promptly investigate all allegations of harassment and take appropriate disciplinary action against individuals who engage in unlawful behavior.Disciplinary action may include dismissal of employees or expulsion of students.

The Physical Therapist Assistant Program will utilize guidelines on the use of human subjects in demonstration and practice for educational purposes and procedures for obtaining informed consent. The guidelines on the use of human subjects of the clinical centers will be followed by the students during clinical internships.

During orientation to the program, students will complete the Orientation Agreement form (Appendix B) in which they must agree to “voluntarily participate in laboratory activities and clinical experiences which include being a “patient” and to have palpation activities performed on [them] by other students or faculty.”

To ensure safety during student interactions, students receive lecture and/or demonstration prior to attempting any skill. Students are given a list of precautions and contraindications prior to participating in each activity and are encouraged to decline to be a patient if they are at any risk for that procedure.

Students will practice all treatment techniques under supervision in the lab prior to going to the clinical setting and will be routinely supervised by the clinical instructor when in the clinic.While in the clinic, the student will wear his/her name badge and introduce himself/herself to patients as a Student Physical Therapist Assistant.

9. Nondiscrimination

11. Safe Environment10

Faculty will ensure that the physical settings in which classes are taught is as safe as possible.

All employees are asked to be alert to possible hazards and report them at once to their immediate supervisors. Equipment or furniture that is deemed unsafe will be marked with a tag that indicates to not use that equipment until it has been fixed and the tag removed. Such tags are available in the PTA Office.

PTA Faculty will follow all SJCD procedures regarding safety, communicable diseases, emergencies, and police emergencies guidelines. These areas are outlined in the Human Resources Guidelines and Procedures documents: 2-7, 2-9, 2-11, 3-12, and 8-3.

Faculty will report any student’s exposure to body substances and/or hazardous materials to the program director. The program director is responsible for informing personnel concerning hazardous materials in their teaching environment and for maintaining up-to-date material safety data sheets in a location accessible to personnel.

Physical Therapist Assistant Program faculty will provide adequate supervision and safety awareness during all lab activities to ensure as safe an environment as possible for students and faculty.

Faculty will follow college safety procedures as outlined in the Human Resource Guidelines and Procedures Manual.

Students will not perform any procedure without a faculty member present. Multiple signs are posted in the Lab stating this policy. Students will receive Lab Guidelines at orientation and will be reminded frequently to refrain from performing any lab activities without a faculty member present.

Prior to students performing any skill, written instructions including indications, precautions, and contraindications are provided and the skill is demonstrated by a licensed health care professional qualified to teach that skill.

The Physical Therapist Assistant Program will accept no more than 24 students per class. Lecture courses will have no greater than 24 students due to classroom size and laboratory courses will have no greater than 12 students per section.

The Physical Therapist Assistant Program will limit the number of incoming students to no more than 24 students each Fall Semester. Returning students will be allowed re-admittance to the program if space is available.

12. Supervision and Safety During Lab Activities

13. Instructor/Student Ratio for Lab and Lecture

14. Yearly Inspection/Calibration of Lab Equipmentand Reporting of Any Equipment Concerns

15. Safety During Off-Campus EducationalExperiences

11Laboratory activities will have no greater than 1 instructor per 16 students per rations determined by CAPTE.

All Physical Therapist Assistant Program electrical equipment will be inspected and/or calibrated yearly. Any equipment deemed unsafe or malfunctioning in any way will not be utilized until repaired.

The Physical Therapist Assistant Program Director or Physical Agents Instructor will or will ensure that someone schedules an inspection and calibration visit with a medical electronics servicing company to be performed each Spring prior to using the equipment (particularly in PTHA 1431 Physical Agents course).

A tag will be placed on each piece of working medical electronics equipment stating when it was last inspected.

A “DO NOT USE” tag will be placed on each piece of equipment that has been deemed as malfunctioning and/or unsafe until it has been repaired.

SJCD will inspect the electrical system at least yearly.

The college must have a contract with the off campus facility in order for students to participate in any off campus labs. This contract may be initiated with the Facilities Use Contract (held in the program director’s office.) Students, facility and members of the public will be ensured of their safety when visiting off-campus educational experiences. These safety considerations include, but are not limited to, safety of persons when dealing with body substances and hazardous materials, security and evacuation procedures, access to emergency services and safety in the use of equipment in off-campus settings. When on a field trip, the college instructor and the off-campus facility contact will ensure the safety of the students, other visiting faculty, and other members of the public.

Prior to attending an off-campus lab, students must complete the Emergency Contact/Medical Consent Form (Appendix H). He or she must also sign the Instructional Authorization Form and Release Agreement for College Sponsored Travel (Appendix I).

16. Admissions Process12

A. All application forms and further details are available on-line at www.sanjac.edu/PTA.

B. Acceptance into the PTA program is competitive with enrollment limited to 24 students

C. Applicants must meet the College’s general admission requirements. Complete applications must be submitted by March 1 for enrollment in the following Fall semester. Admission to the program is based on a points system. A breakdown of the point system can be found on the website. The top 50 or so students will be invited for an interview (which includes a written essay) and students with the greatest number of points will be offered acceptance.

D. Applicants must complete a total of at least 40 hours of observation in physical therapy from at least two settings (one must be an in-patient setting) and submit three forms of recommendation (with at least one from a licensed PT or PTA).

E. Meeting the criteria does not guarantee admission to the PTA program.

F. Accepted students are required to have a criminal background and urine drug screen prior to admission into the program. They will go to www.CertifiedProfile.com to access both the criminal background and urine drug screen. Students are responsible for associated fees. Any student who receives unsatisfactory results on these tests will complete the Criminal History Evaluation Form (Appendix J) available on the ECPTOTE’s website at www.ecptote.state.tx.us and submit it to the Board for review. As mandated by the Legislature, it will cost the individual with the criminal history$50.00 for this review.

G. Steps to complete admission:

1. Apply for admission into San Jacinto College at www.sanjac.edu/apply2. Submit all official transcripts from colleges/universities other than San Jacinto to the

Office of Enrollment Services at San Jacinto South. Request a transcript evaluation be completed to determine prior course equivalency. (This must be completed prior to the admission application deadline. This can take up to 10 business days). Upon completion of the transcript evaluation you must provide a copy of your San Jacinto College transcript to the PTA program with your PTA program application and other required materials.

3. Submit all transcripts (unofficial copies are acceptable) in your PTA application packet.4. Complete PTA Program application form and submit after January 15th. The deadline

for all application documents is March 1st. All program application forms are available at www.sanjac.edu/PTA .

5. Submit Hours of Observation Form. A total of 40 hours is required from at least two of the following settings: out-patient, in-patient rehabilitation, acute care hospital, pediatrics or home health. Twenty hours in-patient or acute hospital setting is strongly required as one of the options.

6. Submit 3 recommendation forms (only 3). It is required that one of the letters be from a PT or PTA. Each form must be completed and placed in a separate envelope. The

13person completing the form must sign the seal of the envelope. All 3 sealed and signed envelopes must be included in the PTA program application packet.

7. All required forms must be submitted in one envelope via mail or hand delivery by March 1st.

8. If eligible, complete the interview process.9. If eligible, complete criminal background and drug screen.10.Have letter from ECPTOCE clearing student if (+) positive background check

submitted to school.

H. Accepted students who would like to apply for deferral must make an appointment and meet with the Program Director stating their reason for requesting deferral. Granting a deferral is not guaranteed, but such requests that involve medical conditions affecting the student and military commitments are supported by the admissions committee. If approved, the applicant will need to inform the program by March 31st of the next application period their intent to remain a candidate for the incoming fall class. If deferred matriculation is declined, a new application would be required for any subsequent terms of entry. Only one deferral will be considered per applicant.

I. If a student is denied acceptance into the PTA program, he or she has the right to request a conference call with a member of the PTA department in order to review his or her application to determine appropriate actions to develop a stronger application. These calls will be limited to a 10 minute block. Information regarding essay and interview points is to be held confidential by the PTA department. If the student’s application consists of weakness in the area of forms of recommendation, the student will be notified; however the student will not be allowed to see the forms.

All students accepted into the Physical Therapist Assistant Program for the Fall Semester will be oriented to the San Jacinto College and Physical Therapist Assistant Program’s policies and procedures during Orientation to the PTA program which is held the first day of classes of the Fall semester.

Students will have access to the PTA Student Handbook posted on the website at www.sanjac.edu/physical-therapy. The counseling department will come to speak about study habits and resources they have available for students. Financial Aid will speak to the new PTA students concerning financial aid.

Students will sign the Orientation Agreement form (Appendix B) which is found in the PTA Student Handbook which verifies each student’s agreement to abide by the policies and procedures of the PTA program.

17. Orientation of New Students

18. Midterm Counseling14

A Midterm Counseling Report form (Appendix D) will be filled out by the course instructor for each student for each PTHA course at the middle of each semester. If the student is NOT in danger of failing, both the student and instructor must sign the form. If the student is in danger of failing, the student and instructor must schedule a meeting to determine a written action plan to improve the student’s status in the course. Both the student and instructor must sign the written action plan. A student’s signature on the conference form does not indicate that the student agrees with statements made on the form, only that the student has had an opportunity to read the form and to make comments.

The student or instructor may also request a scheduled meeting if he or she has any concerns regarding the student’s status in the course, even if the student is not in danger of failing.

An action plan may include, but is not limited to: tutoring, assigning a mentor, locating resources to assist with study habits and learning style assessment, making modifications to outside responsibilities, and initiating formal counseling (which may include reference to the counseling center).

All student counseling and advising sessions will be conducted in a private manner in a faculty office setting with the door closed and will only include the involved student and the faculty member, program director, interpreter, and/or college administrator as appropriate.

Faculty will discuss student questions about grades or personal matters in the faculty office setting with the door closed, not in the classroom.

Clinical performance is communicated via the PTA MACS format, telephone discussions, and private counseling sessions with the clinical instructor, faculty member, and student.

Students are required to attend all lecture and laboratory periods. An accurate record of each student’s attendance is kept by each instructor. An instructor has full authority to drop a student for excessive absences. A student may be asked to drop the course upon the accumulation of 10% absences of the total number of course hours. Students are expected to notify the course instructor in advance that they will be late or will be missing class.Notification does not excuse the student from the consequences of missing class (see B, C, D and E below).

When a student is 5 or more minutes late for a scheduled class, it is considered a late arrival. When a student leaves more than 5 minutes prior to the end of the scheduled class, it is considered an early leave. Three late arrivals, 3 early leaves, or 3 combined late arrivals/early leaves is equal to one full absence of that class.

19. Counseling for Students with Excess Absences

15For every unexcused absence in a given class (lecture or lab), one full point will be deducted from the student’s final course grade.

For example, if a student’s final course grade is a 91% and he or she has 3 late arrivals and one full absence, the final course grade will be an 89%:

91% - 1 point (for 3 late arrivals) – 1 point (for one full unexcused absence) = 89% = B as the final letter grade.

Excused absences: If the student turns in a physician’s letter of excused absence, the instructor may not deduct points from the student’s final course grade for the absences noted on the physician’s letter.

It is the student’s responsibility to make up the missed class work, however the course instructor may make the decision on how the course work will be made up. Make up work must be turned in as soon as the student returns to class. 10% per day will be deducted for late work.

All instructors will advise students when they have accumulated 10%. He or she will meet with the student and discuss the importance of attendance as well as student concerns. If deemed necessary by the instructor, a counseling form (Appendix D) may be utilized.

Make-Up Exams must be taken within one week of the day of the missed scheduled exam and must be taken at the college’s testing center. Failure to follow the guideline will result in a grade of zero, which will be calculated into the average grade for that unit of study. Make-up exams to be taken are the responsibility of the instructor and student. The student must inform the instructor of the need to make up the exam. The instructor must make the test available at the testing center. The student must come prepared with pen/pencil and picture identification to take the make-up exam in the testing center.

At the discretion of the instructor, the student may be required to supply a physician’s statement regarding fitness to return to school and assume duties.

Faculty are responsible for preserving the privacy and confidentiality of all student records and personal information as per the Texas Open Records Act.

All tests, quizzes, papers and other graded work of every student will be kept in the students’ files. These files are kept in locked file cabinets held within the offices of the PTA Department and Health Science Division with access limited to PTA faculty and PTA Administrative Assistant.

Students may only access these files under the direct supervision of the course instructor (or by another instructor or faculty member as determined by the primary course instructor).

Students may not photocopy, take pictures, or in any way rewrite any items from their files.

20. Student Files

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Faculty will not post grades in the classroom, hallway, or department, even at the request of the student, and will not give out grades over the phone or e-mail system. Students may meet with the faculty member or obtain their grades utilizing the Blackboard and/or SOS.

When students graduate, their files are kept two years. The file is then purged by destroying exams and papers and a thinner permanent file is maintained.

Faculty personnel files in Human Resources are kept confidential according to SJCD policy. Physical Therapist Assistant Faculty and administrative support are responsible for preserving the privacy and confidentiality of all personnel information located in the PTA Program files.

A file will be maintained in the Health Science Division office which will include application materials, resume, and licensure informational, and performance reviews.Access to the Faculty Personnel files will be limited to the individual faculty member, the program director and the Health Science division administrative personnel.

The instructor will establish the grading system and assignments at the beginning of each course and will include the grading system in the syllabus (under Grading Formula) given to the students on the first day of class. The instructor will not vary the grading system during that semester without prior authorization from the Program Director.

All courses must include at least two written exams and at least one writing assignment. If the course includes a lab component (with the exception of PTHA 1313), it must also include lab skill checkoffs, a midterm lab exam, and a final lab exam.

A. The following grade equivalency is established for all PTHA

courses: A = 90 - 100%B = 80 - 89%C = 70 - 79%D = 60 - 69%F = Below 60%

A grade below “C” is not acceptable in the PTA program. Therefore, grades of “D” and “F” are not passing and are not acceptable. Faculty will determine the details of the grading system for the specific course at the beginning of each course. This information will be located on the syllabus of each course under Grading Formula. Each PTHA course must be passed with a minimum of “C” based on the instructor’s Grading Formula. Each semester’s courses must be completed with a satisfactory grade of a “C” or better before progressing to the next level.

21. Faculty Files

22. Compliance with Grading

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B. If a student does receive a grade below “C” in a non-PTHA course, he or she will be required to retake the course and earn a “C” or better prior to graduation. If a student receives a grade below “C” in a PTHA course, they will be removed from the program and given the option to reapply to the program. (See Readmission policy XXIII).

C. Grading will be performed using the Rule of Rounding. Grades will be carried to the first decimal place, using the hundredths place to determine whether to round up or to round down. If the digit in the hundredths place is less than 5, the number will be rounded down; if the digit in the hundredths place is 5 or greater, the number will be rounded up. A number will only be rounded once. Example: 66.56 = 67; 85.33 = 85.

D. Test scores will not be rounded until the final course grade calculation.

E. Questionable test items may be deleted by the instructor and the grade will be based on the remaining items. The course instructor will determine if a question is improperly constructed.

Example: 50 questions - 1 improperly constructed question = 49

F. Extra Credit: The course instructor may provide students with assignments for extra credit to improve a course grade, however extra credit must not be awarded on written exams, lab checkoffs, or lab exams.

G. The weight of each component of the final course grade can be found in the syllabus of each course under Grading Formula.

H. The grading system for non-PTHA courses will be determined by the specific department responsible for the course. Students must receive a final grade of “C” or better in all non-PTHA courses.

I. Laboratory Skill Check Offs:

(The instructor must supply the students with the list (including grading criteria) of the lab skills they will have to checkoff on within the first two weeks of the lab course.)

a. For each lab skill checkoff, there are a given number of skill components. Each component is worth up to 2 points where 2 points = meets expectations without guidance; 1 point = meets expectations with minimal guidance from instructor; 0 points= clearly does not meet expectations, safety or effectiveness of treatment is compromised; further instruction/practice is needed. The grade on each skill will be determined by the percentage of points earned. For example if a skill has 20 components, up to 40 points can be earned. If a student earns 37 points, their grade on the skill will be 37/40 = 92.5.

b. For each course with a laboratory section, (*with the exception of PTHA 1413) students must demonstrate proficiency on a given list of skills where proficiency is defined as fulfillment of the following three criteria:

i. No more than 25 points deducted from starting grade. (i.e. If student starts with 100 points (as he or she will on first attempt), he or she must receive a 75 or

18higher. If a student starts with 70 points (as he or she will on second attempt),he or she must receive a 55 or higher. If a student starts with 0 points (as he or she will on third attempt), he or she must not have more than 25 points deducted on the grading sheet.)

ii. Student must earn 2 points on all Critical Safety Elements which are marked with * under the 2 points earned box. These skills have been deemed by the PTA faculty as essential for safety for both the patient and the therapist and must be met in order for student to progress safely through the curriculum.

iii. Demonstration of an overall understanding of how to complete the skill. This is at the discretion of the course instructor. If the instructor observes that the student requires significant time or hesitates significantly between steps of the skill and is unable to answer questions related to the skill and/or converse with the instructor about the skill, it may be determined that the student is unable to demonstrate an overall understanding of how to perform the skill.

c. A student is allowed 4 attempts to complete a lab skill with proficiency. For each skill, the student will start with 100 points. Each component of the skill will account for a given number of points which will be deducted from if a student does not successfully demonstrate that component. Certain components will be deemed “critical safety elements”. If a student does not demonstrate proficiency (that is if he or she gets >25 points deducted from starting grade, fails to earn 2 points on a critical safety element, or if the instructor determines that the student does not have an overall understanding of how to complete the skill), he or she will fail the 1st attempt. On the second attempt, the student will begin with 70 points. If a 3rd attempt or more is needed, the student will be given a 0 for the check off. If on the 4th attempt the student is unable to complete the skill checkoff with proficiency, he or she will receive an F for the course and will be removed from the program and given the option to reapply to the program (See Readmission policy XXIII).

d. The student may not take a midterm lab exam or final lab exam until all laboratory skills checkoffs associated with that lab exam are completed with proficiency.

e. All check offs must be completed with a level of proficiency by the 4th attempt in order to pass the course.

f. Grading of all skill check offs will be documented and signed by the course instructor and the student.

g. The average of all skill check offs will be used in the calculation of the final score which will be worth 5% of the total grade.

J. Laboratory Exams

(The instructor must supply the students with the grading sheet for the lab exam at least one week prior to the lab exam.)

a. For each lab exam, there are a given number of skills.Each skill is worth up to 2 points where 2 points = meets expectations without guidance; 1 point = meets expectations with minimal guidance from instructor; 0 points = clearly does not meet expectations, safety or effectiveness of treatment is compromised; further instruction/practice is needed. The grade on each exam will be determined by the percentage of points earned. For example if an exam has 20 components, up to 40 points can be earned. If a student earns 37 points, their grade on the exam will be 37/40 = 92.5.

19b. Each course with a laboratory section (*with the exception of PTHA 1413)

will have a patient scenario midterm lab exam and a final lab exam that must be completed with proficiency where proficiency is defined as fulfillment of the following 3 criteria:

i. No more than 25 points deducted from starting grade. (i.e. If student starts with 100 points (as he or she will on first attempt), he or she must receive a 75 or higher. If a student starts with 70 points (as he or she will on second attempt), he or she must receive a 55 or higher. If a student starts with 0 points (as he or she will on third attempt), he or she must not have more than 25 points deducted on the grading sheet.)

ii. Student must earn 2 points on all Critical Safety Elements which are marked with * under the 2 points earned box. These skills have been deemed by the PTA faculty as essential for safety for both the patient and the therapist and must be met in order for student to progress safely through the curriculum.

iii. Demonstration of an overall understanding of the exam material and skills required for the exam. This is at the discretion of the course instructor. If the instructor observes that the student requires significant hesitation between steps of the exam and is unable to answer questions related to the exam material and/or converse with the instructor about the exam material, it may be determined that the student is unable to demonstrate an overall understanding of the exam material and skills required for the exam.

(*The lab exams for PTHA 1313 (Functional Anatomy) are not case based. They will consist of answering written questions associated with labeled anatomical models. Therefore, the grading criteria for lab exams do not apply to these exams. These exams will be graded by the instructor at his or her discretion.)

c. A student is allowed 3 attempts to complete a lab exam with proficiency. Each exam will be worth 100 points. Each component of the exam will account for a given number of points which will be deducted from if a student does not successfully demonstrate that component. The scoring of many of these criteria will be standardized for all lab exams. Certain components that have been deemed vital to the safety of the student and patient are marked as “critical safety elements”. If a student does not demonstrate proficiency (that is if he or she gets >25 points deducted from the starting grade, fails to earn 2 points on a critical safety element, or if the instructor determines that the student does not demonstrate an overall understanding of the exam material), he or she will fail the 1st attempt on the exam. On the second attempt, the student will begin with 70 points and be graded using the same standards as if it was the 1st attempt.However, the maximum points earned will be 70. If a 3rd attempt is needed, a student will receive a 0 for the exam. This 0 will be averaged into the Total Class Grade (according the instructor’s grading formula) as well as the Exam Average. If on the 3rd attempt, the student is unable to complete the lab exam with proficiency (as described in Kb), he or she will receive an F in the course, will be removed from the program, and be given the option to reapply to the program (See Readmission Policy XXII).

20d. The weight of the laboratory exams for the student’s final course grade is

determined by the course instructor and can be found in each course syllabus under the Grading Formula.

K. PROCTORING Lab Checkoffs and Lab Exams

a. The instructor proctoring a lab checkoff or lab exam has an obligation to utilize the scoring rubrics fairly for each student and complete all information on the scoring rubrics.

b. Critical Skills (marked with * on the grading rubrics for lab checkoffs and exams):

i. If the student does not earn 2 points for a critical skill (by meeting the expectations of the critical skill without guidance), the instructor is to stop the checkoff or lab exam before the student moves on in an unsafe manner. The instructor is to inform the student what critical skill is missing or demonstrated incorrectly and ensure the student verbalizes an understanding of the importance of and the correct way to demonstrate the critical skill.

ii. The instructor must make a written comment on the grading rubric explaining why the student did not earn full credit (2 points) for the critical skill.

iii. The instructor must also document (with a signature) on the scoring paper that the student has been informed of the need to repeat the lab checkoff or lab exam secondary to not demonstrating competency in the skill (see Jb and Kb under Policy 22 Compliance with Grading.)

c. Non-Critical Skillsi. If the student does not earn 2 points a non-critical skill (by not meeting the

expectations of the skill without guidance), the instructor is to interrupt the checkoff or exam and inform the student that an aspect of the skill is missing or demonstrated incorrectly. If the student is able to make the appropriate change in the implementation of the skill or exam without further instruction, the student will earn 1 point (meets expectations with minimal guidance from instructor). If the student is NOT able to make the appropriate change in the implementation of the skill or requires further instruction to do so, the student will earn 0 points (clearly does not meet expectations, safety or effectiveness of treatment is compromised, further instruction/practice is needed).

ii. The instructor must make a written comment on the grading rubric explaining why the student did not earn full credit (2 points) for any skill in which 2 points is not earned.

d. Complete grade/signature of proficiency:i. Lab Checkoffs: The instructor is to tally the total points earned by the

student and document the final grade. If the final grade is a 75% or higher and all critical skills were demonstrated with 2 points, the instructor is to date and initial that the student has demonstrated proficiency in the skill. The student must also initial. If the grade is less than 75%, the instructor must document (with a signature) on the scoring paper that the student has been informed of the need to repeat the lab checkoff secondary to

21not demonstrating competency in the skill (see Jb under Policy 22 Compliance with Grading.)

ii. Lab Exams: The instructor is to tally the total points earned by the student and document the final grade on the scoring rubric. If the final grade is a 75% or higher and all critical skills were demonstrated with 2 points, the instructor is to record the grade in their grade book. If thegrade is less than 75%, the instructor must document (with a signature) on the scoring paper that the student has been informed of the need to repeat the lab exam secondary to not demonstrating competency in the skill (see Kb under Policy 22 Compliance with Grading.)

L. Notification of Grading Policy for Lab Checkoffs and Lab Exams:a. Lab Checkoffs:

i. The course instructor is to post the lab checkoffs on Blackboard and have students print out the entire packet (including the cover page which includes the grading policy) for the chekcoffs (or provide the students with a printed packet) within the first two weeks of any lab course.

ii. Prior to the first lab checkoff, the instructor must verbally review the grading policy found in this manaul for lab checkoffs.

iii. The grading policy for lab checkoffs will also be reviewed during Orientation to the program.

b. Lab Examsi. The course instructor is to post the lab exam (midterm and final) scoring

rubrics at least 2 weeks prior to the scheduled date of the lab exam. The student is to come to the exam with a printed copy of the lab exam rubric.

ii. Prior to any lab exam, the course instructor must verbally review the grading policy found in this manual with the class.

iii. The grading policy for lab exams will also be reviewed during Orientation to the program.

All adjunct instructors will complete application process prior to first date of instruction. Instructor must report to the Evening Division Office with their Social Security Card and Driver’s License. At that time the instructor will receive an Application and Payroll information to be completed and returned prior to start date. The Instructor will return Application and Payroll forms to Evening Division Office. The instructor shall show proof of an active Texas PT or PTA license. A copy will be kept in their file folder.

All adjunct instructors will be evaluated once/year by the program director utilizing the Classroom Observation Forms (Appendix J).

23. Adjunct Instructors

24. Guest Lecturers22

Guest lecturers will be utilized in specialized areas of courses within the PTA program as appropriate.

The instructor for the course is responsible for all material presented within their course. Guest lecturers may be utilized as deemed appropriate, however the instructor for the course is responsible for coordinating the lecture and communicating the course objectives to the guest lecturer. This instructor is also responsible for assuring that the guest lecturer has the credentials to teach that lecture.

An abbreviated resume is required from each guest lecturer and a copy kept in the PTA office.

Written agreements (contracts) between the Physical Therapist Assistant Program and the clinical facilities participating in the clinical education of our students will be current prior to any student affiliating with that site. The ACCE will utilize the Contracts in Progress and Contract Term Log for tracking contracts.

Written agreements are reviewed by the Academic Coordinator of Clinical Education (ACCE) to determine that each contract has been properly executed and has not expired prior to assignments being made for the following semester.

The rights and privileges of the clinical education faculty are commensurate with those with similar appointments within the college.

Clinical faculty are invited to provide comments regarding the program during each supervisory visit for clinical rotations, on the questionnaire mailed to clinical instructors for the final internship, and at any other time they wish.

Representation of the clinical faculty is included on the program’s Advisory Committee and will be included the program assessment process.

Students will receive adequate supervision and counseling during all clinical courses. A midterm supervisory visit by the ACCE or faculty course instructor is made for each student for each clinical and additional meetings are scheduled as necessary. On the rare occasion when a physical visit is not possible, a telephone visit will be made. A final debriefing will be conducted in the faculty instructor’s office following the clinical to turn in appropriate assignments and discuss any issues that arose during the clinical.

25. Affiliation Contract Renewal Process

26. Rights and Privileges of Clinical Faculty

27. Process for Clinical Supervision

23Students will receive supervision and regular feedback from the clinical instructor during the clinical to discuss the student’s progress utilizing the PTA MACS skills sheets.

If a significant problem is identified prior to the midterm and final debriefing, the Academic Coordinator of Clinical Education should be notified and these areas are addressed immediately.

Feedback received from students on the SECEE form, Student Survey of Instruction Form, and questionnaires will be utilized to determine if appropriate supervision is given by a particular facility. Any facility deemed to be unsatisfactorily meeting the expectations of San Jacinto College will be placed on “hold” until the situation can be resolved.

Due process for patients will be provided via a series of discussions between the student, clinical instructor, and faculty member.

A patient who wishes to bring forth a complaint regarding a specific student, may initially discuss the situation with the clinical instructor. If resolution cannot be reached, the facility instructor for the clinical course will be informed of the issue and attempt to resolve it. At this time, the patient may complete a Complaint Form (Appendix D) to be placed in the Complaints folder maintained in the PTA office.

The Academic Coordinator of Clinical Education, Department Chair, and Dean will review all complaints and address the situation as appropriate to prevent reoccurrence.

All formal complaints regarding the Physical Therapist Assistant Program can be submitted to the department and will be recorded using the “Complaints” form (see Appendix D) in the PTA department. The program director will evaluate all complaints and work towards a resolution for all parties involved.

If the program director is unable to make a resolution, he or she will seek advice from the Dean of Natural Science and Health Sciences.

Students in the PTA program are to follow the Policy and Grievance Procedures as outlined in the San Jacinto Community College District Student Handbook. Grievances must be filed in writing with the dean of student development on the South campus and must describe the actions, policies, or practices which the student believes to be discriminatory. Grievances should be filed no later than 30 days after the occurrence of the alleged discrimination. A student may be asked to meet with those persons who would be involved in correcting the actions, policies, or practice that he or she believes are discriminatory. The dean of student development will notify the student in writing of his or her agreement or disagreement with the

28. Due Process for Patients

29. Complaint Process

30. Facilitation of Compliance with CAPTERequirements

24grievance and of any corrective actions taken to restore the student’s rights. If the decisionof the dean of student development does not satisfactorily resolve the student’s concerns, the student may appeal the grievance to the campus President.

The Physical Therapist Assistant Program Director is responsible for the timely submission of required accreditation fees in the fall of each year. Documentation requested such as Progress Reports, Accreditation Reports, report of graduation rates, performance on state licensing examinations, and employment rates are reported according to accreditation requirements and guidelines. In addition to the Program Director, Department Chair of Allied Health Sciences, the Dean of Allied Health and Sciences, and the Vice President of Learning are aware of these processes and provide a check and balance and support to assure compliance.

The Program Director of the Physical Therapist Assistant Program is responsible for notifying CAPTE of all substantive changes which affect the program prior to implementation. All unexpected changes will be reported by the Program Director immediately after they occur. In addition to the Program Director, the Department Chair of Allied Health Sciences , the Dean of Allied Health and Sciences, and the Vice President of Learning will be made aware of these processes and provide a check and balance and support to assure compliance.

If non-compliance is determined for any Evaluative Criteria, San Jacinto College South Physical Therapist Assistant Program Director will implement measures to bring the program into compliance within 2 years. In addition to the Program Director, the Department Chair of Allied Health Sciences, the Dean of Allied Health and Sciences, and the Vice President of Learning will be made aware of these processes and provide a check and balance and support to assure compliance.

The Core Faculty of the Physical Therapist Assistant Program will meet to discuss and document equipment needs at an end of semester department meeting. Documentation of these needs will be on the Resource Evaluation and Request Form (Appendix F). The Program Director will be responsible to order and/or secure additional funding to meet the equipment needs of the instructors prior to teaching the course the next year.

The program assessment process is ongoing. Throughout the year, the program’s assessment tools are evaluated by the faculty and reported in the meeting minutes. At the end of the

31. Resource Evaluation and Request Form

32. Program Assessment Process

25academic year, the PTA faculty will meet and review the assessment tools used during thatyear. The faculty then discuss and implement changes to improve the quality of the program.

Program assessment tools include (but are not limited to): Board Exam Pass Rate, Enrollment/Persistence rates, Curriculum Review, Program Review, Student Surveys, Classroom observation forms, Resource Evaluation and Request Form, Faculty Performance Review, Budget Review, Alliance Meetings, Admissions process review, Clinical contract logs, Curriculum map, Progress Reports from PTA MACS, Student Evaluation of clinical Education Experiences (PTA MACS), Student Evaluation of Clinical Instructor (PTA MACS), Employer Questionnaire, Clinical Instructor Questionnaires, Clinical Site visits, Exam scores, Checkoffs, and Midterm Counseling Reports.

Each full time faculty member will complete the Success Factors performance review as required by the college. This will include the development of key performance indicators (KPIs) which are developed in alignment with the program and college’s goals as well as with the KPIs of lead faculty.

All PTA Faculty will be evaluated by his or her leader each year using the Classroom Observation Form (Appendix J).

The Advisory Committee will consist of individuals who have special knowledge and expertise in a specific area. They will advise and assist in the planning, development, and evaluation of the PTA program.

The PTA Advisory Committee will meet one or two times per year to provide direction to curriculum development to insure relevance to the workplace and supply specific information regarding the health care profession.

The PTA Advisory Committee will serve as a “sounding board” for community sentiment and provide public relations for the program in the community.

The PTA Advisory Committee will lend validity to proposals for new and expanded programs and assist with identifying available community resources.

When in the laboratory for scheduled labs or independent practice, faculty members must be in compliance with the laboratory rules which students must abide by. They are:

33. Faculty Development

34. Advisory Committee Role in the PTA Program

35. Use of Laboratory Facilities

261. A faculty member or authorized, licensed physical therapist or physical

therapist assistant must be present in the department. Independent laboratory practice outside of class must be scheduled with the appropriate instructor.

2. Students will refrain from practicing laboratory activities until after they have received the appropriate instruction.

3. Students will observe all safety precautions for each laboratory procedure as instructed in class.

4. Containers of liquid shall not be placed on top of any electrical equipment at any time.

5. Spills must be cleaned up immediately.

6. Students who have questions regarding the functioning of any piece of equipment shall immediately contact the faculty member in charge.

7. All injuries and unsafe practices must be reported to the instructor immediately.

8. Students with a pre-existing condition in which performing a laboratory procedure could be potentially harmful shall assume the responsibility of informing the laboratory instructor immediately so that proper accommodations can be made.

9. Students must clean up their area before they leave for the day. No drink containers or food wrappers should be left.

10. All plinths should be cleaned before class.

11. All San Jacinto College policies must be followed.

Students are expected to engage in laboratory and clinical experiences, including the role of students as subjects or as patient-simulators in laboratory and clinical experiences as appropriate. Faculty/instructors must explicitly instruct students to exclude themselves from engaging as the role of the patient if the student has any precautions or contraindications to the procedure.

If the student is injured or exposed to a communicable disease while engaged in activities or procedures in the laboratory setting, the student must notify the course instructor immediately. A Safety/Incident Report (Appendix G) will be completed and sent to the District Safety Department. A copy will be made and placed in the student’s file. The instructor must also complete the Supervisor’s Investigation of Accident Report (Appendix H) and send it to the District Safety Department.

The student’s signature on the Orientation Agreement form will be required as documentation of providing consent to serve as a “patient” for demonstration by the faculty and for classmates in laboratory practice.

27Laboratory Equipment Inspection: Inspection and calibration of all modalities are performed on an annual basis and records of results of tests and calibrations are kept in the PTA department. Tags are placed on each piece of equipment tested by a qualified vendor. Any faulty equipment will be fixed and tested and calibrated prior to being used in the lab.

When available by the manufacturer, manuals for appropriate laboratory equipment are kept in a notebook that is available to all students and faculty in the PTA department (or in the lab).

Open Lab: Open lab hours are posted outside the laboratory. Students must have supervision during open lab. They must not practice any procedure they have not already been taught in prior classes.

Laboratory faculty/student ratio will be no greater than 1 instructor per 16 students at any time.

Students are to inform a faculty member of any potential hazard in the lab area such as a wet floor, frayed electrical wires, broken equipment, etc. This also includes any exposure of body substances.

A. Attire in the laboratory: Students are expected to dress appropriately for lab. Shorts with elastic waistband and t-shirts are appropriate. Shorts must not be excessively short and must be loose enough to allow palpation of hip musculature. Women should also wear a halter top or swimsuit in order to provide adequate exposure to the shoulders and back. If lab clothing is deemed inappropriate by the lab instructor, the student will be notified and required to have appropriate lab clothing in order to participate in the next lab period.

B. Off-campus Lab Activities: Prior to attending an off-campus lab, students must complete the Emergency Contact/Medical Consent Form (Appendix K) must be completed by the student. He or she must also sign the Instructional Authorization Form and Release Agreement for College Sponsored Travel (Appendix L).

The PTA library is for use by the PTA faculty. Students may also utilize the faculty library texts in the PTA office if they request further information. Students must have faculty obtain these texts from the faculty library.

The Parker Williams Library (on the South Campus) also has physical therapy texts and resources which are for use by both faculty and students. Every four years (during Program Review on the college level), the PTA faculty will review the collection of physical therapy resources with a librarian. Text books should be no more than ten years old (unless determined to be a unique or specialized source).

The PTA faculty must ensure that all course texts are available on reserve in the Parker Williams Library.

36. Library Resources

28

All applicants’ files are kept in locked file cabinets located in the PTA department offices with access limited to PTA faculty and PTA Administrative Assistant.All tests, quizzes, papers and other graded work of every student will be kept in the students’ files. These files are kept in locked file located in the department office or in the instructor’s office while class is in session.

Students may only access these files under the direct supervision of the course instructor (or by another instructor or faculty member as determined by the primary course instructor).

Students may not photocopy, take pictures, or in any way rewrite any items from their files.

Student files will be kept on record for a minimum of 3 years after withdrawal or graduation from the PTA program. Files are shredded prior to purging.

San Jacinto College’s Physical Therapist Assistant Program holds all faculty and adjunct instructors to high standards in order to achieve student success.

A. Full Time Faculty:

Full time faculty will be expected to demonstrate “Valuable contribution” or better performance and will receive no more than one consecutive NI (needs improvement) on the annual performance review. If core faculty receives two consecutive NI on the annual performance review, he or she will be terminated from the PTA faculty.

Full time faculty will demonstrate satisfactory teaching as demonstrated by less than 50% of the students’ responses on the Student Survey of Course Instruction being “disagree”. If core faculty receive 50% or more “disagree” responses on the Student Survey of Course Instruction, the faculty member will meet with the Program Director (PD) (or the PD will meet with the Dean of Health Sciences) to create an action plan to address the identified areas of weakness.

Full time faculty will demonstrate that participation in at least two professional development activities are effective in enhancing skills and knowledge used in classroom and lab settings and in administrative work on the Success Factors component of the annual performance review. If a faculty member is unable to demonstrate the effectiveness of two professional development activities he or she will meet with the PD to create an action plan to make professional development activities effective (the PD will meet with the Dean of Allied Health).

The PTA Program Director will have a minimum of a master’s degree; current physical therapist or physical therapist assistant licensure in any US jurisdiction; minimum of five years

37. Student/Applicant Files

38. Faculty/Adjunct Minimum Performance

39. Revisions to Student, Clinical, and FacultyHandbooks

29clinical experience that includes experience in the PT/PTA relationship; experience in avariety of areas of teaching (academic, clinical, continuing education, in service); experience in educational theory and methodology (curricular design, development, implementation and evaluation); experience in instructional design and methodology; experience in student evaluation and outcomes assessment, including the equivalent of nine credits of coursework in educational foundations; experience in administration; experience in academic governance; experience in fiscal management; experience in human resource management; service on behalf of physical therapy education, the community, and/or the profession (as outlined in CAPTE standards 4G ). If a deficit in the program directors experiences (as compared to those outlines in section 4G of the CAPTE standards), an action plan will be developed to provide the PD with the appropriate experiences and these experiences will be noted on the Program Directors performance review (as Key Performance Indicators).

The Director of Clinical Education (DCE) is a licensed PT or PTA in ay US jurisdiction and has a minimum of three years of full-time post-licensure clinical practice. Two years’ experience must be as a center coordinator of clinical education (CCCE) and or clinical instructor (CI), or two years’ experience in teaching, curriculum development, and administration in a physical therapist assistant or physical therapist program; clinical or educational administration experience; experience in human resource management; experience in a variety of areas of teaching (academic, clinical, continuing education, in service) as outlined in the CAPTE standards 4J) If a deficit in the DCE’s experiences (as compared to those outlines in section 4J of the CAPTE standards), an action plan will be developed to provide the DCE with the appropriate experiences and these experiences will be noted on the DCE’s performance review (as Key Performance Indicators).

B. Adjunct Faculty

Adjunct faculty will demonstrate satisfactory performance as demonstrated by no consecutive “needs improvement” in any area on the San Jacinto College Part-time Faculty Classroom Observation form. If adjunct faculty receives 2 consecutive “needs improvement” in any area on the San Jacinto College Part-time Faculty Classroom Observation form, he or she will meet with the PD and create and action plan to address the identified areas of weakness. If the adjunct faculty scores less than 85/100 in two consecutive years, he or she will be terminated from the PTA program.

Adjunct faculty will demonstrate satisfactory teaching as demonstrated less than 50% of the students’ responses being “disagree”. If adjunct faculty receive 50% or more “disagree” responses on the student survey of course instruction, the faculty member will meet with the PD to create an action plan to address the identified areas of weakness

Each year, the PTA program faculty will review and/or revise the Student, Clinical, and Faculty Handbooks to determine if new policies and/or procedures need to be updated.

40. Responsibility of PTA Faculty, AdjunctInstructors, and Clinical Instructors

30

Every policy applied to the Physical Therapist Assistant Program is cross-reference with the institutional policies prior to being placed in the handbook. Significant changes are also reviewed by the PTA Advisory Committee or college administrators as appropriate.

Changes will be implemented in the summer with the incoming class and new Student, Clinical, and Faculty Handbooks will be distributed prior to the start of the Fall semester each year.

All PTA faculty, adjunct instructors, and clinical instructors are to follow the policies and procedures in the Faculty Handbook as applicable and are to follow and ensure that students and associated individuals follow the policies and procedures of the PTA Student Handbook and the PTA Clinical Handbook when applicable. All PTA faculty adjunct instructors and clinical instructors will also follow the policies and procedures of the Human Resources Policies and Guidelines which is found online at http://admin.sanjac.edu/key- information/policies-guidelines.

The Commission on Accreditation of Physical Therapy Education (CAPTE) requires that the PTA faculty have a fair and equitable load and that it be established and written so that all parties are aware of the expected load each semester. The following load requirements have been established by a Faculty Load Task Force.Loads are counted in terms of Contact Hours.

Long Semester (Fall and Spring)o Teaching 15-17 contact hours/week = 240-272 contact hours/semester

Summer Semester (Summer)o Teaching 10-12 contact hours/week = 160-192 contact hours/semester

Program Director (PD) Release Time = 2 releases (6 contact hours) Director of Clinical Education (DCE) Release Time = 2 releases (6 contact hours) Clinical Hours:

o Instructor receives 3 contact hours per week for a 3 credit hour course, or 4 contact hours per week for a 4 credit hour course

o 12:1 ratio of students to instructor for clinical courses.o Overload attached to clinical courses is paid at lab rate.

Lab Courseso 12:1 ratio of students to instructor for lab courses

41. PTA Faculty Load Policy

Appendices31

A. The Minimum Required Skills of a Physical Therapist Assistant Graduate at Entry LevelB. Orientation Agreement FormC. Midterm Counseling ReportD. Complaints FormE. Resource Evaluation and Request FormF. Safety/Incident FormG. Supervisor’s Investigation FormH. Emergency Contact/Medical Consent FormI. Instructional Authorization Form and Release Agreement for College Sponsored TravelJ. Faculty Feedback Forms

Appendix A:

Last Updated: 10/1/13 Contact: [email protected]

MINIMUM REQUIRED SKILLS OF PHYSICAL THERAPIST GRADUATES AT ENTRY-LEVEL BOD G11-05-20-49 [Guideline]

BackgroundIn August 2004, 28 member consultants convened in Alexandria, VA for a consensus conference on “Clinical Education in a Doctoring Profession.” One of the specific purposes of this conference was to achieve consensus on minimum skills for every graduate from a physical therapist professional program that include, but are not limited to, the skill set required by the physical therapist licensure examination. Assumptions that framed the boundaries for the discussion during this conference included:

(1) A minimum set of required skills will be identified that every graduate from a professional physical therapist program can competently perform in clinical practice.

(2) Physical therapist programs can prepare graduates to be competent in the performance of skills that exceed the minimum skills based on institutional and program prerogatives.

(3) Development of the minimum required skills will include, but not be limited to, the content blueprint for the physical therapist licensure examination; put differently, no skills on the physical therapist licensure blueprint will be excluded from the minimum skill set.

(4) To achieve consensus on minimum skills, 90% or more of the member consultants must be in agreement.

Minimum skills were defined as foundational skills that are indispensable for a new graduate physical therapist to perform on patients/clients in a competent and coordinated manner. Skills considered essential for any physical therapist graduate include those addressing all systems (ie, musculoskeletal, neurological, cardiovascular pulmonary, integumentary, GI, and GU) and the continuum of patient/client care throughout the lifespan.Definitions for terms used in this document are based on the Guide to Physical Therapist Practice. An asterisk (*) denotes a skill identified on the Physical Therapist Licensure Examination Content Outline. Given that consensus on this document was achieved by a small group of member consultants, it was agreed that the conference outcome document would be disseminated to a wider audience comprised of stakeholder groups that would be invested in and affected by this document.

The consensus-based draft document of Essential Skills of the Physical Therapist (previous title) was placed on APTA’s website and stakeholder groups, including APTA Board of Directors, all physical therapist academic program directors, Academic Coordinators/Directors of Clinical Education, and their faculties, physical therapists on CAPTE, component leaders, and a selected list of clinical educators, were invited to vote on whether or not to include/exclude specific essential skills that every physical therapist graduate should be competent in performing on patients. A total of 624 invitations to vote e-mails were sent out and 212 responses (34%) were received.Given the length of this document and the time required to complete the process, a 34% return rate was deemed acceptable for the purpose of this investigation. The “yes” and “no” votes were tabulated and analyzed.

The final “vote” was provided in a report to the Board of Directors in November 2005 for their review, deliberation, and action. The Board of Directors adopted the document Minimum Required Skills of Physical Therapist Graduates at Entry-level (revised title) as a core document to be made available to stakeholders including the Commission on Accreditation in Physical Therapy Education, physical therapist academic programs and their faculties, clinical education sites, students, and employers. The final document that follows defines Minimum Required Skills of Physical Therapist Graduates At Entry-level.

Skill Category Description of Minimum Skills

Screening Systems review

for referral Recognize scope

of limitations

1. Perform review of systems to determine the need for referral or for physical therapy services.

2. Systems review screening includes the following:A. General Health Condition (GHC)

(1) Fatigue(2) Malaise(3) Fever/chills/sweats(4) Nausea/vomiting(5) Dizziness/lightheadedness(6) Unexplained weight change(7) Numbness/Paresthesia(8) Weakness(9) Mentation/cognition

B. Cardiovascular System (CVS)*(1) Dyspnea(2) Orthopnea(3) Palpitations(4) Pain/sweats(5) Syncope(6) Peripheral edema(7) Cough

C. Pulmonary System (PS)*(1) Dyspnea(2) Onset of cough(3) Change in cough(4) Sputum(5) Hemoptysis(6) Clubbing of nails(7) Stridor(8) Wheezing

D. Gastrointestinal System (GIS)(1) Difficulty with swallowing(2) Heartburn, indigestion(3) Change in appetite(4) Change in bowel function

E. Urinary System (US)(1) Frequency(2) Urgency(3) Incontinence

F. Genital Reproductive System (GRS)Male(1) Describe any sexual dysfunction, difficulties, or concerns

Female(1) Describe any sexual or menstrual dysfunction, difficulties, or

problems

Skill Category Description of Minimum Skills

Screening(cont.)

3. Initiate referral when positive signs and symptoms identified in the review of systems are beyond the specific skills or expertise of the physical therapist or beyond the scope of physical therapist practice.

4. Consult additional resources, as needed, including other physical therapists, evidence-based literature, other health care professionals, and community resources.

5. Screen for physical, sexual, and psychological

abuse. Cardiovascular and Pulmonary Systems* 1. Conduct a systems review for screening of the cardiovascular and pulmonary

system (heart rate and rhythm, respiratory rate, blood pressure, edema).2. Read a single lead EKG.

Integumentary System* 1. Conduct a systems review for screening of the integumentary system, the

assessment of pliability (texture), presence of scar formation, skin color, and skin integrity.

Musculoskeletal System* 1. Conduct a systems review for screening of musculoskeletal system, the

assessment of gross symmetry, gross range of motion, gross strength, height and weight.

Neurological System* 1. Conduct a systems review for screening of the neuromuscular system, a

general assessment of gross coordinated movement (eg, balance, gait, locomotion, transfers, and transitions) and motor function (motor control and motor learning).

Examination/ Reexamination History Tests and Measures

(refer to Licensure Examination Outline, Guide to Physical Therapist Practice, PT Normative Model: Version 2004)

Systems Review for Examination

1. Review pertinent medical records and conduct an interview which collects the following data:

A. Past and current patient/client historyB. DemographicsC. General health statusD. Chief complaintE. MedicationsF. Medical/surgical historyG. Social historyH. Present and premorbid functional status/activityI. Social/health habitsJ. Living environmentK. EmploymentL. Growth and developmentM. Lab valuesN. ImagingO. Consultations

2. Based on best available evidence select examination tests and measures that are appropriate for the patient/client.

3. Perform posture tests and measures of postural alignment and positioning.*

Skill Category Description of Minimum Skills

Examination/ Reexamination (cont.)

4. Perform gait, locomotion and balance tests including quantitative and qualitative measures such as*:

A. Balance during functional activities with or without the use of assistive, adaptive, orthotic, protective, supportive, or prosthetic devices or equipment

B. Balance (dynamic and static) with or without the use of assistive, adaptive, orthotic, protective, supportive, or prosthetic devices or equipment

C. Gait and locomotion during functional activities with or without the use of assistive, adaptive, orthotic, protective, supportive, or prosthetic devices or equipment to include:(1) Bed mobility(2) Transfers (level surfaces and floor)*(3) Wheelchair management(4) Uneven surfaces(5) Safety during gait, locomotion, and balance

D. Perform gait assessment including step length, speed, characteristics of gait, and abnormal gait patterns.

5. Characterize or quantify body mechanics during self-care, home management, work, community, tasks, or leisure activities.

6. Characterize or quantify ergonomic performance during work (job/school/play)*:

A. Dexterity and coordination during workB. Safety in work environmentC. Specific work conditions or activitiesD. Tools, devices, equipment, and workstations related to work

actions, tasks, or activities7. Characterize or quantify environmental home and work

(job/school/play) barriers:A. Current and potential barriersB. Physical space and environmentC. Community access

8. Observe self-care and home management (including ADL and IADL)*

9. Measure and characterize pain* to include:A. Pain, soreness, and nocioceptionB. Specific body parts

10. Recognize and characterize signs and symptoms of

inflammation. Cardiovascular and Pulmonary Systems 1. Perform cardiovascular/pulmonary tests and measures including:

A. Heart rateB. Respiratory rate, pattern and quality*C. Blood pressureD. Aerobic capacity test* (functional or standardized) such as the 6-minute

walk testE. Pulse OximetryF. Breath sounds – normal/abnormalG. Response to exercise (RPE)

Skill Category Description of Minimum Skills

Examination/ Reexamination (cont.)

H. Signs and symptoms of hypoxiaI. Peripheral circulation (deep vein thrombosis, pulse, venous

stasis, lymphedema)*

Integumentary System 1. Perform integumentary integrity tests and measures including*:

A. Activities, positioning, and postures that produce or relieve trauma to the skin.

B. Assistive, adaptive, orthotic, protective, supportive, or prosthetic devices and equipment that may produce or relieve trauma to the skin.

C. Skin characteristics, including blistering, continuity of skin color, dermatitis, hair growth, mobility, nail growth, sensation, temperature, texture and turgor.

D. Activities, positioning, and postures that aggravate the wound or scar or that produce or relieve trauma.

E. Signs of infection.F. Wound characteristics: bleeding, depth, drainage, location, odor,

size, and color.G. Wound scar tissue characteristics including banding,

pliability, sensation, and texture.

Musculoskeletal System 1. Perform musculoskeletal system tests and measures including:

A. Accessory movement testsB. Anthropometrics

(1) Limb length(2) Limb girth(3) Body composition

C. Functional strength testingD. Joint integrity*E. Joint mobility*F. Ligament laxity testsG. Muscle length*H. Muscle strength* including manual muscle testing, dynamometry, one

repetition maxI. PalpationJ. Range of motion* including goniometric measurements

2. Perform orthotic tests and measures including*:A. Components, alignment, fit, and ability to care for orthotic,

protective, and supportive devices and equipment.B. Evaluate the need for orthotic, protective, and supportive devices

used during functional activities.C. Remediation of impairments in body function and structure, activity

limitations, and participation restrictions with use of orthotic, protective, and supportive device.

D. Residual limb or adjacent segment, including edema, range of motion, skin integrity and strength.

E. Safety during use of orthotic, protective, and supportive device.

3. Perform prosthetic tests and measures including*:A. Alignment, fit, and ability to care for prosthetic device.B. Prosthetic device use during functional activities.

Skill Category Description of Minimum Skills

Examination/ Reexamination (cont.)

C. Remediation of impairments in body function and structure, activity limitations, and participation restrictions, with use of prosthetic device.

D. Evaluation of residual limb or adjacent segment, including edema, range of motion, skin integrity, and strength.

E. Safety during use of the prosthetic device.

4. Perform tests and measures for assistive and adaptive devices including*:A. Assistive or adaptive devices and equipment use during

functional activities.B. Components, alignment, fit, and ability to care for the assistive

or adaptive devices and equipment.C. Remediation of impairments in body function and structure, activity

limitations, and participation restrictions with use of assistive or adaptive devices and equipment.

D. Safety during use of assistive or adaptive equipment.

Neurological System 1. Perform arousal, attention and cognition tests and measures to

characterize or quantify (including standardized tests and measures)*:A. ArousalB. AttentionC. OrientationD. Processing and registration of informationE. Retention and recallF. Communication/language

2. Perform cranial and peripheral nerve integrity tests and measures*:A. Motor distribution of the cranial nerves (eg, muscle tests, observations)B. Motor distribution of the peripheral nerves (eg, dynamometry, muscle

tests, observations, thoracic outlet tests)C. Response to neural provocation (e.g. tension test, vertebral artery

compression tests)D. Response to stimuli, including auditory, gustatory, olfactory,

pharyngeal, vestibular, and visual (eg, observations, provocation tests

3. Perform motor function tests and measures to include*:A. Dexterity, coordination, and agilityB. Initiation, execution, modulation and termination of movement

patterns and voluntary postures

4. Perform neuromotor development and sensory integration tests and measures to characterize or quantify*:

A. Acquisition and evolution of motor skills, including age-appropriate development

B. Sensorimotor integration, including postural responses, equilibrium, and righting reactions

5. Perform tests and measures for reflex integrity including*:A. Deep reflexes (eg, myotatic reflex scale, observations, reflex tests)B. Postural reflexes and reactions, including righting, equilibrium

and protective reactionsC. Primitive reflexes and reactions, including developmental

Skill Category Description of Minimum Skills

Examination/ Reexamination (cont.)

F. Resistance to velocity dependent movement

6. Perform sensory integrity tests and measures that characterize or quantify including*:

A. Light touchB. Sharp/dullC. TemperatureD. Deep pressureE. LocalizationF. VibrationG. Deep sensationH. StereognosisI. Graphesthesia

Evaluation Clinical reasoning Clinical decision making

1. Synthesize available data on a patient/client expressed in terms of the International Classification of Function, Disability and Health (ICF) model to include body functions and structures, activities, and participation.

2. Use available evidence in interpreting the examination findings.3. Verbalize possible alternatives when interpreting the examination findings.4. Cite the evidence (patient/client history, lab diagnostics, tests and

measures and scientific literature) to support a clinical decision.

Diagnosis 1. Integrate the examination findings to classify the patient/client problem in terms of body functions and structures, and activities and participation (ie, practice patterns in the Guide)

2. Identify and prioritize impairments in body functions and structures, and activity limitations and participation restrictions to determine specific body function and structure, and activities and participation towards which the intervention will be directed.*

Prognosis 1. Determine the predicted level of optimal functioning and the amount of time required to achieve that level.*

2. Recognize barriers that may impact the achievement of optimal functioning within a predicted time frame including*:

A. AgeB. Medication(s)C. Socioeconomic statusD. Co-morbiditiesE. Cognitive statusF. NutritionG. Social SupportH. Environment

Plan of Care Goal setting Coordination of Care Progression of care Discharge

Design a Plan of Care 1. Write measurable functional goals (short-term and long-term) that are time

referenced with expected outcomes.2. Consult patient/client and/or caregivers to develop a mutually agreed to plan

of care.*3. Identify patient/client goals and expectations.*4. Identify indications for consultation with other professionals.*5. Make referral to resources needed by the patient/client (assumes knowledge

of referral sources).*

Skill Category Description of Minimum Skills

Plan of care (cont.)

6. Select and prioritize the essential interventions that are safe and meet the specified functional goals and outcomes in the plan of care* (ie, (a) identify precautions and contraindications, (b) provide evidence for patient-centered interventions that are identified and selected, (c) define the specificity of the intervention (time, intensity, duration, and frequency), and (d) set realistic priorities that consider relative time duration in conjunction with family, caregivers, and other health care professionals).

7. Establish criteria for discharge based on patient goals and current functioning and disablity.*

Coordination of Care 1. Identify who needs to collaborate in the plan of care.2. Identify additional patient/client needs that are beyond the scope of

physical therapist practice, level of experience and expertise, and warrant referral.*

3. Refer and discuss coordination of care with other health care professionals.*4. Articulate a specific rational for a referral.5. Advocate for patient/client access to services.

Progression of Care 1. Identify outcome measures of progress relative to when to progress the

patient further.*2. Measure patient/client response to intervention.*3. Monitor patient/client response to intervention.4. Modify elements of the plan of care and goals in response to

changing patient/client status, as needed.*5. Make on-going adjustments to interventions according to outcomes

including environmental factors and personal factors and, medical therapeutic interventions.

6. Make accurate decisions regarding intensity and frequency when adjusting interventions in the plan of care.

Discharge Plan 1. Re-examine patient/client if not meeting established criteria for discharge

based on the plan of care.2. Differentiate between discharge of the patient/client, discontinuation of

service, and transfer of care with re-evaluation.*3. Prepare needed resources for patient/client to ensure timely

discharge, including follow-up care.4. Include patient/client and family/caregiver as a partner in discharge.*5. Discontinue care when services are no longer indicated.6. When services are still needed, seek resources and/or consult with others

to identify alternative resources that may be available.7. Determine the need for equipment and initiate requests to obtain.

Skill Category Description of Minimum Skills

Interventions Safety, Emergency

Care, CPR and First Aid

Standard Precautions Body Mechanics

and Positioning Categories of

Interventions (See NPTE List and Guide)

Safety, Cardiopulmonary Resuscitation Emergency Care, First Aid 1. Ensure patient safety and safe application of patient/client care.*2. Perform first aid.*3. Perform emergency procedures.*4. Perform Cardiopulmonary Resuscitation (CPR).*

Precautions1. Demonstrate appropriate sequencing of events related to universal

precautions.*2. Use Universal Precautions.3. Determine equipment to be used and assemble all sterile and non-sterile

materials.*4. Use transmission-based precautions.5. Demonstrate aseptic techniques.*6. Apply sterile procedures.*7. Properly discard soiled items.*

Body Mechanics and Positioning 1. Apply proper body mechanics (utilize, teach, reinforce, and observe).*2. Properly position, drape, and stabilize a patient/client when providing physical

therapy.*

Interventions1. Coordination, communication, and documentation may include:

A. Addressing required functions:(1) Establish and maintain an ongoing collaborative process of

decision-making with patients/clients, families, or caregivers prior to initiating care and throughout the provision of services.*

(2) Discern the need to perform mandatory communication and reporting (eg, incident reports, patient advocacy and abuse reporting).

(3) Follow advance directives.B. Admission and discharge planning.C. Case management.D. Collaboration and coordination with agencies, including:

(1) Home care agencies(2) Equipment suppliers(3) Schools(4) Transportation agencies(5) Payer groups

E. Communication across settings, including:(1) Case conferences(2) Documentation(3) Education plans

F. Cost-effective resource utilization.G. Data collection, analysis, and reporting of:

(1) Outcome data(2) Peer review findings(3) Record reviews

H. Documentation across settings, following APTA’s Guidelines for Physical Therapy Documentation, including:(1) Elements of examination, evaluation, diagnosis, prognosis,

and intervention

Skill Category Description of Minimum Skills

Interventions (cont.)

(2) Changes in body structure and function, activities and participation.

(3) Changes in interventions(4) Outcomes of intervention

I. Interdisciplinary teamwork:(1) Patient/client family meetings(2) Patient care rounds(3) Case conferences

J. Referrals to other professionals or resources.*

2. Patient/client-related instruction may include:A. Instruction, education, and training of patients/clients and

caregivers regarding:(1) Current condition, health condition, impairments in body structure

and function, and activity limitations, and participation restrictions)*

(2) Enhancement of performance(3) Plan of care:

a. Risk factors for health condition, impairments in body structure and function, and activity limitations, and participation restrictions.

b. Preferred interventions, alternative interventions, and alternative modes of delivery

c. Expected outcomes(4) Health, wellness, and fitness programs (management of

risk factors)(5) Transitions across settings

3. Therapeutic exercise may include performing:A. Aerobic capacity/endurance conditioning or reconditioning*:

(1) Gait and locomotor training*(2) Increased workload over time (modify workload progression)(3) Movement efficiency and energy conservation training(4) Walking and wheelchair propulsion programs(5) Cardiovascular conditioning programs

B. Balance*, coordination*, and agility training:(1) Developmental activities training*(2) Motor function (motor control and motor learning) training

or retraining(3) Neuromuscular education or reeducation*(4) Perceptual training(5) Posture awareness training*(6) Sensory training or retraining(7) Standardized, programmatic approaches(8) Task-specific performance training

C. Body mechanics and postural stabilization:(1) Body mechanics training*(2) Postural control training*(3) Postural stabilization activities*(4) Posture awareness training*

Skill Category Description of Minimum Skills

Interventions (continued) D. Flexibility exercises:(1) Muscle lengthening*(2) Range of motion*(3) Stretching*

E. Gait and locomotion training*:(1) Developmental activities training*(2) Gait training*(3) Device training*(4) Perceptual training*(5) Basic wheelchair training*

F. Neuromotor development training:(1) Developmental activities training*(2) Motor training(3) Movement pattern training(4) Neuromuscular education or reeducation*

G. Relaxation:(1) Breathing strategies*(2) Movement strategies(3) Relaxation techniques

H. Strength, power, and endurance training for head, neck, limb, and trunk*:(1) Active assistive, active, and resistive exercises (including

concentric, dynamic/isotonic, eccentric, isokinetic, isometric, and plyometric exercises)

(2) Aquatic programs*(3) Task-specific performance training

I. Strength, power, and endurance training for pelvic floor:(1) Active (Kegel)

J. Strength, power, and endurance training for ventilatory muscles:(1) Active and resistive

4. Functional training in self-care and home management may include*:

A. Activities of daily living (ADL) training:(1) Bed mobility and transfer training*(2) Age appropriate functional skills

B. Barrier accommodations or modifications*

C. Device and equipment use and training:(1) Assistive and adaptive device or equipment training during

ADL (specifically for bed mobility and transfer training, gait and locomotion, and dressing)*

(2) Orthotic, protective, or supportive device or equipment training during self-care and home management*

(3) Prosthetic device or equipment training during ADL (specifically for bed mobility and transfer training, gait and locomotion, and dressing)*

Skill Category Description of Minimum Skills

Interventions (cont.)

D. Functional training programs*:(1) Simulated environments and tasks*(2) Task adaptation

E. Injury prevention or reduction:(1) Safety awareness training during self-care and home

management*(2) Injury prevention education during self-care and home

management(3) Injury prevention or reduction with use of devices and equipment

5. Functional training in work (job/school/play), community, and leisure integration or reintegration may include*:

A. Barrier accommodations or modifications*

B. Device and equipment use and training*:(1) Assistive and adaptive device or equipment training

during instrumental activities of daily living (IADL)*(2) Orthotic, protective, or supportive device or equipment

training during IADL for work*(3) Prosthetic device or equipment training during IADL *

C. Functional training programs:(1) Simulated environments and tasks(2) Task adaptation(3) Task training

D. Injury prevention or reduction:(1) Injury prevention education during work

(job/school/play), community, and leisure integration or reintegration

(2) Injury prevention education with use of devices and equipment(3) Safety awareness training during work (job/school/play),

community, and leisure integration or reintegration(4) Training for leisure and play activities

6. Manual therapy techniques may include:

A. Passive range of motion

B. Massage:(1) Connective tissue massage(2) Therapeutic massage

C. Manual traction*

D. Mobilization/manipulation:(1) Soft tissue* (thrust and nonthrust*)(2) Spinal and peripheral joints* (thrust and nonthrust*)

7. Prescription, application, and, as appropriate, fabrication of devices and equipment may include*:

Skill Category Description of Minimum Skills

Interventions (cont.)

(1) Hospital beds(2) Raised toilet seats(3) Seating systems – prefabricated

B. Assistive devices*:(1) Canes(2) Crutches(3) Long-handled reachers(4) Static and dynamic splints – prefabricated(5) Walkers(6) Wheelchairs

C. Orthotic devices*:(1) Prefabricated braces(2) Prefabricated shoe inserts(3) Prefabricated splints

D. Prosthetic devices (lower-extremity)*

E. Protective devices*:(1) Braces(2) Cushions(3) Helmets(4) Protective taping

F. Supportive devices*:(1) Prefabricated compression garments(2) Corsets(3) Elastic wraps(4) Neck collars(5) Slings(6) Supplemental oxygen - apply and adjust(7) Supportive taping

8. Airway clearance techniques may include*:

A. Breathing strategies*:(1) Active cycle of breathing or forced expiratory techniques*(2) Assisted cough/huff techniques*(3) Paced breathing*(4) Pursed lip breathing(5) Techniques to maximize ventilation (eg, maximum inspiratory

hold, breath stacking, manual hyperinflation)

B. Manual/mechanical techniques*:(1) Assistive devices

C. Positioning*:(1) Positioning to alter work of breathing(2) Positioning to maximize ventilation and perfusion

9. Integumentary repair and protection techniques may include*:

A. Debridement*—nonselective:

Skill Category Description of Minimum Skills

Interventions (continued) (1) Enzymatic debridement(2) Wet dressings(3) Wet-to-dry dressings(4) Wet-to-moist dressings

B. Dressings*:(1) Hydrogels(2) Wound coverings

C. Topical agents*:(1) Cleansers(2) Creams(3) Moisturizers(4) Ointments(5) Sealants

10. Electrotherapeutic modalities may include:

A. Biofeedback*

B. Electrotherapeutic delivery of medications (eg, iontophoresis)*

C. Electrical stimulation*:(1) Electrical muscle stimulation (EMS)*(2) Functional electrical stimulation (FES)(3) High voltage pulsed current (HVPC)(4) Neuromuscular electrical stimulation (NMES)(5) Transcutaneous electrical nerve stimulation (TENS)

11. Physical agents and mechanical modalities may include:Physical agents:

A. Cryotherapy*:(1) Cold packs(2) Ice massage(3) Vapocoolant spray

B. Hydrotherapy*:(1) Contrast bath(2) Pools(3) Whirlpool tanks*

C. Sound agents*:(1) Phonophoresis*(2) Ultrasound*

D. Thermotherapy*:(1) Dry heat(2) Hot packs*(3) Paraffin baths*

Mechanical modalities:A. Compression therapies (prefabricated)*

(1) Compression garments

Skill Category Description of Minimum Skills

Interventions (continued) (2) Vasopneumatic compression devices*(3) Taping(4) Compression bandaging (excluding lymphedema)

B. Gravity-assisted compression devices:(1) Standing frame*(2) Tilt table*

C. Mechanical motion devices*:(1) Continuous passive motion (CPM)*

D. Traction devices*:(1) Intermittent(2) Positional(3) Sustained

Outcomes Assessment 1. Perform chart review/audit with respect to documenting components of patient/client management and facility procedures and regulatory requirements.

2. Collect relevant evidenced-based outcome measures that relate to patient/client goals and/or prior level of functioning.*

3. Select outcome measures for levels of impairments in body function and structure, activity limitations, and participation restrictions with respect for psychometric properties of the outcomes.

4. Aggregate data across patients/clients and analyze results as it relates to the effectiveness of clinical performance (intervention).*

Education Patients/clients,

families, and caregivers

Colleagues, other healthcare professionals, and students

Patient/Client1. Determine patient/client variables that affect learning.*2. Educate the patient/client and caregiver about the patient’s/client’s current

health condition/examination findings, plan of care and expected outcomes, utilizing their feedback to modify the plan of care and expected outcomes as needed.*

3. Assess prior levels of learning for patient/client and family/caregiver to ensure clarity of education.

4. Educate patients/clients and caregivers to recognize normal and abnormal response to interventions that warrant follow-up.*

5. Provide patient/client and caregiver clear and concise home/independent program instruction at their levels of learning and ensure the patient’s /client’s understanding of home/independent program.*

6. Educate patient/client and caregiver to enable them to articulate and demonstrate the nature of the impairments in body function and structure, activity limitations, and participation restrictions and how to safely and effectively manage the impairments in body function and structure, activity limitations, and participation restrictions (eg, identify symptoms, alter the program, and contact the therapist).*

Colleagues1. Identify patient/client related questions and systematically locate and

critically appraise evidence that addresses the question.2. Educate colleagues and other health care professionals about the role,

responsibilities, and academic preparation of the physical therapist and scope

Skill Category Description of Minimum Skills

of physical therapist practice.3. Address relevant learning needs, convey information, and assess outcomes of

learning.4. Present contemporary topics/issues using current evidence and sound

teaching principles (ie, case studies, in-service, journal article review, etc.).

Practice Management Billing/Reimbursement Documentation Quality Improvement Direction and

Supervision Marketing and

Public Relations Patient Rights, Patient

Consent, Confidentiality, and HIPPA

Billing/Reimbursement1. Describe the legal/ethical ramifications of billing and act accordingly.2. Correlate/distinguish between billing and reimbursement.3. Include consideration of billing/ reimbursement in the plan of care.4. Choose correct and accurate ICD-9 and CPT codes.5. Contact insurance company to follow-up on a denial or ask for additional

services including Durable Medical Equipment (DME).6. Describe the implications of insurers’ use of the Guide on

billing/reimbursement.

Documentation of Care 1. Document patient/client care in writing that is accurate and complete

using institutional processes.*2. Use appropriate grammar, syntax, spelling, and punctuation in written

communication.3. Use appropriate terminology and institutionally approved abbreviations.4. Use an organized and logical framework to document care (eg, refer to the

Guide to Physical Therapist Practice, Appendix 5).*5. Conform to documentation requirements of the practice setting and

the reimbursement system.6. Accurately interpret documentation from other health care professionals.

Quality Improvement 1. Participate in quality improvement program of self, peers, and

setting/institution.2. Describe the relevance and impact of institutional accreditation (eg,

Joint Commision or CARF) on the delivery of physical therapy services.

Direction and Supervision of Physical Therapist Assistants (PTAs) and Other Support Personnel 1. Follow legal and ethical requirements for direction and supervision.2. Supervise the physical therapist assistant and/or other support personnel.3. Select appropriate patients/clients for whom care can be directed to

physical therapist assistants based on patient complexity and acuity, reimbursement, PTA knowledge/skill, jurisdictional law, etc.

4. In any practice setting, maintain responsibility for patient/client care by regularly monitoring care and patient progression throughout care provided by PTAs and services provided by other support personnel.

Marketing and Public Relations

1. Present self in a professional manner.2. Promote the profession by discussing the benefits of physical therapy in all

interactions, including presentations to the community about physical therapy.

Patient Rights, Patient Consent, Confidentiality, and Health Insurance Portability and Accountability Act (HIPAA)*

Skill Category Description of Minimum Skills

1. Obtain consent from patients/clients and/or caregiver for the provision of all components of physical therapy including*:

A. treatment-related*B. research*C. fiscal

2. Comply with HIPAA/FERPA regulations.*3. Act in concert with institutional “Patient Rights” statements and

advanced directives (eg, Living wills, Do Not Resuscitate (DNR) requests, etc.).

Informatics1. Use current information technology, including word-processing, spreadsheets,

and basic statistical packages.

Risk Management 1. Follow institutional/setting procedures regarding risk management.2. Identify the need to improve risk management practices.

Productivity1. Analyze personal productivity using the clinical facility’s system and implement

strategies to improve when necessary.Professionalism: Core Values Accountability Altruism Compassion/Caring Excellence Integrity Professional Duty Social Responsibility

Core Values 1. Demonstrate all APTA core values associated with professionalism.2. Identify resources to develop core values.3. Seek mentors and learning opportunities to develop and enhance the

degree to which core values are demonstrated.4. Promote core values within a practice setting.

Consultation 1. Provide consultation within the context of patient/client care with physicians, family and caregivers, insurers, and other health care providers, etc.

2. Accurately self-assess the boundaries within which consultation outside of the patient/client care context can be provided.

Evidence-Based Practice Impact of Research

on Practice

1. Discriminate among the levels of evidence (eg, Sackett).2. Access current literature using databases and other resources to answer

clinical/practice questions.3. Read and critically analyze current literature.4. Use current evidence, patient values, and personal experiences in making

clinical decisions.*5. Prepare a written or verbal case report.6. Share expertise related to accessing evidence with colleagues.

Skill Category Description of Minimum Skills

Communication Interpersonal Verbal Written

Interpersonal (including verbal, non-verbal, electronic)

1. Develop rapport with patients/clients and others.2. Display sensitivity to the needs of others.3. Actively listen to others.4. Engender confidence of others.5. Ask questions in a manner that elicits needed responses.6. Modify communication to meet the needs of the audience.7. Demonstrate congruence between verbal and non-verbal messages.8. Use appropriate grammar, syntax, spelling, and punctuation in

written communication.9. Use appropriate, and where available, standard terminology and abbreviations.10. Maintain professional relationships with all persons.11. Adapt communication in ways that recognize and respect the knowledge

and experiences of colleagues and others.

Conflict Management/Negotiation

1. Recognize potential for conflict.2. Implement strategies to prevent and/or resolve conflict.3. Seek resources to resolve conflict when necessary,

Cultural Competence 1. Elicit the “patient’s story” to avoid stereotypical assumptions.2. Utilize information about health disparities during patient/client care.3. Provide care in a non-judgmental manner.4. Acknowledge personal biases, via self-assessment or critical assessment of

feedback from others.5. Recognize individual and cultural differences and adapt behavior

accordingly in all aspects of physical therapy care.*

Promotion of Health, Wellness, and Prevention

1. Identify patient/client health risks during the history and physical via the systems review.

2. Take vital signs of every patient/client during each visit.3. Collaborate with the patient/client to develop and implement a plan to

address health risks.*4. Determine readiness for behavioral change.5. Identify available resources in the community to assist in the achievement

of the plan.6. Identify secondary and tertiary effects of disability.7. Demonstrate healthy behaviors.8. Promote health/wellness in the community.

Relationship to Vision 2020: Doctor of Physical Therapy; (Academic/Clinical Education Affairs Department, ext 3203)

Explanation of Reference Numbers:BOD P 00 - 00 - 00 - 00 stands for Board of Directors/month/year/page/vote in the Board of Directors Minutes; the "P" indicates that it is a position (see below). For example, BOD P11-97-06-18 means that this position can be found in the November 1997 Board of Directors minutes on Page 6 and that it was Vote 18.

P: Position | S: Standard | G: Guideline | Y: Policy | R: Procedure

Appendix A:San Jacinto College

Physical Therapist Assistant ProgramOrientation Agreement

Please read then, if you agree to the statement, initial each statement to the left. Please read the consequence of refusal to each statement. Sign and date at the bottom. (8 statements)

1. I consent that my written work or projects may be showed to other students for the purpose of learning although my grades will remain confidential.(If the student does not agree/initial the statement above, the student will be removed from the program. Sharing of written work and projects is an important part of the learning process in the PTA program.)

2. I consent that the results for my criminal background check may be released to San Jacinto College Physical Therapist Assistant Program.(If the student does not agree/initial the statement above, he or she will be removed from the program. The criminal background check is part of the requirements of the admissions process and may also be required to participate in particular clinical experiences.)

3. I agree to voluntarily participate in lab activities which include being a “patient” and to have palpation activities performed on me by other students or faculty. I am aware that it is my responsibility to notify my instructor of any injury, condition, or cultural/personal beliefs for which I should be excluded from acting as a patient. This is for my safety.(If the student does not agree/initial the statement above, he or she will be removed from the program. Participation in the lab activities as a “patient” is necessary for the learning of hands on skills. With agreement of the statement above it is understood students may refuse particular activities as a result of injury, condition, or cultural/personal beliefs. In such cases, the student must collaborate with the course instructor.)

4. I understand that as a student in the Physical Therapist Assistant Program, I will be videotaped and photographed at times either for school activities. I consent to be videotaped and photographed.(If the student does not agree/initial the statement above, the program will ensure that the student is not videotaped or photographed.)

5. I agree to allow my name, address, phone numbers, and email to be given to my classmates and my instructors.(If the student does not agree/initial the statement above, the program will not put that student’s information on the class contact information sheet that is handed out to all students in the program and will keep the students address, phone numbers and email confidential.)

1

6. I agree that a program representative may release information regarding my academic standing during the time I was a student in the Physical Therapist Assistant Program for the purpose of giving a reference letter by standard mail, email, fax or phone calls for a potential job position. This will only be done if the student requests a reference letter.(If the student does not agree/initial the statement above, the program will not release academic standing of the PTA student to anyone.)

7. In the event that a hospital or clinic that I participate in a clinical experience at requests my Social Security Number, I will allow the PTA program to submit it to them.(If the student does not agree/initial the statement above, it is the responsibility of the student to directly divulge information regarding his or her social security number to the hospital or clinic requesting such information).

8. I will allow the PTA Program to submit my Social Security number to any state board of physical therapy examiners that requests this information. Many states, including the state of Texas, require the program director to submit a letter of program completion that includes the student’s name and social security number in order for the student to be eligible for a physical therapist assistant license in that state.(If the student does not agree/initial the statement above, he or she will be responsible for communicating with the state board of physical therapy examiners and presenting the social security number in the method that the state determines appropriate.)

I have initialed the statements to which I agree and understand the consequences of each of the statements for which I did not agree to/initial. If you did not initial statements #1, 2, and 3, you will be removed from the program. The PTA program seeks to make accommodations to students in order to provide optimal learning experiences. However, in some circumstances we are unable to make complete accommodations and require cooperation of the students.

Print Name Student Signature

Faculty Member Signature

Revised 1/30/122

Appendix C:San Jacinto College – South

Physical Therapist Assistant Program

Midterm Counseling Report

Student Name:

Semester/Year:

Course: PTHA

Test Average: # of Absences

In Danger of Failing (circle one): Yes No

Action Plan:

Student comments:

Instructor Signature

Course: PTHA

Test Average: # of Absences

In Danger of Failing (circle one): Yes No

Action Plan:

Student comments:

Instructor Signature

Student Name:

Course: PTHA

Test Average: # of Absences

In Danger of Failing (circle one): Yes No

Action Plan:

Student comments:

Instructor Signature

Student Signature:

Instructors should meet with the student and discuss options such as counseling sessions to assist with better study patterns and refer them to the counseling center as a resource if needed. Discuss the student’s use of the instructor’s office hours for more one-on-one time with the instructor to improve comprehension of the material in the course. In the student comments section of the form, ask the student to briefly explain the circumstances resulting in their poor performance.

Have the student sign the form, the instructor sign the form, and give it to the program director.

The program director will review the form and place the original in the student file.

Appendix D:

Complaints FormIf you feel any of the students, staff, or faculty of the San Jacinto College Physical Therapist Assistant program has behaved in an unsafe or inappropriate manner, please complete the form and return it to the PTA department at 13735 Beamer Road, Houston TX 77089. Upon receipt of this form, the program director will evaluate the complaint and work towards a resolution for all parties involved. If the program director is unable to make a resolution, he or she will seek advice from the Health Science department chair and the Dean of Natural Sciences and Health Sciences.

Date:_

Complaint issued by:

Physical Therapist Assistant Program Director signature:

Health Sciences Department Chair signature:

Dean of Natural Sciences and Health Sciences signature:_ _

Incident:

Nature of Complaint:

Disposition (to be completed by Program Director, Health Science department chair, or Dean of Natural Sciences and Health Sciences):

Appendix E:

Resource Evaluation and Request Form

Date:---------Faculty Member: _

Please list the resources that you feel would have improved this course for next year:

Please list the resources that you need to have replaced in preparation for next year:

Safety/Incident ReportThe San Jacinto College Safety, Health and Risk Management Department

Appendix F:

If you were injured or you recognize a hazardous situation, please complete and submit to the Safety, Health and Risk Management Department by clicking on the SUBMIT button located at the bottom of this page.

This report was originated from:Central Campus South Campus North Campus

Date of Report:

District OfficesOff Site

Name of person completing this report: Check one: Faculty/Staff Visitor

Nature of Report:

Minor incident

Major catastrophe or serious incident

Immediate and clear hazard

Potential Hazard

Other

Date and time that incident or hazard was identified:

Specific location of the incident or hazard:

Name of individual(s) involved (if

applicable): Check one: Student Faculty/Staff Visitor

Name of witnesses:

Describe the incident or hazard:

Was College Police notified? Yes No

Who initially reported the situation, and to whom was the report made?

Was assistance provided by outside agencies? Yes No If Yes, indicate agency:

Was medical treatment offered?

Action taken, and if so by

whom?

Yes No

ADDITIONAL COMMENTS:

06.2015 Injured Workers Signature (if applicable)

SUPERVISOR’S Investigation of Accident ReportThe San Jacinto College Safety, Health and Risk Management Office

Appendix G:

Please complete and send this form to Ginger Lambert in the SHRM office via fax to (281) 998-6133 or via intercampus mail as soon as possible.

SECTION 1:

FOR PERSONAL INJURY ACCIDENTS COMPLETE ENTIRE REPORT! – NON-INJURY ACCIDENTS COMPLETE SECTION II AND

TIME OF ACCIDENT a.m. p.m.

DATE OF ACCIDENT CAMPUS

NAME OF INJURED EMPLOYEE

DATE INJURED STOPPED WORKING (Mo., Day, Year)

DOING HIS REGULAR WORK?

YES NO

HAD YOU INSTRUCTED HIM REGARDING HAZARDS OF HIS JOB?

YES NOOCCUPATION WHEN INJURED (Job Title)

WHAT WAS THE APPARENT NATURE OF EMPLOYEE’S INJURIES?

SECTION II: DESCRIPTION OF ACCIDENT

DID YOU SEE THIS ACCIDENT?

YES NO

WHO SAW THIS ACCIDENT?

UNSAFE CONDITIONS:WHAT WAS NOT SAFE CONCERNING THE MACHINE, TOOL, EQUIPMENT, PREMISES OR VEHICLE? WHY DID THE UNSAFE CONDITION EXISTS?

UNSAFE ACTS:WHAT DID ANYONE DO OR FAIL THAT LED TO THIS ACCIDENT? INDICATE REASONS FOR UNSAFE ACTS?

WHAT ACTION HAS BEEN OR SHOULD BE TAKEN TO PREVENT A SIMILAR ACCIDENT?

DATE (Mo., Day, Year) DEPARTMENT SIGNATURE OF SUPERVISOR

Emergency Contact/Medical Consent FormAppendix H:

Organization Date(s) of Activity

Student Information

Location of Activity

Name (Last, First, MI) Date of Birth Address City State/Zip

Emergency Contact (list at least one)

Telephone (home) Telephone (work/other) Telephone (mobile)

NameContact #1 Contact #2

Telephone Home Work Mobile

Address City/State/Zip

Relationship to Student(circle one)

Spouse Relative

Parent/Guardian Spouse Parent/GuardianFriend Relative Friend

Medical Information (attach extra pages if necessary) 1. Describe all prescription medications or special medical care you require. If none, write NONE.

2. Describe all medications to which you are allergic. If none, write NONE.

3. Describe all other allergies (including food) or special medical conditions. If none, write NONE.

4. Provide Name, City and Telephone number to your physician.

5. Are you covered under a medical/hospitalization insurance plan? If no, write NONE. If yes, provide the following information:

Insurance Company Policy Number Name of Insured Employer/Group Name

In the event of a serious medical emergency, I authorize San Jacinto College, its employees, and/or other agents (collectively the College) to secure medical transportation or treatment on my behalf. I understand that the College is not required to obtain medical transportation or care for me. I understand that the College will attempt to contact one of the individuals I have designated as an emergency contact. I authorize the College to release the information on this form to health care providers for the purpose of securing health care services for me. I understand and agree that I am responsible for all expenses, fees, or costs incurred as a result of the medical transportation or care secured for me by the College. I understand and agree that the College is not liable for any injury or damages that may occur as a result of medical treatment that I may receive.

Student Signature Date

Instru ctio nal Authorization Form and Release Agreement for College Sponsored TravelAppendix I:

Date Submitted: Campus: Central North South

PARTICIPANTS: Class Class Name/Number/Section

Faculty/Staff Member who will supervise trip:

If class field trip will other classes be missed? Yes

No PURPOSE OF

TRIP:

Destination City State Place Staying (if overnight) Phone #

Departure: Date Time

Return: Date Time

Release Agreement: It is understood that neither San Jacinto College, nor any of its trustees, officers or employees are liable for any accident of injuries that may occur to the below-named students as a result of any aspect of his/her participation in this activity.

I agree to indemnify and hold San Jacinto College harmless from all claims made by third parties which result from the below-named student’s actions while participating in this activity. I, the undersigned, have read this student acknowlegement and release and understand all of its terms. I have executed it voluntarily.

I agree to abide by the Code of Student Conduct including but not limited to Section 3.9 stating: Alcohol usage, regardless of age, is strictly prohibited at any off-campus, college authorized activity or travel.

Trip Approved Trip Not Approved

Instructor Date

Department Chair Date

Instructional Dean Date

Dean of Student Development Date

Students Making TripPlease sign name legibly.

Student Name (Printed) Signature G#

Instructor: Instructor G#: Course and Section Number:Lesson Topic:Campus:Department:Observer:Number of students:Date of Observation:

San Jacinto College Faculty Feedback Form

Directions: Each section must contain specific comments including examples to illustrate the observer’s point and suggestions for improvement where applicable. Observer’s comments are not limited to the suggested descriptors. The observer or Department Chair will use this form as a foundation for formative discussions with the faculty member.

Blackboard minimum presence observed for these required components:Date Reviewed: Official college course syllabus made available by first class day Faculty contact information made available by first week of class Active use of the Grade Center

Descriptor CommentsInstructor Delivery:

a) Demonstrates concern that students understand material.

b) Demonstrates mastery of subject.c) Uses technology appropriately.d) Demonstrates energy and enthusiasm

for teaching.e) Maintains professionalism

(demeanor and appearance).f) Uses an effective variety of

delivery methods.g) Uses approved course texts

and supplements.h) Uses relevant examples.i) Maintains reasonable order.j) Welcomes a variety of perspectives.k) Adheres to scheduled class time.

Student Engagement:

a) Participates actively in lecture, discussion, and learning activities.

b) Demonstrates civility and respect.c) Uses course materials.

Lesson Content:

a) Follows district-approved college course syllabus.

b) Addresses clear learning objectives.c) Progresses logically.d) Uses class time efficiently.e) Includes critical thinking or analysis.

Operational Duties:

a) Arrives to class on time.b) Submits paperwork on or before due

date.c) Responds to departmental

communications in a timely manner.

d) Instructor maintains professional rapport and mutual respect with both students and colleagues.

Additional Observer Comments:

Department Chair Comments:

Instructor Comments:

Observer’s Signature Date

Department Chair’s Signature_ Date

Instructor’s Signature_ _Date

San Jacinto ClinicalFaculty Feedback Form

Instructor: Instructor G#: Course and Section Number: Lesson Topic: Campus: Department: Observer: Number of students: Date of Observation:

Directions: Each section must contain specific comments including examples to illustrate the observer’s point and suggestions for improvement where applicable. Observer’s comments are not limited to the suggested descriptors. The observer or Department Chair will use this form as a foundation for formative discussions with the faculty member.

Blackboard minimum presence observed for these required components:Date Reviewed:

______________ Official college course syllabus made available by first class day______________ Faculty contact information made available by first week of class______________ Active use of the Grade Center______________ Clinical Assignments/Rotations (if applicable)

Descriptor CommentsInstructor Delivery:

a) Demonstrates expertise in subject matter (mastery of course content and currency in subject matter)

b) Demonstrates mastery of teaching strategies and style of instruction

c) Demonstrates an awareness of demeanor, vocabulary, grammar, articulation and professional appearance (Presentation and delivery)

d) Provides appropriate and constructive feedback in a timely manner (verbally and/or graded work)

Student Engagement:

a) Students are actively engaged and participating in clinical procedures

b) Provides opportunities and environment conducive to student learning and involvement

c) Motivates students to perform clinical expectations and clinical skills

d) Welcomes questions and is responsive

to student needs.

Organization:

a) Course objectives are clearly stated and available for student review throughout the semester

b) Begins and ends clinical course on timec) Student rotations/assignments are

clearly identified and available for student review

Management and Supervision:

a) Students are in assigned areas/rotations with assigned hospital/clinical staff

b) Instructor is readily available for student questions, issues, and testing

c) Instructor acts as liaison between hospital staff and clinical coordinator

d) Instructor maintains professional rapport and mutual respect with both students and hospital/clinical staff

Additional Observer Comments:

Department Chair Comments: Overall Employee Performance (operational duties, paperwork submission, time management)

Instructor Comments:

Observer’s Signature________________________________________________Date___________________

Department Chair’s Signature_________________________________________Date___________________

Instructor’s Signature________________________________________________Date___________________