Physical Therapist Assistant Program Clinical Education ......Physical Therapist Assistants who are...

Physical Therapist Assistant Program

Clinical Education Handbook

Vice Presidency of Academic Affairs

2017 - 2018

Clinical Education Handbook – PTA Program

II

a

Table of Contents

Table of Contents ........................................................................................................................................... ii

List of Tables ............................................................................................................................................... viii

Table of Figures .......................................................................................................................................... viii

Message from the PTA Program Coordinator ................................................................................................. 1

Introduction ..................................................................................................................................................... 2

PTA Program Organizational Chart ................................................................................................................ 3

Faculty Directory ............................................................................................................................................. 4

Program Coordinator .................................................................................................................................. 4

Academic Coordinator of Clinical Education (ACCE) .............................................................................. 4

Full-time Faculty ........................................................................................................................................ 4

Part-time Faculty ........................................................................................................................................ 4

Policies and Information ................................................................................................................................. 5

Non-Discrimination Policy ......................................................................................................................... 5

ADA Information ....................................................................................................................................... 5

Students with Disabilities Policy ................................................................................................................ 5

Accreditation Status .................................................................................................................................... 5

Abbreviations used throughout this Manual .................................................................................................... 6

Accrediting Commission of Career Schools and Colleges .............................................................................. 6

Atenas College ................................................................................................................................................ 7

Institutional Vision Statement .................................................................................................................... 7

Institutional Mission Statement .................................................................................................................. 7

Vice Presidency of Academic Affairs ........................................................................................................ 7

Vision Statement of the Vice Presidency for Academic Affairs................................................................. 7

Mission Statement of the Vice Presidency for Academic Affairs .............................................................. 7

PTA Program Overview ............................................................................................................................. 8

PTA Program Philosophy ........................................................................................................................... 9


III

PTA Program Vision Statement ................................................................................................................. 9

PTA Program Mission Statement ............................................................................................................... 9

Program Values ........................................................................................................................................ 10

Standards of Ethical Conducts....................................................................................................................... 10

Standard 1A .............................................................................................................................................. 11

Standard 2A .............................................................................................................................................. 11

Standard 3C .............................................................................................................................................. 11

Standard 3E .............................................................................................................................................. 11

Standard 4 ................................................................................................................................................. 11

Standard 4C .............................................................................................................................................. 12

Standard 4E .............................................................................................................................................. 12

Standard 5D and 5E .................................................................................................................................. 13

Standard 6A .............................................................................................................................................. 13

Standard 8A .............................................................................................................................................. 14

Program Goals and Outcomes ....................................................................................................................... 15

Goal #1 ..................................................................................................................................................... 15

Goal #2 ..................................................................................................................................................... 15

Goal #3 ..................................................................................................................................................... 15

Student Learning Outcomes – Graduate Profile Competencies .................................................................... 16

Student Learning Outcomes ..................................................................................................................... 16

Curriculum .................................................................................................................................................... 17

Curricular Conceptual Model ................................................................................................................... 17

Curricular Conceptual Model ................................................................................................................... 17

Curricular Plan .......................................................................................................................................... 17

General Education, Science, and Mathematics Courses ........................................................................... 18

Table 1. General Education, Science, and Mathematics Courses ........................................................ 18

Technical Courses .................................................................................................................................... 18

Table 2. Technical Courses .................................................................................................................. 18

Program Breakdown ................................................................................................................................. 18


IV

Table 3. Program Breakdown .............................................................................................................. 18

Course Descriptions .................................................................................................................................. 19

Table 4. PTA Program Course Descriptions ........................................................................................ 19

Placement of PTA Program Students in Clinical Education Sites ................................................................. 23

Policy ........................................................................................................................................................ 23

Procedure: ................................................................................................................................................. 23

Clinical Education Requirements .................................................................................................................. 24

Table 5. Basic Requirements for Clinical Education: .......................................................................... 24

Procedure .................................................................................................................................................. 24

Management of Clinical Database ................................................................................................................. 25

Clinical Education .................................................................................................................................... 25

Clinical Education Site Selection Criteria ................................................................................................ 26

PTA Program Preceptor or Clinical Instructor Selection Criteria ................................................................. 27

Policy ........................................................................................................................................................ 27

Clinical Responsibilities ........................................................................................................................... 27

Rule .......................................................................................................................................................... 27

Responsibilities of Clinical Coordinators ................................................................................................. 27

Responsibilities of the Clinical Instructor ................................................................................................ 28

Responsibilities of the Academic Coordinator of Clinical Education (ACCE) ........................................ 28

Responsibilities of the Program ................................................................................................................ 28

Student Responsibilities ........................................................................................................................... 28

Rights of the Clinical Education Faculty ....................................................................................................... 29

Rule .......................................................................................................................................................... 29

Procedure .................................................................................................................................................. 29

Clinical Learning Outcomes / Assessment .................................................................................................... 30

Course Learning Outcomes for Clinical Practice I and II. ........................................................................ 30

PTA 2201 – Clinical Education I. ............................................................................................................. 32

PTA 2202 – Clinical Education II. ........................................................................................................... 32

Critical Safety / Performance Elements. ................................................................................................... 33


V

Development of Competencies throughout the Curriculum. .................................................................... 33

Table 6. Development of Competencies throughout the Curriculum .................................................. 33

Summary of courses approved according to the locations of clinical practice. ........................................ 38

Table 7. Summary of courses approved according to the locations of clinical practice ...................... 38

Development of the Clinical Affiliation ........................................................................................................ 39

Procedure .................................................................................................................................................. 39

Student Dress Code and Conduct for Clinical Practice ................................................................................. 40

Rule .......................................................................................................................................................... 40

Professional Behavior in the Clinic ............................................................................................................... 41

Identification............................................................................................................................................. 41

Documentation ......................................................................................................................................... 41

Environmental Adjustment ....................................................................................................................... 42

Legal Issues .............................................................................................................................................. 42

Behavior ................................................................................................................................................... 43

Parking ...................................................................................................................................................... 43

Communication ........................................................................................................................................ 43

Clinical Attendance ....................................................................................................................................... 44

Rule .......................................................................................................................................................... 44

Procedure for Missed Examination/Practical/Presentation. ...................................................................... 44

Procedure for Missed Clinical Attendance. .............................................................................................. 44

Clinical Grading ............................................................................................................................................ 45

Rule .......................................................................................................................................................... 45

Students Experiencing Difficulty in Clinical Rotation ............................................................................. 45

Procedure .................................................................................................................................................. 45

Clinical Program Assessment ........................................................................................................................ 45

Policy ........................................................................................................................................................ 45

Procedure .................................................................................................................................................. 45

Program Evaluation by Clinical Instructors .............................................................................................. 45

Program Evaluation by the ACCE ............................................................................................................ 45


VI

Program Evaluation by Students .............................................................................................................. 46

Clinical Safety Guidelines ........................................................................................................................ 46

Infection control ....................................................................................................................................... 46

Clinical education site safety .................................................................................................................... 46

Standard Precautions ................................................................................................................................ 46

CDC standard precautions for infection control. ...................................................................................... 47

Exposure to Blood and Pathogens ................................................................................................................. 49

Protocol .................................................................................................................................................... 49

Purpose ..................................................................................................................................................... 49

Scope ........................................................................................................................................................ 49

Accident or injury while in the clinical setting .............................................................................................. 51

Accidental Sharp Injuries .............................................................................................................................. 51

Procedure .................................................................................................................................................. 51

Emergency Situations during Clinical Experience ................................................................................... 51

Smoking .................................................................................................................................................... 51

Health Insurance ....................................................................................................................................... 51

Policy on Student Claims and Complaints .................................................................................................... 52

Purpose ..................................................................................................................................................... 52

Procedure .................................................................................................................................................. 52

Accrediting Commission of Career School and Colleges ............................................................................. 53

Right to due process for students and faculty ........................................................................................... 53

Patient’s Informed Consent ...................................................................................................................... 53

Procedure .................................................................................................................................................. 54

Clinical Supervision of Student Physical Therapist Assistants ................................................................ 54

Supervision of Student Physical Therapist Assistants [APTA Position] .................................................. 54

Supervision and Direction of the Physical Therapist Assistant ................................................................ 55

Regardless of the setting in which the physical therapy service is provided, the following responsibilities

must be borne solely by the physical therapist: ...................................................................................................... 55


VII

In determining the appropriate extent of assistance from the physical therapist assistant (PTA), the

physical therapist considers: ................................................................................................................................... 56

Supervision of the Physical Therapist Assistant ....................................................................................... 56

The American Physical Therapy Association recognizes the following levels of supervision for the

Physical Therapist Assistant (Levels of Supervision HOD P06-00-15-26): ........................................................... 57


VIII

List of Tables

Table 1. General Education, Science, and Mathematics Courses ................................................................................ 17

Table 2. Technical Courses.......................................................................................................................................... 17

Table 3. Program Breakdown ...................................................................................................................................... 17

Table 4. PTA Program Course Description ................................................................................................................. 18

Table 5. Basic Requirements for Clinical Education ................................................................................................... 23

Table 6. Development of Competencies throughout the Curriculum .......................................................................... 32

Table 7. Summary of Courses Approved according to the Locations of Clinical Practice .......................................... 37

Table of Figures

Figure 1. PTA Program Organizational Chart ............................................................................................................... 3

Figure 2. PTA Curricular Conceptual Model .............................................................................................................. 16


1

Message from the PTA Program Coordinator

Dear Student:

Welcome to the Atenas College Associate Degree Program in Physical Therapist

Assistant (PTA). You have been selected among the best candidates to be part of

the PTA program; you stand now on a privileged place to walk your first steps

towards becoming a PTA.

Atenas College is committed to prepare competent physical therapist assistants to

work under the direction and supervision of a physical therapist in safe, legal-

ethical way. You will have the support of a committed faculty that will accompany

you step-by-step throughout your training as a health professional. We will provide

all the necessary tools for your formation and practical learning, which integrate

Atenas College Simulation and Clinical Learning Center (Simulated Hospital) with

fully equipped laboratories for the development of the competencies established in

the program.

It is important to realize that in the road to success, your commitment, passion, and

dedication are key to reach the best results to perform as a Physical Therapist

Assistant and to triumph in your board exam. I trust that your experience in the

program will very satisfying and enriching.

Once again, welcome!

Naborí Benítez Viera, PTA, MPhEd

PTA Program Coordinator


2

Introduction

This handbook aims to provide a guide for students, clinical instructors, and center

coordinators of clinical education, among others, to ensure high quality clinical

experiences directed to promote the student learning process. Clinical experiences

provide students with the opportunity to integrate and apply knowledge, skills, and

professional values and attitudes. The integration of knowledge and skills that

occurs in the clinical setting provides the opportunity for developing competent

Physical Therapist Assistants who are able to perform within their scope of

practice, according to the standards of physical therapy care, including the ability to

interact with patients, families, physical therapists, and other health care

professionals. Good, collaborative relationships between clinical education sites

and the academic program are the key to successful clinical experiences. Atenas

College administration is committed to develop and maintain coordinated, efficient,

and fruitful associations with clinical instructors and clinical site administrators.

Clinical experience goals include:

● Integrating previously learned knowledge and skills into the clinical

scenario.

● Apply the Physical Therapy Assistant standards of conduct, exhibiting

commitment to the physical therapy core values in all interactions

with patients, families, clinical instructors, and others.

● Attain Physical Therapist Assistant entry-level competencies to

perform procedures within the scope of practice.


3

PTA Program Organizational Chart

Figure 1. PTA Program Organizational Chart

Governing Board

Dr. María L. Hernández

President

Widalys González Ortiz

VP for Academic Affairs

Dr. Cenia Romano Ramírez

Associate VP for Academic Affairs

Naborí Benítez Viera

PTA Program Coordinator

Program FacultyAcademic

Coordinator of Clinical Education

Clinical Faculty

Consultants


4

Faculty Directory

Program Coordinator Naborí Benítez Viera, PTA, MPhEd

[email protected]

Phone: 787-529-3334

Office location: Annex C

Second Floor

Academic Coordinator of

Clinical Education (ACCE) Elda Santiago

[email protected]

Phone: 787-479-0730


Second Floor

Full-time Faculty Yadira Rodríguez

[email protected]

Phone: 787-638-5534


Part-time Faculty Joan Morales

[email protected]

Office Location: Annex C

Noelia Gómez

[email protected]

Office Location: Annex C

mailto:[email protected]






5

Policies and Information

Non-Discrimination Policy All students admitted to the PTA Program must adhere and comply with the

institutional non-discrimination policy.

Atenas College guarantees equal opportunity in all its educational programs,

services, and benefits. This institution does not discriminate for reasons of race,

color, religion, gender, origin, disability, age, marital status, physical appearance,

political affiliation, or any other classification protected by the provisions of title

IV of the Amendments to Education of 1992, the American with Disabilities Act,

and any other federal or state law or regulation applicable.

ADA Information Atenas College complies with the dispositions of the American with Disabilities

Act of 1990, Section 504 of the Amended Federal Rehabilitation Act of 1973,

Section 508 of the Rehabilitation Act of 20000, and the ADAAA of 2009 to ensure

equal access to education, facilities, services, and activities. Confidentiality is

guaranteed.

Students with Disabilities

Policy In harmony with its mission and vision statements, Atenas College has established

this policy to ensure students with disabilities receive equal services in the

academic and clinical education area.

1. The student shall notify the admission staff of any disability while in the

admission process.

2. At the beginning of each academic session, the student will relate the

information on his/her condition to the professor or an authorized academic

representative.

3. The professor or authorized academic representative will in turn, forward the

information, in writing, to the counselor and program director for the

corresponding action (safeguarding confidentiality of the information).

4. The counselor is responsible of interviewing the student and offering guidance

about his/her rights, and the services available at the institution.

5. If the student accepts the services offered, he/she must complete the

Reasonable Accommodation Request form (see Appendix 1), to initiate the

process. The Counselor is responsible for keeping a file for the proper follow

up. A copy of said file shall be kept in the student’s academic record in the

Office of the Registrar.

Accreditation Status Atenas College PTA Program is approved by the Puerto Rico Council of Education

and the Accrediting Commissions of Schools and Careers (ACCSC). The current

Accreditation Status with the Commission on Accreditation for Physical

Therapy Education (CAPTE) is as follows:

Effective November 11, 2015, Physical Therapist Assistant Program/Atenas

College has been granted Candidate for Accreditation status by the Commission on

Accreditation in Physical Therapy Education (1111 North Fairfax Street,

Alexandria, VA, 22314; phone: 703-706-3245; email: [email protected]).

Candidate for Accreditation is a pre-accreditation status of affiliation with the

Commission on Accreditation in Physical Therapy Education that indicates that the

program is progressing toward accreditation and may matriculate students in

technical courses. Candidate for Accreditation is not an accreditation status nor

does it assure eventual accreditation.


6

Abbreviations used throughout this Manual

ACCSC Accrediting Commission of Career Schools and Colleges

AC Atenas College

CAPTE Commission on Accreditation for Physical Therapy Education

ACCE Academic Coordinator for Clinical Education

CCCE Center Coordinator for Clinical Education

CI Clinical Instructor

PT Physical Therapist

PTA Physical Therapist Assistant

APTA American Physical Therapy Association


7

Atenas College

Atenas College was founded under the leadership of Dr. María L. Hernández, on

October 7, 1996, in Manatí, Puerto Rico. It is currently accredited by the

Accrediting Commission of Career Schools and Colleges (ACCSC), and offers

technical certificates, associate and bachelor degrees in health-related areas.

Atenas College stands out for integrating clinical simulation laboratories for the

development of clinical competencies.

Institutional Vision

Statement To be a vanguard, pertinent, enterprising, and proactive institution of higher

education, nationally and internationally recognized; establishing collaboration

alliances that will make it socially and fiscally sustainable.

Institutional Mission

Statement We are a higher education institution that offers academic options in various

modalities, that integrates arts, science, information technologies, and

communication. We promote a culture of service focused on the student of the

Puerto Rican and worldwide community, fostering a humanistic and

comprehensive formation that increases the competencies of the individual.

Vice Presidency of

Academic Affairs The Vice Presidency for Academic Affairs as the purpose of promoting,

supervising, and coordinating all academic aspects of the units, upholding the

highest standards of excellence in teaching and service. Responsible for the

planning, development, and assessment of academic programs, this team is

comprised of the Vice President for Academic Affairs, two Associate Vice

Presidents for Academic Affairs, the Associate Vice President for Academic and

Administrative Affairs, the Simulation and Clinical Learning Center Director, the

Registrar, and the Program Directors and Coordinators.

Vision Statement of the Vice

Presidency for Academic

Affairs

In line with Atenas College vision statement, the Vice Presidency for Academic

Affairs, provides academic services and maintains a diverse academic offering that

integrates general, core, and professional competencies. Through the

implementation of our educational model and the development of curricular and

extracurricular activities, we promote a humanistic formation that increases the

competencies of our students.

Mission Statement of the

Vice Presidency for

Academic Affairs

The mission statement of the Vice Presidency for Academic Affairs is to be the

engine that drives the institution to a competitive level, graduating competent

students who are committed to the community to which they serve. To use

technology to provide excellence service and promote agility in academic

processes. To be at the forefront of higher education in Puerto Rico through the

integration of strategies and novel modalities that respond to the needs of the

student of the 21st Century.


8

PTA Program Overview The Associate Degree Program in Physical Therapists Assistant is authorized to

operate by the Puerto Rico Council of Education. It has also begun the process to

obtain candidacy status for professional accreditation by the Commission on

Accreditation in Physical Therapy Education (CAPTE).

The PTA Program faculty is committed with the continuous development of

professional and teaching skills aimed to engage students in an active and effective

learning environment.

Furthermore, students will be capable of showing evidence of skills in planning;

instructional delivery including mastery of course content; and student learning

assessment consistent with an enriched and active environment.

The PTA Program is expected to provide integrated, state of the art, high-quality

hands-on training experiences, through simulation laboratories, peer-practice

laboratories, and supervised clinical experiences to promote the achievement of the

graduate profile and program outcomes. The Program has three laboratories with

the equipment and materials needed for skills development, which are part of the

Simulation and Clinical Learning Center.

In compliance with CAPTE rules and standards, the PTA Program exceeds 125%

of clinical education sites evidenced with letters of intent and agreements. These

clinical sites will provide students with the opportunity to demonstrate achievement

of the expected competencies.

The PTA Program Advisory Committee, comprised by Physical Therapists and

Physical Therapist Assistants, provides informed guidance and advisement to the

program. In addition, the program has consultants in clinical and education areas.

The PTA Program is committed to enable our graduates to provide high quality

clinical care as entry-level PTA under the direction and supervision of a Physical

Therapist.


9

PTA Program Philosophy The Associate Degree Program in Physical Therapist Assistant, in line with the

philosophy of Atenas College and that of its Degree Division, is committed to

develop Physical Therapist Assistants that have the knowledge, the abilities, the

values, and the competencies expected for this level of training, and know their

capabilities, acknowledge their opportunities for development, assume

responsibility for themselves, and respond within their capabilities, to the social

needs of health and wellbeing.

We believe that internal reflection of the human being is continuous, as part of the

interaction with its context. Variations of this context, as well as its interpretation,

determine thoughts, acts, and the capability for adaptation, which constitute part of

the growing and development processes. The human being is influenced by past

and present experiences, heritage and environment, and through reflective action

and self-criticism is capable of learning and become an educated person. The PTA

Program faculty is committed to establish and maintain an enriched environment,

which promotes active learning of the technical skills necessary to perform as a

Physical Therapist Assistant, through flexibility, openness, respect, appreciation of

differences, and the use of strategies and learning and evaluating contemporary

techniques that promote integration of “knowing”, “valuing”, and “doing”.

We believe in the fundamental value of optimum health. Likewise, we have

adopted the understanding that the human being is capable of such health state

through dynamic and continuous interaction between their health condition,

environmental or context factors, and personal factor. Physical Therapy directly

contributes to achieving an optimum health state, to minimize consequences of

illness, and to improve the quality of life of the patient, providing care centered in

their needs and problems.

We prepare students who are capable of assuming their duty to serve in a

responsible, effective, ethical, safe, and legal way, toward the profession, patients

and their family and significant others, as well as to society; and capable of

exhibiting a conduct based on each of the values expected from Physical Therapist

Assistants, as adopted by the American Physical Therapy Association in January,

2011.

PTA Program Vision

Statement In line with the institutional vision statement, the vision statement of the Associate

Degree Program in Physical Therapist Assistant is to be an educational program

known for its excellence in learning through innovative strategies, among which

simulation stands out. We expect the program to be distinguished for its input to

the educational field, developing competent professionals and establishing

collaboration alliances at a local, national, and international level in addition to

being leaders in Physical Therapist Assistants training.

PTA Program Mission

Statement In line with the institutional mission statement, the mission statement of the

Associate Degree Program in Physical Therapist Assistant is to provide student

training aimed to develop the expected competencies for an entry-level Physical

Therapist Assistant, and to work under the direction and supervision of a Physical

Therapist in a safe, ethical, and legal manner. Furthermore, the program seeks to

develop graduates who can assume responsibility for themselves and to respond,

within their scope of practice, to the needs of health and wellbeing of the

community.


10

Program Values

The PTA Program management adopts the core values of the Physical Therapist

Assistant as defined by the American Physical Therapy Association1 and is

committed to base all its actions in such values. Student conduct must show

adherence to these values in all its actions within the program, including visits and

clinical experiences in clinical education sites. The core values of the Physical

Therapist Assistant are:

Altruism – Altruism is the main consideration or devotion for the

patient/client’s interest, assuming the responsibility of placing their needs

before the PTA’s own.

Care and Compassion – Compassion is the desire to identify with or feel

something for the experience of others, a precursor to care. Care is the

preoccupation, empathy, and consideration for the needs and values of others.

Ongoing Competency – Ongoing competency is the permanent process of

maintaining and documenting through continuous self-evaluation, the

development and implementation of a personal learning plan and subsequent

reevaluation.

Duty – Duty is the commitment to meet the proper obligations to provide

efficient physical therapy services to individual patients/clients, to serve the

profession, and to influence society’s health in a positive way.

Integrity – Integrity is the firm adherence to high principles or ethical

standards; truthfulness, impartiality, to do what you say you are going to do,

and to talk “straight” about why you are doing what you are doing.

PT/PTA Collaboration - The PT/PTA team works united within their

respective roles to reach optimum patient/client care and improve the general

rendering of physical therapy services.

Responsibility – Responsibility is the active accepting of roles, obligations,

and actions of the PTA, including conducts that positively influence the

outcomes of the patient/client, the profession, and the health needs of society.

Social Responsibility – Social responsibility is the promotion of mutual trust

between the PTA as a member of the profession, and the public that needs to

respond to the social needs of health and wellbeing.

Standards of Ethical Conducts

The PTA Program management adopts the Standards of Ethical Conduct of the

Physical Therapist Assistant as defined by the American Physical Therapy

Association 2 and is committed to act according to these. The student must exhibit

compliance with theses ethical principles in all their actions within the program,

including the field and clinical experiences. The standards of ethical conduct of the

PTA are:

2 Physical Therapist Assistant Standards of Ethical Conduct. American Physical Therapy Association. Retrieved from:

http://www.apta.org/uploadedFiles/APTAorg/Practice_and_Patient_Care/Ethics/GuideforConductofthePTA.pdf.. April 2015.

http://www.apta.org/uploadedFiles/APTAorg/Practice_and_Patient_Care/Ethics/GuideforConductofthePTA.pdf


11

Standard 1A Respect: Physical therapist assistants shall act in a respectful manner toward each

person regardless of age, gender, race, nationality, religion, ethnicity, social or

economic status, sexual orientation, health condition, or disability.

Interpretation: Standard 1A addresses the display of respect toward others.

Unfortunately, there is no universal consensus about what respect looks like in

every situation. For example, direct eye contact is viewed as respectful and

courteous in some cultures and inappropriate in others. It is up to the individual to

assess the appropriateness of behavior in various situations.

Standard 2A Altruism – 2A. Physical therapist assistants shall act in the best interests of

patients/clients over the interests of the physical therapist assistant.

Interpretation: Standard 2A addresses acting in the best interest of patients/clients

over the interests of the physical therapist assistant. Often this is done without

thought, but sometimes, especially at the end of the day when the clinician is

fatigued and ready to go home, it is a conscious decision. For example, the physical

therapist assistant may need to make a decision between leaving on time and

staying at work longer to see a patient who was 15 minutes late for an appointment.

Standard 3C Sound Decisions – 3C. Physical therapist assistants shall make decisions based

upon their level of competence and consistent with patient/client values.

Interpretation: To fulfill 3C, the physical therapist assistant must be

knowledgeable about his or her legal scope of work as well as level of competence.

As a physical therapist assistant gains experience and additional knowledge, there

may be areas of physical therapy interventions in which he or she displays

advanced skills. At the same time, other previously gained knowledge and skill

may be lost due to lack of use. To make sound decisions, the physical therapist

assistant must be able to self-reflect on his or her current level of competence.

Standard 3E Supervision - 3E. Physical therapist assistants shall provide physical therapy

services under the direction and supervision of a physical therapist and shall

communicate with the physical therapist when patient/client status requires

modifications to the established plan of care.

Interpretation: Standard 3E goes beyond simply stating that the physical therapist

assistant operates under the supervision of the physical therapist. Although a

physical therapist retains responsibility for the patient/client throughout the episode

of care, this standard requires the physical therapist assistant to take action by

communicating with the supervising physical therapist when changes in the

patient/client status indicate that modifications to the plan of care may be needed.

Further information on supervision via APTA policies and resources is available on

the APTA Web site.

Standard 4 Integrity in Relationships - 4: Physical therapist assistants shall demonstrate

integrity in their relationships with patients/clients, families, colleagues, students,

other health care providers, employers, payers, and the public.

Interpretation: Standard 4 addresses the need for integrity in relationships. This is

not limited to relationships with patients/clients, but includes everyone physical

therapist assistants come into contact with in the normal provision of physical

therapy services. For example, demonstrating integrity could encompass working

collaboratively with the health care team and taking responsibility for one’s role as

a member of that team.


12

Standard 4C Reporting - 4C. Physical therapist assistants shall discourage misconduct by health

care professionals and report illegal or unethical acts to the relevant authority, when

appropriate.

Interpretation: When considering the application of “when appropriate” under

Standard 4C, keep in mind that not all allegedly illegal or unethical acts should be

reported immediately to an agency/authority. The determination of when to do so

depends upon each situation’s unique set of facts, applicable laws, regulations, and

policies.

Depending upon those facts, it might be appropriate to communicate with the

individuals involved. Consider whether the action has been corrected, and in that

case, not reporting may be the most appropriate action. Note, however, that when

an agency/authority does examine a potential ethical issue, fact finding will be its

first step. The determination of ethicality requires an understanding of all of the

relevant facts, but may still be subject to interpretation.

The EJC Opinion titled: Topic: Preserving Confidences, Physical Therapist's

Reporting Obligation With Respect to Unethical, Incompetent, or Illegal Acts

provides further information on the complexities of reporting.

Standard 4E Exploitation - 4E. Physical therapist assistants shall not engage in any sexual

relationship with any of their patients/clients, supervisees, or students.

Interpretation: The statement is fairly clear – sexual relationships with their

patients/clients, supervisees or students are prohibited. This component of Standard

4 is consistent with Standard 4B, which states:

4B. Physical therapist assistants shall not exploit persons over whom they have

supervisory, evaluative or other authority (eg, patients/clients, students,

supervisees, research participants, or employees).

Next, consider this excerpt from the EJC Opinion titled Topic: Sexual

Relationships With Patients/Former Patients (modified for physical therapist

assistants):

A physical therapist [assistant] stands in a relationship of trust to each patient and

has an ethical obligation to act in the patient's best interest and to avoid any

exploitation or abuse of the patient. Thus, if a physical therapist [assistant] has

natural feelings of attraction toward a patient, he/she must sublimate those feelings

in order to avoid sexual exploitation of the patient.

One’s ethical decision making process should focus on whether the patient/client,

supervisee or student is being exploited. In this context, questions have been asked

about whether one can have a sexual relationship once the patient/client

relationship ends. To this question, the EJC has opined as follows:

The Committee does not believe it feasible to establish any bright-line rule for

when, if ever, initiation of a romantic/sexual relationship with a former patient

would be ethically permissible.

The Committee imagines that in some cases a romantic/sexual relationship would

not offend ... if initiated with a former patient soon after the termination of

treatment, while in others such a relationship might never be appropriate.


13

Standard 5D and 5E Colleague Impairment - 5D. Physical therapist assistants shall encourage

colleagues with physical, psychological, or substance-related impairments that may

adversely impact their professional responsibilities to seek assistance or counsel.

5E. Physical therapist assistants who have knowledge that a colleague is unable to

perform their professional responsibilities with reasonable skill and safety shall

report this information to the appropriate authority.

Interpretation: The central tenet of Standard 5D and 5E is that inaction is not an

option for a physical therapist assistant when faced with the circumstances

described. Standard 5D states that a physical therapist assistant shall encourage

colleagues to seek assistance or counsel while Standard 5E addresses reporting

information to the appropriate authority.

5D and 5E both require a factual determination on the physical therapist assistant’s

part. This may be challenging in the sense that you might not know or it might be

difficult for you to determine whether someone in fact has a physical,

psychological, or substance-related impairment. In addition, it might be difficult to

determine whether such impairment may be adversely affecting someone’s work

responsibilities.

Moreover, once you do make these determinations, the obligation under 5D centers

not on reporting, but on encouraging the colleague to seek assistance. However, the

obligation under 5E does focus on reporting. But note that 5E discusses reporting

when a colleague is unable to perform, whereas 5D discusses encouraging

colleagues to seek assistance when the impairment may adversely affect his or her

professional responsibilities. So, 5D discusses something that may be affecting

performance, whereas 5E addresses a situation in which someone is clearly unable

to perform. The 2 situations are distinct. In addition, it is important to note that 5E

does not mandate to whom you report; it gives you discretion to determine the

appropriate authority.

The EJC Opinion titled Topic: Preserving Confidences, Physical Therapist's

Reporting Obligation With Respect to Unethical, Incompetent, or Illegal Acts

provides further information on the complexities of reporting.

Standard 6A Clinical Competence - 6A. Physical therapist assistants shall achieve and maintain

clinical competence.

Interpretation: 6A should cause physical therapist assistants to reflect on their

current level of clinical competence, to identify and address gaps in clinical

competence, and to commit to the maintenance of clinical competence throughout

their career. The supervising physical therapist can be a valuable partner in

identifying areas of knowledge and skill that the physical therapist assistant needs

for clinical competence and to meet the needs of the individual physical therapist,

which may vary according to areas of interest and expertise. Further, the physical

therapist assistant may request that the physical therapist serve as a mentor to assist

him or her in acquiring the needed.


14

Standard 8A Support - Health Needs - 8A. Physical therapist assistants shall support

organizations that meet the health needs of people who are economically

disadvantaged, uninsured, and underinsured.

Interpretation: 8A addresses the issue of support for those least likely to be able to

afford physical therapy services. The Standard does not specify the type of support

that is required. Physical therapist assistants may express support through

volunteerism, financial contributions, advocacy, education, or simply promoting

their work in conversations with colleagues. When providing such services,

including pro bono services, physical therapist assistants must comply with

applicable laws, and as such work under the direction and supervision of a physical

therapist. Additional resources on pro bono physical therapy services are available

on the APTA Web site.

Issued by the Ethics and Judicial Committee

American Physical Therapy Association

October 1981

Last Amended November 2010

Last Updated: 9/4/13


15

Program Goals and Outcomes

The program goals and outcomes provide guidance and direct the faculty towards

what we want to develop, create, or maintain for the correct operation of the

program. The following are the program goals and their respective outcomes. It is

important for the student to become familiar with these goals and outcomes to

ensure an active role in the process of compliance.

Goal #1 The PTA Program faculty will demonstrate ongoing development of professional

and teaching skills aimed to engage students in an active and effective learning

environment.

Outcomes

Upon the annual review, the faculty will evidence the following:

Planning skills; instructional delivery, including mastering of course content;

student learning assessment consistent with an enriched and active

environment.

Upon the annual review, the clinical faculty will evidence the following:

Clinical instruction delivery according to the program goals and expectations.

Goal #2 The PTA Program will provide integrated, up-to-date, high-quality training

experiences through simulation laboratories, peer-practice laboratories, and

supervised clinical experiences to promote achievement of the graduate profile and

program outcomes.

Outcomes

Outcome #1 – To ensure that ninety percent (90%) of program graduates are

satisfied at the end of their academic training.

Outcome #2 – To achieve retention of sixty-five percent (65%) of the student

cohort.

Outcome #3 – To achieve that eighty-five percent (85%) of program graduates

approve the board exam.

Outcome #4 – To achieve ninety percent (90%) employability of program

graduates within one year.

Goal #3 After successfully completing the program, the student will be able to provide high-

quality clinical care as an entry-level PTA, under the direction and supervision of a

PT.


16

Student Learning Outcomes – Graduate Profile

Competencies Program Graduates will be able to:

Competencies Student Learning Outcomes

Professional Standards

Patient-centered care

Quality and Safety

Behave in a safe, ethical and legal manner adherent to the standards, regulations,

and values of the physical therapist assistant, to provide patient-centered care, and

meet the expectations of the patient/client, family, the physical therapy profession,

and other health care professionals, acknowledging the individual and cultural

differences. Communication

Patient education

Acquisition of information

Communicate effectively with the patient/client, family, and other members of the

health care team, in a verbal, non-verbal and written manner, for the collection,

documentation, and reporting of data regarding patient status and performance

according to the plan of care. Decision Making

Evidence Based practice Incorporate evidence-based practice to support appropriate clinical decision-

making towards patient/client progression within the plan of care established by the

physical therapist, with knowledge, clinical judgment, critical thinking, responding

to the intervention with consistency, competency, and quality. Use of technology Use technology systems to carry out their function in the rendering of physical

therapy services and obtain information, record data about patient intervention,

billing, and payments, aimed at achieving organizational planning. Collaboration and

Teamwork Collaborate with the interdisciplinary team in the implementation of appropriate

management practices within the physical therapy service. Patient education

Collaboration and

Teamwork

Competently demonstrate abilities for the implementation of instruction and

education programs aimed at achieving goals set by the physical therapist for

patients/clients, family members, caregivers, health providers, and community,

safely, effectively, and efficiently. Plan of Care Demonstrate competent behaviors in their commitment to their roles and

responsibilities as physical therapist assistants, to administer physical therapy

established in the plan of care, under the direction and supervision of a physical

therapist. Professional development Participate in community and professional organization activities that promote

professional development and lifelong learning.


17

Curriculum Curricular Conceptual

Model The PTA Program developed a Curricular Conceptual Model to ensure interrelation

between all its components. In its center, as focus for the other elements, is the

entry-level PTA. The main objective is to develop a competent entry-level PTA.

The graduate profile is necessary for the development of the expected

competencies. The program maintains a special relation with its philosophy,

mission, vision, and goals and expected outcomes. Its curricular plan was designed

taking into consideration all necessary elements to obtain the expected

competencies, values, and standards for the Graduate Profile. An Assessment Plan

will be applied to ensure all components reach their expectations. This is a

continuous and systematic model.

Students will be able to demonstrate their skills, knowledge, attitudes, values, and

standards, inside and outside the program. These components aim mostly to the

exterior aspect of the program, since graduates must maintain their commitment

with ongoing and permanent learning.

Curricular Conceptual

Model

Curricular Plan The institution’s educational approach is founded on the four pillars of education:

learning to know, learning to do, learning to be, and learning to live together. The

PTA Program is designed to provide competencies-based education, which is based

on the active role of the students as primary responsible for their learning. Courses

focus in competencies for the graduate profile, course objectives, and learning

outcomes, where students can demonstrate their knowledge after an academic

activity and at the end of the course. In order to achieve this, we use a reverse

curriculum design. The principles of this model propose to establish objective and

learning outcomes prior to selecting instructional methods and ways of assessment.

The three stages of the reverse curriculum are to identify the expected outcomes, to

determine the acceptable levels of evidence that support achievement of the

expected outcomes, and to design activities to reach the expected outcomes.


18

General Education, Science, and Mathematics Courses

Table 1. General Education, Science, and Mathematics Courses

Coding Course Title Hours Credits

BIO1101 Human Anatomy and Physiology I 75 4

BIO1102 Human Anatomy and Physiology II 75 4

COM1100 Introduction to Informatics 45 2

ING1101 English, I 45 3

ING1102 English II 45 3

ESP1101 Spanish I 45 3

ESP1102 Spanish II 45 3

MAT1200 General Mathematics 45 3

PRE1100 Preparation for Student Life 15 1

PSI1100 General Psychology 45 3

TER1200 Medical Terminology 30 2

Technical Courses

Table 2. Technical Courses

Coding Course Title Hours Credits

PTA1000 Introduction to Physical Therapy and Legal-Ethical

Aspects

30 2

PTA1100 Clinical Kinesiology 60 3

PTA1200 Pathological Conditions in Physical Therapy 30 2

PTA1300 Principles and Technics in Patient Care in Physical

Therapy

90 3

PTA1400 Therapeutic Massage 75 3

PTA1500 Therapeutic Modalities in Rehabilitation 105 4

PTA2000 Therapeutic Exercise Techniques 60 2

PTA2100 Physical Therapy applied to Pediatric Patients 90 3

PTA2201 Clinical Practice I 255 5

PTA2300 Neurological Rehabilitation 60 3

PTA2400 Orthopedic Rehabilitation 60 3

PTA2202 Clinical Practice II 375 7

Program Breakdown

Table 3. Program Breakdown

Length

24 months

General Courses,

Science, and

Mathematics

Technical Course Total

Credits 31 40 71

Hours 510 1,290 1,800

Credential Associate Degree in Physical Therapist Assistant

Total Credits Total Clock-Hours

71 credits 1,800 hours


19

Course Descriptions

Table 4. PTA Program Course Descriptions

BIO1101 Human Anatomy and Physiology I 4 credits

This course addresses the human anatomical structure and its relationship with the functions of the body. It

discusses the main body systems emphasizing in its structure and functions. It relates students to the functioning

of cells, tissues, and the integumentary, skeletal, muscular, nervous, and endocrine systems. This course meets

three (3) hours for theory and two (2) hours for supervised laboratory per week, for an academic term.

BIO1102 Human Anatomy and Physiology II

Pre-requisite: BIO1101

4 credits

This course is a continuation of BIO1101. Students will learn definition of terms and their relationship with the

characteristics and functions of the various parts of the human body. It also discusses the characteristics of the

human structures organized by system, and the physiological processes that take place in the organism. Systems

discussed include lymphatic, cardiovascular, respiratory, digestive, urinary, and reproductive. This course meets

three (3) hours for theory, and two (2) hours for supervised laboratory per week, for an academic term.

COM1100 Introduction to Informatics 2 credits

This course serves as an introduction to the world of computers, familiarizing the student with the hardware and its

operational parts. It emphasizes in office programs used in health care scenarios and writing of general documents.

After completing the course, students will have the necessary skills to use a computer, write basic commercial

documents, and develop forms to collect patient clinical information. This course meets one (1) hour for theory

and two (2) hours for laboratory per week, for an academic term.

ING1101 English I 3 credits

This course provides students with the opportunity to use grammatical structures in an accurate, meaningful, and

appropriate manner. Students will be able to integrate the four arts of language: reading, writing, speaking, and

listening. Students will acquire aptitude at the sentence level and will learn to communicate appropriately in

different levels. This course also helps improve language development and oral communication. This course meets

three (3) hours for theory per week, for an academic term.

ING1102 English II

Pre-requisite: ING1101

3 credits

This course provides students with the opportunity to use grammatical structures in an accurate, meaningful, and

appropriate manner. Students will be capable of integrating the four arts of language: reading, writing, speaking,

and listening. This course requires the student to progress from the sentence level to the speech and composition

level, and to develop their capability for effective communication. This course meets three (3) hours for theory per

week, for an academic term.

ESP1101 Spanish I 3 credits

This course was designed to study the Spanish language, considering the linguistic background and general

characteristics of the Spanish language in Puerto Rico. It also explores the fundamental rules of oral

communication, grammatical structures, and spelling rules. This course meets three (3) hours for theory per week,

for an academic term.

ESP1102 Spanish II

Pre-requisite: ESP1101

3 credits

This course was designed for students to acquire the necessary skills for the writing process. These include selection

of topic, techniques for generating ideas, and activities to achieve the competencies needed for the writing and

communication process. This course meets three (3) hours of theory per week, for an academic term.

MAT1200 General Mathematics 3 credits


20

Comprehensive mathematics for college level students. Elements of theory and logic, numeric systems, exponents

and radicals, polynomials, and rational expressions, basic functions and their graphs. Also, equations and

inequalities, linear equations, quadratic equations, elements of Euclidean geometry, area and volume measures,

elements of probability and statistics, normal distribution, and basic calculus elements. This course emphasizes in

the understanding of mathematical methods and philosophy. It also includes interpolation and extensive tables.

This course meets three (3) hours for theory per week, for an academic term.

PRE1101 Preparation for Student Life 1 credit

This course provides help and guidance for students to better adapt to college life. Emphasis is given to problem

solving and decision making to achieve professional and academic success. It also provides study techniques and

necessary skills for developing critical thinking, and analytic skills to help them meet their academic goals, and

progress in their personal life. This course meets one (1) hours per week, for an academic term.

PSI1100 General Psychology 3 credits

This course provides students with a general overview on the psychology field, relating scientific conduct to health.

It covers from the psychological backgrounds that founded the bases for this discipline, to contemporary events,

equally related to the history of modern psychology. It discusses the main schools of psychological, its theories,

and their main exponents. It explains the various scientific research methods used within the psychology field.

This course meets three (3) hours for theory per week, for an academic term.

TER1200 Medical Terminology

Pre-requisites: BIO1101, BIO1102

2 credits

This component is designed for students to identify the basic concepts related to medical terms. Students will

analyze the origin, prefix, suffix, and abbreviations for each medical term. They will learn to use the most common

terms in English and Spanish, for each of the systems of the human body. This course meets one (1) hour per week,

for an academic term.

PTA1000 Introduction to Physical Therapy and Legal-Ethical Aspects

Pre-requisites: None

2 credits

This course presents the fundamental concepts of physical therapy, its history, and the role of the Physical Therapist

Assistant. Also, the legal-ethical aspects of the practice, laws and regulations that govern the profession, teamwork

and communication, among others. This course meets two (2) hours for theory per week, for an academic term.

PTA1100

Clinical Kinesiology

Pre-requisite: BIO1101

3 credits

This course is designed to prepare students to work simultaneously with different anatomical regions of the human

body, applying kinesiology principles and techniques. Study of the extremities, trunk, neck, posture, and gait will

be the main objective of this course. Concepts on anatomy, neuroscience, biomechanics, physics, kinetics,

cinematics, will be presented to obtain the necessary competencies. The laboratory experience will correlate with

theory to ensure emphasis in the functional application for therapeutic interventions. This course meets two (2)

hours for theory, and two (2) hours for laboratory activities per week, for an academic term.

PTA1200 Pathological Conditions in Physical Therapy

Pre-requisites: BIO1101 Co-requisite: BIO1102

2 credits

This course presents students the common conditions that affect the various systems of the human body. It presents

a general overview on etiology, clinical manifestations, treatment, diagnosis, prevention, and special implications

for the Physical Therapist Assistant. Some of these pathologies will be explored further along the curriculum. This

course meets two (2) hours for theory per week, for an academic term.

PTA1300 Principles and Techniques in Patient Care in Physical Therapy

Pre-requisites: None

3 credits

This course presents students with a selection of principles and techniques for patient care, to provide physical

therapy services. It will also integrate the role of the Physical Therapist Assistant in therapeutic interventions,

behaviors, attitudes, values, cultural diversity, and communication skills expected for patient management.

Discussion of the following topics: body mechanics, positioning techniques, functional transfer, wheelchair

management, infections control, asepsis techniques, isolation procedure, vital signs, gait training with assisted


21

devices, posture evaluation, application of basic therapeutic exercises, documentation techniques, and

implementation of the plan of care, among others. Simulated clinical practice and laboratories will be used to

improve the knowledge and skills expected for the course. This course meets one (1) hour for theory, three (3)

hours for simulated practice, and two (2) hours for laboratory per week, per academic term.

PTA1400 Therapeutic Massage

Pre-requisites: BIO1102

3 credits

This course presents students with the knowledge, skills, and attitudes needed to provide a therapeutic massage

intervention in the scope of the physical therapy profession. It includes the PTA role at providing therapeutic

massage considering the plan of care, the established clinical environment, body mechanics, informed consent,

positioning of patient, draping, skin evaluation, pain evaluation, communication skills, standards and values, among

others. Discussion of the sequence of therapeutic massage according to the area of treatment and the needs of the

patient, considering the indications and contraindications. In order to improve the learning experience, students

will work in pairs to practice selected massaging techniques in laboratory activities. This course meets one (1) hour

for theory, and four (4) hours for laboratory per week, for an academic term.

PTA1500 Therapeutic Modalities in Rehabilitation

Pre-requisites: PTA1100

4 credits

This course is an introduction to the physical and mechanical agents used in the practice of physical therapy. It

includes physiological principles, clinical applications, indications and contraindications, and precautions, as well

as problem solving skills. Therapeutic modalities included are electrotherapy, ultrasound, thermotherapy,

cryotherapy, laser, and traction, among others. Students will continue developing skills on universal precautions,

patient management and monitoring, and documentation. This course meets two (2) hours for theory, two (2) hours

for laboratory, and three (3) hours for simulated practice per week, for an academic term.

PTA2000 Therapeutic Exercise Techniques

Pre-requisites: PTA1100

2 credits

This course presents the concepts, principles, and application of techniques related to therapeutic exercise and

functional training. Students will learn how to select and design, along with the physical therapist, a safe therapeutic

exercise intervention. Students will also apply various interventions in a safe manner, and will learn how to progress

according to the patient’s condition. Besides concepts on exercises, various post-surgery conditions will be studied,

emphasizing specific-diagnose precautions and treatment guidelines. An introduction to other specialized

interventions will be provided, such as cardiac rehabilitation and aquatic therapy. The simulated laboratory

experience correlates to theory to ensure emphasis in functional application for therapeutic exercise interventions.

This course meets one (1) hour for theory, and three (3) hours for simulated laboratory activities per week, for an

academic term.

PTA2100 Physical Therapy applied to Pediatric Patients

Pre-requisites: PTA 1100

3 credits

This course prepares student in selected therapeutic interventions for pediatric conditions. Theories and principles

on child development and the implications of decision making regarding typical and atypical development. The

role of the Physical Therapist Assistant in the selected plan of treatment include development activities, gait and

locomotion, fine and gross motor training, and balance correction and reaction, among others. Neurological

rehabilitation, sport injuries, congenital disorders, and atypical conditions related to pediatric patients are also

included. This course meets one (1) hour for theory, two (2) hours for laboratory, and three (3) hours for simulated

practice per week, for an academic term.

PTA2201

Clinical Practice I

Pre-requisites: PTA1000, PTA1100, PTA1200, PTA1300, PTA1400,

PTA1500, TER1200

5 credits

The purpose of this clinical education experience is to provide students with the opportunity to practice learned

theories on patients/clients, under the supervision of a licensed Physical Therapist and/or a licensed Physical

Therapist Assistant. Students are expected be able to demonstrate knowledge and skills in the provision of physical

therapy related to legal-ethical aspects, clinical kinesiology, principles and techniques in patient care, therapeutic

modalities, therapeutic massage, among others. Students participate of a one (1) hour seminar per week for follow-


22

up and compliance with their first clinical experience. Students must meet the standards and expected values of

the Physical Therapist Assistant.

PTA2300 Neurological Rehabilitation

Pre-requisites: PTA1100, PTA1300

3 credits

This course provides students with the opportunity to acquire knowledge and skills regarding management of

patients with neurological diagnosis. Students will demonstrate and apply a selection of interventions for

neurological rehabilitation. Discussion of the role of the Physical Therapist Assistant when using methods of

evaluation with neurological patients and specific interventions according to the injuries or conditions that affect

the nervous system, among others. This course includes an interactive laboratory learning experience. This course

meets two (2) hours for theory and two (2) hours for laboratory per week, for an academic term.

PTA2400 Orthopedic Rehabilitation

Pre-requisites: PTA1100, PTA1300

3 credits

This course describes the role of the Physical Therapist Assistant when managing orthopedic conditions, including

prevention and rehabilitation principles, application of data collection, and therapeutic exercise techniques.

Additional topics include normal and abnormal joint movement, measurement of functional range of movement,

anthropometric measurement, gait and locomotion training, prosthetics and orthopedic management, among others.

Laboratory experience integrates previously learned skills with orthopedic rehabilitation techniques. This course

meets two (2) hours for theory and two (2) hours for laboratory per week, for an academic term.

PTA2202 Clinical Practice II

Pre-requisites: PTA1200, PTA2100, PTA2201, PTA2300, PTA2400

7 credits

This full-time clinical experience prepares students in real work field with an average of forty hours (40) per week.

It provides students with the opportunity to demonstrate achievement of the competencies of a Physical Therapist

Assistant, mainly to work under the direction and supervision of a Physical Therapist Assistant. The full-time

experience is accompanied of a seminar where students are provided with the preparation and requirements to

obtain their Puerto Rico or national Physical Therapist Assistant license. In addition, this seminar prepares students

for the final clinical experience and for working life. Students must complete three hundred sixty (360) hours of

clinical education in a full-time experience, and fifteen (15) hours of seminar, for an academic term.


23

Placement of PTA Program Students in Clinical

Education Sites Policy

It is Atenas College’s policy to ensure the placement of students from the Associate

Degree in Physical Therapist Assistant Program in Clinical Education Sites is an

organized process, which guarantees a safe and quality clinical experience.

Before placing a student in a clinical education site, the student shall participate of

an academic advisory session with a faculty member where compliance of pre-

requisites to begin the clinical experience is evaluated. All courses must be

approved with a minimum of 70%. Laboratory and simulated practice exams must

be approved with 85% or more, guaranteeing student’s compliance with the

knowledge and skills required for the clinical education experience. The following

procedure was established for these purposes.

Procedure:

1. The Academic Coordinator of Clinical Education (ACCE) or a

faculty member appointed by the Program Coordinator is responsible

for the placement of students in clinical education sites, in

communication and agreement with the ACCE.

2. The first approach to consider a physical therapy center as a clinical

education site is made by means of letter of intent from the physical

therapy center.

3. A site visit shall be coordinated with the ACCE or its representative

for proper evaluation, using the above-mentioned criteria and the

American Physical Therapy Association (APTA) Guidelines and Self-

Assessment for Clinical Education Sites.

4. The ACCE will evaluate the physical therapy center using the clinical

education site requirements established by the Program and will make

a report for the faculty to determine compliance.

5. If the clinical education site meets the requirements established by the

Program, an agreement between the parties must be signed. The

recommended term of agreement is five (5) years.

6. It is necessary to provide the clinical education site’s name and

mailing address to complete the information requested for the

professional liability insurance.

7. The ACCE may place students in clinical education sites as long as

there is a valid agreement between the site and Atenas College, and a

valid professional liability insurance is issued to cover the students’

clinical experience.

8. If there is an agreement in place (from previous years), it is the

ACCE’s responsibility to ensure the agreement and the malpractice

insurance are valid before assigning students to the clinical education

site.

9. Placing a student in a clinical education sit will also depend on the

opportunities available to achieve the executory expectations for an

entry-level student.

10. The ACCE shall ensure diversity of scenarios and clinical education

experiences. For this purpose, the ACCE will keep a Students

Clinical Experience Record and a profile to describe the experiences

provided.


24

Clinical Education Requirements Atenas College has developed this policy to establish the minimum requirements to

participate in clinical education experiences and the procedure to ensure

compliance. This policy also helps ensure the well-being and health of students and

patients/clients. All students must comply with the requirements established by this

policy to participate in the clinical education experience. The requirements and the

procedure to be followed are:

Table 5. Basic Requirements for Clinical Education:

1. Certificate of immunization: Original and copy

● 3 doses of Hepatitis B vaccine

● 2 doses of chickenpox vaccine or serological test

1. Influenza vaccine

2. Current CPR Certification (cardiopulmonary resuscitation)

Original and certification copy

3. Health certificate: Original and copy

4. Certificate of negative criminal record: Original and copy

5. Copy of Atenas College student identification card

6. Certification of medical insurance coverage

7. 3 2 x 2 photos

8. Additional requirements may be requested by the clinical

education/practice site; these requirements may include a drug test. The

process will take place in accordance with the clinical education/practice

site.

Procedure 1. The coordinator or faculty member in charge of clinical experience or

Academic Coordinator of Clinical Education (ACCE) is responsible to notify

students and provide the document that specifies the basic requirements for

participation of clinical education experience. It is also responsible of

receiving and storing student documents.

2. Students must sign the Certification of Compliance with Basic Requirements

for Participation in the Clinical Education Experience.

3. Students must submit the required documents to coordinator or faculty

member in charge of clinical experience or ACCE on the date established.

4. Students that do not meet the requirements may not participate in the clinical

education.

5. All clinical education-related documents will be filed in the student academic

record and guarded under lock.


25

Management of Clinical Database Students are required to maintain their personal information up-to-date in the PTA

Program Clinical Database. This information is required by both Atenas College

and clinical education sites. It is the student responsibility to maintain current

documents. Failure to have the required current information on file will result in

student inability to complete clinical rotation.

Clinical Education

At the clinical education stage of the curriculum, Atenas College Physical

Therapist Assistant program students will perform in a real physical therapy

practice environment, where they will apply the competencies acquired on the first

stage of their plan of study.

For the development of competent professionals, it is of utmost importance to

integrate the student into clinical experiences with real cases that provide the

opportunity to demonstrate acquired competencies and continue broadening their

skills and abilities that are of utmost importance in the working environment.

The existing relation between the clinical education site and the academic program

will be key to the success of these clinical experiences where the student can

demonstrate their professional and personal development aimed to become a

competent Physical Therapist Assistant. PTA Program students and the Clinical

Instructors will have the opportunity to share clinical experiences, knowledge,

skills, and the abilities that are necessary in the development for the Physical

Therapist Assistant profession. Clinical experience will be evaluated utilizing

assessment instruments that enable identifying areas of strength and areas to

improve in the learning-teaching process through clinical instruction. The final

goal of clinical education is to measure knowledge, abilities, and skills, which will

sustain the graduate’s competencies profile and enable the development of a

Physical Therapist Assistant, which complies with the standards of their profession.

In order to begin their clinical education, students must demonstrate mastery of

these competencies by undergoing an Evaluation of Competencies carried out by

the Academic Coordinator of Clinical Education or a core faculty member.

Approval of this evaluation will ensure proper management of the practical aspects

necessary to assist in the physical therapy service to patients, and all the patient

care-related facets of the practice.

A student who does not approve the Evaluation of Competencies, will be given the

opportunity to reinforce his/her knowledge by means of tutoring and a plan of

improvement individually designed for this purpose. Once the plan of

improvement is completed and the professor is satisfied with the student’s

performance, the student will be re-evaluated.


26

Clinical Education Site

Selection Criteria

Atenas College is committed to provide clinical education sites that will enrich the

overall growth of the PTA student. The PTA program will use the APTA

Guidelines and Self-Assessment for Clinical Education, when considering potential

clinical education sites.

APTA Guidelines and Self-Assessment for Clinical Education

The philosophy of the clinical education site and provider of physical

therapy for patient/client care and clinical education is compatible with

that of the academic program.

Clinical education experiences for students are planned to meet specific

objectives of the academic program, the provider of physical therapy, and

the individual student.

Physical therapy personnel provide services in an ethical and legal

manner.

The clinical education site is committed to the principle of equal

opportunity and affirmative action as required by federal legislation.

The clinical education site demonstrates administrative support of

physical therapy clinical education.

The clinical education site has a variety* of learning experiences

available to students.

The clinical education site provides an active, stimulating environment

appropriate to the learning needs of students.

Selected support services are available to students.

Roles and responsibilities of physical therapy personnel are clearly

defined.

The physical therapy personnel are adequate in number to provide an

educational program for students.

A center coordinator of clinical education is selected based on specific

criteria.

Physical therapy clinical instructors are selected based on specific

criteria.

Special expertise of the clinical education site personnel is available to

students.

The clinical education site encourages clinical educator (CI and CCCE)

training and development.

The clinical education site supports active career development for

personnel.

Physical therapy personnel are active in professional activities.

The provider of physical therapy has an active and viable process of

internal evaluation of its affairs and is receptive to procedures of review

and audit approved by appropriate external agencies and consumers.

Source:

https://www.apta.org/Educators/Assessments/ACCE/DCE/GuidelinesandAssessme

ntsforClinEd/

https://www.apta.org/Educators/Assessments/ACCE/DCE/GuidelinesandAssessmentsforClinEd/

https://www.apta.org/Educators/Assessments/ACCE/DCE/GuidelinesandAssessmentsforClinEd/


27

PTA Program Preceptor or Clinical Instructor

Selection Criteria Policy

It is Atenas College policy to provide students with quality clinical experiences

through clinical instruction that promotes a comfortable and clinical learning

environment. The Preceptor or Clinical Instructor (CI) is the person that provides

instruction and direct supervision to students during their clinical experience in

assigned practice site. To ensure the Preceptor or CI has the necessary expertise to

meet the program expectations; we have established the following procedure and

selection criteria.

1. The Center Coordinator for Clinical Education (CCCE), in response to

the request of the Academic Coordinator of Clinical Education (ACCE),

and following the selection criteria established on this policy, shall notify

the CCCE about the recommended candidates for the Preceptor or CI

position.

2. The CCCE will inform the ACCE about the candidate(s) after evaluating

the selection criteria, on a previously established date.

3. The following criteria should be evaluated by the ACCE for the selection

of Program Preceptor or CI:

a. A Program Preceptor or Clinical Instructor must be a qualified

professional according to their specialty area, as required by the

law that governs each profession.

b. Must have a minimum of two (2) years of clinical experience.

c. Must Foster a legal and ethical practice, following the laws that

regulate their profession in Puerto Rico.

d. Must demonstrate the values and standards of the profession.

e. Must have the desire to serve as clinical educator.

f. Must have the ability to carry out the student performance

evaluation process.

g. Must possess good supervising skills according to the needs of

the students.

h. Must demonstrate good skills for managing conflicts and

stressing situations.

i. Must possess good communication skills with students during

the teaching process.

j. Must demonstrate good interpersonal relations with co-workers.

k. Must acknowledge the value of the professional relationship

between the student and the Preceptor or CI.

l. Must possess skills for effective student supervision and

promote the necessary guidance for clinical development.

Clinical Responsibilities

Rule All members of the clinical team will have clinical responsibilities.

Responsibilities of Clinical

Coordinators

Clinical Education sites may assign either a Center Coordinator for Clinical

Education (CCCE), or a Clinical Instructor (CI) as the coordinator. The assigned

CCCE or CI will act at liaison between Atenas College and their physical therapy

department.


28

Responsibilities of the

Clinical Instructor

The clinical instructor (CI) is responsible for:

Providing direct student supervision while in the clinical setting.

Facilitating clinical instruction and supervision for Atenas College PTA

students assigned within that clinical education site.

Acting as a positive role model.

Respecting student confidentiality.

Identifying student and program strengths and weaknesses.

Consulting with the ACCE regarding the student learning needs in a

timely manner.

Progressing students towards meeting objectives.

Providing ongoing written and verbal feedback to the student and the

program.

Seeking assistance/resources to manage clinical education issues as

needed


Academic Coordinator of

Clinical Education (ACCE)

The PTA Program ACCE is responsible for:

Maintaining regular communication between Atenas College and the

clinical education site regarding students, program goals and needs for

accreditation compliance, and developing educational opportunities such

as seminars, on an ongoing basis.

Placing, confirming, and supervising students in clinical education sites.

Facilitating quality-learning experiences for students during their clinical

education.

Evaluating each clinical education site by means of student evaluation

tools, on-site visits, and ongoing communications.

Ensuring new CI receive training on the supervision of a PTA student

before receiving the students.

Assessing and determining student readiness for clinical experience.

Determining student final grades based on the grading criteria as detailed

in the course syllabus.

Maintaining a valid agreement with the clinical education site.

Placing students in clinical experiences.

Maintaining an up-to-date student clinical database. Providing the

necessary clinical education paperwork to CI and students.


Program

The program is responsible for:

Providing liability insurance through student fees.

Protecting student confidentiality.

Maintaining policies to help provide a safe learning environment for

students.

Ensuring quality-learning experiences.

Providing a curriculum that prepares students for success in the clinical

setting.

Student Responsibilities

PTA students are responsible for:

Documenting clinical hours

Completing the requirements of the clinical experience

Demonstrate ethical behavior and professionalism

Abide by clinical site rules

Maintain good frequent communication with the ACCE and CI


29

Rights of the Clinical Education Faculty Rule

Rights and privileges of the clinical education faculty are commensurate with those

with similar appointments within the institution. The Academic Coordinator of

Clinical Education (ACCE) communicates these rights and privileges to the clinical

education faculty. Procedure

The Clinical faculty is invited to comment on the program during each supervisory

visit, on surveys sent to clinical instructors, and at any other time. The Clinical

faculty is included on the Program Advisory Committee and will be included in the

program review process.

Clinical Instructors have the right to:

Comment on the program during supervisory visits or on surveys sent to

clinical instructors.

Request removal of students with inappropriate behavior; documentation

of any inappropriate behavior must be submitted immediately to the

ACCE as well as documentation supporting counseling sessions.

Request the involvement of the ACCE during the counseling sessions; request that

the ACCE presence during the student's clinical hours.


30

Clinical Learning Outcomes / Assessment Performance in the clinic is assessed by the clinical instructor assigned at the

clinical site. Performance assessment will be conducted by means of APTA’s

Physical Therapist Assistant Clinical Performance Instrument, and other clinical

assessment tools established in the course syllabus.

Course Learning Outcomes

for Clinical Practice I and

II.

Upon completion of the Clinical Education stage of the curriculum, the student will

be able to:

Apply good communication skills, verbal and non-verbal, in an effective

and appropriate manner with patients/family, clinical instructors, and

other members of the clinical education site. (CPI Performance Criteria

#5)

Behave according to the standards of ethical conduct and values expected

form a physical therapist assistant; uphold respect for cultural diversity

and the expectations from a society member during the rendering of

physical therapy services. (CPI Performance Criteria #2, #4)

Provide assistance to the physical therapist on interventions assigned in

the various areas and physical therapy modalities, executing their role

with care and patient-centered service, ensuring safety and quality. (CPI

Performance Criteria #8, #9, #10, #11, #12)

Apply guidelines of ethical and professional conduct as per Law 114, for

the practice of physical therapy in Puerto Rico, and APTA, during the

provision of physical therapy services to patients/clients. (CPI

Performance Criteria #2)

Competently apply the components selected from the plan of treatment

aimed to achieve short-term and long-term goals, as identified in the Plan

of Care (POC) established by the physical therapist. (CPI Performance

Criteria #7, #8, #9, #10, #11, #12)

Demonstrate clinical thinking and judgment during decision-making in

providing physical therapy services. (CPI Performance Criteria #7)

Competently demonstrate data collection skills, essential to carry out the

Plan of Care. (CPI Performance Criteria #7)

Acknowledge when an intervention should not be provided due to

changes in the status of the patient and report to the clinical

instructor/physical therapist in charge of the patient. (CPI Performance

Criteria #7)

Acknowledge when the direction to perform an intervention goes beyond

the appropriate for a physical therapist assistant and initiate clarification

with the physical therapist. (CPI Performance Criteria #7)

Adjust interventions in the Plan of Care established by the physical

therapist in response to the clinical indications of the patient, and report

to the supervising physical therapist. (CPI Performance Criteria #7)


31

Provide instructions to patient, family, and caregivers to achieve patient

expected outcomes, based on the Plan of Care established by the physical

therapist. (CPI Performance Criteria #5, #7)

Complete correct, accurate, logic, concise, timely, and legible

documentation that follow guidelines and specific formats required by

state practice laws, clinical education sites, and other regulatory agencies.

(CPI Performance Criteria #13)

Participate in the discharge and follow-up planning as indicated by the

supervising physical therapist. (CPI Performance Criteria #7)

Under the direction and supervision of the physical therapist, instruct

health-care team members using established techniques, programs, and

instructional material, commensurate with the audience learning

characteristics. (CPI Performance Criteria #3, #7, #14)

Interact with other health-care team members in patient-care related and

non-related activities. (CPI Performance Criteria #5)

Provide accurate and timely information for billing and reimbursement

purposes. (CPI Performance Criteria #14)

Describe aspects of organizational and operational planning of physical

therapy service. (CPI Performance Criteria #14)

Demonstrate awareness on social responsibility, citizenship, and

advocacy, including community participation and service and activity

organizations. (CPI Performance Criteria #3)

Identify career development opportunities and lifelong learning. (CPI


Take appropriate actions in emergency situations. (CPI Performance

Criteria #1)

Educate others on the role of the physical therapist assistant. (CPI


Participate in improvement activities (quality control). (CPI Performance

Criteria #14)

Demonstrate commitment with satisfying the needs of patients and

consumers. (CPI Performance Criteria #4)

Acknowledge possible fraud and abuse regarding the provision and

billing of physical therapy services, so that it can be reported to the

corresponding authorities. (CPI Performance Criteria #2, #14)

Acknowledge the role of the physical therapist in the clinical education of

physical therapist assistant students. (CPI Performance Criteria #1)

Demonstrate behavior based on APTA’s eight values in the provision

patient/client care and as a member of the inter-professional team. (CPI


Voluntarily participate in community activities for the development of

empathy with social needs. (CPI Performance Criteria #3)

Demonstrate leadership skills in organizing activities that offer voluntary

services to people in need and communities in general. (CPI Performance

Criteria #3)


32

PTA 2201 – Clinical

Education I.

PASS/FAIL for this course will be based on the following criteria. Final grade

consists of 30% from the Seminar component and 70% from the Clinical Education

Experience.

Method for Evaluation of Seminar Weight

SOAP Notes 30%

Reflective Notes 30%

Clinical Case 40%

TOTAL 100%

Method for Evaluation of Clinical Education Weight

Certification of Clinical Education Hours

TOTAL 100%

PTA 2202 – Clinical

Education II.

PASS/FAIL for this course will be based on the following criteria. Final grade

consists of 30% from the Seminar component and 70% from the Clinical Education

Experience.

Method for Evaluation of Seminar Weight

Twenty-five (25) SOAP notes 30%

Nine (9) reflective notes 30%

Participation in seminar activities 40%

TOTAL 100%

Method for Evaluation of Clinical Education Experience Weight

Physical Therapist Assistant Clinical Performance

Instrument (CPI)

(CI Evaluation)

70%

Physical Therapist Assistant Clinical Performance

Instrument (CPI)

(Student Evaluation)

10%

PTA Student Evaluation: Clinical Education Experience and

Clinical Instructor

10%

Clinical Education Participation Report

(Certification of Clinical Education Hours)

5%

Rubric for evaluation of oral presentation at the clinical site 5%

TOTAL 100%


33

Critical Safety /

Performance Elements.

Students must approve all Critical Safety Elements (CSE) and Critical Performance

Elements (CPE) identified in APTA’s Physical Therapist Assistant Clinical

Performance Instrument (CPI). Failure to approve all CSE and CPE items will

result in failure of the skilled assessment regardless of points earned. Students will

be allowed one (10) attempt to repeat the skill assessment.

The Clinical Instructor (CI) shall notify the PTA Program Academic Coordinator

of Clinical Education (ACCE) when a student does not meet any CSE or CPE

items. After analysis of the situation, the ACCE shall prepare a Plan of Action to

the CI, to work with student on such items. Once the Plan of Action is completed,

the student will be given the opportunity to repeat the skills assessment. Failure to

approve the skills assessment on the second attempt will result in failure of the

clinical education course.

Development of Competencies throughout the Curriculum.

Table 6. Development of Competencies throughout the Curriculum

Development of Competencies throughout the Curriculum

PTA1000 – Introduction to Physical Therapy

and Legal-ethical Aspects

Competencies developed in this course:

Legal-ethical aspects of the Physical Therapy

Profession

o Values founded on the behavior of the

Physical Therapist Assistant

o Standards of ethical conduct for Physical

Therapist Assistants

Patient/Client and family education

Pain scales

PTA1100 – Clinical Kinesiology Competencies developed in this course:

Values founded on the behavior of the Physical

Therapist Assistant



Locating of main muscles

Actions of main muscles

Basic kinesiology

Clinical terminology

o Flexion y extension

o Abduction and adduction

o Circumduction

o Internal and external rotation

o Radial and ulnar deviation

o Inversion and eversion

o Anterior and posterior

PTA1200 – Pathological Conditions in Physical

Therapy Verbal and non-verbal communication skills

The most common pathological conditions

regarding Physical Therapy


34


PTA1300 – Patient Care Principles and

Techniques


Legal-ethical aspects of the Physical Therapy

Profession

o Values founded on the behavior of the

Physical Therapist Assistant



Clinical terminology

o Flexion and extension

o Abduction and adduction

o Circumduction

o Internal and external rotation

o Radial and ulnar deviation

o Inversion and eversion

o Anterior and posterior

Applying of patient care techniques in Physical

Therapy services

o Patient/Client identification

o Review and implementation of the Care

Plan

o Vital signs

Pulse

Blood pressure

Respiration

Oxygen saturation

Temperature

Pain scales

Management of techniques for infection control

o Hand washing with water and soap

o Dry wash

o Use of personal protection equipment.

Placing of gloves, mask and gown.

o Management in isolation areas

Correct positioning of the Patient/Client

o Prone

o Supine

o Sideways

o Seated

Body mechanics

o Patient management

o Object management

Mobility in bed

o From supine to seated

o From seated to supine

o From supine to sideways

Functional transfers

o Sit to stand

o Half Standing Pivot”

o Standing Pivot

o Sliding board

o Lifter

o Sheets

Ambulation with different assisted equipment


35


o Ambulation patterns

o Location of equipment measure

o Weight status

o Patient custody

Wheelchair management

o On even surfaces

o On uneven surfaces

o Sidewalks management

o Wheelchair fitting

Mobility and ambulation equipment management

o Oxygen tanks

o IV fluids

o Foley

o Gastrostomy (PEG)

Draping techniques

Basic exercises

o PROM

o AAROM

o AROM

o Resistance

Continuous Passive Motion (CPM)

Tilt Table

Standing Frame

SOAP documentation

Patient/Client and family education

PTA1400 – Therapeutic Massage Competencies developed in this course:

Draping techniques

Therapeutic massage techniques for:

o Face

o Neck

o Back

o Upper extremity

o Lower extremity

Lymphedema management

SOAP documentation

PTA1500 – Therapeutic Modalities in

Rehabilitation


Applying of therapeutic modalities and physical

agents:

o Electric stimulation

o Ultrasound

o Infrared lamp

o Neuromuscular Electrical Stimulation

(NMS)

o Electrical stimulation of facial points

o TENS

o Functional Electrical Stimulation (FES)

o Hot compresses

o Cold compresses

o Paraffin

o Laser


36


o Diathermy

o Fluid therapy

o Whirlpool

o Phonophoresis

SOAP documentation

PTA2000 – Therapeutic Exercise Techniques Competencies developed in this course:

1. Therapeutic exercises

o Indications and contraindications

o Balance

o Proprioception

o Stretching exercises

o Strengthening exercises

o Coordination exercises

o Plyometric exercises

Cardiorespiratory exercises, aerobics, endurance, and re-

conditioning

PTA2100 – Physical Therapy applied to

Pediatric Patients


Pediatric rehabilitation

o Neurodevelopmental interventions

o NDT Techniques

o Reflex integration

PTA2201 – Clinical Practice I Competencies developed in this course:

During the clinical education experience, the

competences developed in the previous technical courses

are applied according to the plan of study. Students must

work to increase their level of competence in the following

areas:

Ethics, values and responsibilities

Patient / client management

Plan of Care

Intervention

Test and measurements

Participation in the health care environment

Practice management


37


PTA2300 – Neurological Rehabilitation Competencies developed in this course:

Therapeutic exercises


o Balance

o Proprioception


o Coordination exercises

o Pre-ambulatory exercises

1. Neuro-rehabilitation techniques

a. Motor control and Motor Learning

b. PNF techniques

c. Neuromuscular education and reeducation

d. Stroke Rehabilitation

i) Spinal Cord Injury Interventions

ii) Posture Training

iii) Peripheral Nerve Rehabilitation

iv) Traumatic Brain Injury rehabilitation

v) Daily Living Activities (DLA)

Daily living Instrumental Activities (DLIA)

PTA2400 – Orthopedic Rehabilitation Competencies developed in this course:

Therapeutic exercises


Proprioception


Pre-ambulatory exercises

Orthopedic rehabilitation techniques

o Basic Goniometry

o Manual Muscle testing

o Amputations and pre-prosthetic and prosthetic

treatment

Assess Range of Motion

PTA2202 – Clinical Practice II Competencies developed in this course:

During the clinical education experience, the

competences developed in the previous technical courses

are applied according to the plan of study. Students must

work to increase their level of competence in the following

areas:

Ethics, values and responsibilities

Patient / client management

Plan of Care

Intervention

Test and measurements

Participation in the health care environment

Practice management


38

Summary of courses approved according to the locations of clinical practice.

Table 7. Summary of courses approved according to the locations of clinical practice

Clinical Practice Level Type of Clinical

Experience

Clinical Practice

Clock Hours

Technical Courses Approved

PTA2201

Clinical Practice I

Part-time clinical

practice

*Two full-day

participation in

clinical practice per

week

240 Hours

PTA1000 Introduction to the Physical

Therapy and ethical-legal aspects

PTA1100 Clinical Kinesiology

PTA1200 Pathological Conditions in

Physical Therapy

PTA1300 Principles and techniques in

patient care in Physical Therapy

PTA1400 Therapeutic massage

PTA1500 Therapeutic modalities in

Rehabilitation

PTA2202

Clinical Practice II

Full-time Clinical

Practice

360 Hours PTA2000 Therapeutic Exercises

PTA2100 Physical therapy applied to

pediatric patients

PTA2300 Neurological Rehabilitation

PTA2400 Orthopedic Rehabilitation

All Technical Courses and General

Courses

Total Hours of Clinical Practice 600 Hours


39

Development of the Clinical Affiliation Procedure

Quality assessment of the clinical education program is a fundamental process

aimed to provide guidance to the PTA faculty to realize the proper adjustments to

the clinical education program to ensure the program mission and goals are met.

The ACCE analyses the Student Evaluation of the Clinical Experience completed

by the students after each clinical experience. Based on this information and

clinical site visits, the ACCE will provide the necessary training for the clinical

instructors in areas such as supervising, training, performance assessment, and any

weaknesses observed from the annual review.

In addition, APTA offers several resources aimed to improve the quality of clinical

education in a PTA program, such as:

Clinical Education Guidelines and Self-Assessment

Lecture materials and access to texts used on PTA Program

APTA guidelines on topics such as supervision and delegation,

documentation and ethical conduct

APTA Clinical Education and Credentials Program


40

Student Dress Code and Conduct for Clinical Practice Rule In order to ensure a quality experience, it is of utmost importance for students to

follow all rules of clinical practice. Students who do not meet the established

requirements will be referred to the Program Coordinator for corresponding

guidance and action. Following are the rules for clinical practice:

Students must wear the uniform established by the institution, which

consists of navy blue scrubs pants and white scrubs shirt with the

program’s logo, and closed black professional shoes (no sneakers). The

uniform must be in optimum conditions.

Make-up must be conservative.

Hair must be clean and pulled up.

Jewelry must be minimum, e.g. one ring, watch with seconds hand, and

small earrings. Men are not allowed to wear earrings.

Nails must be cut to a maximum length of 1/8 (no more than 8 mm long).

The Puerto Rico Department of Health prohibits acrylic nails.

Women who wear skirts must wear pantyhose.

Visible body piercings are prohibited.

Hair color must be conservative, abstaining for extravagant colors.

Visible tattoos must remain covered at all times.

Cellular phones in the practice area are prohibited.

Smoking is prohibited as well as any other act out of the regulations

already established by the institution while at practice or while wearing

the institution assigned uniform.

Family visits during practice hours are prohibited. Emergency phone

calls must be channeled through the Clinical Instructor.

Once the daily tasks are assigned, the student may not abandon the area

without consent of the clinical instructor or supervisor in charge.

Students are authorized to perform only and exclusively the tasks

assigned by the clinical instructor or supervisor.

Student must notify their clinical instructor or supervisor when taking

their food recess.

Entry and exit hours established by the clinical practice must be complied

with, considering a maximum lateness of 8 minutes.

Lunch hour is established by the clinical instructor or supervisor no later

than the 5th hour of practice.

Students are responsible for their transportation, food money, and any

materials needed.

Eating at the practice area without previous authorization of the clinical

instructor is prohibited.

Chewing gum within practice hours is prohibited.

Student must fully comply with HIPAA. It is prohibited to discuss

confidential patient information in hallways, elevators, food lounges, or

any other place.

Meetings or gatherings in the hallways of the clinical practice area are no

allowed. ● Students shall commit to the rules established at the clinical

education/practice site and follow all policies and procedures, as long as

these meet with the legal and ethical principles that govern the Physical

Therapy profession.

● The student and clinical instructor shall maintain communication with the

ACCE in the event of a concern, assessment process, or other.


41

Professional Behavior in the Clinic Professional behavior is expected from the student in all their interactions with

faculty, clients, family members, peers, and other professionals in both the campus,

and the clinical education site.

The most important individual in physical therapy is the patient/client. All

patients/clients should be treated with dignity and respect, and inspire their

confidence. Professional conduct reflects the profession of physical therapy and

Atenas College Physical Therapist Assistant Program. At all times, the student

must maintain professional behavior, and respect for the rights of the patient/client

to individualized quality treatment, and for the professional health care team.

The PTA Academic Coordinator of Clinical Education (ACCE) may visit the

student at any time during the clinical education experience. The student should

contact the ACCE as soon as possible if any problem arises. The Atenas College

PTA Program or clinical education site may terminate a student’s clinical education

assignment at any time for unethical or unsafe behaviors, resulting in course

failure, disciplinary action, and/or dismissal from the program. Identification

The Atenas College student identification card must be visible at all

times.

Students should introduce themselves to clients and staff by including

their name, school, and position (PTA student).

Students should identify themselves as Student PTA before having any

direct contact with patients, thereby giving them the opportunity to refuse

treatment by a student. Patients have the right to refuse to participate in

clinical education.

Documentation

All client documentation or communication concerning a client or the

clinical education site must be approved and signed by the supervisor.

All documentation and other paperwork must be completed and turned in

on time.

Documentation must be accurate in content and format, clean, and neat.


42

Environmental Adjustment

Always follow the established chain of command in all activities. Clarify

the chain of command during orientation.

Respect diversity of clients, the healthcare team, and the people around,

including peers.

Request guidance when needed. Try to be specific about the information

sought.

Follow standard precautions at all times.

Avoid negative situations and gossip.

Profanity in any form is not acceptable.

Legal Issues

Demonstrate ethical conduct at all times.

Be aware of clients’ rights.

Safeguard confidentiality of client information.

Make sure to never remove (either deliberately or by accident) any forms

or client information from the clinical site. All client records, including

your notes, are the property of the clinical site.

Photographing and video/audio recording at the clinical education site is

not allowed.

Personal vehicles are not permitted to transport clients (even during

personal time).

Do not engage in personal relationships (i.e. dating), do personal

shopping, run errands, accept or make loans of either money or personal

items, or take gifts from clients.

Do not give clients personal identification information, such as phone

number or address. Do not communicate with clients outside the facility.

Leaving the facility during scheduled hours for any reason other than a

specific assignment, is perceived as abandonment and will result in

failure of the clinical education.

Do not return to clinical education sites during non-scheduled times, even

if you personally know the client. Visiting a client that you have a

previous relationship with, in a professional manner, without proper

supervision may raise issues of misrepresentation and possible

malpractice.


43

Behavior

Do not socialize with peers while at work.

Keep personal phone calls to emergencies. Cell phones or any other

electronic devices that may disrupt treatment are not permitted during

clinical education hours.

Client information is confidential and not to be discussed in any area in

which confidentiality cannot be ensured (lunch, elevators, lobbies, etc.),

even with fellow students, instructors, or supervisors. Client information

should only be shared on a need-to-know basis as per HIPAA guidelines.

No conversation should take place in the presence of a client unless the

client is part of the conversation. This includes speaking in another

language not spoken or understood by the client.

Verify all information. It is the student’s responsibility to clarify verbal

and written instructions from academic and clinical instructors.

Acknowledge the presence of unfamiliar persons.

Look up the information if there are questions. It is the responsibility of

the PTA to ask only appropriate questions, not information covered in

coursework.

Eating (including chewing gum) is prohibited except in designated areas

at designated times. No smoking or use of tobacco products (including

electronic cigarettes) at clinical sites.

Students must refrain from engaging in physical relationships with CI

and/or facility staff due to possible interference with the clinical

experience.

Students are not to make comments or post information concerning the

clinical site on social networking sites (e.g. Facebook, Twitter, personal

blogs).

All student or client related accidents, injuries, or unusual occurrences

must be reported immediately to the CI and the ACCE. Failure to do so,

not only affects the student’s clinical placement, but may also affect

future license application.

The student is responsible to inform his/her supervisor of their

whereabouts at all times during the workday.

Follow all standards outlined in the APTA Standard of Ethical Conduct

for a PTA.

Parking

Follow clinical education site rules, regulations, and procedures about parking use

or related.

Communication

The primary means of communication with the ACCE during the clinical education

experience are email and phone. In the event of an emergency (absence, injuries,

accident, etc.), the student should contact the ACCE by phone and leave a

voicemail if the ACCE cannot be reached.


44

Clinical Attendance Rule

Clinical Education courses require a minimum of 90% attendance. Students are

responsible of meeting the minimum clinical education hours required by the

program. Those who do not meet this requirement will be requested to withdraw

from the course and the program, due to inability to complete all requirements.

At times, clinical education experiences may coincide with a holiday; therefore, the

student is responsible to clarify work hours expected from the clinical site. Any

absence from the facility will count against the minimum time requirements.

Students may be required by the facility to “work” on the holiday, and this request

must be honored. A student may not ask the Clinical Instructor (CI) to rearrange

required workdays, including holidays.

If a student misses a clinical education experience day, the student is responsible to

schedule make up hours for missed time. The student will collaborate with CI to

determine make up time/days, and notify the ACCE of scheduled make up days.

In the event of illness or injury that hinders a student’s ability to perform in the

clinical setting, the faculty reserves the right to require a medical certificate

authorizing the student to continue clinical education at the appropriate level of

competency. All medical restrictions must be evaluated by the faculty and/or

clinical education site.

Procedure for Missed

Examination/Practical/Prese

ntation.

1. Notify absence to course professor before class begins. If the instructor is

not notified prior to beginning of the class, “0” a score will be awarded.

2. The student must make arrangements with the instructor within 24 hours

of the missed exam/practical/presentation, to be able to make up the

missed examination.

3. The student will have 5 school days after the absence to make up the

missed examination/practical/presentation.

Procedure for Missed

Clinical Attendance.

1. The student is responsible of informing the CI and the ACCE if he/she

will be absent or late. Notification should be prior to begin clinical

education experience. It is the student’s responsibility to keep current

phone number of clinical supervisors and college personnel.

2. The student is responsible to schedule make up hours for missed time:

a. The student will collaborate with CI to determine make up

time/days.

b. The student will notify ACCE of scheduled make up days.


45

Clinical Grading Rule

Students will satisfy clinical requirements through completion of required

assignments, per clinical experience, as well as completion of the PTA Clinical

Performance Instrument (CPI).

If the student does not complete the required assignments or completion of the CPI,

the student will be dismissed from the clinical education course and will not

continue in the program.

Students Experiencing Difficulty in Clinical Rotation

Procedure

Atenas College PTA Program faculty is committed to provide support to all

students to succeed within the PTA program clinical rotations.

Students experiencing difficulty with clinical rotations are expected to do their best

to work within the guidelines of their Clinical Instructor (CI) and to comply with

all recommendations made. Should a situation arise:

1. The student should contact the ACCE immediately for assistance in

handling the situation, and should take any problems or questions to the

assigned clinical instructor.

2. If the student and the CI are unable to find a resolution within a

reasonable amount of time, an onsite meeting may be arranged between

the student, the CI/CCCE, and the ACCE.

3. The ACCE, CI, and the student will develop a plan of action to be

implemented for the remainder of the clinical experience.

4. If the conflict is not resolved through the above procedures, the ACCE

may:

a. choose to re-assign the student to a different clinical site (pending

availability)

b. the student may be dismissed from that clinical site and course,

causing delay in progression within the program Clinical Program Assessment

Policy

Atenas College PTA program uses various mechanisms to document assessment of

the clinical education experience. These include, but are not limited to, clinical

surveys developed by the institution and completed by the students and clinical

instructors and the assessment carried out at the site visit.

Procedure

Program Evaluation by

Clinical Instructors

Clinical instructors will evaluate the ACCE, the student and the PTA program after

every clinical experience using the following forms, among others:

Clinical Instructor evaluation of clinical education program

Clinical instructor evaluation of the ACCE Program Evaluation by the

ACCE

The ACCE will evaluate the CI and the student after every clinical experience

using the following tools, among others:

Site visits

Student evaluation of the clinical instructor

Student evaluation of clinical experience


46

Program Evaluation by

Students

The students will evaluate the CI and the program after every clinical experience

using the following tools, among others:

Student evaluation of the clinical experience

Graduates Survey

Clinical Safety Guidelines

Infection control

The Academic Coordinator for Clinical Education or designee will serve as

Coordinator for Infection Control. The ACCE will be responsible for the

administrative implementation of this policy including care of confidential records

(documentation of the incident and follow-up procedures instituted). Clinical education site safety

Each clinical site will be responsible to provide the appropriate and necessary

equipment needed for a safe practice. If this equipment is not available, the ACCE

is responsible of removing the students from unsafe practice settings. Standard Precautions

Students may be exposed to environmental hazards and infectious diseases while at

the clinical education facilities. Risk of infectious diseases include, but is not

limited to, Tuberculosis, Hepatitis B, and HIV. The student understands and

assumes these risks and agrees to abide by the policies and procedures of the

clinical education site concerning exposure to infectious diseases and infection

control.

Clinical education experiences may include care to individuals who have

transmissible diseases. Students are expected to treat all patients with the same

respect and dignity as per professional standards of care. Student are also required

to follow all guidelines for prevention of blood borne pathogens transmission.

Prior to begin their clinical education, students will be provided with the following:

Current literature on ways of acquiring and transmitting infectious

disease.

Standard precautions to minimize risk of transmission of infectious

disease.

Supervised practice of standard precautions in the lab setting.

Close supervision and monitoring of precautions during clinical

experiences.

Education in isolation techniques related to the prevention of specific

infectious diseases.


47

CDC standard precautions

for infection control.

The following standard precautions measures replace the old universal precautions

system in the recently finalized patient isolation guidelines by the Centers for

Disease Control and Prevention. Key tenets of the new standard infection control

precautions are summarized as follows:

Hand washing: Wash hands after touching blood, body fluids,

secretions, excretions, and contaminated items, whether or not gloves are

worn. Wash hands immediately after gloves are removed, between

patient contacts, and when otherwise indicated to avoid transfer of

microorganisms to other patients or environments. It may be necessary to

wash hands between tasks and procedures on the same patient to prevent

cross-contamination of different body sites. Use a plain, non-

antimicrobial soap for routine hand washing. Use an antimicrobial agent

or a waterless antiseptic agent for specific circumstances such as

outbreaks.

Gloves: Wear clean, nonsterile gloves when touching blood, body fluids,

secretions, excretions, and contaminated items. Put on clean gloves just

before touching mucous membranes and non-intact skin. Change gloves

between tasks and procedures on the same patient after contact with

material that may contain a high concentration of microorganisms.

Remove gloves promptly after use, before touching non-contaminated

items and environmental surfaces, and before going to another patient;

wash hands immediately to avoid transfer of microorganisms to other

patients or environments.

Masks, eye protection, and face shields: Wear a mask and eye

protection or a face shield to protect mucous membranes of the eyes,

nose, and mouth during procedures and patient care activities that are

likely to generate splashes or sprays of blood, body fluids, secretions, and

excretions.

Gowns: Wear a clean, nonsterile gown to protect skin and to prevent

soiling of clothing during procedures and patient care activities that are

likely to generate splashes or sprays of blood, body fluids, secretions, or

excretions. Select a gown appropriate for the activity and amount of fluid

likely to be encountered. Remove a soiled gown as promptly as possible

and wash hands to avoid transfer of microorganisms to other patients or

environments.

Patient care equipment: Handle used patient care equipment soiled with

blood, body fluids, secretions, and excretions in a manner that prevents

skin and mucous membrane exposures, contamination of clothing, and

transfer of microorganisms to other patients and environments. Ensure

that reusable equipment is not used for the care of another patient until it

has been cleaned and reprocessed appropriately. Make sure single-use

items are discarded properly.

Environmental controls: Ensure the hospital has adequate procedures

for the routine care, cleaning, and disinfection of environmental surfaces,

beds, bed rails, bedside equipment, and other frequently touched surfaces,

and ensure that these procedures are being followed.

Linen: Handle, transport, and process used linen soiled with blood, body

fluids, secretions, and excretions in a manner that prevents skin and

mucous membrane exposures and contamination of clothing, and that

avoids transfer of microorganisms to other patients and environments.

Occupational health and blood borne pathogens: Take care to prevent

injuries when using needles, scalpels, and other sharp instruments or

devices; when handling sharp instruments after procedures; when

cleaning used instruments; and when disposing of used needles. Never

recap used needles, otherwise manipulate them using both hands, or use


48

any other technique that involves directing the point of a needle toward

any part of the body. Instead, use either a one-handed "scoop" technique

or a mechanical device designed for holding the needle sheath. Do not

remove used needles from disposable syringes by hand, and do not bend,

break, or otherwise manipulate used needles by hand. Place used

disposable syringes and needles, scalpel blades, and other sharp items in

appropriate puncture-resistant containers, which are located as close as

practical to the area in which the items were used, and place reusable

syringes and needles in a puncture-resistant container for transport to the

reprocessing area. Use mouthpieces, resuscitation bags, or other

ventilation devices as an alternative to mouth-to-mouth resuscitation

methods in areas where the need for resuscitation is predictable.

Patient placement: Place a patient who contaminates the environment or

who does not (or cannot be expected to) assist in maintaining appropriate

hygiene or environmental control in a private room. If a private room is

unavailable, consult with infection control professionals regarding patient

placement.

Source: 1. Centers for Disease Control and Prevention. Hospital Infection Control

Practices Advisory Committee. Guideline for isolation precautions in hospitals.

Infect Control Hosp Epidemiol 1996; 17:53-80. *


49

Exposure to Blood and Pathogens Protocol

Students from all health programs that include laboratory practice and/or clinical

rotations in their curricula must be aware of the risk of exposure to pathogens

contained in blood and other bodily fluids at laboratory and clinical areas. Students

are exposed to blood due to injuries from needle sticks and scratches or other

injuries by sharp instruments, and contact with mucous membranes or broken skin

for a few minutes or more. These types of injuries may cause serious or fatal

infections or pathogen agents contained in blood and other fluids such as Hepatitis

B, Hepatitis C, Human Immunodeficiency Virus, and Tuberculosis, among others.

Our institution, as part of its commitment with student’s health and safety and in

accordance to the requirements of state and federal accrediting agencies, has

established rules and measures for prevention and control. These rules aim to

reduce accident risk due to exposure to bodily fluids, blood or pathogen agents

during their laboratory or clinical practice experience.

Health programs curricula include courses and workshops on safety, universal

precautions and techniques, and safety rules that guide and train student using

audiovisual equipment, personal protection equipment, rules of operation and

conduct for the laboratory and clinical area, which are available in writing and

distributed and explained to students. Nonetheless, considering these and other

prevention and control measures, risk of accidents by exposure is still present.

Purpose

The main purpose of this document is to establish a protocol that serves as a

general guide in case of an accident where there is exposure and to allow us to

properly monitor and respond with effectiveness and promptness.

Scope

This protocol applies to all health programs that require laboratories, clinical

rotations, research, or other activities sponsored by Atenas College, involving risk

of exposure to pathogens, blood, or any other bodily fluid.

Prior to any patient contact, all Atenas College students will be provided with the

following:

Current literature on acquiring and transmitting infectious disease.

Instruction on standard precautions to minimize transmission of

infectious disease.

Education on isolation techniques pertaining to the prevention of specific

infectious diseases.

The following standard precautions are to be followed by all Atenas

College faculty and students:

1. Gloves must be worn at all times when in contact with:

a. Blood and body fluids

b. Mucous membranes

c. Non-intact skin

d. Items or surfaces soiled with blood or body fluids

2. Change gloves and wash hands between patients.


50

3. Wear protective eyewear when suctioning or at any time when blood or

other body fluids might contaminate your eyes.

4. Place needles in sharp containers immediately after use.

5. Needles shall not be manipulated by hand; do not bend, break, or remove

from syringes.

6. Disposable syringes and needles, scalpel blades, and other sharp items

shall be disposed of in the sharps container.

7. Reusable needles and syringes, or other sharp items shall be left on the

tray unwashed and wrapped in plastic for transport.

8. Any break in skin integrity of the caregiver shall be covered with

protective covering.

9. Gloves that are punctured or torn while in use must be removed as soon

as possible. Proceed with hand hygiene and wear new gloves to continue

with the task.

10. Laboratory specimens must be handled with gloves and labeled

appropriately.

11. Soiled linens will be put in bags at the bedside and are not to come in

contact with the uniform.

12. Wear gloves at all times when providing patient care and while doing any

procedure where contact with blood, or body fluids may be expected (i.e.

injections).

13. Wear gloves and use paper towels to remove spills. Have housekeeping

clean and disinfect the area.

In case of exposure to a harmful substance, please follow this procedure:

1. The professor/instructor in charge shall ensure the student exposed

follows the facility’s policy for reporting the incident. The Health

Professions Division Occurrence Report must contain the same

information on the incident report.

2. Testing of the source patient shall be done according to agency protocol

and state law. Copies of the source patient’s lab work will be forwarded

to the student’s health care provider. Students who do not have a personal

health care provider will be given a list of facilities that can provide

follow-up testing and counseling.

3. All expenses for any initial and follow-up testing and care of the exposed

student are to be paid by the student.

4. Atenas College nor the facility where the exposure occurred are

responsible for initial and follow-up testing or counseling of the exposed

student.

5. The completed Health Professions Division Occurrence Report must be

forwarded to the Associate Vice President for Academic Affairs who in

turn, shall forward a copy of the Vice President for Student Affairs.


51

Accident or injury while in the clinical setting If a student is injured while in the clinical setting, the ACCE must be notified

immediately. The ACCE should be given a copy of the facility’s incident report

and may require that a Health Professions Occurrence Report be completed. The

student is responsible for all medical care expenses. Atenas College and the clinical

education site are not responsible for any claims or expenses that result from an

action of the student or a patient/client in the clinical setting. Students must carry a

personal health insurance policy. Atenas College PTA Program also reserves the

right to require a medical certificate authorizing the student to safely

resume/continue patient/client care at appropriate level of clinical requirements,

after an illness or injury. Each case will be considered on an individual basis.

Accidental Sharp Injuries Procedure

Students must report any incident that can place themselves and the faculty or

clinical personnel at risk. The student should notify the clinical instructor and

program faculty, and complete an incident report. Sharp injuries include, but are

not limited to, needle sticks, punctures or cuts with exposure to a potentially

contaminated source, splash injury to eyes or mucous membranes, secretion contact

with non-intact skin. The student should wash the affected area with soap and water

immediately, and consult their health care provider if testing and treatment

becomes necessary. All expenses incurred from the exposure incident, initial and

follow-up, are the sole responsibility of the student. Emergency Situations

during Clinical Experience

If the student suffers an injury or an emergency arises during the clinical

experience, the clinical education/practice site shall enforce their emergency

protocol or procedure. The student is responsible to cover all medical expenses.

The CI is responsible to inform the ACCE for the corresponding action. Smoking

Smoking (e.g., cigarettes, pipes, cigars, electronic cigarettes, vapor devices) is

strictly prohibited college buildings and on college grounds, including parking

areas and structures, sidewalks, walkways, and college owned buildings, nor during

field trips or clinical training.

Atenas College policy on Drug Use and Abuse is part of the institution’s

commitment to create a healthy environment for all members of our institutional

community. In addition, tobacco users are expected to adhere to the policy and

likewise be respectful to ex-tobacco users and non-tobacco users.

Health Insurance

Faculty and students are required to have health insurance and are responsible for

their own individual or family insurance policies. Students enrolled in the PTA

Program are required to have personal health insurance to begin their clinical

education.


52

Policy on Student Claims and Complaints Purpose

It is Atenas College’s policy to provide students with an academic environment,

which fosters integrity, freedom of speech, and attention to the needs of the

students. This is why we offer students the opportunity to file a claim or complaint

when they feel preoccupied or negatively affected by a situation regarding Atenas

College or its allies, such as clinical practice sites. In addition, we are committed

to provide students with the proper mechanisms to resolve or manage their claim or

complaint. The following procedure was developed for these purposes: Procedure

1. Claims or complaints must be reported to the Guidance and Counseling

Center within thirty (30) days after the event or situation has occurred.

The student must complete the Claim or Complaint Notification form,

narrating the facts, and hand it to the academic counselor or social

worker.

2. Anonymous claims or complaints must be place in the box assigned for

these purposes. Said box is located at the Julio E. Hernández building,

first floor, next to the stairs to the second floor. Nevertheless, for

evidence purposes, signing the claim or complaint is recommended.

3. The academic counselor must evaluate the type of complaint in order to

channel the reported information accordingly.

4. The person to whom the complaint is addressed will have five (5)

working days to respond and meet with the complainant to present and

discuss the Action Plan. The handler and the complainant must sign the

Action Plan.

5. If the student believes that his/her claim or complaint has not been

properly handled or is not satisfied with the decision, he/she can visit the

office of the Vice President for Student Affairs to request an appeal. The

student must complete the Request for Appeal form and detail the reason

his/her appeal.

6. The Vice President for Student Affairs shall conduct an investigation

regarding the student’s appeal, within five (5) working days.

7. The Vice President for Student Affairs shall report her decision in the

Response to Appeal form.

8. If necessary, the Vice President for Student Affairs may refer the

complainant to the Evaluating Committee on Claims and Complaints,

which will have five (5) working days to respond. The committee must

complete the Response from the Evaluating Committee on Claims and

Complaints form.

The Evaluating Committee on Claims and Complaints is comprised of at

least three (3) of the following representatives:

Social Worker or Counselor

Associate Vice President for Academic Affairs

Program Director/Coordinator

Faculty member

Vice President for Student Affairs


53

9. In the event the student is not satisfied with the response by the

Evaluating Committee on Claims and Complaints, he/she will have the

option to submit a Notification of Complaint submitted to the President of

the Institution. This notification must detail the nature of the

dissatisfaction with the response to their claim or complaint.

10. The Office of the President will have five (5) working days to respond to

the claim or complaint presented by the student by completing the

Response to Notification of Complaint submitted to the President form,

stating the established agreements.

11. In the event the student does not agree with the decision made by the

President, he/she has the right to appeal to the Accrediting Commission

of Career Schools and Colleges, using the ACCSC Complaint Form.

Institutions accredited by this accrediting commission must publish a procedure and operational plan to

handle student complaints. If a student feels that the institution has not handle their preoccupation or complaint, the

student can consider communicating with the accrediting commission. All complaints submitted to the Commission

must be in writing, with the complainant’s authorization for the Commission to copy the institution for its response.

Complainant/s will be informed of the status of their complaint, as well as the institution, for its response. Please

direct your complaints to the following address:

Accrediting Commission of Career School and Colleges 2101 Wilson Boulevard, Suite 302

Arlington, VA 22201

Tel.: (703) 247-4212

www.accsc.org Copy of the ACCSC Complaint Form is available at the Guidance and Counseling

Center or the Vice Presidency of Student Affairs.

Right to due process for

students and faculty

Atenas College Physical Therapist Program will review all complaints concerning

accreditation compliance. The PTA Program ensures program quality and ongoing

improvement, but does not intervene or appeal on behalf of students or faculty

members in matters of admission, appointment, promotion, or dismissal. It is our

belief that ongoing feedback is essential for self-improvement.

Complaints should be filed as soon as possible after the facts. The program will

conduct an investigation within 3 months of the complaint. All complaints must be

signed by the complainant in order for the Program Coordinator to act upon it. The

Program Coordinator will review all signed complaints and report to the Associate

Vice President for Academic Affairs. Complaint records are kept under lock in the

Program Coordinator’s office.

Patient’s Informed Consent

Prior to providing physical therapy treatment, the student must ensure that patients

are informed a student physical therapist assistant will provide their treatment. All

patients must consent to receive treatment by a student PTA. The student and the

clinical instructor are responsible to ensure consent by the patient or its

representative.

http://www.accsc.org/


54

Procedure

1. The clinical instructor and the student are responsible of providing the

patient with the Consent Form to Receive Treatment by a Student

Physical Therapist Assistant.

2. The patient shall read the consent form and determine his/her willingness

to receive physical therapy treatment by a student PTA. If the patient

agrees, he/she or their representative must complete and sign the consent

form.

3. Patient consent shall be guarded by the clinical education/practice site.

The student is not authorized to take the document out of the practice site.

The program does not request return of this document to ensure non-

disclosure of patient protected health information.

4. All student physical therapy assistants must provide treatment under the

direction and supervision of his/her clinical instructor.

5. To ensure the process of consent between the patient and the student was

properly carried out, the Clinical Instructor shall submit the Certification

of Number of Patient Consents for Treatment by a Student Physical

Therapist Assistant form to establish the number of patients managed by

the student during the clinical experience. This document shall not

disclose patient’s name or any information that may identify the patient.

6. If the patient does not consent to receive treatment by a student PTA,

his/her decision must be considered with respect and must not affect the

quality of treatment received.

Clinical Supervision of

Student Physical Therapist

Assistants

The Program requires that clinical education sites adhere to the fundamental

principles of supervision of student physical therapist assistants as established by

the American Physical Therapy Association (HOD P06-11-09-17, Amended HOD

P06-00-19-31; HOD 06-96-20-35; HOD 06-95-20-11).

Supervision of Student Physical Therapist Assistants [APTA Position]

"Student physical therapist assistants, when participating as part of a physical therapist assistant education

curriculum, and when acting in accordance with American Physical Therapy Association policy and applicable state

laws and regulations, are qualified to perform selected physical therapy interventions under the direction and

supervision of either the physical therapist alone or the physical therapist and physical therapist assistant working as

a team. When the student physical therapist assistant is participating in the delivery of physical therapy services while

being supervised by the physical therapist alone or the physical therapist and physical therapist assistant working as a

team, the physical therapist or the physical therapist assistant is physically present and immediately available at all

times.

The physical therapist or the physical therapist assistant will have direct contact with the patient/client during

each visit as visit is defined in the Guide to Physical Therapist Practice. The physical therapist maintains responsibility

for patient/client management at all times, including appropriate utilization of the physical therapist assistant as

described in Direction and Supervision of the Physical Therapist Assistant, and for interventions performed by the

student physical therapist assistant.”


55

Supervision and Direction of

the Physical Therapist

Assistant

The program requires the clinical education site to adhere to the policy established

by the American Physical Therapy Association for the supervision and direction of

the physical therapist assistant. APTA Policy HOD P06-05-18-26, Amended HOD

06-00-16-27; HOD 06-99-07-11; HOD 06-96-30-42; HOD 06-95-11-06; HOD 06-

93-08-09; HOD 06-85-20-41; Initial HOD 06-84-16-72/HOD 06-78-22-61/HOD

06-77-19-37) is as follows:

“Physical therapists have a responsibility to deliver services in ways that protect the

public safety and maximize the availability of their services. They do this through

direct delivery of services in conjunction with responsible utilization of physical

therapist assistants who assist with selected components of intervention. The

physical therapist assistant is the only individual permitted to assist a physical

therapist in selected interventions under the direction and supervision of a physical

therapist”.

Direction and supervision are essential in the provision of quality physical therapy

services. The degree of direction and supervision necessary for assuring quality

physical therapy services is dependent upon many factors, including the education,

experiences, and responsibilities of the parties involved, as well as the

organizational structure in which the physical therapy services are provided.

Regardless of the setting in

which the physical therapy

service is provided, the

following responsibilities

must be borne solely by the

physical therapist:

● Interpretation of referrals when available.

● Initial examination, evaluation, diagnosis, and prognosis.

● Development or modification of a plan of care, which is based on the

initial examination or reexamination and which includes the physical

therapy goals and outcomes.

● Determination of when the expertise and decision-making capability of

the physical therapist requires the physical therapist to personally render

physical therapy interventions and when it may be appropriate to utilize

the physical therapist assistant. A physical therapist shall determine the

most appropriate utilization of the physical therapist assistant that

provides for the delivery of service that is safe, effective, and efficient.

● Reexamination of the patient/client considering their goals, and revision

of the plan of care when indicated.

● Establishment of the discharge plan and documentation of discharge

summary/status.

● Oversight of all documentation for services rendered to each

patient/client.

The physical therapist remains responsible for the physical therapy services

provided when the physical therapist’s care plan involves the physical therapist

assistant to assist with selected interventions. Regardless of the setting in which the

service is provided, the determination to utilize physical therapist assistants for

selected interventions requires the education, expertise, and professional judgment

of a physical therapist as described by the Standards of Practice, Guide to

Professional Conduct, and Code of Ethics.


56

In determining the

appropriate extent of

assistance from the physical

therapist assistant (PTA),

the physical therapist

considers:

● The PTA’s education, training, experience, and skill level.

● Patient/client criticality, acuity, stability, and complexity.

● Predictability of the consequences.

● The setting in which care is being delivered.

● Federal and state statutes.

● Liability and risk management concerns.

● The mission of physical therapy services for the setting.

● The needed frequency of reexamination.

In addition, when the physical therapist assistant provides services in any off-site

setting, it is required that the supervisory process abides to APTA policy as

follows:’

● “A physical therapist must be accessible by telecommunications to the

physical therapist assistant at all times while the physical therapist

assistant is treating patients/clients.

● Regularly scheduled and documented conferences must be carried out with

the physical therapist assistant regarding patients/clients, which frequency

is to be determined by the needs of the patient/client and the needs of the

physical therapist assistant.

● In those situations, in which a physical therapist assistant is involved in the

care of a patient/client, a supervisory visit by the physical therapist will be

made:

o Upon the physical therapist assistant's request for a

reexamination, when a change in the plan of care is needed,

prior to any planned discharge, and in response to a change in

the patient’s/client’s medical status.

o At least once a month, or at a higher frequency when established

by the physical therapist, in accordance with the needs of the

patient/client.

o A supervisory visit should include:

▪ An on-site reexamination of the patient/client.

▪ On-site review of the plan of care with appropriate

revision or termination.

▪ Evaluation of need and recommendation for utilization

of outside resources."

It is also highly recommended to refer to the PTA Supervision Algorithm from the

American Physical Therapy Association (APTA), to go over the decision process to

follow when supervising a Physical Therapist Assistant.

Supervision of the Physical

Therapist Assistant

The American Physical Therapy Association (APTA) established three (3) levels of

supervision for the Physical Therapist Assistant and defined each one of these. The

program requires clinical education sites to adhere to these fundamental principles

for the supervision of physical therapist assistants and to act in conformity to the

law and regulations applicable to the practice of physical therapy in Puerto Rico.


57

The American Physical Therapy Association recognizes the following levels of supervision for the Physical Therapist

Assistant (Levels of Supervision HOD P06-00-15-26):

General Supervision: The physical therapist is not required to be on site for direction and supervision, but must be

available at least by telecommunications.

Direct Supervision: The physical therapist is physically present and immediately available for direction and

supervision. The physical therapist will have direct contact with the patient/client during each visit that is defined in

the Guide to Physical Therapist Practice as all encounters with a patient/client in a 24-hour period.

Telecommunications does not meet the requirement of direct supervision.

Direct Personal Supervision: The physical therapist or, where allowable by law, the physical therapist assistant is

physically present and immediately available to direct and supervise tasks that are related to patient/client

management. The direction and supervision is continuous throughout the time these tasks are performed.

Telecommunications does not meet the requirement of direct personal supervision."

1

Values-Based Behaviors for the Physical Therapist Assistant. American Physical Therapy Association. January 2011. Accessible

at: http://www.apta.org/uploadedFiles/APTAorg/PTAs/Careers/Values/ValuesBasedBehaviorsforPTA.pdf Accessed on December 21, 2014.

1 Physical Therapist Assistant Standards of Ethical Conduct. American Physical Therapy Association. Retrieved from:

http://www.apta.org/uploadedFiles/APTAorg/Practice_and_Patient_Care/Ethics/GuideforConductofthePTA.pdf.. April 2015.

http://www.apta.org/uploadedFiles/APTAorg/PTAs/Careers/Values/ValuesBasedBehaviorsforPTA.pdf

http://www.apta.org/uploadedFiles/APTAorg/Practice_and_Patient_Care/Ethics/GuideforConductofthePTA.pdf

Physical Therapist Assistant Program Clinical Education ......Physical Therapist Assistants who are...

Documents

Transcript of Physical Therapist Assistant Program Clinical Education ......Physical Therapist Assistants who are...