Report on the 2011 Practice Analysis for Physiotherapist Support … · 2019-05-28 ·...

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Report on the 2011 Practice Analysis for Physiotherapist Support Personnel in Canada

Final Report

2 December 2011

NPAG Physiotherapist Support Personnel Practice Analysis

ii December 2011 © 2011 Canada’s Testing Company

TABLE OF CONTENTS

EXECUTIVE SUMMARY ...........................................................................................................4

1. Introduction...............................................................................................................................7

1.1 Purpose of the Practice Analysis ...........................................................................................7

2. Project Contributors.................................................................................................................8

2.1 Steering Group.......................................................................................................................8

2.2 Working Group ......................................................................................................................8

2.3 Project Consultant..................................................................................................................9

2.4 Project Manager.....................................................................................................................9

3. Methodology ..............................................................................................................................9

3.1 Initial Information Gathering...............................................................................................10

3.2 Data from Job Incumbents...................................................................................................11

3.3 Content Expert Input............................................................................................................11

3.4 Steering Group Feedback.....................................................................................................12

3.5 Survey Development and Administration............................................................................13

3.5.1 Survey Format.............................................................................................................. 13

3.5.2 Survey Translation and Pilot Testing .......................................................................... 14

3.5.3 Sampling Plan.............................................................................................................. 14

3.5.4 Survey Response Rate .................................................................................................. 15

4. Analyses ...................................................................................................................................15

4.1. Approach to Data Analysis .................................................................................................15

4.1. Data Cleaning .....................................................................................................................16

5. Survey Results .........................................................................................................................17

5.1 Respondent Demographic Characteristics ...........................................................................17

5.2 Respondent Ratings of the Work Activities ........................................................................28

5.2.1 General Analysis.......................................................................................................... 29

5.2.2 Information and Data Collection................................................................................. 30

5.2.3 Interventions ................................................................................................................ 32

5.2.4 Communication ............................................................................................................ 36

5.2.5 Documentation............................................................................................................. 38

5.2.6 Practice Management .................................................................................................. 38

5.2.7 Safety............................................................................................................................ 39

5.2.8 Task Assignment and Supervision................................................................................ 40

5.2.9 Education ..................................................................................................................... 41


iii December 2011 © 2011 Canada’s Testing Company

5.2.10 Advocacy .................................................................................................................... 42

5.2.11 Professionalism and Accountability .......................................................................... 43

5.3 Missing Work Activities......................................................................................................44

5.4 General Comments ..............................................................................................................45

6. Summary..................................................................................................................................46

6.1 Differences between Group 1 and Group 2 Respondents....................................................46

6.2 Activities not expected of Physiotherapist Support Personnel ............................................47

6.3. Limitations ..........................................................................................................................47

6.4 Next Step..............................................................................................................................48

References .....................................................................................................................................49

APPENDIX A – Project Contributors ...........................................................................................50

APPENDIX B – Survey Screen Shots (English Version) .............................................................51

APPENDIX C – Survey Screen Shots (French Version)...............................................................67

APPENDIX D – Memo to Physiotherapists ..................................................................................82

APPENDIX E – Survey Invitation ................................................................................................84

APPENDIX F – Write-In Responses to Demographic Questions .................................................87

APPENDIX G – Frequency Distributions of Survey Data............................................................93

APPENDIX H – Rank Ordering of Work Activities ...................................................................100

APPENDIX I – Missing Activities ..............................................................................................106

APPENDIX J – Survey Comments..............................................................................................109

APPENDIX K – Activities not expected of Physiotherapist Support Personnel.........................114


4 December 2011 © 2011 Canada’s Testing Company

EXECUTIVE SUMMARY Background The National Physiotherapy Advisory Group (NPAG) contracted with Assessment Strategies Inc. (ASI) to conduct a practice analysis study of physiotherapist support personnel in Canada. The purpose of this study was to obtain detailed job-related information about the role of physiotherapist support personnel in Canada, including physiotherapist assistants (PTAs), rehabilitation assistants, physiotherapy aides, and other support personnel who work under the direct supervision of a registered physiotherapist. The goals of this study were: (a) to obtain a better understanding of the job functions of physiotherapist support personnel across the various practice settings and geographical regions of Canada; and (b) to help inform which competencies are required of physiotherapist support personnel in order to safely and effectively perform these job functions. Methodology The practice analysis was conducted through a multi-source, multi-method process involving five steps: First, existing documents and literature were reviewed for information about the job functions of physiotherapist support personnel, and a preliminary list of work activities was compiled. Second, a sample of PTAs was asked to provide information about their job functions to supplement the information obtained through the document/literature review. Third, a workshop was held with a group of content experts (both physiotherapists and PTAs) to review the preliminary list of work activities and data provided by the job incumbent sample, and to generate additional work activities. Fourth, the list of work activities generated at the workshop was reviewed by an advisory group. And finally, a survey was developed and administered to validate the activities that are performed by physiotherapist support personnel under various contexts and practice settings. The survey was developed for online use and included two sections. Section 1 contained a list of 172 work activities to be evaluated in terms of their frequency and importance. The work activities were organized into 10 categories: Information and Data Collection; Interventions; Communication; Documentation; Practice Management; Safety; Task Assignment and Supervision; Education; Advocacy; and Professionalism and Accountability. Section 2 of the survey asked respondents to provide demographic information including job title, employment status, educational background, years of experience, practice setting, area(s) of practice and geographical region. In August 2011, the Provincial Physiotherapy Regulatory College Registrars, on behalf of NPAG, sent out an email message to all physiotherapist registrants asking them to disseminate a survey invitation to all PTAs with whom they work. Survey respondents were assured that their participation would be anonymous and their individual responses would remain confidential (i.e., only aggregate data would be reported).



The survey was completed by 623 respondents. After examining the dataset for missing data and outliers, five respondents were excluded from the analyses. Therefore, the results are based on a sample of 618 respondents. Results Respondent Demographic Characteristics Survey respondents represented every province and territory except for Nunavut and had an average of eight years of work experience as a physiotherapist support person. Respondents worked under various job titles (the most common titles were “OTA/PTA”, “physiotherapy assistant” or “physical therapy assistant”, and “rehabilitation assistant”), practice settings (the most common locations were hospitals, followed by long term care and rehabilitation facilities), and areas of practice (the most common areas were general rehabilitation, geriatrics and orthopaedics). The majority of respondents were employed in full-time, permanent positions, worked with various populations (including older adults, adults and paediatrics) and divided their time between direct client care and other roles such as indirect client care and administration. Half of the respondents worked under the supervision of more than one type of professional (e.g., a physiotherapist and an occupational therapist or speech language pathologist). Three-quarters of the survey respondents had completed formal education in a PTA program. These respondents (n = 467), were coded as Group 1. The remaining 150 respondents (i.e., those who did not have formal education in a PTA program), were coded as Group 2 (one respondent with missing demographic data was excluded from the subgroup analyses). Work Activity Ratings Respondents rated each work activity in terms of how frequently it is performed (1 = never to 5 = daily) and how important it is for safe and effective client care (1 = not applicable/unimportant to 5 = extremely important). Analyses were conducted for the total sample as well as for each subgroup to determine whether there are significant differences between the job functions of Group 1 and Group 2 physiotherapist support personnel. Across all 172 work activities, the average frequency rating was 3.33 and the average importance rating was 3.49. The range of ratings was quite wide, with mean frequency ratings ranging between 1.09 and 4.94, and mean importance ratings ranging between 1.57 and 4.73. Thus, across respondents, some activities were performed fairly frequently whereas others were performed very infrequently. Importance ratings for each work activity tended to correspond with the frequency ratings (i.e., ratings that were more frequent in occurrence were rated as more important). Overall, work activities in the Professionalism and Accountability category received the highest frequency and importance ratings, followed closely by the Communication and Safety categories.



Work activities receiving the lowest ratings were in the Education and Task Assignment and Supervision categories. Significant differences between Group 1 and Group 2 physiotherapist support personnel were identified for 41% of the work activities. Group 1 respondents were more likely to perform tasks associated with information and data collection as well as various interventions. Group 2 respondents were more likely to be involved in tasks related to practice management, including administrative duties, equipment ordering and maintenance, and scheduling. An important goal of this study was to learn if any activities that should not be assigned to, or performed by, physiotherapist support personnel (e.g., tracheal suctioning, joint mobilization and manual traction), are in fact being performed. A total of 23 work activities were identified by content experts as activities that they would not expect a PTA to perform. The results indicated, however, that all 23 of these activities are being performed, sometimes to a fairly great extent. Moreover, these activities are occurring all over the country in many diverse practice settings by both formally educated and on-the-job trained physiotherapist support personnel. Implications of these findings are discussed and recommendations are provided.



1. Introduction The National Physiotherapy Advisory Group (NPAG) is a coalition of national physiotherapy-related organizations including the Canadian Alliance of Physiotherapy Regulators (The Alliance), the Canadian Physiotherapy Association (CPA), the Canadian Council of Physiotherapy University Programs (Academic Council), and Physiotherapy Education Accreditation Canada (PEAC). In February 2011, NPAG contracted with Assessment Strategies Inc. (ASI) to conduct the first nation-wide practice analysis of physiotherapist support personnel in Canada. Although several practice analyses have been conducted for the physiotherapy profession in Canada (the most recent being the 2007 practice analysis for physiotherapists1), an in-depth study of this nature had not yet been conducted for physiotherapist support personnel. There are several justifications for conducting a practice analysis for physiotherapist support personnel. Over the past decade, many changes have occurred in the role of physiotherapist support personnel within the Canadian health system. Factors such as the increasing cost of health care services, the demographic transition to an aging population and shortages of health human resources have led to an increased use of support personnel in healthcare settings.2 Physiotherapist support personnel are increasingly being utilized to augment the role of physiotherapists, yet there are significant regional differences with respect to their role, training, allocation and job title.3 The use of support personnel is also expanding to all types of practice areas including acute care settings, rehabilitation, private clinics, long-term care facilities and home support practice settings. In light of these changes, there is a pressing need to evaluate and clarify the role and job functions of physiotherapist support personnel across the country. 1.1 Purpose of the Practice Analysis The purpose of this study was to obtain detailed job-related information about the role of physiotherapist support personnel in Canada, including physiotherapist assistants (PTAs), rehabilitation assistants, physiotherapy aides, and other support personnel who work under the direct supervision of a registered physiotherapist. The goals of this study were:

(a) to obtain a better understanding of the job functions of physiotherapist support personnel across the various practice settings and geographical regions of Canada; and

(b) to help inform which competencies are required of physiotherapist support personnel in order to safely and effectively perform these job functions.

Note that this study is part of a larger project to define the essential competencies (i.e., the repertoire of measurable knowledge, skills and attitudes expected at the beginning of and throughout one’s career4) of physiotherapist support personnel in Canada. The results of the practice analysis will be used to guide revisions to the Essential Competency Profile for

1 Professional Examination Service (2008) 2 Colbran-Smith (2010) 3 Canadian Physiotherapy Association (2008) 4 Canadian Alliance of Physiotherapy Regulators and Canadian Physiotherapy Association (2002)



Physiotherapist Support Personnel in Canada, which was originally published in 2002.5 This competency profile is a foundational document for the profession that reflects the diversity of physiotherapy practice and helps support evolution of the profession. It requires updating to ensure that it reflects current practice. The results of the practice analysis study will also be made available to various physiotherapy stakeholders (e.g., educators, professional associations, regulators and accreditors) who may reference this data in their program planning. 2. Project Contributors The physiotherapist support personnel practice analysis study was executed by a team of diverse individuals identified by NPAG to play key roles in the process, including a Steering Group, Working Group, Project Consultant and Project Manager (see Appendix A for a list of the project contributors). 2.1 Steering Group A Steering Group was appointed to oversee the study. The group consisted of representatives from NPAG’s four partners (The Alliance, CPA, Academic Council and PEAC), as well as a representative from the National Physiotherapist Assistant Assembly (NPAA)6 and the Canadian OTA and PTA Educators Council (COPEC). The Steering Group was responsible for overseeing the project activities and approving all deliverables at their various stages of development. The Steering Group interfaced via email and teleconference at major decision points during the study to provide guidance regarding the conduct of the study. 2.2 Working Group To create the Working Group, members of the Steering Group contacted physiotherapists and PTAs who they considered to be “content experts” (i.e., individuals knowledgeable about their profession, including its roles and responsibilities), and requested that they contact the Project Manager to indicate their interest in serving as a member of the Working Group. With the assistance of the Steering Group, the Project Manager made appointments to the Working Group based on demographic characteristics (e.g., geographical region, practice areas and practice settings) in order to create a balanced committee that reflected the diversity of practice and of practitioners. The Working Group’s mandate was to provide content expertise for the practice analysis study and to review and revise the working documents at their various stages of completion.

5 Canadian Alliance of Physiotherapy Regulators and Canadian Physiotherapy Association (2002) 6 Prior to July 2011, the NPAA was referred to as the National Support Worker Assembly (NSWA).



2.3 Project Consultant The Project Consultant was responsible for providing expertise on the development and execution of the practice analysis study and for implementing each phase of the project to ensure the timeliness and completeness of each phase, including facilitating group activities and integrating feedback from all stakeholders. 2.4 Project Manager The Project Manager was a member of the Steering Group and served as the primary contact for the Project Consultant in order to facilitate communication and project management. The responsibilities of the Project Manager included coordinating project activities and acting as a liaison between all individuals involved in the project. 3. Methodology A practice analysis (also referred to as an analysis of practice, a job analysis, or an occupational analysis) is a systematic process used to define the essential elements of a job or profession. A variety of methods can be used to collect information about a job/profession (e.g., observation, interviews, workshops, surveys, focus groups). Likewise, a variety of information sources can be utilized in a practice analysis study (e.g., existing documents and literature, job incumbents, supervisors). There is no single best method for conducting a practice analysis and, typically, the choice of method(s) will depend on the purpose for which the practice analysis is being performed.7 For this study, a task inventory approach was determined to be the most appropriate methodology. In a task inventory, a list of tasks or work activities is identified by content experts (i.e., those who work in and/or are knowledgeable about the profession). The work activities can be derived from information obtained through various means such as interviews, focus groups, or content expert workshops.8 The task inventory is subsequently formatted into a questionnaire or survey and then distributed to a representative sample of job incumbents. In the survey, the respondents are typically asked to rate each work activity on certain scales such as frequency and importance. Task inventories are commonly used in practice analyses and have the advantage of being efficient (i.e., surveys can be completed in a short amount of time), verifiable (i.e., a large number of individuals can provide input to validate the work activities), and quantifiable (i.e., statistical analyses can be conducted on the survey responses).9 The process used to develop and validate the physiotherapist support personnel task inventory involved five steps (see Figure 1). First, existing documents and literature were reviewed for 7 Peterson and Jeanneret (2007) 8 Chinn and Hertz (2010) 9 Raymond and Neustel (2006)



information about the job functions of physiotherapist support personnel, and a preliminary list of work activities was compiled. Second, a small sample of physiotherapist support personnel was asked to provide information about their job functions to supplement the information obtained through the document/literature review. Third, a workshop was held with a group of content experts to review the preliminary list of work activities and information provided from the physiotherapist support personnel, and to generate additional work activities. Fourth, the Steering Group was asked to review the list of work activities generated at the workshop and to make further changes as required. And finally, a survey was developed and administered to validate the activities that are performed by physiotherapist support personnel under various contexts and practice settings. The following section details these five steps. Figure 1. Practice Analysis Methodology

3.1 Initial Information Gathering In May 2011, the Project Consultant compiled an initial list of activities that may be performed by physiotherapist support personnel. This initial list was derived by reviewing and extracting content from a variety of Canadian and international sources including existing competency profiles (e.g., Competency Profile for Therapist Assistants10), regulatory guidelines (e.g., Guidelines on the Role and Utilization of Physical Therapist Support Workers in Physical Therapy Practice in Canada11), and practice analysis reports (e.g., Activities Performed by Entry-Level Physical Therapist Assistants Identified During the 2006 Analysis of Practice12). A

10 Alberta Health Services (2011) 11 Canadian Alliance of Physiotherapist Regulators (2004) 12 Federation of State Boards of Physical Therapy (2006)



total of 463 statements (in the form of tasks, activities, competencies, and/or standards) were included in this list.

3.2 Data from Job Incumbents To supplement the list of work activities that was compiled in Step 1 of the practice analysis, information about the role of physiotherapist support personnel was obtained from a sample of job incumbents (i.e., individuals currently working in a physiotherapist support role). Participants were obtained by asking members of the Working Group to gather information from their colleagues regarding (a) the types of activities they perform most frequently, (b) which activities they perform present a possible risk to patient/client safety, and (c) whether they feel they require further training on any the activities they are assigned. The data, which included input from 61 physiotherapist support personnel, was forwarded to the Project Consultant, who then collated the data so that it could be used as a resource for Step 3 of the practice analysis. 3.3 Content Expert Input In June 2011, a two-day Working Group meeting was held in Toronto for the purpose of reviewing and revising the preliminary list of activities. The goal of the meeting was to develop a comprehensive list of work activities that are performed by physiotherapist support personnel across Canada in the various practice settings and work contexts. During the meeting, the Working Group was divided into three teams. Each team reviewed a portion of the initial list of activities; this entailed making revisions to the wording of activity statements as needed, removing duplicate activities and activities that are not applicable for physiotherapist support personnel in Canada, and generating additional activities as appropriate. The teams were also asked to thematically group the various work activities into meaningful categories. Following the team exercise, the Working Group then reconvened as one large group to conduct a final review of the revised list of activities, and to give further input as required. To assist with this task, the Working Group was provided with the following list of questions to consider when reviewing the activities:

Is each activity appropriate for the intended population? Can any of the activity statements be worded more clearly or concisely? Is the list complete, or has any activity been omitted? Is there inconsistency/overlap among the different activities? Is each activity grouped into an appropriate category? Do any of the activities represent an activity that cannot be assigned (according to one or

more Provincial Regulatory Colleges)? Has the appropriate terminology been used throughout the list?

The Working Group also provided input with regard to the type of demographic questions and response options that should be included in the survey (e.g., different job titles used by physiotherapist support personnel, types and levels of education, areas of practice, etc.).



During the meeting, a decision was made to retain some activities that would not be expected of (and which should not be performed by) physiotherapist support personnel, such as performing spinal manual traction, measuring or monitoring edema, and teaching and/or implementing manual percussions and vibrations. Some of these activities appear in the Provincial Regulators’ Practice Standards or Guidelines for physiotherapists as “tasks that cannot be assigned”.13 Nevertheless, because the goal of this study was to obtain a realistic picture of practice (i.e., to identify if any activities that should not be assigned physiotherapist support personnel are, in fact, being performed), the inclusion of some of these restricted activities was deemed important and necessary. In total, 23 activities were identified by content experts as activities they would not expect to be performed by a physiotherapist support person. These activities are discussed in more detail in the final section of the report. 3.4 Steering Group Feedback Upon completion of the Working Group Meeting, the survey content was sent to the Steering Group for review. A teleconference was held between the Project Consultant, Project Manager and Steering Group to discuss the output of the Working Group meeting and to make any modifications to the work activities and demographic questions, as appropriate. The Steering Group made minor wording changes to a few of the statements. They also added three additional activities and one additional demographic question. The Steering Group was also asked to help determine the appropriate terminology that should be used throughout the survey when referring to physiotherapist support personnel. Given that physiotherapist support personnel represent a diverse group of employees with varying job titles, it was important to use a job title that would be meaningful to the majority of the target population and least likely to deter members of the target population from responding to the survey. After extensive discussion, the Steering Group agreed that the term “physiotherapist assistant (PTA)” should be used throughout the survey as opposed to physiotherapist support personnel or other titles (e.g., physiotherapist support worker, physiotherapy assistant). To provide clarity to respondents about who the survey was intended for, the beginning of the survey included the following paragraph:

The purpose of this survey is to obtain detailed job-related information about the role of personnel who work under the direct supervision of a registered physiotherapist in Canada [e.g., physiotherapist assistants (PTAs), therapy assistants, rehabilitation assistants, physiotherapy aides, and others]. Note that, throughout the survey, the term PTA is used but may refer to any of the job titles listed above.

13 Note that the list of tasks that cannot be assigned varies across the provinces.



3.5 Survey Development and Administration 3.5.1 Survey Format The practice analysis survey was developed in an online format and was hosted on ASI’s server, which allowed respondents to anonymously submit their responses electronically over the Internet. Upon accessing the survey website, respondents had the option of viewing and responding to the survey in English or French or both (switching back-and-forth between English and French versions of the survey was possible). The survey was also available as a paper copy upon request. For convenience purposes, respondents were able to save their responses and return to the survey at a later date. The survey included 97 statements pertaining to different work activities, as well as 12 demographic questions. Note that 20 of the statements contained multiple activities to be rated; as such, the survey actually required respondents to independently rate 172 work activities. The work activity statements were organized into the following 10 categories:

Information and Data Collection (24 work activities; 20 statements) Interventions (74 work activities; 23 statements) Communication (16 work activities; 16 statements) Documentation (6 work activities; 4 statements) Practice Management (12 work activities, 5 statements) Safety (9 work activities; 9 statements) Task Assignment and Supervision (8 work activities; 3 statements) Education (8 work activities; 3 statements) Advocacy (3 work activities; 3 statements) Professionalism and Accountability (12 work activities; 11 statements)

The survey was organized into two sections (See Appendix B and C for screen shots of the English and French versions of the survey, respectively). Section 1 contained the list of work activities and asked respondents to rate each activity in terms of its frequency of occurrence and its importance for safe and effective client care. These types of rating scales are among the most commonly used for validation surveys14 as they provide a direct indication of the applicability of the different work activities across diverse practice settings. The rating scales for the work activities are presented below.

Frequency: How frequently do you perform this activity?

0 Never 1 A few times a year 2 Monthly 3 Weekly 4 Daily

14 Raymond (2001); Raymond (2005)



Importance: How important to the provision of safe and effective client care is the successful completion of this activity by a PTA?

0 Not applicable 1 Unimportant 2 Minimally important 3 Important 4 Very important 5 Extremely important

To verify the completeness of the list of activities, participants were also asked to indicate whether any activities they perform were missing from the survey. In Section 2 of the survey, respondents were asked 12 demographic questions pertaining to their job title, employment status, educational background, work experience, practice setting, area(s) of practice and geographical region. This information was requested from respondents in order to properly identify the participant sample and to examine patterns in responses based on certain demographic characteristics. 3.5.2 Survey Translation and Pilot Testing The survey was translated into French by a professional translator appointed by NPAG, and was pilot tested by ASI staff and members of the Steering Group and Working Group. Feedback from those who pilot tested the survey was reviewed by the Project Manager and Project Consultant. Overall, very few problems with the survey were identified. Based on the feedback received, a few minor edits were made with regards to the wording of some of the survey instructions, work activity statements and French translations. In addition, some technological changes were made to improve the user-friendliness of the survey. Respondents who pilot tested the survey were also asked to keep track of the length of time it took them to complete the survey. On average, it took them 29.25 minutes to complete both sections of the survey, although some respondents took as few as 19 minutes and some over 40 minutes. Based on this information, the welcome page of the survey included a message to participants indicating that, “It should take approximately 30 minutes to complete the survey.” 3.5.3 Sampling Plan As mentioned in a previous section, the intended population for the survey was physiotherapist support personnel, including PTAs, therapy assistants, rehabilitation assistants, physiotherapy aides, and others who work under the direct supervision of a registered physiotherapist in Canada. Given that no national or provincial roster of physiotherapist support personnel is currently available from which to obtain a representative sample of respondents, a decision was made to utilize a chain-referral sampling approach, whereby the support of physiotherapists was requested in helping to disseminate information about the practice analysis survey.



On August 15 2011, CPA (on behalf of NPAG), sent an email to the Canadian Provincial Physiotherapy Regulatory College Registrars asking them to forward a message to all physiotherapist registrants in their email database (see Appendix D for English and French versions of the memo to physiotherapists). In the message, information about the survey was provided as well as a request that physiotherapists help disseminate a survey invitation to all PTAs with whom they work. The survey invitation contained information about the purpose of the survey and importance of participation, as well as a link to access the survey (see Appendix E for English and French versions of the survey invitation). The invitation also assured participants that the information they provide will be anonymous and confidential, and that their responses will be aggregated and statistically summarized with those of other respondents to obtain a better understanding of current PTA practice across Canada. 3.5.4 Survey Response Rate Respondents were given until September 9, 2011 to complete the survey. As of the survey deadline, 623 surveys were completed. With the exception of three respondents who chose to complete a paper-and-pencil version of the survey, all other respondents completed the survey online. Moreover, five respondents completed the French version of the survey, whereas the remaining 618 respondents completed the English version of the survey.15 Because the number of physiotherapist support personnel employed in Canada is currently unknown, as is the number of physiotherapist support personnel who were sent the survey invitation, it was not possible to calculate a response rate for the survey. Nonetheless, the sample size for this survey is comparable to the sample sizes obtained from other physiotherapy surveys (e.g., the 2008 Physiotherapist Analysis of Practice Survey had a sample size of 56416 and the 2009 Essential Competency Validation Survey for Physiotherapists in Canada had a sample size of 50217). Furthermore, this number is sufficient for the purpose of analyzing the work activity ratings. 4. Analyses 4.1. Approach to Data Analysis To provide a description of physiotherapist support personnel practice across Canada, frequency distributions and descriptive statistics for the work activity ratings and demographic questions were calculated using aggregate data for the total sample. In addition, two subgroups reflecting

15 The number of respondents completing the survey in each language is based on the language chosen when first logging on to the survey. Therefore, the number of respondents who logged on to the survey in English, then switched to French (or vice versa) is unknown. 16 Professional Examination Service (2008) 17 Assessment Strategies Inc. (2009)



the different categories of support personnel (i.e., Group 1 vs. Group 2 physiotherapist support personnel) were created when analyzing the work activity ratings. Group 1 physiotherapist support personnel represent individuals who have completed a college diploma/certificate in a physiotherapist assistant-specific program from a recognized post-secondary institution. Group 2 physiotherapist support personnel represent a more heterogeneous group of individuals who have developed competence through “on-the-job” training or have education that is more informal, generic or of shorter duration.18 These subgroups were created based on responses to the education-related demographic questions made by survey respondents. Although the distinction between Group 1 and Group 2 physiotherapist support personnel has been made prevalent in previous provincial and national documents (e.g., the 2002 Essential Competency Profile19), there has been recent discussion and debate about whether distinguishing between these two groups is valid and necessary.20 The results of the practice analysis will be used, in part, to help discern any differences between the job functions of respondents who are categorized into Group 1 versus Group 2. These results may also inform whether the two groups of support personnel should be retained in the new Essential Competency Profile for Physiotherapist Support Personnel in Canada that is scheduled for development in the fall of 2011. 4.1. Data Cleaning Prior to conducting the analyses, the dataset was examined for missing data and outliers (i.e., observations that deviate from rest of the sample). Although respondents completing the online version of the survey were required to complete all work activity ratings prior to submitting their responses, they were not required to respond to the demographic questions (collection of demographic information should be voluntary and respondents should not feel “forced” to provide this information should they choose to not do so). Nevertheless, some demographic information is important and necessary in order to verify that the individuals responding to the survey belong to the target population group (i.e., physiotherapist support personnel who work under the direct supervision of a physiotherapist). After careful examination of the data, a decision was made to exclude five respondents from the analyses. Two of these respondents indicated that they held the job title of physiotherapist. Given that the survey was not intended to be completed by physiotherapists, but rather, physiotherapist support persons, they were removed from the dataset. An additional three respondents were also removed from the dataset because they did not respond to any of the demographic questions. As such, it was not possible to determine if these respondents were employed as physiotherapist support persons. Thus, all subsequent analyses are based on a sample size of 618.

18 Refer to Canadian Alliance of Physiotherapy Regulators (2004) for more detailed information about the distinction between these two groups. 19 Canadian Alliance of Physiotherapy Regulators and Canadian Physiotherapy Association (2002) 20 See Assessment Strategies Inc. (2011) for an example of recent discussions regarding the need for two distinct groups of physiotherapist support personnel.



5. Survey Results 5.1 Respondent Demographic Characteristics Respondents were asked 12 questions pertaining to their job title, employment status, educational background, work experience, practice setting, area(s) of practice and geographical region. For each question, a summary table is provided with the number and percentage of respondents who selected each response option. The summary table includes data on the total sample (N = 618) as well as a separate breakdown for Group 1 respondents (n = 467) and Group 2 respondents (n = 150).21 For some of the demographic questions, the mean (M) and standard deviation (SD) are reported. The mean is defined as the average of the ratings (i.e., the point-scale rating given by respondents divided by the number of respondents), whereas the standard deviation is defined as the variability or dispersion of the ratings in the dataset. Note that write-in responses for demographic questions having “other” as a response are provided in Appendix F. Question 1: In which province or territory are you primarily employed? With the exception of Nunavut, all provinces/territories were included in the survey, although some provinces appear to be overrepresented and, others, underrepresented. As can be seen in Table 1, almost half of the respondents were from Ontario (47.6%), with Alberta (15.9%), Nova Scotia (8.7%) and British Columbia (7.9%) also representing a significant percentage of the respondents. Participation from PEI and Quebec was surprisingly low, with only one respondent from each province. It is important to note, however, that Quebec may employ relatively few physiotherapist support personnel given that the province regulates a distinct category of employees - physical rehabilitation therapists (PRTs) or thérapeute en réadaptation physique (TRPs) - who work alongside physiotherapists and do not have the same job functions as physiotherapist support personnel (e.g., unlike other physiotherapist support personnel, PRTs are able to work independently and may not require supervision by a physiotherapist at all times). Subgroup comparisons22 revealed that Group 1 had a greater percentage of respondents working in British Columbia (9.4% versus 3.3% for Group 2) and Ontario (51.2% versus 36%), whereas Group 2 had a greater percentage of respondents working in New Brunswick (16% versus 2.8% for Group 1). 21 Note that one respondent did not provide any educational demographic information and was therefore excluded from the subgroup analyses. 22 Subgroup comparisons between Group 1 and Group 2 are based on unequal sample sizes (n = 467 for Group 1 and n = 150 for Group 2); the percentages reported are relative to each sample size.



Table 1. Province or Territory

Group 1 Group 2 Total n % n % n %

Alberta 70 15.0% 28 18.7% 98 15.9%

British Columbia 44 9.4% 5 3.3% 49 7.9%

Manitoba 13 2.8% 9 6.0% 22 3.6%

New Brunswick 13 2.8% 24 16.0% 37 6.0%

Newfoundland and Labrador 20 4.3% 3 2.0% 23 3.7%

Northwest Territories 0 0% 1 0.7% 1 0.2%

Nova Scotia 39 8.4% 15 10.0% 54 8.7%

Nunavut 0 0% 0 0% 0 0%

Ontario 239 51.2% 54 36.0% 294 47.6%

Prince Edward Island 1 0.2% 0 0% 1 0.2%

Quebec 0 0% 1 0.7% 1 0.2%

Saskatchewan 28 6.0% 7 4.7% 35 5.7%

Yukon 0 0% 3 2.0% 3 0.5%

TOTAL 467 100% 150 100% 618 100%

Question 2: What is your current job title? Respondents held a variety of different job titles. As Table 2 illustrates, the most commonly used titles among survey respondents were “OTA/PTA” (26.1%), followed by “Physiotherapy Assistant” or “Physical Therapy Assistant” (21%), “Rehabilitation Assistant” (19.1%), and “Physiotherapist Assistant” or “Physical Therapist Assistant” (13.9%). The most common response to those who selected “other” as an option was “Kinesiologist” (n = 14, 2.3%). A greater percentage of Group 1 respondents held the job title of “OTA/PTA” (30% versus 14% for Group 2) and “Rehabilitation Assistant” (21.8% versus 10.7%) whereas a greater percentage of Group 2 respondents held the job title of “Physiotherapist/Physiotherapy Aide” or “Physical Therapist/Physical Therapy Aide” (9.3% versus 1.5% for Group 1) or “Physiotherapy/Physical Therapy Assistant” (27.3% versus 19.1%).



Table 2. Job Title


Auxiliary Personnel 0 0% 0 0% 0 0%

Community Rehabilitation Assistant 6 1.3% 0 0% 6 1.0%

OTA 3 0.6% 0 0% 3 0.5%

OTA/PTA 140 30.0% 21 14.0% 161 26.1%

Physiotherapist/Physiotherapy Aide or Physical Therapist/Physical Therapy Aide

7 1.5% 14 9.3% 22 3.6%

Physiotherapist Assistant/Physical Therapist Assistant 63 13.5% 23 15.3% 86 13.9%

Physiotherapy Assistant/Physical Therapy Assistant 89 19.1% 41 27.3% 130 21.0%

Physiotherapist Support Worker 18 3.9% 3 2.0% 21 3.4%

Rehabilitation Assistant 102 21.8% 16 10.7% 118 19.1%

Rehabilitation Worker 2 0.4% 0 0% 2 0.3%

Technical Attendant 9 1.9% 2 1.3% 11 1.8%

Therapy Assistant 17 3.6% 8 5.3% 25 4.0%

Other 11 2.4% 21 14.0% 32 5.2%

TOTAL 467 100% 149 99.3% 617 99.8%

Note: Total N = 617 as one respondent did not provide a response to this question. Question 3: What is your current employment status? As Table 3 shows, 86.1% of respondents worked in a permanent position, either on a full-time basis (66.8%) or part-time basis (19.3%). Fewer respondents indicated working on either a casual basis (4.4%) or temporary basis (3.6%), and 2.4% indicated that they were self-employed. For respondents who chose “other” as a response, the most common description of their employment status was “temporary, full-time” (n = 8, 1.3%). There were no substantive differences in responses to this question between Group 1 and Group 2 respondents. Table 3. Employment Status


Casual 25 5.4% 2 1.3% 27 4.4%

Permanent, full-time 311 66.6% 102 68.0% 413 66.8%

Permanent, part-time 85 18.2% 34 22.7% 119 19.3%

Self-employed, full-time 6 1.3% 3 2.0% 10 1.6%

Self-employed, part-time 3 0.6% 2 1.3% 5 0.8%

Temporary 19 4.1% 3 2.0% 22 3.6%

Other 17 3.6% 3 2.0% 20 3.2%

TOTAL 467 100% 149 99.3% 616 99.7%

Note: Total N = 616 as two respondents did not provide a response to this question.



Question 4: Which individual(s) is/are responsible for assigning the activities you perform in your current job? As Table 4 shows, the vast majority of respondents indicated that a physiotherapist was responsible for assigning the activities they perform (98.4%)23. Nevertheless, many of the respondents also identified other persons who were responsible for assigning their activities, including occupational therapists (49.4%), speech language pathologists (6.3%), and registered nurses (2.4%). The most common response for those listing “other” as a response was “recreation therapist” (n = 8, 1.3%). While 302 respondents (48.9%) indicated that they had only one supervisor, 312 respondents (50.5%) had more than one supervisor. Of those respondents, 247 (40.1%) reported having two supervisors, 54 (8.7%) reported having three supervisors and 11 (1.8%) reported having four supervisors. There were no substantive differences in responses to this question between Group 1 and Group 2 respondents. Table 4. Supervisor


Physiotherapist 459 98.3% 149 99.3% 608 98.4%

Occupational Therapist 252 54.0% 53 35.3% 305 49.4%

Registered Nurse 11 2.4% 4 2.7% 15 2.4%

Speech Language Pathologist 27 5.8% 12 8.0% 39 6.3%

Other 27 5.8% 8 5.3% 35 5.7%

Note: Total N = 614 as four respondents did not provide a response to this question. Question 5: For how many years have you been practicing as a PTA? As Table 5 shows, respondents were widely distributed across levels of experience, ranging from less than one year of experience to 37 years of experience as a PTA (M = 8.1; SD = 7.2). This distribution, however, was slightly skewed towards a less experienced sample of PTAs (see Figure 2). Approximately half of the survey respondents reported having five or fewer years of experience as a PTA. Overall, Group 2 respondents (M = 10.4; SD = 9.5) had slightly more work experience than Group 1 respondents (M = 7.3, SD = 6.1). 23 Note that six respondents indicated that a physiotherapist was not responsible for assigning the activities they perform in their current job. These respondents had the following job titles: OTA (n = 2), OTA/PTA (n = 1), rehabilitation assistant (n = 1), physiotherapy assistant (n = 1) and therapy assistant (n = 1).



Table 5. Years of Experience as a PTA


Less than 1 year 7 1.5% 2 1.3% 9 1.5%

1-5 years 233 49.9% 65 43.3% 298 48.2%

6-10 years 99 21.2% 26 17.3% 125 20.2%

11-15 years 76 16.3% 20 13.3% 96 15.5%

16-20 years 32 6.9% 11 7.3% 43 7.0%

21-25 years 8 1.7% 13 8.7% 21 3.4%

26-30 years 4 0.9% 7 4.7% 11 1.8%

31-35 years 2 0.4% 4 2.7% 6 1.0%

More than 35 years 1 0.2% 2 1.3% 3 0.5%

TOTAL 462 98.9% 150 100% 612 99.0%

Note: Total N = 612 as six respondents did not provide a response to this question. Figure 2. Distribution of Respondents by Years of Experience



Question 6: Do you have formal education in a PTA program? The majority of respondents (75.6%) indicated that they had received formal education in a PTA program. Of these respondents, 99 (16%), had less than 12 months of formal education, 179 (29%) had 12-23 months, and 179 (29%) had two or more years.24 Based on this information, respondents were divided into two groups. Group 1 (n = 467) comprised those who indicated that they had received formal education in a PTA program; Group 2 (n = 150) comprised those who indicated that they had not received education in a PTA program.25 Note that one respondent did not provide any educational background information; this respondent was excluded from the subgroup analyses and only counted in the total analyses. Question 7: What is your highest level of completed education? (select all that apply) For this question, respondents were able to select more than one response. Although the intention of this question was to capture the highest level of education each respondent had completed (i.e., some high school, high school, college certificate, college diploma, some university or university degree), many respondents listed all of their educational attainment. For instance, 148 respondents (23.9%) indicated having completed two levels of education, 38 respondents (6.1%) indicated having completed three levels of education, and three respondents (0.5%) indicated having completed four levels of education. In order to obtain an accurate picture of the level of education that PTAs have across the country, the highest level of education obtained for each respondent was manually calculated. As Table 6 shows, over half of the respondent sample (59.5%) indicated having completed some form of college or Cégep as their highest level of educational attainment. Approximately one-third of the sample (34.7%) had completed either some university or had received a university degree. Only a small percentage of respondents reported high school as their highest level of completed education, with 4.5% having received a high school diploma and less than 1% having only some high school. Subgroup comparisons revealed some surprising findings, suggesting that interpretation of Question 6 (“Do you have any formal education in a PTA program?”) was subjective. For instance, 16 (3.4%) respondents who self-identified as having received formal education in a PTA program selected high school diploma as their highest level of education. Furthermore, as the following tables show, some respondents who completed a college diploma in a related field (e.g., rehabilitation assistant program) self-identified as having formal education in a PTA program, whereas others did not. These discrepancies will be discussed in further detail in the final section of the report.

24 Note that 10 respondents who indicated having formal PTA education did not indicate the duration of this education. 25 Although this method for grouping respondents may not capture other key differences between Group 1 and Group 2 physiotherapist support personnel, it nonetheless provides a practical way of grouping respondents for the purpose of this study.



Table 6. Highest Level of Completed Education


Some high school 0 0% 5 3.3% 5 0.8% High school diploma 16 3.4% 12 8.0% 28 4.5%

College certificate 108 23.1% 38 25.3% 146 23.6%

College diploma/Cégep 194 41.5% 28 18.7% 222 35.9%

Some university 79 16.9% 16 10.7% 95 15.4%

University degree 69 14.8% 50 33.3% 119 19.3%

TOTAL 466 99.7% 149 99.3% 615 99.5% Note: Total N = 615 as three respondents did not provide a response to this question. As Table 7 illustrates, 214 respondents reported that they had received a college certificate. The most common program was PTA (8.6%), followed closely by OTA/PTA (8.4%). Responses to “other” were varied but included many related fields such as Health Care Aide (n = 2), Community Support Worker (n = 1) and Infirmier Auxiliaire (n = 1). Table 7. College Certificate Program


OTA program 11 2.4% 1 0.7% 12 1.9%

OTA/PTA program 52 11.1% 0 0% 52 8.4%

PTA program 53 11.3% 0 0% 53 8.6%

Physical rehabilitation program 2 0.4% 1 0.7% 3 0.5%

Practical nursing program 3 0.6% 21 14.0% 24 3.9%

Rehabilitation assistant program 35 7.5% 1 0.7% 36 5.8%

Other 14 3.0% 20 13.3% 34 5.5%

TOTAL 170 36.3% 44 29.4% 214 34.6% Note: 16 respondents indicated having two certificates (e.g., “OTA” and “PTA” or “OTA/PTA” and “other”) and two respondents indicated having three certificates. Table 8 lists the number and percentage of respondents who indicated having a college diploma or Cégep. Of the 311 respondents (50.3%) with a diploma/Cégep, the most common program was OTA/PTA (20.4%), followed by PTA (12.6%). The most common responses to those choosing “other” was Assistant Physio-Ergo (n = 4), followed by OTA/PTA/RTA (n = 3).



Table 8. College Diploma/Cégep Program


OTA program 7 1.5% 3 2.0% 10 1.6%

OTA/PTA program 124 26.6% 2 1.3% 126 20.4%

PTA program 77 16.5% 1 0.7% 78 12.6%

Physical rehabilitation program 5 1.1% 1 0.7% 6 1.0%

Practical nursing program 5 1.1% 10 6.7% 15 2.4%

Rehabilitation assistant program 30 6.4% 1 0.7% 31 5.0%

Other 27 5.8% 18 12.0% 45 7.3%

TOTAL 275 59.0% 36 24.1% 311 50.3% Note: 24 respondents indicated having two diplomas (e.g., OTA and PTA or OTA/PTA and other) and one respondent indicated having three diplomas. Table 9 lists the number and percentage of respondents who indicated having a university degree. The most common response was “other” (9.2%), followed by kinesiology (5.5%) and physiotherapy (3.7%). Of the respondents who indicated having a physiotherapy degree (n = 23), 20 were from an international program, one was from a Canadian program, and two did not specify the country of program. The most common responses for those choosing “other” were psychology (n = 12), health sciences (n = 3), bachelor of science (n = 3), and linguistics (n = 3). Table 9. University Degree Programs


Kinesiology program 14 3.0% 20 13.3% 34 5.5%

Physical education program 7 1.5% 3 2.0% 10 1.6%

Physiotherapy program 9 1.9% 14 9.3% 23 3.7%

Canadian program 1 - 0 - 1 -

International program 6 - 14 - 20 -

Country of program not specified 2 - 0 - 2 -

Recreation program 1 0.2% 0 0% 1 0.2%

Other 42 9.0% 15 10.0% 57 9.2%

TOTAL 73 15.6% 52 34.6% 125 23.6% Note: seven respondents indicated having two degrees. Question 8: What is your primary place of employment? As can be seen in Table 10, respondents were employed in a wide variety of practice settings, although the majority of respondents reported working in a hospital setting (52.8%), long term care facility (16.2%), or rehabilitation hospital/facility (10.7%). The most common responses for those who chose “other” were children’s treatment centre (n = 7) and retirement home/residence (n = 5). A greater percentage of Group 1 respondents reported working in a hospital setting (56.3% versus 42% for Group 2) or rehabilitation facility (12.6% versus 4.7%), whereas a greater



percentage of Group 2 respondents reported working in a long term care facility (24% versus 13.7% for Group 1) or private practice (9.3% versus 5.8%). Table 10. Place of Employment


Adult Day Program 1 0.2% 2 1.3% 3 0.5%

Business/Industry 0 0% 1 0.7% 1 0.2%

Community Health Centre 12 2.6% 5 3.3% 17 2.8%

Government 5 1.1% 5 3.3% 10 1.6%

Home Care 14 3.0% 2 1.3% 16 2.6%

Hospital 263 56.3% 63 42.0% 326 52.8%

Long Term Care Facility 64 13.7% 36 24.0% 100 16.2%

Mental Health Hospital/Facility 2 0.4% 2 1.3% 4 0.6%

Post-Secondary Educational Institution 1 0.2% 0 0% 1 0.2%

Private Practice 27 5.8% 14 9.3% 41 6.6%

Rehabilitation Hospital/Facility 59 12.6% 7 4.7% 66 10.7%

School or School Board 3 0.6% 3 2.0% 6 1.0%

Other 16 3.4% 10 6.7% 26 4.2%

TOTAL 467 100% 150 100% 617 99.8% Note: Total N = 617 as one respondent did not provide a response to this question. Question 9: What is/are your main area(s) of practice? (select all that apply) As Table 11 shows, respondents reported working in a variety of practice areas, the most common being general rehabilitation (57.1%), geriatrics (49.2%) and orthopaedics (40.6%). On average, respondents indicated working in 3.5 different areas of practice (SD = 2.9), with Group 1 respondents (M = 3.7, SD = 2.9) working in slightly more areas of practice than Group 2 respondents (M = 3.1, SD = 2.7). The majority of respondents (68.4%) indicated working in more than one main area of practice; 53.4% of respondents had more than two areas of practice, 39.2% had more than three areas, 27.7% had more than four areas and 18.9% had more than five areas. The most common responses to “other” included outpatient clinic/rehabilitation (n = 6), complex care/continuing care (n = 4) and spinal cord injury (n = 4). A greater percentage of Group 1 respondents indicated working in medicine (27% versus 16% for Group 2), neurology (23.6% versus 17.3%), orthopaedics (42.6% versus 34.7%), and surgery (27.4% versus 17.3%). A greater percentage of Group 2 respondents indicated working in administration (20% versus 12.8% for Group 1).



Table 11. Areas of Practice


Administration 60 12.8% 30 20.0% 90 14.6%

Amputations 69 14.8% 15 10.0% 84 13.6%

Burns and Wound Management 22 4.7% 1 0.7% 23 3.7%

Cardiology 39 8.4% 7 4.7% 46 7.4%

Critical Care 27 5.8% 5 3.3% 32 5.2%

Ergonomics 23 4.9% 8 5.3% 31 5.0%

Health Promotion and Wellness 44 9.4% 17 11.3% 61 9.9%

General Rehabilitation 271 58.0% 82 54.7% 353 57.1%

Geriatrics 233 49.9% 71 47.3% 304 49.2%

Medicine 126 27.0% 24 16.0% 150 24.3%

Mental Health 31 6.6% 8 5.3% 39 6.3%

Neurology 110 23.6% 26 17.3% 136 22.0%

Oncology 27 5.8% 2 1.3% 29 4.7%

Orthopaedics 199 42.6% 52 34.7% 251 40.6%

Paediatrics 37 7.9% 17 11.3% 54 8.7%

Palliative Care 81 17.3% 18 12.0% 99 16.0%

Plastics 10 2.1% 1 0.7% 11 1.8%

Respirology 31 6.6% 8 5.3% 39 6.3%

Rheumatology 15 3.2% 6 4.0% 21 3.4%

Return to Work Rehabilitation 37 7.9% 9 6.0% 46 7.4%

Sports Medicine 26 5.6% 11 7.3% 37 6.0%

Surgery 128 27.4% 26 17.3% 154 24.9%

Vestibular Rehabilitation 10 2.1% 3 2.0% 13 2.1%

Women’s Health 7 1.5% 1 0.7% 8 1.3%

Other 39 8.4% 13 8.7% 52 8.4%

Note: Total N = 616 as two respondents did not respond to this question. Question 10: What percentage of time do you spend in each area? As can be seen in Table 12, survey respondents were employed in multiple roles, with the majority (97.7%) dividing their time across multiple areas. The most frequent type of employment position was direct service/client care (70.5%), followed distantly by indirect client care (12.9%) and administration (11.1%). The most common response for those selecting “other” was equipment repair or maintenance (n = 6). There were no substantive differences in responses to this question between Group 1 and Group 2 respondents.



Table 12. Percentage of Time Spent in Each Area

Group 1 Group 2 Total

M ( SD) M ( SD) M ( SD)

Administration 10.2% (10.1) 13.8% (15.4) 11.1% (11.7)

Direct Service/Client Care 71.1% (15.0) 68.8% (20.3) 70.5% (16.4)

Indirect Client Care 13.2% (10.3) 12.1% (12.7) 12.9% (11.0)

Education 3.7% (4.8) 3.3% (3.9) 3.6% (4.6)

Research 1.5% (3.0) 1.3% (2.6) 1.4% (2.9)

Other 0.5% (2.6) 0.8% (4.1) 0.6% (3.0)

TOTAL 100% 100% 100% Note: Percentages are based on 600 respondents as 18 respondents were excluded from these analyses; four respondents did not provide a response to this question and 14 respondents provided incomplete information (i.e., for nine respondents, the percentages did not add up to 100; for five respondents, the percentages exceeded 100). Question 11: What is the approximate percentage of your client population, by age, during an average month? Respondents worked with a diverse range of clients including paediatric, adults and older adults (see Table 13). While 24.9% of respondents worked to some extent with all three client populations, some respondents indicated that they worked exclusively with paediatrics (3.6%) or older adults (9.2%). A greater percentage of Group 2 respondents indicated working with paediatric populations (11.7% versus 4.9% for Group 1). Table 13. Percentage of Client Population in Each Age group

Group 1 Group 2 Total M (SD) M (SD) M (SD)

Paediatrics (less than 18 years old) 4.9% (17.1) 11.7% (28.3) 6.5% (20.6)

Adults (18-64 years old) 31.0% (24.8) 29.6% (27.6) 30.6% (25.5)

Older Adults (65 years old or greater) 64.2% (28.3) 58.7% (34.2) 62.8% (29.9)

TOTAL 100% 100% 100% Note: Percentages are based on 595 respondents (n = 449 for Group 1 and n = 145 for Group 2) as 23 respondents were excluded from theses analyses; three respondents did not provide a response to this question and 20 respondents provided incomplete information (i.e., for 19 respondents, the percentages did not add up to 100; for one respondent, the percentage exceeded 100). Question 12: What describes the location where you perform MOST of your work? As Table 14 shows, the majority of respondents (62.9%) indicated working in an urban setting (population size of more than 50,000) whereas 36.7% of respondents indicated working in a rural setting (population size of less than 50,000). A greater percentage of Group 1 respondents reported that they worked in an urban centre (68.3% versus 46.7% for Group 2).



Table 14. Location of Community


Urban 319 68.3% 70 46.7% 389 62.9%

Rural 147 31.5% 80 53.3% 227 36.7%

TOTAL 467 100% 150 100% 616 99.7%

Note: Total N = 616 as two respondents did not provide a response to this question.

5.2 Respondent Ratings of the Work Activities The following section summarizes respondents’ ratings of competencies with regards to two criteria: (i) frequency and (ii) importance.

(i) Frequency. Respondents were asked “How frequently do you perform this activity?”

This was assessed on a 5-point scale defined as (1) never (2) a few times a year, (3) monthly, (4) weekly, and (5) daily.

(ii) Importance. Respondents were asked “How important to the provision of safe and

effective client care is the successful completion of this activity by a PTA?” This was assessed on a 5-point scale defined as (1) not applicable/unimportant, (2) minimally important, (3) important, (4) very important and (5) extremely important.

Note that these anchors differ from the response options respondents had when completing the survey, whereby a 0-4 rating scale was used for frequency and a 0-5 rating scale was used for importance (see pages 13-14). Specifically, the scales were recoded (i.e., “not applicable” and “unimportant” ratings were combined) for analysis purposes so that both scales could be compared on a 5-point scale (with higher ratings signifying that an activity is rated as more frequent and important). It also enabled the two scales to be multiplied to produce a composite score for each work activity (i.e., frequency x importance). A summary table listing the number of respondents who selected each original response option is provided in Appendix G. For each work activity, the mean (M) obtained frequency and importance ratings are presented along with the standard deviation (SD), which appears in parentheses. The results of the activity ratings are reported first for all activities as a general analysis and then by the following 10 categories: Information and Data Collection; Interventions; Communication; Documentation; Practice Management; Safety; Task Assignment and Supervision; Education; Advocacy; and Professionalism and Accountability. Within each category, data on the work activities is provided for the total sample (N = 618) as well as for Group 1 (n = 467) and Group 2 (n = 150). To statistically examine whether the mean ratings differed between Group 1 and Group 2 respondents, independent samples t-tests26 were

26 A t-test is a statistical test used for comparing mean scores between two groups (in this case, Group 1 and Group 2 physiotherapist support personnel).



conducted. Frequency and importance ratings that are statistically significantly different between Group 1 and Group 2 (using a p-value of .05)27 are indicated with an asterisk (*).

5.2.1 General Analysis Across all 172 work activities, the average frequency rating was 3.33 (SD = 1.16) on a 5-point scale (with higher scores indicating that the activity is performed more frequently) and the average importance rating was 3.49 (SD = 1.23) on a 5-point scale (with higher scores indicating that the activity is more important). Across the various activities, the range of ratings was quite wide, with mean frequency ratings ranging between 1.09 and 4.94, and mean importance ratings ranging between 1.57 and 4.73. This variability is not surprising given that (a) it was not expected that all PTAs would have the opportunity to perform all activities (depending on practice setting, experience, etc.), and (b) some activities that were included in the survey should not be performed by PTAs (activities that were identified by content experts as activities that would not be expected of/should not be performed by PTAs are italicized in red font). The mean “frequency x importance” ratings for all 172 work activities are provided (in ascending order) in Appendix H. Table 15 presents a comparative summary of the average ratings for each category. Overall, work activities in the Professionalism and Accountability category received the highest frequency and importance ratings, followed closely by the Communication and Safety categories. Work activities receiving the lowest ratings were in the Education and Task Assignment and Supervision categories. Table 15. Mean Work Activity Ratings by Category

Frequency Importance F x I M (SD) M (SD) M Information & Data Collection 3.36 (1.37) 3.48 (1.29) 11.69

Interventions 2.83 (1.27) 3.05 (1.35) 8.63

Communication 4.62 (0.69) 4.48 (0.80) 20.70

Documentation 4.09 (1.43) 3.99 (1.37) 16.32

Practice Management 3.63 (1.19) 3.63 (1.22) 13.18

Safety 4.45 (0.93) 4.43 (1.00) 19.71

Task Assignment & Supervision 2.19 (1.30) 2.86 (1.55) 6.26

Education 1.91 (1.02) 2.67 (1.46) 5.10

Advocacy 3.85 (1.34) 3.93 (1.22) 15.13

Professionalism & Accountability 4.65 (0.67) 4.59 (0.73) 21.34

27 A p-value refers to the probability that random sampling would lead to a difference between the sample means that is as large (or larger) than what was observed. P-values can range from zero to one; the smaller the p-value, the greater the confidence we have that the results are in fact due to real differences in the population groups rather than random variability. Most researchers use a p-value of .05 as the threshold whereby results with p-values less than .05 are classified as “statistically significant.”



To highlight the differences across work activities regarding their relative frequency and importance, the activities were separated into one of four groups based on their average importance and frequency ratings as compared to the overall median values. Across all 172 work activities, the median value for the frequency ratings was 3.43; that is, half of the activities had a frequency rating above 3.43 while the other half had a rating below this value. The median value for the importance ratings was 3.60. By using the median value of frequency and importance, the data were organized into four groups: “high frequency, high importance” (HH); “low frequency, low importance” (LL); “high frequency, low importance” (HL); and “low frequency, high importance” (LH).

As Table 16 shows, the activity groupings were evenly split between the HH group (n = 83) and the LL group (n = 83). HH activities are those that respondents performed most frequently and felt were the most important for practicing safely and effectively. LL activities are those that respondents performed relatively less frequently (i.e., in comparison to the other work activities) and thought were relatively less important for safe and effective client care. The work activities were also evenly split between the HL group (n = 3) and the LH group (n = 3). HL activities are those that are frequently performed but thought of as less important for practice. LH competencies are those that are less frequently performed but thought of as more important for safe and effective practice. Table 16. Activities per Grouping

Importance Low High Total Frequency High 3 83 86 Low 83 3 86 Total 86 86 172

This explanatory model may help assist the Working Group during the review and revision of the Essential Competency Profile that is scheduled for the fall of 2011. In particular, the work activity statements in the LL group should be carefully reviewed and evaluated to determine whether the competencies associated with each of these work activities are considered essential.

5.2.2 Information and Data Collection

The Information and Data Collection category contained 24 work activities (20 statements) reflecting a wide range of areas including: attention and cognition; integumentary integrity; pain; sensory integrity; anthropomorphic; circulation; respiration; range of motion; muscle performance; neurologic integrity; gait, locomotion and balance; environmental and community integration/reintegration; and aerobic capacity/endurance.

As Table 17 indicates, the work activities in this category were evenly split into the HH group (n = 12) and the LL group (n = 12). The overall average frequency rating for this category was 3.36 (SD = 1.37) on a 5-point scale. The frequency ratings ranged from a low of 2.02 for “Monitor Instrumental Activities of Daily Living (e.g., shopping, household chores, home maintenance,



reintegration into community)” to a high of 4.81 for “Monitor the client’s ability to undertake the instructed activity/treatment program (e.g., ability to process commands, communicate, recall).” The overall average importance rating for this category was 3.48 (SD = 1.29) on a 5-point scale. Importance ratings ranged from a low of 2.52 for “Measure and monitor body dimensions (e.g., height, weight, girth)” to a high of 4.47 for “Monitor the client’s ability to undertake the instructed activity/treatment program (e.g., ability to process commands, communicate, recall).” The mean frequency ratings between Group 1 and Group 2 were statistically significantly different for 19 of the 24 work activities (i.e., 19 of the 24 work activities were performed more frequently by Group 1 respondents), whereas the mean importance ratings were statistically significantly different for 13 of the 24 activities (i.e., 13 of the 24 work activities were rated as more important by Group 1 respondents).

Table 17. Ratings for Work Activities in the Information and Data Collection Category

G r o u p 1 G r o u p 2 T o t a l W o r k A c t i v i t y Freq Imp Freq Imp Freq Imp Grp 1. Collaborate with the physiotherapist for

ongoing gathering of past and current client information (e.g., medical, surgical, social, cultural).

4.37 (1.03)

4.16 (1.06)

4.04 (1.16)

4.04 (1.12)

4.29* (1.07)

4.13 (1.07)

HH

2. Collect client health information from various sources (e.g., client, other health care practitioners, family, etc.).

4.05 (1.24)

3.97 (1.14)

3.69 (1.47)

3.79 (1.21)

3.97* (1.31)

3.93 (1.16)

HH

3. Review health records (e.g., lab reports, diagnostic tests, specialty reports, interdisciplinary notes, consults) prior to providing interventions.

4.02 (1.29)

3.99 (1.21)

3.45 (1.55)

3.57 (1.40)

3.88* (1.37)

3.89* (1.27)

HH

4. Collect qualitative and quantitative client data related to the client’s physical status and functional ability as assigned by the physiotherapist.

4.28 (1.18)

4.12 (1.10)

3.95 (1.40)

3.87 (1.24)

4.20* (1.24)

4.05* (1.14)

HH

5. Monitor the client’s ability to undertake the instructed activity/treatment program (e.g., ability to process commands, communicate, recall).

4.83 (0.59)

4.48 (0.76)

4.75 (0.69)

4.44 (0.81)

4.81 (0.61)

4.47 (0.77)

HH

6. Monitor skin characteristics (e.g., blistering, colour, elasticity, temperature).

4.42 (1.04)

4.22 (0.98)

4.28 (1.26)

4.06 (1.21)

4.39 (1.10)

4.18 (1.04)

HH

7. Monitor pain (e.g., location, standardized tests, characteristics).

4.74 (0.71)

4.37 (0.87)

4.46 (1.14)

4.32 (1.03)

4.67* (0.84)

4.36 (0.91)

HH

8. Monitor superficial sensation (e.g., hot/cold, light touch).

3.48 (1.36)

3.61 (1.28)

3.49 (1.60)

3.69 (1.38)

3.48 (1.42)

3.63 (1.31)

HH

9. Measure and monitor… a. body dimensions (e.g., height, weight,

girth). 2.38

(1.36) 2.51

(1.28) 2.07

(1.24) 2.56

(1.38) 2.31* (1.34)

2.52 (1.30)

LL

b. edema (e.g., volume test, circumference). 2.62 (1.54)

2.89 (1.38)

2.29 (1.53)

2.70 (1.52)

2.54* (1.54)

2.84 (1.42)

LL



G r o u p 1 G r o u p 2 T o t a l W o r k A c t i v i t y Freq Imp Freq Imp Freq Imp Grp 10. Measure and monitor…

a. cardiovascular function and circulation in response to cardiovascular demand (e.g., blood pressure, heart rate, peripheral pulses).

3.41 (1.50)

3.73 (1.32)

2.45 (1.55)

3.07 (1.58)

3.18* (1.56)

3.57* (1.42)

LL

b. physiological responses to position change (e.g., orthostatic hypotension, blood pressure, heart rate, skin colour).

3.79 (1.46)

3.90 (1.26)

2.94 (1.68)

3.32 (1.51)

3.59* (1.56)

3.76* (1.35)

HH

11. Observe ventilation (e.g., breath sounds, rate, rhythm, pattern).

3.81 (1.46)

3.83 (1.28)

3.44 (1.68)

3.49 (1.51)

3.72* (1.52)

3.75* (1.35)

HH

12. Measure active and passive joint range of motion (e.g., goniometry).

3.12 (1.50)

3.37 (1.31)

2.58 (1.62)

2.87 (1.51)

2.99* (1.55)

3.24* (1.37)

LL

13. Perform tests of flexibility (e.g., muscle length, soft tissue extensibility).

2.31 (1.52)

2.65 (1.41)

1.95 (1.36)

2.40 (1.49)

2.23* (1.49)

2.59 (1.33)

LL

14. Perform tests of muscle strength, power and endurance (e.g., manual muscle test, isokinetic testing, dynamic testing).

2.13 (1.44)

2.64 (1.43)

1.89 (1.40)

2.49 (1.53)

2.08 (1.44)

2.61 (1.45)

LL

15. Monitor muscle tone (e.g., spasticity, flaccidity).

3.31 (1.51)

3.31 (1.31)

2.96 (1.63)

2.95 (1.48)

3.22* (1.55)

3.22* (1.36)

LL

16. Monitor on-going level of dexterity, coordination and agility (e.g., rapid alternating movement, finger to nose).

2.82 (1.50)

3.00 (1.36)

2.28 (1.51)

2.58 (1.46)

2.69* (1.52)

2.90* (1.40)

LL

17. Perform standardized tests of… a. balance (e.g., BERG). 2.12

(1.36) 2.81

(1.50) 2.03

(1.45) 2.77

(1.59) 2.10

(1.38) 2.80

(1.52) LL

b. gait and locomotion (e.g., Gait Speed, TUG, Sit to Stand, wheelchair mobility).

3.15 (1.63)

3.35 (1.46)

2.63 (1.72)

3.03 (1.61)

3.02* (1.67)

3.27* (1.50)

LL

18. Monitor Activities of Daily Living (e.g., bed mobility, transfers, household mobility, ambulation).

4.37 (1.21)

4.14 (1.10)

3.71 (1.21)

3.67 (1.47)

4.21* (1.34)

4.02* (1.22)

HH

19. Monitor Instrumental Activities of Daily Living (e.g., shopping, household chores, home maintenance, reintegration into community).

2.13 (1.43)

2.67 (1.54)

1.70 (1.25)

2.19 (1.51)

2.02* (1.40)

2.55* (1.54)

LL

20. Measure and monitor… a. pulmonary function in response to

oxygen demand (e.g., respiratory rate, pulse oximetry, breathing patterns).

3.43 (1.57)

3.71 (1.36)

2.67 (1.73)

3.11 (1.69)

3.25* (1.64)

3.56* (1.47)

LL

b. functional activities (e.g., cadence, numbers of stairs climbed).

3.93 (1.33)

3.79 (1.20)

3.13 (1.49)

3.26 (1.42)

3.74* (1.41)

3.66* (1.27)

HH

Note: * indicates that Group 1 and Group 2 means are significantly different (p < .05).

5.2.3 Interventions

The Interventions category represented the largest category with 74 work activities (23 statements). Areas of intervention included: therapeutic exercise/activities; cardiorespiratory techniques; functional training; manual therapy techniques; devices and equipment; integumentary repair and protection techniques; and electrotherapeutic modalities and physical agents. As Table 18 indicates, the majority of competencies in this category were identified as LL (n = 49), with fewer in the HH group (n = 22) and HL group (n = 3).



The average frequency rating for this category was 2.83 (SD = 1.27) and the average importance rating was 3.05 (SD = 1.35). The range of ratings for these work activities was broad, with frequency and importance means fluctuating from a low of 1.09 (frequency) and 1.57 (importance) for “Perform tracheal suctioning” to a high of 4.74 (frequency) and 4.48 (importance) for “Independently perform physiotherapy interventions within assigned parameters.” The mean frequency ratings for Group 1 were significantly higher than Group 2 for 37 of the 74 work activities, whereas the mean importance ratings for Group 1 were significantly higher than Group 2 for 43 of the 74 activities. Table 18. Ratings for Work Activities in the Interventions Category

G r o u p 1 G r o u p 2 T o t a l W o r k A c t i v i t y Freq Imp Freq Imp Freq Imp Grp 21. Obtain consent for client treatment. 4.44

(1.25) 4.42

(1.14) 3.54

(1.74) 3.79

(1.53) 4.22* (1.44)

4.27* (1.28)

HH

22. Obtain client agreement to proceed with treatment on a given day.

4.69 (0.96)

4.50 (0.96)

4.27 (1.38)

3.99 (1.31)

4.59* (1.09)

4.37* (1.07)

HH

23. Orient the client and relevant others to treatment activities (e.g., physical layout, environment).

4.48 (1.01)

4.06 (1.08)

4.21 (1.22)

3.89 (1.15)

4.41* (1.07)

4.02 (1.10)

HH

24. Provide information about service policies (e.g., cancellation, absenteeism policies, costs).

2.80 (1.60)

2.77 (1.49)

3.01 (1.62)

2.94 (1.47)

2.85 (1.60)

2.81 (1.48)

LL

25. Independently perform physiotherapy interventions within assigned parameters.

4.83 (0.70)

4.56 (0.82)

4.51 (1.14)

4.20 (1.14)

4.74* (0.84)

4.48* (0.92)

HH

26. Assist the physiotherapist to deliver interventions.

4.71 (0.73)

4.52 (0.81)

4.51 (0.89)

4.32 (0.91)

4.66* (0.77)

4.47* (0.84)

HH

27. Develop exercise programs within assigned parameters.

3.62 (1.53)

3.79 (1.38)

2.96 (1.72)

3.23 (1.56)

3.46* (1.60)

3.65* (1.44)

HH

28. Progress exercise programs within assigned parameters.

4.27 (1.14)

4.19 (1.07)

3.89 (1.44)

3.87 (1.27)

4.18* (1.23)

4.11* (1.13)

HH

29. Provide group education on topics as deemed appropriate by the physiotherapist and/or facility (e.g., pre-admission class, COPD education class).

2.18 (1.42)

2.74 (1.56)

1.76 (1.25)

2.28 (1.51)

2.08* (1.39)

2.63* (1.56)

LL

30. Follow established care maps as per organizational policy and procedure.

3.68 (1.62)

3.51 (1.50)

3.65 (1.64)

3.49 (1.50)

3.67 (1.62)

3.50 (1.50)

HL

31. Use technology/exercise software to teach exercise programs.

2.45 (1.55)

2.67 (1.50)

1.86 (1.40)

2.18 (1.35)

2.31* (1.53)

2.55* (1.48)

LL

32. Teach and/or implement… a. aerobic/endurance exercises. 4.00

(1.43) 3.88

(1.27) 3.40

(1.71) 3.35

(1.50) 3.85* (1.52)

3.75* (1.35)

HH

b. agility exercises/activities. 3.85 (1.42)

3.70 (1.32)

3.42 (1.61)

3.29 (1.48)

3.75* (1.48)

3.60* (1.37)

HH

c. balance exercises/activities. 4.48 (0.92)

4.27 (0.94)

4.21 (1.24)

4.01 (1.17)

4.41* (1.01)

4.20* (1.01)

HH

d. body mechanics. 4.44 (1.03)

4.29 (0.99)

3.89 (1.42)

3.72 (1.30)

4.31* (1.16)

4.16* (1.10)

HH



G r o u p 1 G r o u p 2 T o t a l W o r k A c t i v i t y Freq Imp Freq Imp Freq Imp Grp

e. coordination exercises/activities. 4.25 (1.10)

4.10 (1.02)

4.00 (1.36)

3.80 (1.20)

4.19* (1.17)

4.02* (4.02)

HH

f. developmental activities. 3.10 (1.56)

3.22 (1.52)

2.91 (1.72)

3.06 (1.59)

3.05 (1.60)

3.18 (1.53)

LL

g. energy conservation. 3.62 (1.44)

3.68 (1.33)

2.87 (1.72)

3.04 (1.63)

3.44* (3.44)

3.52* (1.43)

HL

h. flexibility techniques. 3.50 (1.45)

3.44 (1.34)

3.46 (1.60)

3.31 (1.45)

3.49 (1.49)

3.41 (1.37)

HL

i. gait training. 4.58 (0.89)

4.41 (0.86)

3.99 (1.51)

3.82 (1.34)

4.44* (1.10)

4.27* (1.02)

HH

j. mobility training. 4.62 (0.88)

4.43 (0.89)

4.16 (1.39)

3.97 (1.28)

4.51* (1.04)

4.32* (1.01)

HH

k. movement pattern training. 3.46 (1.49)

3.56 (1.40)

3.11 (1.72)

3.19 (1.51)

3.37* (1.55)

3.47* (1.44)

LL

l. neuromuscular education or re-education.

2.91 (1.53)

3.21 (1.52)

2.35 (1.60)

2.69 (1.62)

2.78* (1.56)

3.08* (1.56)

LL

m. postural stabilization techniques. 3.46 (1.50)

3.57 (1.39)

3.23 (1.71)

3.35 (1.55)

3.41 (1.55)

3.51 (1.44)

LL

n. range of motion exercises. 4.72 (0.67)

4.43 (0.80)

4.37 (1.22)

4.03 (1.23)

4.64* (0.85)

4.33* (0.94)

HH

o. relaxation techniques. 2.98 (1.46)

3.24 (1.41)

2.81 (1.66)

2.93 (1.61)

2.94 (1.51)

3.16* (1.47)

LL

p. stair training. 3.92 (1.22)

4.06 (1.13)

3.31 (1.48)

3.51 (1.45)

3.77* (1.31)

3.93* (1.24)

HH

q. strength/power exercises. 4.34 (1.11)

4.10 (1.10)

3.86 (1.45)

3.67 (1.36)

4.22* (1.22)

4.00* (1.18)

HH

r. transfer training. 4.37 (1.04)

4.40 (0.93)

3.87 (1.48)

3.97 (1.28)

4.25* (1.18)

4.29* (1.04)

HH

s. use of gait aids. 4.59 (0.89)

4.51 (0.84)

4.22 (1.34)

4.09 (1.25)

4.50* (1.03)

4.41* (0.97)

HH

33. Teach and/or implement… a. active cycle of breathing. 2.64

(1.59) 3.00

(1.57) 2.17

(1.56) 2.53

(1.60) 2.53* (1.59)

2.88* (1.59)

LL

b. assisted cough. 2.16 (1.28)

2.75 (1.51)

1.80 (1.27)

2.25 (1.49)

2.08* (1.29)

2.63* (1.52)

LL

c. autogenic drainage. 1.27 (0.68)

1.87 (1.32)

1.22 (0.72)

1.63 (1.21)

1.26 (0.70)

1.81* (1.30)

LL

d. deep breathing and coughing. 2.92 (1.45)

3.27 (1.46)

2.38 (1.54)

2.75 (1.56)

2.79* (1.49)

3.14* (1.50)

LL

e. incentive spirometry. 2.11 (1.33)

2.67 (1.53)

1.81 (1.30)

2.25 (1.56)

2.04* (1.33)

2.57* (1.55)

LL

f. manual percussions and vibrations. 1.52 (0.92)

2.32 (1.51)

1.47 (1.06)

1.97 (1.47)

1.51 (0.96)

2.24* (1.51)

LL

g. mechanical percussions and vibrations. 1.37 (0.84)

2.09 (1.43)

1.42 (1.00)

1.88 (1.40)

1.39 (0.89)

2.04 (1.43)

LL

h. paced breathing. 2.03 (1.41)

2.44 (1.53)

1.79 (1.36)

2.11 (1.48)

1.98 (1.40)

2.36* (1.52)

LL

i. positioning. 3.33 (1.57)

3.51 (1.47)

2.71 (1.68)

2.93 (1.64)

3.18* (1.62)

3.37* (1.53)

LL



G r o u p 1 G r o u p 2 T o t a l W o r k A c t i v i t y Freq Imp Freq Imp Freq Imp Grp

j. postural drainage. 1.57 (1.01)

2.29 (1.50)

1.39 (0.92)

1.86 (1.40)

1.54* (1.00)

2.19* (1.49)

LL

k. pursed lip breathing. 2.80 (1.48)

3.12 (1.49)

1.99 (1.43)

2.39 (1.55)

2.61* (1.51)

2.94* (1.54)

LL

34. Administer oxygen. 2.77 (1.68)

3.15 (1.66)

2.13 (1.55)

2.48 (1.69)

2.61* (1.67)

2.98* (1.69)

LL

35. Titrate oxygen. 1.39 (1.03)

1.89 (1.43)

1.21 (0.78)

1.58 (1.23)

1.34* (0.98)

1.81* (1.39)

LL

36. Perform tracheal suctioning. 1.09 (0.43)

1.61 (1.22)

1.05 (0.31)

1.45 (1.09)

1.09 (0.44)

1.57 (1.19)

LL

37. Teach… a. Activities of Daily Living. 3.46

(1.54) 3.59

(1.44) 2.56

(1.67) 2.81

(1.65) 3.24* (1.62)

3.40* (1.53)

LL

b. community and leisure integration or reintegration (e.g., work, school, play).

2.04 (1.39)

2.49 (1.56)

1.69 (1.26)

2.06 (1.47)

1.96* (1.37)

2.39* (1.55)

LL

c. Instrumental Activities of Daily Living. 2.59 (1.51)

2.90 (1.56)

2.23 (1.60)

2.48 (1.59)

2.50* (1.54)

2.80* (1.57)

LL

d. the use of barrier accommodations or modifications (e.g., ramps, grab bars).

3.08 (1.52)

3.27 (1.51)

2.67 (1.64)

2.97 (1.65)

2.99 (1.56)

3.20* (1.54)

LL

38. Perform… a. connective tissue massage (e.g., scar

massage). 1.83

(1.20) 2.35

(1.45) 1.70

(1.19) 2.13

(1.46) 1.80

(1.20) 2.30

(1.46) LL

b. joint mobilization. 2.61 (1.64)

2.78 (1.56)

2.63 (1.73)

2.83 (1.66)

2.62 (1.66)

2.79 (1.58)

LL

c. peripheral manual traction. 1.32 (0.85)

1.79 (1.27)

1.28 (0.80)

1.69 (1.26)

1.32 (0.85)

1.76 (1.27)

LL

d. spinal manual traction. 1.23 (0.70)

1.71 (1.24)

1.24 (0.75)

1.67 (1.25)

1.24 (0.73)

1.70 (1.24)

LL

e. therapeutic massage. 1.54 (1.05)

1.97 (1.35)

1.53 (1.05)

1.95 (1.38)

1.54 (1.06)

1.97 (1.36)

LL

39. Apply, adjust and instruct in the use of… a. adaptive devices (e.g., utensils, seating

and positioning devices, steering wheel devices).

2.89 (1.59)

3.16 (1.54)

2.49 (1.62)

2.67 (1.59)

2.79* (1.60)

3.04* (1.57)

LL

b. assistive devices (e.g., canes, crutches, walkers, wheelchairs, tilt tables, standing frames).

4.45 (1.03)

4.30 (0.97)

4.24 (1.25)

4.11 (1.16)

4.40 (1.09)

4.25* (1.02)

HH

c. orthotic devices (e.g., braces, casts, shoe inserts, splints).

3.37 (1.32)

3.63 (1.30)

3.12 (1.47)

3.39 (1.44)

3.31 (1.36)

3.57 (1.33)

LL

d. prosthetic devices (e.g., upper and lower extremity).

2.39 (1.33)

3.12 (1.55)

2.15 (1.36)

2.85 (1.58)

2.34 (1.35)

3.05 (1.56)

LL

e. protective devices (e.g., braces, cushions, helmets, taping).

2.81 (1.43)

3.14 (1.44)

2.74 (1.53)

3.04 (1.52)

2.79 (1.45)

3.11 (1.46)

LL

f. supportive devices (e.g., compression garments, corsets, elastic wraps, neck collars).

2.64 (1.32)

3.14 (1.41)

2.51 (1.37)

3.00 (1.47)

2.61 (1.33)

3.10 (1.42)

LL

40. Apply… a. topical agents (e.g., cleansers, creams,

moisturizers, ointments, sealants). 1.75

(1.24) 2.02

(1.35) 1.77

(1.31) 2.07

(1.43) 1.76

(1.26) 2.03

(1.37) LL

b. dressings (e.g., hydrogels, vacuum-assisted closure, wound coverings).

1.32 (0.83)

1.82 (1.32)

1.37 (0.84)

1.83 (1.34)

1.34 (0.84)

1.83 (1.32)

LL



G r o u p 1 G r o u p 2 T o t a l W o r k A c t i v i t y Freq Imp Freq Imp Freq Imp Grp 41. Perform and train desensitization techniques

(e.g., brushing, tapping, use of textures). 1.52

(0.97) 2.00

(1.34) 1.48

(1.00) 1.89

(1.29) 1.52

(0.99) 1.97

(1.33) LL

42. Apply…

a. electrical stimulation therapy (e.g., electrical muscle stimulation, TENS, functional electrical stimulation).

2.63 (1.54)

3.10 (1.51)

2.67 (1.66)

2.91 (1.56)

2.64 (1.57)

3.05 (1.52)

LL

b. electrotherapeutic medication delivery (e.g., iontophoresis, phonophoresis).

1.27 (0.84)

1.76 (1.29)

1.30 (0.94)

1.71 (1.29)

1.29 (0.88)

1.75 (1.29)

LL

c. laser treatments. 1.59 (1.21)

2.04 (1.44)

1.52 (1.14)

1.85 (1.32)

1.58 (1.20)

2.00 (1.41)

LL

d. mechanical motion devices (e.g., CPM). 1.89 (1.23)

2.46 (1.49)

1.67 (1.16)

2.13 (1.46)

1.84 (1.22)

2.39* (1.49)

LL

e. non-thermal agent procedures (e.g., pulsed electromagnetic fields).

1.30 (0.94)

1.75 (1.29)

1.34 (1.02)

1.65 (1.24)

1.32 (0.97)

1.73 (1.29)

LL

f. traction devices (e.g., intermittent, positional, sustained).

1.54 (1.08)

2.01 (1.39)

1.72 (1.26)

2.07 (1.45)

1.59 (1.13)

2.02 (1.40)

LL

g. ultrasound. 2.49 (1.58)

2.88 (1.57)

2.45 (1.69)

2.65 (1.60)

2.48 (1.61)

2.83 (1.58)

LL

h. UVL treatments. 1.15 (0.68)

1.57 (1.14)

1.27 (0.90)

1.58 (1.15)

1.19 (0.76)

1.57 (1.14)

LL

43. Apply and teach… a. compression therapies (e.g., wraps,

garments, mechanical). 2.01

(1.27) 2.52

(1.46) 1.89

(1.34) 2.30

(1.52) 1.98

(1.29) 2.47

(1.47) LL

b. cryotherapy procedures (e.g., cold packs, ice massage).

3.54 (1.38)

3.63 (1.23)

3.53 (1.55)

3.55 (1.40)

3.54 (1.42)

3.61 (1.27)

HH

c. heat therapy (e.g., hot packs, wax). 3.59 (1.39)

3.66 (1.22)

3.82 (1.46)

3.75 (1.27)

3.65 (1.41)

3.68 (1.23)

HH

d. hydrotherapy (e.g., swimming pool, whirlpool).

1.99 (1.42)

2.51 (1.59)

2.03 (1.46)

2.47 (1.57)

2.00 (1.43)

2.50 (1.58)

LL

Note: * indicates that Group 1 and Group 2 means are significantly different (p < .05). 5.2.4 Communication

The Communication category contained 16 work activities and statements. Areas covered included general communication, communication strategies and conflict management. As Table 19 indicates, 15 of the work activities were identified as HH whereas one activity was identified as LL.

The average frequency and importance ratings for this category were 4.62 (SD = 0.69) and 4.48 (SD = 0.80), respectively. The mean ratings ranged between a low of 3.10 (frequency) and 3.36 (importance) for “Employ assistive technologies (e.g., hearing aids)” to a high of 4.92 (frequency) and 4.73 (importance) for “Establish and maintain collaborative working relationships based on mutual trust and respect with the client and members of the interprofessional health care team.” The mean frequency ratings for Group 1 were significantly higher than Group 2 for three of the 16 work activities. There were no significant differences between Group 1 and Group 2 in mean importance ratings.



Table 19. Ratings for Work Activities in the Communication Category

G r o u p 1 G r o u p 2 T o t a l W o r k A c t i v i t y Freq Imp Freq Imp Freq Imp Grp 44. Establish and maintain collaborative working

relationships based on mutual trust and respect with the client and members of the interprofessional health care team.

4.95 (0.32)

4.75 (0.57)

4.83 (0.62)

4.69 (0.70)

4.92* (0.41)

4.73 (0.60)

HH

45. Communicate in a professional and collaborative manner that is accurate and credible, and recognize cultural sensitivities.

4.91 (0.38)

4.71 (0.58)

4.84 (0.57)

4.68 (0.73)

4.89 (0.43)

4.70 (0.62)

HH

46. Convey information in a timely manner. 4.93 (0.36)

4.72 (0.61)

4.89 (0.38)

4.65 (0.63)

4.92 (0.37)

4.70 (0.61)

HH

47. Provide verbal and written information about significant changes in the client’s health status and client intervention sessions to the physiotherapist and/or health team members in accordance with relevant laws, regulations, and practice setting policies and procedures.

4.82 (0.62)

4.72 (0.66)

4.75 (0.73)

4.63 (0.75)

4.81 (0.65)

4.70 (0.68)

HH

48. Encourage client questions, expression of individual needs and concerns related to care.

4.86 (0.47)

4.63 (0.67)

4.80 (0.58)

4.59 (0.71)

4.85 (0.50)

4.62 (0.68)

HH

49. Respond to client questions with accurate information or refer the client to the physiotherapist or health team members, as appropriate.

4.89 (0.44)

4.70 (0.61)

4.85 (0.50)

4.67 (0.62)

4.88 (0.45)

4.70 (0.61)

HH

50. Ask clarifying questions. 4.85 (0.47)

4.65 (0.64)

4.80 (0.56)

4.59 (0.70)

4.84 (0.49)

4.64 (0.65)

HH

51. Utilize audience appropriate language, strategies and materials.

4.75 (0.73)

4.50 (0.86)

4.68 (0.91)

4.39 (0.99)

4.74 (0.78)

4.47 (0.89)

HH

52. Use appropriate terminology as defined in the practice setting.

4.85 (0.50)

4.53 (0.78)

4.87 (0.46)

4.46 (0.82)

4.86 (.49)

4.51 (0.79)

HH

53. Use clear, effective strategies in verbal, non-verbal and written communication.

4.93 (0.31)

4.61 (0.68)

4.85 (0.48)

4.53 (0.77)

4.91 (0.36)

4.59 (0.70)

HH

54. Use technology (e.g., email, telehealth) with efficiency.

4.75 (0.74)

4.32 (0.95)

4.38 (1.17)

4.19 (1.04)

4.66* (0.88)

4.29 (0.98)

HH

55. Build positive relationships with client and family members through various verbal and non-verbal communication strategies, including active listening, reflection, coaching, reinforcement and empathy.

4.88 (0.46)

4.61 (0.71)

4.80 (0.58)

4.59 (0.68)

4.86 (0.49)

4.61 (0.70)

HH

56. Employ assistive technologies (e.g., hearing aids).

3.20 (1.56)

3.42 (1.54)

2.81 (1.62)

3.15 (1.63)

3.10* (1.58)

3.36 (1.56)

LL

57. Make appropriate adaptations to the environment to facilitate effective communication with clients.

4.37 (1.04)

4.27 (1.05)

4.19 (1.26)

4.09 (1.13)

4.33 (1.10)

4.22 (1.07)

HH

58. Identify and address conflict. 3.79 (1.21)

4.25 (0.98)

3.74 (1.27)

4.21 (1.01)

3.78 (1.23)

4.24 (0.99)

HH

59. Recognize when assistance is required and seek assistance as appropriate.

4.55 (0.84)

4.61 (0.69)

4.58 (0.76)

4.58 (0.74)

4.56 (0.82)

4.60 (0.70)

HH




5.2.5 Documentation

The Documentation category contained six work activities (four statements). As Table 20 indicates, all seven work activities were identified as HH.

The average frequency and importance ratings for this category were 4.09 (SD =1.43) and 3.99 (SD = 1.37), respectively. The range of ratings for these work activities was narrow, with means fluctuating from a low of 3.59 (frequency) and 3.71 (importance) for “Document client information in health record” to a high of 4.55 (frequency) and 4.35 (importance) for “Write clearly using appropriate terminology and related abbreviations as defined in the practice setting.” The mean frequency ratings for Group 1 were significantly higher than Group 2 for two of the seven work activities, whereas the mean importance ratings for Group 1 were significantly higher than Group 2 for three of the seven activities. Table 20. Ratings for Work Activities in the Documentation Category G r o u p 1 G r o u p 2 T o t a l W o r k A c t i v i t y Freq Imp Freq Imp Freq Imp Grp 60. Write clearly using appropriate terminology

and related abbreviations as defined in the practice setting.

4.62 (0.92)

4.42 (0.92)

4.33 (1.20)

4.13 (1.19)

4.55* (1.00)

4.35* (1.00)

HH

61. Document client information in… a. health record. 3.72

(1.65) 3.82

(1.54) 3.19

(1.82) 3.39

(1.76) 3.59* (1.71)

3.71* (1.60)

HH

b. other (e.g., patient flow sheets). 3.96 (1.56)

3.95 (1.43)

3.72 (1.72)

3.63 (1.62)

3.90 (1.60)

3.87* (1.48)

HH

62. Maintain electronic and/or paper-based records including…

a. client reports and files. 3.89 (1.60)

3.86 (1.47)

3.89 (1.63)

3.83 (1.56)

3.89 (1.61)

3.86 (1.49)

HH

b. workload measurement/statistics. 4.36 (1.24)

4.00 (1.30)

4.18 (1.37)

3.91 (1.36)

4.31 (1.28)

3.97 (1.31)

HH

63. Maintain security and manage health records in accordance with all applicable provincial, regulatory and organizational standards.

4.33 (1.36)

4.21 (1.31)

4.21 (1.47)

4.13 (1.38)

4.30 (1.38)

4.19 (1.32)

HH

Note: * indicates that Group 1 and Group 2 means are significantly different (p < .05). 5.2.6 Practice Management

The Practice Management category contained 12 work activities (five statements) pertaining to resource management, time management and quality improvement. As Table 21 indicates, five work activities were identified as HH, six were identified as LL, and one was identified as LH.

The average frequency and importance ratings were 3.63 (SD =1.19) and 3.63 (SD = 1.22), respectively. The ratings for these work activities ranged from 2.03 (frequency) and 2.27 (importance) for “Contribute to safe and cost-effective physiotherapy practice including wait list management” to 4.94 (frequency) and 4.62 (importance) for “Manage time effectively.”



The mean frequency ratings for Group 1 were significantly lower than Group 2 for four of the 12 work activities, whereas the mean importance ratings for Group 1 were significantly lower than Group 2 for two of the activities. Table 21. Ratings for Work Activities in the Practice Management Category

G r o u p 1 G r o u p 2 T o t a l W o r k A c t i v i t y Freq Imp Freq Imp Freq Imp Grp 64. Contribute to safe and cost-effective

physiotherapy practice including…

a. administrative duties (e.g., answering phone, photocopying).

4.16 (1.19)

3.57 (1.26)

4.46 (1.01)

3.77 (1.19)

4.23* (1.16)

3.62 (1.24)

HH

b. equipment and supplies ordering. 3.09 (1.29)

3.29 (1.28)

3.47 (1.37)

3.67 (1.28)

3.19* (1.32)

3.39* (1.29)

LL

c. infection control. 4.66 (0.93)

4.48 (0.95)

4.45 (1.16)

4.39 (1.14)

4.61 (0.99)

4.46 (1.00)

HH

d. inventory maintenance. 3.40 (1.22)

3.54 (1.27)

3.49 (1.25)

3.75 (1.21)

3.43 (1.23)

3.59 (1.25)

LL

e. preventative maintenance. 3.71 (1.26)

3.79 (1.22)

3.95 (1.32)

3.93 (1.22)

3.77* (1.28)

3.83 (1.22)

HH

f. resource allocation. 2.77 (1.51)

2.85 (1.48)

2.82 (1.63)

2.90 (1.53)

2.78 (1.54)

2.86 (1.49)

LL

g. scheduling. 3.27 (1.76)

3.16 (1.61)

3.67 (1.68)

3.49 (1.54)

3.37* (1.75)

3.24* (1.60)

LL

h. wait list management. 1.97 (1.51)

2.19 (1.56)

2.25 (1.68)

2.50 (1.73)

2.03 (1.56)

2.27 (1.61)

LL

65. Set priorities. 4.83 (0.63)

4.52 (0.84)

4.86 (0.51)

4.47 (0.76)

4.84 (0.60)

4.51 (0.82)

HH

66. Manage time effectively. 4.94 (0.35)

4.64 (0.67)

4.94 (0.37)

4.55 (0.75)

4.94 (0.36)

4.62 (0.69)

HH

67. Participate in quality improvement initiatives. 3.38 (1.26)

3.68 (1.20)

3.55 (1.31)

3.79 (1.12)

3.42 (1.27)

3.71 (1.18)

LH

68. Consult and collaborate in program or departmental evaluation.

2.98 (1.26)

3.50 (1.28)

3.01 (1.40)

3.39 (1.34)

2.99 (1.29)

3.48 (1.29)

LL

Note: * indicates that Group 1 and Group 2 means are significantly different (p < .05). 5.2.7 Safety The Safety category contained nine work activities and statements. As Table 22 indicates, all nine work activities in this category were identified as HH.

The overall average frequency rating for this category was 4.43 (SD = 1.00). The frequency ratings ranged between 3.43 for “Recognize when a client is being treated in an incompetent or unethical manner and address the situation in accordance with applicable law, legislation and regulations and workplace policies” and 4.92 for “Apply best practices of body mechanics when moving, positioning, seating, ambulating and transferring clients.”

The overall average importance rating for this category was also high (M = 4.45, SD = 0.93). Importance ratings ranged from a low of 3.99 for “Perform physical environment risk assessment



prior to client intervention” to a high of 4.68 for “Apply best practices of body mechanics when moving, positioning, seating, ambulating and transferring clients.” The mean frequency and importance ratings for Group 1 were statistically significantly higher than Group 2 for one of the nine work activities. Table 22. Ratings for Work Activities in the Safety Category

G r o u p 1 G r o u p 2 T o t a l W o r k A c t i v i t y Freq Imp Freq Imp Freq Imp Grp 69. Perform physical environment risk assessment

prior to client intervention. 4.18

(1.44)4.03

(1.33)3.97

(1.60)3.87

(1.46)4.13

(1.48) 3.99

(1.36)HH

70. Prepare and maintain a safe working environment for the client, self and other team members.

4.84 (0.66)

4.51 (0.87)

4.79 (0.70)

4.59 (0.79)

4.83 (0.67)

4.53 (0.85)

HH

71. Comply with laws, regulations and established practice setting policies and procedures relevant to occupational health and safety, handling and disposal of hazardous wastes, disease transmission prevention, and emergency measures such as fire safety.

4.74 (0.75)

4.54 (0.79)

4.74 (0.80)

4.55 (0.82)

4.74 (0.76)

4.54 (0.79)

HH

72. Apply best practices of body mechanics when moving, positioning, seating, ambulating and transferring clients.

4.94 (0.37)

4.70 (0.62)

4.85 (0.67)

4.62 (0.80)

4.92 (0.46)

4.68 (0.67)

HH

73. Apply best practices in the safe operation and maintenance of equipment, machines, and supplies in accordance with manufacturers’ guidelines and the practice setting’s policies and procedures.

4.73 (0.71)

4.55 (0.79)

4.71 (0.84)

4.51 (0.91)

4.73 (0.74)

4.54 (0.82)

HH

74. Apply knowledge of contra-indications, treatment precautions and safety factors associated with treatment modalities, and follow established procedures.

4.64 (0.86)

4.57 (0.84)

4.33 (1.36)

4.23 (1.29)

4.57* (1.01)

4.48* (0.98)

HH

75. Recognize critical incidents and take necessary action in accordance with practice setting policies.

4.21 (1.13)

4.52 (0.78)

4.08 (1.34)

4.45 (1.01)

4.18 (1.19)

4.50 (0.84)

HH

76. Recognize adverse reactions to intervention and take necessary action.

4.34 (1.06)

4.54 (0.80)

4.21 (1.23)

4.57 (0.82)

4.31 (1.10)

4.55 (0.80)

HH

77. Recognize when a client is being treated in an incompetent or unethical manner and address the situation in accordance with applicable law, legislation and regulations and workplace policies.

3.44 (1.59)

4.29 (1.17)

3.41 (1.73)

4.07 (1.41)

3.43 (1.62)

4.24 (1.23)

HH


5.2.8 Task Assignment and Supervision

The Task Assignment and Supervision category contained eight work activities (three statements). As Table 23 indicates, all eight work activities fell into the LL group.



The average frequency and importance ratings were 2.19 (SD = 1.30) and 2.86 (SD = 1.55), respectively. The range of ratings for these work activities was narrow, with means fluctuating between 1.81 (frequency) and 2.18 (importance) for “Assign tasks, as directed by the physiotherapist, to volunteers” to 3.05 (frequency) and 3.51 (importance) for “Contribute to the performance management (e.g., provide feedback) of peers.” The mean frequency ratings for Group 1 were significantly higher than Group 2 for one of the eight work activities, whereas the mean importance ratings for Group 1 were significantly higher than Group 2 for three of the activities.

Table 23. Ratings for Work Activities in the Task Assignment and Supervision Category G r o u p 1 G r o u p 2 T o t a l W o r k A c t i v i t y Freq Imp Freq Imp Freq Imp Grp 78. Contribute to the performance management

(e.g., provide feedback) of…

a. peers. 3.01 (1.48)

3.50 (1.37)

3.18 (1.59)

3.54 (1.44)

3.05 (1.50)

3.51 (1.39)

LL

b. PTA students. 2.16 (1.14)

3.42 (1.48)

1.90 (1.19)

2.75 (1.65)

2.10* (1.16)

3.26* (1.55)

LL

c. volunteers. 1.92 (1.31)

2.45 (1.60)

2.03 (1.45)

2.47 (1.61)

1.94 (1.35)

2.45 (1.60)

LL

79. Assign tasks, as directed by the physiotherapist, to…

a. other support personnel. 2.66 (1.50)

2.95 (1.53)

2.83 (1.67)

3.02 (1.59)

2.70 (1.54)

2.97 (1.54)

LL

b. PTA students. 2.04 (1.06)

3.15 (1.50)

1.91 (1.22)

2.63 (1.64)

2.01 (1.10)

3.02* (1.55)

LL

c. volunteers. 1.78 (1.28)

2.17 (1.53)

1.92 (1.38)

2.23 (1.55)

1.81 (1.30)

2.18 (1.53)

LL

80. Provide appropriate supervision to… a. PTA students. 2.03

(1.08) 3.36

(1.59) 1.91

(1.20) 2.77

(1.68) 2.00

(1.11) 3.22* (1.63)

LL

b. volunteers. 1.85 (1.32)

2.26 (1.61)

2.01 (1.44)

2.35 (1.58)

1.89 (1.35)

2.28 (1.61)

LL

Note: * indicates that Group 1 and Group 2 means are significantly different (p < .05). 5.2.9 Education The Education category contained eight work activities (three statements). As Table 24 indicates, seven of the work activities were identified as LL and one was identified as LH.

The average frequency and importance ratings were 1.91 (SD =1.02) and 2.67 (SD = 1.46), respectively. The mean ratings fluctuated between a low of 1.30 (frequency) and 1.82 (importance) for “Provide education (e.g., inservice, lectures, distribute informational material) to community groups” to a high of 2.55 (frequency) and 3.65 (importance) for “Engage in educational or other activities for the continued development and maintenance of competence.”



The mean frequency ratings for Group 1 were significantly higher than Group 2 for two of the eight work activities, whereas the mean importance ratings for Group 1 were significantly higher than Group 2 for four of the activities. Table 24. Ratings for Work Activities in the Education Category Group 1 Group 2 Total Work Activity Freq Imp Freq Imp Freq Imp Grp81. Provide education (e.g., inservice, lectures,

distribute informational material) to the following individuals/groups:

a. PTAs 1.91 (1.05)

2.85 (1.82)

1.69 (1.08)

2.34 (1.52)

1.86* (1.06)

2.73* (1.54)

LL

b. PTA students 1.85 (0.94)

2.98 (1.55)

1.59 (0.93)

2.33 (1.56)

1.79* (0.95)

2.83* (1.58)

LL

c. other students 1.75 (0.91)

2.62 (1.52)

1.65 (0.96)

2.29 (1.42)

1.73 (0.92)

2.54* (1.50)

LL

d. health care professionals 2.00 (1.10)

2.77 (1.50)

1.88 (1.20)

2.38 (1.51)

1.98 (1.13)

2.68* (1.51)

LL

e. volunteers 1.57 (0.99)

2.10 (1.45)

1.56 (0.97)

2.05 (1.38)

1.57 (0.99)

2.09 (1.43)

LL

f. community groups 1.29 (0.72)

1.84 (1.33)

1.31 (0.79)

1.76 (1.32)

1.30 (0.74)

1.82 (1.33)

LL

82. Encourage others to try new ideas supported by best practice information.

2.48 (1.27)

3.07 (1.42)

2.55 (1.40)

3.02 (1.48)

2.50 (1.30)

3.06 (1.43)

LL

83. Engage in educational or other activities for the continued development and maintenance of competence.

2.55 (1.07)

3.67 (1.30)

2.54 (1.18)

3.57 (1.41)

2.55 (1.10)

3.65 (1.33)

LH

Note: * indicates that Group 1 and Group 2 means are significantly different (p < .05). 5.2.10 Advocacy The Advocacy category contained three work activities and statements. As Table 25 indicates, all three work activities were identified as HH.

The average frequency and importance ratings were 3.85 (SD =1.34) and 3.93 (SD = 1.22), respectively. Mean ratings ranged from a low of 3.67 (frequency) and 3.79 (importance) for “Support client advocacy in the practice setting and the community” to a high of 3.98 (frequency) for “Communicate the role and benefits of physiotherapy to enhance individual and community health including health promotion and disease prevention” and 4.01 (importance) for “Empower clients to speak on their own behalf in collaboration with other health care providers/team members.” The mean frequency and importance ratings for Group 1 were significantly higher than Group 2 for one of the three work activities.



Table 25. Ratings for Work Activities in the Advocacy Category G r o u p 1 G r o u p 2 T o t a l W o r k A c t i v i t y Freq Imp Freq Imp Freq Imp Grp84. Empower clients to speak on their own behalf

in collaboration with other health care providers/team members.

3.92 (1.27)

4.04 (1.12)

3.87 (1.32)

3.82 (1.33)

3.91 (1.28)

4.01 (1.13)

HH

85. Communicate the role and benefits of physiotherapy to enhance individual and community health including health promotion and disease prevention.

4.08 (1.19)

4.06 (1.10)

3.92 (1.18)

3.53 (1.55)

3.98* (1.27)

4.00* (1.16)

HH

86. Support client advocacy in the practice setting and the community.

3.72 (1.45)

3.83 (1.35)

3.66 (1.46)

3.67 (1.37)

3.67 (1.48)

3.79 (1.36)

HH

Note: * indicates that Group 1 and Group 2 means are significantly different (p < .05). 5.2.11 Professionalism and Accountability The final category, Professionalism and Accountability, contained 12 work activities (11 statements) pertaining a broad array of topics including: ethics; scope of practice and competence; conflict of interest; privacy/confidentiality; responsibility; respect and dignity; and self-evaluation.” As Table 26 indicates, 11 of the work activities were identified as HH and one was identified as LH.

The average frequency and importance ratings were 4.65 (SD = 0.67) and 4.59 (SD = 0.73), respectively. Mean ratings ranged from 3.42 (frequency) and 4.19 (importance) for “Recognize and disclose real, potential or perceived conflict of interest situations and unethical behaviours” to 4.94 (frequency) and 4.72 (importance) for “Work within scope of practice and personal competence.”

There were no significant differences between Group 1 and Group 2 ratings of frequency, whereas the mean importance ratings for Group 1 were significantly higher than Group 2 for one of the 12 work activities.

Table 26. Ratings for Work Activities in the Professionalism and Accountability Category G r o u p 1 G r o u p 2 T o t a l W o r k A c t i v i t y Freq Imp Freq Imp Freq Imp Grp87. Maintain personal and professional

boundaries, integrity and act ethically in relationships with…

a. clients. 4.93 (0.38)

4.67 (0.69)

4.93 (0.30)

4.71 (0.56)

4.93 (0.36)

4.68 (0.66)

HH

b. colleagues. 4.92 (0.40)

4.63 (0.71)

4.89 (0.50)

4.67 (0.65)

4.91 (0.42)

4.64 (0.69)

HH

88. Communicate position and qualifications honestly.

4.77 (0.66)

4.61 (0.75)

4.71 (0.74)

4.63 (0.71)

4.76 (0.68)

4.62 (0.74)

HH

89. Demonstrate an understanding of PTA roles within the health system.

4.87 (0.49)

4.63 (0.67)

4.79 (0.65)

4.55 (0.76)

4.85 (0.53)

4.61 (0.69)

HH



G r o u p 1 G r o u p 2 T o t a l W o r k A c t i v i t y Freq Imp Freq Imp Freq Imp Grp90. Demonstrate an understanding of

physiotherapy services within the health system.

4.83 (0.58)

4.53 (0.76)

4.77 (0.69)

4.58 (0.73)

4.82 (0.61)

4.54 (0.75)

HH

91. Work within scope of practice and personal competence.

4.95 (0.31)

4.70 (0.60)

4.93 (0.31)

4.69 (0.59)

4.94 (0.31)

4.70 (0.60)

HH

92. Identify and communicate to the physiotherapist when a client’s needs exceed the limits of one’s knowledge, skill, or judgment.

4.50 (0.90)

4.67 (0.64)

4.47 (1.06)

4.63 (0.87)

4.50 (0.94)

4.66 (0.70)

HH

93. Recognize and disclose real, potential or perceived conflict of interest situations and unethical behaviours.

3.39 (1.45)

4.17 (1.14)

3.51 (1.49)

4.25 (1.17)

3.42 (1.46)

4.19 (1.14)

LH

94. Ensure privacy and confidentiality of all client information including written, verbal and electronic forms as governed by applicable laws, legislation and regulations and workplace policies.

4.92 (0.38)

4.69 (0.65)

4.92 (0.34)

4.80 (0.51)

4.92 (0.37)

4.72* (0.62)

HH

95. Take responsibility for own behaviour and actions, considering consequences and the impact on others.

4.89 (0.48)

4.71 (0.61)

4.77 (0.76)

4.67 (0.73)

4.86 (0.56)

4.70 (0.64)

HH

96. Modify approaches to demonstrate respect for each client’s rights, dignity and uniqueness.

4.83 (0.53)

4.66 (0.66)

4.77 (0.70)

4.67 (0.70)

4.81 (0.58)

4.67 (0.67)

HH

97. Utilize self-evaluation and feedback, and seek input from clients and other providers to reflect upon actions and decisions to continuously improve knowledge and skills.

4.08 (1.23)

4.38 (0.90)

4.20 (1.20)

4.43 (0.90)

4.11 (1.22)

4.39 (0.90)

HH

Note: * indicates that Group 1 and Group 2 means are significantly different (p < .05). 5.3 Missing Work Activities Comments regarding missing work activities were made by 44 respondents. Of these respondents, a total of 96 activities were identified. These activities were content analysed for common themes, and were compared against the existing survey activities for duplication/redundancy. All but 31 of the 96 “missing” work activities were found to correspond to an existing survey activity. For example, “Assisting with dressing changes” is covered under work activity 40b: “Apply dressings (e.g., hydrogels, vacuum-assisted closure, wound coverings).” Of the 31 missing activities that did not correspond to an existing survey activity, three were not relevant to PTA work (e.g., “Assist and follow up on individual SLP programs in acute care.”). The remaining 28 activities were organized by theme and category and are listed in Table 27. See Appendix I for the complete list of respondents’ comments regarding missing work activities.



Table 27. Missing Work Activities

Type of Work Activity # Category

Committees/committee work 9 Practice Management; Safety

Groups/group exercise 6 Interventions

Portering 5 Practice Management (Administration)

Ergonomics evaluations 1 Information & Data Collection

Biomechanical assessment (orthotics evaluation) 1 Information & Data Collection

Client care – toileting 1 Interventions

Discharge planning 1 Interventions

Post discharge/community follow up 1 Interventions

Client/team meetings 1 Interventions

Equipment delivery/installation 1 Practice Management

New student, PTA, and volunteer orientation 1 Practice Management

5.4 General Comments At the end of the survey, respondents were provided the opportunity to write/type in any comments they wished to make. Comments were made by 64 respondents (see Appendix J). The comments were coded thematically into the following seven categories:

a) Supplemental demographic information. Twenty-five respondents provided contextual information to supplement their responses to the demographic questions. The majority of these comments pertained to place of work, educational background, job functions, work experience, or employment status.

b) Feedback about the survey. Eleven respondents provided feedback about the survey itself. Four of the comments were positively framed (e.g., “Very good survey, and applicable to our field; questions were all appropriate…”), three were negative (e.g., “The questionnaire was too long.”), and four were considered neutral (e.g., “It would be beneficial if the ‘Current employment status’ question allowed you to pick more than one.”)

c) PT/PTA dynamic. Eight comments were made with regards to the challenges of working as a PTA for a PT (e.g., feeling underutilized, not being treated as a professional).

d) Regulation. Eight respondents commented on their desire to see the PTA profession become regulated (e.g., “I really hope that soon we will see PTAs become a regulated profession in order for us to broaden our horizons and standardize our profession across the board.”)

e) Continuing education. Seven respondents commented on the importance of continuing education and the need for greater educational opportunities (e.g., “It would be great to see more education courses for assistant to assist with continuing education to keep assistant current with new ideas.”)



f) Skills/scope of practice. Seven respondents made comments about the skill set of PTAs and/or their limited scope of practice (e.g.,” I feel that a lot of the skills I learned in school are not being put to good use.”)

g) Job title. Three respondents commented on the job titles used for PTAs by their employers (e.g.,” I do not like my title Physical Therapist Assistant. I believe that many people think that this is a title that implies little or no education.”)

6. Summary The results of the NPAG practice analysis survey for physiotherapy support personnel in Canada provide valuable information about the types of work activities being performed across the country as well as their relative frequency and importance. Overall, the findings suggest that physiotherapist support personnel are a diverse group who work under numerous job titles, in various practice settings, and in multiple areas of practice across all regions of the country. Physiotherapist support personnel work directly with a variety of clientele (including paediatric, adult, and older adult populations) and also take on other roles such as indirect client care and administration. Many, but not all, physiotherapist support personnel have received formal education in a PTA-related field. 6.1 Differences between Group 1 and Group 2 Respondents An important goal of this study was to determine whether the job functions of physiotherapist support personnel who belong to Group 1 versus Group 2 are truly different. As the results showed, the mean frequency ratings were significantly different between Group 1 and Group 2 for 70 of the 172 work activities (40.7%); 66 of the 70 work activities were performed more frequently by Group 1 respondents, whereas the remaining four work activities were performed more frequently by Group 2 respondents. Group 1 respondents were more likely to perform tasks associated with information and data collection, as well as various interventions. Group 2 respondents were more likely to perform tasks associated with practice management, including administration, equipment ordering and maintenance, and scheduling. The mean importance ratings were significantly different between Group1 and Group 2 for 71 of the 172 work activities (41.3%); 69 of the 71 work activities were rated as more important by Group 1 respondents, whereas the remaining two work activities were rated as more important by Group 2 respondents. These findings suggest that there are distinct differences in the scope of responsibility for Group 1 and Group 2 physiotherapist support personnel - differences which are not merely a product of work experience (as mentioned earlier, Group 2 respondents had slightly more work experience than Group 1). As such, there may be justification for retaining two distinct categories of support personnel when developing the new Essential Competency Profile. It is important to note, however, that some of the statistically significant differences that were found may not be practically significant. For instance, the mean difference in how frequently



Group 1 versus Group 2 respondents “Assist the physiotherapist to deliver interventions” was 0.2 on a 5-point scale. Although the ratings for this work activity were statistically significantly higher for Group 1 (M = 4.71) than Group 2 (M = 4.51), it is up to the reader to determine whether this finding is meaningful. 6.2 Activities not expected of Physiotherapist Support Personnel As mentioned at the outset of this report, several of the work activities that were included in the survey were identified by the project’s content experts as activities that should not be assigned to, or performed by, PTAs. A total of 23 work activities were identified and were highlighted in red italics in the various tables of this report. It may come as quite a surprise that all 23 of these activities were performed by physiotherapist support personnel, sometimes to a fairly great extent. For example, 5.2% of respondents indicated that they perform tracheal suctioning at least a few times a year (if not more frequently), 13% titrate oxygen, and 55.2% perform joint mobilization. To better understand the type of physiotherapist support personnel who are performing these “restricted” activities, separate demographic analyses were conducted for respondents who indicated that they perform the activity at least a few times a year (i.e., individuals who indicated that they “never” perform the activity were excluded from these analyses). A summary table of these analyses is provided in Appendix K. For respondents who perform each activity, the following information is provided: (a) province, (b) job title, (c) education (i.e., whether or not the respondent has formal education in a PTA program), and (d) place of employment. This Table illustrates that the 23 activities, which were thought to be activities that should not be performed by PTAs, are in fact being performed all over the country in various practice settings. 6.3. Limitations In spite of the wealth of interesting and informative data that was gleaned from this practice analysis, it is important to recognize some important limitations of this study. First of all, some of the data could be unreliable and the results should be interpreted in light of this possibility. For instance, respondent carelessness or fatigue when filling out the survey may have led to inaccurate ratings of survey questions (e.g., accidentally selecting or “clicking on” the wrong option). It is also possible that some of the work activities or demographic questions were subjective and, therefore, interpreted inconsistently across respondents. For example, in the demographics section, a few respondents who indicated having a certificate or diploma in a rehabilitation therapy program also reported that they did not have formal training in a PTA program, whereas other respondents with this certificate/diploma indicated that they did have formal training. Another limitation of this study pertains to the subgroup analyses of Group 1 and Group 2 respondents. Although the key distinction between these two groups of physiotherapist support personnel is whether or not they have received formal education in a PTA program, for some respondents, their idiosyncratic responses made it difficult to discern to which group they



belonged. For instance, one respondent indicated not having formal education in a PTA program but also indicated having a PTA certificate. In spite of these limitations, the large sample size obtained for this survey provides sufficient reason to have confidence in the accuracy of the overall work activity ratings (i.e., erroneous ratings made by a handful of respondents are less likely to impact the results when the sample size is large).

6.4 Next Step

The next step in this project will be to reconvene with the Steering Group after they have reviewed the data provided in this report. The Steering Group will be asked to make decisions to guide the next phase of this project (i.e., Essential Competency Profile development). Topics of discussion will include:

a) Determining whether a distinction should be made between Group 1 and Group 2 physiotherapist support personnel in the new Essential Competency Profile. The results of this report suggest that there are some key differences in the scope of responsibility for each Group.

b) Considering whether certain activities that had relatively low frequency and importance ratings (e.g., activities in the LL category) should be excluded from the Essential Competency Profile.

c) Reviewing the list of “missing activities” summarized in Table 27 to determine if any should be included in the Essential Competency Profile.



References Alberta Health Services (March, 2011). Competency Profile for Therapist Assistants. Edmonton, AB: Author. Assessment Strategies Inc. (July, 2009). Report on the Essential Competencies Validation Survey for Physiotherapists in Canada. Toronto, ON: National Physiotherapy Advisory Group. Assessment Strategies Inc. (June, 2011). Background Report: Physiotherapist Support Personnel Competency Development Project. Toronto, ON: National Physiotherapy Advisory Group. Canadian Alliance of Physiotherapy Regulators (2004). Guidelines on the Role and Utilization of Physical Therapist Support Workers in Physical Therapy Practice in Canada. Toronto, ON: Author. Canadian Alliance of Physiotherapy Regulators and Canadian Physiotherapy Association (July, 2002). Competency Profile: Essential Competencies of Physiotherapist Support Workers in Canada. Toronto, ON: Author. Canadian Physiotherapy Association. (November, 2008). Position Statement: Physiotherapist Support Personnel. Ottawa, ON: Author. Chinn, R. N. & Hertz, N. R. (2010). Job Analysis: A Guide for Credentialing Organizations. CLEAR Resource Brief. Colbran-Smith, M. (November, 2010). White Paper: Physiotherapist Support Personnel Study. Ottawa, ON: Canadian Physiotherapy Association. Federation of State Boards of Physical Therapy (2006). Activities Performed by Entry-Level Physical Therapist Assistants Identified During the 2006 Analysis of Practice. Alexandria, VA: Author. Peterson, N. G., & Jeanneret, P. R. (2007). Job analysis: Overview and description of deductive methods. In Whetzel, D. L. & Wheaton, G. R. (Eds.), Applied measurement: Industrial psychology in human resources management. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Professional Examination Service (2008). Analysis of Practice 2008: A Report on Physiotherapists’ Practice in Canada. Toronto, ON: Canadian Alliance of Physiotherapy Regulators. Raymond, M. R. (2001). Job analysis and the specification of content for licensure and certification examinations. Applied Measurement in Education, 14, 369-415. Raymond, M. R. (2005). An NCME instruction module on developing and administering practice analysis questionnaires. Educational Measurement: Issues and Practice, 24, 29-42. Raymond, M. R. & Neustel, S. (2006). Determining the content of credentialing examinations. In Downing, S. M., & Haladyna, T. M. Handbook of Test Development. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.



APPENDIX A – Project Contributors Steering Group

Cathryn Beggs, Physiotherapy Education Accreditation Canada Kathy Davidson, Physiotherapy Education Accreditation Canada Katya Duvalko, Canadian Alliance of Physiotherapy Regulators Brenda Hudson, Canadian Alliance of Physiotherapy Regulators Wilma Jelley, Canadian Council of Physiotherapy University Programs Sandra Lamb, National Physiotherapist Assistant Assembly Pat Lee, Canadian OTA and PTA Educators Council Carol Miller, Canadian Physiotherapy Association Jan Robinson, Canadian Alliance of Physiotherapy Regulators Susan Yungblut, Canadian Physiotherapy Association

Working Group

Heather Appleby, PT, SK Shelly Bercovitch, PT, ON Isabel Bertrand, PTA, ON Bev Biggs, PTA, ON Paola Booker, PT, NS Dawn Burnett, PT, ON Melissa Cook, PTA, BC Sylvia Daniel, PT, ON Michelle Duncanson, PT, ON Tanya Dutton, PT, NS Annie Gauvin, PTA, NB Tress Gibson , PT, AB Brenda Heffernan, PT, AB Heather King, PT, BC Sue Kwan, PT, BC Guendalina Matteau, TRP, QC Susan Myers, PTA, NL Tyler Olsen, PTA, ON Ron Renz, PT, NS Amy Stacey, PTA, NL Deanna Stewart, PT, NB Patrick Ward, PTA, NS Kim Whelan, PT, NL

Project Manager Susan Yungblut, BSc PT, MBA, Canadian Physiotherapy Association

Project Consultant

Kelly Piasentin, PhD, Assessment Strategies Inc.



APPENDIX B – Survey Screen Shots (English Version)



APPENDIX C – Survey Screen Shots (French Version)



APPENDIX D – Memo to Physiotherapists

French version follows Dear Physiotherapist Colleague: The members of NPAG (the Canadian Physiotherapy Association [CPA], the Canadian Alliance of Physiotherapy Regulators [The Alliance], the Canadian Council of Physiotherapy University Programs [Academic Council], and Physiotherapy Education Accreditation Canada [PEAC]) are partnering in an initiative to review, revise and update the 200228 Competency Profile: Essential Competencies of Physiotherapist Support Workers Canada. This Competency Profile is a foundational document for the profession that reflects the diversity of physiotherapy practice and helps support evolution of the profession. It requires updating to ensure it reflects current practice. A critical component of this project is the dissemination and analysis of a national physiotherapist assistant (PTA) practice analysis survey. The purpose of this survey is to obtain detailed job-related information about the role of personnel who work under the direct supervision of a registered physiotherapist in Canada (e.g., PTAs, therapy assistants, rehabilitation assistants, physiotherapy aides, and others). Note that, throughout the survey, the term PTA is used but may refer to any of the job titles listed above. NPAG is inviting all PTAs in Canada to complete the practice analysis survey (note that the survey is not intended for physiotherapists). Anonymous and confidential responses will be aggregated and statistically summarized to obtain a better understanding of current PTA practice across Canada. In addition to guiding revisions to the 2002 Competency Profile, the results of this survey will be distributed to various physiotherapy stakeholders (e.g., educators, professional associations, regulators, and accreditors) who may reference this data in their program planning. No national or provincial roster of PTAs is currently available; therefore the provincial physiotherapy regulatory bodies are partnering with NPAG to disseminate the survey to PTAs through registered Canadian physiotherapists. We ask you to distribute this survey invitation to all PTAs with whom you work. The survey will close on Friday September 9th. Therefore we respectfully request your disseminating this survey invitation via email to all PTAs as quickly as possible.

If you have any questions or concerns, please do not hesitate to contact our project consultant, Kelly Piasentin at [email protected], or Susan Yungblut, Physiotherapist, Program Manager, CPA at [email protected] 1 800 -387-8679, x234.

NPAG extends its sincere thanks in advance for your valuable contribution to the physiotherapy profession.

28 Canadian Alliance of Physiotherapy Regulators and Canadian Physiotherapy Association (July, 2002). Competency Profile: Essential Competencies of Physiotherapist Support Workers in Canada. Toronto, ON: Author.

mailto:[email protected]�




À tous nos collègues physiothérapeutes, Les membres du Groupe consultatif national en physiothérapie (GCNP), soient l’Association canadienne de physiothérapie (ACP), l’Alliance canadienne des organismes de réglementation de la physiothérapie (l’Alliance) et le Conseil d’accréditation des programmes universitaires canadiens en physiothérapie (ACCPAP), se sont réunis pour étudier, réviser et mettre à jour la version 200229 du document intitulé Competency Profile: Essential Competencies of Physiotherapist Support Workers Canada. Ce profil des compétences est un document fondamental pour la profession qui reflète la diversité des pratiques en physiothérapie et contribue à appuyer l’évolution de la profession, et qui doit être mis à jour pour refléter les pratiques courantes. La diffusion et l’analyse d’un sondage sur la pratique des assistants-physiothérapeute constituent une composante essentielle de ce projet. Le but de ce sondage est d’obtenir des renseignements détaillés sur le travail du personnel qui œuvre sous la supervision d’un physiothérapeute certifié au Canada (p. ex., assistants-phystiothérapeutes, assistants en thérapie, assistants en réhabilitation, aides en physiothérapie et autres). Veuillez prendre note que dans tout le sondage, le terme APT est utilisé, mais englobe toutes les appellations d'emploi ci-dessus. Le GCNP invite tout le personnel de soutien de physiothérapeutes au Canada à remplir le sondage sur l’analyse de la pratique (prenez donc note que ce sondage ne s’adresse pas aux physiothérapeutes). Les réponses confidentielles et anonymes seront regroupées et feront l’objet d’une synthèse statistique qui permettra d’obtenir une meilleure image des pratiques courantes des assistants-phystiothérapeutes au Canada tout entier. En plus d’orienter les révisions apportées au profil des compétences publié en 2002, les résultats de ce sondage seront distribués à divers intervenants en physiothérapie (p. ex., enseignants, associations professionnelles, organismes de réglementation et d’accréditation) qui pourront faire référence à ces données dans la planification de leurs programmes. Comme il n’existe aucun registre national ou provincial des assistants-phystiothérapeutes, les organismes de réglementation provinciaux en physiothérapie collaborent avec le GCNP afin de diffuser le sondage aux assistants-phystiothérapeutes par l’entremise des physiothérapeutes canadiens certifiés. Nous vous demandons, par conséquent, de transmettre cette invitation à participer au sondage à tout le personnel de soutien avec lequel vous travaillez. La date limite de participation au sondage a été fixée au vendredi 9 septembre. Nous vous demandons donc de bien vouloir transmettre par courriel cette invitation à participer au sondage à tous les assistants-phystiothérapeutes, et ce, aussi rapidement que possible.

Pour nous faire part de toute question ou préoccupation à ce sujet, n’hésitez pas à communiquer avec notre conseiller de projet, Kelly Piasentin, à l’adresse [email protected], ou avec Susan Yungblut, physiothérapeute et gestionnaire de projet de l’ACP, au [email protected], ou au numéro 1 800 387-8679, poste 234.

La GCNP aimerait vous remercier sincèrement à l’avance de votre précieuse contribution à la profession de physiothérapeute.

29 Alliance canadienne des organismes de réglementation de la physiothérapie et Association canadienne de physiothérapie, Competency Profile: Essential Competencies of Physiotherapist Support Workers in Canada, juillet 2002, Toronto, ON.





APPENDIX E – Survey Invitation French version follows

Invitation to Participate in a Survey for Physiotherapist Assistants

Your profession needs your input!

The purpose of this survey is to obtain detailed job-related information about the role of personnel who work under the direct supervision of a registered physiotherapist in Canada (e.g., physiotherapist assistants, therapy assistants, rehabilitation assistants, physiotherapy aides, and others). Note that, throughout the survey, the term PTA is used but may refer to any of the job titles listed above. The results of this survey will be used to guide revisions to the Essential Competency Profile for Physiotherapist Support Personnel in Canada, originally published in 200230. This Competency Profile is a foundational document for the profession that reflects the diversity of physiotherapy practice and helps support evolution of the profession. It requires updating to ensure it reflects current practice. The National Physiotherapy Advisory Group31 (NPAG) is inviting all PTAs in Canada to complete the practice analysis survey (note that the survey is not intended for physiotherapists). The information you provide will be anonymous and confidential. Your responses will be aggregated and statistically summarized with those of other respondents to obtain a better understanding of current PTA practice across Canada. To access the survey, please type or click on the following link*: http://www.asitest.ca/npag If you are unable to access the survey or would prefer to complete a paper version of the survey, please send an email to [email protected] with the following information: your full name, a phone number where you can be reached during the day, the name of the survey you are referring to, and (if applicable) a detailed description of the problem, including a copy of the error message, if there is one. If you require immediate technical assistance, please call us at: 1-888-900-0005 Monday to Friday, 8:30am to 4:30pm EST. NPAG extends its sincere thanks in advance for your valuable contribution to the physiotherapy profession. Your participation ensures the continued quality of PTA practice in Canada. The deadline to respond to this survey is Friday September 9, 2011. * To access the survey you will require:

1. A computer connected to the Internet. 2. Microsoft Internet Explorer version 6.0 or higher, Mozilla Firefox version 1.0 or higher, Google

Chrome version 4.0 or higher or Apple Safari version 3.0 or higher. 3. A screen resolution of at least 800x600. Higher Resolutions will provide best results.

30 Canadian Alliance of Physiotherapy Regulators and Canadian Physiotherapy Association (July, 2002). Competency Profile: Essential Competencies of Physiotherapist Support Workers in Canada. Toronto, ON: Author. 31 The National Physiotherapy Advisory Group (NPAG) is a coalition of national physiotherapy-related organizations including:

Accreditation Council for Canadian Physiotherapy Academic Programs (ACCPAP), Canadian Alliance of Physiotherapy Regulators (The Alliance), Canadian Physiotherapy Association (CPA), and Canadian Universities Physical Therapy Academic Council (CUPAC).

http://www.asitest.ca/npag�




Invitation à participer à un sondage pour les assistants-physiothérapeutes

La profession a besoin de vos suggestions! Ce sondage a pour but d’obtenir des renseignements détaillés sur le rôle du personnel qui travaille sous la supervision directe d’un physiothérapeute certifié au Canada (p. ex., assistants-physiothérapeutes, assistants en thérapie, assistants en réhabilitation, aides en physiothérapie et autres). Veuillez prendre note que dans tout le sondage, le terme APT est utilisé, mais englobe toutes les appellations d'emploi ci-dessus. Les résultats de ce sondage serviront à orienter les modifications apportées au Profil des compétences essentielles des physiothérapeutes au Canada, publié pour la première fois en 200232. Ce profil des compétences constitue un document fondamental pour la profession. Il reflète la diversité des pratiques de physiothérapie et appuie l’évolution de la profession. Il doit aussi faire l’objet de mises à jour pour bien refléter les pratiques courantes. Le Groupe consultatif national en physiothérapie33 (GCNP) invite tout le personnel de soutien de physiothérapeutes au Canada à remplir le sondage sur l’analyse de la pratique (prenez donc note que ce sondage ne s’adresse pas aux physiothérapeutes). Les renseignements que vous aurez fournis demeureront confidentiels et anonymes. Vos réponses seront regroupées et feront l’objet, avec celles des autres répondants, d’une synthèse statistique qui permettra d’obtenir une meilleure image des pratiques courantes des assistants-physiothérapeutes de tout le Canada. Pour accéder au sondage, entrez le lien suivant dans la fenêtre de votre navigateur, ou cliquez sur* : www.asitest.ca/npag. S’il vous est impossible d’accéder au sondage ou si vous préférez remplir une version papier, veuillez faire parvenir un courriel au [email protected], avec les informations suivantes : votre prénom et votre nom, un numéro de téléphone où l’on peut vous joindre le jour, le nom du sondage dont il est question et, s’il y a lieu, une description détaillée du problème, y compris une copie du message d’erreur, le cas échéant. Pour obtenir de l’aide immédiate, communiquez avec nous au numéro 1 888 900-0005 du lundi au vendredi, de 8 h 30 à 16 h 30, HNE. GCNP aimerait vous remercier à l’avance de votre précieuse contribution à la profession de physiothérapeute. Votre participation garantira le maintien de la qualité de la pratique d’aide-physiothérapeute au Canada. La date limite pour répondre à ce sondage a été fixée au vendredi 9 septembre 2011. * Pour accéder au sondage, vous aurez besoin :

1. D’un ordinateur avec accès à Internet.

32 Alliance canadienne des organismes de réglementation de la physiothérapie et Association canadienne de physiothérapie, Competency Profile: Essential Competencies of Physiotherapist Support Workers in Canada, juillet 2002, Toronto, ON. 33 Le Groupe consultatif national en physiothérapie (GCNP) est une coalition d’organismes nationaux apparentés à la physiothérapie qui comprend :

Le Conseil d’accréditation des programmes universitaires canadiens en physiothérapie (ACCPAP) L’Alliance canadienne des organismes de réglementation de la physiothérapie (l’Alliance) L’Association canadienne de physiothérapie (ACP) Le Conseil canadien des programmes universitaires en physiothérapie (CCPUP).

http://www.asitest.ca/npag�




2. De l’un des logiciels de navigation suivants : Microsoft Internet Explorer, version 6.0 ou plus récente, Mozilla Firefox version 1.0 ou plus récente, Google Chrome version 4.0 ou supérieure, ou Apple Safari version 3.0 ou supérieure.

3. D’une résolution d’écran de 800 x 600 au minimum. Des résolutions supérieures donneront de meilleurs résultats.



APPENDIX F – Write-In Responses to Demographic Questions Job Title - Other Frequency

Aide physio, ergo, ortho 1 Exercise therapist 1 Kinesiologist 14 LPN 2 Office manager/PTA 1 OT/PT support worker 1 OTA/PTA/SLPA 1 Physiotherapy outreach worker 1 Physiotherapy program assistant 1 Physiotherapy RPN 1 Reactivation worker 1 Receptionist/physiotherapy aid 1 Rehabilitation aide 2 Restorative aid 1 Technicien en réadaptation 1 Total 30

Employment Status - Other Frequency

1 temporary & 1 permanent part-time 1 47.5 hours, bi-weekly 1 Contract/maternity coverage (full-time) 4 Full-time long term assignment 1 Long term temporary (11/2yr) 1 Maternity leave 1 Permanent, full time and casual 1 Permanent/contract 1 Temporary, full-time 8 Unemployed 1 Total 20



Person Responsible for Assigning Activities - Other Frequency

Any health care members 1 Case managers 1 Chiropractors 1 Clinical service manager 1 Compagnie privée 1 Department head 1 Exercise therapists 1 Gestionnaire 1 Health service manager 1 Kinesiology team leader & area manager 1 Manager or managers 2 Owner 2 Patient care coordinator 1 Professor (head researcher) 1 Psychologist/neuro 1 Recreational therapist 8 Respiratory therapist 2 RN In homecare 1 Site manager 3 Social worker, team lead OT II 1 Social worker/rec therapist 1 Team leader 1 Total 34



College Certificate - Other Frequency

Bookkeeping 1 Business and teaching 1 CCT 1 College in Poland 1 Community support worker 1 Currently enrolled PTA 1 Early childhood education 1 Educational assistant 1 Electrolysis 1 GAS - health option 1 Health care aide 2 Health sciences 1 Human services 1 Infirmière auxiliaire 1 Intervenante en service commun 1 Massage therapy 1 Medical administrative assistant 1 Nursing orderly II 1 Office management 1 Personal support worker 2 Pre-health sciences 1 Recreation facility management 1 Remotivation therapist 1 Respiratory 1 Restorative care programming 1 RNA 1 Secretarial 1 Social service worker 1 Special care aide/other PT/OT 1 Unit clerk 1 Unrelated field 1 Total 33



College Diploma – Other Frequency

1 year RN program 1 Activation coordinator 1 Assistant physio-ergo 4 Associate arts degree 1 Business administration 1 Business 1 Business marketing 1 CCA/office administration 1 Early childhood education 2 Entertainment administration, eco resto 1 Fashion merchandising 1 Fine arts 1 Health wellness and recreation 1 Human services 1 Kinesiology 2 Lab and X-ray technician 1 Law and security 2 Massage therapy 1 Medical administrative assistant 1 Medical secretary 1 Nursing 1 OTA/PTA/SLP 1 OTA/PTA/RTA 3 Personal support worker 1 Physical fitness leisure 1 Physician’s assistant 1 Physiotherapist 1 Registered orthopaedic technician 1 Rehabilitation worker 1 Secretarial 1 Social service worker 2 Total 40



University Degree - Other Frequency

Arts history 1 Athletic therapy 1 Bachelor of arts 2 Bachelor of science 3 Biology 2 Biomedical 1 Canadian graduate degree 1 Commerce 1 Computer studies 1 Education 1 Engineering 1 English 1 Environmental geography 1 Exercise science 2 Fine arts 2 Gerontology 1 Health sciences 3 Health studies 1 History 1 Linguistics 3 Management 1 MBA 1 Medicine (GP) foreign 1 Medicine-education 1 Physical anthropology 1 Political science and philosophy 1 Psychology 12 Psychology/biology 1 Psychology/sociology 1 Social science 1 Total 51



Primary Place of Employment - Other Frequency

Children's treatment centre 7 Community rehabilitation 1 Convalescent rehabilitation unit 1 Extra-mural physiotherapy 1 Geriatric supportive housing 1 Homecare and paediatrics 1 Hospital employed/work in schools 1 Military hospital 1 Outpatient clinic 1 Physiotherapy clinic 1 Rehab/restorative care 1 Rehabilitation company for MVA 1 Retirement home/residence 5 Sub-acute and LTC 1 Transitional care unit 1 Veterans affairs 1 Total 26

Time Spent in Each Area – Other Frequency

Clinic duties 1 Committee work 2 Community client care 1 CUPE local union president 1 Equipment repair/maintenance 6 Functional activities 1 Helping out other departments 1 Home setting 1 Interdisciplinary collaboration 1 Public relations 1 Special projects 2 Supervision of patients 1 Total 19



APPENDIX G – Frequency Distributions of Survey Data The following tables indicate the number of respondents who chose each response option based on the following rating scales:

Frequency: never (0); a few times a year (1); monthly (2); weekly (3); daily (4)

Importance: not applicable (0); unimportant (1); minimally important (2); important (3); very important (4); extremely important (5)

INFORMATION & DATA COLLECTION

Frequency Importance Activity 0 1 2 3 4 0 1 2 3 4 5

1 25 35 35 162 361 15 7 28 106 155 307

2 60 43 51 168 296 29 8 29 128 172 252

3 69 48 65 140 296 48 3 42 102 153 270

4 53 23 40 132 370 32 3 27 95 174 287

5 6 9 6 54 543 5 1 5 56 179 372

6 33 25 28 116 416 22 1 18 96 169 312

7 16 13 15 72 502 10 5 6 77 166 354

8 91 73 103 152 199 57 8 49 147 147 210

9a 244 128 110 83 53 159 32 112 171 88 56

9b 245 100 74 93 106 153 17 67 172 110 99

10a 143 94 79 115 187 92 6 35 114 157 214

10b 110 70 60 104 274 69 5 33 107 156 248

11 100 53 68 96 301 68 5 35 114 150 246

12 168 88 93 121 148 108 8 45 162 162 133

13 324 61 74 85 74 202 17 75 140 108 76

14 347 77 60 67 67 209 14 66 148 94 87

15 144 72 85 136 181 109 6 45 175 153 130

16 213 94 86 121 104 148 12 62 174 126 96

17a 323 92 75 73 55 208 7 35 132 129 107

17b 199 68 57 108 186 140 7 30 118 156 167

18 65 26 35 83 409 49 4 12 98 161 294

19 353 82 58 65 60 239 21 57 100 103 98

20a 164 65 60 111 218 108 4 25 111 144 226

20b 84 50 63 167 254 62 4 32 150 168 202



INTERVENTIONS


21 79 32 15 40 452 60 3 8 40 95 412

22 41 12 10 36 519 32 2 9 53 118 404

23 33 15 37 113 420 28 3 18 124 179 266

24 209 70 89 103 147 176 12 71 139 109 111

25 24 4 5 40 545 20 1 6 42 138 411

26 13 5 23 95 482 8 2 10 52 152 394

27 142 40 71 121 244 97 9 19 94 163 236

28 50 25 46 140 357 39 1 11 91 175 301

29 326 106 59 66 61 240 12 40 121 96 109

30 134 33 47 95 309 117 5 28 112 132 224

31 299 96 55 71 97 218 25 59 134 96 86

32a 106 32 36 118 326 76 3 23 111 164 241

32b 100 38 59 143 278 82 7 25 138 156 210

32c 27 13 41 135 402 22 1 12 90 185 308

32d 40 22 45 111 400 32 2 15 84 173 312

32e 39 34 38 167 340 28 1 17 124 188 260

32f 183 59 81 132 163 148 10 39 122 131 168

32g 127 53 87 125 226 98 8 25 140 134 213

32h 113 51 89 149 216 92 3 43 170 134 176

32i 35 21 27 92 443 26 0 11 74 168 339

32j 31 16 25 80 466 24 0 9 80 140 365

32k 133 55 95 118 217 102 6 36 129 146 199

32l 215 67 102 108 126 172 5 37 123 121 160

32m 130 62 71 137 218 102 5 31 125 148 207

32n 19 7 17 92 483 17 0 6 82 163 350

32o 161 104 102 112 139 124 15 50 154 121 154

32p 66 47 83 189 233 51 3 20 113 162 269

32q 49 23 39 137 370 42 3 15 114 165 279

32r 34 35 62 99 388 26 1 11 74 147 359

32s 25 21 34 77 461 24 1 3 57 142 391

33a 271 70 73 88 116 207 9 31 118 115 138

33b 306 106 101 63 42 232 10 45 127 108 96

33c 520 56 26 10 6 406 11 34 77 48 42

33d 182 107 102 113 114 152 4 39 136 135 152

33e 328 96 81 67 46 251 12 43 106 110 96

33f 441 96 39 27 15 327 5 40 95 70 81

33g 489 63 35 16 15 360 10 35 94 56 63




33h 373 70 52 63 60 291 13 43 100 87 84

33i 170 57 81 112 198 131 8 37 98 146 198

33j 436 98 35 33 16 332 10 37 95 69 75

33k 222 103 93 96 104 179 15 31 142 118 133

34 275 62 54 82 145 223 8 17 82 109 179

35 534 26 11 23 24 435 5 19 51 51 57

36 586 19 7 3 3 476 8 22 43 31 38

37a 161 65 62 125 205 135 5 20 118 131 209

37b 368 76 65 50 59 288 16 37 108 73 96

37c 268 66 78 118 88 219 9 29 127 108 126

37d 177 78 88 127 148 153 7 29 136 115 178

38a 368 117 56 40 37 295 9 45 112 92 65

38b 277 51 57 97 136 227 9 25 108 130 119

38c 519 48 20 17 14 417 13 26 78 48 36

38d 540 39 15 17 7 439 11 18 69 48 33

38e 455 68 39 36 20 364 13 38 95 61 47

39a 220 75 72 115 136 364 13 38 95 61 47

39b 32 21 38 102 425 28 0 5 82 170 333

39c 87 90 142 143 156 74 8 35 140 168 193

39d 224 161 102 63 68 178 6 30 125 128 151

39e 168 117 114 112 107 145 5 40 155 137 136

39f 162 155 136 93 72 128 12 52 152 152 122

40a 413 67 51 47 40 333 21 53 99 61 51

40b 503 61 26 16 12 401 15 35 72 49 46

41 441 95 40 23 19 349 15 52 102 55 45

42a 213 137 57 80 131 164 4 49 130 124 147

42b 538 37 12 8 23 424 15 21 75 39 44

42c 470 55 19 31 43 370 14 27 88 63 56

42d 354 131 54 37 42 287 7 34 122 92 76

42e 545 22 8 15 28 431 12 25 70 33 47

42f 453 65 30 43 27 361 11 33 97 60 56

42g 267 109 51 59 132 213 8 39 114 113 131

42h 576 9 10 6 17 462 11 24 64 26 31

43a 324 127 67 53 47 254 14 41 137 95 77

43b 81 84 93 141 219 59 6 42 148 174 189

43c 72 84 77 143 242 52 2 43 147 176 198

43d 365 86 42 54 71 277 15 29 95 102 100



COMMUNICATION


44 4 1 4 20 589 3 0 4 22 98 491

45 4 0 5 39 570 3 0 4 24 114 473

46 2 0 6 31 579 2 0 3 30 106 477

47 10 3 12 47 546 8 0 2 25 98 485

48 4 1 9 58 546 3 0 4 40 129 442

49 4 1 4 46 563 2 0 3 30 111 472

50 3 2 9 63 541 1 1 4 36 133 443

51 17 6 8 61 526 13 3 5 56 134 407

52 4 1 8 54 551 4 0 8 67 127 412

53 2 0 3 42 571 2 1 1 55 129 430

54 19 12 17 65 505 12 4 14 95 145 348

55 3 3 10 45 557 3 1 3 45 128 438

56 168 69 85 123 173 138 9 30 107 124 210

57 32 24 40 137 385 26 4 12 83 158 335

58 21 107 100 149 241 15 2 12 108 151 330

59 3 21 50 100 444 1 2 4 47 129 435

DOCUMENTATION


60 28 13 27 74 476 22 20 5 81 128 380

61a 159 29 36 76 318 130 4 15 54 106 309

61b 120 28 20 74 376 97 5 17 57 123 319

62a 127 14 27 79 371 104 2 14 60 121 317

62b 60 7 54 55 442 52 6 35 88 121 316

63 80 9 19 45 465 68 1 8 53 93 395



PRACTICE MANAGEMENT


64a 36 30 51 140 361 29 21 55 173 143 197

64b 89 99 164 140 126 67 7 62 186 142 154

64c 26 16 25 41 510 25 3 5 50 107 428

64d 47 100 163 159 149 40 15 58 160 157 188

64e 49 60 117 152 240 41 9 23 150 155 240

64f 201 82 107 105 123 171 15 58 150 104 120

64g 190 28 40 86 274 154 15 26 109 117 197

64h 403 31 40 48 96 340 13 27 63 71 104

65 9 4 4 43 558 9 2 1 61 136 409

66 3 1 1 19 594 3 1 1 47 124 442

67 49 103 179 112 175 38 9 29 180 163 199

68 78 170 166 89 115 61 13 48 175 152 169

SAFETY


69 94 17 25 61 421 73 5 12 70 136 322

70 13 4 3 37 561 13 3 0 49 129 424

71 8 17 20 39 534 7 1 5 55 125 425

72 6 1 3 17 591 6 1 0 3 17 591

73 12 6 19 65 516 11 0 4 51 125 427

74 29 14 23 63 489 27 1 2 43 115 430

75 15 77 67 83 376 10 1 5 60 127 415

76 13 58 57 88 402 10 1 3 48 129 427

77 108 130 51 45 284 57 1 4 53 119 384



TASK ASSIGNMENT & SUPERVISION


78a 114 168 80 83 173 90 9 28 140 160 191

78b 190 317 31 21 59 154 9 15 114 152 174

78c 350 120 44 42 62 296 10 27 90 89 106

79a 214 97 84 106 117 180 10 42 119 133 134

79b 210 307 32 22 47 179 6 30 133 125 145

79c 390 103 29 43 53 346 11 28 79 70 84

80a 209 316 27 13 53 176 8 14 99 123 198

80b 376 101 36 46 59 337 12 25 67 74 103

EDUCATION


81a 284 217 62 27 28 219 9 34 147 92 116

81b 259 292 32 5 30 214 8 32 124 109 130

81c 297 245 45 10 21 240 12 53 127 95 90

81d 270 194 80 46 28 225 5 45 140 101 102

81e 406 136 31 25 20 344 14 37 95 66 62

81f 498 84 17 9 10 402 17 32 79 36 52

82 168 190 108 89 63 133 16 47 163 139 120

83 80 282 146 57 53 69 10 21 155 147 216

ADVOCACY


84 46 59 81 152 280 38 3 10 117 185 265

85 44 56 76 137 305 37 4 18 115 167 277

86 95 51 87 116 269 78 1 19 116 144 260



PROFESSIONALISM AND ACCOUNTABILITY


87a 3 0 3 23 589 4 1 2 30 112 469

87b 4 1 4 26 583 5 1 3 32 124 453

88 5 11 23 52 527 4 2 5 43 111 453

89 3 6 12 37 560 3 0 5 41 131 438

90 5 8 13 44 548 5 1 3 52 146 411

91 1 1 3 23 590 1 0 3 30 114 470

92 8 37 36 96 441 7 0 3 31 110 467

93 61 166 78 78 235 37 5 9 78 150 339

94 1 2 7 27 581 1 3 2 25 101 486

95 3 12 6 27 570 3 2 1 29 102 481

96 3 6 20 46 543 3 2 2 33 114 464

97 16 90 66 85 361 8 2 9 87 135 377



APPENDIX H – Rank Ordering of Work Activities The following table presents the mean frequency x importance ratings in ascending order (i.e., from least frequent and important to most frequent and important). Text appearing in red italics pertains to activities that were identified by content experts as activities that would not be expected and/or should not be performed by physiotherapist support personnel.

Category Work Activity Frequency x Importance

Interventions Perform tracheal suctioning. 1.71 Interventions Apply UVL treatments. 1.87 Interventions Perform spinal manual traction. 2.11 Interventions Apply electrotherapeutic medication delivery (e.g., iontophoresis, phonophoresis). 2.25 Interventions Apply non-thermal agent procedures (e.g., pulsed electromagnetic fields). 2.28 Interventions Teach and/or implement autogenic drainage. 2.28 Interventions Perform peripheral manual traction. 2.32 Education Provide education (e.g., inservice, lectures, distribute informational material) to community groups. 2.36 Interventions Titrate oxygen. 2.44 Interventions Apply dressings (e.g., hydrogels, vacuum-assisted closure, wound coverings). 2.44 Interventions Teach and/or implement mechanical percussions and vibrations. 2.84 Interventions Perform and train desensitization techniques (e.g., brushing, tapping, use of textures). 2.99 Interventions Perform therapeutic massage. 3.03 Interventions Apply laser treatments. 3.15 Interventions Apply traction devices (e.g., intermittent, positional, sustained). 3.20 Education Provide education (e.g., inservice, lectures, distribute informational material) to volunteers. 3.28 Interventions Teach and/or implement postural drainage. 3.36 Interventions Teach and/or implement manual percussions and vibrations. 3.38 Interventions Apply topical agents (e.g., cleansers, creams, moisturizers, ointments, sealants). 3.58 Task Assignment & Supervision Assign tasks, as directed by the physiotherapist, to volunteers. 3.96 Interventions Perform connective tissue massage (e.g., scar massage). 4.15 Task Assignment & Supervision Provide appropriate supervision to volunteers. 4.30 Interventions Apply mechanical motion devices (e.g., CPM). 4.39 Education Provide education (e.g., inservice, lectures, distribute informational material) to other students. 4.39 Practice Management Contribute to safe and cost-effective physiotherapy practice including wait list management. 4.62 Interventions Teach and/or implement paced breathing. 4.66 Interventions Teach community and leisure integration or reintegration (e.g., work, school, play). 4.67 Task Assignment & Supervision Contribute to the performance management (e.g., provide feedback) of volunteers. 4.76




Interventions Apply and teach compression therapies (e.g., wraps, garments, mechanical). 4.90 Interventions Apply and teach hydrotherapy (e.g., swimming pool, whirlpool). 4.99 Advocacy Empower clients to speak on their own behalf in collaboration with other health care providers/team members. 4.99

Advocacy Communicate the role and benefits of physiotherapy to enhance individual and community health including health promotion and disease prevention.

5.06

Education Provide education (e.g., inservice, lectures, distribute informational material) to PTA students. 5.07 Education Provide education (e.g., inservice, lectures, distribute informational material) to PTAs. 5.09

Information & Data Collection Monitor Instrumental Activities of Daily Living (e.g., shopping, household chores, home maintenance, reintegration into community).

5.16

Interventions Teach and/or implement incentive spirometry. 5.24 Education Provide education (e.g., inservice, lectures, distribute informational material) to health care professionals. 5.29 Information & Data Collection Perform tests of muscle strength, power and endurance (e.g., manual muscle test, isokinetic testing, dynamic testing). 5.41 Advocacy Support client advocacy in the practice setting and the community. 5.42 Interventions Teach and/or implement assisted cough. 5.46

Interventions Provide group education on topics as deemed appropriate by the physiotherapist and/or facility (e.g., pre-admission class, COPD education class).

5.46

Information & Data Collection Perform tests of flexibility (e.g., muscle length, soft tissue extensibility). 5.78 Information & Data Collection Measure and monitor body dimensions (e.g., height, weight, girth). 5.83 Interventions Use technology/exercise software to teach exercise programs. 5.88 Information & Data Collection Perform standardized tests of balance (e.g., BERG). 5.89 Task Assignment & Supervision Assign tasks, as directed by the physiotherapist, to PTA students. 6.08 Task Assignment & Supervision Provide appropriate supervision to PTA students. 6.46 Task Assignment & Supervision Contribute to the performance management (e.g., provide feedback) of PTA students. 6.83 Interventions Teach Instrumental Activities of Daily Living. 7.00 Interventions Apply ultrasound. 7.02 Interventions Apply, adjust and instruct in the use of prosthetic devices (e.g., upper and lower extremity). 7.13 Information & Data Collection Measure and monitor edema (e.g., volume test, circumference). 7.21 Interventions Teach and/or implement active cycle of breathing. 7.29 Interventions Perform joint mobilization. 7.31 Education Encourage others to try new ideas supported by best practice information. 7.63 Interventions Teach and/or implementpursed lip breathing. 7.67 Interventions Administer oxygen. 7.78 Information & Data Collection Monitor on-going level of dexterity, coordination and agility (e.g., rapid alternating movement, finger to nose). 7.79 Practice Management Contribute to safe and cost-effective physiotherapy practice including resource allocation. 7.97 Task Assignment & Supervision Assign tasks, as directed by the physiotherapist, to other support personnel. 8.01 Interventions Provide information about service policies (e.g., cancellation, absenteeism policies, costs). 8.02 Interventions Apply electrical stimulation therapy (e.g., electrical muscle stimulation, TENS, functional electrical stimulation). 8.07




Interventions Apply, adjust and instruct in the use of supportive devices (e.g., compression garments, corsets, elastic wraps, neck collars).

8.10

Interventions Apply, adjust and instruct in the use of adaptive devices (e.g., utensils, seating and positioning devices, steering wheel devices).

8.49

Interventions Teach and/or implement neuromuscular education or re-education. 8.56 Interventions Apply, adjust and instruct in the use of protective devices (e.g., braces, cushions, helmets, taping). 8.70 Interventions Teach and/or implement deep breathing and coughing. 8.77 Education Engage in educational or other activities for the continued development and maintenance of competence. 9.30 Interventions Teach and/or implement relaxation techniques. 9.31 Interventions Teach the use of barrier accommodations or modifications (e.g., ramps, grab bars). 9.55 Information & Data Collection Measure active and passive joint range of motion (e.g., goniometry). 9.70 Interventions Teach and/or implement developmental activities. 9.71 Information & Data Collection Perform standardized tests of gait and locomotion (e.g., Gait Speed, TUG, Sit to Stand, wheelchair mobility). 9.88 Practice Management Consult and collaborate in program or departmental evaluation. 10.39 Information & Data Collection Monitor muscle tone (e.g., spasticity, flaccidity). 10.39 Communication Employ assistive technologies (e.g., hearing aids). 10.42 Interventions Teach and/or implement positioning. 10.71 Task Assignment & Supervision Contribute to the performance management (e.g., provide feedback) of peers. 10.72 Practice Management Contribute to safe and cost-effective physiotherapy practice including equipment and supplies ordering. 10.80 Practice Management Contribute to safe and cost-effective physiotherapy practice including scheduling. 10.90 Interventions Teach Activities of Daily Living. 11.02

Information & Data Collection Measure and monitor cardiovascular function and circulation in response to cardiovascular demand (e.g., blood pressure, heart rate, peripheral pulses).

11.35

Information & Data Collection Measure and monitor pulmonary function in response to oxygen demand (e.g., respiratory rate, pulse oximetry, breathing patterns).

11.57

Interventions Teach and/or implement movement pattern training. 11.72 Interventions Apply, adjust and instruct in the use of orthotic devices (e.g., braces, casts, shoe inserts, splints). 11.83 Interventions Teach and/or implement flexibility techniques. 11.91 Interventions Teach and/or implement postural stabilization techniques. 11.97 Interventions Teach and/or implement energy conservation. 12.11 Practice Management Contribute to safe and cost-effective physiotherapy practice including inventory maintenance. 12.30 Information & Data Collection Monitor superficial sensation (e.g., hot/cold, light touch). 12.62 Interventions Develop exercise programs within assigned parameters. 12.65 Practice Management Participate in quality improvement initiatives. 12.69 Interventions Apply and teach cryotherapy procedures (e.g., cold packs, ice massage). 12.79 Interventions Follow established care maps as per organizational policy and procedure. 12.83 Interventions Apply and teach heat therapy (e.g., hot packs, wax). 13.42




Information & Data Collection Measure and monitor physiological responses to position change (e.g., orthostatic hypotension, blood pressure, heart rate, skin colour).

13.49

Interventions Teach and/or implement agility exercises/activities. 13.50 Information & Data Collection Measure and monitor functional activities (e.g., cadence, numbers of stairs climbed). 13.69 Documentation Document client information in health record. 13.72 Information & Data Collection Observe ventilation (e.g., breath sounds, rate, rhythm, pattern). 13.94 Professionalism & Accountability Recognize and disclose real, potential or perceived conflict of interest situations and unethical behaviours. 14.33 Practice Management Contribute to safe and cost-effective physiotherapy practice including preventative maintenance. 14.42 Interventions Teach and/or implement aerobic/endurance exercises. 14.45

Safety Recognize when a client is being treated in an incompetent or unethical manner and address the situation in accordance with applicable law, legislation and regulations and workplace policies.

14.56

Interventions Teach and/or implement stair training. 14.80 Documentation Maintain electronic and/or paper-based records including client reports and files. 15.02

Information & Data Collection Review health records (e.g., lab reports, diagnostic tests, specialty reports, interdisciplinary notes, consults) prior to providing interventions.

15.10

Documentation Document client information in other (e.g., patient flow sheets). 15.12

Practice Management Contribute to safe and cost-effective physiotherapy practice including administrative duties (e.g., answering phone, photocopying).

15.30

Information & Data Collection Collect client health information from various sources (e.g., client, other health care practitioners, family, etc.). 15.58 Communication Identify and address conflict. 16.02 Safety Perform physical environment risk assessment prior to client intervention. 16.48 Interventions Teach and/or implement coordination exercises/activities. 16.86 Interventions Teach and/or implement strength/power exercises. 16.89 Information & Data Collection Monitor Activities of Daily Living (e.g., bed mobility, transfers, household mobility, ambulation). 16.91

Information & Data Collection Collect qualitative and quantitative client data related to the client’s physical status and functional ability as assigned by the physiotherapist.

17.03

Documentation Maintain electronic and/or paper-based records including workload measurement/statistics. 17.14 Interventions Progress exercise programs within assigned parameters. 17.18

Information & Data Collection Collaborate with the physiotherapist for ongoing gathering of past and current client information (e.g., medical, surgical, social, cultural).

17.72

Interventions Orient the client and relevant others to treatment activities (e.g., physical layout, environment). 17.74 Interventions Teach and/or implement body mechanics. 17.91 Interventions Obtain consent for client treatment. 18.02

Professionalism & Accountability Utilize self-evaluation and feedback, and seek input from clients and other providers to reflect upon actions and decisions to continuously improve knowledge and skills.

18.04

Documentation Maintain security and manage health records in accordance with all applicable provincial, regulatory and organizational standards.

18.05




Interventions Teach and/or implement transfer training. 18.25 Communication Make appropriate adaptations to the environment to facilitate effective communication with clients. 18.27 Information & Data Collection Monitor skin characteristics (e.g., blistering, colour, elasticity, temperature). 18.33 Interventions Teach and/or implement balance exercises/activities. 18.54

Interventions Apply, adjust and instruct in the use of assistive devices (e.g., canes, crutches, walkers, wheelchairs, tilt tables, standing frames).

18.73

Safety Recognize critical incidents and take necessary action in accordance with practice setting policies. 18.82 Interventions Teach and/or implement gait training. 18.93 Interventions Teach and/or implement mobility training. 19.47 Safety Recognize adverse reactions to intervention and take necessary action. 19.60 Documentation Write clearly using appropriate terminology and related abbreviations as defined in the practice setting. 19.79 Interventions Teach and/or implement use of gait aids. 19.85 Communication Use technology (e.g., email, telehealth) with efficiency. 19.97 Interventions Obtain client agreement to proceed with treatment on a given day. 20.06 Interventions Teach and/or implement range of motion exercises. 20.10 Information & Data Collection Monitor pain (e.g., location, standardized tests, characteristics). 20.33

Safety Apply knowledge of contra-indications, treatment precautions and safety factors associated with treatment modalities, and follow established procedures.

20.48

Practice Management Contribute to safe and cost-effective physiotherapy practice including infection control. 20.54 Interventions Assist the physiotherapist to deliver interventions. 20.86 Communication Recognize when assistance is required and seek assistance as appropriate. 20.95

Professionalism & Accountability Identify and communicate to the physiotherapist when a client’s needs exceed the limits of one’s knowledge, skill, or judgment.

20.96

Communication Utilize audience appropriate language, strategies and materials. 21.19 Interventions Independently perform physiotherapy interventions within assigned parameters. 21.23

Safety Apply best practices in the safe operation and maintenance of equipment, machines, and supplies in accordance with manufacturers’ guidelines and the practice setting’s policies and procedures.

21.47

Information & Data Collection Monitor the client’s ability to undertake the instructed activity/treatment program (e.g., ability to process commands, communicate, recall).

21.48

Safety Comply with laws, regulations and established practice setting policies and procedures relevant to occupational health and safety, handling and disposal of hazardous wastes, disease transmission prevention, and emergency measures such as fire safety.

21.53

Practice Management Set priorities. 21.81 Safety Prepare and maintain a safe working environment for the client, self and other team members. 21.86 Professionalism & Accountability Demonstrate an understanding of physiotherapy services within the health system. 21.87 Communication Use appropriate terminology as defined in the practice setting. 21.91 Professionalism & Accountability Communicate position and qualifications honestly. 21.96




Professionalism & Accountability Demonstrate an understanding of PTA roles within the health system. 22.38

Communication Build positive relationships with client and family members through various verbal and non-verbal communication strategies, including active listening, reflection, coaching, reinforcement and empathy.

22.39

Communication Encourage client questions, expression of individual needs and concerns related to care. 22.40 Communication Ask clarifying questions. 22.44 Professionalism & Accountability Modify approaches to demonstrate respect for each client’s rights, dignity and uniqueness. 22.46 Communication Use clear, effective strategies in verbal, non-verbal and written communication. 22.53

Communication Provide verbal and written information about significant changes in the client’s health status and client intervention sessions to the physiotherapist and/or health team members in accordance with relevant laws, regulations, and practice setting policies and procedures.

22.58

Practice Management Manage time effectively. 22.81 Professionalism & Accountability Maintain personal and professional boundaries, integrity and act ethically in relationships with colleagues. 22.81 Professionalism & Accountability Take responsibility for own behaviour and actions, considering consequences and the impact on others. 22.86

Communication Respond to client questions with accurate information or refer the client to the physiotherapist or health team members, as appropriate.

22.92

Communication Communicate in a professional and collaborative manner that is accurate and credible, and recognize cultural sensitivities. 23.00 Safety Apply best practices of body mechanics when moving, positioning, seating, ambulating and transferring clients. 23.04 Professionalism & Accountability Maintain personal and professional boundaries, integrity and act ethically in relationships with clients. 23.09 Communication Convey information in a timely manner. 23.13

Professionalism & Accountability Ensure privacy and confidentiality of all client information including written, verbal and electronic forms as governed by applicable laws, legislation and regulations and workplace policies.

23.21

Professionalism & Accountability Work within scope of practice and personal competence. 23.21

Communication Establish and maintain collaborative working relationships based on mutual trust and respect with the client and members of the interprofessional health care team.

23.30



APPENDIX I – Missing Activities34

Rehab Assistants provide relevant information for d/c planning.

Interdisciplinary meetings

I also provide clerical duties… booking of patients’ appointments, registering, follow-ups, liaison with other professionals and groups.

MDS Assessment

Assisting physio in educating clients and families on falls precautions; e.g., the importance of hip protectors, ensure safe transferring Transfer and repositioning assessments. Site MSIP team leader. Solicit external sources for equipment provision (vendors, Red Cross laon programs, MS Society, etc.) Measure for appropriate fitment of wheelchairs and gait aids. Occasional home visits and transfer of function of basic rom and ex programs to home support workers or family upon discharge when asked by supervising PT. Picking up equipment for patients; e.g., red cross and rehab equipment stores. Escorting patients to their vehicles; demo how to transfer into and out of vehicle. Fixing rehab equipment. Referring patients to exercise programs in the community. Cleaning rehab equipment Provide palliative Physiotherapy; i.e., gentle passive ROM I regularly research equipment/costs for occupational therapy & physiotherapy. Research community support programs, i.e., walking program, pool programs. I am also responsible for maintenance of gym & equipment. I do quite a bit of fabrication (sewing) of cushions, padding and straps/belts for custom equipment made by volunteer woodworkers for our clients. I also assist with custom modifications or adaptations to equipment that clients are using. I love this creative and innovative component of my job! Education on different areas of physiotherapy. Problem solving how to adapt patient environment and lifestyle. Trouble shooting how to fix and maintain equipment. Documentation training and maintenance of your skills as a PTA. Goniometry measurement performed on a daily basis. New PTA, student and volunteer orientation. Technical information/troubleshooting for operating beds, ceiling lifts, CPMs. Clinical Student (and non-clinical) Placement Coordinator. Therapy Department OH&S representative. Maintain data record specific to TKR and THR clients. Responsible for recording and storage of audio/visual/electronic client records/data. Data Collector for Falls Prevention Learning Collaborative. Assist and follow up on individual SLP programs in acute care. Menage des locaux, accueil des patients, enseignements de classe de groupe (exercice) Surtout en milieux hospitaliers; Savoir effectuer et enseigner tous les transferts possible (couché-assis, assis-debout, lit-chaise, toilette, f/r, ect) avec toutes les différentes sortes de clientèle (hemi, para, chirurgie, neuro, ect). Reinforcing patient education to patients and families regarding donning and doffing prosthesis and education around stock management. Daily hydrotherapy pool maintenance and scheduling hubbard tub, whirlpool tub maintenance. Pediatric equipment troubleshooting and maintenance. School visits with PT re teaching and demonstrating mobility equipment for special needs population. Teaching re transfers. Teaching and demonstrating for special needs population at special needs summer camps, Supervising unaccompanied patients before and after therapy appointments Work with physiotherapy students on a regular basis. Provide feedback and evaluation to the physiotherapist.

Running exercise groups

34 Note: comments have been corrected for spelling mistakes and any information that is potentially identifying (e.g., specific place of work) has been removed to protect respondent anonymity.



Ergonomic evaluations; workplace wellness, chair committees, Joint Occupational Health & Safety (certified member)

Portering patients to and from therapy Work with paediatrics up to 19yrs of age, and they are then discharged from our services. I travel quite a bit to surrounding local areas, as well as pull clients out from class for one to one therapy on a weekly basis (both public and catholic boards, as well as daycare settings too). A treatment plan is created by the PT, reviewed with the PTA, and carried out for several weeks, meeting occasionally in person to observe changes, and to make changes to the treatment plan. I also set up the majority of the clinics held yearly within our centre, (i.e., neurology, orthotics, psychology, and do parent make and take sessions a few times a year to assist with child on the spectrum. A wide variety of groups are held throughout the year that are invitation only, and targeted to specific clients to fit their needs. I am also involved in these. i.e.: sensory group, all ADL groups, cooking, time and money concepts, computer/ one handed typing, gross motor and fine motor targeting goals.) As a PTA on an inpatient adult rehab unit, portering is a huge part of my job. I porter clients to and from physio gym on a daily/hourly basis. Upon returning the client to their room, ensuring they are safe with their call-bell and necessities within reach. Toileting clients, assisting with dressing changes, assisting with feeding clients and using adaptive equipment during meal times

Phonophoresis - on an everyday basis. We touched on it a bit in school but more would have been helpful.

Laundry

Groups, recreational activities, ABI'S/PPGS (edema/wound healing)

Cleaning of equipment; inventory equipment There was emphasis on informative classes but I did not really see any emphasis on physical exercise classes. Rehab Assistants at our facility are also required to lead balance classes, core classes, pool classes...as well as cognitive classes. Design all forms used in PT dept., computer skills essential.

Assisting or Independently running Groups. Evaluating the need for orthotics and performing casting / foam box molding and fitting on a daily basis. Measuring for custom bregg braces as well as fitting and minor adjustments Wiping down tables between patients, changing sheets and pillowcases - seeing inpatients either in their rooms or bringing them into the outpatient physio department for treatment - cleaning equipment and the department - refilling ultrasound bottles - keeping the department tidy and things in their place - organizing the filing system, photocopying forms Attending care conferences, to inform family members and residents of services received and progress made.

Repair and maintain equipment. Do trials with equipment. Deliver and install equipment. Clean and maintain therapy toys and equipment daily. Purchase therapeutic equipment - toys, crayons, casting supplies - a wide variety of items. Assist with casting. Set-up and catering for meetings I work at a pediatric facility where I am currently involved in a research project with a physiotherapist where I am considered the research assistant. So information gathering with families is a large part of this job component on top of my other day to day duties. Pool Therapy weekly! Supervision and demonstrations and weekly cleaning!

Discharge planning, meetings with families, and co-workers. Contact vendors for patients, PT etc.

Committees - all hazards, OHS, PAC, fall prevention

Pool therapy weekly, supervision and demonstrations



Modify positioning to maintain safe blood pressure (hypotension, dysreflexia etc)

Group therapy to encourage social interaction between patients.

Les rencontres interdisciplinaires, les comités de levées de fonds, les journées portes ouvertes

Other comments listed in missing activities section

Everything is quite covered; however a PTA wouldn't necessarily be doing all of these tasks in their job. Example: the whole cardioresp section is important for a PTA to know, however because I do not work in that setting, I never use those skills. There were also some tasks on there that I'm pretty sure are controlled acts of a PT such as oxygen titration which we should never be doing. Some of the questions too are worded in a way that it was hard to answer accurately: example: conflict management. It is not daily that a conflict arises that needs to be addressed. That is likely a few times a year, however I put daily because communicating with your colleagues is a daily thing and is the best way to know if there is a conflict arising. There are some questions in this survey that were difficult to answer properly. For example #93. I would disclose a conflict as soon as I saw it but it looks from my answer that we have conflicts of interest here all the time unless I mark 0. However if I mark 0 then it looks like I would never report a conflict. There are other questions like that in this questionnaire where the answers might be misconstrued. Job title reads 'aide' but more often utilized & introduced and not recognized by employer as an Assistant. Work in hospital setting, so important to be able to work with the minimum of physiotherapist supervision. One important question missing: how do we feel we are treated by PT's? Work with different physios due to having to rotate, therefore some expect more, some expect you to do less independently. Don't feel some respect our abilities, our skills, our communications, etc. I work for free from 8 am to 9 am Mon. to Fri. just to keep up with the paperwork. Then I work from 9 to 5:30 with a half hour unpaid lunch break. No morning or afternoon breaks are allowed. This survey concentrated on the PTA's, most positions now require both PTA/OTA skill set. Thanks.

Our training provides us with the knowledge and skills to assist Physiotherapists, Occupational Therapists, and Speech Language Pathologists.

Working in long term care provides only small amount of community services so within my job scope not used. I have no other work activities that you missed. I was just wondering if there is more Education for PTA/OTAs? I have noticed that there isn't a lot of education days. I would love to attend more education to keep up with my skills. Perhaps it may be useful in your survey to identify what work environment the PTA completing this survey is working in and how much direct PT supervision they receive. For example, I work in long term care providing therapeutic services to 65 clients. We have a full-time PT who is shared among 3 facilities so she is able to spend approx 1 - 2 days a week at our site. I did not find any work activities that are missing, but I am limited in the duties I perform as I am currently enrolled in the PTA program through CONA DLS and working in the position at extent of my knowledge to date. Work closely with the orthotist on a weekly basis.

Work under the assignment of other Health Professionals (i.e., Nursing) The PTA's where I work see clients every half hour in a rehabilitation setting. We help the PT when a 2 assist is needed but we also quite often do treatments with verbal and written instruction independently. I feel that some units or hospitals vary in how much independence they give their RA's when treating clients. Our focus is rehab so we are very busy all day and it is more of a team focus and group effect for care. I have worked places where the RA's mostly assist, but here we do a lot of the treatments with instructions from our PT.



APPENDIX J – Survey Comments35

Would like to see new PT be more aware of the role of PTA and our scope taught in school. Would also like the College of Physiotherapy recognize the role of PTA; have a bridge program form accredited PTA programs to the masters program for PT. Thank you very much for soliciting the opinion of the assistants. I chose the OTA program over the PTA ---- I was hired as an OT/PT support worker under the supervision of a Reg. PT and Reg. OT. At the time both OTA & PTA students [had] done the same educational material up till the work term. At that time you wanted to be an OTA or a PTA. I feel we need better funding to provide more care to patients within the hospital setting. I feel there is not enough funding related to our budgets.... and I also believe that the role of a rehab assistant needs to be clearly recognized and so the wage be increased... to recognize the amount of work we do...whether it be that we be licensed to have our scope of practice clearly defined. Survey is of a discouraging length. It is user friendly, but you should have told us up front it should take 30 minutes plus to complete.

It is next to impossible to find full time work as a PTA, in order to work in my selected field I had [to] take on an admin role. I would like to see a more hands on approach to the client care. I've taken a K-taping course, which helps with this. Unfortunately, most times you seem to be the grunt in the clinic, having to pick up after everyone! I feel that the skills I had learned in school, and have picked up since working in the clinic, could be better utilized. It would be nice to see more courses geared towards the PTA in terms of continuing education. I've taken a Theraband Balls, Bands and Balance course, also, and felt that it was excellent! I then performed an inservice in the clinic to teach what I had learned, which felt like I had something to contribute! In school we had learned that the role of the PTA would evolve as the role of Physiotherapists evolves which is exciting to those of us who are ready for this. I really hope that SOON we will see PTA's become a regulated profession in order for us to broaden our horizons and standardize our profession across the board. This may help to increase our wage as well! $13.00 an hour isn't much more than minimum wage and with the knowledge we possess, I strongly feel we are better than that!!! thank-you! It would be more beneficial to the clients to have more staff aboard for replacement of holidays, loa, sick days. As it is now no one gets replaced when off, so we work short at times and really could spend more time with each patient. Thank you! I see a need for education of Physiotherapist to the education of PTAs and what is taught and their skill level. I find many "older" therapists are extremely cautious of their license that they believe the PTA's are "Under". I am a PTA from the U.S with a license and many years experience and feel that may hands are tied, and very limited as to what I am allowed to do. I feel that is mainly due to the Physios’ inability to let some of their responsibility go. I guess what I am saying that I don't feel like I am treated as a professional I feel that every PTA has different skill sets and confidence. Depending on the Physiotherapist that you are working with and the confidence they have in your skill set there are a lot of interventions that a PTA can perform. For example at the hospital I work at there are 2 full time PTAs. I do more interventions and have a higher skill set then my counter part which allows my supervising therapists to have more trust in me and allow me to take on more responsibilities. Continued courses for PTAs is the key to bringing up the skill set and giving the therapists the confidence to use the PTA's entire scope of practice. It would be great to see more education courses for assistant to assist with continuing education to keep assistant current with new ideas. It would also be great to see the Assistants be regulated.

35 Note: comments have been corrected for spelling mistakes and any information that is potentially identifying (e.g., specific place of work) has been removed to protect respondent anonymity.



This is great and I am glad this survey is being done. I hope this helps to clarify charting and the importance of the Therapist Assistant's Role as well as advocating why we as a group need a pay increase. I took the course at Okanagan College it is the Therapist Assistant 2 year diploma. With the diploma you can work under and OT, PT or RT (Recreation Therapist.) or any combination. I highly recommend it! Thank you for the opportunity to help spread the word on the good work we do and to acknowledge our position.

Very good survey, and applicable to our field, questions were all appropriate....hope you get a lot of good feedback. I get paid per client only and I feel that a lot of my job (admin, communication, teaching students, etc.) is not paid for and not appreciated. Also for the amount of responsibility, education and knowledge that is required in my job the pay rate is not acceptable. I have worked where a physiotherapist is in attendance 1 hour per week for a 150 resident home, but is available by phone within the city, so who do you think is responsible for the interventions, communication, administration in this home and who gets paid for it, not the PTA, but the large company with the contract!!!!! Every time I have attempted to speak to any regulatory body in Physiotherapy for Canada and Ontario, as soon as my PTA title is obtained, I feel like my concern does not get addressed. Questions such as Malpractice Ins are left open, are PTA's supposed to have their own policy? Too many gray areas that are not being clarified in regards to duties, responsibilities and room for growth. I have been told several times that I am a better therapist than many PTs out there and yet my efforts are not recognized to upgrade my skill set... Since 2000 and subsequent revisions in 2002 of the document, National Guidelines for Support Workers in physiotherapy practice in Canada, my ability to deliver the best possible care has been greatly reduced. PTs have become afraid. OTs have maintained the ability to 'transfer of function' to support personnel but not PTs. New and old alike, the physiotherapists have been told to, for lack of better term, cover their butts. And I quote the FINAL line from the aforementioned document, "...this will ensure that risks to the public receiving services from a support worker, working under the supervision of a physical therapist, are negligible." Isn't the goal to provide the best possible care while mitigating risks/harm? I fully appreciate that fact that I am treating the client in front of me as a direct result of the therapist who has invited me in, but please, in no way is the therapist responsible for ALL my actions while treating patients. Although my job description had not changed, nor my experience or education change, yet literally overnight my functioning and day to day tasks were slashed. I appreciate that after some years as a RA you gain proficiencies in multiple areas but this should not then be used against the RA role; example; no longer is my input sought or recommendations heard regarding patients being safe for discharge after instructing crutch use in an acute inpatient hospital. This was an area of expertise that I had developed, the TEAM accepted (PT & OTs), I had been doing for several years, consulting PT and other health care providers regarding discharge planning and again, overnight, the aforementioned document was the catalyst to remove this 'transfer of function' from my job duties. One of several examples. Please consider in the next revision - "these are suggested guidelines and are not intended to be punitive towards the role of the RA" or perhaps concluding the document with something other than a broad fear-based statement. Becoming a recognized profession is very important in the current and new structure of health care services. Physiotherapy Assistants would be able to contribute more in hospital settings and elsewhere if it had a governing college and professional status. The patient population that this position involves can vary from month to month, depending on the number of scheduled surgeries, unscheduled medical intervention, family dynamics, traumas and pediatric "burst" appointments. The questionnaire was too long. 100 questions?

I also work casually at a hospital and a rehab hospital. I am an older LPN who is now green circled from my last CUPE contract. I have been working as a LPN for 38 yrs and working as Physio Assistant for the past eight yrs so my role has been changing continuously for the past few years so hope I have answered your questions helpfully. I work in a LTC facility, but we also have a department here that we take outpatients for physiotherapy daily. As a PTA I have experienced a competitive nature with regards to the Physiotherapists taking offense to Doctors or other health care professionals seeking feedback or information from PTA working with the client. Recent graduate



Yes I am a physiotherapist as I mentioned, it makes my work easier as a PTA. I clinically know the conditions of clients and what I should expect from the PTs I work with. I am currently doing my PhD and I hope I will find some time to study for my licensing and obtain my status as a PT. Considering that I have equivalence in Canada according to the Alliance of Physiotherapy. The costs to take the exams are high and the current moment might not be not the best. My colleagues are supportive and it makes my work environment very friendly. They know I am a physiotherapist and they respect my experience and knowledge as PT, however I know that I am working as a PTA and I honestly understand my limits and how far I should go. I have 5 years of experience working as a PT in my home country and I believe it helped me to find a nice group to work with. Working as a PTA was not only a way to make money during my PhD but also a way to maintain some of my skills. However, I believe that we should have more support to take the examination even before coming to Canada and be able to work casually as the professionals we are to pay for our expenses during grad school. My goal is to become a researcher or a professor in the rehabilitation field. Canada is a great place to do research but not so friendly when you need to take your license and be recognized as the professional you are. However, I am still thankful for my casual position as a PTA and for those who believed I could be a good addition in their health care team. Rural community hospital (45 beds) that has areas for rehab, medicine, surgery, emergency, SCU and OBS, patients all start here, maybe transferred out and are repatriated back and then may be transferred to a rehabilitation center if indicated. Still maintain an OHIP funded outpatient physiotherapy dept. with limited access for patients over 65 under 18 or have had surgery or fracture. I started my career as a PTA in the United States, returned to Canada completed the Canadian educational requirements, I was really hoping for progress as far as license/regulations etc… it’s been 20 years taking way too long and find it frustrating that I completed surveys similar to this many years ago from Alberta! I work as a rehabilitation in home care/ESHIP (mainly in schools to do rehab, and support school staff). I have found that new PT grads are especially unaware of what are skill set is. Overall in every place I have worked we are under utilized, which does not make for good job satisfaction. I would hope to see an opportunity to have education for our profession expanded to include a graduate year to expand skill sets where the industry may see new opportunities e.g., cardiac/ chest. I would like to see stronger participation of the OT/ PT colleges or associations to include assistants as part of framework to develop a team approach to the profession in general. We still feel a sense of isolation from these associations even though we are "glued to the hip" in the workplace to the therapists. I am trained as an Occupational Therapist, but not trained in Canada. Would be nice to have more PTA specific education courses per year. Would be nice to have education from other hospitals as to how they do some treatments i.e., TKA /THA protocol exercise program, Exercises for strokes, etc. We tend to use the same 3 exercise routines over and over, no variation. This survey states that a PTA consists of an aide or an assistant. In Alberta, an assistant is someone who has had training from post secondary institution while an Aide is someone who has been trained on the job or grandfathered in to their position. I have noticed that the education system for the OTA/PTA program is not congruent throughout provinces. My education came from Ontario and now working in Nova Scotia I notice there are a lot of holes in the education that is received in Nova Scotia. Too bad the company I work for only seems to care about keeping Shareholders happy and getting as much government money as possible. In Healthcare I wish my residents would come first. I would like to know if Therapy Assistants working under direct supervision of Physical Therapist and Occupational Therapist will be required to take a licensure exam to be qualified to practice just like the licensed practical nurse in the future. When I was a student I heard it will happen. Please set up physiotherapy assistant exam for physiotherapists who are coming to Canada as skill workers. This way we will find our routs much sooner. We are encountering lots of finance problems because we are hiring rarely because we do not have any degree and going to college is expensive and we cannot afford the family physiotherapy clinics rather to hire Kremlinologist than foreign physiotherapist because they have been studied here. Hope you understand our tough situation. Best regards. Some questions are quite vague, and ambiguous.



I feel that a lot of the skills I learned in school are not being put to good use. I think it has to do with the scope of practice in British Columbia, as rehab assistants are extremely limited for what we are allowed to do. Physiotherapists completely undermine our capabilities and most of the time look at us as if we are nothing more than "just an assistant." It would be a better field if our scope of practice could be increased to do more hands on work with our patients. It is this undermined view from physiotherapists that has caused me to pursue a career out of rehab so that I may have more independence. The hospital I work at is considered Rural, but the population size is greater than 50,000 (see question 12), which your survey classifies as Urban. Communication and trust have to go hand in hand with PTA and PT relationships prior to them fully being successful. If delegation is a part of PT assignment then the effort must be made to establish education and trust with PTA. Patient care should be specific to PT and delegation to PTA with particular skills so that trust is established with PT and PTA, and patient care is consistent and understood with all parties involved. PTA can grow in skills and PT can trust delegation. Charting needs to be specific and precise with delegated treatment plan and expectations of PTA to fulfill those plans. Objective reporting by PTA should be established so that PT can stay involved with delegated patient care at all time. The course I attended would do a lot better if they deleted the fluff classes, (i.e., history of the health act, etc.). There should be more classes of rehabilitation techniques for PTAs to take. This is to facilitate more goodies in our skill level. When we have achieved this the physiotherapist should be able to use us in greater capacity. Let's be clear here. We are not to replace/nor challenge the physiotherapist in any form or manner. We are to be used as a tool in the physiotherapist's bag of tools. It's not about job security; it's about patient care that's the end result. That decision is left up to the physiotherapist. Thanks for taking the time to read this message. Understanding the mental pathologies (i.e. schizophrenia, bi-polar disorders, dementia...) is very important to the approach and type of treatment adapted for the patient. My date of hire was prior to the TA courses offered at the Grant Macewan Community College. I was initially hired because of my LPN background with the understanding that I would take the course...'LPN Rehabilitation Nursing with a Focus on Hospital, Home & Community'. It would be beneficial if the "Current employment status" question allowed you to pick more than one.

Send out information to all physiotherapists about our abilities. Many are unaware of what our educational abilities include. The problem I have is being referred to as a physio aide. Meanwhile I have a 4 year degree in kinesiology, why not use the term Kinesiologist. If I was assisting a physio in a clinic I would be labeled this term. I find it very demeaning being called an aide! Any education for OTA/PTA's? Noticing that there isn't a lot. Some therapist gives verbal summary of care plans for patients, and they are not consistent with what they say and with what they write or document. Sometimes you have to remind the therapist that they have not delegated the care plan to us (rehab asst). I have my current PTA Diploma from Compu College but jobs are scarce I have been trying for 2 years so I volunteer with a PT I know so I can keep my skills up and thanks to me I also have my CCA diploma which I am currently doing homecare for the past 16 years but wanted a change but all I got was a $30,000 student loan to pay back and going backwards instead of moving forward in life not very satisfied with Compu College empty promises and wouldn’t recommend anyone taking PTA Program for the jobs just aren’t there but the experience was great but what a cost to me. I found it difficult to say something I do is ""unimportant"" as it all directly or indirectly affects my clients or peers and the services we offer. Thank you for the opportunity to participate in this survey and good luck with your research! It took me more than 30 mins to accurately answer all of the questions.

Independent Contractor to a rehabilitation company that primarily provides services to clients who have been involved in a motor vehicle accident.

I suggest that PTAs should have a regulatory body for their own, as soon as possible.

I completed my education in Canada.

We also do OTA work.



I feel that the first column of the survey (frequency of task) could have been broken down better. It doesn't really work with the questions that have been asked. Maybe using sometimes, always, often, never would work better? I have been trained to do some of the jobs that were asked although it never asks whether the setting the PTA is working in is allowed to perform these tasks. There are many tasks that PTA's are not allowed to perform in my current position that I was performing in other positions. i.e., reading over my clients charts before performing treatment. Measuring joints. No formal charting is being done by PTA's as well. My level of school is in Germany, there is nothing comparable here. I am trained as a physiotherapist in Germany but not certified in Canada. I was one of the first graduates from the Physiotherapy Assistant Programs and choose not to do the Occupational courses at that time because my interest was solely Physiotherapy. Currently I am experiencing challenges with hospitals to obtain "employment opportunities" since the requirements are "PTA/OTA" certification. Humber College regulations require Physiotherapy Assistants to return "full time" for the whole entire program since it no longer offers obtaining the OTA part time. It is concerning to Physiotherapy Assistants as myself how our "employment title" will vanish in the near future and feeling especially vulnerable as a part timer to be replaced by PTA/OTAs. I am very disappointed a person with many years of experience, education and seniority is required "to prove to an organization their value" and compete with a new grad PTA/OTA for a job posting. Secondly, it would be wonderful to have more opportunity for educational growth to assistants across the board. Most courses are not geared for assistants and continuing education is vital in health care. I appreciate your time to review my comments and maintain personal confidentially to the above comments. Thank you. We are not allowed in the patient’s charts/health records and therefore we do not know what the patient has been diagnosed with when we treat them on their first day. This can lead to more than one day of treatment with not knowing about the patient until we have the time to ask the therapist and they have the time to address the question. This information can be very vague or not as this totally depends on what therapist you work with. I work in a small long-term care facility consisting of 36 clients. I am the only PTA/OTA and my PT and OT are based out of a neighboring facility. I see them each once a week, however, I am in contact with them daily and we have a set schedule of meeting dates. I love my job and I am happy to be working here in Nova Scotia. Regarding consent - the consent I obtain from patients is typically verbal. The amount of times I use an exercise program would be higher if we had a better software program for this use. I do not like my title Physical Therapist Assistant. I believe that many people think that this is a title that implies little or no education. Quite involved with scating and wound prevention. I have double the work load as I do physiotherapy intervention under direction of a physio Therapist but also I also work under an occupational Therapist. I also have 3 unit managers that I am also accountable to as well as SCA's seek out the therapy staff ideas and also suggestions whether good or bad. I also am involved with OH and S as I teach the TLR program. As an OTA/PTA I'm involved quite a lot with many areas.



APPENDIX K – Activities not expected of Physiotherapist Support Personnel Work Activity Frequency N Province Job title Formal

Education? Place of Employment

2. Collect client health information from various sources (e.g., client, other health care practitioners, family, etc.).

Never: 60 Few times a year: 53 Monthly: 51 Weekly: 168 Daily: 296

558 AB: 90 BC: 45 MB: 15 NB: 28 NFLD: 22 NWT: 1 NS: 52 ON: 265 SK:35 YK: 3

Community Rehab Assistant: 6 OTA: 3 OTA/PTA: 145 Physio Aide: 21 Physiotherapist Assistant: 76 Physiotherapy Assistant: 117 Physio Support Worker: 20 Rehab Assistant: 106 Rehab Worker: 2 Technical Attendant: 9 Therapy Assistant: 21 Other: 31 Unknown: 1

Yes: 430 No: 127 Unknown: 1

Adult Day Program: 3 Community Health: 17 Government: 9 Home Care: 15 Hospital: 296 LTC: 96 Mental Health: 4 Post-secondary: 1 Private Practice: 38 Rehab: 53 School/School Board: 4 Other: 21 Unknown: 1

3. Review health records (e.g., lab reports, diagnostic tests, specialty reports, interdisciplinary notes, consults) prior to providing interventions.


549 AB: 90 BC: 45 MB: 14 NB: 25 NFLD: 23 NWT: 1 NS: 47 ON: 265 PEI: 1 QC: 1 SK: 34 YK: 3



Adult Day Program: 2 Business/Industry: 1 Community Health: 16 Government: 8 Home Care: 15 Hospital: 292 LTC: 93 Mental Health: 3 Post-secondary: 1 Private Practice: 33 Rehab: 57 School/School Board: 5 Other: 22 Unknown: 1

9b. Measure and monitor edema (e.g., volume test, circumference).

Never: 245 Few times a year: 100 Monthly: 74 Weekly: 93 Daily:106

373 AB: 69 BC: 24 MB: 10 NB: 14 NFLD: 16 NWT: 1 NS: 29

Community Rehab Assistant: 4 OTA: 2 OTA/PTA: 105 Physio Aide: 11 Physiotherapist Assistant: 57 Physiotherapy Assistant: 73 Physio Support Worker: 14


Adult Day Program: 2 Community Health: 16 Government: 5 Home Care: 12 Hospital: 212 LTC: 56 Mental Health: 3



Work Activity Frequency N Province Job title Formal Education?

Place of Employment

ON: 180 QC: 1 SK: 26 YK: 3

Rehab Assistant: 67 Rehab Worker: 2 Technical Attendant: 6 Therapy Assistant: 15 Other: 16 Unknown: 1

Private Practice: 25 Rehab: 34 Other: 6 Unknown: 1

13. Perform tests of flexibility (e.g., muscle length, soft tissue extensibility).


294 AB: 52 BC: 24 MB: 5 NB: 11 NFLD: 14 NS: 23 ON: 141 QC: 1 SK: 20 YK: 3



Adult Day Program:1 Business/Industry: 1 Community Health: 11 Government: 3 Home Care: 18 Hospital: 156 LTC: 44 Mental Health: 3 Post-secondary: 1 Private Practice: 26 Rehab: 29 School/School Board: 2 Other: 8 Unknown: 1

14. Perform tests of muscle strength, power and endurance (e.g., manual muscle test, isokinetic testing, dynamic testing).





Adult Day Program:1 Business/Industry: 1 Community Health: 6 Government: 7 Home Care: 8 Hospital: 147 LTC: 38 Mental Health: 1 Post-secondary: 1 Private Practice: 27 Rehab: 23 School/School Board: 1 Other: 9 Unknown: 1

31. Use technology/exercise software to teach exercise programs.

Never: 299 Few times a year: 96 Monthly: 55 Weekly: 71

319 AB: 58 BC: 19 MB: 8 NB: 14

Community Rehab Assistant: 1 OTA: 2 OTA/PTA: 93 Physio Aide: 10


Adult Day Program: 1 Community Health: 9 Government: 5 Home Care: 9




Place of Employment

Daily:97 NFLD: 13 NWT: 1 NS: 24 ON: 155 PEI: 1 QC: 1 SK: 24 YK: 1

Physiotherapist Assistant: 48 Physiotherapy Assistant: 63 Physio Support Worker: 12 Rehab Assistant: 55 Technical Attendant: 9 Therapy Assistant: 12 Other: 14

Hospital: 179 LTC: 31 Mental Health: 3 Private Practice: 27 Rehab: 40 School/School Board: 3 Other: 11 Unknown: 1

33f. Teach and implement manual percussions and vibrations.



Community Rehab Assistant: 4 OTA/PTA: 58 Physio Aide: 4 Physiotherapist Assistant: 22 Physiotherapy Assistant: 39 Physio Support Worker: 3 Rehab Assistant: 30 Technical Attendant: 3 Therapy Assistant: 9 Other: 5


Adult Day Program: 1 Community Health: 6 Government: 3 Home Care: 8 Hospital: 99 LTC: 28 Mental Health: 2 Private Practice: 8 Rehab: 15 School/School Board: 1 Other: 5 Unknown: 1

33g. Teach and implement mechanical percussions and vibrations.


129 AB: 35 BC: 16 MB: 4 NB: 5 NFLD: 2 NS: 7 ON: 48 SK: 10 YK: 1



Adult Day Program: 1 Community Health: 3 Government: 3 Home Care: 4 Hospital: 79 LTC: 18 Mental Health: 2 Private Practice: 6 Rehab: 10 Other: 2 Unknown: 1

33j. Teach and implement postural drainage.


182 AB: 31 BC: 17 MB: 6 NB: 4 NFLD: 4 NS: 12 ON: 77

Community Rehab Assistant: 3 OTA/PTA: 55 Physio Aide: 4 Physiotherapist Assistant: 28 Physiotherapy Assistant: 35 Physio Support Worker: 5 Rehab Assistant: 40


Adult Day Program: 1 Community Health: 8 Government: 3 Home Care: 8 Hospital: 114 LTC: 25 Mental Health: 2




Place of Employment

QC: 1 SK: 28 YK: 2

Technical Attendant: 1 Therapy Assistant: 5 Other: 5

Private Practice: 8 Rehab: 11 Other: 1 Unknown: 1

34. Administer oxygen. Never: 275 Few times a year: 62 Monthly: 54 Weekly: 82 Daily:145

343 AB: 69 BC: 37 MB: 7 NB: 15 NFLD: 12 NTW: 1 NS: 23 ON: 146 SK: 31 YK: 1

Community Rehab Assistant: 3 OTA: 2 OTA/PTA: 98 Physio Aide: 6 Physiotherapist Assistant: 39 Physiotherapy Assistant: 71 Physio Support Worker: 13 Rehab Assistant: 79 Rehab Worker: 1 Technical Attendant: 7 Therapy Assistant: 13 Other: 11

Yes: 282 No: 61

Adult Day Program: 1 Community Health: 11 Government: 4 Home Care: 7 Hospital: 225 LTC: 48 Mental Health: 2 Private Practice: 6 Rehab: 33 Other: 6

35. Titrate oxygen. Never: 534 Few times a year: 26 Monthly: 11 Weekly: 23 Daily:24

84 AB: 18 BC: 5 NB: 3 NFLD: 1 NS: 6 ON: 45 QC: 1 SK: 5

OTA/PTA: 24 Physio Aide: 3 Physiotherapist Assistant: 8 Physiotherapy Assistant: 20 Physio Support Worker: 2 Rehab Assistant: 17 Technical Attendant: 2 Therapy Assistant: 5 Other: 3

Yes: 73 No: 11

Adult Day Program: 1 Community Health: 1 Government: 1 Home Care: 3 Hospital: 54 LTC: 10 Private Practice: 4 Rehab: 9 Other: 1

36. Perform tracheal suctioning.


32 AB: 7 BC: 3 MB: 1 NB: 1 NFLD: 2 NS: 3 ON: 12 QC: 1 SK: 2

OTA/PTA: 9 Physio Aide: 2 Physiotherapist Assistant: 3 Physiotherapy Assistant: 6 Physio Support Worker: 3 Rehab Assistant: 8 Other: 1


Adult Day Program: 1 Government: 1 Home Care: 2 Hospital: 13 LTC: 5 Mental Health: 1 Private Practice: 4 Rehab: 3 Other: 1 Unknown: 1

38b. Perform joint mobilization.

Never: 277 Few times a year: 51 Monthly: 57

341 AB: 55 BC: 31 MB: 6

Community Rehab Assistant: 3 OTA: 2 OTA/PTA: 95


Business/Industry: 1 Community Health: 10 Government: 6




Place of Employment

Weekly: 97 Daily: 136

NB: 19 NFLD: 13 NS: 30 ON: 160 SK: 24 YK: 3

Physio Aide: 11 Physiotherapist Assistant: 43 Physiotherapy Assistant: 70 Physio Support Worker: 13 Rehab Assistant: 70 Rehab Worker: 2 Technical Attendant: 6 Therapy Assistant: 7 Other: 19

Home Care: 10 Hospital: 173 LTC: 54 Mental Health: 4 Private Practice: 25 Rehab: 42 School/School Board: 1 Other: 14 Unknown: 1

38c. Perform peripheral manual traction.


99 AB: 16 BC: 6 MB: 1 NB: 5 NS: 11 ON: 44 QC: 1 SK: 12 YK: 3

Community Rehab Assistant: 3 OTA/PTA: 26 Physio Aide: 7 Physiotherapist Assistant: 13 Physiotherapy Assistant: 23 Physio Support Worker: 1 Rehab Assistant: 15 Rehab Worker: 1 Technical Attendant: 3 Therapy Assistant: 3 Other: 4


Adult Day Program: 1 Community Health: 5 Government: 2 Home Care: 4 Hospital: 42 LTC: 11 Mental Health: 1 Private Practice: 17 Rehab: 12 School/School Board: 1 Other: 2 Unknown: 1

38d. Perform spinal manual traction.


78 AB: 15 BC: 2 MB: 1 NB: 4 NS: 8 ON: 39 SK: 8 YK: 1

Community Rehab Assistant: 2 OTA/PTA: 20 Physio Aide: 6 Physiotherapist Assistant: 12 Physiotherapy Assistant: 21 Rehab Assistant: 7 Technical Attendant: 3 Therapy Assistant: 2 Other: 5


Community Health: 4 Government: 1 Home Care: 2 Hospital: 31 LTC: 9 Private Practice: 16 Rehab: 10 School/School Board: 1 Other: 3 Unknown: 1

40b. Apply dressings (e.g., hydrogels, vacuum-assisted closure, wound coverings).


115 AB: 33 BC: 6 MB: 4 NB: 8 NFLD: 6 NS: 5 ON: 43

OTA: 1 OTA/PTA: 27 Physio Aide: 6 Physiotherapist Assistant: 19 Physiotherapy Assistant: 28 Physio Support Worker: 7 Rehab Assistant: 13


Adult Day Program: 2 Community Health: 4 Government: 2 Home Care: 2 Hospital: 58 LTC: 10 Mental Health:2




Place of Employment

QC: 1 SK: 7 YK: 2

Technical Attendant: 4 Therapy Assistant: 5 Other: 5

Private Practice: 14 Rehab: 15 School/School Board: 1 Other: 4 Unknown: 1

42b. Apply electrotherapeutic medication delivery (e.g., iontophoresis, phonophoresis).


80 AB: 11 BC: 1 MB: 1 NB: 15 NS: 5 ON: 38 QC: 1 SK: 8

OTA/PTA: 20 Physio Aide: 5 Physiotherapist Assistant: 20 Physiotherapy Assistant: 19 Physio Support Worker: 1 Rehab Assistant: 9 Technical Attendant: 3 Other: 3


Adult Day Program: 1 Community Health: 2 Government: 3 Home Care: 1 Hospital: 44 LTC: 5 Private Practice: 14 Rehab: 6 Other: 3 Unknown: 1

42c. Apply laser treatments. Never: 470 Few times a year: 55 Monthly: 19 Weekly: 31 Daily:43

148 AB: 35 MB: 1 NB: 15 NFLD: 1 NS: 11 ON: 60 QC: 1 SK: 23



Adult Day Program: 1 Business/Industry: 1 Community Health: 8 Government: 1 Home Care: 4 Hospital: 83 LTC: 10 Mental Health: 2 Private Practice: 22 Rehab: 11 Other: 4 Unknown: 1

42e. Apply non-thermal agent procedures (e.g., pulsed electromagnetic fields).


73 AB: 15 BC: 3 MB: 1 NB: 10 NFLD: 1 NS: 7 ON: 33 QC: 1 SK: 2



Adult Day Program: 1 Business/Industry: 1 Community Health: 2 Government: 4 Home Care: 1 Hospital: 37 LTC: 4 Private Practice: 17 Rehab: 4 Other: 1 Unknown: 1




Place of Employment

42f. Apply traction devices (e.g., intermittent, positional, sustained).


165 AB: 41 BC: 5 MB: 4 NB: 11 NFLD: 4 NWT: 1 NS: 18 ON: 58 QC: 1 SK: 20 YK: 2



Adult Day Program: 1 Business/Industry: 1 Community Health: 7 Government: 3 Home Care: 3 Hospital: 98 LTC: 12 Mental Health: 1 Private Practice: 23 Rehab: 12 School/School Board: 1 Other: 2 Unknown: 1

42g. Apply ultrasound. Never: 267 Few times a year: 109 Monthly: 51 Weekly: 59 Daily: 132

351 AB: 70 BC: 4 MB: 7 NB: 24 NFLD: 1 NWT: 1 NS: 30 ON: 185 PEI: 1 QC: 1 SK: 26 YK: 1

Community Rehab Assistant: 1 OTA: 1 OTA/PTA: 108 Physio Aide: 10 Physiotherapist Assistant: 59 Physiotherapy Assistant: 87 Physio Support Worker: 3 Rehab Assistant: 48 Rehab Worker: 1 Technical Attendant: 7 Therapy Assistant: 14 Other: 12

Yes:274 No: 76 Unknown: 1

Adult Day Program: 1 Business/Industry: 1 Community Health: 10 Government: 6 Home Care: 10 Hospital: 190 LTC: 42 Mental Health: 2 Private Practice: 33 Rehab: 41 School/School Board: 1 Other: 13 Unknown: 1

42h. Apply UVL treatments. Never: 576 Few times a year: 9 Monthly: 10 Weekly: 6 Daily: 17


OTA/PTA: 13 Physio Aide: 5 Physiotherapist Assistant: 7 Physiotherapy Assistant:11 Physio Support Worker: 2 Rehab Assistant: 3 Technical Attendant: 1


Adult Day Program: 1 Business/Industry: 1 Community Health: 1 Government: 1 Hospital: 25 LTC: 3 Private Practice: 7 Rehab: 2 Unknown: 1

64h. Contribute to safe and cost-effective physiotherapy

Never: 403 Few times a year: 31

215 AB: 49 BC: 15

Community Rehab Assistant: 5 OTA: 1

Yes: 156 No: 59

Adult Day Program: 2 Community Health: 13




Place of Employment

practice including wait list management.

Monthly: 40 Weekly: 48 Daily: 96

MB: 6 NB: 11 NFLD: 8 NWT: 1 NS: 23 ON: 76 SK: 24 YK: 1


Government: 5 Home Care: 12 Hospital: 101 LTC: 29 Post-secondary: 1 Private Practice: 25 Rehab: 16 School/School Board: 2 Other: 9

Report on the 2011 Practice Analysis for Physiotherapist Support … · 2019-05-28 ·...

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Transcript of Report on the 2011 Practice Analysis for Physiotherapist Support … · 2019-05-28 ·...