Physical Therapy Program

BULLETIN Class of 2019 University of Jamestown Physical Therapy Program 4190 26th Avenue South Fargo, ND 58104 701-356-2136

Prepared by the PHYSICAL THERAPY PROGRAM UNIVERSITY OF JAMESTOWN

TABLE OF CONTENTS............................................................................................................................... 1-2 CONTACT INFORMATION ...................................................................................................................... 3-7 NONDISCRIMINATION POLICY Nondiscrimination .............................................................................................................................. 8 Essential Function Requirements ................................................................................................... 8-9 Guidelines for Student Requests for Reasonable Accommodation ....................................... 9-10 Professional Behavior Expectations ................................................................................................ 10 Risks and Precautions ....................................................................................................................... 10 Reservation of the Right to Modify .................................................................................................. 10 2016-2017 DPT ACADEMIC CALENDAR ................................................................................................. 11 ACCREDITATION, MEMBERSHIPS, AND AFFILIATIONS............................................................................. 12 CAPTE Accreditation ........................................................................................................................ 12 Complaints about the University or Program ............................................................................ 12-13 Process of Filing a Complaint with CAPTE........................................................................................ 13 GENERAL INFORMATION The University and the Law ............................................................................................................... 14 University of Jamestown Mission Statement ................................................................................... 14 Doctor of Physical Therapy Program Mission Statement ............................................................. 14 Doctor of Physical Therapy Program Philosophy ..................................................................... 14-15 Disability and Academic Learning Services .................................................................................. 15 DOCTOR OF PHYSICAL THERAPY PROGRAM PROGRAM, STUDENT, FACULTY, AND GRADUATE GOALS AND OUTCOMES Program Goals and Outcomes ....................................................................................................... 16 Student Goals and Outcomes ........................................................................................................ 16 Faculty Goals and Outcomes ......................................................................................................... 16 Graduate Goals and Outcomes .................................................................................................... 16 ADMISSION, COSTS, AND FINANCIAL AID University of Jamestown General Admission Policy ...................................................................... 17 Application Information ............................................................................................................. 17-18 Prerequisites ...................................................................................................................................... 18 Prerequisites Table ............................................................................................................................ 19 Program Costs ................................................................................................................................... 20 Financial Aid for Doctor of Physical Therapy Program Students ................................................ 20 U.S. Department of Education ........................................................................................................ 21 Alternative or Private Education Loan Programs ........................................................................... 21 Assistance for Financial Aid ........................................................................................................ 21-22 Return of Title IV Funds Policy .......................................................................................................... 22 Financial Aid Disclosure Statement............................................................................................ 22-24 Satisfactory Academic Progress – Guidelines for Financial Aid Purposes ................................. 24 Monitoring Procedure ...................................................................................................................... 24 Additional Information ..................................................................................................................... 24 University of Jamestown • Doctor of Physical Therapy Program • Bulletin • Class of 2019 Page 1 of 43

Glossary for Financial Aid ............................................................................................................ 25-26 ACADEMIC POLICIES Academic Credit ............................................................................................................................. 27 Academic Standards .................................................................................................................... 27 Readmission after Physical Therapy Course Failure ...................................................................... 27 Program Probation ...................................................................................................................... 27-28 EXAMINATIONS AND QUIZZES ............................................................................................................ 28-29 ACADEMIC INTEGRITY POLICY Cheating ........................................................................................................................................... 30 Inappropriate collaboration ............................................................................................................30 Plagiarism .......................................................................................................................................... 30 DISCIPLINARY PROCESS .......................................................................................................................... 31 Attendance Policy ...................................................................................................................... 31-32 Grading Scale ................................................................................................................................... 32 Incompletes ...................................................................................................................................... 32 GRADUATION ........................................................................................................................................... 33 Awarding of Degrees ....................................................................................................................... 33 Leave of Absence ............................................................................................................................ 33 Official Withdrawal ........................................................................................................................... 33 Transfer Credit Policy ........................................................................................................................ 33 Payment of Charges ........................................................................................................................ 34 Miscellaneous Fees ........................................................................................................................... 34 APPEAL PROCESS ..................................................................................................................................... 34 DOCTOR OF PHYSICAL THERAPY PROGRAM CURRICULUM .......................................................... 35-37 DOCTOR OF PHYSICAL THERAPY PROGRAM COURSE DESCRIPTIONS .......................................... 38-43 APPENDIX ................................................................................................................................................. 43

June 2013 Revised September 2013 Revised November 2014 Revised April 2015 Revised June 2016

PLEASE NOTE: Various university policies located in the University of Jamestown Catalog may also apply to graduate students. We therefore encourage graduate students to be familiar with policies in that publication. University of Jamestown • Doctor of Physical Therapy Program • Bulletin • Class of 2019 Page 2 of 43

DOCTOR OF PHYSICAL THERAPY PROGRAM CONTACT INFORMATION FACULTY Nancy Nuzzo, PT, PhD Chair of the Physical Therapy Department Director of the Physical Therapy Program Degrees: BS, Elmhurst College; Elmhurst, IL PT, Northern Illinois University; DeKalb, IL PhD, Physiology and Biophysics, University of Illinois Medical Center; Chicago, IL Teaches: Physiology, Pathology, and Pharmacology I and II Cardiopulmonary Physical Therapy Email: [email protected] Brittany Anderson, PT, DPT, PCS Assistant Professor Certifications: Board Certified Clinical Specialist in Pediatric Physical Therapy, American Board of Physical Therapy Specialties Degrees: BS, University of North Dakota; Grand Forks, ND DPT, University of North Dakota; Grand Forks, ND Teaches: Pediatrics for Physical Therapy Assists in Community Experience Courses Email: [email protected] Tara Haj, PT, DPT, NCS Assistant Director of Clinical Education Assistant Professor Certifications: Board Certified Clinical Specialist in Neurologic Physical Therapy, American Board of Physical Therapy Specialties Multiple Sclerosis Certified Specialist, Consortium of Multiple Sclerosis Centers Hippotherapy Clinical Specialist, American Hippotherapy Certification Board Degrees: BS, University of North Dakota; Grand Forks, ND DPT, University of North Dakota; Grand Forks, ND Teaches: Physical Rehabilitation I - II Clinical Education Theory I – V Clinical Education Practicums Clinical Education Internships Email: [email protected]

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Phyllis Heyne-Lindholm, PT, DPT Director of Clinical Education Assistant Professor Degrees: BS, Black Hills State University; Spearfish, SD Cert PT, Mayo Foundation School of Health Sciences; Rochester, MN DPT, University of North Dakota; Grand Forks, ND Teaches: Clinical Education Theory I – V Clinical Education Practicums Clinical Education Internships Email: [email protected] Jackie Madsen, PT, DPT, NCS, GCS Assistant Professor Certifications: Board Certified Clinical Specialist in Neurologic Physical Therapy, American Board of Physical Therapy Specialties Board Certified Clinical Specialist in Geriatric Physical Therapy, American Board of Physical Therapy Specialties Degrees: BA, Southwest Minnesota State University; Marshall, MN DPT, University of Minnesota; Minneapolis, MN Teaches: Theory of Exercise Issues in Healthcare (Geriatrics) Assists in Community Experience Courses Assists in Physical Rehabilitation I and II Email: [email protected] Sara Voorhees, PT, MPT, PhD Assistant Professor Certifications: Certified Pilates Instructor Degrees: BS, Northeastern University; Boston, MA MPT, University of Delaware; Newark, DE PhD, Biomechanics, University of Delaware; Newark, DE Teaches: Clinical Assessment I Evidence Based Practice I - III Email: [email protected]

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Mitch Wolden, PT, DPT, OCS Assistant Professor Director of Pro bono Clinic Certifications: Board Certified Clinical Specialist in Orthopaedic Physical Therapy, American Board of Physical Therapy Specialties Degrees: BS, University of North Dakota; Grand Forks, ND DPT, University of North Dakota; Grand Forks, ND In progress: PhD, Education, North Dakota State University; Fargo, ND Teaches: Biomechanics Therapeutic Interventions Community Experience Courses Email: [email protected] Richard Zaruba, PT, DPT, PhD, OCS, FAAOMPT Assistant Professor Certifications: Fellow, American Academy of Orthopaedic Manual Physical Therapists Fellowship in Manual Therapy, Regis University Board Certified Clinical Specialist in Orthopaedic Physical Therapy, American Board of Physical Therapy Specialties Certified Strength and Conditioning Specialist, National Strength and Conditioning Association Degrees: BS, University of North Dakota; Grand Forks, ND DPT, Physical Therapy, University of North Dakota; Grand Forks, ND PhD, Neuroscience, University of North Dakota; Grand Forks, ND Teaches: Neuroscience for Physical Therapy Musculoskeletal I - II Assists in Clinical Assessment 1 Email: [email protected]

STAFF Wendy Breitbach Executive Assistant to the Director Administrative Support, Office and Building Management, Finances, and Purchasing Email: [email protected] Marilyn Hedberg, MLS Librarian – Fargo Campus Degrees: BSE, Minot State University; Minot, ND MLS, Emporia State University; Emporia, KS Email: [email protected]

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Anna Munns Assistant Director of Assessment Certifications: Geographic Information Science, University of North Dakota, Grand Forks, ND Degrees: BA, Anthropology, University of Minnesota; Minneapolis, MN In progress: MS, Anthropology, North Dakota State University; Fargo, ND Assessment and Tk20 Administrator Email: [email protected] Nathan Smith IT Support – Fargo Campus Degrees: BS, Anthropology, Minor, Computer Science, North Dakota State University; Fargo, ND In progress: MS, Anthropology, North Dakota State University; Fargo ND Technical Support and Databases Email: [email protected] Jenifer Swetland Office Assistant Administrative Support, Admissions, Assessment, and PTCAS Email: [email protected]

ADJUNCT FACULTY Scott Barnhardt, PT, DPT Degrees: DPT, University of North Dakota; Grand Forks, ND In progress: DScPT, Orthopedic Manual Therapy, Andrews University; Berrien Springs, MI Teaches: Aquatic Therapy Teri Brekke, PT, MPT Degrees: MPT, University of North Dakota; Grand Forks, ND Teaches: Acute Care for Physical Therapy Assists in Clinical Assessment II James Clapp, PT, DPT Degrees: DPT, University of North Dakota; Grand Forks, ND Teaches: Integument for Physical Therapy

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Amanda Gunkel, PT, DPT Degrees: DPT, St Catherine University; Minneapolis, MN Teaches: Assists in Theory of Exercise Mary Lee Leikas, PT, MS Associated Faculty for Special Projects Degrees: BSPT, University of North Dakota; Grand Forks, ND MS; University of North Dakota; Grand Forks, ND Nicole Schmidt, PT, MPT Degrees: MPT, University of Mary; Bismarck, ND Teaches: Assists with Acute Care for Physical Therapy Clinical Assessment II Roger Stroh, PT, MPT, MSA Degrees: MSPT, Kansas University; Lawrence, KS MSHSA, Central Michigan University; Mount Pleasant, MI Teaches: Administration for Physical Therapy Lizette Sunde, PT, DPT Degrees: BS, University of California, Santa Barbara; Santa Barbara, CA DPT, University of North Dakota; Grand Forks, ND Teaches: Assists in Musculoskeletal I - II Patricia Wisenden, MS Tenured Faculty in Biology Department at Minnesota State University - Moorhead Degrees: MSc, University of Western Ontario; London Ontario Teaches: Human Anatomy

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NONDISCRIMINATION POLICY Nondiscrimination The University of Jamestown confirms its support of the principles and practices of nondiscrimination and equality of races and sexes in its employment and in all of its programs, activities, and opportunities available to students. The University of Jamestown also affirms a commitment to nondiscrimination and reasonable accommodation of those students who are disabled. However, in order to perform physical therapy functions, a student must be in good health and able to perform the Essential Function Requirements as listed in the Physical Therapy Program Student Handbook Class of 2019, and as listed below. It is the expressed intent of the University of Jamestown to be in conformity with all laws relating to higher education which are consistent with our commitment to the Christian ethic, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Students who believe they may have a qualifying disability can request a complete copy of policies and procedures from the Office of Admissions, the Learning and Academic Advising Center, Dean of Students, and Executive Vice President.

Essential Function Requirements for Admission to and Progression in the Doctor of Physical Therapy Program Participation in the Doctor of Physical Therapy Program requires that a candidate possess the ability to meet the Essential Function Requirements of the program. Candidates who may not meet the Essential Function Requirements must inform the Director of the Physical Therapy Program, who will then contact the Vice President for Academic Affairs. The Vice President for Academic Affairs, in consultation with the Director of the Physical Therapy Program will identify and discuss what accommodations, if any, the University (Program) would need to make that would allow the candidate to complete the curriculum. The University (Program) is not able to grant accommodations that alter the educational standards of the curriculum. Students must meet the Essential Function Requirements for the duration of enrollment in their professional program. 1. Observation • The student must be able to participate actively in all demonstrations and laboratory exercises throughout the curriculum. •

The student must be able to accurately make observations both near and at a distance.

•

Observation and information acquisition requires the functional use of vision and sense of touch and is enhanced by the functional use of all of the other senses.

2. Communication • The student must be able to communicate effectively and sensitively with patients in order to elicit information, describe changes in mood, activity and posture, and assess nonverbal communications. •

The student must be able to effectively and efficiently transmit information to patients, fellow students, faculty, staff, and all members of the healthcare team.

•

The student must possess required communication skills include speaking, reading, and writing, as well as the observation skills described above. University of Jamestown • Doctor of Physical Therapy Program • Bulletin • Class of 2019 Page 8 of 43

3. Motor • The student must have sufficient motor function to elicit information from patients by palpation, auscultation, percussion, and other diagnostic maneuvers. •

The student must be capable of performing basic laboratory tests, possess all skills necessary to carry out diagnostic procedures, and execute the motor movements reasonably required to provide general care and emergency treatment to patients.

•

The student must have sufficient postural control, neuromuscular control and eye-to-hand coordination to perform profession-specific skills and tasks (for example, move at least 50 pounds vertically and horizontally).

4. Intellectual-Conceptual, Integrative, and Quantitative Abilities • The student must be able to measure, calculate reason, analyze, and synthesize. Problem solving, the critical skill demanded of physical therapists, requires all of these intellectual abilities. •

The student must be able to comprehend three-dimensional relationships and to understand the spatial relationships of structures.

•

The student must have the capacity to perform these problem-solving skills in a timely fashion.

5. Behavioral and Social Attributes • The student must be able to fully utilize his or her intellectual abilities and exercise good judgment. Prompt completion of all responsibilities attendant to the diagnosis and care of patients is required. •

The student must be capable of developing mature, sensitive and effective relationships with patients and others.

•

The student must also be able to tolerate taxing workloads, function effectively under stress, adapt to changing environments, display flexibility, and learn to function in the face of uncertainties inherent in the clinical problems of many patients.

•

The student must have compassion, integrity, concern for others, effective interpersonal skills, willingness and ability to function as an effective team player, and interest and motivation to learn.

•

The student must practice safely, ethically, and legally.

Guidelines for Student Requests for Reasonable Accommodation Students with a disability or academic learning concern are encouraged to make an appointment with the Coordinator of Student Services, Fargo campus, for appropriate referral for Disability and Academic Learning Services. The coordinator will coordinate services with the Director of Learning/Advisement Center at the Jamestown Campus. The Director of the Learning Center will be at the Fargo Campus during the first year Information Hour, and on an as needed basis to directly address any questions or concerns of students. The student must inform the Program that he or she has a disability and needs an academic adjustment. Documentation prepared by an appropriate professional, such as a medical doctor, psychologist, or other qualified diagnostician is required. The documentation may include one or University of Jamestown • Doctor of Physical Therapy Program • Bulletin • Class of 2019 Page 9 of 43

more of the following: a diagnosis of your current disability, as well as supporting information, such as the date of the diagnosis, how that diagnosis was reached, and the credentials of the diagnosing professional; information on how your disability affects a major life activity and for you and the Program to decide what is an appropriate academic adjustment. To determine an appropriate academic adjustment, the University of Jamestown Physical Therapy Program will review your request in light of the Essential Function Requirements for the Program. The Program is not required to lower or waive Essential Function Requirements. If you have requested a specific academic adjustment, the University may offer that academic adjustment, or it may offer an effective alternative.

Professional Behavior Expectations Students are guests in the clinical facilities. Safety, professional behavior, accountability, communication, and clinical reasoning are considered foundational elements in clinical practice. Students are expected to demonstrate attributes, characteristics, and behaviors that are described as “Professional Behaviors” (Appendix 1). The University of Jamestown Physical Therapy Students are required to be members of the American Physical Therapy Association (APTA), and they will strictly adhere to the Physical Therapist Code of Ethics (Appendix 2) and the Guide for Professional Conduct (Appendix 3).

Risks and Precautions Students may participate in clinical activities that may have certain inherent risks associated with them. There are potential risks associated in working with patients/clients and therapeutic equipment. The University of Jamestown Physical Therapy Program considers the safety of students, faculty, patients/clients essential, and thereby includes safe practice education in all assessment and skill courses.

Reservation of the Right to Modify The programmatic and financial information herein are to be considered directive in character and not as an irrevocable contract between the student and the University. The University reserves the right to make changes that seem necessary or desirable, including course cancellations.

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2016-2017 DPT ACADEMIC CALENDAR

UNIVERSITY OF JAMESTOWN

Fall Semester August August September November December

22 25 5 21-27 12-16

Classes Begin Faculty Workshop – No Classes Labor Day—No Classes Thanksgiving Break Finals

Spring Semester January

9

Spring Semester Begins

March March April April May May

4-12 13 14 17 1-5 6

Spring Break Classes Resume Good Friday - No Classes Easter Monday - No Classes Finals Baccalaureate and Commencement

Summer Semester May

15

Summer Session I Begins

June

23

Summer Session I Ends

July August

10 18

Summer Session II Begins Summer Session II Ends

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ACCREDITATION, MEMBERSHIPS, AND AFFILIATIONS The University of Jamestown is accredited by the Higher Learning Commission and is a member of the North Central Association.

The University of Jamestown has been continuously accredited since 1920. The University holds memberships in the Association of Presbyterian Colleges and Universities, the Council of Independent Colleges, and the National Association of Intercollegiate Athletics. The University also has a number of affiliation and consortium agreements with medical facilities that provide clinical experience for its students.

CAPTE Accreditation Graduation from a physical therapist education program accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE), 1111 North Fairfax Street, Alexandria, VA 22314; phone; 703-706-3245; [email protected] is necessary for eligibility to sit for the licensure examination, which is required in all states. The Physical Therapy Program at University of Jamestown is accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE), 1111 North Fairfax Street, Alexandria, Virginia 22314; telephone: 703-706-3245; email: [email protected]; website: http://www.capteonline.org

Complaints about the University or Program Any complaint that would fall out of the realm of due process regarding the Physical Therapy Program and/or University (for example, from clinical education sites, employers of graduates, and the public) may be addressed to the University of Jamestown, Physical Therapy Program, 4190 26th Avenue South, Fargo ND 58104. If an individual has concerns about sending the complaint to Program personnel, he or she may send it to the Vice President for Academic Affairs, University of Jamestown, 6088 College Lane, Jamestown ND 58405. The Program and University take all complaints seriously and will review any complaint in an expedient manner and take any appropriate action that is warranted. Once a complaint is made, the Program Director or the Vice President for Academic Affairs will be directly involved in contacting the complainant and gathering any available information (within 15 business days). The Vice President for Academic Affairs will be notified of all complaints. If the matter is resolved, the Program Director or the Vice President for Academic Affairs will write a letter to the complainant acknowledging resolution of the matter. A copy of the letter will be kept on file in the Program Director’s office and the Vice President for Academic Affairs’ office for five years. University of Jamestown • Doctor of Physical Therapy Program • Bulletin • Class of 2019 Page 12 of 43

If the matter is not resolved to the satisfaction of the complainant or the complaint is about the Program Director, the complainant may submit a written complaint directly to the Vice President for Academic Affairs, University of Jamestown, 6088 College Lane, Jamestown ND 58405. The Vice President for Academic Affairs will meet with each party separately and may schedule a combined meeting with the two parties in order to resolve the complaint. A letter outlining the resolution by the Vice President for Academic Affairs will be filed with the complaint in the Vice President for Academic Affairs’ office. A copy of the resolution may be sent to the complainant at the discretion of the Vice President for Academic Affairs. A copy of the letter will be kept on file in the Vice President for Academic Affairs’ office for five years.

Process of Filing a Complaint with CAPTE Any complaint regarding the University of Jamestown Physical Therapy Program may also be filed with the Commission on Accreditation in Physical Therapy Education (CAPTE), 1111 North Fairfax Street, Alexandria, VA 22314; phone; 703-706-3245; [email protected]

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GENERAL INFORMATION The University and the Law The University upholds municipal, state, and federal laws and cooperates fully with all law enforcement agencies. Violation of public law may result in University disciplinary action. As part of the larger community, students accept full responsibility for their own actions under federal, state, and local laws. While affording reasonable aid to its members in difficulties with the law, the University provides no immunity from the consequence of illegal acts.

University of Jamestown Mission Statement We are a community dedicated to the development of wholeness in our students. We adhere to a curriculum of academic excellence which balances the ideals of the liberal arts tradition and sound professional preparation. Our Christian tradition encourages an atmosphere of selfdiscipline, responsibility, and concern for the continuing growth of the individual.

University of Jamestown Doctor of Physical Therapy Program Mission Statement The mission of the University of Jamestown Doctor of Physical Therapy Program is to integrate education, research, and clinical practice to provide sound professional preparation in order to graduate physical therapists who are competent, compassionate, and ethical and who will serve their patients/clients and communities through the practice of quality, evidence-based physical therapy.

University of Jamestown Doctor of Physical Therapy Program Philosophy Physical therapy is a dynamic profession with an established theoretical and scientific base and widespread clinical applications in the restoration, maintenance, and promotion of optimal physical function. Our graduates will be able to demonstrate these characteristics at an entry level. Our mission is to graduate knowledgeable, service-oriented, self-assured, adaptable, reflective practitioners who, by virtue of critical and integrative thinking, lifelong learning, and ethical values, render independent judgments concerning patient/client needs that are supported by evidence; promote the health of the client; and enhance the professional, contextual, and collaborative foundations for practice. Our program will graduate entry-level physical therapists that will be able to provide a variety of services to patients/clients who have impairments, functional limitations, disabilities, or changes in physical function and health status resulting from injury, disease, or other causes. Our curriculum integrates the five elements of patient/client management (examination, evaluation, diagnosis, prognosis, and intervention) in a manner designed to optimize outcomes. We will graduate entry level physical therapists that will be able to practice in a broad range of inpatient, outpatient, and community-based settings. Our graduates will be able to incorporate the professional practice expectations of accountability, altruism, compassion/caring, integrity, professional duty, communication, cultural competence, clinical reasoning, evidenced-based practice and education into the classroom and clinical education.

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We believe the University of Jamestown Doctor of Physical Therapy Program will successfully prepare students to practice in an ever-changing healthcare environment. We believe that sound professional preparation with a curriculum grounded in the Physical Therapy Code of Ethics and Guide to Physical Therapy Practice will provide the foundation for students to become competent, ethical, and compassionate physical therapists. Disability and Academic Learning Services Students with a disability or academic learning concern are encouraged to make an appointment with the Coordinator of Student Services, Fargo campus, for appropriate referral for Disability and Academic Learning Services. The coordinator will coordinate services with the Director of Learning/Advisement Center at the Jamestown Campus. The Director of the Learning Center will be at the Fargo Campus during first year Information Hour, and on an as needed basis to directly address any questions or concerns of students. The student must inform the Program that he or she has a disability and needs an academic adjustment. Documentation prepared by an appropriate professional, such as a medical doctor, psychologist, or other qualified diagnostician is required. The documentation may include one or more of the following: a diagnosis of your current disability, as well as supporting information, such as the date of the diagnosis, how that diagnosis was reached, and the credentials of the diagnosing professional; information on how your disability affects a major life activity and for you and the Program to decide what is an appropriate academic adjustment. To determine an appropriate academic adjustment, the University of Jamestown Physical Therapy Program will review your request in light of the essential requirements for the Program. The school is not required to lower or waive essential requirements. If you have requested a specific academic adjustment, the Program may offer that academic adjustment, or it may offer an effective alternative. Students are encouraged to inform the faculty of their requests for accommodations as early as possible in the semester, but must make the requests in a timely enough manner for accommodations to be appropriately considered and reviewed by the Program.

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DOCTOR OF PHYSICAL THERAPY PROGRAM, STUDENT, FACULTY, AND GRADUATE GOALS AND OUTCOMES Program Goals and Outcomes 1. The Program will deliver an accredited physical therapist education program. a. The Program will maintain accreditation. b. The Program will graduate entry-level physical therapists who are prepared to practice in a broad range of settings. c. The Program will utilize resources to meet its mission. Student Goals and Outcomes 1. Students will demonstrate the knowledge and skills necessary for competent, compassionate, and ethical entry-level physical therapist practice. a. Students will demonstrate satisfactory knowledge and performance in all Program courses. b. Students will recognize the importance of incorporating evidence into practice. c. Students will participate in research activities. d. Students will demonstrate appropriate professional behaviors. 2. Students will develop their leadership skills by contributing to and advocating for health and wellness in the community. a. Students will participate in service in a variety of community settings. b. Students will respond to the health and wellness needs in the community. Faculty Goals and Outcomes 1. Faculty will integrate education, research, and clinical practice to provide sound professional preparation to graduate competent, compassionate, and ethical entry-level physical therapists. a. Faculty will continually develop and implement contemporary practice teaching and learning experiences. b. Faculty will integrate their research and expertise into teaching and practice. 2. Faculty will contribute to the profession. a. Faculty will participate in service. b. Faculty will be involved in a professional organization. c. Faculty will engage in research. Graduate Goals and Outcomes 1. Graduates will practice as competent, compassionate, and ethical physical therapists. a. Graduates will maintain licensure. b. Graduates will incorporate evidence into their practice. 2. Graduates will contribute to the profession. a. Graduates will participate in service to the community. b. Graduates will be involved in a professional organization. c. Graduates will become certified in physical therapy-related fields. Revised February 2016 University of Jamestown • Doctor of Physical Therapy Program • Bulletin • Class of 2019 Page 16 of 43

ADMISSION, COSTS, AND FINANCIAL AID University of Jamestown General Admission Policy Consideration for admission to the University of Jamestown programs is available to all students who meet University admissions requirements without regard to race, color, age, religion, gender, national origin, disabilities, sexual orientation, or veteran status, in accordance with the law. The University reserves the right to deny admission, continued enrollment, or re-enrollment to any applicant or student whose personal history and background indicate that his or her presence at the University would endanger the health, safety, welfare, or property of the members of the academic community or interfere with the orderly and effective performance of the University’s functions.

Application Information There are two avenues to be admitted into the University of Jamestown Doctor of Physical Therapy Program. • Direct Entry: admittance into the Program as a first semester freshman at the University of Jamestown, www.uj.edu/tab/freshman-direct-entry. • Application through the Physical Therapist Centralized Application Service, known as PTCAS, www.ptcas.org. All individuals wishing to apply to the Doctor of Physical Therapy Program for admission into the Class of 2020 will apply using the PTCAS online application form. The PTCAS application will be available on July 3, 2017 and can be found on the PTCAS website at www.ptcas.org. PTCAS deadline for applications is February 1, 2017 for the Class of 2020 that begins the fall of 2017. PTCAS must receive all information by the application deadline. Incomplete applications will not be accepted. All qualified applicants who are invited to interview will be required to attend a face-to-face interview at the University of Jamestown, Fargo Campus, in the spring prior to beginning the Program. All costs associated with this interview are the responsibility of the applicant. The University of Jamestown Doctor of Physical Therapy Program gives preference to University of Jamestown, Minnesota State University Moorhead, and Concordia College graduates. Contact with applicants will be via the contact information provided in PTCAS. All applications to the University of Jamestown Doctor of Physical Therapy Program must be submitted through PTCAS. Admission to the Program is based on the following criteria: - Completion of a Bachelor’s degree from an accredited institution prior to matriculation. - Official transcripts from all higher learning institutions that you have attended. - A minimum GPA of 3.00/4.00 in all undergraduate courses (GPA calculation includes repeated courses). - A minimum GPA of 3.00/4.00 in all prerequisite courses listed in the prerequisite table (see Bulletin pg. 19; GPA calculation includes repeated courses). - Report of a minimum of 40 hours of verified observation/volunteer/paid work in a physical therapy setting signed by a licensed physical therapist. - Signed Essential Function Statement. - Personal essay.

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-

Two letters of recommendation: o One from work supervisor o One from licensed physical therapist

-

Official GRE scores: use University of Jamestown PTCAS GRE code: 3885. The University of Jamestown Doctor of Physical Therapy Program currently does not have a minimum GRE score. Submission of TOEFL scores, if applicable. Acceptable scores are as follows: TOEFL score 525 Paper TOEFL score of 195 Computer TOEFL score of 70 Internet-based An IELTS band score of 5.5

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If your application is selected for admission, and upon accepting the offer of admission, you will be agreeing to an annual national background report and also agreeing to comply with health, immunization, and education requirements of the clinical education program. The University of Jamestown protects applicant rights, including due process. If an individual feels that he or she has been treated unfairly in the admissions process, he or she may wage a complaint with the Admissions Review Committee. The Admissions Review Committee is composed of the Director of the Physical Therapy Program and the Vice President for Academic Affairs.

Prerequisites You must have nine of the thirteen prerequisite classes completed by the end of the fall semester prior to beginning the Doctor of Physical Therapy Program. All coursework and a Bachelor’s degree from an accredited institution must be completed by the end of spring semester prior to beginning the Program. Any coursework completed after the fall semester will not count toward cumulative or prerequisite GPA calculations but will need to be completed and meet minimum requirements prior to matriculation.

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PREREQUISITE TABLE Minimum Semester Hours

Required

8 Total Semester Hours

Prerequisite

Acceptable Courses (see prerequisite for lab requirement)

University of Jamestown Equivalents

Human Anatomy and Physiology I with Lab OR Human Anatomy with Lab

Human Anatomy and Physiology I OR Human Anatomy

Biol 208

Either option MUST be completed in biology, neuroscience, anatomy, or integrated physiology department Human Anatomy and Physiology II with Lab OR Human Physiology with Lab

Human Anatomy and Physiology II OR Human Physiology Either option MUST be completed in biology, neuroscience, anatomy, or integrated physiology department

Biol 209

General Biology I with Lab

Cell Biology or General Biology I

Biol 150

General Biology II with Lab

Cell, Embryology, General Biology II, Genetics, Histology, Immunology, Microbiology, Molecular, Zoology Botany not accepted

Biol 151

General Chemistry I with Lab

General Chemistry I

Chem 133

General Chemistry II with Lab

General Chemistry II, Biochemistry, Inorganic, Organic

Chem 134

4 Semester Hours

Physics I with Lab

Physics I

Math 143 or 203

4 Semester Hours

Physics II with Lab

Physics II

Math 144 or 204

3 Semester Hours

General Psychology

General Psychology

Psyc 101

3 Semester Hours

Lifespan Development

Developmental Psychology

Psyc 203

3 Semester Hours

Abnormal Psychology

Abnormal Psychology

Psyc 302

3 Semester Hours

Statistics

Business Statistics, Math Statistics, Psychology Statistics, and Biostatistics

Psyc 202 or Math 105

1 Semester Hour

Medical Terminology

Medical Terminology

Biol 210

8 Total Semester Hours

8 Total Semester Hours

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Doctor of Physical Therapy Class of 2019 Average Program Costs First Year Cohort Tuition Technical and Professional Fees Room and Board Books and Supplies Transportation Miscellaneous/Personal TOTAL

$ 28,767 $300 $13,962 $2,043 $1,500 $1,500 $47,255**

Second Year Cohort Tuition Technical and Professional Fees Room and Board Books and Supplies Transportation Miscellaneous/Personal TOTAL

$ 28,767 $300 $13,962 $2,043 $1,500 $1,500 $47,255**

Third Year Cohort Tuition Technical and Professional Fees Room and Board Books and Supplies Transportation Miscellaneous/Personal TOTAL

$ 21,408 $300 $10,472 $1,362 $1,000 $1,000 $34,934**

**Additional costs may be associated with transportation and housing related to clinical practicums and internship.

Financial Aid for Doctor of Physical Therapy Program Students To be eligible for financial aid a graduate student: • must not be receiving aid as undergraduate for same period of enrollment; •

must be enrolled in a program above the Bachelor’s level or one leading to a first professional degree;

•

must have completed equivalent of at least three academic years of full time study either before entrance into the Program or as part of it;

•

must file Free Application for Federal Student Aid (FAFSA) if a Federal Direct Loan is desired. The website for FAFSA information is www.fafsa.ed.gov.

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U.S. Department of Education The William D. Ford Federal Direct Loan Program is the largest federal student loan program. Under this program, the U.S. Department of Education is your lender. There are two types of Direct Loans available to graduate students. Direct Unsubsidized Loans are loans made to eligible undergraduate, graduate, and professional students. The student does not have to demonstrate financial need to be eligible for the loan but must complete the Free Application for Federal Student Aid [commonly called the FAFSA] each year. Annual Limit: Aggregate Limit:

$ 20,500 Direct Unsubsidized Loan $138,500 Direct Loan (No more than $65,500 of this amount may be in Direct Subsidized Loans. The graduate debt limit includes all federal loans received in undergraduate study.)

Direct Grad PLUS Loans are loans made to graduate or professional students to help pay for education expenses not covered by other financial aid. There are no fixed annual or aggregate loan limits for PLUS Loans. A graduate or professional student may be awarded a Grad PLUS Loan up to the student’s cost of attendance.

Alternative or Private Education Loan Programs Students have the right to select any eligible lender under the Alternative/Private Education Loan Program and the University of Jamestown will process the request in compliance with federal and institutional packaging guidelines. It is, however, crucial that you consider your options when choosing an alternative student loan. Choose a lender that demonstrates a strong commitment to students and their education. Further, be sure to check the lender’s value and benefits, fees, interest rates, repayment options, and customer service. You will find a list of lenders used by the University of Jamestown students for Alternative/Private Education Loans on the University of Jamestown website under financial aid. The University of Jamestown does not endorse or accept incentives from any lender nor does it promote any specific lender. The Alternative/Private Education Loan lender list is provided as a courtesy and should not be interpreted as a requirement to use any of the lenders listed. The University of Jamestown will process an Alternative/Private Education Loan from any participating lender that requires school certification.

Assistance for Financial Aid Students accepted for the Physical Therapy Program may apply for financial aid through the University of Jamestown. All students must complete the Free Application for Federal Student Aid (FAFSA) every year to be considered for federal financial aid, including student loans. The FAFSA and renewal FAFSA can be completed online at www.FAFSA.ed.gov. Students will be notified of their financial aid awards through email or postal mail. A representative of the Financial Aid Office will visit the Fargo campus at the beginning of the fall semester to answer questions and discuss financial aid directly with students.

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Students may contact the Financial Aid Office at any time with questions regarding financial aid. Questions may be directed to the Financial Aid Office at 701-252-3467, ext. 5556 or by emailing a financial aid staff member.

Return of Title IV Funds Policy Definition Federal Title IV Funds include but are not limited to Pell Grants, Federal Supplemental Education Opportunity Grants, Direct Loans, Perkins Loans and parent and graduate PLUS Loans. Enrollment For Return of Title IV Funds and institutional purposes, a student is considered enrolled until he or she has completed and submitted an official University of Jamestown Withdrawal Form or until the end of the semester has been reached, whichever is first. Non-attendance of classes does not constitute an official withdrawal. Return of Title IV Fund Calculation The amount of federal Title IV aid earned is based upon the percentage of a period of enrollment completed. The percentage is computed by dividing the number of days completed (as of the date the student officially withdraws) by the total number of days in the term as determined by the Financial Aid Office in compliance with federal guidelines. The percentage is then applied to the aid received to determine earned and unearned aid. If and when any aid is determined to be unearned, it must be returned to the appropriate financial aid program(s). The amount returned cannot exceed the amount the student received from that program. Returns to the financial aid programs must be made in the following order: Unsubsidized Direct Loan, Federal Perkins Loan, and Federal Grad PLUS Loan. A student withdrawing after the 60% point is considered to have earned 100% of his or her aid and no adjustment to charges or aid is made. Additional details may be obtained from the Financial Aid Office. Application of Repayments to Title IV Funds For the payment period in which the student withdrew, it will be determined whether the student received an overpayment of financial aid funds for non-institutional expenses. The overpayment is the difference between the amount received by the student as cash disbursements and the amount earned for non-institutional costs during the portion of the payment period that the student was actually enrolled. (Federal Direct Loans and Perkins Loans are excluded from repayment since the student is already obliged to repay the funds to the lender.) The overpayment will be calculated according to the federal Return of Title IV Funds Policy. The University of Jamestown is NOT liable for the amount of repayment owed by the student. Important: This policy refers to withdrawal from the University of Jamestown, not to withdrawal from an individual course.

Financial Aid Disclosure Statement 1. A student must be officially admitted to a degree-granting program at the University of Jamestown and making Satisfactory Academic Progress (as defined by the U.S. Department of Education) to receive federal financial aid through the University of Jamestown. (Satisfactory Academic Progress details are available in the university catalog, on the university website and from the Financial Aid Office.) University of Jamestown • Doctor of Physical Therapy Program • Bulletin • Class of 2019 Page 22 of 43

2. No aid may be disbursed to a student if he or she is in default on any federal/state aid program. 3. All financial aid is awarded based upon application documents, verification of information, anticipated cost of attendance, university enrollment, grade level, academic progress and other known resources. Any changes in these items may result in an award revision. 4. Funds must be used solely for education related expenses as defined by the U.S. Department of Education. 5. All male students applying for any federal and/or state financial aid must attest to Selective Service status before funds will be disbursed. 6. In general, financial aid will be awarded to students on a prorated basis of one third each term (fall, spring, and summer) and the student’s account will be credited accordingly. 7. Any balance due on the student’s account after applying all anticipated financial aid and other credits is payable by the first day of the semester (unless prior arrangements have been made with the Business Office). 8. A student must report all outside scholarships, grants, work stipends, or other education benefits to the Financial Aid Office. Certain military benefits are not considered resources in determining a student’s financial aid eligibility. 9. The Financial Aid Office is required to make adjustments to ensure that aid does not exceed the university approved student budget (cost of attendance). 10. No federal or state aid will be disbursed to the student’s account until all necessary documents have been submitted to the Financial Aid Office by the stated deadline. If selected for the verification process, recipients of any federal aid must submit student (and spouse, if applicable) prior year’s U.S. IRS tax transcript. If no tax return was filed, the student must mark and sign the non-file affidavit on the Verification Worksheet. In addition, no federal or state aid will be disbursed to a student’s account if selected for verification and the student refuses to complete the verification process. 11. To be eligible for full-time financial aid, a student must carry a minimum of 12 credits per semester. A student taking fewer than 12 credits may be eligible for some federal aid programs on a prorated basis. 12. All Direct, Perkins, Grad PLUS and Alternative loan funds are first applied to outstanding direct education costs, such as tuition and fees at date of receipt. 13. If a student withdraws from the University of Jamestown or drops below full-time status prior to the end of the semester, he or she may be required to repay federal grant and/or loans to the associated programs in accordance with the Return of Title IV Fund Policy. 14. All students have the right to review and amend their Family Educational Rights and Privacy Act (FERPA) information at any time. The most common changes are those

University of Jamestown • Doctor of Physical Therapy Program • Bulletin • Class of 2019 Page 23 of 43

necessary on the Student Authorization to Release Information form. Details are available in the Financial Aid Office. 15. Additional Consumer Information is available on the University of Jamestown website.

Satisfactory Academic Progress – Guidelines for Financial Aid Purposes Satisfactory Academic Progress is language set forth in the federal guidelines [34 CFR §668.34] that specifies the minimum academic progress required of a student to avoid termination of funding provided by federal and state governments. To demonstrate Satisfactory Academic Progress for financial aid purposes, all students must comply with the following three components: 1. Qualitative: Students must maintain a minimum cumulative grade point average (GPA) of 3.00 on a 4.00 scale. 2. Pace or Quantitative: All grade levels must successfully complete at least 67% of all attempted credits. 3. Maximum Timeframe or 150% Rule: The maximum timeframe is measured in credit hours and is a period that is no longer than 150% of the published length of the educational program. The number of credit hours required for completion of the Doctor of Physical Therapy Program at the University of Jamestown is 118. A student becomes ineligible for federal aid when he or she reaches 177 attempted credits.

Monitoring Procedure The University of Jamestown monitors student progress after every payment period (semester). Summer is considered a payment period and, consequently, progress will be monitored after the summer session as well. Possible statuses are good standing, warning, probation, academic plan or suspension, as described in the glossary below. Students will be notified of changes in status by email (University of Jamestown email address) and letter. If appropriate, requirements necessary to regain eligibility for financial aid will be included. To be considered, appeals must be submitted to the Financial Aid Office on an official Financial Aid Appeal Form (which can be found on the University of Jamestown website under Current Students/Financial Aid) by the stated deadline.

Additional Information •

Only official forms will be accepted for appeals. They may be found on the University of Jamestown website and are available in the Financial Aid Office.

•

The Financial Aid Committee will strictly adhere to the stated deadline for appeal.

•

The Financial Aid Office reserves the right to adjust Satisfactory Academic Progress verbiage as deemed appropriate and necessary at any time.

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Glossary for Financial Aid ACADEMIC PLAN: The status of ACADEMIC PLAN is assigned when a student’s appeal has been granted but the status of PROBATION is not a viable option. An ACADEMIC PLAN will be created by the Financial Aid Committee using a standard format to determine how many semesters it would reasonably take any student to regain compliance both quantitatively and qualitatively. There is no set length for an ACADEMIC PLAN. Once a student is in compliance, s/he is again considered to be in GOOD STANDING. The personalized ACADEMIC PLAN will be monitored by the Registrar and the Director and/or Assistant Director of Financial Aid each semester for compliance. APPEAL: Should a student fail to make progress after a semester on WARNING, an APPEAL is required for possible reinstatement to financial aid privileges. The APPEAL must be submitted by the published deadline on an official Financial Aid Appeal Form (which can be found on the University of Jamestown website under Current Students/Financial Aid). Students have the right to appeal action taken with regard to the University’s Satisfactory Academic Progress policies. However, for any given circumstance, a student may only appeal once. APPEAL DENIED: If a student’s appeal is denied, he or she is no longer eligible to receive financial aid until such time as compliance has been regained. APPEAL GRANTED: If a student’s appeal is granted, he or she is eligible to receive financial aid for the following semester, after which the transcript will be reviewed. ATTEMPTED CREDITS: All courses taken for which a student receives a ‘W’ or grade on the transcript are counted. Attempted credits also include those taken during terms in which the student receives no aid as well as repeated courses and credits transferred into the University of Jamestown from other institutions. GOOD STANDING: All three compliance factors are being met or surpassed. Student is eligible for financial aid. INCOMPLETES: A grade of Incomplete may be granted when a student is temporarily unable to complete course requirements or take a final examination due to unusual personal circumstances. Incompletes in classroom courses must be finished within four weeks of the beginning of the next semester unless there is an extenuating circumstance that has been discussed with the faculty member and Director of the Physical Therapy Program. Incompletes in clinical courses are outlined in the Clinical Education Handbook. PACE: The quantitative component for all grade levels, calculated to ensure that the students successfully complete at least 67% of all (cumulative) attempted credits. PROBATION: The status of PROBATION is assigned when a student has appealed SUSPENSION, the APPEAL has been granted, and the student can mathematically regain compliance within one semester. REPEATED CREDITS: Credits earned from a repeated course will be counted only once for total number of credits completed. However, both sets of credits will be counted toward the 150% Rule. The highest course grade will be used in determining GPA compliance.

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SUSPENSION: Should a student be determined to be in noncompliance with any of the three components of Satisfactory Academic Progress and has not successfully appealed, he or she is no longer eligible to receive assistance under financial aid programs at the University of Jamestown. Any charges that the student incurs during this period of SUSPENSION from financial aid privileges are the responsibility of the student. WARNING: The first semester that a student fails to make satisfactory academic progress by either qualitative or pace calculation, he or she is assigned the status of WARNING. This is an automatic action and no appeal is required by the student. The otherwise eligible student will be entitled to financial aid for one additional semester.

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ACADEMIC POLICIES Academic Credit A unit of credit (one credit hour) is defined as the equivalent of one 50-minute class period per week for one semester with two hours of additional work outside of class meeting time for each hour in class. Hence, a three credit course would require the equivalent of 45-hours of class time and 90-hours of outside work. Since graduate students are expected to be capable of more independent work, fewer class hours and more outside of class work may make up the equivalency referred to above. In the case of laboratories, for the measurement of a credit hour, one credit hour may be equivalent to two to three laboratory hours.

Academic Standards Students are considered in good standing in the Program if they maintain a cumulative GPA of 3.0. A grade of D or F constitutes an unsatisfactory grade in the physical therapy courses and the student receiving a D or F is not allowed to progress to courses for which the failed course is a prerequisite.

Readmission after Physical Therapy Course Failure After receiving one failing grade of D or F in a physical therapy course, a student will not be allowed to continue in the Program but will have to repeat and pass the failed course the next time it is offered. A student who fails a physical therapy course is strongly advised to work with their advisor to formulate a plan outlining actions to facilitate successful course completion. After receiving a D or an F in a subsequent physical therapy course, a student will be ineligible for continued progression through the Program and is subject to dismissal.

Program Probation A student can be placed on Program probation for academic or professional behavior reasons. Once on Program probation, a student will have one semester to rectify the problem, for example, raise their GPA or meet their professional behavior action plan. If the student does not meet the guidelines established, the student is subject to dismissal from the Program. A student will be unable to attend a clinical experience (PT 881, PT 882, PT 883, or PT 884) while on Program probation. Academic Program Probation A student is placed on Program probation when the student’s cumulative GPA drops below 3.0. A student will have one semester to raise his or her cumulative GPA to 3.0. If after that semester the cumulative GPA is still below 3.0, the student is subject to dismissal from the Program. A student will be unable to attend a clinical experience (PT 881, PT 882, PT 883, or PT 884) while on Program probation. Professional Behavior Program Probation A student is placed on Program probation when the student does not meet the Professional Behavior Action Plan guidelines. A student will have one semester to meet the Professional Behavior Action Plan guidelines. If after that semester the guidelines are not met, the student

University of Jamestown • Doctor of Physical Therapy Program • Bulletin • Class of 2019 Page 27 of 43

is subject to dismissal from the Program. A student will be unable to attend a clinical experience (PT 881, PT 882, PT 883, or PT 884) while on Program probation.

EXAMINATIONS AND QUIZZES Students will not be allowed to use personal calculators or other electronic devices during exams or quizzes unless approved by the faculty member. Calculators will be provided as appropriate. Each student will also be required to leave his or her backpack in the front of the classroom or in his or her locker. Students will not be permitted to leave backpacks on the floor in the hallway. Each student will be required to turn his or her mobile phone off and leave it in his or her backpack. All other electronic devices must be left in the students’ backpack with the exception of a laptop or tablet during an examination that uses ExamSoft. ExamSoft is an electronic test-taking system that will be used in lieu of paper tests. The faculty member for the course will notify students if an exam will be conducted using ExamSoft. Students are prohibited from using their mobile phones or other connected technology devices to record and store for future use, the information on their examinations and/or quizzes. This may be perceived as using technology to cheat and violates the Academic Integrity Policy. Cheating methods using technology include, but are not limited to the following:  Storing notes on a cell phone or calculator  Sending text messages with questions, answers, or pop quiz warnings  Looking up answers on the internet, or saved data  Using a mobile camera to take pictures of examinations and/or quizzes Two types of examinations are given by the Program faculty member: written examinations and practical or laboratory examinations. The number, type, and schedule of examinations for each course are determined by the main faculty member. Examination dates are published in each course syllabus. The practice of physical therapy requires the integration of information which is presented in all courses. Consequently, both written and practical examinations may include questions that require the student to use knowledge and skills from previous as well as concurrent courses. Written Examinations Each course syllabus addresses written examinations. Practical Examinations Any course with a laboratory component may include at least one practical or laboratory examination. Practical examinations may be scheduled outside of regular class time, at the discretion of the faculty member.

Faculty have adopted a consistent policy across all courses that every student must earn a grade of at least 80% on each physical therapy skill related practical exam. A student may fail a University of Jamestown • Doctor of Physical Therapy Program • Bulletin • Class of 2019 Page 28 of 43

practical exam due to safety reasons. If a student receives a grade below 80%, then the student must take a reexamination. For the purpose of determining the overall course grade, the grade on the reexamination will be averaged with the grade received on the original examination. This averaged grade, up to a maximum of 80%, will be entered as the grade received on the practical examination.

Retaking a Practical Examination Prior to the reexamination, the student must meet with the faculty member to identify deficiencies and to develop strategies to master the material. The format of the practical reexamination is at the discretion of the course faculty member. The format, however, will be the same for every student that needs to take a specific practical reexamination. Only one reexamination per practical examination will be given. The reexamination will be given by the course faculty member and one additional faculty. The skills and knowledge to perform adequately and safely on practical examinations are critical to the practice of physical therapy. For that reason, if a student fails a given practical examination twice, that student will fail the course and may be subject to dismissal from the Program.

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ACADEMIC INTEGRITY POLICY At the University of Jamestown, we operate in an atmosphere of mutual trust between and among faculty and students. Sometimes this trust is violated through the intentional or accidental misrepresentation of facts, ideas, or data by members of the academic community. Such misrepresentations are violations of the Academic Integrity Policy. There are three main types of violations: cheating, inappropriate collaboration, and plagiarism. Cheating involves the misrepresentation of knowledge or experience. For example, if a student uses unauthorized materials during an examination (for instance, by using crib sheets, looking at other students’ exams, obtaining the questions in advance, etc.) he or she is falsely representing themselves as having recalled material or reasoned correctly, when, in fact, they did not. If a student fakes the data in a laboratory experiment, he or she is falsely suggesting that they acquired information in accordance with prescribed procedures. Cheating methods using technology include, but are not limited to the following:  Storing notes on a cell phone or calculator  Sending text messages with questions, answers, or pop quiz warnings  Looking up answers on the internet, or saved data  Using a mobile camera to take pictures of examinations and/or quizzes Inappropriate collaboration involves presenting academic work as one’s independent effort when it includes significant elements of the work of others. When important ideas or actual phrasings in an academic work belong to an unnamed colleague, misrepresentation has occurred. It is dishonest for one student to write some or all of another student’s paper or presentation. It is equally wrong for one student to develop key ideas for a project that is represented as the work of another. Inappropriate collaboration is a violation for which both or all parties will be held accountable. Plagiarism involves both theft and cheating. When someone appropriates, for use in formal course work, the wording, phrasing, or ideas of another, and either accidentally or intentionally fails to acknowledge the debt, it is considered theft. Plagiarism is also cheating in that one is creating a false impression about one’s own intelligence, ability, and achievement. If students are unsure about what constitutes plagiarism, they should seek help from faculty and refer to appropriate handbooks.

University of Jamestown • Doctor of Physical Therapy Program • Bulletin • Class of 2019 Page 30 of 43

DISCIPLINARY PROCESS It is the responsibility of every member of the University of Jamestown community to maintain the integrity of the grading system; anyone with knowledge of violations of the Academic Integrity Policy must report this information to a faculty member, the Program Director, or the Vice President for Academic Affairs. All cases of academic dishonesty must be reported to the Program Director. The Program Director will inform the Vice President for Academic Affairs of all cases. The Program will maintain records in student nonacademic files on each student who has committed a violation of the policy. Students who violate the Academic Integrity Policy of the University of Jamestown will be subject to disciplinary action. A course faculty member who suspects a violation of the Academic Integrity Policy should inform the student of his or her suspicion and present him or her with the evidence, allowing the student an opportunity for rebuttal. Upon determination of a violation, the course faculty member will decide the penalty to be imposed. Depending upon the severity of the infraction, this may involve a requirement to complete the assignment again, failing the student for the assignment, or failing the student for the course. If a dispute arises between a course faculty member and a student about whether a violation has been committed, it is referred to the Program Director for resolution. If the Program Director determines that no question exists, the appeal process is terminated. If any question remains, the Program Director may refer it to the Vice President for Academic Affairs who may refer it to the Executive Committee of the Faculty Senate for a hearing. The decision of the Executive Committee of the Faculty Senate about the commission of an offense will be final in all such cases. If a student involved in a violation of the Academic Integrity Policy is not enrolled in a particular faculty member’s course, as in a case of inappropriate collaboration, the faculty member should inform the Program Director of the case for appropriate disciplinary action. In the case of multiple violations of the Academic Integrity Policy by a student, the Program Director may impose additional sanctions, which may include academic warning, academic probation, academic suspension, or dismissal. If any question remains, the Program Director will refer to the Vice President for Academic Affairs who may refer it to the Executive Committee of the Faculty Senate for a hearing. The decision of the Executive Committee of the Faculty Senate will be final in all such cases.

Attendance Policy The Doctor of Physical Therapy Program prepares a student for a professional role. Regular attendance and punctuality in all components of physical therapy is essential and expected of all students. The sequential nature of the physical therapy curriculum makes it difficult to make up missed course requirements. The professional commitment and obligation of a student for the clinical portions of the curriculum preclude the options of a student for voluntary absences permitted in many university classes. Hence, it is understood that responsibility for meeting academic obligations as part of the educational program rests on the student. University of Jamestown • Doctor of Physical Therapy Program • Bulletin • Class of 2019 Page 31 of 43

If a student is ill or there are extraordinary personal situations, he or she must notify their course instructor as soon as possible by a phone call or email. If a student arrives late to class, he or she is expected to inform the course instructor the reason for being late at a class break or the end of class. When a student is late for the third time, his or her advisor will be informed and will set up a meeting with the student. An encounter form may be written and placed in the student file.

Grading Scale Grading scales for courses will be provided in each course syllabus. Every student will be informed in each course of the methods to be used to evaluate his or her performance. All courses, for which a standard letter grade is given, will use the following scale: A: B: C: D: F:

92 – 100% 84 – 91% 76 – 83% 68 – 75% 0 – 67%

Incompletes A grade of Incomplete may be granted when a student is temporarily unable to complete course requirements or take a final examination due to unusual personal circumstances. Incompletes in classroom courses must be finished within four weeks of the beginning of the next semester unless there is an extenuating circumstance that has been discussed with the course instructor and Director of the Physical Therapy Program. Incompletes in clinical courses are outlined in the Clinical Education Handbook.

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GRADUATION An Application for Graduation form must be filed with the Registrar’s Office one year before the expected date of graduation. Forms are available from the Registrar’s Office. After the application is filed, a degree audit is sent to the student indicating remaining requirements to be completed.

Awarding of Degrees Degrees are awarded two times a year (May and December) to graduates who have completed all degree requirements. The formal conferring of degrees for the year occurs at the Commencement Ceremony in May. All graduating students are expected to participate in the Commencement Ceremony.

Leave of Absence If it should become necessary for a student to withdraw from the University of Jamestown for extenuating circumstances in his or her personal lives (for example, medical issues with the student or family member, death in family, etc.), and he or she finds it difficult to be successful in the Program, the student may request a Leave of Absence from the Program. Poor academic performance alone does not qualify for a leave of absence. Typically this leave of absence would be one year in length, due to the progressive nature of the curriculum. Any student contemplating taking a leave of absence should discuss this with his or her faculty advisor. The advisor will also work with the student to ensure that he or she is receiving all appropriate support services from the University. A student that requests a Leave of Absence must submit a letter of request to the Program Director. The request must include the reason for the request, the length of leave being requested, and the student’s proposed plan of remediation of the problem which necessitates withdrawal. Because of the unique nature of this situation, each case will be handled individually. Once the decision has been made, the student will be notified in writing. The letter of notification will include the following: • The decision, including length of leave granted. • Any conditions to be met by the student. • An outline of the student’s options regarding the consequences of the Leave of Absence.

Official Withdrawal A student who must withdraw from a graduate program should obtain an “Official Withdrawal” form from the Registrar’s Office. This form must be completed for official withdrawal from the University. An unofficial withdrawal will result in failure in all courses in which the student is currently enrolled.

Transfer Credit Policy The University of Jamestown Physical Therapy Program does not accept courses in transfer for program credit.

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Payment of Charges Payment of student bills is due the day classes begin each semester. Bills not paid in full, will be charged interest at the rate of 1.5 percent per month. One third of financial aid awarded to the student will generally be applied to each semester. The student will not be allowed to register for the next semester and credits will not be issued until the account is paid in full. The University reserves the right to withhold statements of honorable dismissal, credits, transcripts, and diplomas until all financial obligations have been met with the Business Office and Financial Aid Office.

Miscellaneous Fees Enrollment Deposit Graduation Fee Transcript First Copy Second Copy

$400 $100

(applied to first semester tuition bill)

No Charge $5

APPEAL PROCESS Any exceptions to policies in this bulletin must be requested through the petition process. Petitions are available in the Registrar’s Office or the office of the Program Director. Petitions should be filled out completely with any supporting information attached and returned to the Registrar’s Office. Decisions regarding appeals will be made by the Program Director. If any question remains, the Program Director may refer the matter to the Vice President for Academic Affairs who may, if he or she feels it is necessary, consult with the Executive Committee of the Faculty Senate. The decision of the Vice President for Academic Affairs will be final in all cases.

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DOCTOR OF PHYSICAL THERAPY PROGRAM CURRICULUM

Professor Nancy Nuzzo (Director); Assistant Professor Phyllis Heyne-Lindholm (Director of Clinical Education), Assistant Professor Tara Haj (Assistant Director of Clinical Education); Assistant Professors: Brittany Anderson, Jackie Madsen, Sara Voorhees, Mitch Wolden, and Richard Zaruba.

Mission Statement The mission of the University of Jamestown Doctor of Physical Therapy Program is to integrate education, research, and clinical practice to provide sound professional preparation in order to graduate physical therapists who are competent, compassionate, and ethical and who will serve their patients/clients and communities through the practice of quality, evidence-based therapy.

Requirements for the Doctor of Physical Therapy Program Fall Year 1 Dept. PT

Course No. 711

Course Title Human Anatomy for Physical Therapy

Credits 4

PT

741

Clinical Assessment I

4

PT

751

Theory of Exercise

2

PT

752

Biomechanics and Kinesiology

4

PT

781

Clinical Education Theory I

1

Total Semester Credits

15

Spring Year 1 Dept. Course No. PT 712

Course Title Physiology, Pathology, and Pharmacology I

Credits 4

PT

742

Clinical Assessment II

4

PT

753

Therapeutic Interventions

4

PT

769

Evidence-based Practice I

2

PT

782

Clinical Education Theory II

2

Total Semester Credits

16

Summer Year 1 Dept. Course No. First 6 Weeks

Course Title

Credits

PT

Clinical Education Practicum I

6

881

Second 6 Weeks PT

783

Clinical Education Theory III

1

PT

853

Cardiopulmonary for Physical Therapy

3

PT

871

Evidence-based Practice II

2

Summer (Year 1) Total Semester Credits

12

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Fall Year 2 Dept. Course No. First 10 weeks PT 851

Course Title

Credits

Neuroscience for Physical Therapy

4

PT

852

Acute Care for Physical Therapy

2

PT

891

Community Experience I

2

PT

713

Physiology, Pathology, and Pharmacology II

4

882

Clinical Education Practicum II

6

Total Semester Credits

18

Spring Year 2 Dept. Course No. PT 784

Course Title Clinical Education Theory IV

Credits 1

PT

830

Issues in Healthcare

2

PT

854

Integument for Physical Therapy

2

PT

861

Musculoskeletal I

4

PT

892

Community Experience II

2

PT

941

Physical Rehabilitation I

4

Total Semester Credits

15

Summer Year 2 Dept. Course No. First 6 weeks

Course Title

Credits

PT

Musculoskeletal II

4

Clinical Education Practicum III

6

Total Semester Credits

10

Last 6 Weeks PT

862

Second 6 weeks PT

883

Fall Year 3 Dept. PT

Course No. 785

Course Title Clinical Education Theory V

Credits 1

PT

872

Evidence-based Practice III

2

PT

893

Community Experience III

2

PT

930

Administration for Physical Therapy

2

PT

942

Physical Rehabilitation II

4

PT

961

Pediatrics for Physical Therapy

4

University of Jamestown • Doctor of Physical Therapy Program • Bulletin • Class of 2019 Page 36 of 43

Fall (Year 3) Total Semester Credits Spring Year 3 Dept. Course No. Final Week PT 970

15

Course Title

Credits

Physical Therapy Seminar

1

Plus one of the following options: Dept. Course No. Course Title

Credits

First 16 Weeks PT 884

Internship

16

Internship

8

Internship Total Semester Credits

8 17

-ORFirst 8 Weeks PT 884a Second 8 Weeks PT 884b

TOTAL SEMESTER CREDIT HOURS 118

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DOCTOR OF PHYSICAL THERAPY PROGRAM COURSE DESCRIPTIONS

PT 711 Human Anatomy for Physical Therapy (4) This combined lecture/laboratory course presents a study of gross human anatomy, surface anatomy, and surface palpation for practice of physical therapy. This course will utilize three dimensional human anatomy software, models, medical imaging, and human palpation. This course is integrated with PT 752 curriculum.

PT 712 Physiology, Pathology, and Pharmacology I (4) This course presents a study of the cardiovascular, pulmonary, renal, and immune systems of the human body, as well as the topics of acid-base balance and inflammation. This course will address the physiology, common pathologies, and their treatment, including both pharmacological and non-pharmacological treatments, for each area. Focus is placed upon how these systems are integrated and how common pathologies will effect rehabilitation across the lifespan. Clinical applications will be emphasized throughout the course with special attention paid to differential diagnosis and medical screening as it applies to a physical therapist.

PT 713 Physiology, Pathology, and Pharmacology II (4) This course is a continuation of PT 712 presenting a study of the endocrine, reproductive, gastrointestinal, and integumentary systems of the human body, as well as cover the topics of oncology and genetics. This course will address the physiology, common pathologies, and their treatment, including both pharmacological and non-pharmacological treatments, for each area. Focus is placed upon how these systems are integrated and how common pathologies will effect rehabilitation across the lifespan. Clinical applications will be emphasized throughout the course with special attention paid to differential diagnosis and medical screening as it applies to a physical therapist.

PT 741 Clinical Assessment I (4) This combined lecture/laboratory course presents overall development of skills in basic physical therapy assessment techniques, including vital sign assessment, oximetry, body mechanics, palpation, goniometry, muscle testing, range of motion, physical and sensory examination, assessment of aerobic capacity, and special tests. This course incorporates concepts of differential diagnosis and evidence-based practice.

PT 742 Clinical Assessment II (4) This combined lecture/laboratory course presents assessment of infection control, safety and patient/client handling, balance, gait assessment, positioning and draping, bed mobility, transfer training, wheelchair training, gait training with assistive devices. This course continues to incorporate the concepts of differential diagnosis and evidence-based practice through patient/client centered cases.

PT 751 Theory of Exercise (2) This course provides the principles of skeletal muscle physiology, including response to stretch, strengthening and injury, and differences in muscle types will be presented. Basic exercise fundamentals, such as the influence of gravity, techniques for stretching, exercise progression and strengthening will be taught.

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PT 752 Biomechanics and Kinesiology (4) This combined lecture course presents the interrelationship of physiologic processes and anatomy of the human body with respect to movement. This course will develop skills for goniometry, manual muscle testing, and range of motion. This course will be taught concurrently with PT 711 Human Anatomy.

PT 753 Therapeutic Interventions (4) This combined lecture/laboratory course presents physical therapy theory and application of therapeutic techniques including soft tissue mobilization, therapeutic electro physical agents, and hydrotherapy. This course will continue to incorporate concepts of differential diagnosis and evidence-based practice.

PT 769 Evidence-based Practice I (2) This course will present basic research fundamentals, design, data analysis and implementation in terms of applicability to evidence-based practice. Students will begin to appraise, analyze, and synthesize the research literature. Topics include ethics in research, literature search strategies, and some basic elements of scientific method and experimental design. Emphasis will be placed on interpretation of clinically relevant research statistical methods, including tests of differences and tests of relationships. Students will gain experience in presenting topics. This if the first of three courses designed to strengthen critical inquiry and reasoning skills.

PT 781 Clinical Ed Theory I (1) Clinical education theory courses, I through V, are sequenced with clinical education practicums/internship. This course is an introduction to professional practice expectations of a physical therapist, the Code of Ethics, physical therapy core values, professional memberships and involvement, and communication and documentation skills for clinical education practicums/internship.

PT 782 Clinical Ed Theory II (2) The student will learn and practice skills required for success in their first clinical education practicum (PT 881). Students will learn the importance of privacy laws (.i.e., HIPAA) and hospital public reporting laws (i.e., HCAHPS). The student will be introduced to the APTA Clinical Performance Instrument (CPI) that is used for evaluation in the clinical education experiences.

PT 783 Clinical Ed Theory III (1) This course will provide students an opportunity to review and capture learning from the preceding clinical practicum (PT 881). Students will compare and contrast specific aspects of their clinical experiences. PT 881 experiences will be utilized in exploring ways to promote active involvement of the patient/client in his/her care. Students will also be involved in preparing for their next clinical practicum, PT 882.

PT 784 Clinical Ed Theory IV (1) This course will provide students an opportunity to review and capture learning from the preceding clinical practicum, PT 882. Additional content will include risk management, communication, advocacy, and community resource exploration. Students will also be involved in preparing for their next clinical practicum, PT 883.

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PT 785 Clinical Ed Theory V (1) This course will provide students an opportunity to review and capture learning from the preceding clinical practicum, PT 883. Students will develop a professional growth plan, practice problem solving in patient/client care, and prepare for their clinical internship, PT 884.

PT 830 Issues in Healthcare (2) This course presents common ethical, social, and legal issues facing healthcare professions today including personal and interpersonal dimensions in healthcare, professional practice expectations, and the six dimensions of health (physical, emotional, intellectual, spiritual, occupational, social).

PT 851 Neuroscience for Physical Therapy (4) This combined lecture/laboratory course presents the study of the human nervous system and principles of motor control.

PT 852 Acute Care for Physical Therapy (2) This combined lecture/laboratory course presents physical therapy management of individuals with acute and complex medical and surgical conditions.

PT 853 Cardiopulmonary Physical Therapy (3) This combined lecture/laboratory course presents in-depth instruction in the medical management and physical therapy evaluation of patients/clients with cardiopulmonary disorders.

PT 854 Integument for Physical Therapy (2) This course presents physical therapy management of individuals with acute and chronic integumentary disorders. Emphasis will be on the five elements of patient/client management of examination, evaluation, diagnosis, prognosis, and intervention to patient/clients from a diverse population.

PT 861 Musculoskeletal I (4) This combined lecture/laboratory course presents a problem solving approach to evaluating, treating, and preventing selected musculoskeletal conditions of the extremities across the lifespan, including post-operative patients/clients.

PT 862 Musculoskeletal II (4) This combined lecture/laboratory course presents a problem solving approach to evaluating, treating, and preventing selected musculoskeletal conditions of the head, neck, and torso across the lifespan, including both non-surgical and surgical patients/clients.

PT 871 Evidence-based Practice II (2) In this course students will learn to critically analyze the physical therapy literature. Students will learn how to write clinical questions that relate to physical therapy practice, which can be answered with a literature search. Students will critically analyze evidence for application to clinical practice and complete a bibliography and write a brief literature review. Methodology and types of case reports will be analyzed in preparation to write a patient/client centered case report. This is the second of three courses designed to strengthen critical inquiry and reasoning skills.

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PT 872 Evidence-based Practice III (2) This is the last of three courses designed to strengthen critical inquiry and reasoning skills. Students will apply the skills learned to prepare, write, and disseminate a patient/client centered case report.

PT 881 Clinical Ed Practicum I (6) (6 weeks) This is the first of four full-time clinical experiences (Practicums PT 881, 882, 883 and Internship PT 884). Each experience will be in a different practice setting in locations available throughout the US. The clinical experiences will be structured to give each student a variety of learning opportunities providing exposure to comprehensive care of patients/clients across the life span and exposure to a wide variety of diagnoses. During this six-week practicum students will practice foundational elements in the clinical setting, under the supervision of a clinical instructor. Foundational elements include safety and risk management, professional behavior, adherence to legal and professional practice standards, communication, and clinical reasoning skills.

PT 882 Clinical Ed Practicum II (6) (6 weeks) This is the second of four full-time clinical experiences (Practicums PT 881, 882, 883 and Internship PT 884). Each experience will be in a different clinical practice setting with locations available throughout the US. During this six-week practicum the student will participate in clinics at the advanced beginner and intermediate skill level. Under the supervision of a clinical instructor, the student will practice the five elements of patient/client management. These five elements are examination, evaluation, diagnosis/prognosis, plan of care, and intervention.

PT 883 Clinical Ed Practicum III (6) (6 weeks) This is the third of four full time clinical experiences (Practicums PT 881, 882, 883 and Internship PT 884). Each clinical experience will be in a different practice setting with locations available throughout the US. During this six-week practicum the student will be under the supervision of a clinical instructor and begin to develop proficiency at applying skills learned in the classroom. These skills include all components of professional practice and patient/client management (safety, professional behavior, accountability, communication, cultural competence, professional development, clinical reasoning, screening, examination, evaluation, diagnosis and prognosis, plan of care, procedural and educational interventions, documentation, outcomes assessment, financial resource management, and management of support personnel).

PT 884 Internship (16) (16 weeks) OR PT 884a Internship (8) (8 weeks) AND PT 884b Internship (8) (8 weeks) This Internship is 16 weeks and options include completing the Internship in one practice setting or dividing it between two different practice settings with course numbers PT 884A and PT 884B. By completion of this Internship the student will have had a variety of learning experiences providing exposure to comprehensive care of patients/clients across the life span and exposure to a wide variety of diagnoses. At successful completion of this Internship the student will be able to perform at the entry level physical therapist role in all components of professional practice and patient/client management (safety, professional behavior, accountability, communication, cultural competence, professional development, clinical reasoning, screening, examination, evaluation, diagnosis and prognosis, plan of care, procedural and educational interventions, documentation, outcomes assessment, financial resource management, and management of support personnel).

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PT 891 Community Experience I (2) This course will offer students the opportunity to identify an area of interest related to community health and wellness needs. They will work in a small group to develop a project that meet their identified community interest. Students will also treat patients/clients who are under served through the pro bono clinic at Family HealthCare under the supervision of licensed physical therapists.

PT 892 Community Experience II (2) This course is a continuum of a community experience where the student groups will implement their project that was developed in PT 891 Community Experience I. Students will assess public buildings in the community to see if they meet the standards for ADA accessibility Guidelines (ADAAG). Students will also participate in a disability experience.

PT 893 Community Experience III (2) This course is the third and final community experience course. Students will report to peers on the development, implementation, and assessment of their community wellness project from PT 891 Community Experience I and PT 892 Community Experience II. Students will treat patients/clients who are underserved through the pro bono clinic at the Family HealthCare Center under the supervision of licensed physical therapists. Students will also report and reflect on their 50 hours of volunteer community service that were accumulated over the past two years.

PT 930 Administration for Physical Therapy (2) This course presents an introduction to contemporary issues in health-care management including responsibilities of the physical therapy manager and management in specific physical therapy settings.

PT 941 Physical Rehabilitation I (4) This course presents the study of assessment and treatment of individuals with neurologic conditions, such as stroke, brain injury, multiple sclerosis, Parkinson. Also include approaches to treatment, such as theories of motor control, motor learning and neurobehavioral plasticity.

PT 942 Physical Rehabilitation II (4) This course presents the study of assessment and treatment of individuals with neurologic conditions (spinal cord injury, prosthetics, orthotics) and includes clinical patient/client demonstrations and treatment opportunities. Strategies in prescription, fabrication and fitting of prosthetics and orthotics, as well as recent advances in assistive technology that advances functional capacity (work, play, community reintegration) of persons with functional limitations will be presented. Vestibular impairments and rehabilitation will also be addressed in this course.

PT 961 Pediatrics for Physical Therapy (4) This combined lecture/laboratory course presents instruction in the foundational knowledge of normal development of motor control and variations in development. The student will learn the physical therapist’s role in the examination, evaluation, diagnosis, prognosis, and intervention of a child with disabilities and special health-care needs in a variety of settings.

PT 970 PT Seminar (1) This course will take place the last week in the final semester of the Physical Therapy Program. Students will have an opportunity to evaluate the Physical Therapy Program including the

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curriculum and clinical experiences. Students will present an in-service from one of their clinical experiences to peers and community healthcare professionals.

APPENDIX

1 Professional Behaviors Assessment 2 APTA Code of Ethics for the Physical Therapist 3 APTA Guide for Professional Conduct

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APPENDIX 1

PROFESSIONAL BEHAVIORS* ASSESSMENT Student Name ___________________________________________ Date of Completion _____________________________

*This tool was adopted from Marquette University, Professional Behaviors for the 21st Century, 2009-2010 http://www.marquette.edu/physical-therapy/documents/ProfessionalBehaviors.pdf (accessed 10/9/12). The above information has been created to meet the needs of physical therapy students attending the University of Jamestown Physical Therapy Program.

Beginning Level – behaviors consistent with a learner in the beginning of the professional phase of physical therapy education and before the first significant internship. Intermediate Level – behaviors consistent with a learner after the first significant internship. Entry Level – behaviors consistent with a learner who has completed all didactic work and is able to independently manage a caseload with consultation as needed from clinical instructors, co-workers, and other health care professionals. Post-Entry Level – behaviors consistent with an autonomous practitioner beyond entry level.

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APPENDIX 1 1. Critical Thinking - The ability to question logically; identify, generate and evaluate elements of logical argument; recognize and differentiate facts, appropriate or faulty inferences, and assumptions; and distinguish relevant from irrelevant information. The ability to appropriately utilize, analyze, and critically evaluate scientific evidence to develop a logical argument, and to identify and determine the impact of bias on the decision making process. Beginning Level: Intermediate Level: Entry Level: Post-Entry Level:  Distinguishes relevant from  Raises relevant questions  Feels challenged to examine  Develops new knowledge irrelevant patient data  Considers all available ideas through research,  Readily formulates and information  Critically analyzes the professional writing and/or critiques alternative  Articulates ideas literature and applies it to professional presentations hypotheses and ideas  Understands the scientific patient management  Thoroughly critiques  Infers applicability of method  Utilizes didactic knowledge, hypotheses and ideas often information across  States the results of scientific research evidence, and crossing disciplines in populations literature but has not developed clinical experience to thought process  Exhibits openness to the consistent ability to critically formulate new ideas  Weighs information value contradictory ideas appraise findings (i.e.  Seeks alternative ideas based on source and level  Identifies appropriate methodology and conclusion)  Formulates alternative of evidence measures and determines  Recognizes holes in knowledge hypotheses  Identifies complex patterns effectiveness of applied base  Critiques hypotheses and of associations solutions efficiently  Demonstrates acceptance of ideas at a level consistent with  Distinguishes when to think  Justifies solutions selected limited knowledge and knowledge base intuitively vs. analytically experience in knowledge base  Acknowledges presence of  Recognizes own biases and contradictions suspends judgmental thinking  Challenges others to think critically

I function predominantly in the beginning/intermediate/entry/post entry level. Examples of behaviors to support my self-assessment:

Regarding this Professional Behavior, I would like to improve in the following ways:

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APPENDIX 1 2. Communication - The ability to communicate effectively (i.e. verbal, non-verbal, reading, writing, and listening) for varied audiences and purposes. Beginning Level: Intermediate Level: Entry Level: Post Entry Level:  Demonstrates understanding of  Utilizes and modifies  Demonstrates the ability to  Adapts messages to the English language (verbal communication (verbal, nonmaintain appropriate address needs, and written): uses correct verbal, written and electronic) control of the expectations, and prior grammar, accurate spelling and to meet the needs of different communication exchange knowledge of the audience expression, legible handwriting audiences with individuals and groups to maximize learning  Recognizes impact of non Restates, reflects and clarifies  Presents persuasive and  Effectively delivers verbal communication in self message(s) explanatory verbal, written messages capable of and others  Communicates or electronic messages with influencing patients, the  Recognizes the verbal and noncollaboratively with both logical organization and community and society verbal characteristics that individuals and groups sequencing  Provides education locally, portray confidence  Collects necessary  Maintains open and regionally and/or nationally  Utilizes electronic information from all pertinent constructive  Mediates conflict communication appropriately individuals in the communication patient/client management  Utilizes communication process technology effectively and  Provides effective education efficiently (verbal, non-verbal, written and electronic) I function predominantly in the beginning/intermediate/entry/post entry level. Examples of behaviors to support my self-assessment:

Regarding this Professional Behavior, I would like to improve in the following ways:

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APPENDIX 1 3. Problem Solving – The ability to recognize and define problems, analyze data, develop and implement solutions, and evaluate outcomes. Beginning Level: Intermediate Level: Entry Level: Post Entry Level:  Recognizes problems  Prioritizes problems  Independently locates,  Weighs advantages and  States problems clearly  Identifies contributors to prioritizes and uses disadvantages of a  Describes known solutions to problems resources to solve solution to a problem problems  Consults with others to problems  Participates in outcome  Identifies resources needed clarify problems  Accepts responsibility for studies to develop solutions  Appropriately seeks input or implementing solutions  Participates in formal  Uses technology to search for guidance  Implements solutions quality assessment in work and locate resources  Prioritizes resources (analysis  Reassesses solutions environment  Identifies possible solutions and critique of resources)  Evaluates outcomes  Seeks solutions to and probable outcomes  Considers consequences of  Modifies solutions based community healthpossible solutions on the outcome and related problems current evidence  Considers second and  Evaluates generalizability third order effects of of current evidence to a solutions chosen particular problem

I function predominantly in the beginning/intermediate/entry/post entry level. Examples of behaviors to support my self-assessment:

Regarding this Professional Behavior, I would like to improve in the following ways:

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APPENDIX 1 4. Interpersonal Skills – The ability to interact effectively with patients, families, colleagues, other health care professionals, and the community in a culturally aware manner. Beginning Level: Intermediate Level: Entry Level: Post Entry Level:  Maintains professional  Recognizes the non-verbal  Demonstrates active  Establishes mentor relationships demeanor in all communication and listening skills and reflects  Recognizes the impact that noninteractions emotions that others bring back to original concern verbal communication and the  Demonstrates interest in to professional interactions to determine course of emotions of self and others have patients as individuals  Establishes trust action during interactions and  Communicates with  Seeks to gain input from  Responds effectively to demonstrates the ability to others in a respectful and others unexpected situations modify the behaviors of self and confident manner  Respects role of others  Demonstrates ability to others during the interaction  Respects differences in  Accommodates build partnerships personality, lifestyle and differences in learning  Applies conflict learning styles during styles as appropriate management strategies interactions with all when dealing with persons challenging interactions  Maintains confidentiality  Recognizes the impact of in all interactions non-verbal  Recognizes the emotions communication and and bias that one brings emotional responses to all professional during interactions and interactions modifies own behaviors based on them

I function predominantly in the beginning/intermediate/entry/post entry level. Examples of behaviors to support my self-assessment:

Regarding this Professional Behavior, I would like to improve in the following ways:

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APPENDIX 1 5. Responsibility – The ability to be accountable for the outcomes of personal and professional actions and to follow through on commitments that encompass the profession within the scope of work, community and social responsibilities. Beginning Level: Intermediate Level: Entry Level: Post Entry Level:  Demonstrates punctuality  Displays awareness of and  Educates patients as  Recognizes role as a leader  Provides a safe and sensitivity to diverse consumers of health care  Encourages and displays secure environment for populations services leadership patients  Completes projects without  Encourages patient  Facilitates program  Assumes responsibility for prompting accountability development and modification actions  Delegates tasks as needed  Directs patients to other  Promotes clinical training for  Follows through on  Collaborates with team health care professionals students and coworkers commitments members, patients and as needed  Monitors and adapts to changes  Articulates limitations and families  Acts as a patient in the health care system readiness to learn  Provides evidence-based advocate  Promotes service to the  Abides by all policies of patient care  Promotes evidencecommunity academic program and based practice in health clinical facility care settings  Accepts responsibility for implementing solutions  Demonstrates accountability for all decisions and behaviors in academic and clinical settings

I function predominantly in the beginning/intermediate/entry/post entry level. Examples of behaviors to support my self-assessment:

Regarding this Professional Behavior, I would like to improve in the following ways:

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APPENDIX 1 6. Professionalism – The ability to exhibit appropriate professional conduct and to represent the profession effectively while promoting the growth/development of the Physical Therapy profession. Beginning Level: Intermediate Level: Entry Level: Post Entry Level:  Abides by all aspects of  Identifies positive  Demonstrates  Actively promotes and the academic program professional role models understanding of scope of advocates for the profession honor code and the within the academic and practice as evidenced by  Pursues leadership roles APTA Code of Ethics clinical settings treatment of patients  Supports research  Demonstrates awareness  Acts on moral within scope of practice,  Participates in program of state licensure commitment during all referring to other development regulations academic and clinical healthcare professionals  Participates in education of the  Projects professional activities as necessary community image  Identifies when the input of  Provides patient/family  Demonstrates the ability to  Attends professional classmates, co-workers centered care at all times practice effectively in multiple meetings and other healthcare as evidenced by provision settings  Demonstrates professionals will result in of patient/family  Acts as a clinical instructor cultural/generational optimal outcome and acts education, seeking  Advocates for the patient, the awareness, ethical accordingly to attain such patient input and community and society values, respect, and input and share decision informed consent for all continuous regard for all making aspects of care and classmates, academic  Discusses societal maintenance of patient and clinical faculty/staff, expectations of the dignity patients, families, and profession  Seeks excellence in other healthcare professional practice by providers participation in professional organizations and attendance at sessions or participation in activities that further education/professional development  Utilizes evidence to guide clinical decision making and the provision of patient care, following guidelines for best practices  Discusses role of physical therapy within the healthcare system and in population health  Demonstrates leadership in collaboration with both individuals and groups

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APPENDIX 1 I function predominantly in the beginning/intermediate/entry/post entry level. Examples of behaviors that support my self-assessment:

Regarding this Professional Behavior, I would like to improve in the following ways:

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APPENDIX 1 7. Use of Constructive Feedback – The ability to seek out and identify quality sources of feedback, reflection and integrate the feedback, and provide meaningful feedback to others. Beginning Level: Intermediate Level: Entry Level: Post Entry Level:  Demonstrates active  Critiques own performance  Independently engages in a  Engages in nonlistening skills accurately continual process of selfjudgmental, constructive  Assesses own performance  Responds effectively to evaluation of skills, problem-solving discussions  Actively seeks feedback constructive feedback knowledge and abilities  Acts as conduit for from appropriate sources  Utilizes feedback when  Seeks feedback from feedback between multiple  Demonstrates receptive establishing professional and patients/clients and sources behavior and positive patient related goals peers/mentors  Seeks feedback from a attitude toward feedback  Develops and implements a  Readily integrates feedback variety of sources to include  Incorporates specific plan of action in response to provided from a variety of students/supervisees/ feedback into behaviors feedback sources to improve skills, peers/supervisors/patients  Maintains two-way  Provides constructive and knowledge and abilities  Utilizes feedback when communication without timely feedback  Uses multiple approaches analyzing and updating defensiveness when responding to professional goals feedback  Reconciles differences with sensitivity  Modifies feedback given to patients/clients according to their learning styles

I function predominantly in the beginning/intermediate/entry/post entry level. Examples of behaviors to support my self-assessment:

Regarding this Professional Behavior, I would like to improve in the following ways:

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APPENDIX 1 8. Effective Use of Time and Resources – The ability to manage time and resources effectively to obtain the maximum possible benefit. Beginning Level: Intermediate Level: Entry Level: Post Entry Level:  Comes prepared for the  Utilizes effective methods of  Uses current best evidence  Advances profession by day’s searching for evidence for  Collaborates with members contributing to the body of activities/responsibilities practice decisions of the team to maximize knowledge (outcomes,  Identifies resource  Recognizes own resource the impact of treatment case studies, etc) limitations (i.e. information, contributions available  Applies best evidence time, experience)  Shares knowledge and  Has the ability to set considering available  Determines when and how collaborates with staff to boundaries, negotiate, resources and constraints much help/assistance is utilize best current evidence compromise, and set  Organizes and prioritizes needed  Discusses and implements realistic expectations effectively  Accesses current evidence strategies for meeting  Gathers data and  Prioritizes multiple demands in a timely manner productivity standards effectively interprets and and situations that arise on  Verbalizes productivity  Identifies need for and seeks assimilates the data to a given day standards and identifies referrals to other disciplines determine plan of care  Mentors peers and barriers to meeting  Utilizes community supervisees in increasing productivity standards resources in discharge productivity and/or  Self-identifies and initiates planning effectiveness without learning opportunities  Adjusts plans, schedule etc. decrement in quality of care during unscheduled time as patient needs and circumstances dictate  Meets productivity standards of facility while providing quality care and completing non-productive work activities

I function predominantly in the beginning/intermediate/entry/post entry level. Examples of behaviors to support my self-assessment:

Regarding this Professional Behavior, I would like to improve in the following ways:

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APPENDIX 1 9. Stress Management – The ability to identify sources of stress and to develop and implement effective coping behaviors; this applies for interactions for: self, patient/clients and their families, members of the health care team and in work/life scenarios. Beginning Level: Intermediate Level: Entry Level: Post Entry Level:  Recognizes own stressors  Actively employs stress  Demonstrates appropriate  Recognizes when problems  Recognizes distress or management techniques affective responses in all are unsolvable problems in others  Reconciles inconsistencies in situations  Assists others in recognizing  Seeks assistance as the educational process  Responds calmly to urgent and managing stressors needed  Maintains balance between situations with reflection  Demonstrates preventative  Maintains professional professional and personal life and debriefing as needed approach to stress demeanor in all situations  Accepts constructive  Prioritizes multiple management feedback and clarifies commitments  Establishes support networks expectations  Reconciles inconsistencies for self and others  Establishes outlets to cope within professional,  Offers solutions to the with stressors personal and work/life reduction of stress environments  Models work/life balance  Demonstrates ability to through health/wellness defuse potential stressors behaviors in professional with self and others and personal life

I function predominantly in the beginning/intermediate/entry/post entry level. Examples of behaviors to support my self-assessment:

Regarding this Professional Behavior, I would like to improve in the following ways:

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APPENDIX 1 10. Commitment to Learning – The ability to self-direct learning to include the identification of needs and sources of learning; and to continually seek and apply new knowledge, behaviors, and skills. Beginning Level: Intermediate Level: Entry Level: Post Entry Level:  Prioritizes information  Researches and studies  Respectfully questions  Acts as a mentor not only needs areas where own conventional wisdom to other PT’s, but to other  Analyzes and subdivides knowledge base is lacking  Formulates and rehealth professionals large questions into in order to augment evaluates position based  Utilizes mentors who have components learning and practice on available evidence knowledge available to  Identifies own learning  Applies new information  Demonstrates them needs based on previous and re-evaluates confidence in sharing  Continues to seek and experiences performance new knowledge with all review relevant literature  Welcomes and/or seeks  Accepts that there may be staff levels  Works towards clinical new learning more than one answer to a  Modifies programs and specialty certifications opportunities problem treatments based on  Seeks specialty training  Seeks out professional  Recognizes the need to newly-learned skills and  Is committed to literature and is able to verify considerations understanding the PT’s  Plans and presents an insolutions to problems  Consults with other health role in the health care service, research or  Reads articles critically and professionals and environment today (i.e. cases studies understands limits of physical therapists for wellness clinics, massage application to professional treatment ideas therapy, holistic medicine) practice  Pursues participation in clinical education as an educational opportunity

I function predominantly in the beginning/intermediate/entry/post entry level. Examples of behaviors to support my self-assessment:

Regarding this Professional Behavior, I would like to improve in the following ways:

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APPENDIX 1 Professional Development Plan: Based on my self-assessment of my Professional Behaviors and the areas I have identified for improvement, I am setting the following three to five goals:

To accomplish these goals, I will take the following specific actions:

By my signature below, I indicate that I have completed this self-assessment. Student Signature (typed) _____________________________________________

Date_________________________

PT faculty advisor feedback/suggestions:

Advisor Signature _____________________________________________________

Date_________________________

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APPENDIX 3

APTA GUIDE FOR PROFESSIONAL CONDUCT PURPOSE This Guide for Professional Conduct (Guide) is intended to serve physical therapists in interpreting the Code of Ethics for the Physical Therapist (Code) of the American Physical Therapy Association (APTA) in matters of professional conduct. The APTA House of Delegates in June of 2009 adopted a revised Code, which became effective on July 1, 2010. The Guide provides a framework by which physical therapists may determine the propriety of their conduct. It is also intended to guide the professional development of physical therapist students. The Code and the Guide apply to all physical therapists. These guidelines are subject to change as the dynamics of the profession change and as new patterns of health care delivery are developed and accepted by the professional community and the public. INTERPRETING ETHICAL PRINCIPLES The interpretations expressed in this Guide reflect the opinions, decisions, and advice of the Ethics and Judicial Committee (EJC). The interpretations are set forth according to topic. These interpretations are intended to assist a physical therapist in applying general ethical principles to specific situations. They address some but not all topics addressed in the Principles and should not be considered inclusive of all situations that could evolve. This Guide is subject to change, and the Ethics and Judicial Committee will monitor and timely revise the Guide to address additional topics and Principles when necessary and as needed. PREAMBLE TO THE CODE The Preamble states as follows: The Code of Ethics for the Physical Therapist (Code of Ethics) delineates the ethical obligations of all physical therapists as determined by the House of Delegates of the American Physical Therapy Association (APTA). The purposes of this Code of Ethics are to: 1. Define the ethical principles that form the foundation of physical therapist practice in patient/client management, consultation, education, research, and administration. 2. Provide standards of behavior and performance that form the basis of professional accountability to the public. 3. Provide guidance for physical therapists facing ethical challenges, regardless of their professional roles and responsibilities. 4. Educate physical therapists, students, other health care professionals, regulators, and the public regarding the core values, ethical principles, and standards that guide the professional conduct of the physical therapist. 5. Establish the standards by which the American Physical Therapy Association can determine if a physical therapist has engaged in unethical conduct.

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APPENDIX 3 No code of ethics is exhaustive nor can it address every situation. Physical therapists are encouraged to seek additional advice or consultation in instances where the guidance of the Code of Ethics may not be definitive. This Code of Ethics is built upon the five roles of the physical therapist (management of patients/clients, consultation, education, research, and administration), the core values of the profession, and the multiple realms of ethical action (individual, organizational, and societal). Physical therapist practice is guided by a set of seven core values: accountability, altruism, compassion/caring, excellence, integrity, professional duty, and social responsibility. Throughout the document the primary core values that support specific principles are indicated in parentheses. Unless a specific role is indicated in the principle, the duties and obligations being delineated pertain to the five roles of the physical therapist. Fundamental to the Code of Ethics is the special obligation of physical therapists to empower, educate, and enable those with impairments, activity limitations, participation restrictions, and disabilities to facilitate greater independence, health, wellness, and enhanced quality of life. Interpretation: Upon the Code of Ethics for the Physical Therapist being amended effective July 1, 2010; all the lettered principles in the Code contain the word “shall” and are mandatory ethical obligations. The language contained in the Code is intended to better explain and further clarify existing ethical obligations. These ethical obligations predate the revised Code. Although various words have changed, many of the obligations are the same. Consequently, the addition of the word “shall” serves to reinforce and clarify existing ethical obligations. A significant reason that the Code was revised was to provide physical therapists with a document that was clear enough such that they can read it standing alone without the need to seek extensive additional interpretation. The Preamble states that “[n]o Code of Ethics is exhaustive nor can it address every situation.” The Preamble also states that physical therapists “are encouraged to seek additional advice or consultation in instances in which the guidance of the Code may not be definitive.” Potential sources for advice and counsel include third parties and the myriad resources available on the APTA Web site. Inherent in a physical therapist’s ethical decision-making process is the examination of his or her unique set of facts relative to the Code. TOPICS Respect Principle 1A states as follows: 1A. Physical therapists shall act in a respectful manner toward each person regardless of age, gender, race, nationality, religion, ethnicity, social or economic status, sexual orientation, health condition, or disability. Interpretation: Principle 1A addresses the display of respect toward others. Unfortunately, there is no universal consensus about what respect looks like in every situation. For example, direct eye contact is viewed as respectful and courteous in some cultures and inappropriate in others. It is up to the individual to assess the appropriateness of behavior in various situations. Altruism Principle 2A states as follows: 2A. Physical therapists shall adhere to the core values of the profession and shall act in the best interests of patients/clients over the interests of the physical therapist. Interpretation: Principle 2A reminds physical therapists to adhere to the profession’s core values and act in the best interest of patients/clients over the interests of the physical therapist. Often this is done without thought, but sometimes, especially at the end of the day when the physical therapist is fatigued and ready to go home, it is a conscious decision. For example, the physical therapist may need to make a decision between leaving on time and staying at work longer to see a patient who was 15 minutes late for an appointment.

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APPENDIX 3 Patient Autonomy Principle 2C states as follows: 2C. Physical therapists shall provide the information necessary to allow patients or their surrogates to make informed decisions about physical therapy care or participation in clinical research. Interpretation: The underlying purpose of Principle 2C is to require a physical therapist to respect patient autonomy. In order to do so, a physical therapist shall communicate to the patient/client the findings of his/her examination, evaluation, diagnosis, and prognosis. A physical therapist shall use sound professional judgment in informing the patient/client of any substantial risks of the recommended examination and intervention and shall collaborate with the patient/client to establish the goals of treatment and the plan of care. Ultimately, a physical therapist shall respect the patient’s/client’s right to make decisions regarding the recommended plan of care, including consent, modification, or refusal. Professional Judgment Principles 3, 3A, and 3B state as follows: 3: Physical therapists shall be accountable for making sound professional judgments. (Core Values: Excellence, Integrity) 3A. Physical therapists shall demonstrate independent and objective professional judgment in the patient’s/client’s best interest in all practice settings. 3B. Physical therapists shall demonstrate professional judgment informed by professional standards, evidence (including current literature and established best practice), practitioner experience, and patient/client values. Interpretation: Principles 3, 3A, and 3B state that it is the physical therapist’s obligation to exercise sound professional judgment, based upon his/her knowledge, skill, training, and experience. Principle 3B further describes the physical therapist’s judgment as being informed by three elements of evidence-based practice. With regard to the patient/client management role, once a physical therapist accepts an individual for physical therapy services he/she shall be responsible for: the examination, evaluation, and diagnosis of that individual; the prognosis and intervention; re-examination and modification of the plan of care; and the maintenance of adequate records, including progress reports. A physical therapist shall establish the plan of care and shall provide and/or supervise and direct the appropriate interventions. Regardless of practice setting, a physical therapist has primary responsibility for the physical therapy care of a patient and shall make independent judgments regarding that care consistent with accepted professional standards. If the diagnostic process reveals findings that are outside the scope of the physical therapist's knowledge, experience, or expertise or that indicate the need for care outside the scope of physical therapy, the physical therapist shall so inform the patient/client and shall refer the patient/client to an appropriate practitioner. A physical therapist shall determine when a patient/client will no longer benefit from physical therapy services. When a physical therapist's judgment is that a patient will receive negligible benefit from physical therapy services, the physical therapist shall not provide or continue to provide such services if the primary reason for doing so is to further the financial self-interest of the physical therapist or his/her employer. A physical therapist shall avoid overutilization of physical therapy services. See Principle 8C. Supervision Principle 3E states as follows: 3E. Physical therapists shall provide appropriate direction of and communication with physical therapist assistants and support personnel.

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APPENDIX 3 Interpretation: Principle 3E describes an additional circumstance in which sound professional judgment is required; namely, through the appropriate direction of and communication with physical therapist assistants and support personnel. Further information on supervision via applicable local, state, and federal laws and regulations (including state practice acts and administrative codes) is available. Information on supervision via APTA policies and resources is also available on the APTA Web site. See Principles 5A and 5B. Integrity in Relationships Principle 4 states as follows: 4: Physical therapists shall demonstrate integrity in their relationships with patients/clients, families, colleagues, students, research participants, other health care providers, employers, payers, and the public. (Core Value: Integrity) Interpretation: Principle 4 addresses the need for integrity in relationships. This is not limited to relationships with patients/clients, but includes everyone physical therapists come into contact with professionally. For example, demonstrating integrity could encompass working collaboratively with the health care team and taking responsibility for one’s role as a member of that team. Reporting Principle 4C states as follows: 4C. Physical therapists shall discourage misconduct by healthcare professionals and report illegal or unethical acts to the relevant authority, when appropriate. Interpretation: When considering the application of “when appropriate” under Principle 4C, keep in mind that not all allegedly illegal or unethical acts should be reported immediately to an agency/authority. The determination of when to do so depends upon each situation’s unique set of facts, applicable laws, regulations, and policies. Depending upon those facts, it might be appropriate to communicate with the individuals involved. Consider whether the action has been corrected, and in that case, not reporting may be the most appropriate action. Note, however, that when an agency/authority does examine a potential ethical issue, fact finding will be its first step. The determination of ethicality requires an understanding of all of the relevant facts, but may still be subject to interpretation. The EJC Opinion titled: Topic: Preserving Confidences; Physical Therapist's Reporting Obligation With Respect to Unethical, Incompetent, or Illegal Acts provides further information on the complexities of reporting. Exploitation Principle 4E states as follows: 4E. Physical therapists shall not engage in any sexual relationship with any of their patient/clients, supervisees or students. Interpretation: The statement is fairly clear – sexual relationships with their patients/clients, supervisees or students are prohibited. This component of Principle 4 is consistent with Principle 4B, which states: Physical therapists shall not exploit persons over whom they have supervisory, evaluative or other authority (e.g. patients/clients, students, supervisees, research participants, or employees). Next, consider this excerpt from the EJC Opinion titled Topic: Sexual Relationships With Patients/Former Patients: A physical therapist stands in a relationship of trust to each patient and has an ethical obligation to act in the patient's best interest and to avoid any exploitation or abuse of the patient. Thus, if a physical therapist has natural feelings of attraction toward a patient, he/she must sublimate those feelings in order to avoid sexual exploitation of the patient.

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APPENDIX 3 One’s ethical decision making process should focus on whether the patient/client, supervisee or student is being exploited. In this context, questions have been asked about whether one can have a sexual relationship once the patient/client relationship ends. To this question, the EJC has opined as follows: The Committee does not believe it feasible to establish any bright-line rule for when, if ever, initiation of a romantic/sexual relationship with a former patient would be ethically permissible. The Committee imagines that in some cases a romantic/sexual relationship would not offend ... if initiated with a former patient soon after the termination of treatment, while in others such a relationship might never be appropriate. Colleague Impairment Principle 5D and 5E state as follows: 5D. Physical therapists shall encourage colleagues with physical, psychological, or substance-related impairments that may adversely impact their professional responsibilities to seek assistance or counsel. 5E. Physical therapists who have knowledge that a colleague is unable to perform their professional responsibilities with reasonable skill and safety shall report the information to the appropriate authority. Interpretation: The central tenet of Principles 5D and 5E is that inaction is not an option for a physical therapist when faced with the circumstances described. Principle 5D states that a physical therapist shall encourage colleagues to seek assistance or counsel while Principle 5E addresses reporting information to the appropriate authority. 5D and 5E both require a factual determination on your part. This may be challenging in the sense that you might not know or it might be difficult for you to determine whether someone in fact has a physical, psychological, or substance-related impairment. In addition, it might be difficult to determine whether such impairment may be adversely affecting his or her professional responsibilities. Moreover, once you do make these determinations, the obligation under 5D centers not on reporting, but on encouraging the colleague to seek assistance. However, the obligation under 5E does focus on reporting. But note that 5E discusses reporting when a colleague is unable to perform, whereas 5D discusses encouraging colleagues to seek assistance when the impairment may adversely affect his or her professional responsibilities. So, 5D discusses something that may be affecting performance, whereas 5E addresses a situation in which someone is clearly unable to perform. The 2 situations are distinct. In addition, it is important to note that 5E does not mandate to whom you report; it gives you discretion to determine the appropriate authority. The EJC Opinion titled: Topic: Preserving Confidences; Physical Therapist's Reporting Obligation with Respect to Unethical, Incompetent, or Illegal Acts provides further information on the complexities of reporting. Professional Competence Principle 6A states as follows: 6A. Physical therapists shall achieve and maintain professional competence. Interpretation: 6A requires a physical therapist to maintain professional competence within one’s scope of practice throughout one’s career. Maintaining competence is an ongoing process of self-assessment, identification of strengths and weaknesses, acquisition of knowledge and skills based on that assessment, and reflection on and reassessment of performance, knowledge and skills. Numerous factors including practice setting, types of patients/clients, personal interests and the addition of new evidence to practice will influence the depth and breadth of professional competence in a given area of practice. Additional resources on Continuing Competence are available on the APTA Web site.

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APPENDIX 3 Professional Growth Principle 6D states as follows: 6D. Physical therapists shall cultivate practice environments that support professional development, lifelong learning, and excellence. Interpretation: 6D elaborates on the physical therapist’s obligations to foster an environment conducive to professional growth, even when not supported by the organization. The essential idea is that this is the physical therapist’s responsibility, whether or not the employer provides support. Charges and Coding Principle 7E states as follows: 7E. Physical therapists shall be aware of charges and shall ensure that documentation and coding for physical therapy services accurately reflect the nature and extent of the services provided. Interpretation: Principle 7E provides that the physical therapist must make sure that the process of documentation and coding accurately captures the charges for services performed. In this context, where charges cannot be determined because of payment methodology, physical therapists may review the House of Delegates policy titled Professional Fees for Physical Therapy Services. Additional resources on documentation and coding include the House of Delegates policy titled Documentation Authority for Physical Therapy Services and the Documentation and Coding and Billing information on the APTA Web site. Pro Bono Services Principle 8A states as follows: 8A. Physical therapists shall provide pro bono physical therapy services or support organizations that meet the health needs of people who are economically disadvantaged, uninsured, and underinsured. Interpretation: The key word in Principle 8A is “or”. If a physical therapist is unable to provide pro bono services he or she can fulfill ethical obligations by supporting organizations that meet the health needs of people who are economically disadvantaged, uninsured, and underinsured. In addition, physical therapists may review the House of Delegates guidelines titled Guidelines: Pro Bono Physical Therapy Services. Additional resources on pro bono physical therapy services are available on the APTA Web site. 8A also addresses supporting organizations to meet health needs. In terms of supporting organizations, the principle does not specify the type of support that is required. Physical therapists may express support through volunteerism, financial contributions, advocacy, education, or simply promoting their work in conversations with colleagues.

Issued by the Ethics and Judicial Committee American Physical Therapy Association October 1981 Last Amended November 2010 Last Updated: 11/30/10 Contact: [email protected]

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