2013 Self-Study Report - University of Maine at Presque Isle - PTA · 2014. 2. 18. · 2013 2 PSY...

2013 Self-Study Report - University of Maine at Presque Isle - PTA

Institution

Institution Name: University of Maine at Presque Isle

Institution accrediting agency: NEASC -- CIHE

Name of Chief Executive Officer: Linda Schott - Ph.D

Administrative Title: President

Name of Chief Academic Officer: Michael Sonntag - PhD

Administrative Title: Vice President for Academic Affairs

Name of Dean: Clare Exner - JD

Administrative Title: College Chair

Unit or school in which the program resides:

Program Director/Administrator

Name of Program Director/Administrator: Christopher Rolon - PT, MS, ATC

Administrative Title: Director and Assistant Professor

Program

Title of Program: Physical Therapist Assistant Program

Year of First Class Graduation: 12/13

Program Accreditation Status: Pre-Accreditation - Candidacy Granted

Degree Awarded: AS

Curriculum Design Characteristics

Type of Term: Semester

Total # Terms to Complete Degree: 5

Total # of terms in academic year: 3

Term length (in weeks): 15

Length of professional/technical coursework in weeks (including exam week and count exam week as 1 wk):

45

Clinical Education

Total Hours of Clinical Education: 680

# Weeks Full-Time Clinical Education: 14

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Coursework

2012 3 PTA106

PT Procedures and Interventions

I

T 4 15 45 30 0 0 0 13 13 Patenaude E_PTA106.pdf S_PTA106.pdf

2012 3 PTA102

Clinical Conditions in PT

T 3 15 45 0 0 0 0 13 13 Rolon E_PTA102.pdf S_PTA102.pdf

2012 3 PTA 202

Therapeutic Modalities in Rehabilitation

T 4 15 45 30 0 0 0 13 13 Anderson E_PTA202.pdf S_PTA202.pdf

2012 3 PTA100

Intro to PT T 2 15 30 0 0 0 0 13 13 Rolon Patenaude E_PTA100.pdf S_PTA100.pdf

2012 3 PTA 104

Data Collection in PT


2013 1 MAT101

Basic Statistics G 3 15 45 0 0 0 0 13 13 Faculty DoNotBotherToOpen.pdf MAT101.0004,Basic Statistics, Lu,

Fall 2011.pdf

2013 1 PSY 101

General Psychology

G 3 15 45 0 0 0 0 13 13 Faculty DoNotBotherToOpen.pdf PSY100.0003,General

Psychology, Johnson, Fall

2011.pdf

2013 1 FYS100

First Year Seminar

G 1 15 15 0 0 0 0 13 13 Faculty DoNotBotherToOpen.pdf FYS100.0003, First Year Seminar, McCosker, Fall

2011.pdf

2013 1 BIO 261

Human Anatomy and Physiology I

G 4 15 45 30 0 0 0 13 13 Faculty DoNotBotherToOpen.pdf BIO261.0001,Human Anatomy and Physiology,

Gelder, Fall 2011.pdf

2013 1 ENG101

College Composition

G 3 15 45 0 0 0 0 13 13 Faculty DoNotBotherToOpen.pdf ENG101.0003,College

Compositon, Lowman, Fall

2011.pdf

2013 2 PCJ 215

Business Communications

G 3 15 45 0 0 0 0 13 13 Faculty DoNotBotherToOpen.pdf PCJ215.0001,Business

Communication, Lowman, Fall

2011.pdf

2013 2 PHE274

Structural Kinesiology

G 3 15 45 0 0 0 0 13 13 Faculty DoNotBotherToOpen.pdf PHE 274.001, Structual

Kineseology, A. Tomlinson Spring

2011.pdf

2013 2 PSY205

Life Span Development

G 3 15 45 0 0 0 0 13 13 Faculty DoNotBotherToOpen.pdf PSY205.0002,Lifespan

Development, Johnson, Spring

2012.pdf

2013 2 HPR101

Lifelong Wellness G 3 15 45 0 0 0 0 13 13 Faculty DoNotBotherToOpen.pdf HPR 101.001 Lifelong Wellness, R. Tomlinson, Fall



2011.pdf

2013 2 BIO 262

Human Anatomy and Physiology II

G 4 15 45 30 0 0 0 13 13 Faculty DoNotBotherToOpen.pdf BIO262,0001,Human Anatomy, Hannah, Spring

2012.pdf

2013 4 PTA212

Integrated clinical education I

2 15 0 0 0 120 0 13 13 Patenaude DoNotBotherToOpen.pdf S_PTA212.pdf

2013 4 PTA 210

Clinical Education Seminar I


2013 4 PTA208

Neurological Interventions in

PT


2013 4 PTA 206

PT procedures and interventions

II

T 4 15 45 30 0 0 0 13 13 Rolon Patenaude E_PTA206.pdf S_PTA206.pdf

2013 4 PTA204

Therapeutic Exercise


2013 5 PTA 215

Clinical education seminar II


2013 5 PTA225

Clinical education experience III


2013 5 PTA 220

Clinical education experience II




Core Faculty Workload

Patenaude, Vanessa 6 0 0 6 33 0 5 10 47 5 0 100

Rolon, Christopher 8 0 2 9 50 0 5 15 25 5 0 100

Associated/Adjunct Faculty Workload

Anderson, Leslie 5 0 0 0

Faculty, Gen Ed 0 0 0 0



Faculty

# of PT FULL-TIME core faculty positions: 2

# of PT PART-TIME core faculty positions: 0

# of Non-PT FULL-TIME core faculty positions: 0

# of Non-PT PART-TIME core faculty positions: 0

# of FTE's the above # of core faculty represents: 2.66

Describe the definition of 1 FTE at your institution (ie, 9 mo, 10 mo, 11 mo, 12 mo) 9 Months

# of current vacancies in currently allocated (budgeted) core faculty positions: 0

% of core faculty positions turned over in last year: 0

# of projected vacancies in currently allocated positions: 0

# of associated/adjunct faculty who teach half the contact hours of a course: 1

FTE's represented by the previous # of adjunct/associated faculty 0.16

Core Faculty List

Vanessa Patenaude, PT, MS CV_Patenaude.pdf 1.33

Christopher Rolon, PT, MS, ATC CV_Rolon.pdf 1.33

Name CV/Resume Faculty Scholarship FTE

Associated / Adjunct Faculty List

Leslie Anderson, PT, MSB CV_Anderson.pdf

Gen Ed Faculty, N/A CV_Gen Ed Faculty .pdf

Name CV/Resume Faculty Scholarship

Students

Freshmen: 15 Sophomore: 13



Student Ethnicity/Race

Hispanic/Latino of any race: 0 American Indian/AlaskanNative:

0

Asian: 0 Black or African-American: 0

Native Hawaiian/other PacificIslander:

White: 28

Two or more races: 0 Unknown: 0

Total: 28



Income Statements

2014 2015 2.66 $226,820.00 $138,671.12

2013 2014 2.66 $249,260.00 $148,458.00

2012 2013 2.66 $277,980.00 $140,011.66

Year Beginning Year Ending Core FTEs Total Income Total Expenses

Income

tuition $226,820.00 $249,260.00 $150,480.00

S.I.F. GRANT $0.00 $0.00 $127,500.00

Total $226,820.00 $249,260.00 $277,980.00

Category 2014-2015 2013-2014 2012-2013

Expenses

Core FTEs 2.66 2.66 2.66

Staff Salary (Excluding Benefits) $0.00 $0.00 $0.00

Associated Faculty Compensation (Excluding Benefits) $4,227.12 $4,104.00 $4,104.00

Core Faculty Salary (Excluding Benefits) $126,690.00 $128,000.00 $123,000.00

Total $130,917.12 $132,104.00 $127,104.00

Category 2014-2015 2013-2014 2012-2013

Clinical Education $1,200.00 $3,300.00 $239.00

Operational $2,354.00 $2,354.00 $2,354.00

Faculty Development $2,200.00 $2,200.00 $1,885.25

Other $0.00 $6,500.00 $2,500.00

Equipment $2,000.00 $2,000.00 $5,929.41

Total $7,754.00 $16,354.00 $12,907.66

Category 2014-2015 2013-2014 2012-2013



Faculty List - Summary

Anderson Leslie PT, MSB Adjunct/Associated

Faculty Gen Ed N/A Adjunct/Associated

Patenaude Vanessa PT, MS Core

Rolon Christopher PT, MS, ATC Core

Last Name First Name Credentials Type



Associated Faculty Details - Anderson , Leslie

Qualifications Narrative

Leslie Anderson teaches PTA 202 Therapeutic Modalities in the technical phase. She has over twenty years of clinical practice primarily in an outpatient setting in which therapeutic modalities were used extensively. She has taught the Therapeutic Modalities course for the Athletic Training Program at the University of Maine at Presque Isle very successfully for a couple of years.

Associated Faculty Information

Sex: Female

Total Teaching Contact Hours Per Academic Year: 5

PT or PTA: PT

Entry-Level PT/PTA Degree: Bachelors

Highest Earned Degree (Not E-L PT): Masters (advanced)

Discipline of Highest Earned Degree: Other

Total Years As Faculty: 1

Total Years As Faculty in Program: 1

Primary Area of Expertise Taught in Curriculum: Electrotherapy/Modalities

Secondary Area of Expertise Taught in Curriculum: None

Enrolled in Degree Program: No

Certified Clinical Specialist: No



Associated Faculty Details - Faculty , Gen Ed


To be determined

Associated Faculty Information

Sex: Male

Total Teaching Contact Hours Per Academic Year: 0

PT or PTA: Neither

Entry-Level PT/PTA Degree: Not Applicable

Highest Earned Degree (Not E-L PT): Not Applicable

Discipline of Highest Earned Degree: Other

Total Years As Faculty: 0


Primary Area of Expertise Taught in Curriculum: Other

Secondary Area of Expertise Taught in Curriculum: Other

Enrolled in Degree Program: No

Certified Clinical Specialist: Not Applicable



Core Faculty Details - Patenaude , Vanessa


In addition to her responsibilities as ACCE, Vanessa teaches PT Procedures and Interventions I, Neurological Interventions, and parts of PT Procedures and Interventions II. Her clinical experiences emphasizing inpatient and private pediatric settings compliments the program director's strength in outpatient practice and uniquely qualifies her to teach related knowledge and skill competencies including patient management, functional training and mobility, transfer training and assistive devices, pediatrics and management in PT practice. Additionally, her experiences as CCCE while at Calais regional hospital as well as her many years serving as CI to PTA and PT students give her an intimate knowledge of the role of the CI and student expectations. These experiences as well as her experience owning and managing a private practice, have given her the skills to recognize unsafe and unethical practices, the ability to identify student performance deficits and accurately gauge student readiness for clinical affiliation.

Core Faculty Information

Position: ACCE

Months Appointed Per Academic Year: 12

FTE: 1.33

PT or PTA: PT

Entry-Level PT/PTA Degree: Bachelors

Highest Earned Degree (Not E-L PT): Masters (advanced)

Discipline of Highest Earned Degree: Physical Therapy

Rank: Assistant Professor


Primary Area of Expertise Taught in Program: Neuromuscular

Secondary Area of Expertise Taught in Program: Pediatrics

% of Time Enrolled in Degree Program: No


Scholarship Productivity: Not involved...

Teaching (%)

Entry-Level Program: 33 Other Programs: 0

Service (%)

Clinical Practice: 5 Committee Work, GeneralAdvising, Etc:

10

Other (%)

Administrative: 47 Scholarship: 5

Enrolled in Degree Program: 0



Core Faculty Details - Rolon , Christopher


The program director's experience in completing the AFC and designing the PTA program here at UMPI last year has given him an intimate knowledge of the curriculum and a new administrative skill set needed as director. His 10 years teaching experience gives him a solid foundation to continue teaching the curriculum and supervise other core and associated faculty. His first 4 years teaching adjunct for Manchester Community College in the exercise science department first gave him basic teaching skills such as classroom management, curriculum/course development, and distance education through Blackboard. While there he also began to develop an expertise in teaching foundational exercise and movement sciences in areas such as kinesiology and injury prevention. He was then able to build on this skill set over the next 4+ years at River Valley Community College as full time faculty serving as ACCE and teaching Therapeutic Exercise, PT procedures III, Clinical Conditions for OT,PT, massage, Clinical ed. Seminar, and Introduction to PT/OT. The Clinical Conditions course was a foundational course in pathology taught to PTA, OTA, and massage therapy students. Teaching thebroad spectrum of conditions presented in this course and emphasizing certain concepts for the unique skill sets of the students broadened his foundational knowledge and delivery methods. Topics covered in this course included neurological, cardiopulmonary, musculoskeletal, pediatric and psychiatric conditions. Guest lecturers from the fields of OT and psychology for the pediatric and psychiatric conditions were especially helpful to develop a level of confidence and broaden his knowledge base in these topics. The introduction to PT/OT course similarly presented an opportunity to appreciate another allied health perspective especially since it wasco-taught with one of the OT faculty. The content of these two courses closely approximates the current Clinical Conditions and Introduction to PT courses the director currently teaches in the UMPI curriculum. The PT Procedures III course taught while ACCE at RVCC was a second year course where students learned the knowledge and skills for Data Collection and interventions for special topicsincluding stroke rehab, pediatrics, orthotics and prosthetics, acute care, cardiac and pulmonary rehab, wound care, pregnancy, and aqua therapy. Again, the director's knowledge base and skills as an instructor were greatly broadened while teaching this course, with due credit to other experts in the field who assisted with topics such as aqua therapy, orthotics/prosthetics and wound care. The content of this course is similar to the UMPI PTA course PT procedures and interventions II which is co-taugh with the ACCE, Vanessa. TheTherapeutic Exercise course taught at RVCC emphasized foundational exercise science and physiology followed by an orthopedic approach to exercise interventions from maximum to minimum protection phases. This same orthopedic approach is taken to teach the current Therapeutic Exercise course. Other courses the director teaches is Data Collection in PT, and professional development Seminar. The director's experience as ACCE gives him the necessary perspective to teach the seminar and the course content for data collection in PT covers primarily strength and ROM assessments. The director's clinical skill set, largely drawn from various outpatient settings qualifies him to teach the topics in Data Collection with the same primary expertise and comfort level he has for teaching therapeutic exercise. His clinical work as a physical therapist in various outpatient settings with additional experience in home and long term care gives him the breadth and depth of experiences to appreciate the importance of ethics, safe practice and student readiness for clinical practice. As ACCE and PTA faculty member, He has become more aware of state practice acts, role delineation and educational standards for students especially with respect to critical safety elements. Administrative duties learned as ACCE also contributes to the skill set needed to mentor the current ACCE in building a strong clinical education program.

Core Faculty Information

Position: Chair/Director

Months Appointed Per Academic Year: 12

FTE: 1.33

PT or PTA: PT

Entry-Level PT/PTA Degree: Masters

Highest Earned Degree (Not E-L PT): Bachelor's

Discipline of Highest Earned Degree: Physical Therapy

Rank: Assistant Professor


Primary Area of Expertise Taught in Program: Therapeutic Exercise

Secondary Area of Expertise Taught in Program: Musculoskeletal

% of Time Enrolled in Degree Program: No


Scholarship Productivity: Actively engaged, but products not disseminated

Teaching (%)

Entry-Level Program: 50 Other Programs: 0

Service (%)

Clinical Practice: 5 Committee Work, GeneralAdvising, Etc:

15

Other (%)



Administrative: 25 Scholarship: 5

Enrolled in Degree Program: 0



Outcome Data

General Information

Graduation Rate

Admission Month/Year

Students Admitted

Expected Graduation Month/Year

150% Expected Graduation Month/Year

Number of Students Who Did Not Complete the Program Due to:

Academic Standards

Clinical Standards

Disabled/Deceased

Other

Students Graduated

On Time

Required 101% to 150%

Required > 150%

> 150% Still Matriculated

Graduation Rate

Class Year Graduation Rate (%)

2008 NaN

2009 NaN

2010 NaN

Class Year - 2008

G1.1. Cohort Graduating No

Class Year - 2009


Class Year - 2010




Preface

An informal program proposal was made by current athletic training and professional programs faculty during the spring of 2009.Meetings were then held during the summer with faculty. From 2009-early 2010, local and State needs were substantiated primarily by D.O.L. statistics summarized as follows: According to the Maine Department of Labor, the state employment outlook for physical therapist assistants puts it among the top 20 fastest growing occupations in Maine and according to the U.S. Bureau of Labor Statistics, the job outlook is growing “much faster than average” with the overall demand expected to grow 35% through 2018. Communitystakeholders were contacted and surveyed on 8/26/10 and the first PTA advisory board meetings were held during September and October 2010. Verbal and written feedback from local stakeholders indicated broad support for the program as well as a need for additional rehab employment. The program director, once hired, verified the statistical need for additional PTA workforce from D.O.L. and during the fall of 2011 contacted local stakeholders for additional written verification of employment needs.

General estimates for projected class sizes are primarily made based on the number of potentially available clinical sites in the AroostookCounty, Maine, northern New England, and local Canadian sites. The initial class size estimates will be primarily based on available Aroostook regional clinical sites with future enrollment projections based on our expectation to expand the clinical education program into northern New England and Canada.

ENROLLMENT PROJECTIONS FOR:2013 academic year 15 general education students 13 technical phase students2014 academic year 20 general education students 13 technical phase students2015 academic year 20-24 general education students 15-18 technical phase students2016-2017 academic year 30+ general education students 18-24 technical phase students

A single cohort of students will be accepted to the technical phase of the program each fall.

If the program does not achieve candidacy, the students will have a general education credit foundation which may be immediately applicable to a number of degree options within the University of Maine system including P.E., Athletic Training, Biology etc.The core faculty will offer academic advising as necessary to assist students in the transition to another major here at the University or transfer to another academic institution. It is our expectation that if Candidacy status is not granted, the core PTA faculty will remain employed and continue to work towards meeting CAPTE standards as a developing program.

The program director will verbally inform all prospective students applying to the technical phase of the program that there is no guarantee that technical credits will transfer to another PTA program in the event UMPI PTA does not achieve accreditation. Furthermore, students will be required to sign a statement of this understanding as part of the PTA program application (PTA Student and Faculty Handbook attached pg. 18, bookmark Program Accreditation Status). Upon receipt of notification from CAPTE that our program has not achieved accreditation, core faculty will meet with the chair of the College of Professional Programs and University administration will be notified of the decision. The PTA core faculty will then meet with all PTA students as a group and then individually for advising and to facilitate transition to another program or academic institution. The program director will communicate with other PTA programs as necessary on behalf of displaced students in order to facilitate transfer to other potential institutions. This may require furnishing information about our program to other PTA programs and institutions and advocating for the best possible transfer agreement.

Evaluative Criteria

1.1.1The sponsoring institution is authorized under applicable law or other acceptable authority to provide a program of postsecondary education. In addition, the institution has been approved by appropriate authorities to provide the physical therapist assistant education program.

Name

Meeting Minutes BOT University System.pdf

UMPI Faculty Handbook 2013-2014.pdf

The University of Maine at Presque Isle was given the authority to operate as an institution of higher education in 1903 by the Maine state legislature. The University of Maine System does not need State approval to develop a new program however, as the sole legal governing body of the University of Maine System is the Board of Trustees. The Maine Department of Education states: “Both the University of Maine System and the Maine Community College System are autonomous entities with all policy, procedures andadministrative oversight vested in their respective boards of trustees. Similarly, Maine’s private higher education institutions are governed by their own oversight boards. State oversight of the activities of public and private schools, colleges, and universitiesprimarily centers upon degree-granting authorizations, educator preparation program approvals and renewals, and private-for-profit proprietary school licensure.” Maine.gov

According to the University of Maine System policy and procedure related to governance and legal affairs:

“All constitutions and governing documents for faculty, students or other governing bodies must explicitly acknowledge that the Board of Trustees is the legal governing body of the University of Maine System and that nothing within the constitution or governing



document shall be construed as granting to the faculty or student or other body concerned, the authority to act outside the policies ofthe Board of Trustees” Maine Education System Policy Manual

UMPI Faculty Handbook pg. 3, bookmarked Governance and StructureOn March 19, 2012 the University of Maine System Board of Trustees approved the PTA program Board of Trustees Meeting 5-19-2012 pg. 5

1.1.2The education program for the physical therapist assistant is provided by an institution accredited by an agency orassociation recognized by the U.S. Department of Education or by the Council for Higher Education Accreditation.

Name

UMPI Course-Catalogue_2012-2013.pdf

The institution is accredited by the New England Association of Schools & Colleges, Inc. Commission on Institutions of Higher Education. The institution received its initial accreditation on 1968. The institution was granted continued accreditation on 2003 which is granted through 2013.

1.1.3The institution awards the associate degree upon satisfactory completion of the physical therapist assistant education program or assures the associate degree is awarded by an affiliating college at the satisfactory completion of the physical therapist assistant education program.

UMPI will award the Associate of Science in Physical Therapist Assistant

1.1.4Institutional policies, procedures and practices are based on appropriate and equitable criteria and applicable law. The policies, procedures and practices assure nondiscrimination and equal opportunity to persons involved with theprogram.

Name

PTA Student- Faculty Handbook UMPI.pdf

The institution’s nondiscrimination statement is as follows:

“In complying with the letter and spirit of applicable laws and pursuing its own goals of diversity, the University of Maine System shall not discriminate on the grounds of race, color, religion, sex, sexual orientation, including transgender status or gender expression, national origin, citizenship status, age, disability, or veterans status in employment, education, and all other areas of the University System.” The University provides reasonable accommodations to qualified individuals with disabilities upon request.

This statement is found at UMPI AA-EEO. A link to this statement is also found in the PTA Student/Faculty Handbook pg. 15 bookmarkNondiscrimination Statement.

The statement “All recruitment/admission policies and procedures reflect equitable criteria for nondiscrimination and equal opportunity.” is on the University program website program admission page at: UMPI PTA Program Page

Student and Faculty Handbooks are given to all students during the program orientation following acceptance into the technical phase.

Prospective students will be made aware of the statement as they will be directed to the website for program information and application forms. The PTA Student/Faculty Handbook is available to any PTA major completing the general education requirements orupon any other prospective student's request.

1.1.5The institution recognizes and supports the academic and technical education aspects of the physical therapist assistantprogram.

Name

Educational Affiliation Agreement 2012.pdf

Organizational Chart UMPI.pdf


UMPI Student-Handbook.pdf

Fall 2012 semester: Leslie Anderson was retained as adjunct faculty and taught PTA 202 Therapeutic Modalities. Leslie taught this content previously for the athletic training program. (see associated faculty details).



The institution provides a Blackboard link in all courses to standard policies related to student responsibilities including attendance, classroom behavior, and student academic integrity. Individual faculty attendance policies are explicitly supported on pg. 2 with the statement: “Individual faculty members determine the attendance policy for each course” UMPI Academics

Academic Integrity: In the student academic integrity policy, faculty are given the freedom to “…deal with the offense without consulting the Office of Academic Affairs” as stated in the UMPI Student Handbook pg. 30 bookmarked Charge by a Faculty Member and at UMPI Student Life #3 pg. 5

Disruptive Behavior: Faculty are encouraged to report disruptive behavior to the Dean of Students as stated in the UMPI Faculty Handbook pg. 54 bookmarked Disruptive Behavior.

Clinical Education Performance: The University Educational Affiliation Agreement supports safe, legal and ethical performance of students while on clinical affiliations as follows: The Facility agrees (bookmarked section 1) to provide educational experiences to students with supervision (Section 1a), comply with all regulations and laws (Section 1c); Assume responsibility for student orientation( Section 1d); Provide initial emergency care (Section 1i); Maintain records and reports (Section 1k).

Furthermore the University agrees to (bookmarked section 2): Require health examinations (Section 2h); Accord the facility the right to suspend or terminate the affiliation due to unsatisfactory performance (section 2i); Maintain student confidentiality as required by FERPA (Section 2l).

January 2013 The university hired a consultant to assist with the SSR.

June 2013: The university hired an adjunct instructor to assist with PTA 104 instruction. This was upon the program director’s request to lighten the workload and focus on writing the SSR.

1.1.6.1[Policies and procedures exist to protect the rights and privileges of persons associated with the education program. Policies and procedures are in place and practices are described for:] privacy and confidentiality

Name

AFUM Contract 2011.pdf


PTA Policy and Procedure Manual UMPI.pdf


PRIVACY AND CONFIDENTIALITY FOR STUDENTS

Program policies related communicating student performance including assignments is found in the PTA Student -Faculty Handbook Privacy and Confidentiality section item # 5 and Student mailboxes item # 6 on pg. 8 bookmarked Privacy and Confidentiality. PTA Student-Faculty Handbook Student Mailbox policy (pg. 8) was changed such that only non-confidential materials will be placed in the student mailboxes by faculty. All confidential materials including assignments will be handed back students in person or by secure electronic means such as Blackboard. This change was implemented in response to CAPTE’s Summary of Action regarding this criteria.

The WEBPAGE stating the University’s policies with respect to the Family Educational Rights and Privacy Act of 1974 (FERPA) is found at: UMPI FERPA

This page outlines student rights to confidentiality with respect to:Student and Parents Rights Relating to Education RecordsDirectory InformationRelease of Non-Directory InformationEducation RecordsThe page also outlines some Guidelines for Faculty and Staff

The standard program clinical education Affiliation Agreement states:Under Confidentiality Agreement pgs. 2 & 3 bookmark Confidentiality 1 and Confidentiality 2.

Section 1. K“The facility agrees to maintain records and reports required by the University for conducting the educational program. The facility agrees to implement and maintain reasonable safeguards to ensure the security and confidentiality of student records and information, protect against anticipated threats to the security or integrity of such records and information and protect against unauthorized access to, or use of, such records and information that could result in substantial harm or inconvenience to the student.”Section 2. l“Maintain student confidentiality as required by the Family Educational Rights and Privacy Act of 1974. Private student educational information may be furnished to the facility upon the student’s written consent to release said information.”



The PTA Student-Faculty Handbook Student Rights and Privileges section: pg 8 bookmark Student Rights

“Student records are maintained in the program director’s office. The office is locked whenever the director is not within line of sight of the office door. After students have graduated, these records are shredded before disposal.” “All advising/counseling sessions with students are conducted in private.”“Students give written permission for the Academic and Clinical Coordinators of Clinical Education to share information about the student.”

PTA Policy and Procedure Manual Clinical Education Section under "student privacy and confidentiality" pg. 7. bookmarked Student Privacy and Confidentiality.

Currently the program does not offer distance education.

FACULTYPRIVACY AND CONFIDENTIALITY FOR FACULTYProgram privacy and confidentiality policies defers to the current collective bargaining agreement and UMPI faculty handbook in matters related to privacy and confidentiality for faculty. The PTA Policy and Procedure Manual section under "Rights, Privileges, and Confidentiality of program Faculty" pg 2 bookmarked Rights, Privileges, and Confidentiality links to the AFUM agreement 2011, article 6 pg. 3 “Personnel File, Data and Privacy" bookmarked Data and Privacy. This is the current faculty union contract as there has not been a new collective bargaining agreement since 2011.

OTHERSPRIVACY AND CONFIDENTIALITY FOR OTHERS (including patients and human subjects used in demonstrations and practice for educational purposes) is found in the PTA Student-Faculty Handbook pg. 15 bookmarked Privacy and Confidentiality of Patients/HumanSubjects

The program website is available to anyone. Program faculty/staff directs students to relevant privacy and confidentiality website information upon request. Electronic and hard copies of the PTA Student Faculty Handbook are made available to all PTA majors after acceptance to the technical phase on the first day of classes at the program orientation. The PTA policy and procedure manual and AFUM agreement is available in hard copy or electronic formats to all program-associated faculty upon hire date or any time thereafter. Clinical education faculty are directed to the clinical affiliation contract information upon request.

1.1.6.2[Policies and procedures exist to protect the rights and privileges of persons associated with the education program. Policies and procedures are in place and practices are described for:] informed consent

Name

PTA Clinical Education Handbook UMPI.pdf


Expectations and role of students or non-students when participating as subjects or as patient- simulators during laboratory and clinical experiences, videotaping, audio taping, photographing, or imaging of individuals for instructional purposes are found in the PTA Student-Faculty Handbook under Informed Consent Policies pg. 9 bookmarked Informed Consent Policies and Student On-campus Safety student interaction section pg. 13 bookmarked Student Interaction, and in the Clinical Education Handbook pg. 12 under the section titled “PTA Program privacy and Informed Consent” bookmarked Privacy and Informed Consent.

Policies to ensure that patients are informed when students are involved in patient care, to inform students of patients right to refuse to participate in clinical education, and student substance abuse policies while on clinical are found in the Clinical Education Handbook under "Policies and Expectations while on Clinical Affiliation" pg. 3 bookmarked Student Identification and Patient Rights. The policy informing students of the potential for clinical facilities to require drug testing and criminal background checks is in the Clinical Education Handbook “Drug Test and Criminal Record Background Investigation” section pg. 2 bookmarked Drug Test. All program technical phase applicants sign a “Drug Test and Criminal Record Background Check Form” which informs each student of this potential requirement as part of his/her program application UMPI PTA Criminal Background and Drug Test Form.

Electronic and hard copies of the PTA Student/Faculty and Clinical Education Handbooks are made available to all PTA majors during the program orientation upon acceptance into the technical phase of the program.

1.1.6.3[Policies and procedures exist to protect the rights and privileges of persons associated with the education program. Policies and procedures are in place and practices are described for:] due process

Name







The program defers to the university policies for student due process grievances and complaints. The PTA Student-Faculty Handbook links to the UMPI Student Handbook and Course Catalog on pg. 12 bookmarked Due Process, Grievances and Complaints. Policies for faculty due process grievances and complaints defer primarily to the AFUM collective bargaining agreement and the UMPI Faculty Handbook. Program faculty are directed to these resources in the PTA Policy and Procedure Manual on pg. 3 bookmarked Due Process, Grievances and Complaints.

In response to the Candidacy Reviewer’s concerns of policy discrepancy, the due process policies in the UMPI Student Handbook pg. 26 item #15 bookmarked Student Complaints or Grievances, were revised in late 2012 by the Dean of students Jim Stepp to align better with the UMPI course catalog policies related to academic appeals starting on pg. 29 bookmarked Academic Appeals.

Electronic program PTA Policy and Procedure Manuals are issued to each faculty member upon employment.

Students are directed to the UMPI student handbook upon program orientation.

1.1.6.4[Policies and procedures exist to protect the rights and privileges of persons associated with the education program. Policies and procedures are in place and practices are described for:] complaints

Name


The policy and procedure addressing complaints from external entities or individuals is found in the PTA Policy and Procedure Manual pg. 4 bookmarked External Due Process, Grievances and Complaints.

The PTA program director will keep in a secure file all records of complaints from faculty, students, clinical sites, employers or the public about the program or faculty, including the nature of the complaint and the disposition of the complaint.

To date, no complaints have been filed by external individuals or entities.

1.1.7.1[Policies and procedures exist to ensure the safety of persons associated with the program. Policies and procedures arein place and practices are described for:] on-campus educational experiences

Name



TAMC equipment inspection contract.pdf

Program and institutional policies related to the following campus emergency, environmental and lab safety issues can be found in the PTA Student-Faculty Handbook pgs. 13-14 bookmarked Student On-Campus Safety :• Environment• Equipment• Modalities• student role-play• campus safety and emergency procedures• body substance and hazardous materials• open lab supervision

Links to specific UMPI policies are given in the program handbook.

The policy and procedure for “open lab supervision” is also located in the PTA Policy and Procedure Manual on pg. 11 bookmarked Student On-Campus Safety.

These policies will be described in detail during the initial program orientation. PTA Student-Faculty Handbooks are given to all students and faculty as well during orientation or upon hire.

In response to the summary of action, we have attached the program’s contract with The Aroostook Medical Center to provide annual equipment inspections.

1.1.7.2[Policies and procedures exist to ensure the safety of persons associated with the program. Policies and procedures are



in place and practices are described for:] off-campus educational experiences

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The safety of students while on clinical is addressed in the Affiliation Agreement, bookmarked Section 1, as follows:“The facility shall”:Section 1,Cc: Comply with all regulations and laws including those affecting health and safety and exposure to blood or other potentially infectious bodily fluids, including providing to students the same testing and counseling provided to the facility employees. The student shall beresponsible for the cost of the testing and counseling.

Section 1, i:Provide initial emergency care, if available, for students who are injured or become ill while on duty in an assignment at the facility. It isunderstood that students (or their parents or guardians as the case may be) shall be responsible for their own medical expenses, whether incurred at the facility or elsewhere.

Section 1, k: The facility agrees to maintain records and reports required by the University for conducting the educational program. The facility agrees to implement and maintain reasonable safeguards to ensure the security and confidentiality of student records and information, protect against anticipated threats to the security or integrity of such records and information and protect against unauthorized access to, or use of, such records and information that could result in substantial harm or inconvenience to the student.

The safety of students while participating in off-campus activities is addressed in the PTA Student-Faculty Handbook, “Student Rights and Privileges” section under “student off-campus safety” pg. 14 bookmarked Student Off-Campus Safety .

The ACCE will review clinical affiliation agreements and riders with each student during the semester prior to the first clinical experience. The PTA Student/faculty Handbook will be issued to each student upon acceptance into the program and reviewed during orientation.

1.1.7.3[Policies and procedures exist to ensure the safety of persons associated with the program. Policies and procedures arein place and practices are described for:] student competence prior to clinical assignment

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The following policies and procedures address student competence prior to clinical assignment:

The PTA Clinical Education Handbook pg.1 bookmarked Eligibility for Clinical and the PTA Student-Faculty Handbook pg. 9 bookmarkedStudent Competence and Progression through the Program.

The primary mechanisms used to determine student competence prior to the first clinical assignment are the didactic and practical learning experiences in the first technical semester of the program. The course “data collection in PT” integrates both knowledge andskill levels of learning with practical exams and skills checks to evaluate student competence to perform the necessary skills for each module i.e. manual muscle testing or vital signs. The course “PT interventions I” introduces the student to many basic interventiontechniques for gait and transfer training, wound care, balance etc. and also includes the requirement to competently demonstrate skills in skills checks and several practical exams. Additionally, at the end of this course, students will be required to successfully pass a comprehensive practical exam incorporating both data collection and intervention skills. All practical exams incorporate several identified pass/fail critical safety elements that students must satisfactorily address. Students will not be allowed to pass the course or progress to the next semester without successful completion of all practical exams, including the critical safety elements, and skill checks.

Prior to progressing to terminal clinical experiences, students must again complete all required skills checks, practical exams and a comprehensive practical exam. During each clinical experience, students are required to perform at progressively higher levels on the PTA CPI in order to successfully pass the affiliation and progress to the next.

The PTA Student-Faculty Handbook and PTA Clinical Education Handbook are made available to all faculty upon initial hire and reviewedwith all students during the first technical semester orientation.

1.1.8.1[Written agreements exist for the provision of off-campus clinical experiences.] Written agreements between theinstitution and clinical centers are current and delineate the responsibilities of both agencies.



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Rights and responsibilities for the clinical facility, institution, and both parties are delineated in the affiliation agreement as follows:FACILITY: Pg. 1-2INSTITUTION: pg. 2-3BOTH PARTIES pg. 3-4

The Responsibility for patient care is outlined on pg. 1 sections 1-a and b and pg. 4 section 3-d.

The evaluation and supervision of students is outlined on Pg. 1, section 1a and pg. 2 section 2-f.

CONTRACT ADDENDUM: Upon mutual agreement, the riders may delineate additional rights and responsibilities of either party not included in the general contract including but not limited to course objectives (related to patient care), supervision of student etc. The addendum begins on pg. 6 bookmarked Addendum

1.1.8.2[Written agreements exist for the provision of off-campus clinical experiences.] A process exists to ensure that students are assigned to only those facilities in which a properly executed and unexpired written agreement is in place.

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Clinical Sites Contract Checklist.pdf

The ACCE communicates with clinical sites on a continual basis in order to maintain updated online CSIF forms. This will help ensure that correspondence with clinical sites is maintained with the appropriate personnel. The ACCE reviews a clinical site rubric indicating when each clinical site contract was last signed and the date of contract expiration if applicable. The ACCE reviews this rubric prior to making clinical assignments to ensure the agreement is unexpired. See attached Clinical Site Contract Checklist

1.1.8.3[Written agreements exist for the provision of off-campus clinical experiences.] A process exists for the ongoing review of the written agreements.

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Affiliation Agreement renewal letter.pdf


Department Meeting March 5 2013.pdf

In order to maintain current contracts, the ACCE updates as often as necessary a clinical site rubric indicating when each clinical site contract was last signed and the date of contract expiration if applicable. Our affiliation agreements are by default, automatically renewed and so will remain unexpired unless terminated by either party. In addition, an annual Affiliation Agreement renewal letter is sent to each contracted facility for signature as an extra measure to assure agreement between both parties. The main points of affiliation agreement as described in 1.1.8.1 will be outlined and expanded upon in a contract rider and reviewed by program ACCE andclinical site personnel prior to each new student affiliation. In this way, all parties will be given an opportunity to request changes as the need arises. Feedback from clinical sites are solicited by the program director and/or the ACCE via annual surveys, regularly scheduled clinical site visits and correspondence, and at the completion of each student affiliation. Recommendations and requests from CCCEs,CIs and other personnel that are related to clinical agreements are documented by the ACCE for review at least annually at PTA department meetings and advisory board meetings. Affiliation agreements may be modified or amended if 25% or more of clinical sites request a particular change to the agreement or if changes to national health care policy significantly effects the clinical practice of PTA students.

1.1.9The institution provides a process for the participation of core faculty in the governance and in short and long term planning of the program and the institution.

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Over the past year the program director and ACCE have both participated in most monthly faculty assembly and College of Professional Programs meetings. CPP meetings are open to PTA, athletic training, social work, business, and criminal justice program faculty and allUMPI faculty are welcome to voice concerns, vote, and add topics of discussion to the faculty assembly agenda each month. At these meetings we have had the opportunity to offer input on university-related matters such as a campus smoking policy and various methods of electronic course/faculty evaluation through the newly adopted “The IDEA Center”. Faculty have the opportunity to participate in governance activities by volunteering to serve on a number of committees such as the Academic Standards and Curriculum committees or the Institutional Review Board UMPI Faculty Handbook pg. 13 bookmarked Committees. We have also had opportunities to serve on steering committees assisting in UMPI’s re-accreditation through the New England Association of Schools and



Colleges. The PTA faculty have not chosen to serve on any university committee, nor have we been expected to however, while we are developing the program.

The program director in addition has met with the CPP chair approximately twice a month to discuss and address various issues related to the short and long-term planning of the program. Topics that have been discussed include teaching and learning, program accreditation, advising and other administrative responsibilities, budget and facilities management.

Monthly CPP directors meetings have also been valuable to discuss program and college-related matters. During the fall semester the PTA director’s input was solicited by the AT program and by the CPP chair regarding the potential feasibility of creating a new fitness and wellness program at UMPI. The new program proposal was discussed at several faculty and one CPP directors meeting where input was given. A final meeting was held at the VPAA’s office with the PTA and AT program directors and the CPP chair present.

1.1.10.1[Policies and procedures exist which support practices by the institution to facilitate compliance with accreditationpolicies and procedures. The written policies and procedures delineate the responsibilities for accreditation activities and are described for] submission of required fees and documentation, including reports of graduation rates, performance on state licensing or certification examinations and employment rates

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The program policy “Compliance with Accreditation Procedures” is found in the PTA Policy and Procedure Manual pg. 4 bookmarked compliance with accrediation.

1.1.10.2[Policies and procedures exist which support practices by the institution to facilitate compliance with accreditationpolicies and procedures. The written policies and procedures delineate the responsibilities for accreditation activities and are described for] notification of expected or unexpected substantive change(s) within the program, and of any change in institutional accreditation status or legal authority to provide postsecondary education

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The program policy “Compliance with Accreditation Procedures” is found in the PTA Policy and Procedure Manual pg. 4 bookmarked compliance with accrediation.

1.1.10.3[Policies and procedures exist which support practices by the institution to facilitate compliance with accreditationpolicies and procedures. The written policies and procedures delineate the responsibilities for accreditation activities and are described for] coming into compliance with accreditation criteria within two years or the length of the program, whichever is shorter

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The program policy “Compliance with Accreditation Procedures” is found in the PTA Policy and Procedure Manual pg. 4 bookmarked Compliance with Accreditation.

1.2.1The mission and philosophy of the program are consistent with the mission and philosophy of the institution.

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PTA Student-Faculty Handbook Pg. 3-5 bookmarked Missions and Philosophies, links to the UMPI mission UMPI Mission Statement and vision UMPI Vision Statement

The UMPI mission ideal of close student/faculty interaction in support of personal development is affirmed by the program’s commitment to professional development and lifelong learning found in the program mission and philosophy statement #9. The UMPI ideals of diversities of culture, age, nationality and a global consciousness is supported through the program philosophy statement #s 6, 8, and 10 which affirms that a global consciousness is achieved through interaction and the collaboration with other disciplines, cultures, and nationalities and that these ideals are a necessary aspect of academic excellence.

The cornerstone of our program’s 14 philosophical statements is the pursuit of excellence. This is in support of both the program and UMPI’s commitment to excellence and the program’s mission to provide an environment where students can be committed to excellence.

1.2.2



The goals and objectives of the physical therapist assistant program support the program’s mission and philosophy andare consistent with the mission and philosophy of the institution.

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Program goals and objectives are found in the PTA Student-Faculty Handbook pg. 6 bookmarked Program Goals and Objectives and on the PTA academic webpage at PTA Goals, Objectives and Outcomes.

The program goal to graduate PTAs who become state licensed is the first step towards meeting any other program or institution standard of success. The program goals to meet the county’s employment needs and provide local community service is congruent with the program mission and commitment to public service and service driven partnerships with the community, as well as the program philosophical statement #4, to provide public services. The program goal #3, to provide “…information and skills that are accurate and current”, is related to part of goal # 5, to graduate PTAs who are committed to lifelong learning. Because program faculty are expectedto maintain knowledge and skills with current evidence, a positive role modeling will occur demonstrating lifelong learning habits we endeavor to teach students. Both of these goals are congruent with the program mission and philosophical statement #2, both of whichencourages a commitment to lifelong learning. The program philosophical statements 12 and 13 also encourage lifelong learning through our expectation that students strive to demonstrate the values behavior of continuing competence and meet the APTA ethical standard #6.

Measurable program objectives set minimum standards of performance for students and faculty. Standards related to program attrition and licensure examination pass rate reflect the mission for a “rigorous educational experience” and the program’s “pursuit of academic excellence”. Program objectives of an 85% employment rate #3, along with favorable employer surveys #5 would also be evidence, not only of academic excellence, but that our program’s graduates are able to carry over that knowledge and provide “quality” services as a working PTA. Evidence of ethical and professional behaviors post-graduation will be measured by objectives 4-6 which are related to graduates engaging in community service, continuing education and maintaining a licensure in good ethical and legal standing with thestate. It is also important for program and clinical faculty to continue in our pursuit of excellence measured in part by program objective #s 8-11.

The PTA program demonstrates support for the university central ideal of public service and statement of commitment to “participate responsibly in the life of the community” through our program goal #4, to “provide local community services through educationalpartnerships with regional employers”, and objective #5 which commits students and faculty to participate in annual community services including balance screens and health fairs. The UMPI statement of commitment to “pursue academic excellence” and the vision to develop “…the whole person through a challenging curriculum” is reflected in program goal #5, to graduate PTAs who are committed to excellence. Achievement of this goal is demonstrated in part by a consistently low program attrition (objective #1) and high licensure exam pass rate (objective #2). Building a track record of graduating PTAs who remain in good ethical standing and actively pursue regular continuing education and professional development (objective #s 4 and 6) would also demonstrate a broad commitment to excellence and the overall UMPI philosophy.

1.2.3Program policies and procedures are consistent with those of the institution.

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Faculty Assembly Minutes February 3 2012.pdf

The program minimum grade requirement of a C+ is inconsistent with the institutional policies for credit transfers and course repeats. The institutional minimum grade requirement to transfer credits is currently a C-. Although the program minimum grade requirement does not bar any PTA major from transferring credits into the University, the program will not recognize the course for purposes of admission into the technical phase or completing PTA course requirements. Our minimum grade requirement also differs with the University policy that sets a maximum grade of a C- for any course a student wishes to repeat. Students wishing to apply or re-apply to the PTA program will need to repeat any required course graded below a C+. Our program chose to adopt a higher academic standard both for graduation and admission into the program in order to provide a rigorous and challenging academic environment and promote academic excellence. We believe this standard is consistent with the University vision to provide a “challenging curriculum” and with the University and program commitment to “pursue academic excellence”.

Institutional approval for the program and grade policies was through the curriculum committee on February 3rd 2012.

February 3rd Faculty Assembly Meeting Minutes pg. 3 bookmarked Committee Reports

1.2.4Mechanisms are in place for the coordination of efforts of all people and departments directly involved with theprogram. Ongoing and effective communication occurs among all program faculty and others directly involved with theprogram.

General Education Faculty: The program director is primarily responsible to coordinate communications with general education faculty in the biology, psychology, education, English, and math departments for student-related matters. All faculty involved in teaching PTA majors are physically located on the UMPI campus and are easily accessible in person. Communication occurs frequently by email and



phone but face-to-face meetings are also generally arranged fairly easily. Monthly Faculty assembly meetings are also a convenient way for colleagues across campus to communicate.

To date, the program director has communicated with various gen. ed. faculty regarding individual PTA majors and their progress in class. General education faculty has also emailed academic progress and enrollment updates to me voluntarily and upon request. We have not experienced any communication deficiencies with general education faculty.

Admissions: Person responsible: program director. Communications occurs with admissions staff including the director and assistant director, counselors and administrative assistant on a weekly basis by email, phone, and in person.

Over the past few months periodic communication difficulties have become evident with respect to prospective students becoming confused with the admissions processes. In two instances, prospective students sent information intended for the PTA program to admissions and one student sent unnecessary information intended for admissions to the PTA program. In each case, the discrepancy was communicated to the student via the admissions office and solutions were discussed between our departments. Currently all PTA technical phase application materials are directed to the College of Professional Programs administrative assistant and PTA website information was revised in February this year to clarify the differences between UMPI and PTA program admission processes. The admissions department also has updated and clarified any of their advertisement materials to our department’s satisfaction. As programdirector I have also had numerous occasions to refer prospective students to the admissions department and to date all student reports have indicated that the admissions department has met their needs.

Office of Student Records (OSR): Person responsible: program director. Kathy Davis, the registrar, has been easily accessible and quickly available for communication by email, phone, or in person. We have had numerous conversations regarding current student course registration and navigation on Mainestreet. To date, all program needs have been met and student reports indicate that the OSR is meeting their needs.

Financial aid,: Person responsible: program director. Communication with director Chris Bell and staff has occurred as needed by phone, email and in person. To date, all program needs have been met and student reports indicate that the financial aid office is meeting their needs.

Academic advising: Person responsible: program director. The primary means of communication are email and phone. To date, all program needs have been met and student reports indicate that academic advising is meeting their needs.

Health services: Person responsible: ACCE. To date, all program needs have been met and student reports indicate that health services is also meeting their needs.

Student Services: Person responsible: program director. Student services such as equal opportunity, disabilities, tutoring, career and counseling services occurs primarily via email or phone. To date, all program needs have been met and student reports indicate that other student services are also meeting their needs.

CCCEs/clinical site managers: The ACCE is primarily responsible for communication with CCCEs, rehab managers, CIs and students while on affiliation. The primary means of communication with CCCEs, rehab managers, and CIs has been email, phone and written letters. Communication with students has been mostly by email and phone. We have not experienced any communication deficiencies with clinical sites or students.

1.3.1The rights and privileges of the academic faculty are commensurate with those of other faculty in the institution.

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The rights and privileges of academic faculty are outlined in the AFUM agreement 2011 summarized as follows:

1. Rights to academic freedom article 2, pg. 1 bookmarked Academic Freedom2. Personnel file, data and privacy including article 6, pg. 3 bookmarked Personnel File3. Academic ranks, appointment, reappointment and promotion articles 8-9, pgs. 9-11 bookmarked Academic Ranks4. Faculty evaluations article 10, pgs. 12-14 bookmarked Evaluations5. Faculty workload article 11, pgs. 15-16 bookmarked Workload6. Grievance procedures article 15, pgs. 20-23 bookmarked Grievance Procedures7. Termination, retrenchment, position elimination, and leaves articles 16-19, pgs. 23-31 bookmarked Termination8. Salaries and overload, retirement/insurances, articles 20-21 pgs. 31- 37 bookmarked Salaries and Overload9. Tuition waiver article 22, pg. 38 bookmarked Tuition Waiver10. Use of personal automobile reimbursement article 23, pg. 39 Bookmarked Use of Personal Automobile11. Limitations to outside employment article 24, pg. 39 Bookmarked Outside Employment



12. Office space and equipment article 26, pg. 40 Bookmarked Office Space13. Non-discrimination article 27, pg. 40 bookmarked Non-Discrimination14. Safety and health article 30, pg. 41 bookmarked Safety and Health15. Program transfer and elimination articles 31-32 pg. 41 bookmarked Program Transfer

The institution grants non-union members the same rights, privileges, and salary of union members with the exception of the grievance process, in which case the faculty member is not given union representation and therefore voices concerns directly to the appropriate supervisor and/or administrator.

The UMPI Faculty Handbook outlines other rights and privileges of the academic faculty as summarized below:

1. Faculty pay and benefits pgs. 24-27 bookmarked Pay2. Academic Freedom pg. 34 bookmarked Academic Freedom3. Non-discrimination and equal opportunity pg. 37 bookmarked Non-discrimination4. Faculty college participation pg. 74 bookmarked Participation

The collective bargaining agreement is available to all members and non-members online at any time. The program director will give each new faculty member the link upon hire and all rights and privileges will be discussed within the first 2 weeks of hire PTA Policy and Procedure Manual, pg. 2 bookmarked Rights, Privileges, and Confidentiality.

1.3.2The rights and privileges of the clinical education faculty are commensurate with those with similar appointments within the institution. These rights and privileges are communicated to the clinical education faculty.

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The rights and privileges of clinical education faculty/clinical sites are as follows:• All clinical education facilities are eligible to receive in-service training by PTA faculty on any topic related to clinical education.• All clinical instructors are eligible for nomination by the New England Physical Therapist Assistant Consortium for the annual Clinical Faculty Award. This information is found in the PTA Policy and Procedure Manual pg.6 bookmarked Rights and Privileges of Clinical Faculty.

These rights and privileges are similar to the rights and privileges granted by the athletic training department to their clinical instructors. AT clinical instructors are eligible for special recognition by a similar regional athletic training assembly.

This information is made available to all clinical education personnel at minimum via contract riders and annual clinical affiliation requestforms where clinical sites will be surveyed for educational needs.

1.3.3.1[Policies and procedures exist which support the practice of ongoing planned program faculty development activitiesdirected toward improving program faculty effectiveness. Program faculty development activities are based on program faculty and program needs identified in evaluative processes and are described for] academic faculty

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Instructional Design Department Meeting January 14 2012.pdf

Professional Development Plan June 2013 Rolon.pdf


Vanessa professional-development-plan Dec 2012.pdf

Individual professional development plans and activities to improve faculty effectiveness are based on the needs of the faculty and program as determined by performance assessments as follows: APTA model job descriptions, the peer review findings and re-appointment letters, student evaluations, classroom observation, and graduate satisfaction surveys. Department goals to achieve andmaintain accreditation standards, promote excellence in faculty performance, and serve the campus, profession, and community is consistent with the System's performance expectations as assessed by the faculty peer-review process for promotion, reappointment and tenure. As such, both core faculty professional development activities took into account feedback from last year’s peer-review processes. Faculty effectiveness is determined by utilizing results from these same assessment tools and processes. This information isfound in the PTA Policy and Procedure Manual bookmarked Faculty Professional Development pg. 3 and bookmarked Faculty Effectiveness pg.8.

Vanessa’s professional development plans for 2013 are to target increasing teaching effectiveness in use of technology, andinstructional methods. She will also update her skills and understanding of current clinical instruction.

Planned professional development goals for this year are:• attended 2 instructional technology workshops (attach minutes) with the university system’s instructional design and e-learning



specialists. Use of Google Hangouts and Google Docs were discussed as well as instructional methodologies including “Flip theClassroom”.• Will attend the APTA CI Credentialing course in Sept. 2013.

Chris’ primary professional development plan for 2013-2014 to address professional activity and service is to successfully complete the SSR and achieve program accreditation in November. In addition, he has also completed the same teaching and learning workshops with the system’s instructional design specialists and plan to incorporate some of the methodologies with technical courses this summer.

1.3.3.2[Policies and procedures exist which support the practice of ongoing planned program faculty development activitiesdirected toward improving program faculty effectiveness. Program faculty development activities are based on program faculty and program needs identified in evaluative processes and are described for] clinical education faculty

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CCIP Sponsorship docx.pdf

Clinical Site Annual Survey.pdf

Midterm Affiliation Assessment Form Terminal Clinical 2013.pdf


Our current clinical faculty development program requires consistent and effective assessment processes for the clinical sites, CCCEs, and CIs followed by effective development activities that target assessed needs bookmarked Clinical Faculty Professional Development pg. 7 PTA Policy and Procedure Manual. The assessment of clinical education programs, CCCEs and CIs incorporates data from student assessments completed at the end of clinical affiliations, clinical site self- assessments if needed, and assessments conducted by the PTA program ACCE. The ACCE collects data from each clinical site via phone interviews, clinical site visits, mid-term assessment form, CSIFs, the APTA PTA student evaluations of the clinical experience and instruction, and the clinical site annual survey. The ACCE utilizes a rubric to compile relevant data for each clinical site to determine individual site/faculty strengths and weaknesses and overall effectiveness.

Our program incorporates the following clinical faculty development activities to address clinical site needs:

APTA Credentialed Clinical Instructor Program (CIIP): A need for credentialed CIs was identified using data collected from CSIFs. Using professional development funds, the UMPI PTA program will be sponsoring five local CIs from contracted clinical sites to attend a CIIP at Husson University on September 13 & 14, 2013.

Inservice training: the ACCE and/or the program director may provide inservice training at the clinical site on various topics including: role delineation of the PTA, CI-student communication and relationship, guidelines for billing, guidelines when instructing challenging students etc.

Round table discussion: The PTA program may host collaborative discussions open to all CIs and CCCEs to discuss challenges and issues. Attendees will direct the topics and all in attendance may offer solutions.

Faculty observation: The ACCE, program director, or other PTA faculty, in collaboration with the clinical site may shadow the student and CI while performing on affiliation and offer constructive feedback.

Continuing Education Seminar: From time to time the PTA program may host a continuing education seminar through a third party provider such as the APTA or a local provider such as Maine Orthopedic Seminars. Specific topics will be in response to specific requestsand recommendations voiced by the advisory board and clinical faculty.

Clinical faculty involvement in the academic setting: The program will invite clinical instructors to participate in the instruction of our PTA students in lecture and lab activities. This will give our CIs the opportunity to identify the level of instruction required of the entry-level PTA and compare their own instructional techniques to those of the PTA faculty.

1.4.1Student recruitment and admission procedures and practices are based upon appropriate and equitable criteria andapplicable law. Recruitment and admission policies, procedures and practices assure nondiscrimination and equal opportunity to all students.

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Accepted Student Day schedule 2013.pdf

Program Student Application Scoring Sheet.pdf

PTA program director works with admissions department to collect and document information gathered from prospective students who contact either department. The program director follows up with prospective student inquiries with personal communication. The admissions department also actively promotes the program through various recruiting venues such as college fairs and high school



guidance workshops.

The program director and ACCE, in conjunction with admissions and media relations departments, participates in regular open house and community/school outreach events in order to market the program. Last fall, an open house was conducted during homecoming weekend and the program director and a current student was interviewed for a local news segment highlighting the PTA program. On March 8th 2013, the core faculty and students participated in an annual AT, PE, and PTA majors open house coordinated by admissions.

THE PROCESS TO ADMIT STUDENTS INTO THE TECHNICAL PHASE OF THE PROGRAM IS AS FOLLOWS:

1. Student first contacts UMPI admissions or program director to discuss University of Maine at Presque Isle application and transfer credits.2. Student declares PTA major and completes 30 credits of program-required general course requirements 3. Student applies to the PTA Technical Phase in May by completing and submitting forms or verification of activities as outlined on the PTA webpage at UMPI PTA Technical Phase Application Requirements.4. Program applicants are interviewed by program director and/or the ACCE either in person or by phone/video prior to applicationdeadline5. The program admissions committee consisting of at least the program director and ACCE will score applicants with rubric (attached)6. Applications are ranked to include a waitlist of 4 applicants. 7. Acceptance and rejection notifications will be issued within 24 hours via secure student UMPI email or phone call. Students are asked to formally accept the offered spot within 6 days with a written response via email or letter. 8. After 6 days, any remaining open spots will be offered to waitlist candidates via email and/or phone. 9. When communicating the program’s decision not to accept an applicant, the director offers to meet with the student for continued academic advising and to discuss application strengths and weaknesses.

The primary means to ensure an equitable process is to rely on the scoring rubric that takes into account various aspects of the candidate including grades, work history, writing ability, prior education, and the interview. Furthermore, the decision to accept/reject an applicant will be made by the program director with input from an admissions committee consisting of at least 2 faculty who can come to agreement or consensus prior to making the final decision.

1.4.2Students are provided with the current policies, procedures, and relevant information about the institution and program.

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List the document(s) with page number(s) and/or specific URL reference(s) where the following information exists:The program accreditation status is indicated as a signature on all of the core faculty’s emails, on the program webpage at: UMPI PTA , and on the program application disclaimer at: UMPI PTA Accreditation Disclaimer for Application. • acceptance and matriculation rate information will be posted on the UMPI PTA website in 2014 along with other information following graduation of the charter class in December 2013• graduation rates: Program graduation rates will be posted on the PTA website following graduation of our charter class in December 2013• career opportunities are described at: UMPI Academics PTA role of the PTA• employment rates: Graduate employment rates will be posted on the UMPI PTA website in June of 2014, 6 months after graduation of the charter class.• pass rates of program graduates on licensing examinations: will be posted on the UMPI PTA website in 2014 following graduation of the charter class.• costs of the program (including tuition, fees and refund policies) are located at: UMPI Business Office• travel expectations to clinical sites is described in the PTA Clinical Education Handbook pg. 2 bookmarked Assignment to Clinical Sites• financial aid information is located at: UMPI Current Students Financial Aid• health services information is located at: UMPI Student Life Health Services• health and professional liability insurance requirement information is located in the PTA Student-Faculty Handbook pg. 9 bookmarked Student Health Insurance and the PTA Clinical Education Handbook pg. 4 bookmarked Student Insurance• university grading policies are located in the course catalog at: UMPI Academic Information• Information related to student progression through the program is found in the PTA Student-Faculty Handbook pg. 9 bookmarked Student Progression • withdrawal and dismissal procedures, including a student’s reinstatement into the PTA program following dismissal is found in the PTA Student-Faculty Handbook pg. 11 bookmarked Withdrawal and Dismissal Procedures• other academic policies and procedures are located in the course catalog at: UMPI Academic Information• due process policies are described at UMPI PTA Complaints-Grievances , in the PTA Student-Faculty Handbook pg. 12 bookmarked Due Process, and in the PTA Policy and Procedure Manual pg. 3 bookmarked Due Process . • Information regarding clinical sites is located in the: PTA Clinical Education Handbook pg. 2 bookmarked Assignment to Clinical Sites• clinical education policies and procedures are found primarily in the Clinical Education Handbook.• Information regarding access to and responsibility for the cost of emergency services in off-campus educational experiences is located in the PTA Clinical Education Handbook pg. 4 bookmarked Emergency Medical Care and in the PTA Student-Faculty Handbook pg. 14



item #2 under “Student off-campus safety” bookmarked Emergency Care.• Currently there are no distance education courses offered.

Any information found in the program handbooks is made available to students accepted into the technical phase of the program duringorientation on the first day of the first semester. Prospective students requesting specific information will be given the appropriate policy as stated in any program handbook and/or directed to the program or college website for the requested information.

1.4.3The program has in place policies, procedures and practices related to student retention. These policies, procedures and practices are consistent with institutional policy and are made available to students.

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Policies related to student retention and progression through the program are found in the PTA Student-Faculty Handbook pgs. 9 bookmarked Student Progression Through the Program and the PTA Policy and Procedure Manual pg. 11. bookmarked Enrollment and Retention.

This information is made available to students during technical phase orientation and upon request to the program director.

2.1The program admits and graduates students consistent with the missions of the institution, the program, and withsocietal needs for physical therapy.

Demographics of the 20 students currently enrolled in the technical phase of the program are as follows:• 14 females, 6 males; age range from 18-50 with 30% over 30. All students are Maine state natives with the exception on one female who is a Canadian citizen from Nova Scotia. All students are caucasian generally with a mix of English and Canadian backgrounds common to Northern Maine. A few students speak french as their second language and one speaks french as her primary language.

The competitive admissions criteria emphasizing GPA with extra points given for applicants with more health care experience, certification, or degrees, provides for academically strong classes with experience. This should help the program keep attrition rates low, with greater success in the class and in the clinic which should also result in a high board exam pass rate.

Currently the students completing clinical experiences are performing well and we anticipate that this class will be able to meet the needs of the community once they graduate and are licensed.

Current technical phase students plan to graduate in December of 2013 and take the board exam in January 2014. We expect to collect graduate data regarding exam rates and student feedback as soon as it is made available and employment data within 6 months ofboards.

Retention data to date: The class of 2013 began the technical phase in September 2012 with 8 students. We currently have 7 due to the voluntary withdrawal of one student prior to the end of the fall semester. The student cited “personal reasons” as well as academic difficulty as her reasons for withdrawing from the program.

2.2.1The institution provides for sufficient program faculty resources to accomplish the mission and goals of the program. The program employs two full-time core faculty members. One of the full-time core faculty members is a physicaltherapist.

The institution’s process for determining the number of faculty needed for the program began with the understanding that, at minimum, 2 full-time core faculty are required by CAPTE. The program director’s recommendations for realistic class size projections based on clinical site availability and the need for a smaller faculty to student ratio in lab was then taken into consideration at the time of the initial AFC. The average institutional classroom faculty to student ratio is approximately 1 to 17 and was considered a reasonableexpectation for the PTA lecture. It is the opinion of the program director that larger class sizes of 20-30 would also be acceptable for lecture. The maximum lab faculty to student ratio is currently 1 to 14. Two factors considered when determining this ratio was spaceallocation and availability of plinths, and the need for individual instruction and skill checks. At the time of the AFC, the core faculty determined that each 4-credit lab course will dedicate approximately 150 minutes, or half the total classroom time, per week to lab practice. Each skill or skill set will be generally divided into 15-30 minute sessions which allow time for direct personal instruction with maximum class sizes of 14. After completing our first two technical semesters we have found that our initial projections of dedicatingapproximately 150 minutes per lab course has been accurate. The core faculty recognizes the importance of being available for voluntary student practice sessions outside of class time and the addition of lab assistants whenever possible to increase direct personalinstruction if needed.

Describe the faculty resourcesOur faculty collective bargaining agreement calls for a full time teaching workload of 12 contact hours per semester. Under this agreement, program directors are allowed release time for administration of the program as needed.



Both core faculty members are physical therapists and have been hired for 12-month full-time appointments. The program director and ACCE’s current teaching contact hours are 19 and 12 per calendar year respectively which includes the fall, spring, and summer semesters. This teaching workload represents the technical course responsibilities, excluding therapeutic modalities (taught by an adjunct instructor) and clinical education. This teaching workload allows the program director to allocate approximately 50% of his contracted time to community/institutional service including committee and governance activities, academic advising, programadministration including student recruitment and spring/summer technical phase admissions, scholarship activities and accreditation requirements. This teaching workload for the ACCE represents 33% of her contracted time, which allows her to devote the remainder of her time to 14 credits of clinical education administration and supervision, advising, and other community/institutional services, professional development and other activities.

This workload is adequate to allow for both core faculty members to fulfill all teaching and administration obligations including accreditation requirements.

2.2.2Each academic faculty member is qualified by education and experience to fulfill the assigned responsibilities. She/he holds appropriate credentials where applicable, including licensure, certification or registration. Each academic faculty member maintains activities within the profession consistent with the philosophy of the program and institution.

See core faculty information pages for Christopher Rolon and Vanessa Patenaude

In addition to her responsibilities as ACCE, Vanessa currently teaches PT Procedures and Interventions I, Neurological Interventions, and co-teaches PT Procedures and Interventions II and Introduction to PT. Her clinical experiences emphasizing inpatient and private pediatric settings compliments the program director's strength in outpatient practice and uniquely qualifies her to teach related knowledge and skill competencies including patient management, functional training and mobility, transfer training and assistive devices, pediatrics and management in PT practice. Additionally, her experiences as CCCE while at Calais Regional Hospital as well as her many years serving as CI to PTA and PT students give her the necessary background to effectively determine student readiness to engage in clinical education. These experiences as well as her experience owning and managing a private practice also give her the skills to recognize unsafe and unethical practices and the ability to identify student performance deficits.

Vanessa attended a new faculty workshop in 2012 covering various topics in teaching and learning and more recently, several workshops for online teaching with Blackboard, and curricular design and assessment with the system’s instructional design and e-learning specialists. In addition, since being hired in January of 2012, Vanessa has assisted the program director with curriculumdevelopment, particularly in the courses she is currently teaching. This work has given her a solid understanding of CAPTE standards, course objectives, teaching methods, assessment processes, and the theoretical foundations for the course content.

The program director’s teaching experiences include 4 years teaching adjunct for Manchester Community College in New Hampshire for the exercise science department leading to basic teaching skills such as classroom management, curriculum/course development, and distance education through Blackboard. Courses taught while at MCC included kinesiology and injury prevention. The program directoralso served 4+ years as full time faculty and ACCE at River Valley Community College, teaching Therapeutic Exercise, PT procedures III, Clinical Conditions for OT,PT, massage, Clinical ed. Seminar, and Introduction to PT/OT. As ACCE and PTA faculty member in thecommunity colleges, the director became more aware of state practice acts, role delineation and educational standards for students especially with respect to critical safety elements. The Clinical Conditions course was a foundational course in pathology taught to PTA,OTA, and massage therapy students. Teaching the broad spectrum of conditions presented in this course and emphasizing certain concepts for the unique skill sets of the different majors broadened the director’s foundational knowledge and delivery methods. Topicscovered included neurological, cardiopulmonary, musculoskeletal, pediatric and psychiatric conditions. The content of Clinical Conditions and the Introduction to PT/OT courses previously taught closely approximates the current Clinical Conditions and Introduction to PTcourses offered in the PTA program. The PT Procedures III course taught while ACCE at RVCC was a second year course where students learned the knowledge and skills for Data Collection and interventions for special topics including stroke rehab, pediatrics, orthotics and prosthetics, acute care, cardiac and pulmonary rehab, wound care, pregnancy, and aqua therapy. Experience teaching this course broadened the director’s knowledge base and skills as an instructor and laid the foundation for the current PTA 206 PT Procedures and Interventions II. The Therapeutic Exercise course taught at RVCC emphasized foundational exercise science and physiology followed by an orthopedic approach to exercise interventions and progressions from maximum to minimum protection phases. Having taught this course, together with primary clinical experience in outpatient settings complements the director’s skill set to take a similar approach to teaching the current Therapeutic Exercise course. The current orthopedics-based Data Collection in PT course covers primarily strength and ROM assessments which also complements the director’s clinical skill set, largely drawn from various outpatient settings. The director’s clinical work as a physical therapist in various outpatient, home, and long term care settings, as well as the experience as ACCE has given the director a depth and breadth of experiences necessary to appreciate the importance of ethics, safe practice and student readiness for clinical experience.

2.2.2.1The program director of the physical therapist assistant education program is a physical therapist or a physical therapist assistant. The program director demonstrates the academic and professional qualifications and relevant experience in education requisite for providing effective leadership for the program, the program faculty, and the students. These qualifications include all of the following: a minimum of a master’s degree; licensure (if a physical therapist), or licensure, certification, or registration in states where applicable (if a physical therapist assistant); experience in clinical practice; didactic and/or clinical teaching experience; experience in administration; experience in educational theory and methodology (curricular design, development, implementation and evaluation); experience in instructional design



and methodology; and experience in student evaluation and outcomes assessment.

Name

Continued Narrative for 2.2.2.1.pdf


The program director (PD) received his entry-level master’s degree from UMASS Lowell in physical therapy in 2001 and in 2002 was first licensed to practice in the state of NH and is currently licensed to practice in Maine (#PT 3871). The PD’s 5+ years of clinical experience as a PT began while working for a fitness center from 2002-2003 and was followed by 4+ years working for Dartmouth-Hitchcock Medical center in the outpatient rehab medicine department. In 2006, while at DHMC, the director supplemented his clinical work with another company providing home and long term care services. The director’s most recent clinical experience as a physical therapist was in 2011 working for a private practice in Charlestown NH prior to the move to Maine. While at DHMC the director had the opportunity to work with and supervise 2 PTAs under direct supervision in the clinic or general supervision when the plan of care called for aqua therapy provided off site. While at the private practice in 2011, the director relied heavily on the PTA, equally sharing the caseload.

Since 2007 the director has had academic teaching responsibilities for PTA programs in NH and currently at UMPI. Responsibilities have included curriculum development and instruction for classroom, lab, and online formats. Most recently while developing the current curriculum, both core faculty have worked with system instructional designers, Arminta Matthews and Robert Kitchin Jr., to improve our instructional methods and assessment strategies. The director has had a number of opportunities to mentor PTA students in clinicalpractice while working for DHMC and the private practice in 2011. As PTA faculty since 2007, the director has provided continuing education and in-service training for PTA and OTA faculty after attending clinical skills workshops and as ACCE, the director provided in-service trainings to clinical education personnel on student-related topics such as the PTA’s role, billing practices, professionalism, outcomes assessment and evaluation of the PTA student.

The director has been proactive in maintaining a current knowledge of contemporary physical therapy practice and curricular content for the PTA student throughout his professional career. To this end, he has maintained memberships in professional organizations such as the APTA orthopedic and education sections, NH and ME state chapters, and the New England Physical Therapist Assistant Consortium(NEPTAC) where he currently serves as consortium secretary. Biannual meetings and regular online discussion with NEPTAC member schools helps both core faculty keep abreast of local, regional and national issues affecting physical therapy and PTA education.Additionally, the director requires evidence-based research projects within all technical courses resulting in continuous exposure to contemporary knowledge and skills for clinical practice and curricular content. Knowledge of contemporary clinical practice for the PTAhas also been kept current during the PTA program development by drawing upon professional resources such as the Normative Model and other APTA standards and publications such as the minimum standards.

See attachment 2.2.2.1

2.2.2.2The core faculty includes a member designated as the Academic Coordinator of Clinical Education (ACCE).

The core faculty member who is designated as the ACCE is Vanessa Patenaude PT, MS. She brings twenty-three years of clinical experience in the areas of acute care, skilled rehab, long term care, home care as well as many years in home and school based pediatrics. She has been a clinical instructor for approximately twenty years. She was the CCCE at Calais Regional Hospital for the fiveyears she was employed there. While attending graduate school, she was a teaching assistant in the entry level physical therapy program.

She started and ran two successful private pediatric practices in which clinical administrative skills were important. She managed a client caseload, managed billing processes, worked effectively with many team members including parents, teachers, administrators, billing agencies, other providers and physicians.

Teaching experience is in the areas of clinical and school based continuing education and in-service training. Many teachingopportunities lend itself in a public school environments in which she would provide inservice training to staff. Other training was provided to parents of children with disabilities. Over the 2012-2013 academic year Vanessa has successfully taught PT Procedures and Interventions I and Neurology in PT and co-taught with the program director Intro to PT and PT Procedures and Interventions II.

2.2.3The academic faculty as a unit have the qualifications and experience necessary to achieve the program goals.Collectively, the academic faculty have evidence of and demonstrate expertise in basic educational theory andmethodology (curricular design, development, implementation and evaluation), instructional design and methodology, student evaluation and outcomes assessment.

The program director has the majority of experience in curricular design, development, implementation and evaluation with respect to classroom and online instruction as well as clinical education from the perspective of the ACCE. Vanessa, our ACCE, brings to the program many years of experience as CI and CCCE. This blend of academic and clinical experiences is suitable for program developmentand implementation as Chris assumes a supervisory role for Vanessa and any adjunct faculty. With respect to content areas in the curriculum, Vanessa’s inpatient and pediatric experiences compliments Chris’ orthopedic and sports medicine experiences. The program’s hybrid curricular design with a slight emphasis on the systems creates a natural teaching framework where each core faculty can instruct material he/she feels most comfortable with. For instance, therapeutic exercise and data collection are two courses with



content Chris can teach primarily from a musculoskeletal standpoint, and neurology and PT Procedures I and II are two courses with content Vanessa can teach from an inpatient, rehab, geriatric or pediatric standpoint, depending on the specific content. The students will benefit from the expertise of both core faculty in PT Procedures II where special topics are introduced such as acute care, aquatics, pediatrics, massage and women’s health. Our collective experience will be easily augmented with guest speakers from local clinics and field trips to various facilities. A number of area professionals have expressed an interest in guest lecturing and we will avail ourselves of their talents to cover a range of topics that may include aquatics, prosthetic and orthotic devices, and advanced techniques. Since thecharter class began, we have had guest lecturers for women’s health and aquatics and field trip experiences to Northern Orthotics and Prosthetics and The Aroostook Medical Center for LiteGait and hoyer lift instruction. For all other content areas, we have determined that the core faculty knowledge is adequate to meet the needs and objectives of the program.

2.2.4The clinical education faculty demonstrate clinical expertise in their area of practice and the capacity to perform as effective clinical teachers.

Name

Clinical Sites and Faculty Qualifications.pdf

The minimum qualifications for any CI are to be a State licensed PT or PTA with at least one year experience in the setting of instruction. Other general expectations are that our instructors personally express an interest in educating students and are not pressured by facility management to take a student.

Our program assesses whether the clinical education faculty demonstrate clinical competence and are effective clinical teachers throughspecific processes as follows:Following each clinical experience, the ACCE reviews the Student Assessment of Clinical Instructor, the student rating of the Environment, and Overall Summary Appraisal of the Clinical Experience. The ACCE personally follows up as appropriate with any clinical site: 1) receiving a “not adequately developed at this time” overall appraisal, 2) when a CI receives less than 80% on the 21 items or 3)when a clinical site receives less than 80% on the 9 environment items.

The ACCE also reviews section 9. All clinical sites are expected to maintain an average of 80% on the 8 items. This information is shared with the CCCE with a personal follow up from the ACCE as appropriate for any clinical site receiving less than an 80% appraisal.

In addition to the student evaluation of the clinical site and the evaluation of the clinical instructor, the ACCE also uses the following resources for information collection:CSIFACCE mid-term meetingsACCE correspondence with student and/or CICI self-assessment of needs

Furthermore, our program is using the PTA CPI online. In order for a CI to complete this online assessment tool, a training through the APTA Learning Center must be completed prior to having access.

2.3.1Information concerning financial aid through the institution and program is available to all students.

Name


Information regarding financial aid is in the UMPI Course Catalogue pgs. 6-11 bookmarked Financial Aid and on the financial aid department webpage at: UMPI Financial Aid. This information will be made available along with the catalog during all information sessions or academic advising meetings with core faculty or upon student request by phone or email.

2.3.2Students have access to counseling and testing services.

Name



Information regarding both counseling and testing services can be found on the University student life webpage at: UMPI Student Life. The specific link to the counseling center is at: UMPI Counseling Center and the link for testing services is at: UMPI Current Students Testing Services. This information is made available in the PTA Student/Faculty Handbook during the program orientation or upon student request.

The UMPI Student Handbook refers to counseling services as well. (pg. 4 bookmarked Counseling)

2.3.3



Students are provided with formative and summative reports of their academic and clinical performance and progress.

Name


The program faculty currently adopts the Academic Standards Committee Early Warning System where the instructor will notify in writing any student who is not meeting the minimum grade requirement at 4 weeks into the semester. This is in addition to the standard overall mid-term grade average all students will receive at that time. Furthermore, all PTA faculty will be expected to producecurrent grade standings within a reasonable time frame upon request by any student. All PTA faculty will be strongly encouraged to utilize an online grading system such as Blackboard where students will have access to grade updates as needed.

In all technical courses, Blackboard is utilized to post all exam, quiz, and project grades upon completion by the instructor. In addition, completed quizzes and exams are handed back to students within one week to allow students to review and ask questions.

Technical courses taught by the core faculty also utilizes a professionalism rubric which is given to students at the midpoint of the semester to complete a self evaluation. The instructors give written feedback on the students self evaluation so that students have an opportunity to address any concerns prior to the final grading.

Skills checks are also incorporated into all technical lab courses which are completed during relevant labs prior to practical and written exams covering that material. Students are given immediate instructor feedback during the skills checks and if remediation is needed, the student will be informed and given an opportunity for extra help prior to the exam.

• Describe the mechanisms by which students receive regular reports of their clinical performance and progress, including the minimalexpectations of the program for frequency of these reports. CIs are expected to conduct formal midterm and final student evaluations with the online PTA CPI. These assessments are shared in detail with the student with respect to current performance, progress, and minimum expectations. Additionally, CIs are encouraged to utilize the student weekly review sheet (PTA Clinical Education Handbook: pg. 10 bookmarked Student Weekly Review Sheet) as a framework for formal week-end review and planning. The ACCE formally discusses each student’s midterm evaluation with the primary CI and student in order to facilitate open communication. Student and CIfinal evaluations are reviewed and follow up conducted as necessary.

2.4The program has adequate financial support to achieve its stated mission. Core faculty determine program needs and, with appropriate institutional officials, are involved in budget planning and management.

The program director completed a PTA budget draft in the fall of 2012 with input from the ACCE and recommendations from the AT program director. The budget was reviewed by the College of Professional Programs Chair and has been used since as a guideline for program expenses.

Primary considerations were given to maintaining high standards for student instruction through professional development for academic and clinical faculty and maintaining equipment for safety and quality. We determined that budgeting for core faculty professional membership dues and prioritizing a budget allowance above the standard faculty allowance demonstrates to students andadministration the importance the PTA program places on our mission of “...professional development and lifelong learning.” The supplies and equipment budget emphasized lab equipment due to its importance for the learning and safety of our students. Separate line items were created to clarify the importance of lab equipment, supply updates, and annual equipment inspections and care aboveand beyond any capital equipment purchases.

Budgeting for adequate in and out of state travel is reflective of our emphasis on the importance of personal interaction with students and clinical faculty when students are on affiliation. The budgeted amount was based primarily on our projected travel needs for the ACCE and/or program director, given the locations of current and projected expansion of clinical sites.

The current program budget will be submitted for review to the new CFO, who is expected to be hired in October 2013.

2.5Adequate administrative and technical support staff and services exist to support the activities of the program.

Currently the College of Professional Programs administrative assistant, Linda McLaughlin, assists in ordering supplies and equipment, managing schedules, storing and retrieving documents, coordinating meetings and taking minutes. One of Linda’s strengths is her competence with computer technologies and software. Linda is often able to help faculty with software problems without needing to contact computer services and she will be relied upon to format our SSR in HTML. This past January Linda began devoting two days per week to be physically present in Wieden hall to assist the AT and PTA programs with our SSRs. Linda has been available to assist with gathering data and formatting our SSR through Google Docs. Linda has also been available during the program director’s meetings with the CPP chair and at other times during the week as needed. Linda has also been the primary person to organize and file all incoming PTA technical phase application materials and keep the program director informed. Following completion of the SSR and site visit, Linda will continue to provide administrative support to the PTA program as needed.

The IT/computer services department at: UMPI Computer Services, located in the campus library, is available for assistance with anyclassroom or office related technologies. This department has been available to instruct core faculty in use of smartboard technology,



printers, and various computer softwares and functions.

The university system’s instructional designer Arminta Matthews and the system’s e-learning specialist, Robert Kitchin Jr. have been available for several remote and in-person workshops on topics such as Google Docs and Hangouts, teaching, learning, Blackboard and assessment strategies.

2.6.1The resources of the institutional library system and related learning resource centers are adequate to support the needs and meet the goals of the program.

The library at the University of Maine at Presque Isle gives students access to electronic media, journals and textbooks. Virginia Fischer, the Reference/Instruction/Government Information Librarian, is available on a daily basis for orientation, general library and research assistance.

Science and medical resources that meet PTA program/student needs include: CINAHL/PreCINAHL (nursing/allied healthliterature),MEDLINE, EBSCO Host, ScienceDirect, BioMed Central, Biomedical Reference Collection, and PubMed/PubMed Central. Other general databases that may be useful in doing research include: MasterFILE Premier, LexisNexis Academic, JSTOR, Project MUSE, and Google Scholar. A wide variety of Electronic journal references related to PT are also available including PM&R, Clinical Rehabilitation, Physical Therapy Journal and many others. More than a dozen new PT/PTA text references have been added to the library resourcessince the start of our program. Library resources are available electronically 24 hours a day from home, or from any campus computer lab, or the computer designated for student use in the PTA lab.

The PTA lab is generally available for student access M-F 8-5pm when faculty are present. The student computer in the PTA lab has Exercise Pro (an exercise program database), internet access, and other standard software for completing assignments. Students and faculty also have password-access to Web PT, an online EMR subscription paid for by the program. The student computer is password-protected for exclusive use by PTA students, faculty, and work study students. The PTA lab also has a bookcase with recent years of PT Journal and JOSPT as well as several PT/PTA related text references available for sign-out. The smart projector, Elmo, and related audio has laptop connections and is available for faculty and student presentations.

2.6.2Technology for instructional purposes is easily accessible and is of sufficient quantity and quality to meet the needs ofthe program.

Blackboard is automatically made available to all faculty prior to the start of each semester and is incorporated into all technical course instructional methodology. At minimum, blackboard is used by core faculty to communicate with students through “announcements” and to post grades, syllabi, and other relevant course materials for student information. Additional regular uses of Blackboard include the discussion board for journal entries and online student-student and student-instructor communication. This level of blackboard use is adequate to supplement classroom activity and communication between the ACCE and students while on clinical assignment.

The Epson smartboard projector is located in the PTA lab/classroom and is the primary technology used by faculty for presentations. It is connected to the instructor’s laptop and projects any content displayed on the computer. The smartboard interfaces with any whiteboard projection and becomes interactive for the instructor to scroll through images with a remote or use smartboard pens to write in the presentation. While the faculty have not utilized many available functions of the smartboard, the ability to project directly from our laptops has been very useful for PowerPoint, video, and other presentations.

The Elmo Document Camera is an accessory that projects 3-dimensional images that can be saved as pictures or movie files. Use of this device has been helpful so far to project anatomical models or textbook images during presentations.

A patient vital signs monitor in the secondary lab room has been an effective tool in simulating a more realistic inpatient environment. We have utilized ECG, HR, oximetry, and NIBP functions for mock patient simulations in lab.

2.7.1The program has classrooms and laboratories of sufficient quality and quantity to provide an environment conducive to effective teaching and learning.

The program has contiguous classroom, lab, storage, and office space located on the first floor of Wieden Hall. The main lab,approximately 900 sq. ft., currently accommodates 7 plinths and, with the addition of seminar tables, doubles as classroom. This combined class/lab space is used for all technical courses with a maximum lab capacity of 14 students. We expect this space to besufficient for most lab activities including therapeutic exercise, gait training, data collection and use of therapeutic modalities. An additional 160 sq. ft. of lab space located adjacent to the director’s office contains a semi-electric bed, two treatment tables, a utilitycart and a bookcase for storage. This area is used primarily for inpatient simulation, practical exams, lab practice and quiet study. The offices and labs are separated by 134 sq. ft. of storage space which is shared with the athletic training program. This space is adequate for the needs of both programs for the storage of wheelchairs, walkers, balls, canes, crutches, CPR mannequins and other equipment/supplies.

A fall field trip was made to The Aroostook Medical Center in Presque Isle for demonstrations of patient transfers with hoyer lifts and body-weight-supported gait training with the LiteGait. Also scheduled is a field trip to Northern Prosthetics and Orthotics also in town for presentations by the Prosthetist and Orthotist.



2.7.2The program has sufficient offices and space for academic faculty and staff.

Each of the faculty offices are private, allowing for confidential student advising, but easily accessible as they are located adjacent to the labs. The offices are of adequate size to accommodate a desk, reference shelves, a file cabinet and a small conference table for student advising. The ACCE and director each maintains a locked file cabinet in his/her respective offices to be used for student records and any other sensitive materials. The location of each office allows the core faculty to be immediately available for student supervision during regular operating hours.

2.7.3Clinical education experiences are of sufficient quality, quantity and variety to prepare students for their responsibilities as physical therapist assistants.

The goals of the clinical education component of the program are to:• Give students the opportunity to work under the direct supervision of a PTA or PT in order to carry out the POC.• Practical experience demonstrating safe data collection and intervention techniques• Experience demonstrating professional core values including appropriate communication skills.

Students are expected to complete at least one inpatient and one outpatient clinical in order to meet goals and objectives for clinical experiences. The ACCE meets with each student individually to determine to what extent he/she is able to commute or relocate for each of the clinical experiences and cross references this information with the available clinical commitments. As of this writing we have 12 inpatient and 16 outpatient commitments with additional pediatric and home care affiliations. We expect that this number, along withadditional pending commitments to be adequate to meet our need this year for both in and outpatient experiences.

Our expectation for the integrated clinical affiliation is that students will complete the 120 hour requirement over the course of 12-13 weeks. During this integrated clinical students were able to begin working in a clinical environment carrying out select aspects of the POC under the direct supervision of a PTA/PT. Course objectives and a skills sheet outlining the first technical semester competencies are sent to each CI prior to the start of the integrated clinical. The expectations for the final two terminal experiences are for students to work full time under the direct supervision of a PT/PTA to carry out a POC and gain practical experience demonstrating safe datacollection and intervention techniques as well as demonstrating professional core values and appropriate communication.

Students are evaluated on their ability to perform and meet the above goals in the clinical setting according to the PTA CPI. The ACCEcommunicates with each CI to determine experience with using the online PTA CPI as an evaluative tool and to assist those CIs requesting assistance. This ensured CIs were able to adequately assess student performance on: working under the direct supervision of a PT/PTA in carrying out a POC, delivering safe data collection and intervention techniques and demonstrating professional core values including appropriate communication in a clinical setting.

The majority of our clinical sites are well established facilities with experienced staff accustomed to taking PT students from nearby Husson University, and occasionally PTA students from Kennebec Valley Community College in Bangor, Maine. The ACCE has made personal visits to a majority contracted clinical sites to meet the staff and asses the facility for student readiness including whether they have an established student program, the number of full time therapists, CI experience and specializations.

2.8The program has adequate access to sufficient operable equipment and adequate supplies. Opportunities are provided for academic faculty and students to use equipment and supplies reflective of current practice in physical therapy.

Name

Equipment Maintenance Log.pdf

The main PTA lab is furnished with 3 hi-low tables and 4 treatment tables with 1 adjustable stool for use at each table. This ensures that at least 1 table is available for each set of 2 students with a given class size of 14. Four seminar tables are available for student use during lecture in order to simplify the transition between note-taking and skills practice. Available modalities include 2, 4-channel combination e-stim/ultrasound units, 2 portable TENS and NMES units, 2 biofeedback and iontophoresis units, a hydrocollator with hot packs and a freezer with cold packs. The adjunct faculty who taught the modalities course did not need additional machines for the her class of 8 students last fall however, with the expected larger class size this year, we have been given permission to utilize modalitiesavailable in the AT department to supplement our own equipment during class time as needed.

Gait training equipment includes a set of mounted parallel bars with assistive devices including canes, walkers, crutches andwheelchairs. A 5x7 mat table is used for transfer training and other rehab activities.

Exercise equipment including a UBE, bench with weights, bands and a wall pulley is also located in the main lab and used for most therapeutic exercise demonstrations. Available floor space has been adequate to accommodate physioballs, mats and other equipment for stretching, balance training and other floor activities. The Gentile Hall campus fitness center director allowed our Therapeutic Exercise class to conduct lab in their facility last fall for demonstrations and use of additional exercise equipment such as cycles,treadmills, free weights and strength training machines. The fitness center director has given us permission to utilize the campus facility each fall for the therapeutic exercise class and aqua therapy module in PT Procedures and Interventions II class. Additional rehabequipment such as whirlpool tubs and other modalities is accessible in the athletic training room.



Equipment purchased for the secondary inpatient lab includes a CPM device and semi-electric hospital bed with rails, tray table, and attached trapeze. Other accessories include a mobile I.V. pole, urinary catheters with collection bags, and nasal cannulas. The Edan M50 patient monitor is used for inpatient environment simulations. This common hospital device will allow the student to observe EKG, NIBP, HR, and pulse oximetry monitoring for more realistic clinical case scenarios.

Other standard supplies and equipment includes gait belts, BP cuffs and stethoscopes, goniometers, hand sanitizer, towels and carts.

Visual aids include several reference wall charts and anatomical models.

Equipment to be used/demonstrated offsite at The Aroostook Medical Center includes hoyer lifts, Lite Gait and balance equipment.

Additional equipment or modifications to current equipment will be considered by the core faculty at least yearly. Recommendations made by students, clinical and academic faculty, or the advisory board will be taken into consideration.

3.1Core faculty assume primary responsibility for the development of the curriculum plan with input from all appropriate communities of interest.

Name

Department Meeting January 15 2013.pdf



Department Meeting May 6 2013.pdf

The PTA program director has taken primary responsibility for the curriculum development from August 2011 through January 2012 when the second core faculty member was hired. The 1+1 curricular framework was adopted by current professional programs faculty in early 2011 and eagerly supported by the program director upon hire in August of the same year. Initially the program director was responsible for determining the general education course sequence followed by the technical phase course content. Each of the technical courses has been outlined with emphasis on completing course objectives with supporting instructional objectives. A collaborative effort has been emphasized since January 2012, with each core faculty taking primary responsibility for instructional objectives, topic sequencing, and content development in his/her respective courses with weekly review at program faculty meetings. The program director is primarily responsible for PTA 102 clinical conditions, PTA 104 data collection, and PTA 204 therapeutic exercise course content, and Vanessa is primarily responsible for PTA 106 PT Procedures and Interventions I, PTA 208 Neurological Interventions, and PTA 210 Clinical Education Seminar, with a more equally-distributed collaboration for PTA 100 Intro. to PT and PTA 206 PT Procedures and Interventions II. Vanessa is primarily responsible for PTA 212, 220 and 225 with regular input from Chris due to his experience as ACCE. The core faculty review classroom and clinical ed. teaching and learning at weekly core faculty meeting. Included in these discussions are student and instructor issues, assessment results including exams and assignments, and student feedback regarding instructional effectiveness.

STUDENT INPUT: Student input regarding the curriculum is given primarily through formal college course evaluations, meetings withthe faculty, and informally through daily classroom feedback. Beginning in 2014 we will have additional input from completed graduate satisfaction surveys. Student input is regularly discussed at program faculty meetings.

ADVISORY COMMITTEE INPUT: input through email correspondence including feedback from posted website information, personal meetings at clinical sites and advisory board meeting on January 25th 2012. The latest advisory committee meeting was held on June 14, 2013 where the curriculum was discussed including timing, sequencing, and assessment of the integrated clinical.

GENERAL EDUCATION INPUT: To date, the program director has communicated with various gen. ed. faculty regarding individual PTA majors and their progress in class. On 3/28/13 the program director met with Scott Dobrin, the A&P instructor, and the Chair of arts and sciences to discuss individual student progress and strategies to prepare high school graduates over the summer. Regular informal meetings are also held with the business communication instructor Jacqui Lowman where the performances of individual PTA majors arefrequently discussed. Another meeting with Aaron Marston, the kinesiology instructor was held on February 7, 2013 where PTA major class progress and instructional methods was discussed. Other informal meetings via personal communication on campus takes place regularly due to the small campus and frequent opportunities for personal interaction. Moving forward, most communication with general education faculty will be informal although the program director will continue to formally request via email midterm status reports for underperforming PTA majors in A&P I and II and Kinesiology.

ADJUNCT FACULTY: Meetings with the modalities course instructor Leslie Anderson on December 13th, 2012 and Travis Parentregarding summer help for PTA 104 Data Collection in PT on May 6th 2013.

EMPLOYERS OF GRADUATES will be surveyed in 2014 after charter class graduation.

Revisions of the curriculum since submission of the AFC in PTA 100 Intro to PT, 104 Data Collection, and 106 PT Procedures and Interventions I. In each case, instructional methods, course outcomes, and student feedback was discussed at core faculty meetings



with resultant collaborative discussion to change various aspects of each course. Jan 7, 15, and 29, 2013.

3.2The curriculum plan is documented, is comprehensive, incorporates the philosophy, mission, and goals of the program, and prepares students for their role as physical therapist assistants to work under the direction and supervision of physical therapists.

Name

Continued Narrative for 3.2.pdf


UMPI PTA Curriculum July 2013.pdf

The curriculum is grounded in the mission, philosophy, goals, objectives and expected student outcomes by emphasizing and reinforcing professional development, academic rigor based on evidence based practice, and course objectives grounded in CAPTE criteria. Theevaluative criteria (EC) are embedded and labeled in all course syllabi. Most EC are represented as course outcomes which are broken down into instructional objectives, although some instructional objectives also represent EC. Also identified in the course syllabi arecourse outcomes or instructional objectives derived from the Normative Model. These objectives are identified with “NM” and the pg. number. The following are some examples of how the mission, philosophy, goals, course objectives and program outcomes are integrated and progressed in the curriculum:

Mission and Philosophy: The emphasis on professional development and lifelong learning is supported by Evaluative Criteria (EC) #332.27 in courses such as PTA 100 Intro to PT, seminar, and clinical education. The importance of ethical conduct of the PTA is reinforced with the implementation of EC 3323-3325 in all technical courses from PTA 100 through PTA 225. Professional development rubrics are utilized to assess classroom conduct and the PTACPI is utilized to assess student conduct on clinical assignment. Our commitment to public service is reflected in the requirement for students to complete service learning projects in each clinical assignment and for a public service project in PTA 206. This year, our PTA 206 students participated in University day where they presented educational workshops for the campus and community on topics related to spinal health and injury prevention.

Goals: The first goal of graduating students who successfully pass the national certification exam is supported by the curriculum with arigorous academic grade standard and a practice PTA exam during the clinical ed. seminar II. Providing an education that is accurate and current is supported by the integration of student article critiques into several technical phase courses such as PTA 202, 204, and 206.

Objectives: We expect a low attrition rate due to the relatively high grade standard required for acceptance into the technical phase of the curriculum. We also expect a PTA examination pass rate of 80% due to high academic standards, and an emphasis on a multiplechoice exam style for technical phase courses.

Student Outcomes: Student outcomes are based on CAPTE’s evaluative criteria which are embedded throughout the technical curriculum as course objectives.

• Describe how the curriculum plan is based on sound educational theory and principles and the nature of contemporary physical therapy practice.• Provide examples of how the curriculum plan is based on sound educational theory and principles and the nature of contemporary physical therapy practice.The curriculum sequencing is based on a 1+1 model where foundational coursework in anatomy and physiology, kinesiology, math, writing and communication, and psychology are completed prior to acceptance into the technical phase of the program. The first technical phase of the program builds upon the foundational knowledge of anatomy and physiology with pathology in PTA 102 Clinical Conditions. PTA 104 Data Collection in PT builds on the student’s knowledge of kinesiology and A&P with applied skill in muscle strength and ROM testing. PTA 106 PT Procedures and Interventions I likewise progresses student’s abilities from knowledge to skills such as transfer and gait training. In this course students will also apply writing and communication skills to documentation and mock patientinteraction. The second technical semester requires students to then apply knowledge and basic clinical skills such as patient mobility, transfers, professional communication, and data collection to special populations such as cardiac or amputation in PT Procedures and Interventions II and neurological case scenarios in Neurological PT. Basic techniques in measuring strength and ROM is progressed and applied in orthopedic clinical case scenarios in Therapeutic Exercise class. All first technical semester knowledge and skills are put into clinical practice the integrated clinical experience during this semester as well. The final semester focuses on clinical application with full-time clinical experiences and professional development in the professional development seminar.

Students in the first technical semester are generally assessed at the knowledge and comprehension level of understanding with progression to the application level of understanding for the second and third technical semesters.

See attachment 3.2

3.2.1The curriculum plan includes a series of organized, sequential and integrated learning experiences.

UMPI PTA 1+1 associate degree curricular model updated February 2013



First semester: general education (FALL/ 15 weeks, 14 credits)BIO 261 A & P I W/ LAB 4ENG 101 College Composition 3PSY 100 General Psychology 3MAT 101 Basic Statistics 3FYS 100 First Year Seminar 1

Second semester: general education (SPRING/15 weeks, 16 credits)BIO 262 A & P II W/ LAB 4PCJ 215 Business Communication 3PHE 274 Structural Kinesiology 3PSY 205 Lifespan Development 3HPR 101 Lifelong Wellness 3

Third semester: technical coursework (SUMMER/12 Weeks, 13 credits)PTA 100 Intro to physical therapy 2PTA 102 Clinical Conditions in PT 3PTA 104 Data collection in PT 4PTA 106 PT procedures and interventions I 4

Fourth semester: technical coursework (FALL/ 15 weeks, 18 credits)PTA 204 Therapeutic Exercise 4PTA 206 PT procedures and interventions II 4PTA 208 Neurological interventions 3PTA 202 Therapeutic modalities 4PTA 210 Clinical ed. seminar I 1PTA 212 Integrated Clinical education I 2

Fifth semester: technical coursework (SPRING/ 15 weeks, 14 credits)PTA 215 Clinical ed. seminar II 2PTA 220 Clinical education II 6 (7 weeks)PTA 225 Clinical education III 6 (7 weeks)Total credits (75)Total Weeks (72)

The 1+1 model promotes a traditional course sequencing with the completion of basic sciences followed by clinical and physical therapy instruction. The first technical semester coursework will prepare students for the integrated clinical with basic knowledge and skillsincluding cross-curricular themes such as safety, communication, pt. education, documentation, mobility and gait training. The first technical courses will generally prepare students for the first clinical as follows:

PTA 100: This course will build the necessary professional framework from which students can deliver clinical skills. Professionalism, roledelineation, ethics, and practice acts will give students a sense of purpose and accountability.PTA 102: This course will strengthen the student’s foundational sciences in pathology and medical terminology.PTA 104: This course will give the student basic skills to assist the PT in data collection. Students will learn practical skills in observation, ROM assessment, strength testing and documentation.PTA 106: Students will learn other basic procedures and interventions such as patient preparation, gait and transfer training, pt. education, and documentation.200-level courses: Cross-curricular themes introduced in the first technical semester will be reinforced as knowledge and skills are applied to more specialized topics in the 200-level courses. The second technical semester coursework integrates a systems-based approach with content such as musculoskeletal, acute cardiac/pulmonary, and neurological interventions covered in PTA 204, 206, and 208 respectively. Clinical case scenarios incorporated into lab activities and practical exams during this second technical semester helps students prepare for the problem solving thought process needed for more complex clinical performance expected in the terminal clinical affiliations.PTA 212: The integrated clinical experience consists of 120 hours of affiliation completed 1-2 days per week over the course of the fall semester. Student expectations for this affiliation are to demonstrate skills learned in the first technical semester and integrate knowledge and skills as it is learned from the second technical semester. Students are not expected to achieve above intermediate level performance on the PTACPI for this clinical.

3.2.2The curriculum plan includes well defined statements of the expected student outcomes. The program has effectivemechanisms for communicating these expected outcomes to students, prospective employers, and other communities of interest.

Name


This list of expected student outcomes is communicated to students in the PTA Student- Faculty Handbook on pg. 6 bookmarked



Outcomes of Program Graduates review and is available to any outside interest including clinical instructors and potential employers via the program webpage at: UMPI PTA Goals and Objectives

3.2.3The curriculum plan includes courses with instructional objectives stated in behavioral terms that describe the depth and breadth of content, and the level of expected student performance.

Course objectives are each broken down into instructional objectives that may be in the cognitive, psychomotor, or affective domains. Instructional objectives are written with action verbs from the knowledge, comprehension, and application levels of Blooms taxonomy of learning. Verbs we frequently use in our objectives are “describe”, “define”, “identify”, and “discuss” and, in lab courses, learning in the psychomotor domain frequently requires the student to “demonstrate” a learned skill. Affective domain objectives are often related to a professionalism rubric and also involve “demonstrating” desired behaviors.

In response to the Summary of Action the following revisions were made to the clinical education course learning experiences and assessment:All clinical education courses evaluate the students with the PTACPI. 1. PTA 212 Integrated clinical experience: Skill competency requirements for students are only those skills demonstrated during the first technical semester. The integration of new material or skills from the second technical semester while on affiliation are permitted at the discretion of the CI but will not count against the student’s grade. Clinical instructors are mailed a first technical semester skills checklist for reference. For assessment purposes students must pass with all PTACPI criteria at intermediate level of performance or above.2. PTA 220 and 225: Performance expectations on the PTACPI for the final two terminal clinical experiences were previously identical. The minimum expected level of performance for PTACPI criteria now progresses generally from advanced intermediate in PTA 220 to entry level in PTA 225.3. Course objectives for all three clinical experiences are all modified with progressive levels of supervision beginning with direct personal supervision in PTA 212 and progressing to direct and general supervision for PTA 215 and 220 respectively.4. The expectation for students to perform selected data collection and interventions on simple to more complex clinical cases is indicated in the PTACPI anchor descriptions. By raising the expected level of performance for each clinical experience, the student will need to meet corresponding criteria for a given criteria and anchor description.

3.2.4The implemented curriculum plan utilizes appropriate instructional methodology.

Examples of instructional methods with rational are as follows:Cross-curricular thematic instruction occurs throughout the technical courses in order to reinforce critical knowledge, behaviors, and skills that are applied universally in any physical therapy setting. Examples of cross-curricular instruction are demonstrated by the inclusion of evaluative criteria course objectives 3321-3325 in all technical courses leading to consistent instruction in communication,professionalism and safety with applications over a broad range of didactic classroom and clinical experiences.

Social learning strategies will be employed throughout the technical courses primarily through the integration of lab and lecture with themajority of PTA classroom instruction occurring in the lab. This will allow for frequent group and partner interaction with station to station instruction and feedback from faculty.

The strategy of reciprocal teaching will also be liberally employed in order to give students the opportunity to benefit from a diversity of educational, cultural, and work-related backgrounds. This will also give students additional practice time in educating others. Students are expected to present a number of projects to the community and classroom in a number of courses including clinicals, University day presentations, and research papers.

This most recent semester, we have begun incorporating “flip the classroom strategies”, particularly in lab courses, where students are given lecture material as homework and spending more class time spent practicing skills or discussing new information. This approach facilitates a more effective use of student-instructor interaction where the instructor spends more of his/her time helping the student comprehend or apply new knowledge and skill rather than presenting simple concepts.

3.2.5The program faculty utilize a variety of effective methods to measure students’ achievement of the objectives.

Formative evaluation mechanisms used in academic coursework include written and practical exams, quizzes, research projects, article reviews, and professionalism rubrics. Technical phase courses require students to complete 3 to 5 written exams and at least two practical exams depending on the course. One exception is PTA 100, a 2 credit course with written exams at the mid-term and at the completion of the 8 week course. Written exams are spaced fairly equally throughout the semester. Practical exams generally coincide with the written material and are generally given within one week of practical exams. Quiz and exam questions will be written with terminology utilized in the course and matched to the complexity of the course content. Exam questions testing knowledge andcomprehension will generally ask a student to recall learned material and distinguish between correct and incorrect information. Exam questions designed to test a students’ ability to apply knowledge will incorporate more clinical case scenarios or questions where thestudent will need to choose the best answer among other potentially correct answers.

Practical exams in 100-level courses may or may not involve a clinical case scenario and will generally require students to demonstrate specific skills practiced and discussed in class. In 200-level courses students are expected to apply and explain chosen interventions, progressions, and data collections skills generally involving clinical case scenarios.



The PTACPI is used to evaluate student performance in each clinical experience. The PTACPI comprehensively assesses all intervention and data collection knowledge and skill, safety, ethics and professional behaviors included in our course objectives for each technical course.

Students will also complete article reviews on instructor-approved topics related to course content. Written assignments are due variably throughout the semester as well.

Summative evaluation mechanisms consist of comprehensive practical exams given at the completion of the first technical semester at the end of PTA 106 and 206. These comprehensive exams cover all material from all previous technical courses. Clinical education evaluation mechanisms will incorporate the PTACPI mid-term and final assessments. Letter grades will be issued for all academic and clinical courses.

3.2.6The program faculty determines that students are competent and safe to progress through the curriculum, including the clinical education component.

Name

Program Critical Safety Elements.pdf


The method used to determine the most important skills was to identify the 5 foundational elements on the PTACPI. Competency and safety is assessed primarily through written and practical examinations and skill checks. The foundational elements including safety, clinical behaviors, accountability, communication and clinical problem solving have been incorporated into all practical exams where several essential skills have been clearly identified with an asterisk as pass/fail. For practical exams in all courses, missed critical safetyelements such as improper vital sign monitoring or patient guarding will result in automatic failure of the practical with appropriate grade deductions and risk of clinical assignment cancellation.

PTA Clinical Education Manual on pg.1 bookmarked Eligibility for Clinical Education refers to the didactic coursework students must pass prior to clinical placement. Students will need to demonstrate competence in knowledge and skill for all technical didactic courses, other than seminar, for both written and practical exams. In written exams, a significant percent of the questions will contain questions related to critical safety and so would also have a significant impact on a student’s overall exam grade.

Students must pass all prerequisite technical courses with a satisfactory grade, maintain satisfactory professionalism grades for each course, and pass a comprehensive practical exam prior to terminal clinical education experiences.

The ACCE addresses questions/concerns of student and/or CI throughout clinical affiliation and review completed CPI at the mid-term and final. The ACCE discusses student’s progress with the CI and student and CIs are asked to justify rating scale assessment of the student’s performance with supporting comments.

The final grade for the student is issued by the ACCE with appropriate input from the CI and student.

3.3.1The physical therapist assistant curriculum includes, or its prerequisites include, elements of general education,including basic sciences that include biological, physical, physiological, and anatomical principles, and applied physical therapy science. The course work is designed to prepare the student to think independently, to clarify values, to understand fundamental theory, and to develop critical thinking and communication skills.

First year seminar (FYS) gives knowledge and skills that support the foundational behavioral sciences. The introduction to communication, problem solving, teaching and learning assists the student through technical performance expectations including interventions, technical communication, education, resource management and career development.

English 101 College Composition gives the student knowledge and skills towards basic writing and cultural literacy which provides a foundation in the behavioral aspects of communication. This course will help prepare the student for performance expectations related to interventions, technical communication including documentation and reading healthcare literature, education and resourcemanagement.

Psychology 100 General Psychology provides foundational behavioral sciences with knowledge and skills primarily related to social and psychological factors although we believe this course also provides essential underpinnings for related areas of study including communication, ethics and values, problem solving including scientific inquiry, sociology, teaching and learning. Technical performanceexpectations prepared for include interventions, communication and interpersonal relations, education, resource management and career development. In addition, it gives the student prerequisite knowledge for lifespan growth and development, and psychiatric disorders covered in PTA 102, clinical conditions.

Math 101 Basic Stats provides foundational knowledge and skills in basic math with an emphasis on statistics and quantitative decision-making. The student will learn how to interpret graphs on a 2-dimensional axis and problem solve as it is related to scientific inquiry and the interpretation of data. This knowledge and skill will help provide the student with a solid foundation for “reading and understanding



healthcare literature” throughout the technical phase of the program.

PCJ 215 Business Communication provides behavioral knowledge and skills including verbal communication, effective listening, assertiveness, language, presentation skills, cultural sensitivity and organization of thoughts; nonverbal communication including body language; written communication including grammar, language skills, organization of thoughts, syntax and use of media and relationships with others including assertiveness. These skills will help prepare the student for technical course requirements involvingpersonal and electronic communication, ethics and values, teaching and learning.

PSY 205 Lifespan Development addresses much of the foundational behavioral sciences related to lifespan growth and development necessary for the performance expectations to provide interventions, communicate with and educate clients of all ages and levels of development.

HPR 101 Lifelong Wellness gives the student a solid perspective in prevention health and wellness and introduce a broader skillset in data collection in health, wellness and fitness. The science of health, wellness, and prevention will give the student a broaderperspective in many of the technical courses where pt. education related to risk factors and disease/injury prevention will be discussed.

BIO 261 and 262 provides a strong foundation in A & P necessary for success when applying physical therapy interventions. For instance, a foundation in neurology is essential for the study of neurological conditions and interventions and a foundation in normal musculoskeletal anatomy and function is essential for orthopedic conditions and therapeutic exercise interventions.

PHE 274 Structural Kinesiology: Provides foundational content in movement analysis and biomechanics with greater depth in functional anatomy. The knowledge and skills gained in this course are essential for various forms of data collection and interventions in physicaltherapy such as gait analysis or the demonstration of correct body mechanics for a specified activity. We expect this course to also introduce the student to concepts in mathematics and physics such as lever and force systems.

The program director ensures that the gen. ed. portion of the curriculum leads to the attainment of skills that enhance the student’s ability to integrate these components with the technical ed. components by monitoring gen. ed. course syllabi for the expected objectives and through personal conversation with advisees in the classes and gen. ed. instructors. Gen ed. syllabi are reviewed each time a course change is presented for approval at faculty assembly.

3.3.2The technical education component of the curriculum includes learning experiences to prepare the entry-level physicaltherapist assistant to work under the direction and supervision of the physical therapist. Courses within the curriculum include content designed to prepare program graduates to meet the described performance expectations.

Name

E_PTA100.pdf

E_PTA106.pdf

E_PTA204.pdf

S_PTA100.pdf

S_PTA106.pdf

S_PTA204.pdf

S_PTA212.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 100, PTA 106, 204, 206, 208, 210, 212, 215, 220-225. This content is integrated into all three technical semesters. The final semester integrates and progresses the content into direct clinical practice. Integration and progression of content are consistentwith the expectations of the Normative Model, the Minimum Skills document, and the Evaluative Criteria.

Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirementinclude:PTA 100: 1c. Discuss differences in the role delineation for the PT vs PTA; 7a. Identify to whom a PTA is accountable.PTA 106: 3a Introduces self as SPTA in clinical case scenario and describes the PT/PTA relationship to a mock patient.PTA 204: 12b. monitors vital signs and other indicators of a patient’s intolerance to therapeutic exercise including blood pressure, HR, RR, pulse oximetry, rating of perceived exertion, diaphoresis, skin color etc. for a given condition and plan of carePTA 212: 11b. Demonstrates appropriate and accurate verbal report to supervising PT and /or CI at intermediate level of competencePTA 225: 11b. Demonstrates appropriate and accurate verbal report to supervising PT and/or CI with entry level competence

These objectives are aligned with appropriate assessments including:PTA 100: Exam 1, Questions 3, 7, 8, and 21



PTA 106: Lab Exams I and II, Activities I and II, Question # 1PTA 204: Exam 2 item #4; lab exam 1 Ankle/foot exercise section item # 12PTA 212: PTA CPI Item # 5, minimum intermediate anchorPTA 225: PTA CPI Item # 5, entry level anchor expected

3.3.2.1Communicates verbally and non-verbally with the patient, the physical therapist, health care delivery personnel, and others in an effective, appropriate, and capable manner.

Name

E_PTA100.pdf

E_PTA102.pdf

E_PTA104.pdf

E_PTA202.pdf

E_PTA204.pdf

E_PTA208.pdf

E_PTA210.pdf

E_PTA215.pdf

S_PTA100.pdf

S_PTA102.pdf

S_PTA104.pdf

S_PTA202.pdf

S_PTA204.pdf

S_PTA208.pdf

S_PTA210.pdf

S_PTA212.pdf

S_PTA215.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 100, PTA 102 , PTA 104 , PTA 106 , PTA 202 PTA 204, PTA 206, PTA 208, PTA 210, PTA 212, PTA 215, PTA 220, PTA 225. This content is integrated into all three technical semesters in all courses and progressed as it is applied within the context of each new course. The final semester integrates and progresses the content into direct clinical practice. Integration and progression of content are consistent with the expectations of the Normative Model, the Minimum Skills document, and the Evaluative Criteria.

Several objectives documenting appropriate integration, progression and expected level of performance for thiscurricular requirement include:PTA 100: 6a-d. Define and identify correct use of common prefixes, suffixes, medical terms and abbreviations. AND 9 a3. Describe and discuss people first language.PTA 102: 1ai. define and use common prefixes, suffixes, terminology and abbreviations in describing pathology of disease, trauma, and/or developmentPTA 104: 63b. demonstrate satisfactory communication score on professionalism rubricPTA 202: 1a. demonstrate appropriate communication when given a case scenario for class discussion or lab activityPTA 204: 1a. demonstrate appropriate communication when given a case scenario for class discussion or lab practicalPTA 208: 83a: Demonstrate appropriate communication when given a case scenario for class discussion or lab practicalPTA 210: 1a: Demonstrate appropriate communication when given a case scenario for class discussionPTA 212: 2a: demonstrate at least intermediate level of competence for patient communication as needed or per CI instructionPTA 215: 1a. deliver an effective and efficient service learning project presentation to classPTA 225: 2a: demonstrate entry level of competence for patient communication as needed or per CI instruction

These objectives are aligned with appropriate assessments including:PTA 100: Exam 2 item #s 9 - 57 AND Exam 1 item #14PTA 102: Exam 1 items 1-4PTA 104: Professionalism rubric item # 5PTA 202: exam 1 item #50



PTA 204: Lab practical exam 1, Role play/communication section pg. 2 AND Documentation sectionPTA 208 Lab practical exam I, Role play/communication sectionPTA 210 Communication Written Assignment # 1 & #2PTA 212: PTA CPI Item #5, minimum-intermediate anchorPTA 225: PTA CPI Item # 5, entry level anchor expectedPTA 215: student presentation evaluation form

3.3.2.2Recognizes individual and cultural differences and responds appropriately in all aspects of physical therapy services.

Name

E_PTA100.pdf

E_PTA102.pdf

E_PTA206.pdf

E_PTA210.pdf

E_PTA215.pdf

S_PTA100.pdf

S_PTA102.pdf

S_PTA206.pdf

S_PTA210.pdf

S_PTA212.pdf

S_PTA215.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 100 , PTA 102 , PTA 104 , PTA 106 , PTA 202, PTA 204, PTA 206, PTA 208, PTA 210, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters in all courses and progressed as it is applied within the context of each new course. The final semester integrates and progresses the content into direct clinical practice. Integration and progression of content are consistent with the expectations of the Normative Model, the Minimum Skills document, and the Evaluative Criteria.

Several objectives documenting appropriate integration, progression and expected level of performance for thiscurricular requirement include:PTA 100: 10a Discuss the relationship between the recognition of individual and cultural differences and values-based behaviors for the PTAPTA 102: 2a. demonstrates satisfactory personal interaction score on class professionalism rubricPTA 206: 2a. demonstrates respect for individual and cultural differences when given a case scenario for class discussion or lab practicalPTA 210: 2a: Demonstrates respect for individual and cultural differences when given a case scenario for class discussionPTA 212: 3b: discusses with CI cultural differences encountered in patient interaction and identifies appropriate responses with at least intermediate level of competencePTA 215: 2a. demonstrates respect for individual and cultural differences with classmates and others during class and online interactions and observes appropriate netiquettePTA 225: 3b: discusses with CI cultural differences encountered in patient interaction and identifies appropriate responses at entry levelcompetence

These objectives are aligned with appropriate assessments including:PTA 100: Exam 1 item # 20PTA 102: Professionalism rubric item # 6PTA 206: Practical exam 1 role play/communication section item #4PTA 210: Written Assignment #2,Ethics/Professionalism/ValuesPTA 212: PTA CPI item #4, intermediate anchorPTA 215: Discussion board assignment rubricPTA 225: PTA CPI item #4, entry level anchor

3.3.2.3Exhibits conduct that reflects a commitment to meet the expectations of members of society receiving health careservices.

Name



E_PTA100.pdf

E_PTA102.pdf

E_PTA106.pdf

E_PTA206.pdf

E_PTA215.pdf

S_PTA100.pdf

S_PTA102.pdf

S_PTA106.pdf

S_PTA206.pdf

S_PTA212.pdf

S_PTA215.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 100 , PTA 102 , PTA 104 , PTA 106 , PTA 202, PTA 204, PTA 206, PTA 208, PTA 210, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters in all courses and progressed as it is applied within the context of each new course. The final semester integrates and progresses the content into direct clinical practice. Integration and progression of content are consistent with the expectations of the Normative Model, the Minimum Skills document, and the Evaluative Criteria.

Several objectives documenting appropriate integration, progression and expected level of performance for thiscurricular requirement include:PTA 100: 8h. Discuss and determine the best response to a given contemporary moral dilemma as a groupPTA 102: 3a. demonstrate a satisfactory score on the course professionalism rubric including ethical behaviors.PTA 106: 40 c student demonstrates satisfactory clinical behaviors on all lab practical exams and comprehensive practical examPTA 206: 3c. student demonstrates satisfactory clinical behaviors on all lab practical examsPTA 212: 4a demonstrate at least intermediate ratings regarding student conduct by the final eval as indicated by the PTA CPIPTA 215: 3a. demonstrates respect for classmates and others during class and online interactions and observes appropriate netiquette

PTA 225: 4a demonstrates entry level ratings regarding student conduct by the final eval of PTA CPIThese objectives are aligned with appropriate assessments including:PTA 100: Exam 1 item #17PTA 102: Professionalism rubric including item #13PTA 106: Comprehensive practical Essential skills section designated by *PTA 206: Practical exam 1 Essential Skills/Clinical Behaviors sectionPTA 212: PTA CPI items # 2 and 3, minimum intermediate anchorPTA 215: Discussion board assignment rubricPTA 225: PTA CPI items # 2 and 3, entry level anchor

3.3.2.4Exhibits conduct that reflects a commitment to meet the expectations of members of the profession of physical therapy.

Name

E_PTA100.pdf

E_PTA102.pdf

E_PTA206.pdf

E_PTA215.pdf

S_PTA100.pdf

S_PTA102.pdf

S_PTA206.pdf

S_PTA212.pdf

S_PTA215.pdf

S_PTA225.pdf

Th PTA i l t UMPI i l d th id tifi d t t f thi it i Th t t i i t t d d d i



taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 100 , PTA 102 , PTA 104 , PTA 106, PTA 204, PTA 206, PTA 208, PTA 210, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters in all courses and progressed as it is applied within the context of each new course. The final semester integrates and progresses the content into direct clinical practice. Integration and progression of content are consistent with the expectations of the Normative Model, the Minimum Skills document, and the Evaluative Criteria.

Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 100: 8d. Identify and discuss the APTA “Values-Based Behaviors” for the PTAPTA 102: 3a. demonstrate a satisfactory score on the course professionalism rubric including ethical behaviorsPTA 206: 3c. student demonstrates satisfactory clinical behaviors on all lab practical examsPTA 212:4a demonstrate at least intermediate ratings regarding student conduct by the final eval as indicated by the PTA CPIPTA 215: 3a. demonstrates respect for classmates and others during class and online interactions and observes appropriate netiquettePTA 225:4a demonstrates entry level ratings regarding student conduct by the final eval of PTA CPIThese objectives are aligned with appropriate assessments including:PTA 100: Exam 1 item #20PTA 102: Professionalism rubric including item #13PTA 206: Practical exam 1 Essential Skills/Clinical Behaviors sectionPTA 212: PTA CPI items # 2 and 3, intermediate anchorPTA 215: Discussion board assignment rubricPTA 225: PTA CPI items # 2 and 3, entry level anchorPTA 106 Comprehensive practical Essential skills section designated by *

3.3.2.5Exhibits conduct that reflects practice standards that are legal, ethical and safe.

Name

E_PTA100.pdf

E_PTA106.pdf

E_PTA206.pdf

E_PTA208.pdf

E_PTA215.pdf

S_PTA100.pdf

S_PTA106.pdf

S_PTA106.pdf

S_PTA208.pdf

S_PTA212.pdf

S_PTA215.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 100, PTA 106, PTA 202, PTA 204, PTA 206, PTA 208, PTA 210, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters in all courses except PTA 102 and progressed as it is applied within the context of each new course. The final semester integrates and progresses the content into direct clinical practice. Integration and progression of content are consistent with the expectations of the Normative Model, the Minimum Skills document, and the Evaluative Criteria.

Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 100 2c. Discuss state practice acts for the physical therapist and physical therapist assistantPTA 106: 41b student utilizes gait belt and demonstrates appropriate safety awareness during all lab activities including practical exam case scenariosPTA 206: 4 a. demonstrate a satisfactory score on any legal and ethical standard outlined in the course professionalism rubric.4b. utilizes gait belt and demonstrates appropriate safety awareness during all lab activities including practical exam case scenariosPTA 208 86b: Utilizes gait belt and demonstrates appropriate safety awareness during all lab activities including practical examsPTA 212: 5c demonstrate at least intermediate ratings by the final eval on any legal and ethical standard as indicated on the PTA CPIPTA 215: 4a. discuss long-term strategy for maintaining legal, ethical and safe behaviors while working as a PTA.PTA 225: 5c demonstrate entry level ratings by the final eval on any legal and ethical standard as indicated on the PTA CPI



These objectives are aligned with appropriate assessments including:PTA 100 Exam 1 item #15PTA 106: Comprehensive practical exam essential skills and critical safety sections designated by * and **PTA 206: a. Technical course professionalism rubric items 8 and 13. b. Lab exam 1 Critical Safety items designated with **PTA 208 Lab Practical Exam I & II Critical Safety elementsPTA 212: PTA CPI item # 2 and 3, intermediate anchorPTA 215: Discussion board assignment rubricPTA 225: PTA CPI item # 2 and 3, entry level anchor

3.3.2.6Communicates an understanding of the plan of care developed by the physical therapist to achieve short and long term goals and intended outcomes.

Name

E_PTA106.pdf

E_PTA202.pdf

E_PTA210.pdf

S_PTA106.pdf

S_PTA202.pdf

S_PTA210.pdf

S_PTA212.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 104, PTA 106, PTA 202, PTA 204, PTA 206, PTA 208, PTA 210, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters in all courses except PTA 102 and progressed as it is applied within the context of each new course. The final semester integrates and progresses the content into direct clinical practice. Integration and progression of content are consistent with the expectations of the Normative Model, the Minimum Skills document, and the Evaluative Criteria.

Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 106: 7b: Chooses intervention progression that is appropriate to accomplish POC goals and outcomesPTA 202: 5b applies therapeutic modalities i.e. electrotherapy, appropriately to accomplish POC goals and outcomes i.e. pain modulation versus muscle stimulation.PTA 210: 10a: Discuss examples of PT POC students have followed and identify examples of different supervising PT styles of communicating the POCPTA 212: 6b chooses intervention progressions that are appropriate to accomplish POC goals and outcomes for each interventionprovided with at least intermediate level of competencePTA 225: 6b chooses intervention progressions that are appropriate to accomplish POC goals and outcomes for each intervention provided with entry level competence

These objectives are aligned with appropriate assessments including:PTA 106:Written Soap Notes for Mock patients and comprehensive practical item #7PTA 202: Lab skills Checksheet E-stim Motor Activity sheetPTA 210: Class participation rubricPTA 212: PTA CPI item # 7PTA 225: PTA CPI item # 7

3.3.2.7.1[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: activities of daily living

Name

E_PTA106.pdf

E_PTA206.pdf

E_PTA208.pdf

S_PTA106.pdf

S_PTA206.pdf



S_PTA208.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 106, PTA 206, PTA 208, PTA 212, PTA 220, PTA 225.

This content is integrated into all three technical semesters and progressed with academic knowledge and skill applications in data collection and basic PT skills in the first technical semester followed by acute care, special topics, and neurological applications in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.

Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 106: 10d. identify associated ADLs with functional training interventionsPTA 206: 19 f. demonstrate appropriate and safe functional training for ADLs, gait/transfer, and body mechanics training with mock patient in a given acute care scenario and condition.PTA 208: 12a: Administer functional activities for improved dynamic postural control when completing ADL for a patient with a given neurological conditionPTA 212: 7a implement functional training interventions as appropriate under the direct personal supervision of CI for ADLs, assistive/adaptive devices, body mechanics, developmental activities, gait and locomotion, and wheelchair management at intermediatelevel of competencePTA 220: 7a implement functional training interventions as appropriate under the direct personal supervision of CI for ADLs,assistive/adaptive devices, body mechanics, developmental activities, gait and locomotion, prosthetic and orthotic devices and wheelchair management at advanced intermediate level of competencePTA 225: 7a implement functional training interventions as appropriate under the direct personal supervision of CI for ADLs,assistive/adaptive devices, body mechanics, developmental activities, gait and locomotion, prosthetic and orthotic devices and wheelchair management at entry level competence

These objectives are aligned with appropriate assessments including:PTA 106: Lab practical #1 item #11First technical semester comprehensive practical exam item # 1PTA 206: Lab exam 1 intervention section item #5 and clinical problem solving section item #3(knowledge level)PTA 208: Lab practical #2 section # 2PTA 212: PTA CPI item # 12, intermediate competencePTA 220: PTA CPI item # 12, advanced intermediate competencePTA 225: PTA CPI item # 12, entry level competence

3.3.2.7.2[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: assistive / adaptive devices

Name

E_PTA106.pdf

E_PTA206.pdf

E_PTA208.pdf

S_PTA106.pdf

S_PTA206.pdf

S_PTA208.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 106, PTA 206, PTA 208, PTA 212, PTA 220, PTA 225.This content is integrated into all three technical semesters and progressed with academic knowledge and skill applications beginning with basic PT skills in the first technical semester followed by acute care, special topics, and neurological applications in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.



Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 106: 21a: Demonstrates appropriate walker, crutch and cane fittingPTA 206: 19g. (week 1 class schedule) demonstrate appropriate and safe functional training for ADLs, gait/transfer, and bodymechanics with appropriate assistive/adaptive device for a mock patient in a given acute care scenario.PTA 208: 13a: Administered functional activities with cane, walker, crutches, AFO, etc. for patient with neurological conditionPTA 212: 7a implement functional training interventions as appropriate under the direct personal supervision of CI for ADLs,assistive/adaptive devices, body mechanics, developmental activities, gait and locomotion, and wheelchair management at intermediate level of competencePTA 220: 7a implement functional training interventions as appropriate under the direct personal supervision of CI for ADLs,assistive/adaptive devices, body mechanics, developmental activities, gait and locomotion, prosthetic and orthotic devices andwheelchair management at advanced intermediate level of competencePTA 225: 7a implement functional training interventions as appropriate under the direct personal supervision of CI for ADLs, assistive/adaptive devices, body mechanics, developmental activities, gait and locomotion, prosthetic and orthotic devices and wheelchair management at entry level competence

These objectives are aligned with assessments including:PTA 106: Skills check offFirst technical semester comprehensive practical exam item #1PTA 206: Practical exam 1 item #7PTA 208: Lab Practical #2PTA 212: PTA CPI item #12, intermediate anchorPTA 220: PTA CPI item #12, advanced intermediate anchorPTA 225: PTA CPI item #12, entry level anchorPTA 106 First technical semester comprehensive practical item #6 (knowledge level)

3.3.2.7.3[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: body mechanics

Name

E_PTA104.pdf

E_PTA106.pdf

E_PTA206.pdf

E_PTA208.pdf

S_PTA104.pdf

S_PTA106.pdf

S_PTA206.pdf

S_PTA208.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 106 , PTA 206, PTA 208, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and progressed with academic knowledge and skill applications beginning with basic PT skills in the first technical semester followed by acute care, special topics, and neurological applications in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.

Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 104: 14aiii (week 4) demonstrate proper body mechanics when measuring ROM on classmatesPTA 106: 4e: Describe the correct alignment of the spine during lifting maneuversPTA 206: 19f. demonstrate appropriate and safe functional training for ADLs, gait/transfer, and body mechanics training with mock patient in a given acute care scenario and condition.PTA 208: 14a student administers functional activities with patient with CVA with proper body mechanics for safetyPTA 212: 7a implement functional training interventions as appropriate under the direct personal supervision of clinical instructor for ADLs, assistive/adaptive devices,body mechanics, developmental activities, gait and locomotion and wheelchair management at intermediate level of competence



PTA 220: 7a implement functional training interventions as appropriate under the direct or general supervision of clinical instructor for ADLs, assistive/adaptive devices, >body mechanics, developmental activities, gait and locomotion, prosthetic and orthotic devices and wheelchair management at advanced intermediate level of competencePTA 225: 7a implement functional training interventions as appropriate under the direct or general supervision of clinical instructor for ADLs, assistive/adaptive devices, body mechanics, developmental activities, gait and locomotion, prosthetic and orthotic devices and wheelchair management at entry level competence

These objectives are aligned with assessments including:PTA 104: lab exam 2 item #3PTA 106: Skills check off, Written Exam #1, Questions 10-11First technical semester comprehensive practical exam item #1PTA 206: practical exam 1 intervention section item #8PTA 208: Final comprehensive lab practical exam item # 1PTA 212: PTA CPI item # 12, intermediate anchorPTA 220: PTA CPI item # 12, advanced intermediate anchorPTA 225: PTA CPI item # 12, entry level anchor

3.3.2.7.4[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: developmental activities

Name

E_PTA102.pdf

E_PTA206.pdf

E_PTA208.pdf

S_PTA102.pdf

S_PTA206.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 102, PTA 206, PTA 208, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and progressed with academic knowledge and skill applications beginning with knowledge of related clinical conditions in PTA 102 and basic PT skills in the first technical semester followed by acute care, special topics, and neurological applications in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.

Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 102: Week 4 #3 define gross motor milestone and identify selected examplesPTA 206: 40g. identify and discuss appropriate functional training and developmental activities for given pediatric conditionsPTA 208: 15a: Administer functional training activities for improved bed mobility and transfers for a pt. with CVAPTA 212: 7a implement functional training interventions as appropriate under the direct personal supervision of clinical instructor for ADLs, assistive/adaptive devices, body mechanics, developmental activities, gait and locomotion and wheelchair management at intermediate level of competencePTA 220: 7a implement functional training interventions as appropriate under the direct or general supervision of clinical instructor for ADLs, assistive/adaptive devices, body mechanics, developmental activities, gait and locomotion, prosthetic and orthotic devices andwheelchair management at advanced intermediate level of competencePTA 225: 7a implement functional training interventions as appropriate under the direct or general supervision of clinical instructor for ADLs, assistive/adaptive devices, body mechanics, developmental activities, gait and locomotion, prosthetic and orthotic devices andwheelchair management at entry level competence

These objectives are aligned with assessments including:PTA 102: exam 2 item #s 2, 7, and 17PTA 206: Exam III, item # 40PTA 208: Lab Practical #2 , section # 2PTA 212: PTA CPI item # 8 and 12, intermediate anchorPTA 220: PTA CPI item # 8 and 12, advanced intermediate anchorPTA 225: PTA CPI item # 8 and 12, entry level anchorPTA 206 Second technical semester comprehensive practical exam item # 5 for pediatrics

3.3.2.7.5



[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: gait and locomotion training

Name

E_PTA106.pdf

E_PTA206.pdf

E_PTA208.pdf

S_PTA106.pdf

S_PTA206.pdf

S_PTA208.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 106, PTA 206, PTA 208, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and progressed with academic knowledge and skill applications beginning with basic PT skills in the first technical semester followed by acute care, special topics, and neurological applications in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.

Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 106: 23c: Demonstrate appropriate gait training techniques with /without assistive device, varying levels of assist, and on all surfacesPTA 206: 27e. identify abnormal gait patterns demonstrated in class or on video due to faulty device, mechanics, or pathology and identify possible physical or mechanical causes for abnormal gait patternPTA 208: 16a: Administer functional activities to improve standing and gait with a patient with a given neurological conditionPTA 212: 7a implement functional training interventions as appropriate under the direct personal supervision of clinical instructor for ADLs, assistive/adaptive devices, body mechanics, developmental activities, gait and locomotion and wheelchair management atintermediate level of competencePTA 220: 7a implement functional training interventions as appropriate under the direct or general supervision of clinical instructor for ADLs, assistive/adaptive devices, body mechanics, developmental activities, gait and locomotion, prosthetic and orthotic devices and wheelchair management at advanced intermediate level of competencePTA 225: 7a implement functional training interventions as appropriate under the direct or general supervision of clinical instructor for ADLs, assistive/adaptive devices, body mechanics, developmental activities, gait and locomotion, prosthetic and orthotic devices and wheelchair management at entry level competence

These objectives are aligned with assessments including:PTA 106: Skills check offFirst technical semester comprehensive practical exam item #1PTA 206: Exam 2 items 27, and 30-34, lab exam 1 item #6PTA 208: Lab Practical # 2, section # 3PTA 212: PTA CPI item #8 and 12, intermediate anchorPTA 220: PTA CPI item #8 and 12, advanced intermediate anchorPTA 225: PTA CPI item #8 and 12,entry level anchorPTA 206 Second technical semester comprehensive practical exam item # 1

3.3.2.7.6[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: prosthetics and orthotics

Name


E_PTA206.pdf

E_PTA208.pdf

S_PTA206.pdf

S_PTA208.pdf



S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” in PTA 206 and PTA 208 and to the level of “skill” in PTA 220, PTA 225. This content is integrated into the second and final technical semesters and progressed with academic knowledge beginning with special topics, and neurological applications in the second technical semester. The final semester integrates skill applications by progressing the content into direct clinical practice.

Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 206: 28 e-f. demonstrate competence in implementing ROM and stretching exercises for amputation, prosthetic and orthotic device case scenarios and demonstrate competence in implementing strengthening exercises for amputation, prosthetic and orthotic device case scenarios (in schedule pg. 19-20)PTA 208: 17a identify various types of orthotics used with various gait deviationsPTA 220: 7a implement functional training interventions as appropriate under the direct or general supervision of clinical instructor for ADLs, assistive/adaptive devices, body mechanics, developmental activities, gait and locomotion, prosthetic and orthotic devicesand wheelchair management at advanced intermediate level of competencePTA 225: 7a implement functional training interventions as appropriate under the direct or general supervision of clinical instructor for ADLs, assistive/adaptive devices, body mechanics, developmental activities, gait and locomotion, prosthetic and orthotic devicesand wheelchair management at entry level competence

These objectives are aligned with assessments including:PTA 206: Skills check and exam 2 items 10-13, 15 and 24-27PTA 208: Exam II, item # 5, Lab exam II, sections # 2, 3, item # 6PTA 220: PTA CPI item # 12, advanced intermediate anchorPTA 225: PTA CPI item # 12, entry level anchorPTA 206 Second technical semester comprehensive practical exam item # 5 for orthotics/prosthetics

3.3.2.7.7[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: wheelchair management skills

Name

E_PTA106.pdf

E_PTA208.pdf

S_PTA106.pdf

S_PTA208.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 106, PTA 208, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and progressed with academic knowledge and skill applications beginning with basic PT skills in the first technical semester followed by acute care, special topics, and neurological applications in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.

Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 106: 31c: List the elements of a properly fitting wheelchairPTA 208: 18a: Administer functional activities to improve wheelchair management with a patient with a neurological condition.PTA 212: 7a implement functional training interventions as appropriate under the direct personal supervision of clinical instructor for ADLs, assistive/adaptive devices, body mechanics, developmental activities, gait and locomotion, and wheelchair management at intermediate level of competencePTA 220: 7a implement functional training interventions as appropriate under the direct or general supervision of clinical instructor for ADLs, assistive/adaptive devices, body mechanics, developmental activities, gait and locomotion, prosthetic and orthotic devices andwheelchair management at advanced intermediate level of competencePTA 225: 7a implement functional training interventions as appropriate under the direct or general supervision of clinical instructor for ADLs, assistive/adaptive devices, body mechanics, developmental activities, gait and locomotion, prosthetic and orthotic devices andwheelchair management at entry level competence



These objectives are aligned with assessments including:PTA 106: Written Exam #3, Questions 21-29PTA 208: Lab Practical #2 section # 4PTA 212: PTA CPI item #12, intermediate anchorPTA 220: PTA CPI item #12, advanced intermediate anchorPTA 225: PTA CPI item #12, entry level anchor

3.3.2.7.8[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: isolation techniques

Name

E_PTA100.pdf

E_PTA106.pdf

S_PTA100.pdf

S_PTA106.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 100 , PTA 106 , PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and progressed with academic knowledge and skill applications beginning with introduction to concepts in PTA 100 and then basic PT skills in the first technical semester. The final semester integrates and progresses the content into direct clinical practice.

Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 100: 15 a. i-ii define and identify components of PPE and sterile technique a PT would use in the clinical settingPTA 106: 34 a-e. demonstrate competence with isolation and sterile techniques, identify various levels of precautions, demonstrateproper donning and doffing of PPE.PTA 212: 7b implement infection control procedures as appropriate under the direct personal supervision of clinical instructor for isolation and sterile techniques at intermediate level of competencePTA 220: 7b implement infection control procedures as appropriate under the direct or general supervision of clinical instructor for isolation and sterile techniques at advanced intermediate level of competencePTA 225: 7b implement infection control procedures as appropriate under the direct or general supervision of clinical instructor for isolation and sterile techniques with entry level competence

These objectives are aligned with assessments including:PTA 100: exam 2 items 5-8PTA 106: skills check, exam 3 items 36-37, practical exam 3 Activity II isolation/wound care sectionFirst technical semester comprehensive practical exam item #4PTA 212: PTA CPI item # 9, intermediate anchorPTA 220: PTA CPI item # 9, advanced intermediate anchorPTA 225: PTA CPI item # 9, entry level anchor

3.3.2.7.9[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: sterile technique

Name

E_PTA100.pdf

E_PTA106.pdf

S_PTA100.pdf

S_PTA106.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is



taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 100, PTA 106, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and progressed with academic knowledge and skill applications beginning with introduction to concepts in PTA 100 and then basic PT skills in the first technical semester. The final semester integrates and progresses the content into direct clinical practice.

Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 100: 15 a. i-ii define and identify components of PPE and sterile technique a PT would use in the clinical settingPTA 106: 34 a-e. demonstrate competence with isolation and sterile techniques, identify various levels of precautions, demonstrateproper donning and doffing of PPE.PTA 212: 7b implement infection control procedures as appropriate under the direct personal supervision of clinical instructor for isolation and sterile techniques at intermediate level of competencePTA 220: 7b implement infection control procedures as appropriate under the direct or general supervision of clinical instructor for isolation and sterile techniques at advanced intermediate level of competencePTA 225: 7b implement infection control procedures as appropriate under the direct or general supervision of clinical instructor for isolation and sterile techniques with entry level competence

These objectives are aligned with assessments including:PTA 100: skills check for PPE sterile techniquePTA 106: skills check, exam 3 items 36-37, practical exam 3 Activity II isolation/wound care sectionPTA 212: PTA CPI item # 9, intermediate anchorPTA 220: PTA CPI item # 9, advanced intermediate anchorPTA 225: PTA CPI item # 9, entry level anchorPTA 106 First technical semester comprehensive practical exam item #4

3.3.2.7.10[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: passive range of motion

Name

E_PTA104.pdf

E_PTA204.pdf

E_PTA208.pdf

S_PTA104.pdf

S_PTA204.pdf

S_PTA208.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 104, PTA 204, PTA 208, PTA 212, PTA 220, PTA 225. Integration and progression of content begins with PTA 104 with knowledge and skill in data collection followed by interventions in PTA 204 with ther ex. progressions for each joint of the body. PTA 208 progresses the material from a neurological perspective and PTA 212-225 reinforces the knowledge and skill in the clinical setting. Progressions are consistent with the expectations of the Normative Model, the Minimum Skills document, and the Evaluative Criteria.

Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 104: 5c-d. describe differences between AROM and PROM and describe joint end-feelsPTA 204: 25h. differentiate between active, active-assisted and PROM exercises. (in schedule week 1) and 31c. identify and demonstrate appropriate... ROM... exercises for selected ankle and foot conditions (in schedule week 6)PTA 208: 19c: Demonstrate appropriate inhibitory techniques for a patient with a neurological condition and spasticityPTA 212: 7c implement manual therapy interventions as appropriate under the direct personal supervision of clinical instructor for PROM and massage techniques at intermediate level of competencePTA 220: 7c implement manual therapy interventions as appropriate under the direct or general supervision of clinical instructor for PROM and massage techniques at advanced intermediate level of competencePTA 225: 7c implement manual therapy interventions as appropriate under the direct or general supervision of clinical instructor for PROM and massage techniques at entry level competence

These objectives are aligned with assessment including:PTA 104: exam 1 items 31-32, skills check weeks 3-8 ROM sections, practical exam 1 joint ROM sections 1-7 item #7



PTA 204: exam 1 items 8-10, exam 2 items 13-14, practical exam 1PTA 208: Skills check off, Quiz 2, item # 7PTA 212: PTA CPI item # 9, intermediate anchorPTA 220: PTA CPI item # 9, advanced intermediate anchorPTA 225: PTA CPI item # 9, entry level anchorPTA 206 2nd technical semester comprehensive practical exam item # 4

3.3.2.7.11[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: therapeutic massage

Name

E_PTA202.pdf

E_PTA204.pdf

S_PTA202.pdf

S_PTA204.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 202, PTA 204, PTA 212, PTA 220, PTA 225. Integration and progression of content are consistent with the expectations of the Normative Model, the Minimum Skills document, and the Evaluative Criteria.

Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 202: 6a describe and demonstrate various techniques of massage in rehabilitationPTA 204: 8a. Demonstrate accurate palpation and appropriate massage technique to enhance therapeutic exercise in given clinical case scenarioPTA 212: 7c implement manual therapy interventions as appropriate under the direct personal supervision of clinical instructor for PROM and massage techniques at intermediate level of competencePTA 220: 7c implement manual therapy interventions as appropriate under the direct or general supervision of clinical instructor for PROM and massage techniques at advanced intermediate level of competencePTA 225: 7c implement manual therapy interventions as appropriate under the direct or general supervision of clinical instructor for PROM and massage techniques at entry level competence

These objectives are aligned with assessment including:PTA 202: Skills check sheet Massage section and written Exam 1 item #51PTA 204: Lab exam 1 item #8PTA 212: PTA CPI item # 9, intermediate anchorPTA 220: PTA CPI item # 9, advanced intermediate anchorPTA 225: PTA CPI item # 9, entry level anchorPTA 206 2nd technical semester comprehensive practical exam item # 3 Modalities

3.3.2.7.12[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: athermal agents

Name

E_PTA202.pdf

S_PTA202.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. This content is limited to the topic of diathermy and is taught to the level of knowledge in PTA 202.

Several objectives documenting appropriate integration for this curricular requirement include:PTA 202: 7a-c. describe a pulsed electromagnetic field and give examples of devices i.e. diathermy; describe the physiological effects of athermal agents and identify precautions and contraindications for athermal agents

These objectives are aligned with assessment including:PTA 202: written Exam 2 item #s31-34



PTA 220- 225: Diathermy is not an assessed criteria on the PTA CPI

3.3.2.7.13[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: biofeedback

Name

E_PTA202.pdf

E_PTA204.pdf

E_PTA208.pdf

S_PTA202.pdf

S_PTA204.pdf

S_PTA208.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 202, PTA 204, PTA 208, PTA 212, PTA 220, PTA 225. This content is integrated into the second technical and final clinical semester and progressed with academic knowledge and skill applications beginning with basic knowledge and skills in the second technical semester in modality and ther ex courses followed by special topics, and neurological applications. The final semester integrates and progresses the content into direct clinical practice.

Integration and progression of content are consistent with the expectations of the Normative Model, the Minimum Skills document, and the Evaluative Criteria.

Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 202: 8a-c. describe various methods of biofeedback applications in rehabilitation; describe indications and benefits of biofeedback with therapeutic interventions; identify and discuss current research supporting the use of biofeedback in therapeutic interventionsPTA 204: 9 a-c. identify appropriate modalities to enhance stretching exercises, identify appropriate modalities to enhance strength exercises, identify appropriate modalities for pain control pre and post-exercisePTA 208: 88b identify the benefits of using a given mechanical or physical agent to enhance an intervention for a neurological impairment for a given pt. goal or outcomePTA 212: 7d implement physical and mechanical agent interventions as appropriate under the direct personal supervision of clinical instructor for biofeedback, compression therapy, cryotherapy, electrotherapeutic agents, hydrotherapy, superficial and deep thermal agents and traction with intermediate level of competencePTA 220: 7d implement physical and mechanical agent interventions as appropriate under the direct or general supervision of clinical instructor for biofeedback, compression therapy, cryotherapy, electrotherapeutic agents, hydrotherapy, superficial and deep thermalagents and traction with advanced intermediate level of competencePTA 225: 7d implement physical and mechanical agent interventions as appropriate under the direct or general supervision of clinical instructor for biofeedback, compression therapy, cryotherapy, electrotherapeutic agents, hydrotherapy, superficial and deep thermal agents and traction with entry level competence

These objectives are aligned with assessment including:PTA 202: Skills check sheet biofeedback page and written Exam 2 items 38-39PTA 204: lab exam 1 clinical problem solving question sectionPTA 208: Lab Practical II, section # 4PTA 212: PTA CPI item # 11, intermediate anchorPTA 220: PTA CPI item # 11, advanced intermediate anchorPTA 225: PTA CPI item # 11, entry level anchorPTA 206 2nd technical semester comprehensive practical exam evaluation form item # 3

3.3.2.7.14[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: compression therapies

Name

E_PTA202.pdf



E_PTA204.pdf

E_PTA208.pdf

S_PTA202.pdf

S_PTA204.pdf

S_PTA208.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” in PTA 202, PTA 204, and PTA 208 and to the level of knowledge and “skill” in PTA 212, PTA 220, PTA 225. This content is integrated into the second technical and final clinical semester and progressed beginning with modality and ther ex courses followed by neurological applications. The finalsemester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 202: 9a-c. describe various methods of compression therapy applications in rehabilitation; describe indications and benefits ofcompression therapy with therapeutic interventions; identify and discuss current research supporting the use of compression therapy in therapeutic interventionsPTA 204:9 a-c. identify appropriate modalities to enhance stretching exercises, identify appropriate modalities to enhance strength exercises, identify appropriate modalities for pain control pre and post-exercisePTA 208: 88b identify the benefits of using a given mechanical or physical agent to enhance an intervention for a neurological impairment for a given pt. goal or outcomePTA 212: 7d implement physical and mechanical agent interventions as appropriate under the direct personal supervision of clinical instructor for biofeedback, compression therapy, cryotherapy, electrotherapeutic agents, hydrotherapy, superficial and deep thermal agents and traction with intermediate level of competencePTA 220: 7d implement physical and mechanical agent interventions as appropriate under the direct or general supervision of clinical instructor for biofeedback, compression therapy, cryotherapy, electrotherapeutic agents, hydrotherapy, superficial and deep thermal agents and traction with advanced intermediate level of competencePTA 225: 7d implement physical and mechanical agent interventions as appropriate under the direct or general supervision of clinical instructor for biofeedback, compression therapy, cryotherapy, electrotherapeutic agents, hydrotherapy, superficial and deep thermal agents and traction with entry level competence

These objectives are aligned with assessment including:PTA 202: Skills check sheet compression page and written Exam 2 items 48-49.PTA 204: lab exam 1 clinical problem solving question sectionPTA 208: Lab Practical II, section # 4PTA 212: PTA CPI item # 10, intermediate anchorPTA 220: PTA CPI item # 10, advanced intermediate anchorPTA 225: PTA CPI item # 10,entry level anchorPTA 206 2nd technical semester comprehensive practical exam evaluation form item # 3

3.3.2.7.15[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: cryotherapy

Name

E_PTA202.pdf

E_PTA204.pdf

E_PTA208.pdf

S_PTA202.pdf

S_PTA204.pdf

S_PTA208.pdf

S_PTA212.pdf



S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 202, PTA 204, PTA 208, PTA 212, PTA 220, PTA 225. This content is integrated into the second technical and final clinical semester and progressed with academic knowledge and skill applications beginning with basic knowledge and skills in the second technical semester in modality and ther ex courses followed by special topics, and neurological applications The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 202: 10e-g. describe various methods of cryotherapy applications in rehabilitation; describe indications and benefits of cryotherapy with therapeutic interventions; identify and discuss current research supporting the use of compression therapy in therapeutic interventionsPTA 204: 9 a-c. identify appropriate modalities to enhance stretching exercises, identify appropriate modalities to enhance strength exercises, identify appropriate modalities for pain control pre and post-exercisePTA 208: 88b identify the benefits of using a given mechanical or physical agent to enhance an intervention for a neurological impairment for a given pt. goal or outcomePTA 212: 7d implement physical and mechanical agent interventions as appropriate under the direct personal supervision of clinical instructor for biofeedback, compression therapy, cryotherapy, electrotherapeutic agents, hydrotherapy, superficial and deep thermal agents and traction with intermediate level of competencePTA 220: 7d implement physical and mechanical agent interventions as appropriate under the direct or general supervision of clinical instructor for biofeedback, compression therapy, cryotherapy, electrotherapeutic agents, hydrotherapy, superficial and deep thermal agents and traction with advanced intermediate level of competencePTA 225: 7d implement physical and mechanical agent interventions as appropriate under the direct or general supervision of clinical instructor for biofeedback, compression therapy, cryotherapy, electrotherapeutic agents, hydrotherapy, superficial and deep thermalagents and traction with entry level competence

These objectives are aligned with assessment including:PTA 202: written Exam 1 items 43-44 PTA 204: lab exam 1 clinical problem solving question sectionPTA 208: Lab Practical II, section # 4PTA 212: PTA CPI item # 10, intermediate anchorPTA 220: PTA CPI item # 10, advanced intermediate anchorPTA 225: PTA CPI item # 10,entry level anchorPTA 206 2nd technical semester comprehensive practical exam evaluation form item # 3

3.3.2.7.16[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: electrotherapeutic agents

Name

E_PTA202.pdf

E_PTA204.pdf

E_PTA208.pdf

S_PTA202.pdf

S_PTA204.pdf

S_PTA208.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 202, PTA 204, PTA 208, PTA 212, PTA 220, PTA 225. This content is integrated into the second technical and final clinical semester and progressed with academic knowledge and skill applications beginning with basic knowledge and skills in the second technical semester in modality and ther ex courses followed by special topics, and neurological applications. The final semester integrates and progresses the content into direct clinical practice.




Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 202: 11 a-b. describe various methods of electrotherapeutic applications in rehabilitation; describe indications and benefits ofvarious electrotherapeutic agents including iontophoresis, EMS, e-stim for tissue repair, FES, HVPC, NMES, and TENS; and h. describe and demonstrate the appropriate application of EMS, iontophoresis, EMS, FES, HVPC, NMES, and TENS on a given body partPTA 204:9 a-c. identify appropriate modalities to enhance stretching exercises, identify appropriate modalities to enhance strength exercises, identify appropriate modalities for pain control pre and post-exercisePTA 208: 88b identify the benefits of using a given mechanical or physical agent to enhance an intervention for a neurological impairment for a given pt. goal or outcomePTA 212: 7d implement physical and mechanical agent interventions as appropriate under the direct personal supervision of clinical instructor for biofeedback, compression therapy, cryotherapy,electrotherapeutic agents, hydrotherapy, superficial and deep thermal agents and traction with intermediate level of competencePTA 220: 7d implement physical and mechanical agent interventions as appropriate under the direct or general supervision of clinical instructor for biofeedback, compression therapy, cryotherapy, electrotherapeutic agents, hydrotherapy, superficial and deep thermal agents and traction with advanced intermediate level of competencePTA 225: 7d implement physical and mechanical agent interventions as appropriate under the direct or general supervision of clinical instructor for biofeedback, compression therapy, cryotherapy, electrotherapeutic agents, hydrotherapy, superficial and deep thermal agents and traction with entry level competence

These objectives are aligned with assessment including:PTA 202: Skills check sheet TENS, E-stim motor activity, and iontophoresis pages, midterm exam items 28-29, written Exam 2 items 1-2, 15-16, 40-41, practical exam template skill section.PTA 204: lab exam 1 clinical problem solving question sectionPTA 208: Lab Practical II, section # 4PTA 212: PTA CPI item # 11, intermediate anchorPTA 220: PTA CPI item # 11, advanced intermediate anchorPTA 225: PTA CPI item # 11,entry level anchorPTA 206 2nd technical semester comprehensive practical exam evaluation form item # 3

3.3.2.7.17[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: hydrotherapy

Name

E_PTA204.pdf

E_PTA208.pdf

S_PTA204.pdf

S_PTA208.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” in PTA 204 and PTA 208, and to the level of knowledge and skill in PTA 212, PTA 220, PTA 225. This content is integrated into the second technical and final clinical semester and progressed with academic knowledge and skill applications beginning with basic knowledge and skills in the second technical semester in modality and ther ex courses followed by special topics, and neurological applications The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 204: 28r. identify and discuss the benefits of given aquatic exercises to accomplish the PT POC relative to strength training (inschedule week 2) PTA 206: 34i. describe the effects of buoyancy and hydrostatic pressure.1. explain how buoyancy and hydrostatic pressure affect an object’s ability to float and 2. discuss implications for patient management and interventions in waterPTA 208: 88b identify the benefits of using a given mechanical or physical agent to enhance an intervention for a neurological impairment for a given pt. goal or outcome



PTA 212: 7d implement physical and mechanical agent interventions as appropriate under the direct personal supervision of clinical instructor for biofeedback, compressiontherapy, cryotherapy,electrotherapeutic agents, hydrotherapy, superficial and deep thermal agents and traction with intermediate level of competencePTA 220: 7d implement physical and mechanical agent interventions as appropriate under the direct or general supervision of clinical instructor for biofeedback, compression therapy, cryotherapy, electrotherapeutic agents, hydrotherapy, superficial and deep thermal agents and traction with advanced intermediate level of competencePTA 225: 7d implement physical and mechanical agent interventions as appropriate under the direct or general supervision of clinical instructor for biofeedback, compression therapy, cryotherapy, electrotherapeutic agents, hydrotherapy, superficial and deep thermalagents and traction with entry level competence

These objectives are aligned with assessment including:PTA 204: exam 2 item #20PTA 206: Aquatics/hydrotherapy skills check, exam 3 item # 16-22PTA 208: Lab Practical II, section # 4PTA 212: PTA CPI item # 10, intermediate anchorPTA 220: PTA CPI item # 10, advanced intermediate anchorPTA 225: PTA CPI item # 10, entry level anchorPTA 206 2nd technical semester comprehensive practical exam evaluation form item # 3

3.3.2.7.18[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: superficial and deep thermal agents

Name

E_PTA202.pdf

E_PTA204.pdf

E_PTA208.pdf

S_PTA202.pdf

S_PTA204.pdf

S_PTA208.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf



Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 202: 13 a-b. describe various methods of thermal agent applications in rehabilitation; describe indications and benefits of thermal agents with therapeutic interventions.; and h. describe and demonstrate the appropriate application of hot packs on a given region of the bodyPTA 204:9 a-c. identify appropriate modalities to enhance stretching exercises, identify appropriate modalities to enhance strength exercises, identify appropriate modalities for pain control pre and post-exercisePTA 208: 88b identify the benefits of using a given mechanical or physical agent to enhance an intervention for a neurological impairment for a given pt. goal or outcomePTA 212: 7d implement physical and mechanical agent interventions as appropriate under the direct personal supervision of clinical instructor for biofeedback, compressiontherapy, cryotherapy,electrotherapeutic agents, hydrotherapy, superficial and deep thermal agents and traction with intermediate level of competencePTA 220: 7d implement physical and mechanical agent interventions as appropriate under the direct or general supervision of clinical instructor for biofeedback, compression therapy, cryotherapy, electrotherapeutic agents, hydrotherapy, superficial and deep thermalagents and traction with advanced intermediate level of competencePTA 225: 7d implement physical and mechanical agent interventions as appropriate under the direct or general supervision of clinical



instructor for biofeedback, compression therapy, cryotherapy, electrotherapeutic agents, hydrotherapy, superficial and deep thermal agents and traction with entry level competence

These objectives are aligned with assessment including:PTA 202: Skills check sheet ultrasound and thermotherapy pages, practical exam template skill section, written Exam 2 items 23-29PTA 204: lab exam 1 clinical problem solving question sectionPTA 208: Lab Practical II, section # 4PTA 212: PTA CPI item # 10, intermediate anchorPTA 220: PTA CPI item # 10, advanced intermediate anchorPTA 225: PTA CPI item # 10, entry level anchorPTA 206 2nd technical semester comprehensive practical exam evaluation form item # 3

3.3.2.7.19[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: traction

Name

E_PTA202.pdf

E_PTA204.pdf

E_PTA208.pdf

S_PTA202.pdf

S_PTA204.pdf

S_PTA208.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf



Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 202: 14 a-b. describe various methods of traction applications in rehabilitation; describe indications and benefits of various traction applications; and f. describe and demonstrate the appropriate application of mechanical traction on a given body partPTA 204: 37 j. discuss and demonstrate appropriate methods of spinal traction on classmate for sx reliefPTA 208: 88b identify the benefits of using a given mechanical or physical agent to enhance an intervention for a neurological impairment for a given pt. goal or outcomePTA 212: 7d implement physical and mechanical agent interventions as appropriate under the direct personal supervision of clinical instructor for biofeedback, compression therapy, cryotherapy, electrotherapeutic agents, hydrotherapy, superficial and deep thermal agents and traction with intermediate level of competencePTA 220: 7d implement physical and mechanical agent interventions as appropriate under the direct or general supervision of clinical instructor for biofeedback, compression therapy, cryotherapy, electrotherapeutic agents, hydrotherapy, superficial and deep thermal agents and traction with advanced intermediate level of competencePTA 225: 7d implement physical and mechanical agent interventions as appropriate under the direct or general supervision of clinical instructor for biofeedback, compression therapy, cryotherapy, electrotherapeutic agents, hydrotherapy, superficial and deep thermal agents and traction with entry level competence

These objectives are aligned with assessment including:PTA 202: Skills check sheet traction page, Final written exam problem #2PTA 204: Exam 4 item #s 21 and 24, practical exam 3 CLINICAL PROBLEM SOLVING QUESTIONS/DISCUSSION sectionPTA 208: Lab Practical II, section # 4PTA 212: PTA CPI item # 10, intermediate anchorPTA 220: PTA CPI item # 10, advanced intermediate anchorPTA 225: PTA CPI item # 10,entry level anchorPTA 206 2nd technical semester comprehensive practical exam evaluation form item #s 4 and 6



[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: aerobic conditioning

Name

E_PTA204.pdf

E_PTA206.pdf

S_PTA204.pdf

S_PTA206.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 204, PTA 206, PTA 212, PTA 220, PTA 225. This content is integrated into the second technical and final clinical semester and progressed with academic knowledge and skill applications beginning with basic knowledge and skills in the second technical semester in ther ex followed by acute care, special topics, and neurological applications The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 204: 29 h-i. identify advantages and disadvantages of various modes of exercising including cycles, treadmills and road running, aquatic exercise, stair trainers, UBE etc. and calculate target heart rates with the traditional method and Karvonen formulaPTA 206: 20 a. demonstrate competence in implementing aerobic conditioning or reconditioning for cardiac, pulmonary or other acute orthopedic or neurological case scenario.PTA 212: 7e implement therapeutic exercises as appropriate under the direct personal supervision of clinical instructor for aerobic conditioning, balance and coordination, breathing and coughing, conditioning and reconditioning, posture awareness, ROM, stretching, and strengthening at intermediate level of competencePTA 220: 7e implement therapeutic exercises as appropriate under the direct or general supervision of clinical instructor for aerobic conditioning, balance and coordination, breathing and coughing, conditioning and reconditioning, posture awareness, ROM,stretching, and strengthening at advanced intermediate level of competencePTA 225: 7e implement therapeutic exercises as appropriate under the direct or general supervision of clinical instructor for aerobicconditioning, balance and coordination, breathing and coughing, conditioning and reconditioning, posture awareness, ROM, stretching, and strengthening with entry level competence

These objectives are aligned with assessment including:PTA 204: fitness center assignment and exam 1 items 44-45PTA 206: exam 1 items 27 and 35-36, lab exam 1 item #9PTA 212: PTA CPI item # 8, intermediate anchorPTA 220: PTA CPI item # 8, advanced intermediate anchorPTA 225: PTA CPI item # 8,entry level anchorPTA 206 2nd technical semester comprehensive practical exam evaluation form item # 4

3.3.2.7.21[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: balance and coordination training

Name

E_PTA106.pdf

E_PTA204.pdf

E_PTA206.pdf

E_PTA208.pdf

S_PTA106.pdf

S_PTA204.pdf



S_PTA206.pdf

S_PTA208.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 106, PTA 204, PTA 206, PTA 208, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and is progressed with academic knowledge and skill applications beginning with basic PT skills in the first technical semester followedby progressing knowledge and skill levels in ther ex, acute care, special topics, and neurological applications in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 106 27a and c. identify and describe the various causes of balance disorders including visual, sensory, and vestibular impairmentsand identify appropriate balance exercises for specified impairmentsPTA 204: 31 c. identify and demonstrate appropriate ....balance/proprioceptive..... exercises for selected ankle and foot conditionsPTA 206: 20 b. demonstrate competence in implementing balance and coordination training for cardiac, pulmonary or other acute orehopedic or neurological case scenario.PTA 208: 21a: Implement static/dynamic balance and coordination activities in sitting/standing for a patient with a neurological condition PTA 212: 7e implement therapeutic exercises as appropriate under the direct personal supervision of clinical instructor for aerobic conditioning, balance and coordination, breathing and coughing, conditioning and reconditioning, posture awareness, ROM,stretching, and strengthening at intermediate level of competencePTA 220: 7e implement therapeutic exercises as appropriate under the direct or general supervision of clinical instructor for aerobicconditioning, balance and coordination, breathing and coughing, conditioning and reconditioning, posture awareness, ROM, stretching, and strengthening at advanced intermediate level of competencePTA 225: 7e implement therapeutic exercises as appropriate under the direct or general supervision of clinical instructor for aerobic conditioning, balance and coordination, breathing and coughing, conditioning and reconditioning, posture awareness, ROM,stretching, and strengthening with entry level competence

These objectives are aligned with appropriate assessments including:PTA 106: skills check, exam 3 item #s 2 and 9PTA 204: exam 2 item #5 and lab exam 1 item #11PTA 206: exam 1 item # 8, lab exam 1 item #6PTA 208: Lab Practical #2PTA 212: PTA CPI item # 8, intermediate anchorPTA 220: PTA CPI item # 8, advanced intermediate anchorPTA 225: PTA CPI item # 8, entry level anchorPTA 206 2nd technical semester comprehensive practical exam evaluation form item # 4

3.3.2.7.22[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: breathing exercises and coughing techniques

Name

E_PTA206.pdf

S_PTA206.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 206, PTA 212, PTA 220, PTA 225. Integration and progression of content begins with vital signs data collection and monitoring in PTA 104. Specific breathing interventions are taught to the level of skill in PTA 206, in the pulmonary modules before progressing to clinical affiliation.



Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 206: 20 c. demonstrate competence in implementing breathing exercises or coughing techniques for cardiac, pulmonary or otheracute orthopedic or neurological case scenario.PTA 212: 7e implement therapeutic exercises as appropriate under the direct personal supervision of clinical instructor for aerobic conditioning, balance and coordination, breathing and coughing, conditioning and reconditioning, posture awareness, ROM,stretching, and strengthening at intermediate level of competencePTA 220: 7e implement therapeutic exercises as appropriate under the direct or general supervision of clinical instructor for aerobicconditioning, balance and coordination, breathing and coughing, conditioning and reconditioning, posture awareness, ROM, stretching, and strengthening at advanced intermediate level of competencePTA 225: 7e implement therapeutic exercises as appropriate under the direct or general supervision of clinical instructor for aerobic conditioning, balance and coordination, breathing and coughing, conditioning and reconditioning, posture awareness, ROM, stretching, and strengthening with entry level competence

These objectives are aligned with appropriate assessments including:PTA 206: Lab exam 2 chest PT role play/communication section item #2PTA 212: PTA CPI item # 9, intermediate anchorPTA 220: PTA CPI item # 9, advanced intermediate anchorPTA 225: PTA CPI item # 9, entry level anchorPTA 206 2nd technical semester comprehensive practical exam evaluation form item #s 4-5

3.3.2.7.23[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: conditioning and reconditioning

Name

E_PTA204.pdf

E_PTA206.pdf

E_PTA208.pdf

S_PTA204.pdf

S_PTA206.pdf

S_PTA208.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 204, PTA 206, PTA 208, PTA 212, PTA 220, PTA 225. This content is integrated into the second technical and final clinical semester and progressed with academic knowledge and skill applications beginning with basic knowledge and skills in the second technical semester in ther ex followed by acute care, special topics, and neurological applications The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 204: 28 c. Describe physiological adaptations that occur as a result of resistance training (in schedule week 2 pg. 13)PTA 206: 20 a. demonstrate competence in implementing aerobic conditioning or reconditioning for cardiac, pulmonary or other acute orthopedic or neurological case scenario.PTA 208: 22a: Implement ADL reconditioning exercises for a patient with a neurological conditionPTA 212: 7e implement therapeutic exercises as appropriate under the direct personal supervision of clinical instructor for aerobic conditioning, balance and coordination, breathing and coughing, conditioning and reconditioning, posture awareness, ROM, stretching, and strengthening at intermediate level of competencePTA 220: 7e implement therapeutic exercises as appropriate under the direct or general supervision of clinical instructor for aerobic conditioning, balance and coordination, breathing and coughing, conditioning and reconditioning, posture awareness, ROM,stretching, and strengthening at advanced intermediate level of competencePTA 225: 7e implement therapeutic exercises as appropriate under the direct or general supervision of clinical instructor for aerobicconditioning, balance and coordination, breathing and coughing, conditioning and reconditioning, posture awareness, ROM, stretching, and strengthening with entry level competence



These objectives are aligned with appropriate assessments including:PTA 204: exam 1 item #31 and lab exam 1 item # 11PTA 206: exam 1 items 27 and 35-36, lab exam 1 item #9PTA 208: Lab Practical #2PTA 212: PTA CPI item # 8, intermediate anchorPTA 220: PTA CPI item # 8, advanced intermediate anchorPTA 225: PTA CPI item # 8, entry level anchorPTA 206 2nd technical semester comprehensive practical exam evaluation form item # 4

3.3.2.7.24[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: posture awareness training

Name

E_PTA204.pdf

E_PTA206.pdf

E_PTA208.pdf

S_PTA204.pdf

S_PTA206.pdf

S_PTA208.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 204, PTA 206, PTA 208 PTA 212, PTA 220, PTA 225. Integration and progression of content are consistent with the expectations of the Normative Model, the Minimum Skills document, and the Evaluative Criteria. This content is integrated into the second technical and final clinical semester and progressed with academic knowledge and skill applications beginning with basic knowledge and skills in the second technical semester in ther ex followed by acute care, special topics, and neurological applications The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 204: 37d-e. Choose appropriate postural corrective exercises and practice correct exercise technique and Identify and differentiate between anterior and posterior pelvic tiltPTA 206: 20 d. demonstrate competence in implementing posture awareness training for cardiac, pulmonary or other acute orthopedic or neurological case scenario.PTA 208: 23a: Implement posture awareness exercises for a patient with a neurological conditionPTA 212: 7e implement therapeutic exercises as appropriate under the direct personal supervision of clinical instructor for aerobic conditioning, balance and coordination, breathing and coughing, conditioning and reconditioning, posture awareness, ROM, stretching, and strengthening at intermediate level of competencePTA 220: 7e implement therapeutic exercises as appropriate under the direct or general supervision of clinical instructor for aerobicconditioning, balance and coordination, breathing and coughing, conditioning and reconditioning, posture awareness, ROM, stretching, and strengthening at advanced intermediate level of competencePTA 225: 7e implement therapeutic exercises as appropriate under the direct or general supervision of clinical instructor for aerobic conditioning, balance and coordination, breathing and coughing, conditioning and reconditioning, posture awareness, ROM, stretching, and strengthening with entry level competence

These objectives are aligned with appropriate assessments including:PTA 204: exam 4 items 21-22, and lab exam 3 item #10 under each stabilization exercisePTA 206: exam 1 item #19, exam 2 item #10, 2nd technical semester comprehensive practical exam evaluation form item #2 posture section and item #4PTA 208: Lab Practical II, section # 4PTA 212: PTA CPI item # 8, intermediate anchorPTA 220: PTA CPI item # 8, advanced intermediate anchorPTA 225: PTA CPI item # 8, entry level anchor

3.3.2.7.25



[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: range of motion exercises

Name

E_PTA104.pdf

E_PTA204.pdf

E_PTA206.pdf

E_PTA208.pdf

S_PTA104.pdf

S_PTA204.pdf

S_PTA206.pdf

S_PTA208.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” in PTA 104 and “skill” in thefollowing courses: PTA 204, PTA 206, PTA 208, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and is progressed with academic knowledge and skill applications beginning with Data Collection and the use of goniometry to measurejoint motion in the first technical semester followed by progressing knowledge and skill levels in ther ex, acute care, special topics, and neurological applications in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 104: 5 h-i. describe and explain the importance of appropriate testing positions and stabilization when measuring joint ROM; identify appropriate start and end joint positions when measuring a given joint motion and describe how to accurately document resultsPTA 204:31 a-c. identify and describe foot and ankle pathologies commonly treated in physical therapy, identify exercise indications andcontraindications for selected ankle and foot conditions and identify and demonstrate appropriate strength, ROM, flexibility, balance/proprioceptive, and cardiorespiratory exercises for selected ankle and foot conditionsPTA 206: 20 e. demonstrate competence in implementing ROM and stretching exercises for cardiac, pulmonary or other acute orthopedic or neurological case scenario.PTA 208: 25a: Implement appropriate stretching exercises for a patient with a neurological conditionPTA 212: 7e implement therapeutic exercises as appropriate under the direct personal supervision of clinical instructor for aerobic conditioning, balance and coordination, breathing and coughing, conditioning and reconditioning, posture awareness, ROM, stretching, and strengthening at intermediate level of competencePTA 220: 7e implement therapeutic exercises as appropriate under the direct or general supervision of clinical instructor for aerobic conditioning, balance and coordination, breathing and coughing, conditioning and reconditioning, posture awareness, ROM, stretching, and strengthening at advanced intermediate level of competencePTA 225: 7e implement therapeutic exercises as appropriate under the direct or general supervision of clinical instructor for aerobicconditioning, balance and coordination, breathing and coughing, conditioning and reconditioning, posture awareness, ROM, stretching, and strengthening with entry level competence

These objectives are aligned with appropriate assessments including:PTA 104: exam 1 items 33-3, 37 and 41; skills check for weeks 3-8 ROM sections; lab exam 2 joint ROM sections 1-3 items 1,3, and 6 and documentation sectionPTA 204: lab exam 1 item #1 ankle, knee, hip sections, written exam 2 items 13-14PTA 206: Lab exam 1 intervention section item #4; PTA 206 2nd technical semester comprehensive practical exam evaluation form item # 4PTA 208: Lab Practical II, section 2 and 3, item # 8PTA 212: PTA CPI item # 8, intermediate anchorPTA 220: PTA CPI item # 8, advanced intermediate anchorPTA 225: PTA CPI item # 8, entry level anchor

3.3.2.7.26[Demonstrates competence in implementing selected components of interventions identified in the plan of care



established by the physical therapist]: stretching exercises

Name

E_PTA204.pdf

E_PTA206.pdf

E_PTA208.pdf

S_PTA204.pdf

S_PTA206.pdf

S_PTA208.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 204, PTA 206, PTA 208, PTA 212, PTA 220, PTA 225. This content is integrated into the second technical semester with academic knowledge and skill applications beginning with basic skills in Ther ex followed by progressing knowledge and skill levels inacute care, special topics, and neurological applications in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 204: 32 c. identify and practice appropriate strength, ROM, flexibility, balance/proprioceptive, and cardiorespiratory exercises for selected knee conditionsPTA 206: 20 e. demonstrate competence in implementing ROM and stretching exercises for cardiac, pulmonary or other acute orthopedic or neurological case scenario.PTA 208: 25a: Implement appropriate stretching exercises for a patient with a neurological conditionPTA 212: 7e implement therapeutic exercises as appropriate under the direct personal supervision of clinical instructor for aerobic conditioning, balance and coordination, breathing and coughing, conditioning and reconditioning, posture awareness, ROM, stretching, and strengthening at intermediate level of competencePTA 220: 7e implement therapeutic exercises as appropriate under the direct or general supervision of clinical instructor for aerobic conditioning, balance and coordination, breathing and coughing, conditioning and reconditioning, posture awareness, ROM, stretching, and strengthening at advanced intermediate level of competencePTA 225: 7e implement therapeutic exercises as appropriate under the direct or general supervision of clinical instructor for aerobic conditioning, balance and coordination, breathing and coughing, conditioning and reconditioning, posture awareness, ROM, stretching, and strengthening with entry level competence

These objectives are aligned with appropriate assessments including:PTA 204 lab exam 1 item #1 ankle, knee, hip sections, written exam 2 item #33PTA 206: Lab exam 1 intervention section item #4, 2nd technical semester comprehensive practical exam evaluation form item # 4PTA 208: Lab Practical II, section # 3 and 3, item # 8PTA 212: PTA CPI item # 8, intermediate anchorPTA 220: PTA CPI item # 8, advanced intermediate anchorPTA 225: PTA CPI item # 8, entry level anchor

3.3.2.7.27[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: strengthening exercises

Name

E_PTA204.pdf

E_PTA206.pdf

E_PTA208.pdf

S_PTA204.pdf

S_PTA206.pdf



S_PTA208.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 204, PTA 206, PTA 208, PTA 212, PTA 220, PTA 225. This content is integrated in second technical semester and is progressed with academic knowledge and skill applications beginning with basic Ther ex skills followed by progressing knowledge and skill levels in acute care, special topics, and neurological applications in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 204: 32 c. identify and practice appropriate strength, ROM, flexibility, balance/proprioceptive, and cardiorespiratory exercises for selected knee conditionsPTA 206: 20 f. demonstrate competence in implementing strengthening exercises for cardiac, pulmonary or other acute orthopedic or neurological case scenario.PTA 208: 24a: Implement LE strength exercises for a patient with neuromuscular impairmentsPTA 212: 7e implement therapeutic exercises as appropriate under the direct personal supervision of clinical instructor for aerobicconditioning, balance and coordination, breathing and coughing, conditioning and reconditioning, posture awareness, ROM, stretching, and strengthening at intermediate level of competencePTA 220: 7e implement therapeutic exercises as appropriate under the direct or general supervision of clinical instructor for aerobicconditioning, balance and coordination, breathing and coughing, conditioning and reconditioning, posture awareness, ROM, stretching, and strengthening at advanced intermediate level of competencePTA 225: 7e implement therapeutic exercises as appropriate under the direct or general supervision of clinical instructor for aerobicconditioning, balance and coordination, breathing and coughing, conditioning and reconditioning, posture awareness, ROM, stretching, and strengthening with entry level competence

These objectives are aligned with appropriate assessments including:PTA 204: lab exam 1 item #1 ankle, knee, hip sections, written exam 2 item #20PTA 206: Lab exam 1 intervention section item #4, 2nd technical semester comprehensive practical exam evaluation form item # 4PTA 208: Lab Practical II, section # 3 and 3, item # 8PTA 212: PTA CPI item # 8, intermediate anchorPTA 220: PTA CPI item # 8, advanced intermediate anchorPTA 225: PTA CPI item # 8, entry level anchor

3.3.2.7.28[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: application and removal of dressing or agents

Name

E_PTA106.pdf

E_PTA206.pdf

S_PTA106.pdf

S_PTA206.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 106, PTA 206, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and is progressed with academic knowledge and skill applications beginning with basic PT skills in the first technical semester followed by progressingknowledge and skill levels in acute care and special topics in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.

Integration and progression of content are consistent with the expectations of the Normative Model, the Minimum Skills document, and



the Evaluative Criteria.

Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 106: 35b: Demonstrates competence in the application and removal of wound dressings or agentsPTA 206: 24h. discuss the application and removal of RL dressings and identify precautions in clinical case scenario (in schedule week 6 pg. 16)PTA 212: 7f implement wound management as appropriate under the direct personal supervision of clinical instructor forapplication and removal of dressings or agents and identification of precautions for dressing removal at intermediate level of competencePTA 220: 7f implement wound management as appropriate under the direct or general supervision of clinical instructor for application and removal of dressings or agents and identification of precautions for dressing removal at advanced intermediate level of competencePTA 225: 7f implement wound management as appropriate under the direct or general supervision of clinical instructor for application and removal of dressings or agents and identification of precautions for dressing removal with entry level competence

These objectives are aligned with appropriate assessments including:PTA 106: Skills check, written exam III, item # 57, 1st technical semester comprehensive practical exam evaluation form section #4PTA 206: Lab exam 2 limb wrapping section item #2PTA 212: PTA CPI item #9, intermediate anchorPTA 220: PTA CPI item #9, advanced intermediate anchorPTA 225: PTA CPI item #9, entry level anchor

3.3.2.7.29[Demonstrates competence in implementing selected components of interventions identified in the plan of care established by the physical therapist]: identification of precautions for dressing removal

Name

E_PTA106.pdf

E_PTA206.pdf

S_PTA106.pdf

S_PTA206.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf



Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 106: 36b: Matches appropriate precautions to a given dressing typePTA 206: 24h. discuss the application and removal of RL dressings and identify precautions in clinical case scenario (in schedule week 6 pg. 16)PTA 212: 7f implement wound management as appropriate under the direct personal supervision of clinical instructor for application and removal of dressings or agents and identification of precautions for dressing removal at intermediate level of competencePTA 220: 7f implement wound management as appropriate under the direct or general supervision of clinical instructor for application and removal of dressings or agents and identification of precautions for dressing removal at advanced intermediate level of competencePTA 225: 7f implement wound management as appropriate under the direct or general supervision of clinical instructor for application and removal of dressings or agents and identification of precautions for dressing removal with entry level competence

These objectives are aligned with appropriate assessments including:PTA 106: Written Exam #3, Question 58, 1st technical semester comprehensive practical exam evaluation form item # 4PTA 206: Lab exam 2 limb wrapping section item #2PTA 212: PTA CPI item #9, intermediate anchorPTA 220: PTA CPI item #9, advanced intermediate anchor



PTA 225: PTA CPI item #9, entry level anchor

3.3.2.8.1[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: measures standard vital signs

Name

E_PTA104.pdf

E_PTA206.pdf

E_PTA208.pdf

S_PTA104.pdf

S_PTA206.pdf

S_PTA208.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and /or “skill” in the followingcourses: PTA 104, PTA 204, 206, PTA 208, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and is progressed with academic knowledge and skill applications beginning with basic PT skills in Data Collection in the first technicalsemester followed by progressing knowledge and skill levels in ther ex, acute care, special topics, and neurological applications in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 104: 4ci. discuss and demonstrate accurate BP measurement technique with mock patient at rest and during activityPTA 206: 21 di. discuss and demonstrate accurate BP measurement technique with given scenario and pt. with cardiac, pulmonary or other acute condition at rest and during activity or positional changesPTA 208: 8b: Demonstrates and discusses changes to technique in vital sign data collection in patient with cognitive, sensory or neuromuscular impairmentPTA 212: 8a collects data as appropriate under the direct personal supervision of clinical instructor for aerobic capacity and endurance to include: standard vital signs, responses to positional changes and activities, thoracoabdominal movements and breathing patterns with activity at intermediate level of competencePTA 220: 8a collects data as appropriate under the direct or general supervision of clinical instructor for aerobic capacity and endurance to include: standard vital signs, responses to positional changes and activities, thoracoabdominal movements and breathing patterns with activity at advanced intermediate level of competencePTA 225: 8a collects data as appropriate under the direct or general supervision of clinical instructor for aerobic capacity and endurance to include: standard vital signs, responses to positional changes and activities, thoracoabdominal movements and breathing patterns with activity with entry level competence

These objectives are aligned with appropriate assessments including:PTA 104: exam 1 items 20-21, lab exam vital signs section item #2PTA 106 first technical semester comprehensive practical exam Evaluation form section 2d.PTA 206: lab exam 1 data collection section item #7PTA 208: Lab Practical I, sections 2,-4, item #4, Lab Practical II, section 2 and 3, item # 11PTA 212: PTA CPI item # 8-10, intermediate anchorPTA 220: PTA CPI item # 8-10, advanced intermediate anchorPTA 225: PTA CPI item # 8-10, entry level anchor

3.3.2.8.2[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: recognizes and monitors responses to positional changes and activities

Name

E_PTA104.pdf

E_PTA206.pdf



S_PTA104.pdf

S_PTA206.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 104 , PTA 204, 206, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and is progressed with academic knowledge and skill applications beginning with basic PT skills in Data Collection in the first technical semester followed by progressing knowledge and skill levels in ther ex, acute care, and special topics in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 104:4ci. discuss and demonstrate accurate BP measurement technique with mock patient at rest and during activityPTA 206: 21 di. discuss and demonstrate accurate BP measurement technique with given scenario and pt. with cardiac, pulmonary or other acute condition at rest and during activity or positional changesPTA 212: 8a collects data as appropriate under the direct personal supervision of clinical instructor for aerobic capacity and endurance to include: standard vital signs, responses to positional changes and activities, thoracoabdominal movements and breathing patterns with activity at intermediate level of competencePTA 220: 8a collects data as appropriate under the direct or general supervision of clinical instructor for aerobic capacity and endurance to include: standard vital signs, responses to positional changes and activities, thoracoabdominal movements and breathing patterns with activity at advanced intermediate level of competencePTA 225: 8a collects data as appropriate under the direct or general supervision of clinical instructor for aerobic capacity and endurance to include: standard vital signs, responses to positional changes and activities, thoracoabdominal movements and breathingpatterns with activity with entry level competence

These objectives are aligned with appropriate assessments including:PTA 104: lab exam 1 item #6 PTA 106 first technical semester comprehensive practical exam Evaluation form section 2d.PTA 206: lab exam 1 data collection section item #7PTA 212: PTA CPI item # 8-12, intermediate anchorPTA 220: PTA CPI item # 8-12, advanced intermediate anchorPTA 225: PTA CPI item # 8-12, entry level anchor

3.3.2.8.3[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: observes and monitors thoracoabdominal movements and breathing patterns with activity

Name

E_PTA104.pdf

E_PTA106.pdf

E_PTA206.pdf

S_PTA104.pdf

S_PTA206.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 104, PTA 206, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and is progressed with academic knowledge and skill applications beginning with basic PT skills in Data Collection in the first technical semester followedby progressing knowledge and skill levels in acute care and special topics in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.

Integration and progression of content are consistent with the expectations of the Normative Model, the Minimum Skills document, and



the Evaluative Criteria.

Several objectives documenting appropriate integration, progression and expected level of performance for thiscurricular requirement include:PTA 104: 4bi-ii. describes classmates chest wall expansion and excursion in various positions and with activity and accurately describe diaphragmatic breathing patternPTA 206: 23 bi. identify and discuss expected abnormal chest wall expansion and excursion patterns with a given scenario and patient conditionPTA 212: 8a collects data as appropriate under the direct personal supervision of clinical instructor for aerobic capacity and enduranceto include: standard vital signs, responses to positional changes and activities, thoracoabdominal movements and breathing patterns with activity at intermediate level of competencePTA 220: 8a collects data as appropriate under the direct or general supervision of clinical instructor for aerobic capacity and endurance to include: standard vital signs, responses to positional changes and activities, thoracoabdominal movements and breathing patterns with activity at advanced intermediate level of competencePTA 225: 8a collects data as appropriate under the direct or general supervision of clinical instructor for aerobic capacity and endurance to include: standard vital signs, responses to positional changes and activities, thoracoabdominal movements and breathing patterns with activity with entry level competence

These objectives are aligned with appropriate assessments including:PTA 104: lab exam 1 vital signs section items 3 and 6PTA 106: first technical semester comprehensive practical exam evaluation form section 2d vital signs data collectionPTA 206: exam 1 item #22PTA 212: PTA CPI item # 9, intermediate anchorPTA 220: PTA CPI item # 9, advanced intermediate anchorPTA 225: PTA CPI item # 9, entry level anchor

3.3.2.8.4[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: measures height, weight, length and girth

Name

E_PTA104.pdf

E_PTA106.pdf

E_PTA204.pdf

E_PTA206.pdf

S_PTA104.pdf

S_PTA204.pdf

S_PTA206.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 104, PTA 204, PTA 206, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and is progressed with academic knowledge and skill applications beginning with basic PT skills in Data Collection in the first technicalsemester followed by progressing knowledge and skill levels in ther ex, acute care and special topics in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 104: 27g. student demonstrates accurate knee joint girth measurements (in schedule week 8 pg. 16)PTA 204: 33h. student demonstrates accurate leg length and Q-angle measurement technique (in schedule week 8 pg. 20)PTA 206: 26 bi. student demonstrates proper RL girth measurement on mock patient (in schedule week 6 pg. 18)PTA 212: 8b collect data under the direct personal supervision of clinical instructor for anthropometrical characteristics to include: height, weight, length and girth at intermediate level of competencePTA 220: 8b collect data under the direct or general supervision of clinical instructor for anthropometrical characteristics to include: height, weight, length and girth at advanced intermediate level of competence



PTA 225: 8b collect data under the direct or general supervision of clinical instructor for anthropometrical characteristics to include: height, weight, length and girth with entry level competence

These objectives are aligned with appropriate assessments including:PTA 104: skills check for knee week 8PTA 106: first technical semester comprehensive practical exam item evaluation form #2c data collection for posturePTA 204: skills check for knee week 7PTA 206: skills check for amputation, lab exam 2 limb wrapping section item #3 PTA 212: PTA CPI item # 8-12, intermediate anchorPTA 220: PTA CPI item # 8-12, advanced intermediate anchorPTA 225: PTA CPI item # 8-12, entry level anchor

3.3.2.8.5[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: recognizes changes in the direction and magnitude of patient’s state of arousal, mentation and cognition

Name

E_PTA104.pdf

E_PTA206.pdf

E_PTA208.pdf

S_PTA104.pdf

S_PTA206.pdf

S_PTA208.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 104, PTA 206, PTA 208, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and is progressed with academic knowledge and skill applications beginning with basic PT skills in Data Collection in the first technicalsemester followed by progressing knowledge and skill levels acute care, special topics, and neurological applications in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 104: 3b. discuss accurate scoring with a given assessment tool and scenario (in schedule week 1 pg. 7)PTA 206: 21 gi. student demonstrates appropriate screening for arousal, mentation, and/or cognition in mock acute care case scenarioPTA 208: 9a: Discuss appropriate cognitive screening tool for patient with various neurological conditionsPTA 212: 8c collect data as appropriate under the direct personal supervision of clinical instructor for arousal, mentation and cognition to include: the direction and magnitude of a patient’s state of arousal, mentation, and cognition at intermediate anchorPTA 220: 8c collect data as appropriate under the direct or general supervision of clinical instructor for arousal, mentation and cognitionto include: the direction and magnitude of a patient’s state of arousal, mentation, and cognition at advanced intermediate anchorPTA 225: 8c collect data as appropriate under the direct or general supervision of clinical instructor for arousal, mentation and cognitionto include: the direction and magnitude of a patient’s state of arousal, mentation, and cognition at entry level anchor

These objectives are aligned with appropriate assessments including:PTA 104: exam 1 items 9-10PTA 206: lab exam 1 data collection section item #4, 2nd technical semester comprehensive practical exam item #2 vital signs sectionPTA 208: Lab Practical I, section 1PTA 212: PTA CPI item #8, 10-12, intermediate anchorPTA 220: PTA CPI item #8, 10-12, advanced intermediate anchorPTA 225:PTA CPI item #8, 10-12, entry level anchor

3.3.2.8.6[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: identifies the individual’s and caregiver’s ability to care for the device

Name



E_PTA106.pdf

E_PTA206.pdf

S_PTA106.pdf

S_PTA206.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” in PTA 106 and PTA 206 to the level of “skill” in PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and is progressed with academic knowledge and skill applications beginning with basic PT skills in the first technical semester followed by progressing knowledge and skill levels in acute care and special topics in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 106: 24c identifies the individual’s and caregiver’s ability to care for assistive, adaptive, or supportive devicePTA 206:29a1. student appropriately interviews mock patient/caregiver regarding care for orthotic/prosthetic device to determine ability to care for device. (in schedule pg. 21)PTA 212: 8d collect data as appropriate under the direct personal supervision of clinical instructor for assistive, adaptive, orthotic, protective, supportive, and prosthetic devices to include: identifying the individual’s and caregiver’s ability to care for thedevice, changes in skin condition while using the devices and equipment, and safety factors while using the device at intermediate level of competencePTA 220: 8d collect data as appropriate under the direct or general supervision of clinical instructor for assistive, adaptive, orthotic,protective, supportive, and prosthetic devices to include: identifying the individual’s and caregiver’s ability to care for the device, changes in skin condition while using the devices and equipment, and safety factors while using the device at advanced intermediate level of competencePTA 225: 8d collect data as appropriate under the direct or general supervision of clinical instructor for assistive, adaptive, orthotic, protective, supportive, and prosthetic devices to include: identifying the individual’s and caregiver’s ability to care for thedevice, changes in skin condition while using the devices and equipment, and safety factors while using the device with entry level competence

These objectives are aligned with appropriate assessments including:PTA 106: soap notes for mock patient case scenarios done in classPTA 206: lab exam 2 limb wrapping section item #2, 2nd technical semester comprehensive practical exam evaluation form item #5PTA 212: PTA CPI item # 8, 12, intermediate anchorPTA 220: PTA CPI item # 8, 12, advanced intermediate anchorPTA 225: PTA CPI item # 8, 12, entry level anchor

3.3.2.8.7[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: recognizes changes in skin condition while using devices and equipment

Name

E_PTA202.pdf

E_PTA206.pdf

S_PTA202.pdf

S_PTA206.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 202, PTA 206, PTA 212, PTA 220, PTA 225. This content is integrated in the second technical semester and is progressed



with academic knowledge and skill applications beginning with basic knowledge in Therapeutic Modalities in the first technical semesterfollowed by progressing knowledge and skill levels in acute care and special topics. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 202: 6b-c describe the physiological effects of athermal agents; identify precautions and contraindications for athermal agents.PTA 206:29b3. identifies pressure tolerant and intolerant areas of prosthetic socket (in schedule pg. 21)PTA 212: 8d collect data as appropriate under the direct personal supervision of clinical instructor for assistive, adaptive, orthotic, protective, supportive, and prosthetic devices to include: identifying the individual’s and caregiver’s ability to care for the device, changes in skin condition while using the devices and equipment, and safety factors while using the device at intermediatelevel of competencePTA 220: 8d collect data as appropriate under the direct or general supervision of clinical instructor for assistive, adaptive, orthotic,protective, supportive, and prosthetic devices to include: identifying the individual’s and caregiver’s ability to care for the device, changes in skin condition while using the devices and equipment, and safety factors while using the device at advancedintermediate level of competencePTA 225: 8d collect data as appropriate under the direct or general supervision of clinical instructor for assistive, adaptive, orthotic, protective, supportive, and prosthetic devices to include: identifying the individual’s and caregiver’s ability to care for the device, changes in skin condition while using the devices and equipment, and safety factors while using the device with entry level competence

These objectives are aligned with appropriate assessments including:PTA 202: exam 2 item #34PTA 206: exam 2 item #s 19 and 22, 2nd technical semester comprehensive practical exam evaluation form item #3 modality and #5 specialPTA 212: PTA CPI item # 8-12, intermediate anchorPTA 220: PTA CPI item # 8-12, advanced intermediate anchorPTA 225: PTA CPI item # 8-12, entry level anchor topics

3.3.2.8.8[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: recognizes safety factors while using the device

Name

E_PTA106.pdf

E_PTA206.pdf

S_PTA106.pdf

S_PTA206.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf



Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 106: 24e: Recognizes, documents, and communicates to supervisor safety factors while using assistive/adaptive devicesPTA 106: 25f: Utilizes the proper level of guarding based on POC and observationsPTA 206: 29c1. student identifies safety factors in case scenario relative to orthotic/prosthetic use (in class schedule pg. 21)PTA 212: 8d collect data as appropriate under the direct personal supervision of clinical instructor for assistive, adaptive, orthotic, protective, supportive, and prosthetic devices to include: identifying the individual’s and caregiver’s ability to care for the device, changes in skin condition while using the devices and equipment, and safety factors while using the device at intermediate level of



competencePTA 220: 8d collect data as appropriate under the direct or general supervision of clinical instructor for assistive, adaptive, orthotic,protective, supportive, and prosthetic devices to include: identifying the individual’s and caregiver’s ability to care for the device, changes in skin condition while using the devices and equipment, and safety factors while using the device at advanced intermediate level of competencePTA 225: 8d collect data as appropriate under the direct or general supervision of clinical instructor for assistive, adaptive, orthotic, protective, supportive, and prosthetic devices to include: identifying the individual’s and caregiver’s ability to care for the device, changes in skin condition while using the devices and equipment, and safety factors while using the device with entry level competence

These objectives are aligned with appropriate assessments including:PTA 106:Written Exam #2, Questions 8,10,20,23PTA 106: Lab Practical #2 GaitPTA 206: lab exam 2 limb wrapping section item #2, 2nd technical semester comprehensive practical exam evaluation form critical safety sections as indicated with **PTA 212: PTA CPI item # 8 and 12, intermediate anchorPTA 220: PTA CPI item # 8 and 12, advanced intermediate anchorPTA 225: PTA CPI item # 8 and 12, entry level anchor

3.3.2.8.9[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: describes the safety, status, and progression of patients while engaged in gait, locomotion, balance, wheelchair management and mobility

Name

E_PTA104.pdf

E_PTA106.pdf

E_PTA206.pdf

E_PTA208.pdf

S_PTA104.pdf

S_PTA106.pdf

S_PTA206.pdf

S_PTA208.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 104, PTA 106, PTA 206, PTA 208, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and is progressed with academic knowledge and skill applications beginning with basic PT skills and Data Collection in the first technical semester followed by progressing knowledge and skill levels in acute care, special topics, and neurological applications in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 104: 60a. identify the purpose and components of standard assessment tools such as the DGI and Berg balancePTA 106: 24b: Identifies and discusses objective indicators of patient progression such as level of assistance needed.PTA 206: 29c2-3. identifies gait deviations in video demonstration of gait and functional activities with prosthetic devices and identifies possible causes for given gait deviations...PTA 208: 16b identify various gait deviations associated with a given neurological conditionPTA 212: 8e collect data as appropriate under the direct personal supervision of clinical instructor for gait, locomotion and balance to include: safety, status, and progression of patients while engaged in gait, locomotion, balance, wheelchair management and mobility at intermediate level of competencePTA 220: 8e collect data as appropriate under the direct or general supervision of clinical instructor for gait, locomotion and balance to include: safety, status, and progression of patients while engaged in gait, locomotion, balance, wheelchair management and mobility at advanced intermediate level of competencePTA 225: 8e collect data as appropriate under the direct or general supervision of clinical instructor for gait, locomotion and balance to



include: safety, status, and progression of patients while engaged in gait, locomotion, balance, wheelchair management and mobility entry level competence

These objectives are aligned with appropriate assessments including:PTA 104: exam 3 items 40-41PTA 106: exam 2 Questions 1-3, 14, first technical semester comprehensive practical exam evaluation form item #1PTA 206: exam 2 items 31-34PTA 208: exam 1, item 26, 37PTA 212: PTA CPI, item # 10 and 12, intermediate anchorPTA 220: PTA CPI, item # 10 and 12, advanced intermediate anchorPTA 225: PTA CPI, item # 10 and 12, entry level anchor

3.3.2.8.10[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: recognizes absent or altered sensation

Name

E_PTA202.pdf

E_PTA208.pdf

S_PTA202.pdf

S_PTA208.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 202, PTA 208, PTA 212, PTA 220, PTA 225. This content is integrated in the second technical semester and is progressed with academic knowledge and skill applications beginning with basic sensory screening for modalities and is followed by progressingknowledge and skill levels in neurological applications. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for thiscurricular requirement include:PTA 202: 13b. demonstrates appropriate sensory screening as before applying therapeutic modalitiesPTA 208: 7b: demonstrates appropriate sensory screening as appropriate prior to neurological interventionsPTA 212: 8f collect data as appropriate under the direct personal supervision of clinical instructor for integumentary integrity to include: absent or altered sensation, normal and abnormal integumentary changes, activities, positioning, and postures that aggravate or relieve pain or altered sensations, or that can be produce associated skin trauma, and viable versus nonviable tissue at intermediate level of competencePTA 220: 8f collect data as appropriate under the direct or general supervision of clinical instructor for integumentary integrity to include: absent or altered sensation, normal and abnormal integumentary changes, activities, positioning, and postures thataggravate or relieve pain or altered sensations, or that can be produce associated skin trauma, and viable versus nonviable tissue at advanced intermediate level of competencePTA 225:8f collect data as appropriate under the direct or general supervision of clinical instructor for integumentary integrity to include: absent or altered sensation, normal and abnormal integumentary changes, activities, positioning, and postures that aggravate or relieve pain or altered sensations, or that can be produce associated skin trauma, and viable versus nonviable tissue with entry level competence

These objectives are aligned with appropriate assessments including:PTA 202: lab exam template skill row #20PTA 206: 2nd technical semester comprehensive practical exam evaluation form item #2 data collection section for sensation and item # 3 modality PTA 208: Skills check off, Lab Practical #1PTA 212: PTA CPI, item # 9-12 intermediate anchorPTA 220: PTA CPI, item # 9-12 advanced intermediate anchorPTA 225: PTA CPI, item # 9-12 entry level anchor

3.3.2.8.11[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: recognizes normal and abnormal integumentary changes



Name

E_PTA102.pdf

E_PTA106.pdf

E_PTA202.pdf

S_PTA102.pdf

S_PTA106.pdf

S_PTA202.pdf

S_PTA212.pdf

S_PTA220.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 102, PTA 106, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and is progressed with academic knowledge and skill applications beginning with knowledge of various clinical conditions (PTA 102) with abnormalintegumentary changes and progressed basic PT skills in the first technical semester. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 102: 3a. student recognizes and describes normal and abnormal integumentary changes associated with skin CA (in schedule week 3 pg. 6 of syllabus)PTA 106: 33d: Interprets the rule of 9’sPTA 202: need to add objectivePTA 212: 8f collect data as appropriate under the direct personal supervision of clinical instructor for integumentary integrity to include:absent or altered sensation, normal and abnormal integumentary changes, activities, positioning, and postures that aggravate or relieve pain or altered sensations, or that can be produce associated skin trauma, and viable versus nonviable tissue at intermediate level of competencePTA 220: 8f collect data as appropriate under the direct or general supervision of clinical instructor for integumentary integrity to include: absent or altered sensation, normal and abnormal integumentary changes, activities, positioning, and postures that aggravate or relieve pain or altered sensations, or that can be produce associated skin trauma, and viable versus nonviable tissue at advanced intermediate level of competencePTA 225:8f collect data as appropriate under the direct or general supervision of clinical instructor for integumentary integrity to include: absent or altered sensation, normal and abnormal integumentary changes, activities, positioning, and postures that aggravate or relieve pain or altered sensations, or that can be produce associated skin trauma, and viable versus nonviable tissue with entry level competence

These objectives are aligned with appropriate assessments including:PTA 102: Exam 1 item #41PTA 106: Written Exam # 3, Question # 47PTA 202: lab exam template skill row #20PTA 206: 2nd technical semester comprehensive practical exam evaluation form item # 3 modality and #5 special topicsPTA 212: PTA 212: PTA CPI, item # 9-12 intermediate anchorPTA 220: PTA CPI, item # 9-12 advanced intermediate anchorPTA 225: PTA CPI, item # 9-12 entry level anchor

3.3.2.8.12[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: recognizes activities, positioning, and postures that aggravate or relieve pain or altered sensations, or that can produce associated skin

Name

E_PTA106.pdf

E_PTA204.pdf

E_PTA206.pdf

S_PTA106.pdf



S_PTA204.pdf

S_PTA206.pdf

S_PTA212.pdf

S_PTA220.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 106, PTA 204, 206, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and is progressed with academic knowledge and skill applications beginning with basic PT skills in the first technical semester followed by progressing knowledge and skill levels in ther ex, acute care and special topics in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for thiscurricular requirement include:PTA 106: 8a identify pressure sensitive anatomical structuresPTA 204: 24b. identify and describe positioning and posture modifications related to a given joint or exercise that relieves pain, altered sensation or other sxsPTA 206: 21fi. demonstrate correct use of perceived exertion rating scale for a mock patient with cardiac or pulmonary impairmentPTA 212: 8f collect data as appropriate under the direct personal supervision of clinical instructor for integumentary integrity to include: absent or altered sensation, normal and abnormal integumentary changes, activities, positioning, and postures that aggravate or relieve pain or altered sensations, or that can be produce associated skin trauma, and viable versus nonviable tissue at intermediate level of competencePTA 220: 8f collect data as appropriate under the direct or general supervision of clinical instructor for integumentary integrity to include: absent or altered sensation, normal and abnormal integumentary changes, activities, positioning, and postures thataggravate or relieve pain or altered sensations, or that can be produce associated skin trauma, and viable versus nonviable tissue at advanced intermediate level of competencePTA 225:8f collect data as appropriate under the direct or general supervision of clinical instructor for integumentary integrity toinclude: absent or altered sensation, normal and abnormal integumentary changes, activities, positioning, and postures that aggravate or relieve pain or altered sensations, or that can be produce associated skin trauma, and viable versus nonviable tissue with entry level competence

These objectives are aligned with appropriate assessments including:PTA 106: Exam 1, items 32-34PTA 204: exam 2 item #s 27 and 29, exam 4 item #s 9-10, and lab exam 2 item # 10PTA 206: Exam 1 items 1, 19, and 27; lab exam 1 data collection section item #5, 2nd technical semester comprehensive practical exam evaluation form item #s 1 and 6PTA 212: PTA 212: PTA CPI, item # 9-12 intermediate anchorPTA 220: PTA CPI, item # 9-12 advanced intermediate anchorPTA 225: PTA CPI, item # 9-12 entry level anchor

3.3.2.8.13[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: recognizes viable versus nonviable tissue

Name

E_PTA102.pdf

E_PTA106.pdf

E_PTA206.pdf

S_PTA102.pdf

S_PTA212.pdf

S_PTA220.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 102, PTA 106, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and is progressed with academic knowledge and skill applications beginning with basic knowledge of various clinical conditions involving the integumentary system as well as basic PT skills in the first technical semester. The final semester integrates and progresses the content into direct clinical practice.




Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 102: #3 identify and discuss characteristics of viable and nonviable tissue for given pathological condition. (in schedule week 2 pg.5)PTA 212: 8f collect data as appropriate under the direct personal supervision of clinical instructor for integumentary integrity to include: absent or altered sensation, normal and abnormal integumentary changes, activities, positioning, and postures that aggravate or relieve pain or altered sensations, or that can be produce associated skin trauma, and viable versus nonviable tissue at intermediate level of competencePTA 220: 8f collect data as appropriate under the direct or general supervision of clinical instructor for integumentary integrity to include: absent or altered sensation, normal and abnormal integumentary changes, activities, positioning, and postures that aggravate or relieve pain or altered sensations, or that can be produce associated skin trauma, and viable versus nonviable tissue at advanced intermediate level of competencePTA 225:8f collect data as appropriate under the direct or general supervision of clinical instructor for integumentary integrity to include: absent or altered sensation, normal and abnormal integumentary changes, activities, positioning, and postures that aggravate or relieve pain or altered sensations, or that can be produce associated skin trauma, and viable versus nonviable tissue with entry level competence

These objectives are aligned with appropriate assessments including:PTA 102: exam 1 items 9-10PTA 106: exam 3, item # 56PTA 206: 2nd technical semester comprehensive practical exam evaluation form item #5 PTA 212: PTA 212: PTA CPI, item # 9-12 intermediate anchorPTA 220: PTA CPI, item # 9-12 advanced intermediate anchorPTA 225: PTA CPI, item # 9-12 entry level anchor

3.3.2.8.14[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: recognizes normal and abnormal joint movement

Name

E_PTA104.pdf

E_PTA204.pdf

E_PTA206.pdf

S_PTA104.pdf

S_PTA204.pdf

S_PTA212.pdf

S_PTA220.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 104, PTA 204, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and is progressed with academic knowledge and skill applications beginning with basic Data Collection skills in the first technical semester followed byprogressing knowledge and skill levels in ther ex in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 104: 11 b-d. describe normal end feels for shoulder joint ROM, accepted shoulder ROM norms, and capsular patterns of restricted shoulder joint motion (in schedule week 4 pg. 10)PTA 204: 26 a-b. describe the arthrokinematics, normal and abnormal joint movement for a given joint and/or condition (in schedule week one pg. 12)PTA 212: 8g collect data as appropriate under the direct personal supervision of clinical instructor for joint integrity and mobility toinclude: the recognition of normal and abnormal joint movement at intermediate level of competencePTA 220: 8g collect data as appropriate under the direct or general supervision of clinical instructor for joint integrity and mobility to include: the recognition of normal and abnormal joint movement at advanced intermediate level of competencePTA 225: 8g collect data as appropriate under the direct or general supervision of clinical instructor for joint integrity and mobility to include: the recognition of normal and abnormal joint movement with entry level competence



These objectives are aligned with appropriate assessments including:PTA 104: exam 1 items 46-50 and 53-55PTA 204: exam 2 item # 18, lab exam 1 items 4 and 6PTA 206: 2nd technical semester comprehensive practical exam evaluation form item #2 goniometry section and item #4PTA 212: PTA 212: PTA CPI, item # 8- 10 and 12 intermediate anchorPTA 220: PTA CPI, item # 8-10 and 12 advanced intermediate anchorPTA 225: PTA CPI, item # 8- 10 and 12 entry level anchor

3.3.2.8.15[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: measures muscle strength by manual muscle testing

Name

E_PTA104.pdf

E_PTA106.pdf

E_PTA208.pdf

S_PTA104.pdf

S_PTA208.pdf

S_PTA212.pdf

S_PTA220.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 104, PTA 208, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and is progressed with academic knowledge and skill applications beginning with basic Data Collection skills in the first technical semester followed byprogressing knowledge and skill levels in neurological applications in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 104: 40d. demonstrate proper technique of strength testing for given shoulder musclesPTA 208: 10a: Demonstrates competence to adjust muscle strength test to accommodate for cognitive or sensory deficits due to neurological conditionPTA 212: 8h collect data as appropriate under the direct personal supervision of clinical instructor for muscle performance to include: manual muscle testing, the presence or absence of muscle mass, normal and abnormal muscle length at intermediate level of competencePTA 220: 8h collect data as appropriate under the direct or general supervision of clinical instructor for muscle performance to include:manual muscle testing, the presence or absence of muscle mass, normal and abnormal muscle length at advanced intermediate level of competencePTA 225: 8h collect data as appropriate under the direct or general supervision of clinical instructor for muscle performance to include:manual muscle testing, the presence or absence of muscle mass, normal and abnormal muscle length with entry level competence

These objectives are aligned with appropriate assessments including:PTA 104: lab exam 3 strength testing section items 1, 2, and 6PTA 106: first technical semester comprehensive practical exam evaluation form section 2 item bPTA 208: Lab Practical I, section #4PTA 212: PTA CPI, item # 8, 11-12, intermediate anchorPTA 220:PTA CPI, item # 8, 11-12, advanced intermediate anchorPTA 225:PTA CPI, item # 8, 11-12, entry level anchor

3.3.2.8.16[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: observes the presence or absence of muscle mass

Name

E_PTA104.pdf

E_PTA204.pdf

S_PTA104.pdf



S_PTA204.pdf

S_PTA212.pdf

S_PTA220.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 104, PTA 204, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and is progressed with academic knowledge and skill applications beginning with basic Data Collection skills in the first technical semester followed byprogressing knowledge and skill levels in ther ex second technical semester. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 104: 35 gi. visually describe the quality of muscle mass on classmates and in photos (in schedule week 9 pg. 19)PTA 204: 10g. observe and identify the presence of muscle mass for given example on classmatesPTA 212: 8h collect data as appropriate under the direct personal supervision of clinical instructor for muscle performance to include: manual muscle testing, the presence or absence of muscle mass, normal and abnormal muscle length at intermediate level of competencePTA 220: 8h collect data as appropriate under the direct or general supervision of clinical instructor for muscle performance to include: manual muscle testing, the presence or absence of muscle mass, normal and abnormal muscle length at advanced intermediatelevel of competencePTA 225: 8h collect data as appropriate under the direct or general supervision of clinical instructor for muscle performance to include:manual muscle testing, the presence or absence of muscle mass, normal and abnormal muscle length with entry level competence

These objectives are aligned with appropriate assessments including:PTA 104: lab exam 3 item #4PTA 204: lab exam 1 exercise section item #4PTA 212: PTA CPI, item # 8, 11-12, intermediate anchorPTA 220:PTA CPI, item # 8, 11-12, advanced intermediate anchorPTA 225:PTA CPI, item # 8, 11-12, entry level anchor2nd technical semester comprehensive practical exam evaluation form item #2 data collection MMT section and item #4

3.3.2.8.17[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: recognizes normal and abnormal muscle length

Name

E_PTA104.pdf

E_PTA204.pdf

S_PTA104.pdf

S_PTA204.pdf

S_PTA212.pdf

S_PTA220.pdf



Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 104: 25a. identify one and two-joint muscles of the hip and describe how muscle tension will affect hip or knee motionPTA 204: 10e. accurately document muscle length test resultsPTA 212: 8h collect data as appropriate under the direct personal supervision of clinical instructor for muscle performance to include:



manual muscle testing, the presence or absence of muscle mass, normal and abnormal muscle length at intermediate level ofcompetencePTA 220: 8h collect data as appropriate under the direct or general supervision of clinical instructor for muscle performance to include: manual muscle testing, the presence or absence of muscle mass, normal and abnormal muscle length at advanced intermediate level of competencePTA 225: 8h collect data as appropriate under the direct or general supervision of clinical instructor for muscle performance to include: manual muscle testing, the presence or absence of muscle mass, normal and abnormal muscle length with entry level competence

These objectives are aligned with appropriate assessments including:PTA 104: exam 2 item #30 and lab exam 2 joint ROM sections item #7PTA 204: lab exam documentation section item #1PTA 206: 2nd technical semester comprehensive practical exam evaluation form item # 2 data collection goniometry section and item #4PTA 212: PTA CPI, item # 8-10, intermediate anchorPTA 220: PTA CPI, item # 8-10, advanced intermediate anchorPTA 225: PTA CPI, item # 8-10, entry level anchor

3.3.2.8.18[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: recognizes changes in muscle tone

Name

E_PTA102.pdf

E_PTA104.pdf

E_PTA206.pdf

E_PTA208.pdf

S_PTA102.pdf

S_PTA104.pdf

S_PTA208.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 102, PTA 104, PTA 208, PTA 220, PTA 225. This content is integrated into all three technical semesters and is progressed with academic knowledge and skill applications beginning with knowledge of various clinical conditions that exhibit changes in muscle tone as well as basic Data Collection skills in the first technical semester followed by progressing knowledge and skill levels in neurological applications in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 102: #6 (in schedule week 4 pediatric disorders): define and give examples of muscle tone changes and spasticityPTA 104: 35 hi. palpate on self and classmates muscles in various stages of tensionPTA 208: 19d: Recognizes changes in muscle tonePTA 220: 8i collect data as appropriate under the direct or general supervision of clinical instructor to recognize changes in muscle tone at advanced intermediate level of competencePTA 225: 8i collect data as appropriate under the direct or general supervision of clinical instructor to recognize changes in muscle tone with entry level competence

These objectives are aligned with appropriate assessments including:PTA 102: exam 4 items 39-40PTA 104: lab exam 3 strength testing section item #4PTA 206: 2nd technical semester comprehensive practical exam evaluation form item # 2 goniometry/flexibility and MMT sectionsPTA 208: Lab Practical Exam # 1, Written Exam #1, Questions 35-36PTA 220: PTA CPI item # 8, 11-12, intermediate anchorPTA 225: PTA CPI item # 8, 11-12, entry level anchor

3.3.2.8.19[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of



care]: recognizes gross motor milestones

Name

E_PTA206.pdf

S_PTA206.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and /or “skill” in the followingcourses: PTA 206, PTA 220, PTA 225. This content is integrated into second technical semester and is progressed with academic knowledge and skill applications in special topics of pediatrics. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 206: 37a: Describe gross motor milestones expected for a given age from infancy through childhoodPTA 220: 8j collect data as appropriate under the direct or general supervision of clinical instructor for neuromotor development toinclude: recognizing gross and fine motor milestones and righting and equilibrium reactions at advanced intermediate level of competencePTA 225: 8j collect data as appropriate under the direct or general supervision of clinical instructor for neuromotor development to include: recognizing gross and fine motor milestones and righting and equilibrium reactions with entry level competence

These objectives are aligned with appropriate assessments including:PTA 206: Written Exam #3 item # 27, 39, second technical semester comprehensive practical exam evaluation form item # 5PTA 220: PTA CPI, item # 8, advanced intermediate anchorPTA 225: PTA CPI, item # 8, entry level anchor

3.3.2.8.20[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: recognizes fine motor milestones

Name

E_PTA206.pdf

S_PTA206.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 206, PTA 220, PTA 225. This content is integrated into the second technical semester in the special topic of pediatrics progressing from knowledge to skill. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 206: 38a: Describe fine motor milestones expected for a given age from infancy through childhoodPTA 220: 8j collect data as appropriate under the direct or general supervision of clinical instructor for neuromotor development to include: recognizing gross and fine motor milestones and righting and equilibrium reactions at advanced intermediate level of competencePTA 225: 8j collect data as appropriate under the direct or general supervision of clinical instructor for neuromotor development to include: recognizing gross and fine motor milestones and righting and equilibrium reactions with entry level competence

These objectives are aligned with appropriate assessments including:PTA 206: Written Exam #3, item # 41, second technical semester comprehensive practical exam evaluation form item # 5PTA 220: PTA CPI, item # 8, advanced intermediate anchorPTA 225: PTA CPI, item # 8, entry level anchor

3.3.2.8.21[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of



care]: recognizes righting and equilibrium reactions

Name

E_PTA206.pdf

S_PTA206.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 206, PTA 220, PTA 225. This content is integrated into the second technical semester and is progressed with academic knowledge and skill applications in the special topic of pediatrics. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for thiscurricular requirement include:PTA 206: 39a: Describe righting and equilibrium reactions expected for a given age from infancy through childhoodPTA 220: 8j collect data as appropriate under the direct or general supervision of clinical instructor for neuromotor development to include: recognizing gross and fine motor milestones and righting and equilibrium reactions at advanced intermediate level ofcompetencePTA 225: 8j collect data as appropriate under the direct or general supervision of clinical instructor for neuromotor development to include: recognizing gross and fine motor milestones and righting and equilibrium reactions with entry level competence

These objectives are aligned with appropriate assessments including:PTA 206: Written Exam #3, item # 29, second technical semester comprehensive practical exam evaluation form item # 5PTA 220: PTA CPI, item # 8,advanced intermediate anchorPTA 225: PTA CPI, item # 8, entry level anchor

3.3.2.8.22[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: administers standardized questionnaires, graphs, behavioral scales, or visual analog scales for pain

Name

E_PTA104.pdf

E_PTA106.pdf

E_PTA208.pdf

S_PTA104.pdf

S_PTA208.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 104, PTA 208, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and is progressed with academic knowledge and skill applications beginning with basic Data Collection skills in the first technical semester followed byprogressing knowledge and skill level in neurological applications in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 104: 2a. identify and describe standard questionnaires, graphs, scales and VASs commonly used in PT to collect pain-related data(in schedule pg. 6)PTA 208: 11a: Demonstrates competence in clinical case scenario to adjust method of ascertaining pain level or functional status frompatient with cognitive, sensory, communication deficit due to neurological condition.PTA 212: 8i collect data as appropriate under the direct personal supervision of clinical instructor for pain to include: the administration of standardized questionnaires, graphs, behavioral scales, or visual analog scales for pain and recognize activities, positioning, and postures that aggravate or relieve pain or altered sensations at intermediate level of competencePTA 220: 8k collect data as appropriate under the direct or general supervision of clinical instructor for pain to include: the



administration of standardized questionnaires, graphs, behavioral scales, or visual analog scales for pain and recognize activities, positioning, and postures that aggravate or relieve pain or altered sensations at advanced intermediate level of competencePTA 225: 8k collect data as appropriate under the direct or general supervision of clinical instructor for pain to include: the administration of standardized questionnaires, graphs, behavioral scales, or visual analog scales for pain and recognizing activities, positioning, and postures that aggravate or relieve pain or altered sensations with entry level competence

These objectives are aligned with appropriate assessments including:PTA 104: exam 1 items 4-5PTA 106: first technical semester comprehensive practical exam evaluation form item #7 communicationPTA 208: Lab Exam I, section 2,3,4, item # 2PTA 212: PTA CPI, item # 8-12, intermediate anchorPTA 220: PTA CPI, item # 8-12, advanced intermediate anchorPTA 225: PTA CPI, item # 8-12, entry level anchor

3.3.2.8.23[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: recognizes activities, positioning, and postures that aggravate or relieve pain or altered sensations

Name

E_PTA106.pdf

E_PTA204.pdf

E_PTA208.pdf

S_PTA106.pdf

S_PTA204.pdf

S_PTA208.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 106, PTA 204, PTA 208, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and is progressed with academic knowledge and skill applications beginning with basic PT skills in the first technical semester followed byprogressing knowledge and skill levels in ther ex and neurological applications in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 106: 8b: identify positions that lead to ischemia and eventual skin breakdownPTA 204: 24b. identify and describe positioning and posture modifications related to a given joint or exercise that relieves pain, altered sensation or other sxsPTA 208: 11b demonstrates competence in clinical case scenario to identify activities, positions, or postures that will likely alleviate or aggravate pain when pt. is unable to communicate due to neurological impairmentPTA 212: 8i collect data as appropriate under the direct personal supervision of clinical instructor for pain to include: the administration of standardized questionnaires, graphs, behavioral scales, or visual analog scales for pain and recognize activities, positioning, and postures that aggravate or relieve pain or altered sensations at intermediate level of competencePTA 220: 8k collect data as appropriate under the direct or general supervision of clinical instructor for pain to include: the administration of standardized questionnaires, graphs, behavioral scales, or visual analog scales for pain and recognize activities, positioning, and postures that aggravate or relieve pain or altered sensations at advanced intermediate level of competencePTA 225: 8k collect data as appropriate under the direct or general supervision of clinical instructor for pain to include: the administration of standardized questionnaires, graphs, behavioral scales, or visual analog scales for pain and recognizing activities, positioning, and postures that aggravate or relieve pain or altered sensations with entry level competence

These objectives are aligned with appropriate assessments including:PTA 106: Skills check off for positioningPTA 204: exam 3 item #s 6 and 12, exam 4 item #S 9 and 12, and lab exam 2 item # 10PTA 208: Lab exam II, section # 4PTA 212: PTA CPI, item # 8-12, intermediate anchorPTA 220: PTA CPI, item # 8-12, advanced intermediate anchorPTA 225: PTA CPI, item # 8-12, entry level anchor

3.3.2.8.24



[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: Describes resting posture in any position

Name

E_PTA104.pdf

E_PTA204.pdf

E_PTA206.pdf

S_PTA104.pdf

S_PTA204.pdf

S_PTA225.pdf



Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 104: 57a. identify anatomical landmarks to be used a normal plumb line references (in schedule week 15 pg. 28)PTA 204: 23 f. describes posture and alignment of trunk and extremities for a given resting position, activity, or movement (in syllabus pg. 9)PTA 212: 8j collect data as appropriate under the direct personal supervision of clinical instructor for posture to include: describing resting posture in any position and recognizing alignment of trunk and extremities at rest and during activities at intermediate level of competencePTA 220: 8l collect data as appropriate under the direct or general supervision of clinical instructor for posture to include: describingresting posture in any position and recognizing alignment of trunk and extremities at rest and during activities at advanced intermediate level of competencePTA 225: 8l collect data as appropriate under the direct or general supervision of clinical instructor for posture to include: describingresting posture in any position and recognizing alignment of trunk and extremities at rest and during activities with entry level competence

These objectives are aligned with appropriate assessments including:PTA 104: exam 3 item #43; skills check week 15 for posture assessmentPTA 204: exam 3 item #s 41-42PTA 206: 2nd technical semester comprehensive practical exam evaluation form item #2 data collection posture sectionPTA 212: PTA CPI, item # 8 and 12, intermediate anchorPTA 220: PTA CPI, item # 8 and 12, advanced intermediate anchorPTA 225: PTA CPI, item # 8 and 12, entry level anchor

3.3.2.8.25[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: Recognizes alignment of trunk and extremities at rest and during activities

Name

E_PTA104.pdf

E_PTA106.pdf

E_PTA204.pdf

S_PTA104.pdf

S_PTA204.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 104, PTA 204, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and is progressed with academic knowledge and skill applications beginning with basic Data Collection skills in the first technical semester followed by



progressing knowledge and skill levels in ther ex in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 104: 35n. describe alignment of trunk and extremities for given MMT (in schedule week 9 pg. 19)PTA 204: 23d. describes and demonstrates proper alignment of trunk and extremities for given spinal stabilization exercise (pg. 9)PTA 212: 8j collect data as appropriate under the direct personal supervision of clinical instructor for posture to include: describing resting posture in any position and recognizing alignment of trunk and extremities at rest and during activities at intermediate level of competencePTA 220: 8l collect data as appropriate under the direct or general supervision of clinical instructor for posture to include: describing resting posture in any position and recognizing alignment of trunk and extremities at rest and during activities at advanced intermediate level of competencePTA 225: 8l collect data as appropriate under the direct or general supervision of clinical instructor for posture to include: describing resting posture in any position and recognizing alignment of trunk and extremities at rest and during activities with entry level competence

These objectives are aligned with appropriate assessments including:PTA 104: Exam 3 item #s 4 and 13PTA 106: first technical semester comprehensive practical exam evaluation form item #2 data collection posture section and item #4PTA 204: Exam 4 item #s 7-8 and 11; lab exam 1 exercise section item #7PTA 212: PTA CPI, item # 8 and 12, intermediate anchorPTA 220: PTA CPI, item # 8 and 12, advanced intermediate anchorPTA 225: PTA CPI, item # 8 and 12, entry level anchor

3.3.2.8.26[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: measures functional range of motion

Name

E_PTA104.pdf

E_PTA204.pdf

E_PTA206.pdf

S_PTA104.pdf

S_PTA204.pdf

S_PTA225.pdf



Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 104: 12 and 28a. describe and demonstrate proper screening technique for functional shoulder/knee ROM (in schedule pgs. 11 and 16)PTA 204: 32g and 34g. measure and implement functional ROM/strength and relate selected knee/shoulder exercises to PT POC and ADL/functionPTA 212: 8k collect data as appropriate under the direct personal supervision of clinical instructor for ROM to include: measuringfunctional ROM and correct use of a goniometer at intermediate level of competencePTA 220: 8m collect data as appropriate under the direct or general supervision of clinical instructor for ROM to include: measuring functional ROM and correct use of a goniometer at advanced intermediate level of competencePTA 225: 8m collect data as appropriate under the direct or general supervision of clinical instructor for ROM to include: measuringfunctional ROM and correct use of a goniometer with entry level competence

These objectives are aligned with appropriate assessments including:



PTA 104: exam 1 item #s 50 and 57; exam 2 item #27;PTA 204: exam 3 item #18; lab exam 2 exercise sections item #12PTA 206: 2nd technical semester comprehensive practical exam evaluation form item #2 data collection goniometry/flexibility sectionPTA 212: PTA CPI, item # 8 -10, intermediate anchorPTA 220: PTA CPI, item # 8 -10, advanced intermediate anchorPTA 225: PTA CPI, item # 8 -10, entry level anchor

3.3.2.8.27[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: measures range of motion using a goniometer

Name

E_PTA104.pdf

E_PTA106.pdf

S_PTA104.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 104, PTA 212, PTA 220, PTA 225. This content is integrated into the first and third technical semesters and is progressed with academic knowledge and skill applications beginning with basic Data Collection skills in the first technical semester. The finalsemester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 104: 10aii and iv. demonstrate proper elbow stabilization in preparation for ROM measurement and demonstrate proper alignment of goniometer for measuring elbow flexion and extension (in schedule pg. 10)PTA 212: 8k collect data as appropriate under the direct personal supervision of clinical instructor for ROM to include: measuringfunctional ROM and correct use of a goniometer at intermediate level of competencePTA 220: 8m collect data as appropriate under the direct or general supervision of clinical instructor for ROM to include: measuring functional ROM and correct use of a goniometer at advanced intermediate level of competencePTA 225: 8m collect data as appropriate under the direct or general supervision of clinical instructor for ROM to include: measuring functional ROM and correct use of a goniometer with entry level competence

These objectives are aligned with appropriate assessments including:PTA 104: exam 1 item #s 41-42; skills check weeks 3-8 goniometer alignment and measurement; lab exam 1 joint ROM sections items 3, 5, and 7PTA 106: first technical semester comprehensive practical exam evaluation form item #2 data collection goniometry sectionPTA 212: PTA CPI, item # 8 -10, intermediate anchorPTA 220: PTA CPI, item # 8 -10, advanced intermediate anchorPTA 225: PTA CPI, item # 8 -10, entry level anchor

3.3.2.8.28[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: inspects the physical environment and measures physical space

Name

E_PTA106.pdf

S_PTA106.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 106, PTA 212, PTA 220, PTA 225. This content is integrated in the first and third semesters and is progressed with academic knowledge and skill applications beginning with basic PT skills in the first technical semester. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this



curricular requirement include:PTA 106: 29: Inspects the physical environment and measures physical spacePTA 212: 8l collect data as appropriate under the direct personal supervision of clinical instructor for self-care and home management and community or work reintegration to include: the physical environment and space, safety and barriers at home, community and work environments, level of functional status and the administration of standardized questionnaires to patients and others at intermediate level of competencePTA 220: 8n collect data as appropriate under the direct or general supervision of clinical instructor for self-care and home management and community or work reintegration to include: the physical environment and space, safety and barriers at home, community and work environments, level of functional status and the administration of standardized questionnaires to patients and others at advanced intermediate level of competencePTA 225: 8n collect data as appropriate under the direct or general supervision of clinical instructor for self-care and home management and community or work reintegration to include: the physical environment and space, safety and barriers at home, community and work environments, level of functional status and the administration of standardized questionnaires to patients and others with entry level competence

These objectives are aligned with appropriate assessments including:PTA 106: ADA/Accessibility Assignment; Written Exam # 3, Question 26, first technical semester comprehensive practical examevaluation form item # 7PTA 212: PTA CPI, item # 8 and 12, intermediate anchorPTA 220: PTA CPI, item # 8 and 12, advanced intermediate anchorPTA 225: PTA CPI, item # 8 and 12, entry level anchor

3.3.2.8.29[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: recognizes safety and barriers in home, community and work environments

Name

E_PTA106.pdf

E_PTA206.pdf

S_PTA106.pdf

S_PTA206.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 106, 206, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and is progressed with academic knowledge and skill applications beginning with basic PT skills in the first technical semester followed by progressing knowledge and skill levels in acute care and special topics in the second technical semester. The final clinical semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 106: 30: Recognizes safety and barriers in home, community and work environmentsPTA 206: 21hi. conduct mock patient interview to include data collection for safety and barriers in the home, community and workenvironmentsPTA 212: 8l collect data as appropriate under the direct personal supervision of clinical instructor for self-care and home management and community or work reintegration to include: the physical environment and space, safety and barriers at home, community and work environments, level of functional status and the administration of standardized questionnaires to patients and others at intermediate level of competencePTA 220: 8n collect data as appropriate under the direct or general supervision of clinical instructor for self-care and home managementand community or work reintegration to include: the physical environment and space, safety and barriers at home, community and work environments, level of functional status and the administration of standardized questionnaires to patients and others at advanced intermediate level of competencePTA 225: 8n collect data as appropriate under the direct or general supervision of clinical instructor for self-care and home management and community or work reintegration to include: the physical environment and space, safety and barriers at home, community and work environments, level of functional status and the administration of standardized questionnaires to patients and others with entry level competence

These objectives are aligned with appropriate assessments including:PTA 106: ADA/Accessibility Assignment; Written Exam #3, Question 30, first technical semester comprehensive practical exam evaluation form item #6PTA 206: lab exam 1 data collection section item #4 and clinical problem solving section item #3



PTA 212: PTA CPI, item # 8 and 12, intermediate anchorPTA 220: PTA CPI, item # 8 and 12, advanced intermediate anchorPTA 225: PTA CPI, item # 8 and 12, entry level anchor

3.3.2.8.30[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: recognizes level of functional status

Name

E_PTA104.pdf

E_PTA106.pdf

E_PTA206.pdf

S_PTA104.pdf

S_PTA206.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 104, PTA 204, 206, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and is progressed with academic knowledge and skill applications beginning with basic Data Collection skills in the first technical semester followed by progressing knowledge and skill levels in ther ex, acute care, and special topics in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 104: 58a-b. identify and describe examples of functional strength and identify and describe examples of functional ROMPTA 206: 21ii. student identifies level of assistance needed or appropriate assistive device needed for mock pt. in acute care scenario (in schedule pg. 13)PTA 212: 8l collect data as appropriate under the direct personal supervision of clinical instructor for self-care and home management and community or work reintegration to include: the physical environment and space, safety and barriers at home, community and work environments, level of functional status and the administration of standardized questionnaires to patients and others at intermediate level of competencePTA 220: 8n collect data as appropriate under the direct or general supervision of clinical instructor for self-care and home management and community or work reintegration to include: the physical environment and space, safety and barriers at home, community and work environments, level of functional status and the administration of standardized questionnaires to patients and others at advanced intermediate level of competencePTA 225: 8n collect data as appropriate under the direct or general supervision of clinical instructor for self-care and home management and community or work reintegration to include: the physical environment and space, safety and barriers at home, community and work environments, level of functional status and the administration of standardized questionnaires to patients and others with entry level competence

These objectives are aligned with appropriate assessments including:PTA 104: exam 3 item # 15 and exam 2 items 27 and 33PTA 106: first technical semester comprehensive practical exam evaluation form item #s 6 discussion and 7 communication and pt.educationPTA 206: exam 1 items 35-36; lab exam 1 item #13PTA 212: PTA CPI, item # 8 and 12, intermediate anchorPTA 220: PTA CPI, item # 8 and 12, advanced intermediate anchorPTA 225: PTA CPI, item # 8 and 12, entry level anchor

3.3.2.8.31[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: administers standardized questionnaires to patients and others

Name

E_PTA104.pdf

E_PTA106.pdf

E_PTA204.pdf



E_PTA208.pdf

S_PTA104.pdf

S_PTA204.pdf

S_PTA208.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 104, PTA 208, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and is progressed with academic knowledge and skill applications beginning with basic Data Collection skills in the first technical semester followed byprogressing knowledge and skill levels in neurological applications in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 104: 59a. identify and accurately administer functional status questionnaires to classmatesPTA 204: 37ki. student describes characteristics of various back pain questionnairesPTA 208: 11a demonstrates competence in clinical case scenario to adjust method of ascertaining pain level or functional level status from pt. with cognitive, sensory, communication or other deficit due to neurological conditionPTA 212: 8l collect data as appropriate under the direct personal supervision of clinical instructor for self-care and home management and community or work reintegration to include: the physical environment and space, safety and barriers at home, community and work environments, level of functional status and the administration of standardized questionnaires to patients and others at intermediate level of competencePTA 220: 8n collect data as appropriate under the direct or general supervision of clinical instructor for self-care and home management and community or work reintegration to include: the physical environment and space, safety and barriers at home, community and work environments, level of functional status and the administration of standardized questionnaires to patients and others atadvanced intermediate level of competencePTA 225: 8n collect data as appropriate under the direct or general supervision of clinical instructor for self-care and home management and community or work reintegration to include: the physical environment and space, safety and barriers at home, community and work environments, level of functional status and the administration of standardized questionnaires to patients and others with entry level competence

These objectives are aligned with appropriate assessments including:PTA 104: exam 3 items 40-42PTA 106: first technical semester comprehensive practical exam evaluation form item # 7PTA 204: Lab exam 3 CLINICAL PROBLEM SOLVINGQUESTIONS/DISCUSSION section bottom ofPTA 208: Lab exam II, section # 4PTA 212: PTA CPI, item # 8 - 12, intermediate anchorPTA 220: PTA CPI, item # 8 - 12, advanced intermediate anchorPTA 225: PTA CPI, item # 8 - 12, entry level anchor

3.3.2.8.32[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: recognizes cyanosis

Name

E_PTA102.pdf

E_PTA104.pdf

S_PTA102.pdf

S_PTA104.pdf

S_PTA212.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 102, PTA 104, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and is progressed with academic knowledge and skill applications beginning with knowledge of various clinical conditions that may present cyanosis and



basic Data Collection skills in the first technical semester. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for thiscurricular requirement include:PTA 102: Week 8 objective 1. define terminology related to cardiac, blood, and lymphatic disorders (pg. 8)PTA 104: 4aii. describes cyanosis, normal and abnormal BP, HR, RR, and oximetryPTA 212: 8m collect data as appropriate under the direct personal supervision of clinical instructor for ventilation, respiration and circulation to include: the recognition of cyanosis, activities that aggravate or relieve edema, pain, dyspnea, or other symptoms at intermediate level of competencePTA 220: 8o collect data as appropriate under the direct or general supervision of clinical instructor for ventilation, respiration and circulation to include: the recognition of cyanosis, activities that aggravate or relieve edema, pain, dyspnea, or other symptoms at advanced intermediate level of competencePTA 225: 8o collect data as appropriate under the direct or general supervision of clinical instructor for ventilation, respiration andcirculation to include: the recognition of cyanosis, activities that aggravate or relieve edema, pain, dyspnea, or other symptoms with entry level competence

These objectives are aligned with appropriate assessments including:PTA 102: exam 3 item #51PTA 104: lab exam 1 vital signs section item #6PTA 212: PTA CPI, item # 8 - 10, intermediate anchorPTA 220: PTA CPI, item # 8 - 10, advanced intermediate anchorPTA 225: PTA CPI, item # 8 - 10, entry level anchor

3.3.2.8.33[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: recognizes activities that aggravate or relieve edema, pain, dyspnea, or other symptoms

Name

E_PTA104.pdf

E_PTA206.pdf

S_PTA104.pdf

S_PTA206.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 104, PTA 206, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and is progressed with academic knowledge and skill applications beginning with basic Data Collection skills in the first technical semester followed byprogressing knowledge and skill levels in ther ex, acute care and special topics in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 104: 4 d i. discuss the impact patient positioning and activity level can have on vital signs and patient tolerance to activity. (in schedule week 2 pg. 8)PTA 206: 21 fi-ii. demonstrates correct use of RPE scale for mosk patient... and demonstrate continuous assessment of a mock patient’s tolerance to physical activity with appropriate pain scales, observation and communication skills for a cardiac or pulmonary case scenarioPTA 212: 8m collect data as appropriate under the direct personal supervision of clinical instructor for ventilation, respiration andcirculation to include: the recognition of cyanosis, activities that aggravate or relieve edema, pain, dyspnea, or other symptoms at intermediate level of competencePTA 220: 8o collect data as appropriate under the direct or general supervision of clinical instructor for ventilation, respiration and circulation to include: the recognition of cyanosis, activities that aggravate or relieve edema, pain, dyspnea, or other symptoms at advanced intermediate level of competencePTA 225: 8o collect data as appropriate under the direct or general supervision of clinical instructor for ventilation, respiration and circulation to include: the recognition of cyanosis, activities that aggravate or relieve edema, pain, dyspnea, or other symptoms with entry level competence



These objectives are aligned with appropriate assessments including:PTA 104: lab exam 1 vital sign item #6PTA 206: exam 1 item #19; lab exam 1 data collection section items 5-7, 2nd technical semester comprehensive practical exam evaluation form item # 5 discussion/clinical problem solvingPTA 212: PTA CPI, item # 8 - 12, intermediate anchorPTA 220: PTA CPI, item # 8 - 12, advanced intermediate anchorPTA 225: PTA CPI, item # 8 - 12, entry level anchor

3.3.2.8.34[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: describes chest wall expansion and excursion

Name

E_PTA104.pdf

E_PTA206.pdf

S_PTA104.pdf

S_PTA206.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 104, PTA 206, PTA 212, PTA 220, PTA 225. This content is integrated into all three technical semesters and is progressed with academic knowledge and skill applications beginning with basic Data Collection skills in the first technical semester followed byprogressing knowledge and skill levels in acute care and special topics in the second technical semester. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for thiscurricular requirement include:PTA 104: 4bi-ii. describes classmates chest wall expansion and excursion in various positions and with activity and accurately describe diaphragmatic breathing pattern (in schedule week 2 pg. 8)PTA 206: 23ci. describe abnormal chest wall expansion and excursion common with COPDPTA 212: 8n collect data as appropriate under the direct personal supervision of clinical instructor to describe chest wall expansion and excursion at intermediate level of competencePTA 220: 8p collect data as appropriate under the direct or general supervision of clinical instructor to describe chest wall expansion andexcursion at advanced intermediate level of competencePTA 225: 8p collect data as appropriate under the direct or general supervision of clinical instructor to describe chest wall expansion andexcursion

These objectives are aligned with appropriate assessments including:PTA 104: exam 1 item #29PTA 206: exam 1 item #22; lab exam 2 chest PT data collection section item #2, second technical semester comprehensive practical exam evaluation form item #2 data collection vital signs sectionPTA 212: PTA CPI, item # 9, intermediate anchorPTA 220: PTA CPI, item # 9, advanced intermediate anchorPTA 225: PTA CPI, item # 9, entry level anchor

3.3.2.8.35[Demonstrates competency in performing components of data collection skills essential for carrying out the plan of care]: describes cough and sputum characteristics

Name

E_PTA206.pdf

S_PTA206.pdf

S_PTA220.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” in PTA 206 and “skill” in the PTA212, PTA 220, and PTA 225. This content is integrated in second technical semester and is progressed with academic knowledge and skill applications in acute care and special topics. The final semester integrates and progresses the content into direct clinical practice.




Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 206:23ai. identifies characteristics of sputum including color, consistency, volume and odor (in schedule pg. 15)PTA 212: not a skill expected for first integrated clinicalPTA 220: 8q collect data as appropriate under the direct or general supervision of clinical instructor to describe cough and sputum characteristics at advanced intermediate level of competencePTA 225: 8q collect data as appropriate under the direct or general supervision of clinical instructor to describe cough and sputum characteristics with entry level competence

These objectives are aligned with appropriate assessments including:PTA 206: lab exam 2 chest PT data collection section item #3, second technical semester comprehensive practical exam evaluation form item #5PTA 212:see abovePTA 220: PTA CPI, item # 9, advanced intermediate anchorPTA 225: PTA CPI, item # 9, entry level anchor

3.3.2.9Adjusts interventions within the plan of care established by the physical therapist in response to patient clinicalindications and reports this to the supervising physical therapist.

Name

E_PTA204.pdf

E_PTA206.pdf

E_PTA208.pdf

S_PTA204.pdf

S_PTA206.pdf

S_PTA208.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 204, PTA 206, PTA 208, PTA 212, PTA 220, PTA 225. This content is integrated into the second technical semester in all courses and progressed as it is applied within the context of each new course. The final semester integrates and progresses the contentinto direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for thiscurricular requirement include:PTA 204:11c. describe appropriate adjustment to intervention in given clinical case scenario (pg. 7)PTA 206: 6c. describe appropriate adjustment to intervention in given clinical case scenario (pg. 5)PTA 208: 90a observes, identifies, and communicates to supervising PT changes in fatigue levels, functional capacity, or other clinical indicators due to neurological condition that warrants reduction in pt. activity level or stressPTA 212: 9b take vital signs before, during, and after intervention and continuously monitor for signs of activity intolerance at intermediate level of competencePTA 220: 9b take vital signs before, during, and after intervention and continuously monitor for signs of activity intolerance at advancedintermediate level of competencePTA 225: 9b take vital signs before, during, and after intervention and continuously monitor for signs of activity intolerance entry level competence

These objectives are aligned with appropriate assessments including:PTA 204: exam 3 item 37; lab exam 1 clinical problem solving sectionPTA 206: exam 1 item #s12 and 27; lab exam 1 clinical problem solving section item #1, second technical semester comprehensivepractical exam evaluation form item # 6PTA 208: Lab exam II, section # 4PTA 212: PTA CPI, item # 1, 7, intermediate anchorPTA 220: PTA CPI, item # 1, 7, advanced intermediate anchorPTA 225: PTA CPI, item # 1, 7, entry level anchor

3.3.2.10



Recognizes when intervention should not be provided due to changes in the patient's status and reports this to thesupervising physical therapist.

Name

E_PTA106.pdf

E_PTA204.pdf

E_PTA206.pdf

E_PTA208.pdf

S_PTA106.pdf

S_PTA204.pdf

S_PTA206.pdf

S_PTA208.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and skill in the following courses: PTA 106, PTA 204, PTA 206, PTA 208, PTA 212, PTA 220, PTA 225. This content is integrated in the first technical semester with basic skills in PTA 106 and followed in the second technical semester progressed in all courses as it is applied within the context of each new course. The final semester integrates and progresses the content into direct clinical practice.


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 106: 17a: Reviews documentation in given scenario for changes in physician orders including weight bearing status.PTA 204: 12c. identify potential patient status changes warranting a discontinuation of intervention in clinical case scenario (pg. 7)PTA 206: 7c. identify potential patient status changes warranting a discontinuation of intervention in clinical case scenario (pg.6)PTA 208: 91c monitors vital signs and other indicators of a patient’s intolerance to activity including blood pressure, HR, RR, pulse oximetry, rating of perceived exertion, diaphoresis, skin color etc. for a given neurological condition and plan of carePTA 212: 10a reviews documentation for changes in physician orders including weight bearing status at intermediate level ofcompetencePTA 220: 10a reviews documentation for changes in physician orders including weight bearing status at advanced intermediate level ofcompetencePTA 225: 10a reviews documentation for changes in physician orders including weight bearing status with entry level competence

These objectives are aligned with appropriate assessments including:PTA 106: Written Exam #1, Question #7PTA 204: exam 2 item #4; lab exam 1 clinical problem solving sectionPTA 206: exam 1 item #s 10, 27, and 37; lab exam 1 clinical problem solving section item #1, second technical semester comprehensive practical exam evaluation form item #6PTA 208: Lab exam II, section # 4PTA 212: PTA CPI, item # 1, 7, intermediate anchorPTA 220: PTA CPI, item # 1, 7, advanced intermediate anchorPTA 225: PTA CPI, item # 1, 7, entry level anchor

3.3.2.11Reports any changes in the patient’s status to the supervising physical therapist.

Name

E_PTA106.pdf

E_PTA206.pdf

E_PTA208.pdf

S_PTA106.pdf

S_PTA206.pdf

S_PTA208.pdf



S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 106 , PTA 204, PTA 206, PTA 208, PTA 212, PTA 220, PTA 225. Integration and progression of content are consistent with the expectations of the This content is integrated in the first technical semester with basic skills in PTA 106 and followed in the second technical semester progressed in all courses as it is applied within the context of each new course. The final semester integrates and progresses the content into direct clinical practice. Normative Model, the Minimum Skills document, and the Evaluative Criteria.

Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 106: 18a: Demonstrates appropriate and accurate documentation regarding changes to patient status in case scenarioPTA 206: 8a. demonstrates appropriate and accurate documentation regarding changes to patient status in case scenario for each topicintroducedPTA 208: 92a: Demonstrates appropriate and accurate documentation regarding changes in patient status with a neurological conditionPTA 212: 11b demonstrates appropriate and accurate verbal report to supervising PT and/or CI at intermediate level of competencePTA 220: 11b demonstrates appropriate and accurate verbal report to supervising PT and/or CI at advanced intermediate level of competencePTA 225: 11b demonstrates appropriate and accurate verbal report to supervising PT and/or CI with entry level competence

These objectives are aligned with appropriate assessments including:PTA 106: Mock patient soap note assignmentsPTA 206: exam 1 item #20; lab exam 1 documentation section item #3, second technical semester comprehensive practical exam evaluation form item #6PTA 208: Lab Practical I & II Soap notes sectionPTA 212: PTA CPI, item # 1, 7, intermediate anchorPTA 220: PTA CPI, item # 1, 7, advanced intermediate anchorPTA 225: PTA CPI, item # 1, 7, entry level anchor

3.3.2.12Recognizes when the direction to perform an intervention is beyond that which is appropriate for a physical therapistassistant and initiates clarification with the physical therapist.

Name

E_PTA106.pdf

E_PTA204.pdf

E_PTA206.pdf

E_PTA208.pdf

S_PTA106.pdf

S_PTA204.pdf

S_PTA206.pdf

S_PTA208.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 106, PTA 204, PTA 206, PTA 208, PTA 212, PTA 220, PTA 225. This content is integrated in the first technical semester with basic skills in PTA 106 and followed in the second technical semester progressed in all courses as it is applied within the context ofeach new course. The final semester integrates and progresses the content into direct clinical practice. Integration and progression of content are consistent with the expectations of the Normative Model, the Minimum Skills document, and the Evaluative Criteria.

Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 106: 19a: Identifies interventions inappropriate for the PTA in a given case scenario, i.e. sharps debridementPTA 204: 14a. identifies interventions in a given case scenario that are inappropriate for the PTA relative to therapeutic exercise i.e. joint mobilization (pg. 7)PTA 206: 9b.recognizes when intervention should not be provided in case scenario for each topic introduced due to changes in pt. status and re-evaluation may be indicatedPTA 208: 93b: Recognizes when intervention should not be provided due to changes in patient status and re-evaluation may be indicatedPTA 212: 12a identifies interventions that are inappropriate for the PTA i.e. sharps debridement, use of mechanical ventilators, suctioning etc. and communicates concerns to CI and other appropriate individuals at intermediate level of competence



PTA 220: 12a identifies interventions that are inappropriate for the PTA i.e. sharps debridement, use of mechanical ventilators,suctioning etc. and communicates concerns to CI and other appropriate individuals at advanced intermediate level of competencePTA 225: 12a recognizes when intervention should not be provided due to changes in pt. status and discusses with CI potential need for PT re-evaluation with entry level competence

These objectives are aligned with appropriate assessments including:PTA 106: Written Exam #1, #46PTA 204: exam 3 item #45; lab exam 1 clinical problem solving sectionPTA 206: exam 1 item #37; lab exam 1 clinical problem solving section item #1, second technical semester comprehensive practical exam evaluation form item #6PTA 208: Lab Practical II, section # 4PTA 212: PTA CPI, item # 1, 7, intermediate anchorPTA 220: PTA CPI, item # 1, 7, advanced intermediate anchorPTA 225: PTA CPI, item # 1, 7, entry level anchor

3.3.2.14Provides patient-related instruction to patients, family members, and caregivers to achieve patient outcomes based on the plan of care established by the physical therapist.

Name

E_PTA106.pdf

E_PTA204.pdf

E_PTA208.pdf

S_PTA106.pdf

S_PTA204.pdf

S_PTA208.pdf

S_PTA212.pdf

S_PTA220.pdf


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 106: 15a: Clearly explains and demonstrate intervention techniques and proceduresPTA 204:16b. instructs mock patient and family in HEPPTA 208: 95a: Demonstrates appropriate verbal cueing when instructing patients with a given neurological conditionPTA 212: 13f instructs family and/or caregiver their roles, responsibility, and level of assistance needed at intermediate level ofcompetencePTA 220: 13a utilizes written and verbal communication that is non-technical and understandable to patient and caregivers at advanced intermediate level ofPTA 225: 13a utilizes written and verbal communication that is non-technical and understandable to patient and caregivers with entry level competence

These objectives are aligned with appropriate assessments including:PTA 106: Lab Practical I, Activity 1 and 2, item # 2, 3, first technical semester comprehensive practical exam evaluation form item #7PTA 204: Lab exam 1 role play/communication/education section item #3PTA 208: Lab Practical II, section # 1PTA 212: PTA CPI, item # 5, intermediate anchorPTA 220: PTA CPI, item # 5, advanced intermediate anchorPTA 225: PTA CPI, item # 5, entry level anchor

3.3.2.13Participates in educating patients and caregivers as directed by the supervising physical therapist.

Name

E_PTA106.pdf



E_PTA204.pdf

E_PTA206.pdf

E_PTA208.pdf

S_PTA106.pdf

S_PTA204.pdf

S_PTA206.pdf

S_PTA208.pdf

S_PTA225.pdf


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 106: 14a: Utilizes written and verbal communication that is non-technical and understandable to patients and caregivers.PTA 204: 15c. educates mock patient and caregivers about the PT POC and goals of exercise program (pg. 7)PTA 206: 10a. utilizes written and verbal communication that is non-technical and understandable to mock patient and caregivers (pg. 6)PTA 208: 94b: Adjusts communication style to accommodate communication deficits including aphasia, visual or auditory impairments due to neurological impairmentPTA 212: 13d clearly explains and demonstrates techniques and procedures at intermediate level of competencePTA 220: 13c adjusts instruction/pt. education technique to accommodate communication impairment at advanced intermediate level of competencePTA 225: 13c adjusts instruction/pt. education technique to accommodate communication impairment with entry level competence

These objectives are aligned with appropriate assessments including:PTA 106: Lab Practical I Educates Family/Patient AppropriatelyPTA 204: lab exam 1 role play/communication/education sectionPTA 206: lab exam 1 role play/communication/education section, second technical semester comprehensive practical exam evaluation form item #7PTA 208: Lab Practical II, sections 1 and 4PTA 212: PTA CPI, item # 5, intermediate anchorPTA 220: PTA CPI, item # 5, advanced intermediate anchorPTA 225: PTA CPI, item # 5, entry level anchor

3.3.2.15Takes appropriate action in an emergency situation.

Name

E_PTA106.pdf

E_PTA206.pdf

E_PTA208.pdf

S_PTA106.pdf

S_PTA206.pdf

S_PTA208.pdf

S_PTA225.pdf


Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:



PTA 106: 28a: Identify appropriate emergency actions in a given scenarioPTA 206:11b. identifies key safety factors that may lead to potential emergency situations for topics and conditions covered i.e. recognize emergency indicators on vitals monitors, infusion pump etc.PTA 208: 96c identify potential harmful/emergency situations that may arise relative to neurological condition i.e. autonomic dysreflexia,increased ICP etc.PTA 212: 14b identifies key safety factors that may lead to potential emergency situations i.e. emergency indicators on vitals monitors, infusion pump etc. for patient interactions as requested by CI at intermediate level of competencePTA 220: 14b identifies key safety factors that may lead to potential emergency situations i.e. emergency indicators on vitals monitors, infusion pump etc. for patient interactions as requested by CI at advanced intermediate level of competencePTA 225: 14b identifies key safety factors that may lead to potential emergency situations i.e. emergency indicators on vitals monitors, infusion pump etc. for patient interactions as requested by CI with entry level competence

These objectives are aligned with appropriate assessment including:PTA 106: Written Exam #3, Questions 14-20PTA 206: exam 1 item #s 1, 4, and 41, second technical semester comprehensive practical exam evaluation form item #6PTA 208: exam 2, item # 24-25, 28PTA 212: PTA CPI, item # 1, 7, intermediate anchorPTA 220: PTA CPI, item # 1, 7, advanced intermediate anchorPTA 225: PTA CPI, item # 1, 7, entry level anchor

3.3.2.16Completes thorough, accurate, logical, concise, timely, and legible documentation that follows guidelines and specific documentation formats required by state practice acts, the practice setting, and other regulatory agencies.

Name

E_PTA100.pdf

E_PTA106.pdf

E_PTA206.pdf

E_PTA208.pdf

S_PTA100.pdf

S_PTA106.pdf

S_PTA206.pdf

S_PTA208.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” in PTA 100 and “skill” in PTA 106, PTA 204, PTA 206, PTA 208, PTA 212, PTA 220, PTA 225. This content is integrated in the first technical semester with basic skills in PTA 100 and 106 and followed in the second technical semester progressed in all courses as it is applied within the context of eachnew course. The final semester integrates and progresses the content into direct clinical practice. Integration and progression of content are consistent with the expectations of the Normative Model, the Minimum Skills document, and the Evaluative Criteria.

Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 100: 6a-c. define given medical terms, given abbreviations and identify the components of medical terminology including prefixes, suffixes, roots and combining forms (in schedule pg. 8)PTA 106: 5b: Match given information to correct soap headingPTA 106: 5e: Accurately document the procedural interventions and related data collection for a given case examplePTA 206: 12a. completes thorough, accurate, logical, concise, timely, and legible documentation following practical exams for given case scenarios and topics introducedPTA 208: 97b: Accurately documents the procedural intervention and related data collection for a given case example related to neurological interventionsPTA 212: 15a completes thorough, accurate, logical, concise, timely, and legible documentation following all patient treatment sessions at intermediate level of competencePTA 220: 15a completes thorough, accurate, logical, concise, timely, and legible documentation following all patient treatment sessions at advanced intermediate level of competencePTA 225: 15a completes thorough, accurate, logical, concise, timely, and legible documentation following all patient treatment sessions with entry level competence

These objectives are aligned with appropriate assessments including:PTA 100: Exam 1 item #11 and exam 2 items 9-57



PTA 106: Written Exam #1, Questions 17,21, 26-30, first technical semester comprehensive practical exam evaluation form item #7PTA 106; Mock patient soap note assignmentsPTA 206: lab exam 1 documentation sectionPTA 208: Lab Practicals I & II soap notesPTA 212: PTA CPI, item # 13, intermediate anchorPTA 220: PTA CPI, item # 13, advanced intermediate anchorPTA 225: PTA CPI, item # 13, entry level anchor

3.3.2.17Participates in discharge planning and follow-up as directed by the supervising physical therapist.

Name

E_PTA206.pdf

S_PTA206.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 206, PTA 212, PTA 220, PTA 225. This content is integrated into the second technical semester in all courses and progressed as it is applied within the context of each new course. The final semester integrates and progresses the content into directclinical practice. Integration and progression of content are consistent with the expectations of the Normative Model, the Minimum Skills document, and the Evaluative Criteria.

Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 206: 13b. identifies and discusses appropriate discharge planning topics in mock clinical case scenarioPTA 212: 16b educates pt. and family as directed by CI proper technique and precautions for HEP intermediate level of competencePTA 220: 16b educates pt. and family as directed by CI proper technique and precautions for HEP at advanced intermediate level of competencePTA 225: 16b educates pt. and family as directed by CI proper technique and precautions for HEP with entry level competence

These objectives are aligned with appropriate assessments including:PTA 206: lab exam 1 clinical problem solving section item #3, second technical semester comprehensive practical exam evaluation form item #7PTA 212: PTA CPI, item # 5, intermediate anchorPTA 220: PTA CPI, item # 5, advanced intermediate anchorPTA 225: PTA CPI, item # 5, entry level anchor

3.3.2.18Reads and understands the health care literature.

Name

E_PTA100.pdf

E_PTA102.pdf

E_PTA206.pdf

S_PTA100.pdf

S_PTA102.pdf

S_PTA206.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 100, PTA 102, PTA 204, PTA 206, PTA 208 , PTA 212, PTA 220, PTA 225. This content is introduced in the first technical semester in PTA 100 and progressed in PTA 102. It is progressed in the second technical semester as it is applied within the context of each new course. The final semester integrates and progresses the content into direct clinical practice. Integration and progression of content are consistent with the expectations of the Normative Model, the Minimum Skills document, and the Evaluative Criteria.

Several objectives documenting appropriate integration, progression and expected level of performance for thiscurricular requirement include:PTA 100: 14 b-c. identify and describe types of studies and the basic parts to a research article and identify and discuss various indicators of a quality study/article including levels of evidencePTA 102: 9a. complete research paper on selected clinical condition



PTA 204:19a. complete accurate article critiques related to course contentPTA 206: 17a. complete accurate article critiques related to course content (pg. 8)PTA 208: 100a: Complete accurate article critique related to a neurological interventionPTA 212: 17a complete accurate article critiques related to current caseload as requested by CIPTA 220: 17c completes research for service learning projectPTA 225: 17c completes research for service learning project

These objectives are aligned with appropriate assessments including:PTA 100: exam 2 items 1-2PTA 102: Clinical Conditions research paper rubricPTA 204: Article critique formPTA 206: Article critique formPTA 208: Article Critique assignmentPTA 212: PTA CPI, item # 6, intermediate anchorPTA 220: PTA CPI, item # 6, advanced intermediate anchorPTA 225: PTA CPI, item # 6, entry level anchor

3.3.2.19Under the direction and supervision of the physical therapist, instructs other members of the health care team usingestablished techniques, programs, and instructional materials commensurate with the learning characteristics of the audience.

Name

E_PTA106.pdf

E_PTA206.pdf

E_PTA208.pdf

S_PTA106.pdf

S_PTA206.pdf

S_PTA208.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 106, PTA 204, PTA 206, PTA 208, PTA 212, PTA 220, PTA 225.This content is integrated in the first technical semester with basic skills in PTA 106 and followed in the second technical semester progressed in all courses as it is applied within the context of each new course. The final semester integrates and progresses the content into direct clinical practice. Integration and progression of content are consistent with the expectations of the Normative Model, the Minimum Skills document, and the Evaluative Criteria.

Several objectives documenting appropriate integration, progression and expected level of performance for thiscurricular requirement include:PTA 106: 12a: Develop and demonstrate a teaching activity addressing two different learning stylesPTA 206: 14b. educate nursing and other staff regarding proper exercise/intervention technique for mock acute case scenario (pg. 7)PTA 208: 98a: Educate nursing, PT aide or other staff regarding proper spasticity inhibiting technique for a given case scenarioPTA 212: 18b educate nursing and other staff regarding proper exercise technique for patient as requested by CI at intermediate level of competencePTA 220: 18b educate nursing and other staff regarding proper exercise technique for patient as requested by CI at advanced intermediate level of competence PTA 225: 18b educate nursing and other staff regarding proper exercise technique for patient as requested by CI with entry level competence

These objectives are aligned with appropriate assessments including:PTA 106: Teaching and Learning Presentation AssignmentPTA 206: Lab exam 1 role play/communication/education section item #3 and intervention section item #13PTA 208: Skills checklistPTA 212: PTA CPI, item # 5, intermediate anchorPTA 220: PTA CPI, item # 5, advanced intermediate anchorPTA 225: PTA CPI, item # 5, entry level anchor

3.3.2.20Educates others about the role of the physical therapist assistant.

Name

E_PTA100.pdf



E_PTA106.pdf

S_PTA100.pdf

S_PTA106.pdf

S_PTA212.pdf

S_PTA220.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” in PTA 100 and “skill” in PTA 106, PTA 212, PTA 220, and PTA 225. This content is introduced in the first technical semester in PTA 100 and progressed with skill application in PTA 106. The final semester integrates and progresses the content into direct clinical practice. Integration and progression of content are consistent with the expectations of the Normative Model, the Minimum Skills document, and the Evaluative Criteria.

Several objectives documenting appropriate integration, progression and expected level of performance for thiscurricular requirement include:PTA 100: 2d. identify the scope of practice for the PTA and describe how it differs from the scope of practice for the PT and other healthcare providersPTA 106: 3a: Introduces self as SPTA in clinical case scenario and describes the PT/PTA relationship to mock patientPTA 212: 19a identify him/herself as PTA student to all patients and clinical site personnelPTA 220: 19b describes the role of the PTA/PTA student to all patients assigned to studentPTA 225: 19b describes the role of the PTA/PTA student to all patients assigned to student

These objectives are aligned with appropriate assessments including:PTA 100: exam 1 item #3PTA 106:Lab Practical I Essential skillsPTA 212: PTA CPI, item # 5, intermediate anchorPTA 220: PTA CPI, item # 5, advanced intermediate anchorPTA 225: PTA CPI, item # 5, entry level anchor

3.3.2.21Interacts with other members of the health care team in patient-care and non-patient care activities.

Name

E_PTA106.pdf

E_PTA206.pdf

E_PTA210.pdf

S_PTA106.pdf

S_PTA206.pdf

S_PTA210.pdf

S_PTA212.pdf

S_PTA220.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 106, PTA 206, PTA 210, PTA 212, PTA 220, PTA 225. This content is introduced in the first technical semester with academic knowledge in PTA 106 and progressed with academic knowledge and skill applications in the second technical semester in acute care and special topics. The final semester integrates and progresses the content into direct clinical practice. Integration and progression of content are consistent with the expectations of the Normative Model, the Minimum Skills document, and the EvaluativeCriteria.

Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 106: 20b discuss how to best utilize services of the physical therapy aide and other support personnel in clinical case scenario as allowed by law to increase the efficiency of the operation of the physical therapy servicesPTA 206: 19i. identify other members of the healthcare team the PTA may interact with in patient-care and non-patient care activities in acute care clinical case scenarioPTA 210: 8c: Discuss importance of scheduling patients, equipment, and spacePTA 212: 20a attends patient-care meetings with other members of the healthcare team as requested by CIPTA 220: 20b attends department meeting and inservices as requested by CI



PTA 225: 20e helps facilitate the scheduling of patients, equipment and space

These objectives are aligned with appropriate assessments including:PTA 106: Lab I and II, activities I and II, item # 7PTA 206: lab exam 1 clinical problem solving questions item #2PTA 210:Day 1 Class participation rubricPTA 212: PTA CPI, item #5, intermediate anchorPTA 220: PTA CPI, item #5, advanced intermediate anchorPTA 225: PTA CPI, item #5, entry level anchor

3.3.2.22Provides accurate and timely information for billing and reimbursement purposes.

Name

E_PTA106.pdf

E_PTA210.pdf

S_PTA106.pdf

S_PTA210.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 106, PTA 210, PTA 212, PTA 220, PTA 225. This content is introduced in the first technical semester with academic knowledge in PTA 106 and progressed with increased academic knowledge and skill application in the second technical semester. The final semester integrates and progresses the content into direct clinical practice. Integration and progression of content are consistent with the expectations of the Normative Model, the Minimum Skills document, and the Evaluative Criteria.

Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 106: 6a completes accurate documentation for a given clinical case scenarioPTA 210: 9b: Discuss in group examples of how students accurately account for patient treatment time while on clinicalPTA 212: 21b accurately accounts for patient treatment time through documentation at intermediate level of competencePTA 220: 21b accurately accounts for patient treatment time through documentation at advanced intermediate level of competence PTA 225: 21b accurately accounts for patient treatment time through documentation with entry level competence

These objectives are aligned with appropriate assessments including:PTA 106: lab exam I and II soap notesPTA 210: Day 1 class participation rubricPTA 212: PTA CPI, item # 3, 13, intermediate anchorPTA 220: PTA CPI, item # 3, 13, advanced intermediate anchorPTA 225: PTA CPI, item # 3, 13, entry level anchor

3.3.2.23Describes aspects of organizational planning and operation of the physical therapy service.

Name

E_PTA100.pdf

E_PTA210.pdf

S_PTA100.pdf

S_PTA210.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” in the following courses: PTA 100, PTA 210, PTA 212, PTA 215, PTA 220, PTA 225. This content is introduced in the first technical semester with academic knowledge in PTA 100 and progressed with increased academic knowledge in the second technical semester in clinical seminar, PTA 210. The finalsemester integrates and progresses the content into direct clinical practice. Integration and progression of content are consistent with the expectations of the Normative Model, the Minimum Skills document, and the Evaluative Criteria.

Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 100: 4a. Describe the various service delivery models and settings in PT



PTA 210: 5b: Discuss in group and outline weekly affiliation schedule with CIPTA 212: 22b discusses patient scheduling process with CIPTA 220: 22b discusses patient scheduling process with CIPTA 225: 22b discusses patient scheduling process with CI

These objectives are aligned with appropriate assessments including:PTA 100: exam 1 item #5PTA 210: Day 1 Class participation rubricPTA 212: PTA CPI, Item # 3 and 4, intermediate anchorPTA 220: PTA CPI, Item # 3 and 4, advanced intermediate anchorPTA 225: PTA CPI, Item # 3 and 4, entry level anchor

3.3.2.24Participates in performance improvement activities (quality assurance).

Name

E_PTA210.pdf

E_PTA215.pdf

S_PTA210.pdf

S_PTA212.pdf

S_PTA215.pdf

S_PTA220.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” in PTA 210 and 215 and to the level of skill in PTA 212, PTA 220 and PTA 225. The content is integrated in the second technical semester with academic knowledge and discussion in clinical seminar PTA 210 and progressed in Clinical Education and Professional Development seminar PTA 215. The final semester integrates and progresses the content into direct clinical practice. Integration and progression of content are consistent with the expectations of the Normative Model, the Minimum Skills document, and the Evaluative Criteria.

Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 210: 7b: Discuss in a group examples of how students and instructors identify areas of knowledge and skill in need of improvementPTA 212: 23b identifies areas of knowledge and skill in need of improvement and discusses with CI personal improvement goals following weekly reviews and midterm evaluationPTA 215: 8f. Develop a personal strategy to successfully prepare for and pass the national PTA board examPTA 220: 23a participates in weekly review meetings with CI and /or other supervisorsPTA 225: 23a participates in weekly review meetings with CI and /or other supervisors

These objectives are aligned with appropriate assessments including:PTA 210: Day 1 class participation rubricPTA 212: PTA CPI, item # 6, intermediate anchorPTA 215: professional development plan rubricPTA 220: PTA CPI, item # 5 advanced intermediate anchorPTA 225: PTA CPI, item #5, entry level anchor

3.3.2.25Demonstrates a commitment to meeting the needs of the patients and consumers.

Name

E_PTA100.pdf

E_PTA210.pdf

E_PTA215.pdf

S_PTA100.pdf

S_PTA210.pdf

S_PTA212.pdf

S_PTA215.pdf

S_PTA225.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion The content is integrated progressed and is



taught to the expected level of performance. This specific content is taught to the level of “knowledge” and “skill” in the followingcourses: PTA 100, PTA 210, PTA 215, PTA 212, PTA 220, PTA 225. This content is integrated into both technical semesters beginning with introduction of academic knowledge in PTA 100 in the first technical semester. The content is progressed in the second technicalsemester with increased academic knowledge in both Clinical Education seminars PTA 210 and 215. The final semester integrates and progresses the content into direct clinical practice. Integration and progression of content are consistent with the expectations of theNormative Model, the Minimum Skills document, and the Evaluative Criteria.

Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 100: 11c. identify which PTA values-based behavior is related to the concern, empathy, and consideration for the needs and values of othersPTA 210: 22 a discuss in a group your self-assessment of the value-based behaviors for the PTAPTA 212: 24d identifies a patient’s social support network at intermediate level of competencePTA 215: 5a. discuss examples of when a PTA may need to make personal sacrifices in order to meet the needs of patients and consumersPTA 220: 24d identifies a patient’s social support network at advanced intermediate level of competencePTA 225: 24d identifies a patient’s social support network with entry level competence

These objectives are aligned with appropriate assessments including:PTA 100: exam 1 item #20PTA 210: Ethics/Professionalism/Values Assignment and Discussion (Day 2)PTA 212: PTA CPI, item # 2, intermediate anchorPTA 215: discussion board assignment rubricPTA 220: PTA CPI, item # 2, advanced intermediate anchorPTA 225: PTA CPI, item # 2, entry level anchor

3.3.2.26Demonstrates an awareness of social responsibility, citizenship, and advocacy, including participation in community andservice organizations and activities.

Name

E_PTA100.pdf

E_PTA206.pdf

E_PTA210.pdf

E_PTA215.pdf

S_PTA100.pdf

S_PTA206.pdf

S_PTA210.pdf

S_PTA212.pdf

S_PTA215.pdf

S_PTA220.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” in the following courses: PTA 100, PTA 206, PTA 210, PTA 212, PTA 215, PTA 220, PTA 225. This content is integrated into both technical semesters beginning with introduction of academic knowledge in PTA 100 in the first technical semester. The content is progressed in the second technical semester with increased academic knowledge and skill application of service based learning projects as part of PTA 206 and review of service based learning projects in both Clinical Education Seminars, PTA 210 and 215. The final semester integrates and progresses the content into direct clinical practice. Integration and progression of content are consistent with the expectations of the Normative Model, the Minimum Skills document, and the Evaluative Criteria.

Several objectives documenting appropriate integration, progression and expected level of performance for this curricular requirement include:PTA 100: 12c. identify various methods of advocating for the profession and patientsPTA 206: 15c. student completes a community service learning projectPTA 210: 24a: Describe new significant learning opportunities outside clinical practicePTA 212: 25b discusses with CI how service learning project can benefit clinical site staff and clients at intermediate level of competencePTA 215: 5d. discuss volunteer opportunities within a community service organization and develop a personal plan for offering servicesPTA 220: 25b discusses with CI how service learning project can benefit clinical site staff and clientsPTA 225: 25b discusses with CI how service learning project can benefit clinical site staff and clients



These objectives are aligned with appropriate assessments including:PTA 100: exam 1 item # 22PTA 206: PT Procedures and Interventions II student presentation grading rubricPTA 210: Seminar Day 2, Written assignment #3, New Learning Experiences/discussionPTA 212: PTA CPI, item # 6, intermediate anchorPTA 215: professional development plan rubricPTA 220: PTA CPI, item # 6, advanced intermediate anchorPTA 225: PTA CPI, item # 6, entry level anchor

3.3.2.27Identifies career development and lifelong learning opportunities.

Name

E_PTA100.pdf

E_PTA215.pdf

S_PTA100.pdf

S_PTA212.pdf

S_PTA215.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” in the following courses: PTA 100, PTA 212, PTA 215, PTA 220, PTA 225. This content is integrated into both technical semesters beginning with introduction of academic knowledge in PTA 100 in the first technical semester. The content is progressed in the second technical semester with increased academic knowledge in the final Clinical Education seminar PTA 215. The final semester integrates and progresses the content into direct clinical practice. Integration and progression of content are consistent with the expectations of the Normative Model, the Minimum Skills document, and the Evaluative Criteria.

Several objectives documenting appropriate integration, progression and expected level of performance for thiscurricular requirement include:PTA 100: 13c. identify and discuss eligibility requirements for the areas of Advanced Proficiency for the PTAPTA 212: 26a observes PTs and PTAs with clinical expertise in various areas and identifies potential career development opportunitiesPTA 215: 8d. identifies and describes theory and basic techniques for advanced interventions to classPTA 220: 26b observes PTs and PTAs with clinical expertise in various areas and identifies potential career development opportunitiesPTA 225: 26b observes PTs and PTAs with clinical expertise in various areas and identifies career development opportunities

These objectives are aligned with appropriate assessments including:PTA 100: exam 1 item #9PTA 212: PTA CPI, item # 6, intermediate anchorPTA 215: professional development plan rubricPTA 220: PTA CPI, item # 6, advanced intermediate anchorPTA 225: PTA CPI, item # 6, entry level anchor

3.3.2.28Recognizes the role of the physical therapist assistant in the clinical education of physical therapist assistant students.

Name

E_PTA210.pdf

E_PTA215.pdf

S_PTA210.pdf

S_PTA215.pdf

The PTA program curriculum at UMPI includes the identified content for this criterion. The content is integrated, progressed, and is taught to the expected level of performance. This specific content is taught to the level of “knowledge” in the following courses: PTA 210 and PTA 215. The content is integrated in the second technical semester and final clinical semester with academic knowledge of the ideal PT/PTA relationship and progressed with increased academic knowledge of opportunities for a PTA to assist in the education ofPTA students in the final Clinical Education and Professional Development Seminar, PTA 215. Integration and progression of content are consistent with the expectations of the Normative Model, the Minimum Skills document, and the Evaluative Criteria.

Several objectives documenting appropriate integration, progression and expected level of performance for thiscurricular requirement include:PTA 210: 11a: Participates in group discussion regarding the potential benefits of becoming a credentialed CIPTA 215: 6c. describe a personal development plan to become involved in the education of PTA students.



These objectives are aligned with appropriate assessments including:PTA 210: Day 2, Written assignment # 4PTA 215:professional development plan rubric

3.3.3.1The clinical education component of the comprehensive curriculum includes organized and sequential experiencescoordinated with the didactic component of the curriculum. Clinical education includes integrated experiences and full-time terminal experiences.

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PTA 212 Skills Competency.pdf


Student Affiliation File Checklist.pdf

PTA 212 Integrated Clinical Education I is a 120-hour experience scheduled for the 2nd technical semester. Academic coursework is conducted from Wednesday-Friday each week, leaving Monday, Tuesday and weekends for students to coordinate clinical hours with his/her CI. Clinical education Seminar I is completed over the course of 2 days or 4 half days beginning on a Monday or Tuesday during the first 2 weeks of the semester. The students are expected to begin the 120 hours during the 3rd week and complete the hours by the 14th week of the semester, prior to final exams. The terminal clinical experiences, PTA 220 and 225 are conducted over the course of the 3rd technical semester, following the completion of all academic coursework with the exception of PTA 215 Clinical Ed. and Professional Development Seminar. The goals for the integrated clinical experience and both terminal clinical experiences are to provide the students with opportunities to work part or full-time in a health care setting under the direction and supervision of a licensed PT or PTA. Expected outcomes for the integrated clinical experience are to perform all flag items on the PTA CPI at intermediate level and at least half of the other data collection, intervention, and non-critical elements on the PTA CPI rated at the intermediate anchor. Additionally, students and CIs are given a skills competency sheet to indicate which first technical semester skills each student isrequired to demonstrate. (bookmarked integrated clinical skills competency) Expected outcomes for the first terminal clinical experience (PTA 220) are to demonstrate at least advanced intermediate performance on all flag items on the PTA CPI and at least half of the other data collection, intervention, and non-critical elements on the PTA CPI rated at the advanced intermediate anchor. Expected outcomes for the final terminal clinical experience (PTA 225) are to demonstrate entry level performance on all flag items on the PTA CPI and at least half of the other data collection, intervention, and non-critical elements on the PTA CPI rated at entry level. Both terminal clinical experiences are 7-weeks full-time for a total of 280 hours each, bringing the combined program clinical education hours to 680.

The program requires each student to complete at least one inpatient and one outpatient affiliation (clin. ed. handbook bookmarked).Each student will work directly with the ACCE during his/her first technical semester and map out potential placements for each of the clinical assignments. It is the ACCE’s responsibility to ensure that each student is placed in at least one inpatient and one outpatientclinical site. The ACCE will use the student file checklist (bookmarked student file checklist) or other similar form to document expected placements at the beginning of the technical phase.

Expected outcomes of the integrated clinical are to demonstrate knowledge and skills learned in the first technical semester. Students are given Monday-Tuesday each week of the fall semester to complete 120 hours of clinical experience over approximately 12-13 weeks. Students are evaluated on all patient interaction skills including professional behaviors, communication, and patient education.Students are also evaluated on knowledge and skills learned in the first technical semester including pt. safety, data collection, pt. transfers and gait training. PTA 210 Clinical Education Seminar occurs after the first few weeks while on assignment in order to give students an opportunity to discuss clinical-related issues with the ACCE and classmates and collaborate on problem solving strategies. Students will also be able to incorporate and practice second technical semester skills such as therapeutic exercise in the clinic once the skill has been covered in class.

3.3.3.2Clinical experiences selected by the program provide students with appropriate role modeling and an opportunity tointeract with individuals with impairments common to the clinical setting.

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Clinical sites that commit to a student affiliation are mailed a student/program info packet prior to the affiliation. Provided information includes a list of completed courses with descriptions and references to the minimal acceptable performance guidelines according to thePTACPI.

The program ensures that students are appropriately supervised and experience appropriate role modeling in part through written communication to CCCE and CI in a cover letter with the student/program info packet describing levels of required supervision andother expectations. Additionally, the program goals and objectives for each student affiliation, our expectations for a variety of experiences in clinical problem solving, direct patient care and teaching and other aspects of clinical practice is also outlined in the introductory student/program info packet. The ACCE verifies clinical site/instructor follow through and quality of instruction primarily through periodic communication with students and facility personnel which will include a formal mid-term visit or conference call. The ACCE uses a mid-term summary form (attached) to document student progress, any student or CI concerns and an action plan to



address any issues.

In addition, the clinical education seminar (PTA 210) is scheduled prior to students’ affiliation midterms in order to complete written assignments and discuss learning opportunities and the variety of direct patient care and non-patient care experiences, teaching, andlevels of supervision while out on clinical affiliation. Through these written assignments and student discussions, the ACCE has the opportunity to determine when any of these experiences may not be up to standard and follow up with the clinical site. During theterminal clinical experiences, the ACCE will post discussion board assignments requiring students to communicate the quality and quantity of learning experiences, levels of supervision, complexity of diagnoses and conditions, teaching, and non-patient care activities they’ve experienced. Again this will give the ACCE an opportunity to address any concerns with the students or directly with clinical site personnel.

During the clinical education seminar students will also complete written assignments and discuss the quality of PT/PTA role-modeling as well as interaction with the supervising PT. These concerns will also be addressed during the terminal clinical experiences through required discussion board assignments and during mid-term clinical site visits where the ACCE will inquire directly with the CI and/or supervising PT.

4.1.1[Assessment is part of a systematic and formal approach to continuous improvement. The program has in place anongoing process to determine the effectiveness of the program that includes, but is not limited to, the following:] institutional policies and procedures

A change or implementation of one or more University System or UMPI policies and/or procedures that is likely to impact the PTA program’s ability to achieve its mission, goals and/or outcomes will prompt the program director to work with the appropriate college administration to rectify the situation. The director will also reassess program policies any time it is determined that institutional policies may negatively impact the program. The program director will be the primary person responsible for monitoring policies and procedures and will consult other administrators as needed. The review will occur at the time of implementation of a new policy or a change in an existing policy. Sources of data will include any document containing institutional policies and procedures including the course catalogue, student and faculty handbooks or university websites.

Additionally, in other areas of assessment when thresholds are met the core faculty will consider how institutional policies may be a factor.

4.1.2[Assessment is part of a systematic and formal approach to continuous improvement. The program has in place anongoing process to determine the effectiveness of the program that includes, but is not limited to, the following:] program policies and procedures

Program policies and procedures are reassessed any time a program policy becomes inconsistent with institutional policies, when less than 80% of program graduates for any single cohort fail the National PTA exam, or when a student, faculty, staff, or advisory committee member or other external entity files a complaint. Program policies and procedures will be assessed at the end of each spring semester or within 1-2 weeks of a filed complaint or grievance. The program director is the primary person responsible to monitor program policies and procedures in consultation with the advisory board and other administrators as necessary. Sources ofinformation include institutional policy documents and program documents such as the PTA Policy and Procedure Manual and Clinical Education Handbook.

4.1.3[Assessment is part of a systematic and formal approach to continuous improvement. The program has in place anongoing process to determine the effectiveness of the program that includes, but is not limited to, the following:]resources

The program director is primarily responsible for assessing faculty, financial, administrative or technical, space and equipment resources available to the program. Indicators to reassess one or more of these areas include changes to the program budget, space or equipment resources that may negatively affect teaching and learning, faculty qualifications or graduate surveys indicating a need. Data is collected from sources such as faculty performance evaluations and resumes, Graduate Satisfaction Surveys and budget documents. Faculty resources are assessed annually during a spring core faculty meeting and during any faculty performance reviews. Graduate satisfaction surveys will be reviewed annually during the late summer upon return of the surveys. When a threshold has been met the data will be analyzed by the core faculty and other personnel as needed. Findings will be triangulated with other data points to help determine the extent of the issue. A hypothesis for the problem will be generated. The data, data analysis and hypothesis may be presented to the advisory committee to receive additional feedback and a final hypothesis for the findings will be determined. Based upon the hypothesis an appropriate plan of action and follow up assessment plan will be created.

4.1.4[Assessment is part of a systematic and formal approach to continuous improvement. The program has in place anongoing process to determine the effectiveness of the program that includes, but is not limited to, the following:] mission, philosophy, goals and objectives

The program director, along with core faculty reviews the program’s success in meeting the program mission, goals, and objectives in accordance with our philosophy on an annual basis. Indicators that program policy, procedure, curriculum or resources may need to be assessed for effectiveness are generally related to faculty and student commitment to excellence, lifelong learning and community with



overall student and graduate success. Specific indicators include graduation and employment rates, licensing exam pass rates, faculty instructional effectiveness, and continuing education activities. Data will be collected from documents such as Graduate Satisfaction and employer surveys, and course evaluation forms. The mission, philosophy, goals, and objectives will be reviewed every 5 years following receipt of graduate satisfaction surveys or:• upon receipt of notification of CAPTE accreditation standard changes• a change in program faculty takes place• student course/instructor evaluations indicate a need to review the mission, philosophy, goals, course objectives or program outcomes

When a threshold has been met the data will be analyzed by the core faculty and other personnel as needed. Findings will be triangulated with other data points to help determine the extent of the issue. A hypothesis for the problem will be generated. The data, data analysis and hypothesis may be presented to the advisory committee to receive additional feedback and a final hypothesis for the findings will be determined. Based upon the hypothesis an appropriate plan of action and follow up assessment plan will be created.

4.1.5[Assessment is part of a systematic and formal approach to continuous improvement. The program has in place anongoing process to determine the effectiveness of the program that includes, but is not limited to, the following:]curriculum

A review of the program curriculum including foundational and technical course sequencing and objectives is reviewed generally within one semester of any assessed need by the program director, CPP Chair or program advisory committee. Thresholds indicating a curriculum review include: changes to program or institutional mission, philosophy, goals or outcomes, plans for new courses ordistance education, poor student performance in class or on clinical assignment, changes to CAPTE evaluative criteria etc. Data is collected from various sources of information including advisory committee meeting minutes, Graduate Satisfaction Surveys, APTA Minimum Required Skills and CAPTE Evaluative Criteria. When a threshold has been met the data will be analyzed by the core faculty and other personnel as needed. Findings will be triangulated with other data points to help determine the extent of the issue. A hypothesis for the problem will be generated. The data, data analysis and hypothesis may be presented to the advisory committee toreceive additional feedback and a final hypothesis for the findings will be determined. Based upon the hypothesis an appropriate plan of action and follow up assessment plan will be created.

4.1.6[Assessment is part of a systematic and formal approach to continuous improvement. The program has in place anongoing process to determine the effectiveness of the program that includes, but is not limited to, the following:] clinical education program

The ACCE is primarily responsible for monitoring all aspects of the clinical education program. Thresholds indicating a need to review various aspects of the clinical education program include: documented feedback from students, CIs and CCCEs, clinical affiliation pass rates and clinical site affiliation commitments. Data is collected from various sources of information including the PTACPI, mid-term affiliation eval. forms, Student Evaluations of the Clinical Sites and CIs etc. Data is assessed on an ongoing basis and during midterm affiliation and year end summary assessments. When a threshold has been met the data will be analyzed by the core faculty and otherpersonnel as needed. Findings will be triangulated with other data points to help determine the extent of the issue. A hypothesis for the problem will be generated. The data, data analysis and hypothesis may be presented to the advisory committee to receive additional feedback and a final hypothesis for the findings will be determined. Based upon the hypothesis an appropriate plan of action and follow up assessment plan will be created.

4.1.7[Assessment is part of a systematic and formal approach to continuous improvement. The program has in place anongoing process to determine the effectiveness of the program that includes, but is not limited to, the following:] performance of recent graduates

There are currently no graduates. The expected graduation date of the first cohort is December 2013. All data including graduate satisfaction surveys, exam pass rates, and graduate employment rates is expected to be compiled by June 2014.

The program director will be primarily responsible for monitoring the performance of recent graduates. Annual or biannual reviews of program curriculum will be triggered by graduate performance thresholds such as single cohort and 3-year National PTA exam pass rates and graduate employment rates. Data will be collected from various sources of information including FSBPT exam results, Graduate Satisfaction Surveys, employer surveys and Maine state public records. When a threshold has been met the data will beanalyzed by the core faculty and other personnel as needed. Findings will be triangulated with other data points to help determine the extent of the issue. A hypothesis for the problem will be generated. The data, data analysis and hypothesis may be presented to theadvisory committee to receive additional feedback and a final hypothesis for the findings will be determined. Based upon the hypothesis an appropriate plan of action and follow up assessment plan will be created.

4.1.8[Assessment is part of a systematic and formal approach to continuous improvement. The program has in place anongoing process to determine the effectiveness of the program that includes, but is not limited to, the following:] admissions process, criteria, and prerequisites

The program director is primarily responsible for monitoring and assessing admissions processes, criteria, and prerequisites. Periodic reviews of program curriculum are triggered by the number of program inquiries, changes to the admissions processes and graduationrates. The program director works with the admissions department to coordinate admissions processes and collect data from potential students. Sources of information includes program prospective student communication logs, information session sign in sheets,



admissions records of declared PTA majors etc. When a threshold has been met the data will be analyzed by the core faculty and other personnel as needed. Findings will be triangulated with other data points to help determine the extent of the issue. A hypothesis for theproblem will be generated. The data, data analysis and hypothesis may be presented to the advisory committee to receive additional feedback and a final hypothesis for the findings will be determined. Based upon the hypothesis an appropriate plan of action and follow up assessment plan will be created.

4.1.9[Assessment is part of a systematic and formal approach to continuous improvement. The program has in place anongoing process to determine the effectiveness of the program that includes, but is not limited to, the following:] program enrollment

The program director will be primarily responsible for monitoring and assessing program enrollment statistics. Annual reviews of program enrollment will be compared to admissions figures of inquiries and declared majors. A >20% drop in program enrollment will result in a review of admissions processes, criteria, and prerequisites in collaboration with the admissions department and core faculty. A disparity between the number of students enrolled and the number of clinical site commitments will also trigger an assessment of ourprogram enrollment including feasibility of maintaining a given class size and/or strategies to augment the number of available clinical sites and commitments. Sources of information will include annual enrollment statistics, clinical affiliation request forms and clinical site contracts as documented by the ACCE. When a threshold has been met the data will be analyzed by the core faculty and other personnel as needed. Findings will be triangulated with other data points to help determine the extent of the issue. A hypothesis for theproblem will be generated. The data, data analysis and hypothesis may be presented to the advisory committee to receive additional feedback and a final hypothesis for the findings will be determined. Based upon the hypothesis an appropriate plan of action and follow up assessment plan will be created.

4.1.10[Assessment is part of a systematic and formal approach to continuous improvement. The program has in place anongoing process to determine the effectiveness of the program that includes, but is not limited to, the following:] corefaculty

The program director and CPP Chair will be primarily responsible for monitoring and assessing core faculty standards. The primary methods of determining core faculty needs and/or deficiencies will be through annual performance reviews by the CPP Chair and Program director. Primary documents reviewed will include student course evaluations, Graduate Satisfaction Surveys and professionaldevelopment plans. Adjustments to core faculty professional development plans will be triggered by program/instructor quality standards related to “disagree” or “strongly disagree” responses on course evaluations or low scores on Graduate Satisfaction Surveys on questions related to student/faculty interaction or evidence-based instruction. Other triggers for professional development changes include professional licensure status and faculty commitment to professional development. When a threshold has been met the data will be analyzed by the core faculty and other personnel as needed. Findings will be triangulated with other data points to help determine the extent of the issue. A hypothesis for the problem will be generated. The data, data analysis and hypothesis may be presented to the advisory committee to receive additional feedback and a final hypothesis for the findings will be determined. Based upon the hypothesis an appropriate plan of action and follow up assessment plan will be created.

4.1.11[Assessment is part of a systematic and formal approach to continuous improvement. The program has in place anongoing process to determine the effectiveness of the program that includes, but is not limited to, the following:] adjunct and supporting faculty

The program director and CPP Chair will be primarily responsible for monitoring and assessing adjunct and supporting faculty standards. The primary methods of determining adjunct faculty needs and/or deficiencies will be through annual performance reviews by the Program director. Primary documents reviewed will include student course evaluations and Graduate Satisfaction Surveys. Adjustments to faculty instructional methods will be triggered by program/instructor quality standards related to “disagree” or “strongly disagree” responses on course evaluations or low scores on Graduate Satisfaction Surveys on questions related to student/faculty interaction or evidence-based instruction.

4.1.12[Assessment is part of a systematic and formal approach to continuous improvement. The program has in place anongoing process to determine the effectiveness of the program that includes, but is not limited to, the following:] clinical education faculty

The ACCE will be primarily responsible for monitoring and assessing clinical education faculty standards. The primary methods of determining clinical faculty needs and/or deficiencies will be through documentation of clinical site mid-term visits, annual reviews of the clinical education program outcomes summary and Graduate Satisfaction Surveys. Specific thresholds that may trigger quality control measures by the ACCE include “disagree” or “strongly disagree” ratings on any item in the Student Assessment of Clinical Instruction section of the Student Evaluation of the Clinical Experience and Instruction or if graduate satisfaction surveys indicate that UMPI PTA clinical affiliations were of poor quality or needs improvement. ACCE midterm summary notes may also trigger clinical site interventions or changes to program clinical education processes if deficiencies in CI performance is identified.

4.2The program provides evidence of the implementation of the assessment process, provides examples of how collecteddata stimulate changes in the education program, provides examples of changes that are made, and provides evidence that changes made result in program enhancement.



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Biology Meeting with Ray Rice June 2012.pdf




Department Meeting June 14 2013.pdf


Department Meeting Dec 4 2012.pdf





Department Meeting with Leslie December 20 2012.pdf

Financial Aid Meeting with Chris Bell 10-11-2013.pdf

IDEA Curriculum Assessment 2013.pdf


Integrated Clinical Assessment.pdf

Kathy Davis and Financial Aid October 25, 2012.pdf

PTA assessment Grid.pdf

PTA Meeting with Admissions, Financial Aid, Advising, Office of Student Records 3-26-2013.pdf

PTA Meeting with Biology Department 3-20-2013.pdf




UMPI PTA ADVISORY COMMITTEE MEETING June 2013.pdf


Results of our assessment processes from each criteria in 4.1 with resultant changes, rationale, and the effect on the program are summarized as follows:

4.1.1 Institutional policies and procedures• (from 1.1.6.3) In response to the Candidacy Reviewer’s concerns of policy discrepancy, the due process policies in the UMPI Student Handbook pg. 26 item #15 bookmarked student complaints or grievances, were revised in late 2012 by the Dean of students Jim Stepp to align better with the UMPI course catalog policies related to academic appeals starting on pg. 29 bookmarked academic appeals.

The 2011-2012 Student Handbook directed students with any complaint or grievance to the to the Vice President of Enrollment Management and Student Services while, at the same time, directing students with an academic grievance to the VPAA as the finalauthority. The revised policy in the 2012-2013 Student Handbook defers to the Course Catalogue and clarifies that the VPAA is the final authority to make decisions regarding academic appeals and grievances while the Dean of Students is the final authority in all other matters. The rationale for this clarification is to eliminate any ambiguity in the chain of authority for any student wishing to file a complaint or grievance. Because our program policies related to student complaints and grievances defers to the Student Handbook and Course Catalogue, the effect on our program is to likewise eliminate any ambiguity in chain of authority.

4.1.2 Program policies and Procedures• PTA Student/Faculty Handbook policy on social media was added to appendix B PTA Program Privacy and Informed Consent (paragraph 3 bookmarked social media). This policy informs the student that he/she has the right to privacy and no classroom material is to be shared with any outside entity through social media or otherwise. This policy was added in response to a student complaint that a classmate was posting pictures of lab activities on Facebook without her knowledge. Our reasoning for adding this policy was to provide clear boundaries for use of any classroom recordings and to provide a safeguard against misuse of confidential information. This policy positively effects the program by more clearly communicating to students and faculty the expectation that personal information



and classroom activities are taken seriously and should be used for educational purposes. A loose social media policy would foster aninappropriately casual, rather than professional, atmosphere in the classroom and in the clinic. (1.1.6.1)• Policies for supervision of open lab practice were added to the PTA Student/Faculty Handbook on pg. 14 item #7a (bookmarked open lab supervision) and in the PTA Policy and Procedure Manual on pg. 11 bookmarked Student On-Campus Safety. The rationale for these policies were to clearly describe student and faculty responsibility for supervision of student practice and to create a safeguard for faculty and students form injury and accidents. The policies effect the program by creating opportunities for closer student-faculty interaction in support of the UMPI mission and program philosophy (item 9) and by creating a safer learning environment outside of class time. (1.1.7.1)

See Attachment 4.2



Appendices

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Accepted Student Day schedule 2013.pdf

Affiliation Agreement renewal letter.pdf


Biology Meeting with Ray Rice June 2012.pdf

CCIP Sponsorship docx.pdf




Continued Narrative for 2.2.2.1.pdf





Department Meeting Dec 4 2012.pdf






Department Meeting with Leslie December 20 2012.pdf

E_PTA100.pdf

E_PTA102.pdf

E_PTA104.pdf

E_PTA106.pdf

E_PTA202.pdf

E_PTA204.pdf

E_PTA206.pdf

E_PTA208.pdf

E_PTA210.pdf

E_PTA215.pdf


Equipment Maintenance Log.pdf

Faculty Assembly Minutes February 3 2012.pdf

Financial Aid Meeting with Chris Bell 10-11-2013.pdf

IDEA Curriculum Assessment 2013.pdf


Integrated Clinical Assessment.pdf

Kathy Davis and Financial Aid October 25, 2012.pdf



Meeting Minutes BOT University System.pdf


Organizational Chart UMPI.pdf

Professional Development Plan June 2013 Rolon.pdf

Program Critical Safety Elements.pdf

Program Student Application Scoring Sheet.pdf

PTA 212 Skills Competency.pdf

PTA assessment Grid.pdf


PTA Meeting with Admissions, Financial Aid, Advising, Office of Student Records 3-26-2013.pdf

PTA Meeting with Biology Department 3-20-2013.pdf



S_PTA100.pdf

S_PTA102.pdf

S_PTA104.pdf

S_PTA106.pdf

S_PTA202.pdf

S_PTA204.pdf

S_PTA206.pdf

S_PTA208.pdf

S_PTA210.pdf

S_PTA212.pdf

S_PTA215.pdf

S_PTA220.pdf

S_PTA225.pdf

Student Affiliation File Checklist.pdf

TAMC equipment inspection contract.pdf



UMPI PTA ADVISORY COMMITTEE MEETING June 2013.pdf

UMPI PTA Curriculum July 2013.pdf


Vanessa professional-development-plan Dec 2012.pdf



University of Maine at Presque Isle is submitting the required information in fulfillment of the Commission on Accreditation in Physical Therapy Education requirements for accreditation of a physical therapist assistant education program.

The information submitted in this report is a true and accurate description of the institution and the physical therapist assistanteducation program with respect to the information requested.

** Names and titles are drawn from the current data in the Department of Accreditation **If there have been any changes in personnel, please contact the Department of Accreditation.

Academic Administrator of the Program: Administrative Official of Unit in which the Program Resides:

Christopher C Rolon, PT, MS, ATC Clare A Exner, JD

Name: Name:

Director and Assistant Professor College Chair

Administrative Title: Administrative Title:

Signature: Signature:

Date: Date:

Chief Academic Officer of the Institution: Chief Executive Officer of the Institution:

Michael E Sonntag, PhD Linda Schott, Ph.D

Name: Name:

Vice President for Academic Affairs President

Administrative Title: Administrative Title:

Signature: Signature:

Date: Date:

Department of AccreditationAmerican Physical Therapy Association

1111 North Fairfax StreetAlexandria, Virginia 22314



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