Fayetteville Technical Community College
Detailed Assessment Report2015-2016 Physical Therapist Assistant
As of: 8/01/2016 01:05 PM EST
Mission / Purpose
The Physical Therapist Assistant Program seeks to offer affordable technical education that is contemporary and comprehensive. The program strives to prepare graduates to practice in the legal and ethical physical therapy environment. The Physical TherapistAssistant Program is a face-to-face program only.
Student Learning Outcomes/Objectives, with Any Associations and Related Measures, Targets,Reporting Findings, and Action Plans
SLO 1: Effective Communication Physical Therapist Assistant students will communicate effectively using the conventions of American Standard English inprofessional and academic environments as measured through communication with patients and other health careworkers during their last clinical rotation in PTA 260.
Connected DocumentPTA 260 evaluation of communication
Relevant Associations:General Education/Core Curriculum Associations
1 Communicate effectively using the conventions of American Standard English in professional and academicenvironments.
InstitutionalGoals Associations4 Focus on workforce preparedness to support economic development.
StrategicObjectives AssociationsFTCC
10 Improve assessment plans with documented evidence of outcomes.
Related Measures
M 1: Effective CommunicationWhy: Physical Therapist Assistant students will possess effective verbal, nonverbal, and listening communicationskills in order to be effective in patient care and as members of a healthcare team. What: All PTA students must beable to communicate effectively with patients, family members, physicians, and other healthcare team members whileproviding patient care. Excellent communication skills are required to communicate treatment directions,patient/family education, patient progression to physician and healthcare team, and patient's needs and goals. How: Students are evaluated on the their communication skills during each of their clinical education rotations. The clinicalevaluation includes many examples of clinical communication and a definition for scoring. Student can earn 1,2,3,4depending on the level of assistance or clarification required by the clinical instruction. The clinical evaluations arecollected at the end of each clinical rotation. Who: The Department Chair and Academic Coordinator of ClinicalEducation will calculate the scores for communication following the last clinical rotation of PTA 260. When: Studentswill be assessed during PTA 260 which occurs during the spring semester of their second year, prior to graduation. Source of Evidence: Field work, internship, or teaching evaluationConnected Document
PTA 260 evaluation of communication
Target: Goal is that 85% of all PTA students participating in clinical education, PTA 260, will earn a score of 4/4 in theirfinal assessment of their communication skills written on the clinical evaluation form.Connected Document
PTA 260 evaluation of communication
Reporting Finding (2015-2016) - Target: Not MetTarget was not achieved, 82% of all PTA students earned a 4/4 in their final assessment of theircommunication skills written on the clinical evaluation form.Connected Document
PTA260_Communication_Assessment2016
Related Action Plans (by Established cycle, then alpha):For full information, see the Details of Action Plans section of this report.
Improve Communication skillsEstablished in Cycle: 2015-2016All second year student take PTA 222 Professional Interactions prior to completing clinical rotations.Communication skills are...
SLO 2: Critical Thinking Physical Therapist Assistant students are required to utilize critical thinking skills during laboratory practical exams inorder to problem solve and provide patient care. Student will be evaluated during laboratory practical exam during PTA240 which is a second year course. Evaluation of this objective during the second year allows students to develop theseskills during the first year of the program.
Connected DocumentRubric Practical Exam PTA 240
Relevant Associations:General Education/Core Curriculum Associations
2 Use critical thinking to analyze problems and make logical decisions.InstitutionalGoals Associations
4 Focus on workforce preparedness to support economic development.StrategicObjectives Associations
FTCC42 Align curriculum and continuing education programs of instruction/course offerings with reportedneeds of employers, as reflected in the annual employer survey.
Related Measures
M 2: Critical ThinkingWhy: Physical Therapist Assistant students need to possess critical thinking skills to function in the clinic. Studentsmust be able to problem solve and think critically when placed in a patient care environment in order to provide besttreatment practice and maintain patient safety. What: All PTA students must posses a level of critical thinking skillsto provide appropriate and safe physical therapy treatments. How: Students will be evaluated during laboratorypractical exams in PTA 240, which is a second year course. Students are given a patient scenario, which containsthe diagnosis and list of impairments, and must complete an appropriate physical therapy treatment in an allottedamount of time. Students are graded using a rubric which assess their performance. Students must earn an 80% orgreater to pass the practical exam. Who: Course instructor, Casey Backus, and Lab instructor, Janice Gilluly, willgrade the practical exam and provide the department chair with the list of students and their grades. When: PTA240 occurs during the fall semester of the second year.Source of Evidence: Academic direct measure of learning - otherConnected Document
Rubric Practical Exam PTA 240
Target: Goal: 90% of the students will pass the laboratory practical exam in PTA 240 with an 80% or greater.Connected Document
Rubric Practical Exam PTA 240
Reporting Finding (2015-2016) - Target: MetPTA 240 has two laboratory practical examinations where students must demonstrate critical thinking skills inpatient interactions and treatments. All PTA students, 100%, passed both laboratory practical examinationswith 80% or greater.Connected Document
PTA240_Practical_Exam 2015
SLO 3: Cultural Awareness Physical Therapist Assistant students will display cultural respect and be aware of potential barriers to communication withpeople from other cultures.
Connected DocumentsPTA 222 Midterm 2015Rubric PTA 222 Midterm 2015
Relevant Associations:General Education/Core Curriculum Associations
3 Demonstrate socialization skills that support cultural awareness and a global perspective.InstitutionalGoals Associations
2 Establish a culture of quality customer service.StrategicObjectives Associations
FTCC10 Improve assessment plans with documented evidence of outcomes.
Related Measures
M 3: Cultural AwarenessWhy: Physical Therapist Assistant students need to interact and communicate with people from other cultures. These people can be their patients, family members of patients, physicians, and other healthcare provider teammembers. Appreciation of cultural differences and a demonstration of respect of these differences is essential ineffective communication and interactions with others. What: All PTA students must develop an understanding ofcultural respect and potential biases or barriers to communication. PTA 222, Professional Interactions Course,cultural awareness and respect is discussed. How: Students complete a midterm essay exam which containsquestions regarding cultural awareness. The midterm exam contains 3 out 10 questions regarding culturalawareness and respect. Each question is worth 10 points for a total of 30 points related to cultural awareness andrespect. 85% of students will earn 24 out of the possible 30 cultural awareness points on midterm exam which wouldequate to an 80%. Who: Department Chair is the instructor in the course and will grade each student's exam. When: PTA 222 occurs during the fall semester of the second year.Source of Evidence: Writing exam to assure certain proficiency levelConnected Documents
PTA 222 Midterm 2015Rubric PTA 222 Midterm 2015
Target:
Goal: 85% of students taking the Midterm Exam for PTA 222 will earn 24 out possible 30 points (80%) on the 3questions containing information about cultural awareness and respect.Connected Documents
PTA 222 Midterm 2015Rubric PTA 222 Midterm 2015
Reporting Finding (2015-2016) - Target: MetDuring the midterm examination for PTA 222, 88% of the students score 24/30 points (80%) on the threecultural awareness questions on the examination.Connected Document
PTA222_Cultural_Awareness_Test_Questions2015
SLO 4: Quantitative Competency Students will demonstrate quantitative competencies by measuring accurate blood pressure and heart rate and thencomparing them to normal values.
Connected DocumentRubric_Practical_Exam_PTA 110
Relevant Associations:General Education/Core Curriculum Associations
4 Demonstrate quantitative competencies.InstitutionalGoals Associations
4 Focus on workforce preparedness to support economic development.StrategicObjectives Associations
FTCC42 Align curriculum and continuing education programs of instruction/course offerings with reportedneeds of employers, as reflected in the annual employer survey.
Related Measures
M 4: Quantitative CompetencyWhy: Physical Therapist Assistant students need to possess quantitative competency in measuring accurate vitalsigns in order to modify treatments and maintain patient safety. What: A PTA student will accurately measure bloodpressures and heart rates on each other and during laboratory practicals in order to gain the skills necessary forclinical education and clinical practice. How: Students will be evaluated during the laboratory practical in PTA 110,Introduction to Physical Therapy. Students can earn 6 points on the practical exam if blood pressure and heart rateare taken accurately. Who: Instructor, Casey Backus, and lab instructor, Janice Gilluly, will assess accuracy duringthe practical exam. When: PTA 110 occurs during the first year in the fall semester.Source of Evidence: Academic direct measure of learning - otherConnected Document
Rubric_Practical_Exam_PTA 110
Target: Goal: 85% of students will earn 6 out 6 possible points for accurately measuring vitals signs during the PTA 110practical examination.Connected Document
Rubric_Practical_Exam_PTA 110
Reporting Finding (2015-2016) - Target: Not MetThe practical examination in PTA 110 has students accurate measure vital signs to include blood pressure andheart rate. There are 6 points possible to earn on this section of the practical examination. The result wasthat 76% (13/17) of the students earned the total possible points secondary to measuring accurately.Connected Document
Practical_exam_vital_calculation 2015
Related Action Plans (by Established cycle, then alpha):For full information, see the Details of Action Plans section of this report.
Improve measurement in vital signsEstablished in Cycle: 2015-2016Students will be encouraged to practice on the simulation arm and during laboratory time. The simulationarms allows for vitals...
SLO 5: Computer Literacy Physical Therapist Assistant students will demonstrate computer literacy skills by completing a case study project in PTA212 to include: accessing a computerized medical record, researching the medical diagnosis through EPSCO DiscoveryFTCC library computerized search, writing the case study utilizing Microsoft Office, and submitting the documentelectronically.
Connected DocumentPTA 212 Case Study and rubric
Relevant Associations:General Education/Core Curriculum Associations
5 Demonstrate computer literacy.InstitutionalGoals Associations
4 Focus on workforce preparedness to support economic development.StrategicObjectives Associations
FTCC3 Partner with community organizations to connect students to potential employers.
Related Measures
M 5: Computer LiteracyWhy: Physical Therapist Assistant students need to have computer literacy to access patient records, documentpatient progress, and perform continued research for evidence based practice. What: All PTA students will utilize acomputer during clinical education for documentation of patient care, and during program course work. How: Students will complete a case study during the clinical rotation as a requirement for PTA 212, Health CareResources. Students will select a patient that they have been treating, review their medical record, and researchtheir diagnosis and possible treatment options. Students will utilize the EPSCO Discovery Search on the FTCC librarywebsite to conduct their research. Students will compose and document a written case study utilizing Microsoft Officeand submit the assignment electronically to their instructor. Students will demonstrate competency through earningan 80% on the assignment. Who: The instructor, Lynne McDonough, will grade the assignments. When: PTA 212occurs during the spring semester of the second year.Source of Evidence: Project, either individual or groupConnected Document
PTA 212 Case Study and rubric
Target: Goal: 85% of students will demonstrate computer literacy by earning an 80% or greater on the case study projectfor PTA 212.Connected Document
PTA 212 Case Study and rubric
Reporting Finding (2015-2016) - Target: Met88% of the students earned an 80% or greater on their case study project in PTA 212 which demonstratedtheir computer literacy skills.Connected Document
PTA212_Case_Study_Grades_in_blackboard2016
SLO 6: Licensure Exam Passing Rates Physical Therapist Assistant graduates will pass the licensure exam in order to gain employment.
Connected DocumentFSBPT Licensure Pass Rate Report
Relevant Associations:General Education/Core Curriculum Associations
1 Communicate effectively using the conventions of American Standard English in professional and academicenvironments.2 Use critical thinking to analyze problems and make logical decisions.4 Demonstrate quantitative competencies.5 Demonstrate computer literacy.
InstitutionalGoals Associations1 Respond to student and community needs through measurable goals.4 Focus on workforce preparedness to support economic development.
StrategicObjectives AssociationsFTCC
42 Align curriculum and continuing education programs of instruction/course offerings with reportedneeds of employers, as reflected in the annual employer survey.
Related Measures
M 6: Licensure Exam Passing RatesWhy: The Physical Therapist Assistant (PTA) Program at FTCC is accredited through CAPTE (Commission onAccreditation in Physical Therapy Education). One of the CAPTE updated standards requires PTA Programs tomaintain an 85% or greater ultimate licensure pass rate over a 2 year average. What: PTA graduates must passthe licensure exam prior to working as a Physical Therapist Assistant. The licensure exam is offered 4 times a year. How: Students/graduates apply to take the licensure exam through the FSBPT (Federation of State Boards ofPhysical Therapy). The FSBPT compiles a report that includes the number of graduates who took the exam and thenumber of graduates who passed the exam. Who: The Department Chair will request and read report. When: Thereport will be run in the fall following the October test date.Source of Evidence: Certification or licensure exam, national or state
Target: 85% of graduates will ultimately pass the licensure exam over a 2 year average.Connected Document
FSBPT Licensure Pass Rate Report
Reporting Finding (2015-2016) - Target: MetThe ultimate licensure pass rate, as documented on the Federation of State Boards in Physical Therapy(fsbpt), for 2014 graduates is 92% and the ultimate pass rate for 2015 graduates is 88% which is 90% for a two-year average. The 2016 graduates were not included in this calculation secondary to only 11/17 havetaken the licensure exam. The remaining 6 students will take the licensure exam in July 2016.Connected Document
FSBPTreport_2014-2016
Other Outcomes/Objectives, with Any Associations and Related Measures, Targets, Reporting
Findings, and Action Plans
O/O 7: Graduation Rate PTA students who begin the PTA program will be successful in graduating with a AAS degree in Physical TherapistAssistant.
Connected DocumentPTA Graduation Rate Table
Relevant Associations:InstitutionalGoals Associations
1 Respond to student and community needs through measurable goals.StrategicObjectives Associations
FTCC42 Align curriculum and continuing education programs of instruction/course offerings with reportedneeds of employers, as reflected in the annual employer survey.
Related Measures
M 7: Graduation RateWhy: The Physical Therapist Assistant (PTA) Program at FTCC is accredited through CAPTE (Commission onAccreditation in Physical Therapy Education). One of the CAPTE updated standards requires PTA Programs tomaintain a 60% or greater graduation rate over a 2 year average. What: Each cohort of accepted PTA students iscapped at 18 students. The PTA Program is completed after 2 years with graduation rates determined at thecompletion of the 5th semester in May. The graduation rate is the number of graduates divided by the originalnumber of students in the cohort. How: The Department Chair calculates the graduation rate and completes thegraduation rate table. Who: The Department Chair calculates the graduation rate. When: The graduation rate iscalculated at the end of the spring semester.Source of Evidence: Academic indirect indicator of learning - otherConnected Document
PTA Graduation Rate Table
Target: Goal: The PTA program will maintain a 2 year average of at 60% graduation rate, as per the CAPTE accreditationstandards.Connected Document
PTA Graduation Rate Table
Reporting Finding (2015-2016) - Target: MetThe two-year average for graduation rate from the PTA program is 91% for graduation years 2015-2016. Therate meets the CAPTE standard for accreditation.Connected Document
PTA Graduation_Rate_Table_2016
O/O 8: Employment Rate PTA Program Graduates who are seeking employment will be employed within 6 months of graduation.
Connected DocumentJob Placement Report
Relevant Associations:InstitutionalGoals Associations
4 Focus on workforce preparedness to support economic development.StrategicObjectives Associations
FTCC3 Partner with community organizations to connect students to potential employers.
Related Measures
M 8: Employment RateWhy: The Physical Therapist Assistant (PTA) Program at FTCC is accredited through CAPTE (Commission onAccreditation in Physical Therapy Education). One of the CAPTE updated standards requires PTA Programs tomaintain a 90% or greater employment rate over a 2 year average. What: Graduates of the program complete a JobPlacement Survey 6 months after graduation. This survey gathers data on the number of students available to workand the number of students who have obtained employment in the Physical Therapy field. How: The schooldistributes the survey and faculty provide follow-up phone calls to increase the number of surveys completed. Who: The Department Chair reviews the Job Placement Survey and the results gathered. When: The job placementsurvey is released during the spring semester.Source of Evidence: Alumni survey or tracking of alumni achievementsConnected Document
Job Placement Report
Target: Goal: Over a 2 year average, 90% of PTA Program graduates, who are seeking employment, will be employed 6months after graduation.Connected Document
Job Placement Report
Reporting Finding (2015-2016) - Target: Not MetThe graduates of 2014 had a job employment rate of 90.9% when surveyed 6 months after graduation, andgraduates of 2015 had 84.6% employment rate when surveyed 6 months after graduation. The two-year
average is 87.75% for the job employment rate 6 months after graduation. This does not meet the CAPTEstandard of maintaining 90% employment rate.Connected Document
Employment_Report2015
Related Action Plans (by Established cycle, then alpha):Improve Employment RateEstablished in Cycle: 2015-2016Students will be oriented to the new FTCC Career Coach and encouraged to utilize to assist with jobplacement.
For full information, see the Details of Action Plans section of this report.
Details of Action Plans for This Cycle (by Established cycle, then alpha)3 year average of first time licensure passing rate improvement
In recent years the state licensure exam has begun scheduling exam dates 4 times per calendar year. Students areable to sit for exam in April, prior to May graduation, with departmental approval or assured graduation. During thespring semester of 2014, students were required to pass a proctored practice exam prior to sitting for Aprilexamination. This change in procedure resulted in 100% passing rate of those who took the exam. For students whochoose to take the exam in July, after graduation, they also take a practice licensure exam as part of coursework priorto graduation. Students who do not pass the practice examination are required to develop and present to programfaculty a detailed plan of study preparation.Established in Cycle: 2013-2014Implementation Status: FinishedPriority: HighImplementation Description: Implementation of action plan began in spring 2014. Program faculty will continue toassess passing rates and current action plan.Projected Completion Date: 06/2016Responsible Person/Group: Lynne McDonough, Department Chair; Casey Criscione, Faculty
Continued Monitoring of Licensure Passing RatesWhile significant progress has been made regarding the passing rates, I will monitor student progress in order toachieve the target.Established in Cycle: 2014-2015Implementation Status: FinishedPriority: HighImplementation Description: I will monitor through passing rates delivered to me from the state of North Carolinaand offer remediation to those students who struggle with key concepts.Projected Completion Date: 06/2016Responsible Person/Group: Department Chairperson
Oral Presentation/Communication Performance/ Computer CompetencyImprovement of student performance on this assignment will require an in-depth explanation of expectations andreview of the grading rubric. This assignment occurs early during the first semester, and students have not been fullyacclimated to PTA program expectations of activity performance or assignment completion. Students who havedifficulty with computer skills required to complete research or development of power points will be referred to theStudent Learning Center. During the first week of the course, students attend an orientation session at the librarywhich includes the process of completing research.Established in Cycle: 2014-2015Implementation Status: FinishedPriority: HighProjected Completion Date: 12/2015Responsible Person/Group: Lynne McDonough is the instructor for PTA 130 and will be responsible for itsimplementation.
Improve Communication skillsAll second year student take PTA 222 Professional Interactions prior to completing clinical rotations. Communicationskills are discussed during this course. Plan to add role playing to practice communication skills. The role playingscenarios will be between student PTA (SPTA) and patient/family, SPTA and Clinical Instructor, SPTA and other healthcare professional. Student will practice these communication skills during standard and stressful situations.Established in Cycle: 2015-2016Implementation Status: PlannedPriority: High
Relationships (Measure | Outcome/Objective):Measure: Effective Communication | Outcome/Objective: Effective Communication
Implementation Description: Role playing scenarios to be including in PTA 222 during the fall semester.Projected Completion Date: 12/2016Responsible Person/Group: Department Chair- Lynne McDonough
Improve Employment RateStudents will be oriented to the new FTCC Career Coach and encouraged to utilize to assist with job placement.Established in Cycle: 2015-2016Implementation Status: PlannedPriority: High
Relationships (Measure | Outcome/Objective):Measure: Employment Rate | Outcome/Objective: Employment Rate
Implementation Description: Students will be oriented to the FTCC Career Coach on the FTCC website. Ademonstration of the website will be performed during their second year.Projected Completion Date: 05/2017
Responsible Person/Group: PTA program facultyImprove measurement in vital signs
Students will be encouraged to practice on the simulation arm and during laboratory time. The simulation arms allowsfor vitals to be set thus allowing student to self determine accuracy. Faculty will perform skills check prior to laboratorypractical examination.Established in Cycle: 2015-2016Implementation Status: PlannedPriority: High
Relationships (Measure | Outcome/Objective):Measure: Quantitative Competency | Outcome/Objective: Quantitative Competency
Implementation Description: Students will be oriented to the simulation arm during laboratory once instruction ofvital sign measurement has been given. Students will be encouraged to practice to improve accuracy andperformance.Projected Completion Date: 12/2016Responsible Person/Group: PTA program faculty
Analysis Questions and Analysis Answers
What were the strengths of your assessment process?
The assessment process encouraged review of the entire PTA Program. Targets were set and measured thatincorporated the student from the first semester in the program until six months after graduation. Targets were set toencompass the five college competencies and three accreditation standards. The process of reviewing outcomes allowsfor reflection and improvement of the program.
What were the weaknesses of your assessment process?
Three of the eight targets set for 2015-2015 academic year were not achieved. The target set to demonstratecommunication competency utilized data recorded by the student's clinical instructor during their terminal clinicalrotation. This skill was assessed and interpreted by 17 different instructors and could have allowed for inconsistencies. Communication is a key skill to acquire to be a successful PTA and appropriately measured in the clinic, however,being measured by 17 different individuals could have contributed to missing this target.
A target was set to achieve a two-year job employment average of 90% six months after graduation. This is arequirement by CAPTE to maintain accreditation. The two-year average for the 2014-2015 graduates was 87.75%. This target was not achieved and is difficult to influence or change secondary to the ebb and flow of the job market.
What was learned as a result of your assessment process?
This assessment revealed the continued need to discuss and practice communication skills. Communication, both orallyand written, is a required skilled in the profession of physical therapy. PTA's must interact daily with patients, familymembers, physical therapists, doctors, and other health care professionals. Although inconsistent measurement of thisskill may have occurred (as stated above), it is relevant to focus continued practice on mastering this skill.
It was revealed that students need continued instruction and practice to accurately measure blood pressure and heartrate. This is a skilled that is instructed and tested during the first semester, however, looking at performance outcome,it would be beneficial to revisit this skill.
How will what was learned impact the direction and emphasis of your academic or support unit?
The PTA program employs two full-time faculty members and one part-time member. The Department Chair will share theoutcome measures with the two other members of the faculty team. The action plans will be reviewed and implemented. The PTA program faculty are dedicated to success of the student and improvement of the program.
Annual Report Section Responses
Program Review (Academic Units) Attached is the most recent academic program review.
Connected Document2013-2014 Program Review
Advisory Comm. Minutes (Academic Units) All academic programs have associated Advisory Committees that provide community input on program direction andoutcomes.
Connected Documents2014-2015 Advisory Board Meeting_12/02/20142014-2015 Advisory Board Newsletter June 20152015-2016 Advisory Board Newsletter 12/16/20152015-2016 Advisory Committee Meeting
End Of Year Reports (VPs, AVPs, Deans) Strategic Plan (2015-2020) and other related documentsConnected Documents
2016 Grad SurveyStrategic Plan 2015-2020
RATING SCALE
4 = Consistently meets the stated competence. The student seeks confirmation from the clinical instructor. A score of a 4 does not indicate entry-level graduate.
Confirmation - Student confers with the clinical instructor prior to, or following an activity for the purpose of sharing information and/or validating decision-making. The student is capable of functioning safely and independently.
3 = Consistently meets the stated competence. The student needs guidance from the clinical instructor.
Guidance - Student needs advice from the clinical instructor to expand knowledge or skills. The presence of the clinical instructor in the immediate vicinity is not necessary.
2 = Meets the stated competence with inconsistencies. The student requires supervision from the clinical instructor.
Supervision - Student needs verbal cuing or physical assistance from the clinical instructor. The presence of the clinical instructor in the immediate vicinity is necessary.
1 = Does not meet the stated competence. The student requires constant supervision/assistance from the clinical instructor.
Constant Supervision/Assistance - Student requires continuous verbal cuing or continuous physical assistance from the clinical instructor.
N/A Not Applicable - Competence not applicable to this clinical situation.
N/O Not Observed - Competence not observed to the extent that a rating is appropriate.
Full documentation of rating below "3" must be provided to the student, CCCE, and ACCE.
GRADING: Clinical Education is PASS/FAIL course. Adding up the scores given for each behavior or skill, the student must score a minimum of 18 and not score any 1's on the final review in order to pass the clinical experience.
3. DEMONSTRATES APPROPRIATE AND EFFECTIVE COMMUNICATION MIDTERM_________ FINAL GRADE ___________ COMMENTS: COMMENTS:
VERBAL COMMUNICATION
SAMPLE BEHAVIORS
Speaks with tact and diplomacy. Uses tone of voice appropriate for the situation. Expresses questions/needs clearly. Responds to questions and requests clearly Uses terminology appropriate to the level of the listener. Establishes effective relationships with patient/family.
Offers appropriate introduction. Secures and develops the patient's interest and confidence. Prepares patient/family psychologically for treatment/discharge. Maintains appropriate leadership in patient/family interactions. Accurately explains purpose of chosen treatment procedures. Provides appropriate and timely feedback
Establishes effective relationships with clinical instructor(s). Initiates communication. Strives to maintain an open and honest relationship with the clinical instructor(s). Acknowledges feedback received and gives appropriate and timely feedback to
supervisor Asks relevant questions in a timely manner. Demonstrates understanding of the supervisory role of clinical instructor.
Establishes and maintains effective relationships with other members of the health care team. Initiates communication when appropriate. Demonstrates preparation when relating information to other staff. Discusses patient's status in a clear and concise manner. Reports accurate and pertinent information.
Effectively instructs other member of the health care team. NON-VERBAL COMMUNICATION
SAMPLE BEHAVIORS
Recognizes the effects of his/her own non-verbal behavior upon others. Correctly interprets and appropriately responds to the non-verbal behaviors of others (i.e., patients, family,
staff).
PTA 260 Communication Assessment
Student Score #1 4/4
#2 3.5/4
#3 4/4
#4 4/4
#5 3/4
#6 3/4
#7 4/4
#8 4/4
#9 4/4
#10 4/4
#11 4/4
#12 4/4
#13 4/4
#14 4/4
#15 4/4
#16 4/4
#17 4/4
Eighty-two percent (14/17) of students scored a 4/4 on the communication assessment for their terminal clinical rotation.
Practica.240
FAYETTEVILLE TECHNICAL COMMUNITY COLLEGE PHYSICAL THERAPIST ASSISTANT PROGRAM
PTA 240 Practical Exam II- PD, CVA, Cardiac
Name: Score: _______/100 (5) 1. Introduction a) Handwashing b) Full Name and DOB; Patient ________________________ (40) 2. Functional Training* (balance, transfers, GT, bed mobility) (20) a) Functional Task #1: ______________________________ (ie; transfers, GT, balance) 1. Treatment: (20) b) Functional Task #2: _______________________________ (ie; Pt education, transfers, etc) 1. Treatment: (40) 3. Impairment-Based Treatment* (Impairments listed on card) (20) a) Impairment #1: ______________________________ (ie; dec quad strength, knee ROM) 1. Treatment (20) b) Impairment #2: _______________________________ (ie; poor core stability, fear of falling) 1. Treatment: (10) 4. Patient education and HEP (Note: If MS- energy conservation, if SCI or amp- pressure relief and skin checks, etc) (5) 5. Documentation 100 pts. *Critical area – must pass to pass exam. **Passing level for practical exam is 80%
FAYETTEVILLE TECHNICAL COMMUNITY COLLEGE PHYSICAL THERAPIST ASSISTANT PROGRAM
PTA 222 – 2014
Mid-term
TAKE HOME
1. The readings by Purtilo (chapters 1-6) discussed respect. What is respect? Discuss thoroughly how respect applies to you as a physical therapist assistant. How would respect be evident in a PTA interaction with a patient? Give at least three examples.
2. During the first class we discussed personal, professional, and workplace values. Discuss your personal values, and if they are similar to the APTA Core Values. What workplace values will you be looking for in your first job as a PTA?
3. What actions can create barriers to effective interaction with other cultures (Purtilo 3, Drench 3). Give specific examples in your discussion.
4. Factors affecting motivation and adherence: Discuss how you, as a physical therapist assistant, could use the factors listed in chapter 6 in Drench, to encourage patient/client adherence, consent to or participate with your intervention?
5. Drench and Purtilo discuss Cultural differences, personal biases, (Drench 3; Purtilo 3). Describe how understanding cultural differences may help you be more effective in providing services to a patient. What biases may affect your effective service?
6. Discuss the key factors in building respectful patient/professional relationships according to Purtilo Ch 10. Describe and discuss 5 key factors.
7. Your patient tells the unit secretary that she wants to see a different clinician next time. When pressed for information, she reports feeling rushed through
therapy and that her complaints are not being taken seriously. Describe possible issues related to patient interaction or respect. Should this patient see the same clinician the next time, why or why not? Should the secretary inform you or your supervisor or both, why or why not?
8. We discussed adult education behaviors and characteristics in class. Discuss how you could apply this knowledge in teaching a patient about back exercises and proper body mechanics.
9. Both Purtilo and Drench discussed the use of communication as a major component of effective interaction. We discussed written, oral, listening, and non-verbal methods of communication. Take one of these and describe how it can assist in effective care and how the ineffective use of it can hinder care. Give two examples to support your answer.
10. You completed the Myers Briggs Personality Type Indicator. Describe your Type and what characteristics of your type would be a potential asset or hindrance to an effective interaction?
FAYETTEVILLE TECHNICAL COMMUNITY COLLEGE PHYSICAL THERAPIST ASSISTANT PROGRAM
PTA 222 – 2015
Mid-term
TAKE HOME
1. The readings by Purtilo (chapters 1-6) discussed respect. What is respect? Discuss thoroughly how respect will apply to you as a physical therapist assistant. How would respect be evident in a PTA interaction with a patient? Give at least three examples. 10 points total: Define respect- 2points Respect in reference to PTA interaction with patient- 2 points 3 examples- 6 points
2. During the first class we discussed personal, professional, and workplace values. Discuss three of your personal values, and if they are similar to the APTA Core Values. What workplace values will you be looking for in your first job as a PTA?
10 points total: State 3 specific personal values- 6points Relate personal values to APTA Core Values- 2points State workplace values in first job- 2points
3. What actions can create barriers to effective interaction with other cultures (Purtilo 3, Drench 3). Give specific examples in your discussion.
10 points total: Discuss barriers and effect on communicating with people of other cultures- 6points Provide specific examples- 4points
4. Factors affecting motivation and adherence: Discuss how you, as a physical therapist assistant, could use the factors listed in chapter 6 in Drench, to encourage patient/client adherence, consent to or participate with your
intervention?
10 points total: Factors include: locus of control-2points Self efficacy- 2points Self esteem- 2 points Social determinants- 2points Community resources- 2 points
5. Drench and Purtilo discuss Cultural differences, personal biases, (Drench 3;
Purtilo 3). Describe how understanding cultural differences may help you be more effective in providing services to a patient. What biases may affect your effective service?
10 points total: Description of cultural differences and personal bias- 4points Discussion of understanding cultural differences provides more effective patient care-4 points Example of personal bias stated- 2points
6. Discuss the key factors in building respectful patient/professional relationships according to Purtilo Ch 10. Describe and discuss 5 key factors.
10 points total: Discussion of 5 of the following factors (2 points each):
Trustworthiness, competence, reassurance, integrity, courtesy, individualized care, caring behaviors, respect, establish rapport, avoidance of transference
7. Your patient tells the unit secretary that she wants to see a different clinician
next time. When pressed for information, she reports feeling rushed through therapy and that her complaints are not being taken seriously. Describe possible issues related to patient interaction or respect. Should this patient see the same clinician the next time, why or why not? Should the secretary inform you or your supervisor or both, why or why not?
10 points total: Description of possible issues related to patient interaction or respect- 6points Student addresses whether patient should see same clinician and whether supervisor should be informed. Student defends their answer- 4points
8. We discussed adult education behaviors and characteristics in class. Discuss how you could apply this knowledge in teaching a patient about back exercises and proper body mechanics.
10 points total: Discussion of adult learning behaviors and related to instruction of back exercise program and proper body mechanics. 2 points each Life experience, readiness to learn, self-concept, learning relevant to self, motivation to learn.
9. Both Purtilo and Drench discussed the use of communication as a major component of effective interaction. We discussed written, oral, listening, and non-verbal methods of communication. Take one of these and describe how it can assist in effective care and how the ineffective use of it can hinder care. Give two examples to support your answer.
10 points total: Effective use of communication method-3points Ineffective use of communication method- 3points 2 examples given to support answer- 4points
10. You completed the Communication Style Indicator in class (Action, Process, People, Idea). Describe your style and what characteristics of your style would be a potential asset or hindrance to an effective interaction?
10 points total: Identification of communication style- 2points Description of communication style characteristics- 2points Potential asset to effective communication- 3 points Potential hindrance to effective communication- 3points
Student Question 1 Question 3 Question 5 Total points#1 10 4 10 24#2 10 10 9 29#3 10 10 10 30#4 10 10 9.5 29.5#5 9.5 0 10 19.5#6 10 9 10 29#7 9 10 9 28#8 10 10 9.5 29.5#9 10 10 10 30#10 10 10 9.5 29.5#11 10 10 10 30#12 10 10 10 30#13 10 10 10 30#14 10 10 8 28#15 10 10 10 30#16 10 10 10 30#17 10 0 9.5 19.5
88% scored 24/30 or 80% on the cultural awareness ques
tions in PTA 222
PHYSICAL THERAPIST ASSISTANT PROGRAM PTA 110 and PTA 130
COMBINED PRACTICAL EXAM
Transfers, Vital Signs, Aseptic Techniques, Universal Precautions, Bandaging, Positioning, Lines and Tubes, Massage
STUDENT NAME______________________ GRADE _____ (PRACTICAL /95 DOCUMENTATION /5)
FIRST ATTEMPT ___ SECOND ATTEMPT ___ (CHECK ONE)
1. Introduction and Identification (10 points total- or 2 points each) Uses proper names Identifies self as SPTA from FTCC Asks patient’s personal ID information (full name and DOB) Obtains patient consent for treatment Speaks clearly with good volume and maintains professionalism
2. Contraindications and Precautions (10 points) Asks appropriate contraindications and precautions for treatment modality prior to beginning treatment
3. Plan of Care (10 points total or 5 points each) Explains goals of plan of care to patient Follows and stays within Plan of Care
4. Preparation and Clean-up of Treatment Area, Equipment, and Patient (5 points total or 1 point each)
Cleans area and equipment before and after treatment Washes hands before and after treatment, and during treatment, as needed Positions patient appropriately Drapes patient appropriately Removes patient’s clothing and jewelry as necessary
5. Proper Body Mechanics (5 points)
6. Application of Intervention (55 points total over 3 categories)
Safe (24 point total or 6 points each) Checks for allergies Ensures treatment area is safe and clear Takes accurate vital signs (accurate is defined as within 5mmHg for systolic and diastolic; and within 4bpm for heart rate) Ensures safety of patient during treatment
Correct (24 points total or 3 points each) Applies intervention to correct body part Asks pain scale before and after treatment Instructs patient in what to expect from intervention Checks skin integrity and sensation before and after treatment Selects appropriate parameters for condition Palpates for specific area(s) of pain Provides a call system for patient and sets a timer before leaving patient Checks on patient during intervention and makes appropriate changes Efficient (7points or 2.33 points each) Demonstrates efficiency in preparing treatment area Demonstrates efficiency in setting up modality Demonstrates efficiency in treatment application
7. Documentation (5 points total or .5point each)
Documents total treatment time Writes in black ink with legible handwriting Sign and Print full name (legible) and credentials (SPTA) Dates note Patient Identifiers included in note Uses proper CPT Codes Uses proper SOAP format Includes parameters of treatment intervention Includes position of patient for treatment Corrects errors with single line, date, and initials COMMENTS:
PTA 110/130 Combined PracticalDecember 3 and 8 2015
Student Score on Vitals assessment out of 6
1 4
2 6
3 6
4 6
5 6
6 6
7 6
8 6
9 5
10 6
11 4
12 6
13 6
14 4
15 6
16 6
17 6
13/17 earned 6/6 = 76%
FAYETTEVILLE TECHNICAL COMMUNITY COLLEGE
PHYSICAL THERAPIST ASSISTANT PROGRAM
PTA 212 – HEALTH CARE/RESOURCES Project 2016
The Project will include two major components. Both are due at the same time and should be provided in a well organized format. The following explains the project requirements: Part 1. *Case Study of a patient with complex issues requiring or benefiting from the use of multiple health care resources. The patient must have either a complicated history, long-term injury or multiple co-morbidities. It is preferred that you select a neurological case but this is dependent upon affiliation population. Your supervising CI must approve the patient selection. This should occur early in your first 6-week rotation so you can follow the patient and do necessary research. The case study must include thorough information on the following:
a. Review of Disease: reference at least 3 sources including one or more physical therapy research articles related to the topic; integrate article information into this section. 1) Etiology 2) Prognosis 3) Progression 4) Common PT interventions or how this condition/impairment is impacted by therapy b. Interventions provided for this patient along the entire continuum of care (ER to D/C) 1) History of injury
2) Review of patient condition, PMHx, and previous physical status 3) Surgical or emergency care 4) Medical care at all levels of care: include all disciplines and their role 5) Physical Therapy at all levels of care 6) Other services or relevant information 7) Family or other supportive persons: level of involvement 8) Outcome of care: functional level or status 9) Next level of care if patient is transferred: give reason for change in care c. Medication – List all pertinent medicines for this patient. Use either a table format or other easy to organize format. You must include the following: 1) Trade name and Generic name (Example: Tylenol-trade, acetaminophen-generic) 2) Category of drug (use of drug)
3) Side effects especially related to impact of drug on patient and how it impacts physical therapy. List any methods used to minimize any negative impacts or benefit from drug effects related to therapy.
d. Have your Clinical Instructor sign the case study on the cover sheet. This is mandatory. You will receive a grade of “F” without this signature.
e. Case study should be 3-6 typed pages with bibliography in APA format.
PTA 212 – HEALTH CARE/RESOURCES
Project 2016 Part 2. Resources information: Your health care resource course will introduce you to basic information about insurance, reimbursement, supervision requirements, and community resources. The second part of your project is to identify
a. Identify what types of services would benefit your patient. (Beyond Physical Therapy) b. Identify what constraints (insurance, supervision, visit limits, transportation etc) impact your patient. c. Describe at least 3 relevant agencies or groups which would benefit the patient. It is preferred that
these services are offered locally and can realistically be used by your patient. Provide a brief summary of each including history, services offered, eligibility, etc.
d. This section should be at least 2 – 3 pages in length with reference list. e. Include handouts, informational booklets, printouts from website and other types of information
about the agency or group. Case workers can be very helpful in this activity
Objectives: 1. Review progression of patient’s health care stay from Emergency Room throughout levels of treatment. 2. Identify all health care workers involved in the care of this patient. 3. Identify effects medication can have on patient performance. 4. Research and identify services which can benefit patients beyond physical therapy.
Due Date: April 20, 2016 Projects should be emailed including scanned: CI signature on title page, brochures, and pamphlets.
*** Plan accordingly to have your project submitted on time. There is a 10% penalty for each day the project is late.***
Grading Rubric for Case Study
PTA 212 Part I
Signature of CI (REQUIRED OR FAILURE OF PROJECT) _____________
3 Reference Articles (10 points) _________________________ _____________
Descriptions of: Etiology of Disease (5pts) ____________________________________________
Prognosis of Disease (5pts) __________________________________________
Progression of Disease (5pts) _________________________________________
PT interventions (5pts) ______________________________________________
Include other interventions besides PT along continuum of care from ER to D/C.
(ER, surgery, medical care at all levels, OT, SP, social workers, family or support system) (10 points) ________________________________________________________________________________
Medications: drug name, category, side effects in organized format (10pts) _______________________________________________________________________________
Part II
Identify what constraints impact the pt (10pts) __________________________________________
Identify what types of services would benefit the pt and describe 3 relevant agencies (20pts) ______________________________ __
Provide handouts, websites, and brochures for each of the agencies
(10pts) ___________________________________________________________________________
Grammatical Errors:
0= (10pts)
.5 points deducted for each error for a maximum of 10 points lost____________________
Fayetteville Technical Community College (PTA)
Enhanced Online School Report
School Code: 3405 Graduation Year: 2012 - 2014 Exam Level: PTA State: NC Date of Report: Wednesday, December 03, 2014
Summary Performance Summary Performance Summary Performance for the School by for the State by for All U.S.-Accredited Graduation Year Graduation Year Candidates by
Graduation Year
Graduation Year Group
Number Number of
Pass Rate
Mean Standard Pass Mean Standard Pass Mean Standard of Passing Scale Deviation Rate Scale Deviation Rate Scale Deviation
Exams Candidates Score Scale Score Scale Score Scale Score Score Score
2012 First Time 15 14 93.33% 666.73 42.53 91.08% 666.88 46.93 84.08% 651.48 52.79 Retake 1 1 100.00% 620 0 61.90% 599.1 34.05 38.88% 588.58 38.86 All 16 15 93.75% 663.81 42.72 87.64% 658.88 50.53 74.51% 638.16 56.36 Total Percentage of Candidates
100.00%
in Graduation Class who Took
the NPTE and Passed 2013 First Time 12 10 83.33% 664.25 64.12 90.91% 678.19 60.03 84.33% 660 58.79
Retake 2 2 100.00% 614 5.66 52.63% 600.47 30.23 47.59% 594.62 38.71 All 14 12 85.71% 657.07 61.76 86.42% 669.07 62.53 77.82% 648.41 61.09 Total Percentage of Candidates
100.00%
in Graduation Class who Took
the NPTE and Passed 2014 First Time 13 12 92.31% 699.54 78.19 87.12% 664.65 62.32 87.61% 663.2 57.69
Retake 1 0 0.00% 597 0 30.77% 592.62 36.99 46.92% 595.63 40.5 All 14 12 85.71% 692.21 79.96 82.07% 658.19 63.82 84.54% 658.08 59.33 Total Percentage of Candidates
92.31%
in Graduation Class who Took
the NPTE and Passed Scale Scores of 600 and above are passing. In this report, first time takers are defined as members of the graduation class who took the NPTE for the first time on or after January 1, 1998.
The Federation of State Boards of Physical Therapy
Fayetteville Technical Community College (PTA)
Free Basic Pass Rate Report
School Code: 3405
Graduation Years: 2014 - 2016
Exam Level: PTA
State: NC
Date of Report: 5/29/2016
Summary Performance for the School by
Graduation Year
Summary Performance for All U.S.-
Accredited Candidates by Graduation Year
Graduation
YearGroup
Number of
Candidates
Number of
Passing
Candidates
Pass RateMean Scale
Score
Confidence
Interval of
the Mean
Pass RateMean Scale
Score
Standard
Deviation
Scale Score
2016 First Time 11 11 100.0% 667.8 11.4 87.6% 665.3 57.4
Ultimate 11 11 100.0% 667.8 11.4 87.7% 665.3 57.4
2015 First Time 17 13 76.5% 634.9 14.0 84.2% 657.9 60.5
Ultimate 17 15 88.2% 642.2 12.6 92.3% 662.2 55.9
2014 First Time 13 12 92.3% 699.5 22.7 86.1% 660.2 57.9
Ultimate 13 12 92.3% 702.0 21.6 94.8% 664.7 52.7
Scale Scores of 600 and above are passing.
Listed below are all candidates from these graduating classes who have taken the NPTE.
Graduation Class Last Name First Name
2016 ALLEN SIOBHAN
ARRAMBIDEZ DIANISHA
BYRD REBEKAH
FULSOM GAIL
MARTIN JENNIFER
O'QUINN VICTORIA
PETOLETTI PAUL
RAMOS LEAH
STETTLER MIKE
STROBEL REBECCA
UNDERWOOD KARLIE
2015 BARTLEY MAXX
CASIMBE ANGELA
EDENS LAWRENCE
HAUMANN KA-RON
HOWARD AMANDA
JACKSON MARIA
LEVY ERICA
MERRILL GAROLD
MILLER ERIKA
PASCHAL DONALD
PETERSON HILARI
RODRIGUEZ NANCY
ROSS TRACEY
SAYCON NICHOLAS
SMITH JACLYN
SMITH MADILYN
WILLIAMS-THURMAN DEANA
2014 ARCE INGRID
CONLEY PATRICIA
FRYAR PAULA
GORDON KELLY
HERNANDEZ SHAWNA
KIMPLER JENNIFER
MCALISTER BRITTNEY
MURPHY JANE
RHOADS LAURAN
RICKS ASHLEY
STEPHENS TARA
STRICKLAND LINDSEY
WAYMACK ALICIA
Report data is updated eight times a year. The data for this report is current as of May 5, 2016.
Fayetteville Technical Community College
Physical Therapist Assistant ProgramGraduation History Rate
C:\Users\mariahhopkins\Downloads\PTA Graduation_Rate_Table_FORM 2014-02-20 8/9/2016
Class of 2012
Class of 2013
Class of 2014
Class of 2015
Class of 2016
Class of 2017
Class of 2018
Class of 2019
Class of 2020
Class of 2021
Class of 2022
Class of 2023
Matriculation Aug-10 Aug-11 Aug-12 13-AugExpected Graduation May-12 May-13 May-14 15-May
Represents 150% of Program Length Apr-13 Apr-14 Apr-15 16-Apr
Number of Students Admitted to Original Cohort 18 18 18 18 18 18 18 18 18 18 18 18
Graduated on time 15 12 15 17Required 101%-150% of Time 0 0
Required > 150% of time 0 0Are Still Enrolled in Program 0 0 1
Academic Deficit 3 3 3Clinical Deficit 1
Died/Severely Disabled/Active Military DutyHealth/Family Issues 1
Other Reasons 2Graduation Rate: 83.333% 66.667% 83.333% 94.444% 0.000% 0.000% 0.000% 0.000% 0.000% 0.000% 0.000% 0.000%
Failures To Progress:Class of
2016Class of
2017Class of
2018
Number of Students Admitted to Original Cohort 18 18
Remaining Students 16 +1 (from 18
Academic Deficit 1Clinical Deficit
Died/Severely Disabled/Active Military DutyHealth/Family Issues
Other Reasons 1
Current Classes
Graduation Rate:
Number of Students In Original Cohort Who Did Not Complete the Program Due To:
Number of Students Admitted:
Number of Students In Original Cohort Who Did Not Complete the Program Due To:
Number of Students in Original Chohort Who:
Number of Students Admitted:
Fayetteville Technical Community College
Physical Therapist Assistant ProgramGraduation History Rate
C:\Users\mariahhopkins\Downloads\PTA Graduation_Rate_Table_2016 8/9/2016
Class of 2012
Class of 2013
Class of 2014
Class of 2015
Class of 2016
Class of 2017
Class of 2018
Class of 2019
Class of 2020
Class of 2021
Class of 2022
Class of 2023
Matriculation Aug-10 Aug-11 Aug-12 13-Aug 14-AugExpected Graduation May-12 May-13 May-14 15-May 16-May
Represents 150% of Program Length Apr-13 Apr-14 Apr-15 16-Apr 17-Apr
Number of Students Admitted to Original Cohort 18 18 18 18 18 18 18 18 18 18 18 18
Graduated on time 15 12 15 17 16Required 101%-150% of Time 0 0 1
Required > 150% of time 0 0Are Still Enrolled in Program 0 0 1 0
Academic Deficit 3 3 3 1Clinical Deficit 1
Died/Severely Disabled/Active Military DutyHealth/Family Issues 1
Other Reasons 2 1Graduation Rate: 83.333% 66.667% 83.333% 94.444% 88.889% 0.000% 0.000% 0.000% 0.000% 0.000% 0.000% 0.000%
Failures To Progress:Class of
2017Class of
2018Class of
2019
Number of Students Admitted to Original Cohort 18 18
Remaining Students 14 18
Academic Deficit 2Clinical Deficit
Died/Severely Disabled/Active Military DutyHealth/Family Issues 1
Other Reasons 1
Current Classes
Graduation Rate:
Number of Students In Original Cohort Who Did Not Complete the Program Due To:
Number of Students Admitted:
Number of Students In Original Cohort Who Did Not Complete the Program Due To:
Number of Students in Original Chohort Who:
Number of Students Admitted:
Summary Sheet for Health Programs
HEALTH PROGRAM AREA #
Gra
duat
es
# G
radu
ates
Con
tinui
ng E
duca
tion
# G
radu
ates
Not
See
king
Em
ploy
men
t
# G
radu
ates
Una
ble
to L
ocat
e
# G
radu
ates
Ava
ilabl
e to
Wor
k
# G
radu
ates
Wor
king
% o
f Ava
ilabl
e G
radu
ates
Wor
king
# Av
aila
ble
Gra
duat
es W
ho a
re N
OT
Empl
oyed
but
look
ing
% o
f G
radu
ates
Wor
king
in C
umbe
rland
C
ount
y %
of
Gra
duat
es W
orki
ng O
utsi
de
Cum
berla
nd C
ount
y %
of W
orki
ng G
radu
ates
in a
Cur
ricul
um-
Rel
ated
Job
S
alar
ies
Rep
orte
d (C
urric
ulum
-Rel
ated
/ FT
) (A
vera
ges o
nly
those w
ork
ing in
care
er
field
)
SALA
RY
AVER
AGE
(AN
NU
AL) *
Associate Degree Nursing (Degree) 76 10 2 4 60 55 91.7% 5 72.7% 27.3% 96.4% 37 $45,600 Central Sterile Processing (Certificate) 4 1 - - 3 3 100% - 33.3% 66.7% 66.7% 2 $31,650 Dental Assisting (Diploma) 25 - 1 - 24 21 87.5% 3 76.2% 23.8% 85.7% 14 $31,250 Dental Hygiene (Degree) 22 1 1 - 20 19 95% 1 36.8% 63.2% 100% 11 $38,300 Emergency Medical Science (Degree) 14 2 2 1 9 8 88.9% 1 62.5% 37.5% 87.5% 7 $35,000 Emergency Medical Science (Certificate) 11 9 - - 2 2 100% - 100% - - - - Emergency Medical Science/Bridging (Degree) 4 - - 2 2 2 100% - 50% 50% 100% 2 $51,000 Mammography (Certificate) 13 - - - 13 13 100% - 61.5% 38.5% 76.9% 7 $38,000 Nuclear Medicine Technology (Degree) 8 2 1 - 5 4 80% 1 50% 50% 50% 1 $47,900 Nursing Assistant (Certificate) 21 16 - - 5 5 100% - 100% - 100% 1 $22,300 Pharmacy Technology (Degree) 9 - - - 9 8 88.9% 1 87.5% 12.5% 75% 3 $26,100 Pharmacy Technology (Diploma) 14 3 - - 11 7 63.6% 4 85.7% 14.3% 71.4% 1 $22,500 Physical Therapist Assistant (Degree) 15 2 - 2 11 10 90.9% 1 60% 40% 80% 5 $45,000 Practical Nursing (Diploma) 54 3 4 1 46 42 91.3% 4 71.4% 28.6% 66.7% 21 $33,200 Radiography (Degree) 18 5 1 - 12 12 100% - 50% 50% 83.3% 5 $37,800 Respiratory Therapy (Degree) 9 1 1 1 6 5 83.3% 1 80% 20% 60% 1 $40,800 Speech-Language Pathology Assistant (Degree) 16 3 - 1 12 10 83.3% 2 30% 70% 60% 4 $45,400 Surgical Technology (Degree) 2 - - - 2 2 100% - - 100% 100% 2 $42,000 Surgical Technology (Diploma) 8 1 - - 7 6 85.7% 1 16.7% 83.3% 83.3% 5 $33,400
TOTALS 343 62 14 16 251 242 96.4% 9 64.5% 35.5% 80.6% 129 $37,100
2014 Job Placement Report
Associate Degree Nursing
ASSOCIATE DEGREE NURSING 2010 2011
2012
2013 2014
# of
Graduates % # of
Graduates % # of
Graduates % # of
Graduates % # of
Graduates %
Graduates in Program 71 78 58 74 76
Graduates Available to Work 61 57 46 66 60
Graduates Working 48 79% 50 88% 43 93.5% 63 95.5% 55 91.7%
Graduates Unemployed but looking for
work 13 21% 7 12% 3 6.5% 3 4.5% 5 8.3%
Graduates Not Seeking Employment 4 7 1 3 2
Graduates Continuing Education 2 3 1 3 10
Graduates working in Cumberland County 41 85% 40 80% 29 69% 48 76.2% 40 72.7%
Graduates Working Outside Cumberland County 7 15% 10 20% 13 31% 15 23.8% 15 27.3%
Graduates working in Curriculum related jobs 47 98% 46 92% 38 88.4% 56 89.0% 53 96.4%
Graduates NOT working in Curriculum related jobs 1 2% 4 8% 5 11.6% 7 11.0% 2 3.6%
Graduates Unable to Locate 4 11 10 2 4
Number of Salaries Reported (Curriculum related/FT) 39 46 38 38 37
Average Annual Salary (Curriculum related/FT) 41,275 42,030 43,800 44,500 45,600
Places of Employment
Status Title Employer City/Zip FOS Salary
Employed FT RN Del Sol Medical center El Paso TX Yes 47400
Employed FT LPN CAPE FEAR VALLEY HOSPITAL Yes
Employed FT RN Cumberland County Fayetteville NC Yes 40600
Employed FT RN Cape Fear Valley Medical Center Fayetteville NC 28304 Yes 41000
Employed FT RN Southeastern Regional Lumberton NC Yes 42300
Employed FT RN Cape Fear Valley Medical Center Fayetteville NC 28304 Yes 40000
Employed FT Staff Nurse RN Cape Fear Valley Medical Center Fayetteville NC 28304 Yes 45000
Employed FT RN Southern Regional Medical center Lumberton NC Yes 44000
Employed FT Research RN Stevenson Cancer Center Oklahoma City OK 73104 Yes 46000
Employed FT RN Womack Army Medical Center Ft. Bragg NC 28307 Yes 42300
Employed FT RN Wake County Sheriff Dept. Yes 61000
Employed FT LPN Universal HealthCare of Lillington Yes 36000
Employed PT RN Maxim Health Care Fayetteville NC Yes
Employed FT RN Cape Fear Valley Medical Center Fayetteville NC Yes 45000
Employed FT LPN Whispering Pines Nursing Home Yes
Employed FT RN Cape Fear Valley Medical Center Fayetteville NC Yes 40800
Employed FT RN Cumberland County Fayetteville NC Yes 80000
Employed FT Staff RN Maximum Health Care Fayetteville NC 28303 Yes 38400
Employed FT RN Cape Fear Valley Medical Center Fayetteville NC 283054 Yes 44100
Employed FT RN Cape Fear Valley Medical Center Fayetteville NC Yes 44100
Employed FT RN Jefferson County Public Health Department Upstate NY Yes 44400
Employed FT RN Cape Fear Valley Medical Center Fayetteville NC 28304 Yes 45000
Employed FT RN Cape Fear Valley Medical Center Fayetteville NC 28304 Yes 50000
Employed FT RN Cumberland County Fayetteville NC Yes 42500
Employed FT RN Accesscare Morrisville NC Yes 42900
Employed FT RN Cape Fear Valley Medical Center Fayetteville NC 28304 Yes 44000
Employed FT RN Cape Fear Valley Medical center Fayetteville NC Yes 44300
Employed FT LPN Maxim Health Care Arizona Yes 45800
Employed FT RN Womack Army Medical Center Ft. Bragg NC Yes 48000
Employed FT RN Cape Fear Valley Medical Center Fayetteville NC Yes 35000
Employed FT RN Southeastern Regional Medical Center Lumberton NC Yes 49900
Employed FT RN Cape Fear Valley Medical center Fayetteville NC Yes 44100
Employed FT RN Cape Fear Valley Medical Center Fayetteville NC Yes 44100
Employed FT RN Sanford Treatment Center Sandord NC 27332 Yes 50000
Employed FT RN Cape Fear Valley Medical Center Fayetteville NC Yes 44100
Employed FT RN Cape Fear Valley Medical Center Fayetteville NC 28304 Yes 45000
Employed FT RN Cape Fear Valley Medical Center Fayetteville NC Yes 43700
Employed FT RN Central Carolina Hospital Sanford NC 27330 Yes
Employed FT RN Betsy Johnson Hospital Dunn NC Yes 46700
Employed FT RN Rex Hospital Raleigh NC Yes 53600
Employed FT RN Cape Fear Valley Medical Center Fayetteville NC Yes 44100
60 76 76 76 55 76
Salaries: (1) Only full-time in curriculum related employments are considered in calculation of average annual salary. Those curriculum related positions are bolded for the reader’s convenience.
Actual Title
Frequency Percent Valid Percent Cumulative Percent
Associate Degree Nursing 76 100.0 100.0 100.0
Status
Frequency Percent Valid Percent Cumulative Percent
Valid
Employed FT 41 53.9 68.3 68.3
Employed PT 14 18.4 23.3 91.7
Unemployed - Seeking 5 6.6 8.3 100.0
Total 60 78.9 100.0
Missing
Unable to Locate 4 5.3
Unemployed - Not Seeking 2 2.6
Student 10 13.2
Total 16 21.1
Total 76 100.0
CC
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 40 52.6 72.7 72.7
No 15 19.7 27.3 100.0
Total 55 72.4 100.0
Missing System 21 27.6
Total 76 100.0
FOS
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 53 69.7 96.4 96.4
No 2 2.6 3.6 100.0
Total 55 72.4 100.0
Missing System 21 27.6
Total 76 100.0
Central Sterile Processing Certificate
CENTRAL STERILE PROCESSING CERTIFICATE 2010 2011 2012 2013 2014
# of
Graduates % # of
Graduates % # of
Graduates % # of
Graduates % # of
Graduates %
Graduates in Program 6 2 3 3 4
Graduates Available to Work 5 1 2 2 3
Graduates Working 3 60% 1 100% 1 50% 2 100% 3 100%
Graduates Unemployed but looking for work 2 40% 0 0 1 50% 0 0 0 0%
Graduates Not Seeking Employment 0 0 0 0 0
Graduates Continuing Education 0 0 1 1 1
Graduates working in Cumberland County 3 100% 0 0 1 100% 2 100% 1 33.3%
Graduates Working Outside Cumberland
County 0 0 1 100% 0 0% 0 0 2 66.7%
Graduates working in Curriculum related
jobs 3 100% 0 0 0 0% 1 50.0% 2 66.7%
Graduates NOT working in Curriculum
related jobs 0 0 1 100% 1 100% 1 50.0% 1 33.3%
Graduates Unable to Locate 1 1 0 0 0
Number of Salaries Reported (Curriculum
related/FT) 1 0 0 1 2
Average Annual Salary (Curriculum
related/FT) 18,240 0 0 24,000 31,650
Places of Employment
Status Title Employer City/Zip FOS Salary
Employed FT Medical Supply Tech VA Hospital Durham NC Yes 35000
Employed FT Sterile Processing
Technician
John L. McClellan Memorial
Veterans Hospital
Little Rock AR 72205 Yes 28300
Employed FT Exterminator Dodson Pest Control Fayetteville NC 28301 No
3 4 4 4 3 4
Salaries: (1) Only full-time in curriculum related employments are considered in calculation of average annual salary. Those curriculum related positions are bolded for the reader’s convenience.
Actual Title
Frequency Percent Valid Percent Cumulative Percent
Central Sterile Processing Certificate 4 100.0 100.0 100.0
Status
Frequency Percent Valid Percent Cumulative Percent
Valid Employed FT 3 75.0 100.0 100.0
Missing Student 1 25.0
Total 4 100.0
CC
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 1 25.0 33.3 33.3
No 2 50.0 66.7 100.0
Total 3 75.0 100.0
Missing System 1 25.0
Total 4 100.0
FOS
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 2 50.0 66.7 66.7
No 1 25.0 33.3 100.0
Total 3 75.0 100.0
Missing System 1 25.0
Total 4 100.0
Dental Assisting Diploma DENTAL ASSISTING DIPLOMA 2010 2011 2012 2013 2014
# of
Graduates % # of
Graduates % # of
Graduates % # of
Graduates % # of
Graduates %
Graduates in Program 20 20 19 24 25
Graduates Available to Work 15 14 16 18 24
Graduates Working 12 80% 9 64% 14 87.5% 14 77.8% 21 87.5%
Graduates Unemployed but looking for work 3 20% 5 36% 2 12.5% 4 22.2% 3 12.5%
Graduates Not Seeking Employment 2 2 3 2 0
Graduates Continuing Education 2 0 0 2 1
Graduates working in Cumberland County 12 100% 8 89% 10 71.4% 11 78.6% 16 76.2%
Graduates Working Outside Cumberland
County 0 0 1 11% 4 28.6% 3 21.4% 5 23.8%
Graduates working in Curriculum related jobs 12 100% 8 89% 13 92.9% 13 92.9% 18 85.7%
Graduates NOT working in Curriculum related
jobs 0 0 1 11% 1 7.1% 1 7.1% 3 14.3%
Graduates Unable to Locate 1 4 0 2 0
Number of Salaries Reported (Curriculum
related/FT) 12 7 10 9 14
Average Annual Salary (Curriculum related/FT) 25,904 29,230 31,900 29,600 31,250
Places of Employment
Status Title Employer City/Zip FOS Salary
Employed PT Dental Assistant Lumberton Pediatric Dentistry Lumberton NC Yes
Employed FT Orthodontic Dental Assistant Lousiana Yes 39600
Employed PT Dental Assistant Dr. Reginald Baker Hope Mills NC 28348 Yes 25000
Employed FT Dental Assistant Dental Care Center Fayetteville NC 28303 Yes 27100
Employed FT Certified Dental Assistant Highland Pediatrics Fayetteville NC 28303 Yes 35400
Employed FT Certified Dental Assistant Village Family Dental Fayetteville NC Yes 33300
Employed FT Certified Dental Assistant Brite Care Dental Fayetteville NC Yes 25000
Employed FT Dental Assistant Dr. Reginald Baker Hope Mills NC Yes 29200
Employed FT Dental Assistant Day & Night Family Dental Fayetteville NC 28303 Yes 25000
Employed FT Certified Dental Assistant Dr. Brigth Family Dental Fayetteville NC 28311 Yes 39600
Employed PT Clerk Food Lion Fayetteville NC 28306 No
Employed FT Dental Assistant II Village Family Dental Fayetteville NC Yes 31200
Employed FT Cashier Krispy Kreme No
Employed FT Certified Dental Assistant Village Family Dental Fayetteville NC 28303 Yes 31200
Employed PT Certified Dental Assistant Hedgecoe Family Dental Fayetteville NC Yes
Employed PT Sales Clerk Christmas Tree Shop Fayetteville NC No
Employed FT Dental Assistant Carolina Comfort Dental Fayetteville NC Yes 27100
Employed FT Dental Assistant Spring Lake Dental Spring Lake NC Yes 27100
Employed FT Certified Dental Assistant Sandhills Pediatric & Family Dentistry Sanford NC Yes 29200
Employed FT Dental Assistant II Dental Pro Temps Jamestown NC 27282 Yes 37500
Employed PT Dental Assistant Dental Pro Temps Greensboro Yes
24 25 25 25 21 25
Salaries: (1) Only full-time in curriculum related employments are considered in calculation of average annual salary. Those curriculum related positions are bolded for the reader’s convenience.
Actual Title
Frequency Percent Valid Percent Cumulative Percent
Valid Dental Assisting Diploma 25 100.0 100.0 100.0
Status
Frequency Percent Valid Percent Cumulative Percent
Valid
Employed FT 15 60.0 62.5 62.5
Employed PT 6 24.0 25.0 87.5
Unemployed - Seeking 3 12.0 12.5 100.0
Total 24 96.0 100.0
Missing Unemployed - Not Seeking 1 4.0
Total 25 100.0
CC
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 16 64.0 76.2 76.2
No 5 20.0 23.8 100.0
Total 21 84.0 100.0
Missing System 4 16.0
Total 25 100.0
FOS
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 18 72.0 85.7 85.7
No 3 12.0 14.3 100.0
Total 21 84.0 100.0
Missing System 4 16.0
Total 25 100.0
Dental Hygiene Degree
DENTAL HYGIENE 2010 2011 2012 2013 2014
# of
Graduates % # of
Graduates % # of
Graduates % # of
Graduates % # of
Graduates %
Graduates in Program 20 21 22 24 22
Graduates Available to Work 18 18 17 24 20
Graduates Working 17 95% 17 94.4% 15 88.2% 20 83.3% 18 90%
Graduates Unemployed but looking for
work 1 5% 1 5.6% 2 11.8% 4 16.7% 2 10%
Graduates Not Seeking Employment 2 3 2 0 1
Graduates Continuing Education 0 0 3 0 1
Graduates working in Cumberland County 7 41% 13 76.5% 12 80% 8 40.0% 7 38.9%
Graduates Working Outside Cumberland
County 10 59% 4 23.5% 3 20% 12 60.0% 11 61.1%
Graduates working in Curriculum related
jobs 15 88% 17 100% 14 93.3% 19 95.0% 18
100%
Graduates NOT working in Curriculum
related jobs 2 12% 0 0 1 6.7% 1 5.0% 0 0%
Graduates Unable to Locate 0 0 0 0 0
Number of Salaries Reported (Curriculum related/FT)
9 12 8 8 11
Average Annual Salary (Curriculum related/FT)
50,067 50,780 48,200 41,070 38,300
Places of Employment
Status Title Employer City/Zip FOS Salary
Employed PT Dental Hygienist Village Family Dentistry St. Pauls NC Yes
Employed PT Dental Hygienist DDS Valerie Preston Raleigh NC Yes
Employed FT Dental Hygienist Dr. Wendy Britt Laurinburg NC Yes 52000
Employed FT Dental Hygienist Firehouse Kid's Dentistry Spring Lake NC Yes 52000
Employed FT Patient Representative Cape Fear Valley Medical Center Fayetteville NC Yes 23000
Employed PT Dental Hygienist Dentemps Raleigh NC Yes
Employed FT Dental Hygienist Anson Co. Family & Pediatric Dentistry Wadesboro NC Yes 51000
Employed FT Dental Hygienist FL Yes 54600
Employed FT Dental Hygienist Yes 58000
Employed FT Dental Hygienist Westlake Family Dentistry Fayetteville NC Yes 49200
Employed PT Dental Hygienist Varied employers Yes
Employed FT Dental Hygienist Dr. Walter Scott & Associates Fayetteville NC Yes 42000
Employed PT Dental Hygienist Dr. VanScoyoc Southern Pines NC Yes
Employed FT Dental Hygienist Riverside Dental Arts Wilmington NC Yes 41000
Employed PT Dental Hygienist Dr. Walter Scott & Associates Fayetteville NC Yes
Employed PT Dental Hygienist Smiles, etc. Lumberton NC Yes
Employed FT Dental Hygienist Village Family Dental Fayetteville NC Yes 47000
Employed FT Dental Hygienist Watson Family Dentistry Lauringburg NC Yes 54600
20 22 22 22 18 22
Salaries: (1) Only full-time in curriculum related employments are considered in calculation of average annual salary. Those curriculum related positions are bolded for the reader’s convenience.
Actual Title
Frequency Percent Valid Percent Cumulative Percent
Valid Dental Hygiene 22 100.0 100.0 100.0
Status
Frequency Percent Valid Percent Cumulative Percent
Valid
Employed FT 11 50.0 55.0 55.0
Employed PT 7 31.8 35.0 90.0
Unemployed - Seeking 2 9.1 10.0 100.0
Total 20 90.9 100.0
Missing
Unemployed - Not Seeking 1 4.5
Student 1 4.5
Total 2 9.1
Total 22 100.0
CC
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 7 31.8 38.9 38.9
No 11 50.0 61.1 100.0
Total 18 81.8 100.0
Missing System 4 18.2
Total 22 100.0
FOS
Frequency Percent Valid Percent Cumulative Percent
Valid Yes 18 81.8 100.0 100.0
Missing System 4 18.2
Total 22 100.0
Emergency Medical Science Degree EMERGENCY MEDICAL SCIENCE DEGREE 2010 2011 2012 2013 2014
# of
Graduates % # of
Graduates % # of
Graduates % # of
Graduates % # of
Graduates %
Graduates in Program 4 10 6 8 14
Graduates Available to Work 2 6 3 8 9
Graduates Working 2 100% 6 100% 3 100% 8 100% 8 88.9%
Graduates Unemployed but looking for
work 0 0% 0 0 0 0 0 0 1 11.1%
Graduates Not Seeking Employment 0 2 0 0 2
Graduates Continuing Education 2 2 2 0 2
Graduates working in Cumberland County 0 0% 2 33.3% 1 33.3% 4 50.0% 5 62.5%
Graduates Working Outside Cumberland County
2 100% 4 66.7% 2 66.7% 4 50.0% 3 37.5%
Graduates working in Curriculum related jobs
2 100% 3 50% 3 100% 8 100% 7 87.5%
Graduates NOT working in Curriculum related jobs
0 0% 3 50% 0 0% 0 0 1 12.5%
Graduates Unable to Locate 0 0 1 0 1
Number of Salaries Reported (Curriculum related/FT)
2 3 2 8 7
Average Annual Salary (Curriculum related/FT)
37,722 33,570 41,600 33,125 35,000
Places of Employment
Status Title Employer City/Zip FOS Salary
Employed FT Paramedic Duplin Fire Department Keanansville NC Yes 35000
Employed FT Paramedic Cumberland County EMS Fayetteville NC Yes 34000
Employed FT Paramedic Cumberland County EMS Fayetteville NC Yes 34000
Employed FT Paramedic Cumberland County EMS Fayetteville NC Yes 34000
Employed FT Paramedic Moore County EMS Carthage NC Yes 40000
Employed FT Paramedic Cumberland County EMS Fayetteville NC Yes 34000
Employed FT Paramedic Cumberland County EMS Fayetteville NC Yes 34000
Salaries: (1) Only full-time in curriculum related employments are considered in calculation of average annual salary. Those curriculum related positions are bolded for the reader’s convenience.
Actual Title
Frequency Percent Valid Percent Cumulative Percent
Valid Emergency Medical Science 14 100.0 100.0 100.0
Status
Frequency Percent Valid Percent Cumulative Percent
Valid
Employed FT 7 50.0 77.8 77.8
Employed PT 1 7.1 11.1 88.9
Unemployed - Seeking 1 7.1 11.1 100.0
Total 9 64.3 100.0
Missing
Unable to Locate 1 7.1
Unemployed - Not Seeking 2 14.3
Student 2 14.3
Total 5 35.7
Total 14 100.0
CC
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 5 35.7 62.5 62.5
No 3 21.4 37.5 100.0
Total 8 57.1 100.0
Missing System 6 42.9
Total 14 100.0
FOS
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 7 50.0 87.5 87.5
No 1 7.1 12.5 100.0
Total 8 57.1 100.0
Missing System 6 42.9
Total 14 100.0
Emergency Medical Science/Bridging EMERGENCY MEDICAL SCIENCE/BRIDGING DEGREE
2010 2011 2012* 2013 2014
# of
Graduates % # of
Graduates % # of
Graduates % # of
Graduates % # of
Graduates %
Graduates in Program 4 1 0 2 4
Graduates Available to Work 2 1 2 2
Graduates Working 2 100% 1 100% 2 100% 2 100%
Graduates Unemployed but looking for
work
0 0% 0 0 0 0 0 0%
Graduates Not Seeking Employment 0 0 0 0
Graduates Continuing Education 2 0 0 0
Graduates working in Cumberland
County
0 0% 0 0 2 100% 1 50%
Graduates Working Outside Cumberland
County
2 100% 1 100% 0 0 1 50%
Graduates working in Curriculum related
jobs
2 100% 1 100% 2 100% 2 100%
Graduates NOT working in Curriculum
related jobs
0 0% 0 0 0 0 0 0%
Graduates Unable to Locate 0 0 0 2
Number of Salaries Reported (Curriculum
related/FT)
2 1 1 2
Average Annual Salary (Curriculum
related/FT)
37,722 40,000 44,027 51,000
*No graduates this year
Places of Employment
Status Title Employer City/Zip FOS Salary
Employed FT Paramedic Cumberland County EMS Fayetteville NC Yes 42000
Employed FT EMS Wake County EMS Raleigh NC 27601 Yes 60000
Salaries: (1) Only full-time in curriculum related employments are considered in calculation of average annual salary. Those curriculum related positions are bolded for the reader’s convenience.
Actual Title
Frequency Percent Valid Percent Cumulative Percent
Emergency Medical Science/Bridging 4 100.0 100.0 100.0
Status
Frequency Percent Valid Percent Cumulative Percent
Valid Employed FT 2 50.0 100.0 100.0
Missing Unable to
Locate
2 50.0
Total 4 100.0
CC
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 1 25.0 50.0 50.0
No 1 25.0 50.0 100.0
Total 2 50.0 100.0
Missing System 2 50.0
Total 4 100.0
FOS
Frequency Percent Valid Percent Cumulative Percent
Valid Yes 2 50.0 100.0 100.0
Missing System 2 50.0
Total 4 100.0
Emergency Medical Science Certificate EMERGENCY MEDICAL SCIENCE Certificate
2010 2011 2012 2013 2014
# of
Graduates % # of
Graduates % # of
Graduates % # of
Graduates % # of
Graduates %
Graduates in Program 4 8 18 16 11
Graduates Available to Work 2 2 2 3 2
Graduates Working 2 100% 2 100% 2 100% 3 100% 2 100%
Graduates Unemployed but looking for work 0 0% 0 0 0 0% 0 0 0 0%
Graduates Not Seeking Employment 0 0 0 0 0
Graduates Continuing Education 2 3 8 8 9
Graduates working in Cumberland County 0 0% 2 100% 1 50% 3 100% 2 100%
Graduates Working Outside Cumberland County
2 100% 0 0 1 50% 0 0 0 0%
Graduates working in Curriculum related jobs 2 100% 0 0 1 50% 2 66.7% 0 0%
Graduates NOT working in Curriculum related jobs
0 0% 2 100% 1 50% 1 33.3% 2 100%
Graduates Unable to Locate 0 3 8 5 0
Number of Salaries Reported (Curriculum related/FT)
2 0 0 2 0
Average Annual Salary (Curriculum related/FT)
37,722 0 0 38,520 0
Places of Employment
Status Title Employer City/Zip FOS Salary
Employed PT Par Ventures Inc. Fayetteville NC No
Employed PT Pro Staffing No
Salaries: (1) Only full-time in curriculum related employments are considered in calculation of average annual salary. Those curriculum related positions are bolded for the reader’s convenience.
Actual Title
Frequency Percent Valid Percent Cumulative Percent
Emergency Medical Science Certificate 11 100.0 100.0 100.0
Status
Frequency Percent Valid Percent Cumulative Percent
Valid Employed PT 2 18.2 100.0 100.0
Missing Student 9 81.8
Total 11 100.0
CC
Frequency Percent Valid Percent Cumulative Percent
Valid Yes 2 18.2 100.0 100.0
Missing System 9 81.8
Total 11 100.0
FOS
Frequency Percent Valid Percent Cumulative Percent
Valid No 2 18.2 100.0 100.0
Missing System 9 81.8
Total 11 100.0
Mammography Certificate Mammography Certificate 2010* 2011* 2012* 2013* 2014
# of
Graduates % # of
Graduates % # of
Graduates % # of
Graduates % # of
Graduates %
Graduates in Program 13
Graduates Available to Work 13
Graduates Working 11 84.6%
Graduates Unemployed but looking for work
2 15.4%
Graduates Not Seeking Employment 0
Graduates Continuing Education 0
Graduates working in Cumberland County
6 54.5%
Graduates Working Outside Cumberland County
5 45.5%
Graduates working in Curriculum related jobs
9 81.8%
Graduates NOT working in Curriculum related jobs
2 18.2%
Graduates Unable to Locate 0
Number of Salaries Reported (Curriculum related/FT) 7
Average Annual Salary (Curriculum related/FT) 38,000
*Program not offered
Places of Employment
Status Title Employer City/Zip FOS Salary
Employed PT Radiologic Technologist Next Care Urgent Care Fayetteville NC 28314 Yes 33300
Employed FT Mammographer Valley Regional Imaging Fayetteville NC 28304 Yes 45800
Employed PT Radiographer Southeastern Regional Medical Center Lumberton NC 28359 Yes 47800
Employed PT Mammographer Lumberton Radiologic Associates Lumberton NC 28358 Yes
Employed FT X-ray Technician Wake Med Trauma Center Raleigh NC 27610 Yes 52000
Employed PT Clinical Staff Medics Primary, Urgent Care Fayetteville NC 28304 Yes 29200
Employed PT Radiologic Technologist PRN Cary Orthopaedics No
Employed FT Staff Radiographer Cape Fear Valley Medical Center Fayetteville NC 28304 Yes 39600
Employed FT Mammographer Raleigh Radiology Raleigh NC 27609 Yes 45800
Employed PT Staff Radiographer Cape Fear Orthopedics Fayetteville NC 28314 Yes 38500
Employed FT Portuguese Curriculum
Developer
GTX Ft. Bragg NC No
Actual Title
Frequency Percent Valid Percent Cumulative Percent
Valid Mammography Certificate 13 100.0 100.0 100.0
Status
Frequency Percent Valid Percent Cumulative Percent
Valid
Employed FT 5 38.5 38.5 38.5
Employed PT 6 46.2 46.2 84.6
Unemployed - Seeking 2 15.4 15.4 100.0
Total 13 100.0 100.0
CC
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 6 46.2 54.5 54.5
No 5 38.5 45.5 100.0
Total 11 84.6 100.0
Missing System 2 15.4
Total 13 100.0
FOS
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 9 69.2 81.8 81.8
No 2 15.4 18.2 100.0
Total 11 84.6 100.0
Missing System 2 15.4
Total 13 100.0
Nuclear Medicine Technology Degree NUCLEAR MEDICINE TECHNOLOGY (Degree)
2010 2011 2012 2013 2014
# of
Graduates % # of
Graduates % # of
Graduates % # of
Graduates % # of
Graduates %
Graduates in Program 6 4 5 7 8
Graduates Available to Work 4 2 4 6 5
Graduates Working 3 75% 1 50% 3 75% 4 66.7% 4 80%
Graduates Unemployed but looking for work
1 25% 1 50% 1 25% 2 33.3% 1 20%
Graduates Not Seeking Employment 2 0 0 1 1
Graduates Continuing Education 0 0 0 0 2
Graduates working in Cumberland County
1 33% 1 100
% 1 33.3% 4 100% 2 50%
Graduates Working Outside Cumberland County
2 67% 0 0 2 66.7% 0 0 2 50%
Graduates working in Curriculum related jobs
2 67% 0 0 2 66.7% 0 0 2 50%
Graduates NOT working in Curriculum related jobs
1 33% 1 100
% 1 33.3% 4 100% 2 50%
Graduates Unable to Locate 2 0 0 0
Number of Salaries Reported (Curriculum related/FT) 2 0 1 0 1
Average Annual Salary (Curriculum related/FT) 42,825 0 41,000 0 47,900
*Program not offered
Places of Employment
Status Title Employer City/Zip FOS Salary
Employed PT Receptionist Palmetto Fitness Fayetteville NC No
Employed PT Nuclear Medicine Technologist UND Richmond VA Yes
Employed FT CNT Cape Fear Valley Medical Center Fayetteville NC Yes 47900
Employed FT Dental Assistant Hawaii No
5 8 8 8 4 8
Salaries: (1) Only full-time in curriculum related employments are considered in calculation of average annual salary. Those curriculum related positions are bolded for the reader’s convenience.
Actual Title
Frequency Percent Valid Percent Cumulative Percent
Nuclear Medicine Technology 8 100.0 100.0 100.0
Status
Frequency Percent Valid Percent Cumulative Percent
Valid
Employed FT 2 25.0 40.0 40.0
Employed PT 2 25.0 40.0 80.0
Unemployed - Seeking 1 12.5 20.0 100.0
Total 5 62.5 100.0
Missing
Unemployed - Not Seeking 1 12.5
Student 2 25.0
Total 3 37.5
Total 8 100.0
CC
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 2 25.0 50.0 50.0
No 2 25.0 50.0 100.0
Total 4 50.0 100.0
Missing System 4 50.0
Total 8 100.0
FOS
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 2 25.0 50.0 50.0
No 2 25.0 50.0 100.0
Total 4 50.0 100.0
Missing System 4 50.0
Total 8 100.0
Nursing Assistant Certificate Nursing Assistant Certificate 2010* 2011 2012 2013 2014
# of
Graduates % # of
Graduates % # of
Graduates % # of
Graduates % # of
Graduates %
Graduates in Program * 13 15 12 21
Graduates Available to Work 6 5 2 5
Graduates Working 6 100% 4 80% 2 100% 5 100%
Graduates Unemployed but looking for
work 0 0 1 20% 0 0 0 0%
Graduates Not Seeking Employment 0 0 0 0
Graduates Continuing Education 7 6 10 16
Graduates working in Cumberland
County 6 100% 4 100% 2 100% 5 100%
Graduates Working Outside
Cumberland County 0 0 0 0% 0 0 0 0%
Graduates working in Curriculum related
jobs 6 100% 3 75% 2 100% 5 100%
Graduates NOT working in Curriculum
related jobs 0 0 1 25% 0 0 0 0%
Graduates Unable to Locate 4 0 0
Number of Salaries Reported (Curriculum related/FT) 1 1 1 1
Average Annual Salary (Curriculum related/FT) 27,400 20,000 32,000 22,300
*Program not offered
Places of Employment
Status Title Employer City/Zip FOS Salary
Employed PT C.N.A II Home Health Aid Fayetteville Nc Yes
Employed FT Soldier Medic US Army Ft. Bragg NC Yes
Employed PT C.N.A II Autumn Care Fayetteville NC Yes
Employed PT Cumberland County Fayetteville Yes
Employed FT C.N.A. II Cape Fear Valley Medical Center Fayetteville NC Yes 22300
5 21 21 21 5 21
Salaries: (1) Only full-time in curriculum related employments are considered in calculation of average annual salary. Those curriculum related positions are bolded for the reader’s convenience.
Actual Title
Frequency Percent Valid Percent Cumulative Percent
Valid Nursing Assistant 21 100.0 100.0 100.0
Status
Frequency Percent Valid Percent Cumulative Percent
Valid
Employed FT 2 9.5 40.0 40.0
Employed PT 3 14.3 60.0 100.0
Total 5 23.8 100.0
Missing Student 16 76.2
Total 21 100.0
CC
Frequency Percent Valid Percent Cumulative Percent
Valid Yes 5 23.8 100.0 100.0
Missing System 16 76.2
Total 21 100.0
FOS
Frequency Percent Valid Percent Cumulative Percent
Valid Yes 5 23.8 100.0 100.0
Missing System 16 76.2
Total 21 100.0
Pharmacy Technology Degree PHARMACY TECHNOLOGY DEGREE 2010* 2011* 2012* 2013* 2014
# of
Graduates % # of
Graduates % # of
Graduates % # of
Graduates % # of
Graduates %
Graduates in Program 10 8 9
Graduates Available to Work 10 6 9
Graduates Working 10 100% 5 83.3% 8 88.9%
Graduates Unemployed but looking for work
0 0% 1 16.7% 1 11.1%
Graduates Not Seeking Employment 0 0 0
Graduates Continuing Education 0 1 0
Graduates working in Cumberland County 8 80% 4 80.0% 7 87.5%
Graduates Working Outside Cumberland County
2 20% 1 20.0% 1 12.5%
Graduates working in Curriculum related jobs
10 100% 5 100% 6 75%
Graduates NOT working in Curriculum related jobs
0 0% 0 0 2 25%
Graduates Unable to Locate 0 1
Number of Salaries Reported (Curriculum related/FT)
9 4 3
Average Annual Salary (Curriculum related/FT)
26,000 24,200 26,100
*Degree not offered
Place of Employment
Status Title Employer City/Zip FOS Salary
Employed PT Pharmacy Technician Walmart Fayetteville Nc Yes
Employed FT Cumberland County Fayetteville NC No
Employed PT Arby's Fayetteville NC No
Employed FT Pharmacy Technician Cape Fear Valley Medical Center Fayetteville NC 283014 Yes 22200
Employed PT EDC Drug Stores Fayetteville NC 28303 Yes
Employed PT Pharmacy Technician Cape Fear Valley Medical Center Fayetteville NC 28304 Yes
Employed FT Pharmacy Technician US Army Medical Dept. Fort Sill OK 73503 Yes 32000
Employed FT Pharmacy Technician cape fear discount drugs Fayetteville NC Yes 24000
9 9 9 9 8 9
Salaries: (1) Only full-time in curriculum related employments are considered in calculation of average annual salary.
Actual Title
Frequency Percent Valid Percent Cumulative Percent
Valid Pharmacy Technology 9 100.0 100.0 100.0
Status
Frequency Percent Valid Percent Cumulative Percent
Valid
Employed FT 4 44.4 44.4 44.4
Employed PT 4 44.4 44.4 88.9
Unemployed - Seeking 1 11.1 11.1 100.0
Total 9 100.0 100.0
CC
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 7 77.8 87.5 87.5
No 1 11.1 12.5 100.0
Total 8 88.9 100.0
Missing System 1 11.1
Total 9 100.0
FOS
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 6 66.7 75.0 75.0
No 2 22.2 25.0 100.0
Total 8 88.9 100.0
Missing System 1 11.1
Total 9 100.0
Pharmacy Technology Diploma
PHARMACY TECHNOLOGY DIPLOMA 2010 2011 2012 2013 2014
# of
Graduates %
# of
Graduates %
# of
Graduates %
# of
Graduates %
# of
Graduates %
Graduates in Program 18 12 16 12 14
Graduates Available to Work 9 8 14 8 11
Graduates Working 6 67% 6 75% 13 92.9% 7 87.5% 7 63.6%
Graduates Unemployed but looking for work 3 33% 2 25% 1 7.1% 1 12.5% 4 36.4%
Graduates Not Seeking Employment 1 0 0 0 0
Graduates Continuing Education 7 4 2 4 3
Graduates working in Cumberland County 5 83% 6 100% 8 61.5% 7 100% 6 85.7%
Graduates Working Outside Cumberland
County 1 17% 0 0 5 38.5% 0 0 1 14.3%
Graduates working in Curriculum related jobs 4 67% 4 66.7% 10 76.9% 6 85.7% 5 71.4%
Graduates NOT working in Curriculum related
jobs 2 33% 2 33.3% 3 23.1% 1 14.3% 2 14.3%
Graduates Unable to Locate 1 0 0 0
Number of Salaries Reported (Curriculum
related/FT) 4 4 6 1 1
Average Annual Salary (Curriculum related/FT) 23,780 23,675 23,800 26,540 22,500
Places of Employment
Status Title Employer City/Zip FOS Salary
Employed FT Pharmacy Technician Thomas Drug Store Dunn NC 28334 Yes 21000
Employed PT Pharmacy Walmart Fayetteville NC Yes
Employed PT Pharmacy Technician Stedman Drug Center Stedman NC 28391 Yes
Employed PT Executive Assistant 82nd Airborne Historical Society Ft. Bragg NC No
Employed PT No
Employed FT Yes
Employed PT Pharmacy Technician Massey Hill Drug Co. Fayetteville NC Yes 24000
11 14 14 14 7 14
Salaries: (1) Only full-time in curriculum related employments are considered in calculation of average annual salary. Those curriculum related positions are bolded for the reader’s convenience.
Actual Title
Frequency Percent Valid Percent Cumulative Percent
Pharmacy Technology Diploma 14 100.0 100.0 100.0
Status
Frequency Percent Valid Percent Cumulative Percent
Valid
Employed FT 2 14.3 18.2 18.2
Employed PT 5 35.7 45.5 63.6
Unemployed - Seeking 4 28.6 36.4 100.0
Total 11 78.6 100.0
Missing Student 3 21.4
Total 14 100.0
CC
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 6 42.9 85.7 85.7
No 1 7.1 14.3 100.0
Total 7 50.0 100.0
Missing System 7 50.0
Total 14 100.0
FOS
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 5 35.7 71.4 71.4
No 2 14.3 28.6 100.0
Total 7 50.0 100.0
Missing System 7 50.0
Total 14 100.0
Physical Therapist Assistant
PHYSICAL THERAPIST ASSISTANT 2010 2011 2012 2013 2014
# of
Graduates % # of
Graduates %
# of
Graduates %
# of
Graduates %
# of
Graduates %
Graduates in Program 11 13 14 12 15
Graduates Available to Work 11 11 8 10 11
Graduates Working 11 100% 10 91% 8 100% 10 100% 10 %
Graduates Unemployed but looking for work 0 0% 1 9% 0 0% 0 0 1 %
Graduates Not Seeking Employment 0 1 3 1 0
Graduates Continuing Education 0 0 1 1 2
Graduates working in Cumberland County 7 64% 6 60% 3 37.5% 4 40.0% 6 60%
Graduates Working Outside Cumberland County 4 36% 4 40% 5 62.5% 6 60.0% 4 40%
Graduates working in Curriculum related jobs 11 100% 10 100% 8 100% 10 100% 8 80%
Graduates NOT working in Curriculum related jobs 0 0% 0 0% 0 0% 0 0 2 20%
Graduates Unable to Locate 0 1 2 0 2
Number of Salaries Reported (Curriculum related/FT)
11 9 6 6 5
Average Annual Salary (Curriculum related/FT) 38,312 44,490 48,700 44,270 45,000
Places of Employment
Status Title Employer City/Zip FOS Salary
Employed FT EMT Cape Fear Valley Medical Center Fayetteville No
Employed PT PRN New Hanover Regional Medical Center Yes
Employed PT Sales Associate Florida No
Employed PT Acute Care PTA Cape Fear Valley Medical Center Fayetteville NC Yes 36100
Employed PT Acute Care PTA/PRN First Health of Carolina Pinehurst NC Yes 44600
Employed FT PTA Carolina Rehab of Cumerbland Fayetteville NC Yes 54100
Employed FT PTA Rehabcare Yes 49000
Employed FT PTA Rehab Care Smithfield NC 27577 Yes 50000
Employed FT PTA Cumberland County Schools Fayetteville NC 28306 Yes 33500
Employed FT PTA Cape Fear Valley Medical Center Fayetteville NC 28304 Yes 36100
11 15 15 15 10 15
Salaries: (1) Only full-time in curriculum related employments are considered in calculation of average annual salary. Those curriculum related positions are bolded for the reader’s convenience.
Actual Title
Frequency Percent Valid Percent Cumulative Percent
Valid Physical Therapist Assistant 15 100.0 100.0 100.0
Status
Frequency Percent Valid Percent Cumulative Percent
Valid
Employed FT 6 40.0 54.5 54.5
Employed PT 4 26.7 36.4 90.9
Unemployed - Seeking 1 6.7 9.1 100.0
Total 11 73.3 100.0
Missing
Unable to Locate 2 13.3
Student 2 13.3
Total 4 26.7
Total 15 100.0
CC
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 6 40.0 60.0 60.0
No 4 26.7 40.0 100.0
Total 10 66.7 100.0
Missing System 5 33.3
Total 15 100.0
FOS
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 8 53.3 80.0 80.0
No 2 13.3 20.0 100.0
Total 10 66.7 100.0
Missing System 5 33.3
Total 15 100.0
Practical Nursing Diploma
PRACTICAL NURSING DIPLOMA 2010 2011 2012 2013 2014
# of
Graduates % # of
Graduates %
# of
Graduates %
# of
Graduates %
# of
Graduates %
Graduates in Program 43 38 37 49 54
Graduates Available to Work 33 32 32 41 46
Graduates Working 14 43% 22 69% 28 87.5% 36 87.8% 42 91.3%
Graduates Unemployed but looking for work
19 57% 10 31% 4 12.5% 5 12.2% 4 8.7%
Graduates Not Seeking Employment 3 6 4 1 4
Graduates Continuing Education 0 0 1 2 3
Graduates working in Cumberland County 14 93% 18 82% 21 75% 27 75.0% 38 71.4%
Graduates Working Outside Cumberland County
1 7% 4 18% 7 25% 9 25.0% 12 28.6%
Graduates working in Curriculum related jobs
12 80% 17 77% 20 71.4% 25 69.4% 28 66.7%
Graduates NOT working in Curriculum related jobs
3 20% 5 23% 8 28.6% 11 30.6% 14 33.3%
Graduates Unable to Locate 7 0 0 5 3
Number of Salaries Reported (Curriculum related/FT)
6 13 16 18 21
Average Annual Salary (Curriculum related/FT)
31,107 35,380 32,850 35,400 33,200
Places of Employment
Status Title Employer City/Zip FOS Salary
Employed FT LPN Cumberland Nursing & Rehab Center Fayetteville NC Yes 36000
Employed FT CAN Barber Court Nursing Home Smithfield NC Yes 19000
Employed FT Registrar Trauma Dep. Baylor Grapevine TX No
Employed FT C.N.A Southeastern Health Lumberton NC Yes
Employed FT LPN Bethesda Health Care Eastover NC Yes 37500
Employed FT CAN Carolina Rehab Fayetteville NC Yes 20000
Employed FT Cumberland County Fayetteville No 33400
Employed FT LPN Cumberland Nursing & Rehab Fayetteville NC Yes 36400
Employed FT LPN Village Green Nursing & Rehab Center Fayetteville NC Yes 37500
Employed FT Sales Associate Gregory Poole & Co. Raleight NC No
Employed FT CNA II Cape Fear Valley Medical Center Fayetteville NC 28304 Yes 22900
Employed FT Clinical Processor/DNA Tester Cumberland Cardiology CCPR Staffing Fayetteville NC Yes 33300
Employed FT LPN Autumn Care of Fayetteville Fayetteville NC Yes
Employed FT LPN Fayetteville Otolaryngology Fayetteville NC Yes 33300
Employed FT Hair Stylist Salon Ulta Holly Springs NC No
Employed FT CNAII Cape Fear Valley Medical Center Fayetteville NC 28304 Yes 25500
Employed FT LPN Cape Fear Valley Medical Center Fayetteville NC 28304 Yes 32000
Employed PT LPN Carolina Inn @ Village Green Fayetteville NC Yes 39500
Employed PT CNAII Cape Fear Valley Medical Center Fayetteville NC Yes
Employed FT C.N.A. St. Joseph of the Pines Fayetteville NC Yes 25000
Employed FT LPN Carolina Rehab Center Fayetteville NC Yes 39600
Employed FT Quality Control Static Control Components Sanford NC No
Employed FT LPN NC State Veterans Home Fayetteville NC Yes 38500
Employed FT Customer Service Rep Sykes Fayetteville NC No
Employed FT Practical Nurse Cumberland Nursing & Rehab Fayetteville NC Yes
Employed PT LPN LTC Facility Yes 37500
Employed FT LPN NC State Veteran Home Fayetteville NC Yes 38500
Employed FT LPN Haymount Rehab Fayetteville NC Yes 37500
Employed FT LPN NC State Veteran's Home Fayetteville NC Yes 38500
Employed FT LPN NC State Veteran's Home Fayetteville NC Yes 42700
Employed FT Medical Assistant US Healthworks Yes 31200
Employed PT Caterer Ginny Evans No
Employed PT C.N.A HomeHealth Fayetteville NC Yes
Employed FT LPN Carolina INN at village green Fayetteville NC Yes 38500
46 54 54 54 42 54
Salaries: Only full-time in curriculum related employments are considered in calculation of average annual salary. Those curriculum related positions are bolded for the reader's convenience.
Actual Title
Frequency Percent Valid Percent Cumulative Percent
Practical Nursing Diploma 54 100.0 100.0 100.0
Status
Frequency Percent Valid Percent Cumulative Percent
Valid
Employed FT 29 53.7 63.0 63.0
Employed PT 13 24.1 28.3 91.3
Unemployed - Seeking 4 7.4 8.7 100.0
Total 46 85.2 100.0
Missing
Unable to Locate 1 1.9
Unemployed - Not Seeking 4 7.4
Student 3 5.6
Total 8 14.8
Total 54 100.0
CC
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 30 55.6 71.4 71.4
No 12 22.2 28.6 100.0
Total 42 77.8 100.0
Missing System 12 22.2
Total 54 100.0
FOS
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 28 51.9 66.7 66.7
No 14 25.9 33.3 100.0
Total 42 77.8 100.0
Missing System 12 22.2
Total 54 100.0
Radiography
RADIOGRAPHY
2010 2011 2012 2013 2014
# of
Graduates %
# of
Graduates %
# of
Graduates %
# of
Graduates %
# of
Graduates %
Graduates in Program 22 22 19 16 18
Graduates Available to Work 13 14 11 14 12
Graduates Working 5 39% 9 64.3% 8 72.7% 11 78.6 12 100%
Graduates Unemployed but looking for work
8 61% 5 35.7% 3 27.3% 3 21.4 0 0%
Graduates Not Seeking Employment 2 1 4 0 1
Graduates Continuing Education 7 7 3 2 5
Graduates working in Cumberland County 5 100% 4 44.4% 5 62.5% 6 54.5 6 50%
Graduates Working Outside Cumberland County
0 0% 5 55.6% 3 37.5% 5 45.5 6 50%
Graduates working in Curriculum related jobs
5 100% 7 77.8% 8 100% 11 100 10 83.3%
Graduates NOT working in Curriculum related jobs
0 0% 2 22.2% 0 0% 0 0 2 16.7%
Graduates Unable to Locate 0 0 1 0 0
Number of Salaries Reported (Curriculum
related/FT) 4 2 7 7 5
Average Annual Salary (Curriculum
related/FT) 33,120 30,680 42,100 37,600 37,800
Places of Employment
Status Title Employer City/Zip FOS Salary
Employed FT Radiologic Technologist Lexington Medical Center West Colombia SC 29169 Yes 38900
Employed PT Radiologic Technologist Mobile X USA Clearwater FL Yes 37400
Employed FT Radiologic Technologist Next Care Fayetteville NC Yes 33300
Employed PT Radiographer Spectrum Orthopedics North Canton OH Yes 33300
Employed PT Radiologic Technologist Cape Fear Orthopedics Fayetteville NC Yes
Employed PT Radiologic Technologist Mobile X USA Horsham PA Yes
Employed FT Facilitator Two Hawk Employment Services Lumberton NC 28360 No
Employed PT Cook Bubbas 33 No
Employed FT Diagnostic Radiologic Technologist Columbus Regional Hospital Whiteville NC 28472 Yes 37500
Employed PT Radiologic Technologist Medical Solutions Knoxville TN Yes
Employed FT Radiologic Technologist Cape Fear Valley Medical center Fayetteville NC 28304 Yes 39500
Employed FT Radiographer Cape Fear Valley Medical Center Fayetteville NC 28304 Yes 39500
12 18 18 18 12 18
Salaries: (1) Only full-time in curriculum related employments are considered in calculation of average annual salary. Those curriculum related positions are bolded for the reader’s convenience.
Actual Title
Frequency Percent Valid Percent Cumulative Percent
Valid Radiography 18 100.0 100.0 100.0
Status
Frequency Percent Valid Percent Cumulative Percent
Valid
Employed FT 6 33.3 50.0 50.0
Employed PT 6 33.3 50.0 100.0
Total 12 66.7 100.0
Missing
Unemployed - Not Seeking 1 5.6
Student 5 27.8
Total 6 33.3
Total 18 100.0
CC
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 6 33.3 50.0 50.0
No 6 33.3 50.0 100.0
Total 12 66.7 100.0
Missing System 6 33.3
Total 18 100.0
FOS
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 10 55.6 83.3 83.3
No 2 11.1 16.7 100.0
Total 12 66.7 100.0
Missing System 6 33.3
Total 18 100.0
Respiratory Therapy
RESPIRATORY THERAPY 2010 2011 2012 2013 2014
# of
Graduates %
# of
Graduates %
# of
Graduates %
# of
Graduates %
# of
Graduates %
Graduates in Program 14 10 14 16 9
Graduates Available to Work 13 9 9 11 6
Graduates Working 12 93% 8 88% 9 100% 7 63.6% 5 83.3%
Graduates Unemployed but looking for work 1 7% 1 11% 0 0% 4 36.4% 1 16.7%
Graduates Not Seeking Employment 1 0 1 0 1
Graduates Continuing Education 0 0 0 2 1
Graduates working in Cumberland County 9 75% 5 63% 5 55.5% 5 71.4% 4 80%
Graduates Working Outside Cumberland
County 3 25% 3 37% 4 44.5% 2 28.6% 1 20%
Graduates working in Curriculum related jobs 10 83% 5 63% 9 100% 6 85.7% 3 60%
Graduates NOT working in Curriculum related
jobs 2 17% 3 37% 0 0% 1 14.3% 2 40%
Graduates Unable to Locate 0 1 4 3 1
Number of Salaries Reported (Curriculum
related/FT) 5 3 7 4 1
Average Annual Salary (Curriculum related/FT) 40,784 40,250 40,800 39,350 40,800
Places of Employment
Status Title Employer City/Zip FOS Salary
Employed FT Respiratory Assistant Kansas Respiratory Care Kansas Yes
Employed FT Cumberland County Fayetteville NC No 32400
Employed FT CRT Cape Fear Valley Medical Center Fayetteville NC Yes
Employed FT RTA Cumberland County Fayetteville NC Yes 40800
Employed FT Secretary Cape Fear Valley Medical Center Fayetteville NC No
6 9 9 9 5 9
Salaries: (1) Only full-time in curriculum related employments are considered in calculation of average annual salary. Those curriculum related positions are bolded for the reader’s convenience.
Actual Title
Frequency Percent Valid Percent Cumulative Percent
Valid Respiratory Therapy 9 100.0 100.0 100.0
Status
Frequency Percent Valid Percent Cumulative Percent
Valid
Employed FT 5 55.6 83.3 83.3
Unemployed - Seeking 1 11.1 16.7 100.0
Total 6 66.7 100.0
Missing
Unable to Locate 1 11.1
Unemployed - Not Seeking 1 11.1
Student 1 11.1
Total 3 33.3
Total 9 100.0
CC
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 4 44.4 80.0 80.0
No 1 11.1 20.0 100.0
Total 5 55.6 100.0
Missing System 4 44.4
Total 9 100.0
FOS
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 3 33.3 60.0 60.0
No 2 22.2 40.0 100.0
Total 5 55.6 100.0
Missing System 4 44.4
Total 9 100.0
Speech Language Pathology Assistant
SPEECH LANGUAGE PATHOLOGY ASSISTANT
2010 2011 2012 2013 2014
# of
Graduates %
# of
Graduates %
# of
Graduates %
# of
Graduates %
# of
Graduates %
Graduates in Program 25 27 25 17 16
Graduates Available to Work 22 22 22 13 12
Graduates Working 16 73% 20 90.9% 19 86.4% 12 92.3 10 83.3%
Graduates Unemployed but looking for
work 6 27% 2 9.1% 3 13.6% 1 7.7 2 16.7%
Graduates Not Seeking Employment 0 2 0 0 0
Graduates Continuing Education 2 1 1 2 3
Graduates working in Cumberland County 6 38% 10 50% 7 36.8% 4 33.3 3 30%
Graduates Working Outside Cumberland
County 10 62% 10 50% 12 63.2% 8 66.7 7 70%
Graduates working in Curriculum related
jobs 13 81% 17 85% 16 84.2% 8 66.7 6 60%
Graduates NOT working in Curriculum
related jobs 3 19% 3 15% 3 15.8% 4 33.3 4 40%
Graduates Unable to Locate 1 2 2 1
Number of Salaries Reported (Curriculum
related/FT) 10 13 7 3 4
Average Annual Salary (Curriculum
related/FT) 39,459 35,000 36,550 39,350 45,400
Places of Employment
Status Title Employer City/Zip FOS Salary
Employed PT hairsylist self No
Employed PT SLP Assistant About Speech Smithfield NC 27577 Yes 25000
Employed FT SLP Assistant Next Step Developmental Yes 50000
Employed FT SLP Assistant Carolina Communications Consultants Charlotte NC 27269 Yes 40000
Employed PT SLP Assistant Maria de Pilar Salvat Raeford NC 28376 Yes
Employed FT SLP Assistant Coastal Speech & Reading Center Lumberton, NC Yes 41600
Employed PT No
Employed FT Cna 1 Tender Hearts Home Care No $50, 000
Employed FT SLP Assistant CareWorks Greenville NC Yes
Employed PT Server/bartender Beef O Bradys No
12 16 16 16 10 16
Salaries: (1) Only full-time in curriculum related employments are considered in calculation of average annual salary. Those curriculum related positions are bolded for the reader’s convenience.
Actual Title
Frequency Percent Valid Percent Cumulative Percent
Speech-Language Pathology Assistant 16 100.0 100.0 100.0
Status
Frequency Percent Valid Percent Cumulative Percent
Valid
Employed FT 5 31.3 41.7 41.7
Employed PT 5 31.3 41.7 83.3
Unemployed - Seeking 2 12.5 16.7 100.0
Total 12 75.0 100.0
Missing
Unable to Locate 1 6.3
Student 3 18.8
Total 4 25.0
Total 16 100.0
CC
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 3 18.8 30.0 30.0
No 7 43.8 70.0 100.0
Total 10 62.5 100.0
Missing System 6 37.5
Total 16 100.0
FOS
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 6 37.5 60.0 60.0
No 4 25.0 40.0 100.0
Total 10 62.5 100.0
Missing System 6 37.5
Total 16 100.0
Surgical Technology Degree
SURGICAL TECHNOLOGY Degree 2010 2011 2012 2013 2014
# of
Graduates %
# of
Graduates %
# of
Graduates %
# of
Graduates %
# of
Graduates %
Graduates in Program 0 3 1 2
Graduates Available to Work 3 1 2
Graduates Working 3 100% 1 100% 2 100%
Graduates Unemployed but looking for work 0 0 0 0% 0 0%
Graduates Not Seeking Employment 0 0 0
Graduates Continuing Education 0 0 0
Graduates working in Cumberland County 2 67% 1 100% 0 0%
Graduates Working Outside Cumberland County 1 33% 0 0% 2 100%
Graduates working in Curriculum related jobs 3 100% 1 100% 2 100%
Graduates NOT working in Curriculum related jobs 0 0 0 0% 0 0%
Graduates Unable to Locate 0 0 0
Number of Salaries Reported (Curriculum
related/FT) 0 2 0 2
Average Annual Salary (Curriculum related/FT) 0 35,075 0 42,000
Places of Employment
Status Title Employer City/Zip FOS Salary
Employed FT Yes 31200
Employed FT Instructor Chattahoochee Technical College Acworth GA 30102 Yes 52500
Actual Title
Frequency Percent Valid Percent Cumulative Percent
Surgical Technology 2 100.0 100.0 100.0
Status
Frequency Percent Valid Percent Cumulative Percent
Valid Employed FT 2 100.0 100.0 100.0
CC
Frequency Percent Valid Percent Cumulative Percent
Valid No 2 100.0 100.0 100.0
FOS
Frequency Percent Valid Percent Cumulative Percent
Valid Yes 2 100.0 100.0 100.0
Surgical Technology Diploma
SURGICAL TECHNOLOGY (Diploma) 2010 2011 2012 2013 2014
# of
Graduates %
# of
Graduates %
# of
Graduates %
# of
Graduates %
# of
Graduates %
Graduates in Program 10 10 12 8 8
Graduates Available to Work 7 8 10 7 7
Graduates Working 3 43% 6 75% 8 80% 6 85.7% 6 85.7%
Graduates Unemployed but looking for work 4 57% 2 25% 2 20% 1 14.3% 1 14.3%
Graduates Not Seeking Employment 1 1 0 1 0
Graduates Continuing Education 2 0 1 0 1
Graduates working in Cumberland County 2 67% 3 50% 3 37.5% 3 50.0% 1 16.7%
Graduates Working Outside Cumberland County 1 33% 3 50% 5 62.5% 3 50.0% 5 83.3%
Graduates working in Curriculum related jobs 3 100% 5 83% 8 100% 6 100% 5 83.3%
Graduates NOT working in Curriculum related jobs 0 0% 1 17% 0 0% 0 0 1 16.7%
Graduates Unable to Locate 0 1 1 0 0
Number of Salaries Reported (Curriculum
related/FT) 2 4 7 5 5
Average Annual Salary (Curriculum related/FT) 25,056 28,510 31,800 32,000 33,400
Places of Employment
Status Title Employer City/Zip FOS Salary
Employed PT EEG Tech Cape Fear Valley Medical Center Fayetteville NC No
Employed FT CST University of Virginia Charlottesville VA 22903 Yes 38100
Employed FT CST Advanced Dermatology & Plastic Surgery Aurora IL Yes 33300
Employed FT CST First Health Moore Regional Pinehurst NC 28374 Yes 31200
Employed FT CST First Health Moore Regional Pinehurst NC 28374 Yes 31200
Employed FT CST Cape Fear Valley Medical Center Fayetteville NC 28314 Yes 33100
7 8 8 8 6 8
Salaries: (1) Only full-time in curriculum related employments are considered in calculation of average annual salary. Those curriculum related positions are bolded for the reader’s convenience.
Actual Title
Frequency Percent Valid Percent Cumulative Percent
Surgical Technology Diploma 8 100.0 100.0 100.0
Status
Frequency Percent Valid Percent Cumulative Percent
Valid
Employed FT 5 62.5 71.4 71.4
Employed PT 1 12.5 14.3 85.7
Unemployed - Seeking 1 12.5 14.3 100.0
Total 7 87.5 100.0
Missing Student 1 12.5
Total 8 100.0
CC
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 1 12.5 16.7 16.7
No 5 62.5 83.3 100.0
Total 6 75.0 100.0
Missing System 2 25.0
Total 8 100.0
FOS
Frequency Percent Valid Percent Cumulative Percent
Valid
Yes 5 62.5 83.3 83.3
No 1 12.5 16.7 100.0
Total 6 75.0 100.0
Missing System 2 25.0
Total 8 100.0
Physical Therapist Assistant
Physical Therapist Assistant 2011 2012 2013 2014 2015
# of Graduates
% # of Graduates
% # of Graduates
% # of Graduates
% # of Graduates
%
Graduates in Program 13 14 12 15 17
Graduates Available to Work 11 8 10 11 13
Graduates Working 10 91.0% 8 100.0%
10 100.0% 10 100.0% 11 84.6%
Graduates Unemployed but looking for work
1 9.0% - - - - 1 9.0% 2 15.4%
Graduates Not Seeking Employment
1 3 1 - 3
Graduates Continuing Education
- 1 1 2 1
Graduates working in Cumberland County
6 60.0% 3 38.0% 4 40.0% 6 60.0% 8 88.9%
Graduates NOT working in Cumberland County
4 40.0% 5 63.0% 6 60.0% 4 40.0% 1 11.1%
Graduates working in Curriculum related jobs
10 100.0% 8 100.0%
10 100.0% 8 80.0% 10 91.0%
Graduates NOT working in Curriculum related jobs
- - - - - 2 20.0% 1 9.0%
Graduates Unable to Locate 1 2 - 2 -
Number of Salaries Reported (Curriculum related/FT)
9 6 6 5 7
Average Annual Salary (Curriculum related/FT)
44,490 48,700 44,270 45,000 45,063
Places of Employment Status Title Employer City/Zip FOS Salary
Employed FT
Physical Therapist Asst. Miliani Physical Therapy Miliani, HI 96786 Yes
$38,000
Employed FT
Physical Therapist Asst. Southern Lumberton Medical Lumberton, NC Yes
$62,400
Employed FT PTA Cape Fear Valley Health Systems Fayetteville,28304 Yes
$36,000
Employed FT
Physical Therapist Asst. Pruitt Health Fayetteville, 28311 Yes
$57,200
Employed FT
Physical Therapist Assistant Cumberland County Schools Fayetteville, 28306 Yes
$38,000
Employed FT
Physical Therapist Asst. Select Physical Therapy Fayetteville, 28304 Yes
$47,480
Employed FT
Physical Therapist Asst. Village Green Fayetteville, 28304 Yes
Employed FT
Physical Therapist Asst. Trinity Rehab LLC Fayetteville, 28304 Yes
$44,160
Employed FT Certified Nursing Asst Peak Resources No
Salaries: (1) Only full-time in curriculum related employments are considered in calculation of average annual salary. Those curriculum related positions are bolded for the reader’s convenience.
Actual Title Frequency Percent Valid Percent Cumulative Percent Physical Therapy Assistant
17 100.0 100.0 100.0
Status
Frequency Percent Valid Percent Cumulative Percent Valid Employed FT 8 47.1 61.5 61.5
Employed PT 3 17.6 23.1 84.6 Unemployed-Seeking
2 11.8 15.4 100.0
Total 13 76.5 100.0 Missing Student 1 5.9
Unemployed-NOT Seeking
3 17.6
Total 4 23.5 Total 17 100.0
FOS Frequency Percent Valid Percent Cumulative Percent Valid Yes 10 58.8 90.9 90.9
No 1 5.9 9.1 100.0 Total 11 64.7 100.0
Missing System 6 35.3 Total 17 100.0
CC Frequency Percent Valid Percent Cumulative Percent Valid Yes 7 41.2 77.8 77.8
No 2 11.8 22.2 100.0 Total 9 52.9 100.0
Missing System 8 47.1 Total 17 100.0
Fayetteville Technical Community College
Academic Program Review
PHYSICAL THERAPIST ASSISTANT
Current Version Originally Published Spring 2014
Last Revised: January 2, 2014
Proponent: Vice President for Academic and Student Services
Available online at: http://www.faytechcc.edu/institutional_effectiveness/handbookmanualplans.aspx
Fayetteville Technical Community College is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associate degrees, diplomas and certificates. Contact the Commission on Colleges at 1866 Southern Lane, Decatur,
Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Fayetteville Technical Community College.
Fayetteville Technical Community College P.O. Box 35236
Fayetteville, North Carolina 28303-0236
(910) 678-8400
FTCC Form P-1 2 Revised 01/02/2014
FAYETTEVILLE TECHNICAL COMMUNITY COLLEGE
Table of Contents
X. Academic Program Review
X-1 Mission ......................................................................................................... 3
X-2 Purpose of Review ...................................................................................... 3
X-3 Overview of Program Review Process....................................................... 3
X-3.1 Program Description, Policies, and Affiliations ................................... 4
X-3.2 Program Curriculum .......................................................................... 9
X-3.3 Faculty ............................................................................................. 16
X-3.4 Resources and Support Services .................................................... 21
X-3.5 Enrollment, Recruitment, and Outcomes Assessment ...................... 25
X-3.6 Constituency Satisfaction ................................................................. 43
X-3.7 Appraisal and Direction for the Future .............................................. 45
X-4 Appendices ................................................................................................ 50
FTCC Form P-1 3 Revised 01/02/2014
X-1 Mission The mission of Fayetteville Technical Community College (FTCC) is to serve our community as a learning-centered institution to build a globally competitive workforce supporting economic development. FTCC promotes the growth of the whole person in a caring environment that encourages strong ethical values, personal integrity, and a sense of responsibility to the needs of society.
X-2 Purpose of Review The purpose of program review is to strengthen department programs and increase department efficiencies and effectiveness. The review assesses and critically evaluates a program’s stated outcomes and use of supporting resources to measure if the program is fulfilling its goals and adequately supports the College mission. The process necessitates documenting successful and unsuccessful efforts, identifying future needs, and verifying compliance with accreditation and college standards. The results of the review process will serve as a tool for continuous program improvements and will impact the institutional and program-level planning and budgeting activities. Program review becomes the baseline measurement of where the program is right now, where program managers would like for it to be in the next one to five years and planned achievement targets, qualitative and quantitative measurements, analysis of those measurements to report findings, and projected action plans and dates for reaching those future objectives. Program review is not intended to replace formal assessment activities in the WEAVE Assessment Management System and is intended to provide additional support and quantitative/qualitative evidence to further support the outcomes and findings housed in WEAVE.
X-3 Overview of Program Review Process
1. The Program Review Process (PRP) begins with a Program Self-Study. The Department Chair organizes a team to conduct the Self-Study. The team must include the Department Chair (or Program Coordinator), all full time faculty members regularly teaching program courses and at least one part-time faculty member that has taught in the program for two or more semesters. All required historical statistical and numerical data will be provided by the Human Resources, Workforce Development, and Institutional Effectiveness (HR/WFD/IE) Office.
2. Teams shall use the current electronic version of the Program Review Self-Study template (Fill-in form P-1). Supplemental information and supporting documentation is highly encouraged to adequately support the program review findings.
3. A full Self-Study shall be submitted to the Chief Academic Officer (CAO) every three (3) years with annual updates submitted by March 15 of the academic year
FTCC Form P-1 4 Revised 01/02/2014
during the subsequent two years. Timely submission and quality of analysis will be addressed as part of the Department Chair/Program Coordinator’s annual performance appraisal.
4. Upon submission of the full 3-year program review, the departmental Program Review Team will meet to prepare a presentation of their self-assessment findings and recommendations to the CAO, AVP for Curriculum Programs, and the appropriate Academic Program Dean. The presentation must include the Self-Study Team’s recommendations for continuous improvement and required program support to implement those improvements. These recommendations shall be considered during future budgets and personnel decisions. Department Chairs/Program Coordinators shall submit necessary budget decision packages (see fill-in forms E-5, E-6, E-28, E-15, F-2, I-11, and O-1).
5. The remainder of this publication reflects items that must be included in the program review and mirror the contents of the program review fill-in form (P-1).
X-3.1 Program Description, Policies, and Affiliations (Self-Study Team’s assessment) A. Provide a description of the program. The Physical Therapist Assistant Program prepares students to become licensed PTA's and to work in multiple health care settings under the supervision of a Physical Therapist. Students gain experience and knowledge through lectures, laboratory practice of skills, clinical experience and other active learning activities in the classroom. Students demonstrate competency in their skills through passing laboratory practical exams with an 80% or better and through completing three separate clinical rotations. Program faculty encourage professionalism and critical thinking skills throughout the program. At the completion of the five semester program, graduates earn an Associates in Applied Science Degree. Students are then eligible to sit for the state licensure exam. The three-year average of first time passing rate is 89% with a 100% ultimate passing rate.
FTCC Form P-1 5 Revised 01/02/2014
B. Discuss how the program supports the College in fulfilling its mission. List your program’s mission, targeted future goals and objectives and how those goals/objectives are linked to the College’s Institutional Goals and Strategies located in the FTCC Strategic Plan.
PTA Program Mission Statement
Located within the Community College System of North Carolina the Physical Therapist Assistant Program seeks to offer affordable technical education that is current and comprehensive. This education and training embraces health care, professional and legal changes and focuses on the physical therapy need of the local and surrounding communities. The student is encouraged to participate upon graduation in future education and training.
PTA Program Faculty Philosophy The PTA Program Faculty support the mission of the PTA Program and the College. Faculty members promote professionalism and ethics to all students in all classes they teach.
PTA Program Faculty Goals 1. The PTA Program will interact with other programs/faculty on campus in order to
promote the college’s mission. 2. Provide quality customer service by relaying accurate and complete information
to advisees, students, and public about the PTA program requirements, application, and admission procedures. The graduate survey will report that 90% of graduates will reflect positively on the PTA Program and would recommend the program to a family member or friend. (Institutional Goal #1, #2)
3. Maintain and update a well-organized and complete curriculum with didactic and clinical knowledge. This is defined by a measure that 90% of students will agree that the program curriculum was organized and progressed in a sequential manner as reported on the curriculum review. (Institutional Goal #1, #2)
4. Exemplify professionalism and ethics on daily basis. (Institutional Goal #4) 5. Graduate students who perform as entry-level Physical Therapist Assistants and
pass state licensure exams. The program's goal is to maintain a three year average of 85% first time pass rate and 100% ultimate pass rate on the licensure exam. (Institutional Goals #1, #4)
PTA Graduate Goals and Outcomes
General competencies of the graduate of FTCC are listed in the FTCC College
Catalog. Specific outcomes for the PTA program are that the graduate will:
1. Be competent in current physical therapy practice. (Institutional Goal #4) 2. Earn licensure and gainful employment. Program goal is for 90% of graduates
FTCC Form P-1 6 Revised 01/02/2014
seeking employment will be employed after six months as reported on the Job Placement Survey. (Institutional Goal # 1, #4)
3. Perform in an ethical and legal manner under the direction and supervision of the physical therapist. (Institutional Goal #4)
4. Develop an appreciation for life-long learning. (Institutional Goal #4) The PTA Program's mission mirrors the College's Mission by supporting the workforce needs of the community and developing graduates who are professional, ethical, and life-long learners. Specifically the Program supports the first institutional goal by responding to both student and community needs. Our program curriculum remains current, organized, and complete which results in well-educated and trained professionals, who can pass licensure exams and acquire gainful employment in their field of study which supports the local economy. Program faculty aim to provide excellent customer service to students in the program, students requesting admission, clinical education sites, and employers of our graduates. We maintain satisfaction reports through the graduate and employer surveys and through our program specific curriculum review. Currently the program does not have a specific goal to match the institutional goal #3 of ensuring fiscal responsibility and accountability, although the program faculty and administration due operate in this manner. An example would be combining linen among health programs and then seeking other linen services. The program only requests educational supplies and equipment when needed. The Program supports institutional goal #4, workforce preparedness, by producing graduates who pass their licensure exam, display professionalism, work ethically, and continue the desire to learn after graduation from FTCC.
FTCC Form P-1 7 Revised 01/02/2014
C. Beyond general College admission policies, list any special requirements pertaining to program admission (i.e. passing a background check, GPA requirement, etc.). Admission into the PTA Program requires a separate application. Applications are received in the fall semester, and a new cohort begins the following fall semester. Admission requirements are as follows: 1. GPA= 2.5 in all related courses which are general education courses required for the degree. Students earn competitive points for admission through these courses. 2. GPA= 2.0 cumulative 3. Only 2 attempts allowed on all science and developmental courses. (A withdrawal counts as an attempt) 4. Prerequisites for the program could have been completed in high school: algebra I and II, biology, chemistry. 5. Student must score at a college level math, reading, and English level per placement test.
FTCC Form P-1 8 Revised 01/02/2014
D. List articulation or other such agreements that the program currently has with other community colleges or four-year institutions. Briefly describe the details of such agreements, including when the agreements were last reviewed, updated and approved by the partnering colleges. The PTA Program has 2 Articulation Agreements with 4 year institutions. The first agreement is with Franklin University and it was developed in 2003 and last updated in 2006. This agreement is termed as a Degree Completion Plan. A 2Plus Program Advanced Transfer agreement was established with University of North Carolina Greensboro in 2014. The PTA Program also has 3 Instructional Service Agreements (ISA) with 3 North Carolina Community Colleges, each was established in 2009. These ISA contracts guarantee 1-2 program seats to a student at their college who meets the program admission criteria. The Program has recently been notified that Sandhills Community College wishes to dissolve this current contract secondary to lack of resources. Steps have begun to dissolve this contract. The remaining agreements are with Bladen Community College and James Sprunt Community College.
E. List specific linkages or partnerships the program has with local businesses, community or civic organizations, K-12 schools, etc. Briefly describe the nature of such partnerships. Include relevant contact information for partnering businesses, organizations, etc. The PTA Program currently has 34 Academic Agreements with local hospitals, outpatient physical therapy clinics, skilled nursing facilities, and Cumberland County School System. These contracts are reviewed annually by the Department Chair in order to remain current with renewals and criteria of each contract. These agreements are utilized to provide our students with clinical experience of their education at FTCC. Each student will have 3 clinical rotations at a variety of clinical settings. These partnerships with local health care providers are very valuable to our students' success.
FTCC Form P-1 9 Revised 01/02/2014
X-3.2 Program Curriculum (Self-Study Team’s assessment) A. List the program’s approved plan of study. Provide the suggested sequence of course numbers, titles, and credits. FAYETTEVILLE TECHNICAL COMMUNITY COLLEGE PHYSICAL THERAPIST ASSISTANT (A45620) Effective: Fall 2014 Revised: 03/07/14 Length: 5 Semesters Prerequisites: 2 Units of Algebra, 1Unit Biology & Chemistry Award: Associate in Applied Science FALL SEMESTER 1 Prefix No. Title Class Lab Clinical Credit ACA Elective 1 0 0 1 BIO168 Anatomy & Physiology I 3 3 0 4 CIS113 Computer Basics 0 2 0 1 ENG111 Writing and Inquiry 3 0 0 3 PHY125 Health Sciences Physics 3 2 0 4 PTA110 Intro to Physical Therapy 2 3 0 3 PTA130 Physical Therapy Proc I 1 6 0 3 ----- ----- ----- ----- Totals 13 16 0 19 SPRING SEMESTER 1 Prefix No. Title Class Lab Clinical Credit BIO169 Anatomy & Physiology II 3 3 0 4 PSY150 General Psychology 3 0 0 3 PTA120 Functional Anatomy 1 6 0 3 PTA140 Therapeutic Exercise 2 6 0 4 PTA150 Physical Therapy Proc II 1 6 0 3 ----- ----- ----- ----- Totals 12 23 0 17 SUMMER SEMESTER 1 Prefix No. Title Class Lab Clinical Credit PTA160 Physical Therapy Proc III 2 3 0 3 PTA170 Pathophysiology 3 0 0 3 ----- ----- ----- ----- Totals 5 3 0 6
FTCC Form P-1 10 Revised 01/02/2014
FALL SEMESTER 2 Prefix No. Title Class Lab Clinical Credit COM120 Intro Interpersonal Com 3 0 0 3 or COM231 Public Speaking 3 0 0 3 PSY241 Developmental Psych 3 0 0 3 PTA180 PTA Clinical Ed Intro 0 0 9 3 PTA222 Professional Interactions 2 0 0 2 PTA240 Physical Therapy Proc IV 3 6 0 5 Humanities/Fine Arts Elec 3 0 0 3 ----- ----- ----- ----- Totals 14 6 9 19 SPRING SEMESTER 2 Prefix No. Title Class Lab Clinical Credit PTA212 Health Care/Resources 2 0 0 2 PTA260 Adv PTA Clinical Ed 0 0 30 10 ----- ----- ----- ----- Totals 2 0 30 12 TOTAL REQUIRED CREDITS 73 B. State the specific student learning outcomes and graduation competencies of the program. Describe them in measurable terms including discussion of the department approved metrics/rubrics used to assess those competencies. Include references to the program’s general education outcomes and career-related skills. For example, link program outcomes to the approved FTCC General Education Competencies located on the College’s Human Resources, Workforce Development and Institutional Effectiveness website. The Commission on Accreditation in Physical Therapy Education (CAPTE) has determined that the curriculum contain 92 competencies. The technical skills required are distributed among the technical courses in the program. Competency of the skills is determined through each student completing a skills check-off assessment and through laboratory practical examinations. Students must complete laboratory practical examinations with an 80% or greater to pass. If a student scores less than 80%, then remediation and retesting occurs. If a student does not pass the laboratory practical on the second attempt, they fail the course and are dropped from the program. Competency of technical skills must be determined prior to clinical education secondary to the safety of patients. Refer to Appendix A titled skills check-off and laboratory practical rubric. The core competencies of FTCC have been mapped through the PTA Program core curriculum. Refer to Appendix B titled "Mapping of College Competencies."
FTCC Form P-1 11 Revised 01/02/2014
C. How does the curriculum ensure that it is and/or remains relevant to students in the 21st century and the expected challenges and opportunities they will face upon graduation?
The core faculty meet annually in the spring semester to review the curriculum. Each of the core classes' objectives and assessments are reviewed. The 2 full-time faculty members are licensed Physical Therapists and the 1 part-time faculty member is a licensed Physical Therapist Assistant. The Department Chair and the part-time faculty member continue to work prn in the clinic to maintain current clinical skills. All 3 faculty members remain current in research and treatment techniques through attendance at continuing education courses. Continuing education is required to maintain licensure. The Academic Coordinator of Clinical Education (ACCE), who is also the Department Chair, meets with Clinical Instructors, Clinical Coordinators, Managers and Employers through clinical site visits. The ACCE discusses the preparedness of students/graduates and discusses any component of the curriculum which should require more focus. The Department Chair also meets with the Advisory Board each spring and fall semester. The Advisory Board also provides feedback on the program curriculum and graduate performance. Refer to Appendix C titled "Advisory Board Meeting Minutes". D. Describe the methods (formal and/or informal) used to ensure continued program currency. How the faculty is involved in the process to maintain program currency? How is the program advisory committee involved? How have outside consultants been used? The faculty meet annually in the spring semester to review the entire curriculum and program thresholds. Faculty also meet throughout the semester as needs, questions, or concerns arise. Communication with clinical education instructors, employers and the Advisory Board assist with program currency. Suggestions are reviewed and assessed.
FTCC Form P-1 12 Revised 01/02/2014
E. What changes have been made to the curriculum program of study during the past three years? Why were these changes made? Did the changes result in anticipated outcomes originally driving the change? Two curriculum changes have been made and instituted with this year's class (graduates of 2016). The first change is the microbiology has been removed from the curriculum program. It was determined that the amount of microbiology that would be required knowledge for a PTA, could be covered in pathophysiology. The other curriculum change was combining PTA 180AA and PTA 180BB into one course PTA 180. Both of the courses were clinical education components in the curriculum. PTA 180AA was 48 hours, 6 days, of clinical during the first week of the summer semester. Then the students would return to campus for the remaining 7 weeks to complete coursework. The students would then return to the same clinical site in August, beginning of the fall semester, for PTA 180BB which was an addition 96 hours of clinical. As the Department Chair visited clinical sites and spoke with clinical instructors and clinical coordinators, negative feedback was received about this split clinical education rotation. It was stated that it was difficult to maintain the same clinical instructor for both rotations. Also students spent such a short time in the clinic during the May rotation that they would need to reorient to the clinical setting when they returned in August. Also students would need to in-process twice to the same clinical site. It was also stated that the time was too short to be split. Now since the curriculum change has been made, this year's class will complete their first clinical, PTA 180, during the fall semester of their second year. The clinical will run nearly 4 weeks continuously for the duration of 144 hours. Feedback about this curriculum change will be unavailable until Fall of 2015, however, initial reports for clinical education staff are positive.
FTCC Form P-1 13 Revised 01/02/2014
F. What curriculum changes are currently being considered? Why? Graduate feedback at the completion of the program through a formal curriculum review, has included moving PTA 120, Functional Anatomy, to the first semester of the program. This topic is being considered by program faculty.
FTCC Form P-1 14 Revised 01/02/2014
G. List members of the program’s advisory committee (if one exists). Include
names, titles, and backgrounds, how long members have served, and any criteria used by the program leadership to select members.
Advisory Committee Members 2013-2015 Name Title Area of Employment Years of Service Robin Crump PTA outpatient pediatrics in Laurinburg 3 John Cole PTA acute care in Fayetteville 1 Marcella Eubanks PTA inpatient rehab in Fayetteville 1 Dusty Glover PT outpatient orthopedics in Clinton 3 Mary Hoilien PTA skilled nursing facility in Fayetteville 3 Krista Lewis PTA outpatient orthopedics in Fayetteville 6 Eric McDonough OTR/L Director of Therapy services in Fayetteville 1 Crystal Morris PTA outpatient orthopedics 1 Ryan Robinson PTA outpatient adult independent center 1 The Department Chair assembles the Advisory Committee and attempts to develop a diverse group of individuals. Committee members are selected from clinical sites where PTA Program students affiliate. H. How often does the advisory committee meet? Describe how active the committee is as issues are discussed related to the program. Identify how meetings are conducted and how recommendations are put forward for consideration of approval. Attach a copy of the last advisory committee meeting minutes as supporting documentation. The PTA Program Advisory Committee meets once during the fall semester and once during the spring semester. The meetings are led by the Department Chair, who updates the committee on the current position of the program (class size, acceptance rate, graduation rate, licensure passing rate). The Department chair discusses any changes in the program (new faculty, curriculum changes, accreditation site visit) and also request input on any upcoming prospective changes. The meeting is open to discussion on current topics in Physical Therapy or in the work place. Refer to Appendix C titled "Advisory Board Meeting Minutes"
FTCC Form P-1 15 Revised 01/02/2014
I. What specific issues or concerns have been addressed by the advisory committee during the past three years? Describe any activities the department has used over the last 3 years suggested by the committee related to keeping the curriculum current. Relate how effective the committee is at communicating its concerns and how the advisory committee’s effectiveness might be improved. In 2012 the Federation in State Boards in Physical Therapy initiated 4 scheduled licensure exams times per year versus the previous rolling schedule. Students are able to take the licensure exam in April, prior to graduating, as long as graduation is assured by the program director. In 2012 and 2013, all students who requested to test early were granted permission. When the director visited clinical education sites during the student's terminal clinical rotations (February-May), feedback was received that students were too focused on the upcoming licensure exam and were not ingesting all the information to be gained during clinical rotation. Clinical education is a valuable component to the student's education, and the Department Chair wanted students to respect the opportunity that the clinical site provided. The Department Chair brought concerns of students taking the licensure exam prior to graduation while completing clinicals to the advisory board. The advice of the advisory board was to proctor a practice licensure exam (PEAT exam) in January, prior to the initiation of clinical education. Students would have to pass the practice exam while on campus in order to take the licensure exam in April. This would assure that the strong students would be allowed to take the exam early. Students who did not pass the practice exam would wait until July, after graduation, to sit for the exam. These students who would require increased study time would not be distracted during clinical education. The Department Chair utilized the advice of the advisory board in the spring of 2014. Six out fifteen students took the practice exam on campus and all six past the exam. Five of those six students took the licensure exam in April, and passed. The feedback surrounding these students clinical education was positive. The program will continue to follow these guidelines. The current Advisory Board is committed to the success of the PTA Program and is willing to give feedback. Effectiveness could possibly be improved, if everyone's schedules were more tolerant of adding more meetings.
FTCC Form P-1 16 Revised 01/02/2014
X-3.3 Faculty (Self-Study Team’s assessment)
A. For the past three (3) academic years, provide the total number of sections, by course number, run by the program and the percentage of those that were taught by full-time faculty members.
Physical Therapist Assistant Core Courses Offered by Semester (Fall 2010-Fall 2013)
*Core Course offered during the Fall Term. **Core Course offered during the Spring Term. ***Core Course offered during the Summer Semester.
2010FA 2011SP 2011SU 2011FA 2012SP 2012SU 2012FA 2013SP 2013SU 2013FA
PTA-110 1 * * 1 * * 1 * * 1
PTA-120 ** 1 ** ** 1 ** ** 1 ** **
PTA-130 1 * * 1 * * 1 * * 1
PTA-140 ** 1 ** ** 1 ** ** 1 ** **
PTA-150 ** 1 ** ** 1 ** ** 1 ** **
PTA-160 *** *** 1 *** *** 1 *** *** 1 ***
PTA-170 *** *** 1 *** *** 1 *** *** 1 ***
PTA-180AA *** *** 1 *** *** 1 *** *** 1 ***
PTA-180BB 1 * * 1 * * 1 * * 1
PTA-212 ** 1 ** ** 1 ** ** 1 ** **
PTA-222 1 * * 1 * * 1 * * 1
PTA-240 1 * * 1 * * 1 * * 1
PTA-260 ** 1 ** ** 1 ** ** 1 ** **
FTCC Form P-1 17 Revised 01/02/2014
FTCC Form P-1 18 Revised 01/02/2014
All PTA core classes are sequenced with one section offered per academic school year. Between Fall of 2010 and Fall of 2013, all fall courses were offered four times, spring and summer courses each occurred three times during that time frame. All PTA core classes are instructed by full-time faculty members.
B. Define the criteria used to determine faculty qualification to teach in the program. List any degree requirements, as well as relevant certification, licensure, and experience used to evaluate candidates during the hiring process. Criteria for faculty and program director/department chair are developed by the Commission on Accreditation in Physical Therapy Education (CAPTE). Faculty: Minimum of 3 years post-licensure full-time clinical experience Licensure in the state of NC (PT or PTA) Contemporary expertise in area teaching Program Director/Department Chair: Minimum of a Master’s Degree Minimum of 5 years post-licensure full-time experience including 3 years clinical experience Didactic and/or clinical teaching experience Experience in administration/management Contemporary expertise in area teaching
FTCC Form P-1 19 Revised 01/02/2014
C. Are all faculty (full-time and part-time) appropriately credentialed and qualified to teach in the program? Please explain and provide a list of faculty (including their rank, length of service, highest degree, areas of specialization, and relevant experience). All faculty are licensed and have the appropriate qualifications.
Lynne McDonough, PT, MSPT Master's in Physical Therapy Licensed Physical Therapist for 18years FTCC for 2 years
Casey Criscione, PT, MSPT Master's in Physical Therapy Licensed Physical Therapist for 11 years FTCC for 1 year
Janice Gilluly, PTA Associate's in Physical Therapist Assistant Licensed Physical Therapist Assistant x 35 years FTCC for 1.5 years
D. Are all faculty, including adjuncts, evaluated on a periodic basis? If so, what is the schedule for the process? Is the program up-to-date on the completion of faculty evaluation? Why or why not? What have been the general findings of the evaluations? Full-time faculty are evaluated annually through documented performance review and classroom observation. Both full-time faculty members have received meets or exceeds expectations regarding their job performance. The part-time faculty member receives a classroom observation by the department chair annually. She has received an exceeds expectations evaluation. Students also complete classroom evaluations on each faculty member. Feedback from students has been positive. All performance reviews are up-to-date.
FTCC Form P-1 20 Revised 01/02/2014
E. Describe full-time faculty participation in professional development opportunities. Explain how professional development contributes to the overall effectiveness of the program. Provide a list of faculty and their professional development experiences for the past three (3) years. Full-time faculty members participate in professional development on campus and continuing education courses in the field of physical therapy. FTCC requires 30hours of professional development annually. The North Carolina Board of Physical Therapy requires physical therapist to complete 30 hours of NCPTB approved continuing education CEU's every 2 years. Continued learning keeps the program faculty current in their field of study and maintains the program goal/standard of a complete, organized and current curriculum for all students. See Appendix D titled "Professional Development".
F. Describe full-time faculty research initiatives, conference or other presentations, and publishing ventures. Explain how faculty research projects contribute to the overall effectiveness of the program. Provide a list of faculty, their research projects, and presentations/publications. Currently the PTA Program faculty have not completed research or have been published.
FTCC Form P-1 21 Revised 01/02/2014
X-3.4 Resources and Support Services (Self-Study Team’s assessment) A. Does the program use labs, unique classroom spaces such as clinical sites, or specialized equipment or supplies? If so, please provide details. The program utilizes classroom and laboratory space in the Health Technologies Center with hands-on skeletal learning models and equipment/modalities utilized in Physical Therapy Clinics. The equipment utilized allows students to learn and gain experience prior to clinical experience. Refer to the Appendix E titled "Equipment Calibration Checklist for 2014". The program curriculum has 3 clinical rotations where clinical sites are utilized. The college currently has 34 academic agreements with a variety of NC clinical locations. The clinical education sites allow students to continue the learning experience with guided patient care.
B. Are the spaces and supplies mentioned above adequate in meeting the needs of the program and its students? Indicate the strengths and limitations of the resources provided. Please include recommendations for how their provision could be improved. The classroom, laboratory, and supplies are adequate and provide a valuable learning experience for PTA Program students. Possibility for improvement will include replacing equipment as it becomes obsolete.
FTCC Form P-1 22 Revised 01/02/2014
C. Does the program receive support services from the Library, Information Technology, Student Development, or any other offices or departments? Please list the service providers and their contributions to the program. Be sure to include other academic departments that contribute to the success of the program. During the first week of class in the PTA Program, students travel to the library for an orientation, performed by one of the librarians, to the services and resources provided by the library. The library supports our program by assisting students in research and providing resources for students to review. The library has also gained access to additional learning websites that are posted on the library website. Specifically, "A.D.A.M interactive Anatomy" is extremely helpful to program students while learning human anatomy. The Information Technology person associated simulation lab in HTC, Brad Accipter, has been very supportive of our program and faculty. He is available to assist with faculty IT issues or formats, especially during recent accreditation site visit. He has also been instrumental in troubleshooting and contacting companies to repair 2 lift devices. The health simulation lab, coordinated by Mitzi Averette, supports PTA Program students by providing clinical learning experiences in a safe environment. The Information Technology department has responded to all faculty IT problems with office and classroom computers. A representative also assisted with tech support, Michael Tyler, for recent accreditation site visit. The Health Program Counselor, Lynne Carver, supports and guides students' admission into the program. She develops individual Student Education Plans for each student seeking admission into a health program.
FTCC Form P-1 23 Revised 01/02/2014
D. Are the support services mentioned above adequate in meeting the needs of the program and its students? Indicate the strengths and limitations of the services provided. Please include recommendations for how services could be improved. The updates in library databases for searches and the electronic resources available, has provided above adequate support for the program. Robert Antill is also easily accessible for questions, concerns, and resource suggestions. Mitzi Averette and Brad Accipiter are valuable resources to the PTA Program and other health programs on campus and provide above adequate support of the program and students. Last year, Lynne Carver, Health Program Counselor, moved her office location to the Health Technologies Center. This central location for the health programs has provided above adequate support for all health programs. Better communication exists between counseling and student advisors. Students are able to get information on application process and specific program information located in the same location. Improved customer service for all health program students has been noted.
FTCC Form P-1 24 Revised 01/02/2014
E. Does the program anticipate needing any non-routine budget allocations during the next three years? If so, please provide details. For example, will more faculty be required based on enrollment projections or will inadequate or outdated equipment or classroom space need to be replaced or improved? The program will be submitting a request for curriculum mapping software. Through the accreditation site visit, which occurred in October 2014, it was noted that the PTA curriculum was not mapped to the 92 CAPTE (Commission of Accreditation in Physical Therapy Education) criteria. CAPTE's standard includes introduction, progression, and competency of each of criterion displayed throughout the curriculum. The curriculum mapping software will assist in achieving CAPTE's standards. The PTA Program will be requesting purchase of a tilt table to be utilized in teaching students treatment options of patients with neurological and musculoskeletal impairments. Instruction with this piece of equipment will better prepare our students for the work force. A request for a narrow high-low mat to be placed in the simulation lab will be submitted. Program students complete multiple laboratory practical exams during the program. Currently practicals are completed in the PTA lab in front of instructors who grade and provide feedback. Faculty would like to record the student’s lab practical exam to give visual feedback and to allow the students to self-reflect on their performance. Currently the simulation lab has this capability, however, does not have the treatment surface, high-low mat, utilized by many Physical Therapy clinics. F. Please describe your relationship with the FTCC Grants Department. Please describe all activities your department has engaged in to receive grants during the past three (3) years. No grants have been received during the past three years.
FTCC Form P-1 25 Revised 01/02/2014
X-3.5 Enrollment, Recruitment, and Outcomes Assessment
A. Analyze the number of FTE generated by courses in the program for the past three (3) academic years. What are the specific causes for upward and downward trend lines?
FTCC Form P-1 26 Revised 01/02/2014
Annual acceptance into the PTA Program remains consistent at 18 students each fall semester. The minor adjustments in FTE generated vary dependent on retention rates for the program. Noted reasons or student attrition are poor academic performance, health reasons, military relocation, and personal/family issues
FTCC Form P-1 27 Revised 01/02/2014
B. Identify the program’s primary competitors. Beyond general College-wide advertising, what concrete marketing strategies have been used by the Department to promote the program and attract students that might otherwise enroll elsewhere? What exceptional program characteristics could be leveraged to distinguish the program from competing programs (e.g., faculty credentials, unique course offerings, work-based or other innovative learning opportunities, and so on)? In what ways does the program faculty work with the admissions staff to recruit students for the program? There are a total of 8 NC Community Colleges, including FTCC, which offer PTA Programs. The closest college in proximity to Fayetteville is 2 hours away. Our program is established with a great reputation in our community and surrounding communities. Acceptance into the PTA program is competitive with many eligible applicants. Last year the program accepted 18 students out of 68 eligible applicants. Program faculty participate in FTCC program fairs to promote the PTA Program and advise potential students on the admission process. High school tours of the Health Technologies Center and the health programs are conducted each semester. Faculty speak to high school students about the professional and prerequisite requirements that can be completed in high school. Also faculty serve as advisors to many FTCC students who are pursuing acceptance into the PTA Program.
FTCC Form P-1 28 Revised 01/02/2014
C.Provide the number of students who graduated with a major or minor from the program in the past three years.
*No data available within the NCCCS Data Warehouse.
Graduation Rates
2011= 72%
2012= 78%
2013= 67%
2014= 83%
FTCC Form P-1 29 Revised 01/02/2014
D.Does the program have a retention plan? If so, please describe retention efforts. List all instructors with their retention rates for the past 3 Semesters. What efforts are made to address faculty members with a retention rate that is less than the program’s overall retention rate and the overall FTCC retention rate? What efforts are made to capitalize on the successes of those instructors with a retention rate higher than the Program retention rate?
Physical Therapist Assistant Core Course Retention by Instructor (Fall 2010-Fall 2013)
*Terminated employment **Not yet hired
2010FA 2011SP 2011SU 2011FA 2012SP 2012SU 2012FA 2013SP 2013SU 2013FA
Shearin, Heidi L. 93% 100% 100% 100% 100% 100% 96% * * *
McDonough, Lynne M. ** ** ** ** ** ** ** 100% 100% 100%
Warren, Phillip H. 100% 100% 100% 98% 100% 100% 95% 94% 100% 100%
FTCC Form P-1 30 Revised 01/02/2014
The PTA Program supports student success, however, has high expectations of student academic performance. Students must pass core class with a 77% or better and pass laboratory practical examinations with an 80%. Students who fail a written examination, < 77%, must meet with the faculty member to review the exam, discuss study habits, and increase understanding of material. Students who fail a laboratory practical, also receive remediation and feedback of technical skills. Students then retake the practical examination. Other retention efforts: 1. First year students are provided with a mentor who is a student in the second year of the program. 2. Students develop private class facebook pages that allow for sharing information, questions and concerns. 3. A faculty member meets with each student each year to discuss personal performance. 4. There is available open lab time for students to practice skills. 5. Faculty are available outside of class time for questions and concerns. Retention rates are strong for program faculty. E. Does the program lead to certification or licensure exams? If so, please list the exams. What were the pass rates of graduates for the past three years?
FTCC Form P-1 31 Revised 01/02/2014
After graduating from the PTA Program, graduates are required to pass a licensure examination prior to practicing as a PTA. Licensure Passing Rates:
2011 First time Pass Rate: 91.7% National Average: 83.81% Ultimate Pass Rate: 100%
2012 First time Pass Rate: 92.9% National Average: 84.45% Ultimate Pass Rate: 100%
2013 First time Pass Rate: 83.3% National Average: 84.94% Ultimate Pass Rate: 100%
F. If the program prepares students for the labor force, provide an overview of the relevant local, state and national job market. Include potential careers and whether job growth is expected in those areas. Address how program outcomes relate to the skills employers seek in those areas. The regional growth in the PTA job market is expected to be a 25% increase by 2018 according to the Economic Overview and Program Gap Analysis of FTCC. According to the Bureau of Labor and Statistics (BLS), the national average salary for a PTA in 2012 was $18.96/hr or $39,430 annually. The BLS projects job growth of 41% by the year 2022. Program students learn the technical and professionals skills expected of employers. Employer surveys have been positive and state that they would hire future FTCC graduates.
FTCC Form P-1 32 Revised 01/02/2014
G. What is the process for assessing student outcomes and competencies (e.g., student portfolios, written or verbal comprehensive exams, senior or master’s theses, review by faculty panel, or capstone projects)? Attach any relevant assessment templates. Student competencies are assessed through written comprehensive examinations, oral presentations, written reports, skills check-off, and through multiple laboratory practical examinations. Students are evaluated on safety and application of technique during laboratory practical exam. Students also complete 3 clinical education rotations during their second year. The last 2 rotations occur at the end of their last semester. Students must pass each clinical experience to be determined competent and ready for graduation. Refer to Appendix A titled "Skills Check-off and Laboratory Practical Rubric".
FTCC Form P-1 33 Revised 01/02/2014
H. Detail the last formal assessment plan completed by the program. Summarize the results. With the goal of improving student learning outcomes, what changes to the program are/were suggested after analysis of the data outcomes, findings and action planning related to the assessment? How are these improvements being implemented? Please indicate how much progress has been made and what needs further attention.
Tip: Some potential changes are different program admission requirements, incorporating internships or work-based learning experiences, varying instructional methods, enhancing student assessment strategies, integrating technology, better coordinating faculty efforts, and seeking external program accreditation.
Program Faculty meet annually in the spring to review the curriculum and all the thresholds on the
Assessment Process Documentation Grid. The criterion are directed by the Commission on Accreditation
in Physical Therapy Education (CAPTE). Below is the assessment documentation grid completed in
Spring 2014, student learning objectives have been highlighted.
Assessment Process Documentation Grid
Criterion Measurable Goal /
Outcome Statement
With Threshold
Threshold: A numeric
value or indicator defined
in the assessment process
and used in the decision
to make a programmatic
or curricular change
Outcome Timeline
How often assessment
activities are carried out
for the individual
elements of the program
assessment process
Data Collection
Methods /
Sources of
Information
Used in Data
Collection
Data Collection
Methods: Tools or
processes used to
collect data used in
the assessment
process
Could include
surveys, review of
institution documents,
focus groups
Sources of
Information: Where
program obtains
information used in
assessment
Could include
students, faculty,
program graduates,
institution documents
4.1.1.
Institutional policies
and procedures
1. 100% of the time the
college’s mission, goals,
and objectives reflected
in the college’s policies
and procedures are
congruent with the
mission, goals, and
objectives of the program
reflected in the program’s
policies and procedures.
100% of College policies
and procedures support
the mission of the
program. Threshold Met
1. Program faculty meet
annually during the spring
or summer semester to
review policy and
procedures of the college
and program.
2. Policies and
procedures are also
reviewed as needed when
developed by the college.
Sources of
Information
1. Student Handbook
2. College Catalog
3. FTCC
Administrative
Procedure Manual
5. FTCC Academic
Procedure Manual
7. Program Policy
FTCC Form P-1 34 Revised 01/02/2014
Manual
Data Collection
Methods
1. Annual Review
Meeting by Program
Faculty
4.1.2.
Program policies and
procedures
1. 100% of graduate
surveys will reflect
positively on the program
and would recommend
FTCC to friends and
family.
2. 100% of employer
surveys are satisfied with
the quality of work
performed by FTCC
graduates as employees.
1. Graduate survey 2013:
100% of respondents
would recommend FTCC
to family and friends.
Threshold Met
2. Employer survey 2013:
100% of respondents were
satisfied with the quality
of work performed by
FTCC graduates as
employees. Threshold
Met
1. Program faculty meet
annually during the spring
or summer semester to
review policy and
procedures of the college
and the program.
2. Graduate survey is
completed one month
after graduation.
3. Employer survey is
completed six months
after graduation.
Sources of
Information
1. Employer
Feedback
2. Student Feedback
Data Collection
Methods
1. Graduate Survey
2. Employer Survey
3. Annual Review
Meeting by Program
Faculty
4.1.3.
Resources
Academic Faculty 1. 100% of the time the
program meets CAPTE
requirements for program
faculty.
2. 100% of core program
faculty meet or exceed
expectations on their
annual performance
review.
3. 100% of part-time
faculty meet or exceed
expectations during
annual classroom
observation.
4. 100% of graduate
surveys will state that
they were satisfied with
the quality of academic
advising.
5. 100% of responses on
the curriculum review
would agree that
department faculty
offered sufficient support
and guidance throughout
program.
1. Current standards
require 2 full-time faculty.
Currently FTCC employs
2 full-time faculty who
are PTs and 1 part-time
faculty who is a PTA.
Threshold Met
2. 100% of core faculty
meet or exceed
expectations on annual
performance review.
Threshold Met
3. 100% of part-time
faculty exceeded
expectations in during
classroom observation.
Threshold Met
4. Graduate survey 2013,
100% of graduates were
satisfied with the
academic advising.
Threshold met
5. Outcome: 86%
(12/14) students agreed
with that statement, one
response was neutral and
one response did not
answer the question.
Threshold not met.
Action plan: At the start
of each course, encourage
students to seek assistance
from faculty as needed.
Students to be provided
with contact numbers for
faculty office and cell
numbers. Faculty
members conduct one-on-
one performance review
meetings with each
1. Annual review of
CAPTE requirements
during AAR.
2. Program faculty meet
annually during the spring
or summer semester to
review graduate surveys
and curriculum review.
3 Performance reviews
are completed annually
during the spring
semester.
4. The week prior to
graduation, students
complete a written
curriculum review of
program and meet with
faculty to discuss.
Sources of
Information
1. CAPTE evaluative
criteria
2. Student Feedback
3. Faculty Feedback
4. Faculty CV
Data Collection
Methods
1. Curriculum
Review
2. Graduate Survey
3. Annual
Curriculum Review
meeting with
graduating students
4. Annual Review
Meeting by Program
Faculty
5. Employee
Performance Reviews
FTCC Form P-1 35 Revised 01/02/2014
student annually. These
meetings allow students to
seek information and
support and obtain a
report of their progress in
the program.
Student Services:
admissions office
registration process
counseling services
financial aid services
student activities
campus security
career center services
internet access
blackboard services
1. 85% of program
students will be satisfied
with students services
listed as reported in the
graduate survey.
1. Outcomes: 2013
graduate survey:
admissions office= 100%
satisfied, registration
process= 100%,
counseling services=
100%, financial aid
services= 66%, student
activities=100%, campus
security= 100%, career
center= 66%, internet
access= 100%, blackboard
services= 100%
1. Student feedback
received during student
advising sessions
2. Program faculty meet
annually during the spring
or summer semester to
review graduate surveys
Sources of
Information
1. Student Feedback
2. Faculty Feedback
Data Collection
Methods
1. Graduate Survey
2. Annual Faculty
meeting
Program Budget 1. 100% of program
faculty report having
sufficient supplies and
equipment to teach
effectively.
2. 100% of students will
agree that the program
had adequate supplies
and equipment as
reported on the
curriculum review.
1. During annual faculty
meeting, part-time and
full-time academic faculty
were polled and agreed
that the program had
adequate supplies and
equipment. Supplies are
ordered prior to the start
of each semester.
Threshold met
2. Through this program
self-study, modifications
have been made to the
curriculum review
document. Outcome
measures to address this
threshold will be available
in the spring of 2015.
1. Program faculty meet
at the end of each
semester to review and
order supplies for the next
semester.
2. The week prior to
graduation, students
complete a written
curriculum review of
program and meet with
faculty to discuss
Sources of
Information
1. College Budget
2. Faculty Feedback
3. Student Feedback
Data Collection
Methods
1. Faculty meetings.
2. Curriculum
Review
Library and Learning
Services
1. 100% of students will
report being satisfied
with the library services
on the graduation survey.
1. 2013 Graduate
survey,100% of graduates
responded that they were
satisfied with the library
services. Threshold met
1. Library resources are
reviewed annually and
documented on the
Program Review.
2. Updated reference
materials are requested
and ordered as needed.
3. Program faculty meet
annually during the spring
or summer semester to
review graduate surveys.
Sources of
Information
1. FTCC librarians
2. Student feedback
Data Collection
Methods
1. Annual Program
Review
2. Graduate Survey
Administrative and
Technical support
1. 100% of
administrative and
technical support
requested will be
provided by the date
requested as documented
on the secretary log.
1. The secretarial log is
reviewed by the dean to
assure that administrative
support is being provided
to all health program
areas. Secretarial staff,
from other health program
areas, is able to cross
cover to provide
additional support.
Technical support is
provided through the MIS
department on campus,
1. Program faculty meet
at the end of each
semester to discuss
administrative support.
Sources of
Information
1. Faculty feedback
Data Collection
Methods
1. Secretarial log of
task requests and
completion
FTCC Form P-1 36 Revised 01/02/2014
and the health programs
also have access to
technical support through
the simulation lab.
Classrooms,
Laboratories, and
Faculty Office Space
1. 100% of the time PTA
core classes are
scheduled in the PTA
designated classroom or
lab.
2. 100% of the time,
private faculty offices
will be provided to
fulltime core faculty.
3. 100% of students
agree that the classroom
and laboratory provide
adequate space for
learning as documented
on the curriculum review.
1. The program has
classroom, laboratory,
equipment storage, and
locker rooms designated
for program students.
This allows 100% of core
classes to be held in
program facilities.
Students also have access
to equipment and models
during unscheduled class
hours. Threshold met
2. The 2 full-time faculty
members have private
offices. The part-time
faculty member has desk
and computer access in
classroom suite.
Threshold met
3. Through this program
self-study, modifications
have been made to the
curriculum review
document. Outcome
measures to address this
threshold will be available
in the spring of 2015.
1. Program faculty meet
annually during the spring
or summer semester to
review program facilities
and curriculum review.
2. Curriculum Review is
completed by graduating
students.
Sources of
Information
1. Student feedback
2. Faculty feedback
Data Collection
Methods
1. Curriculum
Review
2. Annual Review
Meeting by Program
Faculty
Equipment, Supplies,
Technology for
Instructional Purposes
1. 100% of the time,
students will agree that
the program supplied
ample equipment to
promote the learning
experience as reported on
the curriculum review.
2. 100% of the time, the
program will maintain a
2:1 student to treatment
table ratio to allow each
lab group space to
practice techniques.
1. Through this program
self-study, modifications
have been made to the
curriculum review
document. Outcome
measures to address this
threshold will be available
in the spring of 2015.
2. The program accepts
18 students into each
cohort. The classroom
and lab each have 9
treatment tables, which
maintains the 2:1 ratio.
Threshold met
1. Program faculty meet
annually during the spring
or summer semester to
review program
equipment and supplies.
2. Curriculum Review is
completed by graduating
students.
Sources of
Information
1. Student feedback
2. Faculty feedback
Data Collection
Methods
1. Curriculum
Review
2. Annual Review
Meeting by program
faculty
4.1.4.
Mission, philosophy,
goals and objectives
1. 100% of the time the
college’s mission, goals,
and objectives reflected
in the college’s policies
and procedures are
congruent with the
mission, goals, and
objectives of the program
reflected in the program’s
policies and procedures.
2. 100% ultimate
licensure pass rate to
achieve the program goal
of graduating students
who earn their license.
1. Both the mission of the
college and the program
are to serve the
community through a
competitive workforce
supporting economic
development. Threshold
met
2. In 2013, the program
had an 83% first time pass
rate with 100% ultimate
pass rate on the licensure
examination. Threshold
met
1. Program faculty meet
annually during the spring
or summer semester to
review both the program
and college mission, goals
and objectives.
2. fsbpt report received in
November of each year.
3. Job placement survey
distributed to graduates in
the fall after May
graduation.
Sources of
Information
1. PTA Program
Policy and Procedure
Manual
2. College Catalog
3. Academic
Procedure Manual
4. Student Handbook
5. Student Feedback
6. Federation State
Boards for Physical
FTCC Form P-1 37 Revised 01/02/2014
3. 90% of graduates
seeking employment will
be employed by 6 months
after graduation as
reported on the job
placement survey.
3. According to the 2013
Job Placement Survey
100% of graduates
available to work were
employed. Threshold
met
Therapy
7. Faculty Feedback
Data Collection
Methods
1. Annual Review
Meeting by program
faculty
2. fsbpt reports
3. Job Placement
Survey
4.1.5.
Curriculum
1. 90% first time pass
rate on the licensure
exam, with 100%
ultimate pass rate.
2. 100% of students will
agree that the program
curriculum was organized
and progressed in a
sequential manner as
reported on the
curriculum review.
3. 100% of core PTA
classes will contain
behavioral written course
objectives.
4. 100% of core PTA
classes will use a variety
of effective methods to
measure students’
achievement of course
objectives.
5. 100% of PTA
technical skills courses
will require students to
pass practical
examinations with an
80% or better.
6. In PTA 110, 90% of
students will pass the
final laboratory practical
exam with an 80% or
better as documented in
Weave Assessment
1. The graduates of 2013,
according to the fsbpt
report, had an 83% first
time pass rate and 100%
ultimate pass rate.
Threshold not met.
Action: Student must
now pass the PEAT
practice exam in order to
take the exam in April,
prior to graduating.
2. According to the
curriculum review for
2014, 100% of the
students agreed that the
program curriculum was
organized and progressed
in a sequential manner.
Threshold met
3. The program faculty
meet annually during the
spring or summer
semester to review all
PTA course syllabi.
During the review
changes are made, when
necessary, to assure that
course objectives are
behavioral. Threshold
met
4. Assessments methods
are evaluated, renewed or
changed annually during
the spring or summer
semester by program
faculty. Assessment
methods include written
exams, laboratory
practicals, written papers,
group projects, individual
projects with
presentations, and skill
check-offs. Threshold
met
5. Program faculty meet
annually to review
courses and assessment
methods. All technical
skills classes (PTA 110,
PTA 130, PTA 140, PTA
150, PTA 160, PTA 240)
have at least one practical
examination. As
documented in the
1. Annual pass rate report
from the fsbpt each
November.
2. Students complete a
written curriculum review
and discussion with
program faculty.
3. Program faculty meet
annually during the spring
or summer semester to
review curriculum
sequence, course
schedules, course syllabi,
course objectives, and
evaluative methods.
4. Graduating students
complete curriculum
review each May.
5. Each faculty member
receives a teaching
evaluation annually, by
the department chair or
dean, to include lecture
objectives.
6. Weave Assessment
completed in May each
year.
Sources of
Information
1. PTA Program
Policy and Procedure
Manual
2. fsbpt reports
3. Student feedback
4. Faculty feedback
Data Collection
Methods
1. Annual Review
Meeting of program
faculty
2. Written
Curriculum Review
completed by
graduating students
3. Pass Rate report
from fsbpt
FTCC Form P-1 38 Revised 01/02/2014
Physical Therapist
Assistant Program Policy
and Procedure Manual,
students must earn an
80% or better to pass the
practical examination.
Threshold met
6. During the fall
semester of 2013, 100%
of students passed the
final laboratory practical
exam with an 80%or
better. Threshold met
4.1.6
Clinical Education
Program
1. 100% of program
students will agree that
they were well prepared
for clinical education as
documented in the
curriculum review.
2. 100% of program
students will complete
and pass their clinical
education course in the
allotted length.
3. 100% of program
students will complete a
variety of clinical
education to include
acute care and outpatient
services.
4. A program faculty
member will complete a
site visit or phone
conference at midterm of
each clinical education
rotation 100% of the
time.
5. Open communication
between the ACCE, CI,
and CCCE 100% of the
time.
1. 100% of program
students agreed that they
were well prepared for
clinical education.
Threshold met
2. 100% of program
students completed and
passed their clinical
education courses in
2013-2014 academic year,
during the allotted time.
Threshold met
3. During the 2013-2014
academic year, 100%of
program students
experienced acute care
and outpatient physical
therapy services; 40%
were able to experience
acute care, rehab, and
outpatient services. Our
school also has an
affiliation agreement with
a military hospital and
20% of students were able
to complete an affiliation
at the military hospital on
Fort Bragg.
Threshold met
4. During the 2013-2014
academic year, a site visit
was completed 100% of
the time. Threshold met
5. Communication is
encouraged prior and
throughout the clinical
education portion of the
curriculum. The ACCE
maintains communication
with the CCCE at each
facility through email and
telephone conversations.
The ACCE also attempts
to meet with CCCE
during site visits. The
students hand carry letters
to their CI during their
first clinical experience.
The letter notifies the CI
of what skills have been
instructed and what
1. Clinical education
course evaluations
completed by CI at
midterm and final of each
clinical rotation.
2. Clinical site visits, to
be completed at midterm,
will be scheduled by the
ACCE at the start of each
clinical rotation.
3. Program faculty meet
annually to discuss
clinical education
objectives, sequence,
variety, and student
preparation.
4. Oral and written
communication between
ACCE and CCCE is
maintained throughout the
year.
5. Curriculum review is
completed by graduating
students.
Sources of
Information
1. Student feedback
2. CI feedback
3. CCCE feedback
4. Faculty feedback
Data Collection
Methods
1. Annual Review
Meeting of program
faculty
2. Clinical Education
Evaluation of student
completed by CI.
3. Clinical Education
Evaluation of clinical
site completed by
student.
4. Meetings between
the ACCE, CI and the
CCCE.
5. Curriculum
Review
FTCC Form P-1 39 Revised 01/02/2014
further coursework
remains. It also
encourages
communication with the
ACCE as needed during
the clinical experience.
This letter is an attempt to
improve communication
with individual CI’s.
Threshold met
4.1.7.
Performance of recent
graduates
1. The 3 year average of
first time pass rate for
licensure exam will equal
90% as documented in
Weave Assessment.
2. The 3 year average
ultimate pass rate for
licensure exam will equal
100%.
3. 100% of employers of
recent graduates will be
satisfied with their
quality of work as
reported on the annual
employer survey.
4. 100% of employers
would agree to hire future
program graduates as
answered on the annual
employer survey.
1. First time passing rates
for licensure exam as
follows: 2011= 92%,
2012= 93%, 2013= 83%.
The 3 year average of first
time passing rates for
licensure exam is 89%.
Threshold is not met.
Action: Students are
required to pass the PEAT
practice exam, in order to
take the licensure exam
prior to graduation. This
action assures that the
academically strong and
prepared students take the
licensure exam while
completing their clinical
education. Students who
do not pass the PEAT
exam develop scheduled
study plans to assist with
their preparation for the
licensure exam to be taken
after graduation.
2. The 3 year average of
ultimate passing rate for
2011-2013 is 100%.
Threshold met
3. On the 2013 employer
survey, 100% of
employers who responded
were satisfied with the
quality of work of FTCC
graduates. Threshold
met
4. On the 2013 employer
survey, 100% of
employers who responded
stated that they would
agree to hire future
program graduates.
Threshold met
1. Annual pass rate
report from the fsbpt each
November.
2. Annual employer
surveys are distributed to
facilities identified on the
job placement survey
given to recent graduates.
3. Weave Assessment
completed each May.
4. Program faculty meet
annually during the spring
or summer semester to
review and discuss
licensure pass rates and
employer surveys.
Sources of
Information
1. Student feedback
2. Employer
feedback
3. Faculty feedback
4. Advisory board
feedback
5. fsbpt reports
Data Collection
Methods
1. Weave
Assessment
2. Employer Survey
3. Annual Review
Meeting of program
faculty
4. Pass Rate report
from fsbpt
4.1.8.
Admissions process,
criteria, and
prerequisites
1. 90% of students will
be satisfied with the
admissions process as
reported in the graduate
survey.
2. Over a 3 year average,
75% of students admitted
into the program will
graduate.
1. The graduate survey
for 2013 reported 100% of
graduates were satisfied
with the admissions
office/process.
Threshold met
2. The graduation rates
for the past 3 years are
2012= 83%, 2013= 67%,
2014= 83%. The 3 year
1. Graduating students
complete a graduation
survey each year.
2. The annual program
review reflects the
graduates satisfaction and
program retention.
3. Program faculty meet
annually during the spring
Sources of
Information
1. Student feedback
2. Faculty feedback
Data Collection
Methods
1. Graduate Survey
2. Annual Review
FTCC Form P-1 40 Revised 01/02/2014
. average of graduation
rates is 78%. Threshold
met
or summer semester and
discuss the admissions
criteria and process.
Meeting of program
faculty.
3.Annual Program
review
4.1.9.
Program enrollment
1. Over a 3 year average,
90% of students seeking a
job will be employed as
reported on the Job
Placement Survey.
2. 100% of the time,
students agree that they
received a variety of
clinical experiences as
reported in the
curriculum review.
3. The program will
maintain 80% retention
rate after the completion
of the spring semester as
reported in the annual
program review.
4. The program will
maintain affiliation
contracts with 1.5 times
facilities to students
(28:18) to assure ample
clinical education sites.
1. The percentage of
graduates seeking
employment who are
employed 6 months after
graduation is as follows:
2011= 91%, 2012= 100%,
2013= 100%. The 3 year
average of graduates
seeking employment who
are employed is 97%.
Threshold met
2. Through this program
self-study, modifications
have been made to the
curriculum review
document. Outcome
measures to address this
threshold will be available
in the spring of 2015.
3. The retention rates are
as follows: 2012= 78%,
2013= 83%, 2014= 94%.
The 3 year average of
retention rate after the
first year is 85%.
Threshold met.
4. The college has
affiliation contracts with
36 facilities to assure
ample and a variety of
clinical education sites.
Threshold met
1. Job placement survey
is completed by recent
graduates annually.
2. Program faculty meet
annually during the spring
or summer semester to
discuss program
enrollment, adequate
teaching facilities and
equipment, and adequate
number of contracts with
clinical sites
Sources of
Information
1. Student feedback
2. Faculty feedback
Data Collection
Methods
1. Job Placement
Survey
2. Annual Program
Review
3. Annual Review
Meeting of program
faculty
4. Curriculum
Review
5. Academic
Agreements
4.1.10.
Core faculty
1. 100% of teaching
observations, performed
by supervisor, of core
faculty will “meet
expectations” at a
minimum.
2. 100% of student
evaluations of core
faculty will report
agreement with the
following statement. The
instructor demonstrates
exceptional knowledge of
the course’s subject
matter.
3. 100% of core faculty
will complete the
Excellence in Teaching
course developed by the
college.
4. 100% of core faculty
who have taken the
Excellence in Teaching
course will report that the
course was beneficial to
their job and
performance.
1. The teaching
observations for 2013-
2014 either met or
exceeded expectations.
Threshold met
2. The course evaluations
of core faculty completed
by students for 2013-2014
academic year reported
100% agreement with
above statement.
Threshold met
3. The core faculty have
completed the above
stated course. Threshold
met
4. When new faculty
members verbally
questioned about the
course, they stated that the
30 hour course provided a
good overview of
teaching and what the
college had to offer.
100% of core faculty
reported that the course
was beneficial.
1. Teaching observation
by superior are completed
once per academic year.
2. Student evaluations of
core faculty are completed
once per academic year.
3. Excellence in Teaching
online course is
completed upon hire.
Sources of
Information
1. Student feedback
2. Supervisor
feedback
3. Faculty feedback
Data Collection
Methods
1. Teaching
observation
2. Student evaluation
3. Completion of
Excellence in
Teaching course
FTCC Form P-1 41 Revised 01/02/2014
Threshold met
4.1.11.
Adjunct and supporting
faculty
1. 100% of student
evaluations of
adjunct/supporting
faculty will report
agreement with the
following statement. The
instructor demonstrates
exceptional knowledge of
the course’s subject
matter
1. Through completion of
this self-study it was
determined that the
effectiveness of adjunct
faculty/guest speakers was
not evaluated.
Evaluations will now be
completed on each guest
speaker that visits the
program. Evaluation of
the adjunct lab professor
was completed in spring
2014. 100% of students
agreed with the statement
that the instructor
demonstrated exception
knowledge of the course’s
subject matter.
Threshold met
1. Evaluations to be
completed during each
semester.
Sources of
Information
1. Student feedback
2. Faculty feedback
Data Collection
Methods
1. Student
evaluations
4.1.12.
Clinical education
faculty
1. 100% of clinical
instructors will provide
effective supervision as
reported on the student
evaluation of clinical site.
2. Greater than 50% of
clinical instructors will be
certified clinical
instructors as reported on
the evaluation of the
student.
3. The program ACCE
will meet/speak with
100% of clinical
instructors during
midterm of each clinical
rotation.
1. The student
evaluations for spring
2013 and spring 2014
reported 100% effective
supervision provided by
the clinical instructor.
Threshold met
2. Certified clinical
instructors in spring
2013= 60%, spring 2014=
53%. Threshold met
3. The ACCE arranges
meeting with student and
CI during the first few
days of clinical. The
ACCE meets with each
student and CI during the
midterm of clinical
education. Threshold
met
1. Student evaluation of
clinical site completed at
the end of each clinical
education rotation.
2. Program faculty meet
annually during the spring
or summer semester to
discuss clinical education.
3. The ACCE arranges a
meeting or phone
conversation with each CI
during midterm of the
clinical education
rotation.
4. CI self-assessment
completed during each
clinical rotation.
Sources of
Information
1.Student feedback
2. Clinical Instructor
feedback
3. ACCE feedback
4. CCCE feedback
Data Collection
Methods
1. Student Evaluation
of clinical site
2. CI Evaluation of
student
3. Midterm Meetings
with CI and ACCE
The above evaluated student outcome which did not meet set threshold, was first time licensure passing rate. First time passing rate in 2013 was 83.3% which is below the threshold set at 90%. During the spring 2014 semester, students were required to pass the PEAT (practice exam) prior to taking the licensure exam in April, prior to graduation. The licensure exam is schedule 4 times per year, and students are able to take the examination in April, if graduation is assured by program director. Now with the requirement implemented by Department Chair, strong students who pass the practice examination are able to take the licensure examination in April. Students who do not sit for the proctored practice exam or do not pass the practice examination, must wait until July to take the licensure, after graduation. This allows these students to complete coursework and allows increased study time to prepare for licensure exam. Also students who do not pass practice examination must complete a detailed study plan and schedule that they will utilize to prepare.
FTCC Form P-1 42 Revised 01/02/2014
The first time pass rate for 2014 graduates is 92%. Refer to Appendix F titled "FSBPT Report".
FTCC Form P-1 43 Revised 01/02/2014
X-3.6 Constituency Satisfaction (Self-Study Team’s assessment) A. What inquiries have been taken in the past three (3) years to determine the level of satisfaction from current students, alumnae, employers, and other relevant groups? Describe the data collected by the program and how it relates to issues such as learning outcomes, employability, and preparation for life after college. The program faculty meet annually to review the following surveys and reports: Graduate Survey, Employer Survey, Job Placement Survey, Curriculum Review, Federation of State Boards for Physical Therapy (FSBPT) Report. The faculty review employment rates (6 months after graduation), licensure exam passing rates, and satisfaction of graduates and employers of graduates. When reviewing the Employer Survey, specific attention is given to "satisfaction of the graduates' quality of work" and whether they would "consider hiring future FTCC graduates". Graduates satisfaction of program resources, faculty advisement, clinical education experiences, overall preparedness for the profession, and overall quality of the program are reviewed. Graduates are asked if they would recommend the PTA Program to a friend or family member. B. What were the results of these inquiries based upon the faculty review and analysis of the reported data? Please attach any relevant reports, survey analysis instruments, etc. How has the program responded to suggestions for improvement or findings of dissatisfaction? Overall findings of the above stated surveys and reports have been positive. One specific suggestion for improvement or dissatisfaction was regarding clinical education length. The shortest clinical rotation (144 hours) was actually divided into two separate rotations (PTA 180AA and PTA 180BB), that occurred during the first week of the summer semester and then returning at the start of the fall semester. A curriculum change was approved to combine these two experiences into one. This change begins with the current freshman class. The 2013 Graduate Survey reported satisfaction with program instruction, overall quality of the program, and academic advising. Graduates also reported that if they had to begin again they would choose PTA Program at FTCC. They also stated that they would recommend the program to family and friends. The 2013 Employer Survey reported satisfaction with the quality of work and stated that they would hire future FTCC graduates. One of the program goals is for graduates to gain licensure and employment. Program faculty review licensure passing rates and employment rates annually. According to the FSBPT Report, the 2013 graduates had an 83% first time pass rate on the licensure exam with an ultimate 100% pass rate. The program derived threshold for first time
FTCC Form P-1 44 Revised 01/02/2014
pass rate on licensure exam is 90%. An action plan was initiated. 2014 Graduates were required to pass the PEAT (licensure practice exam) prior to taking the exam. Students purchase the PEAT (includes 2 exams), and sit for proctored computerized exam. Students who do not pass are required to develop a detailed action plan and study guide to prepare for licensure exam. This action plan must be reviewed and approved by the Department Chair. The Job Placement Survey revealed 100% employment of 2013 graduates six months after graduation. Refer to Appendix F titled "Surveys and Reports".
FTCC Form P-1 45 Revised 01/02/2014
X-3.7 Appraisal and Direction for the Future A. What are the projected enrollments for this program for the next three years? Enrollment is expected to be maintained at 18 students annually. Enrollment growth is limited by the available number of clinical sites and maintaining ratios in all laboratory instruction.
B. Are there opportunities to expand this program (e.g., increase enrollments, add new concentrations, offer distance-learning courses, or increase assistance to graduates of the program with job placement support during program attendance and after graduation)? Please explain. What resources would be required to expand the program successfully? If enrollment increased additional full-time faculty positions would be required. These positions would be necessary to locate and develop new contracts with additional clinical sites. Also more faculty would be required to teach additional sections, currently the laboratory holds 18 students. It would be beneficial to have a college web-based job posting site where graduates and employers could be directed.
FTCC Form P-1 46 Revised 01/02/2014
C. As you reflect on this program review, how would you describe the current health and vitality of the program? What are its strengths? What are some untapped opportunities? Are you optimistic about its future? Why? The PTA program develops students into professionals who pass the licensure exam and maintain gainful employment. The success of the program is secondary to: 1. Dedicated faculty who provide extra assistance to students outside of scheduled class times. The faculty's goal is for success of each program student. 2. The program provides open lab times outside of scheduled class, for continued practice of newly learned skills. 3. The program has 3 different clinical rotations and currently is able to offer students a variety of experiences and settings. 4. The program has good relationships with current clinical education sites. 5. The program students have interacted with other health program students (nursing and dental). The PTA students have provided instruction in transfers and mobility device training. Developing interdisciplinary relationships as students benefits the work environment. In the future, the Department Chair would like to develop further professional relationships and interactions/activities of all Health Program students. Interactions as students will promote understanding of the other's role in the workplace. Another opportunity in the future is the development of a DPT program at Methodist University. The Department Chair is on the Advisory Board for the DPT program and has established professional relationships with the program director and current faculty. Future interactions between DPT and PTA students will strengthen the understanding of the other's knowledge base and skill level. These interactions will better prepare FTCC PTA students for the work environment.
FTCC Form P-1 47 Revised 01/02/2014
D. As you reflect on the assessment of student learning outcomes, measures of constituency satisfaction, deliberations of faculty or advisory committees, or any other indicators of program efficiency and effectiveness, what areas require the most immediate attention? What are the program’s existing weaknesses and possible threats? Please explain. The PTA Program underwent an accreditation self-study and site visit during 2014. The site visitors from CAPTE (Commission on Accreditation in Physical Therapy Education) stated that program course objectives and examinations were written in lower level Bloom's Taxonomy. The site visitors also stated expectations that program course objectives and examination questions be linked to the 92 curriculum standards of CAPTE. The report of the site visitors has been received and reviewed. The official CAPTE report of accreditation will not be received until May 2015. Immediate attention will be awarded to re-writing all course objectives. The updated objectives will include one behavior and condition, and will incorporate cognitive, affective and psychomotor domains. The Department Chair is submitting a request to purchase ecurriculum to assist with mapping course objectives and exam questions to all 92 CAPTE curriculum criteria in order to show instruction, progression, and competency of student in each area.
FTCC Form P-1 48 Revised 01/02/2014
E. What specific initiatives are planned as a result of this program review? How will the program take advantage of the strengths and opportunities and also and redress weaknesses and threats? Evaluation of the PTA Program through this program review and the CAPTE self-study and site visit, the Department Chair has identified opportunities for improvement. Currently the program has stated outcomes/goals, however, development of program core competencies that would interface with the college core competencies is warranted. Rewriting all PTA course objectives to include multiple levels of Bloom's Taxonomy and cognitive, affective, and psychomotor aspects of learning. Currently the program instructs students at a higher level than what is measured by course objectives. Curriculum mapping to the college competencies is complete, however, mapping the course objectives and examinations to all of the CAPTE criteria is a planned undertaking. The program is also reviewing the clinical education grading tool and the possibility of clinical education courses being graded as pass/fail. F. What is the anticipated timetable for completing these initiatives? Who will be involved? Who will take the leadership role during these initiatives? All of the program faculty will assist in these initiatives with the Department Chair in the leadership role. The above stated initiatives to be completed in the by December 2015.
FTCC Form P-1 49 Revised 01/02/2014
G. Please provide any long term major resource planning. Resource planning will include purchasing and maintaining curriculum mapping software to maintain the accreditation standards and expectations. Also allocating resources to equipment that becomes outdated or obsolete.
H. Conclusions. The PTA Program is committed to the college's mission and purpose. The PTA Program faculty are dedicated to the success of the program and its students/graduates. The program faculty are motivated to update the curriculum objectives and develop competent, ethical, and professional Physical Therapist Assistants.
FTCC Form P-1 50 Revised 01/02/2014
X-4 Appendices
List of Attachments Please indicate any supplemental materials submitted with this review document.
Appendix A: Skills Check-offs and Laboratory Practical Rubric Appendix B: Mapping of College Competencies Appendix C: Advisory Board Meeting Minutes Appendix D: Professional Development Appendix E: Equipment Calibration Checklist 2014 Appendix F: FSPBT Report Appendix G: Surveys and Reports
Fayetteville Technical Community College
Advisory Committee
PTA Program Meeting Agenda
Date: December 2, 2014
Location: FTCC, HTC 241
Meeting Facilitator:
Lynne McDonough, PTA Program Chair and ACCE
PTA Faculty:
Casey Criscione, PT, MSPT
Mrs. Janice Gilluly, PTA
Mrs. Lynne McDonough, PT, MSPT
Committee Membership 2014-2015:
Mr. John Cole, PTA
Ms. Robin Crump, PTA
Ms. Marcella Eubanks, PTA
Ms. Dusty Glover, PT
Ms. Mary Hoilien, PTA
Ms. Krista Lewis, PTA
Mr. Eric McDonough, OTR, MBA
Ms. Crystal Morris, PTA
Mr. Ryan Robinson, PTA
I. Call to order and Welcome
II. PTA Program Leadership
a. Casey Criscione, PT, MSPT was hired in January 2014 as a 10 month full-time
faculty and has completed her first year as program faculty. Casey graduated
from Gannon University and has 10 years of clinical experience, 3 years of
supervisory experience, and is NDT certified. She is also a certified yoga
instructor.
b. Janice Gilluly, PTA began teaching fall 2014 as a part-time instructor in PTA
130, modalities class. She continued as part-time instructor in the spring and
assisted Casey in PTA 140, Therapeutic Exercise, PTA 150, second level
modalities class, and the summer course, PTA 160, Goniometry and MMT. Jan
has expanded her hours and now assists in all the PTA courses with a lab
component. Her dedicated presence in the lab allows for a 9:1 student to faculty
ratio.
c. Lynne McDonough, PT, MSPT completed her second full year as Department
Chair and ACCE. She has also completed the self-study and site visit for the
accreditation process.
III. Admissions Process and Trends
a. Competitive Selection
1. Students must apply to the PTA program November 1st through
January 30th for a start date the following fall.
a. Full application process on-line.
b. Health program counselor relocated to HTC which
streamlined the admission process and improved
communication.
2. Transcripts are assessed to ensure students have met all
prerequisites and competitive points are calculated.
3. Students meeting all requirements and deadlines are classified as
category 1 applicants
4. Students not meeting all deadlines or requirements are classified as
either category 2 or ineligible
5. Category 1 students participate in an information session with the
program chair and are evaluated for additional quality points.
Program faculty have revised the competitive points awarded by
the department. **See attached**
6. Currently program faculty are recommending that Department
Competitive points have a standard weight among all health
programs versus standard 15 points
b. Trends in Competitive Process
1. The average age of students remains in the low to mid 30s as more
people are re-entering the work force or changing careers
2. Consistently high number of applicants with 49 category 1
applicants in 2010, 45 in 2011, 49 in 2012, 58 in 2013, and 68 in
2014.
3. Suspect an increase in eligible, category 1, applicants in 2015,
secondary to Central Carolina Community College not receiving
initial accreditation.
IV. Student Admission and Demographic Information by Class
a. Class of 2011
1. Graduation Rate from original cohort of 18 students: 72%
2. First attempt pass rate: 92%
3. Total pass rate: 100% (no record of one graduate taking the exam)
4. Nine female students and 4 male students
b. Class of 2012
1. Graduation Rate from original cohort of 18 students: 83%
2. First attempt pass rate: 93%
3. Total pass rate: 100%
d. Class of 2013
1. Graduation Rate from original cohort of 18 students: 67%
2. First attempt pass rate: 83%
3. Total pass rate: 100%
4. Nine female students and 3 male students
e. Class of 2014
1. Graduation Rate from original cohort of 18 students: 83%
2. First attempt pass rate: 100% (5/5 in April 2014; 10 scheduled to take exam in
July) Awaiting FSBPT report
3. Fifteen female students
f. Class of 2015
1. Retention rate from original cohort of 18 students: 94%
2. 12 female students and 5 male students
g. Class of 2016
1. Retention rate from original cohort of 18 students: 94%
2. 14 female students and 3 male students
3. 1 student to take practical of information covering the 2 PTA courses in the
first on 12/3/14. Possibly to be readmitted into program and join class of 2016.
V. Licensure and First Pass Rate Strategy:
a. Peat Exam will continue to be given due to improved first time pass-rate over the
past three years.
b. Taking practice exam is a requirement of program. For the past 2 years there
have been a total of 4 students who did not pass the Peat Exam and were required
to take another comprehensive practice examination. The length of time between
these 2 exams did not allow enough time each of the students to prepare and pass
the additional practice exam. Therefore, a change in requirement for the terminal
PTA course has been developed. Students who do not pass the Peat exam (2
attempts) will be required to develop, and turn in to Department Chair, a detailed
study plan to promote success on the licensure exam.
c. Peat Exam will be timed and scheduled to be taken in computer lab to simulate
licensure exam. We will schedule 2 different Peat Exams (beginning and end of
Spring Semester).
d. Students requesting to take the licensure exam prior to graduation must pass the
Peat Exam prior to scheduling licensure exam. This was a suggestion that was
discussed in the Spring 2013 Advisory Committee meeting.
e. Update: 6/15 students attempted to take the Peat exam at the start of the spring
semester. All 6 passed the practice exam, 5/6 decided to take the licensure exam
in April prior to graduation. All 5 passed!!!! The remaining students were
required to take the practice exam prior to the end of the semester. 2/9 students
did not pass either of the 2 Peat practice exams. These 2 students organized and
turned into the department chair a comprehensive study plan to prepare for the
exam in July.
VI. Curriculum changes for PTA Program
a. Removal of BIO 175, microbiology, from the curriculum
b. Connecting clinical rotations PTA 180A and PTA 180B into one clinical rotation
offered in the Fall of second year. This would offer a more complete clinical
rotation with less time spent on reorienting and in-processing the student when
they return to clinic in the fall. This change has begun with the class of 2016.
VII. Current topics being considered by Program Faculty
a. Changing the Clinical Education grading rubric to the CPI, which is on-line and
recommended by the APTA.
b. Changing the evaluation of clinical experience from a letter grade to pass/fail
course. There have been inconsistencies in grading and the confusion of the number
system with expectations of performing as an entry-level or new graduate.
c. Improving communication with clinical education faculty as a group: hosting
faculty meetings and possibly continuing education.
VIII. Discussion of local trends by the Advisory Committee
a. PTA positions available locally
b. Feedback of those who are CI's of other programs. Continuing education offered?
Input into the program? Grading rubric?
c. Preparedness of recent graduates or students who have interacted with Committee
members.
d. Update on scholarship endowment
e. Discussed partnership with local developing PT programs (Methodist and
Campbell) for student interactions and sharing of resources.
f. Discussed co-sponsoring continuing education courses with AHEC.
g. Discussed CI’s interactions with other schools faculty. Attendance to clinical
education faculty meetings on campus with break-out sessions and possible
continuing education credit.
h. Requested FTCC PTA Program to establish a Facebook Page.
IX. Accreditation
a. Commission on Accreditation in Physical Therapy Education (CAPTE) site visit
occurred October 19-22, 2014. Prior to their arrival, the program was reviewed
and the Self Study document was completed.
b. Thanks to those who met with the site visit team.
c. CAPTE meets in April to review all programs seeking reaccreditation. Official
report and accreditation status should be communicated in May 2015. The
program expects to receive full accreditation. This accreditation is every 10 years.
X. Next meeting scheduled for the spring 2015.
Fayetteville Technical Community College Physical Therapist Assistant Program
Spring Newsletter
June 2015
PTA students performing yoga as a stress relief during spring finals.
Accreditation CAPTE has reaffirmed accreditation for the PTA Program at FTCC!! Accreditation is
effective 4/29/2015 through 6/30/2025. The last 2 years have been dedicated to
the accreditation process and achieving this end goal. Program faculty are proud of
this achievement. Thanks to each of you who have supported this program during
this accreditation process.
Class Stats Class of 2012
1. Graduation Rate from original cohort of 18 students: 83%
2. First attempt pass rate: 93%
3. Total pass rate: 100%
Class of 2013
1. Graduation Rate from original cohort of 18 students: 67%
2. First attempt pass rate: 83%
3. Total pass rate: 100%
4. Nine female students and 3 male students
Class of 2014
1. Graduation Rate from original cohort of 18 students: 83%
2. First attempt pass rate: 92%
3. Total pass rate: 92% (2 students have not taken licensure exam secondary
to furthering education and medical reasons)
4. Fifteen female students
Class of 2015
1. Graduation Rate from original cohort of 18 students: 94%
2. First attempt pass rate: 90% (10 students took exam in April and the
remaining 7 are scheduled to take the exam in July 2015)
3. 12 female students and 5 male students
Class of 2016
1. Retention rate from original cohort of 18 students: 94% (1 student joined
the cohort in January 2015, second semester of the program, after passing a
practical exam) Current number of students in this cohort is 18.
2. 15 female students and 3 male students
Class of 2017
1. Acceptance rate: 18%
2. 13 female students and 5 male students
Program Updates Discussed During Fall Meeting Curriculum Change:
1. PTA 180AA and PTA 180BB clinical education courses have been combined
into one clinical education experience, PTA 180, which occurs during the Fall
Semester of the second year. Current program students are the first to
experience this new format. Initial feedback is positive, allowing students
increased time for courses scheduled (Pathophysiology and Orthopedics Tests
and Measures) during the already intense Summer Semester. Students will
complete consecutive days (144 hours) of clinical experience August 24-
September 18, 2015.
2. All clinical education courses are now being graded as Pass/Fail courses.
Spring of 2015 was the first clinical education (PTA 260) to be graded as
Pass/Fail. All 17 students passed their clinical experience.
Education/communication of the change in grading format was completed
through written letter, hand carried by the student, and through ACCE and CI
meetings at midterm of each clinical experience. All feedback about this
change was positive.
Curriculum Mapping:
Program faculty are currently revising objectives for all program courses and
mapping these objectives to CAPTE evaluative criteria, Blooms Taxonomy, NCPTE
(licensure exam) blueprint, Normative Model for PTA’s by the APTA, and FTCC
competencies. In the fall of 2015 all PTA exams will be computerized with the
ability to map test questions to objectives and the above stated criteria. Evidence
of FTCC’s support of the PTA Program is demonstrated through purchasing this
curriculum mapping software.
Facebook Page:
Program Director is currently working with Marketing to develop a Facebook page
for the PTA Program at FTCC.
Clinical Education Faculty:
Program faculty are discussing opportunities Clinical Instructor Meetings and
possible Professional Development.
Activities on Campus Graduation of 2015
PTA graduate, Maria Jackson, was awarded the President’s Award! Requirements
for consideration: 3.0 GPA, campus involvement, and faculty nomination essay.
One student is awarded this honor which included dinner with President Keen and
Board of Trustee, honored during graduation ceremony, and $1000.
Congratulations Maria!
Employment
Through communication with Program Director 4 out of the 9 currently licensed
graduates of 2015 have secured employment.
Functional Anatomy
During the spring of 2015, the PTA students had the opportunity to observe and
participate in cadaver dissection with multiple visits to the cadaver lab. Students
stated observing actual human tissue enhanced their learning experience. This
learning experience was possible secondary to the Faculty of the Funeral Service
Program and Casey Backus who volunteered time outside of scheduled class to lead
this valuable experience.
Student Interactions
During the summer of 2015, PTA students instructed Dental Hygiene students in
safe transfer techniques from wheelchair to dental chair. Students demonstrated
their skills and growth by taking on the role of instructor. Future health student
interactions are scheduled (assistive device training with Nursing students).
Thanks Many thanks for your support of our program and your willingness to serve on this
Advisory Board. Feedback and suggestions are welcome for the continued
improvement of the Physical Therapist Assistant Program at Fayetteville Technical
Community College. Please contact Lynne McDonough with any questions or
feedback.
Lynne McDonough 910-678-8259
Fayetteville Technical Community College Physical Therapist Assistant Program
Fall Newsletter
December 2015
Pictured are first year PTA students enjoying aquatics lab at Cape Fear Valley Health System.
Class Stats
Class of 2012
1. Graduation Rate from original cohort of 18 students: 83%
2. First attempt pass rate: 93%
3. Ultimate pass rate: 100%
Class of 2013
1. Graduation Rate from original cohort of 18 students: 67%
2. First attempt pass rate: 83%
3. Ultimate pass rate: 100%
4. Nine female students and 3 male students
Class of 2014
1. Graduation Rate from original cohort of 18 students: 83%
2. First attempt pass rate: 92%
3. Ultimate pass rate: 92%
4. Fifteen female students
Class of 2015
1. Acceptance Rate: 31% (18/58)
2. Graduation Rate from original cohort of 18 students: 94%
3. First attempt pass rate: 81%
4. Ultimate pass rate: 88% (2 students are scheduled to take the exam in
January 2016)
5. 12 female students and 5 male students
Class of 2016
1. Acceptance Rate: 27% (18/66)
2. Retention rate from original cohort of 18 students: 89% (1 student joined
the cohort in January 2015, second semester of the program, after passing a
practical exam) Current number of students in this cohort is 17.
3. 14 female students and 3 male students
Class of 2017
1. Acceptance Rate: 17% (18/103)
2. Retention rate 89% (1 student withdrew from program secondary to family
emergency, 1 student was unsuccessful in PTA 110)
3. 12 female students and 4 male students
Trends Acceptance Rate is decreasing secondary to increasing size of applicant
pool. There was a 56% increase in the number of applicants between
the last 2 admission cycles.
Program Updates
Curriculum Change
1. PTA 180 AA and PTA 180 BB were combined into one clinical rotation.
August 2015 was the first semester this change went into effect. Students,
CI, and CCCE’s all had a positive experience. Students spent less time
reorienting to clinics when they returned, and an extra week was spent on
course work (Pathophysiology and Orthopedics Tests and Measures) during
the already intense Summer Semester.
2. Clinical Education rotations will continue to be graded pass/fail. Spring of
2015 was the first clinical education (PTA 260) to be graded as Pass/Fail. All
17 students passed their clinical experience. Education/communication of
the change in grading format was completed through written letter, hand
carried by the student, and through ACCE and CI meetings at midterm of
each clinical experience. All feedback about this change was positive.
Curriculum Mapping:
Program faculty updated objectives for all PTA courses to match the depth and
breadth of material that is covered in PTA courses. Faculty are currently mapping
these objectives to CAPTE evaluative criteria, Blooms Taxonomy, NCPTE (licensure
exam) blueprint, Normative Model for PTA’s by the APTA, and FTCC competencies.
Computerized Testing:
Fall 2015, all PTA Program exams were computerized in a proctored computer lab.
Computerized testing allows students to become comfortable with computerized
testing utilized during licensure examination. Computer systems allows reports to
be run on individual questions, individual students, and class performance.
Program faculty are also mapping individual test questions to course objectives and
CAPTE criteria.
Practical Examination Changes:
In the past, each program students served as a patient for their classmate during
the laboratory practical examinations. Currently, graduates of the program, senior
students, or faculty play the role of patient during the practical examination. This
provides consistency in performance and grading, and allows for student privacy on
their outcome. It also relieves any stress or action over effecting the grade of a
classmate by their personal patient behavior. Practical examinations are now
recorded and provided to the student after all practical exams are completed.
Students watch the video and write a self-reflection on their performance.
Guest Speakers and Topics
Program faculty are diligent in maintaining a curriculum that covers current topics
and techniques. We have been very fortunate to have guest speakers on the
following topics: dry needling, ASTYM, Graston, Kinesiotaping, LSVT Big and LSVT
Loud. Students were able to learn and experience each of these techniques first
hand. Senior students also have completed an Impairment Based Handbook which
they can utilize as a resource during their upcoming clinical experiences. The
Handbook was organized, delegated, and edited entirely by the students. The PTA
Class of 2016 Impairment Based Handbook is available for review upon request.
Integrated Clinical Learning Experiences
Program faculty recognize the importance of integrated clinical learning. Students
have had the opportunity to learn from patients while in the classroom, especially
during the rehab course. Allowing students to visualize the clinical presentation of
a neurological disease/disorder following the lecture of the material is invaluable.
Faculty are looking to expand the number of patients who visit the classroom.
Please share any contact information of former patients who would enjoy
participating in this learning environment.
Collaborative Learning
The second year PTA Program students participated in nursing laboratory to instruct
first year nursing students in: assistive device training, transfer training,
AROM/PROM, and positioning. This was a successful learning experience for the
nursing students and allowed the PTA students to develop leadership roles. The
PTA Program continues to seek interactive learning experiences between different
health programs on campus.
Senior student, Victoria O’Quinn, instructs first year nursing students in proper transfer technique.
Thanks Many thanks for your support of our program and your willingness to serve on this
Advisory Board. Feedback and suggestions are welcome for the continued
improvement of the Physical Therapist Assistant Program at Fayetteville Technical
Community College. Please contact Lynne McDonough with any questions or
feedback. An Advisory Board Meeting will be scheduled during the Spring 2016
Semester.
Lynne McDonough
910-678-8259
Fayetteville Technical Community College
Advisory Committee
PTA Program Meeting Agenda
Date: May 24, 2016
Location: FTCC, HTC 241
Meeting Facilitator:
Lynne McDonough, PTA Program Chair and ACCE
PTA Faculty:
Casey Backus, PT, MSPT
Mrs. Janice Gilluly, PTA
Mrs. Lynne McDonough, PT, MSPT (present)
Committee Membership 2015-2016:
Ms. Brooke Browning, PT (present)
Mr. John Cole, PTA (present)
Ms. Marcella Eubanks, PTA (present)
Ms. Dusty Glover, PT
Ms. Mary Hoilien, PTA
Ms. Krista Lewis, PTA
Mr. Eric McDonough, OTR, MBA (present)
Ms. Crystal Morris, PTA (present)
I. Call to order and Welcome
II. PTA Program Leadership
a. Casey Backus, PT, MSPT was hired in January 2014 as a 10 month full-time
faculty and has completed 2.5 years as program faculty. Casey graduated from
Gannon University and has 10 years of clinical experience, 3 years of supervisory
experience, and is NDT certified. She is also a certified yoga instructor.
b. Janice Gilluly, PTA began teaching fall 2014 as a part-time instructor in PTA
130, modalities class. Jan has expanded her hours and now assists in all the PTA
courses with a lab component. Her dedicated presence in the lab allows for a 9:1
student to faculty ratio.
c. Lynne McDonough, PT, MSPT was hired as Department Chair and ACCE in
January 2013. She has also completed the self-study, site visit, and compliance
report for the accreditation process. She has completed her first semester in a
tDPT program at the College of Saint Scholastica and expects to graduate
December 2017.
III. Admissions Process and Trends
a. Competitive Selection
1. Students must apply to the PTA program November 1st through
January 30th for a start date the following fall.
a. Full application process on-line.
b. Health program counselor relocated to HTC which
streamlined the admission process and improved
communication.
2. Transcripts are assessed to ensure students have met all
prerequisites and competitive points are calculated.
3. Students meeting all requirements and deadlines are classified as
category 1 applicants
4. Students not meeting all deadlines or requirements are classified as
either category 2 or ineligible
5. Category 1 students participate in an information session with the
program chair and are evaluated for additional quality points.
b. Trends in Competitive Process
1. The average age of students remains in the low to mid 30s as more
people are re-entering the work force or changing careers
2. Consistently high number of applicants with 49 category 1
applicants in 2010 (37%), 45 in 2011(40%), 49 in 2012 (37%), 58
in 2013 (31%), and 68 in 2014 (26%), 103 in 2015 17%) and 112
in 2016 (16%).
3. Interest in the program has continued to grow and suspect
continued growth in applicants.
4. Growth of the program would require achievement of 90% or
greater of job employment rate, 6 months after graduation (per
CAPTE accreditation standards). Class of 2015-job employment
at 90%.
IV. Student Admission and Demographic Information by Class
a. Class of 2011
1. Graduation Rate from original cohort of 18 students: 72%
2. First attempt pass rate: 92%
3. Total pass rate: 100% (no record of one graduate taking the exam)
4. Nine female students and 4 male students
b. Class of 2012
1. Graduation Rate from original cohort of 18 students: 83%
2. First attempt pass rate: 93%
3. Total pass rate: 100%
d. Class of 2013
1. Graduation Rate from original cohort of 18 students: 67%
2. First attempt pass rate: 83%
3. Total pass rate: 100%
4. Nine female students and 3 male students
e. Class of 2014
1. Graduation Rate from original cohort of 18 students: 83%
2. First attempt pass rate: 92%
3. Total pass rate: 92% (1 student has taken NPTE-PTA x 3, 2 students have
never taken exam)
4. Fifteen female students
f. Class of 2015
1. Graduation rate from original cohort of 18 students: 94%
2. First attempt pass rate: 76%
3. Total pass rate: 88% (1 student has taken the NPTE-PTA x3, and 1 student
has 1 attempt)
4. 12 female students and 5 male students
g. Class of 2016
1. Graduation rate from original cohort of 18 students: 94%
2. First attempt pass rate: 100%!!!!! (11 students took exam in April 2016)
3. 14 female students and 3 male students
V. Licensure and First Pass Rate Strategy:
a. Peat Exam is scheduled and proctored in computer lab each January. Each
student must pass the Peat Exam to be permitted to take licensure exam in April.
b. Peat Exam has correctly identified 75% of those students who did not pass the
NPTE-PTA on the first attempt.
c. Class of 2016- 6/17 graduates attended a licensure review course which aided in
the organization of their study preparation.
d. Development of a hybrid review course being offered through FTCC continuing
education and Scorebuilders is scheduled to begin in Fall of 2016.
VI. Curriculum changes for PTA Program
a. Removal of BIO 175, microbiology, from the curriculum
b. Connecting clinical rotations PTA 180A and PTA 180B into one clinical rotation
offered in the Fall of second year. This change occurred with the class of 2016.
This change was reflected positively by students and clinical instructors.
c. All clinical education rotations are graded as pass/fail. Improved consistencies in
grading.
d. Fall of 2015 FTCC transitioned to a 10 point grading scale. It is now a
requirement for students to earn a “B” (80%) in all science and core PTA courses
to be accepted and progress through the program.
e. All objectives for PTA courses have been updated to include multiple levels of
Blooms Taxonomy. Updated objectives are being mapped to CAPTE standards,
Blooms Taxonomy level, NPTE blueprint, FTCC college objectives, and the
Normative Model for PTAs created by APTA.
f. All examinations in the program are computerized which began in the Fall of
2015. The examination software allows faculty to run reports to assess questions
and information learned. Test questions can be mapped to course objectives.
Computerized testing preps students for licensure examination. Current class has
had computerized testing since admission into the program.
VII. Current topics being considered by Program Faculty
a. Development of hybrid review course offered through FTCC continuing
education department.
b. Changing the Clinical Education grading rubric to the CPI, which is on-line and
recommended by the APTA.
c. Improving communication with clinical education faculty as a group: hosting
faculty meetings and possibly continuing education.
d. Partnership with local PT programs (Methodist and Campbell) for student
interactions and sharing of resources.
e. Evaluating the current physics class required for the degree
VIII. Discussion of local trends by the Advisory Committee
a. PTA positions available locally- Is there room for growth of the program??
Committee members report a decline in PTA positions in outpatient secondary to
the inability to treat Tricare patients. Also smaller clinics appreciate the
versatility of having a PT on staff who can complete evaluations and treatments.
b. Approached by Physical Therapy at Womack to grow and develop a program to
transition Army PT techs to licensed PTAs. After discussing the decrease in
positions available, growth of the program does not appear evident at this time.
c. Feedback of those who are CI's of other programs. Continuing education offered?
Input into the program? Continuing education ideas that committee members
were instructed in: gross anatomy review, functional based treatments, yoga and
physical therapy.
d. Preparedness of recent graduates or students who have interacted with Committee
members. Committee members reported adequate level of preparedness of recent
graduates. One member has an incoming student completing observation hours at
her clinic. She asked for a review of the admission process.
IX. Accreditation
a. Commission on Accreditation in Physical Therapy Education (CAPTE) site visit
occurred October 19-22, 2014. Prior to their arrival, the program was reviewed
and the Self Study document was completed.
b. CAPTE met in May 2015 to review all programs seeking reaccreditation. Full
accreditation was received with the completion of a compliance report.
Compliance report was submitted February 2016. Compliance report included:
updated rubrics for laboratory check-off skills, including critical safety elements
on all practical examinations, creating Memorandum of Agreement for education
experiences off campus, updating informed consent, remediation policies, and
failure to progress policies in the PTA program manual. CAPTE met in the
beginning of May 2016, and notifications are expected the first week of June.
This accreditation is every 10 years.
X. Next meeting scheduled for the fall 2016.