Intro to Clinical Week 4: CPI PTA – Flashcards
Unlock all answers in this set
Unlock answersquestion
Page #/Topic: Question
answer
Answer
question
1/Title Page: When was the PTA CPI published? By whom?
answer
August 2009. APTA
question
"3/Performance Criteria: List the 14 performance criteria.
answer
1. Safety 2. Clinical Behaviors 3. Accountability 4. Cultural Competence 5. Communication 6. Self-Assessment and Lifelong Learning 7. Clinical Problem Solving 8. Interventions: Therapeutic Exercise . 9. Interventions: Therapeutic Techniques 10. Interventions: Physical Agents and Mechanical Modalities 11. Interventions: Electrotherapeutic Modalities 12. Interventions: Functional Training and Application of Devices/Equipment 13. Documentation 14. Resource Management"
question
4/Disclaimer: What does the disclaimer state? Who assumes no responsibility for any 3rd party's use? How much representation concerning suitability does the Association make? What is the warranty when used by 3rd parties?
answer
Parties use this Instrument at their own risk. The American Physical Therapy Association assumes no responsibility for any third party's use of this Instrument. The Association makes no representations concerning the suitability of this Instrument for any particular purpose, and it hereby explicitly disclaims any and all warranties concerning this Instrument when used by third parties
question
"4/Validity and Reliability: Describe the validity and reliability of the CPI instrument.
answer
The psychometric properties of the Instrument (ie, validity and reliability) are preserved only when it is used in accordance with the instructions that accompany it and only if the Instrument is not altered (by addition, deletion, revision, or otherwise) in any way.
question
5/Introduction: When should the CPI be used?
answer
This instrument should only be used after completing the APTA web-based training for the Physical Therapist Assistant Clinical Performance Instrument (PTA CPI) at www.apta.org/education (TBD).
question
5/Introduction: Where can terms be found? How are they denoted? How often are they specially denoted?
answer
Terms used in this instrument that can be found in the Glossary are denoted by an asterisk (*) when they first appear in the document
question
5/Introduction: The PTA CPI is applicable to what? When can it be used?
answer
The PTA CPI is applicable to a broad range of clinical settings and can be used throughout the continuum of clinical education experiences
question
5/Introduction: What is every performance criterion important to? Where can the criteria be observable?
answer
Every performance criterion in this instrument is important to the overall assessment of clinical competence, and the criteria are observable in every clinical education experience
question
5/Introduction: All performance criteria should be rated based on what?
answer
All performance criteria should be rated based on observation of student performance relative to entry-level
question
5/Introduction: How can rater bias be avoided?
answer
To avoid rater bias, the PTA CPI from any previous student clinical education experience should not be shared with any subsequent clinical education experiences
question
5/Introduction: What does each performance cirterion include? (4) How many defined anchors are there?
answer
Each performance criterion includes 1 - a list of essential skills, 2 - a section for mid- experience and final comments for each performance dimension, 3 - a rating scale consisting of a line with five (5) defined anchors, and 4 - a significant concerns box for mid- experience and final evaluations
question
5/Introduction: What is provided at the end of the PTA CPI?
answer
Summative mid-experience and final comments and recommendations are provided at the end of the PTA CPI
question
5/Introduction: Altering the CPI instrument results in what?
answer
Altering this instrument is a violation of copyright law
question
6/Instructions for the Clinical Instructor: List the sources of information to complete the PTA CPI. (6)
answer
Sources of information to complete the PTA CPI may include, but are not limited to, 1 - clinical instructors (CIs), 2 - other physical therapist assistants, 3 - physical therapists, 4 - other healthcare providers*, 5 - patients, and 6 - students.
question
6/Instructions for the Clinical Instructor: List the methods of data collection. (10)
answer
Methods of data collection may include 1 - direct observation, 2 - videotapes, 3 - documentation review, 4 - role playing, 5 - interviews, 6 - standardized practical activities,7 - portfolios, 8- journals, 9 - computer-generated tests, and 10 - patient and outcome surveys.
question
6/Instructions for the Clinical Instructor: Prior to beginning to use the instrument in your clinical setting, what would be helpful?
answer
Prior to beginning to use the instrument in your clinical setting, it would be helpful to discuss and reach agreement on how the performance criteria will be specifically demonstrated at entry-level by PTA students in your clinical setting.
question
6/Instructions for the Clinical Instructor: What will th CI(s) assess? Completing the instrument includes what? Additionally what may the instrument be used on a daily basis?
answer
The CI(s) will assess a student's performance and complete the instrument, including 1 - the rating scale and comments, 2 - at mid-experience and 3 - final evaluation periods. Additionally, the instrument may be used on a daily basis to document observations.
question
6/Instructions for the Clinical Instructor: What will the CI(s) document with the instrument?
answer
The CI(s) will document the procedural interventions and related data collection skills performed by, observed by, or not available to the student using the drop down boxes in the left column of the procedural interventions and data collection skills tables
question
6/Instructions for the Clinical Instructor: When does the CI(s) review completed instrument with the PTA? When is the summative page completed?
answer
The CI(s) reviews the completed instrument formally with the PTA student at a minimum at the mid-experience evaluation and at the end of the clinical experience and signs the signature pages following each evaluation. The summative page should be completed as part of the final evaluation.
question
6/Instructions for the Clinical Instructor: What is each academic instituion responsible for? Since CIs are not responsible for assigning grades, it is essential for them to what?
answer
Each academic institution is responsible for determining minimum performance expectations for successful completion of each clinical experience. Since CIs are not responsible for assigning grades, it is essential for them to rate student performance based only on their direct observations.
question
6 & 7/Rating Scale: List the 5 rating scale anchors in order least to most.
answer
1 - Beginning Performance 2 - Advance Beginner Performance 3 - Intermediate Performance 4 - Advanced Intermediate Performance 5 - Entry-level Performance
question
6 & 7/Rating Scale: T/F The rating scales is a visual analog scale.
answer
False. The rating scales is NOT a visual analog scale
question
6 & 7/Rating Scale: If the vertical mark is in the center between Intermediate Performance and Advanced Intermediate Performance, what does that mean?
answer
The vertical mark indicates that the student has exceeded the anchor definition of ―intermediate performance, however the student has yet to satisfy the definition associated with ―advanced intermediate performance.
question
6 & 7/Rating Scale: What must happen in order to place the rating o an anchor?
answer
In order to place the rating on an anchor, all of the conditions of that level of the rating must be satisfied as provided in the definition for each of the 5 anchors
question
7/Instructions for the Student: When is the student expected to perform self assessment? What is it based on? Who are the players? (4)
answer
The student is expected to perform self-assessment at mid-experience and final evaluation based on formal and informal feedback from others, including 1 - CI, 2 - other healthcare providers, 3 - student peer assessments, and 4 - patient assessments.
question
7/Instructions for the Student: Where does the student self-assess their performance?
answer
The student self-assesses his/her performance on a separate copy of the instrument.
question
7/Instructions for the Student: What does the student document?
answer
The student documents the procedural interventions and related data collection skills that have been performed, observed, or are not available at the clinical site using the provided drop down boxes.
question
7/Instructions for the Student: When does the student review the completed instrument with the CI? Following the review, what does the student need to do?
answer
The student reviews the completed instrument with the CI at the mid-experience evaluation and at the end of the clinical experience and signs the signature page following each evaluation.
question
7/Instructions for the Student: What is each academic instituion responsible for? Since CIs are not responsible for assigning grades, it is essential for them to what?
answer
Each academic institution is responsible for determining minimum performance expectations for successful completion of each clinical experience. Since CIs are not responsible for assigning grades it is essential for them to rate student performance based only on their direct observations.
question
8/Instructions for Academic Coordinator/Director of Clinical Education (ACCE/DCE): What does an effective system for evaluating the knowledge, skills, and behaviors of the physical therapist assistant (PTA) student incorporate? And to make decisions on what?
answer
An effective system for evaluating the knowledge, skills, and behaviors of the physical therapist assistant (PTA) student incorporates multiple sources of information to make decisions about readiness for entry-level work.
question
8/Instructions for Academic Coordinator/Director of Clinical Education (ACCE/DCE): Sources of information may include what? (5)
answer
Sources of information may include 1- clinical performance evaluations of students, 2 - classroom performance evaluations, 3 - students' self-assessments, 4 - peer assessments, and 5 - patient assessments.
question
8/Instructions for Academic Coordinator/Director of Clinical Education (ACCE/DCE): The system is intended to enable clinical educators and academic faculty to obtain what?
answer
The system is intended to enable clinical educators and academic faculty to obtain a comprehensive perspective of students' progress through the curriculum and competence to work at entry-level. .
question
8/Instructions for Academic Coordinator/Director of Clinical Education (ACCE/DCE): The uniform adoption and consistent use of this instrument will ensure what?
answer
The uniform adoption and consistent use of this instrument will ensure that all physical therapist assistants entering the clinical environment have demonstrated competence in the requisite knowledge, skills, and behaviors
question
8/Instructions for Academic Coordinator/Director of Clinical Education (ACCE/DCE): Who assigns the grade? According to what?
answer
The ACCE/DCE reviews the completed form at the end of the clinical education experience and assigns a grade or pass/fail according to institution policy.
question
8/Instructions for Academic Coordinator/Director of Clinical Education (ACCE/DCE): Additionally, the ACCE/DCE reviews the procedural interventions and related data collection skills performed by the student to identify what?
answer
Additionally, the ACCE/DCE reviews the procedural interventions and related data collection skills performed by the student to identify areas that have not yet been addressed in the clinical education component of the curriculum
question
8/Rating Scale: How was the rating scale designed? How should student performance be described?
answer
The rating scale was designed to reflect a continuum of performance ranging from ―Beginning Performance to ―Entry-Level Performance.(See Appendix B) Student performance should be described in relation to one or more of the five anchors.
question
8/Rating Scale: Is the rating scale a visual analog scale? What does the vertical mark indicate? What is the condition in order to place the rating on an anchor definition?
answer
The rating scale is NOT a visual analog scale. The vertical mark indicates that the student has exceeded the anchor definition of the anchor description to the left, however the student has yet to satisfy the definition associated with the anchor definition to the right of the vertical line. In order to place the rating on an anchor, all of the conditions of that level of the rating must be satisfied as provided in the definition for each of the five anchors.
question
8/Rating Scale: What is considered an invalid use of the instrument? Give an example.
answer
Attempts to quantify a rating on the scale in millimeters or as a percentage would be considered an invalid use of the instrument. For example, a given academic institution may require their students to achieve a minimum student rating of ―intermediate performance by the conclusion of an initial clinical experience. It was not the intention of the developers to establish uniform grading criteria given the unique curricular design of each academic institution.
question
8/Rating Scale: What is each academic instituion responsible for? Since CIs are not responsible for assigning grades, it is essential for them to what? What would be inappropriate for the ACCE/DCE to provide?
answer
Each academic institution is responsible for determining minimum performance expectations for successful completion of each clinical experience. Since clinical instructors (CIs) are not responsible for assigning grades it is essential for them to rate student performance based only on their direct observations. It would be inappropriate for the ACCE/DCE to provide a pre-marked PTA CPI with minimum performance expectations, send an additional page of information that identify specific marked expectations, or add/delete items from the PTA CPI.
question
9/Determining a Grade: Who determines what constitutes satisfactory performance? What is the guide in the PTA CPI provided for?
answer
Each academic institution determines what constitutes satisfactory performance. The guide below is provided to assist the program in identifying what is expected for the student's performance depending upon their level of education and clinical education experience within the program.
question
9/Determining a Grade: Describe the first clinical experience expectations.
answer
First clinical experience: Depending upon the academic curriculum, ratings of student performance may be expected in the first two intervals between beginning performance, advanced beginner performance, and intermediate clinical performance.
question
9/Determining a Grade: What is expected for the intermediate clinical experience? What do the ratings depend upon for the intermediate clinical experience?
answer
Intermediate clinical experiences: Depending upon the academic curriculum, student performance ratings are expected to progress along the continuum ranging from a minimum of advanced beginner clinical performance (interval 2) to advanced intermediate clinical performance (interval 4). The ratings on the performance criteria will be dependent upon the clinical setting, level of didactic and clinical education experience within the curriculum, and expectations of the clinical site and the academic program.
question
9/Determining a Grade: What is expected for the final clinical experience?
answer
Final clinical experience: Students should achieve ratings of entry-level for all 14 performance criteria.
question
9/Determining a Grade: At the conclusion of a clinical experience, grading decisions made by the ACCE/DCE, may also consider what? (6)
answer
At the conclusion of a clinical experience, grading decisions made by the ACCE/DCE, may also consider: clinical setting 1. experience with patients in that setting. 2. relative weighting or importance of each performance criterion expectations for the clinical experience. 3. expectations of the clinical site. 4. progression of performance from mid-experience to final evaluations level of experience within the didactic and clinical components. 5. whether or not ―significant concerns box or ―with distinction box were checked congruence between the CI's narrative mid-experience and final comments. 6. related to the five performance dimensions and the ratings provided additional assignments (eg, journal, in-service education provided) site visit information.
question
10/Components of the Form: Performance Criteria: What describes the essential aspects of the clinical work of the PTA performing at entry-level?
answer
The 14 performance criteria describe the essential aspects of the clinical work of a physical therapist assistant performing at entry-level.
question
10/Components of the Form: Performance Criteria: How are the performance criteria grouped?
answer
The performance criteria are grouped by the aspects of clinical work that they represent.
question
10/Components of the Form: Performance Criteria: Items 1-6 represent what? Items 7-13 represent what? And, finally, item 14 represents?
answer
Items 1-6 are related to behavioral expectations, items 7-13 address patient interventions, and item 14 addresses resource management.
question
10/Components of the Form: Red Flag Item: How is a red flag item indicated in the tool?
answer
A flag to the left of a performance criterion indicates a ―red-flag item.
question
10/Components of the Form: Red Flag Item: How many red flag items are there? What are they considered?
answer
The five ―red-flag items (numbered 1, 2, 3, 5, and 7) are considered foundational elements in clinical work.
question
10/Components of the Form: Red Flag Item: Where do students often progress more rapidly?
answer
Students may progress more rapidly in the ―red flag areas than other performance criteria.
question
10/Components of the Form: Red Flag Item: A significant concern related to a ―red-flag performance criterion item warrants what? What might actions taken to address red flags include? (3)
answer
A significant concern related to a ―red-flag performance criterion item warrants immediate attention, more expansive documentation, and a telephone call to the ACCE/DCE. Actions taken to address these concerns may include 1 - remediation, 2 - extension of the experience with a learning contract, and/or 3 - dismissal from the clinical education experience.
question
10/Components of the Form: Procedural Interventions and Related Data Collection Techniques: What does performance criteria 8-12 address?
answer
Performance criteria 8 - 12 address categories of procedural interventions commonly performed by the entry-level PTA.
question
10/Components of the Form: Procedural Interventions and Related Data Collection Techniques: What are provided in association with each category? Why is the list not to be considered an exhausitive list?
answer
Common procedural interventions associated with each category are provided. Given the diversity and complexity of the clinical environment, it must be emphasized that the procedural intervention skills provided are not meant to be an exhaustive list.
question
10/Components of the Form: Procedural Interventions and Related Data Collection Techniques: What type of skills are most commonly utilized to measure patient progress? What is it relative to? Why is the list not to be considered an exhausitive list?
answer
Those data collection skills most commonly utilized to measure patient progress relative to the performance of the procedural interventions are provided. Given the diversity and complexity of the clinical environment, it must be emphasized that the associated data collection skills provided are not meant to be an exhaustive list.
question
10/Components of the Form: Procedural Interventions and Related Data Collection Techniques: What do the drop down boxes provide?
answer
Drop down boxes provide the following options for documenting the student's exposure to the listed skills: 1. Student performed skill. 2. Student observed skill. 3. Skill not available at this setting.
question
10/Components of the Form: Procedural Interventions and Related Data Collection Techniques: How should skill competence be summarized?
answer
Documentation of skill competence should be summarized using the rating scale and in the mid-experience and final comment sections.
question
10/Components of the Form: Essential Skills: What are the essential skills used to guide? How are they denoted?
answer
The essential skills (denoted with bullets in shaded boxes) for each criterion are used to guide the evaluation of students' competence relative to the performance criteria.
question
10/Components of the Form: Essential Skills: Why is the list not to be considered an exhausitive list?
answer
Given the diversity and complexity of the clinical environment, it must be emphasized that the essential skills provided are not meant to be an exhaustive list.
question
10/Components of the Form: Essential Skills: Why might all listed essential skills need not be present to rate student performance at the various levels?
answer
There may be additional or alternative skills relevant and critical to a given clinical setting and all listed essential skills need not be present to rate student performance at the various levels.
question
10/Components of the Form: Essential Skills: How are the essential skills listed?
answer
Essential skills are not listed in order of priority, but most are presented in logical order.
question
10/Components of the Form: Mid-experience and Final Comments: What must the instructor provide for all performance criteria?
answer
The clinical instructor must provide descriptive comments for all performance criteria.
question
10/Components of the Form: Mid-experience and Final Comments: When are the performance criterion comments written?
answer
For each performance criterion, space is provided for written comments for mid-experience and final ratings.
question
11/Components of the Form: Mid-experience and Final Comments: What are the 5 performance dimensions? What are they common to? Where do they appear?
answer
Each of the five performance dimensions (1 -supervision/guidance, 2 - quality, 3 - complexity, 4 - consistency, and 5 - efficiency) are common to all types and levels of performance and should be addressed in providing written comments. The performance dimensions appear above the comment boxes on each page for quick reference.
question
11/Components of the Form: Performance Dimensions: What does Supervision/guidance refer to? How is this expected to progress through clinical education?
answer
Supervision/guidance refers to the level and extent of assistance required by the student to achieve entry-level performance. As a student progresses through clinical education experiences, the degree of supervision/guidance needed is expected to progress from 100% supervision to being capable of independent performance with customary direction and supervision by the physical therapist and may vary with the complexity of the patient or environment.
question
11/Components of the Form: Performance Dimensions: What does Quality refer to? How is this expected to progress through clinical education?
answer
Quality refers to the degree of knowledge and skill proficiency demonstrated. As a student progresses through clinical education experiences, quality should range from demonstration of limited skill to a skilled or highly skilled performance of an intervention.
question
11/Components of the Form: Performance Dimensions: What does Complexity refer to? How is this expected to progress through clinical education?
answer
Complexity refers to the number of elements that must be considered relative to the patient, task, and/or environment. As a student progresses through clinical education experiences, the level of complexity of tasks, patient care, and the environment should increase, with fewer elements being controlled by the CI.
question
11/Components of the Form: Performance Dimensions: What does Consistency refer to? How is this expected to progress through clinical education?
answer
Consistency refers to the frequency of occurrences of desired behaviors related to the performance criterion. As a student progresses through clinical education experiences, consistency of quality performance is expected to progress from infrequently to routinely.
question
11/Components of the Form: Performance Dimensions: What does Efficiency refer to? How is this expected to progress through clinical education?
answer
Efficiency refers to the ability to perform in a cost-effective and timely manner. As the student progresses through clinical education experiences, efficiency should progress from a high expenditure of time and effort to economical and timely performance.
question
11/Components of the Form: Rating Student Performance: How is each performance criterion rated?
answer
Each performance criterion is rated relative to entry-level work as a physical therapist assistant.
question
11/Components of the Form: Rating Student Performance: What does the rating scale consist of?
answer
The rating scale consists of a horizontal line with 5 vertical lines that serve as defined anchors and identify the borders of four intervals.
question
11/Components of the Form: Rating Student Performance: Where can the rating marks be placed?
answer
Rating marks may be placed on the horizontal line, including on the 5 anchor lines or anywhere within the four intervals.
question
11/Components of the Form: Rating Student Performance: Are the rating scales different between mid and final evaluations? How do you rate the mid-experience evaluation?
answer
The same rating scale is used for mid-experience evaluations and final evaluations. Place one vertical line on the rating scale at the appropriate point indicating the mid-experience evaluation rating and label it with an ―M.
question
11/Components of the Form: Rating Student Performance: How do you rate the final-experience evaluation?
answer
Place one vertical line on the rating scale at the appropriate point indicating the final evaluation rating and label it with an ―F.
question
11/Components of the Form: Rating Student Performance: What does placing a rating mark on an anchor line indicate?
answer
Placing a rating mark on an anchor line indicates the student's performance matches the corresponding definition.
question
11/Components of the Form: Rating Student Performance: What does placing a rating mark in an interval indicate?
answer
Placing a rating mark in an interval indicates that the student's performance is somewhere between the anchor definitions for that interval.
question
11/Components of the Form: Rating Student Performance: Where do you find completed examples of how to mark the rating scale?
answer
For completed examples of how to mark the rating scale, refer to Appendix C:
question
14/Components of the Form: Significant Concerns Box: If you check the significant concerns box, what does it indicate?
answer
Checking this box indicates that the student's performance on this criterion is unacceptable for this clinical experience.
question
14/Components of the Form: Significant Concerns Box: What must accompany a checked significant concerns box? (3)
answer
When the Significant Concerns Box is checked, 1 - written comments to substantiate the concern, 2 - additional documentation such as a critical incident form and learning contract are required with a 3 - phone call placed to the ACCE/DCE.
question
14/Components of the Form: Significant Concerns Box: What does the significant concerns box provide for?
answer
The significant concerns box provides an early warning system to identify student performance problems thereby enabling the CI, student, and ACCE/DCE to determine a mechanism for remediation, if appropriate.
question
14/Components of the Form: Significant Concerns Box: T/F The CI should wait until the mid-experience or final evaluation to contact the ACCE/DCE regarding student performance.
answer
False. The CI should NOT wait until the mid-experience or final evaluation to contact the ACCE/DCE regarding student performance.
question
14/Components of the Form: With Distinction Box: If you check the With Distinction box, what does it indicate?
answer
Checking this box indicates that the student's performance on this criterion is beyond that expected of entry-level performance. The marking on the rating scale must indicate entry-level performance.
question
14/Components of the Form: With Distinction Box: What situation might lead to With Distinction box checked?
answer
The student may have additional degrees or experiences that contribute to the advanced performance of the specific criterion.
question
14/Components of the Form: With Distinction Box: When should the rationale for checking the With Distinction box be provided?
answer
The rationale for checking this box must be provided in the mid-experience or final comment section.
question
14/Components of the Form: Summative Comments: What is the summative comments section used for?
answer
Summative comments should be used to provide a global perspective of the student's performance across all 14 criteria at mid-experience and final evaluations.
question
14/Components of the Form: Summative Comments: Where is the summative comments section located? What should the comments provide?
answer
The summative comments, located after the last performance criterion on pages 34 and 35, provide a section for the rater to comment on the overall strengths, areas requiring further development, other general comments, and any specific recommendations with respect to the learner's needs, interests, planning, or performance.
question
14/Components of the Form: Summative Comments: What should the summative comments be based on?
answer
Comments should be based on the student's performance relative to stated objectives for the clinical experience
question
16/1. Safety : Describe Safety. Is it Flagged?
answer
FLAG 1. Safety: Performs in a safe manner that minimizes the risk to patient, self, and others.
question
16/1. Safety : How many essential skills are involved? List them.
answer
1 - Ensures the safety of patient, self, and others throughout the clinical interaction (eg, universal precautions, responding and reporting emergency situations). 2 - Uses acceptable techniques for safe handling of patients (eg, body mechanics, guarding, level of assistance). 3 - Establishes and maintains safe working environment (eg, awareness of all indwelling lines and catheters, other medical equipment, physical therapy equipment and assistive devices; maintaining hazard free work space). 4 - Requests assistance when necessary (eg, requests assistance from clinical instructor, utilizes and monitors support personnel). 5 - Demonstrates knowledge of facility safety policies and procedures. 6 - Recognizes physiological and psychological changes in patients and a. adjusts interventions accordingly within the plan of care or b. withholds interventions and consults the clinical instructor and/or supervising physical therapist.
question
17/2. Clinical Behaviors : Describe Clinical Behaviors. Is it Flagged?
answer
FLAG 2. Clinical Behaviors: Demonstrates expected clinical behaviors in a professional manner in all situations.
question
17/2. Clinical Behaviors : How many essential skills are involved? List them.
answer
1. Demonstrates initiative (eg, arrives well prepared, offers assistance, seeks learning opportunities). 2. Is punctual and dependable. 3. Wears attire consistent with expectations of the work setting and PTA Program. Demonstrates integrity* in all interactions. 4. Exhibits caring*, compassion*, and empathy* in providing services to patients. 5. Maintains productive working relationships with clinical instructor, supervising physical therapist, patients, families, team members, and others. 6. Demonstrates behaviors that contribute to a positive work environment. Accepts feedback without defensiveness. 7. Manages conflict in constructive ways. Maintains patient privacy and modesty. Values the dignity of patients as individuals. 8. Seeks feedback from clinical instructor related to clinical performance. Provides effective feedback to CI related to clinical/teaching mentoring. 9. Responds to unexpected changes in the patient's schedule and facility's requirements. 10. Promotes the profession of physical therapy.
question
18/3. Accountability : Describe Accountability. Is it Flagged?
answer
FLAG 3. Accountability: Performs in a manner consistent with established legal standards, standards of the profession, and ethical guidelines.
question
18/3. Accountability : How many essential skills are involved? List them.
answer
1. Places patient's needs above self-interests. 2. Identifies, acknowledges, and accepts responsibility for actions and reports errors. Takes steps to remedy errors in a timely manner. 3. Abides by policies and procedures of the facility (eg, OSHA, HIPAA). Maintains patient confidentiality. 4. Adheres to legal standards including all federal, state/province, and institutional regulations related to patient care and fiscal management. 5. Identifies ethical or legal concerns and initiates action to address the concerns. 6. Adheres to ethical standards (eg, Guide for Conduct of the Physical Therapist Assistant. 7. Standards of Ethical Conduct for the Physical Therapist Assistant). 8. Strives to exceed the minimum performance and behavioral requirements. Submits accurate billing charges on time. 9. Adheres to reimbursement guidelines established by regulatory agencies, payers, and the facility.
question
19/4. Cultural Competence : Describe Cultural Competence. Is it Flagged?
answer
No flag. 4. Cultural Competence: Adapts delivery of physical therapy services with consideration for patients' differences, values, preferences, and needs.
question
19/4. Cultural Competence : How many essential skills are involved? List them.
answer
1. Incorporates an understanding of the implications of individual and cultural differences and adapts behavior accordingly in all aspects of physical therapy services. 2. Communicates effectively and with sensitivity, especially when there are language barriers, by considering differences in race/ethnicity, religion, gender, age, national origin, sexual orientation, and disability or health status. 3. Provides care in a nonjudgmental manner when the patients' beliefs and values conflict with the individual's belief system. 4. Demonstrates an understanding of the socio-cultural, psychological, and economic influences on patients and responds accordingly. 5. Is aware of own social and cultural biases and does not allow biases to negatively impact patient care.
question
20/5. Communication : Describe Communication. Is it Flagged?
answer
FLAG 5. Communication: Communicates in ways that are congruent with situational needs.
question
20/5. Communication : How many essential skills are involved? List them.
answer
1. Communicates with clinical instructor and supervising physical therapist to: a. review physical therapist examination/evaluation and plan of care. b. ask questions to clarify selected interventions. c. report instances when patient's current condition does not meet the safety parameters established by the physical therapist (eg, vital signs, level of awareness, red flags). d. report instances during interventions when patient safety/comfort cannot be assured. e. report instances when comparison of data indicates that the patient is not demonstrating progress toward expected goals established by the physical therapist in response to selected interventions. f. report when data comparison indicates that the patient response to interventions have met the expectations established by the physical therapist. g. report results of patient intervention and associated data collection. 2. Communicates verbally, nonverbally, and in writing in an effective, respectful, and timely manner. 3. Listens actively and attentively to understand what is being communicated by others. 4. Interprets and responds appropriately to the nonverbal communication of others. 5. Adjusts style of communication based on target audience (eg, age appropriateness, general public, professional staff). 6. Communicates with the patient using language the patient can understand (eg, translator, sign language, level of education, cognitive impairment). 7. Initiates communication in difficult situations to promote resolution (eg, conflict with CI, unsatisfied patients, caregivers, and/or family). 8. Selects the most appropriate person(s) with whom to communicate (eg, clinical instructor, physical therapist, nursing staff, social worker). 9. Self evaluates effectiveness of communication and modifies communication accordingly. 10. Seeks and responds to feedback from multiple sources in providing patient care. 11. Instructs members of the health care team, using established techniques, programs, and instructional materials, commensurate with the learning characteristics of the audience.
question
21/6. Self-Assessment and Lifelong Learning : Describe Self-Assessment and Lifelong Learning. Is it Flagged?
answer
No Flag. 6. Self-assessment and Lifelong Learning: Participates in self-assessment and develops plans to improve knowledge, skills, and behaviors.
question
21/6. Self-Assessment and Lifelong Learning : How many essential skills are involved? List them.
answer
1. Identifies strengths and limitations in clinical performance, including knowledge, skills, and behaviors. 2. Seeks guidance as necessary to address limitations. . Uses self-assessment skills, including soliciting feedback from others and reflection to improve clinical knowledge, skills and behaviors. 4. Acknowledges and accepts responsibility for and consequences of own actions. Establishes realistic short and long-term goals in a plan for improving clinical skills and behaviors. 5. Seeks out additional learning experiences to enhance clinical performance. Accepts responsibility for continuous learning. 6. Discusses professional issues related to physical therapy practice. 7. Provides and receives feedback from team members regarding performance, behaviors, and goals. 8. Seeks current knowledge and theory (in-service education, case presentation, journal club, projects) to achieve optimal patient care.
question
22/7. Clinical Problem Solving : Describe Clinical Problem Solving. Is it Flagged?
answer
FLAG 7. Clinical Problem Solving: Demonstrates clinical problem solving.
question
22/7. Clinical Problem Solving : How many essential skills are involved? List them.
answer
1. Presents sound rationale for clinical problem solving, including review of data collected and ethical and legal arguments. 2. Seeks clarification of plan of care and selected interventions from clinical instructor and/or supervising physical therapist. 3. Collects and compares data from multiple sources (eg, chart review, patient, caregivers, team members, observation) to determine patient's readiness before initiating interventions. 4. Demonstrates sound clinical decisions within the plan of care to assess and maximize patient safety and comfort while performing selected interventions. 5. Demonstrates sound clinical decisions within the plan of care to assess and maximize intervention outcomes, including patient progression and/or intervention modifications. 6. Demonstrates the ability to determine when the clinical instructor and/or supervising physical therapist needs to be notified of changes in patient status, changes or lack of change in intervention outcomes, and completion of intervention expectations (ie, goals have been met). 7. Demonstrates the ability to perform appropriately during an emergency situation to include notification of appropriate staff.
question
23/8. Interventions: Therapeutic Exercise : Describe Interventions: Therapeutic Exercise. Is it Flagged?
answer
No Flag. 8. Interventions: Therapeutic Exercise: Performs selected therapeutic exercises in a competent manner.
question
23/8. Interventions: Therapeutic Exercise : How many essential skills are involved? List them.
answer
1. Reviews plan of care and collects data on patient's current condition to assure readiness for therapeutic exercise. 2. Applies knowledge of contraindications and precautions for selected intervention. 3. Performs selected therapeutic exercises safely, effectively, efficiently, and in a coordinated and technically competent manner consistent with the plan of care established by the physical therapist. 4. Modifies therapeutic exercises within the plan of care to maximize patient safety and comfort. 5. Modifies therapeutic exercises within the plan of care to progress the patient. 6. Instructs patient, family members and other caregivers regarding strategies to minimize the risk of injury and to enhance function, including promotion of health, wellness, and fitness as described in the plan of care. 7. Identifies barriers to learning (eg, literacy, language, cognition) and adjusts instructional techniques to meet patient learning style (eg, demonstration, verbal, written). 8. Collects relevant data accurately and proficiently to measure and report patient response to selected therapeutic exercises
question
23/8. Interventions: Therapeutic Exercise : What Therapeutic Exercises are included? (8)
answer
1. Aerobic capacity/endurance conditioning/reconditioning. 2. Balance, coordination, and agility training. 3. Body mechanics and postural stabilization. 4. Flexibility exercises. 5. Gait and locomotion training. 6. Neuromotor development training. 7. Relaxation. 8. Strength, power, and endurance training
question
23/8. Interventions: Therapeutic Exercise : What is the assoicated data collection skills that are included? (13)
answer
1. Anthropometric characteristics. 2. Arousal, attention, and cognition. 3. Assistive & Adaptive devices. 4. Body mechanics. 5. Environmental, self-care, and home issues. 6. Gait, locomotion, and balance. 7. Muscle function. 8. Neuromotor function. 9. Pain. 10. Posture. 11. Range of motion. 12. Sensory response. 13. Vital signs.
question
25/9. Interventions: Therapeutic Techniques : Describe Interventions: Therapeutic Techniques. Is it Flagged?
answer
No Flag. 9. Interventions: Therapeutic Techniques: Applies selected manual therapy, airway clearance, and integumentary repair and protection techniques in a competent manner.
question
25/9. Interventions: Therapeutic Techniques : How many essential skills are involved? List them.
answer
1. Reviews plan of care and collects data on patient's current condition to assure readiness for therapeutic techniques. 2. Applies knowledge of contraindications and precautions for selected intervention. 3. Performs selected therapeutic techniques safely, effectively, efficiently, and in a coordinated and technically competent manner consistent with the plan of care established by the physical therapist. 4. Modifies therapeutic techniques within the plan of care to maximize patient safety and comfort. 5. Modifies therapeutic techniques within the plan of care to progress patient. 6. Instructs patient, family members and other caregivers regarding strategies to minimize the risk of injury and to enhance function, including promotion of health, wellness, and fitness as described in the plan of care. 7. Identifies barriers to learning (eg, literacy, language, cognition) and adjusts instructional techniques to meet patient learning style (eg, demonstration, verbal, written). 8. Collects relevant data accurately and proficiently to measure and report patient response to selected therapeutic techniques.
question
25/9. Interventions: Therapeutic Techniques : What Manual Therapy Techniques are included? (2)
answer
1. Massage - connective tissue and therapeutic. 2. Passive range of motion
question
25/9. Interventions: Therapeutic Techniques : What Breathing Strategies/Oxygenation are included? (3)
answer
1. Breathing techniques (eg, pursed lip breathing, paced breathing). 2. Re-positioning to alter work of breathing and maximize ventilation and perfusion. 3. Administration of prescribed oxygen
question
25/9. Interventions: Therapeutic Techniques : What Integumentary Repair/Protection are included? (3)
answer
1. Wound cleansing and dressing. 2. Repositioning. 3. Patient education. 4. Edema management
question
25/9. Interventions: Therapeutic Techniques : What Associated Data Collection Techniques are included? (6)
answer
1. Anthropometric characteristics. 2. Integumentary integrity. 3. Pain. 4. Range of motion. 5. Sensory Response. 6. Vital signs.
question
27/10. Interventions: Physical Agents and Mechanical Modalities : Describe Interventions: Physical Agents and Mechanical Modalities . Is it Flagged?
answer
No Flag. 10. Interventions: Physical Agents and Mechanical Modalities: Applies selected physical agents and mechanical modalities in a competent manner.
question
27/10. Interventions: Physical Agents and Mechanical Modalities : How many essential skills are involved? List them.
answer
1. Reviews plan of care and collects data on patient's current condition to assure readiness for physical agents and mechanical modalities. 2. Applies knowledge of contraindications and precautions for selected intervention. 3. Performs selected physical agents and mechanical modalities safely, effectively, efficiently, and in a coordinated and technically competent manner consistent with the plan of care established by the physical therapist. 4. Adjusts physical agents and mechanical modalities within the plan of care to maximize patient safety and comfort. 5. Modifies physical agents and mechanical modalities within the plan of care to maximize patient response to the interventions. 6. Progresses physical agents and mechanical modalities as described in the plan of care. 7. Instructs patient, family members and other caregivers regarding strategies to minimize the risk of injury and to enhance function, including promotion of health, wellness, and fitness as described in the plan of care. 8. Identifies barriers to learning (eg, literacy, language, cognition) and adjusts instructional techniques to meet patient learning style (eg, demonstration, verbal, written). 9. Collects relevant data accurately and proficiently to measure and report patient response to selected physical agents and mechanical modalities
question
27/10. Interventions: Physical Agents and Mechanical Modalities : What Physical Agents are included? (3)
answer
1. Cryotherapy (eg, cold pack, ice massage, vapocoolant spray) 2. Thermotherapy (eg, dry heat, hot packs, paraffin baths, hydrotherapy) 3. Ultrasound
question
27/10. Interventions: Physical Agents and Mechanical Modalities : What Mechanical Modalities are included? (3)
answer
1. Mechanical compression, compression bandaging and garments 2. Mechanical motion devices (eg, CPM) 3. Intermittent, positional, and sustained traction devices
question
27/10. Interventions: Physical Agents and Mechanical Modalities : What Associated Data Collection Techniques are included? (7)
answer
1. Anthropometric characteristics. 2. Arousal, attention, and cognition. 3. Integumentary integrity. 4. Pain. 5. Range of motion. 6. Sensory Response. 7. Vital signs
question
29/11. Interventions: Electrotherapeutic Modalities : Describe Interventions: Electrotherapeutic Modalities. Is it Flagged?
answer
No Flag. 11. Interventions: Electrotherapeutic Modalities: Applies selected electrotherapeutic modalities in a competent manner.
question
29/11. Interventions: Electrotherapeutic Modalities : How many essential skills are involved? List them.
answer
1. Reviews plan of care and collects data on patient's current condition to assure readiness for electrotherapeutic modalities. 2. Applies knowledge of contraindications and precautions for selected intervention. 3. Performs electrotherapeutic modalities safely, effectively, efficiently, and in a coordinated and technically competent manner consistent with the plan of care established by the physical therapist. 4. Adjusts electrotherapeutic modalities within the plan of care to maximize patient safety and comfort. 5. Modifies electrotherapeutic modalities within the plan of care to maximize patient response to the interventions. 6. Progresses electrotherapeutic modalities as described in the plan of care. 7. Instructs patient, family members and other caregivers regarding strategies to minimize the risk of injury and to enhance function, including promotion of health, wellness, and fitness as described in the plan of care. 8. Identifies barriers to learning (eg, literacy, language, cognition) and adjusts instructional techniques to meet patient learning style (eg, demonstration, verbal, written). 9. Collects relevant data accurately and proficiently to measure and report patient response to selected electrotherapeutic modalities.
question
29/11. Interventions: Electrotherapeutic Modalities : What Electrotherapeutic Modalities are included? (5)
answer
1. Biofeedback. 2. Iontophoresis. 3. Electrical stimulation for muscle strengthening. 4. Electrical stimulation for tissue repair. 5. Electrical stimulation for pain management
question
29/11. Interventions: Electrotherapeutic Modalities : What Associated Data Collection Techniques are included? (7)
answer
1. Anthropometric characteristics. 2. Arousal, attention, and cognition. 3. Integumentary integrity. 4. Muscle function. 5. Neuromotor function. 6. Pain. 7. Sensory response
question
31/12. Interventions: Functional Training and Application of Devices/Equipment : Describe Interventions: Functional Training and Application of Devices/Equipment. Is it Flagged?
answer
No Flag. 12. Interventions: Functional Training and Application of Devices and Equipment: Performs functional training* in self-care and home management and application and adjustment of devices and equipment in a competent manner.
question
31/12. Interventions: Functional Training and Application of Devices/Equipment : How many essential skills are involved? List them.
answer
1. Reviews plan of care and collects data on patient's current condition to assure readiness for functional training and application of devices and equipment. 2. Applies knowledge of contraindications and precautions for selected intervention. 3. Performs functional training and application of devices and equipment safely, effectively, efficiently, and in a coordinated and technically competent manner consistent with the plan of care established by the physical therapist. 4. Adjusts functional training and application of devices and equipment within the plan of care to maximize patient safety and comfort. 5. Modifies functional training and application of devices and equipment within the plan of care to maximize patient response to the interventions. 6. Progresses functional training and application of devices and equipment as described in the plan of care. 7. Instructs patient, family members and other caregivers regarding strategies to minimize the risk of injury and to enhance function, including promotion of health, wellness, and fitness as described in the plan of care. 8. Identifies barriers to learning (eg, literacy, language, cognition) and adjusts instructional techniques to meet patient learning style (eg, demonstration, verbal, written). 9. Collects relevant data accurately and proficiently to measure and report patient response to functional training and application of devices and equipment.
question
31/12. Interventions: Functional Training and Application of Devices/Equipment : What Functional Training is included? (5)
answer
1. ADL training - specifically. 2. Transfers. 3. Bed mobility. 4. Device and equipment use and training. 5. Injury prevention or reduction
question
31/12. Interventions: Functional Training and Application of Devices/Equipment : What Application/Adjustment of Devices/Equipment is included? (9)
answer
1. Cane. 2. Crutches. 3. Walkers. 4. Wheelchairs. 5. Long handled reachers. 6. Orthotic devices (eg, braces, splints). 7. Prosthetic devices - upper and lower extremity. 8. Protective devices (eg, braces). 9. Supportive devices (eg, compression garments, elastic wraps, soft neck collars, slings, supplemental oxygen equipment)
question
31/12. Interventions: Functional Training and Application of Devices/Equipment : What Associated Data Collection Techniques are included? (11)
answer
1. Anthropometric characteristics. 2. Arousal, attention, and cognition. 3. Assistive and adaptive devices. 4. Body mechanics. 5. Environmental barriers, self-care, and home issues. 6. Gait, locomotion, and balance. 7. Integumentary integrity. 8. Neuromotor function. 9. Pain. 10. Posture. 11. Sensory Response
question
33/13. Documentation : Describe Documentation. Is it Flagged?
answer
No Flag. 13. Documentation: Produces quality documentation* in a timely manner to support the delivery of physical therapy services.
question
33/13. Documentation : How many essential skills are involved? List them.
answer
1. Selects relevant information to document the delivery of physical therapy care. 2. Documents all aspects of physical therapy care provided, including interventions, patient response to interventions (eg, vital signs, pain, observation), selected data collection measurements, and communication with family and others involved in the delivery of care. 3. Produces documentation that is accurate, concise, timely, legible, grammatically and technically correct (eg, abbreviations, terminology, etc). 4. Produces documentation (eg, electronic, dictation, chart) consistent with guidelines, format, and requirements of the facility, regulatory agencies, and third-party payers.
question
34/14. Resource Management: Describe Resource Management. Is it Flagged?
answer
No Flag. 14. Resource Management: Participates in the efficient delivery of physical therapy services.
question
34/14. Resource Management: How many essential skills are involved? List them.
answer
1. Schedules patients, equipment, and space. 2. Coordinates with physical therapist and others to facilitate efficient and effective patient care. 3. Sets priorities for the use of resources to maximize patient and facility outcomes. 4. Uses time effectively. 5. Utilizes the facility's information technology effectively. 6. Implements risk-management strategies (eg, prevention of injury, infection control). 7. Uses equipment in an efficient and effective manner assuring that the equipment is safe prior to use. 8. Utilizes services of the physical therapy aide and other support personnel as allowed by law to increase the efficiency of the operation of the physical therapy services. 9. Participates in established quality improvement activities (productivity, length of stay, referral patterns, and reimbursement trends). 10. Participates in special events organized in the practice setting related to patients and care delivery as well as health and wellness promotion.
question
35/Summative Comments: What are the 4 sections for summative comment?
answer
1 - Areas of Strengths 2 - Areas of Further Development 3 - Recommendations 4 - Other Commnets.
question
37/Evaluation Signatures: Who needs to sign the mid-experience evaluation?
answer
Student, CI(s), CCCE
question
37/Evaluation Signatures: Who needs to sign the final-experience evaluation?
answer
Student, CI(s), CCCE
