DOCSLIB.ORG

PTA Program Faculty and Staff

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
PTA Program Faculty and Staff Clermont College PHYSICAL THERAPIST ASSISTANT PROGRAM Student Handbook Academic Year 2016-17 TABLE OF CONTENTS Program Policies and Guidelines Welcome .......................................................................................................................................... 1 Introduction ..................................................................................................................................... 2 Mission and Philosophy ................................................................................................................... 3 Outcomes and Goals of the Student ............................................................................................. 4-6 Essential Program Functions ............................................................................................................ 7 Technical Core Requirements… ................................................................................................. .…..8 Disciplinary Policy Clinical Hearing Due Process Procedure/Policy………………………………………………………………………………………………………………………...9 Withdrawal, Grading and Practical Exams…………………………………………………………………………….10-11 Make up/Retake Policy………………………………………………………………………………………………………………11 Curriculum Outline ..................................................................................................................... ….12 Clinical and University Calendar………………………………………………………………………………………………….13 Course Descriptions ............................................................................................................ ……14-16 Competencies for First and Later Affiliations ......................................................................... ..16-17 Professional Behaviors ................................................................................................................... 18 CPR and APTA and Advising Information……………………………………..…………………………………………....19 Student Expenses and Counseling Services…………………………………………………………………………………………………………………………………20-21 Scholarship/Grants/Conduct………………………………………………………………………………………………….....22 Attendance......………………………………….……………………………………………………………………………………….23 Late Grades/Cancelations/Grading……………………………………………………………………………………….23-.24 Incomplete Grades and Form………………………………………………………………...................................24-26 Cheating………………………………………………………………………………………………..……………………………………27 Helpful Websites and Electronic Devices …………....……………………………………………………………………..28 Disability Accommodations and Safety Management…………………….…………………………………………..29 Other Policies and Resources: insurance, Learning Center…………………………………………………….30-34 Sexual Harassment ……..…………………………………………………………………………………………………….…….…32 APTA Code of Ethics for the PTA and PT…………………………………………………………………………………35-37 Best Practices for HIPAA and Emergency Lab Mgmt.……………………………………………………………….38-39 Adult Learning Strategies………………………………………………………………………………………………………..39-40 Graduation Requirements and Process……………………………………………………………………………………….40 Stakeholders in Assessments……………………………………………………………………………………………………….41 Advisory Committee Description and Function…………………………………………………………………………….41 Clinical Education Policies and Guidelines……………………………………………………………...42-53 Clinical Education Overview ........................................................................................................... 43 Objectives ...................................................................................................................................... 44 Information for Students about Clinical Affiliations ...................................................................... 45 Establishment of Clinical Sites……………………………………………………………………………………………………46 Assignment to Clinical Affiliations.................................................................................................. 47 Clinical Readiness………………………………………………………………………………………………………………………48 Conflict Resolution ......................................................................................................................... 49 Evaluation of Student Performance ............................................................................................... 50 Student Evaluation of the Clinical Experience ............................................................................... 51 2 Absence, Tardiness, Early Departure Policy ................................................................................... 52 Dress Code ..................................................................................................................................... 53 Clinical Education Forms…………………………………………………………………………………………………...54-68 Overview of Immunizations and Required Health Forms for Clinical………………………………………….55 Day One Orientation Form…………………………………………………………………………………………………………56 Fifth Day Checklist .......................................................................................................................... 57 Student Goals ................................................................................................................................. 58 Weekly Progress Note……………………………………………………………………………………………………………….59 Midterm Progress Note……………………………………………………………………………………………………………..60 Midterm Remediation Form .......................................................................................................... 61 Directed Practice I Evaluation Form………………………………………………………………………………………62-64 Attendance Record ........................................................................................................................ 65 (Umbrella) Insurance Verification.……………………………………………………………………………………………..66 Emergency Closure and Weather Policy……………………………………………………………………………………………………..……………………………..67-68 Appendix-General forms…………………………………………………………………………………………………….69-95 Core Advising Form………………………………………………………………………………………………………………..70-72 Criminal Background Check Policy……………………………………………………………………………………………...73 Drug Screening Policy………………………………………………………………………………………………………………...74 Instructor’s Lab Worksheet…………………………………………………………………………………………………...74-76 Sample Orthopedics Lab Practical Exam…………………………………………………………………………………77-79 FERPA Policy………………………………………………………………………………………………………………….…………...80 Goals of the PTA Program……………………………………………………………………………………………………...81-82 UC Anti-Discrimination Policy…………………………………………………………………………………………………..….83 UC Student Complaint Policy………………………………………………………………………………………………....84-85 UC Complaint Form………………………………………………………………………………………………………………….….86 Allied Health Lab Safety Manual……………………………………………………………………………………………..87-94 (Includes Consent to Travel and Lab Releases) Acknowledgement and Release of Information Details……………………………………………………………….95 3 PROGRAM POLICIES AND GUIDELINES Welcome The Physical Therapist Assistant program is a two-year academic and technical program leading to an Associate’s Degree in Applied Sciences from the University of Cincinnati Clermont College. The PTA Program has been established under the guidelines of CAPTE (the Commission on Physical Therapy Education). Students completing the Program should be eligible to take the examination for state licensure. The Program is currently accredited by CAPTE until December 31, 2016, with a reaffirmation visit in May 16-18, 2016. The Program is currently under a self-study until March of 2016. The Physical Therapist Assistant Program is designed to train students in the various exercises, techniques, and uses of equipment necessary for the physical rehabilitation of a patient. The physical therapist assistant works under the supervision of a licensed physical therapist. The goal of physical therapy is to improve or restore a patient’s function following injury, illness, or disease. In order to do so, the therapist employs techniques such as heat and cold treatments, ultrasound, massage, and prescribed exercise programs which may involve the use of mechanical equipment. The physical therapist assistant performs many of the functions of this process: monitoring patient progress, instructing patients in the use of therapy aids and assisting in the performance of prescribed exercises. Physical Therapist Assistants may work in private, federal, state, or city hospitals, voluntary health agencies, such as the Easter Seal Society, public health agencies, home health associations, skilled nursing facilities, and for Boards of Education. Students should keep this handbook in a safe and accessible place for future reference. As updates become available, students will be alerted by faculty and will need to add these to this handbook. PHYSICAL THERAPIST ASSISTANT PROGRAM FACULTY & STAFF Program Coordinator: Sam Coppoletti, PT, DPT, CSCS Educator/Associate Professor (513) 558-5340 [email protected] Academic Coordinator of Clinical Education: Carolyn Shisler, PT Educator/Instructor (513) 558-5201 [email protected] Program Staff: Lois Williams Administrative Assistant- Allied Health (513)732-5339 FAX: (513) 732-1525 Hrs. half day mornings M-F except Thursday’s 1 | P a g e PHYSICAL THERAPIST ASSISTANT PROGRAM Introduction The Physical Therapist Assistant Program was first accredited through the University Of Cincinnati College Of Allied Health in 1987. Transfer of sponsorship to Clermont College was approved in November 2009, maintaining its full accreditation status. The Commission on Accreditation in Physical Therapy Education has re-accredited this program until December 31, 2016. Our Physical Therapist Assistant Program is accredited by the Commission on Accreditation in Physical Therapy
Load more

Recommended publications
  • Human Rights, Sexual Orientation and Gender Identity in the Commonwealth
    Human Rights, Sexual Orientation and Gender Identity in The Commonwealth Struggles for Decriminalisation and Change Edited by Corinne Lennox and Matthew Waites Human Rights, Sexual Orientation and Gender Identity in The Commonwealth: Struggles for Decriminalisation and Change Edited by Corinne Lennox and Matthew Waites © Human Rights Consortium, Institute of Commonwealth Studies, School of Advanced Study, University of London, 2013 This book is published under a Creative Commons Attribution- NonCommercial-NoDerivatives 4.0 International (CC BY-NCND 4.0) license. More information regarding CC licenses is available at https:// creativecommons.org/licenses/ Available to download free at http://www.humanities-digital-library.org ISBN 978-1-912250-13-4 (2018 PDF edition) DOI 10.14296/518.9781912250134 Institute of Commonwealth Studies School of Advanced Study University of London Senate House Malet Street London WC1E 7HU Cover image: Activists at Pride in Entebbe, Uganda, August 2012. Photo © D. David Robinson 2013. Photo originally published in The Advocate (8 August 2012) with approval of Sexual Minorities Uganda (SMUG) and Freedom and Roam Uganda (FARUG). Approval renewed here from SMUG and FARUG, and PRIDE founder Kasha Jacqueline Nabagesera. Published with direct informed consent of the main pictured activist. Contents Abbreviations vii Contributors xi 1 Human rights, sexual orientation and gender identity in the Commonwealth: from history and law to developing activism and transnational dialogues 1 Corinne Lennox and Matthew Waites 2
    [Show full text]
  • CBU Student Handbook
    DELIVERY OF INSTRUCTION California Baptist University expects to deliver instruction to its students through its traditional in-person and online formats. By attending the University, students acknowledge this expectation and understand that the University may be compelled to modify course instruction formats due to circumstances or events beyond the University’s reasonable control such as acts of God, acts of government, war, disease, social unrest, and accidents. As such, students attending the University assume the risk that circumstances may arise that mandate the closure of the campus or place restrictions upon the University’s delivery of instruction. By attending the University, each student understands and agrees that they will not be entitled to a refund or price adjustment for the cost of course instruction if their courses are required to be provided in a modified format which the University deems appropriate under such circumstances. 2021-2022 Student Handbook i California Baptist University | 09.24.21 TABLE OF CONTENTS Delivery of Instruction .................................................................................................................................................................................... i Personnel Directory ....................................................................................................................................................................................... ix Administration ..................................................................................................................................................................................................
    [Show full text]
  • Student Handbook Has Been Revised Extensively, and Hence I Urge You to Read It Carefully and Keep a Copy Handy
    1 MESSAGE FROM THE PROVOST This Student Handbook has been revised extensively, and hence I urge you to read it carefully and keep a copy handy. The Handbook conveys information that is important for all aspects of student life at Tougaloo. Its purpose is to ensure that you know what is required of you to be successful in your academic career. This Handbook outlines how the College ensures student achievement, and the rules, regulations, and procedures that must govern college life. Remember that you are part of a community, and must be mindful of your responsibility to yourself and to your fellow students to make it harmonious. Your top priority as a student should be to excel in academics. Be sure to take full advantage of support services that you might need. The College provides a range of assistance and guidance that are intended to enable you to achieve your potential. Even as you focus on your course of study, I also encourage you to participate fully in extra –curricular activities. Tougaloo’s aim is to develop well-rounded, mature individuals prepared to go out into the world, and hence the College provides opportunities for you to explore your own learning styles, to engage in critical inquiry, to be creative thinkers, and to draw informed conclusions. Tougaloo makes available opportunities for you to excel in your field of endeavor, but the desire to do so has to come from within you. So you must do your part to be an integral part of Tougaloo College and the rich traditions that it embodies.
    [Show full text]
  • 2019‐2020 Internal Medicine Residency Handbook Table of Contents Contacts
    2019‐2020 Internal Medicine Residency Handbook Table of Contents Contacts ............................................................................................................................................ 1 Introduction ...................................................................................................................................... 2 Compact ............................................................................................................................................ 2 Core Tenets of Residency ……………………………………………………………………………………………………………3 Program Requirements ……………………………………………………………………………………………………………….6 Resident Recruitment/Appointments .............................................................................................. 9 Background Check Policy ................................................................................................................ 10 New Innovations ............................................................................................................................. 11 Social Networking Guidelines ......................................................................................................... 11 Dress Code ...................................................................................................................................... 12 Resident’s Well Being ...................................................................................................................... 13 Academic Conference Attendance ................................................................................................
    [Show full text]
  • Physical Therapy Graduate Catalog and Handbook – Class of 2023
    PHYSICAL THERAPY DEPARTMENT DOCTOR OF PHYSICAL THERAPY PROGRAM CATALOG AND HANDBOOK CLASS OF 2023 Rev 08/20 PT Catalog and Handbook Class of 2023 TABLE OF CONTENTS Page I. PREFACE ................................................................................................................................ 4 II. THE MISSION STATEMENT OF CLARKE UNIVERSITY ........................................... 4 III. MISSION STATEMENT OF THE PHYSICAL THERAPY DEPARTMENT. ............... 5 IV. PHILOSOPHY OF THE PHYSICAL THERAPY DEPARTMENT ................................. 6 V. CODE OF ETHICS ................................................................................................................. 7 VI. GOALS OF THE PROGRAM ............................................................................................... 9 VII. ENTRY-LEVEL COMPETENCIES ................................................................................... 10 VIII. PHYSICAL THERAPY PROFESSIONAL CURRICULUM ........................................ 13 IX. UNDERGRADUATE DEGREE REQUIREMENT .......................................................... 16 X. COURSE DESCRIPTIONS ................................................................................................. 16 XIII. STUDENT PORTFOLIO DEVELOPMENT ..................................................................... 21 XIV. GRADES & ATTENDANCE ............................................................................................... 22 XV. SCHOLARSHIPS .................................................................................................................
    [Show full text]
  • Evaluation of Body Composition Parameters Using Various Diagnostic Methods: a Meta Analysis Study T
    Obesity Medicine 16 (2019) 100150 Contents lists available at ScienceDirect Obesity Medicine journal homepage: www.elsevier.com/locate/obmed Review Evaluation of body composition parameters using various diagnostic methods: A meta analysis study T ∗ Richa Rashmi, U. Snekhalatha Department of Biomedical Engineering, Faculty of Engineering and Technology, SRMIST, Kattankulathur, Chennai, 603203, Tamil Nadu, India ARTICLE INFO ABSTRACT Keywords: Aim: The systematic study aims to provide a brief summary of existing techniques and technological advances Body composition used for measuring the body composition in an individual. Obesity Methods: The different techniques used for the assessment of body composition parameters were discussed in the Fat mass index study as follows: densitometry, plethysmography, isotope dilution, whole body 40K counting, anthropometric, Total body water bioelectrical impedance analysis, ultrasound, DEXA, CT, MRI and thermal imaging. Adipose fat tissue Results: In the thermal imaging method, the percentage difference in abdominal skin temperature between Visceral fat tissue normal and obese subject was found to be 4.45%. In ultrasound imaging, we obtain three bands of white layers which act as an interface between skin-fat, fat-muscle and muscle-bone. The subcutaneous fat tissue and muscle thickness was measured as 4.23 mm and 31.75 mm respectively. The MRI of an abdomen region was performed at the site of the L3-L4 disc and the subcutaneous adipose tissue volume was measured as 1955.11 cm3. Conclusion: The proposed study summarises the benefits and drawbacks of different techniques, as each tech- nique has its own pros and cons. Among the imaging modalities studied, non-invasive imaging method such as thermal imaging and ultrasound was found to be a feasible imaging technique for the assessment of body composition in an individual.
    [Show full text]
  • Historic Medical Perspectives of Corseting and Two Physiologic Studies with Reenactors Colleen Ruby Gau Iowa State University
    Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1998 Historic medical perspectives of corseting and two physiologic studies with reenactors Colleen Ruby Gau Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Home Economics Commons, Women's History Commons, and the Women's Studies Commons Recommended Citation Gau, Colleen Ruby, "Historic medical perspectives of corseting and two physiologic studies with reenactors " (1998). Retrospective Theses and Dissertations. 11922. https://lib.dr.iastate.edu/rtd/11922 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UME films the t®ct directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps.
    [Show full text]
  • Body Language
    Body Language Body of knowledge about HUMAN BODY, CONDITIONS, DISEASES– See also Good / Bad Feelings, Science - Life, Chemistry compiled by Jacob Cohen, Asheville Scrabble Club A 7s ABASIAS AAABISS ABASIA, defect in muscular coordination in walking [n] ABDOMEN ABDEMNO body cavity containing viscera [n -S or -MINA] ABOULIA AABILOU abulia (loss of willpower) [n -S] ABOULIC ABCILOU ABOULIA, abulia (loss of willpower) [adj] ABSCESS ABCESSS to form abscess (localized collection of pus surrounded by inflamed tissue) [v -ED, -ING, -ES] ABULIAS AABILSU ABULIA, loss of willpower [n] ACAPNIA AAACINP lack of carbon dioxide in blood and tissues [n -S] ACHIEST ACEHIST ACHY, aching (to suffer dull continuous pain) [adj] ACHOLIA AACHILO lack of bile [n -S] ACINOSE ACEINOS ACINUS, small, saclike division of gland [adj] ACINOUS ACINOSU ACINUS, small, saclike division of gland [adj] ACRASIA AAACIRS lack of self-control [n -S] ACRATIC AACCIRT lack of self-control [adj] ACROTIC ACCIORT ACROTISM, weakness of pulse [adj] ADENOID ADDEINO enlarged lymphoid growth behind pharynx [n -S] ADIPOSE ADEIOPS animal fat [n -S] ADIPOUS ADIOPSU pertaining to adipose [adj] ADNEXAL AADELNX ADNEXA, conjoined anatomical parts [adj] ADRENAL AADELNR endocrine gland [n -S] AFFLICT ACFFILT to distress with mental or physical pain [v -ED, -ING, -S] AGEISMS AEGIMSS AGEISM, discrimination based on age [n] AGEISTS AEGISST AGEIST, advocate of ageism (discrimination based on age) [n] AGNAILS AAGILNS AGNAIL, piece of loose skin at base of fingernail [n] AGNOSIA AAGINOS loss of ability
    [Show full text]
  • San Quentin Inmate Family Council Brochure
    DRESS STANDARDS ALLOWED / UNALLOWED ITEMS MONEY Do not wear clothing that resembles the No chewing gum, no makeup carried in Only transparent coin purses less than 6” x 8” clothing prisoners wear, i.e., no blue denim One comb or hairbrush, non-metallic, no are allowed. or blue chambray, no orange or lime green pointed ends or detachable parts $50 per adult visitor & $20 per child. All pantsuits One handkerchief or small package of money in coins or one dollar bills. Do not wear clothing that resembles the unopened tissues, no bandanas Neither children nor inmates are allowed to clothing that custodial or medical staff wear, One pair of eyeglasses (prescription handle money. i.e., no forest green bottoms or coats and no ONLY), no sunglasses tan tops Ten photographs (no Polaroids) max. VISITING APPROVAL Dress modestly and conservatively 8” x 10” or documents max. 8 1/2” x 11” Complete CDC 106 Visiting Questionnaire Do not wear items that cannot be taken off to One key and car door opener on a ring signed by the inmate. clear a metal detector ( e.g, underwire bra, with no other attachment Mail to: clothing with metal buttons) Visiting locker key East Gate Visiting No camouflage unless with active military ID San Quentin State Prison MEDICAL VERIFICATION No strapless, halter, midriff-exposed, sheer San Quentin, CA 94964 or transparent clothing Medical verification must be provided in writing for: The inmate will let you know when you have No camisole or tank type tops medical implants, prosthetic device, wigs and/or been approved.
    [Show full text]
  • Clinical Educators Manual
    . Physical Therapist Assistant Program Clinical Educators Manual Calhoun Community College Health Division Physical Therapist Assistant Program The information contained in the Clinical Educators Manual is provided as a reference to support you in planning for and evaluating the clinical performance of the Calhoun Community College PTA students assigned to your facility. Clinical education is a vital component of the Physical Therapist Assistant program curriculum and we are grateful for your participation in preparing physical therapy professionals for tomorrow. We are eager for a collaborative and mutually beneficial relationship between the PTA program faculty and the clinical education facilities serving our students. Your comments, suggestions, requests, and complaints are welcome at all times as valuable tools for improvement. Please contact us if you are willing to serve on the PTA Advisory Committee that assists in program assessment and development. Heather L. MacKrell, PT, PhD Program Director Tiffany Bain, PTA, MA Academic Coordinator of Clinical Education It is the official policy of the Alabama State Department of Education and of Calhoun Community College that no person shall, on the grounds of race, color, disability, sex, religion, creed, national origin, or age, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program, activity or employment. 1 . Physical Therapist Assistant Program Clinical Educators Manual Table of Contents Contact Information ……………………………………………………………………………………………………..
    [Show full text]
  • NO ESCAPE from HELL EU Policies Contribute to Abuse of Migrants in Libya WATCH
    HUMAN RIGHTS NO ESCAPE FROM HELL EU Policies Contribute to Abuse of Migrants in Libya WATCH No Escape from Hell EU Policies Contribute to Abuse of Migrants in Libya Copyright © 2019 Human Rights Watch All rights reserved. Printed in the United States of America ISBN: 978-1-6231-36994 Cover design by Rafael Jimenez Human Rights Watch defends the rights of people worldwide. We scrupulously investigate abuses, expose the facts widely, and pressure those with power to respect rights and secure justice. Human Rights Watch is an independent, international organization that works as part of a vibrant movement to uphold human dignity and advance the cause of human rights for all. Human Rights Watch is an international organization with staff in more than 40 countries, and offices in Amsterdam, Beirut, Berlin, Brussels, Chicago, Geneva, Goma, Johannesburg, London, Los Angeles, Moscow, Nairobi, New York, Paris, San Francisco, Sydney, Tokyo, Toronto, Tunis, Washington DC, and Zurich. For more information, please visit our website: http://www.hrw.org JANUARY 2019 ISBN: 978-1-6231-36994 No Escape from Hell EU Policies Contribute to Abuse of Migrants in Libya Map .................................................................................................................................... i Executive Summary ............................................................................................................ 1 Key Recommendations ....................................................................................................... 8 Methodology
    [Show full text]
  • The Sexual Marketing of Eastern European Women Through Internet Pornography
    DePaul University Via Sapientiae College of Liberal Arts & Social Sciences Theses and Dissertations College of Liberal Arts and Social Sciences 6-2010 The sexual marketing of eastern european women through internet pornography Karina Beecher DePaul University, [email protected] Follow this and additional works at: https://via.library.depaul.edu/etd Recommended Citation Beecher, Karina, "The sexual marketing of eastern european women through internet pornography" (2010). College of Liberal Arts & Social Sciences Theses and Dissertations. 33. https://via.library.depaul.edu/etd/33 This Thesis is brought to you for free and open access by the College of Liberal Arts and Social Sciences at Via Sapientiae. It has been accepted for inclusion in College of Liberal Arts & Social Sciences Theses and Dissertations by an authorized administrator of Via Sapientiae. For more information, please contact [email protected]. THE SEXUAL MARKETING OF EASTERN EUROPEAN WOMEN THROUGH INTERNET PORNOGRAPHY A Thesis Presented in Partial Fulfillment of the Requirements for the Degree of Master of Arts June, 2010 BY Karina Beecher Department of International Studies College of Liberal Arts and Sciences DePaul University Chicago, Illinois Source: IOM Lisbon initiated Cooperação, Acção, Investigação, Mundivisão (CAIM) Project, Including a Public Awareness Campaign Against Sexual Exploitation and Human Trafficking. Eastern Europe Source: http://www.geocities.com/wenedyk/ib/easterneurope.html Contents Acknowledgments I. Introduction 1 II. Historical Context: The Rise of the Sex Industry in 4 Eastern Europe III. Literature Review 15 Feminist Debate Over Pornography 16 Pornography, Sexuality: Objectification and Commodification 20 Sexualizing Women Through Advertising in Media 26 Sexualizing Beauty and Whiteness 35 Rise of the Internet as a Space for the Sex Industry 43 IV.
    [Show full text]