Doctor Of Physical Therapy (DPT) Student Handbook

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Doctor of Physical Therapy (DPT)Student HandbookLast updated: June 1, 20191

Table of ContentsNote to the Prospective Student4Note to the Enrolled Student5Updates6Student Handbook Attestation7Introduction7Accreditation9Mission, Philosophy & Goals11Program Goals12DPT Education Program14Expected Costs14Graduation16Curriculum Plan by Content Area18Curriculum Plan by Semester20Student Learning Outcomes24Non-Discrimination Policy27DPT Academic Calendar28Transfer of Credit Policy29Academic Advising30Essential Technical Standards31Student with Special Needs36Objective Structured Clinical Examinations38Academic Standing39Professional Conduct44Reasonable Professional Expectations46Commitment to Learning48Interpersonal Skills49Communication Skills50Effective Use of Time and Resources51Use of Constructive Feedback52Problem Solving532

Professionalism54Responsibility55Critical Thinking56Stress Management57Professional Attire and Presentation58Readiness for Clinical Education60Readiness for Entry Level Practice62Class Representatives64Appeals, Grievances & Complaints65Confidentiality of records and other personal information66Equipment Inspection, Maintenance & Use67Safety of Students68Potential Health Risks and Standard Precautions69Storage and Use of any Hazardous Materials70Emergency Procedures71Availability of Lab Space Outside of Class Time74Membership in the American Physical Therapy Association75Technology Requirements76Evaluation of Courses, Instructors, Program77Safety of Community Participants in Educational78Informed Consent79Campus Services80Textbooks813

Note to the Prospective StudentThank you for your interest in the DPT Program at Plymouth State University!The Faculty and Staff of the Physical Therapy Program encourage you to read throughthe DPT Student Handbook as a way to orient and inform yourself about the PSU DPTProgram.Areas of particular interest to you will be sections on:AccreditationExpected CostsAcademic CalendarIntroduction (including links to Student Rights, Code of Conduct, PSU Policies, Graduate Catalog)Transfer of Credit PolicyAppeals, Grievances & ComplaintsMission, Philosophy and GoalsDPT Education ProgramNon-Discrimination PolicyEssential Technical StandardsStudent with Special NeedsObjective Structured Clinical ExaminationsAcademic StandingProfessional ConductReasonable Professional ExpectationsProfessional Attire and PresentationReadiness for Clinical EducationReadiness for Entry Level PracticeMembership in the American Physical Therapy AssociationTechnology RequirementsCampus ServicesPlease contact us if you have any questions in your decision making process!4

Note to the Enrolled StudentCongratulations on your acceptance and commitment to the DPT Program at PlymouthState University!Your first step toward your DPT at PSU is to read through the DPT Student Handbookand orient yourself with the policies and procedures, rights, requirements andexpectations of the program.Within two weeks of your first semester you must print (or remove) and bring yoursigned Student Handbook Attestation to the the Administrative Assistant in SamuelRead Hall (SRH).This signed document attests that you have read through and are familiar with thepolicies, procedures, rights, responsibilities and expectations as a DPT student atPlymouth State University.If you have any questions about this process or content in this Handbook, pleasecontact the Program Director, Dr. Sean Collins, at,603-535-2891, or in SRH Room 211.5

0194/27/2019section5/21/20195/21/20196/1/2019Added update page.Added textbook compilationAdded examination and data statements to Accreditation sectionAvailability of Lab Space Outside of Class Time sectionAdded Class Representatives to the Evaluation of Courses, Instructors, ProgramUpdated from “Department” to “DPT Program”Updated Equipment Inspection, Maintenance & UseAdded DPT Calendar6

Plymouth State University Doctor of Physical Therapy ProgramStudent Handbook, Policy, Procedure Rights, Responsibilities and ExpectationsAttestationI have received a copy of the Plymouth State University’s Doctor of Physical Therapy(DPT) Student Handbook and Clinical Education Handbook and have been referred tothe Plymouth State University policies which are located in the Catalog posted at theRegistrar’s website annually. I have had an opportunity to review and discuss theircontents, and I agree, as a student enrolled in this Program, to adhere to the policiesand guidelines set forth. All policies and procedures outlined are subject to changeduring the course of the Program, and it is my responsibility to not only keep abreast ofthese changes, but recognize them as a requirement for graduation from the program.Print Name:Signature:Date:Graduating Class of:Please remove this page and submit to the Program Administrative Assistant within thefirst two weeks of program enrollment.IntroductionThe Doctor of Physical Therapy (DPT) Student Handbook outlines the mission, goals,objectives, expectations and philosophy of the DPT Program at Plymouth StateUniversity. It also contains program policies and procedures that affect students enrolledin the DPT program.Students are referred to the DPT Clinical Education Handbook for policies andprocedures related to the Clinical Education program.The policies are not intended to be unduly restrictive; rather, they are intended to protectand make explicit student rights and responsibilities, and to insure that DPT programoperation is consistent with its obligations as a professional physical therapist educationprogram.DPT Students are Graduate Students at Plymouth State University and are therefore7

also referred to the Plymouth State University and Graduate Academic policies:Student Rights and Code of dent-rights-and-code-of-conduct/Plymouth State University Policies & Graduate Academic raduate Catalog (includes log-academic-policies-and-programs/The primary policy focus of the DPT Student Handbook are those policies not coveredor that are more restrictive than Plymouth State University or Graduate Studies. Whileevery effort has been made to assure there are no conflicts between DPT Programpolicies and PSU University Policies or Graduate Studies policies, if such a conflictexists, the Plymouth State University or Graduate Studies policies are in effect untilsuch time that the DPT Program policies can be brought into accord.Students are responsible to be familiar with the contents of the DPT Student Handbook,the DPT Clinical Education Handbook, the Plymouth State University and GraduateStudies policies. Students should bring any questions regarding the contents to theiradvisor. Student appeals of any DPT Program decision or action resulting from anacademic or professional conduct review will follow the procedures as outlined.Academic Student Advocate and Policy s/academic-student-advocate/8

Compliance with AccreditationPlymouth State University is accredited by the New England Commission of HigherEducation (NECHE) formerly known as the New England Association of Schools andColleges, Inc. (NEASC), which accredits schools and colleges in the six New Englandstates.Graduation from a physical therapist education program accredited by the Commissionon Accreditation in Physical Therapy Education (CAPTE), 1111 North Fairfax Street,Alexandria, VA 22314; phone; 703-706-3245; is necessary foreligibility to sit for the licensure examination, which is required in all states.Effective November 9, 2016, the Doctor of Physical Therapy program at Plymouth StateUniversity has been granted Candidate for Accreditation status by the Commission onAccreditation in Physical Therapy Education (1111 North Fairfax Street, Alexandria, VA,22314; phone: 703-706-3245; email: Candidate forAccreditation is a pre-accreditation status of affiliation with the Commission onAccreditation in Physical Therapy Education that indicates that the program isprogressing toward accreditation and may matriculate students in technical/professionalcourses. Candidate for Accreditation is not an accreditation status nor does it assureeventual accreditation.NOTE: Students admitted and matriculating into the the program in 2017, 2018 and2019 should be aware that if the program fails to achieve accreditation that they will notbe eligible to sit for the licensure examination to practice physical therapy.Filing a Complaint with CAPTEAny person may file a complaint with CAPTE if that person believes that the DPTProgram of Physical Therapy program at PSU is failing to fulfill its commitment toCAPTE standards.To file such a complaint, follow this link Examination and AssignmentsIn order to maintain compliance with Accreditation, program faculty will occasionallyretain graded examinations and/or assignments while removing any identifyinginformation connecting the graded examination or assignment to a particular student (sothat students remain anonymous). These serve as examples of course evaluation andfeedback provided.9

Program and Clinical PerformanceIn order to maintain compliance with Accreditation, program faculty will regularly collectcourse, program and clinical performance data on students. This data is utilized as partof regular program assessment and removes any identifying information connecting to aparticular student (so that students remain anonymous). These program levelassessments may also form the basis for peer reviewed posters, presentations, papersor books related to the Scholarship of Teaching and Learning regarding the programpedagogy, concepts and curriculum.10

Mission, Philosophy & GoalsDPT Program Mission StatementThe Mission of the DPT Program is to provide a vibrant scholarly community for physicaltherapy in New Hampshire through teaching, research, service and practice contributingto the American Physical Therapy Association's vision of "transforming society byoptimizing movement to improve the human experience." The DPT Program's focus ison the education of physical therapists to serve the community in the fields ofmovement and rehabilitation to provide competent care as autonomous providers,leaders, collaborative team members, and innovators while being respectful, culturallysensitive and socially responsible.DPT Program Educational PhilosophyThe DPT Program’s educational philosophy is based on academic excellence, learnercentered teaching, experiential learning, applied research, regional service, andleadership. The DPT Program embraces the complementary relationship betweenliberal arts and professional studies, between academic and professional development,between service and individual growth, and between the University campus and thelarger community.DPT Program PhilosophyThe DPT Program embraces a critical realist philosophy of science and its associatedconsequences that ontology determines epistemology and the stratification of reality.We fully support the use of evidence-based empirical observations in the developmentof knowledge, and the subsequent rationale development of knowledge for use inpractice, a framework we describe as knowledge-based practice. We believe the bestrepresentations of knowledge for practice are causal structures, including models andnetworks from which logical inferential rules can be applied in clinical decision-making(See Theory to Practice)11

DPT Program GoalsStudents will be:S1. Professional, reflective, self motivated and directed adult learners that arerespectful, culturally sensitive and socially responsibleGraduates will be:G1. Competent, autonomous and collaborative Doctors of Physical Therapy that areprepared to provide evidence guided, knowledge based physical therapy practice topositively impact people's lives and transform society as agents of change in theircommunitiesG2. Prepared as health team leaders and advocates for innovation in the professionwhile being respectful, culturally sensitive and socially responsibleFaculty will:F1. Foster scholarship, reflection, and inquiry in physical therapy practice that supportsand advances the body of knowledge contributing to health and rehabilitation innovationand reform through the scholarship of discovery, integration, application (engagement)and teachingF2. Be a model for students as professional, reflective, self motivated and directed adultlearners that are respectful, culturally sensitive and socially responsible as they pursueinvolvement in professional associations, achievement of promotion and tenure, andimprovement in their academic credentialsThe Program will:P1. Foster a community of scholarly inquiry and reflective practice for physical therapyin New HampshireP2. Examine global aspects of health, movement and wellbeing and its impact onsociety through community partnershipsP3. Examine the effectiveness of a hybrid (concept and problem based) curriculum withprogressive components of apprenticeshipThe Curriculum will:C1: Be delivered with a well organized, sequenced and integrated plan that includescontent regarding contemporary practice of physical therapy based on standards ofpractice, current literature, documents, publications, and other resources related to the12

profession, and to the delivery of health care services, to physical therapy education,and to educational theory.C2: Consider the changing roles and responsibilities of the physical therapy practitionerand the dynamic nature of the profession and the health care delivery system.13

DPT Education ProgramSummary NarrativeThe DPT curriculum at Plymouth State University is a full time day program with asequential three year, three semester/year, 117 credit curriculum in which students useknowledge from prior coursework to build further knowledge and expertise as theyprogress through the program. In the Patient/Client Management course sequencestudents learn to perform a PT examination and evaluate the findings to formulate adiagnosis, prognosis, and plan of care, and to provide interventions for patients withproblems commonly encountered in physical therapy. Students are involved in practiceexperiences starting with their first semester and throughout the entire curriculumwhether on campus though the Integrated Clinical or off campus through ClinicalEducation. Emphasis is placed on the development of fluid, proficient psychomotor skillsused in practice while the depth and breadth of the students responsibility to solve theproblems progresses. Students will progressively learn to use evidence as a basis for aknowledge based practice demonstrating increasing levels of clinical inquiry anddecision making.The curriculum includes concept and problem based components throughout. Duringthe three year program there is a decrease in the number of courses and an increase inthe number of credits for the primary sequenced courses Integrated Clinical andPatient / Client Management. This reflects the unification of prior concepts in thesecourses as the student progresses toward entry level practice. The purpose here is topromote as much unity in the learning experience as possible for the student.The program concepts are threaded with the themes of theory and practice as tightlyintertwined and necessary compliments of one another. Theory informs current practiceand inspires innovation and transformation. Practice informs current theory as a test ofits ability to model reality and as a guide to future theoretical understanding. Thecurriculum's required 117 graduate credits are a well balanced mix of foundational andclinical theory course work and clinical practice course work and experiences. Theorycourses are divided into three primary areas: Knowledge Foundations, Systems Theoryand Knowledge Development. Practice courses are divided into Practice Courses,Clinical Practice and Practice Reflection. Faculty and students work together to fosteran environment, both in and out of the classroom, of learning and scholarship.Expected CostsAnnual Tuition and FeesRefer students to the financial aid tuition tuition-fees/14

NOTE: You need to scroll to the bottom of the page for the DPT Program Tuition, Feesand Other costs to consider.The Graduate Studies Refund Policy and Schedule are located ices/student-refunds/And Graduate Studies Financial Aid information can be found ate-student-financial-aid/15

Graduation from the DPT ProgramGraduation from the DPT program requires successful completion in good academicstanding (See Academic Standing) of the full course of study (See Curriculum) within 6calendar years. When students successfully complete this course of study, it is theexpectation of the Program, based on the organization, requirements and sequence ofthe Curriculum and course (including Clinical Education) requirements that the studentis ready for Entry Level Practice as a Physical Therapist and, pending full Accreditationby the Commission on Accreditation of Physical Therapy Education (CAPTE) eligible tosit for the National Physical Therapy Examination to be considered for Licensure as aPhysical Therapist.Therefore, the program is compelled to due diligence in outlining a process to identifyand distinguish false negatives from true negatives. And then how to proceed if it isdetermined to be a true negative (that a student's final Clinical Experience did not reachentry level performance).When a student is not making progress towards achieving entry-level performance ontheir final Clinical Experience it should be identified through prior coursework, includingIntegrated Clinical courses and Clinical Experiences I and II. In such cases remediationstrategies are developed in process and a student's final Clinical Experience (andtherefore graduation may be delayed).The following describes the process when a student does not achieve the required entrylevel performance by the end of their Clinical Experience III. This process starts with apresentation of the case by the DCE to the core faculty with all relevant informationregarding the students progress towards and ultimate performance on the final ClinicalExperience. The DCE's case includes both the student's and clinical instructor's writtenstatements, the CPI including all comments, weekly summaries, and notes from anymeetings during the Clinical Experience. As many details of the case will be presented.After the presentation of facts the DCE then provides their evaluative summary andrecommendation. Much weight is given to the DCE's recommendation for the followingreason. We believe we can minimize the likelihood of false negatives by maintaining asmall set of core clinical education partners and clinical faculty. This includesmaximizing the number of clinical faculty that are credentialed clinical instructors andproviding continuing education and other professional development activities to clinicalfaculty. Through this process the DCE develops a sense of the capabilities of a givenclinical instructor providing the assessment. The DCE is expected to include theseconsiderations in their evaluative summary and recommendation.Outcome 1: If it is deemed that not achieving entry-level performance on ClinicalExperience III was a false negative then the student will proceed to graduation.Outcome 2: If it is deemed that we cannot determine whether not achieving entry-levelperformance on Clinical Experience III was a false negative then the faculty will develop16

a final comprehensive practical clinical examination for the student. If passed thestudent will graduate. If failed the student will proceed to outcome 3.Outcome 3: If it is deemed that the student has not achieved entry level performance onClinical Experience III then a remediation plan will be developed which will first requireon campus coursework and either an extension or repeating of Clinical Experience III.Note: Either outcome 2 or 3 will allow the student due process with an appeal acceptedand considered. Prior to the faculty decision the student's contribution is considered aspart of the DCE presentation of the case.17

Curriculum Plan by Content AreaTheoryKnowledge FoundationsCreditsClinical & Func onalPTH61104AnatomyClinical talCondi ons &PTH61213ManagementPathophysiology &PTH61303Pharmacology IPathophysiology &PTH82103Pharmacology IIExercise Prescrip on &PTH61313Nutri onTotal23Systems editsEthics & Value SystemsMovement SystemsDynamic Systems I:Movement &Adapta onDynamic Systems II:EnvironmentalInterac onsPsycho/Social SystemsHealth SystemsTotalTermSummer 1Summer 1Fall 1Fall 1Spring 1Summer 2Spring 124TermSummer 1Spring 13Fall 13Spring 13621Spring 2Fall 3Knowledge DevelopmentCreditsClinical Inquiry I:PTH61243Causality & InferenceClinical Inquiry II: StudyPTH82243DesignClinical Inquiry III:Models, Reviews, &PTH82343GuidelinesCapstone IPTH83243Capstone IIPTH83341Total13TermFall 1Fall 2Spring 2Fall 3Spring 3PracticePractice CoursesCredits18Term

PTH6115PTH6125PTH6135PTH8215PTH8235Pa ent / ClientManagement IPa ent / ClientManagement IIPa ent / ClientManagement IIIPa ent / ClientManagement IVPa ent / ClientManagement VTotalClinical PTH8226PTH8316PTH83362Summer 14Fall 14Spring 15Summer 26Spring 221CreditsIntegrated Clinical IIntegrated Clinical IIIntegrated Clinical IIIIntegrated Clinical IVIntegrated Clinical VIntegrated Clinical VIClinical Educa on IClinical Educa on IIClinical Educa on IIITotalMeta Cognitive / Practice ReflectionCreditsClinical Reflec on IPTH8227Clinical Reflec on IIPTH8317Clinical Reflec on IIIPTH8337TotalTotal Credits19TermSummer 1Fall 1Spring 1Summer 2Spring 2Fall 3Fall 2Summer 3Spring 3111223881036TermFall 2Summer 3Spring 31113117

Curriculum Plan by atomyPTH6111ClinicalPhysiologyPTH6112Ethics &ValueSystemsPTH6115Patient /ClientManagement IPTH6116IntegratedClinicalIFall CreditsNeuroscienceMusculoskeletalConditions &ManagementDynamicSystems I:Movement ient /ClientManagement IIIntegratedClinicalIISpring 1CreditsPTH6130Pathophysiology&Pharmacology I33PTH6131ExercisePrescription 351PTH6136DynamicSystems II:EnvironmentalInteractionsPatient /ClientManagement Pathophysiology&Pharmacology II3Fall 2PTH8226ClinicalEducation tems3

PTH8215Patient /ClientManagement ction I1PTH82342PTH8224ClinicalInquiryII: odels,Reviews, &GuidelinesPatient /ClientManagement VIntegratedClinicalV36214Summer3CreditsFall 3PTH8316ClinicalEducation II8PTH8322PTH8317ClinicalReflection ICapstoneICreditsSpring36PTH8336ClinicalEducation III103PTH8337ClinicalReflection III13PTH8334Capstone II11221Credits12



Student Learning OutcomesA word on course and program student learning outcomesCourse objectives either progress towards or satisfy the overall program objectives. Thisconnection means that objectives throughout the program are cumulative, progressiveand continuous expectations. Once an objective is met it continues to be expectedduring the curriculum even if it is not an explicitly stated course objective.When course objectives are progressive toward overall program objectives in a coursesequence (i.e. Patient / Client Management I - V) they will be explicitly repeated oftenwith the same language. Progression is achieved in depth and breadth by repetitivecoverage and use of prior and concurrent practical and theoretical knowledge. Forexample, the difference between Patient / Client Management (PCM) I and II is thatPCM II makes full use of the knowledge gained in Clinical & Functional Anatomy, andstarts using knowledge gained in Musculoskeletal Conditions & Management. So theobjective: "Explain screening and the factors that contribute to determining whetherpatients/clients need further examination or consultation by a physical therapist orreferral to another health care professional (7D16)" in PCM II will include more depth inscreening related to musculoskeletal conditions.Course objectives that meet a Program Student Learning Outcome include theStandard 7 code in parentheses at the beginning of the objective. Courseobjectives that progress toward completion of a particular Program StudentLearning Outcome includes the Standard 7 code in parentheses at the end of theobjective.Program Student Learning OutcomesThe program student learning outcomes (PSLOs) are derived from the Commission onAccreditation on Physical Therapy Education (CAPTE) Standard 7: "The curriculumincludes content, learning experiences, and student testing and evaluation processesdesigned to prepare students to achieve educational outcomes required for initialpractice in physical therapy and for lifelong learning necessary for functioning within anever- changing health care environment." These PLSOs fully cover the AmericanPhysical Therapy Associations set of "Minimum Required Skills of the PhysicalTherapist Graduate at Entry Level (BOD G11-05-20-49 [Guideline], 2009).At completion of the DPT program graduates are prepared to:7D1 Adhere to legal practice standards, including all federal, state, and institutionalregulationsrelated to patient/client care and fiscal management.7D2 Report to appropriate authorities suspected cases of abuse of vulnerable24

populations.7D3 Report to appropriate authorities suspected cases of fraud and abuse related tothe utilization of and payment for physical therapy and other health care services.7D4 Practice in a manner consistent with the APTA Code of Ethics.7D5 Practice in a manner consistent with the APTA Core Values.7D6 Implement, in response to an ethical situation, a plan of action that demonstratessound moral reasoning congruent with core professional ethics and values.7D7 Communicate effectively with all stakeholders, including patients/clients, familymembers, caregivers, practitioners, interprofessional team members, consumers,payers, and policymakers.7D8 Identify, respect, and act with consideration for patients’/clients’ differences, values,preferences, and expressed needs in all professional activities.7D9 Access and critically analyze scientific literature.7D10 Apply current knowledge, theory, and professional judgment while consideringthe patient/client perspective, the environment, and available resources.7D11 Identify, evaluate and integrate the best evidence for practice with clinicaljudgment and patient/client values, needs, and preferences to determine the best carefor a patient/client.7D12 Effectively educate others using teaching methods that are commensurate withthe needs of the learner, including participation in the clinical education of students.7D13 Participate in professional and community organizations that provideopportunities for volunteerism, advocacy and leadership.7D14 Advocate for the profession and the healthcare needs of society throughlegislative and political processes.7D15 Identify career development and lifelong learning opportunities, including the roleof the physical therapist in the clinical education of physical therapist students.7D16 Determine when patients/clients need further examination or consultation by aphysical therapist or referral to another health care professional.7D17 Obtain a history and relevant information from the patient/client and from othersources as needed.7D18 Perform systems review. Including the cardiovascular/pulmonary system throughthe assessment of blood pressure, heart rate, respiration rate, and edema; theintegumentary system through the gross assessment of skin color, turgor, integrity, andthe presence of scar; the musculoskeletal system through the gross assessment ofrange of motion, strength, symmetry, height, and weight; the neuromuscular systemthrough the general assessment of gross coordinated movement and motor function;and the gross assessment of communication ability, affect, cognition, language, andlearning style, consciousness, orientation, and expected behavioral/emotionalresponses.7D19 Select, and competently administer tests and measures appropriate to thepatient’s age,diagnosis and health status including, but not limited to, those that assess: AerobicCapacity/Endurance, Anthropometric Characteristics, Assistive Technology, Balance,Circulation (Arterial; Venous; Lymphatic), Self-Care and Civic; Community; Domestic;25

Education; Social and Work Life, Cranial and Peripheral Nerve Integrity, EnvironmentalFactors, Gait, Integumentary Integrity, Joint Integrity and Mobility, Mental Functions,Mobility (including Locomotion), Motor Function, Muscle Performance (includingStrength; Power; Endurance; and Length), Neuromotor Development and SensoryProcessing, Pain, Posture, Range of Motion, Reflex Integrity, Sensory Integrity, SkeletalIntegrity, Ventilation and Respiration or Gas Exchange7D20 Evaluate data from the examination (history, health record, systems review, andtests and measures) to make clinical judgments.7D21 Use the International Classification of Function (ICF) to describe a patient's/client’simpairments, activity and participation limitations.7D22 De

in the DPT program. Students are referred to the DPT Clinical Education Handbook for policies and procedures related to the Clinical Education program. The policies are not intended to be unduly restrictive; rather, they are intended to protect and make explicit student rights and responsibilities, and to insure that DPT program

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