Policy Development in Physical Therapist Assistant Education

1. Policy Development in Physical Therapist Assistant Education Mary Kay Solon, PT, MS Faculty Development Workshop University of Indianapolis May 18, 2013

2. Policies(Liebler) • Guides to help delineate decisions and courses of action • Spell out required, prohibited or suggested courses of action • Pre-decide issues and limit actions so that repeated situations are handled in a similar fashion • Intend to be overall guide

3. Policies(Liebler) • Should be sufficiently specific to help guide action but flexible enough to accommodate changing conditions. • Should reinforce and be consistent with the overall goals and objectives of the organization. • Are relatively permanent plans.

4. CAPTESECTION 1: ORGANIZATION Preamble • Physical therapist assistant education occurs in an institutional environment that supports humanistic principles, inquiry, and dedication to the service of society. The physical therapist assistant education program must be integral to institutional missions and be a logical extension of its education and service programs. The institution, through support for program faculty and policies of the education program, encourages its graduates to practice within the legal, social, and ethical context of their careers as physical therapist assistants.

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

6. CAPTE Evaluative Criteria 1.1.6 Policies and procedures exist to protect the rights and privileges of persons associated with the education program. Policies and procedures are in place and practices are described for: • privacy and confidentiality • due process • complaints

7. CAPTE Evaluative Criteria 1.1.7 Policies and procedures exist to ensure the safety of persons associated with the program. Policies and procedures are in place and practices are described for: • on-campus educational experiences. • off-campus educational experiences. • student competence prior to clinical education.

8. CAPTE Evaluative Criteria 1.1.8 Written agreements exist for the provision of off-campus clinical experiences. • Written agreements with clinical agencies • Students only assigned to facilities with proper contract • Ongoing process for review of contracts

9. CAPTE Evaluative Criteria 1.1.9 The institution provides a process for the participation of core faculty in the governance and in short and long term planning of the program and the institution. • rights and privileges commensurate with other faculty • support ongoing development

10. CAPTEEvaluative Criteria 1.1.10 Policies and procedures exist which support practices by the institution to facilitate compliance with accreditation policies and procedures. The written policies and procedures delineate the responsibilities for accreditation activities and are described for: • fees and documentation • substantive changes • compliance with evaluative criteria within two years

11. CAPTEEvaluative Criteria 1.4 Student Policies and Procedures • 1.4.1. Student recruitment and admission procedures and practices are based upon appropriate and equitable criteria and applicable law. Recruitment and admission policies, procedures and practices assure nondiscrimination and equal opportunity to all students.

12. CAPTE Evaluative Criteria 1.4.2 Students are provided with the current policies, procedures, and relevant information about the institution and program. How do you do this???

13. Source of Policies • Often developed directly by PTA faculty • Must be consistent with institutional policy • Sometimes are shaped by exceptions that are granted by specific situations • Some may be imposed by an outside agency (government, CAPTE, clinical facility)

14. Policy Wording • Policies permit and require interpretation • Phrases like “as situation dictates” provide flexibility • Omit all gender-specific wording (“he,” “she”) • Seek to avoid contradistinctions within polices and between policies and their related procedures.

15. Procedures • A guide to action • A series of related tasks, given in chronological order, that constitute the prescribed manned of performing the work • Developed for repetitive work to provide uniformity in practice • Facilitate personnel training • Permit development of controls and checks • Are highly specific

16. Procedures – Essential Information • Specific tasks that must be done • The time and under what circumstances they must be done • Who is to do the tasks (job title, not name)

17. Development of Procedure Manual • Determine its purpose and audience • PTA Program Policy and Procedure Manual • Student Handbook • Clinical Education Handbook • Use of flow charts and flow process charts can be helpful

18. Methods • Clearly list the way each step is to be performed.

19. Where Do I Start? • Your institution • Your mission, philosophy, goals and objectives • Your school or other source of policies • Your curriculum • The clinical environment • CAPTE

20. Activity • Select three areas of your PTA Program where policies need to be developed or revised • Determine what is driving the need • Institution • CAPTE • Clinical sites • Faculty (advisors, instructors, counselors) • Student • Draft policies for each of these areas or issues

21. Faculty Development • “Any program or activity that has as its goals: • enhancement of individual skills and abilities; • clarification of values; • and development of increased faculty motivation.’ Rothman and Rinehart 1990

22. Faculty Development Program • “Are those programs that help the faculty member more effectively fulfill his or her teaching, research, and service responsibilities.” Rothman and Rinehart 1990

23. Faculty Development Process • Evaluation areas that need to be strengthened due to limited knowledge, skill and/or experience • Development of goals • Development of plans • Implementation of faculty development plan • Periodic reassessment, including revision of goals and plans.

24. Barriers to Faculty Development • Misconceptions • Underestimate need for development • Underestimate benefits of development • Belief that having great clinical skills is enough • Belief that being a great teacher is natural • Insufficient instructional support • Lack of literature I physical therapy teaching

25. Step 1: Evaluation • Institutional evaluation processes • External evaluation processes • Self-assessment

26. Step 2: Identification • Evaluate • Identify areas to be strengthened in the three areas: • Individual skills and abilities • Clarification of values • Development of motivation And the following areas: • Teaching • Research • Service

27. Step 3: Create Goals • Evaluate • Identify • Create Goals • Measureable • Time frames • Realistic • No more than 3

28. Make a Plan • Time frames for completion • Grow with a friend • Search for creative ways to meet your goals • Must address improvement for work activities • Include rewards for completion

29. Characteristics of Effective Faculty Development Programs • Mission to address needs • Specific to the faculty • Specific to the learning environment • Addresses both theory and practice • Opportunities for practice and feedback • Allows for development of relationships • Knowledgeable faculty

30. Faculty Development - Scholarship • Faculty seminars: a learning community where members work together toward shared goals. May include: • Reading lists • Interdepartmental activities • Projects • Discussion groups • Reciprocal observations

31. Faculty Development - Scholarship • Mentoring • Teaching portfolios, including • Portfolio development • Collaboration between faculty • Peer review • Collaborative grant writing • Virtual communities • Publications

32. Development Opportunities • Education leadership Conference • APTA’s Credentialed Clinical Instructor Program • Presentation at Chapter, CSM or Annual Conference • CAPTE Self-Study Workshop • FSBPT Item-Writing Workshop • Education Section Membership • An anthology for Physical Therapy Educators • Professionalism in Physical Therapy: Core Values Self-Assessment

33. Implement the Plan • Decide on a timeline for completion of components of the plan • Decide on a particular day/time that will be devoted to faculty development. • Allow other faculty members the same privilege.

34. Conclusion • Faculty development is just as important as clinical skill development. • New faculty are more likely to overestimate their teaching abilities. • Seasoned faculty may not recognize the need to continue to hone skills and develop further. • Faculty development is an ongoing process.

35. References • Rothman J and Rinehart M. A Profile of Faculty Development in Physical Therapy Education Programs. Physical Therapy,1990, 19, 3, 310-313. • Peterson C and Sandhholtz J New Faculty Development: Scholarship of Teaching and Learning Opportunities. Journal of Physical Therapy Education. 100 ,19, 3, 23-29. • Peterson C and Umphred D. A Structured Faculty Development Process for Scholarship in Young Faculty: A Case Report. Journal of Physical Therapy Education. 2005 19, 3, 86-88. • Pagilarulo M and Lynn A. Priorities and Benchmarks for New Faculty in Physical Therapist Education Programs: Perceptions of Program Directors. Journal of Allied Health. 2004, 33, 4, 271-278. • Liebler J and McConnell C. Management Principles for Health Professionals, 3rd Ed. Aspen. 1999, pp. 104-1113.