PTA 1018 Professional Issues and Development PDF

12/13/2024 PTA 1018 PROFESSIONAL ISSUES LECTURE 1: Career Development Job Resources Interviews 1  12/13/2024 LEARNING OBJECTIVES Understand components...

12/13/2024 PTA 1018 PROFESSIONAL ISSUES LECTURE 1: Career Development Job Resources Interviews 1  12/13/2024 LEARNING OBJECTIVES Understand components of a resume and cover letter Be able to prepare resume and cover letter Be able to use job search resources Learn elements of an interview and common courtesies 2 @Stanbridge University 2024 2  12/13/2024 THE RESUME Initiates contact with potential employer Depicts your work ethic Shows your ambition through previous work experience Show dedication to profession through membership in professional organizations 3 @Stanbridge University 2024 3  12/13/2024 THE RESUME Personal information Educational information Professional qualifications Experience References 4 @Stanbridge University 2024 4  12/13/2024 THE RESUME Two Types: ▪ Chronological- most common type Lists experience in reverse order (most recent first) Identification – PTAs contact info Career objective – Why do you want to work in a specific setting Work experience – Full-time positions and relevant part-time positions Education – All education institutions, degrees earned with dates, honors obtained, seminars attended, and licensure achieved Activities – Professional, civic, volunteer activities, honors, memberships ▪ Functional- lists the skills a prospective employee possesses @Stanbridge University 2024 5 5  12/13/2024 THE RESUME References: – Can be from faculty members, clinical instructors, previous employers – Should describe a potential employees' character and work ethic 6 @Stanbridge University 2024 6  12/13/2024 THE COVER LETTER Purpose to introduce yourself and give your reasons for applying for the job with this employer Components – Your contact information – Employer’s contact information – Salutation If you have a contact person, make sure you use their appropriate name and title If not, use an appropriate formal salutation – Dear sir or madam – To whom it may concern 7 @Stanbridge University 2024 7  12/13/2024 COVER LETTER – Body of the letter First paragraph: why you are writing Second paragraph: what you have to offer Third paragraph: how you will follow up – Closure Appropriate, yet formal – Sincerely, – Respectfully, – Kind regards 8 @Stanbridge University 2024 8  12/13/2024 COVER LETTER @Stanbridge University 2024 9 9  12/13/2024 JOB SEARCH RESOURCES CPTA http://pt.ca.associationcareernetwork.com/Common/H omePage.aspx APTA Career Center https://jobs.apta.org @Stanbridge University 2024 10 10  12/13/2024 JOB SEARCH Neat and clean appearance Professionally dressed Make a good first impression Be ON TIME, if not 15 minutes early Pleasant personality Body language Exhibit desire to work Represent yourself as flexible, assertive, dedicated 11 @Stanbridge University 2024 11  12/13/2024 INTERVIEWS Prepare – Know your resume and be prepared to answer questions about it – Be ready to answer questions about your personality, communication skills, working with others – Be ready to answer questions about how you might respond in certain situations 12 @Stanbridge University 2024 12  12/13/2024 INTERVIEWS Ask questions – Available benefits – Possibility for further learning experiences at the facility – Possibility to be a clinical instructor – Ask to see the facility – Do not ask questions at first interview about salary, vacation time, dress code. 13 @Stanbridge University 2024 13  12/13/2024 INTERVIEWS “Tell me about yourself.” @Stanbridge University 2024 14 14  12/13/2024 INTERVIEWS @Stanbridge University 2024 15 15  12/13/2024 INTERVIEWS @Stanbridge University 2024 16 16  12/13/2024 Interviews @Stanbridge University 2024 17 17  12/13/2024 Interviews @Stanbridge University 2024 18 18  12/13/2024 Salary Negotiation @Stanbridge University 2024 19 19  12/13/2024 Negotiating Benefits @Stanbridge University 2024 20 20  12/13/2024 PROFESSIONAL DEVELOPMENT: LEARNING OBJECTIVES Formulate a personal mission statement Develop short- and long-term career goals Identify resources for continuing education and choose a course of interest Volunteer at community services events 21 @Stanbridge University 2024 21  12/13/2024 PERSONAL MISSION STATEMENT Clarifies what business you are in, your goals and objectives Why are you in the profession? Who are your clients/patients? What are you hoping to do for your patients? What underlying philosophies, qualifications, beliefs will help you carry out your plan? What is your personal elevator pitch? – Your personal motto – Captures interest in you – 1-3 sentences 22 @Stanbridge University 2024 22  12/13/2024 MISSION STATEMENT EXAMPLE To my patients, I commit to provide the most effective, clinically superior physical therapy humanly possible at a fair price. The measure of my success will be found in the trust I build amongst my patients. I commit to provide a positive, respectful, and fair environment for my colleagues and peers. I hope to exemplify my own personal values and those put forth from the institution in which I trained. I will be a clinician who gives quality care, furthers her knowledge through all avenues possible, and proves to be an asset to the profession 23 @Stanbridge University 2024 23  12/13/2024 DEVELOPING CAREER GOALS Short Term Goals: – Within the first year, what do you hope to accomplish? Clinical setting Continuing education APTA membership Clinical instructor Certifications 24 @Stanbridge University 2024 24  12/13/2024 DEVELOPING CAREER GOALS Long Term Goals: – In 5 years, what do you hope to accomplish? Clinical Instructor Professor Administrator Owner/partner Research 25 @Stanbridge University 2024 25  12/13/2024 FURTHURING YOUR EDUCATION Continuing Education Requirements: – http://www.ptbc.ca.gov/licensees/cont_comp.shtml – Must be completed yearly to renew your license 26 @Stanbridge University 2024 26  12/13/2024 FURTHERING YOUR EDUCATION Con-Ed Resources: – California Education Connection, etc… – APTA – CSM – CPTA conference – Town hall meetings – Private lectures/presentations 27 @Stanbridge University 2024 27  12/13/2024 COMMUNITY SERVICE Volunteer: – Charity events – Hospitals – Races, walks – Schools – Community events – Professional events 28 @Stanbridge University 2024 28  12/13/2024 PTA 1018 PROFESSIONAL ISSUES LECTURE 2: Geriatrics, Ethical and Legal Review Documentation Review 29  12/13/2024 Geriatrics and Ethical and Legal Issues Review Living will and advanced directive: Advanced Care Medical Directive (ACMD)- gives direction to healthcare providers about treatment choices under certain circumstances Durable power of attorney: patient names advocate to act on their behalf Living will: patient states his or her wishes in writing but does not name pt. advocate @Stanbridge University 2024 30 30  12/13/2024 Geriatrics and Ethical and Legal Issues Review Do not resuscitate (DNR) orders: – Apply to cardiopulmonary resuscitation Health care proxy: agent who makes healthcare decisions for patient when they are deemed incapable Informed consent: Competent and fully informed patient can participate in choices about their healthcare. Contains but not limited to: Nature and purpose of tx. Risks, benefits, consequences, etc. Likelihood of success or failure An assessment of patient understanding @Stanbridge University 2024 31 31  12/13/2024 Billing/Documentation Insurance Fraud BUSINESS AND PROFESSIONS CODE - BPC DIVISION 2. HEALING ARTS [500 - 4999.129] ( Division 2 enacted by Stats. 1937, Ch. 399. ) CHAPTER 1. General Provisions [500 - 865.2] ( Chapter 1 enacted by Stats. 1937, Ch. 399. ) ARTICLE 12 Insurance Fraud [810- 810.] ( Article 12 added by Stats. 1978, Ch. 174. ) 810 – (a) It shall constitute unprofessional conduct and grounds for disciplinary action, including suspension or revocation of a license or certificate, for a health care professional to do any of the following in connection with his or her professional activities: – (1) Knowingly present or cause to be presented any false or fraudulent claim for the payment of a loss under a contract of insurance. – (2) Knowingly prepare, make, or subscribe any writing, with intent to present or use the same, or to allow it to be presented or used in support of any false or fraudulent claim. @Stanbridge University 2024 32 32  12/13/2024 Productivity Drives business Balance between quality and quantity In Physical Therapy can be measured by: 1. Patients/day 2. CPT codes/patient Can affect evidence-based medicine Tends to switch from patient focused care to volume driven care @Stanbridge University 2024 33 33  12/13/2024 Medicare – Functional Reporting (Section GG) for Coding and Billing Section GG Outcome measures are utilized in all post-acute care settings to track progress across continuum of care. The evaluating PT will assess the majority of the GG items during their Initial Evaluation, Progress Report and Discharge Report. – PT related items are scored at evaluation and DC at minimum – Accurate data = accurate reimbursement in skilled nursing facility and inpatient rehab facilities PTA Role: evaluating PT will ask the PTA for functional levels related to mobility and ambulation AOTA.org @Stanbridge University 2024 34 34  12/13/2024 Merit-based Incentive Payment System (MIPS)- Outpatient Effective 2018 Outpatient (nonhospital based) requirement Medicare Part B Physical Therapists must collect and document information on patients at the initial evaluation @Stanbridge University 2024 35 35  12/13/2024 Merit-based Incentive Payment System (MIPS)- Outpatient MIPS adjusts payment to eligible clinician or group based on performance in four categories: 1. Quality- includes clinical process and outcome measures 2. Cost- incentives and penalties 3. Advancing care information- promotes electronic exchange of information 4. Improvement activities- includes activities that improve clinical practice such as shared decision making, increasing practice access, patient safety population management and care coordination @Stanbridge University 2024 36 36  12/13/2024 Merit-based Incentive Payment System (MIPS)- Outpatient Each category has a performance threshold of compliance determined by their submitted documentation that must be met by each clinician (threshold determined by the US Department of Health and Human Services). Clinicians who: Surpass the threshold and show high compliance will receive a positive payment adjustment Fall below the threshold and show poor compliance will receive a negative payment adjustment Who are neutral to the threshold will receive a neutral payment adjustment @Stanbridge University 2024 37 37  12/13/2024 Merit-based Incentive Payment System (MIPS)- Outpatient Current year payment adjustments to a group or clinician are based on scores of clinicians 2 years prior https://www.aafp.org/practice-management/payment/medicare-payment/mips.html @Stanbridge University 2024 38 38  12/13/2024 Merit-based Incentive Payment System (MIPS)- Outpatient How does MIPS impact the PTA working in an outpatient facility? Since the information is documented during the evaluation (1st visit) the PTA may be asked to obtained objective measures such as: – Height and weight for BMI – Monofilament testing, shoe sizing for diabetic testing – Fall risk assessment testing (aka Berg Balance test) – Scoring functional outcome tests Noncompliance will affect reimbursement rate and salaries @Stanbridge University 2024 39 39  12/13/2024 PTA 1018 Professional Issues Lecture 2: Intergenerational Teaching and Learning Impact on Clinical Education Adapted with Permission from Valerie R. Teglia, PT, DPT Director of Clinical Education at University of Southern California 40  12/13/2024 Objectives Following the presentation, students will be able to o Compare and contrast communication styles from different generations o List 3 challenges in the CI/student relationship that may stem from generational differences o Develop 2 student specific expectations that the student can communicate to the CI prior to or during a clinical experience o Describe 3 strategies a student can use to address identified challenges related to generational differences that may arise during a clinical experience Adapted with permission from Valerie R. Teglia, PT, DPT 41 41  12/13/2024 From Oxford Languages All of the people born and living at the same time, regarded collectively What is a generation? From Dictionary.com A group of individuals, most of whom are the same approximate age, having similar ideas, problems, attitudes, etc. Adapted with permission from Valerie R. Teglia, PT, DPT 42 42  12/13/2024 Why does it matter? Real or perceived differences in values, communication styles, management styles, feedback preferences, adaptability, and more impact interactions in the workplace (i.e. the clinical education environment) Adapted with permission from Valerie R. Teglia, PT, DPT 43 43  12/13/2024 44 44  12/13/2024 Generation Timeline Baby Traditionalist Millennials Gen Alpha Boomers Gen X (1965 Gen Z (2001 (1925 – (1981 – (2012ish to (1945 – – 1980) – 2020 1945) 2000) now) 1964) Adapted with permission from Valerie R. Teglia,University @Stanbridge PT, DPT 2024 45 45  12/13/2024 Traditionalist – Mostly patients Influenced by o WWII o Great depression Values and Impacts @Stanbridge University 2024 o Stoic/emotionally conservative o Tend to be more formal o Focus on duty o Enforce chain of command Communication style o Personal touch, handwritten notes instead of email/text Adapted with permission from Valerie R. Teglia, PT, DPT 46 46  12/13/2024 What are your perceptions of Baby Boomers? Gen X? Millennials? Adapted with permission from Valerie R. Teglia, PT, DPT 47  12/13/2024 Influences and Motivation Generation Baby Boomer Gen X Millennials Gen Z Influencing Vietnam war 9/11 Technology Digital Events Civil rights Decreased advances natives movement financial 9/11 Political and JFK, MLK stability School social unrest HIV/AIDS shootings COVID Societal Increasing instability diversity Motivated by Duty Societal Authenticity Diversity Company reward Meaningful Individuality loyalty Personal work Personalizati Teamwork interest Unique work on Work-life opportunities Sensitive to balance Recognition “off putting” situations Adapted with permission from Valerie R. Teglia, PT, DPT 48 48  12/13/2024 Attributes and Communication Generation Baby Boomer Gen X Millennials Gen Z Attributes Respect Independent Civic minded Decreased trust authority (but Skeptical Achievement in authority may not trust) Pragmatic oriented Most diverse Optimistic More Seek Global world Workaholic work/life validation view Values actions balance Work/life Progressive over words Values integration actions over Competitive words Communication Phone Phone Text Text preferences Face to face Face to face Email Instant Email Email Instant messages/apps Focus on Focus on messages Social media efficiency efficiency Appreciate face to face Adapted with@Stanbridge permission from University Valerie R. Teglia, 2024PT, DPT 49 49  12/13/2024 Baby Boomers: Must pay your dues Sacrifice for success Additional 49% expect to or already working past age 70 or do no plan to retire 10,000 reach retirement age every day context for Gen X Baby Quick to move on if unsatisfied with employer Boomers, Can be resistant to change at work if affects personal lives By 2028, will outnumber Baby Boomers Gen X, and Millennials Millennials Seeks challenge, growth and development at work Likely to leave an organization if they don’t like change Will make up 75% of global workforce by 2025 Adapted with permission from Valerie R. Teglia, PT, DPT 50 50  12/13/2024 Digital “natives” High social media use Communicate via digital means High expectation for immediate access to information Most diverse generation Additional context for Socially inclusive Gen Z Equity and social justice highly valued Prefer to work with millennial managers Innovative and open to new technologies Adapted with permission from Valerie R. Teglia, PT, DPT 51 51  12/13/2024 How does this translate to a learning environment? Adapted with permission from Valerie R. Teglia, PT, DPT 52  12/13/2024 From Millennials 42% want open communication and feedback Expectations 38% want clear targets From Gen Z of a 42% want positive attitude supervisor? 37% want clear targets (Schroth 2019) Gen X as supervisor (self-evaluation) 42% offered open communication 33% offered positive attitude 31% offered cleared targets Adapted with permission from Valerie R. Teglia, PT, DPT 53 53  12/13/2024 Ask CI for their expectations Can do this during your first day or first week Expectations Identify those that do not match with your or program expectations – CI’s and Discuss those mismatches student Expectations will impact expectations Attitudes Feelings Beliefs Clarity in expectations can decrease uncertainty or anxiety Adapted with permission from Valerie R. Teglia, PT, DPT 54 54  12/13/2024 Baby Boomers and Gen X as May not give you direct feedback so will need to Instructors or explicitly ask They value actions over words Supervisors Direct feedback they give (whether written or verbal) may be perceived as harsh by millennials or Gen Z Strategies to mitigate potential conflict or miscommunication: o Ask for meeting to clarify feedback o Self-reflect o Reach out to ACCE for guidance Adapted with permission from Valerie R. Teglia, PT, DPT 55 55  12/13/2024 Case Study You are a 23-year-old PTA student completing a clinical experience in a setting that is new to you. Your CI is a 47-year-old Gen Xer with 20 years of experience in the field. Each day, your CI assigns you a number of patients that is appropriate for your ability. You are expected to complete chart reviews and ongoing interventions. You’re also expected to actively participate in interprofessional communication appropriate for your setting. You rely on mobile apps and online resources for quick reference during or after patient care, while your CI relies on textbooks/journals and their own experience You seek frequent and immediate feedback, but your CI is accustomed to structured weekly feedback sessions You value work-life balance and express a preference for defined work hours and scheduled breaks. Your CI often stays late to complete documentation, views this as a lack of commitment. @Stanbridge University 2024 56 56  12/13/2024 Case Study Conflict: In the third week, you expressed some frustration with your CI’s frequent use of open-ended questions during debriefing sessions. Your CI believes these questions encourage critical thinking and problem-solving, but you feel they lack clear direction and make it harder to identify actionable steps for improvement. For example, after a challenging patient interaction, your CI asks, "What do you think could have gone differently?" You prefer more direct guidance on specific areas to improve. How to resolve this conflict? @Stanbridge University 2024 57 57  12/13/2024 References Generational differences in the workplace. Purdue Global. Accessed December 11, 2024. https://www.purdueglobal.edu/education- partnerships/generational-workforce-differences-infographic/ Ramsey Jimenez, S. (2023). Perspective Chapter: Communication – Overcoming Generational Difference Has Been Reactivated. IntechOpen. doi: 10.5772/intechopen.109346 Schroth, H. (2019). Are You Ready for Gen Z in the Workplace? California Management Review, 61(3), 5-18. https://doi.org/10.1177/0008125619841006 Adapted with permission from Valerie R. Teglia, PT, DPT 58 58  12/13/2024 PTA 1018 PROFESSIONAL ISSUES Lecture 3: Laws and Jurisprudence Board and State Law Exam 59  12/13/2024 LEARNING OBJECTIVES Describe the executive branch of the California State government Learn how the California laws that impact the physical therapy profession are made Define and differentiate between laws, codes, and sections Review the California State Constitution Identify resources for the California law exam Describe and review the physical therapy practice act, regulations, and statutes outside the practice act Understand the relationship between law and ethics Review the model of ethical decision making @Stanbridge University 2024 60 60  12/13/2024 CA State Government DEPARTMENT OF CONSUMER AFFAIRS EXISTS TO PROTECT THE PEOPLE LIVING IN THE STATE OF CALIFORNIA; THE DCA ENFORCES ALL LAWS PERTINENT TO ALL LICENSED PROFESSIONALS INCLUDING THOSE SPECIFIC TO THE PRACTICE OF PHYSICAL THERAPY AND LAWS GOVERNING THE BOARD’S OPERATIONS. HTTP://WWW.DCA.CA.GOV DEPARTMENT OF CONSUMER AFFAIRS IS THE STATE REGULATORY AGENCY THAT HAS OVERSIGHT OVER THE PTBC THE PTBC REQUIRES A LICENSE APPLICANT TO TAKE AND PASS THE NPTE AND THE CA-LAW (CA JURISPRUDENCE EXAM) IN ORDER TO OBTAIN A PT OR PTA LICENSE AND PRACTICE IN THE STATE OF CA. @Stanbridge University 2024 61 61  12/13/2024 Laws, Codes and Sections... Laws: A body of rules of Codes: A systematic and conduct of binding legal force comprehensive compilation of Sections: The distinct and and effect, prescribed, laws, rules, or regulations that numbered subdivisions in legal recognized, and enforced by are consolidated and classified codes, statutes, and textbooks. controlling authority. according to subject matter. Laws are added, The laws governing the amended, and repealed practice of physical by the Legislature and therapy are located enforced by the PT primarily in the Business Board of CA. and Professions Code. @Stanbridge University 2024 62 62  12/13/2024 The 29 California Codes Currently in Effect (adoption dates by Legislature in parentheses): California Military and Veterans Code (July 5, California Business and Professions Code (June 1935) 15, 1937) California Health and Safety Code (April 7, 1939) California Civil Code (March 21, 1872) California Insurance Code (May 7, 1935) California Code of Civil Procedure (March 11, California Labor Code (April 24, 1937) 1872) California Penal Code (February 14, 1872) California Commercial Code (June 8, 1963) California Probate Code (May 11, 1931) California Corporations Code (July 1, 1947) California Public Contract Code (September 21, California Education Code (April 7, 1943) 1981) California Elections Code (February 2, 1939) California Public Resources Code (April 26, 1939) California Evidence Code (May 18, 1965) California Public Utilities Code (May 31, 1951) California Family Code (July 13, 1992) California Revenue and Taxation Code (May 16, California Financial Code (May 15, 1951) 1939) California Fish and Game Code (May 21, 1957) California Streets and Highways Code (March 27, California Food and Agricultural Code (March 15, 1935) 1967) California Unemployment Insurance Code (April California Government Code (April 13, 1943) 21, 1953) California Harbors and Navigation Code (May 25, California Vehicle Code (September 15, 1935) 1937) California Water Code (May 13, 1943) California Welfare and Institutions Code (May 25, 1937) @Stanbridge University 2024 63 63  12/13/2024 Finally...The California Constitution The Constitution of the State of California is the document that establishes and describes the duties, powers, structure and function of the government of the U.S. state of California. https://commons.wikimedia.org/wiki/File: California_Constitution_1849_title_page.jp @Stanbridge University 2024 g 64 64  12/13/2024 PTBC Resources for the CA Law Exam BOOKMARK! https://www.ptbc.ca.gov/laws/pt_practice_act.shtml @Stanbridge University 2024 65 65  12/13/2024 The PT Practice Act is embedded in the CA Business and Professions Code under The Chapter 5.7. https://www.ptbc.ca.gov/laws/pt_practice_act.shtml Physical Anatomy of the Document Therapy Practice 10 Articles (main topics) Act Each article has sub-statutes or sections within it @Stanbridge University 2024 66 66  12/13/2024 Physical Therapy Regulations for the State of California 1. The Physical Therapy Regulations are embedded in the CA Code of Regulations, Title 16, Division 13.2 2. Anatomy of the Document – 14 Articles (main topics) – Each article has sub-statutes or Sections within it – Total of 102 sections of physical therapy regulations 3. Let’s begin! – https://govt.westlaw.com/calregs/Browse/Home/California/C aliforniaCodeofRegulations?guid=I740E3920D48D11DEBC028 31C6D6C108E&originationContext=documenttoc&transitionT ype=Default&contextData=(sc.Default) @Stanbridge University 2024 67 67  12/13/2024 Statutes Outside These statutes fall outside of the PT Practice Act but of the within the CA Business and Professions Codes Physical https://www.ptbc.ca.gov/laws/pt_practice_act.shtml Therapy Your strategy for study really depends on your learning style but the PTBC does give us some information about this in a round about way. Practice Act @Stanbridge University 2024 68 68  12/13/2024 Statutes According to the PTBC, a physical therapist (PT) or physical therapist assistant (PTA) can be disciplined for a number of reasons, Outside of the most serious categories are: the 1. Sexual Misconduct 2. Gross Negligence Physical 3. Repeated Negligent Acts 4. Incompetence Therapy 5. Aiding and Abetting the Practice of Physical Therapy 6. Billing Fraud, Dishonesty Practice 7. Convictions Reported to the PTBC from Department of Justice and/or other Act Agencies 69 69  12/13/2024 The Relationship Between Law and Ethics The law is needed because, although people know better, they do not always follow ethical principles Ethical principles can tell us what is right, but cannot stop us from doing wrong The Law can punish us if we choose to do wrong. @Stanbridge University 2024 70 70  12/13/2024 APTA CORE ETHICS DOCUMENTS: Code of Ethics for the Physical Therapist http://www.apta.org/uploadedFiles/APTAorg/About_Us/Policies/Ethic s/CodeofEthics.pdf Guide for Professional Conduct http://www.apta.org/uploadedFiles/APTAorg/Practice_and_Patient_C are/Ethics/GuideforProfessionalConduct.pdf Guide for Conduct of the Physical Therapist Assistant http://www.apta.org/uploadedFiles/APTAorg/Practice_and_Patient_C are/Ethics/GuideforConductofthePTA.pdf Standards of Ethical Conduct for the Physical Therapist Assistant http://www.apta.org/uploadedFiles/APTAorg/About_Us/Policies/Ethic s/StandardsEthicalConductPTA.pdf @Stanbridge University 2024 71 71  12/13/2024 Model for Ethical Decision Making The foundation for making proper ethical decisions is rooted in an individual’s Ability to answer several fundamental questions concerning their actions: 1. Are my actions legal? 2. Are my actions ethical? 3. Are my actions fair? 4. Would my actions be the same if they were transparent to others? @Stanbridge University 2024 72 72  12/13/2024 PTA 1018 PROFESSIONAL ISSUES LECTURE 4: NPTE, FSBPT, NPTE Integration Module 73  12/13/2024 LEARNING OBJECTIVES Define the role that the Federation of State Boards of Physical Therapy (FSBPT) plays in developing the National Physical Therapy Exam (NPTE) Understand the NPTE format Understand the NPTE scoring system Find resources to prepare for NPTE Review how to pass the NPTE Review how not to pass the NPTE Learn how to answer questions on the exam Review a couple of practice questions @Stanbridge University 2024 74 74  12/13/2024 NPTE The NPTE is administered by the Federation of State Boards of Physical Therapy (FSBPT): – Develops and administers the NPTE – Encourages safe, competent and consistent practice in the profession – PTBC requires passing of the exam in order to obtain license Eligibility: Meet the conditions required for your state. – Many states allow PT students to test before their graduation date – Foreign-trained students must submit their credentials for review by the state authority – Some states limit the number of attempts NPTE_Candidate_Handbook.pdf (fsbpt.org) @Stanbridge University 2024 75 75  12/13/2024 NPTE Format Fixed-date Testing: Exam provided on fixed dates throughout the year; may retake 3 times in one year Computerized Testing: 4 hours, multiple choice, 180 questions (including up to 35 scenario questions) 1 scheduled break (clock stops), and 3 additional unscheduled breaks (clock DOES NOT stop) @Stanbridge University 2024 76 76  12/13/2024 NPTE Scoring Based on CORRECT answers In your best interest to answer all questions, not leave blank 600 or above= passing score Retake at next available exam date @Stanbridge University 2024 77 77  12/13/2024 Make a written plan Organize your time – Devote a specific amount of How to time each day to studying Prepare the material Find support for the – Get a study NPTE partner/accountability partner – Report your progress and be accountable @Stanbridge University 2024 78 78  12/13/2024 Exam Preparation -Candidate Handbook: How to https://www.fsbpt.org/FreeResources/NPT ECandidateHandbook Prepare -PEAT: https://pt.fsbpt.net/peat/ for the -APTA: http://www.apta.org/Licensure Resources for FAQ’s NPTE https://www.fsbpt.org/FreeResources/NPT ECandidateHandbook/GeneralInformation. aspx @Stanbridge University 2024 79 79  12/13/2024 How to Pass the Exam Know the material well, especially the basics Take at least 4 practice Same time, similar pace, don’t look at the answers until you’re done exams Use the PEAT’s as a gauge for your progress Report your progress to someone who can hold you accountable Decrease test anxiety with preparation Keep cool https://ptfinalexam.com/anxiety/ @Stanbridge University 2024 80 80  12/13/2024 Paraphrased from emails of students that did not pass the exam: I only took only 1 practice exam a few days before the exam I graduated 3 years ago and just How Not wanted to see if I could pass I moved apartments and to Pass changed jobs 2 weeks before the exam the Exam I focused my time on one section and did not study musculoskeletal because “I knew it” @Stanbridge University 2024 81 81  12/13/2024 READ AND RE- For topic, key words, and READ the specific “what is it asking” Question Use your scratch piece of How to paper Answer Read through the options, Questions eliminating the incorrect ones Formulate an answer without looking at the answers @Stanbridge University 2024 82 82  12/13/2024 NPTE MODULE INTEGRATION *See Supplemental Handout @Stanbridge University 2024 83  12/13/2024 NPTE MODULE All NPTE Module Exams are due by 11:59pm on the Sunday listed. All Module Exams will be open from the beginning of the week of the exam until the due date/time. If you do not complete the exam in that time frame, you will get a zero for this assignment in your program review courses. Module Exams accessed through Edverum PTA_0000. Scorebuilders Exams will be accessed through separate instructions by the professor and are due on the date listed. @Stanbridge University 2024 84 84