PTH 105 Fall 2024 Syllabus (TCC)

**Official TCC Course Syllabus -- PTH 105 (Fall 2024)** ---------------------------------------------------------------------------------------------------------------------------- ---------------------- ------------------------------------------------------------ -------------- Discipline Pref...

**Official TCC Course Syllabus -- PTH 105 (Fall 2024)** ---------------------------------------------------------------------------------------------------------------------------- ---------------------- ------------------------------------------------------------ -------------- Discipline Prefix: PTH Course Number: 105 Course Title: Introduction to Physical Therapist Assisting Course Section: D01B Credit Hours: 3 Lecture Hours: 1 Clinical Hours: N/A Lab Hours: 4 Contact Hours: 5 Studio Hours: N/A Semester: Fall 2024 Meeting Days/Time/Location: Lecture: Mon: 8-8:55 - Room MN104 Lab: Thurs: 8-12:05 (L02B) or 12:35- 4:40(L03B) - Room MW220 ---------------------------------------------------------------------------------------------------------------------------- ---------------------- ------------------------------------------------------------ -------------- **Instructor Information** Name: Sarah Hedquist, BS, LPTA; Molly Lingua, PT, CCI Office Location: MW217 Office Hours: as posted Contact Information: Professor Hedquist 757-354-6201 (cell); Professor Lingua 757-404-1112 (cell) Canvas site: [[http://learn.vccs.edu]](http://learn.vccs.edu/) Instructor email address (college or VCCS): [[shedquist\@tcc.edu]](mailto:[email protected]), [[mlingua\@tcc.edu]](mailto:[email protected]) **Course Information** ====================== ### **Course Description** This course introduces the student to the field of physical therapy practice. During lecture, the student will learn about the history of the profession, members of the health care team, practice settings, the American Physical Therapy Association (APTA), the Guide to Physical Therapist Practice, the APTA Code of Ethics, the Health Insurance Portability and Accountability Act (HIPAA), physical therapy rules and regulations, goals of treatment, types of treatments, medical terminology, and documentation. During lab, students will develop basic patient care skills including assessment of vital signs, transfers, bed mobility, passive range of motion, gait training, functional and environmental assessment. This course prepares students to interact with patients, families, and other health care workers. The development of professional attitudes will be stressed during simulated patient situations. These skills help prepare the student for their initial clinical experience. **[ENTRY LEVEL COMPETENCIES: ]** PTH 105 requires communication skills - verbal, non-verbal and written. Students will be communicating with instructors and classmates during simulated patient scenarios and documenting aspects of patient care. Therefore, the student will be applying reading and writing abilities at the ENG 111 level. Students will require basic knowledge of anatomy and physiology acquired in BIO 141 to apply to patient scenarios. The student must meet the PTA Program Technical Standards and be comfortable navigating Canvas and using the internet for research and completion of assignments. Canvas will be used throughout the course for announcements, communication with faculty, discussions, assignments, and grade notification. ### **Prerequisites and/or Co-requisites** Prerequisites - Admission into program Corequisites -- PTH 121 and PTH 151 **Safety** Students are required to wear appropriate lab clothes and abide by safety procedures as outlined in the Program Student Handbook. ### ### **General Education Core Competencies Supported by this Course** (updated 6/23/23) - - ### **Required Course Texts and Supplementary Materials -- verified 6-1-23** **[Required Textbooks]**: Bircher: [Lukan's Documentation for the Physical Therapist Assistant]; [6^th^ edition] Fairchild: [Principles and Techniques of Patient Care]; [7^th^ edition] O'Sullivan & Schmitz's: [Physical Rehabilitation]; [8^th^ edition ] Pagliarulo: [Introduction to Physical Therapy]; [6th edition] Vizniak: [Muscle Manual;] [5th edition] **[Recommended Textbooks]**: Goodman and Fuller: [Pathology: Implications for the Physical Therapist]; [5th edition] Medical Dictionary (student choice) The Learning Resource Center contains several other textbooks on this subject. Students are encouraged to utilize these sources whenever additional assistance is required to master the course objectives. **Textbook requirements are accessible at [[http://tcc.bncollege.com]](http://tcc.bncollege.com)** ### **Course Learning Outcomes** This course will: 1. Present professional patient interaction skills necessary for the provision of physical therapy interventions. 2. Introduce the student to the field of physical therapy including the Guide to Physical Therapist Practice. 3. Present the history of physical therapy and the development of the American Physical Therapy Association 4. Differentiate the roles of physical therapists, physical therapist assistants and non-licensed personnel. 5. Present different physical therapy practice settings and discuss the types of patients seen in each setting. 6. Provide an overview of physical therapy goals and interventions. 7. Present HIPAA (Health Insurance Portability and Accountability Act) guidelines and their impact on the provision of patient care. 8. Introduce the student to medical terminology. 9. Introduce the student to documentation of daily physical therapy progress notes. 10. Present the American Physical Therapy Association's Standards of Ethical Conduct for the PTA. 11. Present the Virginia Board of Physical Therapy Rules and Regulations governing physical therapy practice. 12. Instruct the student in proper lifting and body mechanics. 13. Allow the student to practice the assessment of vital signs. 14. Allow the student to recognize and respond to medical emergencies. 15. Allow the student to demonstrate safety in the transfer of patients. 16. Allow the student to properly move and position bed-ridden patients. 17. Allow the student to understand the implications associated with periods of immobility. 18. Demonstrate the performance of passive range of motion on upper and lower extremity joints. 19. Instruct the student in the performance of bed mobility techniques. 20. Differentiate between various assistive devices used during ambulation. 21. Allow the student to perform gait training for selected patient diagnoses. 22. Differentiate between the components and uses of standard versus prescriptive wheelchairs. 23. Present the components of a functional assessment. 24. Present the process of performing an environmental assessment and discuss adaptive devices used in the home, work, and community environments. 25. Allow the student to document subjective (S), objective (O), assessment (A), and plan (P) notes for the skills learned in this course including transfers, bed mobility, gait training, and functional assessment. 26. Participate in community service events and attend professional meetings to begin lifelong learning to advance the physical therapy profession. ### **[CAPTE Standards covered in PTH 105:]** **7B1:** Practice in a manner consistent with the Standards of Ethical Conduct (APTA) and APTA Core Values for the Physical Therapist and Physical Therapist Assistant. [ ] **7B3:** Practice within the legal framework of one's jurisdiction(s) and relevant federal and state requirements. **7C:** The physical therapist assistant technical curriculum provides learning experiences in lifelong learning, education, and health care disparities\* in the ever-changing health care environment. **7C2:** Provide teaching and learning experiences to improve skills and abilities to educate and communicate in a manner that meets the needs of the patient, caregivers, and other health care professionals. **7C3:** Provide learning experiences that advance the students understanding of health care disparities\* in relation to physical therapy. - Recognize and adjust personal behavior to optimize inclusive and equitable patient care and patient care environments. **7D:** The physical therapist assistant technical curriculum includes content and learning experiences designed to prepare students to achieve educational outcomes required for entry-level physical therapy practice in collaboration with, and under the direction and supervision of a physical therapist in the provision of physical therapy services in the ever-changing health care environment. **7D1:** Demonstrate appropriate clinical decisions and actions throughout the implementation of the plan of care established by the physical therapist: a\. Obtain and review current information from physical therapy documentation, health **7D2:** Select and perform components of data collection using appropriate tests and measures to measure and monitor patient responses before, during, and following physical therapy interventions in the following: **7D4:** Complete documentation that follows guidelines and documentation formats required by the legal framework of one's jurisdiction, the practice setting, and other regulatory agencies. **7D5:** Respond effectively to environmental emergencies that may occur in the clinical setting. **7D6:** Educate others, using teaching methods that are commensurate with the needs of the learner, including participation in the clinical education of students, Incorporate cultural humility\* and social determinants of health\* when providing patient and/or caregiver education. **7D7:** Participate in efforts to ensure patient and health care provider safety. **7D10:** Provide services and/or educational resources informed by cultural humility that address primary\*, secondary\*, and tertiary\* prevention, health promotion, and wellness to individuals, groups, and communities. **7D11:** Provide physical therapy services that address: - JEDI, belonging, \* and anti-racism\*. - Health care disparities\* and social determinants of health\*. **7D13:** Participate in the financial management of the practice setting, including accurate billing and payment for services rendered. **Course Policies** **Grade Policy** **[STUDENT EVALUATION & COURSE REQUIREMENTS:]** Unit Exams 40% [Grading Scale]: Quizzes 15% A=92-100% Check-offs 10% B=84-91% Homework Assignments 5% C=76-83% Summer Assignment 5% D=75-68% Professionalism (3%) & Attendance (2%) 5% F=67%-Below Comprehensive Final Exam [20%] 100% A student must earn an average of [\>] 76 on exams/quizzes **[AND]** pass each checkoff or practical with [\>] 76 to pass any course and continue in the program.  A student may not have a failing exam/quiz average and pass a course by passing checkoffs or practicals.  A student may not fail checkoffs or practicals and pass a course by passing exams and quizzes. Students will be given two attempts to pass a checkoff or practical.  Students who pass, and are safe and effective, on their second attempt will earn a grade of 76. If a student is not safe and effective on the second attempt of a checkoff or practical, they **[WILL]** be dismissed from the program.  This is an indication that the student is not prepared to safely administer physical therapy treatment under the direct supervision of a licensed PT/PTA in the clinic. The program will round up a final course grade with a decimal percentage of.50 or greater. Any score of below.50 will round down to the lower whole number. Final grades are made available to each student within the Student Information System (SIS) now web delivered via MyTCC or SIS. Based on the progression of the course, the grade distribution for each assignment may change. However, if changes are made, I will notify students in a timely manner and in writing. **[Extra Credit Policy:]** Extra credit (EC) is awarded sparingly and at the **discretion of each faculty member**. It is not given on every quiz/exam. It will not exceed 1 point on quizzes and 2 points on unit and final exams. EC covers information for the next unit, so it is educational and covers new material. Students will not pass a class based on extra credit. ### **Description of Assignments/Assessments** **[QUIZZES/EXAMS]**: Quizzes may be announced or unannounced. Quizzes and Unit Exams will cover material presented in lecture, laboratory sessions and reading assignments. The Final Exam will be comprehensive. **[MISSED QUIZZES AND EXAMS]**: **There will be [no] make-ups for absences on quiz day regardless of the reason.** Students will receive a "0" for that quiz. Absences on exam days will result in a 5-percentage point penalty. Exams must be made up on the first day the student returns to school. Failure to take the exam in a timely manner will result in an additional 5-percentage point penalty per day. Example: Student misses exam on Monday, returns to school for PTH class on Tuesday -- must take make-up exam on Tuesday. If the test is made up on Tuesday - maximum possible grade is 95%. If the test is made up on Wednesday, the maximum possible grade is 90%, etc. **Exam Policy** (created 12-13-22) **[TAKING EXAMS AND QUIZZES:]** **Paper:** - [Required]: - Students will be issued randomly assigned seating - Bring your own scantron when applicable - Leave all book bags, laptops, phones, watches, and personal belongings at front of the room **Online:** - [Required:] - Utilize desktop or laptop computer - Utilize Respondus lockdown browser and Respondus monitor - Take a pretest photo - Perform and environment check - Begin at established start time when applicable **[REVIEWING EXAMS:]** **Paper:** - [Required]: - Leave all book bags, laptops, phones, watches, and personal belongings at front of the room - Permitted to use a highlighter to mark correct answers - Not permitted to photograph or copy questions - Take simple notes regarding question content - Show faculty notes before leaving **Online:** - [Required:] - Must be physically present in the lecture or lab room with faculty - Must use a laptop - Utilize Respondus lockdown browser and Respondus monitor - Leave all book bags, phones, watches, and personal belongings at front of the room - Not permitted to photograph or copy questions - Take simple notes regarding question content - Show faculty notes before leaving **[ASSIGNMENTS:]** - Assignments including homework and labs are expected to be turned in and completed at the beginning of class on the due date assigned. The assignment grading guidelines will be discussed in class. **[PROGRAM REDO POLICY (PAPER, ASSIGNMENT, and/or PRESENTATION)]** - If a student must resubmit/redo a paper, assignment, and/or presentation due to unsatisfactory work/performance, the redo work will be graded beginning at 85**%**. Continued unsatisfactory submissions will result in the student earning 0% for the work. **[LATE ASSIGNMENTS (HOMEWORK/PAPERS, LABS/PROJECTS):]** - **No late assignments allowed**. Assignments not submitted by the due date/time deadline will not be accepted. Students will earn a 0% for the assignment. **[CHECK-OFFS:]** Skill checkoffs (2-step) will be utilized in this course.  Check-off grading rubrics will be available to each student at the beginning of the unit on Canvas.  Each student must be evaluated by a classmate on each assessment/intervention during a lab session prior to formal check-off.  Students must use a different classmate for each check-off.  The second check-off is the formal testing by program faculty and/or guest clinicians.  The course instructor will train all graders to facilitate consistency with grading.  The course instructor will assign final grade for each check-off after discussing graded rubrics with program faculty and/or guest clinicians. There are 2 formal skills checkoffs (+1 combined documentation) and 1 informal skill check in this course:              1.   Transfers  Students will be given two attempts to pass a checkoff or practical. The highest grade a student can earn on a 2^nd^ attempt is 76. The formal testing is performed by program faculty and/or guest clinicians. The course instructor will train all graders to facilitate consistency with all grading. All students must pass at least 50% of checkoffs/practicals in each class on the first attempt or the student **[WILL]** be dismissed from the program. This is an indication the student is not prepared to disinter physical therapy treatments under the direct supervision of a licensed PT/PTA in the clinic. **[LATE CHECKOFF/PRACTICAL POLICY ]** If you are late for your assigned time the following penalties will apply: - \< 10 min: 5-point penalty on your grade - \> 10 min: automatic redo - your professor will email you the date and time Be sure to arrive at least 10 minutes early for your checkoff/practical time. Also be sure to bring your rubrics/SOAP templates for each course. You should be prepared to begin once you step into the classroom ### **[CANVAS AND COURSE COMMUNICATION]** Students should check Canvas and TCC email at least daily for announcements and new postings. The best way to communicate with instructors is via email. You can expect a response to your email within 24 hours on weekdays (M-F). **[NOTIFICATION OF GRADES/COURSE PROGRESS:]** Students can expect to receive grades for homework and laboratory assignments, quizzes, exams, and laboratory checkoffs/practicals within one week following completion/submission. Larger assignments such as papers/projects may take longer than one week. All grades will be posted in Canvas and in most instances graded work (homework and laboratory assignments, quizzes, and laboratory checkoffs/practicals) will be returned to students. Exams are kept in student folders in faculty offices. Students can review exams under supervision with a scheduled appointment. Students are expected to monitor their exam/quiz average in Canvas to track progress. **If your grade in any required course is in danger of dropping below a \"C\" at any time, please contact the faculty member teaching the class and your advising faculty member to discuss strategies to assist you in successfully completing the program. It is your responsibility to come forward and ask for help. With your permission, faculty may refer you to TCC's Academic Alert System for academic and/or personal support and guidance.** **[COLLEGE ATTENDANCE POLICY: ]** All students are expected to be present and on time at all scheduled class and laboratory meetings. Instructors are not required to admit a student who arrives late to the classroom. A student who adds a class or registers after the first day of classes is counted absent from all class meetings missed. If a student is absent more than 15 percent of scheduled instructional time, attendance may be defined as unsatisfactory. This calculation incudes absences occurring during the add/drop period. See also the Withdrawal Policy in this syllabus for more information. Per the college's attendance policy, faculty has the right to develop a more stringent policy as well. Students who do not attend or participate in class by the deadline to drop for tuition refund may be deleted from the course. **[PTA PROGRAM ATTENDANCE AND PROFESSIONALISM:]** Students will be allowed **one (1) unexcused absence/course** per semester unless there are mitigating circumstances. In order to pass any course in the program, students must not have more than one (1) unexcused absence per semester and they must earn a grade of [\>] 85% for professionalism per course unless otherwise specified in a course outline. Please refer to the Program Attendance and Professionalism Policy in the PTA Program Student Handbook. **Students are expected to be prepared for all labs with proper lab clothes. Any student not prepared to dress out for lab will earn an unexcused absence.** **[ATTENDANCE AND PROFESSIONALISM violations]:** Please let the faculty member know you will be late by emailing or leaving a message on the faculty's phone. - - - - - - **[HONOR CODE:]** You are expected to abide by the PTA Honor Code as stated in your PTA Program Student Handbook. **[MISCELLANEOUS:]** Students are responsible for being aware of the policies, procedures, and student responsibilities contained within the current editions of the TCC Catalog, TCC Student Handbook, and TCC PTA Program Student Handbook. **Academic Policies** ===================== Students are responsible for being aware of the policies, procedures, and student responsibilities contained within the current edition of the TCC *Catalog* and *Student Handbook*. Students should familiarize themselves with the college\'s policies regarding misconduct and inclement weather found in the *Student Handbook*. ### ### **Withdrawal Policy** Students who wish to withdraw without academic penalty should contact a counselor to determine the appropriate procedure. Withdrawals through completion of 60 percent of a session will result in a **W** grade. After 60 percent of a session is completed, a withdrawal will result in a grade of **F** in a credit course or a grade of **U** in a developmental course, except under mitigating circumstances that must be documented by the instructor and approved by the academic dean. Dynamic session classes have unique refund and withdrawal dates. Contact a campus Enrollment Services Office for more information, or visit [[http://www.tcc.edu/students/calendar/academic/]](about:blank). [A student who drops after the last day to withdraw does not receive a \"W.\" He/she receives an \"F,\" in which case there is both an academic and financial penalty. A student who withdraws by the deadline faces a financial penalty, but not an academic penalty.] ------------------- ---------------------------------------------------------------------------------------------- **Sept 10, 2024** Deadline to drop for tuition refund **Oct 28, 2024** Deadline to withdraw without academic penalty and to receive a grade of **W** for the course ------------------- ---------------------------------------------------------------------------------------------- ### **[Statement on Plagiarism and Academic Misconduct ]** ### Academic misconduct includes, but is not limited to, the following actions: cheating on an examination or quiz---either giving or receiving information; copying information from another person for graded assignments; using unauthorized materials during tests; collaboration during examinations; buying, selling or stealing examinations; arranging a substitute for oneself during examinations; substituting for another person, or arranging such a substitution; plagiarism---the intentional or accidental presentation of another's words or ideas; collusion with another person or persons in submitting work for credit in class or lab, unless such collaboration is approved in advance by the instructor. Faculty members who have reliable evidence of academic misconduct will (1) investigate the matter, and (2) review the facts of the matter and the proposed penalty with the appropriate academic dean. They may then take one or more of the following actions: - - - - If the faculty member chooses to refer the matter to the campus Dean for Student Services or designee for disposition, the Plenary Disciplinary Procedure* *shall be followed, and the student's dismissal from the college is a possibility. ### **[Educational Accessibility:]** Students who have documented, diagnosed disabilities, and who need special accommodations for tests, etc., are advised to see the Educational Accessibility Disabilities Services staff in Student Services so that the instructor may be notified of what accommodations are appropriate in each case. Requests for accommodation should be made to the designated campus Educational Accessibility counselor at least 45 days before classes begin. Documentation must be provided to support the need for accommodation. For assistance with disabilities, contact the campus Educational Accessibility Counselor/Provider or the Coordinator of Educational Accessibility Services: call 822-7752, visit Student Services/Development, or visit the Educational Accessibility webpage (URL provided in Important Websites section). **[PTA PROGRAM ACADEMIC ACCOMMODATIONS]**: - Students are responsible for coordinating with Disability Services to receive academic accommodations. - Written quizzes will be given in an alternate classroom in the RHPC with all classmates receiving accommodation. All book bags, notes, watches, and phones must be left in the classroom with other students' belongings. - Exams will be given at the VB Testing Center on the scheduled exam day (the same day as the rest of the class). Students can go to the testing center at any time that day that does not interfere with scheduled lectures and labs. **[Exception]: all final exams will begin at 9 am**. It is the student's responsibility to know the testing center hours. Students are expected to attend all lectures and all labs. Accommodations for testing are not an acceptable excuse for missing class. Faculty will submit the exam to the testing center and arrange for pickup of the exam. - No accommodation is allowed for practical/checkoff testing as this is not allowed in a clinical setting. **[EMERGENCY PROCEDURES:]** In the event of a bomb threat, tornado or fire, students and staff may be asked to evacuate the building **(PTA students gather in the far-right back corner of the parking lot**) or move to a secure location within the building. Evacuation routes for movement to an external location or to a shelter within the building are posted at the front of the room. Students should review the maps and make sure that the exit route and assembly location for the building are clearly understood. If you have a disability that may require assistance during an evacuation, please let your faculty know at the end of the first class. Upon evacuation, take your personal belongings with you as it may be a long time before the building can be accessed and/or the college closes and you are sent home. **Generative AI (Artificial Intelligence) Procedures** **[Notification 3: No Generative AI Usage Permitted:]** For the duration of this course, the use of Generative AI in assignments is strictly prohibited. Assignments are opportunities for personal growth, critical thinking, and applying your acquired knowledge. Your individual effort and creativity are essential in demonstrating your understanding of the course material. Dependence on AI undermines these objectives and compromises the integrity of the learning process. We appreciate your commitment to academic honesty and dedication to upholding this course's principles by refraining from using Generative AI in your assignments. **Topics Covered in the Course** **[Lecture:]** [ ] **Unit 1**: **[History of Physical Therapy and the APTA]** **Unit 2:** **[Guide to PT Practice and Applied Documentation]** **Unit 3:** **[Ethics and Virginia Rules and Regulations]** Virginia Board of Physical Therapy Rules and Regulations **[Lab:]** **Unit 4**: **[Body Mechanics, Vital Signs and Medical Emergencies]** Body mechanics and lifting techniques Vital Signs Medical Emergencies Top 20 diagnoses - taught in Unit 1 and Unit 4 **Unit 5:** **[Wheelchairs, Assistive Devices and Transfers ]** Transfers **Unit 6**: **[Positioning, Bed Mobility, and Passive ROM]** **Unit 7**: **[Gait Training, Functional and Environmental Assessment]** ### **Course Learning Objectives** **Unit 1 Objectives** **[History of Physical Therapy and the APTA]** **Learner Objectives:** Upon completion of this unit, including lecture attendance, completion of reading assignments and review of handout materials, the student will be able to: A3. Describe APTA's Value Based Behaviors for the PTA and provide clinical examples of how these behaviors are modeled during clinical practice. **(7B1)** A4. Interact in a professional manner using APTA's Value Based Behaviors for the PTA during role playing. B2. Describe the history and philosophy of rehabilitation in the U.S. and its role in health care. B3. Describe the history of P.T. in the U.S, development of the APTA, and differentiate priorities of the profession from the 1920s through to the present. B5. Differentiate between the different types of physical therapy practice settings including the typical diagnoses seen in each. B6. Identify the primary goals, outcome measures, and interventions used in physical therapy. B7. Describe common diagnoses seen in physical therapy. B8. Identify specialty areas within physical therapy. B9. Identify members of the rehab team and differentiate their roles in rehab. B10. Discuss options for patient-centered interprofessional collaborative care. B11. Differentiate the roles and responsibilities of the PT, PTA, and non-licensed personnel. C1. Define the most common diagnoses seen in various Physical Therapy settings. C2. Discuss relevant PT implications for common diagnoses seen in Physical Therapy. **Strategies:** Lecture/Discussion/Homework assignments/Audiovisual materials/Skits/Community Service **Required Reading**: Pagliarulo: Ch 1 (PT profession), Ch 2 (PTs), Ch 3 (the PTA), Ch 4 (APTA) **Unit 2 Objectives [Guide to PT Practice and Applied Documentation]** **Learner Objectives:** Upon completion of this unit, including lecture attendance, completion of reading assignments and review of handout materials, the student will be able to: **Learner Objectives**: A1. Describe physical therapy and Evidence Based Practice (EBP). A2. Identify and compare/contrast the disablement terminology associated with the NAGI and ICF disablement models. **(7D1g)** A3. Apply PT examples to the Nagi and ICF model and understand the clinical implications for PTs/PTAs. **(7D1g)** A4. Use the International Classification of Functioning, Disability, and Health (ICF) to categorize a patient's impairments, activity, and participation limitations. **(7D1g)** A5. Identify common information including normal values ascertained in a medical chart review. **(7D1a)** B1. Review the terminology associated with the Nagi disablement the International Classification of B2. Apply PT examples to the Nagi model and understand the clinical implications for PTs/PTAs. B3. Identify common outcome measures used in physical therapy. **(7D2)** C1. Discuss the content in the Guide for Physical Therapist Practice and identify the six steps involved in patient/client management. C2. Differentiate the roles of the PT and the PTA in patient/client management. E1. Interpret a sample POC to achieve STGs/LTGs and intended outcomes. **(7D1d)** E5. Gain familiarity with billing for PT services. **(7D13)** F1. Define pertinent medical terminology including root words, diagnostic suffixes, operative suffixes, symptomatic suffixes, prefixes, symbols, and abbreviations. F2. Analyze unfamiliar terminology and determine meaning by breaking terms into component parts. **Strategies:** Lecture/Discussion/Homework assignments/Audiovisual materials **Required Reading**: O'Sullivan: Ch 1 (p. 3-16 - Patient Client Management -- the Guide) Pagliarulo: Ch 2 (p. 26-36 -- the Guide), 7 (Communication) Handouts: Medical Terminology, Symbols and Abbreviations **Unit 3 Objectives [Ethics and Virginia Rules and Regulations]** **Learner Objectives:** Upon completion of this unit, including lecture attendance, completion of reading assignments and review of handout materials, the student will be able to: D1. Interpret a sample FOTO outcome summary. **(7D2)** **Strategies:** Lecture/Discussion/Homework assignments/Audiovisual materials/Skits **Required Reading**: Handouts: Virginia Rules and Regulations, Code of Virginia, Standards of Ethical Conduct for the PTA **Unit 4 Objectives [Body Mechanics, Vital Signs, and Medical Emergencies]** **Learner Objectives:** Upon completion of this unit, including laboratory attendance, completion of reading assignments and review of handout materials, the student will be able to: A1. Identify the principles of proper body mechanics. A2. Discuss the importance of using good body mechanics and maintaining correct posture. B1. Outline blood flow through the heart. B2. Differentiate between arteries, veins, and capillaries. **(7D2a)** B3. Define common cardiac terms: systolic/diastolic, heart rate, stroke volume, and cardiac output. C1. Identify and palpate the carotid, apical, brachial, radial, femoral, popliteal, posterior tibial, and dorsalis pedis pulses. (**7D2a)** C2. Describe normal and abnormal values for temperature, pulse rate, blood pressure, ankle brachial index, respiratory rate, body mass index, and pulse oximetry. **(7D2a)** E1. Define the most common diagnoses seen in various Physical Therapy settings. **Required Reading**: O'Sullivan: Ch 2 (Vital Signs) Fairchild: Ch 4 (Body Mechanics), Ch 12 (Incidents and Emergencies) **Recommended Reading**: Goodman: Appendix B (Guidelines for Activity and Exercise) **Unit 5 Objectives [Wheelchairs, Assistive Devices and Transfers ]** **Learner Objectives:** Upon completion of this unit, including laboratory attendance, completion of reading assignments and review of handout materials, the student will be able to: A2. Demonstrate how to measure a patient for a wheelchair. A4. Educate the patient/caregiver in the safe use of and appropriate care of a wheelchair. A5. Educate the patient/caregiver in appropriate/inappropriate integumentary changes that occur with the use of a wheelchair. B1. Define the weight bearing restrictions for patients with orthopedic impairments. B2. Describe the levels of assistance required during functional training. B3. Identify the safety issues involved in patient transfers, including: B4. Describe and demonstrate the following transfer techniques, including patient/caregiver instruction: a. DrawsheetSliding board b. 2-person lift / 3-person lift c. Sit-pivot d. Stand-pivot e. Stand-step C4. Educate the patient/caregiver in the safe use of and appropriate care for assistive devices. C5. Educate the patient/caregiver in recognizing appropriate/inappropriate integumentary changes that occur with the use of assistive devices. **(7D2e)** **Strategies:** Lecture/Discussion/Demonstration/Laboratory sessions/Audiovisual materials/Patient- **Required Reading**: O'Sullivan: Ch 32 (The Prescriptive Wheelchair) Fairchild: Ch 7 (Wheeled mobility aids), Ch 8 (Transfer Activities) Fairchild: Chapter 9 (Ambulation Aids, Patterns and Activities) **Unit 6 Objectives [Positioning, Bed Mobility, and Passive ROM]** **Learner Objectives:** Upon completion of this unit, including laboratory attendance, completion of reading assignments and review of handout materials, the student will be able to: A1. Describe and demonstrate the following bed mobility techniques, including patient/caregiver instruction for: a. Drawsheet maneuvers b. Bridging c. Scooting cephalad - caudad and side - side d. Rolling (segmental and log rolling) e. Supine - sitting A2. Given a patient scenario, determine and demonstrate appropriate bed mobility based on the criteria on the check-off grading rubric. A3. Based on the patient scenario in A2, document a full SOAP note for the treatment (bed mobility) provided. **(7D4)** B1. Describe the importance of proper position in bed-ridden patients. B2. Identify the bony prominences susceptible to skin breakdown in prone, supine, sidelying, and sitting. B3. Identify summon contractures sites in prone, supine, sidelying and sitting. B4. Describe the factors to consider when assessing a patient to determine a positioning program. B5. Discuss proper positioning for each of the major body parts (head, neck, trunk, upper and lower extremities) in prone, supine, sidelying and sitting positions. B6. Given a patient scenario, demonstrate proper positioning of a patient in prone, supine, sidelying, and sitting. B7. Recognize and adjust patient position based on pain response, altered sensation, or other physiological changes. **(7D2g)** B8. Discuss preventative positioning for patients with special needs including CVA, TFA and TTA. B9. Identify special beds and adaptive equipment that assist in maintaining proper positioning to prevent complications related to prolonged immobilization. C1. Describe passive range of motion (PROM). **(7D2d)** C2. Identify indications, contraindications, and limitations of PROM. **(7D2d)** C4. Describe normal and abnormal end-feels for extremity joints. **(7D2d)** **Required Reading**: Fairchild: Ch 5 (Positioning), Ch 6 (101-125 -- PROM), Ch 10 (268-274 -- beds) **Unit 7 Objectives [Gait Training, Functional and Environmental Assessment]** **Learner Objectives:** Upon completion of this unit, including laboratory attendance, completion of reading assignments and review of handout materials, the student will be able to: A1. Describe the phases of a normal gait cycle using traditional and Ranchos Los Amigos terminology. B1. Describe the different types of gait patterns. a\. Sit ↔ stand B4. Given a patient scenario, determine and demonstrate appropriate gait training based on the criteria on the check-off grading rubric. B5. Based on the patient scenario in C4, document a full SOAP note for the treatment (gait training) provided. **(7D4)** C1. Describe the components of a functional assessment (bed mobility, transfers, gait, balance, etc). C2. Instruct a patient and/or caregiver in the performance of functional mobility activities. **(7D6)** C3. Document a functional assessment in the medical record. **(7D4)** C4. Perform a static/dynamic sitting and standing balance assessment. **(7D2c, d)** D1. Describe the purpose of an environmental assessment. **(7D10)** D2. Identify the components of an environmental assessment. **(7D10)** D3. Identify adaptive equipment and on-site modifications that would promote safety and independence in the home, work, and community environments. **(7D10)** **Required Reading**: O'Sullivan: Ch 8 (Examination of Function), Ch 9 (Examination of the Environment) **Course Schedule** The following course schedule may change due to the progression of the course. The course schedule may change at the discretion of the instructor; however, students will be notified in writing when any changes/additions are made to the schedule. **[TENTATIVE LECTURE SCHEDULE -- PTH 105 -- FALL 2024 ]** Week \#1 (8/26) Course Outline; Identifying Patient Needs Week \#2 (9/2) **Labor Day (9/2) - Holiday** Zoom Meeting - Introduction to PTA- PM&R; Differences between PT/PTA Week \#3 (9/9) Top 20 Diagnosis Week \#4 (9/16) PT Goals/Interventions/Outcome Measures Week \#5 (9/23) History of PT/APTA; Physical Therapy Settings; **Unit 1 Exam TBD - History of PT & Top 20** Week \#6 (9/30) Guide to PT practice Week \#7 (10/7) Guide to PT practice; Disablement Models (NAGI & ICF) Week \#8 (10/14) Review of Health Records; Review of Documentation Week \#9 (10/21) Review of Documentation/Review of Billing for PT services Week \#10 (10/28) Applied Documentation; **Unit 2 Exam TBD - Guide to PT Practice & Med Terms** Week \#11 (11/4) Board of Physical Therapy Rules & Regulations Week \#12 (11/11) Board of Physical Therapy Rules & Regulations; HIPAA Regulations Week \#13 (11/18) APTA Code of Ethics/Ethics Skits Week \#14 (11/25) FOTO - Dr. Basinger **Thanksgiving break (11/27-12/1**) Week \#15 (12/2) **Unit 3 Exam** **TBD - Board of PT Rules & Regulations, Ethics & FOTO** **Tentative final date (includes lecture and lab) -- Thurs, 12/12/23** **[TENTATIVE LAB SCHEDULE -- PTH 105 FALL 2024]** Week \#1 (8/29) Lab Introduction; Body Mechanics and Lifting Techniques Week \#2 (9/5) Circulatory System Review; Vital Signs; Top 20 Diagnosis Week \#3 (9/12) Medical Emergencies; Vitals Signs - Informal Checkoff Week \#4 (9/19) **Unit 4 Exam - Body Mechanics, Vital signs, & Medical Emergencies;** Wheelchairs Week \#5 (9/26) Wheelchairs; Assistive Devices Week \#6 (10/3) Assistive Devices; Transfers Week \#7 (10/10) **Unit 5 Exam - WC's, AD's, & Transfers;** **Transfer Check-offs** Week \#8 (10/17) Bed Mobility Week \#9 (10/24) Positioning and PROM Week \#10 (10/31) Effects of Immobility; PROM - Informal Checkoff Week \#11 (11/7) **Unit 6 Exam - Bed Mobility/Effects of Immobility, Positioning & PROM**; **Bed Mobility/PROM Checkoffs** Week \#12 (11/14) Gait training Week \#13 (11/21) Functional and Environmental Assessment Week \#14 (11/28) **Thanksgiving Break (11/27-12/1)** Week \#15 (12/5) **Unit 7 Exam -Gait Training, Functional & Environmental Assessment; Ambulation Check-offs** **Tentative final date (includes lecture and lab) -- Thurs, 12/12/23** **Official TCC Course Syllabus -- PTH 105 -- Fall 2024** I have read the PTH 105 syllabus and understand all policies and guidelines explained to me. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Student Name (type) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Student Signature \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Date