Choosing a career is one of life’s most important decisions. The faculty members of the physical therapist assistant (PTA) program at MCCC encourage all applicants to the program to carefully review the listing of course goals and objectives. This listing represents many of the cognitive, psychomotor and affective skills expected of a PTA. If after reading this document you have any reservations about your selection of PTA as a career choice, you are encouraged to discuss this with one of the PTA program faculty members. The PTA program curriculum is not a pathway to becoming a physical therapist, which is considered a separate career choice. 

PTA 101 Intro to PTA

Course Goals: Following the successful completion of this course with a grade of C+ or higher, the learner will be able to:

• articulate the differences between physical therapists and physical therapist assistants in terms of their academic preparation, roles within the clinical environment and levels of responsibility.
• articulate the differences between the various practice settings within physical therapy that are available to choose from by interviewing practicing clinicians and asking pertinent questions about life in the clinical environment.

Cognitive/Knowledge

• demonstrate an understanding of medical terminology by using it appropriately in submitted assignments and discussions for class work
• describe the evolution of the healthcare reimbursement dollar to present day in written assignments
• differentiate between the role of the Physical Therapist (PT) and the Physical Therapist Assistant (PTA) in written assignments and in class discussions
• describe the components of the American Physical Therapy Association (APTA) from the local to the national level
• describe the attributes of a professional that differentiate a professional from other workers
• analyze a journal article describing its components and how they are organized
• restate patient information categorizing it into a subjective, objective, assessment and plan (SOAP) note format

Psychomotor

• demonstrates appropriate written, verbal and non-verbal communication skills in papers, exams and discussions that meet the outlined requirements for the class
• demonstrate an ability to read and comprehend professional physical therapy literature by selecting and analyzing a case study article for dissection into parts
• illustrate the differences between communication styles by participating in classroom discussions in a cooperative manner
• demonstrate skill in accessing information from the World Wide Web (WWW) by submitting a paper that identifies 3 useful websites for physical therapy students
• demonstrate professional behavior in the classroom that would be consistent with the behaviors expected of clinicians which includes maintaining confidentiality

Affective

• defend the establishment of professional associations by outlining the strengths of an association in written assignments  
• defend the importance of licensure to practice physical therapy by analyzing the New Jersey Physical Therapy practice act and comparing it to the Physical Therapy practice act in another state and looking at the similarities and differences between them
• defend the importance of professionalism in clinical practice by identifying professional behaviors from class scenarios
• support membership activities for professional associations by accessing the WWW and identifying meeting dates and locations for professional associations and reasons for attending them

PTA 105 Kinesiology 

Course Goals: Following the successful completion of this course with a grade of C+ or higher, the learner will be able to:

• cite the origins, insertions, innervations, and actions of prime movers for the musculoskeletal system and indicate why this knowledge would be considered foundation information for the recommendation of exercises for an individual with weakness or muscle injury
• identify major muscle groups on the surface anatomy of fellow classmates, differentiating between symmetrical muscle development and asymmetrical hypertrophy while discussing the potential reasons why this might have occurred and problems that might occur due to muscle hypertrophy

 Course Objectives:

Cognitive/Knowledge

• cite the origin, insertion, innervation and action of the prime movers for the upper extremity, lower extremity and trunk
• differentiate between the various types of muscle contractions when considering a scenario on a written exam
• differentiate between agonists, antagonists and stabilizing muscle groups when considering them on a written exam
• identify specific muscles in photographs of men and women
• identify muscles that are utilized for various activities of daily living (ADL)
• describe the principles of measuring joint Range of Motion (ROM)

 Psychomotor

• demonstrate effective communication skills with classmates during the performance of class reviews and class discussions
• perform the action of each for the muscles studied and identify the action as described for a written exam
• perform/lead a review of class materials with classmates in front of the class

 Affective

• defend the importance of studying and reviewing class materials by demonstrating this in preparation for exams and class reviews
• defend the importance of the oral presentation of technical materials by providing review sessions for classmates at the beginning of class
• demonstrate and defend the importance of accurate medical terminology by utilizing medical terminology during the review sessions in class and on written exams

 PTA 106 Therapeutic Measurement 

Course Goals: Following the successful completion of this course with a grade of C+ or higher, the learner will be able to:

• Observe the available range of motion in a specified joint of a classmate and verbally report whether or not the motion looks like it is within normal limits, functional limits or is limited and then objectively measure the motion with a goniometer and document the range of motion.
• Observe the size of a peripheral extremity and compare it with the opposite extremity and assess whether or not there is a size differential in girth and length and then objectively measure the area to determine whether or not there is a difference. 
• Manually assess the strength of a peripheral muscle group against gravity and in gravity eliminated positions to determine how much muscle strength is present in the prime movers for that muscle group and whether or not the test position needs to be changed. 

 Course Objectives:

Cognitive/Knowledge

• identify synergistic muscle groups that initiate and continue motion for the peripheral joints
• differentiate between gravity assisted, resisted and eliminated testing positions for manual muscle testing (MMT)
• identify muscles that will try to substitute for weak muscles to maintain or perform a specified motiondifferentiate between the advantages & disadvantages of various measurement techniques for strength, range of motion (ROM) and extremity size or volume
• identify the components of measurements that need to be documented in a patient chart
• recognize normal and abnormal joint movement
• describe the difference between active and passive ROM
• describe the normal end feel during joint ROM for a specific joint

 Psychomotor

• demonstrate manual muscle tests for all muscle grades for the prime movers
• demonstrate goniometric measurement of joint range of motion for all peripheral joints
• demonstrate a volumetric measurement for the hand and foot/ankle
• demonstrate circumferential measurements for an upper extremity
• demonstrate a postural assessment for a seated and standing patient
• produce and document objective measurements in the patient chart
• distinguish between normal and abnormal muscle length
• demonstrate goniometric measurement of muscle length for specific muscles
• demonstrate passive ROM for all peripheral joints

 Affective

• defend the importance of licensed clinicians performing and documenting ROM, MMT and volumetric measurements
• recognize the importance of explaining measurements in a manner that the patient can understand
• defend the inclusion of objective measurements in a patient chart

PTA 112 Pathology

 Course Goals: Following the successful completion of this course with a grade of C+ or higher, the learner will be able to:

• Describe the importance of understanding the differences between normal and abnormal function of physiologic systems and how they will affect an individual's ability to interact with his or her environment.
• Explain the differences between various disease processes and why they affect systems of the body in specific ways.
• Recognize and respect psychosocial differences in how a patient will be able to understand or accept a disease process and interact with patients on an individual basis rather than as a stereotype or as "a diagnosis."
• Recognize the importance of identifying a patient's psychological perceptions about his or her condition and what information can be explained to him or her by explaining the disease process in terms that the patient can understand.

Course Objectives:

Cognitive/Knowledge

• describe the disease process throughout various systems of the body.
• differentiate between different types of infections and infectious diseases.
• explain the processes of inflammation and tissue repair.
• list types of musculoskeletal injuries common for each phase of the life span.
• analyze medication information sheets for potential side effects that will manifest themselves in the musculoskeletal system.
• describe pain as a component of the inflammatory response
• describe processes for disease transmission and prevention

Affective

• recognize and respect psychosocial differences in how a patient will be able to understand or accept a disease process
• recognize the importance of pain as a psychological and physiological response to injury and differentiate between the two
• recognize the importance of recognizing a patient’s psychological perceptions about his or her condition and what information can be explained to him or her
• recognize the importance of vital signs as an indication of the extent of involvement the disease or injury has on the overall condition of a patient

 PTA 205 Motor Development

Course Goals: Following the successful completion of this course with a grade of C+ or higher, the learner will be able to:

• Recognize that there is interaction among multiple body systems in the performance of movement to accomplish specific functions.
• Explain the changes that occur within the motor system across the lifespan and the variability of motor performance between individuals.
• Discuss how genetic, congenital, and acquired disorders can impact the development of motor skills in children.
• Discuss the physical therapy approaches to interventions with the child with neuron-motor deficits.

Course Objectives

Cognitive/Knowledge

• Define normal human development in terms of motor milestones
• Describe the differences between genetic, congenital and acquired disorders
• Interpret observations of motor development into motor function

 Psychomotor

The student/learner will be able to successfully:

• Indicate positioning challenges throughout the lifespan
• Prepare instructions for a patient’s parent to describe optimal positioning to facilitate development
• Adapt a physical activity of play into an exercise to facilitate motor development
• Construct an activity for a child at various levels of motor development to facilitate further development through play

 Affective

• Discriminate between normal and abnormal reflex responses from a child and communicate this information to the supervising PT
• Observe and respond to patient needs for positive reinforcement
• Discuss the goals of the therapeutic intervention with a patient’s parent or guardian

PTA 210 PTA Techniques 

Course Goals: Following the successful completion of this course with a grade of C+ or higher, the learner will be able to:

• Explain and demonstrate the importance of the utilization of safe body mechanics for transporting, transferring, and/or lifting patients.
• Describe the characteristics of a patient’s vital signs at rest and in response to exercise, and appropriately measure and document vital signs in the patient record.
• Describe the components of normal gait, and typical abnormalities of gait dysfunction and be able to explain the potential causes for the abnormalities and help plan out an exercise program under the supervision of a physical therapist to assist the patient in regaining function.
• Formulate a general program of therapeutic exercises to increase ROM, improve strength, and promote endurance for the upper and lower body regions and provide the rationale for the selection of the activities that have been selected.
• Measure an ambulatory assistive device for a classmate and instruct the classmate in the appropriate use of that device.
• Discuss and demonstrate the therapeutic benefits of massage and relaxation techniques within the physical therapy plan of care.
• Describe the benefits of CPM, mechanical compression, aseptic techniques, wound care, and/or pulmonary techniques for specific patient diagnoses within a physical therapy plan of care.

Course Objectives:

Cognitive/Knowledge

• differentiate between clean and sterile techniques and describe the difference between them
• describe the principles and components of a therapeutic exercise program
• describe the sequence for postural drainage for the lobes of the lungs and differentiate between the need for one position versus another based upon lung sounds
• describe the sequence for tissue healing
• describe the differences between normal and abnormal tissue healing characteristics
• identify the components of tissue healing that need to be documented in a patient record
• describe the principles of body mechanics that would prevent injury to self and others
• differentiate between safe and unsafe patient handling techniques and demonstrate safe patient handling techniques
• identify therapeutic exercises to strengthen prime-mover muscles that have been tested and identified as needing strengthening
• judge whether or not a patient’s subjective complaints suitable for the patient record
• list the possible ambulatory assistive devices that can be utilized for a patient with compromised weight bearing status
• define the levels of assistance for patient activities and transfers
• describe non-pathologic gait patterns and differentiate them from pathologic gait patterns
• describe the components of vital signs (heart rate, respiratory rate, blood pressure)
• list the components of a continuous passive motion device for the knee
• describe the use of intermittent compression as a therapeutic intervention for lymph edema
• describe chest wall expansion and excursion during inspiration and what may limit it
• describe the characteristics of cough and sputum differentiating normal from infected sputum
• describe the components of an aerobic conditioning therapeutic exercise program

Psychomotor

• demonstrate appropriate aseptic techniques to control the spread of disease
• demonstrate safe dependent and assisted patient transfers utilizing appropriate body mechanics
• demonstrate body mechanics principles, assessment of vital signs and patient positioning & draping techniques that are consistent with clinical practice
• demonstrate clean and sterile dressing techniques
• distinguish between bony and non-bony landmarks with accuracy
• demonstrate a therapeutic massage to the cervical and lumbar musculature to relieve muscle guarding
• demonstrate and guide a patient through a relaxation activity
• prepare a patient for the application of continuous passive motion or intermittent compression
• measure a patient for ambulatory assistive devices to accommodate altered weight bearing status
• demonstrate interpersonal skills to teach therapeutic exercises to patients and family members
• demonstrate and teach ambulation with assistive devices (walkers, crutches, canes) on all surfaces (level, curbs, steps, ramps, carpets, tile and outdoor surfaces)
• demonstrate manual postural drainage techniques
• develop and document treatment techniques utilized with classmates in the formulation of a patient record in subjective, objective, assessment and plan (SOAP) note format
• adjust the level of patient activity with therapeutic exercises to maintain patient safety
• position a patient in supine, prone, side lying or sitting to decrease weight bearing on bony landmarks and to improve postural drainage
• build a therapeutic exercise program that prepares a patient for activities of daily living (ADL)
• demonstrate wheelchair operation for patient education and safety
• determine vital signs including blood pressure, heart rate, respiratory rate at rest and during exercise
• describe the safety and progression of patients while performing gait, wheelchair and mobility activities
• demonstrate safe patient interaction and support during an emergency episode with a patient communicating with the supervising PT after ensuring the safety of the patient
• demonstrate and perform passive range of motion exercises with patients on all peripheral joints
• recognize positions, activities and postures that aggravate or relieve pain
• coordinate activities with the supervising PT when there is a question about an unanticipated patient response to a therapeutic intervention

Affective

• defend the importance of relaxation techniques and strategies
• defend a patient’s right to privacy by protecting the patient record
• behave respectfully toward patients by draping them to maintain patient dignity and revealing only the treatment area as necessary
• accept the value of massage as an essential therapeutic tool in the relief of muscle guarding or lymph edema management when appropriate for a patient
• observe patient privacy and dignity issues without prompting
• discriminate between patient responses to therapeutic exercise and massage to assess patient progress versus the patient’s subjective requests
• internalize professional behaviors when interacting as a clinician
• recognize cyanosis and act appropriately to care for the safety of the patient
• recognize activities that aggravate or relieve edema, pain or dyspnea and respond appropriately
• recognize an emergency situation in the physical therapy clinical environment and care for the safety of the patient, consulting others as appropriate

PTA 211 Physical Agents

Course Goals: Following the successful completion of this course with a grade of C+ or higher, the learner will be able to:

• Safely and appropriately apply physical agents and electrical stimulation for the accomplishment of therapeutic treatment goals including: the reduction of pain, edema, joint stiffness and muscle guarding and increasing circulation, muscle strength and tissue extensibility.
•  Determine what the potential causes and remedies would be for undesirable patient responses to the application of physical agents and electrical stimulation for the accomplishment of therapeutic treatment goals and make appropriate decisions and adjustments in the application to maintain patient safety.
• Critically discuss the available literature dealing with physical agents relating the relevance of what is published with current practice patterns in the clinical setting.
• Safely and appropriately apply cervical and or lumbar mechanical traction for the accomplishment of therapeutic treatment goals including the reduction of nerve root radiculopathies and disc compression.
• Differentiate between the advantages and disadvantages of a buoyant environment for a therapeutic exercise program versus a land environment and how one could safely progress a patient working on an endurance program in the aquatic environment, who had a partial weight bearing status.

Course Objectives:

Cognitive/Knowledge

• describe the properties of electricity (conductance, resistance, capacitance) and how this would impact the application of electrical stimulation with a patient
• describe the mechanisms for heat transfer and how this applies to the application of heat or cold in different forms to patients
• identify commonly accepted treatment goals for the application of physical agents & therapeutic modalities
• identify the appropriate parameters required to accomplish treatment goals with electrical stimulation and ultrasound
• cite potential adverse responses to the application of a therapeutic modality or physical agent and how to remedy those responses should they occur
• outline the appropriate information necessary to document a treatment with physical agent or therapeutic modality
• cite the indications, contraindications & precautions to the application of electrical stimulation, ultrasound, superficial and deep heating agents
• describe the various pain pathways and potential ways to block pain perception utilizing physical agents and therapeutic modalities
• describe the importance of pain as a perception and how pain may be indicated other than verbal by expressions 
• describe the expected visual and palpable responses of the skin to a therapeutic intervention with a physical agent modality
• describe how two or more physical agents can be utilized together to accomplish a therapeutic treatment goal
• describe the components of mechanical traction devices for spinal traction and provide the rationale for each of the those components and their therapeutic application to accomplish stated treatment goals
• list the parts of a whirlpool for a therapeutic intervention with hydrotherapy, describing the variables and rationale for their selection
• differentiate between an aquatic pool and a hydrotherapy tank for a therapeutic intervention with a patient stating advantages and disadvantages for both forms or treatment
• describe the physical principles of water and how they may be used to in a therapeutic intervention with a patient to affect a positive outcome

Psychomotor

• display and explain the appropriate application techniques for therapeutic superficial and deep heat
• demonstrate the appropriate application of therapeutic cold, light and electrical stimulation
• describe the use of electromyographic (EMG) biofeedback as a therapeutic intervention
• respond appropriately to unexpected physiologic responses to a therapeutic intervention with a physical agent
• demonstrate and defend the importance of proper patient positioning and draping techniques
• demonstrate pain assessment skills for treatment documentation
• describe the rationale for the selection of physical agents and therapeutic modalities based on clinical goals and patient responses
• demonstrate the application of electrical stimulation to accomplish: pain reduction, muscle guarding reduction, and a motor response
• prepare and document treatment techniques for physical agents and therapeutic modalities in SOAP note format
• recognize, respond and document normal and abnormal responses to treatment interventions with physical agents and therapeutic modalities
• assess patient sensation prior to and after the application of a physical agent or therapeutic modality and determine what types of responses need to be documented in the patient’s chart and how they should be documented
• prepare a patient for the therapeutic application of hydrotherapy or spinal traction to accomplish a stated treatment goal

Affective

• recognize the importance of pain as both a physical and psycho-social factor by the approach that they use when describing treatment techniques and expected treatment outcomes with a patient
• defend the establishment of a safe and effective working environment by performing safety checks on the equipment that they will be utilizing before they apply it to a patient
• verify the safe and efficacious utilization of physical agents by assessing and re-assessing each patient prior to and following the application of a physical agent
• recognize the importance of clinically based research by utilizing some of the research articles in their class presentation
• recognize the significance of and defend the establishment of communication among members of the Health Care Delivery Team by discussing topics with other members of the team and communicating these conversations back to their classmates and instructors
• recognize the importance of documentation skills as a quality assurance tool and document patient treatment in the patient record
• defend the importance of skin assessment prior to, during and after therapeutic interventions with physical agents and therapeutic modalities

PTA 213 Therapy Clinic

Course Goals: Following the successful completion of this course with a grade of C+ or higher, the learner will be able to:

• Differentiate the physical therapy needs of a patient at different stages within the rehabilitation program, establishing a therapeutic exercise program in accordance with the physical therapy plan of care to address the multiple needs of the patient.
• Discuss the indications for use of ambulatory assistive devices, treatment interventions, wheelchairs, and orthotic and/or prosthetic devices for patients with specific impairments and/or functional limitations which include patients who have been diagnosed with spinal cord injuries (SCI), cerebral vascular accidents (CVA), traumatic brain injuries (TBI), and neurological dysfunctions.
• Perform selective therapeutic interventions within the physical therapy Plan of Care for patients with complex conditions including total hip replacement or total knee replacement (THR/TKR), cardio-pulmonary disease, SCI, CVA, TBI, or degenerative neurological disease.            

Course Objectives:

Cognitive/Knowledge

• explain the differences between left and right hemiplegia
• describe the levels of spinal cord injury and the effect that they will have on their ability to perform activities of daily living (ADLs)
• discuss architectural barriers for patients who use wheelchairs, walkers, crutches and canes
• recognize the differences between the needs of patients in acute care, rehabilitation, and out patient clinical settings
• recognize the differences in treatment approaches for neurologically involved patients
• recognize the variety of developmental activities and how they may be applied in treatment techniques for various patient populations
• recognize the differences between various orthotic and prosthetic devices and their applications
• recognize the importance of pain as a patient response
• describe the characteristics of neurological patient diagnoses that can be written in the patient record
• recognize levels of patient cognition and orientation to self, time and location
• recognize righting and equilibrium responses and their role in postural control
• communicate an understanding of the  plan of care developed by the PT to achieve short term goals (STGs), long term goals (LTGs) and intended outcomes
• explain the differences between a STG and a LTG
• recognize the level of functional status of a patient
• recognize individual and cultural differences and respond appropriately in all aspects of PT services
• recognize and explain the detrimental effects of  poor posture to a patient
• assess patient posture during sitting, standing and ambulation activities
• assess patient’s pain perceptions at rest and during activity
• administer standardized questionnaires to patients and others

Psychomotor

• assess patient needs for assistive devices for ADL, orthotics, prosthetics and pain management
• organize an exercise plan to improve balance, coordination, gait and endurance
• teach patients and their significant others about post operative care and potential complications following joint replacement surgeries for the hip or knee
• differentiate between orthotic and prosthetic devices identifying the applications/indications for the features of the devices
• determine whether or not there is evidence of unhealthy pressure areas that result from orthotic and prosthetic device use by inspecting the patient’s skin and respond accordingly by communicating these findings with the appropriate individuals
• prepare and document treatment techniques utilized with classmates in a SOAP note format
• develop exercises for increasing endurance, pre-ambulation, balance, coordination, conditioning, re-conditioning, and postural awareness
• instruct patients in stretching exercises
• identify the individual’s and caregiver’s ability to care for orthotic and prosthetic devices
• discuss the safety status and progression of patients while engaged in gait, locomotion, balance, and wheelchair management/mobility training
• adjust interventions within the plan of care established by the PT in response to patient clinical indications and report this to the supervising physical therapist
• set up a discharge plan and follow up as directed by the supervising physical therapist
• demonstrate an exercise plan to a patient to improve muscle strength in a specific muscle group as indicated

Affective

• recognize and respect the  psychosocial needs of the patient, by providing or seeking support for patients as needed
• recognize and respect the contributions that family members can make in the recovery of a loved one
• recognize changes in skin condition while using orthotic and prosthetic devices
• recognize safety factors while using orthotic and prosthetic devices
• recognize safety and barriers in home, community, and work environments by measuring and inspecting the physical environment and physical space, reporting the information back to the PT
• recognize when intervention should not be provided due to changes in the patient’s status and report this to the supervising physical therapist
• relate any changes in the patient’s status to the supervising physical therapist

PTA 216 Ortrhopedics in PTA

Course Competencies/Goals:  Following the successful completion of this course with a grade of C+ or higher, the learner will be able to::

• Demonstrate continued development of professional behaviors in the classroom.
• Integrate knowledge and clinical skills to develop effective manual skills for orthopedic conditions for the purpose of screening, assessing patient progress or assisting the PT in the determination of whether or not further testing is required for the peripheral joints and/or spine.
• Demonstrate the ability to access professional literature for continued development of knowledge and skills in the management of orthopedic conditions.

Course Objectives Cognitive/Knowledge:

• Describe normal and abnormal responses to orthopedic assessment screening tests for peripheral joints and/or cervical and lumbar spine
• State the findings from orthopedic assessment screening tests for peripheral joints
• State the findings from orthopedic assessment screening tests for the cervical and lumbar spine
• Identify and describe orthopedic assessment screening tests for the peripheral joints and cervical and lumbar spine
• Describe the concepts behind various soft tissue techniques including: muscle releases, Passive Range of Motion (PROM), joint distraction, open and closed packed joint positions, and muscle stretching techniques.

  Psychomotor:

• Demonstrate competence in the performance of documenting patient results as reported by the evaluating PT from selected orthopedic assessment screening tests for peripheral joints
• Demonstrate competence in the performance of documenting patient results as reported by the evaluating PT from selected orthopedic assessment screening tests for the cervical and lumbar spine
• Distinguish between normal and abnormal patient responses when observing or performing orthopedic assessment screening tests for peripheral joints and/or the cervical and lumbar spine
• Recognize when orthopedic assessment screening tests for peripheral joints and/or cervical and lumbar spine should not be performed due to contraindications or a change in the patient’s status
• Demonstrate competence in the performance of various soft tissue techniques including: muscle releases, Passive Range of Motion (PROM), joint distraction, open and closed packed positions and muscle stretching techniques for selected muscles.

Affective:

• Recognize when assessment results need to be verified, consulting with the physical therapist and current literature if appropriate
• Accept responsibility for assessment skills and seek assistance from the physical therapist and guidance for continuing education courses for further development of these skills
• Recognizes the importance of clinical affiliations where orthopedic assessment skills can be practiced and refined and seeks clinicals and employment for that purpose

PTA 224 PTA Clinical Education I

Course Goals: Following the successful completion of this course with a grade of C+ or higher, the learner will be able to:

• Discuss the organization of the physical therapy department of the clinical facility and the responsibilities of physical therapy department personnel.
• Describe the sequence of events for physical therapy services from patient entry through discharge
• Perform and document limited physical therapy techniques as deemed appropriate by the clinical instructor.
• Summarize the role of the physical therapist assistant (PTA) in the physical therapy clinical setting.
• Describe the importance of patient safety, professional deportment, time management, and verbal/non-verbal communication within the physical therapy clinical setting.

Course Objectives:

Cognitive/Knowledge

• describe the measurements are taken during an initial evaluation with an orthopedic patient
• describe the procedures for the application of physical agents during a physical therapy intervention
• describe the sequence of events from the first visit to physical therapy through patient discharge from physical therapy
• define the responsibilities of physical therapy department  personnel
• describe strategies for patient scheduling in a physical therapy department
• identify at least three types of 3rd party payer systems in physical therapy

Psychomotor

• demonstrate manual muscle tests (MMT) on prime movers, range of motion (ROM) and vital signs measurements on the clinical instructor and/or patients
• prepare patients for physical therapy treatment interventions
• develop instruction for clinical instructor and/or patients about gait training 
• prepare and apply physical agents (thermal and electrical) to the clinical instructor and/or patients to accomplish therapeutic treatment goals
• prepare and document treatment interventions in SOAP note format
• coordinate communication verbally and non-verbally with the patient, the physical therapist (PT), health care delivery personnel and others in an effective, appropriate and capable manner
• prepare a written case study of a patient being treated in physical therapy

 Affective

• defend the importance of proper body mechanics techniques in the clinic to prevent back injury by practicing the techniques themselves
• defend the importance of time management skills by reporting to clinic on time
• exhibit conduct that reflects practice standards that are legal, ethical, and safe
• interact appropriately with other members of the healthcare team in patient care and non patient care activities
• recognize individual and cultural differences and respond appropriately in all aspects of physical therapy services
• take appropriate action in an emergency situation (or discuss the steps to take during an emergency situation)
• adjust interventions within the plan of care (POC) established by the PT  in response to patient clinical indicators and report this back to the supervising PT
• recognize when intervention should not be provided due to changes in the patient’s status and report this back to the supervising PT
• recognize when the direction to perform an intervention is beyond the scope of practice for a PTA student/learner
• develop a strategy for maintaining an open line of communication with the supervising PT to discuss patient and practice concerns

PTA 226 PTA Seminar I

Course Goals: Following the successful completion of this course with a grade of C+ or higher, the learner will be able to:

• Describe effective, therapeutic communication with patients and members of the health care team, and techniques for conflict resolution within the clinical setting
• Compare the stages of patient psychosocial adjustment to disability
• Use the SOAP note format to document  physical therapy intervention within the physical therapist’s plan of care
• Define the components involved in provision of physical therapy services within a clinical setting including HIPPA, reimbursement, quality assurance, and regulatory issues
• Identify the common medications, medical tests, hospital equipment, and radiographic studies utilized with patients within the clinical setting

Course Objectives:

Cognitive/Knowledge

• describe the health care team, principles of time management and quality assurance, and issues  relating to reimbursement
• describe career ladders within physical therapy
• describe the necessary components for patient documentation in a subjective, objective, assessment & plan, (SOAP) note format
• identify the steps utilized in the decision making process
• describe the roles of the State Board of Physical Therapy and the American  Physical Therapy Association
• discuss the differences between verbal and nonverbal communication
• describe situations when the direction to perform an intervention is beyond the scope of practice for a PTA
• describe communication strategies to open discussion with the PT regarding patient status or changes in treatment progression

Psychomotor

• demonstrate negotiation skills by arranging their required hours at the assigned clinical site
• manipulate mobile apparatus that may be attached to a patient in the physical therapy department
• prepare patient progress notes in SOAP format

 Affective

• discuss patient information in a professional manner with colleagues
• recognize what information should not be discussed in public places
• recognize the stages of psychosocial adjustment to disability
• display communication styles utilized in the clinical setting
• respond with compassion to individuals with a disability
• recognize major groups of medications prescribed for musculoskeletal conditions
• organize a case study for presentation to classmates

 PTA 235 PTA Clinical Education II

 Course Goals: Following the successful completion of this course with a grade of C+ or higher, the learner will be able to:

• initiate interaction with patients, seek out the components of departmental organization, and documentation style.
• develop goals for the clinical affiliation, discuss and negotiate the goals with the clinical instructor, and determine a plan for implementation during the clinical affiliation.  If possible, the student should be provided with the opportunity to observe an initial patient visit examination performed by a physical therapist, and participate in the development of a plan of care for a patient. These expectations are at the discretion of the CI and the student.
• perform the following activities within the department manual muscle testing (MMT), range of motion (ROM), vital signs, measurement for assistive devices, gait training, transfers, massage, wound care dressing changes, hydrotherapy, the application of physical agents, bed mobility instruction, therapeutic exercise instruction, and the documentation of  SOAP note formatted notes for treatment documentation

Course Objectives:

Cognitive/Knowledge

• describe the sequence from the initial evaluation of a patient forward
• describe the organization of the physical therapy department within the facility that they are affiliating with and how it differs and is similar to the facility they affiliated with during the first clinical education course

Psychomotor

• prepare patients for physical therapy treatment
• coordinate the care of more than one patient at a time
• prepare an effective methodology for manual muscle tests (MMTs) for the upper extremities (UEs) & lower extremities (Les)
• build on their skills in the measurement of ROM and appropriate assistive devices
• demonstrate gait training, vital signs measurement, and physical agents treatment applications within the patient’s plan of care
• prepare elements of patient documentation for a subjective, objective, plan SOAP note
• demonstrate components of discharge planning with the assistance of a supervising PT
• prepare an in-service presentation for their classmates
• adjust interventions within the plan of care (POC) established by the PT in response to patient clinical indications and report this to the supervising PT
• provide patient related instruction to patients, family members, and caregivers to achieve patient outcomes based on the POC established by the PT

Affective

• display professional behavior with patients, clinicians,  family members and peers                       
• observe patient confidentiality
• defend the importance of professionalism within the clinical community
• defend the importance of and demonstrate skill in self assessment
• recognize when the direction to perform an intervention is beyond that which is appropriate for a PTA and initiate clarification with the PT
• recognize the differences between patient populations and communication styles that are utilized
• behave and interact professionally with patients
• recognize when intervention should not be provided due to changes in the patient’s status and report any changes in patient status to the supervising PT
• respond appropriately in an emergency situation to maintain patient safety

PTA 236 PTA Seminar II

Course Goals: Following the successful completion of this course with a grade of C+ or higher, the learner will be able to:

• Describe the relationship between learning styles and instructional tools, how one is influenced by the other and why one’s life experiences have taught us more than just how to be a student as well as the importance of understanding learning as an active event.
• Differentiate between prosthetics and orthotics and the importance of understanding how access to the patient’s environment can be impacted by something as simple but important as a pressure area on either their prosthesis or orthoses.
• Describe the process of formulating an in-service presentation for one’s peers after first assessing learning styles, the needs of the audience, appropriate assessment tools and mode of delivery and how to modify the process based upon feedback.
• Formulate a first draft of a professional resume’ for use as a physical therapist assistant entering the work force after graduation and assessing the potential job market, determining an interview strategy and potential obstacles to overcome for the workforce after graduation.

 Course Objectives:    

Cognitive/Knowledge

• describe the relationships between tests, measurements and the development of a plan of care
• describe at least two forms of information access for medical information regarding a particular topic
• differentiate between active and passive learning styles in a classroom activity
• discuss the steps utilized in the fabrication and patient fitting of orthotic and prosthetic devices
• compare similarities and differences in cost and design of home care equipment utilized for activities of daily living (ADL) and mobility for patients with a diagnosed disability
• discuss differences in treatment approaches utilized in an in-patient rehabilitation center for patients with orthopedic, neurological, spinal cord, and traumatic brain injuries
• identify barriers to accessibility within the community for patients with mobility challenges by participating in a disability day activity where a disability is assumed for the day by the learner
• examine and discuss the professional literature and discuss the potential implications that it may have on current practice
• assess learning styles and propose a learning/assessment activity that determines the effectiveness of the activity and results in a plan for improvement if indicated by the results of the outcome of the assessment activity

 Psychomotor

• demonstrate skill in conducting a small group activity maintaining group interest and meeting established objectives for the activity
• demonstrate effective communication skills with classmates, faculty and patients in conveying patient information, case study information and patient instructions ensuring that the recipient is able to restate the information correctly in return
• demonstrate skill teaching activities for classmates so that classmates are able to respond correctly to questions about the information presented after the teaching has taken place
• develop a personal resume’ that is suitable for use in pursuit of the first PTA position after graduation
• construct a case study for presentation to their classmates and PTA program faculty members as a graded activity
• prepare an in-service presentation and present it to their classmates complete with an assessment tool to assess the successfulness of the presentation and a self assessment of the presentation and a plan for improvement for future presentations

Affective

• discuss patients and communicate professionally in written and verbal formats with PTA program classmates and faculty while maintaining individual patient’s rights
• display compassion for their classmates, patients and peers by participating freely with classmates in lab activities, evaluating the work of classmates fairly and providing constructive feedback to classmates

PTA 240 PTA Clinical Education III

Course Goals: Following the successful completion of this course with a grade of C+ or higher, the learner will be able to:

• Develop, discuss and negotiate goals for the affiliation while also developing an action plan for the attainment of the negotiated goals.
•  The student/learner will be performing all duties that would normally be expected of a PTA at entry level. 
•  The student/learner will participate in departmental “in-service” presentations, and present an “in-service” to the department.

Course Objectives:

Cognitive/Knowledge

• describe the role of the PT and the PTA
• describe physical therapy as a component of the rehabilitation of patients
• collect patient information for case study format
• assemble a list of medications that are commonly prescribed for patients receiving physical therapy
• formulate a list of potential side-effects from prescribed medications that would affect the physical performance of a patient

Psychomotor

The student/learner will be able to successfully:

• indicate when a patient should be re-evaluated by a physical therapist
• set up & maintain a personal schedule for themselves while they are in the clinical site
• coordinate the physical therapy care for more than one patient at a time
• maintain appropriate patient documentation in SOAP format for the physical therapy care rendered
• independently operate physical therapy equipment and modalities within the department
• outline potential patient progression sequences within a specified Plan of Care.
• design a therapeutic exercise program to address the Long Term Goals and Short Term Goals identified within the evaluation of a patient and consistent with the identified plan of care
• present an “in-service” for colleagues in the clinical setting
• participate in patient discharge planning
• utilize negotiation skills with their supervisor
• take appropriate action in an emergency situation
• adjust interventions within the POC established by the PT in response to patient clinical indications and report this to the supervising PT
• recognize when interventions should not be provided due to changes in the patient’s status and report any changes in the patient’s status to the supervising PT
• prepare and submit a written patient case study

Affective

• internalize the role of the PTA by seeking evaluative patient information from the PT
• exhibit support and understanding for the patient who may be having psychological difficulty in dealing with their diagnosis or treatment and discuss these patients with the clinical instructor
• recognize when the direction to perform an intervention is beyond that which is appropriate for a PTA and initiate clarification with the PTrelate statutory and regulatory information pertaining to the delivery of physical therapy services to other colleagues
• recognize the differences between ethical and unethical practice situations
• cooperate with other personnel within the physical therapy department to assure a high quality of care and professionalism toward all individuals both clinicians and patients
• obey statutory and regulatory rules that govern the practice of physical therapy
• devote time to the reading of professional literature

 PTA 241 PTA Seminar III

 Course Goals: Following the successful completion of this course with a grade of C+ or higher, the learner will be able to:

Course Objectives:

Cognitive/Knowledge

• identify the components that would constitute unethical practice in a physical therapy setting according to the APTA Guide for Professional Conduct for the PTA and make recommendations as to how to handle them should they arise in the clinical environment.
• identify appropriate information to include in a professional resume’ and prepare both a cover letter and resume’ suitable for use for the attainment of the first position as a PTA following graduation from Mercer
• outline the necessary steps to obtain licensure as a PTA in the State of New Jersey and develop a plan for implementation of the process to apply for licensure and to take the examination

Psychomotor

• network with other physical therapist assistants regarding employment opportunities to determine what types of benefits are negotiable during an interview for a PTA’s first position
• locate legal and ethical sites for potential employment as a PTA by networking and researching available sources identifying at least 3 potential sites to send the cover letter and resume’, that have been developed

Affective

• defend the merits of professional conduct and deportment by following the procedures outlined within the NJ Physical Therapy Practice Act for the attainment of an application for licensure as a PTA
• defend the importance of ethical and legal practice as a physical therapist assistant  by following through with the procedures for applying to take the licensure examination with the Federation of State Boards of Physical Therapy as soon as possible after graduation from Mercer
• defend the importance of human interaction and understanding by supporting fellow members of the PTA program class as each of the classmates practices interview skills and navigates the skills necessary to transition from a student to a new graduate

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