SELF-STUDY REPORT THE VICTORIA COLLEGE

Transcription

1 SELF-STUDY REPORT THE VICTORIA COLLEGE EVALUATIVE CRITERIA FOR ACCREDITATION OF EDUCATION PROGRAMS FOR THE PREPARATION OF PHYSICAL THERAPIST ASSISTANTS PREFACE The local acute care hospital provider approached Victoria College to consider developing a Physical Therapist Assistant Program in response to a significant shortage in physical therapist assistants (PTA). The college made inquiries to other health care providers in the region regarding PTA staffing needs to find that the shortage was indeed region-wide. The providers also indicated that it was difficult to recruit graduates and cited a lack of local programs as a major barrier to filling their staffing vacancies. A needs assessment was conducted which verified the lack of PTAs in the community. An Advisory Committee was then established consisting of physical therapy community leaders in the region. The Dean of Allied Health along with the Advisory Committee drafted the Physical Therapist Assistant Program Director job description and requirements in accordance with minimum standards for candidacy. The Advisory Committee and college faculty actively recruited for a program director by conducting a nation-wide search. The Program Director was hired in July 2009 to develop the program. The Victoria College Physical Therapist Assistant (PTA) Program plans to enter 16 students per class each fall of the academic year during the full implementation of the program. Should the PTA Program not achieve candidate status we will move to the next available application cycle and work actively on identified deficiencies, including seeking and working with a program consultant with experience in the Commission on Accreditation of Physical Therapy Education (CAPTE) accreditation process. All program applicants will be notified of the accreditation status and revised program start date, and will maintain their rank order based on application points. If the PTA Program should fail to achieve accreditation status it will pursue due process for reconsideration. Also, a contingency plan for students will be developed through a Memorandum of Understanding (MOU) with Delmar College in Corpus Christi, TX. The PTA Program faculty of Delmar College will determine which PTA courses offered by Victoria College can be articulated into their program. This determination will be based on their course offering content which has met the evaluative criteria for physical therapist assistant education set forth by CAPTE. The Victoria College PTA Program faculty will teach the Delmar PTA Program course curriculum that cannot be articulated from the candidate PTA Program. Students will be expected to meet all requirements for graduation stipulated by the Delmar College PTA Program. Victoria College Self Study, Victoria TX Page 1

2 SECTION 1: ORGANIZATION Preamble Physical therapist assistant education occurs in an institutional environment that supports humanistic principles, inquiry, and dedication to the service of society. The physical therapist assistant education program must be integral to institutional missions and be a logical extension of its education and service programs. The institution, through support for program faculty and policies of the education program, encourages its graduates to practice within the legal, social, and ethical context of their careers as physical therapist assistants. Victoria College Self Study, Victoria TX Page 2

3 1.1. Institution The sponsoring institution is authorized under applicable law or other acceptable authority to provide a program of postsecondary education. In addition, the institution has been approved by appropriate authorities to provide the physical therapist assistant education program. Victoria College is accredited by the Commission on Colleges of the Southern Association of Colleges (1866 Southern Lane, Decatur, Georgia : Telephone number ) to award Associate Degrees (Appendix 1, pp. 6). Victoria College is also accredited by the Texas Higher Education Coordinating Board and the Texas Education Agency. Since being created by the Texas Legislature in 1965 the Texas Higher Education Coordinating Board provides leadership and coordination for the Texas higher education system. The Coordinating Board works with the Legislature, Governor, and colleges and universities to coordinate Texas higher education and has the authority to develop higher education plans as well as review and approve degree programs and construction of major facilities. The College holds memberships in the American Association of Community and Junior Colleges, Association of Texas Colleges and Universities, the Southern Association of Junior Colleges and the Texas Public Junior College Association. The Victoria College Board of Trustees approved the proposed Physical Therapist Assistant AAS curriculum on November 16, 2009 (Appendix 1, pp. 3) and the Texas Higher Education Coordinating Board approved the proposed Physical Therapist Assistant AAS degree program on January 29, 2010 (Appendix 1, pp. 7). Documentation of Victoria College's accreditation is located in the office of the Vice President of Instruction and may be reviewed by all interested parties The education program for the physical therapist assistant is provided by an institution accredited by an agency or association recognized by the U.S. Department of Education or by the Council for Higher Education Accreditation. The Victoria College was granted reaffirmation of accreditation by the Executive Council of the Commission of Colleges of the Southern Association of Colleges and Schools in June 2004 for an accreditation cycle of ten years (Appendix 1, pp. 6) The institution awards the associate degree upon satisfactory completion of the physical therapist assistant education program or assures the associate degree is awarded by an affiliating college at the Victoria College Self Study, Victoria TX Page 3

4 satisfactory completion of the physical therapist assistant education program. Victoria College will award an Associate of Applied Science to students who meet the following three criteria: Successful completion of Associate of Applied Science Degree (AAS) degree plan as listed in the Catalog, pp. 40 College Catalog satisfactory completion of Physical Therapist Assistant curriculum, Catalog, pp College Catalog Institutional policies, procedures and practices are based on appropriate and equitable criteria and applicable law. The policies, procedures and practices assure nondiscrimination and equal opportunity to persons involved with the program. Victoria College s nondiscrimination policy states the following: STATEMENT OF NON DISCRIMINATION Victoria College does not discriminate on the basis of race, color, religion, national origin, sex including pregnancy, sexual orientation, age, disability, genetic information, or any other status protected by law. It is our policy to comply, fully, with the nondiscrimination provision of all state and federal rules and regulations with regard to recruitment, admission, financial aid, activities, hiring, promotions, training, layoffs, termination, benefits and compensation. The Affirmative Action Officer is the equal employment opportunity coordinator and coordinator for compliance with the Civil Rights Act of 1964, as amended, the Age Discrimination in Employment Act of 1967, as amended, the Rehabilitation Act of 1973 (Sections 503, 504), Title IX of the Education Amendment of 1972, American with Disabilities Act, Immigration Reform and Control Act (1986), Texas Commission on Human Rights Act (1983), the Vietnam Era Veterans Assistance Act of 1974, Texas Statues V.A.T.S. and V.A.T.S., Executive Order and 11758, and the Family and Medical Leave Act of Affirmative Action Officer: Terri Kurtz Victoria College 2200 E. Red River Victoria, Texas This information is available in the Employee Handbook, pp rimination), as well as, and the Student Handbook, pp. 40 ( It is also documented in the PTA Application Information Packet, pp. 3 (Appendix 3), the PTA Policies and Procedures Manual, pp. 5 (Appendix 4), and the Clinical Educator s Manual, pp. 4 (Appendix 5). Victoria College Self Study, Victoria TX Page 4

5 The College catalog, Employee Manual and Student Handbook are available on the college website. The Program Policies and Procedures will be distributed to all incoming students and faculty members who will be required to sign a signature page to verify receipt and review of the document. The Clinical Educator s Manual will be distributed to all clinical facilities that have an active written agreement with Victoria College to provide clinical experiences for our students. The nondiscrimination statement is also included in the Education Affiliation Agreement, pp. 7 (Appendix 6), signed by all facilities that provide clinical education experiences. All faculty members will be given access to Victoria College Employee Handbook The institution recognizes and supports the academic and technical education aspects of the physical therapist assistant program. The college has been very supportive of the Physical Therapist Assistant Program and throughout its development process. The Program Director was hired in July, 2009 and an Academic Coordinator of Clinical Education (ACCE) was hired in February, The Program Director is a physical therapist who has 17 years experience in education, five of which was a PTA Program Director. The ACCE has been a physical therapist assistant for 16 years and has 5 years experience in education. She is also a Certified Clinical Instructor through the American Physical Therapy Association (APTA). Since salaries are higher in the profession than at the entry-level faculty salary chart, the college appreciates work experience in vocational fields as comparable to teaching experience by offering increased salaries for market scarcity instructional areas. The Dean of Allied Health and the PTA Program Director attended a Developing Program Workshop at the American Physical Therapy Association (APTA) headquarters in September, 2009 in preparation for the development of the program. During the planning stage of the new Health Science Center which began in 2005 a physical therapist assistant lab was designed and is now housed on the second floor of the new state-ofthe-art facility. The new Health Science Center was completed and occupied in December The Program has developed written agreements with clinical facilities in the region for student clinical experiences. Staff support within the Allied Health Division efficiently support the provision, initiation and maintenance of all of these contracts. Many of the clinical facilities are more than 30 miles from our location. The college provides mileage reimbursement to the ACCE that will allow students to be visited at least once for every clinical assignment they undertake. State-of-the-art equipment has been identified and purchased. Selection of the equipment was left to the discretion of the Program Director. The equipment purchase was approximately $110, to supply the program for our first cohort of students in fall The Student Handbook describes academic offenses which include plagiarism and cheating on page It also includes the due process procedures. This is restated in the Program Policies Victoria College Self Study, Victoria TX Page 5

6 and Procedures, pp. 6 (Appendix 4) and in each course syllabi. Typically, within the Allied Health Division, faculty and Program Directors determine sanctions given to students who are guilty of an academic offense. If appealed, the case is typically settled at the level of the Dean of Allied Health. Victoria College has a Student Code of Conduct policy which is stated in the college catalog, pp. 46 and the Student Handbook, pp The students will also be required to follow the American Physical Therapy Standard of Ethical Conduct for the Physical Therapist Assistant which is stated in the Program Policies and Procedures Manual on pp. 12 (Appendix 4). A passing grade, as specified on page of the college catalog describes a D grade as passing though less than satisfactory. The Program, as well as all of the Allied Health programs at the college has chosen a C grade as the minimum passing grade for program progression. This policy includes all prerequisites, PTA core courses, and required general education courses. The college at all levels including Board of Trustees approval has upheld this policy. This Policy is also stated in the Program Policies and Procedures Manual on page 16 (Appendix 4). Progression through the program is stipulated in the PTA Policies and Procedures, pp (Appendix 4). The requirements for clinical performance are documented in the PTA Policies and Procedures, pp (Appendix 4). The PTA Policies and Procedures Manual was read and approved by the Dean of Allied Health, Vice President of Instruction and the College Board of Trustees. The instructional workload policy is clearly stated in the Employee Handbook on in section 5, pp The standard fall and spring teaching assignment is fifteen contact hours per week and faculty are required to be on campus 32 hours per week. The standard teaching assignment for academic department coordinators (program directors) is one course load reduction (3 contact hours) per week or 10% release time for administrative duties (organizational chart) (Appendix 2) Institutional policies, procedures and practices protect the rights and privileges of persons associated with the education program. Policies and procedures are in place and practices are described for: privacy and confidentiality Student privacy and confidentiality are protected by the following procedures. All faculty and counselors have private offices that can be used for student conferences. All student files will be kept in a locked filing cabinet in the Program Director s office which will also be locked when not occupied. On clinical visits, the Clinical Instructor will arrange for a private area for conversations such as an empty office or treatment room. The Student Handbook, is available both in hardcopy as well as online which outlines the policy on confidentiality on page This policy is also available to view in the College Catalog on pp as well as in the PTA Victoria College Self Study, Victoria TX Page 6

7 Program Policies and Procedures, pp. 15, 17 under the section Academic Advising and Student Records (Appendix 4). The above policy as well as the Health Insurance Portability and Accountability Act (HIPAA) will be reviewed during the orientation session for the PTA Program (held before entrance into the first semester). Students are required to sign a Health Information Confidentiality Agreement during the orientation session. This confidentiality policy and procedure is located in the PTA Program Policies and Procedures Manual, pp (Appendix 4). Confidentiality requirements are also stated in the Clinical Educator s Manuel, pp. 10 (Appendix 5). HIPAA will also be reviewed and tested on in PTHA 1201 The Profession of Physical Therapy. Continued surveillance for student competence in protecting patient privacy and confidentiality is monitored by Clinical Instructors who are also responsible for HIPAA compliance. The Physical Therapist Assistant Manual for the Assessment of Clinical Skills (PTA MACS) also has sample behaviors under Skill 7 related to ethical patient care (Appendix 19, pp. 15). The student records for the program are kept in the Program Director s Office. Each record contains the student s data, application to the program, transcripts, health records, copy of their CPR card, and PTA MACS progress reports and skill summaries (Appendix 19, pp ). Should a student be given a learning contract to outline improved performance in either clinical or classroom work, the original contract and any additional communication will also kept in the student s record. The student will also receive a copy of the learning contract. A student must give specific written permission for any of the above information to be given to a person other than program faculty, division administration/staff and/or clinical faculty (clinical education faculty will only have access to students health records and CPR status). This is Program (PTA Program Policies and Procedures, pp. 17 [Appendix 4]); Clinical Educator s Manual, pp. 10 [Appendix 5]) as well as college policy (College Catalog, pp. 49). None of the information distributed by the clinic education site (e.g. administrative information, patient care protocols) may be removed from the site without permission from the clinical instructor or Center Coordinator of Clinical Education (Clinical Educator s Manual, pp. 10 [Appendix 5]). Staff and faculty employee records are maintained in the Human Resource office, credentialing records are maintained in the Vice President of Instruction s office and faculty evaluations are maintained in the Division Dean Administrative Assistant s office. All records are kept in locked filing cabinets and offices are locked when not occupied. Victoria College also has a computer security policy which can be viewed online at in the Employee Handbook, Section 3, pp. 3-7 and in the Student Handbook, pp The PTA Program Policies and Procedures Manual is distributed during the orientation session of the PTA Program held prior to the first semester of the program. Each student is required to sign the signature page to verify receipt of the document. The college catalog is available online and in CD format from the Counseling Office and the Student Handbook is available online as Victoria College Self Study, Victoria TX Page 7

8 well as hardcopy at the Welcome Center in the main administration building of the college. A hardcopy of the College Catalog can also be purchased at the College bookstore. The Clinical Educator s Manual is distributed to all clinical education sites prior to students being placed for their clinical experience. Revisions of these documents will be distributed to students, academic faculty and clinical educators in a timely manner after revisions are completed informed consent Policies and procedures exist that describe the process of informed consent for those associated with the program and are listed below: Expectations and role of students or non-students when participating as subjects or as patient simulators during laboratory and clinical experiences. o The PTA Program Policies and Procedures Manual, pp. 15 (Appendix 4) o The Clinical Educator s Manual, pp. 27 (Appendix 5) Videotaping, audio taping, photographing, or imaging of individuals for instructional purposes. Students sign a release form (Appendix 7, pp. 1) during the orientation session before the first semester in the program. A statement is made in the PTA Program Policies and Procedures, pp. 16 (Appendix 4) under Grading Policy to indicate that students will be videotaped during lab practical exams for instructor review and/or self assessment purposes. This is also stated in the course syllabi of lecture/lab courses. Informing students of requirements of clinical facilities that may include drug testing and background information. o The PTA Program Policies and Procedures, pp. 28 (Appendix 4) o The Clinical Educator s Manual, pp. 10 (Appendix 5) o The PTA Program Application Forms, (Appendix 3, pp. 13) Mechanisms used by the program to ensure patients are informed when students are involved in patient care. o The PTA Program Policies and Procedures, pp. 32 (Appendix 4) The name tags clearly identify the student as a Student Physical Therapist Assistant in large letters to stand out. o The PTA Program Policies and Procedures, pp. 33, bullet 9 (Appendix 4) and the Clinical Educator s Manual, pp. 15 (Appendix 5): Victoria College Self Study, Victoria TX Page 8

9 Students are to clearly identify themselves as a student before having any direct patient contact, thereby giving the patient the opportunity to refuse treatment by a student. Informing students of policies pertaining to suspected substance abuse by students in the clinical setting. o The PTA Policies and Procedures, pp. 33, under Conduct During Clinical Rotations, bullet 8 (Appendix 4). The PTA Program Policies and Procedures will be distributed during the orientation session of the PTA Program held prior to the first semester of the program and given to all faculty members upon hire. Each student must sign the signature page to verify receipt of the document. The Clinical Educator s Manual will be distributed to all clinical education sites prior to students being placed for their clinical experience. Revisions of these documents will be distributed to students, academic faculty and clinical educators in a timely manner after revisions are completed due process The due process policy and procedure for students is outlined in the Student Handbook on pages This is also the policy that will be used within the Program for protection of students rights and is referred to in the PTA Program Policies and Procedures, pp. 6 (Appendix 4) and Clinical Educator s Manual, pp. 16 (Appendix 5). The Student Handbook is available online as well as hardcopy to all students (hardcopy is available at Welcome Center in the main administrating building on campus). The PTA Program Policies and Procedures Manual is distributed to all students in the program as well as PTA Program faculty members. The Clinical Educator s Manual is distributed to all clinic sites before students are assigned. Revisions of these documents will be distributed to students, academic faculty and clinical educators in a timely manner after revisions are completed. The faculty grievance policy is outlined in the Employee Handbook in Section 3, pages and online at Employees are directed to the Handbook online upon hire and are provided a hardcopy upon request. Patient due processes are determined by the hospital and clinic rendering treatment. The Education Affiliation Agreement between the program and each facility states that faculty and staff will follow clinical facility policies, pp. 2 F (Appendix 6) complaints The procedure that addresses complaints that fall outside due process include, but are not limited to, complaints from clinical education sites, employers of graduates and the general public is outlined in the PTA Program Policies and Procedures Manual on page 6 (Appendix 4) and on the link Public Comment Process attached to PTA Program website at Records of all correspondence will be Victoria College Self Study, Victoria TX Page 9

10 confidentially maintained by the Program Director for five (5) years. These records are not open to the public. After five (5) years the records will be destroyed in accordance with the Victoria College policy Policies and procedures exist which support practices by the institution to ensure the safety of persons associated with the program. Policies and procedures are in place and practices are described for: on-campus educational experiences Policies and procedures exist that address safety of persons involved in on-campus educational experiences and are cited in the documents listed below: Campus safety and emergency procedures o Student Handbook, pp and o Employees Handbook, Section 7 Safety and Security o PTA Policies and Procedures Manual, pp (Appendix 4) o College website at Safety in dealing with body substances and hazardous materials o PTA Policies and Procedures Manual, pp (Appendix 4) o Employee Handbook, Section 7 pp. 6-7 o Clinical Educator s Handbook, pp (Appendix 5) o College website at Safety regulations regarding use of equipment in the Program laboratory o PTA Program Policies and Procedures Manual, pp (Appendix 4) Safety in student interactions in the classroom and laboratory settings o Student Handbook, pp o Please see Appendix 4, PTA Program Policies and Procedures Manual, pp (Classroom Expectations for Student Conduct and APTA Standards of Ethical Conduct for a PTA), pp. 15 (Reception of Treatment Procedures), and pp. 21 (#16 under Program Safety Issues). o College website at (Injury/Illness) Safety of students when in the role of subjects or patient-simulators o PTA Program Policies and Procedures Manual, pp 15 (Reception of Treatment Procedures). Appendix 4 o Clinical Educator s Manual, pp. 27 (Grade Determination). Appendix 5 Ensuring equipment used in the program laboratory is in safe working order and is appropriately maintained and calibrated. o PTA Program Policies and Procedures Manual, pp. 20 (items 1-3 under Program Safety Issues). Appendix 4 The PTA Program Policies and Procedures manual is distributed during the orientation session of the PTA Program held prior to the first semester of the program and given to all faculty members upon hire. Each student must sign the signature page to verify receipt of the document. The Clinical Educator s Manual is distributed to all clinical education sites prior to students being Victoria College Self Study, Victoria TX Page 10

11 placed for their clinical experience. Revisions of these documents will be distributed to students, academic faculty and clinical educators in a timely manner after revisions are completed. The Student Handbook is available online and a hardcopy is available in the Welcome Center in the main administration building of the college. The Employee Handbook is available online to all employees and a hardcopy is available in Human Resources upon request off-campus educational experiences Many of the policies and procedures outlined above also pertain to off-campus educational experience. The program uses off-campus lab experiences which according to college policy will be considered field trips. Students are supervised by a faculty member. Safety is reviewed prior to students going to the facility for specifics regarding the field trip experience (e.g. pool safety for an aquatic therapy experience). The faculty member is thoroughly oriented to the use of any related equipment by facility personnel prior to the field trip visit. All related equipment on the clinic site that is utilized is expected to be up-to-date in regard to safety and calibration checks. The policies outlined below exist for the protection of students safety during off-campus activities. College Policy for Field Trips and Travel Travel Policy Employee Handbook, Section 5, pp. 19 Student Handbook, pp PTA Policies and Procedures, pp. 21, pp. 20 (number 15). Appendix 4 Clinical Educator s Manual, pp. 16. Appendix 5 Education Affiliation Agreement, Section III, Part C (pp. 3). Appendix 6 Hospital affiliations follow Joint Commission for Accreditation of Health Care Organizations (JCAHO) or National Integrated Accreditation for Health Care Organization (NIAHCO) procedures for handling hazardous materials, security and evacuations; and students will be expected to be oriented to these on the first day of the clinical experience. As stated above, students will be educated in universal precautions and will be expected to follow those during affiliations. Clinical Instructors should consider student compliance with all of these standards when completing Skill 11 (Safety) of the PTA MACS at mid-point and at the end of each affiliation (Appendix 19, pp. 23). Students are less likely to be exposed to bodily substances at outpatient clinics than at hospitals; however, policies and procedures are outlined both in the PTA Policies and Procedure Manual, pp (Appendix 4) and in the Clinic Educator s Manual, pp (Appendix 5). The PTA Program Policies and Procedures Manual is distributed during the orientation session of the PTA Program held prior to the first semester of the program and given to all faculty members upon hire. Each student must sign the signature page to verify receipt of the document. The Clinical Educator s Manual is distributed to all clinical education sites prior to students being placed for their clinical experience. Revisions of these documents will be distributed to students, academic faculty and clinical educators in a timely manner after revisions are completed. Victoria College Self Study, Victoria TX Page 11

12 The Employee Handbook is available online to all employees and a hardcopy is available in Human Resources upon request. The Education Affiliation Agreements are available in the Administrative Assistance s Office in the Allied Health Division student competence prior to clinical assignment The PTA curriculum is a lock-step design whereby students cannot progress to the next semester in the Program unless they pass all courses in the current semester. In order to pass a course the student is required to have a cumulative percentage of 70% on written exams and 75% on lab exams for the semester. The written final exam must be at least 70% to pass the course. The overall grade in the course (to include but not limited to written exams, lab exams, participation, assignments, etc.) is required to be 75% in order to pass the course. There are several safeguards to assure competency of students knowledge and skills prior to progression through the program and into clinical assignments. Students must perform techniques on lab partners or faculty under the observation of a faculty member. They are tested by the use of lab exams at which time they are given a patient scenario that includes a plan of care established by the physical therapist. Students are required to pass all lab practicals by demonstrating skill competency and safety. The safety category criteria is outlined on the lab grading sheet of each lab exam and must be passed with 100% overall. A student will automatically fail the lab exam if he/she receives a zero or no in any safety criteria. The skill competency criteria must be passed with at least a 75% and the overall lab exam must be passed with at least a 75%. If a student does not pass a practical exam he has one additional opportunity to re-take the lab exam and pass it. This includes the final lab exam. The student has the opportunity to view a video of the lab exam with the instructor for self assessment and to foster improvement in skills. If the student fails a re-take lab exam or lab final exam he will not pass the course. All safety criteria will be clearly outlined on the lab scoring sheets. These lab scoring sheets are distributed to the students prior to the lab exam to clearly communicate the safety criteria. Safety criteria is outlined on the Skill Competency List (Appendix 25, pp. 7-13). The Skill Competency List is distributed to students at the orientation session before the first semester in the Program and to the Clinical Education faculty before the students first clinical experience. Prior to any lab practical, students are informed and shown how to do each procedure and then have adequate lab time to practice the procedure under the supervision of the faculty member. Additional practice at non-lab times under faculty supervision will be granted to any requesting student. Regular open lab hours (other than during class hours) are scheduled for students to practice skills. CCCEs are provided syllabi and schedules of all courses in the PTA curriculum. This informs the CCCEs the progress of the student in their educational process and what skills have been taught and when they were tested. If a student fails to pass the second lab exam attempt he/she will fail the course and be pulled from the clinic experience. This policy is stated in the Clinical Educator s Manual, pp. 8 (Appendix 5) which is distributed to all clinic sites before students are placed. Victoria College Self Study, Victoria TX Page 12

13 Furthermore, to ensure retention of didactic material covered in their first year of coursework and thus assisting students in preparation for their second clinical rotation the students must pass a comprehensive exam on foundational theory covered in the curriculum before they begin their second clinical rotation. The students must pass the exam at 70% and they have three attempts to do so. If they do not pass the exam, they will fail the Clinical Rotation II course and will not be able to continue in the program. The above policies are outlined in the PTA Policies and Procedures, pp. 16, 29 (Appendix 4) and is distributed to all incoming PTA students during their orientation to the program. This grading policy is outlined in the syllabus of each lecture/lab course offered in the PTA Program and is distributed and reviewed the first instructional day of each course Written agreements exist for the provision of off-campus clinical experiences Written agreements between the institution and clinical centers are current and delineate the responsibilities of both agencies. An Education Affiliation Agreement exists that encompasses all allied health professions housed in the Allied Health Division within Victoria College (Appendix 6). Delineation of the rights and responsibilities of the institution and the clinical facility are outlined in sections I, II, III, IV, VI, and VII. Delineation of responsibility for patient care is stated in section V of the agreement. An addendum has been attached to include physical therapist assistant students and sent to all clinic sites with existing Education Affiliation Agreements for other allied health programs (Appendix 6, pp. 8). This addendum also clearly delineates the responsibility for the evaluation and supervision of physical therapist assistant students from Victoria College. Education Affiliation Agreements including the addendum have also been initiated with new clinical sites not formerly affiliated with Victoria College. All Education Affiliation Agreements will be available on site for the reviewer A process exists to ensure that students are assigned to only those facilities in which a properly executed and unexpired written agreement is in place. The existing Education Affiliation Agreements are kept on file in the Administrative Assistant s office in the Allied Health Division. Before a student is given his/her clinical assignment the ACCE reviews the contracts for each clinical facility and determines if a contract exists and if it is unexpired. If it does not meet those conditions, another facility will be used for assignment of that student. This policy is stated in pp. 28 of the PTA Policies and Procedures Manual (Appendix 4) A process exists for the ongoing review of the written agreements Written agreements are in place with each clinical site utilized by the PTA Program for clinical rotations. These agreements are initiated and maintained by the Dean of Allied Health. Agreements with new facilities are initiated for one year. After that first year a five year Victoria College Self Study, Victoria TX Page 13

14 agreement is put in place with an annual review by each agency that is sent to the Dean of Allied Health ( Appendix 6, pp. 9). This review includes all elements of the written agreement. This policy is outlined in the PTA Policies and Procedures, pp. 28 (Appendix 4). The PTA Program will strive to maintain 125% of clinic placements required for the clinical education portion of the program. Should clinic availability fall below this threshold the program will decrease the number of students admitted to the program to accommodate the decrease The institution provides a process for the participation of core faculty in the governance and in short and long term planning of the program and the institution. The President of The Victoria College formed the Strategic Planning Committee in January 2009 to lead the strategic planning process for Victoria College. The committee developed the college s most recent mission and values statements. In 2009 the President held town hall-style meetings to discuss the strengths, weaknesses, and threats of the college. The committee is made up of faculty and staff and all college faculty, staff and students are invited to share their thoughts and ideas regarding strategic planning for the college ( Faculty are involved in shared governance through a faculty senate known as The Victoria College Faculty Forum. According to the Forum s constitution: The Purpose of the Faculty Forum shall be to provide a systematic means for effective participation of the faculty in the affairs of the college. The goals and objectives of the Forum are as follows ( The goals of the Faculty Forum shall be to take action on any issue the faculty considers important for the operation of the college, and, as needed, to communicate the faculty's views to the administration and to the Board of Trustees. The objectives of the Faculty Forum shall be: 1. To enhance the role of the faculty in educational and professional decisionmaking and policy-making; 2. To improve lines of communication between the faculty and administration relative to educational programs and professional policies and procedures; 3. To provide a forum for the full discussion of issues and concerns of the faculty; 4. To promote a collegiate atmosphere; and 5. To improve the communication between and within departments and divisions with respect to academic and professional matters. The Faculty Forum is composed of all benefit-eligible faculty, including counselors and librarians. The two core PTA faculty are considered benefit-eligible faculty and therefore have the same privileges as all other faculty members. Faculty are invited to participate in committee work which is viewed as part of the instructor s professional responsibility by the College. Committee members for most of the faculty committees are elected by the faculty. Other committees are appointed by the President or other administrative personnel. The appointed committees are normally ad hoc and are discontinued Victoria College Self Study, Victoria TX Page 14

15 after completing a specific assignment Policies and procedures exist which support practices by the institution to facilitate compliance with accreditation policies and procedures. The written policies and procedures delineate the responsibilities for accreditation activities and are described for: submission of required fees and documentation, including reports of graduation rates, performance on state licensing or certification examinations and employment rates notification of expected or unexpected substantive change(s) within the program, and of any change in institutional accreditation status or legal authority to provide postsecondary education coming into compliance with accreditation criteria within two years or the length of the program, whichever is shorter Policies and procedures exist that assure that the PTA Program at Victoria College will comply with all accreditation requirements, PTA Program Policies and Procedures, pp. 5 (Appendix 4). Victoria College Self Study, Victoria TX Page 15

16 1.2. Program The mission and philosophy of the program are consistent with the mission and philosophy of the institution. The mission of Victoria College states the following: The Victoria College is a public, open-admission college. Our mission is to provide educational opportunities and services for our students and the communities we serve. To that end The Victoria College provides the following: University Transfer Academic courses that apply to baccalaureate degrees and meet the educational needs of students planning to transfer to a university. Workforce Education Career and technical courses and programs designed to satisfy local and regional employer demands and meet individuals' workforce training needs. Academic Foundations Compensatory education courses designed to prepare students effectively for success in college-level studies. Continuing Education Non-credit courses and programs that meet the immediate technical and occupational skills needs of employers and the individual, and fulfill the personal enrichment and cultural needs of the individual and the community. Adult Education Adult education, basic skills, and English as a second language instructional programs that meet the specific educational needs of our adult constituency. Student Support Services and activities that support student success. Cultural and Intellectual Outreach Educational activities and events that enhance our community's quality of life. The Victoria College's commitment to its Mission is guided by the following values: We value integrity. The Victoria College will foster an environment of respect, honesty, openness, and fairness, and will promote responsible stewardship of resources and public trust. We value respect for the unique characteristics and abilities of individuals. The Victoria College will welcome and promote diversity among students, faculty, staff, and our community, while cultivating a respectful, collegial, and accessible working and learning environment. Victoria College Self Study, Victoria TX Page 16

17 We value student achievement and student success. The Victoria College will create learning opportunities that challenge our students and help them meet their educational goals. We value excellence. The Victoria College will strive to achieve the highest standards of performance in teaching and in the services we offer students, colleagues, and our community. College Catalog, pp. 177, The PTA Program supports the mission of Victoria College by making its mission to provide students with a career path that in turn will satisfy the needs of the community. The mission of the PTA Program states the following: The program will produce entry-level generalist physical therapist assistants who are capable of performing competent, safe, legal, and ethical interventions under the direction and supervision of a physical therapist. The program will prepare its students to successfully complete the requirements for licensure to practice as a physical therapist assistant. The graduates will possess the skills and values necessary to exhibit an ability of critical thought and to complete and continue activities which indicate the development and pursuance of professional growth. PTA Policies and Procedures Manual, pp. 8 (Appendix 4). The PTA Program philosophy upholds the commitment to the values that guide the college s mission by promoting student success, faculty excellence and diversity. The PTA program supports the mission and goals of The Victoria College. Our purpose is to provide a multitude of high quality educational experiences that are relevant for today s ever changing healthcare field. We respect and welcome diversity of culture and ideas while cultivating a supportive and challenging learning environment. Students are encouraged to develop critical thinking and life-long learning skills to enable them to be a productive and vital part of the healthcare team. Faculty shall model the practice of physical therapy by staying current in their field of expertise and by demonstrating professionalism and the highest level of ethical and legal standards. PTA Policies and Procedures Manual, pp. 7 (Appendix 4) The goals and objectives of the physical therapist assistant program support the program s mission and philosophy and are consistent with the mission and philosophy of the institution. The following indicates the program objectives that are linked with a specific outcome and how these goals and outcomes are linked with relevant institutional goals (Program P & P Manual, Victoria College Self Study, Victoria TX Page 17

18 pp. 7-8, Appendix 4). The Program P & P Manual is given to students during the orientation session before the first semester in the Program. Updates are provided as they occur. Program Goal: Graduates will be competent, safe, legal and effective generalist physical therapist assistants who work under the supervision of a physical therapist and will perform their duties within the scope of practice of a PTA. Expected Outcome: 90% of graduates will pass the national physical therapist assistant licensure exam on their first attempt. o Relevant Institutional Goal: The Victoria College will create learning opportunities that challenge our students and help them meet their educational goals. Expected Outcome: 90% of students and 100% of graduates will implement a comprehensive physical therapy treatment plan developed by a physical therapist and under the supervision of a physical therapist. o Relevant Institutional Goal: The Victoria College will create learning opportunities that challenge our students and help them meet their educational goals. Expected Outcome: 100% of graduates will work in a manner consistent with their state practice act and APTA s Code of Ethics and Guide for Conduct of the Physical Therapist Assistant. o Relevant Institutional Goal: The Victoria College will foster an environment of respect, honesty, openness, and fairness, and will promote responsible stewardship of resources and public trust. Program Goal: Graduates will engage in lifelong learning activities for professional growth. Expected Outcome: Students/graduates will be able to assess their strengths and weaknesses to promote professional and personal growth. o Relevant Institutional Goal: The Victoria College will create learning opportunities that challenge our students and help them meet their educational goals. Expected Outcome: Graduates will participate in continuing education programs to update their knowledge and skills. o Relevant Institutional Goal: The Victoria College will create learning opportunities that challenge our students and help them meet their educational goals. Program Goal: Graduates will demonstrate awareness of diversity by cultivating a respectful and collaborative working environment. Victoria College Self Study, Victoria TX Page 18

19 Expected Outcome: Students/ graduates will be able to successfully work collaboratively within a healthcare team. o Relevant Institutional Goal: The Victoria College will welcome and promote diversity among students, faculty, staff, and our community, while cultivating a respectful, collegial, and accessible working and learning environment. Expected Outcome: Students/graduates will communicate effectively verbally, nonverbally and in writing, with others for the benefit of patients, colleagues and other members of the health care team. o Relevant Institutional Goal: The Victoria College will welcome and promote diversity among students, faculty, staff, and our community, while cultivating a respectful, collegial, and accessible working and learning environment. Expected Outcome: Students/graduates will demonstrate respect for others and consider others as unique and of value. o Relevant Institutional Goal: The Victoria College will welcome and promote diversity among students, faculty, staff, and our community, while cultivating a respectful, collegial, and accessible working and learning environment. Program Goal: Graduates and the program will meet the human resources needs of the community. Expected Outcome: 90% of graduates will be employed in a variety of physical therapy settings and 50% will be employed in Victoria County within six months of graduation. o Relevant Institutional Goal: The Victoria College will provide Career and technical courses and programs designed to satisfy local and regional employer demands and meet individuals' workforce training needs. The Victoria College will strive to achieve the highest standards of performance in teaching and in the services we offer students, colleagues, and our community. Expected Outcome: The Physical Therapist Assistant Program will adjust class size based on community need and available resources. o Relevant Institutional Goal: The Victoria College will provide Career and technical courses and programs designed to satisfy local and regional employer demands and meet individuals' workforce training needs. Victoria College Self Study, Victoria TX Page 19

20 Program policies and procedures are consistent with those of the institution. The PTA program has several program policies that differ from the college. Specific differences between college and PTA program requirements are as follows: Admissions The Victoria College accepts all individuals who are over 17 and have a high school diploma or GED, high school students with special permission, transfer students and foreign students (college catalog, pp ). All Allied Health Division programs require a special admission process as stated in the college catalog, pp. 16. The PTA program requires an application for admission which includes both current Victoria College enrollment, the completion of prerequisite courses, Texas Success Initiative completion, score of 18 on ACT or 860 on SAT, and the proof of work with or observation of a physical therapist (pp. 3-4). Criteria were developed with input from the PTA Advisory Committee as a likely indicator of a successful PTA student. Because students will be working in a public healthcare setting certain health clearance admission requirements ensure student and public safety in laboratory and clinical practice. Grading- Victoria College requires a 2.0 cumulative GPA on all work attempted to maintain enrollment without being put on scholastic probation (college catalog, pp. 20). The PTA program requires consistent performance at a level of C or higher with each course in the PTA curriculum. The level of C in the PTA Program is 75% as opposed to 70% college-wide. This percentage level or higher to maintain a C is a standard that is state-wide in most PTA Programs. The PTA curriculum moves from simple to complex in academic and laboratory coursework and from novice to entry-level in clinical course work. Without meeting competency in one course, a student will not have the minimum requirements of demonstrated learning to continue in the program. Students must demonstrate minimal competency in order to reflect safe practice standards, and the program uses the grade of C (75%) as a measure of minimum satisfactory compliance, PTA Program Policies and Procedures, pp. 16 (Appendix 4). Progression in the program Due to the nature of safe and ethical standards of PTA practice, students must pass minimum criteria for safety in clinical and academic learning in order to progress in the program. Every student must pass a PTA course with a grade of C or better to remain program-eligible. Students who do not meet minimum standards in any course receive an unsatisfactory grade and may wait one year or more to continue in the program. If a student waits more than one year to return he/she must retake all courses in which the student received a C or lower. PTA courses completed each term are prerequisites for subsequent terms and will be offered in sequence annually. PTA courses in clinical education require demonstration of competency in didactic coursework prior to entering the clinical environment. If the student does not pass a clinical education course they will be required to re-take all of the technical courses in the program prior to the clinical experience. Although students will be Victoria College Self Study, Victoria TX Page 20