CLINICAL EDUCATION MANUAL NORTHERN ILLINOIS UNIVERSITY SCHOOL OF ALLIED HEALTH AND COMMUNICATIVE DISORDERS PHYSICAL THERAPY PROGRAM

Transcription

1 CLINICAL EDUCATION MANUAL NORTHERN ILLINOIS UNIVERSITY SCHOOL OF ALLIED HEALTH AND COMMUNICATIVE DISORDERS PHYSICAL THERAPY PROGRAM UPDATED BY REBEKAH WAGNER JULY 2015

2 Table of Contents INTRODUCTION PHYSICAL THERAPY PROGRAM Description Mission statement Philosophy Goals Objectives FACULTY PROFESSIONAL CURRICULUM CLINICAL EDUCATION PROGRAM Philosophy The Academic Coordinator of Clinical Education Responsibilities of the Physical Therapy Program Responsibilities, Rights and Privileges of the Clinical Facilities and Clinical Instructors Responsibilities of the Student Physical Therapist Essential Functions General Standards for Students Contacting a Clinical Site Rules and Regulations Dress Work Habits Absences Illness/accidents Student Professional and General Liability Insurance HIPAA & OSHA training Records and Reports Evaluation Health Requirements Channels of Communication Student Conflict/Issues Resolution Guidelines and Diagram Evaluation of Clinical Education Clinical Site Development Clinical Sites Clinical Site Development Criteria for Site Development Student Request for New Site Development Affiliation Agreements External Clinical Experiences Selection of Clinical Experiences

3 Scheduled Clinical Experiences Full-time Clinical Placements Special Requests for Clinical Experiences Requests for Special Considerations Alterations of the Clinical Experience Schedule Evaluation Grades for Clinical Experiences Repetition of Clinical Experiences Remediation Plan and Goal Writing Internal Clinical Experiences Social Media PROFESSIONAL LINKS Professional Behaviors APTA Core Values APTA Code of Ethics APTA Guide for Professional Conduct SPECIAL NOTE

4 INTRODUCTION This manual is a guide for those persons involved in the clinical education phases of the Physical Therapy Program, School of Allied Health and Communicative Disorders, Northern Illinois University. As such, it provides information pertinent to clinical educators and to students. The purpose of this manual is four-fold: 1. To describe the physical therapy program by acquainting the reader with its philosophy, objectives, curriculum, and course content. 2. To aid in a better understanding of the clinical education program through a description of its philosophy, objectives, organization, policies, and regulations. 3. To assist clinical educators in the development of clinical education programs and the planning of learning experiences. 4. To serve as one means of communication between the academic and clinical program. The manual is meant to be a resource for students and clinicians. It will be revised and supplemented as appropriate.

5 NORTHERN ILLINOIS UNIVERSITY PHYSICAL THERAPY PROGRAM DESCRIPTION The professional physical therapy program is a limited enrollment program which admits students who have met the established academic prerequisites: completion of a bachelor degree as well as the prerequisite courses in biology, chemistry, physics, psychology, mathematics, and statistics. The professional program consists of eight semesters of didactic and clinical education courses. At the completion of the entire eight semesters, students are awarded a Doctor of Physical Therapy degree. PROGRAM PHILOSOPHY, GOALS & OBJECTIVES Mission Statement In response to increasing societal needs for high quality health care, the physical therapy program at Northern Illinois University strives to provide ethical, competent physical therapists through the doctoral-level education of students who will become qualified, professional practitioners of the art and science of physical therapy. Program Philosophy The physical therapy program is dedicated to educating individuals who can function as entrylevel therapists in a sophisticated, complex, and changing health care environment. The program focuses on enhancing the student s problem-solving skills, the use of evidence- based practice, and fostering positive attitudes toward professional involvement and continuing education by providing a curriculum based on a comprehensive science foundation, integration of direct patient care, and clinical decision-making. The program seeks to instill a commitment to lifelong learning as a means by which graduates can deal with and influence the direction of change in the profession. A physical therapist must be able to function in a wide variety of roles and environments and have the skills necessary to respond to today s challenges with independent thought. A physical therapist must provide high quality health care and cope with changes in the health care system. In order to prepare the graduate to contribute to the provision of optimum health care, the program provides opportunities for the development of knowledge and skill in the physical therapy management of patients and clients across the lifespan. In addition, opportunities are provided in the areas of interpersonal dynamics, administration, educational strategies, and research analysis and design. Furthermore, the faculty provides an atmosphere in which students learn to be responsive to individual and cultural differences in patient care and in all aspects of their professional life. In addition, the program exposes students to a broad range of professional and clinical experiences through the use of clinical specialists and facilities to support lecture and laboratory activities. The environment of Northern Illinois University s campus provides an atmosphere in

6 which the student can grow in the self-reliance required to meet professional standards, to assume responsibility in providing health care, and to assume positions of leadership within the profession. Furthermore, the program strives to provide an atmosphere conducive to the development of continuing professional growth for faculty and area physical therapists. PHYSICAL THERAPY PROGRAM GOALS 1. Provide an educational experience that will prepare physical therapists who will deliver high quality physical therapy with creativity and with a sound scientific basis. 2. Foster an environment of scientific inquiry that will promote research and scholarly activities that will contribute to the advancement of learning in the physical therapy profession. 3. Foster lifelong learning. 4. Provide high quality physical therapy consultative services to the university community. 5. Provide continuing education for physical therapists. PHYSICAL THERAPY PROGRAM OBJECTIVES By completion of this program, the student will: 1. Practice in a manner that is culturally competent, is consistent with established legal and professional standards, and is based on current evidence and practice. 2. Perform physical therapy patient examinations using evidence-based tests and measures and evaluating exam data to make clinical judgments to generate a diagnosis and prognosis that guides patient management. 3. Establish and implement a physical therapy plan of care that is effective, safe, and based on current best evidence of practice, and proficiently modifying throughout the course of intervention. 4. Communicate effectively and professionally in a manner that is congruent with situational demands, while seeking and incorporating feedback from multiple sources. 5. Perform self-evaluation and utilize ongoing feedback from multiple sources, with critical self-reflection to improve clinical practice and professional development.

7 FULL TIME FACULTY M.J. Blaschak, PT Associate Professor and Program Coordinator Ph.D., Biomedical Engineering, Northwestern University M.S.E.E., Electrical Engineering, Purdue University B.S., Physical Therapy, Texas Woman's University Hamid Bateni Associate Professor Ph.D., Rehabilitation Sciences, McGill University M.S., Rehabilitation Sciences, Queen s University B.S., Orthotics and Prosthetics, Iran University of Medical Science Prisca Collins, PT Assistant Professor Ph.D., Rehabilitation Sciences, University of Pittsburgh M.S., Health and Rehabilitation Sciences, University of Pittsburgh B.S., Physical Therapy, Florida International University Brynn Nahlik, PT, DPT, SCS Clinical Faculty DPT, Physical Therapy, Washington University Board Certification: Sports Certified Specialist Christina Odeh, PT, PCS Assistant Professor Ph.D., Health Sciences, University of Indianapolis M.S., Health Science, University of Indianapolis B.S., Physical Therapy, University of Illinois at Chicago Board Certification: Pediatric Certified Specialist Joy Robackouski, PT, DPT Clinic Director DPT, Physical Therapy, Northern Illinois University BPT, Physical Therapy, Northern Illinois University B.S.Ed, Health Education, Illinois State University Rebekah Wagner, PT, DPT, NCS Academic Coordinator of Clinical Education DPT, Physical Therapy, Northern Illinois University MPT, Physical Therapy, Northern Illinois University B.S., Health Sciences, Northern Illinois University Board Certification: Neurologic Clinical Specialist

8 Term Courses Year 1 Fall BIOS 546, Human Gross Anatomy (6) AHPT 610, Foundations of Physical Therapy I (4) AHPT 611, Foundations of Physical Therapy II (3) AHPT 615, Neurological Basis of Human Movement (3) AHPT 620, Clinical Experience I (1) Spring AHPT 602, Communication and Patient Education Skills (3) AHPT 612, Foundations of Physical Therapy III (3) AHPT 613, Foundations of Physical Therapy IV (2) AHPT 617, Pathology for Physical Therapists I (3) AHPT 639, Evaluation and Treatment of Musculoskeletal Disorders (4) AHPT 609, Physical Therapy Research II (3) Summer AHPT 618, Pharmacology for Physical Therapists (2) AHPT 607, Integration of Foundational Concepts (NEW COURSE) (2) Year 2 Fall AHPT 614, Foundations of Physical Therapy V (3) AHPT 619, Pathology for Physical Therapists II (NEW COURSE) (1) AHPT 636, PT Management of Individuals with Acute Medical Problem (3) AHPT 642, Differential Diagnosis in Physical Therapy (3) AHPT 651, Medical Issues in Neurological Physical Therapy (2) AHPT 621, Clinical Experience II (1) AHPT 622, Clinical Experience III (3) Spring AHPT 608, Physical Therapy Research: Evidence-Based Practice (2) AHPT 637, Cardiopulmonary Physical Therapy (3) AHPT 641, Evaluation and Treatment of Musculoskeletal Disorders II (4) AHPT 700, Physical Therapy Administration (3) AHPT 702, Physical Therapy Management of Complex Patients (3) Summer AHPT 616, Motor Development for Physical Therapists (3) AHPT 660, Clinical Experience IV (4) AHPT 709, Physical Therapy Research III (2) Year 3 Fall AHPT 602, Psychosocial Aspects of Disability (3) AHPT 652, Neurological Rehabilitation (5) AHPT 657, Pediatric Physical Therapy (3) AHPT 701, Professional Roles in Physical Therapy (1) AHPT 703, Orthotics and Prosthetics (2) AHPT 799, Applied Research Methods in Physical Therapy (2) Spring AHPT 760, Clinical Experience V (4) AHPT 761, Clinical Experience VI (4) AHPT 798, Comprehensive Examination in Physical Therapy (1) AHPT 799, Applied Research Methods in Physical Therapy (2) Total Hours: 107

9 PHILOSOPHY OF CLINICAL EDUCATION NORTHERN ILLINOIS UNIVERSITY PHYSICAL THERAPY PROGRAM CLINICAL EDUCATION PROGRAM The primary goal of the Physical Therapy Program at Northern Illinois University is to prepare competent entry-level physical therapists. The importance of clinical education to the accomplishment of this goal cannot be over-emphasized since many of the elements essential to becoming a competent physical therapist can only be acquired in the clinical setting. Clinical education provides students with the opportunity to continue to develop the knowledge, skills, and attitudes necessary for competent practice of the art and science of physical therapy by allowing them the opportunity to apply didactic and laboratory learning in clinical situations. Indeed, it is during the clinical phases of their education that student physical therapists begin to develop the art of physical therapy as they put into practice the science of the discipline, which they have acquired during the academic phases. Therefore, the preparation of competent entry-level physical therapists requires the cooperative effort of both academics and clinicians. Both academic and clinical faculty are responsible for modeling professional roles and behavior to students. The academic faculty provides students with adequate and appropriate scientific, theoretical, and practical knowledge upon which to ground their clinical experiences. The clinical faculty provides an appropriate learning atmosphere and an adequate variety of experiences. The clinical faculty provides an appropriate learning atmosphere and an adequate variety of experiences, which allow students to integrate their knowledge and put it into practice. This process is enhanced by the clinical faculty through the supervision, evaluation, and counseling of students. Free, open and honest communication between the clinical and academic faculties underlies this cooperative effort. Coordination of learning experiences is fostered by the exchange of information concerning student s experiential needs, the quality of their preparation for the clinical experiences, and their progress through them. Also, the academic faculty can offer support to the clinical faculty during the development of learning experiences. Thus, the academic and clinical faculties join together to assist each student in the achievement of the established goal: becoming a competent entry-level physical therapist.

10 THE ACADEMIC COORDINATOR OF CLINICAL EDUCATION (ACCE) The development and implementation of the clinical education program is the prime responsibility of the Academic Coordinator of Clinical Education. The Coordinator s responsibilities, in addition to regular faculty duties, are: 1. To coordinate the efforts of the academic and clinical facilities in the professional education of the physical therapy student. 2. To schedule clinical experiences for student and assist with specific arrangements, if necessary. 3. To be readily available when student, clinical faculty or when other concerned persons have suggestions, questions, or problems related to clinical affiliations. 4. To visit clinical sites as needed to discuss pertinent matters with students, Clinical Instructors (CIs) and/or Center Coordinators of Clinical Education (CCCEs). 5. To evaluate the student s clinical experiences by: a. contacting the clinical site. b. thoroughly reviewing and evaluating all materials returned from students and clinical instructors. 6. To alert CCCEs to changes in the academic curriculum so that clinical experiences can be planned in accordance with classroom activities. 7. To develop clinical sites which will provide varied, beneficial experiences for students. When questions, problems, or suggestions arise concerning Clinical Education, the ACCE should be contacted directly. Address all correspondence to: Rebekah Wagner, PT, DPT, NCS Academic Coordinator of Clinical Education Northern Illinois University School of Allied Health and Communicative Disorders Physical Therapy Program Wirtz 209 B DeKalb IL Telephone: (815) Fax: (815) rwagner1@niu.edu

11 RESPONSIBILITIES OF THE PHYSICAL THERAPY PROGRAM 1. To prepare students for clinical education through coursework, seminars, and information about clinical education policies and procedures. 2. To select clinical centers that will provide learning environments and adequate supervision and guidance of students. 3. To establish clinical experience schedules after consultation with the clinical facilities concerning availability of placements. 4. To involve students in the selection of clinical centers when it is feasible. 5. To assign clinical education centers to students who have satisfactorily completed the pre-clinical phase of their basic physical therapy education and prior supervised clinical experience. 6. To assess the clinical readiness of each student in the cognitive, psychomotor and affective domains prior to proceeding to each clinical rotation. 7. To maintain good communication between school (faculty and students) and clinic to facilitate realistic and optimal pursuance of clinical education (means of communication include, but are not limited to conversations, clinical visits and meetings). 8. To visit clinical facilities to assess clinical education opportunities available to students and discuss the clinical performance of the student with the clinical supervisor(s). 9. To be available for discussion of student clinical performance and assist in developing experiences for exceptional students during clinical experiences. 10. To take action if a clinical facility, after consulting with the Physical Therapy Program, feels that a particular student has failed an experience or needs to be removed from the clinical facility. 11. To provide clinical facilities with feedback about their clinical education program. This may be derived from student assessments of clinical experiences and/or input from the CCCEs. 12. To offer educational opportunities to the clinical instructors that aim toward their continued improvement in clinical knowledge, supervision and teaching. 13. To share with the clinical instructors the general responsibilities for planning, executing and evaluating the clinical education program. The school faculty accepts the final responsibility for the clinical education. 14. To adhere to the formal conditions of agreement included in the affiliation agreement.

12 RESPONSIBILITIES, RIGHTS AND PRIVILEGES OF CLINICAL FACILITIES AND CLINICAL INSTRUCTORS 1. To provide medical and physical therapy direction by qualified personnel. 2. To provide guidance and supervision of students by qualified physical therapists. 3. To allow CIs and CCCEs adequate time to administer and participate in the educational program. 4. To orient the student to the clinic including: a. Facility and department rules and policies. b. Procedures for emergency situations (fire alarms, incident reports, etc.). c. Layout of clinic and facility. d. Working hours. e. Reporting of absences. f. Educational opportunities such as clinics, in-service and rounds. g. Record keeping system. h. Methods and procedures particular to the institution. 5. To orient the student to the clinic expectations/objectives of the particular clinical experience. 6. To provide the student with a variety of educational experiences in regard to: a. Treatment methods used. b. Types of patients (age, sex, diagnosis, inpatients, outpatients, etc.). c. Guidance/supervision in activities according to the student s needs and abilities. 7. To assist students to achieve optimum clinical performance through supervision, instruction, assistance, and on-going feedback (negative as well as positive). 8. To do ongoing informal evaluation of the student s performance and to discuss such with the student and the Physical Therapy Program. 9. To formally evaluate student performance using the Clinical Performance Instrument at least twice (at midterm and final) and sign off on these evaluations. The CPI training is available on the APTA learning center at: The CPI is available at: When completing the CPI, CIs are expected to review sample behaviors and anchor definitions to assist with providing accurate comments and rankings. 10. To be provided feedback at midterm and final regarding their clinical site and teaching (form available at: ). 11. To contact the Physical Therapy Program as early as possible if problems arise during the experience, as well as discuss such problems with the student. 12. To permit students, within reason, rights and privileges of staff members. 13. To encourage professional growth of staff and students. 14. To share the general responsibilities for planning, executing, and evaluating the clinical education program with the School faculty. 15. To adhere to the conditions of agreement included in the affiliation agreement. 16. To assist in securing housing when necessary. 17. To obtain clinical education hours for their participation as clinical instructors. 18. To request tuition waivers from NIU, which are offered on a limited basis. 19. To request clinical education topics to be provided by NIU faculty. 20. To request inservice topics by students.

13 RESPONSIBILITIES OF THE STUDENT PHYSICAL THERAPIST 1. To understand the objectives of clinical education. 2. To familiarize oneself of the information contained within the Clinical Site Information Forms (including but not limited to: safety, immunization requirements, housing, parking, etc.). 3. To familiarize oneself of the learning experiences that are offered by each institution and its personnel. 4. To gain maximum benefit from the learning experiences made available. 5. To request guidance and assistance when needed. 6. To contact the Physical Therapy Program ACCE as early as possible if problems arise during an experience. 7. To keep accurate records. 8. To observe all departmental regulations. 9. To discuss evaluations of performance. 10. To improve performance by the acceptance of constructive criticism. 11. To demonstrate interest in and loyalty to the clinical institution. 12. To maintain high quality of performance and ethical conduct befitting a professional physical therapy student. 13. To secure housing during an experience (assistance is offered by the clinical coordinators but the ultimate responsibility rests with the student). 14. To provide their own transportation to and from clinical experiences. 15. To maintain current copies of professional liability insurance, CPR certification, criminal background check and medical records. 16. To submit the student information form and send to the CCCE at least 6 weeks prior to each clinical experience. 17. To submit all necessary paperwork to the CCCE in a timely fashion. 18. To submit the CI name and contact information (including CPI address) to the ACCE at least 2 weeks prior to each clinical experience. 19. To complete the Student s Evaluation of the Clinical Experience and return it to the ACCE (form available at: To complete and sign off on a self-assessment using the Clinical Performance Instrument (CPI) at midterm and final. Students will utilize their alias on the APTA learning center and CPI web as their username. The CPI training is available on the APTA learning center at: The CPI is available at: To complete a weekly assessment form provided by the PT Program and review this information with the Clinical Instructor each week. Forms are to be submitted on Blackboard to the ACCE weekly. 22. To complete assignments and return them to the ACCE in a timely manner. 23. To inform the ACCE of any physical and/or psychological accommodations required at a clinical site prior to the start of a clinical experience. Accommodations must be initiated through the physical therapy program.

14 Americans with Disabilities Act of 1991 Statement of Program Essential Functions To be in compliance with the requirements of the Americans with Disabilities Act of 1991, the faculty of the Physical Therapy Program has determined that for students to successfully complete the professional program, they must have abilities and skills in the following general categories: observation, communication, motor, intellectual, and behavioral. If you believe you need accommodations in any of these areas, you must make the request at the start of the course in which you want those accommodations. Observation. The student must be able to: obtain information presented in classroom, laboratory and clinical experiences, including but not limited to lecture, anatomical dissection, simulated and real treatment situations acquire information from a variety of sources, including but not limited to texts, journals, written documentation, videotapes, films, slides collect information from diagnostic and treatment devices typically used in the practice of physical therapy observe simulated and real patients accurately close at hand and at a distance Communication. The student must be able to: demonstrate effective, efficient and sensitive verbal and nonverbal communication skills with faculty, peers, patients and other members of the health care team communicate in written form assess verbal and nonverbal communication from others Motor. The student must be able to: tolerate long periods of sitting as well as long periods of physical activity perform palpation, percussion and other assessment procedures commonly used in physical therapy manipulate assessment and treatment devices commonly used in the practice of physical therapy manipulate parts of, or whole, bodies of simulated and real patients move at least 25# vertically and horizontally perform cardiopulmonary resuscitation Intellectual. The student must be able to: measure, calculate, analyze and synthesize information comprehend three-dimensional relationships and understand spatial relationships of structures process information included in the curriculum in a timely manner solve clinical problems in a timely manner Behavioral. The student must: possess the emotional health necessary for the full use of intellectual abilities, the exercise of sound judgment, the effective completion of all responsibilities attendant to the

15 assessment and treatment of patients, and the development of mature, sensitive and effective relationships with patients be able to tolerate physically and mentally taxing workloads be able to function effectively under stress be able to adapt to changing environments, changing schedules

16 GENERAL STANDARDS FOR STUDENTS 1. Students are NOT to contact clinical sites at any time prior to being assigned to that specific facility and being cleared by the ACCE to do so. If it is found that a student has contacted a clinical site without following the above procedure, the student contacting the site WILL NOT be eligible to participate in clinical education at that facility. Students should refer to the clinical site selection and communication guidelines for more details. 2. Rules and regulations: Each clinical education center will have definite rules and regulations specific to the individual institution. It is the student s responsibility to become acquainted with and adhere to these rules and regulations. 3. Dress: The accepted uniform is a white lab jacket with the NIU student patch on the left sleeve over appropriate clinical attire. On clinical rotations, the students are representatives of Northern Illinois University, and their attire should reflect that responsibility. Failure to comply with dress code could result in reprimand and documentation in the student s file. Students may also be asked to leave for the day and are expected to make up all hours missed. Clinical attire is to be neat and professional. Clothing should not create a distraction. No torn or frayed clothing is permitted. No form of underwear should be visible at any time. NIU name badges are to be worn at all times. a. Shirts must have sleeves, no deep V type neck lines, and must cover the midriff (when arms are raised). Examples of appropriate shirts include: Polo styles shirts, button down shirts, cardigans, and sweaters. b. Pants should not include jeans, denim, low rise, leggings or skinny fit. The pants hem should not be so long that the pants drag the floor, but must be full length (no capri, etc.). Examples of appropriate pants include: Khakis, trouser style pants. c. Shoes should not include open toe, sandals, or heels over 1 inch. Socks or stockings must be worn at all times. Gym shoes may be worn, but need to be clean and allowed by the facility. d. Hair is to be well-kept and out of the face during treatment. e. Jewelry should be minimal and not distracting. Earrings should be studs only and no more than 2 earrings per ear are allowed. Tongue/facial jewelry is not permitted. f. Personal scents should be kept to a minimum. Cologne and perfumes are not allowed. Personal hygiene is imperative. 4. Work Habits: Students are expected to be ready to work at the assigned starting time and to remain on duty for the period of their assignment. a. Given the nature of physical therapy practices, students can expect to work various hours, including evenings and weekends depending on the work schedule of their CI. Furthermore, students should expect to arrive early and stay late during their time in the clinic. b. Students are expected to work the assigned hours as determined by the clinic. Students are not to request alternative hours nor will clinical experiences be rescheduled due to the assigned hours. Students are expected to make proper arrangements to ensure they are able to attend their assigned hours and successfully complete their clinical experiences.

17 c. Time off for holidays is granted only if the clinic to which the student is assigned is closed. Students are not to schedule vacation during their assigned clinical experience. Students requesting a personal day are to consult with the ACCE prior to approaching the CI or CCCE. d. Students are expected to be in the clinic at all times except when given permission to leave early by the CI. e. Tardiness is unacceptable during clinical experiences. Students are expected to arrive minutes early daily. Arriving late >2 times results in automatic failure of the clinical experience. f. When no patients are assigned or when assigned patients are absent, students are expected to take advantage of the available time to observe or assist other physical therapists, do housekeeping duties, work on physical therapy documentation, complete assignments, or do professional reading. Students should remember that the school they attend and the field they represent are judged by the conduct of the individual member of the profession. g. It is the responsibility of each student and each staff member to maintain a neat, clean and orderly clinic at all times. 5. Absences: Students are expected to be present on all assigned days except in cases of personal illness, death to immediate family, or emergencies. a. It is the student s responsibility to notify both the Clinical Supervisor at the facility and the ACCE of any absences. Students may also want to contact their CCCE. (Please at rwagner1@niu.edu. Students may additionally call Rebekah at (815) ) b. In the case of illness, students should notify the ACCE and CI/CCCE no later than the time the clinic opens. Students can negotiate with the CI/CCCE to make-up an absence by working weekend or evening hours. c. In the cases of death in the family or other emergencies, the ACCE is to be notified as soon as possible and will determine allowable absences. d. During the full-time experiences, it is the policy of NIU that absences are to be made up, either at the assigned facility or another appropriate site. The CI, CCCE, and/or ACCE will determine where and when absences will be made up. If a student misses 5 or more consecutive days for illness, written physician permission is required to return to the clinical facility. e. Granting of absences for reasons other than those listed above will be at the discretion of the ACCE. Following ACCE approval, the granting of an absence for reasons other than those listed above will be at the discretion of the CI and subject to negotiation regarding appropriate make-up time lost. Students should at no time approach the CI or CCCE to negotiate pre-approved absences prior to speaking with the ACCE. f. Failure to notify the ACCE of absences due to the above listed reasons may result in a grade of Unsatisfactory for clinical experiences. Failure to negotiate absences for reasons other than those listed above with the ACCE prior to negotiating with the CI may result in a grade of Unsatisfactory for clinical experiences. 6. Illness/accidents: The clinical education site is not responsible for illness or accidents.

18 a. It is hoped that each facility will provide emergency medical care for students if the situation arises. b. Students will carry health insurance through the NIU student plan or other plans. Questions about coverage and requests for claim forms may be directed to the Office of Student Insurance at (815) c. Students are responsible for any and all costs not covered by their health insurance plan. 7. Student Professional and General Liability Insurance Checking with Michelle Boyle a. It is mandatory that every Northern Illinois University physical therapy student enroll in a professional and general liability insurance program. The University purchases a group plan that is paid for through student fees. No additional insurance needs to be purchased. b. The limits of liability are $1,000,000/$5,000,000 Professional: The insurance company will pay up to $1,000,000 to any one individual insured and up to $5,000,000 in any one year regardless of the number of claims or persons involved. c. The limits of liability are $3,000,000/$3,000,000 General: The insurance company will pay up to $3,000,000 to any one individual insured and up to $3,000,000 in any one year regardless of the number of claims or persons involved. 8. HIPAA and OSHA training: Students will complete yearly HIPAA and OSHA training facilitated by NIU and are responsible for maintaining their proof of completion. 9. Records and reports: Students are expected to maintain accurate records and submit records, reports, and assignments in a timely fashion. The Student Evaluation of the Clinical Facility and Experience must be completed and returned to the ACCE at the completion of each affiliation. The site eval form is located at: Evaluation: Students are expected to take an active part in the evaluation process. a. Self-Assessment The Clinical Performance Instrument and Professional Behaviors Assessment are to be used by the student to assess his/her own development throughout the clinical experience. In this manner the student can make the most of available learning experiences by helping the CI plan appropriate ones. b. Informal evaluation The evaluation process is on-going. Students performance will be assessed continually on an informal basis. Students are expected to make use of feedback from the CIs and other sources in order to improve their skills. Weekly evaluation forms are to be completed by the students with the CI signature for validation of discussion between the student and the CI. These forms are to be posted to Blackboard for the ACCE each week. c. Formal evaluations At mid-term and at the end of the experience a formal evaluation (Clinical Performance Instrument) will be completed and discussed with the student. The student is expected to sign off on the evaluation as an indication that he/she has read it, although he/she may not agree with it. When completing the CPI, students are expected to review sample behaviors and anchor definitions to assist with providing accurate comments and rankings.

19 d. Assignments Students are required to submit assignments to demonstrate their learning and professional growth across all their clinical education courses. Specific assignments are due during each clinical experience. Please see the individual course syllabi for requirements for each clinical experience. HEALTH REQUIREMENTS PLEASE NOTE: Failure to have all clinical requirements submitted and up to date will result in the administrative withdrawal of the student from the clinical courses. THESE REQUIREMENTS ARE NOT TO BE CONFUSED WITH THE UNIVERSITY S STUDENT HEALTH SERVICE REQUIREMENTS. DUE DATES FOR REQUIREMENTS ARE POSTED ON CERTIFIED BACKGROUND. Students are expected to obtain a personal copy of all records for future clinical experiences. All requirements should be submitted to the program via Certified Background. Once admitted to the program, students receive specific instructions for Certified Background. 1. Immunity to: a. Rubella (German Measles) b. Rubeola (Measles) c. Mumps d. Hepatitis B e. Varicella (Chicken Pox) Immunity must be demonstrated by a quantitative titer. The titer results should state a titer value as well as the reference norms. Qualitative results stating immune or non-immune are not accepted. If the student is initially found non-immune, they should follow the specific steps outlined below as applicable. Rubeola (German Measles)/Rubella (Measles)/Mumps Titer o Students whose titer results state negative or indeterminate/equivocal are susceptible to measles and/or mumps and must receive an MMR booster and submit their titer results to the Physical Therapy Program. o Documentation of the MMR booster must be submitted to the Physical Therapy Program. o Students are required to re-titer one month after receiving the MMR booster and submit their results to the Physical Therapy Program. Hepatitis B Titer o If your titer does not demonstrate immunity, the student may receive a second threedose vaccine series and retest for anti-hbs via titer level. o If the student does not respond after the completion of the second vaccine series, no further vaccinations need to be undertaken. o Students who do not show immunity after the second series of vaccinations must sign a form that documents their knowledge of the non-immune status and their desire to continue in the physical therapy program knowing the potential risk of contracting Hepatitis B. Varicella (Chicken Pox) Titer

20 o A negative or indeterminate titer result must be followed up with the Varicella vaccine. o Documentation of the Varicella vaccination must be submitted to the Physical Therapy Program. A follow-up titer is required. (Once these immunities are documented, you will not need to document them again. A positive antibody titer is only possible if you have had the disease or the required immunizations.) 2. Tdap vaccine or booster a. Documentation of a Tdap vaccine or booster within the last 10 years is required. An immunization record is sufficient. 3. A Non-Reactive Two-Step Tuberculin Skin Test This test requires that you receive two separate Mantoux skin tests. The Mantoux test is an intradermal injection. The test must be read within 72 hours and, if negative, the second test is done from 1-3 weeks later and also read within 72 hours. -Positive skin test reactors must submit documentation of positive skin test and results of a chest film done within the past year which shows no evidence of disease. -A one-step negative Mantoux test is acceptable for the following years as long as the two-step test is negative. 4. Physical Exam Prior to beginning the Physical Therapy Program, each student must receive a physical exam verifying that they are in adequate health to work with patients in a healthcare setting. 5. Current CPR Certification American Heart Association Health Care Provider Certification is required. Exact month/date/ year of the course must be noted on the card. Certification is good for the 2 year period designated on your CPR card. On-line re-certifications are not accepted. 6. Criminal Background Check Students must participate in and finance a criminal background. Students with a felony conviction on their criminal record will not be permitted to participate in clinical education. Criminal background checks are completed through Certified Background. 7. Drug Screening If required by the clinical site, students must participate in and finance a drug screen prior to the beginning of the clinical experience. The School of Allied Health and Communicative Disorders supports this requirement where applicable as a condition of the legal affiliation agreements between the School or its programs and the affiliate site. If a student s drug test is positive, secondary or confirmatory testing will be performed and/or the student will be expected to cooperate with interview and follow-up procedures to ascertain and endeavor to confirm whether there was an explanation for the positive test results that did not involve illegal conduct. If the positive test is confirmed, the student will not be able to complete the requirements of the Physical Therapy Program. PLEASE NOTE: It is the responsibility of the student to keep all requirements up to date. TB skin testing (a single Mantoux skin test may be submitted after the initial two-step test) will need to be submitted yearly. After the initial chest film, positive TB skin test reactors must submit yearly documentation of a symptom assessment done by NIU Student Health Services or their private physician. CPR is also usually only valid for two years so students will most likely need to renew during their time in the program. Students are advised that they are responsible to obtain any other medical testing required by a clinical facility and to provide the facility with documentation that the testing has been completed. Students are responsible for the cost of the physical exam and medical testing.

21 CHANNELS OF COMMUNICATION The effectiveness of clinical education is dependent in large part upon the communication between the Physical Therapy Program, the clinical facilities and students; therefore, it is important that all parties be familiar with the available channels of communication. These channels include: 1. Letters. 2. Forms and Questionnaires At various times during the year, forms and/or questionnaires are sent to clinical sites, usually in preparation for clinical affiliation. These forms include: a. Clinical Site Information Form. b. Notification of clinical experience dates. c. Announcement of clinical experience assignments. 3. Telephone calls and s Students and clinical facility are encouraged to use the telephone and as a means of communication whenever they perceive any problem(s) or have concerns about the clinical education process. It is suggested that the ACCE be contacted at (815) or rwagner1@niu.edu as soon as problems and/or concerns are identified so that appropriate action can be taken. 4. Clinical Performance Instrument Evaluation of student performance is of utmost importance for it provides the Program and the student with feedback about each student s clinical abilities. In addition, it provides the Program with feedback about the strengths and weaknesses of the academic curriculum and thus serves as a basis for appropriate modifications. The Clinical Performance Instrument is completed online and must be signed off on by both the CI and student for the ACCE to view. 5. Clinical Site Visits The ACCE contacts each clinical facility during each experience as needed when students are assigned to the facility. As necessary, visits by the ACCE or other NIU faculty members are arranged during each student experience. The purpose of the contact is to provide a forum during which both students and clinical faculty can discuss their concerns to encourage early problem identification and remediation. If necessary, visits are usually scheduled approximately mid-way through the affiliation period. The ACCE may make other site visits if situations arise which cannot be resolved by other means. 6. Clinical Education Meetings/Symposia As needed, NIU has sponsored meetings for CCCEs and CIs to discuss changes in the clinical education program or in the Physical Therapy Program. Information regarding curricular or other program changes is also sent to clinical facilities as needed. 7. The Clinical Education Manual This manual provides clinical facilities and students with important information about clinical education. It is updated as necessary.

22 NIU Physical Therapy Program (DPT) Student Conflicts/Issues - Resolution Guidelines The DPT program and the University will work together to insure all student conflicts/issues are dealt with in a fair and timely manner. 1. The graduate student should set up an appointment with either their academic instructor or clinical instructor to formally discuss the conflict/issue they are having in either the classroom or clinic. If the issue is on an external clinical, the students should also inform the ACCE. 2. If the conflict/issue continues after the graduate student meets with the instructor, the graduate student will follow the next step in the student conflict resolution process. (see attached flow diagram) 3. Written documentation will be kept on all student conflict meetings with clinical or academic advisors, ACCE, program coordinator, and department chair. It is the responsibility of the staff member involved in the meeting to take meeting minutes. Written documentation of these meetings should include, but is not limited to, previous efforts to resolve the conflict and action plans developed. This documentation will be signed by the staff member and graduate student for accuracy. A copy of this documentation will be kept in the student s file and a copy forwarded to the department chair. 4. If the next step in the conflict resolution process involves the staff member the student is having a conflict/issue with, this step in the conflict resolution process may be skipped as the student initiated the process by initially bringing their concerns to the staff member but they remain unresolved.

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24 EVALUATION OF CLINICAL EDUCATION Evaluation of Clinical Education is a three way communication process involving the academic faculty, the clinical faculty and the student. There are methods available whereby each of the three groups can provide feedback to the other two as to the strengths and weaknesses of each. The following mechanisms are used by the Physical Therapy Program at Northern Illinois University to provide feedback about clinical education: From To Means of Communication Academic faculty Student Test Scores Conferences with student Telephone and Academic faculty Clinical Faculty Telephone and Visits to clinic Clinical Education Symposia/Meetings Clinical Faculty Student Clinical Performance Instruments Conferences with student Weekly Evaluation Forms Clinical Faculty Academic Faculty Telephone and Visits Surveys Clinical Education Symposia/Meetings Student Academic Faculty Evaluations of Teaching Effectiveness Telephone and Student Clinical Faculty Student s Evaluation of Clinical Education Experience Weekly Evaluation Forms Communication between the academic faculty and the clinical faculty is usually mediated by the Academic Coordinator of Clinical Education, but is by no means limited to that pathway. Maintenance of this three-way communication flow is critical to the maintenance of quality physical therapy education.

25 CLINICAL SITE DEVELOPMENT Clinical Sites The Physical Therapy Program endeavors to provide students with a wide variety of opportunities for clinical experience within its philosophical framework and budgetary constraints. Consequently, the development of clinical sites focuses on identifying facilities within a reasonable geographic area that can provide varied types of experiences in keeping with the Program s goals. The development of clinical sites that provide highly specialized training or are at considerable distance from NIU, while not inconceivable, is not a high priority. Clinical Site Development The clinical site selection development is initiated in one of three ways: 1. The program identifies a clinical site which appears to be able to offer appropriate learning experiences. 2. A clinical facility communicates an interest in affiliating with the Program. 3. A student expresses an interest in a particular facility. The Academic Coordinator of Clinical Education then contacts the prospective site to discuss the Physical Therapy Program and the clinical site. A copy of the Clinical Site Information Form (CSIF) may be requested. Information gathered from the contact and from the CSIF is evaluated by the ACCE to determine agreement with the criteria for clinical site selection. The ACCE makes the determination as to which potential sites will be used. The ACCE then completes the selection process by initiating contractual arrangements through the College office with the clinical site. Criteria for Site Development 1. The clinical education philosophy of the clinical facility is compatible with that of the Physical Therapy Program. 2. The administration of the institution supports clinical education for physical therapy students. 3. The institution is accredited by the appropriate agency. 4. The geographical location meets the needs of the student population and of the curricular objectives. 5. The type of institution and type of patient care delivered are compatible with the needs of the student at varying times in the curriculum. 6. The number of patients treated in the department is adequate to support a clinical education program. 7. The physical therapy staff is of sufficient size to provide adequate student supervision without jeopardizing quality health care for patients. 8. Members of the physical therapy staff are licensed to practice physical therapy. 9. The physical therapy staff members have demonstrated expertise in patient care. 10. The physical therapy staff participates in continuing education activities. 11. One member of the staff is designated as having responsibility for the clinical education activities in the facility (CCCE). 12. Certain services are available, if not provided, to students (e.g. room, board, access to the medical library, emergency care). 13. Clinical education learning experiences are clearly outlined by the facility.

26 Student Requests for New Site Development It is the policy of the Program that students are expected to complete their clinical education at sites pre-determined by the Program; however, students may petition the faculty to develop a new clinical site. Each request will be considered individually and on its own merits. Factors to be considered include, but are not limited to, the student s reason for the request, costs of site development, and potential for use by other students. Students will be informed in writing of the faculty s decision. Students are allowed to submit a maximum of two clinical sites for consideration. Students who request new site development are locked into completing their clinical rotation at that site if it is secured by the ACCE during the time frame requested. Students are NOT to contact clinical sites. If it is found that a student has contacted a clinical site and the site is accepted, the student contacting the site WILL NOT be eligible to participate in clinical education at that facility. Students who have a site developed for themselves will receive last pick for a different clinical time frame. Affiliation Agreements A Clinical Affiliation Agreement exists between each clinical facility and Northern Illinois University. Upon approval by the Clinical Education Committee, each clinical site is asked to sign a copy of the agreement and return it to NIU. The copies are then signed by the University administration, scanned, and a copy is saved for the College. The clinical site will also maintain a copy of the agreement. Alterations can be made by the clinical site subject to the approval of the University Contracts Administrator. The ACCE and College office may facilitate any such negotiations. Contracts are subject to annual review by both the University and the clinical sites.