Propuesta

CC-5.63 Challenge the status quo of practice to raise it to the most effective level of care.

1. PTP V 1. # 9 / PBP # 9: 9 Demonstrate professional behaviors as set forth in the Department of Physical Therapy Professional Behaviors Plan

Case C: # 29: Judge or decide when the patient is not receiving fair treatment

1. Meeting with course faculty and advisors to ensure adherence to professional behaviors plan

* Meets entry level criteria for PBP # 9: : Critical Thinking: The ability to question logically, to identify, generate, and evaluate elements of logical argument; to recognize and differentiate facts, illusions, assumptions and to distinguish the relevant form irrelevant

CC-5.64 Advocate for the health and wellness needs of society

1. PTP V 1. Case II # 9: Identify opportunities for physical therapists in wellness, health promotion and disease prevention

# 35 Adopt APTA vision 2020 and mission statements acknowledging and promoting physical therapists as experts in exercise

1. Wellness Case: students work with well elder population in community environment to evaluate and establish wellness plan for the individual client including wellness education

* Successful completion of the case assignment and design of individualized wellness program

CC-5.65 Participate and show leadership in community organizations and volunteer

1. PDS III 1. # 18: Demonstrate social responsibility, citizenship and advocacy including participation in community

1. Completion of community based pro-bono service or volunteer with community organization. Students discuss the activity

* Successful completion of community based pro-bono assignment. * Portfolio goal : student learning outcome # 4: Recognize the importance

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service. and human services organizations and activities through Angel discussion board and written assignment. of and pursue community involvement as part of his/her professional and civic responsibility

CC-5.66 Influence legislative and political processes.

1.PDS I 2. PDS IV

1. No specific objective 1. Guest speaker from APTA followed by classroom discussion 2. Classroom discussions related to APTA lobbying activities, state and local legislation

* Portfolio goal : student learning outcome # 6: Practice effectively and are able to respond to change within a dynamic health care environment

To further explain the content of the curriculum the “Case Master List” (Appendix CC-5) and the “Case Schedule – Class of 2008” (Appendix CC-5) has been included. These documents detail key aspects of the 26 cases which are currently used in the curriculum. Case objectives and differential diagnosis lists are also included in Appendix F-1 behind each of the PT Practice course

157 Program Length and Degree Conferred

CC-6. In order to adequately address the content and learning experiences necessary for students to achieve the expectations listed above, the professional curriculum is at least three

academic years (or the equivalent) in length. Preferably, the series of courses included in the professional curriculum is awarded at least 90 semester credit hours (or the equivalent) and the clinical education component of the curriculum includes a minimum of 30 weeks of full-time clinical education experiences.

The length of the professional curriculum is three academic years, commencing in the fall semester of AY 1 with a projected graduation at the end of the spring semester of AY 3, for a total of 8 consecutive semesters (see Curriculum Matrix, Appendix F-13). The professional curriculum length in semester credit hours is 75. The professional curriculum requires 30 weeks of full-time clinical education experiences. The length of the program in semester credit hours was determined by a decision of the Florida State Board of Regents, stating that within the State University System all Masters Degree programs in Physical Therapy would not exceed 75 semester credit hours. Despite this restriction of the number of credit hours, the faculty believe that the calendar length and the number of contact hours of the current program is adequate to address the expectations listed in CC-5, as demonstrated by the evidence of compliance for CC-5 and student/graduate performance during clinical education experiences, NPTE pass rates, employment rates, and employer feedback.

The department has received institutional approval to plan a DPT program. The projected number of semester credit hours for this planned program is 112 with a program length of 9 consecutive semesters. Although the current curriculum meets the CAPTE criteria and well-prepares graduates for practice, the move to the DPT will allow for further growth consistent with the field of Physical Therapy.

CC-7. The first professional degree for physical therapists is awarded at the post-baccalaureate level. The institution is responsible for choosing and awarding a degree that is

commensurate with the amount and complexity of the course work required to achieve the practice expectations and the expected student outcomes. Based on the amount and

complexity of that course work, the Doctor of Physical Therapy is the preferred degree.

The degree granted to graduates of the PT program by Florida Gulf Coast University is the Master of Science in Physical Therapy degree (MSPT). The MSPT degree is commensurate with the amount and complexity of the coursework in the current program. It meets/satisfies current practice expectations and expected student outcomes as evidenced by student performance during clinical education experiences, pass rates on the NPTE, employment rates, and feedback from employers. The existing MSPT degree program was designed to be congruent with the requirements of the DPT, expecting students to produce graduate level work as independent and self-directed learners who are prepared for contemporary practice.

The department has received institutional approval to plan a DPT program, which is projected to start during the 2007-2008 academic year. The faculty has identified the following areas as needing enhancement in order to meet future practice expectations that will result from the implementation of Vision 2020: enhancement of the existing Physical Therapy Practice course track, including evidence- based practice and clinical decision making; addition of applied science content including human physiology, neuroscience, biomechanics, and anatomy; enhancement of pharmacology, imaging, and differential diagnosis content; health promotion; and enhancement of clinical learning experiences. These areas of enhancement will be incorporated in the planned DPT program.

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Curriculum Outcomes

CO-1. Graduates of the program meet the expected student outcomes of the program, including those related to the program’s unique mission.

Through a comprehensive analysis of program assessment data collected, the faculty believe that the graduates of the program meet the program‟s expected student outcomes. This analysis was conducted using the Student Goals Assessment Plan discussed in Criteria P-3 and found in Appendix P-3. Discussions of the analysis will be organized by outcome.

1. Student Learning Outcome #1: Model Professional behaviors that are consistent with professional excellence and the expectations of the profession and consumer.

All graduates for the past 3 years demonstrate entry-level professional behaviors. This is evidenced by student‟s self-assessment using and faculty assessment of the comprehensive portfolio. Additionally, employer report ratings of 4.5 (with 5 being “to a great degree”) on whether they believe graduates demonstrate these skills/characteristics. Mean ratings by graduates on whether they possess these skills/characteristics is also 4.5 on the same scale. Clinical instructor‟s assessment of students using the CPI (criteria #1-6) consistently rate our students as at least entry-level.

Faculty believe it is their obligation to address professional behaviors concerns in the classroom at all stages of the program. Professional behaviors are closely monitored and encouraged throughout the curriculum and are a strength of our graduates.

2. Student Learning Outcome #2: Practice utilizing technical skills consistent with entry into the profession of Physical Therapy.

To measure this outcome, faculty have set the benchmark for ratings on the CPI for students completing their final rotation as “80% of students are rated as reaching entry-level on 90% of the CPI criteria”. Students in the past three graduating classes have met or exceeded this criterion. Analysis of the Psychomotor Skills Log student self-assessment data also indicates that all benchmarks have been

reached for the past three years. Based on employer and graduate survey data, employers of our graduates and the graduates themselves rate achievement of this goal at 4.5 and 4.47 respectively.

Faculty have revised this particular student learning outcome to keep the language of the goal more contemporary. “Technical skills” was replaced with “patient/client management skills” to better describe the scope of the expectation. The benchmark was reached for Psychomotor Skills log results. However, for any items on which the class of students rated their skills at 2.0 or below, those skills were cross referenced with the “Minimum Required Skills of PT Graduates at Entry-Level.” Faculty determined that many of those skills were not entry level. For those skills that were determined to be entry level, the faculty made the following curriculum decisions:

 Increase content related to EKG principles (Movement Science I) and interpretation (PT

Practice III – Cardiopulmonary Case).

 Increase content related to the principles and applications of EMG in both Movement

Science I and PT Practice IV. EMG is not included in the scope of practice in the State of Florida and therefore is not reinforced in area clinical placements.

 Strengthen the measurement of pelvic floor musculature in Women‟s Health Case (PT

Practice IV).

The 3 year summary of student‟s self-assessment on the Psychomotor Skills Log is available for on-site review.

159 3. Student Learning Outcome #3: Experience areas of personal growth necessary for the transition

into becoming a professional.

Graduates of the program consistently demonstrate attainment of this outcome. In addition to observing students throughout the program, the portfolio assessment process provides faculty evidence on the many ways that individual students experience personal growth. With improved guidance for the portfolio process for the past two years, all graduates have included reflections on their personal growth during the program and how they have achieved this goal. Additionally, all students have reached entry-level on the Professional Behaviors Plan for generic ability one. The program has reached the benchmark of 90% of students being rated at entry-level on CPI criteria 22 & 23 through CI and student self-assessment. Lastly, based on employer and graduate survey data, employers of our graduates and the graduates themselves rate achievement of this goal at 4.5 and 4.47 respectively.

Through the open communication that occurs between individual students and faculty at FGCU, faculty are able to observe significant growth in students in the three years they are in the program. This is a strength of the program and is due, in part, to the nature of the curriculum design and teaching/learning strategies utilized during the program.

4. Student Learning Outcome #4: Recognize the importance of and pursue community involvement as part of his/her professional and civic responsibility.

Monitoring of this outcome is mostly accomplished through observing student‟s required participation in community based activities as part of Professional Development Seminar IIa, III, and IV. One-hundred percent of students in the past three graduating classes have participated in all required experiences. Student feedback on course evaluations and through de-briefing sessions demonstrates students‟ positive experience in engaging in these activities. Students also demonstrate their attitude toward

community/civic engagement through their articulation of a viable plan for engaging in pro-bono service once they become licensed and practice as a PT. In the past three years, graduates have demonstrated achievement of this stated outcome. However, faculty recognize that student‟s involvement beyond required experiences has been limited. Although employers rate FGCU graduates as demonstrating high attainment of this goal (4.5), graduates rate themselves slightly lower 3.6 out of 5.

Faculty continue to engage in brainstorming activities to identify methods to encourage a greater attitude shift toward service. Curriculum changes as part of the development of the DPT are planned.

Additionally, faculty modified the language of this outcome to replace “civic responsibility” with “civic engagement” to be consistent with the mission and priorities of the university.

5. Student Learning Outcome #5: Appropriately use and modify written, oral and non-verbal communication with clients, families and colleagues.

A variety of measures were used to analyze the graduates attainment of this outcome. CPI criteria 6, 7, and 15 are indicators of this outcome. The benchmarks set for each of these criteria, as detailed in the Student Goals Assessment Plan, were met for the past three years. Professional Behaviors Plan ratings on generic abilities 2 & 3 are also indicators of the program‟s success in reaching appropriate benchmarks for this goal. Student Independent Study or Thesis final defense presentations have been another indicator of this outcome. Although students have met this criteria for the past two years, faculty continue to improve their communication of expectations for students for this final defense. Faculty have also identified the need for some students to be given the notation of “with distinction” to identify those students who exceed the standard expectation. Graduates and their employers rate FGCU graduates high on this outcome (4.47 and 4.5 out of 5 respectively).

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Although the program has achieved the expected outcome for this area, faculty continue to strive for methods to improve the student performance in all forms of communication. Movement of the physical therapy to a doctoring profession requires ever more emphasis to be placed on this professional

skill/characteristic.

6. Student Learning Outcome #6: Practice effectively and are able to respond to change within a dynamic professional environment.

Generic ability 10 and CPI criteria 13 and 18 serve as measures for this outcome. Students have consistently met the benchmark set for these measures. Due to the nature of the curriculum, and the expectations of “flexibility” communicated to students throughout the program, graduates of the program are well prepared for the every changing environment of health care. Graduates and their employers rate FGCU graduates as 4.4 and 4.0 out of 5, respectively, on the graduate/employer surveys related to this outcome. Based on these data, faculty believe that the program prepares students to meet this outcome. In summary, the faculty‟s analysis of the extent to which the graduates meet the program‟s expected student outcomes demonstrates that each outcome is met to a high degree. Students‟ recognition of their role within community service and the importance of civic engagement is an area that faculty desire to analyze further. Societal influences on students, as well as the demographics of student cohorts, create challenges for the program to influence behavioral change. However, the faculty believe that this is a critical component of professional development and will continue to make it a priority for expected student outcomes.

CO-2. Graduates of the program meet the health care needs of patients/clients and society through ethical behavior, continued competence, and advocacy for the profession.

Analysis of data collected through the final CPI, Professional Behaviors Plan, Graduate surveys and employer surveys demonstrates that FGCU graduates practice ethically, value and pursue continued competence, and are advocates for the profession.

Students are rated at entry-level on criteria #4, 22, and 23 on the CPI at the conclusion of their final clinical rotation. All students also are rated at entry-level on their self-assessment and faculty assessment for professional behaviors. Most students include evidence of involvement in continuing education and participation in APTA related meetings as part of their exit portfolio. Employers rate FGCU graduates as 4.5 in ethical behavior, 4.5 in continued competence, and 4.0 in advocacy for the profession (on a 5 point scale, with 5 being “to a great degree”). Common strengths of graduates were reported as: “patient advocate”, “ethical practice”, “enthusiasm”, “good problem solving skills” and “hard working”. Graduates rated themselves as 4.8 for ethical behavior, 4.53 for continued competence, and 4.36 for advocacy for the profession (using same 5 point scale).

Each of these three qualities of a physical therapist is also demonstrated during the course of the program. Ethical practice is emphasized throughout the curriculum and is an ongoing topic of conversation in clinic “debrief” meetings. Students demonstrate the ability to identify unethical practice in others, and act appropriately for the situation. Continued competence is also emphasized strongly through the process of designing and implementing individualized Independent Studies and Theses. Through this process students demonstrate the ability to identify areas of weakness and/or areas that they choose to develop unique abilities. They show evidence that they are then able to select appropriate methods to gain knowledge and skill, and then integrate it back to their practice setting. Lastly, students are consistently encouraged to become a member of professional organizations to better advocate for their clients. With the relative newness of the program, the program has not yet observed many alumni serving in positions within the local, state, and national organizations, however, regularly observes their involvement in these

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activities. One alumni has served as secretary for the Southwest District of the Florida Physical Therapy Association for the last 2 years.

CO-3. When averaged over 3 years, 80% or more of all graduates pass the licensure exam.

Cohort Number of graduates who took examination at least once

Number of graduates who passed the exam after all attempts

Licensure rate per cohort 2003 8 6 75.00% 2004 10 9 90.00% 2005 13 12 92.31% Cumulative 2003-2005 31 27 87.10%

The 3 year licensure rate based on the 2003, 2004, and 2005 cohorts is 87.10%, thus exceeding the benchmark set for this criterion.

CO-4. Graduation rates and employment rates are consistent with the program mission, goals, and expected student outcomes.