Eastern Washington University
Department of Physical Therapy
Clinical Education Handbook
Introduction
Clinical education is a rewarding and exciting component of physical
therapist education. Students will spend thirty five weeks in clinical
internships with clinical instructors who willingly share their time,
expertise, professional values and patients. This Clinical Education
Handbook is dedicated to you - the students and clinical faculty in the
Physical Therapy Program at Eastern Washington University.
Nancy Erikson, PT, MS
Director of Clinical Education
Department of Physical Therapy
Eastern Washington University
(509) 368-6612 - phone
(509) 368-6623 - fax
nerikson@ewu.edu
Susan Parisot, PT, DPT, GCS
Assistant Director of Clinical Education
Department of Physical Therapy
Eastern Washington University
(509) 368-6626 - phone
(509) 368-6623 - fax
sparisot@ewu.edu
Mellissa Thoreson
Program Assistant/Clinical Education
Department of Physical Therapy
Eastern Washington University
(509) 368-6602 - phone
509- 368-6623 - fax
mthoreson@ewu.edu
Table of Contents
i.
Table of Contents
ii.
Introduction
iii.
Program Mission & Program Philosophy
iv.
Clinical Internship Philosophy
Chapters
1 Welcome
Page
1
2 Internship Site Selection
Page
2-6
3 Preparation for Clinical Internships
Page
7 - 10
4 Policies
Page 11 - 29
5 Clinical Education Courses and Internships
Page 30 - 33
6 Clinical Instructors
Page 34 - 37
7 Evaluation and Self-Assessment
Page 38 - 40
Index
Page 41 - 42
i
Program Mission
The mission of the Department of Physical Therapy, Eastern Washington University,
is to graduate an entry-level physical therapist. Additionally, the Department will
contribute to the growth of the profession and professional colleagues, as well as
support its communities through consultation, education and service.
Program Philosophy
We believe that the educational program in physical therapy should develop a
physical therapist who has entry-level knowledge, attitudes, and skills, and who is
prepared to practice in a variety of settings. The ability to think independently in all
instances is important, and would be fostered by giving the learner opportunities in
the program to integrate the knowledge, attitudes, and skills through problem
solving.
We believe that the faculty should serve as exemplary role models in education,
practice, community service, and scholarly activities. They should influence the
students by their behaviors in all of these professional areas and through personal
demeanor.
We believe that the University and Spokane community provide a rich environment in
which to build and expand the education of a physical therapist. We look to the
strong liberal arts and sciences departments for support of a well prepared
undergraduate and as colleagues in the educational process within the University.
We look to the Spokane healthcare community and our professional colleagues within
that community for support of the clinical education of our students, collegial
interaction and networking to further the educational process, and for partnerships in
growth for all of us.
We believe that the product of the Program, the graduate, is in the best position to
deliver services to the ultimate focus of the Program, the consumer, through an
analytical sequenced client centered curriculum. We believe that we should provide
the support of such a curriculum through a qualified faculty who offer the learner
opportunities to think critically, solve problems, and make decisions that empower
them towards life-long learning.
We believe that a professional program has a responsibility to further the base of the
profession it represents and serves.
ii
We also believe that it is important to provide opportunities for the professional
education of physical therapists in our community, provide consultation to others,
and engage in interaction and networking throughout the community.
We believe that this educational philosophy has the potential to influence the
education of our graduates and colleagues, provide service to our University and
community, and enhance the profession we represent in a positive way by promoting
growth for all.
Goals
In order to achieve the mission, the Department will:
1. design and implement a curriculum that enables the graduate to: practice physical
therapy incorporating scientific knowledge and crucial analysis, respond to the
changing healthcare environment, use ethical and moral principles in professional
practice, integrate the principles of teaching and learning in professional
practice, value lifelong learning through personal and professional growth,
incorporate the principles of research in physical therapy practice.
2. promote and support scholarly activities.
3. become a center for post graduate professional education, clinical consultation,
and research.
iii
Clinical Education Philosophy
1. Our purpose is to prepare a generalist physical therapist who is capable of
practicing and providing service in any setting and to any patient population.
To this end, we encourage the widest possible exposure to a variety of practice
settings throughout a student’s clinical education.
2. We feel that clinical education is an integral part of the physical therapy
curriculum and serves to enhance and enrich the didactic components.
Therefore, we utilize an integrated approach to clinical education with clinical
opportunities under faculty supervision, a five week internship paralleling the
concurrent coursework and three ten week internships at the completion of the
didactic work.
3. Our program was established to serve the Inland Empire and Spokane, since
no physical therapy program was available on the eastern side of the state. We
receive a great deal of support from local clinicians and facilities, and
therefore try to place students in internships locally whenever such placements
meet the best educational interests of the student.
4. We feel that close ties between the University and the affiliating clinical
centers are vital to successful clinical education. Good communication, on-site
visits and personal acquaintance with the staff and programs of each facility
improve the chances of appropriate placements and facilitate problem solving
when difficulties arise. Therefore, we select our affiliating centers in
geographical clusters in the Northwest. This enables the Director of Clinical
Education to visit the sites economically, provide in-service education to the
facilities and provide on-site student support when needed.
5. The role of the Director of Clinical Education is to make the best possible
match between available internship positions and the student’s educational
needs and interests. Where and when possible, personal considerations will
also be accommodated, but not at the expense of providing a well-rounded
educational experience. Clinical assignments are arranged through a mutual
decision-making process between the Director of Clinical Education, the
student and the facility. However, the University and the Director of Clinical
Education retain final decision making authority in order to best meet the
educational goals of the program.
iv
Chapter 1
Welcome
The primary purpose of the Department of Physical Therapy is to prepare a generalist physical
therapist who is capable of practicing and providing service in any setting and to any patient
population. For this reason, we encourage the widest possible exposure to a variety of practice
settings throughout a student’s clinical education. The Program has contracts with over 200
clinical facilities. These facilities include hospitals, inpatient rehabilitation facilities, skilled
nursing facilities, home health agencies, outpatient adult and pediatric orthopaedic and
neurologic clinics, school districts and others. Facilities are located in rural and urban areas.
Some include specialties such as wound care, lymphedema rehabilitation, vestibular
rehabilitation, industrial rehabilitation, hand therapy and others. New clinical sites are
continuously added and current sites are consistently evaluated to help us provide students
with quality and variety. The majority of clinical internship sites are in the Northwest but
other areas are also available, including Nebraska, Nevada, Hawaii, Minnesota, Texas, Utah,
Wyoming and Georgia.
The clinical internships include one five week internship and three ten week internships for a
total of 35 weeks in a minimum of four different clinical settings. All of these internships are
full time experiences for the student. The first internship is a five week clinical experience in
the summer following the first academic year in the Program. Students may complete this
internship in any available setting. The final three internships are ten weeks each and are
scheduled in the fall, winter and spring quarters of the final year of the Program.
-1DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
Chapter 2
Internship Site Selection
Physical therapy programs differ in their methods of site selection with some offering
significant student input and others less student input. Our Program encourages student input
within the guidelines provided and the mission and philosophy of the clinical education
program. The Guide to the Clinical Selections Process provides important information on the
process of choosing internship sites and definitions of the different clinical settings used. Each
student receives a copy of the Guide to the Clinical Selections Process during the first fall
quarter in the Program. The guide is available on the EWU PT Clinical Education website at
www.ewu.edu/pt . Students will read the Guide to the Clinical Selections Process during fall
quarter and refer to it during all selections processes.
It is the responsibility of the DCE and Assistant DCE to utilize the clinical sites of the Program
in an efficient manner, assuring the continued participation and development of the facilities
contracted. The Program maintains over 200 contracts with clinical sites with about one-half of
the sites used on a regular basis. In order to assure that students have good quality clinical
internships, the Program has adopted the policy of regularly utilizing those clinical sites that
have consistently provided students with good learning experiences. The Program faculty
believe that when clinical sites are used regularly by EWU students, the CIs at those sites
become more familiar with the Program and curriculum. Also, those sites tend to develop a
commitment to continue providing clinical education experiences for the Program, year after
year. New clinical internship sites are opened only when the DCE and/or Assistant DCE see a
need for additional sites in a specific area of practice due to closure of previous sites, changes in
staffing patterns limiting the number of students or other reasons affecting the clinical
education component of the Program.
Clinical internship sites are located in Alaska, California, Georgia, Hawaii, Idaho, Minnesota,
Montana, Nebraska, Nevada, Oregon, Texas, Utah, Washington and Wyoming. The majority
of sites are in the Pacific Northwest. This enables the DCE and/or Assistant DCE to visit the
sites economically, provide professional development to the staff and provide on site student
support when needed.
-2DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
The clinical internship site list changes frequently as clinical sites are added or deleted and
contact information changes. Students are given a list of contracted internship sites during the
first Clinical Education Seminar class in fall quarter of the first year of the Program and are
instructed that that the list changes and all contracted sites are not available for all internships.
Due to the frequent changes, the list is not posted on the website. An updated list is kept in a
red notebook in room 270B for student access.
The majority of our clinical education facilities take students from other physical therapy
programs. When requesting internships, the DCE uses the uniform mailing dates
recommended by the Clinical Education Special Interest Group of the Education Section of
the APTA. This voluntary guideline supports requesting sites in March for the next calendar
year. The purpose of using the uniform mailing dates is to increase the CCCE’s efficiency for
determining the number of students interning at a facility. The number, location and variety of
positions available vary from year to year depending upon staffing, numbers of students
accepted and changes at the specific facility. After completion of the each selections process,
the DCE will inform the CCCE of student internship placements in writing and the CCCE is
asked to confirm the internship.
Students have the opportunity to share their preference for specific site assignments from a list
of sites available for each clinical internship. Student input is shared in writing. The number of
choices requested by the DCE from the student changes dependent upon the pool of available
sites for each specific internship. Students have the opportunity to meet with the DCE and/or
Assistant DCE as frequently as needed during the selections process. Each year, there are
several students who are interested in the same clinical site or sites and every effort is made to
be as fair as possible. However, it is not possible to accommodate the preferences of all
students for all clinical internships.
In some circumstances, a student may have a special need arise, educational or otherwise, that
requires individual consideration in the placement process. If accommodations are needed,
they must be arranged with the DCE and/or Assistant DCE. The role of the DCE and
Assistant DCE is to make the best possible match between available internship sites and the
student’s educational needs and interests. Where and when possible, personal considerations
will also be accommodated but not at the expense of providing a well-rounded educational
experience. Clinical assignments are arranged through a mutual decision making process in
order to best meet the educational goals of the Program.
Students have several resources to use when considering clinical sites for internships:






Available site lists posted on Blackboard.
Clinical Site Information Form – this form is completed by the CCCE and kept in the
individual facility files in room 270B. Students may review the files at any time but
may not remove them from the room.
Student evaluations of the facility – located in the individual facility files in room 270
Facility web sites
DCE and Assistant DCE
Other faculty, classmates and graduates of the Program
-3DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
Internship
PHTH 581
PHTH 780
PHTH 781
PHTH 782
Name
Clinical Internship I
5 weeks
Clinical Internship II
10 weeks
Clinical Internship III
10 weeks
Clinical Internship IV
10 weeks
Selection Process Begins
Assignments Made
Oct.
-
first year
Nov.
-
first year
April
-
first year
May
-
first year
April
-
second year
May
-
second year
April
-
second year
May
- second year
Procedure on site selection:
DPT I students
 Informed of the site selection process in Clinical Education Seminar classes
 Available site lists posted on Blackboard
 Site selection form available on Blackboard and submitted electronically
DPT II students



Informed of the site selection process in Clinical Education Seminar classes
Available site lists posted on Blackboard
Site selection form available on Blackboard and submitted electronically
All students

Some internship facilities require the student to interview. Interviews may be done by
phone or in person but students will not miss any class time or be expected to travel out
of town. Interview information for specific facilities is shared with students during the
selection process.

A list is created with facilities and student’s choices. This provides an overall view of
who is interested in which facilities. In some cases, only one student may be interested
in a facility; in other cases, numerous students may be interested in the same facility.

In random order, students are assigned to a facility of choice with consideration of all
students interested in that facility. For DPT II students, the sequence for PHTH 781
and 782 may be altered to consider the best use of facilities and students’ choices. The
DCE and Assistant DCE may complete the same process independently and then meet
to compare and discuss internship placements or may complete the process
collaboratively.
-4DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
♦ The following issues are considered:
♦ Student choice
♦ Goal of providing a minimum of one first choice to each student over the
course of the internships
♦ Students interviewing for internships. If a student interviews for an internship
and is accepted by the facility, the student is scheduled at that facility for the
setting and time frame that the CCCE determines will work for the facility
staff.
♦ Students’ written and verbal communication during any part of the process.
♦ The use of new facilities by one or two students to trial the site and allow
evaluation.
♦ The need for all students to meet the requirements for variety of settings,
continuum of care and lifespan.
♦ The mission of the Program.
♦ The value of partnerships with facilities. It is important to use facilities that
offer sound clinical internships on a regular basis.
♦ A review of the individual student’s entire clinical education sequence to
ensure each student meets the requirements of the Program.
♦ Hepatitis B requirements per facility. Some facilities require that the student
has completed the Hepatitis B series prior to beginning an internship. For
those facilities, only students who meet the requirements will be allowed to list
the facility as a choice on the student selection form.
♦ Some facilities offer internships on a first come – first served basis. In these
instances, students are notified of the internship opportunity when the
information is made available (may be earlier than the usual selection process
or during the selection process). Students who are interested in the
opportunity are asked to notify the DCE in writing or in person. If the DCE
determines that the student would be a good match for the clinical site and the
internship setting meets the educational needs of the student, the slot will be
assigned to the first appropriate student who responds to the notification of
availability.

The internship placements are posted on Blackboard. Each student will have two days
to review his/her internship placement and to contact the DCE in person, by phone or
by email if there are any concerns or questions. Student concerns and questions are
addressed prior to sending the letters to the clinical site.

For the last three classes (Classes of 2007, 2008 and 2009), the percentage of students
who received their first choice of an internship was approximately 50% for the first five
week internship, 80% for the first and second ten week internships and 70% for the third
ten week internship.
-5DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor

All students are expected to go out of the Spokane area for a minimum of one
internship. During clinical experiences that require relocation, students are responsible
for securing their own housing. Students are expected to demonstrate flexibility in being
willing to relocate to areas where they may not have friends and/or family and to
budget funds for relocation expenses. The Guide to the Clinical Selections Process
provides numerous strategies for finding housing for internships.

Some internships are scheduled back-to-back in the same facility. These are large facilities
where the student can do two different settings within the system: acute care and
outpatient, acute care and rehabilitation, etc. Students scheduled for back-to-back
internships stay in the same city for two ten week internships. This model was developed
to reduce students’ financial burden and increase learning opportunities. Students may
request this sequence of internships in writing or during a meeting with the DCE during
the selections process.

Due to the dynamic healthcare environment, there will be changes in the clinical
internship schedule between the time that the site selection process is completed and the
start of each internship. When an internship is cancelled (for any reason), the DCE will
meet with the student individually to talk about alternative options. At this point,
students must understand that the previous “pool” of internship sites is no longer
available. The student will need to demonstrate flexibility and openness to alternative
sites and geographical locations. Every effort will be made to locate an internship in the
same setting as the one cancelled and during the same dates. The student will be
notified in writing when a new site is confirmed.
-6DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
Chapter 3
Preparation for Clinical Internships
Prerequisites for PHTH 581 Clinical Internship I include:


successful completion of all DPT coursework to date.
compliance with all policies per the Student Handbook and the Clinical Education
Handbook and as stated in the Student Contract for the 5 Week Internship.
Prerequisites for PHTH 780, 781 and 782 Clinical Internships II, III, IV include:




successful completion of all DPT coursework to date.
successful completion of PHTH 581.
a passing score on the comprehensive examination.
compliance with all policies per the Student Handbook and the Clinical Education
Handbook and as stated in the Student Contract for the 10 Week Internships.
Clinical education classes are held throughout the academic portion of the curriculum to share
information about the clinical internships, discuss clinical education topics and concerns, and
assist the student in the procedures of internship site selection. Included in theses classes are
definitions of clinical education terminology, policies and procedures of clinical education, a
review of the Clinical Education Handbook, discussion of the expectations for students during
internships, discussion of learning styles, teaching the use of the Clinical Performance
Instrument that is used for evaluation during the clinical internships, and discussion of ethics,
legal issues, patient confidentiality and professionalism.
During the first Clinical Education Seminar class in the fall quarter, entering students are given
a notebook that contains information and resources for the clinical internships. Students are
encouraged to bring this notebook to all Clinical Education Seminar classes and to add
documents that they receive in preparation for the clinical internships.
-7DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
Participation in the clinical internships allows each student to apply the knowledge, skills and
behaviors acquired in the academic setting. However, sometimes the transition from the
academic environment to the clinical setting is stressful and challenging for students. In the
clinic, students must demonstrate synthesis of academic knowledge, safe and effective
intervention skills and appropriate professional behaviors simultaneously while focusing on the
patient. Responsibilities and expectations progress during each internship with entry level
competency expected at the end of the Program. In addition, upon completion of each ten
week internship, students are expected to demonstrate performance at a level of professional
clinical competency consistent with the expectations of a physical therapist in a similar practice
setting (acute care, rehabilitation, outpatient orthopaedics, etc).
A number of strategies are offered to facilitate student preparation, decrease stress for each
internship and facilitate a successful experience. We suggest you:
 Review the Clinical Site Information Form and any other available resources about
the facility (web page, previous student evaluations, comments from the DCE,
comments from peers) where you are going for each internship.
 Review the Clinical Education Handbook. Take the Handbook with you as a resource
while on each internship.
 Review the practice act in each state where you are completing an internship.
 Review the Clinical Performance Instrument and be prepared to complete your selfassessment efficiently and appropriately.
 Review appropriate course material prior to the internship with a focus on clinically
relevant topics and skills. Practice skills and problem solving with your peers prior to
the internships.
 Analyze your own learning style but be willing and open to using other styles. Your
CI may have a different style and will work with you to find the most effective
teaching and learning methodology.
 Practice your self-assessment skills and be prepared to use them on a consistent basis.
Analyze your own performance prior to asking for feedback from your CI. When you
request feedback, ask for specific comments on performance rather than asking, “How
did I do?”
 Start each internship by building a positive and professional relationship with your CI
and the staff at the facility. This relationship may start with your first contact with the
CCCE as you will be asked to phone or email this person about 6 weeks prior to the
start of each internship. Once you arrive at the facility, remember that you are a guest
in the facility and are expected to follow the spoken and unspoken rules, as well as
treat everyone with respect. Dress according to the facility dress code.
 Take the following items with you to each internship: the Clinical Education
Handbook, your notebook with clinical education resources and documentation, your
name tag, a notebook and pen with black ink, a watch and the appropriate textbooks
and/or class notes for the specific setting.
 Follow HIPAA (Health Insurance Portability and Accountability Act) guidelines at
all times. If you are in a situation that seems challenging to HIPAA rules, talk
candidly with your CI about the situation and work together on options that will
provide appropriate levels of confidentiality.
-8DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
 Value what you know and what you do not know. Demonstrate humility by being
able to say “I don’t know” and use your own resources to locate the answer.
Remember, CIs do not expect students to know everything nor do they expect
students to function independently. They do expect students to demonstrate initiative
by practicing skills on their own time, preparing for new experiences, reviewing
theory and academic knowledge and asking questions appropriately.
 Take responsibility for your education by setting realistic goals, seeking additional
learning opportunities, practicing skills, being familiar with the Clinical Performance
Instrument and internship expectations per the syllabi, writing down questions for
discussion at an appropriate time and providing feedback to your CI.
 Be efficient with clinic time. You may need to be resourceful in facilitating formal
meeting times with your CI. To minimize meeting time, come prepared for all
meetings with written goals, questions and comments. Wear a watch and be aware of
time for effective management of your day and your patient’s time.
 Look for ways to contribute by helping the staff, seeking out learning opportunities,
demonstrating initiative and being friendly. Scan the environment – help clean up,
share space and equipment and pick up obstacles. Be a team player.
 Self assess. Critical components of the clinical education process are evaluation of the
student by the CI and self –assessment using the Clinical Performance Instrument and
other forms of verbal and written feedback. Seek out the feedback and apply it in the
clinical environment without defensiveness.
 Don’t expect your CI to know everything or to have all of the answers. Learning is a
life-long process and each patient provides unique challenges and life experiences.
 Take a notebook and write down questions to ask your CI later, topics to research,
medical terms to learn, self – assessment comments to add to your Clinical
Performance Instrument or to discussions with your CI. Bring outlines of evaluations
and functional assessments from the Program (“cheat sheets”) to use in the clinic.
Share these outlines with your CI as they provide insight into your academic
preparation.
 Demonstrate awareness of your responsibility to the patient and the family.
Remember, you joined the physical therapy profession to work with patients and
provide evidence based practice.
 Recognize the value of working with patients across the continuum of care. The
opportunity to see patients in different settings is critical to your development as a
generalist physical therapist.
 Seek all learning aspects from each setting regardless of your specific practice interests
or plans for practice setting after graduation. As a student, you have the unique
opportunity to learn from numerous experienced clinicians in a variety of settings.
The knowledge, skills and behaviors that you learn in each setting are applicable to
the next setting and to your employment after graduation. Reflect on each learning
opportunity and consider how to use what you have learned in another situation.
 Know your rights and responsibilities as a student and be confident in your ability to
demonstrate them.
 Contact the DCE or the Assistant DCE immediately if you have concerns. Don’t
wait – ask for help and work together on strategies or solutions to your question or
concerns.
 Try to get regular exercise and sleep.
 Enjoy every moment.
-9DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
Students from previous classes developed strategies for specific clinical settings and internship
sites. These strategies can be found in the following locations:



Strategies for the first five week internship will be shared during Clinical Education
Seminars classes.
Strategies specific to a clinical setting (acute care, outpatient orthopaedics, inpatient
rehabilitation, etc.) are listed in the Guide to the Site Selections Process.
Strategies specific to a clinical internship site are located on page 6 of the Student
Evaluation of the Clinical Experience form in the specific facility file in room 270B.
Packets of information are sent to the CCCE about 7 to 8 weeks prior to each clinical
internship. The packet includes a letter from the DCE about the internship, the student’s
information form, the course syllabus and other relevant information and documents. After
allowing 7 – 10 days for the packets to arrive at the facilities, students are asked to contact the
CCCE by email or by phone. This initial contact facilitates communication between the
student and the CCCE, provides an opportunity for both to discuss questions and begins the
professional relationship. The DCE will remind the students in writing of the appropriate time
frame for the initial contact.
- 10 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
Chapter 4
Policies
The Student Handbook includes the policies for the Program. The policies in this section
relate specifically to clinical education and are consistent with the policies in the Student
Handbook.
Policy on Nondiscrimination
There will be no discrimination with regard to race, creed, sex, religion, national origin, sexual
orientation, color, honorable discharged veteran or military status, or the presence of any
sensory, mental or physical disability or the use of a trained guide dog or service animal by a
person with a disability (Chapter 49.60.030RCW) in the selection, assignment and education
of the Students. (From the Memorandum of Understanding Affiliation Agreement).
Policy on ADA
Persons with disabilities are an integral part of the EWU community, and the provision of
equal access to programs, services and activities through reasonable accommodation is a
campus-wide responsibility and commitment. In accord with the Americans with Disabilities
Act of 1990; the Washington State Law Against Discrimination, RCW 49.60; and Section 504
of the 1973 Rehabilitation Act which prohibits discrimination against individuals on the basis
of disability, EWU strives to make academic accommodations for students with identified
special needs. Students with disabilities must register with the EWU Disability Support
Services office (359-6871; Tawanka 124) if they require special accommodations. EWU shall
provide reasonable accommodation for individuals with disabilities and is committed to
ensuring that discrimination against disability does not occur.
- 11 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
Policy on Registration and Tuition
The student will register for clinical internships following the guidelines provided by EWU. It
is the student’s responsibility to acquire the information and register in a timely manner.
Registration is required to maintain a full time student status for the purposes of financial aid
and insurance. Delayed registration requires a signature from the Department Chair and
places the student’s internship at risk due to lack of coverage under the liability insurance
policy. Until registered, the student will not be able to participate in the internship.
Students will register for the following clinical internships:
PHTH 581 for 5 credits
PHTH 780 for 10 credits
PHTH 781 for 10 credits
PHTH 782 for 10 credits
Contact information for the Registrar:
Office of Records & Registration
201 Sutton
Cheney WA 99004
Register on line at
Phone
Fax
regonline@mail.ewu.edu
(509) 359-2321
(509) 359-6153
Fees and tuition must be paid according to EWU guidelines.
Policy on Clinical Education Internship Dates
All students are expected to attend and complete the clinical internships according to the
Department schedule which is predetermined by the EWU academic calendar. The dates for
the clinical education internships are set two to three years in advance utilizing EWU’s
calendar.
The following guidelines are used:
PHTH 581
The 5 week internship is scheduled to begin immediately following the academic summer
session of the DPT I year.
PHTH 780
The 1st 10 week internship is scheduled to begin on the Monday of EWU’s fall
quarter. It continues for 10 weeks.
PHTH 781
The 2nd 10 week internship is scheduled to begin the Monday of EWU’s winter
quarter. It continues for 10 weeks.
PHTH 782
The 3rd 10 week internship is scheduled to begin the Monday of EWU’s spring
quarter. It continues for 10 weeks.
- 12 -
DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
Policy on Internship Setting Requirements
The clinical internships include one five week internship and three ten week internships for a
total of 35 weeks in a minimum of four different clinical settings. All of these internships are
full time experiences for the student. The first internship is a five week clinical experience in
the summer following the first academic year in the Program. Students may complete this
internship in any available setting. The final three internships are ten weeks each and are
scheduled in the fall, winter and spring quarters of the final year of the Program. For the three
ten week internships:
 Students are required to complete one ten (10) week internship in a rehabilitation setting.
This can be in an adult or pediatric inpatient rehabilitation facility, a subacute unit, a
skilled nursing facility, an outpatient setting (i.e.: outpatient neurologic clinic, outpatient
pediatric clinic, school system) or home health setting where the majority of the patients
have neurologic diagnoses and the staff includes physical therapists, occupational
therapists, speech language pathologists and other health care providers (social workers,
nurses, physicians, dieticians and/or others) working in a collaborative or team format.
 Students are required to complete one ten (10) week internship in an acute care setting.
This is a hospital setting that may include adults and/or children.
 Students are required to complete one ten (10) week internship in a setting of choice.
Options may include an outpatient orthopedic clinic, an inpatient rehabilitation unit, an
outpatient neurologic clinic, a subacute unit, an ambulatory outpatient unit, an acute care
hospital, a skilled nursing facility, home health, an acute pediatric facility, an outpatient
pediatric clinic or a school system.
 There are some sites that provide a combination of experiences during the ten (10) week
internship. Examples include rural facilities where the physical therapists see patients in
acute care, the outpatient clinic and the school system or home environment routinely. In
these instances, the primary emphasis of the internship is based upon where the majority of
the student’s experience will be as determined by the DCE, in consideration of the student’s
entire Clinical Education program.
 The ten (10) week internships do not require any specific sequencing.
Policy on Out-of-Spokane Internships
All students are expected to go out of the Spokane area for a minimum of one internship.
Due to the number of students and clinical internship sites offered, it is not possible to place all
students in the Spokane area for all internships. Clinical sites are considered out-of-Spokane if
they are at least 40 miles away or provide difficult commutes from Spokane. Coeur d’Alene,
ID is not considered an out-of-Spokane area site.
- 13 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
Policy on Canceling an Internship
An internship will not be cancelled or changed once it is scheduled unless there are extenuating
circumstances. Extenuating circumstances might include student illness or injury, family
issues that impact the student’s ability to participate or a problem at the clinical site identified
by the CCCE or the DCE.
If the student is required to cancel or change the internship due to personal extenuating
circumstances, it is the responsibility of the student to inform the DCE as soon as possible. It
is not acceptable for any student to directly contact a clinical internship site to negotiate a
change or cancel a planned clinical internship.
Students are not allowed to “swap” or exchange positions within internship sites.
If the CCCE identifies a problem (lack of staff, closing of the clinic, change in management,
need for new contract, etc.) that requires a change or cancellation of an internship, it is the
responsibility of the CCCE to inform the DCE as soon as possible.
When an internship is cancelled (for any reason), the DCE will meet with the student
individually to talk about alternative options.
Policy on Establishing New Clinical Internship Sites
The decision to establish a formal relationship with a clinical facility is based upon the
following:
 the desire of the staff at the facility to have students.
 the belief that the student will participate in a high quality experience.
 the type(s) of experiences provided by the facility.
 the likelihood that the facility will be utilized on a regular basis.
 the internship needs of the Program.
 the cost to the Program of maintaining the site.
Policy on Professional Development for Clinical Instructors
EWU Department of Physical Therapy will provide all physical therapists who have assumed
the responsibilities of mentoring and supervising students in the past two years, are currently
mentoring and supervising students or are planning to mentor and supervise students with the
Beginning and the Advanced Clinical Instructor Education and Credentialing Program. We
will sponsor the educational programs in a variety of locations and pay the $70.00 registration
fee.
- 14 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
Policy on Financial Incentives
A student will not be placed in a clinical internship at a facility that is funding a portion or all
of the student’s education in the Program and/or has hired him/her to begin employment
upon completion of the Program.
In this situation, the funding and/or hiring arrangement presents a conflict of interest for the
facility, the CI, the employer, the student and the Program.
Upon entrance into the Program or if the situation occurs during the Program, a student who is
receiving financial support from a facility with the expectation of becoming employed upon
successful completion of the Program is required to disclose this arrangement in writing to the
DCE.
This policy does not prohibit students from accepting positions at facilities where they are
currently doing an internship or have previously done an internship.
Policy on Returning to an Internship Facility
If a student is at a facility for any internship, long or short, he/she will not be allowed to return
to that facility for another internship. This does not apply to facilities where the student could
do internships in different department (i.e.: St. Lukes Rehabilitation Institute in Spokane offers
internships in outpatient orthopedics, acute care, pediatrics and inpatient rehabilitation). In
these instances, the student may return in the facility if scheduled in a different setting.
Some internships are scheduled back-to-back in the same facility. These are large facilities
where the student can do two different settings within the system: acute care and outpatient,
acute care and rehabilitation, etc. Students scheduled for a back-to-back stay in the same city
for two ten week internships. This model was developed to reduce students’ financial burden
and increase learning opportunities.
Policy on Documentation
Each physical therapist student will have copies of the following documentation available on
request by the CCCE at each clinical internship:
 Background Check
 Cardiopulmonary Resuscitation certification
 Cover sheet of the Medical Professional Liability Occurrence Insurance policy A copy
will be provided to each student during the Clinical Education Seminar classes and
updated cover sheets will be posted on Blackboard annually.
 Health insurance
 HIPAA education certification
 Proof of HIV/AIDS education
 Required immunizations
 Sterile techniques and standard precautions certification
- 15 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
Policy on Contracts with Internship Facilities
Prior to placing a student in a clinical facility for an internship, a written contract must be in
effect with signatures from EWU and the facility. The Department has a standard agreement
but also uses the specific agreements preferred by some facilities. Copies of the agreements are
kept in the DCE’s office with originals located at each facility and on the EWU campus.
A copy of the standard EWU contract is located on the EWU PT Clinical Education website
at www.ewu.edu/pt .
Policy on Student Contracts
Students are instructed in the documentation needed prior to clinical internships beginning in
the first Clinical Education Seminar class. The information is available in the Student
Handbook, the Clinical Education Handbook and on the Department website. Students are
given a notebook at the first Clinical Education Seminar class for the purpose of collecting and
organizing the documentation needed during clinical internships.
Prior to the 5 week internship and the three 10 week internships, students are given a Student
Contract that lists the documentation requirements. The student is expected to return the
Contract to the DCE with copies of the required documentation attached by the identified due
date. The Student Contracts are kept in the individual student clinical education files located
in the DCE’s office. Students who are unable to meet the documentation expectations by the
due date are responsible for meeting with the DCE to discuss the situation. Accommodations
for time frames can be negotiated depending upon the individual situation. However, students
are not permitted to begin prior to an internship without the submission of the required
documentation per the Student Contract.
Policy on Immunizations
Prior to the beginning of the clinical education component of the students' physical therapy
education, the student will be required to show proof of the following immunizations. A copy
of each record will be given to the DCE and kept in the student's clinical education file. The
student will keep additional copies readily available to present to each clinical facility upon
request.
1) Rubella. Proof of immunization is required. If the student was born before 1957, medical
advice suggests having a titer run.
2) Tuberculosis. A tuberculosis screening is normally repeated every 6 - 12 months, depending
upon the facility requirements for each internship. Facility requirements are stated in the
clinical files. It is the student's responsibility to keep tuberculosis testing current during his/her
time in the Program.
3) Hepatitis B. Students are encouraged, but not required, to receive the Hepatitis B vaccine.
The series of vaccination requires 6 months to compete and should be done prior to the first
clinical internship. Clinical facilities may require the student to sign a waiver if the student has
not received the Hepatitis B vaccine.
- 16 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
If the clinical facility has additional criteria or requirements, the student is responsible for
obtaining the test/immunization and submitting proof to the DCE. The student is responsible
for the cost of all immunizations. If the student does not provide the required information, the
clinical facility has the right to suspend the student’s clinical experience until such information
is provided.
Refer to the Centers for Disease Control and Prevention website for further information on
immunizations: www.cdc.gov/vaccines/ .
Policy on Cardiopulmonary Resuscitation Training
The Program requires all students to complete the healthcare providers Cardiopulmonary
Resuscitation certification course. The course is scheduled during the academic year within
the Clinical Education Seminar classes. Proof of CPR certification will be provided to the
DCE prior to the clinical internships.
If recertification is necessary, it is the responsibility of the student to obtain the recertification
and provide proof to the DCE. Students will not be able to continue in a clinical internship if
CPR certification lapses.
Policy on Background Checks
As a student who is considering a career in a health services field, you should familiarize
yourself with the licensing and other legal requirements that may be required for you to obtain
gainful employment following successful completion of a your degree. For example, in
Washington State, businesses and organizations are required by RCW 43.43.830 et. seq. to
conduct criminal background checks of prospective employees or volunteers who may have
unsupervised access to children under sixteen years of age or developmentally disabled persons
or vulnerable adults during the course of their employment or involvement with the business or
organization. A disqualifying conviction will prevent an employment or volunteer opportunity.
Policy on Acquired Immunodeficiency Syndrome
It shall be the policy of the Department of Physical Therapy to instruct the students enrolled in
the Program about AIDS. The instruction is meant to benefit them as individuals and also as
professional healthcare providers.
The policy consists of the following elements:
 Instructional units shall address the pathology, etiology, incidence and causal factors
related to the Syndrome.
 Isolation and sterile technique classes shall address the practical approach to protection
against the pathogen.
 The guidelines for each clinical facility the students are assigned to shall be made
available to the students by the clinical facility. The clinical facility guidelines shall
constitute the accepted standard.
 The Department shall instruct the student to the highest guidelines, that of Standard
Precautions, where each client is a potential AIDS carrier.
- 17 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
The American Physical Therapy Association Guidelines and Policies will be honored
whenever they meet or exceed the basic instruction as outlined above.
Student’s who miss all or part of the academic curriculum related to HIV/AIDS are required to
attend a 7 hours community based HIV/AIDS Prevention and Education Training Program.
The student is responsible for completing the course within the timeline provided by the DCE.
The student is responsible for submitting proof of satisfactory completion of the training to the
DCE.
Policy on Health Insurance Portability and Accountability Act (HIPAA)
Students will adhere to HIPAA requirements per facility policies and applicable federal and
state laws and regulations.
Policy on Health Insurance
EWU and clinical facilities for internships require a health and accident insurance plan. All
students are required to purchase a plan. Proof of health insurance must be provided to the
DCE prior to the clinical education experience. Information about health insurance policies
may be received from the Office of Student Health at EWU,755-6520.
All students participate in EWU’s Comprehensive Health & Wellness Program that provides
services within the Spokane area. Students will have access to a basic level of ambulatory
health clinic services at any Rockwood Clinic in Cheney, Medical Lake, and
Spokane. Summer students do not automatically participate in this program. These services are
not included as part of summer tuition and fees, therefore the services are not automatically
charged in the summer. Students requesting services must either be registered for
summer classes or be a continuing student in the fall. The health fee must be paid during the
summer open enrollment dates.
Students who are participating in clinical internships outside of the Spokane area are advised to
obtain their own health insurance.
Policy on Liability Insurance
In order to participate in clinical education and laboratory experiences involving patient
contact, each student must be covered by professional liability insurance in the amount of
$1,000,000/occurrence, $3,000,000/aggregate. Students have the option of obtaining their
own coverage and providing the DCE with written proof of such insurance, or participating in
a blanket student liability policy. The blanket policy names only the "Students of Eastern
Washington University", rather than individuals, but covers students during their enrollment in
the program for any professional care provided in the role as a student.
Policy information will be provided during the first fall quarter. Policy premiums are paid for
with course fees each fall quarter.
- 18 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
Policy on Sterile Techniques and Standard Precautions
Students will follow the sterile techniques and standard precautions as stated in the policies
and procedures of each internship facility.
Policy on Release of Information
CCCE and CIs are designated as Adjunct Faculty in the Department of Physical Therapy.
CIs are primarily responsible for the student’s clinical education in a specific facility. It is
important to share information about the student with the clinical faculty for the purpose of
making the clinical internship meaningful and the best possible learning experience for the
student. For this reason, a consent signed by the student is requested.
Policy on Contact Information
It is the responsibility of the students to provide the DCE with a current address, phone
number and email address throughout the clinical internships. The DCE may contact the
student at the current (home or cell) phone number to discuss the internship, advise the student
of a change in an internship or for other reasons. Phone numbers, addresses and email
addresses are needed during the following times:
 the break between spring quarter and the 5 week internship
 during the 5 week internship
 the break between the summer quarter and the first 10 week internship
 during each of the 10 week internships
 the breaks between the 10 week internships
The student may provide this information to the DCE in writing, by email or by phone. If the
student is traveling during the breaks, the student may provide the phone number and address
of a family member or friend who would be able to contact him/her.
Policy on Professional Attire for Clinical Internships
When entering the clinic, certain standards are raised due to contact with patients/clients and
the general public. In addition, dressing professionally automatically commands a higher level
of respect from those with whom the physical therapist student comes into contact. The dress
expectation is for professional appearance that allows for patient treatment. In any facility
where a more formal dress code exists, this code will supersede the EWU PT Program dress
code.
Some facilities maintain a very liberal dress code. Although not mandatory, it is suggested that
students maintain the EWU Professional Attire for Clinical Internships dress code in these
settings as well. By doing so, the student will be presenting a professional image to the
community and patient population, as well as setting an example as a Doctor of Physical
Therapy. It is the student’s responsibility to determine the minimum facility requirements
prior to the first day of clinical internship (refer to the Clinical Site Information Form and
communication with the Clinical Coordinator of Clinical Education prior to the start of the
internship). Students should dress more formally on the first day of the clinical experience
until a dress code is clarified.
- 19 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
Guidelines for /examples of appropriate clinical attire:
Men:
 Collared shirt (polo style)
 Dress shirt with or without tie
 Sweater
 Pleated or flat-front khakis or similar dress style pants. Pants should be of sufficient
length and mobility to safely handle clients while maintaining professional modesty,
including coverage of the torso (chest through buttocks covered).
 Clean closed toe shoes with socks
Women:
 Dress shirts (no t-shirts or t-shirt collars) or blouses (cleavage should not be exposed
when leaning over a patient)
 Sweater
 Pleated or flat-front khakis or similar dress style pants. Pants should be of sufficient
length and mobility to safely handle clients while maintaining professional modesty,
including coverage of the torso (chest through buttocks covered).
 Skirts of sufficient length and looseness to cover when squatting or working on a
mat table with a patient
 Clean closed toe shoes with socks. Relatively low heels are recommended for the
student therapist’s safety.
The following items are not permitted:
 T-shirt or similar style shirt
 Midriff baring tops or other tops/bottoms with torso exposure
 Low cut tops that could potentially expose breast/chest when leaning over a patient
 Shorts unless specifically cleared by clinical site
 Low cut pants that may expose undergarments when working with patients (i.e.
squatting to floor)
 Informal pants such as jeans or cargo style/painter’s pants
 Skirts of insufficient length and looseness to cover undergarments and thighs when
squatting or working on a mat table with a patient
 Open toed or open heeled shoes unless specifically cleared by clinical site
 Tight pants and/or shirts that are anatomically revealing
 Clothing that exposes a tattoo or body art while working with a patient
 Jewelry, including body piercing, should be kept to a minimum and must not
interfere with the ability to communicate and safely and effectively treat
clients/patients; therefore, no lip or tongue piercing will be allowed.
 Excessively wrinkled, dirty or torn clothing
 Hats/caps
Policy on Participation
It is assumed that the physical therapist student will be physically, mentally, and emotionally
capable of fully participating in all classroom and clinical activities. It is the responsibility of
the student to inform the DCE in writing of any accommodation needed due to a condition
that may limit the capability of the student to participate fully in the clinical environments.
Observation time does not replace practice. Time lost due to inability to participate fully will
need to be made up.
- 20 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
The student will be asked to provide written consent allowing the Program to contact the
physician or healthcare provider for a written release prior to consideration for rescheduling of
an internship.
Policy on Name Tags
Name tags will be provided to students at Orientation. The name tags will be worn during all
clinical internships. According to the Washington State Practice Act, Washington
Administrative Code (WAC) 246-915-160 “ Personal Identification. (1) Each person shall
wear identification showing his or her clinical title, and/or role in the facility as a physical
therapist, a physical therapist assistant, [or] a physical therapy aide, or a graduate physical
therapist as appropriate. Supportive personnel shall not use any term or designation which
indicates or implies that he or she is licensed in the state of Washington.” The Program
recognizes the importance of the identification of healthcare providers to the consumer and
requires the students to display proper identification in all clinical facilities.
If a name tag is lost, the student will be required to pay a replacement fee. The student may
contact the Program Assistant/Clinical Education for information.
Policy on Schedule Worked During Clinical Internships
The student is expected to work the same schedule as the CI(s). This schedule may include
early or late hours, long days, weekends and holidays. Occasionally, the student may need to
stay at the facility longer or arrive earlier to complete chart review and/or documentation. The
student may not perform physical therapy examination, evaluation or interventions if the CI(s)
is not on the premises.
The clinical hours for some students will be approximately 8:00 am – 5:00 pm, Monday
through Friday. However, other students will not have this typical schedule. The student may
be scheduled for four ten-hour days or long days on Monday, Wednesday and Friday, with
shorter hours on Tuesday and Thursday. Other variable schedules are possible, including
weekend hours. Start time may be earlier than 8:00 am and leaving time may be later than 5:00
pm. Students are expected to comply with the schedule assigned to them by the CI. If students
have special needs that do not allow them to comply with an atypical schedule, the DCE
and/or Assistant DCE must be informed of this restriction well in advance of clinical
assignments.
Tardiness will not be tolerated. If a student is late, the CI should discuss the issue with the
student when it first occurs and give a verbal warning. If it occurs a second time, tardiness
should be documented in the Clinical Performance Instrument, Criteria #2 Professional
Behavior (see sample behavior b) with a verbal warning to the student. If there is a third
occurrence, the DCE should be notified and the event documented again in the Clinical
Performance Instrument. Any action taken by the Program and the CI will be communicated
in writing to the student.
- 21 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
Students are reminded that they are still students and, as such, they should expect to spend
time outside of clinic hours reviewing information and completing assignments. It is
appropriate for CI(s) to assign homework and students are expected to meet stated deadlines.
The student may not be able to maintain part-time employment during clinical education
courses depending on location of placement assignment and hours for the clinical experiences.
The student will be expected to comply with the working hours of the assigned facility. If
employment hours conflict with facility hours, the student will be expected to change or forfeit
employment hours.
Policy on Holidays
When a recognized holiday (Christmas Day, New Year’s Day, Memorial Day, Labor Day, 4th
of July, Thanksgiving Day) occurs during a student’s internship, the student will follow the
same holiday schedule as the CI(s). Closure of the University does not excuse the student from
participating in the scheduled clinical internship.
Policy on Illness/Injury or Emergencies on Site
The student is not considered to be an employee of the clinical internship facility. If the
student is injured during an internship, the facility shall provide emergency medical care to the
student in case of need, but shall not bear the cost of such care (EWU/facility contract). In a
nonemergency situation, the student may seek medical attention at the healthcare provider of
his/her choice. The student is responsible for all costs of medical care received.
The policies of the facility will be followed when the filing of an incident report is necessary.
Policy on Clinical Internship Absences
When a student misses a day from an internship, the CI and the student will schedule the
make-up time, and the student will notify the DCE of the date of the absence, the reason for
the absence, and the date of the make-up time within three working days.
A student's absence of two or more days will require discussion with the DCE, the CCCE, and
the CI to schedule make-up days.
Any student absences for reasons other than illness must be discussed directly with the DCE.
Any planned absence must be approved by the DCE.
In all cases, the student will notify the facility prior to the start of the workday or as soon as the
student knows of the pending absence, and will speak directly to the CI or CCCE regarding the
absence.
Failure to comply with this policy may result in a delay in the scheduled completion of the
student's internships.
- 22 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
Policy on Time Off
Students are expected to adhere to the schedule of the clinical facility. Travel time to and/or
from the clinical facility should not be requested as breaks between internships allow for
adequate time. Time off for appointments for medical and dental care – either for the student
or the student’s dependents, should be discussed with the CI prior to making the appointment.
It is expected that the student will attempt to schedule appointments so that time away from
the clinical setting is least disruptive to the functioning of the facility. Students may be
required to make up the missed time. Time off for any other reason must be discussed with the
CI. The CI may contact the DCE to discuss options.
Policy on Student Absences to Participate in Opportunities for
Professional Development
Students may be excused without penalty from academic classes and/or clinical internships in
order to participate in opportunities for professional development such as state, national, or
international professional conferences, student conclaves, research symposia, and professional
political action events. These opportunities will be considered excused absences.
Students are required to obtain prior written approval from all academic and/or clinical faculty
who would be involved in the students’ classes or clinical education during the time of their
absence. A department form will be provided for this purpose.
Such absences, however, do not lessen the student’s responsibility to meet the class
requirements. Students are responsible for arranging with the faculty involved to make up class
work as required by the faculty.
Procedure: Students will obtain and complete a Permission for Excused Absence Form from
the Department website. Students will have each faculty and/or clinical faculty member who is
involved in the student’s education during the time of absence sign the form, indicating
permission and will submit the form to the DCE at least one week prior to the anticipated
absence. The forms will be filed in the student’s file.
Policy on Leave of Absence
Students who find it necessary to withdraw from the Program and wish to request a leave of
absence must submit a written request to the Program Chair prior to withdrawal.
Leaves may be granted at the discretion of the Program faculty within the following
guidelines:
The student is in good standing in the Program, the student has completed at least one quarter
of professional courses, and the leave of absence will not exceed one calendar year.
A student who has been granted a leave of absence must notify the Program Chair in writing
thirty days prior to the end date of the leave of absence of his/her desire to re-enter the
- 23 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
Program. If the Program Chair has not been notified in writing, it will be assumed that the
student is not returning and enrollment in the Program will be terminated.
If the student requests and is granted reentry into the Program, faculty will review coursework
taken to date. If a review of the student’s records indicate that previously taken courses are
out-dated or that new requirements have been added, the faculty may stipulate that certain
courses be taken or retaken to fulfill requirements.
Policy on Job Interviews
Time off from a clinical internship for the purpose of a job interview is not an excused absence.
Students will work the same hours as their CI(s) which may include four 10- hour days or an
occasional weekend. This schedule allows time during the week for a student to participate in
a job interview, if necessary. Interviews should be scheduled at times other than scheduled
internship days or hours.
Policy on Withdrawal from Internship
After consultation with the CCCE and the CI(s), the DCE and/or the faculty may withdraw a
student from a clinical internship if, in their judgment, the student is performing incompetently
or poses a safety threat to the patients, the staff of the facility, or him/herself. The CCCE and
the CI(s) may immediately remove any student from the premises who poses an immediate
threat or danger, or for just cause under the clinical facility’s disciplinary policy. “The student
shall be required to follow all the rules, regulations, and procedures of the facility as required of
a facility employee” (EWU/facility contract). These rules, regulations, and procedures will be
introduced to the student during orientation at the facility.
Policy on Withdrawal
The Program adheres to the University withdrawal policy as stated in the course catalog.
Policy on Supervision
According to the EWU/facility contract, the facility shall designate a CCCE to act as liaison
with the School, to provide for supervision of the student in accordance with the Physical
Therapy Practice Act by a physical therapist with a minimum of one year of clinical
experience, and to provide the student and the school with feedback on the student’s
performance.
A CI must be on the premises at all times when the student in performing physical therapy
activities. The student cannot provide physical therapy services if a supervising therapist is not
on-site and available for consultation. If a student is assigned to a small clinic with only one
physical therapist, the student cannot provide physical therapy services without the physical
therapist on-site as may occur if the therapist calls in sick. In the event that there is no
supervising physical therapist available on-site on any day that a student is scheduled to be in
the clinic, alternative arrangements must be made for the student’s clinical hours.
- 24 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
Options may include observation of another professional, assignment to another clinic for the
day or make-up days after the assignment.
Students may participate in co-treatments with other professionals (occupational therapists,
speech therapists, for example). The patient must be actively receiving physical therapy care.
Students can receive instruction from physical therapist assistants. In this case, the patient’s
care must be directed by the CI.
Student supervision under Medicare A: in the skilled nursing facility setting, line of site
supervision must be provided for student provided services to be billable. Refer to the CMS
Federal Register Volume 64, Number 213 or visit www.APTA.org/governance.
Student supervision under Medicare B: In order to bill for student services provided to patients
and clients with Medicare B, the CI must be present and actively engaged in all decision
making related to the patient’s care. The CI may not be engaged in another activity
simultaneously. Refer to CMS guidelines: www.cms.hhs.gov or to the APTA website under
Advocacy, Medicare – section on Aides, Assistants and Students.
Policy on Grading
The DCE is responsible for assigning the grade for each internship. All internships are graded
on a Pass/No Credit basis. Grades are assigned based upon the CI(s)’s written evaluation and
recommendations, phone conversations and/or site visits with the student and/or CI(s), as
well as any other communication between the CI(s), CCCE and the DCE or between the DCE
and the student during the internship and with consideration of the entire record and
performance of the student. The DCE will consult with the Chair of the Department and/or
the faculty when needed.
The expectations for each internship are listed and described in the course syllabus. The
expectations for professional behavior and listed and described in the course syllabus, the
Student Handbook, the Clinical Education Handbook and the Clinical Performance
Instrument.
 A grade of Pass is assigned if the student demonstrates satisfactory performance that
meets the course expectations.
 A grade of Deferred (Y) is assigned if the student fails to submit the internship
documentation by the assigned due date.
 A grade of No Credit is assigned if the student demonstrates performance that is
unsatisfactory and does not meet the course expectations. Unprofessional behavior
or patient care that is considered unsafe will result in a grade of No Credit.
If the student is assigned a grade of No Credit, the faculty will determine the
consequences.
 Failure to pass one internship may be grounds for dismissal from the Program. A
decision to offer an opportunity to repeat an internship may be made by the faculty
with input from the DCE(s), CCCE, the CI(s) and the student. The reason(s) for
failure of an internship will serve as the basis for remediation.
 Failure to pass two or more clinical internships will serve as grounds for dismissal
from the program.
- 25 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
Appeals may be addressed to the Department Chair, the Dean of the College of Science,
Health and Engineering, and the Dean of the Graduate School. Refer to the Dismissal Policy,
Repeat Internship Policy and Grievance Policy in the Student Handbook and Clinical
Education Handbook.
Policy on Dismissal from the Program
The faculty has the responsibility to exercise its professional judgment in determining a
student’s competence to continue in the program. Any unsafe, unprofessional, or unethical
conduct is grounds for immediate dismissal at any stage in the program. Failure of one course
is grounds for dismissal. Failure of two courses results in dismissal.
When a student is dismissed from the program, he/she may not register for classes for the
upcoming term until and unless their appeal is granted. Should the student already have preregistered, he/she must cancel the registration.
Policy for Dismissal from a Fieldwork/Internship or Clinical Internship
It is the expectation that students will successfully complete all clinical experiences. However,
should the student experience difficulty leading to the dismissal from the clinical experience,
one of the following criteria will be applied.
Dismissal while Passing: The student, supervisor and coordinator mutually agree that the
student is unable to perform to his/her potential due to personality differences or site-specific
issues. The student will withdraw from the clinical experience and receive an incomplete. The
student will be rescheduled for a new clinical experience when an alternative placement can be
arranged.
Dismissal for Medical Reasons: If the student experiences a documented medical emergency
or illness, a withdrawal or an incomplete for the course will be issued. Completion will occur
when the student is medically stable and a clinical experience can be arranged.
Dismissal for Criminal Conviction: Agencies that provide fieldwork/internship opportunities
may require students to complete a criminal background check. If students have a
disqualifying criminal conviction(s) as set forth in RCW 43.43 and/or if an agency that
provides fieldwork/internship opportunities denies access to a student based on criminal
history as permitted by RCW 43.43.842, the student may be dismissed from the clinical
program.
Dismissal while Failing: If the student demonstrates one or more of the following conditions,
dismissal from the clinical experience will occur and a failing grade will be recorded.
 Does not meet competencies or expectations.
 Receives a non-satisfactory (failing) at mid-term or final evaluation from the clinical
supervisor.
 Fails to officially withdraw.
 Does not attend the clinical experience.
 Threatens the patient’s safety or treatment.
 Violates the terms of the contract between the University and facility.
- 26 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
Dismissal for Violation of Academic Fieldwork/Internship Drug and Alcohol Policy:
As detailed in the Eastern Washington University Academic Fieldwork/Internship Drug and
Alcohol Policy, agencies that provide fieldwork/internship opportunities may require students
to comply with their Drug and Alcohol Policies and Procedures. Those Policies and
Procedures may include, but are not necessarily limited to, requirements prohibiting the use,
possession, distribution or selling of drugs, drug paraphernalia or alcohol. Agencies may
dismiss students who fail to comply with Drug and Alcohol Policies and Procedures.
♦ Refer to specific Program for Appeals Policy
♦ Refer to University policies for incomplete and withdrawal information
♦ Refer to Student Handbook for Disqualifying Crimes, RCW 43.43 information
Policy on Drugs for Academic Fieldwork/Internship
Drug and Drug Paraphernalia Code Note: WAC 172-120-040(8) and WAC 172-64-040
Within the context of WAC 504-25-055, the Departments of Physical Therapy and
Occupational Therapy and Communication Disorders at Eastern Washington University are
committed to providing a safe work environment, to fostering the well being and health of their
students and safe guarding the patients' care. That commitment is jeopardized when a student
illegally uses drugs or alcohol on the job, comes to work with these substances present on
his/her body, or possesses, distributes, or sells drugs in the workplace.
As an extension of the American Physical Therapy Association, American Occupational
Therapy Association and American Speech and Hearing Association Codes of Ethics, the
Departments have established the following guidelines:
♦ The use, sale, possession, manufacture and/or distribution of alcohol and illegal drugs
and drug paraphernalia are prohibited.
♦ Agencies that provide fieldwork/internship opportunities will require students to
comply with their Policies and Procedures, which may include drug/alcohol tests.
EWU does not mandate and is not responsible for payment or administration of
drug/alcohol tests.
♦ Agencies may require students to pay the cost of a mandated alcohol or drug test.
♦ Agencies that provide fieldwork/internship opportunities may dismiss students who
have a positive drug test.
♦ It is a violation of the University’s policy for anyone to use prescription drugs illegally.
However, nothing in this policy precludes the appropriate use of legally prescribed
medications. It is the student’s responsibility to produce a current prescription for drugs
that may affect his/her professional performance.
Dismissal for Violation of Academic Fieldwork/Internship Drug and Alcohol Policy
As detailed in the Eastern Washington University Academic Fieldwork/Internship Drug and
Alcohol Policy, agencies that provide fieldwork/internship opportunities may require students
to comply with their Drug and Alcohol Policies and Procedures.
- 27 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
Those Policies and Procedures may include, but are not necessarily limited to, requirements
prohibiting the use, possession, distribution or sell of drugs, drug paraphernalia or alcohol.
Agencies may dismiss students who fail to comply with Drug and Alcohol Policies and
Procedures.
Policy on Repeat Internship
If a student is given the opportunity to participate in a repeat clinical internship, a clinical
facility within easy travel distance from the Program will be assigned to the student by the
DCE. Easy travel distance allows the DCE to visit the site and/or the student to come to the
School for additional help from academic faculty. The clinical facility selected by the DCE
will be chosen based upon factors that may include: 1) appropriate learning experiences for the
student specific to the needs for remediation, 2) a known site or a known CI who is familiar
with the Program expectations, and 3) an experienced CI or a CI who has passed the Clinical
Instructor Education and Credentialing Program from the American Physical Therapy
Association.
If the student is offered the opportunity for a repeat internship, the internship will be scheduled
during the regular 5 week or 10 week internship timeframe. Areas of deficiency will be
identified in writing by the DCE in consultation with the CI, CCCE and the student. The
student will be responsible for developing a plan to remediate the deficiencies. The student
will submit written documentation stating what has been done to decrease the deficiencies
within the timeframe determined by the DCE. Following review, the faculty will determine
readiness for the repeat internship opportunity. If readiness is not demonstrated, the
opportunity for a repeat internship may be rescinded.
The reasons for remediation and strategies for learning will be discussed with the CCCE and
the CIs) prior to assigning the student to the facility.
Grievance Policy
1)
2)
3)
4)
5)
Students should first attempt to resolve the problem with the CI(s).
If resolution of the situation does not occur at such a meeting, the student may request to
discuss the matter with the CCCE of the facility.
If the situation cannot be resolved at a meeting with the CCCE, the student will request a
meeting with the DCE.
If the situation cannot be resolved at this level, the student should submit a written
complaint to the Department faculty as a whole. The complaint will be reviewed by the
faculty, and if necessary, a hearing will be scheduled. The decision of the Department
faculty will be transmitted to the student.
If the decision of the faculty is questioned, the student may appeal to the Dean of the
College of Science, Health and Engineering, and the Dean of the Graduate School. If the
decision hinges upon interpretation or application of Program rules, the decision of the
Dean will be final.
- 28 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
Due Process
Any student who thinks that he/she has been treated unfairly by a faculty member in
connection with the conduct of a class has the right to appeal that faculty member’s decision.
Any student who thinks that he/she has been treated unfairly by a decision of the Department
Chair also has the right to appeal that decision.
The appeal process is as follows:
1) Request for reconsideration from the faculty member involved, providing reasons
for that request.
2) If the reconsideration does not lead to a mutually acceptable resolution, the student
may request a meeting with the Chair. The Chair will consult with the faculty
member and suggest a resolution. (If the Chair is the faculty member involved,
move directly to step
3) If the resolution is still not mutually acceptable, the student should submit a written
complaint to the Department faculty as a whole. The complaint will be reviewed by
the faculty, and if necessary, an oral hearing will be scheduled. The decision of the
Department faculty will be transmitted to the student.
4) If the resolution is still not mutually acceptable, the student may appeal to the Dean
of the College of Science, Health and Engineering. If the decision hinges upon
interpretation or application of Program rules, the decision of the Dean will be final.
5) If the decision hinges upon interpretation or application of EWU Graduate School
regulations and the Dean’s decision does not lead to a mutually acceptable
resolution, an appeal may be made to the Dean of the Graduate School.
- 29 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
Chapter 5
Clinical Education Courses and Internships
There are six Clinical Education Seminars included within the academic curriculum, one each
fall, winter and spring quarter. The purpose of these seminars is to prepare the students for the
clinical internships.
PHTH 561
PHTH 562
Clinical Education Seminar I includes an introduction to the clinical
education program, procedures for internship site selection,
education in sterile techniques and standard precautions, CPR and
discussion of professional behaviors. Students will complete site
selections for PHTH 581, Clinical Internship I.
Clinical Education Seminar II includes discussions on clinical
education, AIDS education, discussion of professional behaviors,
documentation using a programmed text, and training in the Health
Insurance Portability and Accountability Act (HIPAA).
PHTH 563
Clinical Education Seminar III includes discussions of clinical
education, professional behaviors, learning how to use the Clinical
Performance Instrument and documentation practice. Students will
complete site selection for PHTH 780 (Clinical Internship II) and
become certified in First Aid.
PHTH 661
Clinical Education Seminar IV includes discussions about the first
clinical internship, student responsibility, writing an action plan,
communication, professional behavior and internship expectations,
the Clinical Performance Instrument, legal and ethical issues related
to clinical education.
PHTH 662
Clinical Education Seminar V includes discussion of clinical
education, collaborative activities with Physical Therapist Assistant
students and professional behaviors.
PHTH 663
Clinical Education Seminar VI includes discussion of expectations
and the Syllabi for PHTH 780 (Clinical Internship II), PHTH 781
(Clinical Internship III) and PHTH 782 (Clinical Internship IV),
documentation practice and discussion of professional behaviors.
Students will recertify in CPR and in First Aid.
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DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
The clinical internship course descriptions and objectives are below.
Clinical Internship I consists of a full time educational experience in a clinical setting for 5
(five) weeks during summer session of the first year of the DPT Program. The primary
purposes are to provide patient centered care by demonstrating examination, evaluation and
intervention skills learned in the first academic year, professional behaviors and professional
interactions with patients and health care professionals in the clinical environment. During the
internship, the student will satisfactorily:




Demonstrate professional conduct through legal competence and ethical practice in the
clinical setting according to the Standards of Practice, applicable state laws, APTA
Code of Ethics, APTA Core Values, department and facility policies and procedures
(see Clinical Education Handbook and facility Policy and Procedure manuals), by
introducing self as a student, by wearing a name tag identifying self as a student.
Demonstrate professional behavior and safe patient care. Unprofessional behavior
during any phase of the program, or patient care that is considered unsafe, is cause for
dismissal from the program.
Demonstrate the performance criteria of the Clinical Performance Instrument.
Demonstrate the specific skills listed on the weekly planning form with supervision and
feedback from the CI(s)
Clinical Education II, III and IV consist of full time educational experiences in a clinical
setting for 10 (ten) weeks each during the fall, winter and spring quarters of the third year of the
Program. The primary purposes are to provide patient centered care in a clinical setting and
demonstrate entry level performance. Upon completion of each internship, the student will
demonstrate performance at a level of professional clinical competency consistent with the
expectations of a physical therapist in a similar practice setting (acute care, rehabilitation,
outpatient orthopaedics, etc). During the internship, the student will satisfactorily:




Demonstrate professional conduct through legal competence and ethical practice in the
clinical setting according to Standards of Practice, applicable state laws, APTA Code of
Ethics, APTA Core Values, department and facility policies and procedures (see
Clinical Education Handbook and facility Policy and Procedure manuals), by
introducing self as a student, by wearing a name tag identifying self as a student.
Demonstrate professional behavior and safe patient care. Unprofessional behavior
during any phase of the program, or patient care that is considered unsafe, is cause for
dismissal from the program.
Demonstrate the performance criteria listed in the Clinical Performance Instrument.
The student is expected to achieve entry-level performance by the completion of PHTH
782, the final 10-week internship (see CPI for specific requirements of each criteria).
“Entry level performance: A student who requires no guidance or clinical supervision
managing patients with simple or complex conditions. At this level, the student is
consistently proficient and skilled in simple and complex tasks for skilled examinations,
interventions, and clinical reasoning. The student consults with others and resolves
unfamiliar or ambiguous situations. The student is capable of maintaining 100% of a
full-time physical therapist’s caseload in a cost effective manner” (CPI, p 12).
Demonstrate entry-level in the behavioral criteria in the generic abilities. Many of these
criteria are included in the CPI. The student may be evaluated using the generic
abilities tool if the CI(s), CCCE and/or the DCE feel further clarification is needed.
- 31 -
DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor


Meet the specific expectations at each clinical education site. If the clinical education
site does not have specific expectations, the student will use the site-specific objectives
provided by the Program. The Program’s site-specific objectives will be reviewed and
modified as appropriate by the CI(s) and/or CCCE.
Complete a project at each clinical education site. Students are strongly encouraged to
do a project rather than a formal inservice. The project should be relevant to the staff at
the facility and a learning opportunity for the student. A formal presentation of the
project is not necessary. If possible, the student may complete a collaborative project
with another student from any discipline. A list of project ideas is available on the
EWU PT Clinical Education website at www.ewu.edu/pt .
Objectives and expectations should reflect progress from concrete to conceptual or simple to
more complex learning experiences. In all internships, the student is expected to progress from
midterm to final in the performance dimensions and professional behaviors as evaluated on the
Clinical Performance Instrument.
Site Visits
The site visit is an opportunity for sharing information with the CCCE, CI, DCE and student.
We feel that close ties between the University and the affiliating clinical centers are vital to
successful clinical education. Good communications, on-site visits, and personal acquaintance
with the staff and programs of each facility improve the chances of appropriate placements and
facilitates problem solving when difficulties arise. Therefore, we select our affiliating centers in
geographical clusters in the Northwest. This enables the DCE to visit the sites economically,
provide in-service education to the facilities, and provide on-site student support when needed.
Site visits are scheduled by the DCE for various reasons:
 new clinical internship sites
 when requested by a student, CCCE or CI
 when the faculty or the DCE have concerns about a student’s clinical performance
 routinely during internships to monitor student progress
 to share information with CCCE, CI
 to provide inservices on clinical education topics to the clinical faculty.
During a routine site visit, the DCE will meet with the CI and the student. Topics of
discussion include generic abilities, patient variety, the evaluation tool, supervision, time
management, academic preparation, goals, evaluations, documentation, and concerns. The
CCCE, CI or the student may request to meet with the DCE privately. Site visits can be made
during times when no student is present.
Clinical Education Advisory Committee
The Clinical Education Advisory committee advises the DCE and the Program faculty on
issues related to the clinical education program. The committee is made up of 12 - 15 local
physical therapists form a variety of clinical settings. Committee members include CCCEs,
CIs, new graduates, the DCE and Assistant DCE.
- 32 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
Student Rights and Responsibilities
The student has the right to:
 expect the CI to be prepared for the internship by reviewing the Program materials,
completing the Clinical Performance Instrument training module and discussing the
student’s goals and objectives during orientation and at regular intervals during the
internship.
 expect a helpful and supportive environment.
 be supervised throughout the clinical internship in accordance with the rules and
regulations of the facility and Medicare. The CI must be on the premises when the
student is performing physical therapy activities.
 meet regularly with the CI for formal and informal feedback regarding performance.
Formal meetings should be scheduled at midterm and during the final week of the
internship with informal meetings scheduled as needed.
 request feedback from the CI and apply the feedback appropriately.
 expect learning opportunities and not be used to deal with staff shortages.
 expect the CI to model professional behavior that embraces the APTA Code of Ethics
and the APTA Core Values.
The student has the responsibility to:
 come to the facility prepared, to demonstrate professional behavior at all times and to
apply academic knowledge in a clinical environment.
 be on time, prepared for the expectations at the facility each day, respectful of the time
constraints at the facility and to adhere to the policies of the Program and the facility.
 be accountable for his/her own education by seeking additional learning opportunities
available, using his/her own resources, using appropriate strategies to facilitate success
and practicing skills identified as deficient.
 request feedback, accept feedback without defensiveness and apply feedback
appropriately.
 give feedback in a timely manner.
 document and share his/her self-assessment appropriately using the Clinical
Performance Instrument.
 demonstrate competence with the Program documentation requirements related to the
internship and to submit all documentation to the DCE in a timely manner.
 demonstrate professional behaviors as described in the Generic Abilities, the Clinical
Performance Instrument, the APTA Code of Ethics, the APTA Core Values and the
state practice act where the facility is located.
 be proactive in resolving problems that may occur during the internship and to request
assistance from the CCCE and/or the DCE. The student has the right to contact the
DCE at any time for any reason. The student has the right to expect communication
with the DCE during the internship in the form of a clinical site visit or by phone or
email.
- 33 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
Chapter 6
Clinical Instructors
The Physical Therapy Program is fortunate to have clinical education faculty who are
supportive and willing to share their clinical expertise in the education of our students.
Clinical education faculty (CIs and CCCEs) work with students because they enjoy teaching,
have an inherent sense of responsibility within our profession to train future clinicians, value
the students’ enthusiasm for learning and thirst for knowledge, and demonstrate life long
learning. They appreciate their role in modeling professionalism and evidence based practice.
The clinical education faculty contribute significantly to the Program’s mission of graduating
an entry-level physical therapist.
Definitions of Roles
CCCE: The Clinical Coordinator of Clinical Education (CCCE) is the clinical faculty member
designated by the facility to be responsible for the development and coordination of clinical
education at that facility. The CCCE delegates responsibility for supervision of students to the
appropriate CI, monitors the supervision of the student, provides problem-solving and
communication strategies for the student and CI if needed, and provides the necessary
documentation to the Program. The CCCE may also function as a CI.
CI: The Clinical Instructor (CI) is the physical therapist designated by the CCCE as
responsible for the student’s clinical education in that facility. A CI may also function as the
CCCE. The CI has a minimum of one year of clinical experience and demonstrates an interest
in clinical education. The CI is able to implement an appropriate learning experience for the
student, set clear expectations, provide frequent verbal and written feedback to the student, and
complete a formal evaluation of the student. It is the CI’s responsibility to identify strengths
and weaknesses in the student’s clinical performance, communicate any concerns to the
student regarding clinical performance and share these concerns with the CCCE and the DCE.
The CI also plans remedial activities with the student, the CCCE and the DCE, when
appropriate.
- 34 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
Organization of a Clinical Education Program




Student Manual: It is helpful for each clinical internship site to have a student manual
and a structured orientation process. A student manual might include the mission and
philosophy of the facility, an agenda for orientation, specific information about the
facility, safety procedures and codes, specific objectives for the internship with week-byweek expectations, information on where to locate policies and procedures and
guidelines for documentation. Many student manuals also include information on
housing, parking, resources available for meals, dress code, an organizational chart and
special programming or learning opportunities available. Examples of student manuals
are available from the DCE.
Guidelines for Clinical Education Sites: EWU supports the use of the CCCE Reference
Manual available on the APTA website (www.apta.org to Education Programs to
Educator Resources). This manual provides multiple suggestions and self-assessments
to facilitate the development and enhancement of clinical education in any setting.
Sharing facility information with the Program: The APTA Clinical Site Information
Form is completed by the CCCE or CI. This form is shared with students who use the
information when selecting clinical education sites. The form is available on the APTA
website www.apta.org and the EWU PT Clinical Education websitewww.ewu.edu/pt.
Site specific objectives: It is helpful for both the student and the CI to have written
objectives that are specific to the internship site and progress in a sequential manner.
Examples of objectives for a variety of sites are available on the EWU PT Clinical
Eudcation website www.ewu.edu/pt and can be modified for the specific facility.
Examples of objectives are available for the following settings; acute care (adult), home
health, outpatient orthopaedics, outpatient pediatrics, inpatient rehabilitation, skilled
nursing facility and transitional care units.
Clinical Instructor Rights and Responsibilities
The CI has the right to expect the student to:
 come to the facility prepared, to demonstrate professional behavior at all times and to
apply academic knowledge in a clinical environment.
 be on time, prepared for the expectations at the facility each day, respectful of the time
constraints at the facility and to adhere to the policies of the Program and the facility.
 be responsible for his/her own education by seeking additional learning opportunities
available, using his/her own resources, using appropriate strategies to facilitate success
and to practicing skills identified as deficient.
 request feedback, accept the feedback without defensiveness and to apply the feedback
appropriately.
 give feedback in a timely manner.
 document and share his/her self-assessment appropriately using the Clinical
Performance Instrument.
 demonstrate competence with the Program documentation requirements related to the
internship and to be responsible for submission of all documentation to the DCE in a
timely manner.
- 35 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor


demonstrate professional behaviors as described in the Generic Abilities, the Clinical
Performance Instrument, the APTA Code of Ethics, the APTA Core Values and the
state practice act where the facility is located.
be proactive in resolving problems that may occur during the internship and respect the
student’s right to request assistance from the CCCE and/or the DCE. The CI has the
right to contact the DCE at any time for any reason related to the clinical education of
the student. The CI has the right to expect communication with the DCE during the
student’s internship. This may be in the form of a clinical site visit or by phone or
email.
The CI has the responsibility to:
 be prepared for the student’s internship by reviewing the Program, materials,
completing the Clinical Performance Instrument training module and discussing the
student’s goals and objectives during orientation and at regular intervals during the
internship.
 demonstrate clinical competence in the area of practice in which clinical instruction
occurs.
 provide a helpful and supportive environment for the student.
 sequence learning experiences throughout the internship with clear written performance
objectives and expectations.
 supervise the student throughout the clinical internship in accordance with the rules and
regulations of the facility and Medicare. The CI must be on the premises when the
student is performing physical therapy activities.
 meet regularly with the student for formal and informal feedback regarding
performance. Formal meetings should be scheduled at midterm and during the final
week of the internship with informal meetings scheduled as needed.
 assess and document student strengths, weaknesses and deficiencies (knowledge, skills
and professional behaviors) and work with the CCCE and DCE when appropriate to
plan remediation.
 facilitate discussions about ethical issues and dilemmas and options for resolution with
the student during the clinical experience.
 request feedback from the student and apply the feedback appropriately.
 provide learning opportunities for the student but not use the student to deal with staff
shortages.
 model professional behavior that embraces the APTA Code of Ethics and the APTA
Core Values.
The CCCE has the responsibility to:
 Submit timely updates of the Clinical Site Information Form to the DCE.
 Assist in the process of attaining and/or updating clinical education agreements
(EWU’s Memorandum of Understanding Affiliation Agreement or facility specific
contract).
 Coordinate student assignments, orientation and CI development.
 Communicate with the DCE.
 Act as a resource for the student, CI and DCE.
- 36 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
In addition, The Program is a member of the Northwest Intermountain Consortium, an
organization with the goal of providing professional development opportunities for CCCEs
and CIs at an annual conference. Programming at the conference is presented at no charge or
minimal charge for CIs.
Clinical Education Resources
A variety of clinical internship resources are available on the EWU Clinical Education website
at www.ewu.edu/pt .
 Action Plans
 Course Descriptions
 Essential Functions
 Generic Abilities
 Guide to the Site Selections Process
 List of textbooks used in the curriculum
 Mentoring Strategies for Facilitating Learning
 Minimum Performance Standards
 Minimum Required Skills of Physical Therapists Graduates at Entry- level.
 Quarter by quarter curriculum class list
 Specific site objectives for clinical settings
 Student Project Ideas
 Student Supervisory guidelines
 Time Management Barriers and Strategies
- 37 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
Chapter 7
Evaluation and Self-Assessment
DCE Assessment
The EWU Department of Physical Therapy protocol for faculty assessment is followed when
the students are in the didactic component of the curriculum. When the students are on
clinical internships in the third year of the Program, the Student Evaluation of the DCE (and
Assistant DCE) form is sent to each student by the Chair of the Department, The student is
asked to complete the form and return it back to the Chair.
The CCCE and CI are also asked to assess the DCE and Assistant DCE. The CCCE and CI
Evaluation of the DCE (and Assistant DCE) form is sent to each CCCE and/or CI by the
Chair of the Department with a stamped envelope addressed to the Chair. The CCCE and/or
CI is asked to complete the form and return it back to the Chair.
Clinical Experience and Instruction Evaluation
The CI is evaluated by the student at midterm and final using the APTA Physical Therapist
Student Evaluation: Clinical Experience and Clinical Instruction form. It is the student’s
responsibility to complete the form, review it with the CI at midterm and final, obtain the CI’s
signature on the form and submit it to the DCE at the completion of the internship. The
CCCE and/or CI may make a copy of the completed form. The form is available on the EWU
PT Clinical Education website at www.ewu.edu/pt and on the APTA website: www.apta.org .
The DCE and Assistant DCE evaluate clinical internship facilities using numerous sources of
information. Evaluation is done during clinical visit visits and/or phone visits, in review of the
Student Evaluation of the Clinical Experience and Clinical Instruction and in review of student
and faculty comments during any phase of the Program. For the many clinical internship
facilities that are shared with other programs, the DCE and Assistant DCE may also consult
with the Fieldwork Coordinator from the Department of Occupational Therapy and the Offsite Internship Coordinator for Communication Disorders, as well as the DCEs/ACCEs in the
Northwest Intermountain Consortium. The DCE looks for threads and commonalities for
quality of learning opportunities available to students. Sites that do not consistently meet the
- 38 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
expectations for quality learning experiences are removed from the list of clinical internship
facilities. A description of quality learning experiences is in the CCCE Reference Manual that
is available on the APTA website.
The DCE and Assistant DCE also evaluate CCCEs and CIs using numerous sources of
information. Evaluation is done during clinical visit visits and/or phone visits, in review of the
Student Evaluation of the Clinical Experience and Clinical Instruction and in review of student
and faculty comments during any phase of the Program. A description of quality clinical
instruction is in the CCCE Reference Manual that is available on the APTA website. This
Manual is recommended for self-assessment. In addition, CCCEs and CIs are consistently
informed of professional development opportunities and encouraged to attain Clinical
Instructor Credentialing through the APTA programs. CIs who consistently fail to meet the
expectations are no longer used.
The site visit is an opportunity for sharing information with the CCCE, CI, DCE and student.
We feel that close ties between the University and the affiliating clinical centers are vital to
successful clinical education. Good communication, on-site visits and personal acquaintance
with the staff and programs of each facility improve the chances of appropriate placements and
facilitate problem solving when difficulties arise. Site visits are scheduled by the DCE for
various reasons and can be made during times when no student is present.
Site visits are scheduled by the DCE for various reasons:
1) new clinical internship sites
2) when requested by a students, CCCE or CI
3) when the faculty or the DCE have concerns about a student’s clinical
performance.
4) routinely during internships to monitor student progress
5) to share information with CCCE, CI
During a routine site visits, the DCE will meet with the CI and the student. Topics of
discussion include generic abilities, patient variety, the evaluation tool, supervision, time
management, academic preparation, goals, evaluations, documentation, and concerns. .
The CCCE, CI or the student may request to meet with the DCE privately.
Student Evaluation Procedure
The student is evaluated using the Clinical Performance Instrument during all clinical
internships in accordance with the course syllabus. The web based Clinical Performance
Instrument requires CCCEs, CIs and students to complete the training modules prior to getting
access to the document for student evaluation. Information on the training modules can be
found on the website:
http://www.apta.org/am/aptaapps/restricted/ptcpitemp/index.cfm
The password is: ptcpiweb08
- 39 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
In addition, other assessment tools and expectations will be used as needed:









APTA Core Values
APTA Standards of Practice
Essential Functions
Generic Abilities
Incident reports
Minimum Performance Standards
Specific site objectives/expectations
State practice act
Verbal and written feedback from other healthcare professionals, patients
and families/caregivers at the internship site
- 40 DCE - Director of Clinical Education CCCE - Clinical Coordinator of Clinical Education CI - Clinical Instructor
Subject Index
Page #
Absences
22
Canceling an internship
14
CCCE assessment
38
CCCE responsibilities
36
CI Assessment
38
CI responsibilities
34,36,37
CI rights
34,35,36
Clinical dress code
19-20
Clinical Education Advisory Committee
iv
Clinical Education Philosophy
35,37
Clinical education program resources
35,37
Clinical education seminar classes
7,30,31,32
Clinical Experience Assessment
38
Contact information
19
DCE assessment
38
Health insurance
18
HIPPA
18
Holidays
22
Illness/injury
22
Immunizations
16-17
Internship requirements
7,13,31,32
Internships
7
Liability insurance
18
Mission
ii
Name tags
21
Northwest Intermountain Consortium
37
Participation
20-21
Philosophy
ii-iii
Policies
11-29
Absences
22,23
ADA
11
AIDs
17-18
Background check
17
Canceling an internship
14
Clinical Dress Code
19-20
Contact Information
19
CPR
17
Dismissal from an internship
26,27,28
Documentation
15
Drug testing
27-28
Due process
29
Facility contracts
16
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Subject Index
Page #
Financial incentives
15
Grading
25-26
Grievance
28
Health Insurance
18
HIPAA
18
Holidays
22
Illness/injury
22
Immunizations
16-17
Internship dates
12
Internship settings
13
Job interviews
24
Leave of absence
23-24
Liability Insurance
18
Name Tags
21
Nondiscrimination
11
Out of Spokane internships
13
Participation
20-21
Professional development for CIs
14
Registration
12
Release of Information
19
Repeat internships
28
Returning to an internship facility
15
Schedule
21-22
Sterile Techniques & Standard Precautions
19
Student contracts
16
Supervision
24-25
Time Off
23
Tuition
12
Professional development
14,23
Purpose
1
Release of information
19
Resources for CIs
37
Schedule
21-22
Site objectives
35,37
Site selection
2,3,4,5,6
Site visits
32,33,36
Sterile techniques and standard precautions
19
Strategies for success
8,9,10
Student supervision
24-25
Student Evaluation
39,40
Student responsibilities
33
Student rights
33
Time Off
23
- 42 -