Clinical Instructor
Handbook
2013 – 2014
Physical Therapist Assistant Program
St. Philip’s College
St. Philip’s College
Physical Therapist Assistant Program
Clinical Instructors Handbook
Table of Contents
Welcome ........................................................................................................................ 2
General Information......................................................................................................... 3
A Philosophy........................................................................................................ 3
B Mission and Goals............................................................................................ 3
C Non-Discrimination Policy ................................................................................ 3
D Accreditation .................................................................................................... 4
Physical Therapist Assistant Curriculum ......................................................................... 4
Course Descriptions ........................................................................................................ 5
Course Sequencing ......................................................................................................... 7
Professionalism in Physical Therapy: Core Values ......................................................... 7
Generic Abilities .............................................................................................................. 8
Essential Abilities ............................................................................................................ 8
Clinical Policies
A Clinical Evaluation .......................................................................................... 10
B Grade Compilation ......................................................................................... 10
C Clinical Attendance ........................................................................................ 10
D Clinical Assignments ...................................................................................... 11
E Clinical Attire .................................................................................................. 11
Safety and Health Information
A Immunizations ................................................................................................ 11
B Criminal Background and Drug Screens ........................................................ 12
C Blood and Body Fluid Exposure ..................................................................... 12
D Clinical Safety & Competent Practice ............................................................ 12
E Incident Report ............................................................................................... 12
F Accident/Health Insurance.............................................................................. 13
G Confidentiality/HIPAA/Laws ........................................................................... 13
Suggestions for Clinical Instructors ............................................................................... 13
A Expectations for a Clinical Instructor .............................................................. 14
B Clinical Education Faculty Development ........................................................ 15
Web Sites of Interest ..................................................................................................... 16
Appendices
Appendix A – Protocol for Sharp Puncture, Blood or Potentially Infectious Body Fluids
Exposure ....................................................................................................................... 18
Appendix B – Student Clinical Incident/Injury Form ...................................................... 19
Appendix C – Patient Survey ........................................................................................ 20
Welcome
Thank you for your interest in the clinical education of our students, your future physical therapist
assistants. You are instrumental in the clinical education process of our students. You will guide
them in taking the academic information they have learned in the classroom and apply it to the “real
world” in your clinic.
The purpose of this handbook is to provide the CCCE and CI with the information and resources
needed to prepare for the clinical experience and assess the facility’s clinical education program.
St. Philip’s College PTA students complete three clinical courses which begin in the summer between
the first and second year of the program. The summer clinical is 160 hours in length over four weeks.
The final rotations are in the spring of year two after all academics have been completed. Rotation
two is 240 hours over six weeks and the last rotation is 280 hours over seven weeks. The students
will receive a variety of experiences in multiple physical therapy settings.
All of the St. Philip’s College Health Sciences students are required to complete immunizations, a
criminal background check, and a drug screen prior to clinical rotations. They have all completed
CPR for the healthcare provider. Each of the students has completed the required course work in
HIPPAA, and has viewed the required Healthcare films that include fire safety, blood borne
pathogens, TB, and HIPPAA.
Please let us know if we can assist you in any way. If you would like a clinical instructor or PTA
MACS information session, or if you have questions please call Mary Hays, ACCE.
Laura Miele, PTA, BSOE, Program Director, Instructor Office: 210.486.2443,
Cell: 210.288.3433
lmiele@alamo.edu
Donna Stetz, PT, MA, Instructor
Office: 210.486.2051
dstetz@alamo.edu
Mary Hays, PTA, BSOE, ACCE/Instructor
Office: 210.486.2051, Cell: 210.325.2880
mhays@alamo.edu
St. Philip's College PTA program web site: http://www.alamo.edu/spc/pta
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GENERAL INFORMATION
Philosophy
The PTA program supports the goals and mission of the Allied Health Department, St. Philip’s
College, and the Alamo Community Colleges. Our purpose is to provide our students with a high
quality attainable education, a curriculum designed to keep pace with the ever changing healthcare
field, and an atmosphere that welcomes diversity of cultures and ideas.
Students are encouraged to develop the skill of self-directed learning as well as an understanding of
their role as part of a healthcare team. Faculty shall promote the practice of physical therapy by
teaching skills consistent with the profession, by modeling and teaching compassionate care and
responsible use of healthcare resources, and by encouraging the highest degree of integrity and
ethical standards.
Mission and Goals
The Physical Therapist Assistant program serves the community by facilitating the preparation of our
students for a career in physical therapy while encouraging personal growth, critical thinking, ethical
behavior and lifelong learning.
The goals of the Physical Therapist Assistant Program are to:
1. equip each student with the tools to achieve his/her goal of graduating from the program and
securing state licensure for practice as a physical therapist assistant in an ethical and
professional manner under the supervision of a physical therapist.
2. prepare each student to operate as a general practitioner capable of critical thinking and
responding to changes in healthcare delivery and increasing technological advances.
3. encourage each student to pursue lifelong learning and regularly engage in service to his/her
community.
4. encourage students to engage in continued professional growth.
5. promote professional collaboration with other healthcare professionals.
6. support the development of graduates as educators and clinicians.
Non-Discrimination
The Alamo Community College District, including its affiliate colleges, does not discriminate on the
basis of race, religion, color, national origin, sex, age, sexual preference, or disability with respect to
access, employment, programs or services.
Inquiries or complaints concerning these matters should be brought to the attention of:
Associate Vice Chancellor of Human Resources
EEO Official/Title IX Coordinator
Human Resources Department
201 W. Sheridan, Bldg A, Suite 119
San Antonio, TX 78204
(210) 485-0200
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Accreditation
St. Philip’s College is approved and accredited by the Texas Higher Education Coordinating Board,
National Accrediting Groups for Allied Health and Nursing Programs, and the Federal Aviation
Administration.
The Physical Therapist Assistant Program at St. Philip’s College was first granted accreditation status
by the Commission on Accreditation in Physical Therapy Education in 1973. It was re-accredited in
1984, 1990, 1998, and most recently in 2009
St. Philip’s College is fully accredited by the Commission on Colleges of the Southern Association of
Colleges and Schools to award degrees in Associate of Arts, Associate of Science, Associate of
Applied Science, and Certificates of Completion. The latest accreditation was awarded in 2006.
PTA Curriculum
Year 1
Semester 1
PTHA 1301
Profession of Physical Therapy
PTHA 1321
Clinical Pathology
PTHA 1431
Physical Agents
BIOL 2401
Human Anatomy & Physiology I
Semester 2
PTHA 1413
Functional Anatomy
PTHA 1405
Basic Patient Care Skills
PTHA 2409
Therapeutic Exercise
BIOL 2402
Human Anatomy & Physiology II
Summer
Semester 3
PTHA 2201
Essentials of Data Collection
PTHA 1360
Clinical I – Physical Therapist Assistant
ENGL 1301
Freshman Composition I
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Year 2
Semester 4
PTHA 2435
Rehabilitation Techniques
PTHA 2431
Management of Neurological Disorders
MATH 1314
College Algebra or higher
HUMA
Three credit hours of Humanities
Semester 5
PTHA 2217
Issues in Health Care
PTHA 2460
Clinical II – Physical Therapist Assistant
PTHA 2461
Clinical III – Physical Therapist Assistant
PSYC 2301
General Psych or Introduction to Psych
COURSE DESCRIPTIONS
BIOL 2401. Human Anatomy and Physiology I.
Basic chemistry, the cell, tissues, the skeletal, muscular and nervous systems, and the senses.
BIOL 2402. Human Anatomy and Physiology II.
Fundamental principles of body systems and their functions. Satisfies the requirements of human
anatomy and physiology for some Paramedical and Allied Health curricula.
ENGL 1301. Freshman Composition I.
Emphasizes training in reading and writing skills. Course requires expository essays based on
provocative and critical readings. A student must earn a passing grade in English 1301 before
enrolling in English 1302.(English 1301 and 1302 cannot be taken concurrently).
Math 1314. College Algebra.
Topics include functions, including algebra of functions, composites, inverses, graphs, Remainder
Theorem, Factor Theorem, Rational Root Theorem, logarithmic and exponential functions; systems of
equations using Cramer=s Rule; matrices and determinants; Binomial Theorem; and arithmetic and
geometric sequences and series with Sigma notation.
PSYC 2301. General Psychology.
A study of the foundations and principles of behavior. The brain, motivation, emotions, learning
theories, sensations, and personality theories will be studied. or Intro to Psychology
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PTHA 1301. The Profession of Physical Therapy.
Introduction to the profession of physical therapy including the historical and current scope of physical
therapy.
PTHA 1321. Clinical Pathophysiology.
Study of the pathogenesis, prognosis, and therapeutic management of diseases/conditions commonly
encountered in physical therapy.
PTHA 1431. Physical Agents
Study of the biophysical principles, assessment, and application of therapeutic physical agents with
specific emphasis on indications, contraindications, medical efficacy, and physiological effects.
PTHA 1413. Functional Anatomy.
Study of human anatomy and its application to the motion of the musculoskeletal system as it relates
to normal activities and dysfunctions. Integration of skills related to the kinesiological assessment of
the human body.
PTHA 1305. Basic Patient Care Skills.
Introduction to the theory and application of basic patient handling, functional skills, assessment
techniques, and measurement techniques.
PTHA 2409. Therapeutic Exercise.
Critical examination of concepts and application of techniques related to therapeutic exercise and
functional training.
PTHA 1360. Clinical I - Physical Therapist Assistant
A method of instruction providing detailed education, training, work-based experience, and directed
patient/client care generally at the clinic site. Specific detailed learning objectives are developed for
each course by the faculty. On-site clinical instruction, supervision, evaluation, and placement is the
responsibility of the College faculty. Course may be repeated if topics and learning outcomes vary.
PTHA 2435. Rehabilitation Techniques.
Advanced course integrating previously learned and new skills into the comprehensive rehabilitation
of selected long-termed pathologies.
PTHA 2431. Management of Neurological Disorders.
Advanced course integrating previously learned and new skills/techniques into the comprehensive
rehabilitation of selected neurological disorders.
PTHA 1317. Issues in Health Care.
Exploration of the organizational patterns, administrative principles, legal and ethical issues,
communications, and job placement skills in physical therapy and health care
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PTHA 2460. Clinical II - Physical Therapist Assistant.
A method of instruction providing detailed education, training, work-based experience, and directed
patient/client care generally at the clinic site. Specific detailed learning objectives are developed for
each course by the faculty. On-site clinical instruction, supervision, evaluation, and placement is the
responsibility of the College faculty. Course may be repeated if topic and learning outcomes vary.
PTHA 2461. Clinical III - Physical Therapist Assistant.
A method of instruction providing detailed education, training, work-based experience, and directed
patient/client care generally at the clinic site. Specific detailed learning objectives are developed for
each course by the faculty. On-site clinical instruction, supervision, evaluation, and placement is the
responsibility of the College faculty. Course may be repeated if topic and learning outcomes vary.
COURSE SEQUENCING
Throughout the curriculum, each PTA program course offered by the Department of Health Sciences
must be taken in sequence. These courses can only be taken during the semester in which they
are officially listed.
PROFESSIONALISM in PHYSICAL THERAPY: CORE VALUES

Accountability is the active acceptance of responsibility for the diverse roles, obligations, and
actions of the physical therapist assistant, including self-regulation and other behaviors that
positively influence patient/client outcomes, the profession, and the health needs of society.

Altruism is the primary regard for or devotion to the interest of patients/clients, thus assuming
the fiduciary responsibility of placing the needs of the patient/client ahead of the physical
therapist assistant’s self interests.

Compassion is the desire to identify with or sense something of another’s experience; a
precursor of caring.

Caring is the concern, empathy, and consideration for the needs and values of others.

Cultural and linguistic competence is a set of congruent behaviors, attitudes, and policies that
come together in a system, agency, or among professionals that enables effective work in
cross-cultural situations.

Duty is the commitment to meeting one’s obligations to provide effective physical therapy
services to individual patients/clients, to serve the profession, and to positively influence the
health of society.

Integrity is steadfast adherence to high ethical principles or professional standards;
truthfulness, fairness, doing what you say you will do, and “speaking forth” about why you do
what you do.

Social Responsibility is the promotion of a mutual trust between the physical therapist
assistant, as a part of the profession, and the larger public that necessitates responding to
societal needs for health and wellness.
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GENERIC ABILITIES
Generic abilities are attributes, characteristics, and behaviors that are not specifically part of the PT
core knowledge but are required for successful practice in the profession. The ten Generic abilities
and definitions developed by UW-Madison are:
1. Commitment to Learning: The ability to self-assess, self-correct, and self-direct; to identify
needs and sources of learning; and to continually seek new knowledge and understanding.
2. Interpersonal Skills: The ability to interact effectively with cultural and ethnic diversity issues.
3. Communication Skills: The ability to communicate effectively (i.e., speaking, body language,
reading, writing, listening) for varied audiences and purposes.
4. Effective Use of Time and Resources: The ability to obtain the maximum benefit from a
minimum investment of time and resources.
5. Use of Constructive Feedback: The ability to identify sources of and seek out feedback and to
effectively use and provide feedback for improving personal interaction.
6. Problem-Solving: The ability to recognize and define problems, analyze data, develop and
implement solutions, and evaluate outcomes.
7. Professionalism: The ability to exhibit appropriate professional conduct and to represent the
profession effectively.
8. Responsibility: The ability to fulfill commitments and to be accountable for actions and
outcomes.
9. Critical Thinking: The ability to question logically; to identify, generate, and evaluate elements
of logical argument; to recognize and differentiate facts, illusions, assumptions, and hidden
assumptions; and to distinguish the relevant from the irrelevant.
10. Stress Management: The ability to identify sources of stress and to develop effective coping
behaviors.
Developed by the Physical Therapy Program, University of Wisconsin-Madison. May, et al. Journal of
Physical Therapy Education. 9:1, Spring 1995.
ESSENTIAL ABILITIES
PHYSICAL THERAPIST ASSISTANT PROGRAM
1. Visual Acuity:
a. Acute enough to read small printed materials such as a health record/computer screen.
b. Acute enough to read small calibrations or symbols such as on a goniometer or modality
equipment normally found in a physical therapy clinic.
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c. Acute enough to obtain visual information including but not limited to movement, posture,
body mechanics, and gait pattern.
2. Hearing Acuity:
a. Acute enough to perceive normal level of voice so as to follow instructions and participate in
conversation.
b. Acute enough to collect sounds produced in the body by use of a stethoscope.
3. Communication:
a. Verbal expression sound enough to express one’s thoughts and distinct enough to
communicate using medical terminology and the terminology of physical medicine.
b. Able to perceive non-verbal communication such as changes in mood, activity, facial
expression, and postures.
c. Able to communicate effectively and sensitively; requires the ability to read and write,
utilizing the English language.
4. Digital Dexterity:
a. Agile enough to operate the various pieces of modality equipment normally found in a
physical therapy clinic.
b. Agile and strong enough to administer a variety of massages and other manual therapies.
5. Physical Ability:
a. Strong and agile enough to lift or assist in lifting persons in excess of 100 pounds on a
frequent basis and to assist persons in:
1) climbing
5) crouching
2) balancing
6) crawling
3) stooping
7) reaching
4) kneeling
b. Fine and gross motor skills necessary for administering CPR (cardio-pulmonary resuscitation)
6. Interpersonal and Behavioral Ability:
a. Able to complete treatment modalities or procedures within time allotted for patient.
b. Able to complete required tasks/functions effectively under stressful conditions.
c. Able to utilize problem solving skills and exercise sound judgment.
d. Able to adapt to changing environments in a mature, sensitive and effective manner.
Reference: “Selected Characteristics of Occupations Defined in the Dictionary of Occupational
Titles”.
CLINICAL POLICIES
A primary objective of clinical assignments is to insure that each student is exposed to a variety of
clinical settings/environments during the course of the three (3) assignments. Different types of
clinical environments include acute hospital settings, private clinics, nursing homes, home health care
agencies, and rehabilitation hospitals.
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Schedule: 2013 – 2014
Affiliation 1:
Summer – 4 weeks, 160 hours; June 24, 2013 – July 19, 2013
Affiliation 2:
Spring – 6 weeks, 240 hours; January 27, 2014 – March 7, 2014
Affiliation 3:
Spring – 7 weeks, 280 hours; March 17, 2014 – May 2, 2014
Students are assigned to clinical sites by the Academic Coordinator of Clinical Education (ACCE) with
input from the student and the clinical coordinator. Students may not change their clinical
assignments, though special situations may be discussed.
The experiences are designed to provide directed learning in an assortment of professional and
clinical settings.
Clinical Evaluation
The clinical instructor (CI) is responsible to assess the student’s progress at the assigned clinical
affiliation with the use of the PTA MACS. The document allows for an objective assessment of the
student’s skills during the clinical rotation. The progress reports (pink forms pg 1-6) in the students
PTA MACS are utilized for a mid-term and final assessment of the student. The mid-term evaluation
is completed by the CI, discussed with the student, and reviewed by the academic coordinator of
clinical education (ACCE) during the mid-term clinic site student visit. A summative progress report
must be completed by the CI at the end of the clinical rotation and the results discussed with the
student. The student will return all completed forms to the ACCE for review and grade computation.
An explanation of the use of the PTA MACS can be found in the goldenrod page of the PTA MACS or
at the following web site:
http://www.alamo.edu/uploadedFiles/St_Philips_College/Library/Files/AlliedHealth-PTAMACSInstruction.pdf
Grade Compilation
The final clinical grade is based on a combination of skill attainment in the PTA MACS, other clinical
assignments such as the journal and journal paper, accurate completion and return of all required
forms, and attendance. Student adherence to policies and procedures and level of professionalism
are also considered during the final grade assessment.
Clinical Attendance
Regular and punctual clinical attendance is required. Absences are permitted only for unavoidable
circumstances, and the ACCE (Mary Hays) must be notified. Days absent must be made up prior to
the end of the affiliation and at the convenience of the Clinical Instructor. Only one make-up
date will be allowed each clinical affiliation. Additional make-up time will be at the discretion of the
ACCE (Mary Hays). Students are not in clinical on St. Philip’s College scheduled holidays.
The student is required to “clock–in & out” on the time sheet provided. The form must be initialed by
the C.I. at the end of each week and signed at the end of the clinical rotation. This form will be
presented for inspection to the ACCE during mid-term evaluation and turned in at the conclusion of
the semester.
The student’s work hours during each affiliation should be approximately 8 hours/day or 40
hours/week, mirroring the schedule of the Clinical Instructor (CI).
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Students that are absent 10% or more of the total clinical hours will be dropped from the course.
Clinical Assignments
The student must have the PTA MACS with them at all times while in clinical. The PTA MACS and
time sheet must be kept updated. The student will write five SOAP notes. The Clinical Instructor is to
co-sign each note. A clinical journal is maintained (at least 2 entries/wk) throughout all three
rotations. A clinical journal paper is to be turned into the ACCE at the completion of rotation # 1. A
clinical case study is to be completed during rotation # 2. Additionally each student is to present an
in-service during the final rotations 2 &/or 3. This is at the discretion of the CI at each of those sites.
Clinical Attire
Docker type slacks – navy or khaki, polo type shirt- solid color with collar (no tee shirts or blue jeans),
closed toed shoes preferably clean white tennis shoes, minimal jewelry – wedding band, stud earrings
(no piercing jewelry other than ears), watch with a second hand, St. Philip’s College picture name tag
must be worn at all times; solid color scrubs may be worn if that is the “uniform” for the facility.
Hair should be neat and clean, worn away from the face. Fingernails should be clean and neatly filed.
The fingernails should not extend beyond the fingertips. No colored nail polish is acceptable. All
tattoos should be covered.
SAFETY and HEALTH INFORMATION
Immunizations
All students accepted into an Allied Health program at St. Philip’s College must present evidence that
the following immunization requirements have been met before the student is allowed to begin
clinical practicum I.
The student must present documentation from a physician or medical clinic of the following
immunizations:
a. One dose of Tetanus and Diphtheria toxoid (Td) within last 10 years.
b. Measles/Mumps/Rubella (MMR) (a total of two doses required).
Measles- Students born on or after Jan 1, 1957 must show acceptable evidence of
vaccination of two doses of measles-containing vaccine administered since Jan 1, 1968, or
acceptable evidence of immunity.
Mumps- Students born on or after Jan 1, 1957 must show acceptable evidence of
vaccination of one dose of mumps vaccine or acceptable evidence immunity.
Rubella- Students must show acceptable evidence of vaccination of one dose of rubella
vaccine or acceptable evidence of immunity.
c. Mantoux test (TB). A PPD skin test must be done within one year prior to clinical
assignment and must be repeated once a year, or more frequently if required by a specific
clinic site. If PPD is positive, student must have a cleared chest X-ray.
d. Hepatitis A- two doses. If vaccine received 10+ years ago, a booster shot or proof of
immune status must be provided.
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e. Hepatitis B series- three doses. If vaccine received 10+ years ago, a booster shot or proof
of immune status must be provided.
f. Varicella- two doses of varicella, unless the first dose was received prior to 13 years of age,
or acceptable evidence of immunity, or letter from physician stating you have had the
disease.
g. Meningitis- a single dose if under the age of 30yrs.
h. Flu – one per season.
Written documentation of the above immunizations is maintained in the student’s file in the office of
the program director.
Cardio Pulmonary Resuscitation (CPR)
All students are required to have current training in CPR for the healthcare provider (2 year card).
Student Criminal Background and Drug Screens
All students are required to have a cleared criminal background check and a cleared drug screen
before attending clinical rotations. These records are maintained in the student’s file in the office of
the program director.
Blood and Body Fluid Exposure
The students of St. Philip’s College Physical Therapist Assistant Program have been given in the
curriculum, information regarding known risks for various diseases and have been provided skills to
implement precautions appropriate to these risks. It is the responsibility of the student to implement
standard precautions in the care of all assigned patients. See appendix A – Protocol for Sharp
Puncture, Blood or Potentially Infectious Body Fluids Exposure
Clinic Safety and Competent Practice
All students have been introduced to the basic incidents and emergencies that can occur in a hospital
or clinical setting, including infection control, codes and fire safety.
All students have been instructed in the following skills: taking vital signs, wheelchair use and
maintenance, transfer training, gait training, aseptic technique, wound care, extremity wrapping,
physical agents and manual modalities.
These skills are evaluated by faculty through skills tests or check-offs. Students must pass all
practical exams with a grade of 77% or higher. If the student performs the critical safety elements
incorrectly during the skill application the instructor will discontinue the treatment and the student will
fail that skill. He/She must be re-tested on that skill until a passing grade is achieved. All skills on
the check-off list must be successfully completed to pass the course.
It is the student’s responsibility to maintain a safe environment for patient/client treatment.
Incident Report
An incident is anything happening to a patient, an employee, a visitor or the student that is out of the
ordinary, inconsistent with the facility’s usual routine or treatment procedure, or an accident or
situation that could cause an accident.
In the event of an incident, the student should follow the protocol of the clinical facility, which may
include filing an incident report at the facility. In addition, the student must complete the St. Philip’s
College Allied Health Department Student Clinical Incident/Injury Form. See appendix B
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The student must make every attempt to complete the written report within 24 hours of the incident, if
at all possible, to ensure proper care and follow-up.
Accident/Health Insurance
All students are required to have health care insurance. Any health care costs incurred while the
student is enrolled in the college is the responsibility of the student. Student health insurance is
available in the College Health Center located in the Sutton Learning Center on campus. When all
students register for courses at SPC, they automatically purchase Plan I: Compulsory Student Injury
Insurance Plan. Before enrolling in a clinical course, all allied health students must either purchase
Plan II: Student Sickness and Dependent Injury Insurance Plan, or produce evidence of an outside
insurance policy that covers sickness and injury.
Confidentiality/HIPAA/Laws
The Family Educational Rights and Privacy Act (FERPA) affords all students certain rights with
respect to their educational records. The college and program abide by this law and will not disclose
any information about the student or his/her academic performance with any other person unless
written permission is given by the student. Further information about this policy can be found in the
St. Philip’s College Student Policy Manual.
The PTA student is also expected to follow confidentiality in providing patient care at any healthcare
facility assigned by the Clinical Instructor as part of a designated course of study. The student may
not access, use, disclose or reproduce any confidential patient information other than for the strict
purposes outlined in the student’s clinical duties. The student agrees to this policy by signing the
Confidentiality Agreement which is located in the student’s file in the PTA program directors office.
All students are instructed in the role of the PTA according to the Texas Practice Act and Rules;
appropriate guidelines for supervision of the PTA and PT Aide in the different clinical settings;
American Physical Therapy Association Standards of Ethical Conduct for the Physical Therapist
Assistant.
SUGGESTIONS FOR CLINICAL INSTRUCTORS
1. Familiarize yourself with the PTA MACS skills, objectives, and the grading criteria early on.
2. Provide an orientation to your facility. Treat the student as you would a new employee and let
them know what to expect from day one, what you expect from them and what they can expect
from you. Times to meet go to lunch, and how long they are expected to stay at your clinic
each day.
3. Meet with the student within the first day or so to go over the skills that they have completed in
the PTA MACS, and the skills that they can work on with expectation to be checked off as
entry level at this clinical rotation site. Set goals and discuss any specific past problem areas
noted in the MACS (e.g. NI’s, U’s).
4. Help the student by selecting patients that can help them meet the goals previously set.
Update the goals as the student meets them and schedule other patients that may help them
address the new goals.
5.
Allow the student to review all completed patient evaluations and charts before treatment.
Follow up by asking them questions concerning the proposed treatment plan and goals,
indications, contraindications and precautions in regards to the upcoming patient treatment.
6. A skill performed by the student should be observed several times before a “” is given. The
use of “pretend patients” (e.g., other staff members) can be used to practice skills when
appropriate patients are not available. However, skills should be considered as entry level
only if they are performed and evaluated on actual patients.
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7. Please remember that students are not employees and should be supervised as such and not
“let loose” to treat the patients. Some will require more supervision and feedback than others
but all should receive encouragement as well as guidance for improvement.
8. The student and the CI should meet on a regular basis. Choose a time of day that works the
best for you to have one on one time. This may not work daily but weekly for some CI’s. That
is fine just so the student has access to you for questions that may arise. It is best if the CI
has a lighter work load so that they can spend more time with the student. The clinical
instructor must provide a formal evaluation at mid-term and at the end of the affiliation. They
should be discussed with the student at that time. These forms are in the PTA MACS, pages
1-6 (pink evaluation forms).
9. Please have only one person rating the student in the PTA MACS. Inconsistencies and
confusion sometimes arise when multiple clinical instructors rate the same skill. It is
appropriate for more than one person to supervise and instruct the student but make it clear to
the student who will be rating them in the skills to be completed in the PTA MACS.
10. If a student rates a “NI” in a specific area let them know as soon as possible so that they can
have time to correct the deficit seen. Discuss this with the student and guide them to make a
plan to be able to pass the skill as entry level, if possible. This may involve more practice,
more study/research, or possibly counseling from the ACCE (Mary Hays).
11. The students should be allowed to work with the patients. Once the CI feels that the student
can safely work with patients they should be allowed to do so. If the CI feels that the student
cannot safely treat patients after remediation the ACCE should be contacted for further
direction or removal of the student from the site.
12. If any student related problem arises that cannot be easily resolved please contact the ACCE
for assistance.
13. After completion of the evaluation forms the CI may keep a copy but all forms must be
returned to the ACCE, usually by giving them to the student to hand carry. These forms are
used for grading and are kept in the student’s file.
Expectations for a Clinical Instructor
 Have at least one year of clinical experience as a licensed physical therapist or physical
therapist assistant.
 Demonstrate a desire to work with students
 Plan a student orientation of the facility
 Provide the student with the facility policy and procedure information for review
 Adhere to legal and ethical practice standards
 Work with the student to develop goals and objectives
 Plan a variety of learning experiences for the student
 Provide formal and informal feedback to the student
 Guide and modify the student learning experiences based on the students performance
 Become familiar with the PTA MACS
 Promote the student to evaluate their own clinical experience
St. Philip’s College – PTA Program
Clinical Instructors Handbook
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 Note areas that need improvement early
 Discuss problem areas with the CCCE and ACCE
 Complete the mid-term and final progress reports in the PTA MACS, discuss the completed
mid-term report with the ACCE at the mid-term clinical visit
 Pursue knowledge and skills in clinical teaching (see links below)
 Assess your ability as a CI and identify areas for further development (see APTA link below)
Clinical Education Faculty Development
The following are ways in which the CI can further develop his/her skills in clinical instruction:

Understand the use of the PTA MACS by one on one instruction with the ACCE (just call or
email ACCE), attend regularly scheduled CEU courses offered by St. Philip’s College PTA
faculty, or complete the Texas Consortium of Physical Therapy Clinical Education CI CEU
course.
An explanation of the use of the PTA MACS can be found in the goldenrod pages of the PTA
MACS or at the following web site:
http://www.alamo.edu/uploadedFiles/St_Philips_College/Library/Files/AlliedHealth-PTAMACSInstruction.pdf

Orient yourself to this Clinical Instructor Manual

Attend regularly scheduled CEU courses at St. Philip’s College, ask the ACCE about the
upcoming course. Topics of the courses presented are ones that have been suggested by
previous CI’s, such as Ethics, PTA MACS instruction and Professional behaviors.

Better understand teaching and learning, communication and feedback and the Use of the PT
and PTA MACS by completing the Texas Consortium for Physical Therapy Clinical Education
CI courses. (See link below)

Become a Credentialed Clinical Instructor through the APTA; course content and schedules
can be found at their web site below.

Review the APTA document Guidelines and Self-Assessments for Clinical Education at the
web site below.
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Clinical Instructors Handbook
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SITES of INTEREST for CLINICAL EDUCATION
An explanation of the use of the PTA MACS can be found in the goldenrod page of the PTA MACS or
at the following web site :
http://www.alamo.edu/uploadedFiles/St_Philips_College/Library/Files/AlliedHealth-PTAMACSInstruction.pdf
St. Philip’s College PTA Program: http://www.alamo.edu/spc/pta
The Texas Physical Therapy Association: www.tpta.org
APTA clinical instructor area, Guidelines and Self-Assessments for Clinical Education, access to clinic
site information form (CSIF), credentialing courses, etc.: http://www.apta.org/Educators/Clinical
The Texas Consortium for Physical Therapy Clinical Education, Incorporated conducts a two part CI
certification course. The Basic CI Certification course is online and can be accessed at the link below
for $40. When the basic course is successfully completed the CI will earn .4 CEUs.
http://texasconsortium.org/ci_cert.htm
Medicare guidelines for student supervision:
http://www.apta.org/Payment/Medicare/Supervision
St. Philip’s College – PTA Program
Clinical Instructors Handbook
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Appendices
Appendix A Protocol for Sharp Puncture, Blood or Potentially Infectious Body Fluids Exposure
Appendix B Student Clinical Incident/Injury Form - St. Philip’s College Allied Health Department
Appendix C Patient Survey
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Appendix A
St. Philip’s College
Health Sciences Department
Protocol for Sharp Puncture, Blood or Potentially Infectious Body Fluids Exposure
It is the policy of St. Philip’s College Allied Health Department that all students who sustain a sharp
(needle stick, glass, blade, etc) or other exposure to blood or bodily fluids while engaged in a college
sponsored educational program should receive prompt medical attention, including counseling,
prophylactic drug treatment, and baseline and follow up laboratory values, as necessary. In
accordance with this policy, the following procedures must be followed by students who have been
exposed to blood / body fluids.
Please keep in mind that drug prophylaxis is time sensitive (2 – 24 hours), and therefore the student
must immediately seek help from the appropriate supervising personnel.
Immediately after exposure first aid steps should be taken.
1. Squeeze out blood from puncture wound if applicable.
2. Clean wound with soap and water.
3. Flush mucous membranes with water or saline.
It is recommended that appropriate medical follow-up be obtained. Some medical facilities will treat,
provide accident form, and pay for treatment. If not, students who incurred a sharp puncture or
exposure will go to the nearest emergency room for the appropriate consultation and testing. These
services will be covered by the Academic Health Care Plan provided through Alamo Colleges.
Students should obtain an insurance card at the beginning of each semester. The card is effective for
one school year as long as the student is enrolled. They should be instructed to carry the card with
them at all times while participating in college sponsored educational programs.
Testing of the source patient’s blood will be done according to the facility’s policy. The student is NOT
to ask the source patient for permission for blood testing.
The student will be counseled and advised regarding post-exposure prophylaxis, if necessary.
Baseline blood tests will be administered on the student. Retesting occurs at 6 weeks, 3 months, and
6 months after exposure. All procedures, testing, and results will remain confidential.
The clinical instructor should be notified as soon as possible after the incident. The instructor will
initiate an incident / injury report and evaluate the circumstances of the incident. If the student
declines medical treatment, this should be documented and signed by that individual.
Academic Health Care Plan claim forms may be obtained by contacting the campus nurse, or the
website at www.ahpcare.com\alamo . For assistance in filing a claim form, please contact the campus
nurse.
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Appendix B
STUDENT CLINICAL INCIDENT / INJURY FORM
ST. PHILIP’S COLLEGE - ALLIED HEALTH DEPARTMENT
DATE OF INCIDENT: _________________ TIME OF INCIDENT: _______________
CLINICAL SITE WHERE INCIDENT OCCURRED: ___________________________
STUDENT NAME: ______________________________________________________
INSTRUCTOR NAME: ___________________________________________________
STUDENT CONTACT INFORMATION: STREET: ____________________________
CITY, STATE, ZIP: __________________________________PHONE: ____________
DESCRIBE WHAT HAPPENED AND NATURE OF ANY INJURY:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
PLEASE INITIAL ONLY ONE OF THE FOLLOWING:
TESTING / TREATMENT WAS DECLINED: __________
TESTING / TREATMENT WAS SOUGHT: ___________
FOLLOW UP DATES:
6 WEEKS ____________
3 MONTHS __________
6 MONTHS __________
Student Signature: _____________________________ Date: ____________________
Instructor Signature: ____________________________ Date: ____________________
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Appendix C
St. Philip’s College
Patient Survey of the Student Physical Therapist Assistant
Please answer the following questions about the student physical therapist
assistant who has worked with you. Circle the number that applies most
closely to how you feel about the student. This survey is confidential.
When the physical therapist assistant student treated you:
1. The student was polite and courteous?
Comments?
Agree
5
4
Disagree
3
2
1
_________________
2. The student seemed to know what he/she was doing?
Agree
5
4
Disagree
3
2
1
_________________
3. The student seemed caring and compassionate?
Agree
5
4
After filling this out:
Disagree
3
2
1
_________________
1. Put survey in the envelope provided
2. Seal the envelope
3. Give to the student to return it to school
Questions? Call Mary Hays, St. Philip’s College PTA Program, and 210 - 4862459
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