63 courses with the subject PHT, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
PHT 201Introduction to Physical Therapy Lec. 2./Credit 2
Exposure to various roles of the physical therapist through experiential and theoretical learning modules; issues and trends of physical therapy in the healthcare delivery system; basic skills and procedures which form the foundation of the physical therapy educational program. Prerequisite: Permis- sion of the department chairperson. This course is open to undergraduates only. PHT ( Physical Therapy – Graduate Only)
In this course, the student will learn the basic techniques of dissection and the components of the musculoskeletal system. Emphasis will be placed on the musculoskeletal system and corresponding nerves with review of the cardiovascular, pulmonary and integumentary systems. Students will learn surface anatomy and palpation techniques as part of the Anatomy Laboratory.
In this course the student will learn the basic concepts of biomechanics. The course will cover how to describe motion and how to analyze human motion. Emphasis will be put on the description of the design and function of joints and muscles and pathokinesiology of movements. Principles of mechanics will be applied to human movement. Discussion of the impact of injuries on movement patterns will be based on direct observation or videotape of children, adults and older individuals. Prerequisites: College Physics, Human Anatomy.
This course covers musculoskeletal assessment to include strength testing, joint motion, posture, sensation and girth. The student is introduced to background information on the basic principles of test standardization to enable him/her to perform a physical therapy assessment using critical and analytical observational skills, goniometric measurements, manual muscle measurements, girth measurement, and sensory testing. Prerequisites: Human Anatomy, Intro. to Statistics.
This course examines the physiological responses and adaptations to exercise within the cardiovascular, pulmonary, and musculoskeletal systems. Emphasis is placed on understanding how exercise influences the devel- opment of muscular strength, power, muscular endurance, and cardiore- spiratory endurance in both healthy individuals and those with physical impairments across the lifespan. Students will explore principles of exercise testing, prescription, and progression, including the application of appro- priate assessment tools and outcome measures to inform intervention planning. The course emphasizes the use of clinical reasoning and evidence- informed practice to support safe and effective exercise programming aimed at improving functional capacity, physical performance, and overall health
This two-part course provides students with an introduction to movement science across the lifespan. The first component emphasizes foundational theoretical concepts and principles of motor development, motor control, and motor learning that support the understanding of human movement. These concepts provide the basis for analyzing normal movement patterns and the factors that influence motor performance. The second component focuses on the application of contemporary motor control and motor learning principles to individuals with movement dysfunction. Students will examine how impair- ments and functional limitations affect movement and will explore strate- gies to facilitate motor skill acquisition and motor relearning. Throughout the course, students will apply principles of movement science to support clinical reasoning and the development of effective physical therapy interven- tions aimed at improving movement performance and functional outcomes.
This course reviews the basic processes of biological and psychological and social development of humans. This course emphasizes the development of human behaviors from infancy to old age. The course will be in a discussion format where specific materials are related to human growth and develop- ment. Prerequisite: Introduction to Psychology.
PHT 609PT Seminar I: The Profession Lec. 1./Credit 1
This course is the first in a series of three courses focusing on ori- enting students to the philosophy and conceptual framework of the DPT curriculum. The principles of professional behavior in their role as students and future health care practitioners are emphasized as students learn the conceptual framework of the patient/ client management model using the Guide to Physical Therapy Practice. 368 Course Descriptions – Main Campus
Lec. 3./Lab 3./Credit 4. Introduction to evaluation principles and treatment procedures geared toward chronic illness, and simple musculoskeletal dys- functions. The evaluations of sensation, muscle function, joint motion, posture, girth, and blood flow are important components of a comprehensive PT evaluation. The purpose of this course is to enable the student to master background information and the skills necessary to perform gross screening tests, posture evaluation, evaluations of arterial and nervous disorders, girth measurements, joint motions, using goniometric measurement and manual tech- niques, manual muscle testing, and sensory testing. Student will learn to ascertain information from a patient record, identify and record patient problem and evolve general treatment goals. The student is introduced to concepts in tests standardization, com- munication skills, teaching, patient management, including basic patient handling techniques, with in-depth coverage of the physi- cal and physiological basis for the application of physical agents.
Lec. 3./Lab 3./Credit 4. This course is an introduction to basic physical therapy examina- tion, patient management and mastery of basic intervention skills in common chronic or acute conditions involving the musculoskele- tal system. This course will emphasize the process of chart review, observation of movement patterns, basic elements required to make a diagnosis. In this course students will also be taught the interpre- tation of basic data about range of motion, muscle strength, age considerations, socioeconomic status, and cultural environment to plan physical therapy interventions. The student is introduced to the disablement model as the basis for clinical decision-making. Intervention skills will also include training and teaching patient/ client in the use of assistive devices, exercise equipment, transfers and application of moist heat and cold modalities. Prerequisites: courses curriculum sequence.
This Pathology Course is designed for the physical therapy student to meet the challenge of understanding the basic concepts of dis- ease processes in the human body. The knowledge of disease pro- cesses will be helpful in the differential diagnosis process and the development of a treatment plan that include realistic goals and is consistent with prognosis of the disease. The course is divided into two parts. Part I is General Pathology, which deals with the basic principles and characteristics of disease processes that may involve any tissue or organ of the body and underlie all diseases. Part II is Systemic Pathology, which deals with the pathophysi- ologic processes that affect specific tissues and organ systems of the body. A clinical pathological approach i.e. ability to understand, interpret and correlate patients clinical signs and symptoms with the underlying pathophysiologic process will be emphasized. Hampton University 2018-2020
Introduction to neural systems and basic neuroanatomy/neurophysiology including cranial and peripheral nerves; brainstem, midbrain, and cortical anatomy; vascular brain anatomy; cellular neurophysiology, basic neuro- muscular physiology; spinal reflexes; basic control systems applied to neural systems including segmental, motor control, oculomotor and postural control system; an introduction to neuroimaging and neural plasticity. One hour every week will be devoted to discussion of issues with clinical relevance in Physical Therapy. Prerequisites: Human Anatomy, Human Physiology.
This is the first of four courses designed for students to develop problem solving and critical thinking skills while working in small groups with student centered learning. In this first course students will be given simple cases involving real patients or simulated cases with a discrete musculoskeletal problem (joint limitation and pain) as a result of a common disease process or injury in young adults, and the mature adult of various socioeconomic and cultural background. Students are encouraged to work collaboratively to identify and practice the steps of clinical decision making accord- ing to the patient/client management model. For each case the stu- dent is expected to identify the pathology, the impairments result- ing from the pathology, the related functional limitations and the resulting disability, before establishing functional goals and a plan for intervention. A formal oral and written presentation of the case will be expected at the end of the course for each group. In this course students are also introduced to reflective evaluation using self-assessment and peer assessment after each group meeting and after the formal oral presentation.
This course uses a regional approach to study the organization of the adult human nervous system. The topics covered include: peripheral nervous system (spinal and cranial nerves), spinal cord (segmental sensory and motor innervation), brainstem and cerebrum. In addi- tion, the vestibular system and visual system will be covered with an emphasis on pathways related to posture and balance and the limbic system and mechanisms of learning and memory will also be discussed. The course will finish with an important topic for reha- bilitation sciences, neuronal plasticity. Case studies will be used throughout the course to emphasize clinical application of material. cal Therapy courses in the curriculum sequence. Hampton University 2018-2020
Successful completion of all previously required Physi-
PHT 617Physical Agents Lec. 2./Lab 3./Credit 3
This course provides students the opportunity to develop clinical skills in assessment and intervention using manual therapy, electrotherapeutic procedures, and wound healing techniques. This course will emphasize the use of heat, cryotherapy, massage, ultrasound, and other therapeutic modali- ties in the intervention of patients with neuro-musculoskeletal and integu- mentary impairments. This course is based on a problem-solving approach for the selection and application of appropriate intervention strategies to manage pain, edema, motion limitation, muscle weakness, and tissue/wound healing. Intervention strategies and techniques including prevention of skin breakdown, dermal wound healing, and burn care will also be addressed. Clinical decision-making practice will be implemented throughout the course - to design appropriate plan of care and modification of the intervention based on the ongoing assessment of physiological and physical response to the intervention. All content areas of this course are emphasized on having students synthesize the information presented for application to current clinical practice and research. Prerequisites: courses in curriculum sequence.
This course is designed for the student to learn the basic language, logic, principles, concepts, and procedures of research including a review of statistics as they apply to quantitative and qualita- tive research. It also introduces the framework and terminology of evidence-based practice (EBP), which is built on the application of research into decision-making, for patient/client management in physical therapy. This course includes the processes of developing a clinical question, locating and accessing sources of evidence to answer that question, and the beginnings of abstracting the evi- dence for practice. Prerequisites: courses in curriculum sequence.
This course is designed to acquaint each student with the gen- eral principles of Pharmacology. Pharmacology is the Science that deals with the mechanism of action, utilization and adverse effects. Using this description, the classification of various thera- peutic agents will be analyzed. Furthermore, the course will focus on concepts, principles and applications of pharmacotherapeutics used by the physical therapist in the management of physical dis- abilities, movement dysfunction and pain resulting from injury, dis- ease, disability or other acute or chronic health related conditions.
The first clinical education experience will have supervised groups of students assisting in an exercise class in elder care centers, pool class, in gross motor groups with children, or doing postural screenings. Emphasis is on the development of communication skills, team work ability, observation skills, writing and teaching exercise programs. This clinical experience will be three (3) times a week for ten (10) weeks. Prerequisite: PHT 600, 610, 616, 620.
This the second course required in the continuum of integration of all course materials covered in previous semesters and in the current semester using a clinical problem solving format. Cases presented in this course emphasize the examination, diagnosis, prognosis and intervention for real or simulated patients with neuromuscular disorders and underlying musculoskeletal dysfunction. Cases in this course will emphasize examination procedures, diagnostic process, intervention and outcome for neuromuscular dysfunc- tion across the lifespan. In this course psychosocial adjustment to disability for the patient and the family/caregiver and financial ramifications of the disability are explored. Students are asked to analyze and synthesize the data collected from the examination to formulate a diagnosis using the Practice Patterns from the Guide to Physical Therapy Practice. Students are expected to use evidence available in the literature to support their intervention and evaluate outcomes. The product at the end of the course is a formal oral and written presentation of cases assigned involving demonstration of treatment interventions using videotapes. Students are also expected to conduct self- assessment and peer assessment after each group meeting and after the formal oral presentation.
Lec. 1./Credit 1. This course has a major emphasis on the analysis of the physical therapist relationship with patients/clients, family and community Investigation through specific readings in the psychology of dis- ability and the socio economic and cultural impacts on optimizing function for individuals with disability. Prerequisites: courses in curriculum sequence.
In this course students will learn to apply their knowledge of kine- siology, pathology and client management model to the care of individuals requiring prosthetic and orthotic devices. This course will also emphasize preventive foot care, pre and post surgical physical therapy interventions and functional rehabilitation of individuals with congenital, traumatic and circulatory conditions requiring prosthetic or orthotic devices. Prerequisites: courses in curriculum sequence. 370 Course Descriptions – Main Campus
This first clinical education experience occurs in the curriculum after students have completed their coursework in examination and intervention for the - adult patient with orthopedic and neurologic dysfunction. During this clinical experience, the students are expected to develop an appreciation for the scope of the role of the physical therapist and how physical therapy interventions fit into the patient-centered model of health care delivery. Under the guidance of a clinical instructor, students will begin to apply the examination, evaluation, diagnosis, prognosis, and intervention skills learned this far in the curriculum with direct patient application. Over the clinical experience, students should become competent with chart review, patient interview, selection, adminis- tration, and interpretation of tests and measures, and in the analysis of test findings to establish a physical therapy diagnosis. It is expected that students at this level will need guidance in establishing prognosis and length of stay for the patients they treat, and integrate information to develop cost-effec- tive and realistic plans of care. Students will develop their communication and group work skills when interacting with patients, caregivers, precep- tors, and other members of the team working with the patient. Students will begin to develop competence in documenting the results of their examina- tion, evaluation and diagnosis, establish therapy goals and plans of care, as well as patient progress in meeting established functional outcomes. Finally, students will begin to evaluate their performance and seek out resources to minimize deficiencies in identified areas. Prerequisites: courses in curriculum sequence.
Musculoskeletal Disorders Lec. 3./Lab 3./Credit 4. Evaluation and treatment of patients with musculoskeletal dysfunction is the primary focus of this course. Emphasis is put on a regional approach to the assessment and treatment of patients with dysfunction throughout the lifespan. Instruction will include the treatment of acute problems occurring in the joints, the extremities and the spine and treatment alternatives and rationales for musculoskeletal injuries including orthotics and splints. Prereq- uisite: PHT 600, 604, 612, 616.
Lec. 2./Lab 4./Credit 4. The educational vision for this course is to develop reflective autonomous physical therapists qualified to maximize functioning and minimize disability in persons with Central Nervous System (CNS) Health Conditions. Teaching and learning strategies imple- mented facilitate the development of student professional affec- tive, cognitive and psychomotor behaviors required for physical therapist practice. The course is sectioned into two units of study:. 1. Healthcare Management of Persons with Brain Conditions; and,. 2. Healthcare Management of Persons with Spinal Cord Condi- tions. Prerequisites: courses in curriculum sequence. Hampton University 2018-2020
Lec. 3./Lab 3./Credit 4. This course builds on the information provided in anatomy, neu- roscience, basics skills in physical therapy practice and exercise physiology. It provides expanded exposure to the normal physiol- ogy of the cardiac, vascular and pulmonary system. Pathophysi- ology of specific cardiac and pulmonary conditions are explored as they relate to the functional performance, compensation for disease processes and implications for physical therapy patient/ client management over the life span. This course will also provide the students with the knowledge of decision-making strategies for contemporary clinical practice for patients/clients with multiple medical diagnoses. Prerequisites: courses in curriculum sequence.
In this third course in the continuum of integration to develop and achieve competency in clinical problem solving, small groups of students are given real or simulated cases with non-critical mul- tisystem disorders. In this course the emphasis is on formulating a diagnosis based on the data collected , adjust and or create interventions based on clinical decision making algorithms, use outcome assessment. Intervention strategies are expected to be supported by evidence gathered from the literature. Prerequisites: courses in curriculum sequence.
This course is the second full time clinical education experience occurs in the curriculum after students have completed additional coursework in examination and intervention for the adult patient with orthopedic and cardiopulmonary dysfunction. During this clinical experience, students are expected to show competence in review of the medical record; interview of the patient and his family; selection, implementation, and interpretation of tests and measurements; and in establishing a diagnosis. Students should be independent in establishing goals and physical therapy plan of care and in evaluating its effectiveness. Students should be able to document the results of the examination, evaluation, and diag- nosis; therapy goals and intervention plans; and the patients’ prog- ress toward established outcomes. Students should demonstrate the communication skills needed to be effective in interacting with the patient and his family, team members, and the clinical instruc- tor. In addition, students should be active in self-evaluation and in seeking out resources to meet identified deficiencies. Students are expected to justify his/her clinical decision-making. Students should be able to describe the health care delivery model in the facility and begin to analyze the implications of this model on clini- cal decisions about the length of stay, interventions, patient educa- tion, referral to community resources, and/or to other practitioners. Hampton University 2018-2020
This course provides students a forum to discuss Practice issues and trends in Physical Therapy. Legal and ethical practice will be discussed in relation to ethical theory, practice regulations. Students will have an opportunity to explore problem analysis and clinical decision –making within an ethical framework. The impact of ethics and public policy on health care practice in general will be discussed. Prerequisites: courses in curriculum sequence.
Lec. 1.5./Lab 1.5./Credit 3. The course is designed for learning and teaching entry-level physi- cal therapy students the healthcare Process of Problem Solving for Individuals with Neuromusculoskeletal Disorders. The World Health Organization (WHO) concepts of Health, Functioning and Disability (ICIDH-2)1, together with the APTA Guide to Physical Therapist Practice 2 are used to structure Learning into four (four) study units: UNIT I: Principles of Healthcare for Individuals with Neuromusculoskeletal Disorders UNIT II. Individuals with Head, Neck, Spine & Pelvis Disorders. Prerequisites: courses in curricu- lum sequence.
Lec. 3./Lab 3./Credit 5. This course emphasizes the evaluation, testing and treatment pro- cedures for common conditions affecting the pediatric population. Consideration of context, social environment and treatment envi- ronment will be discussed. Interdisciplinary treatment approaches for the pediatric patient will be discussed. Lab experiences will include practice on partners as well as demonstration and hands on experience with pediatric patient. In this course students will be expected to use published literature extensively for class discus- sion. Prerequisite: PHT 610, 616, 632.
This course is designed to prepare students to acquire safe, effective, and evidence-based pediatric physical therapy management skills for children with neuro-musculoskeletal, cardiopulmonary, and other pediatric physical therapy related impairments. This course utilizes the National Center for Medical Rehabilitation Research (NCMRR) model and the Guide to Physical Therapist Practice that include evaluation, differential diagnosis, treatment goals and plan, intervention strategies, and documentation of prognosis, progress, and functional outcome measures. This course emphasizes inter- action with clients’ family and multidisciplinary team members at various settings such as homes, schools, clinics, community centers, and hospitals to maximize the functional carry-over of the intervention. Prerequisites: courses in curriculum sequence.
This course is designed to guide students in developing and implementing community health programs that address the social determinants on health within the physical therapy profession. Students will focus on health promo- tion, wellness, and disease prevention to alleviate health care disparities.
The second clinical affiliation experience allows the student to demonstrate patient evaluation and treatment skills in the areas of orthopedics and neurology in the hospital, skilled nursing facility, outpatient clinic, or rehabili- tation center. Emphasis is on the development of critical thinking, communi- cation skills, and documentation. Placement for these clinical experiences will primarily be local, however, some out of the area placements may be neces- sary. This clinical experience starts with one week of classroom sessions on campus with the ACCE followed by a full time rotation of 4 weeks in physical therapy facilities. Prerequisite: PHY 622, 630, 632.
Lec. 2./Lab 3./Credit 3 The course is designed for learning and teaching entry-level physi- cal therapy students the healthcare Process of Problem Solving for Individuals with Neuro-musculoskeletal Disorders. The World Health Organization (WHO) concepts of Health, Functioning and Disability (ICIDH-2), together with the APTA Guide to Physical Therapist Practice are used to structure Learning into four (four) study units: UNIT I. Individuals with Lower Quarter Disorders. UNIT II. Individuals with Upper Quarter Disorders. Prerequisites: courses curriculum sequence.
This course is designed to refine assessment and therapeutic skills in specific PT specialties, cardiopulmonary, orthopedics, aquatics, pediatrics, burns, neurology and geriatrics. This course will consist of a series of lectures/demonstrations by clinical experts.
Lec. 1.5./Lab 1.5./Credit 3. The educational vision for this course is to develop reflective autonomous physical therapists qualified to maximize functioning and minimize disability in persons with Peripheral Nervous Sys- tem (PNS) and Neuro-Muscular Health Conditions. Teaching and learning strategies implemented facilitate the development of stu- dent professional affective, cognitive and psychomotor behaviors required for physical therapist practice. The course is sectioned into two units of study: 1. Healthcare Management of Persons with Peripheral Nervous System Conditions; and, 2. Healthcare Man- agement of Persons with Neuro-Muscular Conditions.
and Management Lec. 3./Credit 3. This course will provide students opportunities to develop managerial and supervisory skills in any healthcare setting where PT is provided. The health care system in the United states will be covered. The student will be exposed to topics as financial management, facility planning, writing business proposals, effective communication, human resources, leadership styles, delegation, time management, crisis management, risk management and legal consid- erations, consultation services, entrepreneurship, and management informa- tion systems. Business principles will be presented as they relate to ability to generate a budget, adhere to regulations and interactions with other profes- sionals as team members or as administrators. Prerequisites PHT 622.
This course will introduce students to ethical and bioethical issues that confront health care professionals and practitioners within the practice setting. The course will introduce students to various ethi- cal theories. The course will teach students to identify and analyze ethical problems. It will also familiarize students with ethical and legal considerations, patient-provider relationships and the con- cepts of moral judgement.
PHT 655Physical Therapy Research II Lec. 2./Credit 2
The purpose of this course is to apply the broad concepts of research methods and design in the framework of evidence-based practice to specific clinical problems. The student will find, organize, critically analyze, and document evidence found in physical therapy and related literature related to diagnosis, prognosis, intervention and outcome for patient/client management. Students will identify an EBP project to be completed in PHT 673 Research III and PHT 668 Research IV.
Lec. 3./Lab 3./Credit 4. Assessment and treatment strategies are presented for patients with neuromuscular, cardiopulmonary, musculoskeletal, immune dysfunction in the intensive care and acute period of recovery. Strategies for treatment and prognosis are explored using case studies, which include multiple systems disorders. Patient man- agement issues are expanded to include orthotic prescription, adaptive equipment including wheelchair prescription and adap- tive seating and modifications of architectural barriers.
This course is designed to examine issues regarding PT practice. Students will integrate knowledge obtained in the classroom, the clinic and from the literature and current events to enhance their understanding of the current and future direction of the profession. Hampton University 2018-2020
This is the final course in a series of courses designed to enhance problem– solving, critical thinking skills in the examination, diagnosis, prognosis, intervention and outcome assessment of simulated cases with critical and non-critical multi-system involvement. The emphasis of this course will be the incorporation of students’ knowledge and skills acquired in the class- room and in the clinic to be competent practitioners. Students are expected to use relevant research to guide clinical decisions and interventions. It is also expected that students are competent in addressing simple and complex problems throughout the lifespan. Competency in communication and collaboration with other health professionals in the evaluation of treatment outcomes, psychosocial and cultural aspects of health care are also expected. At the end of this course students should demonstrate good clinical judgment in the current healthcare environment, and incorporate in the problem-solving exercise all the elements of good physical care practice.
This course offers an interdisciplinary experience by allowing physical therapy students and nursing students to make dual visits to public health patients. Supervision will be provided by physical therapy and nursing faculty. Students will also be assigned to a home health physical therapist to evaluate and follow 3 patients. Students will have the opportunity to demonstrate ability in differential diagnosis, critical thinking, health care system knowl- edge, adaptation of physical therapy programs to the patient’s environment, home evaluations, treatment planning and documentation, and advanced communication skills with professionals, families, and clients. Prerequisite: PHT 644, 648.
This is the third of four full-time clinical experiences. This clinical experience occurs after students have completed all coursework on examination, and interventions for the patient with orthopedic, neuromuscular, and cardiopulmonary dysfunction across the lifes- pan. In addition, students have completed administration and man- agement, professional and ethical and legal issues and research. During this clinical experience, students are expected to show competence and independence in the comprehensive management of the adult patient with a simple musculoskeletal or neurological diagnosis and show competence with occassional guidance from the clinical instructor in the management of patients with com- plex multi-system diagnoses. Students are expected to seek out evidence for his or her clinical decisions on tests and treatment interventions. Students will also participate in non-directed patient care roles such as education of peers, and other health care pro- fessionals and fiscal management and reimbursement, research and consultation. Students are also expected to be active in self- assessment and in seeking resources to eliminate identified defi- ciencies or weaknesses.
This elective is to further evaluation, treatment, interdisciplinary approach and documentation skills in the physical therapy management of pediatric clients who exhibit movement dysfunction. This course will emphasize subjective, objective examination, making a Functional Diagnosis, incorporate family and other resources in the plan of care. Prerequisite: PHT 610, 614, 644, 648.
This course is designed to refine assessment and therapeutic skills in specific PT specialties: alternate therapy, manual therapy, aquatics, pediatrics, geriat- rics, health promotion, women’s health, and sports medicine. This course will consist of a series of lectures/ demonstrations by clinical experts.
This course is a distance education course including ten units covering the screening and examination of patients/clients and the clinical signs and symptoms of systemic dysfunctions. In this course students are expected to recognize signs and symptoms of disease processes that may masquerade as neuromusculoskeletal dysfunctions. The course will include the differential screening, interview process and overviews of clinical signs and symptoms for each system. This course provides students the skills of differential diagnosis in physical therapy that will prepare them to be competent practi- tioners in the current healthcare environment of independent practice under direct access laws.
This course is designed to prepare students for the Licensure Exam. The content outline of the Licensing Exam for physical therapists and the applica- tion process for licensure in any state will be reviewed based on publications by the Federation of State Boards of Physical Therapy. Students will establish a plan for the comprehensive review of materials covered in the three-year course of study. The emphasis of the course will be on strategies for test taking skills, practice drills for problem solving and critical thinking using multiple choice exam format.
Lec. 2./Credit 2. This course is designed to introduce the student to general princi- ples of injury prevention, general and specific sports conditioning, and the rehabilitation of athletic injuries. The topics will address the needs of both the recreational and competitive athletes.
This course is designed to individually guide students to begin their EBP project, which allows each student to apply EBP to the processes of examination, evalu- ation, diagnosis, prognosis, and interventions of selected conditions across the lifespan seen in physical therapy.
This is the fourth of five 8-week clinical experiences that occurs after students have completed all courses in the curriculum. During this experience, students are expected to show competence and independence in the comprehensive management of patients across the lifespan with simple and complex multi- system diagnoses. Students are expected to seek out evidence for their clinical decisions in the clinical arena and seek advice from expert clinicians to guide their future career plans and explore areas of physical therapy practice that they plan to pursue. Students at this level are expected to perform at entry-level practice. Prerequisite: PHT 661.
This is the capstone 8-week clinical experience that occurs after students have completed all courses in the curriculum and 24 weeks of full time clinical experience. During this experience, students are expected to show competence and independence in the comprehensive management of patients across the lifespan with simple and complex multi-system diagnoses. Students are expected to seek out evidence for their clinical decisions in the clinical arena and seek advice from expert clinicians to guide their future career plans and explore areas of physical therapy practice that they plan to pursue. Students at this level are expected to perform at entry-level practice. Course Descriptions – Main Campus 373
Finalization of group research project under the guidance of an advisor. Preparation for presentation in state or national confer- ences for designated group projects.
This course is designed to provide information on learning and teaching method- ology, planning of learning experiences, clinical teaching tools and strategies, formulation of objectives, effective feedback and performance evaluation within the context of adult education. This course will also address the issues of the effects of age and culture on learning styles and health interventions. The course includes lectures, discussion, small group learning experiences and a terminal project requiring application of didactic information.
This final clinical affiliation experience allows the student to be exposed to advanced skills in patient evaluation and treatment, administrative skills, research, supervision, and teaching. Any clinical skills needing additional attention can be scheduled during this affiliation time. Placement for these clinical experiences will be done by students with assistance from the faculty. This clinical experience will be for 5 weeks full-time at the beginning of the spring semester. Students will be at entry level of practice at the end of this clinical affiliation experience. Prerequisite: PHT 648, 660, 670.
Clinical Practice V documents the final 320 hours of clinical practice. During this experience, students are expected to show competence and indepen- dence in the comprehensive management of patients across the lifespan with simple and complex multi-system diagnoses. Students are expected to seek out evidence for their clinical decisions in the clinical arena and seek advice from expert clinicians to guide their future career plans and explore areas of physical therapy practice that they plan to pursue. Students at this level are expected to perform as novice autonomous practitioners.
The successful completion of a computerized final comprehensive exam is required for graduation. The format of the test is similar to the Licensure Exam that students will be required to pass in order to practice physical therapy in any state. 374 Course Descriptions – Main Campus
