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COURSE SYLLABUS

1.    TITLE OF COURSE:        BASIC PATIENT CARE IN PHYSICAL THERAPY

       PREFIX/NUMBER:          PTA 110          CREDIT HOURS:          5

                                                                          CLOCK HOURS:    30 lecture
67.5 lab

2.    PREREQUISITE:              Admission into PTA Program or instructor permission.

 

3.    RESOURCES NEEDED:

       TEXT:                              Physical Rehabilitation: Assessment and Treatment by O'Sullivan and Schmitz

Principles and Techniques of Patient Care by Frank Pierson

       SUPPLIES:                      Module: Basic Patient Care In Physical Therapy, PTA 110.  Proper lab attire

       REFERENCE:                Taber's Cyclopedic Medical Dictionary

                                                The Merck Manual

4.    COURSE DESCRIPTION:

       Examines the basic patient care skills for the healthcare practitioner. Enables the student to gain an understanding and demonstrate skills that include; positioning, body mechanics, transfers, range of motion, palpation, vital signs, aseptic techniques, bandaging, intermittent venous compression, medical terminology, activities of daily living, wheelchair management, architectural barriers, and gait training.

 

5.    COURSE OBJECTIVES:

       The student should be able to:

       A.    Describe and list goals, indications, precautions, contraindications and demonstrate proper techniques involved in positioning, body mechanics, transfers, range of motion, palpation, vital signs, aseptic techniques, bandaging, intermittent venous compression, and gait training.

       B.    Discuss and apply concepts and principles of wheelchair management and mobility from both the patient and the caregiver perspectives.

       C.    Describe and identify architectural barriers within the home and community environments and propose appropriate solutions.

       D.    Discuss concepts, goals, indications, precautions and contraindications, and safely demonstrate techniques involved in intermittent compressions.

       E.    Define and demonstrate accurate medical terminology including suffixes, prefixes and root words.

       F.    Demonstrate the ability to document physical therapy interventions as they relate to basic patient care skills.

       G.    Describe and demonstrate proper aseptic techniques and infection control including their use in proper bandaging and wound management.

       H.    Describe, locate and/or palpate bony landmarks on a drawing, skeleton or lab partner.

       I.     Describe and safely demonstrate application of the concepts of basic and instrumental ADL’s including the appropriate adaptive equipment and the roles of various health care professionals in ADL training.

 

General Program Core Abilities:

 

During this course and through out the PTA Program curriculum the student will be able to:

1.                  Demonstrate appropriate verbal and non-verbal communication during all interactions with others.

2.                  Produce appropriately written documents that are legible, grammatical correct and accurate

3.                  Demonstrate professional behavior by coming to class on time and prepared and assuming responsibility for learning.

4.                  Demonstrate awareness of the role and utilization of the PTA.

5.                  Treat others with respect and dignity, recognizing and accepting individual and cultural differences.

6.                  Demonstrate awareness of ethical and legal aspects in physical therapy practice

7.                  Maintain safe working environment and assure safety of others and self during all interactions.

8.                  Demonstrate ability to participate in self assessment and modify behaviors accordingly.

9.                  Demonstrate comprehension of the physical therapy plan of care.

10.              Demonstrate ability to adjust components of treatment as necessary and within the plan of care.

11.              Demonstrate ability to report all changes in patient status or treatment.

12.              Demonstrate ability to educate patients, peers, caregivers and others.

Learning Objectives

 

For successful completion in written exams, quizzes, assignments, group activities,  in a simulated lab scenario, and/or lab activity the student will demonstrate a minimum 78% competency in the ability to:

           

 

Body Mechanics

1                Define proper body mechanics.

2                Identify and describe center of gravity in the human body.

3                Describe base of support.

4                Describe proper body mechanics in lifting, pushing, pulling, and transferring clients.

5                Describe techniques used to improve body mechanics.

6                List and describe the areas most commonly hurt when lifting.

7                Describe the pelvic force couple.

8                List the muscles used in lifting

9                Describe the pelvic tilt.

10            Demonstrate an appropriate base of support in a variety of positions.

11            Demonstrate proper body mechanics in lifting, pushing, pulling and transferring clients.

12            Instruct and demonstrate a proper pelvic tilt.

 

Transfers and Bed Mobility

13            Describe the difference between dependent and independent transfers.

14            Describe and list the things that need to be considered when selecting the appropriate transfer to be performed with a client.

15            Describe and list the different types and amount of assistance that may be given during a variety of transfer techniques.

16            Describe the roles of the PTA in regards to transfers.

17            Describe and list safety factors when performing transfers.

18            Describe and list proper body mechanics when performing transfers.

19            Describe a sliding/draw sheet transfer.

20            Describe a three-man carry transfer.

21            Describe a two-man lift transfer.

22            Describe a sliding board transfer.

23            Describe an assisted pivot transfer.

24            Describe a dependent pivot transfer.

25            Describe a floor to wheelchair transfer.

26            Describe transferring a client on a gurney.

27            Describe transferring a client to a higher level.

28            Describe the various types of bed mobility skills

29            List 3 different approaches/goals of bed mobility

30            Describe and list the general principles in regards to bed mobility.

31            Demonstrate a sliding/draw sheet transfer.

32            Demonstrate a three-man carry transfer.

33            Demonstrate a two-man lift transfer.

34            Demonstrate and instruct a sliding board transfer.

35            Demonstrate an assisted pivot transfer.

36            Demonstrate transferring a client to a higher level.

37            Demonstrate and instruct a client in assisted and independent bed mobility skills

38            Demonstrate dependent bed mobility skills

 

Documentation

39            Identify the parts of a SOAP note.

40     Document positioning techniques using correct terminology in a SOAP format.

41     Document transfer techniques using correct terminology in a SOAP format.

42     Document the range of motion used with a client using correct terminology in a SOAP format.

43     Document pulse, blood pressure and respiration, using correct terminology in a SOAP note format.

44     Document the use of aseptic technique using correct terminology in a SOAP                    format.

45     Document the application of bandaging using correct terminology in a SOAP  format.

46     Document intermittent venous compression using correct terminology in a SOAP format.

47     Document gait training and tilt table use using correct terminology in a SOAP format.

48     Document wheelchair management, use and instruction using correct terminology in a SOAP format.

49     Document information in regards to architectural barriers using correct terminology in a SOAP format.

50     Document wound care using correct terminology in a SOAP format.

51     Document ADL training using correct terminology in a SOAP format.

 

Communication with a client

52        List what should be known before teaching a client a new skill

53        List and demonstrate what should be included while teaching a new skill

54        Understand the different types of communication

55        List what needs to be done after teaching a skill

56        Describe barriers to effective communication

57        Describe methods of communication with a person who may have a disability

 

Medical Terminology

58     Define and demonstrate accurate medical terminology including suffixes, prefixes and root words.

59     Describe the fundamental components in building medical words.

60     Identify, spell and build selected medical related words.

61     Identify and give meaning to selected medical words

62     Identify and define selected medical abbreviations

 

Positioning & Draping

63        Describe and list goals, indications, precautions, and contraindications involved in    

            proper positioning and draping.

63        Describe situations in regard to patient status that indicate the need for   positioning.

64        List safety factors to be considered in positioning.

65        Describe proper techniques used for patient draping.

66        Describe and discuss the moral and safety factors in proper draping techniques.

67        Describe factors in patient care that would promote the development of a wound

            over a bony prominence/ decubiti

68        Describe methods to prevent a wound over a bony prominence/ decubiti.

69        Describe positioning  methods used to assist in the healing of wounds / decubiti

70        Describe the relationship between pressure, pressure ulcer formation and healing.

71        List and identify common sites for the formation of pressure ulcers

72        List the criteria in sequential order for general treatment routine, positioning and draping.

73        Demonstrate proper techniques used for patient draping.

74        Demonstrate methods to prevent wounds over bony prominences.

75        Demonstrate proper positioning techniques in supine, prone, sitting and side lying

            positions.

76        Demonstrate the criteria in sequential order for general treatment routine,

positioning and draping.

 

 

Range of Motion

77        Define range of motion.

78        Differentiate between joint and muscular range of motion.

79        Differentiate between the different types of end feels and the importance when

            performing range of motion.

80        Differentiate between passive, active assistive and active range of motion.

81        Describe appropriate hand placement and technique in performing range of

            motion.

82        Describe range of motion in both straight planes and diagonal planes

83        Describe what passive, active assistive and active range of motion will do for the

            client.

84        Describe various conditions that may have an affect on how range of motion is

performed.

85        List indications for performing passive, active and active assistive rang of motion.

86        Identify precautions in application of passive, active and active assistive range of motion.

87        Identify contraindications in application of passive, active and active assistive

            range of motion.

88        List the goals of passive, active and active assistive range of motion.

89        Demonstrate passive, active assistive and active range of motion in straight planes.

90        Demonstrate passive, active assistive and active range of motion in diagonal planes

 

Accessibility

91        Discuss the laws affecting accessibility.

92        Discuss the Americans with Disabilities Act.

93        Identify accessibility requirements that make facilities accessible and usable by

the disabled.

94        List reasons why it is necessary to do an environmental assessment of a client’s surroundings

95        Discuss accessibility in a client’s home

 

 

Gait Training and Tilt Table

96        Describe the basic phases of gait.

97        Define the following gait patterns: 2-point, 2-point modified, 3-point, 3-point modified, 4-point, 4-point modified, swing to and swing through.

98        Define and identify the following weight bearing statuses: NWB, TTWB, PWB, WBAT, FWB.

99        Identify the various types of assistive devices and the amount of stability that is provided with their use.

100      Describe the different types/levels of assistance required for safe ambulation in various gait patterns.

101      Describe appropriate responses of a client during gait training.

102      Describe inappropriate responses of a client during gait training.

103      Describe safety factors used in gait training.

104      Explain how to choose an appropriate assistive device for a client

105      Explain how to measure and fit the appropriate assistive device for a client.

106      Describe the general progression of a gait training program.

107      Describe the purposes of a tilt table.

108      Identify the equipment that is used with a tilt table.

109      List the types of diagnosis indicating title table use.

110      Describe the proper procedure used during tilt table use.

111      Demonstrate the following gait patterns: 2-point, 2-point modified, 3-point, 3-

            point modified, 4-point, 4-point modified, swing to and swing through.

112      Demonstrate the following weight bearing statuses; NWB, TTWB, PWB, WBAT, FWB.

113      Demonstrate the appropriate level of assistance needed when gait training a client.

114      Demonstrate safety factors used in gait training.

115      Instruct a simulated client in gait training with the appropriate device on level and unlevel surfaces in a simulated situation.

116      Measure and fit correctly the device chosen for the simulated client.

 

Vital Signs

117      Describe and list goals, indications, precautions, and contraindications involved in monitoring vital signs.

118      Identify reasons for monitoring vital signs.

119      Discuss the importance of monitoring vital signs periodically during the client treatment/activities.

120      Explain the importance of monitoring vital signs in establishing a data base of client information.

121      Identify normal ranges for temperature, pulse, respiration, and blood pressure.

122      Describe the normal variations in vital signs and factors that will influence c         changes.

123      Identify abnormal ranges for temperature, pulse, respiration, and blood pressure.

124      Describe and list the components of the thermoregulatory system.

125      Determine a target heart rate range for a variety of clients using the appropriate formula.

126      Define terms related to vital signs.

127      Demonstrate techniques for monitoring pulse, respiration, and blood pressure.

 

Asepsis

128      Describe and list goals, indications, precautions, and contraindications involved in aseptic techniques.

129      Define terms related to aseptic techniques.

130      Identify the routes of microorganism transmission.

131      Differentiate between the three primary transmission-based isolation precautions

132      Explain universal/standard precautions.

133      Explain appropriate hand washing techniques for both medical asepsis and surgical asepsis.

134      Describe the appropriate sequence of gowning, gloving, and masking, using aseptic technique.

135      Demonstrate the appropriate sequence of gowning and gloving using aseptic technique.

136      Demonstrate the application of aseptic technique involved in applying a wound dressing

 

Bandaging

137      Describe and list goals, indications, precautions, and contraindications involved in bandaging.

138      Describe the functions of a bandage.

139      Describe the proper application and removal of a bandage.

140      Describe the signs of impaired circulation with the application of a bandage.

141      Describe the types of materials used in bandaging.

142      Explain the common mistakes in bandaging.

143      Describe the following patterns of bandaging; circular, spiral, spiral reverse, figure of eight, spica, and recurrent.

144      Describe how to start and end a bandage.

145      Instruct a student on the signs of impaired circulation with the application of a bandage.

146      Demonstrate a spiral and figure of eight pattern using different materials.

147      Demonstrate proper start and ending of a bandage.

Wound Care

148   Identify wound location, size, and depth using appropriate terminology.

149   Compare Stage I, II, III, and IV pressure ulcer formation, protocols and treatments.

150   Describe acute care parameters for burn clients.

151   Describe the healing phases of a wound.

152   Differentiate between the characteristics of first, second and third degree burns.

153   Differentiate between autografts, heterografts, and homografts.

154   Describe the various types of dressings for a wound.

155   Demonstrate the application of a wound care dressing and bandaging using aseptic technique on a simulated client.

 

Palpation

156      Describe and list goals, indications, precautions, and contraindications involved in palpating bony landmarks

157      List bony landmarks.

158      Identify bony landmarks on a human body.

 

Intermittent Compression

159      List indications for using intermittent compression

160      List precautions for intermittent compression use.

161      List contraindications for intermittent compression use.

162      List precautions in application of intermittent compression.

163      Describe girth measurements

164      Differentiate between the various types of edema

165      Identify the goals of intermittent compression application.

166      Describe the treatment parameters involved with intermittent compression.

167      Describe the application process of intermittent compression.

168      Demonstrate girth measurements

169      Demonstrate the application of intermittent compression on a simulated patient

 

Activities of Daily Living

170   Differentiate between basic and instrumental ADL’s

171   Describe fundamental motions in teaching ADL’s

172   Identify the need for adaptive equipment in helping with ADL skills.

173   Discuss the roles of various health care professionals in ADL training.

174   Discuss safety factors used in ADL training.

175   Identify the various areas that need to be addressed in ADL training, such as; self-care, mobility, communication, home management and use of environmental hardware.

176   Describe how to develop an ADL program.

 

Wheelchair Management

177   Identify the different types of wheelchairs.

178   Describe the indications for wheelchair use.

179   Describe the safety factors in wheelchair use and selection.

180   Assess the need for various components on a wheelchair, such as type of arm rest, leg rest, foot plates, and cushions.

181   Identify the basic features and variations on a wheelchair.

182   Identify the appropriate wheelchair for specific diagnosis.

183   Measure a person for a correct fit of a wheelchair.

184   Instruct a client and or caregiver in the use and care of a wheelchair.

185   Identify safety barriers in the home, community and work place.

186   Recommend various solutions to safety and barrier issues at home, work and community.

 

 

 

6.     EVALUATION PROCEDURES:

  The following is the grading scale for all of the Physical Therapist Assistant Program courses:   

        93-100%=A                                                                                                        

        85-92%=B                                                                                                          

        78-84%=C                                                                                                          

        65-77%=D                                                                                                          

        0-64%=F

 

Evaluation for PTA 110 will be based on the following:

·        Assignments worth approximately 100 points

·        Tests (written exams) 3 of them at approximately 110 points each

·        Comprehensive written final approximately 150 points

·        Quizzes worth approximately 60 points

·        Group activities

·        Class participation

·        Skill checks in  lab, 9 of them for a total possible of 327 points

 

To reinforce expected documentation and communication accuracy for the future PTA, ALL written assignments, and exams will be graded for spelling accuracy. One point will be deducted for 1-3 errors, two points will be deducted for 4-6 errors, etc.  The instructor will highlight the spelling errors and deduct points accordingly.  The student will have the option to correct the errors by the beginning of the next scheduled class.  After the errors have been corrected, the student may regain the previously deducted points from the assignment or exam.

E.    Students are reminded to not discuss any quiz or test before all students have taken the quiz or test.  It is in the best interest of everyone to not "assist" your friends in their education. This is considered cheating, and is justification for dismissal from the PTA program.

            Test questions regarding the safety or contraindications will penalize students three times the weight of the question.

           

 ASSESSMENT POLICIES

                    ASSIGNMENTS:   All assignments must be turned in no later than the beginning of the scheduled class time on the due date.  All assignments may be delivered to the instructor or given to the Administrative Assistant.  Time, and date received will be recorded by the Administrative Assistant or the work-study and forwarded to the instructor. DO NOT LEAVE ASSIGNMENTS UNDER OFFICE/CLASSROOM DOORS, THE JANITOR MAY DISPOSE OF THEM. All graded materials will be returned to the student within one (1) week (7 days) of the due date; not seven (7) days from the date that the assignment was handed in.

A. Late Assignments:  Any assignment turned in after the due date time will be accepted until the end of the PTA scheduled class day of that date but will be lowered one complete grade.  Assignments will be accepted after the end of the PTA scheduled class day, but the student will receive a "0". 

B. Early Assignments:  Assignments may be turned in prior to the due date.  If the assignment is received up to 7 calendar days prior to the due date, the student MAY receive 3 bonus points on selected assignments as indicated by the instructor. 

        TESTS:   All tests will be administered on the scheduled dates.  If you are unable to attend class on the scheduled test day, prior notification is required in order to take the exam.  Excused absences are illnesses and emergency situations.  If the absence is excused, a makeup test will be scheduled without any point reduction. Exams that are missed due to the excused absence MUST be taken in the PCC Learning Center and be completed within 48 hours of the original test time. Test NOT completed within the 48 hour time frame will be recorded as a zero. NO EXCEPTIONS are allowed. Final exams (written and/or lab practical) MUST BE completed by the posted time and date. No make-ups will be permitted AFTER the posted date and time during finals week.

        Quizzes:  Quizzes derived from required readings and lecture materials may be given at any time during the PTA courses, including lecture or lab.  Students are considered absent excused from lecture and/or lab if they contact the instructor prior to the beginning of class.  The student is also tardy excused if notice is given to the instructor prior to the beginning of the lecture and/or lab. 

A. Any student that is absent excused must take the quiz that was missed before the beginning of the next class that the student attends. However, the make-up quiz may be a different format than the original missed quiz.  The student may miss the beginning of this lecture, but will not be considered absent or tardy.  It will be the student's responsibility to obtain all class materials that were presented while absent and taking the quiz.

B. Any student that is tardy excused will be required to take the quiz when they enter the class or lab room.  The student will be responsible for all class materials presented while taking the quiz.

C. It is the STUDENT'S RESPONSIBILITY to make up all quizzes as stated above.  Any quiz requested after this time frame may be taken and evaluated but a "0" will be recorded.

        TEAM ASSESSMENT:  Group activities are learning experiences designed to promote teamwork among peers. It is a process that involves organization, time management, delegation, and accountability of all members of the team.

        All members of the team will receive the same grade for their project which may be oral and/ or written presentations. In addition to the grade for the project an additional ten (10) points will be assessed for teamwork participation throughout the process. The points will be assigned as follows:

        2 points           Group meets to discuss plan of action, delegate responsibilities, sets meeting dates to review progress.

        4 points           Team meets on scheduled date with written proof of 50% completion of individual contribution. Team decides meeting date to finalize project.

        No points (0) will be given to team members that have NOT completed a minimum of 50% of the project.

        4 points           Team meets before project is due with completed portions of the project and presents other team members with a copy. No points (0) will be given to team members that have NOT completed their portion and/or provided copies for other members.

        Each team will submit a scorecard of each team member’s points to the instructor of the course. All members MUST AGREE on the points based on the above criteria. If an agreement can not be made, a time with all members and the instructor will be set to resolve the dilemma. An additional two (2) points may be received for turning in the self-evaluation of interpersonal skills. Each team member is required to submit their own form to receive the points.

        If a member of the team is going to be absent the scheduled day for oral presentations and the instructor is notified at least 4 hours prior to the scheduled time, the presentation will be rescheduled IF possible. If less than 4-hour notification is given, the presentation will be given as scheduled and the absent student will receive 75% of the group points. If NO NOTIFICATION is given prior to the start of the class, the absent student will receive a zero (0) for the project.  

 

 

 

 

ATTENDANCE/TARDY POLICY

        ATTENDANCE:  The attendance policy of the Physical Therapist Assistant Program will be the same as Pueblo Community College's with the following additions:

A.        Ten percent (10%) absence (excused or unexcused) in lecture or lab classes will result in the student receiving an attendance-warning letter from the instructor.  Any additional absences beyond the 10% will result in the lowering of that grade one complete letter grade for the class.

            B.         Twenty percent (20%) absence (excused or unexcused) in lecture and/or lab classes may result in the student being dropped from the class.  If a student is dropped from a class for excessive absenteeism, continuation within the PTA Program will be decided by the Program Director.

Excused Absence: If a student knows that he/she will be absent from a scheduled class, prior notification must be given to the instructor before the class begins.  Instructors maybe reached by phone or through the Division Secretary. 

             A         All assignments, quizzes, and exams will be allowed to be made up. It is the student’s responsibility to arrange for the make-up and to schedule with the instructor.  Quizzes must be made up before the beginning of the next class.  The student may miss the beginning of the class to make up the quiz, but will not be considered tardy or absent.  It is the student’s responsibility to obtain all class materials that were presented while absent or making up any quizzes, etc.

Unexcused Absence: Failure to notify the instructor that the student will be absent before the beginning of class will result in an unexcused absence. No assignments, quizzes or exams will be allowed to be made up for any unexcused absence.   It is the student’s responsibility to obtain all class materials that were presented while absent.

 TARDY  It is considered unprofessional behavior for students to arrive late and/or leave early from lecture, lab, or internships.  Students are to be ready to begin all educational opportunities at the scheduled start of that lecture, lab, or internship.  Failure to do so will result in the student being tardy.

        Students are to be ready in appropriate lab attire for the lab classes 5 minutes after the scheduled start of the lab.  Failure to do so will result in the student being tardy.

            A.        Excessive tardiness or leaving early (3 or more) will result in the student being placed on probation.  Two (2) additional tardies or leaving early after probation may result in the student being dropped from the class.  Continuation within the program, if a student is dropped for excessive tardiness, will be at the discretion of the Program Director.

 

 

B.         Tardy Excused: If a student knows he/she will be tardy, the student must notify the instructor prior to the beginning of the lecture, lab or internship to be tardy excused.  Quizzes and exams will be allowed to be made up.  Assignments are to be turned in as the student enters the room or as required for that class. It is the student's responsibility to obtain all class materials that were presented while absent or making up any quizzes, etc.

 

C.        Tardy Unexcused: If a student does not notify the instructor prior to the beginning of the class that he/she will be tardy, the student will be tardy unexcused.  The student will be allowed to take any quizzes but will receive only 50% of the total earned points for that quiz.  If an exam is occurring and the student arrives tardy unexcused, the student will be allowed to take the exam but WILL NOT be allowed any additional time to complete the exam beyond the scheduled completion time.  Assignments will be dealt with as late assignments and the student will receive credit as stated in the syllabus.  It is the student’s responsibility to obtain all class materials that were presented while absent or making up any quizzes, etc. 

 

Students are expected to discuss their reason for being late and not notifying the instructor resulting in an unexcused tardy by the end of the class without interrupting the class.  This professional courtesy will also be extended by all instructors to students if the occasion occurs.

 

 

COURSE OUTLINE

 

 

Reading should be completed prior to discussion of materials in class.  Unannounced quizzes can be expected each class period from the required reading.  Please note the speaker schedule may change due to availability of the speakers.

 

 

WEEK

DATE

SUBJECT

READING ASSIGNMENTS

 

1

8/17 &

8/19

 

Intro/Course Outline

Body Mechanics

Transfers

Syllabus

Chapter 4 & 7 Pierson

Module, ppt

 

2

8/24 &

8/26

Transfers

Bed Mobility

Chapter 7 Pierson

 

 

 

3

8/31 &

9/2

Intro to Documentation

Communication with the client

Intro to medical terminology & abbreviations

Chapter 1 Pierson

Chapter 1-3 Lukan

Chapter 1 S&S

Module, ppt

 

4

9/7 &

9/9

Positioning/Draping

Rx routines

 

Chapter 5 Pierson

Module, ppt

 

5

9/14

 

9/16

 

Range of Motion

 

TEST

Chapter 6 Pierson

Chapter 5 S & S

Module, ppt

 

 

6

9/21 &

9/23

ROM

 

 

 

7

9/28 &

9/30

Architectural Barriers

Gait Training & Tilt Table

 

Chapter 13 Pierson

Chapter 9 Pierson

Chapter 11 & 12 S&S

Chapter 10 & 14 S&S

Module, ppt

 

8

10/5 &

10/7

Gait Training

 

 

9

10/12&

10/14

Gait & Vital Signs

 

Chapter 3 Pierson

Chapter 4 S& S

Module, ppt

 

10

10/19

 

 

10/21

Bandaging & Aseptic Technique

 

 

TEST

 

Chapter 2 & 12 (11) Pierson

Chapter 19 & 26 S& S

Module, ppt

 

11

10/26&

10/28

Bandaging & Aseptic Tech

Wound Care ***

*10/28 Architectural Barriers Due

 

Chapter 11 Pierson

Chapter 18 S&S

Handouts, ppt

 

 

12

11/2 &

 

11/4

 

Intermittent Venous Compression

 

Bony landmarks & Palpation skills

*11/4 w/c video due

 

Chapter 11 Pierson

Chapter 18 S&S

module

 

13

11/9 &

11/11

 

Activities of Daily Living

 

Wheelchairs***

 

Module, ppt

Chapter 11 & 12 S & S

Chapter 8 Pierson

Chapter 32 S&S

 

14

11/16 &

 

11/18

 

ICU Visit **

*11/16 w/c experience due

 

TEST

 

Generic abilities begins

 

 

 

 

15

11/22-

11/26

Happy Thanksgiving – No Classes

 

 

16

11/30&

 

 

 

12/2

Special Equipment

*11/30 Home ADL due

 

 

Review and make-up skill checks

 

Chapter 10 Pierson

 

 

12/6-10

FINALS (Written Comprehensive Final)

 

 

Generic abilities review; 11/15 – 1235 Please schedule with your advisor

 

*** Guest Speaker

** Tentative Date

* Bonus Points

Assignments:

Architectural Barriers assignment           due 10/28/04

W/C video assignment              due 11/04/04

W/C experience                                   due 11/16/04

ADL Home assignment             due 11/30/04

 

Exams:

 

Test #1                                                 9/16/04

Test #2                                                 10/21/04

Test #3                                                 11/18/04

Final                                                     TBA

 

Lab requirements:

The following skill checks need to be completed by your scheduled date with a 78% or higher:

Positioning & Draping (Unit Check)                              Body Mechanics                                                              

ROM                                                                                Transfers

Gait Training                                                                   Vital Signs

Aseptic technique and Bandaging

*Intermittent venous compression (peer check)

For successful completion of PTA 110, the student must acquire competency in the above eight (8) skills.

 

Each competency must be passed with a minimum of 78% in order to pass the course.  If 77% or lower is obtained, the student MUST repeat the skill check until 78% or higher is achieved.  The first grade received will be the grade recorded for that competency.  The student cannot complete this course until a minimum of 78% is achieved on ALL skill checks.

 

Students are required to obtain two (2) student checks prior to the final check from the instructor.  The student checks are not to be done simultaneously!!  It is strongly advised that the student checks be conducted like a final check to benefit maximum learning opportunities.  If 2 students checks are NOT done by the student’s scheduled test date then 3 points will automatically be deducted from the students’ skill check

 

Open lab times are posted. Students may use open lab to practice or to perform a skill check with an instructor.  However, utilization of the scheduled lab times must be attempted and not rely on additional time to complete lab skill checks.  Students must schedule with instructors for additional time and at the instructors’ availability.

 

 

       PLAGIARISM:

       PLAGIARISM (from a Latin word for "kidnapper") is the presentation of  someone else's ideas or words as your own. You plagiarize deliberately if you copy a sentence from a book and pass it off as your own writing, if you summarize or paraphrase someone else's ideas (including your classmate’s homework) without acknowledging your debt, or if you buy a term paper to hand in as your own. You plagiarize accidentally if you carelessly forget quotation marks around another writer's words or mistakenly omit a source citation for another's idea because you are unaware of the need to acknowledge the idea. Plagiarism includes turning in identical assignments. Whether deliberate or accidental, plagiarism is a serious and often punishable offense. A student who plagiarizes may receive an "F" on the assignment or an "F" in the course and/or other disciplinary sanctions.

       You do not plagiarize, however, when you draw on other writers' material and acknowledge your sources. That procedure is a crucial part of honest research writing.

       Physical Rehabilitation, Assessment & Treatment, Third Edition, O’Sullivan & Schmitz, F.A. Davis, 1994, p. 265.

       EXAMPLES OF PLAGIARISM

              SOURCE (from Physical Rehabilitation by O’Sullivan & Schmitz)

              ...In measuring cane height, the cane (or center of a broad-based cane) is placed approximately 6" from the lateral border of the toes. Two landmarks typically are used during measurement: the greater trochanter and the angle of the elbow. The top of the cane should come to approximately the level of the greater trochanter, and the elbow should be flexed to about 20 to 30 degrees.

              NOT      In Physical Rehabilitation, in measuring cane height, the cane (or center of a broad-based cane) is placed approximately 6" from the lateral border of the toes.

              BUT       In Physical Rehabilitation, O’Sullivan & Schmitz say that "In measuring cane height, the cane (or center of a broad-based cane) is placed approximately 6" in from the lateral border of the toes.

              If you are in doubt about whether you need to cite a source, the best policy is to cite it.

              O’Sullivan & Schmitz, Physical Rehabilitation, Assessment & Treatment, Third Edition, F.A. Davis, 1994, p. 265.

 

         ACADEMIC INTEGRITY:

         The very nature of higher education requires that students adhere to accepted standards of academic integrity. Therefore, Pueblo Community College has adopted a policy of academic conduct as described in the Student Handbook. Violation of academic integrity may be defined to include the following: cheating, plagiarism, falsification and fabrication, abuse of academic materials, complicity in academic dishonesty, and personal misrepresentation. It is the student’s responsibility to be aware of the behaviors that constitute academic dishonesty. Sanctions for violating the standards of academic integrity may include warning, probation, suspension, and/or failure of the course or assignment at the discretion of the instructor.

         ADA NOTICE:

         Students who have a documented disability may be eligible to receive accommodations for this class. Please contact the Disability Resources Center at 549-3446 for further information.