Networking in Pennsylvania: How Physical Therapy and Physical Therapist Assistant Education Programs Do It. Johnson N, Whitney S; Community College of Allegheny County-Boyce Campus, 595 Beany Rd, Monroeville, PA 15146.

1993 ◽  
Vol 7 (2) ◽  
pp. 78
Keyword(s):  
Community College ◽  
Physical Therapy ◽  
Physical Therapist ◽  
Allegheny County ◽  
Education Programs ◽  
Physical Therapist Assistant

scholarly journals The Revised APTA Code of Ethics for the Physical Therapist and Standards of Ethical Conduct for the Physical Therapist Assistant: Theory, Purpose, Process, and Significance

2010 ◽  
Vol 90 (5) ◽  
pp. 803-824 ◽  
Author(s):  
Laura Lee Swisher ◽  
Peggy Hiller ◽  
Keyword(s):  
Physical Therapy ◽  
Physical Therapists ◽  
Physical Therapist ◽  
Code Of Ethics ◽  
Codes Of Ethics ◽  
Ethical Conduct ◽  
Vision 2020 ◽  
Deliberative Process ◽  
Physical Therapist Assistant ◽  
Physical Therapist Assistants

IntroductionIn June 2009, the House of Delegates (HOD) of the American Physical Therapy Association (APTA) passed a major revision of the APTA Code of Ethics for physical therapists and the Standards of Ethical Conduct for the Physical Therapist Assistant. The revised documents will be effective July 1, 2010.PurposeThe purposes of this article are: (1) to provide a historical, professional, and theoretical context for this important revision; (2) to describe the 4-year revision process; (3) to examine major features of the documents; and (4) to discuss the significance of the revisions from the perspective of the maturation of physical therapy as a doctoring profession.Process of RevisionThe process for revision is delineated within the context of history and the Bylaws of APTA.Format, Structure, and Content of Revised Core Ethics DocumentsThe revised documents represent a significant change in format, level of detail, and scope of application. Previous APTA Codes of Ethics and Standards of Ethical Conduct for the Physical Therapist Assistant have delineated very broad general principles, with specific obligations spelled out in the Ethics and Judicial Committee's Guide for Professional Conduct and Guide for Conduct of the Physical Therapist Assistant. In contrast to the current documents, the revised documents address all 5 roles of the physical therapist, delineate ethical obligations in organizational and business contexts, and align with the tenets of Vision 2020.SignificanceThe significance of this revision is discussed within historical parameters, the implications for physical therapists and physical therapist assistants, the maturation of the profession, societal accountability and moral community, potential regulatory implications, and the inclusive and deliberative process of moral dialogue by which changes were developed, revised, and approved.

Physical Therapist Education and the Labor Market in Brazil: Advances and Challenges

2019 ◽  
Vol 99 (8) ◽  
pp. 977-988
Author(s):  
Rosana F Sampaio ◽  
Lucas Wan Der Maas ◽  
Vera R F S Marães ◽  
Jorge A Neves ◽  
Daniela V Vaz ◽  
...  
Keyword(s):  
Labor Market ◽  
Physical Therapy ◽  
Physical Therapist ◽  
Secondary Data ◽  
Education Programs ◽  
Physical Therapist Education ◽  
Historical Series ◽  
Predominantly Female ◽  
The Impact ◽  
Therapist Education

Abstract Background In Brazil, the number of physical therapy education programs and, consequently, of professionals has been growing for the past 20 years. Objectives The objective of the study was to describe the evolution and distribution of physical therapist education programs in Brazil and to analyze the impact of workforce growth on the labor market for these professionals. Design This was a descriptive, exploratory, quantitative study. Methods Secondary data collected from official sources in Brazil were used. Results The first physical therapist education program was created in 1958, and, after significant growth, 536 programs were active in 2014. The historical series (1996–2014) shows a corresponding increase in the number of admissions by higher educational institutions. This expansion resulted in an increase in the number of professionals, with an impact on the labor market. The workforce in physical therapy is predominantly female, and women increased their participation in this labor market from 59% in 1996 to 81% in 2014. An increase in nominal monthly salaries was observed over the years from US $797.00 in 1996 to US $1056.00 in 2014. Nevertheless, the real average salaries, that is, salaries adjusted to inflation, have followed a trend of devaluation. Limitations Results of this study must be interpreted in terms of overall trends rather than as precise absolute numbers due to the inherent nature of the varied secondary data sources. Conclusions These data can support further discussion on training and the labor market in the field of physical therapy.

scholarly journals Raising the Priority of Lifestyle-Related Noncommunicable Diseases in Physical Therapy Curricula

2016 ◽  
Vol 96 (7) ◽  
pp. 940-948 ◽  
Author(s):  
Elizabeth Dean ◽  
Alison Greig ◽  
Sue Murphy ◽  
Robin Roots ◽  
Nadine Nembhard ◽  
...  
Keyword(s):  
Health Care ◽  
Physical Therapy ◽  
Physical Therapist ◽  
Frame Of Reference ◽  
Noncommunicable Diseases ◽  
Evidence Based ◽  
Education Programs ◽  
Physical Therapist Education ◽  
Health Care Practices ◽  
Care Practices

Abstract Given their enormous socioeconomic burdens, lifestyle-related noncommunicable diseases (heart disease, cancer, chronic lung disease, hypertension, stroke, type 2 diabetes mellitus, and obesity) have become priorities for the World Health Organization and health service delivery systems. Health care systems have been criticized for relative inattention to the gap between knowledge and practice, as it relates to preventing and managing noncommunicable diseases. Physical therapy is a profession that can contribute effectively to patients'/clients' lifestyle behavior changes at the upstream end of prevention and management. Efforts by entry-to-practice physical therapist education programs to align curricula with epidemiological trends toward best health care practices are varied. One explanation may be the lack of a frame of reference for reducing the knowledge translation gap. The purpose of this article is to provide a current perspective on epidemiological indicators and societal priorities to inform physical therapy curriculum content. Such content needs to include health examination/evaluation tools and health behavior change interventions that are consistent with contemporary values, directions, and practices of physical therapy. These considerations provide a frame of reference for curriculum change. Based on 5 years of experience and dialogue among curriculum stakeholders, an example of how epidemiologically informed and evidence-based best health care practices may be systematically integrated into physical therapy curricula to maximize patient/client health and conventional physical therapy outcomes is provided. This novel approach can serve as an example to other entry-to-practice physical therapist education programs of how to align their curricula with societal health priorities, specifically, noncommunicable diseases. The intentions are to stimulate dialogue about effectively integrating health-based competencies into entry-level education and advancing best practice, as opposed to simply evidence-based practice, across professions and health services and to establish accreditable, health promotion practice standards for physical therapy.

scholarly journals COVID-19 Impact on Students in Physical Therapist and Physical Therapist Assistant Education Programs in New York and New Jersey

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Nannette Hyland ◽  
Mary Ellen Vore ◽  
Clarence Chan ◽  
Joanne Katz ◽  
Lynn Rivers ◽  
...  
Keyword(s):  
New York ◽  
New Jersey ◽  
Physical Therapist ◽  
Education Programs ◽  
Physical Therapist Assistant

Skepticism to Success: Meeting Critical Workforce Needs Through Innovation and Collaboration

2010 ◽  
Vol 14 (3) ◽  
Author(s):  
Margaret Anderson ◽  
Linda Maier ◽  
Michael Shepard
Keyword(s):  
Community College ◽  
Physical Therapist ◽  
Professional Community ◽  
Health Science ◽  
National Council ◽  
Diverse Range ◽  
Community And Technical Colleges ◽  
Physical Therapist Assistant ◽  
Use Of Technology ◽  
Increasing Demand

Health science degrees are in increasing demand at community and technical colleges and have traditionally been challenging to integrate into an asynchronous model. In an effort to meet workforce demand and the needs of working or place-bound students, Whatcom Community College developed an online version of their existing face-to-face Physical Therapist Assistant program in 2006. This program has been successful in meeting a diverse range of needs and interests through innovation, partnerships and use of technology. The program has been recognized nationally by the National Council of Instructional Administrators for Community College Exemplary Initiatives in 2009 and was also recognized statewide with the Washington State 2008 Governor’s Award for Workforce Best Practices. The online Physical Therapist Assistant program has served as a model for the development of other lab-based health science degrees at Whatcom Community College (WCC). Faculty provide leadership to both the WCC campus and community colleges statewide. This article will describe research studies that support the program’s practices and will include the story of how the program successfully developed despite faculty and professional community skepticism.

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