R e vis e d 3 / 2 0 18 1

1 1 0 S A N J U A N C O L L E G E P h ysi c al T h e r a pist Assist a nt P r o g r a m 4 6 0 1 C oll e g e Bl v d. H e alt h S ci e n c e C e nt e r # 3 3 0 0 F a r mi n gt o n, N M 8 7 4 0 2 w w w.s a nj u a n c oll e g e. e d u/ pt a P h o n e ( 5 0 5) 5 6 6-3 5 6 2 F a x ( 5 0 5) 5 6 6-3 7 6 7

A P P LI C A T I O N C H E C K LI S T

P L E A S E C O M P L E T E T H E F O L L O WI N G IT E M S I N T H E O R D E R T H A T T H E Y A R E P R E S E N T E D.

1. A p pl y t o S a n J u a n C oll e g e a n d S u b mit All Offi ci al T r a ns c ri pts

C o nt a ct t h e S a n J u a n C oll e g e A d mi ssi o ns Offi c e f or a S a n J u a n C oll e g e A p pli c ati o n f o r A d mi ssi o n or a p pl y o nli n e at w w w.s a nj u a n c oll e g e. e d u/ a p pl y/ . D e cl ar e y o ur m aj or as A A. L B A S. P T A P o n t h e S a n J u a n C oll e g e A p pli c ati o n.

S e n d O N E offi ci al tr a ns cri pt fr o m E A C H c oll e g e , u ni v er sit y , a n d hi g h s c h o ol t h at y o u att e n d e d t o t h e S a n J u a n C oll e g e A d mi ssi o ns Offi c e .

S a n J u a n C oll e g e (5 0 5) 5 6 6 -3 3 0 0 A d mi ssi o ns Offi c e 4 6 0 1 C oll e g e Bl v d. F ar mi n gt o n, N M 8 7 4 0 2

A c urr e nt S a n J u a n C oll e g e st u d e nt, eit h er n o n -d e gr e e s e e ki n g or wit h a pr e vi o usl y -d e cl ar e d m aj or , m ust c o m pl et e a S a n J u a n C oll e g e C h a n g e of M aj o r f or m. D e cl ar e y o ur m aj or as A A .L B A S. P T A P wit h t h e f or m htt p:// w w w.s a nj u a n c oll e g e. e d u/ d o c u m e nt s/ st u d e nt -s er vi c es/ e nr oll m e nt -s er vi c es/ Ch a n g e -of -M aj or -F or m -2 0 1 6. p df . A c c es s, pri nt, c o m pl et e, a n d s u b mit t o S a n J u a n C oll e g e E nr oll m e nt S er vi c e s .

S a n J u a n C oll e g e (5 0 5) 5 6 6 -3 5 4 5 E nr oll m e nt S er vi c es 4 6 0 1 C oll e g e Bl v d. F ar mi n gt o n, N M 8 7 4 0 2

2. P T A P r o g r a m P r e r e q uisit es

C o nt a ct M r. G a yl e Hill, S a n J u a n C oll e g e P T A P r o g r a m A d vis o r , I M M E DI A T E L Y f or i nf or m ati o n s p e cifi c t o t h e f oll o wi n g P T A Pr o gr a m pr er e q ui sit es:

E N G L 1 1 1 – Fr e s h m a n C o m p ositi o n P T A P 1 1 6 – M us c ul os k el et al F o c us M A T H 1 1 4 – M at h e m ati cs f or H e alt h C ar e er s ( N ot e: N o ot h er cl ass will tr a nsf er i n f or B I O L 1 1 2 – H u m a n B o d y Str u ct ur e a n d F u n cti o n P T A P 1 1 6. It m ust b e t a k e n t hr o u g h SJ C H I T P 1 1 0 – M e di c al T er mi n ol o g y t h e y e ar pr e vi o us t o a c c e pt a n c e i n t h e P T A C O M M 1 1 1 – I nt er p ers o n al C o m m u ni c ati o n Pr o gr a m. If y o u ar e n ot a c c e pt e d i n t o t h e E N G L 2 1 1 – A d v a n c e d C o m p ositi o n O R Pr o gr a m, y o u ar e r e q uir e d t o r et a k e P T A P E N G L 2 1 8 – A d v a n c e d T e c h ni c al C o m p ositi o n 1 1 6 f or r e -a p pli c ati o n. P S Y C 1 2 0 – I ntr o d u cti o n t o Ps y c h ol o g y

Pl e as e c o nti n u e t o p a g e 2 f o r a d diti o n al i n st r u cti o n s. T h a n k y o u.

R e vis e d 3 / 2 0 18 2

F a x or e m ail O N E u n offi ci al tr a ns cri pt fr o m E A C H c oll e g e a n d u ni v er sit y t h at y o u att e n d e d t o t h e S a n J u a n C oll e g e P T A Pr o gr a m A d vi s or .

M r. G a yl e Hill ( 5 0 5) 5 6 6-3 0 1 3 P T A P r o g r a m A d vis o r ( 5 0 5) 5 6 6-3 7 6 7 F a x S a n J u a n C oll e g e hill w @ s a nj u a n c oll e g e. e d u H e alt h S ci e n c e C e nt e r # 3 3 0 0 4 6 0 1 C oll e g e Bl v d. F a r mi n gt o n, N M 8 7 4 0 2

3 . P T A P r o g r a m A p pli c ati o n M at e ri als S e n d t h e f oll o wi n g c o m pl et e d P T A P r o g r a m a p pli c ati o n m at e ri al s t o t h e P T A P r o g r a m. All m at e ri al s m ust b e r e c ei v e d at t h e P T A P r o g r a m offi c e b ef o r e O ct o b e r 1 st!

C o m pl et e d P T A P r o g r a m A p pli c ati o n - ( Pl e as e s e e p a g es 3-6 h er ei n f or t h e a p pli c ati o n.)

C o m pl et e d Cli ni c al O bs e r v ati o n F o r m - ( Pl e as e s e e p a g es 7-1 0 h er ei n f or i nstr u cti o ns a n d f or m.)

C o m pl et e d L ett e r of R e c o m m e n d ati o n F o r m s - (S e n d a mi ni m u m of T H R E E L ett er of R e c o m m e n d ati o n F or ms t o t hr e e s e p ar at e r e c o m m e n d er s. N O F RI E N D S O R F A MI L Y M E M B E R S . N otif y t h e r e c o m m e n d er s t o s e n d t h e c o m pl et e d f or ms t o t h e P T A Pr o gr a m t o b e r e c ei v e d b ef o r e O ct o b e r 1 st. ( Pl e as e s e e p a g es 1 1-1 6 h er ei n f or f or ms [i. e. t hr e e 2-p a g e f or ms].)

R es ult s of y o ur A d mi ssi o ns E x a m – Pl e as e n ot e t h at t h e wi n d o w of ti m e t h at y o u ar e a bl e t o a ct u all y t a k e t h e A d mi ssi o ns E x a m e n ds o n e d a y b ef or e t h e d e a dli n e . (Pl e as e s e e p a g es 1 7 -1 8 h er ei n f or i nf or m ati o n.)

Si g n e d a n d N ot ari z e d Ess e nti al F u n cti o ns f o r m - ( Pl e as e s e e 3 1 -3 2 h er ei n f or f or m.)

4 . C o nfi r m ati o n C o nfi r m wit h t h e P T A P r o g r a m offi c e t h at all P T A P r o g r a m ap pli c ati o n m at e ri als h a v e b e e n r e c ei v e d b ef o r e O ct o b e r 1 st!

C o nt a ct Mr. G a yl e Hill, S a n J u a n C oll e g e P T A Pr o gr a m A d vi s or, at ( 5 0 5) 5 6 6 -3 0 1 3 or hill w @s a nj u a n c oll e g e. e d u t o c o nfir m t h at t h e P T A Pr o gr a m h as r e c ei v e d all a p pli c ati o n m at eri als o n ti m e.

M r. G a yl e Hill ( 5 0 5) 5 6 6-3 0 1 3 P T A P r o g r a m A d vis o r hill w @ s a nj u a n c oll e g e. e d u S a n J u a n C oll e g e H e alt h S ci e n c e C e nt e r # 3 3 0 0 4 6 0 1 C oll e g e Bl v d. F a r mi n gt o n, N M 8 7 4 0 2

F o r q u esti o n r e g a r di n g t his A p pli c ati o n C h e c klist, p l e as e c o nt a ct M r. G a yl e Hill, S a n J u a n C oll e g e P T A P r o g r a m A d vi s o r, at ( 5 0 5) 5 6 6 -3 0 1 3 o r hill w @s a nj u a n c oll e g e. e d u .

R e vis e d 3 / 2 0 18 3

S A N J U A N C O L L E G E P h ysi c al T h e r a pist Assist a nt P r o g r a m 4 6 0 1 C oll e g e Bl v d. H e alt h S ci e n c e C e nt e r # 3 3 0 0 F a r mi n gt o n, N M 8 7 4 0 2 w w w.s a nj u a n c oll e g e. e d u/ pt a P h o n e ( 5 0 5) 5 6 6-3 5 6 2 F a x ( 50 5) 5 6 6 -3 7 6 7

P T A P R O G R A M - A P P LI C A TI O N F O R A D MI S S I O N

I a m a p pl yi n g f o r t h e: O n -C a m p us Pr o gr a m O nli n e H y bri d Pr o gr a m B ot h Pr o gr a m s

I pl a n t o st a rt t h e p r o g r a m:

P r o g r a m St a rt D at e A d mi ssi o n s E x a m Wi n d o w A p pli c ati o n * D e a dli n e D e cisi o n D at e

J a n u ar y 2 0 1 9 J u n e 1 3 – J u n e 3 0, 2 0 1 8

S e pt e m b er 1 7 – S e pt e m b er 2 9 , 2 0 18 O ct o b er 1, 2 0 1 8 Mi d -D e c e m b er 2 0 1 8

* A p pli c ati o n i n cl u d es A p pli c ati o n, Cli ni c al O b s er v ati o n F or m, L ett ers of R e c o m m e n d ati o n , a n d r es ult s of A d mis si o n s E x a m.

I u n d er st a nd t h at t h e P T A Pr o gr a m A p pli c ati o n, t h e Cli ni c al O bs er v ati o n F or m, t hr e e L ett er of R e c o m m e n d ati o n F or ms, a n d t h e A d mi ssi o n s E x a m r es ults, m ust all b e r e c ei v e d b y t h e P T A Pr o gr a m b ef o r e O ct o b e r 1 st. A p pli c a nts ar e r a n k e d b as e d o n t h e f oll o wi n g crit eri a:

C rit e ri a P oi nts P o ssi bl e G P A of Pr er e q uisit e C o ur s es 6 5 A d mis si o n s E x a m S c or e 2 0 L ett er s of R e c o m m e n d ati o n 1 5

T O T A L 1 0 0

A d diti o n al C rit e ri a P oi nts P o ssi bl e N e w M e xi c o R e si d e nt Cr e dit 5 P er SJ C’s A d mi ssi o ns P oli c y

C ol or a d o R esi d e nt Cr e dit 5 M ust r e si d e i n o n e of t h e f oll o wi n g C O c o u nti es: Ar c h ul et a, D ol or es, L a Pl at a, M o nt e z u m a or S a n J u a n.

R e -A p pli c a nt Cr e dit 1 A p pli c a nts r e -a p pl yi n g d u e t o pr e vi o us n o n -a c c e pt a n c e i nt o a S a n J u a n C oll e g e P T A Pr o gr a m ( eit h er O n -C a m p us or O nli n e H y bri d )

E a c h pr o gr a m a c c e pt s u p t o 2 0 a p pli c a nt s e v er y y e ar. I r e ali z e t h e d e ci si o n a b o ut m y a c c e pt a n c e c a n n ot b e m a d e u ntil t h e f all s e m est e r g r a d es f o r all a p pli c a nts h a v e b e e n p ost e d i n mi d -D e c e m b e r . Si g n at u r e of A p pli c a nt D at e

C O N T A C T I N F O R M A TI O N L a st N a m e Fi rst L e g al N a m e Mi d dl e N a m e M ai d e n N a m e / / D at e of Bi rt h L a st F O U R di gits of y o u r S S # P r ef e r r e d Fi rst N a m e (if diff e r e nt ) C u r r e nt St r e et A d d r es s A p a rt m e nt N u m b e r o r P O B o x Cit y St at e Zi p

Revised 3/2018 4

CONTACT INFORMATION (continued) Permanent Street Address (if different) Apartment Number or PO Box City State Zip ( ) ( ) ( ) Daytime Telephone Evening Telephone Cellular Telephone Email

EMERGENCY CONTACT INFORMATION Emergency Contact Relationship to Applicant City State ( ) ( ) ( ) Daytime Telephone Evening Telephone Cellular Telephone

EDUCATIONAL BACKGROUND High School Name City State Graduation Date GED Score College / University Name City State Dates Attended Degree (if applicable) Major (if applicable) College / University Name City State Dates Attended Degree (if applicable) Major (if applicable) College / University Name City State Dates Attended Degree (if applicable) Major (if applicable)

R e vis e d 3 / 2 0 18 5

W O R K E X P E R I E N C E ( ) N a m e of E m pl o y e r S u p e r vis o r P h o n e N u m b e r D at es of E m pl o y m e nt J o b Titl e R e a s o n f o r L e a vi n g ( ) N a m e of E m pl o y e r S u p e r vis o r P h o n e N u m b e r D a t es of E m pl o y m e nt J o b Titl e R e a s o n f o r L e a vi n g ( ) N a m e of E m pl o y e r S u p e r vis o r P h o n e N u m b e r D at es of E m pl o y m e nt J o b Titl e R e a s o n f o r L e a vi n g

L E G A L LI MI T A TI O N S I n di vi d u als w h o h a v e b e e n c o n vi ct e d of a f el o n y m a y n ot b e eli gi bl e f or li c e ns ur e. If c o n vi ct e d of a fel o n y, y o u m ust c o nt a ct t h e P h ysi c al T h er a p y B o ar d i n t h e st at e w h er e y o u pl a n t o s e e k li c e ns ur e t o v erif y y o ur eli gi bilit y f or li c e ns ur e. All a p pli c a nts will b e r e q ui r e d t o c o m pl et e a n ati o n al c ri mi n al b a c k g r o u n d c h e c k (st u d e nt s a r e r es p o nsi bl e f o r p a y m e nt) p ri o r t o a c c e pt a n c e i nt o t h e t e c h ni c al p r o g r a m a n d p ri o r t o pl a c e m e nt i n s o m e cli ni c al e xt e r ns hi ps .

H a v e y o u e v e r b e e n c o n vi ct e d of a f el o n y ? Y es N o

If y es, h a v e y o u c o nt a ct e d t h e P h ysi c al T h e r a p y B o a r d i n y o u r st at e ? Y es N o

SI G N A T U R E I c ertif y t hi s a p pli c ati o n is c orr e ct a n d c o m pl et e. A n y f al s e st at e m e nt s k n o wi n gl y s u b mitt e d will r es ult i n e x p ulsi o n fr o m t h e pr o gr a m. I u n d er st a n d t h at t a ki n g pr er e q ui sit e c o ur s es t o w ar d t h e P T A Pr o gr a m d o es n ot g u ar a nt e e a c c e pt a n c e i nt o t e c h ni c al pr o gr a m c o ur s e s or i nt o t h e P r o gr a m. I m ust c o m pl et e all of t h e pr er e q ui sit e c o ur s es wit h a mi ni m u m “ C ” gr a d e a n d a mi ni m u m 2. 7 5 G P A f or m y a p pli c ati o n t o b e c o nsi d er e d b y t h e P T A Pr o gr a m. H o w e v e r, t h e a c c e pt e d G P A m a y b e hi g h e r t h a n t h e mi ni m u m r e q ui r e m e nt. Si g n at u r e of A p pli c a nt D at e

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Revised 3/2018 7

CLINICAL OBSERVATION All applicants must complete 5 hours of clinical observation in a physical therapy setting such as a hospital, skilled nursing facility, out-patient facility, etc. This requirement is designed to give the applicant a better understanding of the role of the physical therapist assistant. Applicants who currently work in a physical therapy setting may complete all 5 hours at that facility.

GUIDELINES FOR CLINICAL OBSERVATION 1. Call clinical sites in your area. Explain that you are applying to a PTA Program and that you would like to

observe either a PT or a PTA at their facility. 2. Dress appropriately. Follow the professional dress code of the facility. No shorts, jeans, t-shirts, hats,

sandals, excessive perfume, or body piercings. Slacks, polo shirt, and tennis shoes are acceptable. 3. Be punctual. Make sure that you know who, when, and where you will be meeting. Please call to cancel if

you are unable to make the appointment. 4. Maintain confidentiality. Never mention a patient’s name, medical diagnosis, or treatment plan outside of

the facility. This is a HIPAA (Health Insurance Portability and Accountability Act) violation. Do not ask personal questions about the patient during physical therapy treatment. The PT or PTA may choose to share relevant information with you before or after the treatment session.

5. Thank the clinician. Thank the clinician for allowing you to observe their facility. Remember that this is

observation only and that you are not allowed to assist with any treatment due to liability issues.

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SAN JUAN COLLEGE CLINICAL OBSERVATION FORM Physical Therapist Assistant Program 4601 College Blvd. Applicant’s Name: Health Science Center #3300 Farmington, NM 87402 Phone Number: www.sanjuancollege.edu/pta Phone (505) 566-3562 Fax (505) 566-3767

To the Clinician: This individual is applying to the Physical Therapist Assistant Program at San Juan College. The applicant must complete 5 hours of observation in a physical therapy setting such as a hospital, skilled nursing facility, out-patient facility, etc. The clinical observation hours are designed to give the applicant a better understanding of the role of PTs and PTAs in patient care. Thank you for educating potential students about the profession.

Facility Observation Hours PT/PTA Signature Type Name Date Time In Time Out Hours

Examples Hospital San Juan Regional Medical Center 4/21/14 8:00 am 1:00 pm 5.0 Jane Doe, PT Out-patient Physiotherapy Clinic 7/28/14 10:00 am 12:00 pm 2.0 John Doe, PTA

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CLINICAL OBSERVATION PHYSICAL THERAPY FACILITIES

IN THE FOUR CORNERS AREA

Type of Facility Name of Facility Contact Person Phone or Email Hospital Northern Navajo Medical Center PT Department (505) 368-7105 Hospital (Every other Monday, only) San Juan Regional Medical Center Julie Romero, PT jchota@sjrmc.net In-patient Rehabilitation SJRMC Rehabilitation Hospital Julie Romero, PT jchota@sjrmc.net Nursing Home Cedar Ridge Inn PT Department (505) 324-2130 Nursing Home Life Care Center PT Department (505) 326-1600 Nursing Home San Juan Care and Rehabilitation Center PT Department (505) 325-2910 Out-patient Three Rivers Physical Therapy PT Department (505) 258-4003 Out-patient Physical Therapy Sports of New Mexico Sid Mosiman, PT (505) 334-9616 Out-patient SJRMC Outpatient PT Department (505) 327-3422 Out-patient Special K Fitness Jeanette Jaquez, PTA (505) 326-2460 Out-patient Therapy One Greg McManus, PT (505) 326-0064 School Central Consolidated Schools PT Department (505) 368-5163

Students applying from out of the Farmington area may complete observation hours at any physical therapy clinic that has a PT/PTA.

Revised 3/2018 11

SAN JUAN COLLEGE Physical Therapist Assistant Program 4601 College Blvd. Health Science Center #3300 Farmington, NM 87402 www.sanjuancollege.edu/pta Phone (505) 566-3562 Fax (505) 566-3767

LETTER OF RECOMMENDATION

Applicant’s Name:

To the Applicant: I hereby waive my right to access this letter of recommendation. This letter will remain confidential to encourage the recommender to provide a candid assessment. I understand that a personal letter of recommendation from a friend or family member is UNACCEPTABLE. Signature of Applicant Date

To the Recommender: The above named person is applying to the Physical Therapist Assistant Program at San Juan College. This letter must be received by the PTA Program before October 1st. How long have you known the applicant? In what capacity have you known the applicant? NOTE: A friend or family member as a Recommender is UNACCEPTABLE. Please rank this applicant in relation to others that you have known in a similar capacity. Generic Abilities* Outstanding Excellent Good Average Poor Critical Thinking Communication Skills Problem-Solving Interpersonal Skills Responsibility Professionalism Use of Constructive Feedback Effective Use of Time and Resources Stress Management Commitment to Learning

* Developed by the Physical Therapy Program, University of Wisconsin-Madison May et al. Journal of Physical Therapy Education. 9:1, Spring 1995.

Please complete both pages. Thank you.

R e vis e d 3 / 2 01 8 1 2

Pl e as e dis c us s t h e c h a r a ct e risti cs t h at will m a k e t h e a p pli c a nt a c o m p etiti v e c a n di d at e f o r t h e P T A P r o g r a m at S a n J u a n C oll e g e. D o n ot att a c h a d diti o n al d o c u m e nt ati o n .

P ositi v e Attri b ut es:

N e g ati v e Attri b ut es:

O v e r all, I r at e t his a p pli c a nt as :

O utst a n di n g ( T o p 1 %)

E x c ell e nt ( N e xt 5 %)

G o o d ( N e xt 1 0 %)

A v er a g e ( N e xt 2 5 %)

P o or ( N e xt 5 0 %)

U n a c c e pt a bl e ( R e m ai ni n g %) Si g n at u r e P ri nt e d N a m e D at e ( ) Titl e O r g a ni z ati o n P h o n e N u m b e r St r e et A d d r ess P O B o x Cit y St at e Zi p

T his L ett e r of R e c o m m e n d ati o n m u st b e r e c ei v e d b y t h e P T A P r o g r a m b ef o r e O ct o b e r 1 st. Pl e as e m ail t o: S a n J u a n C oll e g e P T A Pr o gr a m H e alt h S ci e n c e C e nt er # 3 3 0 0 4 6 0 1 C oll e g e Bl v d. F ar mi n gt o n, N M 8 7 4 0 2

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SAN JUAN COLLEGE Physical Therapist Assistant Program 4601 College Blvd. Health Science Center #3300 Farmington, NM 87402 www.sanjuancollege.edu/pta Phone (505) 566-3562 Fax (505) 566-3767

LETTER OF RECOMMENDATION

Applicant’s Name:

To the Applicant: I hereby waive my right to access this letter of recommendation. This letter will remain confidential to encourage the recommender to provide a candid assessment. I understand that a personal letter of recommendation from a friend or family member is UNACCEPTABLE. Signature of Applicant Date

To the Recommender: The above named person is applying to the Physical Therapist Assistant Program at San Juan College. This letter must be received by the PTA Program before October 1st. How long have you known the applicant? In what capacity have you known the applicant? NOTE: A friend or family member as a Recommender is UNACCEPTABLE. Please rank this applicant in relation to others that you have known in a similar capacity. Generic Abilities* Outstanding Excellent Good Average Poor Critical Thinking Communication Skills Problem-Solving Interpersonal Skills Responsibility Professionalism Use of Constructive Feedback Effective Use of Time and Resources Stress Management Commitment to Learning

* Developed by the Physical Therapy Program, University of Wisconsin-Madison May et al. Journal of Physical Therapy Education. 9:1, Spring 1995.

Please complete both pages. Thank you.

R e vis e d 3 / 2 01 8 1 4

Pl e as e dis c us s t h e c h a r a ct e risti cs t h at will m a k e t h e a p pli c a nt a c o m p etiti v e c a n di d at e f o r t h e P T A P r o g r a m at S a n J u a n C oll e g e. D o n ot at t a c h a d diti o n al d o c u m e nt ati o n.

P ositi v e Attri b ut es:

N e g ati v e Attri b ut es:

O v e r all, I r at e t his a p pli c a nt as :

O utst a n di n g ( T o p 1 %)

E x c ell e nt ( N e xt 5 %)

G o o d ( N e xt 1 0 %)

A v er a g e ( N e xt 2 5 %)

P o or ( N e xt 5 0 %)

U n a c c e pt a bl e ( R e m ai ni n g %) Si g n a t u r e P ri nt e d N a m e D at e ( ) Titl e O r g a ni z ati o n P h o n e N u m b e r St r e et A d d r ess P O B o x Cit y St at e Zi p

T his L ett e r of R e c o m m e n d ati o n m u st b e r e c ei v e d b y t h e P T A P r o g r a m b ef o r e O ct o b e r 1 st. Pl e as e m ail t o: S a n J u a n C oll e g e P T A Pr o g r a m H e alt h S ci e n c e C e nt er # 3 3 0 0 4 6 0 1 C oll e g e Bl v d. F ar mi n gt o n, N M 8 7 4 0 2

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SAN JUAN COLLEGE Physical Therapist Assistant Program 4601 College Blvd. Health Science Center #3300 Farmington, NM 87402 www.sanjuancollege.edu/pta Phone (505) 566-3562 Fax (505) 566-3767

LETTER OF RECOMMENDATION

Applicant’s Name:

To the Applicant: I hereby waive my right to access this letter of recommendation. This letter will remain confidential to encourage the recommender to provide a candid assessment. I understand that a personal letter of recommendation from a friend or family member is UNACCEPTABLE. Signature of Applicant Date

To the Recommender: The above named person is applying to the Physical Therapist Assistant Program at San Juan College. This letter must be received by the PTA Program before October 1st. How long have you known the applicant? In what capacity have you known the applicant? NOTE: A friend or family member as a Recommender is UNACCEPTABLE. Please rank this applicant in relation to others that you have known in a similar capacity. Generic Abilities* Outstanding Excellent Good Average Poor Critical Thinking Communication Skills Problem-Solving Interpersonal Skills Responsibility Professionalism Use of Constructive Feedback Effective Use of Time and Resources Stress Management Commitment to Learning

* Developed by the Physical Therapy Program, University of Wisconsin-Madison May et al. Journal of Physical Therapy Education. 9:1, Spring 1995.

Please complete both pages. Thank you.

R e vis e d 3 / 2 01 8 1 6

Pl e as e dis c us s t h e c h a r a ct e risti cs t h at will m a k e t h e a p pli c a nt a c o m p etiti v e c a n di d at e f o r t h e P T A P r o g r a m at S a n J u a n C oll e g e. D o n ot att a c h a d diti o n al d o c u m e nt ati o n .

P ositi v e Attri b ut es:

N e g ati v e Attri b ut es:

O v e r all, I r at e t his a p pli c a nt as :

O utst a n di n g ( T o p 1 %)

E x c ell e nt ( N e xt 5 %)

G o o d ( N e xt 1 0 %)

A v er a g e ( N e xt 2 5 %)

P o or ( N e xt 5 0 %)

U n a c c e pt a bl e ( R e m ai ni n g %) Si g n at u r e P ri nt e d N a m e D at e ( ) Titl e O r g a ni z ati o n P h o n e N u m b e r St r e et A d d r ess P O B o x Cit y St at e Zi p

T his L ett e r of R e c o m m e n d ati o n m u st b e r e c ei v e d b y t h e P T A P r o g r a m b ef o r e O ct o b e r 1 st. Pl e as e m ail t o: S a n J u a n C oll e g e P T A Pr o gr a m H e alt h S ci e n c e C e nt er # 3 3 0 0 4 6 0 1 C oll e g e Bl v d. F ar mi n gt o n, N M 8 7 4 0 2

Revised 3/2018 17

ADMISSIONS EXAM Please contact the San Juan College Testing Center immediately to obtain information on the process to take the Admissions Exam. San Juan College Testing Center (505) 566-3139 Information Technology Center www.sanjuancollege.edu/test 4601 College Blvd. Room 7120 Farmington, NM 87402

On Campus Students Instructions for the ATI TEAS-Local

Online Students Instructions for the ATI TEAS-Offsite

Revised 3/2018 18

Revised 3/2018 19

SELECTION PROCESS

Each PTA Program accepts up to 20 students every year. Applicants are ranked based on the following criteria:

Criteria Points Possible GPA of Prerequisite Courses 65 Admissions Exam Score 20 Letter of Recommendation 5 Letter of Recommendation 5 Letter of Recommendation 5 New Mexico Resident Credit Per SJC Admissions Policy 5

Colorado Resident Credit Must reside in one of the following CO counties: Archuleta, Dolores, La Plata, Montezuma or San Juan. 5

Re-Applicant Credit Applicants re-applying due to previous non-acceptance into a San Juan College PTA Program (either On-Campus or Online)

1

TOTAL 106

FINANCIAL AID

Financial Aid is available for students who qualify:

San Juan College (505) 566-3323 Financial Aid 4601 College Blvd. Farmington, NM 87402

PROGRAM COST

The following tables provide a detailed breakdown of the estimated costs associated with each program.

On-Campus Program

Semester Tuition

(includes SJC Flat & Student Activity Fees) plus Program Fee plus Textbooks

Resident or Non-Resident (Approximate)

Spring Semester $850.00 or $2,359.50 + $150 + $1,214 Summer Semester $470.00 or $1,185.50 + $150 + $196 Fall Semester $897.50 or $2,506.25 + $150 + $335 Spring Semester $850.00 or $2,359.50 + $150 + $0

Totals $3,067.75 or $8,410.75 + $600 + $1,767

Online Hybrid Program

Semester Tuition

(includes SJC Flat Fees) plus Program Fee plus Textbooks

Resident or Non-Resident (Approximate)

Spring Semester $507 or $1,327 + $250 + $803 Summer Semester $507 or $1,327 + $250 + $449 Fall Semester $461 or $1,181 + $250 + $194 Spring Semester $507 or $1,327 + $250 + $321 Summer Semester $553 or $1,473 + $250 + $0 Fall Semester $829 or $2,349 + $250 + $0

Totals $3,364 or $8,984 + $1,500 + $1,767 Please see miscellaneous expenses on the next page (page 20).

Revised 3/2018 20

Estimated PTA Program Cost On-Campus Program Tuition, Fees & Books for 4 Semesters

Resident $5,434.75 Non-resident $10,777.75

Online Program Tuition, Fees & Books for 6 Semesters Resident $6,631

Non-resident $12,251

The Estimated Cost of the PTA Program includes tuition, SJC flat fees, technology fees, student activity fees (if applicable), PTA Program fees, and textbooks for the PTA Program. This estimate does not include the costs associated with prerequisite courses.

Tuition for residents is $46 per credit hour plus the SJC flat fee for 5 credit hours or more per semester of $185, and a student activity fee per credit hour of $1.50 (not to exceed $27.00 per student, per semester and does not apply to online classes). Tuition for non-residents is $146 per credit hour plus the SJC flat fee for 5 credit hours or more per semester of $305. The PTA Program charges a non-refundable program fee of $150 per semester for the On-Campus Program and $250 per semester for the Online Hybrid Program.

Miscellaneous Expenses (not included in above estimates)

On-Campus and Online Hybrid Programs

Students in both programs are also responsible for annual APTA membership fees, immunizations, goniometer ($20), gait belt ($10), scrubs ($35), transportation and lodging on clinical rotations.

Online Hybrid Program

Students participating in the Online Hybrid Program are responsible for transportation and lodging associated with the on-campus portion of PTA lab courses. Students are required to be at San Juan College approximately one week per PTA lab course toward the end of each semester. Online students are also responsible for additional fees related to printing course material and proctor* services for the PTAP exams.

* Proctor U will be used for required proctor services when completing PTAP exams. Each test will cost from $8.75to $51.25 depending on the length of the test and how far in advance the student schedules to take the test (seewww.proctoru.com ).

Upon graduation, the student may have some of the following expenses related to licensure. The fees vary depending on student completion of the recommended exam preparation course and practice exam. Also, the state licensing fee varies depending on the state. All fees related to licensure are the student’s responsibility.

Licensure Expenses >$500 PTA Licensure Exam Preparation Course (Recommended)

$99 PEAT Exam (PTA Practice Exam & Assessment Tool) (Recommended) $400 National Physical Therapist Assistant Licensing Exam (FSBPT) $70 Prometric Testing Center Fee (Testing Centers located throughout the United States)

$225 New Mexico Licensing Fee (fees vary by state)

NON-DISCRIMINATION POLICY

San Juan College will comply with existing federal and state laws and regulations, including the Title VII Civil Rights Act of 1964 and 1990, Executive Order 11246 Section 504 of the 1973 Rehabilitation Act, the Age Discrimination Act of 1967, the Americans with Disability Act of 1990, as amended, and the Vietnam Era Veteran’s Readjustment Act of 1974. It is the policy of the College to provide for equal opportunity in recruitment, employment, compensation, benefits, transfers, layoffs, returns, institutionally sponsored education, training, tuition assistance, social and recreational programs, staff development opportunities and advancement, and all other personnel practices without regard to race, color, religion, national origin, ancestry, sex, disability, age, or veteran’s status. Questions should be directed to the EEO officer at 566-3253.

Revised 3/2018 21

Professional Behaviors for the 21st Century

This document identifies and describes the professional behaviors fundamental to successful physical therapy practice. The PTA Program at San Juan College has adopted this document and the related assessment tool as a means to foster professional growth throughout the academic and clinical curriculum. Throughout the program, students are required to assess periodically their ability to demonstrate these behaviors and seek input from academic and clinical faculty. We respectfully acknowledge the research team of May and associates who developed the Professional Behaviors Assessment Tool and the original research team that developed the Generic Abilities. Adapted from May W., Kontney L., and Iglarsh Z. (2010). Professional Behaviors for the 21st Century. (Retrieved from: http://www.marquette.edu/physical-therapy/documents/ProfessionalBehaviors.pdf) Background Information In 1991 the faculty of the University of Wisconsin-Madison, Physical Therapy Educational Program identified the original Physical Therapy - Specific Generic Abilities. Since that time these abilities have been used by academic programs to facilitate the development, measurement and assessment of professional behaviors of students during both the didactic and clinical phases of the programs of study.

Since the initial study was conducted, the profession of Physical Therapy and the curricula of the educational programs have undergone significant changes that mirror the changes in healthcare and the academy. These changes include managed care, expansion in the scope of physical therapist practice, increased patient direct access to physical therapists, evidenced-based practice, clinical specialization in physical therapy and the American Physical Therapy Association’s Vision 2020 supporting doctors of physical therapy.

Today’s physical therapy practitioner functions on a more autonomous level in the delivery of patient care which places a higher demand for professional development on the new graduates of the physical therapy educational programs. Most recently (2008-2009), the research team of Warren May, PT, MPH, Laurie Kontney PT, DPT, MS and Z. Annette Iglarsh, PT, PhD, MBA completed a research project that built on the work of other researchers to analyze the PT - Specific Generic Abilities in relation to the changing landscape of physical therapist practice and in relation to generational differences of the “Millennial” or “Y” Generation (born 1980-2000). These are the graduates of the classes of 2004 and beyond who will shape

clinical practice in the 21st century.

The research project was twofold and consisted of 1) a research survey which identified and rank ordered professional behaviors expected of the newly licensed physical therapist upon employment (2008); and 2) 10 small work groups that took the 10 identified behaviors (statistically determined) and wrote/revised behavior definitions, behavioral criteria and placement within developmental levels (Beginning, Intermediate, Entry Level and Post Entry Level) (2009). Interestingly the 10 statistically significant behaviors identified were identical to the original 10 Generic Abilities, however, the rank orders of the behaviors changed. Participants in the research survey included Center Coordinators of Clinical Education (CCCE’s) and Clinical Instructors (CI’s) from all regions of the United States. Participants in the small work groups included Directors of Clinical Education (DCE’s), Academic Faculty, CCCE’s and CI’s from all regions of the United States.

Revised 3/2018 22

This resulting document, Professional Behaviors, is the culmination of this research project. The definitions of each

professional behavior have been revised along with the behavioral criteria for each developmental level. The

‘developing level’ was changed to the ‘intermediate level’ and the title of the document has been changed from

Generic Abilities to Professional Behaviors. The title of this important document was changed to differentiate it from

the original Generic Abilities and to better reflect the intent of assessing professional behaviors deemed critical for

professional growth and development in physical therapy education and practice.

Preamble In addition to a core of cognitive knowledge and psychomotor skills, it has been recognized by educators and practicing professionals that a repertoire of behaviors is required for success in any given profession (Alverno College Faculty, Assessment at Alverno, 1979). The identified repertoire of behaviors that constitute professional behavior reflect the values of any given profession and, at the same time, cross disciplinary lines (May et. al., 1991). Visualizing cognitive knowledge, psychomotor skills and a repertoire of behaviors as the legs of a three-legged stool serves to emphasize the importance of each. Remove one leg and the stool loses its stability and makes it very difficult to support professional growth, development, and ultimately, professional success. (May et. al., Opportunity Favors the Prepared: A Guide to Facilitating the Development of Professional Behavior, 2002)

The intent of the Professional Behaviors Assessment Tool is to identify and describe the repertoire of professional behaviors deemed necessary for success in the practice of physical therapy. This Professional Behaviors Assessment Tool is intended to represent and be applied to student growth and development in the classroom and the clinic. It also contains behavioral criteria for the practicing clinician. Each Professional Behavior is defined and then broken down into developmental levels with each level containing behavioral criteria that describe behaviors that represent possession of the Professional Behavior they represent. Each developmental level builds on the previous level such that the tool represents growth over time in physical therapy education and practice.

It is critical that students, academic and clinical faculty utilize the Professional Behaviors Assessment Tool in the context of physical therapy and not life experiences. For example, a learner may possess strong communication skills in the context of student life and work situations, however, may be in the process of developing their physical therapy communication skills, those necessary to be successful as a professional in a greater health care context. One does not necessarily translate to the other, and thus must be used in the appropriate context to be effective.

Opportunities to reflect on each Professional Behavior through self assessment, and through peer and instructor assessment is critical for progress toward entry level performance in the classroom and clinic. A learner does not need to posses each behavioral criteria identified at each level within the tool, however, should demonstrate, and be able to provide examples of the majority in order to move from one level to the next. Likewise, the behavioral criteria are examples of behaviors one might demonstrate, however are not exhaustive. Academic and clinical facilities may decide to add or delete behavioral criteria based on the needs of their specific setting. Formal opportunities to reflect and discuss with an academic and/or clinical instructor is key to the tool’s use, and ultimately professional growth of the learner. The Professional Behaviors Assessment Tool allows the learner to build and strengthen their third leg with skills in the affective domain to augment the cognitive and psychomotor domains.

Revised 3/2018 23

Definitions of Behavioral Criteria Levels

Beginning Level: behaviors consistent with a learner in the beginning of the professional phase of physical therapy education and before the first significant internship

Intermediate Level: behaviors consistent with a learner after the first significant internship

Entry Level: behaviors consistent with a learner who has completed all didactic work and is able to independently manage a caseload with consultation as needed from clinical instructors, co-workers and other health care professionals

Post-Entry Level: behaviors consistent with an autonomous practitioner beyond entry level

1. Critical Thinking

The ability to question logically; identify, generate and evaluate elements of logical argument; recognize and differentiate facts, appropriate or faulty inferences, and assumptions; and distinguish relevant from irrelevant information. The ability to appropriately utilize, analyze, and critically evaluate scientific evidence to develop a logical argument, and to identify and determine the impact of bias on the decision making process.

Beginning Level: Raises relevant questions Considers all available information Articulates ideas Understands the scientific method States the results of scientific literature but has not developed the

consistent ability to critically appraise findings (i.e. methodology and conclusion)

Recognizes holes in knowledge base Demonstrates acceptance of limited knowledge and experience

Intermediate Level: Feels challenged to examine ideas Critically analyzes the literature and applies it to patient management Utilizes didactic knowledge, research evidence, and clinical experience to

formulate new ideas Seeks alternative ideas Formulates alternative hypotheses Critiques hypotheses and ideas at a level consistent with knowledge base Acknowledges presence of contradictions

Entry Level: Distinguishes relevant from irrelevant patient data Readily formulates and critiques alternative hypotheses and ideas Infers applicability of information across populations Exhibits openness to contradictory ideas Identifies appropriate measures and determines effectiveness of applied

solutions efficiently Justifies solutions selected

Post-Entry Level: Develops new knowledge through research, professional writing and/or professional presentations

Thoroughly critiques hypotheses and ideas often crossing disciplines in thought process

Weighs information value based on source and level of evidence Identifies complex patterns of associations Distinguishes when to think intuitively vs. analytically Recognizes own biases and suspends judgmental thinking Challenges others to think critically

Revised 3/2018 24

2. Communication

The ability to communicate effectively (i.e. verbal, non-verbal, reading, writing, and listening) for varied audiences and purposes.

Beginning Level: Demonstrates understanding of the English language (verbal and written): uses correct grammar, accurate spelling and expression, legible handwriting

Recognizes impact of non-verbal communication in self and others Recognizes the verbal and non-verbal characteristics that portray

confidence Utilizes electronic communication appropriately

Intermediate Level: Utilizes and modifies communication (verbal, non-verbal, written and electronic) to meet the needs of different audiences

Restates, reflects and clarifies message(s) Communicates collaboratively with both individuals and groups Collects necessary information from all pertinent individuals in the

patient/client management process Provides effective education (verbal, non-verbal, written and electronic)

Entry Level: Demonstrates the ability to maintain appropriate control of the communication exchange with individuals and groups

Presents persuasive and explanatory verbal, written or electronic messages with logical organization and sequencing

Maintains open and constructive communication Utilizes communication technology effectively and efficiently

Post-Entry Level: Adapts messages to address needs, expectations, and prior knowledge of the audience to maximize learning

Effectively delivers messages capable of influencing patients, the community and society

Provides education locally, regionally and/or nationally Mediates conflict

3. Problem Solving

The ability to recognize and define problems, analyze data, develop and implement solutions, and evaluate outcomes.

Beginning Level: Recognizes problems States problems clearly Describes known solutions to problems Identifies resources needed to develop solutions Uses technology to search for and locate resources Identifies possible solutions and probable outcomes

Intermediate Level: Prioritizes problems Identifies contributors to problems Consults with others to clarify problems Appropriately seeks input or guidance Prioritizes resources (analysis and critique of resources) Considers consequences of possible solutions

Entry Level: Independently locates, prioritizes and uses resources to solve problems Accepts responsibility for implementing solutions Implements solutions Reassesses solutions Evaluates outcomes Modifies solutions based on the outcome and current evidence Evaluates generalizability of current evidence to a particular problem

Revised 3/2018 25

Post-Entry Level: Weighs advantages and disadvantages of a solution to a problem Participates in outcome studies Participates in formal quality assessment in work environment Seeks solutions to community health-related problems Considers second and third order effects of solutions chosen

4. Interpersonal Skills

The ability to interact effectively with patients, families, colleagues, other health care professionals, and the community in a culturally aware manner.

Beginning Level: Maintains professional demeanor in all interactions Demonstrates interest in patients as individuals Communicates with others in a respectful and confident manner Respects differences in personality, lifestyle and learning styles during

interactions with all persons Maintains confidentiality in all interactions Recognizes the emotions and bias that one brings to all professional

interactions

Intermediate Level: Recognizes the non-verbal communication and emotions that others bring to professional interactions

Establishes trust Seeks to gain input from others Respects role of others Accommodates differences in learning styles as appropriate

Entry Level: Demonstrates active listening skills and reflects back to original concern to determine course of action

Responds effectively to unexpected situations Demonstrates ability to build partnerships Applies conflict management strategies when dealing with challenging

interactions Recognizes the impact of non-verbal communication and emotional

responses during interactions and modifies own behaviors based on them

Post-Entry Level: Establishes mentor relationships Recognizes the impact that non-verbal communication and the

emotions of self and others have during interactions and demonstrates the ability to modify the behaviors of self and others during the interaction

5. Responsibility

The ability to be accountable for the outcomes of personal and professional actions and to follow through on commitments that encompass the profession within the scope of work, community and social responsibilities.

Beginning Level: Demonstrates punctuality Provides a safe and secure environment for patients Assumes responsibility for actions Follows through on commitments Articulates limitations and readiness to learn Abides by all policies of academic program and clinical facility

Intermediate Level: Displays awareness of and sensitivity to diverse populations Completes projects without prompting Delegates tasks as needed Collaborates with team members, patients and families Provides evidence-based patient care

Revised 3/2018 26

Entry Level: Educates patients as consumers of health care services Encourages patient accountability Directs patients to other health care professionals as needed Acts as a patient advocate Promotes evidence-based practice in health care settings Accepts responsibility for implementing solutions Demonstrates accountability for all decisions and behaviors in academic

and clinical settings

Post-Entry Level: Recognizes role as a leader Encourages and displays leadership Facilitates program development and modification Promotes clinical training for students and coworkers Monitors and adapts to changes in the health care system Promotes service to the community

6. Professionalism

The ability to exhibit appropriate professional conduct and to represent the profession effectively while promoting the growth/development of the Physical Therapy profession.

Beginning Level: Abides by all aspects of the academic program honor code and the APTA Code of Ethics

Demonstrates awareness of state licensure regulations Projects professional image Attends professional meetings Demonstrates cultural/generational awareness, ethical values, respect,

and continuous regard for all classmates, academic and clinical faculty/staff, patients, families, and other healthcare providers

Intermediate Level: Identifies positive professional role models within the academic and clinical settings

Acts on moral commitment during all academic and clinical activities Identifies when the input of classmates, co-workers and other

healthcare professionals will result in optimal outcome and acts accordingly to attain such input and share decision making

Discusses societal expectations of the profession

Entry Level: Demonstrates understanding of scope of practice as evidenced by treatment of patients within scope of practice, referring to other healthcare professionals as necessary

Provides patient/family centered care at all times as evidenced by provision of patient/family education, seeking patient input and informed consent for all aspects of care and maintenance of patient dignity

Seeks excellence in professional practice by participation in professional organizations and attendance at sessions or participation in activities that further education/professional development

Utilizes evidence to guide clinical decision making and the provision of patient care, following guidelines for best practices

Discusses role of physical therapy within the healthcare system and in population health

Demonstrates leadership in collaboration with both individuals and groups

Post-Entry Level: Actively promotes and advocates for the profession Pursues leadership roles Supports research Participates in program development

Revised 3/2018 27

Participates in education of the community Demonstrates the ability to practice effectively in multiple settings Acts as a clinical instructor Advocates for the patient, the community and society

7. Use of Constructive Feedback

The ability to seek out and identify quality sources of feedback, reflect on and integrate the feedback, and provide meaningful feedback to others.

Beginning Level: Demonstrates active listening skills Assesses own performance Actively seeks feedback from appropriate sources Demonstrates receptive behavior and positive attitude toward feedback Incorporates specific feedback into behaviors Maintains two-way communication without defensiveness

Intermediate Level: Critiques own performance accurately Responds effectively to constructive feedback Utilizes feedback when establishing professional and patient related goals Develops and implements a plan of action in response to feedback Provides constructive and timely feedback

Entry Level: Independently engages in a continual process of self evaluation of skills, knowledge and abilities

Seeks feedback from patients/clients and peers/mentors Readily integrates feedback provided from a variety of sources to improve

skills, knowledge and abilities Uses multiple approaches when responding to feedback Reconciles differences with sensitivity Modifies feedback given to patients/clients according to their learning

styles

Post-Entry Level: Engages in non-judgmental, constructive problem-solving discussions Acts as conduit for feedback between multiple sources Seeks feedback from a variety of sources to include

students/supervisees/peers/supervisors/patients Utilizes feedback when analyzing and updating professional goals

8. Effective Use of Time and Resources

The ability to manage time and resources effectively to obtain the maximum possible benefit.

Beginning Level: Comes prepared for the day’s activities/responsibilities Identifies resource limitations (i.e. information, time, experience) Determines when and how much help/assistance is needed Accesses current evidence in a timely manner Verbalizes productivity standards and identifies barriers to meeting

productivity standards Self-identifies and initiates learning opportunities during unscheduled time

Intermediate Level: Utilizes effective methods of searching for evidence for practice decisions Recognizes own resource contributions Shares knowledge and collaborates with staff to utilize best current

evidence Discusses and implements strategies for meeting productivity standards Identifies need for and seeks referrals to other disciplines

Entry Level: Uses current best evidence Collaborates with members of the team to maximize the impact of

treatment available Has the ability to set boundaries, negotiate, compromise, and set realistic

expectations

Revised 3/2018 28

Gathers data and effectively interprets and assimilates the data to determine plan of care

Utilizes community resources in discharge planning Adjusts plans, schedule etc. as patient needs and circumstances dictate Meets productivity standards of facility while providing quality care

and completing non-productive work activities

Post-Entry Level: Advances profession by contributing to the body of knowledge (outcomes, case studies, etc)

Applies best evidence considering available resources and constraints Organizes and prioritizes effectively Prioritizes multiple demands and situations that arise on a given day Mentors peers and supervisees in increasing productivity and/or

effectiveness without decrement in quality of care

9. Stress Management

The ability to identify sources of stress and to develop and implement effective coping behaviors; this applies for interactions for: self, patient/clients and their families, members of the health care team and in work/life scenarios.

Beginning Level: Recognizes own stressors Recognizes distress or problems in others Seeks assistance as needed Maintains professional demeanor in all situations

Intermediate Level: Actively employs stress management techniques Reconciles inconsistencies in the educational process Maintains balance between professional and personal life Accepts constructive feedback and clarifies expectations Establishes outlets to cope with stressors

Entry Level: Demonstrates appropriate affective responses in all situations Responds calmly to urgent situations with reflection and debriefing as

needed Prioritizes multiple commitments Reconciles inconsistencies within professional, personal and work/life

environments Demonstrates ability to defuse potential stressors with self and others

Post-Entry Level: Recognizes when problems are unsolvable Assists others in recognizing and managing stressors Demonstrates preventative approach to stress management Establishes support networks for self and others Offers solutions to the reduction of stress Models work/life balance through health/wellness behaviors in

professional and personal life

10. Commitment to Learning

The ability to self direct learning to include the identification of needs and sources of learning; and to continually seek and apply new knowledge, behaviors, and skills.

Beginning Level: Prioritizes information needs Analyzes and subdivides large questions into components Identifies own learning needs based on previous experiences Welcomes and/or seeks new learning opportunities Seeks out professional literature Plans and presents an in-service, research or cases studies

Intermediate Level: Researches and studies areas where own knowledge base is lacking in order to augment learning and practice

Applies new information and re-evaluates performance

Revised 3/2018 29

Accepts that there may be more than one answer to a problem Recognizes the need to and is able to verify solutions to problems Reads articles critically and understands limits of application to

professional practice

Entry Level: Respectfully questions conventional wisdom Formulates and re-evaluates position based on available evidence Demonstrates confidence in sharing new knowledge with all staff levels Modifies programs and treatments based on newly-learned skills and

considerations Consults with other health professionals and physical therapists for

treatment ideas

Post-Entry Level: Acts as a mentor not only to other PT’s, but to other health professionals Utilizes mentors who have knowledge available to them Continues to seek and review relevant literature Works towards clinical specialty certifications Seeks specialty training Is committed to understanding the PT’s role in the health care

environment today (i.e. wellness clinics, massage therapy, holistic medicine)

Pursues participation in clinical education as an educational opportunity

Revised 3/2018 30

31 Revised 3/2018

San Juan College – Physical Therapist Assistant Program

Essential Functions

Essential functions refer to the fundamental job duties that a person must be able to perform for a given

profession. The PTA Program at San Juan College has developed program-related essential functions. Each

student must be capable of performing the essential functions outlined herein in order to be accepted into,

progress in, and graduate from the PTA program at San Juan College. These standards are necessary to protect

students, academic and clinical faculty, other health care personnel, and patients. San Juan College abides by

all state and federal nondiscrimination and equal opportunity requirements. With or without reasonable

accommodations, the student must independently be able to:

AFFECTIVE DOMAIN

Demonstrate professional and socially appropriate behavior at all times, remaining flexible and

adaptable to changing conditions

Display maturity and self-control, even in situations involving stress or conflict

Act in a punctual, dependable, and responsible manner displaying confidence and a positive attitude

Maintain personal grooming, hygiene, and dress code consistent with professional expectations

Adhere to all applicable safety, ethical, and legal standards and procedures

Exhibit sensitivity to patients’ needs to ensure quality care and emotional support

Establish cooperative relationships by treating others with fairness and respect verbally and non-

verbally, especially those with different backgrounds

Uses self-assessment to improve future performance and accepts constructive feedback without

defensiveness

COGNITIVE DOMAIN

Communicate accurately and effectively in English

Comprehend and carry out complex written and oral instructions given in English

Learn in an online and traditional classroom format with a grade of C or better

Discern and utilize relevant information from medical records, professional literature, equipment

manuals, books, and computers to perform duties safely and effectively

Work under the direction and supervision of the physical therapist following the established plan of

care to achieve the patient goals

Monitor the patient for changes in response to treatment and communicate necessary information to

the supervising physical therapist and other appropriate personnel

Exhibit the intellectual problem-solving and critical thinking ability to make effective judgements

without hesitation, especially in treatment

Implement effective patient care within the expected timeframe dictated by the program and clinical

sites

Follow the contraindications and precautions for the physical therapy interventions used in

contemporary physical therapy practice

Demonstrate time management skills, attention to detail, and the ability to preplan and prioritize tasks

Work effectively and efficiently to meet productivity requirements in a fast-paced environment with

frequent disruptions

Make rapid, effective decisions in urgent or emergency situations while remaining calm

32 Revised 3/2018

PSYCHOMOTOR DOMAIN

Stand and walk for at least 8 hours

Lift, carry, pull, push up to 25 lbs on a consistent basis and 50 lbs occasionally using proper body

mechanics

Reach, crawl, kneel, bend, stoop, and climb

Possess the bimanual dexterity for palpation, auscultation, manual therapy, wound care, collecting

objective measurements, applying modalities, and manipulating therapeutic equipment and devices

Assist patients with bed mobility, wheelchair mobility, transfers, and gait training with or without

assistive devices using appropriate guarding and level of assistance on level surfaces, uneven terrain,

curbs, ramps, and stairs

Possess adequate strength, endurance, speed, agility, coordination and balance to safely demonstrate

and assist patients with therapeutic exercises

Type documentation into an electronic medical record system efficiently

Complete clinical rotations 8 hrs/day, 40 hrs/wk for up to 14 consecutive weeks

Use visual, auditory, and tactile senses to monitor the patient’s response to treatment

Detect and respond to monitoring alarms

Respond quickly to urgent or emergency situations including performing CPR

Essential Functions Acknowledgement Form

I, __________________________________ (student’s printed name), have read and understand this

agreement. By signing below, I verify that I am able to meet the essential functions outlined herein. I

understand that these essential functions must be performed competently, consistently, efficiently, and safely

in order to progress in and graduate from the PTA program. If I am unable to perform these essential

functions during the curriculum, then I may not pass the course(s) and may be dismissed from the PTA

program at San Juan College.

______________________________________________ ___________________

(student’s signature) (date)

Certificate of Acknowledgement

State of County of The foregoing document was acknowledged before me, ,

(printed name of notary public)

this day of , 20 by . (printed name of person acknowledged)

Affix Official Notary seal. Notary Public Signature PTA Board Approved 6/16