PHYT 600 - Physical Therapy as a Profession

Summer, DPT 1
Credit Hours:
Course Description:
The ethics, licensure laws, and practice of physical therapy will be explained.  The Guide to Physical Therapy Practice will be introduced and the importance to effective practice discussed.
Course Coordinator/
Contact Information:

Tara Jo Manal, PT, DPT, OCS, SCS; 302-831-8893
Cell: 302-388-3670

Course Faculty:
Dr. Mary Anne Lacour
Required Text/Readings:
As noted within assignment directions




  1. Values, Ethics and Standards of Practice Project

Pass / Fail

  1. Professional Portfolio Project

Pass / Fail

  1. Legislative Project

Pass / Fail

Service Learning hours

30 total (5 in each of; service to the profession, wellness, cultural diversity- other 15 in area of approved site(s)

Pass / Fail Pass= Completion and upload documents by April 2015 Fail- Incomplete records, less than 5 hrs in 3 major areas, less than 30 hrs total


  • Career Fair
  • July 2014, May 2014, May 2015
Pass/Fail Pass= Attendance at all 3 Fail= Failure to attend any of the 3


  • Standardized Patients
Pass/Fail Pass- successful completion as graded by instructor at the event Fail- Failure to successfully complete or failure to participate

Final Grade

Pass must be achieved in Service Learning, Attendance and Participation category, however, there is no letter grade for these categories Average of 3 Project grades above Pass = C or above Fail = C- or below OR failure of any assignment


Course Standards:
  1. A student must individually pass all assignments within this course, regardless of overall (cumulative) course grade calculations.
    1. An overall course grade of “C” or better is considered passing, however each project/ assignment must be passed with a grade of “B” or above.
    2. An overall course grade of “F” will be assigned to a student not passing any single project / assignment or an overall grade of below “C”.

  2. No class-wide curves will occur.

  3. Extra credit projects and assignments are not permitted.

  4. Assignments / Projects
    1. Grading is pass / fail. The grade of “pass” equates to a “B” or above on the rubric below.





All components of the project are present AND responses demonstrate the student’s responses demonstrate understanding of the principles (90% or greater achievement)



Less than 20 % of the components are missing AND the student’s responses demonstrate understanding of the principles (90% or greater achievement)
All components of the project are present, but responses demonstrate student understands only 75%- 89% of the principles

If both present = grade of “C” is awarded


20% - 30% of the components are missing
Responses demonstrate student understand only 60%-74% of the principles

If both present = grade of “D” is awarded


31%-40% of the components are missing
Responses demonstrate student understands only 50%-59% of the principles

If both present = grade of “F” is awarded


Any performance below the level of “D” noted above


    1. Students earning the grade of “C” or below will be given one opportunity to correct and resubmit the assignment. Corrected assignments must be resubmitted for evaluation within 2 weeks of the return of the assignment.
      • Failure to submit the assignment within the 2-week timeframe OR failure to obtain the passing score on the 2nd assignment submission will result in a failing grade for the assignment, thereby failing the course.
      • In situations where a resubmission was permitted and successfully completed, the initial assignment grade will be retained and will be utilized in the final grade calculation.
    2. As assignment deadlines are provided well in advance of the due dates, late submissions will not be accepted. Failure to submit an assignment by the deadline will be treated as any Medicare, value, or ethic violation and result in a failing grade for the course

  1. Attendance/Tardiness
    1. If a student is unable to attend a required activity, it is his/her responsibility to discuss the reason with the faculty member of record in advance of the required session in order to obtain approval for the absence. In situations of emergency, the faculty member of record should be notified as soon as possible.
    2. The faculty member of record retains the right to determine if an absence is excused or unexcused.
    3. In situations where the absence has been excused or pre-approved, the student will not incur academic penalty.
    4. In situations of absence, the student remains responsible for the acquisition of missed material / content. Make-up assignments may be required.
    5. Attendance at lecture is mandatory.
    6. Unexcused absences will be documented on a Professional Behaviors feedback sheet and require successful completion of a make-up assignment. Make up assignment due dates and criteria for success will be provided at the time of make-up assignment. There will be no opportunities to resubmit a make-up assignment should it not meet the passing criteria on the first submission. More than one unexcused absence will result in an F in the course. 
  1. Students who do not demonstrate appropriate levels of preparedness (i.e. – assignments/ readings not completed in advance of class, absence of needed supplies for participation) may be asked to leave class and may subject to an “unexcused” absence for the session. Penalties associated with unexcused absences are outlined within this syllabus.

  2. Faculty reserve the right to modify course content / components / schedule if deemed to be in the best interest of student learning or if required by availability of resources.

  3. All principles surrounding academic integrity will prevail. Violations will be taken seriously and will result in disciplinary actions as consistent with University of Delaware standards. All work should be completed individually unless otherwise specified by the course instructor.

  4. Students who believe educational accommodations are necessary should follow the established procedures as outlined by the University’s ADA Office as soon as the need is identified. As there will be no retroactive accommodations, students are encouraged to request accommodation in a timely fashion.
Course Objectives:

At the conclusion of the course, the student will be able to:

  1. Discuss potential abuses of power in the patient/client relationship.(CC 5.3, CC 5.6)
  2. Develop a plan of action to resolve a conflict involving a potential breech of professional standards. (CC 5.3, CC 5.10, CC5.11)
  3. Provide examples of behaviors that demonstrate core values. (CC 5.4, CC 5.6, CC 5.7, CC 5.8, CC 5.9, CC 5.15, CC 5.16, CC 5.17, CC 5.18)
  4. Identify sources of accountability. (CC 5.3, CC 5.5, CC 5.6) 
  5. Recognize and appreciate the consequences of a course of action when making decisions. (CC 5.3, CC 5.6)
  6. Identify and discuss potential conflict of interest actions inherent in all professional practice. (CC 5.3, CC 5.6, CC 5.10)
  7. Develop a plan of action for a difficult ethical situation. (CC-2, CC 5.3)
  8. Identify circumstances requiring a report of abuse or neglect. (CC 5.3, CC 5.10)              
  9. Discuss instances and consequences of falsification of records. (CC 5.3, CC 5.10)
  10. Recognize and take opportunities to promote the profession to the community. (CC 5.5, CC 5.65)
  11. Discuss the rules and regulations governing the practice of physical therapy within the jurisdiction in which the individual practices. (CC 5.1, CC 5.40) 
  12. Identify the professional and legal responsibilities of a physical therapist that discovers another physical therapist sexually harassing patients/clients or others. (CC-5.1, CC 5.3, CC 5.10)
  13. Differentiate between APTA policy and jurisdictional statutes as it relates to the practice of physical therapy (CC5.1)
  14. Describe the legal relationship between the PT and PTA as written in the Delaware statute.(CC5.1, CC 5.3, CC 5.40)
  15. Discuss the implications of the terms “direct access” and “consultation” as defined in the Delaware physical therapy law and rules and regulations.   (CC5.1, CC 5.3)
  16. Identify situations in which confidentiality could be breached in the clinical setting and consequences of violating confidentiality. (CC 5.1, CC 5.3, CC 5.4, CC 5.11)
  17. Identify types of self-assessment mechanisms. (CC 5.4, CC 5.12)
  18. Identify examples of how political involvement in the community can improve health care. (CC 5.5, CC5.64)
  19. Debate national health care issues (CC 5.3 CC 5.5)
Objectives for Projects:

Values, Ethics and Standards of Practice Project:

  1. Adhere to ethical behavior, including APTA’s Code of Ethics and Guide for Professional Conduct, and Standards of Practice for Physical Therapy.   (CC 2, CC 5.3, CC 5.40, CC 5.42)
  2. Manage challenging ethical dilemmas. (CC-2, CC 5.3, CC 5.10)
  3. Identify role models in physical therapy and describe elements of professionalism that they exhibit. (CC-4)
  4. Value importance of membership and active participation in APTA as a professional obligation. (CC 5.5, CC5.16)
  5. Advocate for necessary continued care by identification of alternate resources. (CC 5.3, CC 5.5)
  6. Describe a structure that may be used to provide a pro bono clinic. (CC5.2, CC 5.3, CC 5.5, CC 5.7)
  7. Engage in oral and written reflection on ethical and legal issues. CC-2, CC 5.3)
  8. Demonstrate accountability for actions and decisions by admitting mistakes/errors and taking steps to ameliorate any negative effects of a poor decision. (CC-2, CC 5.3,  CC 5.4, CC 5,10, CC 5.14)
  9. Ensure, through appropriate direction and supervision of support personnel, the safety, security, and best care of patients/clients.  (CC 5.1, CC5.3, CC 5.40)
  10. Contribute resources (e.g., time, information) for programs that benefit patients/clients in the community. (CC 5.5, CC 5.6, CC 5.16, CC 5.65, CC5.65)

Professional Portfolio Project

  1. Formulate a strategy for ensuring a commitment to the profession. (CC-2)
  2. Identify personal strategies for serving as an advocate. (CC2, CC5.5, CC 5.11)
  3. Initiate opportunities to share knowledge with others  (CC-2, CC 5.12, CC 5.65)
  4. Perform self-assessment of personal and professional development needs (CC 5.11, CC 5.12)
  5. Use a self-assessment tool to improve clinical performance. (CC 5.4, CC 5.12)
  6. Develop a professional development plan based on feedback (objective and subjective) from self-assessment and feedback from clinical faculty. (CC 5.4, CC 5.12, 5.14)

Legislative Project

  1. Attend 2 Delaware PT Association Meetings (CC 5.16)
  2. Identify a successful advocacy outcome. (CC2)
  3. Advocate in the political process for patients/clients to obtain unrestricted access to affordable physical therapy services and/or inclusion of physical therapy in health care plans. (CC 2, CC 5.2, CC 5.3, CC5.5, CC5.66)
  4. Develop a plan for contacting legislators regarding professional issues. (CC-2, CC5.66)
  5. Communicate with local, state, and national elected officials regarding health policy issues. (CC-2, CC 5.3, CC5.5, CC5.17, CC 5.66)
Description of Projects:

Students must complete 3 assignments and 3 projects to fulfill the requirements of this course. Projects must be completed and submitted to Sakai on or in advance of the specified due date. Submissions posted after midnight on the date specified will be considered late and result in a failing grade. Grading will occur as per the rubric provided in the course syllabus.

Career Fair:   Due: July 2014 and May 2014 and May 2015
Attendance is required at the career fair this year and next year.   Passing is equal to attendance.  Failure to attend results in a Fail for this project and therefore this course. 

Standardized Patients:    Due Fall 2013 and Spring 2015
You will have 2 separate participation requirements for this experience.  You will complete one in the Fall of Year 1 and one in Spring of Year 2.  These unique learning opportunities expose you to simulated “real life” physical therapy situations either with patients, healthcare colleagues or both.    You will be provided the rubric that is used for assessment of your performance and you will have 1 opportunity to remediate your performance if deemed unsatisfactory by the assessor.   Failure to meet established performance milestones will result in a Fail for this experience and a therefore a Fail for this course. 
Service Learning:  Due April 2015

  • Complete a minimum of 30 hours in service learning projects.
  • Document a reflection on each project a minimum of every 5 hours.
  • 5 Hours is required in each category (service to the profession, wellness, cultural diversity)
  • Up to 5 hours of “volunteer” time may be counted towards the 30 hours
  • Complete an overall reflection on the entire experience of participating in service learning.

Project Choice:

  • Approved projects are listed on the UDPT website.
  • New projects can be initiated in conjunction with course director- must complete the form and link objectives for the program to course objectives in the curriculum.  Generally need a faculty contact – we can assist you in who would be a good match.


  • Post completed reflections for each project to the your class website (IE Class of 2015 has a project site with an established assignment option for service learning)
  • These have unlimited uploads, IE you can upload as many completed assignments as you do them (versus tracking and saving for 2 years)

Assignments must be completed prior to starting full time internships

Legislative ProjectDUE: July 15, 2014

This project will provide experiential learning for students in local and national professional advocacy and health policy participation.


  1. Provide proof of attendance at 2 Physical Therapy Association meetings/events (National APTA activity or Student Conclave activity or DPTA meeting or State Regulatory Board Meeting); if attending a meeting, request signed notice of attendance by an officer and post such to Sakai
  2. Identify and participate in one advocacy initiative aimed at patient unrestricted access to PT and/or inclusion of PT in health care plans; post screen shot to Sakai
  3. Plan and execute 1 contact with local, state or national officials regarding health policy issues; post screen shot or thank you response to Sakai

Values, Ethics and Standards of Practice Project - DUE: August 30, 2015

This project will provide the student a means of demonstrating his/her understanding of the APTA Core Values, Code of Ethic and Guide for Professional Conduct, as well as the Standards of Practice for Physical Therapy. 


  1. Review the APTA Core Values
    1. In table format, list each core value. For each core value, provide:
      • An example of an observation showing how a therapist demonstrated the particular core value within a clinical setting
      • An example of a personal behavior that demonstrates how the student will incorporate the core value into his/her professional development

Core Value

Example of Role Model clinician demonstrating this value

Example of your incorporation of this value into your professional development





  1. Review the Code of Ethics and Guide for Professional Conduct
    1. Provide written reflection on 4 ethical issues observed in the clinical environment.  For each ethical issue, identify:
      • The principle involved in the situation
      • The challenges raised
      • The outcome
      • An alternative solution to the dilemma
    2. Provide written self-reflection on 2 ethical situations in which you made a mistake or considered a less than optimal action plan.   For each ethical situation, identify:
      • The ethical principle under which the challenge occurred
      • The mistake / error made
      • The corrective action incorporated to ameliorate any negative effects of a poor decision
      • If not explicitly clear in the reflection, identify any preventative action that you plan to employ to prevent these challenges from re-occurring in the future.   
  1. Review the APTA Standards of Practice
    1. In table format, list for each standard:
      • A positive (model) example of the standard as encountered on a clinical internship; the example should be something you would consider reproducing in your career
      • A negative (poor) example of the standard as encountered on a clinical internship; the example should reflect something you wish to avoid in your own clinical practice.  


Standard of Practice

Model example in a clinical setting

Poor example in a clinical setting

Ethical / Legal Considerations




Professional Portfolio ProjectDUE: Dec 1, 2015

This project will provide the student an opportunity to formulate a strategy for ensuring growth in the profession.  This requires self-assessment using multiple data sources (i.e. – personal reflection, Professionalism Self-Assessment [provided as a resource in this class], Professional Behaviors, Clinic Feedback Sheets, CPI, and New England Consortium Evaluation Tool), as well as the collection and synthesis of feedback from academic and clinical faculty, both formal and informal (i.e.- Professional Behaviors, CPI, New England Consortium Evaluation Tool, lab practical feedback, advice, etc.)


  1. Review the APTA publication entitled:


    1. Identify your plan for professional development, lifelong learning, and continued competence in physical therapy
    2. Identify 4 data sources that provided insight into areas of focus for development (at least 2 from professional sources such as CI’s, faculty).  For each data source, identify:
      • The information received
      • How the information was interpreted
      • The action plan developed in response to the information
    3. Describe how the major assumptions in HOD P05-07-14-14 will be tackled in your first 3 years of practice
      • Provide the plan you have developed
      • Outline the method you will use to determine if you are successfully accomplishing the 6 major opportunities described in the “Description of Professional Development” section of HOD P05-07-14-14