Presentation on theme: "Promoting professionalism from classroom to clinic Spring 2012 Marc Duyck PTA, MSEd."— Presentation transcript:
Promoting professionalism from classroom to clinic Spring 2012 Marc Duyck PTA, MSEd.
Objectives for this Lecture 1.Why are we having this conversation? 2. PT professionalism and PT ethics. 3.Types of professional behaviors expected in the classroom 1.How can you teach professionalism? 1.Student handbook, core APTA guides, OPTLB, coaching, rubrics 4.What types of professional/ethical behaviors should CI’s expect of students? 1.Expectations of students of CI’s 2.Examples and small group discussions 5.Communicating concerns with students
Objectives for Lecture 6. Orientation to core documents as a way to orient students. 1.Oregon Physical Therapist Licensing Board 2.APTA core documents/ Workplace guides 3.Expectations of the programs/clinics 7. Communicating professionally 1.Responsible communication/charting 2.E-communication, phone messages, texting 8. Examples of good and not so good e-communication. 9. Commitment to helping students/assertive, effective and appropriate communication 10. Wrap-up
Promoting professionalism from classroom to clinic Why are we having this conversation? Toolbox Personal Renewal
Promoting professionalism from classroom to clinic Transition from secular life to professional life. – Assist students in moving into a paradigm of personal responsibility and collaborative learning and away from the world which may lack a professional compass.
Promoting professionalism from classroom to clinic An professional compass provides – A set of internalized ideas, concepts, values and duties that keeps us in the right direction as professionals (Swisher, 2011)
Promoting professionalism from classroom to clinic Professional Compass – A tool to use when we feel lost and for our students when they need re-direction as to what being a future PT/PTA is all about Re-direction to OPTLBOPTLB Re-direction to Guide to Professional Conduct-PTGuide to Professional Conduct-PT Re-direction to Code of Conduct-PTACode of Conduct-PTA Re-direction to the PT/PTA Program Policy Manuals Re-direction to workplace COE, professionalism Re-direction to personal values/professional values
Promoting professionalism from classroom to clinic Professional compass versus a GPS – A GPS has no definitive route – Requires little skill to use – Perfect for the inexperienced traveler
Promoting professionalism from classroom to clinic A compass requires skill, and knowledge of the area you are using it in. A compass provides direction, but no advice on how to get there. An inexperienced hiker may not be helped by a compass
Promoting professionalism from classroom to clinic Many of our students lack this compass. – Some have experience with a professional compass. – Others think they have this experience. – Many are looking to us on how to use a professional compass.
Promoting professionalism from classroom to clinic – As CI’s we model professionalism by Referencing core documents – Code of Ethics for PT Code of Ethics for PT – Standards of Ethical Conduct for the PTA Standards of Ethical Conduct for the PTA – Minimal Standards for Practice OPTLB Minimal Standards for Practice OPTLB – Workplace code of ethics/professionalism (note) – CPI / School Program Policies Belonging to professional organizations (involved) Cont. education – Advancing own skills/Research based profession Walking the talk – Investing in the public good
How professional behavior can impact patients Deeper questions about professionalism Professional behavior results in better care, improved outcomes, less injury to the pt., less injury to clinician/student, less charting errors, less workplace stress. – Undermining behavior – Passive aggressive behavior
Promoting professionalism from classroom to clinic What are characteristics associated with professionalism? Davis (2006) defines core values of a professional or professionalism as the following. – Accountability – Altruism – Compassion/Caring – Excellence – Integrity – Duty – Social responsibility – Fairness (Gabard, 2011)
Promoting professionalism from classroom to clinic – Altruism: putting the pt. above own personal needs even with a challenging pt. A student PT is asked to perform a series of tests to assess a pt.'s knee during an evaluation while the CI instructs another pt. on gait with a pt. who was very verbose during the eval and even somewhat disruptive. During the end of the day “debrief” together, the SPT recognizes that they forgot to perform a McMurry test and inform their CI of this without making any excuses and informs PT that during the next session, they will initiate the rx with the test and will work harder to re- direct the pt. during the session.
Promoting professionalism from classroom to clinic -Truthfulness: During same discussion regarding the same pt., the CI notices the SPT did not include a treatment plan in the chart note. SPT admits forgetting this key and legal part of the document and appends the note adding to the note the treatment plan.
Promoting professionalism from classroom to clinic Justice: – To each person an equal share (Beauchamp, 2009). A pt. with an RC strain arrives 15 minutes late for a scheduled 30 minute PT appointment due to “bad traffic.” The SPT sees that pt. and after 15 minutes of re-assessing the established pt.'s rotator cuff strength, administering rotator cuff tests, measuring shoulder ROM, and giving the pt. one new exercise, informs the pt. of the conclusion of the session. The SPT than sees the next pt. on time.
Promoting professionalism from classroom to clinic Breakout – Discuss and come up with a scenario of how a CI working with an SPT or SPTA can demonstrate a core value of professionalism that I give you. – How do you initiate and have the conversation with the student when their performance or action is not consistent with the core value you have been given?
Promoting professionalism from classroom to clinic Examples of how PT/PTA programs are teaching and coaching professionalism – Program Policy Manuals An entire course dedicated to ethics and professionalism EFFECTIVE COMMUNICATION/TEAM Fairness Altruism Truthfulness Assertiveness Self-reflections Teachable moments: addressing disruptive behavior, disrespect. Grading rubrics (limiting unnecessary arguing that is not objective – lacks a compass) Respect Netiquette Safety Diversity training
Promoting professionalism from classroom to clinic E-communication, internal messaging. – What are red flags? Demanding emails No professional designation Spelling errors, slang Breaches of confidentiality in subheadings of emails. Blame games lack of responsibility (program, pt., CI). Undermining and a lack of focus in the e-communication : AE – E-communication best addressed face to face – Personal struggles – Health concerns – Pt. concerns (if able) » Interface over phone/e-message
Promoting professionalism from classroom to clinic Wrap up Characteristics of a professionals defined by Gabard (2011) include Independent judgment: within scope for PTA Commitment to the public good or good of our patients. Altruism, Truthfulness Embracing core documents on professionalism, codes of ethics of profession and workplace
Promoting professionalism from classroom to clinic Models to promote to our students (Gabard, 2011) Advanced expertise Belonging to the APTA, OPTA Commitment to the public good Code of Professional Conduct for the PT Code of Conduct for the PTA OPTLB Administrative Rules, Sanctions – Definition of the scope of practice for the PT/PTA
Promoting professionalism from classroom to clinic Workplace standards of professionalism/code of ethics Program Policy Manuals Two Take Home Points 1. We are all works in progress 2. Use the tools discussed today when having conversations with students re: professionalism
Promoting professionalism from classroom to clinic Thank you for your participation – Feedback
References American Physical Therapy Association. (2012). Code of Ethics. Physical Therapy Ethics 2011. F.A. Davis. Philadelphia. American Physical Therapy Association. (2012). Guide for Conduct for the Physical Therapist Assistant. Available at. http://www.apta.org/uploadedFiles/APTAorg/Practice_and_Patient_Care/Ethics/GuideforConductofthePTA.pdf American Physical Therapy Association. (2012). Guide for Professional Conduct. Available at: http://i.http//www.apta.org/uploadedFiles/APTAorg/Practice_and_Patient_Care/Ethics/GuideforProfessionalConduct.pdfChro meHTML/Shell/Open/Command American Physical Therapy Association. (2012). Standards of Ethical Conduct for the Physical Therapist Assistant. Available at: http://www.apta.org/uploadedFiles/APTAorg/About_Us/Policies/HOD/Ethics/Standards.pdf Beauchamp. T.L. (2009). Principles of Biomedical Ethics, 6 th Ed. New York: Oxford University Press. Davis, C. (2006). Patient Practitioner Interaction. Slack Inc. New Jersey.
References Gabard, D. & Martin, M. (2011). Physical Therapy Ethics. F.A. Davis. Philadelphia. Oregon Physical Therapist Licensing Board. (2012) Administrative Rules Standards of Practice. Available at http://arcweb.sos.state.or.us/pages/rules/oars_800/oa http://arcweb.sos.state.or.us/pages/rules/oars_800/oa r_848/848_tofc.html Swisher, L. 2012. Module 3 Ethical Compass. Available at: learningcenter.apta.org/showCourse.aspx? cs=6F55F3E0-EA7C-4945-80EF...
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