fayetteville technical community...

Fayetteville Technical Community College

Detailed Assessment Report2015-2016 Physical Therapist Assistant

As of: 8/01/2016 01:05 PM EST

Mission / Purpose

The Physical Therapist Assistant Program seeks to offer affordable technical education that is contemporary and comprehensive. The program strives to prepare graduates to practice in the legal and ethical physical therapy environment. The Physical TherapistAssistant Program is a face-to-face program only.

Student Learning Outcomes/Objectives, with Any Associations and Related Measures, Targets,Reporting Findings, and Action Plans

SLO 1: Effective Communication Physical Therapist Assistant students will communicate effectively using the conventions of American Standard English inprofessional and academic environments as measured through communication with patients and other health careworkers during their last clinical rotation in PTA 260.

Connected DocumentPTA 260 evaluation of communication

Relevant Associations:General Education/Core Curriculum Associations

1 Communicate effectively using the conventions of American Standard English in professional and academicenvironments.

InstitutionalGoals Associations4 Focus on workforce preparedness to support economic development.

StrategicObjectives AssociationsFTCC

10 Improve assessment plans with documented evidence of outcomes.

Related Measures

M 1: Effective CommunicationWhy: Physical Therapist Assistant students will possess effective verbal, nonverbal, and listening communicationskills in order to be effective in patient care and as members of a healthcare team. What: All PTA students must beable to communicate effectively with patients, family members, physicians, and other healthcare team members whileproviding patient care. Excellent communication skills are required to communicate treatment directions,patient/family education, patient progression to physician and healthcare team, and patient's needs and goals. How: Students are evaluated on the their communication skills during each of their clinical education rotations. The clinicalevaluation includes many examples of clinical communication and a definition for scoring. Student can earn 1,2,3,4depending on the level of assistance or clarification required by the clinical instruction. The clinical evaluations arecollected at the end of each clinical rotation. Who: The Department Chair and Academic Coordinator of ClinicalEducation will calculate the scores for communication following the last clinical rotation of PTA 260. When: Studentswill be assessed during PTA 260 which occurs during the spring semester of their second year, prior to graduation. Source of Evidence: Field work, internship, or teaching evaluationConnected Document

PTA 260 evaluation of communication

Target: Goal is that 85% of all PTA students participating in clinical education, PTA 260, will earn a score of 4/4 in theirfinal assessment of their communication skills written on the clinical evaluation form.Connected Document

PTA 260 evaluation of communication

Reporting Finding (2015-2016) - Target: Not MetTarget was not achieved, 82% of all PTA students earned a 4/4 in their final assessment of theircommunication skills written on the clinical evaluation form.Connected Document

PTA260_Communication_Assessment2016

Related Action Plans (by Established cycle, then alpha):For full information, see the Details of Action Plans section of this report.

Improve Communication skillsEstablished in Cycle: 2015-2016All second year student take PTA 222 Professional Interactions prior to completing clinical rotations.Communication skills are...

SLO 2: Critical Thinking Physical Therapist Assistant students are required to utilize critical thinking skills during laboratory practical exams inorder to problem solve and provide patient care. Student will be evaluated during laboratory practical exam during PTA240 which is a second year course. Evaluation of this objective during the second year allows students to develop theseskills during the first year of the program.

Connected DocumentRubric Practical Exam PTA 240


2 Use critical thinking to analyze problems and make logical decisions.InstitutionalGoals Associations

4 Focus on workforce preparedness to support economic development.StrategicObjectives Associations

FTCC42 Align curriculum and continuing education programs of instruction/course offerings with reportedneeds of employers, as reflected in the annual employer survey.

Related Measures

M 2: Critical ThinkingWhy: Physical Therapist Assistant students need to possess critical thinking skills to function in the clinic. Studentsmust be able to problem solve and think critically when placed in a patient care environment in order to provide besttreatment practice and maintain patient safety. What: All PTA students must posses a level of critical thinking skillsto provide appropriate and safe physical therapy treatments. How: Students will be evaluated during laboratorypractical exams in PTA 240, which is a second year course. Students are given a patient scenario, which containsthe diagnosis and list of impairments, and must complete an appropriate physical therapy treatment in an allottedamount of time. Students are graded using a rubric which assess their performance. Students must earn an 80% orgreater to pass the practical exam. Who: Course instructor, Casey Backus, and Lab instructor, Janice Gilluly, willgrade the practical exam and provide the department chair with the list of students and their grades. When: PTA240 occurs during the fall semester of the second year.Source of Evidence: Academic direct measure of learning - otherConnected Document

Rubric Practical Exam PTA 240

Target: Goal: 90% of the students will pass the laboratory practical exam in PTA 240 with an 80% or greater.Connected Document

Rubric Practical Exam PTA 240

Reporting Finding (2015-2016) - Target: MetPTA 240 has two laboratory practical examinations where students must demonstrate critical thinking skills inpatient interactions and treatments. All PTA students, 100%, passed both laboratory practical examinationswith 80% or greater.Connected Document

PTA240_Practical_Exam 2015

SLO 3: Cultural Awareness Physical Therapist Assistant students will display cultural respect and be aware of potential barriers to communication withpeople from other cultures.

Connected DocumentsPTA 222 Midterm 2015Rubric PTA 222 Midterm 2015


3 Demonstrate socialization skills that support cultural awareness and a global perspective.InstitutionalGoals Associations

2 Establish a culture of quality customer service.StrategicObjectives Associations

FTCC10 Improve assessment plans with documented evidence of outcomes.

Related Measures

M 3: Cultural AwarenessWhy: Physical Therapist Assistant students need to interact and communicate with people from other cultures. These people can be their patients, family members of patients, physicians, and other healthcare provider teammembers. Appreciation of cultural differences and a demonstration of respect of these differences is essential ineffective communication and interactions with others. What: All PTA students must develop an understanding ofcultural respect and potential biases or barriers to communication. PTA 222, Professional Interactions Course,cultural awareness and respect is discussed. How: Students complete a midterm essay exam which containsquestions regarding cultural awareness. The midterm exam contains 3 out 10 questions regarding culturalawareness and respect. Each question is worth 10 points for a total of 30 points related to cultural awareness andrespect. 85% of students will earn 24 out of the possible 30 cultural awareness points on midterm exam which wouldequate to an 80%. Who: Department Chair is the instructor in the course and will grade each student's exam. When: PTA 222 occurs during the fall semester of the second year.Source of Evidence: Writing exam to assure certain proficiency levelConnected Documents

PTA 222 Midterm 2015Rubric PTA 222 Midterm 2015

Target:

Goal: 85% of students taking the Midterm Exam for PTA 222 will earn 24 out possible 30 points (80%) on the 3questions containing information about cultural awareness and respect.Connected Documents

PTA 222 Midterm 2015Rubric PTA 222 Midterm 2015

Reporting Finding (2015-2016) - Target: MetDuring the midterm examination for PTA 222, 88% of the students score 24/30 points (80%) on the threecultural awareness questions on the examination.Connected Document

PTA222_Cultural_Awareness_Test_Questions2015

SLO 4: Quantitative Competency Students will demonstrate quantitative competencies by measuring accurate blood pressure and heart rate and thencomparing them to normal values.

Connected DocumentRubric_Practical_Exam_PTA 110


4 Demonstrate quantitative competencies.InstitutionalGoals Associations



Related Measures

M 4: Quantitative CompetencyWhy: Physical Therapist Assistant students need to possess quantitative competency in measuring accurate vitalsigns in order to modify treatments and maintain patient safety. What: A PTA student will accurately measure bloodpressures and heart rates on each other and during laboratory practicals in order to gain the skills necessary forclinical education and clinical practice. How: Students will be evaluated during the laboratory practical in PTA 110,Introduction to Physical Therapy. Students can earn 6 points on the practical exam if blood pressure and heart rateare taken accurately. Who: Instructor, Casey Backus, and lab instructor, Janice Gilluly, will assess accuracy duringthe practical exam. When: PTA 110 occurs during the first year in the fall semester.Source of Evidence: Academic direct measure of learning - otherConnected Document

Rubric_Practical_Exam_PTA 110

Target: Goal: 85% of students will earn 6 out 6 possible points for accurately measuring vitals signs during the PTA 110practical examination.Connected Document

Rubric_Practical_Exam_PTA 110

Reporting Finding (2015-2016) - Target: Not MetThe practical examination in PTA 110 has students accurate measure vital signs to include blood pressure andheart rate. There are 6 points possible to earn on this section of the practical examination. The result wasthat 76% (13/17) of the students earned the total possible points secondary to measuring accurately.Connected Document

Practical_exam_vital_calculation 2015

Related Action Plans (by Established cycle, then alpha):For full information, see the Details of Action Plans section of this report.

Improve measurement in vital signsEstablished in Cycle: 2015-2016Students will be encouraged to practice on the simulation arm and during laboratory time. The simulationarms allows for vitals...

SLO 5: Computer Literacy Physical Therapist Assistant students will demonstrate computer literacy skills by completing a case study project in PTA212 to include: accessing a computerized medical record, researching the medical diagnosis through EPSCO DiscoveryFTCC library computerized search, writing the case study utilizing Microsoft Office, and submitting the documentelectronically.

Connected DocumentPTA 212 Case Study and rubric


5 Demonstrate computer literacy.InstitutionalGoals Associations


FTCC3 Partner with community organizations to connect students to potential employers.

Related Measures

M 5: Computer LiteracyWhy: Physical Therapist Assistant students need to have computer literacy to access patient records, documentpatient progress, and perform continued research for evidence based practice. What: All PTA students will utilize acomputer during clinical education for documentation of patient care, and during program course work. How: Students will complete a case study during the clinical rotation as a requirement for PTA 212, Health CareResources. Students will select a patient that they have been treating, review their medical record, and researchtheir diagnosis and possible treatment options. Students will utilize the EPSCO Discovery Search on the FTCC librarywebsite to conduct their research. Students will compose and document a written case study utilizing Microsoft Officeand submit the assignment electronically to their instructor. Students will demonstrate competency through earningan 80% on the assignment. Who: The instructor, Lynne McDonough, will grade the assignments. When: PTA 212occurs during the spring semester of the second year.Source of Evidence: Project, either individual or groupConnected Document

PTA 212 Case Study and rubric

Target: Goal: 85% of students will demonstrate computer literacy by earning an 80% or greater on the case study projectfor PTA 212.Connected Document

PTA 212 Case Study and rubric

Reporting Finding (2015-2016) - Target: Met88% of the students earned an 80% or greater on their case study project in PTA 212 which demonstratedtheir computer literacy skills.Connected Document

PTA212_Case_Study_Grades_in_blackboard2016

SLO 6: Licensure Exam Passing Rates Physical Therapist Assistant graduates will pass the licensure exam in order to gain employment.

Connected DocumentFSBPT Licensure Pass Rate Report


1 Communicate effectively using the conventions of American Standard English in professional and academicenvironments.2 Use critical thinking to analyze problems and make logical decisions.4 Demonstrate quantitative competencies.5 Demonstrate computer literacy.

InstitutionalGoals Associations1 Respond to student and community needs through measurable goals.4 Focus on workforce preparedness to support economic development.

StrategicObjectives AssociationsFTCC

42 Align curriculum and continuing education programs of instruction/course offerings with reportedneeds of employers, as reflected in the annual employer survey.

Related Measures

M 6: Licensure Exam Passing RatesWhy: The Physical Therapist Assistant (PTA) Program at FTCC is accredited through CAPTE (Commission onAccreditation in Physical Therapy Education). One of the CAPTE updated standards requires PTA Programs tomaintain an 85% or greater ultimate licensure pass rate over a 2 year average. What: PTA graduates must passthe licensure exam prior to working as a Physical Therapist Assistant. The licensure exam is offered 4 times a year. How: Students/graduates apply to take the licensure exam through the FSBPT (Federation of State Boards ofPhysical Therapy). The FSBPT compiles a report that includes the number of graduates who took the exam and thenumber of graduates who passed the exam. Who: The Department Chair will request and read report. When: Thereport will be run in the fall following the October test date.Source of Evidence: Certification or licensure exam, national or state

Target: 85% of graduates will ultimately pass the licensure exam over a 2 year average.Connected Document

FSBPT Licensure Pass Rate Report

Reporting Finding (2015-2016) - Target: MetThe ultimate licensure pass rate, as documented on the Federation of State Boards in Physical Therapy(fsbpt), for 2014 graduates is 92% and the ultimate pass rate for 2015 graduates is 88% which is 90% for a two-year average. The 2016 graduates were not included in this calculation secondary to only 11/17 havetaken the licensure exam. The remaining 6 students will take the licensure exam in July 2016.Connected Document

FSBPTreport_2014-2016

Other Outcomes/Objectives, with Any Associations and Related Measures, Targets, Reporting

Findings, and Action Plans

O/O 7: Graduation Rate PTA students who begin the PTA program will be successful in graduating with a AAS degree in Physical TherapistAssistant.

Connected DocumentPTA Graduation Rate Table

Relevant Associations:InstitutionalGoals Associations

1 Respond to student and community needs through measurable goals.StrategicObjectives Associations


Related Measures

M 7: Graduation RateWhy: The Physical Therapist Assistant (PTA) Program at FTCC is accredited through CAPTE (Commission onAccreditation in Physical Therapy Education). One of the CAPTE updated standards requires PTA Programs tomaintain a 60% or greater graduation rate over a 2 year average. What: Each cohort of accepted PTA students iscapped at 18 students. The PTA Program is completed after 2 years with graduation rates determined at thecompletion of the 5th semester in May. The graduation rate is the number of graduates divided by the originalnumber of students in the cohort. How: The Department Chair calculates the graduation rate and completes thegraduation rate table. Who: The Department Chair calculates the graduation rate. When: The graduation rate iscalculated at the end of the spring semester.Source of Evidence: Academic indirect indicator of learning - otherConnected Document

PTA Graduation Rate Table

Target: Goal: The PTA program will maintain a 2 year average of at 60% graduation rate, as per the CAPTE accreditationstandards.Connected Document

PTA Graduation Rate Table

Reporting Finding (2015-2016) - Target: MetThe two-year average for graduation rate from the PTA program is 91% for graduation years 2015-2016. Therate meets the CAPTE standard for accreditation.Connected Document

PTA Graduation_Rate_Table_2016

O/O 8: Employment Rate PTA Program Graduates who are seeking employment will be employed within 6 months of graduation.

Connected DocumentJob Placement Report

Relevant Associations:InstitutionalGoals Associations


FTCC3 Partner with community organizations to connect students to potential employers.

Related Measures

M 8: Employment RateWhy: The Physical Therapist Assistant (PTA) Program at FTCC is accredited through CAPTE (Commission onAccreditation in Physical Therapy Education). One of the CAPTE updated standards requires PTA Programs tomaintain a 90% or greater employment rate over a 2 year average. What: Graduates of the program complete a JobPlacement Survey 6 months after graduation. This survey gathers data on the number of students available to workand the number of students who have obtained employment in the Physical Therapy field. How: The schooldistributes the survey and faculty provide follow-up phone calls to increase the number of surveys completed. Who: The Department Chair reviews the Job Placement Survey and the results gathered. When: The job placementsurvey is released during the spring semester.Source of Evidence: Alumni survey or tracking of alumni achievementsConnected Document

Job Placement Report

Target: Goal: Over a 2 year average, 90% of PTA Program graduates, who are seeking employment, will be employed 6months after graduation.Connected Document

Job Placement Report

Reporting Finding (2015-2016) - Target: Not MetThe graduates of 2014 had a job employment rate of 90.9% when surveyed 6 months after graduation, andgraduates of 2015 had 84.6% employment rate when surveyed 6 months after graduation. The two-year

average is 87.75% for the job employment rate 6 months after graduation. This does not meet the CAPTEstandard of maintaining 90% employment rate.Connected Document

Employment_Report2015

Related Action Plans (by Established cycle, then alpha):Improve Employment RateEstablished in Cycle: 2015-2016Students will be oriented to the new FTCC Career Coach and encouraged to utilize to assist with jobplacement.

For full information, see the Details of Action Plans section of this report.

Details of Action Plans for This Cycle (by Established cycle, then alpha)3 year average of first time licensure passing rate improvement

In recent years the state licensure exam has begun scheduling exam dates 4 times per calendar year. Students areable to sit for exam in April, prior to May graduation, with departmental approval or assured graduation. During thespring semester of 2014, students were required to pass a proctored practice exam prior to sitting for Aprilexamination. This change in procedure resulted in 100% passing rate of those who took the exam. For students whochoose to take the exam in July, after graduation, they also take a practice licensure exam as part of coursework priorto graduation. Students who do not pass the practice examination are required to develop and present to programfaculty a detailed plan of study preparation.Established in Cycle: 2013-2014Implementation Status: FinishedPriority: HighImplementation Description: Implementation of action plan began in spring 2014. Program faculty will continue toassess passing rates and current action plan.Projected Completion Date: 06/2016Responsible Person/Group: Lynne McDonough, Department Chair; Casey Criscione, Faculty

Continued Monitoring of Licensure Passing RatesWhile significant progress has been made regarding the passing rates, I will monitor student progress in order toachieve the target.Established in Cycle: 2014-2015Implementation Status: FinishedPriority: HighImplementation Description: I will monitor through passing rates delivered to me from the state of North Carolinaand offer remediation to those students who struggle with key concepts.Projected Completion Date: 06/2016Responsible Person/Group: Department Chairperson

Oral Presentation/Communication Performance/ Computer CompetencyImprovement of student performance on this assignment will require an in-depth explanation of expectations andreview of the grading rubric. This assignment occurs early during the first semester, and students have not been fullyacclimated to PTA program expectations of activity performance or assignment completion. Students who havedifficulty with computer skills required to complete research or development of power points will be referred to theStudent Learning Center. During the first week of the course, students attend an orientation session at the librarywhich includes the process of completing research.Established in Cycle: 2014-2015Implementation Status: FinishedPriority: HighProjected Completion Date: 12/2015Responsible Person/Group: Lynne McDonough is the instructor for PTA 130 and will be responsible for itsimplementation.

Improve Communication skillsAll second year student take PTA 222 Professional Interactions prior to completing clinical rotations. Communicationskills are discussed during this course. Plan to add role playing to practice communication skills. The role playingscenarios will be between student PTA (SPTA) and patient/family, SPTA and Clinical Instructor, SPTA and other healthcare professional. Student will practice these communication skills during standard and stressful situations.Established in Cycle: 2015-2016Implementation Status: PlannedPriority: High

Relationships (Measure | Outcome/Objective):Measure: Effective Communication | Outcome/Objective: Effective Communication

Implementation Description: Role playing scenarios to be including in PTA 222 during the fall semester.Projected Completion Date: 12/2016Responsible Person/Group: Department Chair- Lynne McDonough

Improve Employment RateStudents will be oriented to the new FTCC Career Coach and encouraged to utilize to assist with job placement.Established in Cycle: 2015-2016Implementation Status: PlannedPriority: High

Relationships (Measure | Outcome/Objective):Measure: Employment Rate | Outcome/Objective: Employment Rate

Implementation Description: Students will be oriented to the FTCC Career Coach on the FTCC website. Ademonstration of the website will be performed during their second year.Projected Completion Date: 05/2017

Responsible Person/Group: PTA program facultyImprove measurement in vital signs

Students will be encouraged to practice on the simulation arm and during laboratory time. The simulation arms allowsfor vitals to be set thus allowing student to self determine accuracy. Faculty will perform skills check prior to laboratorypractical examination.Established in Cycle: 2015-2016Implementation Status: PlannedPriority: High

Relationships (Measure | Outcome/Objective):Measure: Quantitative Competency | Outcome/Objective: Quantitative Competency

Implementation Description: Students will be oriented to the simulation arm during laboratory once instruction ofvital sign measurement has been given. Students will be encouraged to practice to improve accuracy andperformance.Projected Completion Date: 12/2016Responsible Person/Group: PTA program faculty

Analysis Questions and Analysis Answers

What were the strengths of your assessment process?

The assessment process encouraged review of the entire PTA Program. Targets were set and measured thatincorporated the student from the first semester in the program until six months after graduation. Targets were set toencompass the five college competencies and three accreditation standards. The process of reviewing outcomes allowsfor reflection and improvement of the program.

What were the weaknesses of your assessment process?

Three of the eight targets set for 2015-2015 academic year were not achieved. The target set to demonstratecommunication competency utilized data recorded by the student's clinical instructor during their terminal clinicalrotation. This skill was assessed and interpreted by 17 different instructors and could have allowed for inconsistencies. Communication is a key skill to acquire to be a successful PTA and appropriately measured in the clinic, however,being measured by 17 different individuals could have contributed to missing this target.

A target was set to achieve a two-year job employment average of 90% six months after graduation. This is arequirement by CAPTE to maintain accreditation. The two-year average for the 2014-2015 graduates was 87.75%. This target was not achieved and is difficult to influence or change secondary to the ebb and flow of the job market.

What was learned as a result of your assessment process?

This assessment revealed the continued need to discuss and practice communication skills. Communication, both orallyand written, is a required skilled in the profession of physical therapy. PTA's must interact daily with patients, familymembers, physical therapists, doctors, and other health care professionals. Although inconsistent measurement of thisskill may have occurred (as stated above), it is relevant to focus continued practice on mastering this skill.

It was revealed that students need continued instruction and practice to accurately measure blood pressure and heartrate. This is a skilled that is instructed and tested during the first semester, however, looking at performance outcome,it would be beneficial to revisit this skill.

How will what was learned impact the direction and emphasis of your academic or support unit?

The PTA program employs two full-time faculty members and one part-time member. The Department Chair will share theoutcome measures with the two other members of the faculty team. The action plans will be reviewed and implemented. The PTA program faculty are dedicated to success of the student and improvement of the program.

Annual Report Section Responses

Program Review (Academic Units) Attached is the most recent academic program review.

Connected Document2013-2014 Program Review

Advisory Comm. Minutes (Academic Units) All academic programs have associated Advisory Committees that provide community input on program direction andoutcomes.

Connected Documents2014-2015 Advisory Board Meeting_12/02/20142014-2015 Advisory Board Newsletter June 20152015-2016 Advisory Board Newsletter 12/16/20152015-2016 Advisory Committee Meeting

End Of Year Reports (VPs, AVPs, Deans) Strategic Plan (2015-2020) and other related documentsConnected Documents

2016 Grad SurveyStrategic Plan 2015-2020

RATING SCALE

4 = Consistently meets the stated competence. The student seeks confirmation from the clinical instructor. A score of a 4 does not indicate entry-level graduate.

Confirmation - Student confers with the clinical instructor prior to, or following an activity for the purpose of sharing information and/or validating decision-making. The student is capable of functioning safely and independently.

3 = Consistently meets the stated competence. The student needs guidance from the clinical instructor.

Guidance - Student needs advice from the clinical instructor to expand knowledge or skills. The presence of the clinical instructor in the immediate vicinity is not necessary.

2 = Meets the stated competence with inconsistencies. The student requires supervision from the clinical instructor.

Supervision - Student needs verbal cuing or physical assistance from the clinical instructor. The presence of the clinical instructor in the immediate vicinity is necessary.

1 = Does not meet the stated competence. The student requires constant supervision/assistance from the clinical instructor.

Constant Supervision/Assistance - Student requires continuous verbal cuing or continuous physical assistance from the clinical instructor.

N/A Not Applicable - Competence not applicable to this clinical situation.

N/O Not Observed - Competence not observed to the extent that a rating is appropriate.

Full documentation of rating below "3" must be provided to the student, CCCE, and ACCE.

GRADING: Clinical Education is PASS/FAIL course. Adding up the scores given for each behavior or skill, the student must score a minimum of 18 and not score any 1's on the final review in order to pass the clinical experience.

3. DEMONSTRATES APPROPRIATE AND EFFECTIVE COMMUNICATION MIDTERM_________ FINAL GRADE ___________ COMMENTS: COMMENTS:

VERBAL COMMUNICATION

SAMPLE BEHAVIORS

Speaks with tact and diplomacy. Uses tone of voice appropriate for the situation. Expresses questions/needs clearly. Responds to questions and requests clearly Uses terminology appropriate to the level of the listener. Establishes effective relationships with patient/family.

Offers appropriate introduction. Secures and develops the patient's interest and confidence. Prepares patient/family psychologically for treatment/discharge. Maintains appropriate leadership in patient/family interactions. Accurately explains purpose of chosen treatment procedures. Provides appropriate and timely feedback

Establishes effective relationships with clinical instructor(s). Initiates communication. Strives to maintain an open and honest relationship with the clinical instructor(s). Acknowledges feedback received and gives appropriate and timely feedback to

supervisor Asks relevant questions in a timely manner. Demonstrates understanding of the supervisory role of clinical instructor.

Establishes and maintains effective relationships with other members of the health care team. Initiates communication when appropriate. Demonstrates preparation when relating information to other staff. Discusses patient's status in a clear and concise manner. Reports accurate and pertinent information.

Effectively instructs other member of the health care team. NON-VERBAL COMMUNICATION

SAMPLE BEHAVIORS

Recognizes the effects of his/her own non-verbal behavior upon others. Correctly interprets and appropriately responds to the non-verbal behaviors of others (i.e., patients, family,

staff).

PTA 260 Communication Assessment

Student Score #1 4/4

#2 3.5/4

#3 4/4

#4 4/4

#5 3/4

#6 3/4

#7 4/4

#8 4/4

#9 4/4

#10 4/4

#11 4/4

#12 4/4

#13 4/4

#14 4/4

#15 4/4

#16 4/4

#17 4/4

Eighty-two percent (14/17) of students scored a 4/4 on the communication assessment for their terminal clinical rotation.

Practica.240

FAYETTEVILLE TECHNICAL COMMUNITY COLLEGE PHYSICAL THERAPIST ASSISTANT PROGRAM

PTA 240 Practical Exam II- PD, CVA, Cardiac

Name: Score: _______/100 (5) 1. Introduction a) Handwashing b) Full Name and DOB; Patient ________________________ (40) 2. Functional Training* (balance, transfers, GT, bed mobility) (20) a) Functional Task #1: ______________________________ (ie; transfers, GT, balance) 1. Treatment: (20) b) Functional Task #2: _______________________________ (ie; Pt education, transfers, etc) 1. Treatment: (40) 3. Impairment-Based Treatment* (Impairments listed on card) (20) a) Impairment #1: ______________________________ (ie; dec quad strength, knee ROM) 1. Treatment (20) b) Impairment #2: _______________________________ (ie; poor core stability, fear of falling) 1. Treatment: (10) 4. Patient education and HEP (Note: If MS- energy conservation, if SCI or amp- pressure relief and skin checks, etc) (5) 5. Documentation 100 pts. *Critical area – must pass to pass exam. **Passing level for practical exam is 80%


PTA 222 – 2014

Mid-term

TAKE HOME

1. The readings by Purtilo (chapters 1-6) discussed respect. What is respect? Discuss thoroughly how respect applies to you as a physical therapist assistant. How would respect be evident in a PTA interaction with a patient? Give at least three examples.

2. During the first class we discussed personal, professional, and workplace values. Discuss your personal values, and if they are similar to the APTA Core Values. What workplace values will you be looking for in your first job as a PTA?

3. What actions can create barriers to effective interaction with other cultures (Purtilo 3, Drench 3). Give specific examples in your discussion.

4. Factors affecting motivation and adherence: Discuss how you, as a physical therapist assistant, could use the factors listed in chapter 6 in Drench, to encourage patient/client adherence, consent to or participate with your intervention?

5. Drench and Purtilo discuss Cultural differences, personal biases, (Drench 3; Purtilo 3). Describe how understanding cultural differences may help you be more effective in providing services to a patient. What biases may affect your effective service?

6. Discuss the key factors in building respectful patient/professional relationships according to Purtilo Ch 10. Describe and discuss 5 key factors.

7. Your patient tells the unit secretary that she wants to see a different clinician next time. When pressed for information, she reports feeling rushed through

therapy and that her complaints are not being taken seriously. Describe possible issues related to patient interaction or respect. Should this patient see the same clinician the next time, why or why not? Should the secretary inform you or your supervisor or both, why or why not?

8. We discussed adult education behaviors and characteristics in class. Discuss how you could apply this knowledge in teaching a patient about back exercises and proper body mechanics.

9. Both Purtilo and Drench discussed the use of communication as a major component of effective interaction. We discussed written, oral, listening, and non-verbal methods of communication. Take one of these and describe how it can assist in effective care and how the ineffective use of it can hinder care. Give two examples to support your answer.

10. You completed the Myers Briggs Personality Type Indicator. Describe your Type and what characteristics of your type would be a potential asset or hindrance to an effective interaction?


PTA 222 – 2015

Mid-term

TAKE HOME

1. The readings by Purtilo (chapters 1-6) discussed respect. What is respect? Discuss thoroughly how respect will apply to you as a physical therapist assistant. How would respect be evident in a PTA interaction with a patient? Give at least three examples. 10 points total: Define respect- 2points Respect in reference to PTA interaction with patient- 2 points 3 examples- 6 points

2. During the first class we discussed personal, professional, and workplace values. Discuss three of your personal values, and if they are similar to the APTA Core Values. What workplace values will you be looking for in your first job as a PTA?

10 points total: State 3 specific personal values- 6points Relate personal values to APTA Core Values- 2points State workplace values in first job- 2points

3. What actions can create barriers to effective interaction with other cultures (Purtilo 3, Drench 3). Give specific examples in your discussion.

10 points total: Discuss barriers and effect on communicating with people of other cultures- 6points Provide specific examples- 4points

4. Factors affecting motivation and adherence: Discuss how you, as a physical therapist assistant, could use the factors listed in chapter 6 in Drench, to encourage patient/client adherence, consent to or participate with your

intervention?

10 points total: Factors include: locus of control-2points Self efficacy- 2points Self esteem- 2 points Social determinants- 2points Community resources- 2 points

5. Drench and Purtilo discuss Cultural differences, personal biases, (Drench 3;

Purtilo 3). Describe how understanding cultural differences may help you be more effective in providing services to a patient. What biases may affect your effective service?

10 points total: Description of cultural differences and personal bias- 4points Discussion of understanding cultural differences provides more effective patient care-4 points Example of personal bias stated- 2points

6. Discuss the key factors in building respectful patient/professional relationships according to Purtilo Ch 10. Describe and discuss 5 key factors.

10 points total: Discussion of 5 of the following factors (2 points each):

Trustworthiness, competence, reassurance, integrity, courtesy, individualized care, caring behaviors, respect, establish rapport, avoidance of transference

7. Your patient tells the unit secretary that she wants to see a different clinician

next time. When pressed for information, she reports feeling rushed through therapy and that her complaints are not being taken seriously. Describe possible issues related to patient interaction or respect. Should this patient see the same clinician the next time, why or why not? Should the secretary inform you or your supervisor or both, why or why not?

10 points total: Description of possible issues related to patient interaction or respect- 6points Student addresses whether patient should see same clinician and whether supervisor should be informed. Student defends their answer- 4points

8. We discussed adult education behaviors and characteristics in class. Discuss how you could apply this knowledge in teaching a patient about back exercises and proper body mechanics.

10 points total: Discussion of adult learning behaviors and related to instruction of back exercise program and proper body mechanics. 2 points each Life experience, readiness to learn, self-concept, learning relevant to self, motivation to learn.

9. Both Purtilo and Drench discussed the use of communication as a major component of effective interaction. We discussed written, oral, listening, and non-verbal methods of communication. Take one of these and describe how it can assist in effective care and how the ineffective use of it can hinder care. Give two examples to support your answer.

10 points total: Effective use of communication method-3points Ineffective use of communication method- 3points 2 examples given to support answer- 4points

10. You completed the Communication Style Indicator in class (Action, Process, People, Idea). Describe your style and what characteristics of your style would be a potential asset or hindrance to an effective interaction?

10 points total: Identification of communication style- 2points Description of communication style characteristics- 2points Potential asset to effective communication- 3 points Potential hindrance to effective communication- 3points

Student Question 1 Question 3 Question 5 Total points#1 10 4 10 24#2 10 10 9 29#3 10 10 10 30#4 10 10 9.5 29.5#5 9.5 0 10 19.5#6 10 9 10 29#7 9 10 9 28#8 10 10 9.5 29.5#9 10 10 10 30#10 10 10 9.5 29.5#11 10 10 10 30#12 10 10 10 30#13 10 10 10 30#14 10 10 8 28#15 10 10 10 30#16 10 10 10 30#17 10 0 9.5 19.5

88% scored 24/30 or 80% on the cultural awareness ques

tions in PTA 222

PHYSICAL THERAPIST ASSISTANT PROGRAM PTA 110 and PTA 130

COMBINED PRACTICAL EXAM

Transfers, Vital Signs, Aseptic Techniques, Universal Precautions, Bandaging, Positioning, Lines and Tubes, Massage

STUDENT NAME______________________ GRADE _____ (PRACTICAL /95 DOCUMENTATION /5)

FIRST ATTEMPT ___ SECOND ATTEMPT ___ (CHECK ONE)

1. Introduction and Identification (10 points total- or 2 points each) Uses proper names Identifies self as SPTA from FTCC Asks patient’s personal ID information (full name and DOB) Obtains patient consent for treatment Speaks clearly with good volume and maintains professionalism

2. Contraindications and Precautions (10 points) Asks appropriate contraindications and precautions for treatment modality prior to beginning treatment

3. Plan of Care (10 points total or 5 points each) Explains goals of plan of care to patient Follows and stays within Plan of Care

4. Preparation and Clean-up of Treatment Area, Equipment, and Patient (5 points total or 1 point each)

Cleans area and equipment before and after treatment Washes hands before and after treatment, and during treatment, as needed Positions patient appropriately Drapes patient appropriately Removes patient’s clothing and jewelry as necessary

5. Proper Body Mechanics (5 points)

6. Application of Intervention (55 points total over 3 categories)

Safe (24 point total or 6 points each) Checks for allergies Ensures treatment area is safe and clear Takes accurate vital signs (accurate is defined as within 5mmHg for systolic and diastolic; and within 4bpm for heart rate) Ensures safety of patient during treatment

Correct (24 points total or 3 points each) Applies intervention to correct body part Asks pain scale before and after treatment Instructs patient in what to expect from intervention Checks skin integrity and sensation before and after treatment Selects appropriate parameters for condition Palpates for specific area(s) of pain Provides a call system for patient and sets a timer before leaving patient Checks on patient during intervention and makes appropriate changes Efficient (7points or 2.33 points each) Demonstrates efficiency in preparing treatment area Demonstrates efficiency in setting up modality Demonstrates efficiency in treatment application

7. Documentation (5 points total or .5point each)

Documents total treatment time Writes in black ink with legible handwriting Sign and Print full name (legible) and credentials (SPTA) Dates note Patient Identifiers included in note Uses proper CPT Codes Uses proper SOAP format Includes parameters of treatment intervention Includes position of patient for treatment Corrects errors with single line, date, and initials COMMENTS:

PTA 110/130 Combined PracticalDecember 3 and 8 2015

Student Score on Vitals assessment out of 6

1 4

2 6

3 6

4 6

5 6

6 6

7 6

8 6

9 5

10 6

11 4

12 6

13 6

14 4

15 6

16 6

17 6

13/17 earned 6/6 = 76%

FAYETTEVILLE TECHNICAL COMMUNITY COLLEGE

PHYSICAL THERAPIST ASSISTANT PROGRAM

PTA 212 – HEALTH CARE/RESOURCES Project 2016

The Project will include two major components. Both are due at the same time and should be provided in a well organized format. The following explains the project requirements: Part 1. *Case Study of a patient with complex issues requiring or benefiting from the use of multiple health care resources. The patient must have either a complicated history, long-term injury or multiple co-morbidities. It is preferred that you select a neurological case but this is dependent upon affiliation population. Your supervising CI must approve the patient selection. This should occur early in your first 6-week rotation so you can follow the patient and do necessary research. The case study must include thorough information on the following:

a. Review of Disease: reference at least 3 sources including one or more physical therapy research articles related to the topic; integrate article information into this section. 1) Etiology 2) Prognosis 3) Progression 4) Common PT interventions or how this condition/impairment is impacted by therapy b. Interventions provided for this patient along the entire continuum of care (ER to D/C) 1) History of injury

2) Review of patient condition, PMHx, and previous physical status 3) Surgical or emergency care 4) Medical care at all levels of care: include all disciplines and their role 5) Physical Therapy at all levels of care 6) Other services or relevant information 7) Family or other supportive persons: level of involvement 8) Outcome of care: functional level or status 9) Next level of care if patient is transferred: give reason for change in care c. Medication – List all pertinent medicines for this patient. Use either a table format or other easy to organize format. You must include the following: 1) Trade name and Generic name (Example: Tylenol-trade, acetaminophen-generic) 2) Category of drug (use of drug)

3) Side effects especially related to impact of drug on patient and how it impacts physical therapy. List any methods used to minimize any negative impacts or benefit from drug effects related to therapy.

d. Have your Clinical Instructor sign the case study on the cover sheet. This is mandatory. You will receive a grade of “F” without this signature.

e. Case study should be 3-6 typed pages with bibliography in APA format.

PTA 212 – HEALTH CARE/RESOURCES

Project 2016 Part 2. Resources information: Your health care resource course will introduce you to basic information about insurance, reimbursement, supervision requirements, and community resources. The second part of your project is to identify

a. Identify what types of services would benefit your patient. (Beyond Physical Therapy) b. Identify what constraints (insurance, supervision, visit limits, transportation etc) impact your patient. c. Describe at least 3 relevant agencies or groups which would benefit the patient. It is preferred that

these services are offered locally and can realistically be used by your patient. Provide a brief summary of each including history, services offered, eligibility, etc.

d. This section should be at least 2 – 3 pages in length with reference list. e. Include handouts, informational booklets, printouts from website and other types of information

about the agency or group. Case workers can be very helpful in this activity

Objectives: 1. Review progression of patient’s health care stay from Emergency Room throughout levels of treatment. 2. Identify all health care workers involved in the care of this patient. 3. Identify effects medication can have on patient performance. 4. Research and identify services which can benefit patients beyond physical therapy.

Due Date: April 20, 2016 Projects should be emailed including scanned: CI signature on title page, brochures, and pamphlets.

*** Plan accordingly to have your project submitted on time. There is a 10% penalty for each day the project is late.***

Grading Rubric for Case Study

PTA 212 Part I

Signature of CI (REQUIRED OR FAILURE OF PROJECT) _____________

3 Reference Articles (10 points) _________________________ _____________

Descriptions of: Etiology of Disease (5pts) ____________________________________________

Prognosis of Disease (5pts) __________________________________________

Progression of Disease (5pts) _________________________________________

PT interventions (5pts) ______________________________________________

Include other interventions besides PT along continuum of care from ER to D/C.

(ER, surgery, medical care at all levels, OT, SP, social workers, family or support system) (10 points) ________________________________________________________________________________

Medications: drug name, category, side effects in organized format (10pts) _______________________________________________________________________________

Part II

Identify what constraints impact the pt (10pts) __________________________________________

Identify what types of services would benefit the pt and describe 3 relevant agencies (20pts) ______________________________ __

Provide handouts, websites, and brochures for each of the agencies

(10pts) ___________________________________________________________________________

Grammatical Errors:

0= (10pts)

.5 points deducted for each error for a maximum of 10 points lost____________________

Fayetteville Technical Community College (PTA)

Enhanced Online School Report

School Code: 3405 Graduation Year: 2012 - 2014 Exam Level: PTA State: NC Date of Report: Wednesday, December 03, 2014

Summary Performance Summary Performance Summary Performance for the School by for the State by for All U.S.-Accredited Graduation Year Graduation Year Candidates by

Graduation Year

Graduation Year Group

Number Number of

Pass Rate

Mean Standard Pass Mean Standard Pass Mean Standard of Passing Scale Deviation Rate Scale Deviation Rate Scale Deviation

Exams Candidates Score Scale Score Scale Score Scale Score Score Score

2012 First Time 15 14 93.33% 666.73 42.53 91.08% 666.88 46.93 84.08% 651.48 52.79 Retake 1 1 100.00% 620 0 61.90% 599.1 34.05 38.88% 588.58 38.86 All 16 15 93.75% 663.81 42.72 87.64% 658.88 50.53 74.51% 638.16 56.36 Total Percentage of Candidates

100.00%

in Graduation Class who Took

the NPTE and Passed 2013 First Time 12 10 83.33% 664.25 64.12 90.91% 678.19 60.03 84.33% 660 58.79

Retake 2 2 100.00% 614 5.66 52.63% 600.47 30.23 47.59% 594.62 38.71 All 14 12 85.71% 657.07 61.76 86.42% 669.07 62.53 77.82% 648.41 61.09 Total Percentage of Candidates

100.00%


the NPTE and Passed 2014 First Time 13 12 92.31% 699.54 78.19 87.12% 664.65 62.32 87.61% 663.2 57.69

Retake 1 0 0.00% 597 0 30.77% 592.62 36.99 46.92% 595.63 40.5 All 14 12 85.71% 692.21 79.96 82.07% 658.19 63.82 84.54% 658.08 59.33 Total Percentage of Candidates

92.31%


the NPTE and Passed Scale Scores of 600 and above are passing. In this report, first time takers are defined as members of the graduation class who took the NPTE for the first time on or after January 1, 1998.

The Federation of State Boards of Physical Therapy

Fayetteville Technical Community College (PTA)

Free Basic Pass Rate Report

School Code: 3405

Graduation Years: 2014 - 2016

Exam Level: PTA

State: NC

Date of Report: 5/29/2016

Summary Performance for the School by

Graduation Year

Summary Performance for All U.S.-

Accredited Candidates by Graduation Year

Graduation

YearGroup

Number of

Candidates

Number of

Passing

Candidates

Pass RateMean Scale

Score

Confidence

Interval of

the Mean

Pass RateMean Scale

Score

Standard

Deviation

Scale Score

2016 First Time 11 11 100.0% 667.8 11.4 87.6% 665.3 57.4

Ultimate 11 11 100.0% 667.8 11.4 87.7% 665.3 57.4

2015 First Time 17 13 76.5% 634.9 14.0 84.2% 657.9 60.5

Ultimate 17 15 88.2% 642.2 12.6 92.3% 662.2 55.9

2014 First Time 13 12 92.3% 699.5 22.7 86.1% 660.2 57.9

Ultimate 13 12 92.3% 702.0 21.6 94.8% 664.7 52.7

Scale Scores of 600 and above are passing.

Listed below are all candidates from these graduating classes who have taken the NPTE.

Graduation Class Last Name First Name

2016 ALLEN SIOBHAN

ARRAMBIDEZ DIANISHA

BYRD REBEKAH

FULSOM GAIL

MARTIN JENNIFER

O'QUINN VICTORIA

PETOLETTI PAUL

RAMOS LEAH

STETTLER MIKE

STROBEL REBECCA

UNDERWOOD KARLIE

2015 BARTLEY MAXX

CASIMBE ANGELA

EDENS LAWRENCE

HAUMANN KA-RON

HOWARD AMANDA

JACKSON MARIA

LEVY ERICA

MERRILL GAROLD

MILLER ERIKA

PASCHAL DONALD

PETERSON HILARI

RODRIGUEZ NANCY

ROSS TRACEY

SAYCON NICHOLAS

SMITH JACLYN

SMITH MADILYN

WILLIAMS-THURMAN DEANA

2014 ARCE INGRID

CONLEY PATRICIA

FRYAR PAULA

GORDON KELLY

HERNANDEZ SHAWNA

KIMPLER JENNIFER

MCALISTER BRITTNEY

MURPHY JANE

RHOADS LAURAN

RICKS ASHLEY

STEPHENS TARA

STRICKLAND LINDSEY

WAYMACK ALICIA

Report data is updated eight times a year. The data for this report is current as of May 5, 2016.


Physical Therapist Assistant ProgramGraduation History Rate

C:\Users\mariahhopkins\Downloads\PTA Graduation_Rate_Table_FORM 2014-02-20 8/9/2016

Class of 2012

Class of 2013

Class of 2014

Class of 2015

Class of 2016

Class of 2017

Class of 2018

Class of 2019

Class of 2020

Class of 2021

Class of 2022

Class of 2023

Matriculation Aug-10 Aug-11 Aug-12 13-AugExpected Graduation May-12 May-13 May-14 15-May

Represents 150% of Program Length Apr-13 Apr-14 Apr-15 16-Apr

Number of Students Admitted to Original Cohort 18 18 18 18 18 18 18 18 18 18 18 18

Graduated on time 15 12 15 17Required 101%-150% of Time 0 0

Required > 150% of time 0 0Are Still Enrolled in Program 0 0 1

Academic Deficit 3 3 3Clinical Deficit 1

Died/Severely Disabled/Active Military DutyHealth/Family Issues 1

Other Reasons 2Graduation Rate: 83.333% 66.667% 83.333% 94.444% 0.000% 0.000% 0.000% 0.000% 0.000% 0.000% 0.000% 0.000%

Failures To Progress:Class of

2016Class of

2017Class of

2018

Number of Students Admitted to Original Cohort 18 18

Remaining Students 16 +1 (from 18

Academic Deficit 1Clinical Deficit

Died/Severely Disabled/Active Military DutyHealth/Family Issues

Other Reasons 1

Current Classes

Graduation Rate:

Number of Students In Original Cohort Who Did Not Complete the Program Due To:

Number of Students Admitted:


Number of Students in Original Chohort Who:



Physical Therapist Assistant ProgramGraduation History Rate

C:\Users\mariahhopkins\Downloads\PTA Graduation_Rate_Table_2016 8/9/2016

Class of 2012

Class of 2013

Class of 2014

Class of 2015

Class of 2016

Class of 2017

Class of 2018

Class of 2019

Class of 2020

Class of 2021

Class of 2022

Class of 2023

Matriculation Aug-10 Aug-11 Aug-12 13-Aug 14-AugExpected Graduation May-12 May-13 May-14 15-May 16-May

Represents 150% of Program Length Apr-13 Apr-14 Apr-15 16-Apr 17-Apr

Number of Students Admitted to Original Cohort 18 18 18 18 18 18 18 18 18 18 18 18

Graduated on time 15 12 15 17 16Required 101%-150% of Time 0 0 1

Required > 150% of time 0 0Are Still Enrolled in Program 0 0 1 0

Academic Deficit 3 3 3 1Clinical Deficit 1


Other Reasons 2 1Graduation Rate: 83.333% 66.667% 83.333% 94.444% 88.889% 0.000% 0.000% 0.000% 0.000% 0.000% 0.000% 0.000%

Failures To Progress:Class of

2017Class of

2018Class of

2019

Number of Students Admitted to Original Cohort 18 18

Remaining Students 14 18

Academic Deficit 2Clinical Deficit


Other Reasons 1

Current Classes

Graduation Rate:




Number of Students in Original Chohort Who:


Summary Sheet for Health Programs

HEALTH PROGRAM AREA #

Gra

duat

es

# G

radu

ates

Con

tinui

ng E

duca

tion

# G

radu

ates

Not

See

king

Em

ploy

men

t

# G

radu

ates

Una

ble

to L

ocat

e

# G

radu

ates

Ava

ilabl

e to

Wor

k

# G

radu

ates

Wor

king

% o

f Ava

ilabl

e G

radu

ates

Wor

king

# Av

aila

ble

Gra

duat

es W

ho a

re N

OT

Empl

oyed

but

look

ing

% o

f G

radu

ates

Wor

king

in C

umbe

rland

C

ount

y %

of

Gra

duat

es W

orki

ng O

utsi

de

Cum

berla

nd C

ount

y %

of W

orki

ng G

radu

ates

in a

Cur

ricul

um-

Rel

ated

Job

S

alar

ies

Rep

orte

d (C

urric

ulum

-Rel

ated

/ FT

) (A

vera

ges o

nly

those w

ork

ing in

care

er

field

)

SALA

RY

AVER

AGE

(AN

NU

AL) *

Associate Degree Nursing (Degree) 76 10 2 4 60 55 91.7% 5 72.7% 27.3% 96.4% 37 $45,600 Central Sterile Processing (Certificate) 4 1 - - 3 3 100% - 33.3% 66.7% 66.7% 2 $31,650 Dental Assisting (Diploma) 25 - 1 - 24 21 87.5% 3 76.2% 23.8% 85.7% 14 $31,250 Dental Hygiene (Degree) 22 1 1 - 20 19 95% 1 36.8% 63.2% 100% 11 $38,300 Emergency Medical Science (Degree) 14 2 2 1 9 8 88.9% 1 62.5% 37.5% 87.5% 7 $35,000 Emergency Medical Science (Certificate) 11 9 - - 2 2 100% - 100% - - - - Emergency Medical Science/Bridging (Degree) 4 - - 2 2 2 100% - 50% 50% 100% 2 $51,000 Mammography (Certificate) 13 - - - 13 13 100% - 61.5% 38.5% 76.9% 7 $38,000 Nuclear Medicine Technology (Degree) 8 2 1 - 5 4 80% 1 50% 50% 50% 1 $47,900 Nursing Assistant (Certificate) 21 16 - - 5 5 100% - 100% - 100% 1 $22,300 Pharmacy Technology (Degree) 9 - - - 9 8 88.9% 1 87.5% 12.5% 75% 3 $26,100 Pharmacy Technology (Diploma) 14 3 - - 11 7 63.6% 4 85.7% 14.3% 71.4% 1 $22,500 Physical Therapist Assistant (Degree) 15 2 - 2 11 10 90.9% 1 60% 40% 80% 5 $45,000 Practical Nursing (Diploma) 54 3 4 1 46 42 91.3% 4 71.4% 28.6% 66.7% 21 $33,200 Radiography (Degree) 18 5 1 - 12 12 100% - 50% 50% 83.3% 5 $37,800 Respiratory Therapy (Degree) 9 1 1 1 6 5 83.3% 1 80% 20% 60% 1 $40,800 Speech-Language Pathology Assistant (Degree) 16 3 - 1 12 10 83.3% 2 30% 70% 60% 4 $45,400 Surgical Technology (Degree) 2 - - - 2 2 100% - - 100% 100% 2 $42,000 Surgical Technology (Diploma) 8 1 - - 7 6 85.7% 1 16.7% 83.3% 83.3% 5 $33,400

TOTALS 343 62 14 16 251 242 96.4% 9 64.5% 35.5% 80.6% 129 $37,100

2014 Job Placement Report

Associate Degree Nursing

ASSOCIATE DEGREE NURSING 2010 2011

2012

2013 2014

# of

Graduates % # of

Graduates % # of

Graduates % # of

Graduates % # of

Graduates %

Graduates in Program 71 78 58 74 76

Graduates Available to Work 61 57 46 66 60

Graduates Working 48 79% 50 88% 43 93.5% 63 95.5% 55 91.7%

Graduates Unemployed but looking for

work 13 21% 7 12% 3 6.5% 3 4.5% 5 8.3%

Graduates Not Seeking Employment 4 7 1 3 2

Graduates Continuing Education 2 3 1 3 10

Graduates working in Cumberland County 41 85% 40 80% 29 69% 48 76.2% 40 72.7%

Graduates Working Outside Cumberland County 7 15% 10 20% 13 31% 15 23.8% 15 27.3%

Graduates working in Curriculum related jobs 47 98% 46 92% 38 88.4% 56 89.0% 53 96.4%

Graduates NOT working in Curriculum related jobs 1 2% 4 8% 5 11.6% 7 11.0% 2 3.6%

Graduates Unable to Locate 4 11 10 2 4

Number of Salaries Reported (Curriculum related/FT) 39 46 38 38 37

Average Annual Salary (Curriculum related/FT) 41,275 42,030 43,800 44,500 45,600

Places of Employment

Status Title Employer City/Zip FOS Salary

Employed FT RN Del Sol Medical center El Paso TX Yes 47400

Employed FT LPN CAPE FEAR VALLEY HOSPITAL Yes

Employed FT RN Cumberland County Fayetteville NC Yes 40600

Employed FT RN Cape Fear Valley Medical Center Fayetteville NC 28304 Yes 41000

Employed FT RN Southeastern Regional Lumberton NC Yes 42300


Employed FT Staff Nurse RN Cape Fear Valley Medical Center Fayetteville NC 28304 Yes 45000

Employed FT RN Southern Regional Medical center Lumberton NC Yes 44000

Employed FT Research RN Stevenson Cancer Center Oklahoma City OK 73104 Yes 46000

Employed FT RN Womack Army Medical Center Ft. Bragg NC 28307 Yes 42300

Employed FT RN Wake County Sheriff Dept. Yes 61000

Employed FT LPN Universal HealthCare of Lillington Yes 36000

Employed PT RN Maxim Health Care Fayetteville NC Yes

Employed FT RN Cape Fear Valley Medical Center Fayetteville NC Yes 45000

Employed FT LPN Whispering Pines Nursing Home Yes



Employed FT Staff RN Maximum Health Care Fayetteville NC 28303 Yes 38400



Employed FT RN Jefferson County Public Health Department Upstate NY Yes 44400




Employed FT RN Accesscare Morrisville NC Yes 42900


Employed FT RN Cape Fear Valley Medical center Fayetteville NC Yes 44300

Employed FT LPN Maxim Health Care Arizona Yes 45800

Employed FT RN Womack Army Medical Center Ft. Bragg NC Yes 48000


Employed FT RN Southeastern Regional Medical Center Lumberton NC Yes 49900

Employed FT RN Cape Fear Valley Medical center Fayetteville NC Yes 44100


Employed FT RN Sanford Treatment Center Sandord NC 27332 Yes 50000




Employed FT RN Central Carolina Hospital Sanford NC 27330 Yes

Employed FT RN Betsy Johnson Hospital Dunn NC Yes 46700

Employed FT RN Rex Hospital Raleigh NC Yes 53600


60 76 76 76 55 76

Salaries: (1) Only full-time in curriculum related employments are considered in calculation of average annual salary. Those curriculum related positions are bolded for the reader’s convenience.

Actual Title

Frequency Percent Valid Percent Cumulative Percent

Associate Degree Nursing 76 100.0 100.0 100.0

Status


Valid

Employed FT 41 53.9 68.3 68.3

Employed PT 14 18.4 23.3 91.7

Unemployed - Seeking 5 6.6 8.3 100.0

Total 60 78.9 100.0

Missing

Unable to Locate 4 5.3

Unemployed - Not Seeking 2 2.6

Student 10 13.2

Total 16 21.1

Total 76 100.0

CC


Valid

Yes 40 52.6 72.7 72.7

No 15 19.7 27.3 100.0

Total 55 72.4 100.0

Missing System 21 27.6

Total 76 100.0

FOS


Valid

Yes 53 69.7 96.4 96.4

No 2 2.6 3.6 100.0

Total 55 72.4 100.0


Total 76 100.0

Central Sterile Processing Certificate

CENTRAL STERILE PROCESSING CERTIFICATE 2010 2011 2012 2013 2014

# of

Graduates % # of

Graduates % # of

Graduates % # of

Graduates % # of

Graduates %



Graduates Working 3 60% 1 100% 1 50% 2 100% 3 100%

Graduates Unemployed but looking for work 2 40% 0 0 1 50% 0 0 0 0%



Graduates working in Cumberland County 3 100% 0 0 1 100% 2 100% 1 33.3%

Graduates Working Outside Cumberland

County 0 0 1 100% 0 0% 0 0 2 66.7%

Graduates working in Curriculum related

jobs 3 100% 0 0 0 0% 1 50.0% 2 66.7%

Graduates NOT working in Curriculum

related jobs 0 0 1 100% 1 100% 1 50.0% 1 33.3%


Number of Salaries Reported (Curriculum

related/FT) 1 0 0 1 2

Average Annual Salary (Curriculum

related/FT) 18,240 0 0 24,000 31,650



Employed FT Medical Supply Tech VA Hospital Durham NC Yes 35000

Employed FT Sterile Processing

Technician

John L. McClellan Memorial

Veterans Hospital

Little Rock AR 72205 Yes 28300

Employed FT Exterminator Dodson Pest Control Fayetteville NC 28301 No

3 4 4 4 3 4


Actual Title


Central Sterile Processing Certificate 4 100.0 100.0 100.0

Status


Valid Employed FT 3 75.0 100.0 100.0

Missing Student 1 25.0

Total 4 100.0

CC


Valid

Yes 1 25.0 33.3 33.3

No 2 50.0 66.7 100.0

Total 3 75.0 100.0


Total 4 100.0

FOS


Valid

Yes 2 50.0 66.7 66.7

No 1 25.0 33.3 100.0

Total 3 75.0 100.0


Total 4 100.0

Dental Assisting Diploma DENTAL ASSISTING DIPLOMA 2010 2011 2012 2013 2014

# of

Graduates % # of

Graduates % # of

Graduates % # of

Graduates % # of

Graduates %




Graduates Unemployed but looking for work 3 20% 5 36% 2 12.5% 4 22.2% 3 12.5%



Graduates working in Cumberland County 12 100% 8 89% 10 71.4% 11 78.6% 16 76.2%


County 0 0 1 11% 4 28.6% 3 21.4% 5 23.8%

Graduates working in Curriculum related jobs 12 100% 8 89% 13 92.9% 13 92.9% 18 85.7%

Graduates NOT working in Curriculum related

jobs 0 0 1 11% 1 7.1% 1 7.1% 3 14.3%



related/FT) 12 7 10 9 14




Employed PT Dental Assistant Lumberton Pediatric Dentistry Lumberton NC Yes

Employed FT Orthodontic Dental Assistant Lousiana Yes 39600

Employed PT Dental Assistant Dr. Reginald Baker Hope Mills NC 28348 Yes 25000

Employed FT Dental Assistant Dental Care Center Fayetteville NC 28303 Yes 27100

Employed FT Certified Dental Assistant Highland Pediatrics Fayetteville NC 28303 Yes 35400

Employed FT Certified Dental Assistant Village Family Dental Fayetteville NC Yes 33300

Employed FT Certified Dental Assistant Brite Care Dental Fayetteville NC Yes 25000

Employed FT Dental Assistant Dr. Reginald Baker Hope Mills NC Yes 29200

Employed FT Dental Assistant Day & Night Family Dental Fayetteville NC 28303 Yes 25000

Employed FT Certified Dental Assistant Dr. Brigth Family Dental Fayetteville NC 28311 Yes 39600

Employed PT Clerk Food Lion Fayetteville NC 28306 No

Employed FT Dental Assistant II Village Family Dental Fayetteville NC Yes 31200

Employed FT Cashier Krispy Kreme No

Employed FT Certified Dental Assistant Village Family Dental Fayetteville NC 28303 Yes 31200

Employed PT Certified Dental Assistant Hedgecoe Family Dental Fayetteville NC Yes

Employed PT Sales Clerk Christmas Tree Shop Fayetteville NC No

Employed FT Dental Assistant Carolina Comfort Dental Fayetteville NC Yes 27100

Employed FT Dental Assistant Spring Lake Dental Spring Lake NC Yes 27100

Employed FT Certified Dental Assistant Sandhills Pediatric & Family Dentistry Sanford NC Yes 29200

Employed FT Dental Assistant II Dental Pro Temps Jamestown NC 27282 Yes 37500

Employed PT Dental Assistant Dental Pro Temps Greensboro Yes

24 25 25 25 21 25


Actual Title


Valid Dental Assisting Diploma 25 100.0 100.0 100.0

Status


Valid

Employed FT 15 60.0 62.5 62.5

Employed PT 6 24.0 25.0 87.5


Total 24 96.0 100.0

Missing Unemployed - Not Seeking 1 4.0

Total 25 100.0

CC


Valid

Yes 16 64.0 76.2 76.2

No 5 20.0 23.8 100.0

Total 21 84.0 100.0


Total 25 100.0

FOS


Valid

Yes 18 72.0 85.7 85.7

No 3 12.0 14.3 100.0

Total 21 84.0 100.0


Total 25 100.0

Dental Hygiene Degree

DENTAL HYGIENE 2010 2011 2012 2013 2014

# of

Graduates % # of

Graduates % # of

Graduates % # of

Graduates % # of

Graduates %



Graduates Working 17 95% 17 94.4% 15 88.2% 20 83.3% 18 90%


work 1 5% 1 5.6% 2 11.8% 4 16.7% 2 10%



Graduates working in Cumberland County 7 41% 13 76.5% 12 80% 8 40.0% 7 38.9%


County 10 59% 4 23.5% 3 20% 12 60.0% 11 61.1%


jobs 15 88% 17 100% 14 93.3% 19 95.0% 18

100%


related jobs 2 12% 0 0 1 6.7% 1 5.0% 0 0%


Number of Salaries Reported (Curriculum related/FT)

9 12 8 8 11

Average Annual Salary (Curriculum related/FT)

50,067 50,780 48,200 41,070 38,300



Employed PT Dental Hygienist Village Family Dentistry St. Pauls NC Yes

Employed PT Dental Hygienist DDS Valerie Preston Raleigh NC Yes

Employed FT Dental Hygienist Dr. Wendy Britt Laurinburg NC Yes 52000

Employed FT Dental Hygienist Firehouse Kid's Dentistry Spring Lake NC Yes 52000

Employed FT Patient Representative Cape Fear Valley Medical Center Fayetteville NC Yes 23000

Employed PT Dental Hygienist Dentemps Raleigh NC Yes

Employed FT Dental Hygienist Anson Co. Family & Pediatric Dentistry Wadesboro NC Yes 51000

Employed FT Dental Hygienist FL Yes 54600

Employed FT Dental Hygienist Yes 58000

Employed FT Dental Hygienist Westlake Family Dentistry Fayetteville NC Yes 49200

Employed PT Dental Hygienist Varied employers Yes

Employed FT Dental Hygienist Dr. Walter Scott & Associates Fayetteville NC Yes 42000

Employed PT Dental Hygienist Dr. VanScoyoc Southern Pines NC Yes

Employed FT Dental Hygienist Riverside Dental Arts Wilmington NC Yes 41000

Employed PT Dental Hygienist Dr. Walter Scott & Associates Fayetteville NC Yes

Employed PT Dental Hygienist Smiles, etc. Lumberton NC Yes

Employed FT Dental Hygienist Village Family Dental Fayetteville NC Yes 47000

Employed FT Dental Hygienist Watson Family Dentistry Lauringburg NC Yes 54600

20 22 22 22 18 22


Actual Title


Valid Dental Hygiene 22 100.0 100.0 100.0

Status


Valid

Employed FT 11 50.0 55.0 55.0

Employed PT 7 31.8 35.0 90.0


Total 20 90.9 100.0

Missing


Student 1 4.5

Total 2 9.1

Total 22 100.0

CC


Valid

Yes 7 31.8 38.9 38.9

No 11 50.0 61.1 100.0

Total 18 81.8 100.0


Total 22 100.0

FOS


Valid Yes 18 81.8 100.0 100.0


Total 22 100.0

Emergency Medical Science Degree EMERGENCY MEDICAL SCIENCE DEGREE 2010 2011 2012 2013 2014

# of

Graduates % # of

Graduates % # of

Graduates % # of

Graduates % # of

Graduates %



Graduates Working 2 100% 6 100% 3 100% 8 100% 8 88.9%


work 0 0% 0 0 0 0 0 0 1 11.1%



Graduates working in Cumberland County 0 0% 2 33.3% 1 33.3% 4 50.0% 5 62.5%

Graduates Working Outside Cumberland County

2 100% 4 66.7% 2 66.7% 4 50.0% 3 37.5%

Graduates working in Curriculum related jobs

2 100% 3 50% 3 100% 8 100% 7 87.5%

Graduates NOT working in Curriculum related jobs

0 0% 3 50% 0 0% 0 0 1 12.5%



2 3 2 8 7


37,722 33,570 41,600 33,125 35,000



Employed FT Paramedic Duplin Fire Department Keanansville NC Yes 35000

Employed FT Paramedic Cumberland County EMS Fayetteville NC Yes 34000



Employed FT Paramedic Moore County EMS Carthage NC Yes 40000




Actual Title


Valid Emergency Medical Science 14 100.0 100.0 100.0

Status


Valid

Employed FT 7 50.0 77.8 77.8

Employed PT 1 7.1 11.1 88.9


Total 9 64.3 100.0

Missing



Student 2 14.3

Total 5 35.7

Total 14 100.0

CC


Valid

Yes 5 35.7 62.5 62.5

No 3 21.4 37.5 100.0

Total 8 57.1 100.0


Total 14 100.0

FOS


Valid

Yes 7 50.0 87.5 87.5

No 1 7.1 12.5 100.0

Total 8 57.1 100.0


Total 14 100.0

Emergency Medical Science/Bridging EMERGENCY MEDICAL SCIENCE/BRIDGING DEGREE

2010 2011 2012* 2013 2014

# of

Graduates % # of

Graduates % # of

Graduates % # of

Graduates % # of

Graduates %


Graduates Available to Work 2 1 2 2

Graduates Working 2 100% 1 100% 2 100% 2 100%


work

0 0% 0 0 0 0 0 0%

Graduates Not Seeking Employment 0 0 0 0

Graduates Continuing Education 2 0 0 0

Graduates working in Cumberland

County

0 0% 0 0 2 100% 1 50%


County

2 100% 1 100% 0 0 1 50%


jobs

2 100% 1 100% 2 100% 2 100%


related jobs

0 0% 0 0 0 0 0 0%

Graduates Unable to Locate 0 0 0 2


related/FT)

2 1 1 2


related/FT)

37,722 40,000 44,027 51,000

*No graduates this year




Employed FT EMS Wake County EMS Raleigh NC 27601 Yes 60000


Actual Title


Emergency Medical Science/Bridging 4 100.0 100.0 100.0

Status



Missing Unable to

Locate

2 50.0

Total 4 100.0

CC


Valid

Yes 1 25.0 50.0 50.0

No 1 25.0 50.0 100.0

Total 2 50.0 100.0


Total 4 100.0

FOS


Valid Yes 2 50.0 100.0 100.0


Total 4 100.0

Emergency Medical Science Certificate EMERGENCY MEDICAL SCIENCE Certificate

2010 2011 2012 2013 2014

# of

Graduates % # of

Graduates % # of

Graduates % # of

Graduates % # of

Graduates %



Graduates Working 2 100% 2 100% 2 100% 3 100% 2 100%

Graduates Unemployed but looking for work 0 0% 0 0 0 0% 0 0 0 0%



Graduates working in Cumberland County 0 0% 2 100% 1 50% 3 100% 2 100%


2 100% 0 0 1 50% 0 0 0 0%

Graduates working in Curriculum related jobs 2 100% 0 0 1 50% 2 66.7% 0 0%


0 0% 2 100% 1 50% 1 33.3% 2 100%



2 0 0 2 0


37,722 0 0 38,520 0



Employed PT Par Ventures Inc. Fayetteville NC No

Employed PT Pro Staffing No


Actual Title


Emergency Medical Science Certificate 11 100.0 100.0 100.0

Status


Valid Employed PT 2 18.2 100.0 100.0


Total 11 100.0

CC


Valid Yes 2 18.2 100.0 100.0


Total 11 100.0

FOS


Valid No 2 18.2 100.0 100.0


Total 11 100.0

Mammography Certificate Mammography Certificate 2010* 2011* 2012* 2013* 2014

# of

Graduates % # of

Graduates % # of

Graduates % # of

Graduates % # of

Graduates %

Graduates in Program 13

Graduates Available to Work 13

Graduates Working 11 84.6%

Graduates Unemployed but looking for work

2 15.4%

Graduates Not Seeking Employment 0

Graduates Continuing Education 0

Graduates working in Cumberland County

6 54.5%


5 45.5%


9 81.8%


2 18.2%

Graduates Unable to Locate 0

Number of Salaries Reported (Curriculum related/FT) 7

Average Annual Salary (Curriculum related/FT) 38,000

*Program not offered



Employed PT Radiologic Technologist Next Care Urgent Care Fayetteville NC 28314 Yes 33300

Employed FT Mammographer Valley Regional Imaging Fayetteville NC 28304 Yes 45800

Employed PT Radiographer Southeastern Regional Medical Center Lumberton NC 28359 Yes 47800

Employed PT Mammographer Lumberton Radiologic Associates Lumberton NC 28358 Yes

Employed FT X-ray Technician Wake Med Trauma Center Raleigh NC 27610 Yes 52000

Employed PT Clinical Staff Medics Primary, Urgent Care Fayetteville NC 28304 Yes 29200

Employed PT Radiologic Technologist PRN Cary Orthopaedics No

Employed FT Staff Radiographer Cape Fear Valley Medical Center Fayetteville NC 28304 Yes 39600

Employed FT Mammographer Raleigh Radiology Raleigh NC 27609 Yes 45800

Employed PT Staff Radiographer Cape Fear Orthopedics Fayetteville NC 28314 Yes 38500

Employed FT Portuguese Curriculum

Developer

GTX Ft. Bragg NC No

Actual Title


Valid Mammography Certificate 13 100.0 100.0 100.0

Status


Valid

Employed FT 5 38.5 38.5 38.5

Employed PT 6 46.2 46.2 84.6


Total 13 100.0 100.0

CC


Valid

Yes 6 46.2 54.5 54.5

No 5 38.5 45.5 100.0

Total 11 84.6 100.0


Total 13 100.0

FOS


Valid

Yes 9 69.2 81.8 81.8

No 2 15.4 18.2 100.0

Total 11 84.6 100.0


Total 13 100.0

Nuclear Medicine Technology Degree NUCLEAR MEDICINE TECHNOLOGY (Degree)

2010 2011 2012 2013 2014

# of

Graduates % # of

Graduates % # of

Graduates % # of

Graduates % # of

Graduates %



Graduates Working 3 75% 1 50% 3 75% 4 66.7% 4 80%


1 25% 1 50% 1 25% 2 33.3% 1 20%




1 33% 1 100

% 1 33.3% 4 100% 2 50%


2 67% 0 0 2 66.7% 0 0 2 50%


2 67% 0 0 2 66.7% 0 0 2 50%


1 33% 1 100

% 1 33.3% 4 100% 2 50%


Number of Salaries Reported (Curriculum related/FT) 2 0 1 0 1

Average Annual Salary (Curriculum related/FT) 42,825 0 41,000 0 47,900




Employed PT Receptionist Palmetto Fitness Fayetteville NC No

Employed PT Nuclear Medicine Technologist UND Richmond VA Yes

Employed FT CNT Cape Fear Valley Medical Center Fayetteville NC Yes 47900

Employed FT Dental Assistant Hawaii No

5 8 8 8 4 8


Actual Title


Nuclear Medicine Technology 8 100.0 100.0 100.0

Status


Valid

Employed FT 2 25.0 40.0 40.0

Employed PT 2 25.0 40.0 80.0


Total 5 62.5 100.0

Missing


Student 2 25.0

Total 3 37.5

Total 8 100.0

CC


Valid

Yes 2 25.0 50.0 50.0

No 2 25.0 50.0 100.0

Total 4 50.0 100.0


Total 8 100.0

FOS


Valid

Yes 2 25.0 50.0 50.0

No 2 25.0 50.0 100.0

Total 4 50.0 100.0


Total 8 100.0

Nursing Assistant Certificate Nursing Assistant Certificate 2010* 2011 2012 2013 2014

# of

Graduates % # of

Graduates % # of

Graduates % # of

Graduates % # of

Graduates %

Graduates in Program * 13 15 12 21

Graduates Available to Work 6 5 2 5

Graduates Working 6 100% 4 80% 2 100% 5 100%


work 0 0 1 20% 0 0 0 0%

Graduates Not Seeking Employment 0 0 0 0

Graduates Continuing Education 7 6 10 16

Graduates working in Cumberland

County 6 100% 4 100% 2 100% 5 100%

Graduates Working Outside

Cumberland County 0 0 0 0% 0 0 0 0%


jobs 6 100% 3 75% 2 100% 5 100%


related jobs 0 0 1 25% 0 0 0 0%

Graduates Unable to Locate 4 0 0

Number of Salaries Reported (Curriculum related/FT) 1 1 1 1

Average Annual Salary (Curriculum related/FT) 27,400 20,000 32,000 22,300




Employed PT C.N.A II Home Health Aid Fayetteville Nc Yes

Employed FT Soldier Medic US Army Ft. Bragg NC Yes

Employed PT C.N.A II Autumn Care Fayetteville NC Yes

Employed PT Cumberland County Fayetteville Yes

Employed FT C.N.A. II Cape Fear Valley Medical Center Fayetteville NC Yes 22300

5 21 21 21 5 21


Actual Title


Valid Nursing Assistant 21 100.0 100.0 100.0

Status


Valid

Employed FT 2 9.5 40.0 40.0

Employed PT 3 14.3 60.0 100.0

Total 5 23.8 100.0


Total 21 100.0

CC


Valid Yes 5 23.8 100.0 100.0


Total 21 100.0

FOS


Valid Yes 5 23.8 100.0 100.0


Total 21 100.0

Pharmacy Technology Degree PHARMACY TECHNOLOGY DEGREE 2010* 2011* 2012* 2013* 2014

# of

Graduates % # of

Graduates % # of

Graduates % # of

Graduates % # of

Graduates %

Graduates in Program 10 8 9

Graduates Available to Work 10 6 9

Graduates Working 10 100% 5 83.3% 8 88.9%


0 0% 1 16.7% 1 11.1%

Graduates Not Seeking Employment 0 0 0

Graduates Continuing Education 0 1 0

Graduates working in Cumberland County 8 80% 4 80.0% 7 87.5%


2 20% 1 20.0% 1 12.5%


10 100% 5 100% 6 75%


0 0% 0 0 2 25%

Graduates Unable to Locate 0 1


9 4 3


26,000 24,200 26,100

*Degree not offered

Place of Employment


Employed PT Pharmacy Technician Walmart Fayetteville Nc Yes

Employed FT Cumberland County Fayetteville NC No

Employed PT Arby's Fayetteville NC No

Employed FT Pharmacy Technician Cape Fear Valley Medical Center Fayetteville NC 283014 Yes 22200

Employed PT EDC Drug Stores Fayetteville NC 28303 Yes

Employed PT Pharmacy Technician Cape Fear Valley Medical Center Fayetteville NC 28304 Yes

Employed FT Pharmacy Technician US Army Medical Dept. Fort Sill OK 73503 Yes 32000

Employed FT Pharmacy Technician cape fear discount drugs Fayetteville NC Yes 24000

9 9 9 9 8 9

Salaries: (1) Only full-time in curriculum related employments are considered in calculation of average annual salary.

Actual Title


Valid Pharmacy Technology 9 100.0 100.0 100.0

Status


Valid

Employed FT 4 44.4 44.4 44.4

Employed PT 4 44.4 44.4 88.9


Total 9 100.0 100.0

CC


Valid

Yes 7 77.8 87.5 87.5

No 1 11.1 12.5 100.0

Total 8 88.9 100.0


Total 9 100.0

FOS


Valid

Yes 6 66.7 75.0 75.0

No 2 22.2 25.0 100.0

Total 8 88.9 100.0


Total 9 100.0

Pharmacy Technology Diploma

PHARMACY TECHNOLOGY DIPLOMA 2010 2011 2012 2013 2014

# of

Graduates %

# of

Graduates %

# of

Graduates %

# of

Graduates %

# of

Graduates %




Graduates Unemployed but looking for work 3 33% 2 25% 1 7.1% 1 12.5% 4 36.4%



Graduates working in Cumberland County 5 83% 6 100% 8 61.5% 7 100% 6 85.7%


County 1 17% 0 0 5 38.5% 0 0 1 14.3%

Graduates working in Curriculum related jobs 4 67% 4 66.7% 10 76.9% 6 85.7% 5 71.4%


jobs 2 33% 2 33.3% 3 23.1% 1 14.3% 2 14.3%







Employed FT Pharmacy Technician Thomas Drug Store Dunn NC 28334 Yes 21000

Employed PT Pharmacy Walmart Fayetteville NC Yes

Employed PT Pharmacy Technician Stedman Drug Center Stedman NC 28391 Yes

Employed PT Executive Assistant 82nd Airborne Historical Society Ft. Bragg NC No

Employed PT No

Employed FT Yes

Employed PT Pharmacy Technician Massey Hill Drug Co. Fayetteville NC Yes 24000

11 14 14 14 7 14


Actual Title


Pharmacy Technology Diploma 14 100.0 100.0 100.0

Status


Valid

Employed FT 2 14.3 18.2 18.2

Employed PT 5 35.7 45.5 63.6


Total 11 78.6 100.0


Total 14 100.0

CC


Valid

Yes 6 42.9 85.7 85.7

No 1 7.1 14.3 100.0

Total 7 50.0 100.0


Total 14 100.0

FOS


Valid

Yes 5 35.7 71.4 71.4

No 2 14.3 28.6 100.0

Total 7 50.0 100.0


Total 14 100.0

Physical Therapist Assistant

PHYSICAL THERAPIST ASSISTANT 2010 2011 2012 2013 2014

# of

Graduates % # of

Graduates %

# of

Graduates %

# of

Graduates %

# of

Graduates %



Graduates Working 11 100% 10 91% 8 100% 10 100% 10 %

Graduates Unemployed but looking for work 0 0% 1 9% 0 0% 0 0 1 %



Graduates working in Cumberland County 7 64% 6 60% 3 37.5% 4 40.0% 6 60%

Graduates Working Outside Cumberland County 4 36% 4 40% 5 62.5% 6 60.0% 4 40%

Graduates working in Curriculum related jobs 11 100% 10 100% 8 100% 10 100% 8 80%

Graduates NOT working in Curriculum related jobs 0 0% 0 0% 0 0% 0 0 2 20%



11 9 6 6 5




Employed FT EMT Cape Fear Valley Medical Center Fayetteville No

Employed PT PRN New Hanover Regional Medical Center Yes

Employed PT Sales Associate Florida No

Employed PT Acute Care PTA Cape Fear Valley Medical Center Fayetteville NC Yes 36100

Employed PT Acute Care PTA/PRN First Health of Carolina Pinehurst NC Yes 44600

Employed FT PTA Carolina Rehab of Cumerbland Fayetteville NC Yes 54100

Employed FT PTA Rehabcare Yes 49000

Employed FT PTA Rehab Care Smithfield NC 27577 Yes 50000

Employed FT PTA Cumberland County Schools Fayetteville NC 28306 Yes 33500

Employed FT PTA Cape Fear Valley Medical Center Fayetteville NC 28304 Yes 36100

11 15 15 15 10 15


Actual Title


Valid Physical Therapist Assistant 15 100.0 100.0 100.0

Status


Valid

Employed FT 6 40.0 54.5 54.5

Employed PT 4 26.7 36.4 90.9


Total 11 73.3 100.0

Missing


Student 2 13.3

Total 4 26.7

Total 15 100.0

CC


Valid

Yes 6 40.0 60.0 60.0

No 4 26.7 40.0 100.0

Total 10 66.7 100.0


Total 15 100.0

FOS


Valid

Yes 8 53.3 80.0 80.0

No 2 13.3 20.0 100.0

Total 10 66.7 100.0


Total 15 100.0

Practical Nursing Diploma

PRACTICAL NURSING DIPLOMA 2010 2011 2012 2013 2014

# of

Graduates % # of

Graduates %

# of

Graduates %

# of

Graduates %

# of

Graduates %





19 57% 10 31% 4 12.5% 5 12.2% 4 8.7%



Graduates working in Cumberland County 14 93% 18 82% 21 75% 27 75.0% 38 71.4%


1 7% 4 18% 7 25% 9 25.0% 12 28.6%


12 80% 17 77% 20 71.4% 25 69.4% 28 66.7%


3 20% 5 23% 8 28.6% 11 30.6% 14 33.3%



6 13 16 18 21


31,107 35,380 32,850 35,400 33,200



Employed FT LPN Cumberland Nursing & Rehab Center Fayetteville NC Yes 36000

Employed FT CAN Barber Court Nursing Home Smithfield NC Yes 19000

Employed FT Registrar Trauma Dep. Baylor Grapevine TX No

Employed FT C.N.A Southeastern Health Lumberton NC Yes

Employed FT LPN Bethesda Health Care Eastover NC Yes 37500

Employed FT CAN Carolina Rehab Fayetteville NC Yes 20000

Employed FT Cumberland County Fayetteville No 33400

Employed FT LPN Cumberland Nursing & Rehab Fayetteville NC Yes 36400

Employed FT LPN Village Green Nursing & Rehab Center Fayetteville NC Yes 37500

Employed FT Sales Associate Gregory Poole & Co. Raleight NC No

Employed FT CNA II Cape Fear Valley Medical Center Fayetteville NC 28304 Yes 22900

Employed FT Clinical Processor/DNA Tester Cumberland Cardiology CCPR Staffing Fayetteville NC Yes 33300

Employed FT LPN Autumn Care of Fayetteville Fayetteville NC Yes

Employed FT LPN Fayetteville Otolaryngology Fayetteville NC Yes 33300

Employed FT Hair Stylist Salon Ulta Holly Springs NC No

Employed FT CNAII Cape Fear Valley Medical Center Fayetteville NC 28304 Yes 25500

Employed FT LPN Cape Fear Valley Medical Center Fayetteville NC 28304 Yes 32000

Employed PT LPN Carolina Inn @ Village Green Fayetteville NC Yes 39500

Employed PT CNAII Cape Fear Valley Medical Center Fayetteville NC Yes

Employed FT C.N.A. St. Joseph of the Pines Fayetteville NC Yes 25000

Employed FT LPN Carolina Rehab Center Fayetteville NC Yes 39600

Employed FT Quality Control Static Control Components Sanford NC No

Employed FT LPN NC State Veterans Home Fayetteville NC Yes 38500

Employed FT Customer Service Rep Sykes Fayetteville NC No

Employed FT Practical Nurse Cumberland Nursing & Rehab Fayetteville NC Yes

Employed PT LPN LTC Facility Yes 37500

Employed FT LPN NC State Veteran Home Fayetteville NC Yes 38500

Employed FT LPN Haymount Rehab Fayetteville NC Yes 37500

Employed FT LPN NC State Veteran's Home Fayetteville NC Yes 38500

Employed FT LPN NC State Veteran's Home Fayetteville NC Yes 42700

Employed FT Medical Assistant US Healthworks Yes 31200

Employed PT Caterer Ginny Evans No

Employed PT C.N.A HomeHealth Fayetteville NC Yes

Employed FT LPN Carolina INN at village green Fayetteville NC Yes 38500

46 54 54 54 42 54

Salaries: Only full-time in curriculum related employments are considered in calculation of average annual salary. Those curriculum related positions are bolded for the reader's convenience.

Actual Title


Practical Nursing Diploma 54 100.0 100.0 100.0

Status


Valid

Employed FT 29 53.7 63.0 63.0

Employed PT 13 24.1 28.3 91.3


Total 46 85.2 100.0

Missing



Student 3 5.6

Total 8 14.8

Total 54 100.0

CC


Valid

Yes 30 55.6 71.4 71.4

No 12 22.2 28.6 100.0

Total 42 77.8 100.0


Total 54 100.0

FOS


Valid

Yes 28 51.9 66.7 66.7

No 14 25.9 33.3 100.0

Total 42 77.8 100.0


Total 54 100.0

Radiography

RADIOGRAPHY

2010 2011 2012 2013 2014

# of

Graduates %

# of

Graduates %

# of

Graduates %

# of

Graduates %

# of

Graduates %



Graduates Working 5 39% 9 64.3% 8 72.7% 11 78.6 12 100%


8 61% 5 35.7% 3 27.3% 3 21.4 0 0%



Graduates working in Cumberland County 5 100% 4 44.4% 5 62.5% 6 54.5 6 50%


0 0% 5 55.6% 3 37.5% 5 45.5 6 50%


5 100% 7 77.8% 8 100% 11 100 10 83.3%


0 0% 2 22.2% 0 0% 0 0 2 16.7%





related/FT) 33,120 30,680 42,100 37,600 37,800



Employed FT Radiologic Technologist Lexington Medical Center West Colombia SC 29169 Yes 38900

Employed PT Radiologic Technologist Mobile X USA Clearwater FL Yes 37400

Employed FT Radiologic Technologist Next Care Fayetteville NC Yes 33300

Employed PT Radiographer Spectrum Orthopedics North Canton OH Yes 33300

Employed PT Radiologic Technologist Cape Fear Orthopedics Fayetteville NC Yes

Employed PT Radiologic Technologist Mobile X USA Horsham PA Yes

Employed FT Facilitator Two Hawk Employment Services Lumberton NC 28360 No

Employed PT Cook Bubbas 33 No

Employed FT Diagnostic Radiologic Technologist Columbus Regional Hospital Whiteville NC 28472 Yes 37500

Employed PT Radiologic Technologist Medical Solutions Knoxville TN Yes

Employed FT Radiologic Technologist Cape Fear Valley Medical center Fayetteville NC 28304 Yes 39500

Employed FT Radiographer Cape Fear Valley Medical Center Fayetteville NC 28304 Yes 39500

12 18 18 18 12 18


Actual Title


Valid Radiography 18 100.0 100.0 100.0

Status


Valid

Employed FT 6 33.3 50.0 50.0

Employed PT 6 33.3 50.0 100.0

Total 12 66.7 100.0

Missing


Student 5 27.8

Total 6 33.3

Total 18 100.0

CC


Valid

Yes 6 33.3 50.0 50.0

No 6 33.3 50.0 100.0

Total 12 66.7 100.0


Total 18 100.0

FOS


Valid

Yes 10 55.6 83.3 83.3

No 2 11.1 16.7 100.0

Total 12 66.7 100.0


Total 18 100.0

Respiratory Therapy

RESPIRATORY THERAPY 2010 2011 2012 2013 2014

# of

Graduates %

# of

Graduates %

# of

Graduates %

# of

Graduates %

# of

Graduates %



Graduates Working 12 93% 8 88% 9 100% 7 63.6% 5 83.3%

Graduates Unemployed but looking for work 1 7% 1 11% 0 0% 4 36.4% 1 16.7%



Graduates working in Cumberland County 9 75% 5 63% 5 55.5% 5 71.4% 4 80%


County 3 25% 3 37% 4 44.5% 2 28.6% 1 20%

Graduates working in Curriculum related jobs 10 83% 5 63% 9 100% 6 85.7% 3 60%


jobs 2 17% 3 37% 0 0% 1 14.3% 2 40%







Employed FT Respiratory Assistant Kansas Respiratory Care Kansas Yes

Employed FT Cumberland County Fayetteville NC No 32400

Employed FT CRT Cape Fear Valley Medical Center Fayetteville NC Yes

Employed FT RTA Cumberland County Fayetteville NC Yes 40800

Employed FT Secretary Cape Fear Valley Medical Center Fayetteville NC No

6 9 9 9 5 9


Actual Title


Valid Respiratory Therapy 9 100.0 100.0 100.0

Status


Valid

Employed FT 5 55.6 83.3 83.3


Total 6 66.7 100.0

Missing



Student 1 11.1

Total 3 33.3

Total 9 100.0

CC


Valid

Yes 4 44.4 80.0 80.0

No 1 11.1 20.0 100.0

Total 5 55.6 100.0


Total 9 100.0

FOS


Valid

Yes 3 33.3 60.0 60.0

No 2 22.2 40.0 100.0

Total 5 55.6 100.0


Total 9 100.0

Speech Language Pathology Assistant

SPEECH LANGUAGE PATHOLOGY ASSISTANT

2010 2011 2012 2013 2014

# of

Graduates %

# of

Graduates %

# of

Graduates %

# of

Graduates %

# of

Graduates %



Graduates Working 16 73% 20 90.9% 19 86.4% 12 92.3 10 83.3%


work 6 27% 2 9.1% 3 13.6% 1 7.7 2 16.7%



Graduates working in Cumberland County 6 38% 10 50% 7 36.8% 4 33.3 3 30%


County 10 62% 10 50% 12 63.2% 8 66.7 7 70%


jobs 13 81% 17 85% 16 84.2% 8 66.7 6 60%


related jobs 3 19% 3 15% 3 15.8% 4 33.3 4 40%



related/FT) 10 13 7 3 4


related/FT) 39,459 35,000 36,550 39,350 45,400



Employed PT hairsylist self No

Employed PT SLP Assistant About Speech Smithfield NC 27577 Yes 25000

Employed FT SLP Assistant Next Step Developmental Yes 50000

Employed FT SLP Assistant Carolina Communications Consultants Charlotte NC 27269 Yes 40000

Employed PT SLP Assistant Maria de Pilar Salvat Raeford NC 28376 Yes

Employed FT SLP Assistant Coastal Speech & Reading Center Lumberton, NC Yes 41600

Employed PT No

Employed FT Cna 1 Tender Hearts Home Care No $50, 000

Employed FT SLP Assistant CareWorks Greenville NC Yes

Employed PT Server/bartender Beef O Bradys No

12 16 16 16 10 16


Actual Title


Speech-Language Pathology Assistant 16 100.0 100.0 100.0

Status


Valid

Employed FT 5 31.3 41.7 41.7

Employed PT 5 31.3 41.7 83.3


Total 12 75.0 100.0

Missing


Student 3 18.8

Total 4 25.0

Total 16 100.0

CC


Valid

Yes 3 18.8 30.0 30.0

No 7 43.8 70.0 100.0

Total 10 62.5 100.0


Total 16 100.0

FOS


Valid

Yes 6 37.5 60.0 60.0

No 4 25.0 40.0 100.0

Total 10 62.5 100.0


Total 16 100.0

Surgical Technology Degree

SURGICAL TECHNOLOGY Degree 2010 2011 2012 2013 2014

# of

Graduates %

# of

Graduates %

# of

Graduates %

# of

Graduates %

# of

Graduates %

Graduates in Program 0 3 1 2

Graduates Available to Work 3 1 2

Graduates Working 3 100% 1 100% 2 100%

Graduates Unemployed but looking for work 0 0 0 0% 0 0%

Graduates Not Seeking Employment 0 0 0

Graduates Continuing Education 0 0 0

Graduates working in Cumberland County 2 67% 1 100% 0 0%

Graduates Working Outside Cumberland County 1 33% 0 0% 2 100%

Graduates working in Curriculum related jobs 3 100% 1 100% 2 100%

Graduates NOT working in Curriculum related jobs 0 0 0 0% 0 0%

Graduates Unable to Locate 0 0 0


related/FT) 0 2 0 2

Average Annual Salary (Curriculum related/FT) 0 35,075 0 42,000



Employed FT Yes 31200

Employed FT Instructor Chattahoochee Technical College Acworth GA 30102 Yes 52500

Actual Title


Surgical Technology 2 100.0 100.0 100.0

Status



CC


Valid No 2 100.0 100.0 100.0

FOS


Valid Yes 2 100.0 100.0 100.0

Surgical Technology Diploma

SURGICAL TECHNOLOGY (Diploma) 2010 2011 2012 2013 2014

# of

Graduates %

# of

Graduates %

# of

Graduates %

# of

Graduates %

# of

Graduates %



Graduates Working 3 43% 6 75% 8 80% 6 85.7% 6 85.7%

Graduates Unemployed but looking for work 4 57% 2 25% 2 20% 1 14.3% 1 14.3%



Graduates working in Cumberland County 2 67% 3 50% 3 37.5% 3 50.0% 1 16.7%

Graduates Working Outside Cumberland County 1 33% 3 50% 5 62.5% 3 50.0% 5 83.3%

Graduates working in Curriculum related jobs 3 100% 5 83% 8 100% 6 100% 5 83.3%

Graduates NOT working in Curriculum related jobs 0 0% 1 17% 0 0% 0 0 1 16.7%







Employed PT EEG Tech Cape Fear Valley Medical Center Fayetteville NC No

Employed FT CST University of Virginia Charlottesville VA 22903 Yes 38100

Employed FT CST Advanced Dermatology & Plastic Surgery Aurora IL Yes 33300

Employed FT CST First Health Moore Regional Pinehurst NC 28374 Yes 31200

Employed FT CST First Health Moore Regional Pinehurst NC 28374 Yes 31200

Employed FT CST Cape Fear Valley Medical Center Fayetteville NC 28314 Yes 33100

7 8 8 8 6 8


Actual Title


Surgical Technology Diploma 8 100.0 100.0 100.0

Status


Valid

Employed FT 5 62.5 71.4 71.4

Employed PT 1 12.5 14.3 85.7


Total 7 87.5 100.0


Total 8 100.0

CC


Valid

Yes 1 12.5 16.7 16.7

No 5 62.5 83.3 100.0

Total 6 75.0 100.0


Total 8 100.0

FOS


Valid

Yes 5 62.5 83.3 83.3

No 1 12.5 16.7 100.0

Total 6 75.0 100.0


Total 8 100.0

Physical Therapist Assistant

Physical Therapist Assistant 2011 2012 2013 2014 2015

# of Graduates

% # of Graduates

% # of Graduates

% # of Graduates

% # of Graduates

%



Graduates Working 10 91.0% 8 100.0%

10 100.0% 10 100.0% 11 84.6%


1 9.0% - - - - 1 9.0% 2 15.4%

Graduates Not Seeking Employment

1 3 1 - 3

Graduates Continuing Education

- 1 1 2 1


6 60.0% 3 38.0% 4 40.0% 6 60.0% 8 88.9%

Graduates NOT working in Cumberland County

4 40.0% 5 63.0% 6 60.0% 4 40.0% 1 11.1%


10 100.0% 8 100.0%

10 100.0% 8 80.0% 10 91.0%


- - - - - 2 20.0% 1 9.0%

Graduates Unable to Locate 1 2 - 2 -


9 6 6 5 7


44,490 48,700 44,270 45,000 45,063

Places of Employment Status Title Employer City/Zip FOS Salary

Employed FT

Physical Therapist Asst. Miliani Physical Therapy Miliani, HI 96786 Yes

$38,000

Employed FT

Physical Therapist Asst. Southern Lumberton Medical Lumberton, NC Yes

$62,400

Employed FT PTA Cape Fear Valley Health Systems Fayetteville,28304 Yes

$36,000

Employed FT

Physical Therapist Asst. Pruitt Health Fayetteville, 28311 Yes

$57,200

Employed FT

Physical Therapist Assistant Cumberland County Schools Fayetteville, 28306 Yes

$38,000

Employed FT

Physical Therapist Asst. Select Physical Therapy Fayetteville, 28304 Yes

$47,480

Employed FT

Physical Therapist Asst. Village Green Fayetteville, 28304 Yes

Employed FT

Physical Therapist Asst. Trinity Rehab LLC Fayetteville, 28304 Yes

$44,160

Employed FT Certified Nursing Asst Peak Resources No


Actual Title Frequency Percent Valid Percent Cumulative Percent Physical Therapy Assistant

17 100.0 100.0 100.0

Status

Frequency Percent Valid Percent Cumulative Percent Valid Employed FT 8 47.1 61.5 61.5

Employed PT 3 17.6 23.1 84.6 Unemployed-Seeking

2 11.8 15.4 100.0

Total 13 76.5 100.0 Missing Student 1 5.9

Unemployed-NOT Seeking

3 17.6

Total 4 23.5 Total 17 100.0

FOS Frequency Percent Valid Percent Cumulative Percent Valid Yes 10 58.8 90.9 90.9

No 1 5.9 9.1 100.0 Total 11 64.7 100.0

Missing System 6 35.3 Total 17 100.0

CC Frequency Percent Valid Percent Cumulative Percent Valid Yes 7 41.2 77.8 77.8

No 2 11.8 22.2 100.0 Total 9 52.9 100.0

Missing System 8 47.1 Total 17 100.0


Academic Program Review

PHYSICAL THERAPIST ASSISTANT

Current Version Originally Published Spring 2014

Last Revised: January 2, 2014

Proponent: Vice President for Academic and Student Services

Available online at: http://www.faytechcc.edu/institutional_effectiveness/handbookmanualplans.aspx

Fayetteville Technical Community College is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associate degrees, diplomas and certificates. Contact the Commission on Colleges at 1866 Southern Lane, Decatur,

Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Fayetteville Technical Community College.

Fayetteville Technical Community College P.O. Box 35236

Fayetteville, North Carolina 28303-0236

(910) 678-8400

FTCC Form P-1 2 Revised 01/02/2014

FAYETTEVILLE TECHNICAL COMMUNITY COLLEGE

Table of Contents

X. Academic Program Review

X-1 Mission ......................................................................................................... 3

X-2 Purpose of Review ...................................................................................... 3

X-3 Overview of Program Review Process....................................................... 3

X-3.1 Program Description, Policies, and Affiliations ................................... 4

X-3.2 Program Curriculum .......................................................................... 9

X-3.3 Faculty ............................................................................................. 16

X-3.4 Resources and Support Services .................................................... 21

X-3.5 Enrollment, Recruitment, and Outcomes Assessment ...................... 25

X-3.6 Constituency Satisfaction ................................................................. 43

X-3.7 Appraisal and Direction for the Future .............................................. 45

X-4 Appendices ................................................................................................ 50


X-1 Mission The mission of Fayetteville Technical Community College (FTCC) is to serve our community as a learning-centered institution to build a globally competitive workforce supporting economic development. FTCC promotes the growth of the whole person in a caring environment that encourages strong ethical values, personal integrity, and a sense of responsibility to the needs of society.

X-2 Purpose of Review The purpose of program review is to strengthen department programs and increase department efficiencies and effectiveness. The review assesses and critically evaluates a program’s stated outcomes and use of supporting resources to measure if the program is fulfilling its goals and adequately supports the College mission. The process necessitates documenting successful and unsuccessful efforts, identifying future needs, and verifying compliance with accreditation and college standards. The results of the review process will serve as a tool for continuous program improvements and will impact the institutional and program-level planning and budgeting activities. Program review becomes the baseline measurement of where the program is right now, where program managers would like for it to be in the next one to five years and planned achievement targets, qualitative and quantitative measurements, analysis of those measurements to report findings, and projected action plans and dates for reaching those future objectives. Program review is not intended to replace formal assessment activities in the WEAVE Assessment Management System and is intended to provide additional support and quantitative/qualitative evidence to further support the outcomes and findings housed in WEAVE.

X-3 Overview of Program Review Process

1. The Program Review Process (PRP) begins with a Program Self-Study. The Department Chair organizes a team to conduct the Self-Study. The team must include the Department Chair (or Program Coordinator), all full time faculty members regularly teaching program courses and at least one part-time faculty member that has taught in the program for two or more semesters. All required historical statistical and numerical data will be provided by the Human Resources, Workforce Development, and Institutional Effectiveness (HR/WFD/IE) Office.

2. Teams shall use the current electronic version of the Program Review Self-Study template (Fill-in form P-1). Supplemental information and supporting documentation is highly encouraged to adequately support the program review findings.

3. A full Self-Study shall be submitted to the Chief Academic Officer (CAO) every three (3) years with annual updates submitted by March 15 of the academic year


during the subsequent two years. Timely submission and quality of analysis will be addressed as part of the Department Chair/Program Coordinator’s annual performance appraisal.

4. Upon submission of the full 3-year program review, the departmental Program Review Team will meet to prepare a presentation of their self-assessment findings and recommendations to the CAO, AVP for Curriculum Programs, and the appropriate Academic Program Dean. The presentation must include the Self-Study Team’s recommendations for continuous improvement and required program support to implement those improvements. These recommendations shall be considered during future budgets and personnel decisions. Department Chairs/Program Coordinators shall submit necessary budget decision packages (see fill-in forms E-5, E-6, E-28, E-15, F-2, I-11, and O-1).

5. The remainder of this publication reflects items that must be included in the program review and mirror the contents of the program review fill-in form (P-1).

X-3.1 Program Description, Policies, and Affiliations (Self-Study Team’s assessment) A. Provide a description of the program. The Physical Therapist Assistant Program prepares students to become licensed PTA's and to work in multiple health care settings under the supervision of a Physical Therapist. Students gain experience and knowledge through lectures, laboratory practice of skills, clinical experience and other active learning activities in the classroom. Students demonstrate competency in their skills through passing laboratory practical exams with an 80% or better and through completing three separate clinical rotations. Program faculty encourage professionalism and critical thinking skills throughout the program. At the completion of the five semester program, graduates earn an Associates in Applied Science Degree. Students are then eligible to sit for the state licensure exam. The three-year average of first time passing rate is 89% with a 100% ultimate passing rate.


B. Discuss how the program supports the College in fulfilling its mission. List your program’s mission, targeted future goals and objectives and how those goals/objectives are linked to the College’s Institutional Goals and Strategies located in the FTCC Strategic Plan.

PTA Program Mission Statement

Located within the Community College System of North Carolina the Physical Therapist Assistant Program seeks to offer affordable technical education that is current and comprehensive. This education and training embraces health care, professional and legal changes and focuses on the physical therapy need of the local and surrounding communities. The student is encouraged to participate upon graduation in future education and training.

PTA Program Faculty Philosophy The PTA Program Faculty support the mission of the PTA Program and the College. Faculty members promote professionalism and ethics to all students in all classes they teach.

PTA Program Faculty Goals 1. The PTA Program will interact with other programs/faculty on campus in order to

promote the college’s mission. 2. Provide quality customer service by relaying accurate and complete information

to advisees, students, and public about the PTA program requirements, application, and admission procedures. The graduate survey will report that 90% of graduates will reflect positively on the PTA Program and would recommend the program to a family member or friend. (Institutional Goal #1, #2)

3. Maintain and update a well-organized and complete curriculum with didactic and clinical knowledge. This is defined by a measure that 90% of students will agree that the program curriculum was organized and progressed in a sequential manner as reported on the curriculum review. (Institutional Goal #1, #2)

4. Exemplify professionalism and ethics on daily basis. (Institutional Goal #4) 5. Graduate students who perform as entry-level Physical Therapist Assistants and

pass state licensure exams. The program's goal is to maintain a three year average of 85% first time pass rate and 100% ultimate pass rate on the licensure exam. (Institutional Goals #1, #4)

PTA Graduate Goals and Outcomes

General competencies of the graduate of FTCC are listed in the FTCC College

Catalog. Specific outcomes for the PTA program are that the graduate will:

1. Be competent in current physical therapy practice. (Institutional Goal #4) 2. Earn licensure and gainful employment. Program goal is for 90% of graduates


seeking employment will be employed after six months as reported on the Job Placement Survey. (Institutional Goal # 1, #4)

3. Perform in an ethical and legal manner under the direction and supervision of the physical therapist. (Institutional Goal #4)

4. Develop an appreciation for life-long learning. (Institutional Goal #4) The PTA Program's mission mirrors the College's Mission by supporting the workforce needs of the community and developing graduates who are professional, ethical, and life-long learners. Specifically the Program supports the first institutional goal by responding to both student and community needs. Our program curriculum remains current, organized, and complete which results in well-educated and trained professionals, who can pass licensure exams and acquire gainful employment in their field of study which supports the local economy. Program faculty aim to provide excellent customer service to students in the program, students requesting admission, clinical education sites, and employers of our graduates. We maintain satisfaction reports through the graduate and employer surveys and through our program specific curriculum review. Currently the program does not have a specific goal to match the institutional goal #3 of ensuring fiscal responsibility and accountability, although the program faculty and administration due operate in this manner. An example would be combining linen among health programs and then seeking other linen services. The program only requests educational supplies and equipment when needed. The Program supports institutional goal #4, workforce preparedness, by producing graduates who pass their licensure exam, display professionalism, work ethically, and continue the desire to learn after graduation from FTCC.


C. Beyond general College admission policies, list any special requirements pertaining to program admission (i.e. passing a background check, GPA requirement, etc.). Admission into the PTA Program requires a separate application. Applications are received in the fall semester, and a new cohort begins the following fall semester. Admission requirements are as follows: 1. GPA= 2.5 in all related courses which are general education courses required for the degree. Students earn competitive points for admission through these courses. 2. GPA= 2.0 cumulative 3. Only 2 attempts allowed on all science and developmental courses. (A withdrawal counts as an attempt) 4. Prerequisites for the program could have been completed in high school: algebra I and II, biology, chemistry. 5. Student must score at a college level math, reading, and English level per placement test.


D. List articulation or other such agreements that the program currently has with other community colleges or four-year institutions. Briefly describe the details of such agreements, including when the agreements were last reviewed, updated and approved by the partnering colleges. The PTA Program has 2 Articulation Agreements with 4 year institutions. The first agreement is with Franklin University and it was developed in 2003 and last updated in 2006. This agreement is termed as a Degree Completion Plan. A 2Plus Program Advanced Transfer agreement was established with University of North Carolina Greensboro in 2014. The PTA Program also has 3 Instructional Service Agreements (ISA) with 3 North Carolina Community Colleges, each was established in 2009. These ISA contracts guarantee 1-2 program seats to a student at their college who meets the program admission criteria. The Program has recently been notified that Sandhills Community College wishes to dissolve this current contract secondary to lack of resources. Steps have begun to dissolve this contract. The remaining agreements are with Bladen Community College and James Sprunt Community College.

E. List specific linkages or partnerships the program has with local businesses, community or civic organizations, K-12 schools, etc. Briefly describe the nature of such partnerships. Include relevant contact information for partnering businesses, organizations, etc. The PTA Program currently has 34 Academic Agreements with local hospitals, outpatient physical therapy clinics, skilled nursing facilities, and Cumberland County School System. These contracts are reviewed annually by the Department Chair in order to remain current with renewals and criteria of each contract. These agreements are utilized to provide our students with clinical experience of their education at FTCC. Each student will have 3 clinical rotations at a variety of clinical settings. These partnerships with local health care providers are very valuable to our students' success.


X-3.2 Program Curriculum (Self-Study Team’s assessment) A. List the program’s approved plan of study. Provide the suggested sequence of course numbers, titles, and credits. FAYETTEVILLE TECHNICAL COMMUNITY COLLEGE PHYSICAL THERAPIST ASSISTANT (A45620) Effective: Fall 2014 Revised: 03/07/14 Length: 5 Semesters Prerequisites: 2 Units of Algebra, 1Unit Biology & Chemistry Award: Associate in Applied Science FALL SEMESTER 1 Prefix No. Title Class Lab Clinical Credit ACA Elective 1 0 0 1 BIO168 Anatomy & Physiology I 3 3 0 4 CIS113 Computer Basics 0 2 0 1 ENG111 Writing and Inquiry 3 0 0 3 PHY125 Health Sciences Physics 3 2 0 4 PTA110 Intro to Physical Therapy 2 3 0 3 PTA130 Physical Therapy Proc I 1 6 0 3 ----- ----- ----- ----- Totals 13 16 0 19 SPRING SEMESTER 1 Prefix No. Title Class Lab Clinical Credit BIO169 Anatomy & Physiology II 3 3 0 4 PSY150 General Psychology 3 0 0 3 PTA120 Functional Anatomy 1 6 0 3 PTA140 Therapeutic Exercise 2 6 0 4 PTA150 Physical Therapy Proc II 1 6 0 3 ----- ----- ----- ----- Totals 12 23 0 17 SUMMER SEMESTER 1 Prefix No. Title Class Lab Clinical Credit PTA160 Physical Therapy Proc III 2 3 0 3 PTA170 Pathophysiology 3 0 0 3 ----- ----- ----- ----- Totals 5 3 0 6


FALL SEMESTER 2 Prefix No. Title Class Lab Clinical Credit COM120 Intro Interpersonal Com 3 0 0 3 or COM231 Public Speaking 3 0 0 3 PSY241 Developmental Psych 3 0 0 3 PTA180 PTA Clinical Ed Intro 0 0 9 3 PTA222 Professional Interactions 2 0 0 2 PTA240 Physical Therapy Proc IV 3 6 0 5 Humanities/Fine Arts Elec 3 0 0 3 ----- ----- ----- ----- Totals 14 6 9 19 SPRING SEMESTER 2 Prefix No. Title Class Lab Clinical Credit PTA212 Health Care/Resources 2 0 0 2 PTA260 Adv PTA Clinical Ed 0 0 30 10 ----- ----- ----- ----- Totals 2 0 30 12 TOTAL REQUIRED CREDITS 73 B. State the specific student learning outcomes and graduation competencies of the program. Describe them in measurable terms including discussion of the department approved metrics/rubrics used to assess those competencies. Include references to the program’s general education outcomes and career-related skills. For example, link program outcomes to the approved FTCC General Education Competencies located on the College’s Human Resources, Workforce Development and Institutional Effectiveness website. The Commission on Accreditation in Physical Therapy Education (CAPTE) has determined that the curriculum contain 92 competencies. The technical skills required are distributed among the technical courses in the program. Competency of the skills is determined through each student completing a skills check-off assessment and through laboratory practical examinations. Students must complete laboratory practical examinations with an 80% or greater to pass. If a student scores less than 80%, then remediation and retesting occurs. If a student does not pass the laboratory practical on the second attempt, they fail the course and are dropped from the program. Competency of technical skills must be determined prior to clinical education secondary to the safety of patients. Refer to Appendix A titled skills check-off and laboratory practical rubric. The core competencies of FTCC have been mapped through the PTA Program core curriculum. Refer to Appendix B titled "Mapping of College Competencies."


C. How does the curriculum ensure that it is and/or remains relevant to students in the 21st century and the expected challenges and opportunities they will face upon graduation?

The core faculty meet annually in the spring semester to review the curriculum. Each of the core classes' objectives and assessments are reviewed. The 2 full-time faculty members are licensed Physical Therapists and the 1 part-time faculty member is a licensed Physical Therapist Assistant. The Department Chair and the part-time faculty member continue to work prn in the clinic to maintain current clinical skills. All 3 faculty members remain current in research and treatment techniques through attendance at continuing education courses. Continuing education is required to maintain licensure. The Academic Coordinator of Clinical Education (ACCE), who is also the Department Chair, meets with Clinical Instructors, Clinical Coordinators, Managers and Employers through clinical site visits. The ACCE discusses the preparedness of students/graduates and discusses any component of the curriculum which should require more focus. The Department Chair also meets with the Advisory Board each spring and fall semester. The Advisory Board also provides feedback on the program curriculum and graduate performance. Refer to Appendix C titled "Advisory Board Meeting Minutes". D. Describe the methods (formal and/or informal) used to ensure continued program currency. How the faculty is involved in the process to maintain program currency? How is the program advisory committee involved? How have outside consultants been used? The faculty meet annually in the spring semester to review the entire curriculum and program thresholds. Faculty also meet throughout the semester as needs, questions, or concerns arise. Communication with clinical education instructors, employers and the Advisory Board assist with program currency. Suggestions are reviewed and assessed.


E. What changes have been made to the curriculum program of study during the past three years? Why were these changes made? Did the changes result in anticipated outcomes originally driving the change? Two curriculum changes have been made and instituted with this year's class (graduates of 2016). The first change is the microbiology has been removed from the curriculum program. It was determined that the amount of microbiology that would be required knowledge for a PTA, could be covered in pathophysiology. The other curriculum change was combining PTA 180AA and PTA 180BB into one course PTA 180. Both of the courses were clinical education components in the curriculum. PTA 180AA was 48 hours, 6 days, of clinical during the first week of the summer semester. Then the students would return to campus for the remaining 7 weeks to complete coursework. The students would then return to the same clinical site in August, beginning of the fall semester, for PTA 180BB which was an addition 96 hours of clinical. As the Department Chair visited clinical sites and spoke with clinical instructors and clinical coordinators, negative feedback was received about this split clinical education rotation. It was stated that it was difficult to maintain the same clinical instructor for both rotations. Also students spent such a short time in the clinic during the May rotation that they would need to reorient to the clinical setting when they returned in August. Also students would need to in-process twice to the same clinical site. It was also stated that the time was too short to be split. Now since the curriculum change has been made, this year's class will complete their first clinical, PTA 180, during the fall semester of their second year. The clinical will run nearly 4 weeks continuously for the duration of 144 hours. Feedback about this curriculum change will be unavailable until Fall of 2015, however, initial reports for clinical education staff are positive.


F. What curriculum changes are currently being considered? Why? Graduate feedback at the completion of the program through a formal curriculum review, has included moving PTA 120, Functional Anatomy, to the first semester of the program. This topic is being considered by program faculty.


G. List members of the program’s advisory committee (if one exists). Include

names, titles, and backgrounds, how long members have served, and any criteria used by the program leadership to select members.

Advisory Committee Members 2013-2015 Name Title Area of Employment Years of Service Robin Crump PTA outpatient pediatrics in Laurinburg 3 John Cole PTA acute care in Fayetteville 1 Marcella Eubanks PTA inpatient rehab in Fayetteville 1 Dusty Glover PT outpatient orthopedics in Clinton 3 Mary Hoilien PTA skilled nursing facility in Fayetteville 3 Krista Lewis PTA outpatient orthopedics in Fayetteville 6 Eric McDonough OTR/L Director of Therapy services in Fayetteville 1 Crystal Morris PTA outpatient orthopedics 1 Ryan Robinson PTA outpatient adult independent center 1 The Department Chair assembles the Advisory Committee and attempts to develop a diverse group of individuals. Committee members are selected from clinical sites where PTA Program students affiliate. H. How often does the advisory committee meet? Describe how active the committee is as issues are discussed related to the program. Identify how meetings are conducted and how recommendations are put forward for consideration of approval. Attach a copy of the last advisory committee meeting minutes as supporting documentation. The PTA Program Advisory Committee meets once during the fall semester and once during the spring semester. The meetings are led by the Department Chair, who updates the committee on the current position of the program (class size, acceptance rate, graduation rate, licensure passing rate). The Department chair discusses any changes in the program (new faculty, curriculum changes, accreditation site visit) and also request input on any upcoming prospective changes. The meeting is open to discussion on current topics in Physical Therapy or in the work place. Refer to Appendix C titled "Advisory Board Meeting Minutes"


I. What specific issues or concerns have been addressed by the advisory committee during the past three years? Describe any activities the department has used over the last 3 years suggested by the committee related to keeping the curriculum current. Relate how effective the committee is at communicating its concerns and how the advisory committee’s effectiveness might be improved. In 2012 the Federation in State Boards in Physical Therapy initiated 4 scheduled licensure exams times per year versus the previous rolling schedule. Students are able to take the licensure exam in April, prior to graduating, as long as graduation is assured by the program director. In 2012 and 2013, all students who requested to test early were granted permission. When the director visited clinical education sites during the student's terminal clinical rotations (February-May), feedback was received that students were too focused on the upcoming licensure exam and were not ingesting all the information to be gained during clinical rotation. Clinical education is a valuable component to the student's education, and the Department Chair wanted students to respect the opportunity that the clinical site provided. The Department Chair brought concerns of students taking the licensure exam prior to graduation while completing clinicals to the advisory board. The advice of the advisory board was to proctor a practice licensure exam (PEAT exam) in January, prior to the initiation of clinical education. Students would have to pass the practice exam while on campus in order to take the licensure exam in April. This would assure that the strong students would be allowed to take the exam early. Students who did not pass the practice exam would wait until July, after graduation, to sit for the exam. These students who would require increased study time would not be distracted during clinical education. The Department Chair utilized the advice of the advisory board in the spring of 2014. Six out fifteen students took the practice exam on campus and all six past the exam. Five of those six students took the licensure exam in April, and passed. The feedback surrounding these students clinical education was positive. The program will continue to follow these guidelines. The current Advisory Board is committed to the success of the PTA Program and is willing to give feedback. Effectiveness could possibly be improved, if everyone's schedules were more tolerant of adding more meetings.


X-3.3 Faculty (Self-Study Team’s assessment)

A. For the past three (3) academic years, provide the total number of sections, by course number, run by the program and the percentage of those that were taught by full-time faculty members.

Physical Therapist Assistant Core Courses Offered by Semester (Fall 2010-Fall 2013)

*Core Course offered during the Fall Term. **Core Course offered during the Spring Term. ***Core Course offered during the Summer Semester.

2010FA 2011SP 2011SU 2011FA 2012SP 2012SU 2012FA 2013SP 2013SU 2013FA

PTA-110 1 * * 1 * * 1 * * 1

PTA-120 ** 1 ** ** 1 ** ** 1 ** **

PTA-130 1 * * 1 * * 1 * * 1

PTA-140 ** 1 ** ** 1 ** ** 1 ** **

PTA-150 ** 1 ** ** 1 ** ** 1 ** **

PTA-160 *** *** 1 *** *** 1 *** *** 1 ***

PTA-170 *** *** 1 *** *** 1 *** *** 1 ***

PTA-180AA *** *** 1 *** *** 1 *** *** 1 ***

PTA-180BB 1 * * 1 * * 1 * * 1

PTA-212 ** 1 ** ** 1 ** ** 1 ** **

PTA-222 1 * * 1 * * 1 * * 1

PTA-240 1 * * 1 * * 1 * * 1

PTA-260 ** 1 ** ** 1 ** ** 1 ** **


All PTA core classes are sequenced with one section offered per academic school year. Between Fall of 2010 and Fall of 2013, all fall courses were offered four times, spring and summer courses each occurred three times during that time frame. All PTA core classes are instructed by full-time faculty members.

B. Define the criteria used to determine faculty qualification to teach in the program. List any degree requirements, as well as relevant certification, licensure, and experience used to evaluate candidates during the hiring process. Criteria for faculty and program director/department chair are developed by the Commission on Accreditation in Physical Therapy Education (CAPTE). Faculty: Minimum of 3 years post-licensure full-time clinical experience Licensure in the state of NC (PT or PTA) Contemporary expertise in area teaching Program Director/Department Chair: Minimum of a Master’s Degree Minimum of 5 years post-licensure full-time experience including 3 years clinical experience Didactic and/or clinical teaching experience Experience in administration/management Contemporary expertise in area teaching


C. Are all faculty (full-time and part-time) appropriately credentialed and qualified to teach in the program? Please explain and provide a list of faculty (including their rank, length of service, highest degree, areas of specialization, and relevant experience). All faculty are licensed and have the appropriate qualifications.

Lynne McDonough, PT, MSPT Master's in Physical Therapy Licensed Physical Therapist for 18years FTCC for 2 years

Casey Criscione, PT, MSPT Master's in Physical Therapy Licensed Physical Therapist for 11 years FTCC for 1 year

Janice Gilluly, PTA Associate's in Physical Therapist Assistant Licensed Physical Therapist Assistant x 35 years FTCC for 1.5 years

D. Are all faculty, including adjuncts, evaluated on a periodic basis? If so, what is the schedule for the process? Is the program up-to-date on the completion of faculty evaluation? Why or why not? What have been the general findings of the evaluations? Full-time faculty are evaluated annually through documented performance review and classroom observation. Both full-time faculty members have received meets or exceeds expectations regarding their job performance. The part-time faculty member receives a classroom observation by the department chair annually. She has received an exceeds expectations evaluation. Students also complete classroom evaluations on each faculty member. Feedback from students has been positive. All performance reviews are up-to-date.


E. Describe full-time faculty participation in professional development opportunities. Explain how professional development contributes to the overall effectiveness of the program. Provide a list of faculty and their professional development experiences for the past three (3) years. Full-time faculty members participate in professional development on campus and continuing education courses in the field of physical therapy. FTCC requires 30hours of professional development annually. The North Carolina Board of Physical Therapy requires physical therapist to complete 30 hours of NCPTB approved continuing education CEU's every 2 years. Continued learning keeps the program faculty current in their field of study and maintains the program goal/standard of a complete, organized and current curriculum for all students. See Appendix D titled "Professional Development".

F. Describe full-time faculty research initiatives, conference or other presentations, and publishing ventures. Explain how faculty research projects contribute to the overall effectiveness of the program. Provide a list of faculty, their research projects, and presentations/publications. Currently the PTA Program faculty have not completed research or have been published.


X-3.4 Resources and Support Services (Self-Study Team’s assessment) A. Does the program use labs, unique classroom spaces such as clinical sites, or specialized equipment or supplies? If so, please provide details. The program utilizes classroom and laboratory space in the Health Technologies Center with hands-on skeletal learning models and equipment/modalities utilized in Physical Therapy Clinics. The equipment utilized allows students to learn and gain experience prior to clinical experience. Refer to the Appendix E titled "Equipment Calibration Checklist for 2014". The program curriculum has 3 clinical rotations where clinical sites are utilized. The college currently has 34 academic agreements with a variety of NC clinical locations. The clinical education sites allow students to continue the learning experience with guided patient care.

B. Are the spaces and supplies mentioned above adequate in meeting the needs of the program and its students? Indicate the strengths and limitations of the resources provided. Please include recommendations for how their provision could be improved. The classroom, laboratory, and supplies are adequate and provide a valuable learning experience for PTA Program students. Possibility for improvement will include replacing equipment as it becomes obsolete.


C. Does the program receive support services from the Library, Information Technology, Student Development, or any other offices or departments? Please list the service providers and their contributions to the program. Be sure to include other academic departments that contribute to the success of the program. During the first week of class in the PTA Program, students travel to the library for an orientation, performed by one of the librarians, to the services and resources provided by the library. The library supports our program by assisting students in research and providing resources for students to review. The library has also gained access to additional learning websites that are posted on the library website. Specifically, "A.D.A.M interactive Anatomy" is extremely helpful to program students while learning human anatomy. The Information Technology person associated simulation lab in HTC, Brad Accipter, has been very supportive of our program and faculty. He is available to assist with faculty IT issues or formats, especially during recent accreditation site visit. He has also been instrumental in troubleshooting and contacting companies to repair 2 lift devices. The health simulation lab, coordinated by Mitzi Averette, supports PTA Program students by providing clinical learning experiences in a safe environment. The Information Technology department has responded to all faculty IT problems with office and classroom computers. A representative also assisted with tech support, Michael Tyler, for recent accreditation site visit. The Health Program Counselor, Lynne Carver, supports and guides students' admission into the program. She develops individual Student Education Plans for each student seeking admission into a health program.


D. Are the support services mentioned above adequate in meeting the needs of the program and its students? Indicate the strengths and limitations of the services provided. Please include recommendations for how services could be improved. The updates in library databases for searches and the electronic resources available, has provided above adequate support for the program. Robert Antill is also easily accessible for questions, concerns, and resource suggestions. Mitzi Averette and Brad Accipiter are valuable resources to the PTA Program and other health programs on campus and provide above adequate support of the program and students. Last year, Lynne Carver, Health Program Counselor, moved her office location to the Health Technologies Center. This central location for the health programs has provided above adequate support for all health programs. Better communication exists between counseling and student advisors. Students are able to get information on application process and specific program information located in the same location. Improved customer service for all health program students has been noted.


E. Does the program anticipate needing any non-routine budget allocations during the next three years? If so, please provide details. For example, will more faculty be required based on enrollment projections or will inadequate or outdated equipment or classroom space need to be replaced or improved? The program will be submitting a request for curriculum mapping software. Through the accreditation site visit, which occurred in October 2014, it was noted that the PTA curriculum was not mapped to the 92 CAPTE (Commission of Accreditation in Physical Therapy Education) criteria. CAPTE's standard includes introduction, progression, and competency of each of criterion displayed throughout the curriculum. The curriculum mapping software will assist in achieving CAPTE's standards. The PTA Program will be requesting purchase of a tilt table to be utilized in teaching students treatment options of patients with neurological and musculoskeletal impairments. Instruction with this piece of equipment will better prepare our students for the work force. A request for a narrow high-low mat to be placed in the simulation lab will be submitted. Program students complete multiple laboratory practical exams during the program. Currently practicals are completed in the PTA lab in front of instructors who grade and provide feedback. Faculty would like to record the student’s lab practical exam to give visual feedback and to allow the students to self-reflect on their performance. Currently the simulation lab has this capability, however, does not have the treatment surface, high-low mat, utilized by many Physical Therapy clinics. F. Please describe your relationship with the FTCC Grants Department. Please describe all activities your department has engaged in to receive grants during the past three (3) years. No grants have been received during the past three years.


X-3.5 Enrollment, Recruitment, and Outcomes Assessment

A. Analyze the number of FTE generated by courses in the program for the past three (3) academic years. What are the specific causes for upward and downward trend lines?


Annual acceptance into the PTA Program remains consistent at 18 students each fall semester. The minor adjustments in FTE generated vary dependent on retention rates for the program. Noted reasons or student attrition are poor academic performance, health reasons, military relocation, and personal/family issues


B. Identify the program’s primary competitors. Beyond general College-wide advertising, what concrete marketing strategies have been used by the Department to promote the program and attract students that might otherwise enroll elsewhere? What exceptional program characteristics could be leveraged to distinguish the program from competing programs (e.g., faculty credentials, unique course offerings, work-based or other innovative learning opportunities, and so on)? In what ways does the program faculty work with the admissions staff to recruit students for the program? There are a total of 8 NC Community Colleges, including FTCC, which offer PTA Programs. The closest college in proximity to Fayetteville is 2 hours away. Our program is established with a great reputation in our community and surrounding communities. Acceptance into the PTA program is competitive with many eligible applicants. Last year the program accepted 18 students out of 68 eligible applicants. Program faculty participate in FTCC program fairs to promote the PTA Program and advise potential students on the admission process. High school tours of the Health Technologies Center and the health programs are conducted each semester. Faculty speak to high school students about the professional and prerequisite requirements that can be completed in high school. Also faculty serve as advisors to many FTCC students who are pursuing acceptance into the PTA Program.


C.Provide the number of students who graduated with a major or minor from the program in the past three years.

*No data available within the NCCCS Data Warehouse.

Graduation Rates

2011= 72%

2012= 78%

2013= 67%

2014= 83%


D.Does the program have a retention plan? If so, please describe retention efforts. List all instructors with their retention rates for the past 3 Semesters. What efforts are made to address faculty members with a retention rate that is less than the program’s overall retention rate and the overall FTCC retention rate? What efforts are made to capitalize on the successes of those instructors with a retention rate higher than the Program retention rate?

Physical Therapist Assistant Core Course Retention by Instructor (Fall 2010-Fall 2013)

*Terminated employment **Not yet hired

2010FA 2011SP 2011SU 2011FA 2012SP 2012SU 2012FA 2013SP 2013SU 2013FA

Shearin, Heidi L. 93% 100% 100% 100% 100% 100% 96% * * *

McDonough, Lynne M. ** ** ** ** ** ** ** 100% 100% 100%

Warren, Phillip H. 100% 100% 100% 98% 100% 100% 95% 94% 100% 100%


The PTA Program supports student success, however, has high expectations of student academic performance. Students must pass core class with a 77% or better and pass laboratory practical examinations with an 80%. Students who fail a written examination, < 77%, must meet with the faculty member to review the exam, discuss study habits, and increase understanding of material. Students who fail a laboratory practical, also receive remediation and feedback of technical skills. Students then retake the practical examination. Other retention efforts: 1. First year students are provided with a mentor who is a student in the second year of the program. 2. Students develop private class facebook pages that allow for sharing information, questions and concerns. 3. A faculty member meets with each student each year to discuss personal performance. 4. There is available open lab time for students to practice skills. 5. Faculty are available outside of class time for questions and concerns. Retention rates are strong for program faculty. E. Does the program lead to certification or licensure exams? If so, please list the exams. What were the pass rates of graduates for the past three years?


After graduating from the PTA Program, graduates are required to pass a licensure examination prior to practicing as a PTA. Licensure Passing Rates:

2011 First time Pass Rate: 91.7% National Average: 83.81% Ultimate Pass Rate: 100%



F. If the program prepares students for the labor force, provide an overview of the relevant local, state and national job market. Include potential careers and whether job growth is expected in those areas. Address how program outcomes relate to the skills employers seek in those areas. The regional growth in the PTA job market is expected to be a 25% increase by 2018 according to the Economic Overview and Program Gap Analysis of FTCC. According to the Bureau of Labor and Statistics (BLS), the national average salary for a PTA in 2012 was $18.96/hr or $39,430 annually. The BLS projects job growth of 41% by the year 2022. Program students learn the technical and professionals skills expected of employers. Employer surveys have been positive and state that they would hire future FTCC graduates.


G. What is the process for assessing student outcomes and competencies (e.g., student portfolios, written or verbal comprehensive exams, senior or master’s theses, review by faculty panel, or capstone projects)? Attach any relevant assessment templates. Student competencies are assessed through written comprehensive examinations, oral presentations, written reports, skills check-off, and through multiple laboratory practical examinations. Students are evaluated on safety and application of technique during laboratory practical exam. Students also complete 3 clinical education rotations during their second year. The last 2 rotations occur at the end of their last semester. Students must pass each clinical experience to be determined competent and ready for graduation. Refer to Appendix A titled "Skills Check-off and Laboratory Practical Rubric".


H. Detail the last formal assessment plan completed by the program. Summarize the results. With the goal of improving student learning outcomes, what changes to the program are/were suggested after analysis of the data outcomes, findings and action planning related to the assessment? How are these improvements being implemented? Please indicate how much progress has been made and what needs further attention.

Tip: Some potential changes are different program admission requirements, incorporating internships or work-based learning experiences, varying instructional methods, enhancing student assessment strategies, integrating technology, better coordinating faculty efforts, and seeking external program accreditation.

Program Faculty meet annually in the spring to review the curriculum and all the thresholds on the

Assessment Process Documentation Grid. The criterion are directed by the Commission on Accreditation

in Physical Therapy Education (CAPTE). Below is the assessment documentation grid completed in

Spring 2014, student learning objectives have been highlighted.

Assessment Process Documentation Grid

Criterion Measurable Goal /

Outcome Statement

With Threshold

Threshold: A numeric

value or indicator defined

in the assessment process

and used in the decision

to make a programmatic

or curricular change

Outcome Timeline

How often assessment

activities are carried out

for the individual

elements of the program

assessment process

Data Collection

Methods /

Sources of

Information

Used in Data

Collection

Data Collection

Methods: Tools or

processes used to

collect data used in

the assessment

process

Could include

surveys, review of

institution documents,

focus groups

Sources of

Information: Where

program obtains

information used in

assessment

Could include

students, faculty,

program graduates,

institution documents

4.1.1.

Institutional policies

and procedures

1. 100% of the time the

college’s mission, goals,

and objectives reflected

in the college’s policies

and procedures are

congruent with the

mission, goals, and

objectives of the program

reflected in the program’s

policies and procedures.

100% of College policies

and procedures support

the mission of the

program. Threshold Met

1. Program faculty meet

annually during the spring

or summer semester to

review policy and

procedures of the college

and program.

2. Policies and

procedures are also

reviewed as needed when

developed by the college.

Sources of

Information

1. Student Handbook

2. College Catalog

3. FTCC

Administrative

Procedure Manual

5. FTCC Academic

Procedure Manual

7. Program Policy


Manual

Data Collection

Methods

1. Annual Review

Meeting by Program

Faculty

4.1.2.

Program policies and

procedures

1. 100% of graduate

surveys will reflect

positively on the program

and would recommend

FTCC to friends and

family.

2. 100% of employer

surveys are satisfied with

the quality of work

performed by FTCC

graduates as employees.

1. Graduate survey 2013:

100% of respondents

would recommend FTCC

to family and friends.

Threshold Met

2. Employer survey 2013:

100% of respondents were

satisfied with the quality

of work performed by

FTCC graduates as

employees. Threshold

Met




review policy and

procedures of the college

and the program.

2. Graduate survey is

completed one month

after graduation.

3. Employer survey is

completed six months

after graduation.

Sources of

Information

1. Employer

Feedback

2. Student Feedback

Data Collection

Methods

1. Graduate Survey

2. Employer Survey

3. Annual Review

Meeting by Program

Faculty

4.1.3.

Resources

Academic Faculty 1. 100% of the time the

program meets CAPTE

requirements for program

faculty.

2. 100% of core program

faculty meet or exceed

expectations on their

annual performance

review.

3. 100% of part-time

faculty meet or exceed

expectations during

annual classroom

observation.

4. 100% of graduate

surveys will state that

they were satisfied with

the quality of academic

advising.

5. 100% of responses on

the curriculum review

would agree that

department faculty

offered sufficient support

and guidance throughout

program.

1. Current standards

require 2 full-time faculty.

Currently FTCC employs

2 full-time faculty who

are PTs and 1 part-time

faculty who is a PTA.

Threshold Met

2. 100% of core faculty

meet or exceed

expectations on annual

performance review.

Threshold Met

3. 100% of part-time

faculty exceeded

expectations in during

classroom observation.

Threshold Met

4. Graduate survey 2013,

100% of graduates were

satisfied with the

academic advising.

Threshold met

5. Outcome: 86%

(12/14) students agreed

with that statement, one

response was neutral and

one response did not

answer the question.

Threshold not met.

Action plan: At the start

of each course, encourage

students to seek assistance

from faculty as needed.

Students to be provided

with contact numbers for

faculty office and cell

numbers. Faculty

members conduct one-on-

one performance review

meetings with each

1. Annual review of

CAPTE requirements

during AAR.




review graduate surveys

and curriculum review.

3 Performance reviews

are completed annually

during the spring

semester.

4. The week prior to

graduation, students

complete a written

curriculum review of

program and meet with

faculty to discuss.

Sources of

Information

1. CAPTE evaluative

criteria

2. Student Feedback

3. Faculty Feedback

4. Faculty CV

Data Collection

Methods

1. Curriculum

Review

2. Graduate Survey

3. Annual

Curriculum Review

meeting with

graduating students

4. Annual Review

Meeting by Program

Faculty

5. Employee

Performance Reviews


student annually. These

meetings allow students to

seek information and

support and obtain a

report of their progress in

the program.

Student Services:

admissions office

registration process

counseling services

financial aid services

student activities

campus security

career center services

internet access

blackboard services

1. 85% of program

students will be satisfied

with students services

listed as reported in the

graduate survey.

1. Outcomes: 2013

graduate survey:

admissions office= 100%

satisfied, registration

process= 100%,

counseling services=

100%, financial aid

services= 66%, student

activities=100%, campus

security= 100%, career

center= 66%, internet

access= 100%, blackboard

services= 100%

1. Student feedback

received during student

advising sessions




review graduate surveys

Sources of

Information

1. Student Feedback

2. Faculty Feedback

Data Collection

Methods

1. Graduate Survey

2. Annual Faculty

meeting

Program Budget 1. 100% of program

faculty report having

sufficient supplies and

equipment to teach

effectively.

2. 100% of students will

agree that the program

had adequate supplies

and equipment as

reported on the

curriculum review.

1. During annual faculty

meeting, part-time and

full-time academic faculty

were polled and agreed

that the program had

adequate supplies and

equipment. Supplies are

ordered prior to the start

of each semester.

Threshold met

2. Through this program

self-study, modifications

have been made to the

curriculum review

document. Outcome

measures to address this

threshold will be available

in the spring of 2015.


at the end of each

semester to review and

order supplies for the next

semester.

2. The week prior to

graduation, students

complete a written

curriculum review of

program and meet with

faculty to discuss

Sources of

Information

1. College Budget

2. Faculty Feedback

3. Student Feedback

Data Collection

Methods

1. Faculty meetings.

2. Curriculum

Review

Library and Learning

Services


report being satisfied

with the library services

on the graduation survey.

1. 2013 Graduate

survey,100% of graduates

responded that they were

satisfied with the library

services. Threshold met

1. Library resources are

reviewed annually and

documented on the

Program Review.

2. Updated reference

materials are requested

and ordered as needed.




review graduate surveys.

Sources of

Information

1. FTCC librarians

2. Student feedback

Data Collection

Methods

1. Annual Program

Review

2. Graduate Survey

Administrative and

Technical support

1. 100% of

administrative and

technical support

requested will be

provided by the date

requested as documented

on the secretary log.

1. The secretarial log is

reviewed by the dean to

assure that administrative

support is being provided

to all health program

areas. Secretarial staff,

from other health program

areas, is able to cross

cover to provide

additional support.

Technical support is

provided through the MIS

department on campus,


at the end of each

semester to discuss

administrative support.

Sources of

Information

1. Faculty feedback

Data Collection

Methods

1. Secretarial log of

task requests and

completion


and the health programs

also have access to

technical support through

the simulation lab.

Classrooms,

Laboratories, and

Faculty Office Space

1. 100% of the time PTA

core classes are

scheduled in the PTA

designated classroom or

lab.

2. 100% of the time,

private faculty offices

will be provided to

fulltime core faculty.

3. 100% of students

agree that the classroom

and laboratory provide

adequate space for

learning as documented

on the curriculum review.

1. The program has

classroom, laboratory,

equipment storage, and

locker rooms designated

for program students.

This allows 100% of core

classes to be held in

program facilities.

Students also have access

to equipment and models

during unscheduled class

hours. Threshold met

2. The 2 full-time faculty

members have private

offices. The part-time

faculty member has desk

and computer access in

classroom suite.

Threshold met




curriculum review

document. Outcome







review program facilities

and curriculum review.

2. Curriculum Review is

completed by graduating

students.

Sources of

Information

1. Student feedback

2. Faculty feedback

Data Collection

Methods

1. Curriculum

Review

2. Annual Review

Meeting by Program

Faculty

Equipment, Supplies,

Technology for

Instructional Purposes


students will agree that

the program supplied

ample equipment to

promote the learning

experience as reported on

the curriculum review.

2. 100% of the time, the

program will maintain a

2:1 student to treatment

table ratio to allow each

lab group space to

practice techniques.




curriculum review

document. Outcome




2. The program accepts

18 students into each

cohort. The classroom

and lab each have 9

treatment tables, which

maintains the 2:1 ratio.

Threshold met




review program

equipment and supplies.

2. Curriculum Review is


students.

Sources of

Information

1. Student feedback

2. Faculty feedback

Data Collection

Methods

1. Curriculum

Review

2. Annual Review

Meeting by program

faculty

4.1.4.

Mission, philosophy,

goals and objectives

1. 100% of the time the

college’s mission, goals,

and objectives reflected

in the college’s policies

and procedures are

congruent with the

mission, goals, and

objectives of the program

reflected in the program’s

policies and procedures.

2. 100% ultimate

licensure pass rate to

achieve the program goal

of graduating students

who earn their license.

1. Both the mission of the

college and the program

are to serve the

community through a

competitive workforce

supporting economic

development. Threshold

met

2. In 2013, the program

had an 83% first time pass

rate with 100% ultimate

pass rate on the licensure

examination. Threshold

met




review both the program

and college mission, goals

and objectives.

2. fsbpt report received in

November of each year.

3. Job placement survey

distributed to graduates in

the fall after May

graduation.

Sources of

Information

1. PTA Program

Policy and Procedure

Manual

2. College Catalog

3. Academic

Procedure Manual

4. Student Handbook

5. Student Feedback

6. Federation State

Boards for Physical


3. 90% of graduates

seeking employment will

be employed by 6 months

after graduation as

reported on the job

placement survey.

3. According to the 2013

Job Placement Survey

100% of graduates

available to work were

employed. Threshold

met

Therapy

7. Faculty Feedback

Data Collection

Methods

1. Annual Review

Meeting by program

faculty

2. fsbpt reports

3. Job Placement

Survey

4.1.5.

Curriculum

1. 90% first time pass

rate on the licensure

exam, with 100%

ultimate pass rate.


agree that the program

curriculum was organized

and progressed in a

sequential manner as

reported on the

curriculum review.

3. 100% of core PTA

classes will contain

behavioral written course

objectives.

4. 100% of core PTA

classes will use a variety

of effective methods to

measure students’

achievement of course

objectives.

5. 100% of PTA

technical skills courses

will require students to

pass practical

examinations with an

80% or better.

6. In PTA 110, 90% of

students will pass the

final laboratory practical

exam with an 80% or

better as documented in

Weave Assessment

1. The graduates of 2013,

according to the fsbpt

report, had an 83% first

time pass rate and 100%

ultimate pass rate.

Threshold not met.

Action: Student must

now pass the PEAT

practice exam in order to

take the exam in April,

prior to graduating.

2. According to the

curriculum review for

2014, 100% of the

students agreed that the

program curriculum was

organized and progressed

in a sequential manner.

Threshold met

3. The program faculty

meet annually during the

spring or summer

semester to review all

PTA course syllabi.

During the review

changes are made, when

necessary, to assure that

course objectives are

behavioral. Threshold

met

4. Assessments methods

are evaluated, renewed or

changed annually during

the spring or summer

semester by program

faculty. Assessment

methods include written

exams, laboratory

practicals, written papers,

group projects, individual

projects with

presentations, and skill

check-offs. Threshold

met


annually to review

courses and assessment

methods. All technical

skills classes (PTA 110,

PTA 130, PTA 140, PTA

150, PTA 160, PTA 240)

have at least one practical

examination. As

documented in the

1. Annual pass rate report

from the fsbpt each

November.

2. Students complete a

written curriculum review

and discussion with

program faculty.




review curriculum

sequence, course

schedules, course syllabi,

course objectives, and

evaluative methods.

4. Graduating students

complete curriculum

review each May.

5. Each faculty member

receives a teaching

evaluation annually, by

the department chair or

dean, to include lecture

objectives.

6. Weave Assessment

completed in May each

year.

Sources of

Information

1. PTA Program

Policy and Procedure

Manual

2. fsbpt reports

3. Student feedback

4. Faculty feedback

Data Collection

Methods

1. Annual Review

Meeting of program

faculty

2. Written

Curriculum Review

completed by

graduating students

3. Pass Rate report

from fsbpt


Physical Therapist

Assistant Program Policy

and Procedure Manual,

students must earn an

80% or better to pass the

practical examination.

Threshold met

6. During the fall

semester of 2013, 100%

of students passed the

final laboratory practical

exam with an 80%or

better. Threshold met

4.1.6

Clinical Education

Program

1. 100% of program

students will agree that

they were well prepared

for clinical education as

documented in the

curriculum review.

2. 100% of program

students will complete

and pass their clinical

education course in the

allotted length.

3. 100% of program

students will complete a

variety of clinical

education to include

acute care and outpatient

services.

4. A program faculty

member will complete a

site visit or phone

conference at midterm of

each clinical education

rotation 100% of the

time.

5. Open communication

between the ACCE, CI,

and CCCE 100% of the

time.

1. 100% of program

students agreed that they

were well prepared for

clinical education.

Threshold met

2. 100% of program

students completed and

passed their clinical

education courses in

2013-2014 academic year,

during the allotted time.

Threshold met

3. During the 2013-2014

academic year, 100%of

program students

experienced acute care

and outpatient physical

therapy services; 40%

were able to experience

acute care, rehab, and

outpatient services. Our

school also has an

affiliation agreement with

a military hospital and

20% of students were able

to complete an affiliation

at the military hospital on

Fort Bragg.

Threshold met

4. During the 2013-2014

academic year, a site visit

was completed 100% of

the time. Threshold met

5. Communication is

encouraged prior and

throughout the clinical

education portion of the

curriculum. The ACCE

maintains communication

with the CCCE at each

facility through email and

telephone conversations.

The ACCE also attempts

to meet with CCCE

during site visits. The

students hand carry letters

to their CI during their

first clinical experience.

The letter notifies the CI

of what skills have been

instructed and what

1. Clinical education

course evaluations

completed by CI at

midterm and final of each

clinical rotation.

2. Clinical site visits, to

be completed at midterm,

will be scheduled by the

ACCE at the start of each

clinical rotation.


annually to discuss

clinical education

objectives, sequence,

variety, and student

preparation.

4. Oral and written

communication between

ACCE and CCCE is

maintained throughout the

year.

5. Curriculum review is


students.

Sources of

Information

1. Student feedback

2. CI feedback

3. CCCE feedback

4. Faculty feedback

Data Collection

Methods

1. Annual Review

Meeting of program

faculty

2. Clinical Education

Evaluation of student

completed by CI.

3. Clinical Education

Evaluation of clinical

site completed by

student.

4. Meetings between

the ACCE, CI and the

CCCE.

5. Curriculum

Review


further coursework

remains. It also

encourages

communication with the

ACCE as needed during

the clinical experience.

This letter is an attempt to

improve communication

with individual CI’s.

Threshold met

4.1.7.

Performance of recent

graduates

1. The 3 year average of

first time pass rate for

licensure exam will equal

90% as documented in

Weave Assessment.

2. The 3 year average

ultimate pass rate for

licensure exam will equal

100%.

3. 100% of employers of

recent graduates will be

satisfied with their

quality of work as

reported on the annual

employer survey.

4. 100% of employers

would agree to hire future

program graduates as

answered on the annual

employer survey.

1. First time passing rates

for licensure exam as

follows: 2011= 92%,

2012= 93%, 2013= 83%.

The 3 year average of first

time passing rates for

licensure exam is 89%.

Threshold is not met.

Action: Students are

required to pass the PEAT

practice exam, in order to

take the licensure exam

prior to graduation. This

action assures that the

academically strong and

prepared students take the

licensure exam while

completing their clinical

education. Students who

do not pass the PEAT

exam develop scheduled

study plans to assist with

their preparation for the

licensure exam to be taken

after graduation.

2. The 3 year average of

ultimate passing rate for

2011-2013 is 100%.

Threshold met

3. On the 2013 employer

survey, 100% of

employers who responded

were satisfied with the

quality of work of FTCC

graduates. Threshold

met

4. On the 2013 employer

survey, 100% of

employers who responded

stated that they would

agree to hire future

program graduates.

Threshold met

1. Annual pass rate

report from the fsbpt each

November.

2. Annual employer

surveys are distributed to

facilities identified on the

job placement survey

given to recent graduates.

3. Weave Assessment

completed each May.




review and discuss

licensure pass rates and

employer surveys.

Sources of

Information

1. Student feedback

2. Employer

feedback

3. Faculty feedback

4. Advisory board

feedback

5. fsbpt reports

Data Collection

Methods

1. Weave

Assessment

2. Employer Survey

3. Annual Review

Meeting of program

faculty

4. Pass Rate report

from fsbpt

4.1.8.

Admissions process,

criteria, and

prerequisites


be satisfied with the

admissions process as

reported in the graduate

survey.

2. Over a 3 year average,

75% of students admitted

into the program will

graduate.

1. The graduate survey

for 2013 reported 100% of

graduates were satisfied

with the admissions

office/process.

Threshold met

2. The graduation rates

for the past 3 years are

2012= 83%, 2013= 67%,

2014= 83%. The 3 year

1. Graduating students

complete a graduation

survey each year.

2. The annual program

review reflects the

graduates satisfaction and

program retention.



Sources of

Information

1. Student feedback

2. Faculty feedback

Data Collection

Methods

1. Graduate Survey

2. Annual Review


. average of graduation

rates is 78%. Threshold

met

or summer semester and

discuss the admissions

criteria and process.

Meeting of program

faculty.

3.Annual Program

review

4.1.9.

Program enrollment

1. Over a 3 year average,

90% of students seeking a

job will be employed as

reported on the Job

Placement Survey.


students agree that they

received a variety of

clinical experiences as

reported in the

curriculum review.

3. The program will

maintain 80% retention

rate after the completion

of the spring semester as

reported in the annual

program review.

4. The program will

maintain affiliation

contracts with 1.5 times

facilities to students

(28:18) to assure ample

clinical education sites.

1. The percentage of

graduates seeking

employment who are

employed 6 months after

graduation is as follows:

2011= 91%, 2012= 100%,

2013= 100%. The 3 year

average of graduates

seeking employment who

are employed is 97%.

Threshold met




curriculum review

document. Outcome




3. The retention rates are

as follows: 2012= 78%,

2013= 83%, 2014= 94%.

The 3 year average of

retention rate after the

first year is 85%.

Threshold met.

4. The college has

affiliation contracts with

36 facilities to assure

ample and a variety of

clinical education sites.

Threshold met

1. Job placement survey

is completed by recent

graduates annually.




discuss program

enrollment, adequate

teaching facilities and

equipment, and adequate

number of contracts with

clinical sites

Sources of

Information

1. Student feedback

2. Faculty feedback

Data Collection

Methods

1. Job Placement

Survey

2. Annual Program

Review

3. Annual Review

Meeting of program

faculty

4. Curriculum

Review

5. Academic

Agreements

4.1.10.

Core faculty

1. 100% of teaching

observations, performed

by supervisor, of core

faculty will “meet

expectations” at a

minimum.

2. 100% of student

evaluations of core

faculty will report

agreement with the

following statement. The

instructor demonstrates

exceptional knowledge of

the course’s subject

matter.


will complete the

Excellence in Teaching

course developed by the

college.


who have taken the

Excellence in Teaching

course will report that the

course was beneficial to

their job and

performance.

1. The teaching

observations for 2013-

2014 either met or

exceeded expectations.

Threshold met

2. The course evaluations

of core faculty completed

by students for 2013-2014

academic year reported

100% agreement with

above statement.

Threshold met

3. The core faculty have

completed the above

stated course. Threshold

met

4. When new faculty

members verbally

questioned about the

course, they stated that the

30 hour course provided a

good overview of

teaching and what the

college had to offer.

100% of core faculty

reported that the course

was beneficial.

1. Teaching observation

by superior are completed

once per academic year.

2. Student evaluations of

core faculty are completed

once per academic year.

3. Excellence in Teaching

online course is

completed upon hire.

Sources of

Information

1. Student feedback

2. Supervisor

feedback

3. Faculty feedback

Data Collection

Methods

1. Teaching

observation

2. Student evaluation

3. Completion of

Excellence in

Teaching course


Threshold met

4.1.11.

Adjunct and supporting

faculty

1. 100% of student

evaluations of

adjunct/supporting

faculty will report

agreement with the

following statement. The

instructor demonstrates

exceptional knowledge of

the course’s subject

matter

1. Through completion of

this self-study it was

determined that the

effectiveness of adjunct

faculty/guest speakers was

not evaluated.

Evaluations will now be

completed on each guest

speaker that visits the

program. Evaluation of

the adjunct lab professor

was completed in spring

2014. 100% of students

agreed with the statement

that the instructor

demonstrated exception

knowledge of the course’s

subject matter.

Threshold met

1. Evaluations to be

completed during each

semester.

Sources of

Information

1. Student feedback

2. Faculty feedback

Data Collection

Methods

1. Student

evaluations

4.1.12.

Clinical education

faculty

1. 100% of clinical

instructors will provide

effective supervision as

reported on the student

evaluation of clinical site.

2. Greater than 50% of

clinical instructors will be

certified clinical

instructors as reported on

the evaluation of the

student.

3. The program ACCE

will meet/speak with

100% of clinical

instructors during

midterm of each clinical

rotation.

1. The student

evaluations for spring

2013 and spring 2014

reported 100% effective

supervision provided by

the clinical instructor.

Threshold met

2. Certified clinical

instructors in spring

2013= 60%, spring 2014=

53%. Threshold met

3. The ACCE arranges

meeting with student and

CI during the first few

days of clinical. The

ACCE meets with each

student and CI during the

midterm of clinical

education. Threshold

met

1. Student evaluation of

clinical site completed at

the end of each clinical

education rotation.




discuss clinical education.

3. The ACCE arranges a

meeting or phone

conversation with each CI

during midterm of the

clinical education

rotation.

4. CI self-assessment

completed during each

clinical rotation.

Sources of

Information

1.Student feedback

2. Clinical Instructor

feedback

3. ACCE feedback

4. CCCE feedback

Data Collection

Methods

1. Student Evaluation

of clinical site

2. CI Evaluation of

student

3. Midterm Meetings

with CI and ACCE

The above evaluated student outcome which did not meet set threshold, was first time licensure passing rate. First time passing rate in 2013 was 83.3% which is below the threshold set at 90%. During the spring 2014 semester, students were required to pass the PEAT (practice exam) prior to taking the licensure exam in April, prior to graduation. The licensure exam is schedule 4 times per year, and students are able to take the examination in April, if graduation is assured by program director. Now with the requirement implemented by Department Chair, strong students who pass the practice examination are able to take the licensure examination in April. Students who do not sit for the proctored practice exam or do not pass the practice examination, must wait until July to take the licensure, after graduation. This allows these students to complete coursework and allows increased study time to prepare for licensure exam. Also students who do not pass practice examination must complete a detailed study plan and schedule that they will utilize to prepare.


The first time pass rate for 2014 graduates is 92%. Refer to Appendix F titled "FSBPT Report".


X-3.6 Constituency Satisfaction (Self-Study Team’s assessment) A. What inquiries have been taken in the past three (3) years to determine the level of satisfaction from current students, alumnae, employers, and other relevant groups? Describe the data collected by the program and how it relates to issues such as learning outcomes, employability, and preparation for life after college. The program faculty meet annually to review the following surveys and reports: Graduate Survey, Employer Survey, Job Placement Survey, Curriculum Review, Federation of State Boards for Physical Therapy (FSBPT) Report. The faculty review employment rates (6 months after graduation), licensure exam passing rates, and satisfaction of graduates and employers of graduates. When reviewing the Employer Survey, specific attention is given to "satisfaction of the graduates' quality of work" and whether they would "consider hiring future FTCC graduates". Graduates satisfaction of program resources, faculty advisement, clinical education experiences, overall preparedness for the profession, and overall quality of the program are reviewed. Graduates are asked if they would recommend the PTA Program to a friend or family member. B. What were the results of these inquiries based upon the faculty review and analysis of the reported data? Please attach any relevant reports, survey analysis instruments, etc. How has the program responded to suggestions for improvement or findings of dissatisfaction? Overall findings of the above stated surveys and reports have been positive. One specific suggestion for improvement or dissatisfaction was regarding clinical education length. The shortest clinical rotation (144 hours) was actually divided into two separate rotations (PTA 180AA and PTA 180BB), that occurred during the first week of the summer semester and then returning at the start of the fall semester. A curriculum change was approved to combine these two experiences into one. This change begins with the current freshman class. The 2013 Graduate Survey reported satisfaction with program instruction, overall quality of the program, and academic advising. Graduates also reported that if they had to begin again they would choose PTA Program at FTCC. They also stated that they would recommend the program to family and friends. The 2013 Employer Survey reported satisfaction with the quality of work and stated that they would hire future FTCC graduates. One of the program goals is for graduates to gain licensure and employment. Program faculty review licensure passing rates and employment rates annually. According to the FSBPT Report, the 2013 graduates had an 83% first time pass rate on the licensure exam with an ultimate 100% pass rate. The program derived threshold for first time


pass rate on licensure exam is 90%. An action plan was initiated. 2014 Graduates were required to pass the PEAT (licensure practice exam) prior to taking the exam. Students purchase the PEAT (includes 2 exams), and sit for proctored computerized exam. Students who do not pass are required to develop a detailed action plan and study guide to prepare for licensure exam. This action plan must be reviewed and approved by the Department Chair. The Job Placement Survey revealed 100% employment of 2013 graduates six months after graduation. Refer to Appendix F titled "Surveys and Reports".


X-3.7 Appraisal and Direction for the Future A. What are the projected enrollments for this program for the next three years? Enrollment is expected to be maintained at 18 students annually. Enrollment growth is limited by the available number of clinical sites and maintaining ratios in all laboratory instruction.

B. Are there opportunities to expand this program (e.g., increase enrollments, add new concentrations, offer distance-learning courses, or increase assistance to graduates of the program with job placement support during program attendance and after graduation)? Please explain. What resources would be required to expand the program successfully? If enrollment increased additional full-time faculty positions would be required. These positions would be necessary to locate and develop new contracts with additional clinical sites. Also more faculty would be required to teach additional sections, currently the laboratory holds 18 students. It would be beneficial to have a college web-based job posting site where graduates and employers could be directed.


C. As you reflect on this program review, how would you describe the current health and vitality of the program? What are its strengths? What are some untapped opportunities? Are you optimistic about its future? Why? The PTA program develops students into professionals who pass the licensure exam and maintain gainful employment. The success of the program is secondary to: 1. Dedicated faculty who provide extra assistance to students outside of scheduled class times. The faculty's goal is for success of each program student. 2. The program provides open lab times outside of scheduled class, for continued practice of newly learned skills. 3. The program has 3 different clinical rotations and currently is able to offer students a variety of experiences and settings. 4. The program has good relationships with current clinical education sites. 5. The program students have interacted with other health program students (nursing and dental). The PTA students have provided instruction in transfers and mobility device training. Developing interdisciplinary relationships as students benefits the work environment. In the future, the Department Chair would like to develop further professional relationships and interactions/activities of all Health Program students. Interactions as students will promote understanding of the other's role in the workplace. Another opportunity in the future is the development of a DPT program at Methodist University. The Department Chair is on the Advisory Board for the DPT program and has established professional relationships with the program director and current faculty. Future interactions between DPT and PTA students will strengthen the understanding of the other's knowledge base and skill level. These interactions will better prepare FTCC PTA students for the work environment.


D. As you reflect on the assessment of student learning outcomes, measures of constituency satisfaction, deliberations of faculty or advisory committees, or any other indicators of program efficiency and effectiveness, what areas require the most immediate attention? What are the program’s existing weaknesses and possible threats? Please explain. The PTA Program underwent an accreditation self-study and site visit during 2014. The site visitors from CAPTE (Commission on Accreditation in Physical Therapy Education) stated that program course objectives and examinations were written in lower level Bloom's Taxonomy. The site visitors also stated expectations that program course objectives and examination questions be linked to the 92 curriculum standards of CAPTE. The report of the site visitors has been received and reviewed. The official CAPTE report of accreditation will not be received until May 2015. Immediate attention will be awarded to re-writing all course objectives. The updated objectives will include one behavior and condition, and will incorporate cognitive, affective and psychomotor domains. The Department Chair is submitting a request to purchase ecurriculum to assist with mapping course objectives and exam questions to all 92 CAPTE curriculum criteria in order to show instruction, progression, and competency of student in each area.


E. What specific initiatives are planned as a result of this program review? How will the program take advantage of the strengths and opportunities and also and redress weaknesses and threats? Evaluation of the PTA Program through this program review and the CAPTE self-study and site visit, the Department Chair has identified opportunities for improvement. Currently the program has stated outcomes/goals, however, development of program core competencies that would interface with the college core competencies is warranted. Rewriting all PTA course objectives to include multiple levels of Bloom's Taxonomy and cognitive, affective, and psychomotor aspects of learning. Currently the program instructs students at a higher level than what is measured by course objectives. Curriculum mapping to the college competencies is complete, however, mapping the course objectives and examinations to all of the CAPTE criteria is a planned undertaking. The program is also reviewing the clinical education grading tool and the possibility of clinical education courses being graded as pass/fail. F. What is the anticipated timetable for completing these initiatives? Who will be involved? Who will take the leadership role during these initiatives? All of the program faculty will assist in these initiatives with the Department Chair in the leadership role. The above stated initiatives to be completed in the by December 2015.


G. Please provide any long term major resource planning. Resource planning will include purchasing and maintaining curriculum mapping software to maintain the accreditation standards and expectations. Also allocating resources to equipment that becomes outdated or obsolete.

H. Conclusions. The PTA Program is committed to the college's mission and purpose. The PTA Program faculty are dedicated to the success of the program and its students/graduates. The program faculty are motivated to update the curriculum objectives and develop competent, ethical, and professional Physical Therapist Assistants.


X-4 Appendices

List of Attachments Please indicate any supplemental materials submitted with this review document.

Appendix A: Skills Check-offs and Laboratory Practical Rubric Appendix B: Mapping of College Competencies Appendix C: Advisory Board Meeting Minutes Appendix D: Professional Development Appendix E: Equipment Calibration Checklist 2014 Appendix F: FSPBT Report Appendix G: Surveys and Reports


Advisory Committee

PTA Program Meeting Agenda

Date: December 2, 2014

Location: FTCC, HTC 241

Meeting Facilitator:

Lynne McDonough, PTA Program Chair and ACCE

PTA Faculty:

Casey Criscione, PT, MSPT

Mrs. Janice Gilluly, PTA

Mrs. Lynne McDonough, PT, MSPT

Committee Membership 2014-2015:

Mr. John Cole, PTA

Ms. Robin Crump, PTA

Ms. Marcella Eubanks, PTA

Ms. Dusty Glover, PT

Ms. Mary Hoilien, PTA

Ms. Krista Lewis, PTA

Mr. Eric McDonough, OTR, MBA

Ms. Crystal Morris, PTA

Mr. Ryan Robinson, PTA

I. Call to order and Welcome

II. PTA Program Leadership

a. Casey Criscione, PT, MSPT was hired in January 2014 as a 10 month full-time

faculty and has completed her first year as program faculty. Casey graduated

from Gannon University and has 10 years of clinical experience, 3 years of

supervisory experience, and is NDT certified. She is also a certified yoga

instructor.

b. Janice Gilluly, PTA began teaching fall 2014 as a part-time instructor in PTA

130, modalities class. She continued as part-time instructor in the spring and

assisted Casey in PTA 140, Therapeutic Exercise, PTA 150, second level

modalities class, and the summer course, PTA 160, Goniometry and MMT. Jan

has expanded her hours and now assists in all the PTA courses with a lab

component. Her dedicated presence in the lab allows for a 9:1 student to faculty

ratio.

c. Lynne McDonough, PT, MSPT completed her second full year as Department

Chair and ACCE. She has also completed the self-study and site visit for the

accreditation process.

III. Admissions Process and Trends

a. Competitive Selection

1. Students must apply to the PTA program November 1st through

January 30th for a start date the following fall.

a. Full application process on-line.

b. Health program counselor relocated to HTC which

streamlined the admission process and improved

communication.

2. Transcripts are assessed to ensure students have met all

prerequisites and competitive points are calculated.

3. Students meeting all requirements and deadlines are classified as

category 1 applicants

4. Students not meeting all deadlines or requirements are classified as

either category 2 or ineligible

5. Category 1 students participate in an information session with the

program chair and are evaluated for additional quality points.

Program faculty have revised the competitive points awarded by

the department. **See attached**

6. Currently program faculty are recommending that Department

Competitive points have a standard weight among all health

programs versus standard 15 points

b. Trends in Competitive Process

1. The average age of students remains in the low to mid 30s as more

people are re-entering the work force or changing careers

2. Consistently high number of applicants with 49 category 1

applicants in 2010, 45 in 2011, 49 in 2012, 58 in 2013, and 68 in

2014.

3. Suspect an increase in eligible, category 1, applicants in 2015,

secondary to Central Carolina Community College not receiving

initial accreditation.

IV. Student Admission and Demographic Information by Class

a. Class of 2011

1. Graduation Rate from original cohort of 18 students: 72%

2. First attempt pass rate: 92%

3. Total pass rate: 100% (no record of one graduate taking the exam)

4. Nine female students and 4 male students

b. Class of 2012



3. Total pass rate: 100%

d. Class of 2013





e. Class of 2014


2. First attempt pass rate: 100% (5/5 in April 2014; 10 scheduled to take exam in

July) Awaiting FSBPT report

3. Fifteen female students

f. Class of 2015

1. Retention rate from original cohort of 18 students: 94%

2. 12 female students and 5 male students

g. Class of 2016

1. Retention rate from original cohort of 18 students: 94%


3. 1 student to take practical of information covering the 2 PTA courses in the

first on 12/3/14. Possibly to be readmitted into program and join class of 2016.

V. Licensure and First Pass Rate Strategy:

a. Peat Exam will continue to be given due to improved first time pass-rate over the

past three years.

b. Taking practice exam is a requirement of program. For the past 2 years there

have been a total of 4 students who did not pass the Peat Exam and were required

to take another comprehensive practice examination. The length of time between

these 2 exams did not allow enough time each of the students to prepare and pass

the additional practice exam. Therefore, a change in requirement for the terminal

PTA course has been developed. Students who do not pass the Peat exam (2

attempts) will be required to develop, and turn in to Department Chair, a detailed

study plan to promote success on the licensure exam.

c. Peat Exam will be timed and scheduled to be taken in computer lab to simulate

licensure exam. We will schedule 2 different Peat Exams (beginning and end of

Spring Semester).

d. Students requesting to take the licensure exam prior to graduation must pass the

Peat Exam prior to scheduling licensure exam. This was a suggestion that was

discussed in the Spring 2013 Advisory Committee meeting.

e. Update: 6/15 students attempted to take the Peat exam at the start of the spring

semester. All 6 passed the practice exam, 5/6 decided to take the licensure exam

in April prior to graduation. All 5 passed!!!! The remaining students were

required to take the practice exam prior to the end of the semester. 2/9 students

did not pass either of the 2 Peat practice exams. These 2 students organized and

turned into the department chair a comprehensive study plan to prepare for the

exam in July.

VI. Curriculum changes for PTA Program

a. Removal of BIO 175, microbiology, from the curriculum

b. Connecting clinical rotations PTA 180A and PTA 180B into one clinical rotation

offered in the Fall of second year. This would offer a more complete clinical

rotation with less time spent on reorienting and in-processing the student when

they return to clinic in the fall. This change has begun with the class of 2016.

VII. Current topics being considered by Program Faculty

a. Changing the Clinical Education grading rubric to the CPI, which is on-line and

recommended by the APTA.

b. Changing the evaluation of clinical experience from a letter grade to pass/fail

course. There have been inconsistencies in grading and the confusion of the number

system with expectations of performing as an entry-level or new graduate.

c. Improving communication with clinical education faculty as a group: hosting

faculty meetings and possibly continuing education.

VIII. Discussion of local trends by the Advisory Committee

a. PTA positions available locally

b. Feedback of those who are CI's of other programs. Continuing education offered?

Input into the program? Grading rubric?

c. Preparedness of recent graduates or students who have interacted with Committee

members.

d. Update on scholarship endowment

e. Discussed partnership with local developing PT programs (Methodist and

Campbell) for student interactions and sharing of resources.

f. Discussed co-sponsoring continuing education courses with AHEC.

g. Discussed CI’s interactions with other schools faculty. Attendance to clinical

education faculty meetings on campus with break-out sessions and possible

continuing education credit.

h. Requested FTCC PTA Program to establish a Facebook Page.

IX. Accreditation

a. Commission on Accreditation in Physical Therapy Education (CAPTE) site visit

occurred October 19-22, 2014. Prior to their arrival, the program was reviewed

and the Self Study document was completed.

b. Thanks to those who met with the site visit team.

c. CAPTE meets in April to review all programs seeking reaccreditation. Official

report and accreditation status should be communicated in May 2015. The

program expects to receive full accreditation. This accreditation is every 10 years.

X. Next meeting scheduled for the spring 2015.

Fayetteville Technical Community College Physical Therapist Assistant Program

Spring Newsletter

June 2015

PTA students performing yoga as a stress relief during spring finals.

Accreditation CAPTE has reaffirmed accreditation for the PTA Program at FTCC!! Accreditation is

effective 4/29/2015 through 6/30/2025. The last 2 years have been dedicated to

the accreditation process and achieving this end goal. Program faculty are proud of

this achievement. Thanks to each of you who have supported this program during

this accreditation process.

Class Stats Class of 2012




Class of 2013





Class of 2014



3. Total pass rate: 92% (2 students have not taken licensure exam secondary

to furthering education and medical reasons)


Class of 2015


2. First attempt pass rate: 90% (10 students took exam in April and the

remaining 7 are scheduled to take the exam in July 2015)


Class of 2016

1. Retention rate from original cohort of 18 students: 94% (1 student joined

the cohort in January 2015, second semester of the program, after passing a

practical exam) Current number of students in this cohort is 18.


Class of 2017

1. Acceptance rate: 18%


Program Updates Discussed During Fall Meeting Curriculum Change:

1. PTA 180AA and PTA 180BB clinical education courses have been combined

into one clinical education experience, PTA 180, which occurs during the Fall

Semester of the second year. Current program students are the first to

experience this new format. Initial feedback is positive, allowing students

increased time for courses scheduled (Pathophysiology and Orthopedics Tests

and Measures) during the already intense Summer Semester. Students will

complete consecutive days (144 hours) of clinical experience August 24-

September 18, 2015.

2. All clinical education courses are now being graded as Pass/Fail courses.

Spring of 2015 was the first clinical education (PTA 260) to be graded as

Pass/Fail. All 17 students passed their clinical experience.

Education/communication of the change in grading format was completed

through written letter, hand carried by the student, and through ACCE and CI

meetings at midterm of each clinical experience. All feedback about this

change was positive.

Curriculum Mapping:

Program faculty are currently revising objectives for all program courses and

mapping these objectives to CAPTE evaluative criteria, Blooms Taxonomy, NCPTE

(licensure exam) blueprint, Normative Model for PTA’s by the APTA, and FTCC

competencies. In the fall of 2015 all PTA exams will be computerized with the

ability to map test questions to objectives and the above stated criteria. Evidence

of FTCC’s support of the PTA Program is demonstrated through purchasing this

curriculum mapping software.

Facebook Page:

Program Director is currently working with Marketing to develop a Facebook page

for the PTA Program at FTCC.

Clinical Education Faculty:

Program faculty are discussing opportunities Clinical Instructor Meetings and

possible Professional Development.

Activities on Campus Graduation of 2015

PTA graduate, Maria Jackson, was awarded the President’s Award! Requirements

for consideration: 3.0 GPA, campus involvement, and faculty nomination essay.

One student is awarded this honor which included dinner with President Keen and

Board of Trustee, honored during graduation ceremony, and $1000.

Congratulations Maria!

Employment

Through communication with Program Director 4 out of the 9 currently licensed

graduates of 2015 have secured employment.

Functional Anatomy

During the spring of 2015, the PTA students had the opportunity to observe and

participate in cadaver dissection with multiple visits to the cadaver lab. Students

stated observing actual human tissue enhanced their learning experience. This

learning experience was possible secondary to the Faculty of the Funeral Service

Program and Casey Backus who volunteered time outside of scheduled class to lead

this valuable experience.

Student Interactions

During the summer of 2015, PTA students instructed Dental Hygiene students in

safe transfer techniques from wheelchair to dental chair. Students demonstrated

their skills and growth by taking on the role of instructor. Future health student

interactions are scheduled (assistive device training with Nursing students).

Thanks Many thanks for your support of our program and your willingness to serve on this

Advisory Board. Feedback and suggestions are welcome for the continued

improvement of the Physical Therapist Assistant Program at Fayetteville Technical

Community College. Please contact Lynne McDonough with any questions or

feedback.

Lynne McDonough 910-678-8259

[email protected]

Fayetteville Technical Community College Physical Therapist Assistant Program

Fall Newsletter

December 2015

Pictured are first year PTA students enjoying aquatics lab at Cape Fear Valley Health System.

Class Stats

Class of 2012



3. Ultimate pass rate: 100%

Class of 2013





Class of 2014





Class of 2015

1. Acceptance Rate: 31% (18/58)



4. Ultimate pass rate: 88% (2 students are scheduled to take the exam in

January 2016)


Class of 2016


2. Retention rate from original cohort of 18 students: 89% (1 student joined

the cohort in January 2015, second semester of the program, after passing a

practical exam) Current number of students in this cohort is 17.


Class of 2017


2. Retention rate 89% (1 student withdrew from program secondary to family

emergency, 1 student was unsuccessful in PTA 110)


Trends Acceptance Rate is decreasing secondary to increasing size of applicant

pool. There was a 56% increase in the number of applicants between

the last 2 admission cycles.

Program Updates

Curriculum Change

1. PTA 180 AA and PTA 180 BB were combined into one clinical rotation.

August 2015 was the first semester this change went into effect. Students,

CI, and CCCE’s all had a positive experience. Students spent less time

reorienting to clinics when they returned, and an extra week was spent on

course work (Pathophysiology and Orthopedics Tests and Measures) during

the already intense Summer Semester.

2. Clinical Education rotations will continue to be graded pass/fail. Spring of

2015 was the first clinical education (PTA 260) to be graded as Pass/Fail. All

17 students passed their clinical experience. Education/communication of

the change in grading format was completed through written letter, hand

carried by the student, and through ACCE and CI meetings at midterm of

each clinical experience. All feedback about this change was positive.

Curriculum Mapping:

Program faculty updated objectives for all PTA courses to match the depth and

breadth of material that is covered in PTA courses. Faculty are currently mapping

these objectives to CAPTE evaluative criteria, Blooms Taxonomy, NCPTE (licensure

exam) blueprint, Normative Model for PTA’s by the APTA, and FTCC competencies.

Computerized Testing:

Fall 2015, all PTA Program exams were computerized in a proctored computer lab.

Computerized testing allows students to become comfortable with computerized

testing utilized during licensure examination. Computer systems allows reports to

be run on individual questions, individual students, and class performance.

Program faculty are also mapping individual test questions to course objectives and

CAPTE criteria.

Practical Examination Changes:

In the past, each program students served as a patient for their classmate during

the laboratory practical examinations. Currently, graduates of the program, senior

students, or faculty play the role of patient during the practical examination. This

provides consistency in performance and grading, and allows for student privacy on

their outcome. It also relieves any stress or action over effecting the grade of a

classmate by their personal patient behavior. Practical examinations are now

recorded and provided to the student after all practical exams are completed.

Students watch the video and write a self-reflection on their performance.

Guest Speakers and Topics

Program faculty are diligent in maintaining a curriculum that covers current topics

and techniques. We have been very fortunate to have guest speakers on the

following topics: dry needling, ASTYM, Graston, Kinesiotaping, LSVT Big and LSVT

Loud. Students were able to learn and experience each of these techniques first

hand. Senior students also have completed an Impairment Based Handbook which

they can utilize as a resource during their upcoming clinical experiences. The

Handbook was organized, delegated, and edited entirely by the students. The PTA

Class of 2016 Impairment Based Handbook is available for review upon request.

Integrated Clinical Learning Experiences

Program faculty recognize the importance of integrated clinical learning. Students

have had the opportunity to learn from patients while in the classroom, especially

during the rehab course. Allowing students to visualize the clinical presentation of

a neurological disease/disorder following the lecture of the material is invaluable.

Faculty are looking to expand the number of patients who visit the classroom.

Please share any contact information of former patients who would enjoy

participating in this learning environment.

Collaborative Learning

The second year PTA Program students participated in nursing laboratory to instruct

first year nursing students in: assistive device training, transfer training,

AROM/PROM, and positioning. This was a successful learning experience for the

nursing students and allowed the PTA students to develop leadership roles. The

PTA Program continues to seek interactive learning experiences between different

health programs on campus.

Senior student, Victoria O’Quinn, instructs first year nursing students in proper transfer technique.

Thanks Many thanks for your support of our program and your willingness to serve on this

Advisory Board. Feedback and suggestions are welcome for the continued

improvement of the Physical Therapist Assistant Program at Fayetteville Technical

Community College. Please contact Lynne McDonough with any questions or

feedback. An Advisory Board Meeting will be scheduled during the Spring 2016

Semester.

Lynne McDonough

910-678-8259

[email protected]


Advisory Committee

PTA Program Meeting Agenda

Date: May 24, 2016

Location: FTCC, HTC 241

Meeting Facilitator:

Lynne McDonough, PTA Program Chair and ACCE

PTA Faculty:

Casey Backus, PT, MSPT

Mrs. Janice Gilluly, PTA

Mrs. Lynne McDonough, PT, MSPT (present)

Committee Membership 2015-2016:

Ms. Brooke Browning, PT (present)

Mr. John Cole, PTA (present)

Ms. Marcella Eubanks, PTA (present)

Ms. Dusty Glover, PT

Ms. Mary Hoilien, PTA

Ms. Krista Lewis, PTA

Mr. Eric McDonough, OTR, MBA (present)

Ms. Crystal Morris, PTA (present)

I. Call to order and Welcome

II. PTA Program Leadership

a. Casey Backus, PT, MSPT was hired in January 2014 as a 10 month full-time

faculty and has completed 2.5 years as program faculty. Casey graduated from

Gannon University and has 10 years of clinical experience, 3 years of supervisory

experience, and is NDT certified. She is also a certified yoga instructor.

b. Janice Gilluly, PTA began teaching fall 2014 as a part-time instructor in PTA

130, modalities class. Jan has expanded her hours and now assists in all the PTA

courses with a lab component. Her dedicated presence in the lab allows for a 9:1

student to faculty ratio.

c. Lynne McDonough, PT, MSPT was hired as Department Chair and ACCE in

January 2013. She has also completed the self-study, site visit, and compliance

report for the accreditation process. She has completed her first semester in a

tDPT program at the College of Saint Scholastica and expects to graduate

December 2017.

III. Admissions Process and Trends

a. Competitive Selection

1. Students must apply to the PTA program November 1st through

January 30th for a start date the following fall.

a. Full application process on-line.

b. Health program counselor relocated to HTC which

streamlined the admission process and improved

communication.

2. Transcripts are assessed to ensure students have met all

prerequisites and competitive points are calculated.

3. Students meeting all requirements and deadlines are classified as

category 1 applicants

4. Students not meeting all deadlines or requirements are classified as

either category 2 or ineligible

5. Category 1 students participate in an information session with the

program chair and are evaluated for additional quality points.

b. Trends in Competitive Process

1. The average age of students remains in the low to mid 30s as more

people are re-entering the work force or changing careers

2. Consistently high number of applicants with 49 category 1

applicants in 2010 (37%), 45 in 2011(40%), 49 in 2012 (37%), 58

in 2013 (31%), and 68 in 2014 (26%), 103 in 2015 17%) and 112

in 2016 (16%).

3. Interest in the program has continued to grow and suspect

continued growth in applicants.

4. Growth of the program would require achievement of 90% or

greater of job employment rate, 6 months after graduation (per

CAPTE accreditation standards). Class of 2015-job employment

at 90%.

IV. Student Admission and Demographic Information by Class

a. Class of 2011



3. Total pass rate: 100% (no record of one graduate taking the exam)


b. Class of 2012




d. Class of 2013





e. Class of 2014



3. Total pass rate: 92% (1 student has taken NPTE-PTA x 3, 2 students have

never taken exam)


f. Class of 2015

1. Graduation rate from original cohort of 18 students: 94%


3. Total pass rate: 88% (1 student has taken the NPTE-PTA x3, and 1 student

has 1 attempt)


g. Class of 2016

1. Graduation rate from original cohort of 18 students: 94%

2. First attempt pass rate: 100%!!!!! (11 students took exam in April 2016)


V. Licensure and First Pass Rate Strategy:

a. Peat Exam is scheduled and proctored in computer lab each January. Each

student must pass the Peat Exam to be permitted to take licensure exam in April.

b. Peat Exam has correctly identified 75% of those students who did not pass the

NPTE-PTA on the first attempt.

c. Class of 2016- 6/17 graduates attended a licensure review course which aided in

the organization of their study preparation.

d. Development of a hybrid review course being offered through FTCC continuing

education and Scorebuilders is scheduled to begin in Fall of 2016.

VI. Curriculum changes for PTA Program

a. Removal of BIO 175, microbiology, from the curriculum

b. Connecting clinical rotations PTA 180A and PTA 180B into one clinical rotation

offered in the Fall of second year. This change occurred with the class of 2016.

This change was reflected positively by students and clinical instructors.

c. All clinical education rotations are graded as pass/fail. Improved consistencies in

grading.

d. Fall of 2015 FTCC transitioned to a 10 point grading scale. It is now a

requirement for students to earn a “B” (80%) in all science and core PTA courses

to be accepted and progress through the program.

e. All objectives for PTA courses have been updated to include multiple levels of

Blooms Taxonomy. Updated objectives are being mapped to CAPTE standards,

Blooms Taxonomy level, NPTE blueprint, FTCC college objectives, and the

Normative Model for PTAs created by APTA.

f. All examinations in the program are computerized which began in the Fall of

2015. The examination software allows faculty to run reports to assess questions

and information learned. Test questions can be mapped to course objectives.

Computerized testing preps students for licensure examination. Current class has

had computerized testing since admission into the program.

VII. Current topics being considered by Program Faculty

a. Development of hybrid review course offered through FTCC continuing

education department.

b. Changing the Clinical Education grading rubric to the CPI, which is on-line and

recommended by the APTA.

c. Improving communication with clinical education faculty as a group: hosting

faculty meetings and possibly continuing education.

d. Partnership with local PT programs (Methodist and Campbell) for student

interactions and sharing of resources.

e. Evaluating the current physics class required for the degree

VIII. Discussion of local trends by the Advisory Committee

a. PTA positions available locally- Is there room for growth of the program??

Committee members report a decline in PTA positions in outpatient secondary to

the inability to treat Tricare patients. Also smaller clinics appreciate the

versatility of having a PT on staff who can complete evaluations and treatments.

b. Approached by Physical Therapy at Womack to grow and develop a program to

transition Army PT techs to licensed PTAs. After discussing the decrease in

positions available, growth of the program does not appear evident at this time.

c. Feedback of those who are CI's of other programs. Continuing education offered?

Input into the program? Continuing education ideas that committee members

were instructed in: gross anatomy review, functional based treatments, yoga and

physical therapy.

d. Preparedness of recent graduates or students who have interacted with Committee

members. Committee members reported adequate level of preparedness of recent

graduates. One member has an incoming student completing observation hours at

her clinic. She asked for a review of the admission process.

IX. Accreditation

a. Commission on Accreditation in Physical Therapy Education (CAPTE) site visit

occurred October 19-22, 2014. Prior to their arrival, the program was reviewed

and the Self Study document was completed.

b. CAPTE met in May 2015 to review all programs seeking reaccreditation. Full

accreditation was received with the completion of a compliance report.

Compliance report was submitted February 2016. Compliance report included:

updated rubrics for laboratory check-off skills, including critical safety elements

on all practical examinations, creating Memorandum of Agreement for education

experiences off campus, updating informed consent, remediation policies, and

failure to progress policies in the PTA program manual. CAPTE met in the

beginning of May 2016, and notifications are expected the first week of June.

This accreditation is every 10 years.

X. Next meeting scheduled for the fall 2016.