Toward Entry-Level Competencies in Cardiovascular and Pulmonary Physical Therapy

Bartlo, Pamela; Brooks, Gary; Cohen, Melvin J.

doi:10.1097/cpt.0000000000000017

Cited by 9 publications

(13 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…22 Academic DPT programs have reported difficulty in establishing a comprehensive list of cardiopulmonary and complex patient management competencies, which has complicated learning for entry-level practitioners. 22 The Academy of Acute Care Physical Therapy (AACPT) outlined 5 core competencies needed for the entry-level acute care practitioner: clinical decision-making, communication, safety, patient management skills, and discharge planning. 7 The university's DPT program continues to update its curriculum to correspond with the AACPT's core competencies and ensure students are proficient in each specific skill required to practice in the acute care setting.…”

Section: Original Studymentioning

confidence: 99%

Strengthening the Acute Care Curriculum

Sabatke¹,

Young²,

Johnson³

et al. 2021

Journal of Acute Care Physical Therapy

View full text Add to dashboard Cite

Objective: The purpose of this study was to describe the effect of acute care curriculum changes on a university's doctor of physical therapy (DPT) graduates by aggregating quantitative data from 2 academic surveys. Methods: This was a retrospective study describing physical therapist students' perspective, confidence, and employment in acute care physical therapy using data from 2 academic surveys administered to graduates from a DPT program. Results: From 2010 to 2018, 569 students graduated from the DPT program with a median of 100% (interquartile range 97%-100.5%) response rate for the self-assessment survey and a median of 38% (interquartile range 33%-48%) completion of the graduate outcome survey. The majority of DPT graduates self-reported being at or above expected level of competence with cardiopulmonary and complex patients, which appeared to increase from 77.4% and 88.7% in 2012 to 97% and 100% in 2018, respectively. Similar increasing trends were noted with the number of first jobs in the acute care setting (+5.4%) and interest (+9.1%) in the acute care setting, but not as consistently. DPT graduates' level of comfort in the acute care setting did not change over time. Conclusions: Curricular changes devised to enhance acute care physical therapy training in a program's DPT curriculum may have led to graduates reporting increased competency in the unique skill set needed to work in this setting. DPT programs require the continued assessment of educational requirements and competencies to fulfill the growing need for physical therapists in the acute care setting.

show abstract

Section: Original Studymentioning

confidence: 99%

Strengthening the Acute Care Curriculum

Sabatke¹,

Young²,

Johnson³

et al. 2021

Journal of Acute Care Physical Therapy

View full text Add to dashboard Cite

show abstract

“…ere are no cardiorespiratory physiotherapy special interest groups. Interest, recruitment, and retention issues in cardiorespiratory physiotherapy have been frequently reported in the literature [34][35][36].…”

Section: Responds To Societal Needsmentioning

confidence: 99%

Advancing Cardiorespiratory Physiotherapy Practice in a Developing Country: Surveying and Benchmarking

Okasheh

Al-Yahya

Al-Khlaifat

et al. 2019

Rehabilitation Research and Practice

View full text Add to dashboard Cite

Management of noncommunicable diseases requires the adoption of multidisciplinary interventions that targets the modification of risk factors. Cardiovascular and respiratory diseases are amongst the four main killers of noncommunicable diseases. Physiotherapists specializing in cardiorespiratory physiotherapy are in a critical position in the management of health behaviors associated with noncommunicable diseases. However, the current context of health service in Jordan does not provide sufficient support and recognition for the delivery of specialized physiotherapy services. Objectives. The primary aim of this study was to describe cardiorespiratory physiotherapy service in Jordan. The secondary aims of this study were to: (i) Identify benchmarks from international contexts and guidelines for the delivery of cardiorespiratory physiotherapy service. (ii) Identify gaps and areas for development in the current delivery of cardiorespiratory physiotherapy service. Methods. This two phase study included a survey and a conceptual review with benchmarking. Following ethics approval, a cross sectional survey of physiotherapists practicing in Jordan was conducted. In phase 1, a survey was developed to describe the relevant dimensions of cardiorespiratory physiotherapy service. In phase 2 a conceptual review of the literature was performed to identify domains of service delivery and criteria required for optimal delivery of cardiorespiratory physiotherapy service. In the discussion we integrated the results of the survey within the benchmarks that emerged from the conceptual review of literature in order to identify gaps and areas for development in the current delivery of cardiorespiratory physiotherapy service. Results. Phase 1: Data emerging from the survey suggests that Physiotherapists in Jordan lack training and autonomy, preventing them from acquiring advanced roles particularly cardiorespiratory physiotherapy that requires specialised knowledge and skills. The current delivery of the service is limited to acute interventions, and is based on limited, unstructured referral from physicians depriving the patients from the service. The context of health service in Jordan does not provide sufficient recognition for physiotherapy; neither does it support the delivery of multidisciplinary interventions by appropriate regulations and policies. Phase 2: The following three domains emerged from the literature and were used for describing cardiorespiratory physiotherapy in Jordan: people, scope of practice, and context of practice. Conclusion. Advancing practice requires developing competencies relevant to cardiorespiratory physiotherapy particularly diagnosis, health promotion, and prevention. It is recommended that health authorities should develop regulations and policies that promote the recognition and integration of physiotherapists in the healthcare system, as well as facilitating the implementation of patient centred, multidisciplinary interventions.

show abstract

“…The National Physical Therapy Examination (NPTE ® ), administered through the Federation of State Boards of Physical Therapy (FSBPT) is another metric used to assess clinician readiness (Caramagno et al, 2017; Wolden et al, 2020). Neither, however, clearly delineates the specific anatomical competence required for physical therapist practice (Bartlo et al, 2015; Caramagno et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Post‐graduate and residency‐like training in physical therapy also developed to allow further specialization for movement dysfunction across the lifespan. Board‐certified Physical Therapists demonstrate an increased need and understanding of anatomical concepts compared to physical therapy generalists (Brooks, 1996; Mulligan et al, 2014; Rapport et al, 2014; Bartlo et al, 2015; Johanson et al, 2016; Simons, 2019). Less clear are the relationships between therapists' areas of specialty and the anatomical knowledge specific to each area of expertise, in part, because the anatomy content assessed can vary from 4% to 20% across board certification specialty examinations (Johanson et al, 2016; Simons, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…The development of entry‐level anatomical competence, and therefore professional competence, should be slow and deliberate because it is defined by critical stakeholders, cultural experiences, and from the needs of the healthcare society (Higgs et al, 1999; Brosky and Scott, 2007; Gregory et al, 2009; Gordon, 2011; Fernandez et al, 2012; Bandiera et al, 2013; Warm et al, 2014). The required levels of anatomical competence may vary, for example, at graduation from professional‐training programs compared to specialist training in residency programs, or for board certification and expert practice (Brooks, 1996; Regan de Bere and Mattick, 2010; Bartlo et al, 2015; Fillmore et al, 2016; Johanson et al, 2016; Simons, 2019). Therefore, physical therapist educators need to be able to assess progression toward professional and anatomical competence so that they can analyze achievement compared to a national standard or terminal outcome (Regan de Bere and Mattick, 2010; Fernandez et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Movement System Theory and Anatomical Competence: Threshold Concepts for Physical Therapist Anatomy Education

Carroll

McKenzie

Tracy-Bee

2021

Anatomical Sciences Ed

View full text Add to dashboard Cite

This viewpoint proposes eight anatomy threshold concepts related to physical therapist education, considering both movement system theory and anatomical competence. Movement system theory provides classifications and terminology that succinctly identifies and describes physical therapy practice from a theoretical and philosophical framework. The cardiovascular, pulmonary, endocrine, integumentary, nervous, and musculoskeletal systems are all included within this schema as the movement system theory encompasses all body systems interacting to create movement across the lifespan. Implementing movement system theory requires an ability to use human anatomy in physical therapist education and practice. Understanding the human body is a mandatory prerequisite for effective diagnosis, assessment, treatment, and patient evaluation. Anatomical competence refers to the ability to apply anatomic knowledge within the appropriate professional and clinical contexts. Exploring the required anatomical concepts for competent entry‐level physical therapist education and clinical practice is warranted. The recommended threshold concepts (fluency, dimensionality, adaptability, connectivity, complexity, stability or homeostasis, progression or development, and humanity) could serve as an integral and long‐awaited tool for guiding anatomy educators in physical therapy education.

show abstract

Toward Entry-Level Competencies in Cardiovascular and Pulmonary Physical Therapy

Cited by 9 publications

References 11 publications

Strengthening the Acute Care Curriculum

Strengthening the Acute Care Curriculum

Advancing Cardiorespiratory Physiotherapy Practice in a Developing Country: Surveying and Benchmarking

Movement System Theory and Anatomical Competence: Threshold Concepts for Physical Therapist Anatomy Education

Contact Info

Product

Resources

About