Clinical Instructor Resources
- Clinical Education Manual
- Contact Information
- Supervision and Assessment
- Writing Goals and Objectives
- Learning Styles
- Teaching Styles
- Clinical Problem Solving
- Time Management
- CI as Mentor
Clinical Instructor Manual
Please contact one of our Academic Coordinators of Clinical Education for more information about the Clinical education curriculum:
- Ashtabula Campus: Ashley Vlasov, firstname.lastname@example.org or 440-964-4275
- East Liverpool Campus: Katie Sutton, email@example.com or 330-382-7405
Supervision and Assessment
8 Core Values for the PT/PTA-American Physical Therapy Association (PDF) Core Values are used to describe the expected actions of a PT and PTA.
Standards of Ethical Conduct for the PTA (PDF) American Physical Therapy Association (HOD S06-09-20-18 [Amended HOD S06-00-13-24; HOD 06-91-06-07; Initial HOD 06-82-04-08] [Standard])
The PT/PTA relationship (PDF) Four Things to Know by Janet Crozier, American Physical Therapy Association This article describes the expected PT/PTA relationship. We have provided links within the article to provide you with further information on the topics discussed within the article. Some information is limited to APTA members only.
Guidelines for a Clinical Instructor (PDF) American Physical Therapy Association Within this document you will find the suggested guidelines provided for Clinical Instructors and perspective Clinical Instructors from the APTA.
Physical Therapist Assistants
Please explore the following links for PTA specific resources
Multi generational differences are more and more common in clinical education and in the workplace. Please explore the following links to help understand these differences and how best to bridge the gap.
Working Across Generations: Paul White January 27, 2019
Generational Differences in the Workplace: Purdue Global
Writing Goals and Objectives
This section contains information on setting goals and writing objectives. KSU PTST students are required to write goals with their Clinical Instructors weekly during clinical education experiences. Writing sufficient goals and objectives can be overwhelming and challenging to students and CI's. The provided resources can assist you through this process.
As a Clinical Instructor you will have the opportunity to provide clinical education experiences to students who will have varying learning styles. These resources provide you with the tools to teach and assist with each of the various styles.
Index of Learning Style Questionnaire Barbara A. Solomon, Richard m. Felder North Carolina State University
Like learning styles, Clinical Instructors are also equipped with varying teaching styles. As important as it is for a Clinical Instructor to adapt to a students learning style it is also important for Clinical Instructors to develop the ability to vary teaching styles based on the students need. Please review the resources in this section to increase your knowledge of the varying teaching styles.
Clinical Problem Solving
Clinical Problem Solving can be described as the process a clinician would follow to determine whether modifications need to be made within a patient's plan of care and treatment. Clinical Problem Solving can also be described as the ability to adapt to patients responses during a treatment while keeping the patient safe. This skill may include emergency or non-emergency situations. This can be a difficult skill to assess therefore we have provided you with the following guide. Clinical Problem Solving is not only thought processes of solving a problem but also determining the communication needed, and who to communicate with in any given situation.
RIPS Model for Ethical Decision Making (PDF): Laura Lee (Dolly) Swisher, PT, PhD; Linda E. Arslanian, PT, DPT, MS; and Carol M. Davis, PT, EdD, FAPTA
Time Management is often challenging for a student within the clinical setting and can occasionally affect other aspects of patient treatment and data collection. Co-workers and colleagues can be affected by poor time management from other members of the team including the student PTA. The follow information can provide you with time management strategies and tips.
10 Common Time Management Mistakes Mind Tools
This section was created to help combine methods of constructive and positive strategies for supplying your student with feedback. Not only do students require constructive feedback, positive feedback is also very important in their clinical education. Don't assume because your student is doing well they are aware of that. A student without positive feedback may demonstrate decreased confidence, which may affect patient care. Entry level students still require feedback as that is how they continue to learn and grow as PTA's.
Giving Feedback in Clinical Settings Peter Cantillon, Joan Sargeant
Giving and Receiving Feedback Gail Zack Anderson
CI as Mentor
Center for Creative Leadership, Adaptability: https://www.ccl.org/articles/leading-effectively-articles/adaptability-1-idea-3-facts-5-tips/
Inside Higher Ed, 7 Key Ways to Make Student Mentoring Matter: https://www.insidehighered.com/views/2017/10/27/advice-how-most-effectively-mentor-students-essay
Entrepreneur, 9 Powerful Ways to Lead by Example: https://www.entrepreneur.com/article/285579
Forbes, 5 Powerful Ways Leaders Practice Patience: https://www.forbes.com/sites/glennllopis/2013/06/03/5-powerful-ways-leaders-practice-patience/#31515bd1421a
PTA Mentorship: Jimmy Pacini, PTA, BSPTA: http://www.apta.org/Blogs/Pulse/2018/8/XchangeSA/