Section 1. Proposed Course Outline (A general statement of course content that informs class syllabus construction. Once approved, all sections of a given course must include this content, no matter which instructor teaches the course, or the mode of delivery. Divisions must include this new course outline in the Divisional Course Outline binder as required by COPPs.)
Course Number: PTA 201 Full Course Title for print catalog: Physical Therapy and the Older Adult
Abbreviated Course Title for Banner: PT for Older Adults (30 character limit)
Prerequisites:  2nd Year PTA Program Student 
Co-requisites: None
Grade Option: Graded (with P/NP option)  

Number/Type Credits	Term Minimum Contact	Term Maximum Contact	11-Week Term Contact	
2 Lecture	20 hours (lecture credits x 10)	24 hours (lecture credits x 12)	22 hours (lecture credits x 11)	
   Lec/Lab	   hours (lec-lab credits x 20)	   hours (lec-lab credits x 24)	   hours (lec-lab credits x 22)	
   Lab	   hours (lab credits x 30)	   hours (lab credits x 36)	   hours (lab credits x 33)	
   Total credits (sum)	    Total hours (sum)	    Total hours (sum)	    Total hours (sum)	

Course Description (300 character limit):	
This course is designed to facilitate understanding of older adults and their needs and to promote concepts of successful aging based on the physical therapy interventions. Dementia, pharmacology, fall prevention, and the PTA’s role in the team approach to providing quality care for the older adult will be examined. May be offered in a format with some online instruction.	
Course Outcomes and Proficiencies	Assessments Planned	
What will the student know or be able to do at the end of the course?
What attitudes related to the subject will the student hold?	What evidence will demonstrate that students have achieved course outcomes? (assessment tools may include departmental tests, written products, portfolios, juried performances, quizzes and exams, or alternative assessments such as qualitative studies, capstone projects, external reviewers, etc.)	
Upon successful completion of this course, the student will:	How each outcome will be assessed:	
1.	Interpret professionalism and the importance of autonomy for physical therapists and the dependence of the PT on the PTA to model professional behavior and conduct for high quality patient care which supports PT autonomy in the care of the geriatric population. (wk. 3, 10-11.).	Written Assignments on Professional behavior according to the Oregon licensure rules, Oregon State law, APTA Standards of Ethical Conduct, and Lane PTA program student guide from program policy manual.
Discussion forums, Minute papers	
2.	Demonstrate professional behavior in PTA 206 on-line and traditional classroom through professional interactions with instructor, mock pt. scenario’s, and peers duplicating expected professional behavior with physical therapist supervisor and other healthcare professionals similar to the clinic/work setting (PPM pg. 14 – all term).	Written Assignments on Professional behavior according to the Oregon licensure rules, Oregon State law, APTA Standards of Ethical Conduct, and Lane PTA program student guide from program policy manual.
Discussion forum rubric, Web-based participation criteria, Minute papers	
3.	Discuss strategies that can be utilized to support a geriatrics patient’s participation in the physical therapy plan of care including rapport and optimizing health (wk. 3, 10-11).	Discussion forum rubric	
4.	Analyze social norms and stigmas that impact access and rights and dignity of geriatric patients including ageism and infantilizing geriatric patients (wk. 3, 10-11).	Group activities; quizzes, written examination	
5.	Discuss factors that may be part of the aging process that may contribute to or are barriers to a geriatric pt.’s participation in the plan of care as determined by the PT (wk. 3, 10-11).	Discussion forum rubric; group activities	
6.	Demonstrate increased knowledge about mental health challenges not uncommon in the geriatric population specifically dementia and Alzheimer’s (wk. 3, 10-11).	Quizzes, Written examination	
7.	Apply effective fall risk assessments, and how to integrate effective health promotion interventions within the plan of care when working with the geriatric population as directed by the physical therapist (wk. 3, 10-11).	Group activities, quizzes, written examination, written assignment	
8.	Analyze ways to effectively communicate pt. mental health status and behaviors related to dementia and Alzheimer’s to peers, supervising PT, a patient’s family, and the interdisciplinary team and learn strategies to effectively work with this population (wk. 3, 10-11).	Group activities, quizzes, written examination	
9.	Discuss common narcotics and other pharmacology sometimes used by the elderly, their effects and the role of a PTA as a member of the healthcare team in monitoring the effectiveness and side-effects of medications (wk. 3).	Discussion forum rubric, web-based discussion	
10.	Select effective and safe interventions with respect to complex functional and cognitive limitations (wk.1-3, week 11).	Quizzes, written examination	
11.	Discuss the role of simulating the physical environment, and PT interventions to match as able the home environment (wk. 4).	Discussion forum rubric, web-based discussion	
12.	Analyze ways to effectively communicate pt. mental health status and behaviors related to dementia and Alzheimer’s to peers, supervising PT, a patient’s family, and the interdisciplinary team and learn strategies to effectively work with this population (wk. 3, 10-11).	Group activities, quizzes, written examination	
13.	Demonstrate a strong ‘person first’ vocabulary and view of the older adult, their caregivers and families and learn the high value of developing strong working relationships with the family and other support systems (all term).	Discussion forum rubric, web-based discussion, Moodle messaging, written assignments	
14.	Discuss that a caregivers capabilities require ongoing assessment and often require adjustments to the POC as directed by the physical therapist (all term).	Discussion forum rubric, web-based discussion	
15.	Analyze the possible environmental factors that may affect the older adults independence and how to address and communicate these factors effectively within the healthcare team (wk. 2-11).	Group activities, quizzes, written examination	
16.	Discuss, based on experiences, lecture and readings ways to instruct and educate care-givers related to pt. needs and experiences in rehab (wk. 2-11).	Discussion forum rubric, web-based discussion	
17.	Discuss the professional responsibility of the PTA in regards to pro-bono service and the needs of the specific needs of the older adult and the continuum of care (wk. 4).	Discussion forum rubric, web-based discussion	
18.	Develop an improved understanding of the limitations of PT services in a restricted healthcare marketplace with fewer resources available to serve a growing geriatric populations needs (wk. 4).	Minute paper, discussion forum rubric	
19.	Apply effective communication strategies when communication barriers persist. Learn about various voice and hearing enhancement equipment (Wk. 8-9).	Group activities, quizzes, written assignment written examination	
20.	Gain a great appreciation for adaptive equipment, the DME vendor, and orthotist that may be involved in the care of the geriatric population (wk. 8-9).
	Minute paper	
21.	Discuss common pathologies affecting the older adult and how certain pathologies may affect pt. physical, and cognitive status (wk. 1).	Discussion forum rubric, web-based discussion	

Course Content by Major Topics
What topics will be presented? What are the main activities of the course? What are the central themes?
(See sample at http://www.lanecc.edu/copps 
Topics:

This course reflects best practices in physical therapy as it relates to geriatrics. The American Physical Therapy Association has released six domains for competency as it relates to physical therapy treatment and planning for older adults. These include:

Domain 1: Health Promotion and Safety

A.	Advocate to older adults and their caregivers interventions and behaviors that promote physical and mental health, nutrition, function, safety, social interactions, independence, and quality of life.
B.	Identify and inform older adults and their caregivers about evidence‐based approaches to screening, immunizations, health promotion, and disease prevention.
C.	Assess specific risks and barriers to older adult safety, including falls, elder mistreatment, and other risks in community, home, and care environments.
D.	Recognize the principles and practices of safe, appropriate, and effective medication use in older adults.
E.	Apply knowledge of the indications and contraindications for, risks of, and alternatives to the use of physical and pharmacological restraints with older adults.

Domain 2: Evaluation and Assessment

A.	Define the purpose and components of an interdisciplinary, comprehensive geriatric assessment and the roles individual disciplines play in conducting and interpreting a comprehensive geriatric assessment. 
B.	Apply knowledge of the biological, physical, cognitive, psychological, and social changes commonly associated with aging. 
C.	Choose, administer and interpret a validated and reliable tool/instrument appropriate for use with a given older adult to assess: a) cognition, b) mood, c) physical function, d) nutrition and e) pain. 
D.	Demonstrate knowledge of the signs and symptoms of delirium and whom to notify if an older adult exhibits these signs and symptoms.
E.	Develop verbal and nonverbal communication strategies to overcome potential sensory, language and cognitive limitations in older adults.

Domain 3: Care Planning and Coordination Across the Care Spectrum (Including End-of-Life Care)

A.	Develop treatment plans based on best evidence and on person-centered and person-directed care goals. 
B.	Evaluate clinical situations where standard treatment recommendations, based on best evidence, should be modified with regard to older adults’ preferences and treatment/care goals, life expectancy, co-morbid conditions, and/or functional status. 
C.	Develop advanced care plans based on older adults’ preferences and treatment/care goals, and their physical, psychological, social, and spiritual needs. 
D.	Recognize the need for continuity of treatment and communication across the spectrum of services and during transitions between care settings, utilizing information technology where appropriate and available. 

Domain 4: Interdisciplinary and Team care

A.	Distinguish among, refer to, and / or consult with any of the multiple healthcare professionals and providers who work with older adults, to achieve positive outcomes.

B.	Communicate and collaborate with older adults, their caregivers, healthcare professionals and direct care workers to incorporate discipline specific information into overall team care planning and implementation

Domain 5: Caregiver Support

A.	Assess caregiver knowledge and expectations of the impact of advanced age and disease on health needs, risks, and the unique manifestations and treatment of health conditions. 

B.	Assist caregivers to identify, access, and utilize specialized products, professional services, and support groups that can assist with care-giving responsibilities and reduce caregiver burden.

C.	Know how to access and explain the availability and effectiveness of resources for older adults and caregivers that help them meet personal goals, maximize function, maintain independence, and live in their preferred and/or least restrictive environment.

D.	Evaluate the continued appropriateness of care plans and services based on older adults’ and caregivers’ changes in age, health status, and function; assist caregivers in altering plans and actions as needed.

Domain 6: Healthcare Systems and Benefits

E.	Serve as an advocate for older adults and caregivers within various healthcare systems and settings.

F.	Know how to access, and share with older adults and their caregivers, information about the health care benefits of programs such as Medicare, Medicaid, Veteran’s services, Social Security, and other public programs.

G.	Provide information to older adults and their caregivers about the continuum of long-term care services and supports – such as community resources, home care, assisted living facilities, hospitals, nursing facilities, sub-acute care facilities, and hospice care.
Section 2. Proposal Information
Course Developer:	Type of Proposal	Type of Course: 	
Marc Duyck, PTA, MSEd	 New course		
Date: January 6, 2015	    	 Professional/Technical (required or elective) 	
Catalog year to take effect: 			
2014-2015___  			
2015-2016 X  			

Rationale:
How does this proposal further the goals of the program or department? 	
Over 50% of our program graduates start their career in a skilled nursing facility, where the population is primarily geriatric. 40% begin work in outpatient clinics where they will work with active aging adults. Cultural and clinical competency within this specific population aligns with the program degree outcomes, best and current practices in physical therapy, and provides assessment of student learning in Lane’s Core Learning Outcomes.
	
What assessment evidence supports this proposal? 

The course clearly supports CAPTE criteria regarding curriculum development as specified in CAPTE PTA program requirement 4.1.5. curriculum (CAPTE, 2013). The planned PTA Geriatric course is in compliance with CAPTE as the course clearly prepare(s) students to work under the direction and supervision of a physical therapist through aforementioned objectives	
Implement curricular changes that reflect the emerging entry-level education standards recently published by the Task Force on PTA Entry-Level Competencies in Geriatric Physical Therapy:
Course will align with articulated competencies in 3 Domains:
Health Promotion and Safety
Evaluation and Assessment
Care-Planning and Coordinating Across the Care Spectrum (Including End of Life)
Interdisciplinary and Team Care
Caregiver supports
Health Care System and Benefits

This proposal also addresses feedback from students (informal and formal annual Self-Study survey (“SSSQ”)) that they would like a course specific to the older adult. Graduate feedback and surveys that not only show that most graduates work primarily with the older adult, but that they believe they would have benefited from content that more richly and specifically is tailored towards working with this population.  
	
How do you know there is a demand for this course? 	
Emerging standards in geriatric competencies will be included accreditation requirements for student learning, including content and assessments that affirm selecting and implementing components in the physical therapy plan of care, effective communication across the lifespan, and competency in data collection and tests and measures. 	

Section 3. Curriculum Equity http://www.lanecc.edu/copps 
To promote an environment where all learners are encouraged to develop their full potential, this course will support Lane’s Curriculum Equity policy in the following way(s):
Inclusion of media and hypothetical that depicts persons in hypothetical cases (PTA, PTs, patient, others) from a broad range of socioeconomic and cultural backgrounds

High visibility of working effectively with persons with disabilities, included graded elements that reinforce the importance of “person-first” language and conduct consistent with the Standards of Ethical Conduct for the Physical Therapist Assistant

Section 4. For revised courses only: PREVIOUS Catalog/Course Information:
Course Number:       Course Title in Banner:       (30 characters maximum)	
Full Course Title in print catalog:      	
Prerequisites:       
Co-requisites:      
Grade Option:  Graded (with P/NP option)  	 Pass/No Pass only

Number/Type Credits	Term Minimum Contact	Term Maximum Contact	11-Week Term Contact	
   Lecture	   hours (lecture credits x 10)	   hours (lecture credits x 12)	   hours (lecture credits x 11)	
   Lec/Lab	   hours (lec-lab credits x 20)	   hours (lec-lab credits x 24)	   hours (lec-lab credits x 22)	
   Lab	   hours (lab credits x 30)	   hours (lab credits x 36)	   hours (lab credits x 33)	
   Total credits (sum)	    Total hours (sum)	    Total hours (sum)	    Total hours (sum)	

Course Description:
     
What will change? Course Number   Title   Course Description   Credit hours   Contact hours

Section 5. Support Courses (New Professional/Technical course proposals must complete.) 
Professional/Technical courses are tracked within programs for purposes of Carl Perkins funding and budgetary planning. Indicate all degree or certificate programs for which this course will be required.
Program	Division	
Physical Therapist Assistant	Health Professions	
     	     	

Section 6. Overlap Courses  (New course proposals must complete.)
While overlap of course materials is not necessarily a flaw, duplication of course materials may lead to inefficient use of college resources. If there is overlap, the faculty of overlapping courses must agree on the extent of overlap  and attach a rationale explaining its necessity if  it is more then 10%.

Indicate all departments/courses that this course may overlap. Division Dean of existing course enters one of two options at right. Note: N/A is not an option.

Options:
1.  No overlap.
2.  Approved: overlap is acceptable. Rationale attached.
3.  Disapproved: reasons attached.
Division	Course Number / Title	% Overlap	Option	Division Dean of existing course
(Signature required for all options)	Date	
Social Science	HS 107	Less than 10%	1	Jennifer Frei, Dean of Social Science	1/6/2015	
     	     	     	     		     	

Section 7. Qualification to fulfill degree requirements (complete all relevant forms, available at http://www.lanecc.edu/currsched/curriculum-forms and send to Curriculum/Scheduling for the Degree Requirements Review Committee):

 Form(s) applying for the following degree requirement status have been attached. (Only check this box when forms have been completed and attached.)

AAOT, ASOT-Bus, OTM:
 Arts & Letters 
 Social Sciences
 Science /Computer Science 
 Mathematics
 Cultural Literacy Option 
(please submit with course syllabus to Michael Samano in Social Science)

All degrees:
 Health/Wellness/Fitness
AAS, 1-year and 2-year certificates:
 Human Relations 

Optional designation:
 Sustainability status

Section 8. Library Impact Statement
Under accreditation standards, Library consultation is essential for new programs, new courses and for substantively revised courses when the revisions entail any change in library use. 

What assignments will require the use of library and information resources? 
     

Each academic area has a Liaison Librarian http://www.lanecc.edu/library/services/liaison.htm. Contact the designated librarian to discuss the library needs of your course. Please allow the librarian at least one week to assess library resources.

To be completed by Liaison Librarian:
 Library resources are adequate to support this proposal.
 Additional resources are needed but can be obtained from current funds. 
 Significant additional Library funds/resources are required to support this proposal. 

					     
	Liaison Librarian			Date

Section 9. Divisional Approval (To be completed by Division Chair and Administrative Assistant) 
Human, Physical, and Financial Resources:
 No additional instructional resources (staff, materials, services or facilities) are needed to offer this course.
Explain:      
Required Certifications:
 We have developed minimum course certification standards according to the COPPs procedure “Instructor Qualifications: Credit,” to be filed with ASA upon course approval.
 We have completed faculty certification form(s) for faculty qualified to teach this course, to be filed with ASA and Human Resources upon course approval. 

		      	     
Administrative Assistant/Coordinator	Date

Fees:
 No special fees will be required for this course.

Divisional Recommendation:
 The Academic Dean and Administrative Assistant have reviewed this course proposal and kept a copy for divisional files.

 Pass	 

			     
Academic Dean			Date

Section 10.  College Approval 	 

				     							     
Curriculum Committee Chair				Date		Executive Dean for Academic Affairs	Date

Curriculum Approval Committee hearing:  		     		_____________________________	     
				Date		Vice President for Academic &	              Date
						Student Affairs