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Minimal Expected Entry-Level Skills ...

Novak, Kimberly.

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Minimal Expected Entry-Level Skills of Physical Therapist Assistants at Graduation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Minimal Expected Entry-Level Skills of Physical Therapist Assistants at Graduation./
Author:	Novak, Kimberly.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	89 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13917781
ISBN:	9781392310595

Minimal Expected Entry-Level Skills of Physical Therapist Assistants at Graduation.
Novak, Kimberly.

Minimal Expected Entry-Level Skills of Physical Therapist Assistants at Graduation. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 89 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ph.D.)--Argosy University/Phoenix, 2019.

This item must not be sold to any third party vendors.

The purpose of this study was to attempt to ascertain the need for PTAs and determine what gaps may exist within the body of knowledge of what entry-level skills, knowledge, and behaviors are for this professional. The normative model of physical therapist assistant education and the minimum required skills of physical therapist assistant graduates at entry-level are the beginning point to what entry-level skills are needed for the physical therapist assistant. At present, there is not much literature on this topic. Information that is available is helpful in determining the entry-level skills and will provide the needed guidance for this study. Using appreciative inquiry (AI), the best practices involved with entry-level PTA skills, knowledge, and behaviors will be researched. Appreciative inquiry is a tool used primarily in organizational change, but instead of focusing on what needs to be fixed, it focuses on what the organization is doing well. The information collected revealed that the schools involved in educating the PTA profession are meeting the entry-level skills and knowledge well. There is disagreement in the need to meet some of these skills and knowledge as the profession has changed but the accreditation requirements have not. As the profession changes so should the requirements for entry-level practice. There needs to be better agreement between accreditation, the board exam, and information gathered by the programs from their local therapists.

ISBN: 9781392310595Subjects--Topical Terms:

543202
Adult education.

Minimal Expected Entry-Level Skills of Physical Therapist Assistants at Graduation.
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500 $a Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
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520 $a The purpose of this study was to attempt to ascertain the need for PTAs and determine what gaps may exist within the body of knowledge of what entry-level skills, knowledge, and behaviors are for this professional. The normative model of physical therapist assistant education and the minimum required skills of physical therapist assistant graduates at entry-level are the beginning point to what entry-level skills are needed for the physical therapist assistant. At present, there is not much literature on this topic. Information that is available is helpful in determining the entry-level skills and will provide the needed guidance for this study. Using appreciative inquiry (AI), the best practices involved with entry-level PTA skills, knowledge, and behaviors will be researched. Appreciative inquiry is a tool used primarily in organizational change, but instead of focusing on what needs to be fixed, it focuses on what the organization is doing well. The information collected revealed that the schools involved in educating the PTA profession are meeting the entry-level skills and knowledge well. There is disagreement in the need to meet some of these skills and knowledge as the profession has changed but the accreditation requirements have not. As the profession changes so should the requirements for entry-level practice. There needs to be better agreement between accreditation, the board exam, and information gathered by the programs from their local therapists.
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