NSU HPD Catalog 2021-2022

412 Dr. Pallavi Patel College of Health Care Sciences—Department of Physical Therapy be addressed. These include indications, precautions, and contraindications, as well as evidence-based recommendations for therapeutic exercise; balance and gait retraining; manual techniques and facilitation; electric stimulation; mobility training; upper extremity reach, grasp, and manipulation training; positioning, supportive, and protective devices; wheelchairs; and community re-entry. Prerequisites: ANA 5423 and PHT 6816 (3 credits) PHT 6830L—Neuromuscular I Lab This course is the laboratory component of Neuromuscular Systems I which addresses the psychomotor skills needed for the examination and treatment of patients with neuromuscular disorders. The students will be exposed to a variety of clinical tests and measures including patient history; sensory testing (superficial, deep, and cortical sensations) by both peripheral nerve distribution and dermatome; myotome and manual muscle testing; motor function and coordination testing; balance, gait, and mobility testing; arousal, attention, and cognitive tests; environmental, home, and work/play barriers; self-care and home management (including ADLs and IADL testing); job/school/play reintegration testing; and assistive/ adaptive device testing. Disease-specific tests and measures will also be performed. Psychomotor treatment skills will include balance and gait training, including body weightsupported treadmill training; therapeutic exercise to improve muscle performance, mobility, balance, and coordination for the neurological patient; functional training, self-care and home management in ADLs and IADLs; work/play integration; manual therapy techniques, positioning, and facilitation; and prescription and application of assistive and supportive devices; as well as physical agents and electrotherapeutic modalities. Prerequisites: ANA 5423 and PHT 6816 (2 credits) PHT 6834—Clinical Practicum III This course includes classroom instruction and integrated clinical education (ICE) experiences. It concludes with a four-week, full-time, intermediate clinical experience in an outpatient orthopedic setting. Classroom instruction focuses on orientation and preparation for both integrated and fulltime clinical experiences. The ICE experiences employ a self-contained collaborative clinical education model in which academic faculty members directly supervise students in a clinical setting. Students practice examination/evaluation and treatment skills learned in the curriculum concurrently and cumulatively throughout the semester in outpatient settings. The four-week, full-time, intermediate clinical education experience is a community-based experience in an adult outpatient setting (primarily musculoskeletal), in which community-based clinicians in a 1:1 or 2:1 model. The course focuses on refining and implementing skills based upon application and integration of coursework to date, including, but not limited to, Basic Medical Sciences, Clinical Anatomy, Clinical Skills, Cardiopulmonary, Integumentary, Gerontology, and Systems Management, Musculoskeletal, and Neuromuscular I. The students will develop confidence and competency in professional behavior; clinical safety; communication; therapeutic presence; assessment; examination; screening; treatment planning; and performance of skill interventions, patient/client education, interprofessional collaborative practice, documentation, and reimbursement/billing. Students will self-assess and reflect on their clinical performance. Academic and clinical faculty members will provide students with real-time feedback with formative and summative assessment regarding their clinical skills and professional behavior. In partial fulfillment of this course, students will complete pre-identified, service-learning activities selected by faculty members to supplement classroom and clinical education experiences. Service learning experiences will provide students with opportunities to apply their knowledge and clinical skills to benefit the local community, with reflection on the impact of their service required following the activity. (2 credits) PHT 6835—Systems Management III: Medical Screening and Differential Diagnosis for Physical Therapists This course provides students with the opportunity to develop their skills to identify patients with medical conditions outside the physical therapy practice, and to identify comorbidities and external factors that affect patient response to physical therapy treatment. The focus of this course is on the development of the skill of differential diagnosis as practiced by the physical therapist. This will be accomplished through the evaluation of information gained during the examination processes of intake, history, and physical examination, as well as the evaluation of a patient’s response to physical therapy treatment. The synthesis of this information will be combined with the student’s knowledge of medical pathology of the various systems to allow for an understanding of when a patient should be referred to another health care provider and when the patient is appropriate for physical therapy treatment. The differential diagnosis considered in this course will assist in differentiating between musculoskeletal system dysfunction and medical pathologies of all systems, including the musculoskeletal system. The identification and effects of cognitive-behavioral influences on patient management and patient prognosis will also be considered. This course emphasizes the ability to identify the presence of these conditions and identify when referral to another health care practitioner is required or when specific considerations should be made in the approach of physical therapy treatment. Prerequisites: PHT 6810 and PHT 6716 (3 credits) PHT 6829—Practice Management This course prepares students for the practice management demands of contemporary physical therapy practice essential to being successful, responsive, and adaptable to the evolving needs of the health care industry. Students are introduced