Management of Neurological Disorders Syllabus for 2013-2014
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Instructor Information

Course Information

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Disability Statement

Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact disAbility Services (Student Service Center room 119, phone 371-5436) as soon as possible.

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As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/ . Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is https://www.actx.edu/arc

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Course

PTHA-2431-002 Management of Neurological Disorders

Prerequisites

Course Description

Comprehensive rehabilitation techniques of selected neurological disorders.

Student Resources Student Resources Website

Department Expectations

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Occupational License Disclaimer

Hours

(4 sem hrs; 3 lec, 3 lab)

Class Type

On Campus Course

Syllabus Information

Textbooks

Physical Rehabilitation: Assessment and Treatment by O’Sullivan and Schmitz, 6th ed.

Case Studies in Rehabilitation by Ghikas

Improving Functional Outcomes in Physical Rehabilitation by O'Sullivan and Schmitz, 1st ed.

 

 

Supplies

\  1 scantron for each major exam

Student Performance

\ COURSE DESCRIPTION:    Advanced course integrating previously learned and new skills/techniques into the comprehensive rehabilitation of selected long-term pathologies.
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\ STATEMENT OF PURPOSE:  This course is designed to give the student the knowledge needed to treat patients with long term and chronic disabilities.  It also provides the student the opportunity to pull together all of their knowledge of treatment approaches from previous courses.

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\ COURSE GOALS AND OBJECTIVES:
\ a.    Goals: Given the course textbook, personal notes, handouts, and other material, the student should:
\ i.    Demonstrate effective verbal and nonverbal communication skills.
\ ii.    Demonstrate a commitment to meeting societal expectations for healthcare providers.
\ iii.    Demonstrate understanding of the plan of care established by the physical therapist.
\ iv.    Demonstrate competence with components of selected treatment interventions.
\ v.    Perform selected data collection skills.
\ vi.    Understand causes/implications/characteristics of chronic disabilities as well as specific treatment indications.
\ vii.    Within the plan of care, discuss alternatives to treatment interventions.
\ viii.    Identify changes in patient status that prohibit intervention.
\ ix.    Discuss appropriate ways to report changes in patient status to the supervising physical therapist.
\ x.    Review current physical therapy literature.
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\ The student will know that these goals have been successfully completed if he or she earns a final grade of “C” or higher as evaluated by the faculty of the department.
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\ B.    Objectives:
\ a.    Given the course textbook, personal notes, handouts, and other material, the student should be able to do each of the following on a written and/or practical examination with an accuracy of 75% or higher as evaluated by faculty of the department:
\ i.    Goal #1
\ 1.    Demonstrate understanding of language and terminology appropriate to physical therapy.
\ 2.    Demonstrate appropriate nonverbal communication skills (i.e. touch and facial expressions) with simulated patient/therapist interactions.
\ 3.    Demonstrate appropriate verbal communication skills with simulated patient/therapist interactions.
\ 4.    Present oral presentation(s) to classmates.
\ ii.    Goal #2
\ 5.    Ensure patient, personal, staff, and environmental safety.
\ iii.    Goal #3
\ 6.    Explain the rationale and effectiveness of delegated interventions.
\ iv.    Goal #4
\ 7.    Observe the patient’s basic performance level in self-care and home-management skills with/without equipment.
\ 8.    Observe the individual using assistive or adaptive devices for intended effects and benefits.
\ 9.    Learn to use developmental sequence as a basis for treating neuromuscular disorders.
\ 10.    Observe effect of neuromuscular disorders on gait and balance.
\ 11.    Recognize the safety of a patient while using a device.
\ 12.   Begin to perform wheelchair management and mobility training with specialized patient populations (i.e. patients with hemiplegia and spinal cord injuries)
\ 13.    Demonstrate understanding of techniques to teach balance/coordination training to specialized patient populations.
\ 14.    Demonstrate understanding of techniques to teach breathing exercises and coughing techniques to specialized patient populations.
\ 15.    Demonstrate understanding of techniques for conditioning/reconditioning for specialized patient populations.
\ 16.    Demonstrate understanding of techniques for ROM with specialized patient populations.
\ 17.    Demonstrate understanding of techniques for stretching with specialized patient populations.
\ 18.    Demonstrate understanding of techniques for strengthening with specialized patient populations.
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\ v.    Goal #5
\ 19.    Classify patients according to the Rancho Los Amigos Cognitive Scale and determine appropriate treatment interventions for patients at each level of the scale.
\ 20.    Classify patients according to the Glasgow Coma Scale.
\ 21.    Differentiate between different states of arousal (i.e. coma, persistent vegetative state, stupor, delirium)
\ 22.    Identify changes in muscle tone and potential causes for each type of change.
\ 23.    Describe chest wall expansion and excursion.
\ vi.    Goal #6
\ 24.    Explain the philosophy of rehabilitation.
\ 25.    Contrast the differences between acute and chronic disabilities.
\ 26.    State etiology and pathology of cerebral vascular accidents.
\ 27.    Identify the various synergies associated with CVA’s.
\ 28.    Describe traditional and non-traditional approaches to the treatment of CVA.
\ 29.    Identify the various synergies associated with CVA’s.
\ 30.    Describe traditional and non-traditional approaches to the treatment of CVA’s.
\ 31.    List etiology and pathology of multiple sclerosis, and Parkinsonism.
\ 32.    Describe the PT management of multiple sclerosis, and Parkinsonism.
\ 33.    List etiology and pathology of spinal cord injuries and identify special problem areas associated with SCI’s.
\ 34.    Outline the disabilities associated with lesions at various segments of the spinal cord and describe PT management of SCI.
\ vii.    Goal #7
\ 35.    List alternatives to treatment interventions.
\ viii.    Goal #8
\ 36.    Demonstrate awareness of patient symptoms that prohibit treatment.
\ ix.    Goal #9
\ 37.    Demonstrate awareness of what changes need to be reported to the supervising physical therapist as well as techniques to report those changes.
\ x.    Goal #10
\ 38.     Submit  at least one abstract from a peer-reviewed journal for each case study.

Students Rights and Responsibilities

Student Rights and Responsibilities

Log in using the AC Connect Portal

In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .

If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".

Expected Student Behavior

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Grading Criteria

GRADING CRITERIA:
Quizzes                5%                                                                                                                   

Skills Checks      5%

Case Studies      10%

Fact Sheets        10%                

Tests                  20%

Lab Practicals**  20%

Final                   30%

Students are responsible for correctly completing their scantron sheets.  Once the scantron is turned into the instructor, no changes will be allowed on the scantron.  Therefore, we strongly recommend you are careful with imprinting your responses.

** Students who do not meet minimum proficiencies during the lab practical will be required to re-test until proficiencies are met before the course is completed.  The first test grade the student attains is the recorded grade.

In addition to passing the above tests, the student will be required to complete all assigned case studies.  If these items are not submitted, the student will receive an "F" for the semester.

GRADING SCALE:
A = 100-92.5
B = 92.4-83.5
C = 83.4-74.5
F=74.4-0

Note: A grade of C or better is required to complete the PTA major.
 

MAKE-UP POLICY: There will be NO make-ups on quizzes.  Make-up tests and practicals will be scheduled at the mutual convenience of the student and instructor during the week of finals.  The make-up exam may vary in format from the original exam and a five-point penalty will be subtracted from the score of the make-up test or practical.
 

 

Attendance

\ ATTENDANCE: Regular attendance is necessary for satisfactory achievement.  Therefore, it is the responsibility of the learner to attend class.  At the beginning of each lecture and lab, learners will be expected to sign the roster provided by the instructor.  Failure to sign in will result in the learner being marked absent for attendance purposes even if he/she is present in class and seen by the instructor.  

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\ Each learner will be allowed only one absence for lecture only courses and two absences for lecture/lab courses.  After the absence(s), a penalty of five (5) points will be deducted from the final course grade for each subsequent absence.  For example, a learner who misses three (3) lectures will have five (5) points deducted from the final grade for the course.

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\ Full attendance of class time is also expected.  A learner will be counted as "absent" if the learner is out of class more than 20 minutes of a class time.  For example, if in a given day a learner arrives 10 minutes late to class, takes an extra 5 minutes for break and leaves class for 5 minutes for any reason (phone calls, appointments, bathroom breaks, illness), that is considered an "absence" for the day.  This type of absence counts in the total number of absences resulting in lowering of the final course grade.  

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\ Following an absence, the student is responsible for getting missed notes/assignments/copies of handouts, etc. from classmates.  The student is also responsible for getting any needed clarification of missed information from the course instructor. 

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Calendar

Additional Information

If a student receives a failing grade on a practical or exam, the student must complete and turn in an Examination Analysis Form within one week of receiving the failing grade.  Failure to submit the Examination Analysis Form to the instructor will result in an additional 5 point deduction from the practical or exam grade.

FACT SHEETS

The student is expected to bring a completed fact sheet for each diagnosis as assigned by the course instructor.  The fact sheet must be typed and is due at the beginning of the assigned class period.  If the student does not arrive at class with the completed fact sheet on the designated day, he/she will be asked to go to the computer lab during the class period to create a fact sheet which will be due by the end of that class period.  Fact sheets will be kept together in a folder by the students for the duration of the semester and are to be readily accessible during all class/lab meeting times.  At the end of the semester, the fact sheet folder will be turned in to the instructor for a grade.  The grading rubric for the fact sheets will be provided to the student by the course instructor.

CASE STUDIES

Students will be assigned case studies to complete utilizing the Ghikas textbook.  Case studies due dates will be provided by the instructor.    To complete the case study the student will be required to post a 30 minute treatment plan designed to treat the patient at his/her current functional level in the setting indicated by the text.  Posts will be made using the discussion threads established by the course instructor in Blackboard.  Students need to respond tactfully, succinctly, and meaningfully to at least two other students treatment plans as they  answer questions about the treatment plan.  Due dates as well a grading rubric for the discussion postings will be provided by the course instructor.

 

If you are in need of additional help throughout the semester, please visit the following site https://www.actx.edu/resources/