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CLINICAL EDUCATION POLICY AND PROCEDURES MANUAL

PREFACE This Clinical Education Manual is designed to supplement the High Point University (HPU) Doctor of Physical Therapy (DPT) Student Handbook, guide the physical therapy student, Site Coordinator of Clinical Education (SCCE), and Clinical Instructor (CI) through the clinical education program, as well as to assure transparency of expectations and policies between the Department of Physical Therapy, the student, and our clinical affiliates. Policies and procedures outlined in the Clinical Education Manual may change based on the Program’s outcomes, assessment by the Clinical Education Team (CET) and feedback received from our clinical education partners. This manual is meant to facilitate, communicate, and unite the efforts of clinical affiliates, students, and the Program to provide a superior clinical experience for all stakeholders. We appreciate your interest, support, and involvement with the Department of Physical Therapy at High Point University. HPU reserves the right to change any provision or requirement, including fees, contained in this informational document at any time with or without notice. Please read this DPT Program Clinical Education Manual carefully. Questions related to the content of this manual should be directed to the Director of Clinical Education (DCE).

CAPTE ACCREDITATION STATUS Physical therapy education programs in the United States are accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE), which works in conjunction with the American Physical Therapy Association (APTA) to maintain the standards of the profession. Effective May 12, 2020, the Doctor of Physical Therapy Program at High Point University is accredited by the CAPTE: 3030 Potomac Ave, Suite 100, Alexandria, Virginia 22305 accreditation@apta.org; http://www.capteonline.org. If you need to contact the program/institution directly, please call (336) 841-9728 or email Dr. Jeffrey Taylor, Program Chair, jtaylor@highpoint.edu.

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Table of Contents PREFACE ........................................................................................................................................... 2 CAPTE ACCREDITATION STATUS ......................................................................................................... 2 CLINICAL EDUCATION TEAM .............................................................................................................. 6 HIGH POINT UNIVERSITY ................................................................................................................... 7 Background .................................................................................................................................................7

DEPARTMENT OF PHYSICAL THERAPY ................................................................................................ 7 Mission .......................................................................................................................................................7 Vision..........................................................................................................................................................7 Values .........................................................................................................................................................7

FILING A COMPLAINT ABOUT THE DPT PROGRAM TO CAPTE .............................................................. 8 STUDENT GREVIANCE PROCEDURES................................................................................................... 8 CURRICULUM OVERVIEW ................................................................................................................ 10 Foundational Beliefs ..................................................................................................................................10

STUDENT GOALS AND OUTCOMES ................................................................................................... 11 DIDACTIC CURRICULUM OVERVIEW ................................................................................................. 12 CLINICAL EDUCATION PHILOSOPHY.................................................................................................. 13 CLINICAL EDUCATION CURRICULUM ................................................................................................ 14 Overview .................................................................................................................................................. 14

CLINICAL EDUCATION COURSE SYLLABI ............................................................................................ 16 CET ROLES & RESPONSIBILITIES........................................................................................................ 17 Director of Clinical Education (DCE) ............................................................................................................17 Assistant Director of Clinical Education (ADCE) ........................................................................................... 17 Integrated Clinical Experience Liaison ........................................................................................................18 Clinical Education Compliance & Relationship Specialist .............................................................................18 Site Coordinator for Clinical Education (SCCE) ............................................................................................ 18 Clinical Instructor (CI) ................................................................................................................................ 19 Student ..................................................................................................................................................... 20

CLINICAL EDUCATION AFFILIATE PRIVILEGES .................................................................................... 22 Patients’ Rights .........................................................................................................................................22

CLINICAL EDUCATION POLICIES AND PROCEDURES ........................................................................... 23

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Clinical Affiliation Agreement .................................................................................................................... 23 Professional Liability Insurance .................................................................................................................. 23 New Clinical Education Sites ...................................................................................................................... 23 Clinical Education Site Placement .............................................................................................................. 24 Eligibility for Clinical Education .................................................................................................................. 26

ON-SITE POLICIES AND PROCEDURES ............................................................................................... 29 Travel ....................................................................................................................................................... 29 Parking / Housing ......................................................................................................................................29 Dress and Appearance ............................................................................................................................... 29 Electronic Devices......................................................................................................................................29 Attendance and Punctuality ...................................................................................................................... 29 Unscheduled Student Absences – Local Clinical Experiences I, II, and Intermediate Clinical Experience ........30 Unscheduled Absences – Integrated Clinical Experiences I, II, & III .............................................................. 30 Unscheduled Student Absences – Terminal Clinical Experiences I & II ......................................................... 30 Scheduled Student Absences – Local Clinical Experiences I, II, and Intermediate Clinical Experience ............31 Scheduled Absences – Integrated Clinical Experiences I, II, & III ..................................................................31 Scheduled Student Absences - Terminal Clinical Experiences I & II .............................................................. 31 Therapist Absences/Clinic Closure .............................................................................................................32 Absence Due to Inclement Weather ...........................................................................................................32 Clinical Site Visitation and Communication ................................................................................................ 32 Complaints ................................................................................................................................................ 32 Work Related Injuries ................................................................................................................................ 32 Non-work-Related Injuries......................................................................................................................... 32 Emergency Care ........................................................................................................................................33 Policy on Safety and Infection Control........................................................................................................33 HIPAA ....................................................................................................................................................... 33

EVALUATION OF THE CLINICAL EXPERIENCE ..................................................................................... 34 Assessment ............................................................................................................................................... 34 Grading ..................................................................................................................................................... 34 Grade Appeal: ...........................................................................................................................................35 Clinical Education Remediation Plan ..........................................................................................................36 Clinical Site, CI, and DCE Evaluation Process ............................................................................................... 36

APPENDICES .................................................................................................................................... 37

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Appendix 1: Compliance Requirements and Associated Clinical Education Fees...........................................37 Appendix 2: Clinical Profile ........................................................................................................................ 39 Appendix 3: Clinical Instructor Information ................................................................................................ 41 Appendix 4: Physical Therapy Student Evaluation of Site: ...........................................................................42 Appendix 5: Physical Therapist Student Evaluation of CI: ............................................................................47 Appendix 6: Student Feedback of CET ........................................................................................................49 Appendix 7: APTA Code of Ethics ............................................................................................................... 51 Appendix 8: CI Feedback Qualtrics Survey of CET ........................................................................................ 54 Appendix 9: Clinical Internship Evaluation Tool (CIET) ................................................................................ 55 Appendix 10: CIET Performance Standards: ................................................................................................ 59

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CLINICAL EDUCATION TEAM Director of Clinical Education Rebecca Medendorp, PT, DPT Assistant Professor rmedendo@highpoint.edu (336) 841-9805 Assistant Director of Clinical Education Lauren B. McClellan, PT, DPT, CBIS Assistant Professor lmcclell@highpoint.edu (336) 841-9816

Integrated Clinical Experience Liaison Dr. Grey Carpenter Course Director Integrated Clinical Experience gcarpent@highpoint.edu (336) 841-900 Clinical Education Compliance & Relationship Specialist Cat Song csong@highpoint.edu (336) 841-2865

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HIGH POINT UNIVERSITY Background Founded in 1924, High Point University is a private liberal arts institution with over 5,000 undergraduate and graduate students from around the world. The Department of Physical Therapy is housed in the Congdon School of Health Sciences (CSHS), which contains a mix of undergraduate and graduate programs, including Exercise Science, Athletic Training, Nursing, Medical Sciences, Dental, Pharmacy, and Physician Assistant Studies. Together, High Point University, the CSHS, and the Department of Physical Therapy strive to give every student an extraordinary education in an inspiring environment with caring people.

DEPARTMENT OF PHYSICAL THERAPY Mission The mission of the Department of Physical Therapy is to promote excellence in clinical practice by: • Recruiting and developing leaders within the health professions who actively engage in meaningful collaborative educational, research, clinical, and service experiences. • Creating autonomous, ethical, and compassionate evidence-based clinicians and scientists who maximize the quality of life in the communities they serve.

Vision The High Point University Department of Physical Therapy will be diverse, student-centered, community-engaged, and a global leader in physical therapy education, research and clinical practice.

Values As a department, we value inclusivity and professionalism as demonstrated by: Integrity Accountability Growth Respect Intrinsic Motivation Humility Collegiality

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FILING A COMPLAINT ABOUT THE DPT PROGRAM TO CAPTE As High Point University proudly recognizes its accreditation, as a program standard and here-to moving forward, any stakeholder to include but not limited to, students, parents, patients, faculty, and other affiliated or nonaffiliated interests may lodge a complaint regarding the HPU DPT Program to the APTA or CAPTE in order to report a wrongdoing or concern that directly involves student rights and privileges, patient/client rights, and privileges, and/or public safety. Complaints that fall outside of due process, for example, those complaints from prospective or enrolled students, clinical education sites, patients or external agencies should be directed in writing to Dr. Jeffrey Taylor, Associate Professor and Chair, Department of Physical Therapy at jtaylor@highpoint.edu. If the complaint that is being filed is against Dr. Taylor, then complaints can be addressed to Dr. Kevin Ford, Dean, Congdon School of Health Sciences or to the offices of the Provost or President as the complainant sees fit. This policy is also available in the program handbook, which is available by request. To contact CAPTE, complaints are filed with the Department of Accreditation, APTA, 3030 Potomac Ave., Suite 100, Alexandria, VA 22305-3085.

STUDENT GREVIANCE PROCEDURES Any student who is unsatisfied with their experience or with an encounter with any student, faculty or staff member of the Department of Physical Therapy at High Point University is advised to file a timely written complaint with the department. The process for handling complaints is as follows: When possible, the grievance must first be discussed between the parties involved. If the grievance is not resolved to the student’s satisfaction after this initial encounter, the grievance may be submitted through the following administrative channels: 1. Director of Clinical Education o Dr. Rebecca Medendorp 2. rmedendo@highpoint.edu Department Chair o Dr. Jeffrey Taylor o jtaylor@highpoint.edu 3. Dean of the Congdon School of Health Sciences o Dr. Kevin Ford o kford@highpoint.edu 4. Provost, Office of Academic Affairs o Dr. Daniel Erb o derb@highpoint.edu While it is recommended that the filing student pursue filing complaint to the personnel above in an ascending order beginning with the person with whom they have an issue, it is of primary importance that the filing student feel comfortable with the complaint process, and therefore, the student may pursue their Version: Dec 2025

grievance at the level where they feel most comfortable. Complaints that fall outside of due process should be directed in writing to the Department Chair. If the complaint that is being filed is against the Department Chair, the complaint should be addressed to the Dean of the Congdon School of Health Sciences.

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CURRICULUM OVERVIEW Foundational Beliefs The curriculum of the HPU Doctor of Physical Therapy program has been designed and revised by the expert faculty at HPU in conjunction with an Advisory Board composed of clinicians from around the nation. The education of future physical therapists must allow the autonomous practitioner to practice along the entire continuum of care and across the lifespan, but the need of that autonomous practitioner to be part of a healthcare team cannot be lost along the way. The following foundational beliefs are encouraged to be infused, both formally and informally, into the curriculum, including in the clinical education series: • • • • • • •

Professionalism is a fundamental component of physical therapy practice. Significant learning takes place in mentored clinical practice, which cannot be replicated in a classroom setting. Systems-based thinking is a priority. Our students will differentiate themselves by their skill in the interventions of exercise prescription, manual therapy, and building self-efficacy. Innovation and creativity are valuable skills that transcend time periods and market forces. Physical therapists are experts in comprehensively analyzing human movement across the lifespan. Physical therapists must be skillful in inter-professional practice along the continuum of care including roles as first responder, primary care practitioner, and wellness consultant.

At the completion of the curriculum, HPU DPT students will be trained as generalists able to practice in a variety of settings and with a variety of patient populations throughout the lifespan. However, with the multitude of clinical education experiences, research opportunities, specialty electives, and expert faculty at HPU, students will be provided the tools to pursue specialization at their choosing.

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STUDENT GOALS AND OUTCOMES Students/graduates will: Goal #1: Professional Values Students will develop strong professional values that lead to engagement in their clients and profession. 1A. Students will demonstrate behaviors consistent with HPU DPT Values Statement. 1B. Students will strive to develop APTA core values during interactions with stakeholders. 1C. Students will demonstrate excellent accountability during interactions with stakeholders. 1D. Students will demonstrate excellent communication during interactions with stakeholders. 1E. Students will demonstrate excellent cultural competence during interactions with stakeholders. 1F. Students will demonstrate a commitment to growth as it relates to professional development and the evolution of physical therapist practice. 1G. Students will value and be excellent contributors to the healthcare team. Goal #2: Clinical Practice Students will be able to deliver comprehensive evidence-based physical therapist practice in multiple settings for clients across the lifespan. 2A. Students will excel in the didactic curriculum. 2B. Students will excel in simulated client experiences. 2C. Students will gain experience caring for clients throughout the lifespan. 2D. Students will possess excellent, evidence-based screening skills. 2E. Students will possess excellent, evidence-based examination skills. 2F. Students will possess excellent, evidence-based evaluation skills. 2G. Students will possess excellent, evidence-based diagnostic skills. 2H. Students will possess excellent, evidence-based intervention skills. 2I. Students will possess excellent, evidence-based skills in developing and modifying plans of care. Goal #3: HPU Opportunity Students will have exposure to unique opportunities related to advanced physical therapist practice, research, and community outreach. 3A. Student will gain experience in advanced practice areas. 3B. Students will gain experience in physical therapy related research areas. 3C. Students will gain experience in community outreach and related activities.

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DIDACTIC CURRICULUM OVERVIEW The Doctor of Physical Therapy program is a three-year curriculum that begins in the summer session and ends during the spring term of the third year. The first year of the curriculum begins with the foundational sciences (Anatomy, Foundational Clinical Skills, and Movement Science) and skills that will form the basis for future practice management classes. The fall and spring semesters start to develop the musculoskeletal curriculum, which when combined with evidence-based practice and intervention courses, prepares students for their first clinical education experience at the end of the first year. The second year of the curriculum begins to emphasize neurological practice management, medically complex patients, and more specific populations including pediatrics. In the third year, the didactic portion of the curriculum culminates with a variety of ancillary courses that will help instill the attributes of an autonomous practitioner and entrepreneur.

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CLINICAL EDUCATION PHILOSOPHY At High Point University, every student receives an extraordinary education in an inspiring environment with caring people. These principles apply to students in both the didactic and clinical education components of the program’s curriculum, making clinical affiliates and Clinical Instructors (CIs) fundamental to each student’s education. We believe that clinical exposure will provide impactful learning experiences for our students to prepare them to be experts in the art and science of physical therapy. When in the clinic, students will apply their didactic knowledge, refine their professional behaviors, cultivate evidence-based clinical decision making, practice their hands-on skills, and most importantly, appreciate that each individual patient and client present uniquely and are partners in the recovery and prevention process. Students will be exposed to clinical education early and often, in hopes of capitalizing on all the benefits that these experiential learning opportunities provide. Clinical settings will offer a variety of treatment styles and patient populations. Students will be encouraged to actively participate and challenge themselves in all experiences. Structurally, we support a variety of student to clinical educator ratio models. In the 2:1, 3:1, or 4+:1 ratio models, CIs are encouraged to question and challenge students to promote collaboration and discussion between students which often provides impactful learning by requiring self-guided solutions for problems. This model may decrease the teaching burden of the CI and allow for creativity in the structure of the clinical day. It is important that the clinical education relationship be a partnership between the program and the clinical affiliates that is mutually beneficial and receives ongoing review and development. The CET will be diligent in providing necessary information for each clinical course in advance of the students’ arrival and will be responsible for assessing and responding to the needs and desires of the Program’s clinical affiliates.

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CLINICAL EDUCATION CURRICULUM Overview All efforts are made to ensure that students experience a wide range of practice settings, patient demographics and diagnoses. While the structure of the clinical education curriculum and supporting courses is to produce a holistic, generalist, entry-level Doctor of Physical Therapy graduate, there may be opportunities for students to learn in specialty settings that they find interesting. Student success in specialty settings is supported by specialty selectives (our elective courses) which occur in three semesters within the curriculum. The clinical education curriculum includes five dedicated clinical courses for a total of 36-weeks of full-time clinical education and three semesters of integrated, part-time, clinical experiences. Local clinical experiences are three weeks in duration and occur in semesters three and five. Part time integrated clinical experiences (PT 7650, PT 7750, and PT 7850) occur in semesters four, five, and six. The third year DPT curriculum is comprised of one, 6-week Intermediate Clinical Experience (PT 8050) occurring in semester 7, and two, 12-week Terminal Clinical Experiences (TCEs) (PT 8900 and PT 8910) that are complimentary in structure and design occurring in semesters 8 and 9 respectively. Over the course of the three clinical experiences in the final year, the students are required to meet something called depth and breadth. Depth and breadth is a term that means that at least one of the final three clinical rotations must be with a different/specialty patient population and/or a different setting type. This is a CAPTE program standard. Students are assigned to PT 8050 based on a wish list and will have the opportunity to choose learning experiences specific to their interest areas for PT 8900 and PT 8910 that fulfill depth and breadth in a variety of patient care settings and clinical facilities. Patient populations are defined by the majority of patient types/diagnosis types that they will treat/care for during their experience: geriatric, pediatric, complex medical, orthopedic, neurologic, cardiopulmonary. Patient settings are defined by inpatient, outpatient, skilled nursing, home health, rural, hospital based, and military/federal. The nuances of subgroups like sports, pelvic health, workers comp for the most part will fall under orthopedic, but the Clinical Education Team will make decisions on whether experiences meet the requirements on a case-by-case basis. All clinical experiences could encompass local, regional, national, and international locations.

Local Clinical Experiences I & II (PT 7050 and 7550) – During the spring semester of the first year and the fall semester of the second year, students will participate in clinical experiences three weeks in length. These are full-time clinical experiences. Integrated Clinical Experiences (PT 7650, 7750, 7850) – During the second year of the program, students will participate in integrated clinical experiences each semester, for three semesters in a row, in association with the community outreach series. These are part-time clinical experiences. Intermediate Clinical Experience (PT 8050) – During the summer semester of the third year, students will participate in a six-week clinical experience. This is a full-time clinical experience. Terminal Clinical Experiences I & II (PT 8900 and 8910) – Students will complete two, twelve-

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week clinical experiences during the fall and spring of the third year of the curriculum. These are fulltime clinical experiences.

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CLINICAL EDUCATION COURSE SYLLABI A separate syllabus exists for each clinical education course in the DPT curriculum. The syllabus serves as a contract between the student and the program and designates the requirements for the course. Requirements include attendance, professionalism, attainment of course specific objectives, and assignments due throughout the semester. The clinical education course syllabus and access to the Clinical Education Manual are provided to the Site Coordinator of Clinical Education (SCCE)/CI in the pre-clinical packet prior to the student’s arrival and are available on the Clinical Education Blackboard site for the students.

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CET ROLES & RESPONSIBILITIES Director of Clinical Education (DCE) The DCE is a core faculty member and a member of the Leadership Team in the Department of Physical Therapy. The primary responsibilities of the DCE are to serve as the liaison between the program and clinical education affiliates and to cultivate sustained and mutually beneficial clinical partnerships while mentoring and guiding the student in both settings. The DCE, with the support of the Clinical Education Team, is responsible for establishing and evaluating clinical education sites, aiding the SCCE in developing clinical education programs at his/her facility, and planning the didactic portion of the clinical education experience. Specific responsibilities of the DCE are to: • • • • • • • • • • • • • • • •

Facilitate the contractual process between HPU and clinical affiliates ensuring that all necessary paperwork, assessments, and documentation are effectively and properly maintained. Obtain clinical sites that are representative of current patient management across the lifespan and through the continuum of care. Provide students with clinical site information and regulations/onboarding requirements in a timely manner to allow sufficient time for students to comply. Assign students to clinical placements that best match their learning needs in accordance with the clinical education policies and procedures. Prepare students regarding policies and procedures required to participate in clinical education through seminars and meetings. Securely and confidentially maintain student’s personal information, records, and evaluations. Ensure students are prepared for clinical education by providing and discussing the information included in this manual such as HIPAA (Health Insurance Portability and Accountability Act) and Cardiopulmonary Recitation Training (CPR) training. Initiate midterm communication during Terminal Clinical Experiences by visit, phone, or email with SCCE/CI and student regarding the student’s clinical performance to date. Provide educational strategies and a written action plan to address student clinical performance or professional behavior concerns in conjunction with SCCE/CI at the site and the Academic Review Committee (ARC) through the Program. Participate in ongoing communications and site visits with clinical sites including conflict resolution during clinical experiences. In consultation with SCCE, CI, Director of Students (DOS), and Faculty Advisor design and implement student remediation and probation plans as necessary via the ARC. Aid, with support of the Program, in the professional development of clinical affiliates. Serve as the primary point of contact between the program and clinical facility and as such be available and responsive to assist clinical sites with any concerns or problems. Assign the final course grade with feedback and consultation from the SCCE/CI. Summarize and provide feedback to clinical sites based on student assessments and DCE and faculty input. Summarize and provide feedback to the faculty of the Program and the CET based on student feedback and CI/SCCE feedback.

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responsibilities designated above as those of the DCE. The ADCE is the course director for the Local Clinical Experiences (PT 7050 and PT 7550) and serves as the primary contact for students, CIs, SCCEs for these experiences. The DCE will assist as needed.

Integrated Clinical Experience Liaison The Integrated Clinical Experience Liaison serves as a bridge of communication between the CET and the integrated clinical experiences that currently occur in the Program’s TEAM and ProBono clinics in semesters 4, 5, and 6. This person is the course director of the respective courses in Blackboard and reports any issues in professionalism, or lack of didactic knowledge to the CET and/or the DOS on a case-by-case basis. This person communicates issues from the clinic director and staff to the CET and leadership as needed and reports any feedback from students in regard to clinical preceptors or clinic staff to the clinic director as needed throughout the semester.

Clinical Education Compliance & Relationship Specialist The Clinical Education Compliance & Relationship Specialist is a staff member who is an integral part of the CET. The primary responsibilities are to manage the contractual agreements (both new and ongoing), to administer and oversee student compliance requirements (Appendix 1), and to support related activities of the Clinical Education Program. Additionally, the compliance and relationship specialist must be agile and flexible as the implementation of a clinical education curriculum is a dynamic process where unforeseen needs may arise.

Site Coordinator for Clinical Education (SCCE) The SCCE is an employee of the clinical affiliate and is responsible for developing and coordinating the clinical education program at their facility. The SCCE is the primary point of contact between the clinical affiliate and the program. Responsibilities of the SCCE include: • • • • • • • • • • • •

Encourage a practice environment that facilitates effective teaching and learning. Facilitate the completion of a clinical affiliation agreement. Complete the schedule request form to delineate the quantity and settings of clinical placements available to HPU students in a timely manner each year. Update the clinical site information annually as appropriate. Communicate to the DCE any changes in policy at their facility that could impact the clinical education program. Receive timely communication from the Program regarding placement requests and confirmations as well as any pertinent changes in the Program’s clinical education information. Provide the Program with current student prerequisite information. Secure and confidentially maintain student’s personal information, records, and evaluations. Oversee appropriate orientation of students to the clinical site including HIPAA, OSHA, and Protected Health Information training specific to clinical site. Provide education and training for clinical instructors including use of the approved clinical assessment tool. Assign CIs to supervise and educate students based the program’s criteria and objectives and facility resources as indicated below in Clinical Instructor (CI) section. Act as liaison between CI and students to assist with conflict resolution.

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• • • • •

Terminate a student’s clinical education course if it is determined that the student is non- compliant with the clinic’s standards, policies, procedures, or health requirements and/or if continued student participation is unsafe, disruptive, or detrimental to the facility or patients. Provide comments and feedback to DCE regarding the Program’s curriculum, CET performance, and student performance. Encourage feedback from students, CI, DCE, and other interested colleagues. Evaluate the quality and effectiveness of CIs and the overall clinical education program. Evaluate the resources and needs of the CI and clinical site.

Clinical Instructor (CI) The CI serves as the direct supervisor of the student. The CI is responsible for providing constructive, honest feedback in a timely manner with sufficient opportunities for student improvement. The CI is an employee of the clinical affiliate and must be a licensed physical therapist in the state in which they practice. CIs must have one year of clinical practice experience. This expectation is conveyed to Clinical Affiliates and verified through data collected with the Student Physical Therapist Evaluation: Clinical Experience and Clinical Instruction. While it is the Program’s preference that CIs are also Certified Clinical Instructors through the APTA, the CET realizes that staffing is dynamic, and, that a student can undergo meaningful clinical learning under the supervision of a variety of therapists. The CET will support all CIs in their mentorship and supervision of students and, along with the SCCE, will be additionally available to those CIs who have had less experience. Responsibilities of the CI include: • Demonstrate an interest in education and a willingness to assist students pursuing a career in physical therapy. • Model effective interpersonal skills. • Directly supervise, instruct, and mentor student physical therapists appropriate to academic level and practice setting. • Effectively modify and progress learning experiences based on the students’ abilities and learning styles utilizing written objectives when necessary. • Plan, coordinate, and evaluate a clinical education experience based on sound educational principles with the guidance of the SCCE. • Become familiar with the educational program, course objectives, and curriculum. • Provide formative and summative feedback adjusting the learning experience accordingly. • Demonstrate effective communication skills including contacting the DCE regarding any anticipated or complicating events during the clinical experience. • Always ensure the utmost quality of patient care. • Provide feedback, both formally and informally, seek assistance and resources as indicated to manage the clinical education experience considering the students’ best interest. • Serve as a positive role model in physical therapy practice. • Facilitate patient-therapist and therapist-student relationships. • Demonstrate commitment to lifelong learning and evidenced based practice. • Be trained and competent in completing the approved clinical assessment tool for student performance. • Provide feedback to the CET via a Qualtrics survey (Appendix 8) on their performance throughout the clinical rotation.

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Student Students should be thoroughly familiar with the clinical education policies, procedures, and objectives. Students are expected to be active learners during clinical education coursework. Student responsibilities include: • Be in good academic and professional standing. • Maintain compliance requirements (See Appendix 1) for HPU, the HPU DPT Program, and clinical affiliates. • Be approved by faculty via faculty vote to move forward into the clinic (this occurs prior to the first local, 3-week, full time clinical experience (PT7050 and PT8050 • Review site information housed on EXXAT, including the Clinical Affiliation Agreement for requirements. • Review the Practice Act for the state in which the clinical course is occurring. • Be committed to the ongoing nature of the implementation of clinical education by being responsive to any request from the CET. Students must be thorough and accurate as well as timely with all onboarding requirements. When two or more onboarding requirements are not completed as requested, including accuracy and timeliness of submissions, students will be referred for support on the grounds of professionalism through the department student support remediation and probation policy (SSRP) via the ARC. Additional incidents for professionalism concern following support, may result in professional remediation or probation as outlined in the student handbook. During remediation or probation students may lose the ability to submit applications/interview for clinical placement preferences. • Complete/update the Clinical Profile (Appendix 2) on EXXAT prior to each clinical experience. • Be responsible for affiliate-mandated fees during any of the five full-time clinical courses (e.g., fees towards additional compliance requirements for the clinical site: parking fees, student registration fees, additional background checks, student onboarding platforms, etc.). • Be appraised of all compliance requirements for the site and be responsible for providing documentation of compliance to the CET. • Complete all assignments requested by clinical site and course director. When more than one assignment is not completed as requested, including accuracy and timeliness of submissions, students will be referred for support on the grounds of professionalism through the department student support remediation and probation policy (SSRP) via the ARC. Additional incidents for professionalism concern following support, may result in remediation or probation. During remediation, students may lose the ability to submit applications/interview for clinical placement preferences. • Be punctual and prepared to start each workday (see Tardiness and Absence Policy below). • Be responsible for cost of transportation, housing, meals, uniforms, etc. • Update CI’s contact information (Appendix 3) in EXXAT. • Provide constructive, honest feedback to SCCE/CI and DCE regarding learning experience, informally, and formally using the Student Evaluation of Site and Student Evaluation of CI assessments in EXXAT (Appendix 4 & Appendix 5). • Provide feedback to the CET on their performance and support via a Qualtrics survey (Appendix 6). • Adhere to APTA Code of Ethics at all times (Appendix 7). • Abide by the policies and procedures of the clinical affiliate at all times; before, during and after the

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clinical course. Maintain confidentiality of patient records as well as any materials that may be considered proprietary of the clinical site unless approved by the affiliate.

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CLINICAL EDUCATION AFFILIATE PRIVILEGES The Program is proud of its clinical education curriculum and is indebted to clinical affiliates who consistently mentor students. We believe student education can enhance the quality of care and environment of the facility, but we also believe that SCCEs and CIs should be rewarded for their time, work, and support of our students. Each active SCCE and CI may be entitled to: • • • • • • •

Being treated with respect, dignity, and without discrimination by all parties affiliated with the Program The opportunity to join the Advisory Board Clinical teaching resources, including individual mentorship and access to continuing education on student clinical teaching as well as other clinical topics Opportunities to participate in no or low-cost continuing education Access to scientific literature, when requested Admission to select HPU events Educational, clinical, and research collaboration opportunities

Patients’ Rights When meeting a patient, students must identify themselves as a “student” and/or a “student physical therapist.” The patient should also understand that the CI is the physical therapist directing their care. Patients have the right to refuse treatment by a student, with no negative consequences to the patients or students if this situation arises.

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CLINICAL EDUCATION POLICIES AND PROCEDURES Clinical Affiliation Agreement The Clinical Affiliation Agreement was initially drafted by HPU DPT faculty and approved by HPU administration with legal consultation. The Clinical Affiliation Agreement provides detailed information regarding the facility, university, student, mutual rights and responsibilities, HIPAA, terms of the agreement, confidentiality, and a section for miscellaneous items. It is the Program’s preference to use this Clinical Affiliation Agreement, but the clinical facility may provide their own clinical affiliation agreement for HPU to review. Any modifications to the standard Clinical Affiliation Agreement or new contracts from the clinical facility will undergo a series of reviews. First, the CET will read and address any issues. The Agreement will then be sent to the HPU Contracts Office for review. If at any stage it is deemed necessary, the Agreement will be sent to legal counsel for review. Finally, any changes to the contract will be negotiated with the clinical affiliate. Most clinical affiliation agreements are written to automatically be renewed annually unless one party chooses to terminate the contract in accordance with the terms of the agreement. An electronic record that includes the duration of each clinical affiliation agreement will be maintained on EXXAT and with the HPU contracts office.

Professional Liability Insurance High Point University provides each student with professional liability insurance. It is the CET’s responsibility to provide each clinical site with proof of insurance at their request. Any legal action regarding a student must be reported to the DCE immediately.

New Clinical Education Sites All clinical education sites will be established by the CET. Students are NOT ALLOWED to contact facilities to establish a new clinical partnership. If a student would like to pursue establishing a new clinical education site, they should complete the Clinical Site Request Form available on the HPU DPT Clinical Education Blackboard site at specific times each academic year and/or reach out to the clinical education team directly. The decision to pursue a clinical partnership will be based on numerous factors including: the quality of services provided, similarity of mission and values to those of HPU DPT, location, unique specialty areas, educational opportunities, sustainability of the clinical relationship, and select criteria drawn from the APTA Guidelines and Self-Assessment for Clinical Education. A student who requests that the CET investigate a new clinical site does not have any advantage over their peers for placement at that site and will not be allowed to go to that site if they have worked/volunteered/observed at that site previously (for greater than 40 hours) as that would give undue preference towards that student. The site-student match will be completed per the Clinical Education Site Placement process.

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Clinical Education Site Placement Each March, the CET will request clinical education placements for the next calendar year, in accordance with the American Physical Therapy Association’s uniform selection protocol. The number, location, and variety of positions available vary from year to year depending upon staffing, numbers of students accepted and changes at the specific clinical site. Available clinical sites for the upcoming year will be shared with students for their review at least one month prior to the site selection lottery. Students should investigate the facilities that are of interest to them by reviewing the clinical site’s Affiliation Agreement, Clinical Site Information Form (CSIF) (if available), and past student evaluations of their clinical experiences (when available). Students should NOT contact clinical sites directly under any circumstances and should direct questions about the site to the CET. Students are encouraged to consider the logistics of their clinical site selections in advance such as finances, travel distances, housing, learning experiences, career goals, previous experiences, potential conflicts of interest, and personal affairs. It is the student’s responsibility to notify the CET of potential conflicts of interest. The CET will make a determination, with input from program leadership team as needed, regarding student placement to clinical sites where a potential conflict of interest exists. If a student is found to have withheld pertinent information regarding a conflict of interest, the student may be removed from the facility immediately and referred to the Academic Review Committee for support, remediation, or probation under the SSRP policy at the discretion of the DCE. Potential conflicts of interest include a facility: • Where the student is currently or has been employed (for greater than 40 hours) • Where a spouse or family member is employed • That the student has entered into a scholarship, loan repayment plan, or employment commitment upon graduation • That is a direct competitor to the facility the student has or will have a professional relationship The first two clinical experiences, Local Clinical I and Local Clinical II (PT 7050 and 7550) will be assigned by the Clinical Education Team. For the Intermediate Clinical Experience (PT 8050) the DCE will place students with the assistance of a wish list ranking through EXXAT. The Terminal Clinical Experiences (PT 8900 and 8910) are assigned by a lottery system, location based request, or application/interview process to maximize student input and fairness in clinical site placement.In addition to the lottery protocol, some clinical assignments are made based on other processes. Examples of this include clinical affiliation sites that require application and/or interview, as well as an internal interview process executed by the CET for elite and international Terminal Clinical Experiences. If a student is in probation for didactic or professional reasons at the time of the application/interview they will not be considered for application/interview based clinical rotations. If a student enters into didactic or professional probation after the application/interview period the ARC team will assess if they will be removed from the application/interview based clinical rotation on a case-by-case basis. Location based clinical rotation requests are also considered outside of the lottery process and will be assessed each Spring and are not dependent on probationary status. Any student who does not participate in the interview/application process or the location based request process is required to participate in lottery. Every effort will be made to accommodate student preferences, however, the final decision regarding student placement will be made by the CET. It is not guaranteed that students will receive assignment to their preferred clinical site. In certain instances, the CET will have to make judgments regarding the best fit for the student and affiliate. The CET will also consider the individual needs of the student when

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making clinical placement decisions. The CET reserves the right to place, or not to place, students at specific clinical sites for reasons that may include medical conditions, lack of required vaccinations by the clinical site, documented disabilities that require accommodations that the clinical site is unable to accommodate, extenuating or unique personal circumstances, anticipated personality conflicts, or other circumstances deemed appropriate by the team. Students who are unhappy with their clinical assignment should speak with the DCE directly. The student will have the option of filing a complaint as outlined in the Student Grievance Procedures or the right to appeal to the Department Chair. Grounds for appeal include: a. Newly discovered information has been obtained b. Significant procedural irregularity which materially affected the outcome c. Outcome issued does not fit the offense d. Bias on the part of a decision maker Appeals are limited to 1,500 words written within five days after receipt of outcome. The appeal must be based on at least one of the grounds listed above, and failure to cite one of the grounds for appeal will result in the appeal being denied. Mere dissatisfaction with the outcome is not a valid basis for appeal. The Chair’s decision, should the student’s appeal reach this level, will be final.

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The program and the clinical affiliate work together to confirm placements; however, there are unforeseen circumstances that may arise resulting in the alteration or cancellation of the clinical placement. In these circumstances the CET will be in communication with the student and the clinical affiliate to determine a suitable solution. These cancellations can happen before, during, or after the start of a clinical rotation and will be managed by the CET on a case-by-case basis.

Eligibility for Clinical Education As outlined in the HPU DPT Student Handbook, to participate in clinical education experiences, students must be in acceptable academic and professional standing. Students who have passed all previous DPT didactic coursework, maintained professional behavior (as outlined in the HPU DPT Student Handbook), met all pre-clinical professional and technical requirements, and are voted forward by faculty before their first clinical education experience (PT7050) and before their final year (PT 8050) will be eligible for participation in clinical education. Additionally, students are expected to demonstrate growth and competency in the application of didactic knowledge and psychomotor skills. The below competencies can be used to determine readiness for clinical education, and potentially the development of a remediation or probation plan, when the faculty does not achieve a unanimous decision regarding the readiness of a student to matriculate in clinical education coursework. 1. Before PT 7050, the student should be able to: a) Safely transfer a patient b) Safely ambulate with any patient including those that use an assistive device. c) Perform interventions in manner that is safe for both patient and therapist. d) Fully understand standard precautions e) Be able to take blood pressure both automated and manual. f) Understand basic documentation (SOAP note) g) Understand confidentiality and HIPAA. h) Understand the practice act for PTs and PTAs in NC (or the state which their clinical affiliation resides) i) Be able to discuss patient findings in terms of impairments, functional limitations, and disabilities. j) Effectively communicate and appreciate both verbal and non-verbal communication. k) Be able to skillfully interview a patient. l) Have a foundational knowledge of anatomy and an applied knowledge of the spine, upper extremity and lower extremity. m) Be able to evaluate and treat patients with head, spine, and upper and lower extremity dysfunction. n) Understand the precautions and contraindications of manipulation and exercise. o) Understand acute and chronic responses to exercise. Version: Dec 2025

p) Be able to analyze movement and appreciate movement dysfunction. q) Understand the pathophysiology of disease. r) Demonstrate a basic understanding and application of modalities (laser, heat, cold) and local and early-stage exercise prescription and contraindications. s) Act as a first responder 2. Before PT 7550, in addition to the skills listed above, students should be able to: a) Demonstrate skill in calculating and/or assessing effect sizes, odds ratios, sensitivity, specificity, and likelihood ratios. b) Have a foundational knowledge of neuroanatomy, neurophysiology, and neuropathology. c) Have a basic understanding of billing practices. d) Determine appropriate self-report outcome measures and/or performance tests for a specific pathology or patient population. e) Understand exercise prescription in the context of cardiopulmonary disease. f) Be able to evaluate and treat adult patients with neuromuscular disease. g) Advanced understanding of regional interventions including a global approach, multiplanar resistance, and nutrition 3. Before PT 8050, in addition to the skills listed above, students should be able to: a) Be able to evaluate and treat children with normal and abnormal development of the musculoskeletal or neurological system. b) Construct a systematic examination (including all examination of all body systems), including special and standardized tests, to complete an evaluation of a child with atypical development in a variety of settings, including, but not limited to, school-based therapy, Early Intervention, Neonatal Intensive Care Unit, and specialty clinics. c) Demonstrate basic infant and child handling skills during simulated patient scenarios. d) Demonstrate basic knowledge of the role of the physical therapist in terms of prevention and wellness including improved performance, plyometrics, high intensity exercise training and nutritional demands. e) Have a basic knowledge of diagnostic imaging. f) Demonstrate a basic understanding of how to interact, evaluate, and treat the medically complex patient. g) Understanding the roles of various health professions h) Be able to screen patients and refer to other healthcare practitioners as necessary. 4. Before PT 8900 and PT 8910, in addition to the skills listed above, students should be able to: a) Include evidence for clinical choices. b) Defend choices of examinations and interventions based on current best evidence. c) Use various levels of questioning and communication to promote dialogue and understanding. Version: Dec 2025

d) Be able to screen patients for integumentary disorders. e) Refer patients to other health care professionals as appropriate. f) Use the understanding of the biological, physical, movement and behavioral contributions to a patient’s presentation to construct a systematic examination (including all systems) of patients who have diagnoses that are commonly seen in specialty areas of practice (oncology, rheumatology, organ transplant, psychiatry, men’s and women’s health, bariatrics, and regenerative medicine) and synthesize those findings in an evaluation. Prior to matriculation into the HPU DPT Program students are required to fulfill several compliance items (Appendix 1). The Program contracts with a compliance platform to collect and monitor all program compliance requirements. Students are responsible for maintaining and monitoring their own compliance status throughout the program via the contracted compliance platform. Failure to do so will be considered a violation of professionalism and the requirements of the Clinical Education Program and may result in referral to the Academic Review Committee (ARC). Missing more than one compliance deadline will result in a Starfish Flag and referral to the ARC as outlined in the Student Support Remediation and Probation (SSRP) policy. Once officially assigned to their clinical placements, the students ARE expected to contact the clinical facility and//or their CI 4-8 weeks prior to the start date. The student is responsible for finding out the start time, location, and name of the person they will report to for each facility. The student is also expected to confirm that they have fulfilled all prerequisites on the Clinical Profile (Appendix 2) on EXXAT and any additional requirements of the facility, including full compliance. It should be noted that many clinical affiliates have compliance requirements that differ from the standard HPU DPT compliance requirements noted in the contracted compliance platform which may incur additional costs. It is the student’s responsibility to read the full Clinical Affiliation Agreement with any addendums and all clinical site information on EXXAT that specify compliance and any communication received related to compliance. Students must then provide evidence of full compliance to the CET prior to the start of the clinical course. Failure to meet compliance expectations may result in the student not being allowed to matriculate to the clinical course and the student will be referred to the Academic Review Committee as outlined in the SSRP policy. The program will not send copies of a student’s prerequisite information including drug screens, criminal background checks, or information regarding a student’s academic standing to clinical education sites. Such information will only be released with documented permission from the student and in accordance with FERPA regulations. All sensitive student information is housed and tracked by the contracted compliance platform which provides increased confidentiality for students. The Program and clinical affiliates are expected to maintain confidentiality of student information.

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ON-SITE POLICIES AND PROCEDURES Each clinical facility will have its own set of policies and procedures that the student must become familiar with. Often, students will participate in a site-specific orientation. Other program policies during the clinical education courses are as follows:

Travel Students will be expected to travel to their assigned clinical site. Sites may be located anywhere in the continental U.S., or internationally. Students are responsible for planning travel logistics and any associated costs.

Parking / Housing Students are responsible for attaining housing and parking in proximity to their assigned clinical site. Some facilities offer free or affordable housing and parking options or may assist the student in the search process. All parking and housing expenses will be solely the student’s responsibility. Students are encouraged to seek affordable housing opportunities through North Carolina’s Area Health Education Centers (AHEC) student housing. AHEC provides short-term lodging for health science students who are completing community-based rotations. There are AHEC sites in other states that will take our students, however, there is an additional fee if you are coming from out of state. Students are encouraged to investigate on their own the safety of the area where they are choosing both their housing and clinical rotation site. If a student needs to relocate for safety concerns the CET will work with them, however, it may delay their matriculation in the program.

Dress and Appearance Students are expected to use discretion and good judgment in their personal appearance and grooming. Good personal hygiene is required of all students, always. The goal is to present a professional appearance and maintain a safe environment for both the student and the patient. Students should follow the dress code of the clinical partner in clinical education, students must wear their HPU DPT student name tag, or an alternate name tag required by the clinical affiliate, always, during clinical coursework, unless otherwise specified by the CI. If a student should lose a name tag, the student should contact the Clinical Education Relationship and Compliance Specialist for a replacement. The student is responsible for any replacement costs. Some facilities may have additional criteria related to dress and appearance. Students are responsible to follow clinical site policy if the dress code is more specific than HPU DPT’s dress code.

Electronic Devices Devices must be removed from the body throughout the clinical coursework unless explicitly specified by the CI. Some clinical affiliates prefer or require students to use a personal device, usually a laptop, to access an electronic medical record. Should this be the case, students are responsible for contacting the Information Technology division at the facility to confirm that adequate HIPAA requirements for patient data security are met. Students are not to use their HPU email to contact patients or email confidential patient information as HPU’s email has not been cleared for HIPPA compliance.

Attendance and Punctuality Daily attendance and punctuality are mandatory. Students are expected to be fully prepared at the start

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of each day and are encouraged to arrive at their facility at least 15 minutes in advance of their required start time. Late arrival is not acceptable and students who arrive late on a second occasion during any Clinical Education coursework will be removed from clinic immediately and referred to the Academic Review Committee for remediation or probation through the SSRP policy. If a student is going to arrive late or be absent from clinic, they must fill out the absence request link on blackboard and call or text their CI and the course director’s phone to notify them of the tardiness/absence. All students will follow the work schedule of their CI, which may include evenings, weekends, and holidays. Students are allowed to observe the same holiday schedule as the clinical site and/or CI, unless other arrangements are made (i.e., religious observance). Students on clinical assignment DO NOT follow the HPU University holiday schedule. During PT 7050, PT 7550, PT 8050, PT 8900, and PT 8910 students are required to work a minimum of 35 hours per week and a maximum of 50 hours per week, unless otherwise approved by the DCE. If hours drop below 35 per week a make-up plan may be implemented by the CET, SCCE, and CI. If the facility is unable to accommodate a makeup plan, other arrangements will be made by the CET to supplement those hours. The clinical education team must be notified by phone at (336) 870-7940 in the event of any absence or lateness and copied on any email correspondence at dptclined@highpoint.edu (this can be done through the student absence link on the DPT student portal). This communication must occur immediately following communication with the CI/SCCE. Failure to notify the clinical education team as indicated will result in a professionalism incident and may result in a referral to the Academic Review Committee for remediation or probation through SSRP.

Unscheduled Student Absences: Unscheduled Student Absences – Local Clinical Experiences I, II, and Intermediate Clinical Experience Students may miss ONE day due to illness/personal extenuating circumstance during each of these clinical experiences and may be asked to submit a physician’s note as verification. Students who miss more than one day or who drop below required hours of their clinical affiliation may be asked to develop a plan to make-up clinical hours with the CI/SCCE and have that plan approved by the DCE.

Unscheduled Absences – Integrated Clinical Experiences I, II, & III Students missing time due to illness/extenuating circumstances will be required to submit a physician’s note for verification and may require clearance prior to return to clinic. Time missed in this circumstance will be made up through alternative arrangements. If more than 2 days of the clinical experience are missed in integrated clinical experience I, II, and III combined (and no more than 1 in each course) and hours are unable to be made up, students may receive an incomplete for the course.

Unscheduled Student Absences – Terminal Clinical Experiences I & II Students may miss TWO days total (scheduled or unscheduled) during each Terminal Clinical Experience and may be asked to submit a physician’s note as verification if the absences are due to illness. Students who miss more than two days of their clinical affiliation will be asked to develop a plan to make-up clinical hours with the CI/SCCE and have that plan approved by the DCE.

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Scheduled Student Absences: Any scheduled student absences during clinical rotations will be a part of the 5 total requests allowed during your tenure as a PT student. See also absence request/absence policy in the DPT Student Manual.

Scheduled Student Absences – Local Clinical Experiences I, II, and Intermediate Clinical Experience Students may miss one excused day during these clinical experiences but the day must be made up. Students requesting a scheduled absence must complete the online request for a scheduled absence (link available on the HPU DPT Clinical Education Blackboard site) at least 2 weeks prior to the requested date of absence. A make-up plan will be developed with the student/CI/SCCE/DCE.

Scheduled Absences – Integrated Clinical Experiences I, II, & III Students are allotted a total of 2 absences over the full duration of Integrated Clinical Experiences (I, II, and III combined), and no more than 1 in each course. The absences request must be submitted 30 days prior to the date the absence will occur. These absences will be a part of the 5 total requests allowed during your tenure as a PT student. See also absence request/absence policy in the DPT Student Manual.

Scheduled Student Absences - Terminal Clinical Experiences I & II Students may have TWO days off during each Terminal Clinical Experience. Scheduled absences during Terminal Clinical Experiences are approved on an individual’s needs basis after consultation with the DCE, SCCE and CI and are counted as part of your 5 allotted absences during your DPT tenure as outlined by the absence policy in the DPT Student Handbook. Students requesting a scheduled absence must complete the absence request form (link available on the HPU DPT Clinical Education Blackboard site and HPU DPT Student Sharepoint Page) 2 weeks prior to the requested date of absence. Students who miss more than two days total (for any reason) of their Terminal Clinical Experience may be asked to develop a plan to make-up clinical hours with the CI/SCCE and have that plan approved by the DCE/CI/SCCE. Religious Holiday observances, professional development days, clinic closures, residency and job interviews, military service requirements, and bereavement are considered on an individual basis and must be requested through the absence request link. We understand that not all absences are know 2 weeks in advance and will each be considered on a case-by-case basis along with total clinical hours, progress towards meeting goals and expectations of the clinical experience, days already missed, and input from the CI/SCCE.. A make-up plan will be required for missed time greater than two days to make up time and will be coordinated through the CET, CI/SCCE, and student. For all absences more than the allotted days during any clinical course, there may be a need to extend the Local, Integrated, Intermediate, or Terminal Clinical Experience and/or receive an incomplete for the clinical course. Depending on the timing during the curriculum, this may also lead to deceleration in the program.

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Therapist Absences/Clinic Closure If a CI is absent, students are often re-assigned to another CI, clinic, or setting. Students are expected to be flexible when CIs are absent. In cases when the CI is unavailable, the clinic is closed, and no alternative plan is provided, it is the student’s responsibility to fill out the absence link and contact the DCE/ADCE to notify them of the closure/absent CI. . For holiday, clinics often close, however, if there is a holiday where the primary CI is off, but the clinic remains open, it is the expectation that the student go with an alternate CI for the day. If no CI can be arranged the student needs to communicate this with the CET. Missed days may need to be made up and the makeup plan should be discussed with the CI/SCCE, student, and CET.

Absence Due to Inclement Weather As a general rule, clinical days are not cancelled due to inclement weather. However, students are expected to make sound judgments regarding their ability to safely travel to and from their clinical education site. Should a student determine, they cannot safely attend their clinical experience, they must contact the CI as early as possible, contact the CET via phone, and fill out an absence request form. Absences due to weather or emergency conditions may be required to be made up at the discretion of CI/SCCE and DCE. If a day of clinical time is missed due to inclement weather, assuming students have access to power and Internet, it is the expectation that email is checked frequently as the CET may provide directives.

Clinical Site Visitation and Communication The CET will be in direct communication with the SCCE, CI, and student throughout each clinical course. During Terminal Clinical Experiences, the CI and student will participate in a mid-term phone call, in-person meeting, or email with a member of the clinical education team. Site visits occur on an as-needed basis, but the CET does try to visit sites on a rotating basis.

Complaints Any complaints or concerns related to clinical education should be made in writing to the DCE. If not resolved, or of the complaint is about the DCE, written notice can be provided to the Physical Therapy Department Chair and then the Dean of the School of Health Sciences. See Student Grievance Procedures.

Work Related Injuries Work related injuries must be reported to the CI, SCCE, and DCE immediately. If an incident report is required by the clinical site copies must be submitted to the SCCE and DCE. Written physician clearance is mandatory to resume work responsibilities. If there are any restrictions/parameters, they must be documented in the physician note and the CI/SCCE and DCE may need to assess if accommodations can be made based on the physician’s restrictions/parameters. The student must still be able to complete the goals and objectives of the clinical rotation as outlined in the syllabus.

Non-work-Related Injuries Non-work-related injuries must be reported to the CI, SCCE, and DCE as soon as possible. Written physician clearance is mandatory to resume work responsibilities. If there are any restrictions/parameters, they must be documented in the physician note and the CI/SCCE and DCE may need to assess if accommodations can be made based on the physician’s restrictions/parameters. Version: Dec 2025

The student must still be able to complete the goals and objectives of the clinical rotation as outlined in the syllabus.

Emergency Care In the event of an emergency, students will be responsible for the cost of emergency services during offcampus educational experiences including international experiences.

Policy on Safety and Infection Control The safety of all students, faculty, staff and patients is of primary concern. Students are expected to follow the safety and infection control policies of the clinical affiliate. There are inherent risks for DPT students throughout their training and clinical practice including everything from injury to exposure to infectious materials and body fluids. These are similar risks to those encountered by practicing physical therapists. The safety and infection control policies of clinical affiliates are designed to minimize those risks to DPT students. Students must notify their CI and the DCE as soon as possible of any exposure to bodily fluids or potentially serious infectious diseases.

HIPAA Students will be exposed to HIPAA regulations in didactic work and expected to maintain all HIPAA requirements of clinical affiliates. Additionally, all students will complete the required HIPAA training through the program and clinical affiliates, when applicable.

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EVALUATION OF THE CLINICAL EXPERIENCE Assessment Benchmarks for student performance for Local & Integrated Clinical Experience courses (PT 7050, 7650, 7550, 7750, and 7850) are determined through preceptor assessment surveys. For Intermediate and Terminal Clinical Experiences (PT 8050, PT 8900 and PT 8910) student performance is assessed using the Clinical Internship Evaluation Tool (CIET) (Appendix 9) and preceptor assessment surveys. Students must have no concerns on the performance surveys or the CIET by the completion of any clinical course. Adequate student performance for any clinical course is determined by a holistic review of surveys, CIET data when applicable, professional behavior, and additional assignments, including, reflections, and projects and assignments from the clin ed team and/or site. Clinical Education Team Assignments will be listed in the course syllabus. Site/CI assignments can include but are not limited to patient related documentation, topics for independent research, preparation for the subsequent treatment day, etc. The DCE will consider other evidence to make a determination regarding a student’s overall performance on a clinical rotation including, but not limited to, additional assignments completed by the student and interviews with clinical instructors and the student, setting type, professional behavior, and comments on the feedback surveys and/or assessment tools. Final clinical education grades will ultimately be at the discretion of the DCE and ability to progress forward in the program will be determined by the DCE and/or ARC team. When students do not achieve expected performance (Appendix 10) on the CIET in 3rd year clinical experience courses, or have significant professionalism concerns, it is the responsibility of the DCE to verify adequate knowledge, skill and preparation for successful matriculation. If a student is at risk for failure (at risk for failure flag will be put into starfish), has missed more than 2 clinical education deadlines/incomplete assignments (first missed or incomplete deadline is a “grace”, second is a flag in starfish for ARC support via the Student Support Remediation, and Probation (SSRP) policy) then an ARC Team will be formed to help support the student and determine next steps (level of professional support (support, probation, remediation)), and/or options for deceleration or dismissal) in conjunction with the Clinical Education Team.

Grading Students are referred to the Student Handbook regarding the HPU grading policy but a distinction in grading within the clinical education curriculum should be noted. The Low-Pass (“LP”) grade is not allowable in any clinical education course. Students will earn a Pass (“P”), Fail (“F”), or Incomplete (“I”) or Withdrawal (“W”) for each course within the clinical education curriculum. Determinants of the grading criteria for each clinical education experience are found in each course’s syllabus. •

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Fail (“F”): Defined as unsuccessfully meeting the minimum passing criteria at the end of the course. In the event a clinical course is terminated prior to completion, and it is determined to be the fault of the student, this will constitute grounds for failure. Likewise, a failing grade will be assigned if a student is removed from the clinical course for safety, performance, attendance, or other professional violations. In the event of a failure, the case will be reviewed under SSRP. Either a probation plan will be created, or the student will be dismissed from the Program. A grade of “NP” no pass will be entered into the grading system. Withdrawal (“W”): The student may be given a grade of “W” in the event the student is

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unable to complete the clinical experience due to prolonged illness, injury, or other circumstances. The ARC will review the pertinent circumstances and decide regarding a remediation plan. Incomplete (“I”): The student may be given a grade of “I” if the student has not met passing criteria at final evaluation, but it is determined by the CI, SCCE, and DCE that a brief additional experience will allow the student another opportunity to meet the passing criteria. This process requires a defined deficit that can be met in the period determined by the CI, SCCE, and DCE. A grade of “I” will be converted to either a “P” or “F” (“NP”) at the end of the additional exposure. A student will not matriculate in the curriculum until the “I” is resolved.

Grade Appeal: Similar to didactic grading processes, final clinical course grades can be appealed through the Policy on Student Grade Appeals found in the HPU DPT Student Handbook.

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Clinical Education Remediation Plan If a student is identified as not meeting the criteria and expectations for a clinical course the first step is to notify the DCE (student or CI/SCCE). The DCE will then decide if the initial attempt at a solution should be made in the clinic, with the CI and the SCCE, or if a referral to ARC is needed. When a student is referred to the ARC for any course in the clinical education curriculum, the DCE will be a member of ARC (replacing the DCO). The ARC will make appropriate recommendations to all parties involved. One potential outcome would be to place the student on remediation, probation, deceleration, or dismissal as decided by the ARC. Clinical Education remediation, probation, or deceleration, or dismissal plans vary depending on the challenge the student is having. Potential options could include, and are not limited to, issuance of a written learning contract, requirement for additional clinical hours, transition to a different clinical site to repeat the clinical course, taking an independent study, and/or repeat course content. A student removed from the clinic either by the DCE or the SCCE will receive a “NP” grade and the student is required to meet with the ARC to see if any of the aforementioned options are appropriate vs. dismissal from the program. . If a student does not successfully pass the clinical course the second time, after a remediation, probation, and/or deceleration plan is put in place, the student will be terminated from the Program. The student is not allowed to progress further into the didactic curriculum until the clinical rotation is successfully completed. If the student is concurrently enrolled in didactic courses during the same semester as the clinical rotation, they are allowed to complete the didactic courses in which they are enrolled for credit.

Clinical Site, CI, and DCE Evaluation Process Students provide both formal and informal feedback regarding their clinical education courses. Informal comments and feedback will also be obtained during periodic debriefing sessions throughout the curriculum. In addition, the DCE will obtain informal assessment information regarding clinical sites during ongoing communication and observations during site visits. Formal feedback will be collected from the students about their CIs/Site using the Physical Therapy Student Evaluation of Site and Physical Therapy Student Evaluation of CI(Appendix 4 & 5) through the EXXAT platform. An anonymous Qualtrics survey will be sent out at the end of each full-time clinical rotation to assess the Clinical Education Team. The CET will be assessed via survey by the students and clinical faculty (CIs). Students are encouraged to be thoughtful in their responses for all forms.

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APPENDICES Appendix 1: Compliance Requirements and Associated Clinical Education Fees

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Cost Per Student $56

Number of Renewals 1

Total Cost with Renewals $56

Background Check (Universal)* Drug Test $32 1 $32 (Universal)* Approve Platform $35 3 $105 (EXXAT – Compliance) AHA-BLS CPR $78 2 $156 Course** * New York State cost is $95 and certain clinical affiliates may require additional background checks/drug tests that may incur additional costs to those listed above. **Cost based on 2025, may increase in 2026

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Appendix 2: Clinical Profile

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Appendix 3: Clinical Instructor Information

Appendix 4: Physical Therapy Student Evaluation of Site:

Appendix 5: Physical Therapist Student Evaluation of CI:

Appendix 6: Student Feedback of CET

Appendix 7: APTA Code of Ethics

Appendix 8: CI Feedback Qualtrics Survey of CET

Appendix 9: Clinical Internship Evaluation Tool (CIET)

Appendix 10: CIET Performance Standards:

CI must mark “yes” meeting performance expectations for this clinical rotation for each section and at the end of the CIET