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VALUES-BASED BEHAVIORS FOR THE PHYSICAL THERAPIST ASSISTANT
SELF-ASSESSMENT TOOL
The Values-Based Behaviors is a concise document that describes those values that most significantly influence PTAs providing patient/client care as a member of the physical therapy team. The Values-Based Behaviors were developed in 2010 by the Advisory Panel of PTAs, reviewed and adapted by numerous stakeholder groups, and approved by APTA’s Board of Directors in January 2011. A complete history on the development and approval of this document is included in the introduction section of the Values-Based Behaviors document.
This self-assessment tool accompanies the Values-Based Behaviors and is intended to increase the physical therapist assistant’s (PTA’s) awareness of the Values-Based Behaviors for the PTA and to self-assess the frequency with which he or she demonstrates the eight values listed and defined in the first column. The second column provides sample indicators or examples of actions that a PTA who has adopted the Values-Based Behaviors would choose to take in a variety of situations. And the third column is for scoring the frequency with which one chooses to demonstrate the described behavior or action.
Complete the Self-Assessment
Review each sample indicator and rate the frequency with which you display that behavior on a daily basis. It is not expected that one will rate himself or herself as 5 (always) or 1 (never) on every item. Be candid in your response as this is a self-assessment process with an opportunity for identification of areas of strength and opportunities for growth.
Analyze the Completed Self-Assessment
Once you have completed the Self-Assessment, you may want to reflect as an individual or group on the following questions:
· On what sample indicators did you or the group consistently score yourself/themselves on the scale at the 4 (frequent) or 5 (always) levels?
· Why did you or the group rate yourself/themselves higher in frequency for demonstrating these sample behaviors?
· On what sample indicators did you or the group score yourself/themselves on the scale at level 3 or below?
· Why did you or the group rate yourself/themselves lower in frequency for demonstrating these sample behaviors?
· Identify, develop, and implement approaches to strengthening the integration of the values-based behaviors within your clinical environment. Seek out mentoring in this area from your supervising physical therapist or other experienced clinicians.
· Establish personal goals for increasing the frequency with which you demonstrate specific sample behaviors with specific values-based behaviors.
· Conduct periodic re-assessment of your values-based behaviors to determine the degree to which your performance has changed in your growth personally and as a PTA.
Questions about the self assessment tool or the Values-Based Behaviors should be directed to APTA’s PTA Services Department at pta@apta.org.
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VALUES-BASED BEHAVIORS FOR THE PHYSICAL THERARPIST ASSISTANT (PTA)
For each values-based behavior listed, a definition is provided and a set of sample indicators that describe what one would see if the PTA were demonstrating that behavior in his/her daily work. For each of the sample indicators listed, check the box that best represents the frequency with which you demonstrate the behavior where:
1 = Never; 2 = Rarely; 3 = Occasionally; 4 = Frequently; and 5 = Always.
Values-Based
Behavior with Definition
Sample Indicators
Self-Assessment Rating
1
Never
2
Rarely
3
Occasional
4
Frequent
5
Always
Altruism

Altruism is the primary regard for or devotion to the interest of patients/clients, thus assuming the fiduciary responsibility of placing the needs of the patient/client ahead of the PTA’s self interest.

1. Providing patient/client-centered interventions.

2. Readily offering to assist the physical therapist in providing patient/client interventions.

3. Generously providing the necessary time and effort to meet patient/client needs.

4. Placing the patient/client’s needs ahead of one’s won, as evidenced by willingness to alter one’s schedule, delay other projects or tasks, etc.

5. Contributing, as able, to the provision of physical therapy services to underserved and underrepresented populations.

1 FORMCHECKBOX 2 FORMCHECKBOX 3 FORMCHECKBOX 4 FORMCHECKBOX 5 FORMCHECKBOX

Caring and Compassion
Compassion is the desire to identify with or sense something of another’s experience; a precursor of caring.

Caring is the concern, empathy, and consideration for the needs and values of others.

1. Actively listening to the patient/client and considering the patient/client’s needs and preferences.

2. Exhibiting compassion, caring, and empathy in providing services to patients/clients.

3. Demonstrating respect for others and considering others as unique and of value.

4. Considering social, emotional, cultural, psychological, environmental, and economic influences of the patient/client (eg, learning styles, language abilities, cognitive abilities and adapting approach accordingly.

5. Recognizing and refraining from acting on one’s social, cultural, gender, and sexual biases; i.e. demonstrate a nonjudgmental attitude.

1 FORMCHECKBOX 2 FORMCHECKBOX 3 FORMCHECKBOX 4 FORMCHECKBOX 5 FORMCHECKBOX

Continuing Competence

Continuing competence is the lifelong process of maintaining and documenting competence through ongoing self-assessment, development, and implementation of a personal learning plan, and subsequent reassessment.
1. Identifying strengths and limitations in knowledge, skills, and behaviors through self-assessment and feedback from physical therapists and others, and developing and implementing strategies to address the limitations.

2. Maintaining continuing competence using a variety of lifelong learning strategies (eg, continuing education, reflective journals, journal clubs, and working with a mentor).

3. Seeking further education in the use and delivery of interventions based on new evidence as it becomes available.

4. Developing and implementing a career advancement plan based on interests, opportunities, and career aspirations.

1 FORMCHECKBOX 2 FORMCHECKBOX 3 FORMCHECKBOX 4 FORMCHECKBOX 5 FORMCHECKBOX

Duty

Duty is the commitment to meeting one’s obligations to provide effective physical therapy services to individual patients/clients, to serve the profession, and to positively influence the health of society.

1. Demonstrating behaviors, conduct, actions, attitudes, and values consistent with the roles, responsibilities, and tasks of the PTA.

2. Facilitating each patient/client’s achievement of goals for function, health, and wellness, as directed in the plan of care.

3. Preserving the safety, security, and confidentiality of individuals in all patient/client contexts.

4. Participating in quality assurance/quality improvement activities in physical therapy care.

5. Promoting the profession of physical therapy.

6. Providing student instruction and mentoring other PTAs.

1 FORMCHECKBOX 2 FORMCHECKBOX 3 FORMCHECKBOX 4 FORMCHECKBOX 5 FORMCHECKBOX

Integrity
Integrity (cont.)
1. Adhering to applicable laws regarding scope of work, payment policies and guidelines, institutional policies and procedures, and APTA policies, positions, and guidelines to ensure optimal patient/client care and fiscal management.

2. Adhering to the highest standards of the profession for the PTA, including the Standards of Ethical Conduct for the Physical Therapist Assistant, Guide for Conduct of the Physical Therapist Assistant, state practice acts, and payment requirements.

3. Demonstrating the ideals of the values-based behaviors of the PTA.

4. Demonstrating honesty and trustworthiness in all interactions and relationships.

5. Choosing employment situations that are congruent with ethical principles and work standards.

6. Identifying ethical and legal concerns and initiating actions to address the concern, when appropriate.

1 FORMCHECKBOX 2 FORMCHECKBOX 3 FORMCHECKBOX 4 FORMCHECKBOX 5 FORMCHECKBOX

PT/PTA Collaboration

The PT/PTA team works together, within each partner’s respective role, to achieve optimal patient/client care and to enhance the overall delivery of physical therapy services.

1. Educating the PT as needed about the roles, responsibilities, and appropriate utilization of the PTA in the PT/PTA team using available resources (eg, state licensure/practice rules and regulations, PTA clinical problem-solving algorithm, PTA direction and supervision algorithms, Minimum Required Skills of Physical Therapist Assistant Graduates at Entry-Level).

2. Promoting a positive working relationship within the PT/PTA team.

3. Demonstrating respect for the roles and contributions of both the PT and PTA in achieving optimal patient/client care, including the PT’s responsibility for the PTA’s performance in patient/client interventions.

4. Seeking out opportunities to collaborate with the PT to improve outcomes in patient/client care.

5. Working with the PT in educating consumers and other health care providers about physical therapy.

1 FORMCHECKBOX 2 FORMCHECKBOX 3 FORMCHECKBOX 4 FORMCHECKBOX 5 FORMCHECKBOX

Responsibility

Responsibility is the active acceptance of the roles, obligations, and actions of the PTA, including behaviors that positively influence patient/client outcomes, the profession, and the health needs of society.

1. Identifying strengths and limitations in knowledge and skill, and working within limitations of personal ability.

2. Completing patient/client care and other tasks in a timely and efficient manner.

3. Identifying, acknowledging, and accepting responsibility for actions and, when errors occur, following error reporting processes.

4. Communicating in a timely manner with others (eg, PTs, patients/clients, and others).

1 FORMCHECKBOX 2 FORMCHECKBOX 3 FORMCHECKBOX 4 FORMCHECKBOX 5 FORMCHECKBOX

Social Responsibility

Social responsibility is the promotion of a mutual trust between the PTA, as a member of the profession, and the larger public that necessitates responding to societal needs for health and wellness.

1. Advocating for patient/client needs in the clinical setting.

2. Demonstrating behaviors that positively represent the profession to the public.

3. Promoting a healthy lifestyle, wellness, and injury prevention strategies in the community.

4. Serving the profession and the community, including activities occurring in conjunction with work or outside of work (eg, community health fairs, National Physical Therapy Month events, APTA service).

5. Advocating for changes in laws, regulations, standards, and guidelines that positively affect physical therapy and patient/client services.

1 FORMCHECKBOX 2 FORMCHECKBOX 3 FORMCHECKBOX 4 FORMCHECKBOX 5 FORMCHECKBOX

Date Completed:

Comments:

References/Related Reading

1. Albanese, M. Students are not customers: A better model for education. Acad Med. 1999; 74(11):1172-1186.

2. American Physical Therapy Association. A Normative Model of Physical Therapist Assistant Education: Version 2007. American Physical Therapy Association, Alexandria, VA; 2007.

3. American Physical Therapy Association. Professionalism in Physical Therapy: Core Values. American Physical Therapy Association, Alexandria, VA; August 2003 ( www.apta.org/documents/public/education/professionalism.pdf ).

4. American Physical Therapy Association. Values-Based Behaviors of the Physical Therapist Assistant. American Physical Therapy Association, Alexandria, VA: January 2011.

5. Arnold, L. Assessing professional behavior: Yesterday, today and tomorrow. Acad Med. 2002; 77(6):502-512.

6. Cary, JR, Ness, KK. Erosion of professional behaviors in physical therapist students. Journal of Physical Therapy Education. 2001; 15(3):20-24.

7. Cohen, CB, Wheeler, SE, Scott, DA and the Anglican Working Group in Bioethics. Walking a fine line: Physician inquiries into patient’s religious and spiritual beliefs. Hastings Center Report 31. 2001; 5:29-39.

8. Coles, R. The moral education of medical students. Acad Med. 1998; 73(1):55-57.

9. Covey, SR. The Seven Habits of Highly Effective People: Powerful Lessons in Personal Change. Simon & Schuster Adult Publishing Group, New York, NY: August 1990.
10. Covey, SR, Merrill RA, Merrill RR. First Things First: To Live, To Love, To Learn, To Leave a Legacy. Simon & Schuster Trade Paperbacks, New York, NY: May 1995.

11. Covey, SR, Reynolds. Principled-Centered Leadership: Strategies for Personal and Professional Effectiveness. Simon & Schuster Adult Publishing Group, New York, NY: September 1992.

12. DeRosa, C. Innovation in physical therapy practice. PT Magazine. February 2000:40-46.

13. Epstein, RM. Mindful practice. JAMA. 1999; 282(9):833-839.

14. Fox, RC. Time to heal medical education? Acad Med. 1999; 74(10):1072-1075.

15. Ginsburg, S, Regehr, G, Stern, D, Lingard, L. The anatomy of the professional lapse: Bridging the gap between traditional frameworks and students’ perceptions. Acad Med. 2002; 77(6):

16. Greenlick, MR. Educating physicians for the twenty-first century. Acad Med. 1995; 70(3):179-185.

17. Hayward, LM, Noonan, AC, Shain, D. Qualitative case study of physical therapist students’ attitudes, motivations, and affective behaviors. J Allied Health. 1999; 28: 155-164.

18. Hensel, WA, Dickey, NW. Teaching professionalism: Passing the torch. Acad Med. 1998; 73(8):865-870.

19. Kirschenbaum H. Values clarification to character education: A personal journey. Journal of Humanistic Counseling, Education, and Development. 2000; 39(1):4.

20. Kopelman, LM. Values and virtues: How should they be taught? Acad Med. 1999; 74(12):1307-1310.

21. Ludmerer, KM. Instilling professionalism in medical education. JAMA. 1999; 282(9):881-882.

22. MacDonald, CA, Cox, PD, Bartlett, DJ, Houghton, PE. Consensus on methods to foster physical therapy professional behaviors. Journal of Physical Therapy Education. 2002; 16(1):27-35.

23. Markakis, KM, Beckman, HB, Suchman, AL, Frankel, RM. The path to professionalism: Cultivating humanistic values and attitudes in residency training. Acad Med. 2000; 75(2): 141-150.

24. Mathews, Jane. Practice Issues in Physical Therapy: Current Patterns and Future Directions. Thorofare, NJ: Slack, 1989.

25. May WW, Morgan BJ, Lemke JC, Karst GM, et al. Development of a model for ability-based assessment in physical therapy education: One program’s experience. Journal of Physical Therapy Education, 1995, 9 (1):3-6.

26. Pellegrino, ED. Toward a virtue-based normative ethics for the health professions. Kennedy Institute of Ethics Journal. 1995:5(3): 253-277.

27. Perry, J. Professionalism in physical therapy. Phys Ther. 1964; 44(6):429-434.

28. Robins, LS, Braddock III, CH, Fryer-Edwards, KA. Using the American board of internal medicine’s “elements of professionalism” for undergraduate ethics education. Acad Med. 2002; 77(6):

29. Sullivan, WM. What is left of professionalism after managed care? Hastings Center Report 29. 1999; 2:7-13.

30. Swick, HM., Szenas, P, Danoff, D, Whitcomb, ME. Teaching professionalism in undergraduate medical education. JAMA. 1999; 282(9):830-832.

31. Triezenberg, HL. Teaching ethics in physical therapy education: A Delphi study. Journal of Physical Therapy Education. 1997; 11(2):16-22.

32. Triezenberg, HL, McGrath, JH. The use of narrative in an applied ethics course for physical therapist students. Journal of Physical Therapy Education. 2001; 15(3): 49-56.

33. Weidman, JC, Twale, DJ, Elizabeth LS. Socialization of Graduate and Professional Students in Higher Education: A Perilous Passage? ASHE-ERIC Higher Education Report Volume 28, Number 3. San Francisco, CA: Jossey-Bass; 2001.

[Contact: pta@apta.org | Updated: 5/17/12]
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Self Assessment of Values-Based Behaviors for the PTA 6

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