• Students prepare a hospital-based therapy department patient appointment schedule with appropriate units of time designated for each procedure and consistent with other procedures that have been scheduled for the patient by other departments.
• Students prepare the patient charts accurately according to facility protocol and third-party payer requirements.

Activity Planning Standard 2: Students will understand the biological, social, and psychological changes that occur with the normal aging process along with the limitations imposed by medical conditions when bed-bound or low-functioning. They will plan activities which include exercise, social activities, and creative functions to accommodate a variety of clientele.
Examples of the types of work students should be able to do to meet the standard:

• Students interview an activities director to determine physical limitations of residents and will design appropriate activities for a variety of patients capabilities.
• Students observe a restorative aide or physical therapist and will propose several new activities for a selected patient.

Medical and Traumatic Emergencies Standard 3: Students will know the skills necessary for assessment and management of emergency situations. They will utilize these skills for patient care which may include, but is not limited to, obstetrical, pediatric, medical, behavioral, and traumatic environmental emergencies.
Examples of the types of work students should be able to do to meet the standard:

• Students complete the coursework and receive certification for First Aid/ CPR.
• Students demonstrate appropriate response to several emergency encounters during a mock disaster drill.
• Students utilize an interactive computer program that simulates various emergency situations and assesses the students’ basic emergency skills.

Rehabilitation Procedures Standard 4: Students will understand various physical disabilities and related modalities and procedures used in the rehabilitation process. They will assist physical and occupational therapists with techniques designed to optimize patients’ independence.
Examples of the types of work students should be able to do to meet the standard:

• Students study and interpret the Americans for Disability Act specific to patients’ care and patients’ rights.
• Students interview a rehabilitation patient to determine the various forms of therapy that the patient has experienced and the patient’s analysis and reaction to each therapy.
• Students list and define various forms of therapies used for rehabilitating patients.

Pharmaceutical Procedures Standard 5: Students will understand the principles of dispensing prescriptions and drug distribution systems to various patient care areas. Students will understand pharmaceutical dosages, forms, routes of administration, and generic equivalents. They will manufacture, package, and label prescriptions, request and receive refill authorizations, and prepare medications to dispense according to distribution procedures.
Examples of the types of work students should be able to do to meet the standard:

• Students make a list of common medications and their generic equivalents.
• Students research the scope of practice for employees who are involved in any aspect of pharmaceutical procedures.
• Students select twenty common medications and indicate the appropriate routes of administration.

Intravenous Solutions Preparation Standard 6: Students will understand the principles of aseptic techniques in the manufacturing of sterile products. They will aseptically prepare intravenous admixtures and other sterile products as prescribed.
Examples of the types of work students should be able to do to meet the standard:

• Students draw and label a diagram of an air flow hood and will write a brief description of the circumstances in which it is utilized.
• Students observe/interview a pharmacist to determine commonly practiced aseptic techniques.

Orthopedic Procedures Standard 7: Students will understand the process for assessment of orthopedic patients and will know the technician’s role in applying casts and orthopedic devices. They will perform assessment techniques and appropriate intervention for pre and post-operative care. They will apply braces and related orthopedic devices according to medical staff instructions.
Examples of the types of work students should be able to do to meet the standard:

• Students observe the application of three different types of casts.
• Student make a poster board demonstrating the materials used in casting.
• Students observe the construction of a traction apparatus for a specific patient’s needs.

Physical Therapy Procedures Standard 8: Students will know the various procedures and equipment used for the physical comfort, rehabilitation, safety, and appearance of patients. They will prepare patients for physical therapy treatments, assist the physical therapy team during administration of treatment, and administer routine treatments as directed.
Examples of the types of work students should be able to do to meet the standard:

• Students interview a patient who is engaged in physical therapy activities and will determine the history of the patient’s treatment.
• Students practice resistive exercise with other classmates.
• Students read the patient’s charts and will prepare the patient for a specific treatment according to department protocol.
• Students study the scope of practice for physical therapists and will determine which treatments may be legally performed by each member of the team.

Respiratory Therapy Procedures Standard 9: Students will know appropriate therapy techniques for equipment cleaning and equipment maintenance, and will understand inventory procedures. They will manage inventory and order and rotate equipment and supplies. They will accurately monitor, record, and report hours of use for designated equipment.
Examples of the types of work students should be able to do to meet the standard:

• Students review the ordering procedure and write up a mock order form for respiratory therapy treatment.
• Students observe the cleaning of respiratory therapy equipment and list the steps performed.
• Students select one piece of equipment and draw and label a diagram to identify the components and their use and maintenance.

Sports Medicine Procedures Standard 10: Students will understand the principles of fitness, prevention of sports injuries, and rehabilitative modalities of injury. They will manage individual fitness programs and use appropriate protective, preventive, therapeutic, and rehabilitative equipment and materials.
Examples of what a student should be able to do at the proficient level:

• Students practice procedures used in the care of athletic injuries including bandaging of specific areas of injury and applying ice to identified areas of injury.
• Students interview an athletic coach to determine the most common injuries sustained in various sports and identify methods of prevention for each injury.

Optical Dispensing Standard 11: Students will know prescription spectacle dispensing, contact lens fitting, and dispensing techniques. They will assist with frame and lens selection, order, and dispense prescriptions as well as fit, order, evaluate, modify, and dispense spectacles, contact lenses, and low vision aids.
Examples of the types of work students should be able to do to meet the standard:

• Students visit a frame display and will practice fitting frames on each other.
• Students observe several optical examinations and discuss how the specific prescriptions are determined.

Optical Procedures Standard 12: Students will know fabrication techniques of prescription eye wear, kerotometry, visual therapies, low vision classifications, and special order procedures. They will perform diagnostic procedures, retnascopy, refractometry, lensometry, and advanced spectacle calculations.
Examples of the types of work students should be able to do to meet the standard:

• Students observe a kerotometry procedure, keep a log of the various steps of the procedure, and report the details to the class.
• Students make a poster board demonstrating the steps necessary to prepare a lens.

• Given a scenario of “a young motorcycle accident victim with multiple injuries including, head and neck, spine, right arm and leg, and likely visual impairment,” the students prepare a display of the route the patient will take through the health care system beginning at the scene of the accident. Students describe the care provided and by whom at each department that will see the victim. Assuming that the patient survives, students include the various therapies that may be needed in the patient’s rehabilitation.