Holly Lochtefeld

st
Professional Behaviors for the 21 Century
2009-2010

Definitions of Behavioral Criteria Levels

Beginning Level – behaviors consistent with a learner in the beginning of the professional phase of physical
therapy education and before the first significant internship

Intermediate Level – behaviors consistent with a learner after the first significant internship

Entry Level – behaviors consistent with a learner who has completed all didactic work and is able to
independently manage a caseload with consultation as needed from clinical instructors, co-workers and other
health care professionals

Post-Entry Level – behaviors consistent with an autonomous practitioner beyond entry level

Background Information

In 1991 the faculty of the University of Wisconsin-Madison, Physical Therapy Educational Program identified the
original Physical Therapy - Specific Generic Abilities. Since that time these abilities have been used by academic
programs to facilitate the development, measurement and assessment of professional behaviors of students
during both the didactic and clinical phases of the programs of study.

Since the initial study was conducted, the profession of Physical Therapy and the curricula of the educational
programs have undergone significant changes that mirror the changes in healthcare and the academy. These
changes include managed care, expansion in the scope of physical therapist practice, increased patient direct
access to physical therapists, evidenced-based practice, clinical specialization in physical therapy and the
American Physical Therapy Association’s Vision 2020 supporting doctors of physical therapy.

Today’s physical therapy practitioner functions on a more autonomous level in the delivery of patient care which
places a higher demand for professional development on the new graduates of the physical therapy educational
programs. Most recently (2008-2009), the research team of Warren May, PT, MPH, Laurie Kontney PT, DPT, MS
and Z. Annette Iglarsh, PT, PhD, MBA completed a research project that built on the work of other researchers to
analyze the PT-Specific Generic Abilities in relation to the changing landscape of physical therapist practice and
in relation to generational differences of the “Millennial” or “Y” Generation (born 1980-2000). These are the
graduates of the classes of 2004 and beyond who will shape clinical practice in the 21 st century.

The research project was twofold and consisted of 1) a research survey which identified and rank ordered
professional behaviors expected of the newly licensed physical therapist upon employment (2008); and 2) 10
small work groups that took the 10 identified behaviors (statistically determined) and wrote/revised behavior
definitions, behavioral criteria and placement within developmental levels (Beginning, Intermediate, Entry Level
and Post Entry Level) (2009). Interestingly the 10 statistically significant behaviors identified were identical to the
original 10 Generic Abilities, however, the rank orders of the behaviors changed. Participants in the research
survey included Center Coordinators of Clinical Education (CCCE’s) and Clinical Instructors (CI’s) from all regions
of the United States. Participants in the small work groups included Directors of Clinical Education (DCE’s),
Academic Faculty, CCCE’s and CI’s from all regions of the United States.

This resulting document, Professional Behaviors, is the culmination of this research project. The definitions of
each professional behavior have been revised along with the behavioral criteria for each developmental level.
The ‘developing level’ was changed to the ‘intermediate level’ and the title of the document has been changed
from Generic Abilities to Professional Behaviors. The title of this important document was changed to
differentiate it from the original Generic Abilities and to better reflect the intent of assessing professional behaviors
deemed critical for professional growth and development in physical therapy education and practice.

Preamble

In addition to a core of cognitive knowledge and psychomotor skills, it has been recognized by educators and
practicing professionals that a repertoire of behaviors is required for success in any given profession (Alverno
College Faculty, Assessment at Alverno, 1979). The identified repertoire of behaviors that constitute professional
behavior reflect the values of any given profession and, at the same time, cross disciplinary lines (May et. al.,

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1991). Visualizing cognitive knowledge, psychomotor skills and a repertoire of behaviors as the legs of a three-
legged stool serves to emphasize the importance of each. Remove one leg and the stool loses its stability and
makes it very difficult to support professional growth, development, and ultimately, professional success. (May et.
al., Opportunity Favors the Prepared: A Guide to Facilitating the Development of Professional Behavior, 2002)

The intent of the Professional Behaviors Assessment Tool is to identify and describe the repertoire of
professional behaviors deemed necessary for success in the practice of physical therapy. This Professional
Behaviors Assessment Tool is intended to represent and be applied to student growth and development in the
classroom and the clinic. It also contains behavioral criteria for the practicing clinician. Each Professional
Behavior is defined and then broken down into developmental levels with each level containing behavioral criteria
that describe behaviors that represent possession of the Professional Behavior they represent. Each
developmental level builds on the previous level such that the tool represents growth over time in physical therapy
education and practice.

It is critical that students, academic and clinical faculty utilize the Professional Behaviors Assessment Tool in
the context of physical therapy and not life experiences. For example, a learner may possess strong
communication skills in the context of student life and work situations, however, may be in the process of
developing their physical therapy communication skills, those necessary to be successful as a professional in a
greater health care context. One does not necessarily translate to the other, and thus must be used in the
appropriate context to be effective.

Opportunities to reflect on each Professional Behavior through self-assessment, and through peer and
instructor assessment is critical for progress toward entry level performance in the classroom and clinic. A learner
does not need to possess each behavioral criteria identified at each level within the tool, however, should
demonstrate, and be able to provide examples of the majority in order to move from one level to the next.
Likewise, the behavioral criteria are examples of behaviors one might demonstrate, however are not exhaustive.
Academic and clinical facilities may decide to add or delete behavioral criteria based on the needs of their specific
setting. Formal opportunities to reflect and discuss with an academic and/or clinical instructor is key to the tool’s
use, and ultimately professional growth of the learner. The Professional Behaviors Assessment Tool allows the
learner to build and strengthen their third leg with skills in the affective domain to augment the cognitive and
psychomotor domains.

Professional Behaviors

1. Critical Thinking - The ability to question logically; identify, generate and evaluate elements of logical
argument; recognize and differentiate facts, appropriate or faulty inferences, and assumptions; and
distinguish relevant from irrelevant information. The ability to appropriately utilize, analyze, and critically
evaluate scientific evidence to develop a logical argument, and to identify and determine the impact of bias on
the decision making process.

Beginning Level:
 Raises relevant questions
 Considers all available information
 Articulates ideas
 Understands the scientific method
 States the results of scientific literature but has not developed the consistent ability to critically appraise
findings (i.e. methodology and conclusion)
 Recognizes holes in knowledge base
 Demonstrates acceptance of limited knowledge and experience

Intermediate Level:
 Feels challenged to examine ideas
 Critically analyzes the literature and applies it to patient management
 Utilizes didactic knowledge, research evidence, and clinical experience to formulate new ideas
 Seeks alternative ideas
 Formulates alternative hypotheses
 Critiques hypotheses and ideas at a level consistent with knowledge base
 Acknowledges presence of contradictions

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Entry Level:
 Distinguishes relevant from irrelevant patient data
 Readily formulates and critiques alternative hypotheses and ideas
 Infers applicability of information across populations
 Exhibits openness to contradictory ideas
 Identifies appropriate measures and determines effectiveness of applied solutions efficiently
 Justifies solutions selected

Post-Entry Level:
 Develops new knowledge through research, professional writing and/or professional presentations
 Thoroughly critiques hypotheses and ideas often crossing disciplines in thought process
 Weighs information value based on source and level of evidence
 Identifies complex patterns of associations
 Distinguishes when to think intuitively vs. analytically
 Recognizes own biases and suspends judgmental thinking
 Challenges others to think critically

2. Communication - The ability to communicate effectively (i.e. verbal, non-verbal, reading, writing, and
listening) for varied audiences and purposes.

Beginning Level:
 Demonstrates understanding of the English language (verbal and written): uses correct grammar,
accurate spelling and expression, legible handwriting
 Recognizes impact of non-verbal communication in self and others
 Recognizes the verbal and non-verbal characteristics that portray confidence
 Utilizes electronic communication appropriately
Intermediate Level:
 Utilizes and modifies communication (verbal, non-verbal, written and electronic) to meet the needs of
different audiences
 Restates, reflects and clarifies message(s)
 Communicates collaboratively with both individuals and groups
 Collects necessary information from all pertinent individuals in the patient/client management process
 Provides effective education (verbal, non-verbal, written and electronic)

Entry Level:
 Demonstrates the ability to maintain appropriate control of the communication exchange with
individuals and groups
 Presents persuasive and explanatory verbal, written or electronic messages with logical organization
and sequencing
 Maintains open and constructive communication
 Utilizes communication technology effectively and efficiently

Post Entry Level:

 Adapts messages to address needs, expectations, and prior knowledge of the audience to maximize
learning
 Effectively delivers messages capable of influencing patients, the community and society
 Provides education locally, regionally and/or nationally
 Mediates conflict

3. Problem Solving – The ability to recognize and define problems, analyze data, develop and implement
solutions, and evaluate outcomes.

Beginning Level:
 Recognizes problems
 States problems clearly
 Describes known solutions to problems
 Identifies resources needed to develop solutions
 Uses technology to search for and locate resources
 Identifies possible solutions and probable outcomes

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Intermediate Level:
 Prioritizes problems
 Identifies contributors to problems
 Consults with others to clarify problems
 Appropriately seeks input or guidance
 Prioritizes resources (analysis and critique of resources)
 Considers consequences of possible solutions’
Entry Level:
 Independently locates, prioritizes and uses resources to solve problems
 Accepts responsibility for implementing solutions
 Implements solutions
 Reassesses solutions
 Evaluates outcomes
 Modifies solutions based on the outcome and current evidence
 Evaluates generalizability of current evidence to a particular problem

Post Entry Level:

 Weighs advantages and disadvantages of a solution to a problem
 Participates in outcome studies
 Participates in formal quality assessment in work environment
 Seeks solutions to community health-related problems
 Considers second and third order effects of solutions chosen

4. Interpersonal Skills – The ability to interact effectively with patients, families, colleagues, other health care
professionals, and the community in a culturally aware manner.

Beginning Level:
 Maintains professional demeanor in all interactions
 Demonstrates interest in patients as individuals
 Communicates with others in a respectful and confident manner
 Respects differences in personality, lifestyle and learning styles during interactions with all persons
 Maintains confidentiality in all interactions
 Recognizes the emotions and bias that one brings to all professional interactions

Intermediate Level:
 Recognizes the non-verbal communication and emotions that others bring to professional interactions
 Establishes trust
 Seeks to gain input from others
 Respects role of others
 Accommodates differences in learning styles as appropriate

Entry Level:
 Demonstrates active listening skills and reflects back to original concern to determine course of action
 Responds effectively to unexpected situations
 Demonstrates ability to build partnerships
 Applies conflict management strategies when dealing with challenging interactions
 Recognizes the impact of non-verbal communication and emotional responses during interactions
and modifies own behaviors based on them

Post Entry Level:

 Establishes mentor relationships
 Recognizes the impact that non-verbal communication and the emotions of self and others have
during interactions and demonstrates the ability to modify the behaviors of self and others during the
interaction

5. Responsibility – The ability to be accountable for the outcomes of personal and professional actions and to
follow through on commitments that encompass the profession within the scope of work, community and
social responsibilities.

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Beginning Level:
 Demonstrates punctuality
 Provides a safe and secure environment for patients
 Assumes responsibility for actions
 Follows through on commitments
 Articulates limitations and readiness to learn
 Abides by all policies of academic program and clinical facility

Intermediate Level:
 Displays awareness of and sensitivity to diverse populations
 Completes projects without prompting
 Delegates tasks as needed
 Collaborates with team members, patients and families
 Provides evidence-based patient care

Entry Level:
 Educates patients as consumers of health care services
 Encourages patient accountability
 Directs patients to other health care professionals as needed
 Acts as a patient advocate
 Promotes evidence-based practice in health care settings
 Accepts responsibility for implementing solutions
 Demonstrates accountability for all decisions and behaviors in academic and clinical settings

Post Entry Level:

 Recognizes role as a leader
 Encourages and displays leadership
 Facilitates program development and modification
 Promotes clinical training for students and coworkers
 Monitors and adapts to changes in the health care system
 Promotes service to the community

6. Professionalism – The ability to exhibit appropriate professional conduct and to represent the profession
effectively while promoting the growth/development of the Physical Therapy profession.

Beginning Level:
 Abides by all aspects of the academic program honor code and the APTA Code of Ethics
 Demonstrates awareness of state licensure regulations
 Projects professional image
 Attends professional meetings
 Demonstrates cultural/generational awareness, ethical values, respect, and continuous regard for all
classmates, academic and clinical faculty/staff, patients, families, and other healthcare providers
Intermediate Level:
 Identifies positive professional role models within the academic and clinical settings
 Acts on moral commitment during all academic and clinical activities
 Identifies when the input of classmates, co-workers and other healthcare professionals will result in
optimal outcome and acts accordingly to attain such input and share decision making
 Discusses societal expectations of the profession

Entry Level:
 Demonstrates understanding of scope of practice as evidenced by treatment of patients within scope
of practice, referring to other healthcare professionals as necessary
 Provides patient/family centered care at all times as evidenced by provision of patient/family
education, seeking patient input and informed consent for all aspects of care and maintenance of
patient dignity
 Seeks excellence in professional practice by participation in professional organizations and
attendance at sessions or participation in activities that further education/professional development

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 Utilizes evidence to guide clinical decision making and the provision of patient care, following
guidelines for best practices
 Discusses role of physical therapy within the healthcare system and in population health
 Demonstrates leadership in collaboration with both individuals and groups

Post Entry Level:

 Actively promotes and advocates for the profession
 Pursues leadership roles
 Supports research
 Participates in program development
 Participates in education of the community
 Demonstrates the ability to practice effectively in multiple settings
 Acts as a clinical instructor
 Advocates for the patient, the community and society

7. Use of Constructive Feedback – The ability to seek out and identify quality sources of feedback, reflect on
and integrate the feedback, and provide meaningful feedback to others.

Beginning Level:
 Demonstrates active listening skills
 Assesses own performance
 Actively seeks feedback from appropriate sources
 Demonstrates receptive behavior and positive attitude toward feedback
 Incorporates specific feedback into behaviors
 Maintains two-way communication without defensiveness

Intermediate Level:
 Critiques own performance accurately
 Responds effectively to constructive feedback
 Utilizes feedback when establishing professional and patient related goals
 Develops and implements a plan of action in response to feedback
 Provides constructive and timely feedback

Entry Level:
 Independently engages in a continual process of self evaluation of skills, knowledge and abilities
 Seeks feedback from patients/clients and peers/mentors
 Readily integrates feedback provided from a variety of sources to improve skills, knowledge and
abilities
 Uses multiple approaches when responding to feedback
 Reconciles differences with sensitivity
 Modifies feedback given to patients/clients according to their learning styles

Post Entry Level:

 Engages in non-judgmental, constructive problem-solving discussions
 Acts as conduit for feedback between multiple sources
 Seeks feedback from a variety of sources to include students/supervisees/peers/supervisors/patients
 Utilizes feedback when analyzing and updating professional goals

8. Effective Use of Time and Resources – The ability to manage time and resources effectively to obtain the
maximum possible benefit.

Beginning Level:
 Comes prepared for the day’s activities/responsibilities
 Identifies resource limitations (i.e. information, time, experience)
 Determines when and how much help/assistance is needed
 Accesses current evidence in a timely manner
 Verbalizes productivity standards and identifies barriers to meeting productivity standards
 Self-identifies and initiates learning opportunities during unscheduled time

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Intermediate Level:
 Utilizes effective methods of searching for evidence for practice decisions
 Recognizes own resource contributions
 Shares knowledge and collaborates with staff to utilize best current evidence
 Discusses and implements strategies for meeting productivity standards
 Identifies need for and seeks referrals to other disciplines

Entry Level:
 Uses current best evidence
 Collaborates with members of the team to maximize the impact of treatment available
 Has the ability to set boundaries, negotiate, compromise, and set realistic expectations
 Gathers data and effectively interprets and assimilates the data to determine plan of care
 Utilizes community resources in discharge planning
 Adjusts plans, schedule etc. as patient needs and circumstances dictate
 Meets productivity standards of facility while providing quality care and completing non-productive
work activities

Post Entry Level:

 Advances profession by contributing to the body of knowledge (outcomes, case studies, etc)
 Applies best evidence considering available resources and constraints
 Organizes and prioritizes effectively
 Prioritizes multiple demands and situations that arise on a given day
 Mentors peers and supervisees in increasing productivity and/or effectiveness without decrement in
quality of care

9. Stress Management – The ability to identify sources of stress and to develop and implement effective coping
behaviors; this applies for interactions for: self, patient/clients and their families, members of the health care
team and in work/life scenarios.

Beginning Level:
 Recognizes own stressors
 Recognizes distress or problems in others
 Seeks assistance as needed
 Maintains professional demeanor in all situations

Intermediate Level:
 Actively employs stress management techniques
 Reconciles inconsistencies in the educational process
 Maintains balance between professional and personal life
 Accepts constructive feedback and clarifies expectations
 Establishes outlets to cope with stressors

Entry Level:
 Demonstrates appropriate affective responses in all situations
 Responds calmly to urgent situations with reflection and debriefing as needed
 Prioritizes multiple commitments
 Reconciles inconsistencies within professional, personal and work/life environments
 Demonstrates ability to defuse potential stressors with self and others

Post Entry Level:

 Recognizes when problems are unsolvable
 Assists others in recognizing and managing stressors
 Demonstrates preventative approach to stress management
 Establishes support networks for self and others
 Offers solutions to the reduction of stress
 Models work/life balance through health/wellness behaviors in professional and personal life

10. Commitment to Learning – The ability to self direct learning to include the identification of needs and
sources of learning; and to continually seek and apply new knowledge, behaviors, and skills.

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Beginning Level:
 Prioritizes information needs
 Analyzes and subdivides large questions into components
 Identifies own learning needs based on previous experiences
 Welcomes and/or seeks new learning opportunities
 Seeks out professional literature
 Plans and presents an in-service, research or cases studies

Intermediate Level:
 Researches and studies areas where own knowledge base is lacking in order to augment learning
and practice
 Applies new information and re-evaluates performance
 Accepts that there may be more than one answer to a problem
 Recognizes the need to and is able to verify solutions to problems
 Reads articles critically and understands limits of application to professional practice

Entry Level:
 Respectfully questions conventional wisdom
 Formulates and re-evaluates position based on available evidence
 Demonstrates confidence in sharing new knowledge with all staff levels
 Modifies programs and treatments based on newly-learned skills and considerations
 Consults with other health professionals and physical therapists for treatment ideas

Post Entry Level:

 Acts as a mentor not only to other PT’s, but to other health professionals
 Utilizes mentors who have knowledge available to them
 Continues to seek and review relevant literature
 Works towards clinical specialty certifications
 Seeks specialty training
 Is committed to understanding the PT’s role in the health care environment today (i.e. wellness
clinics, massage therapy, holistic medicine)
 Pursues participation in clinical education as an educational opportunity

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Professional Behaviors Assessment

Physical Therapy Program

Student Name Internship Facility

Clinical Instructor Clinical Dates

Directions: 1. Read the description of each Professional Behavior.

2. Become familiar with the behavioral criteria described in each of the levels.

3. Self assess your performance continually, relative to the Professional Behaviors, using
the behavioral criteria.

At at the end of the internship, complete this form.

a) Using a Highlighter Pen, highlight all criteria that describes behaviors you demonstrate in
Beginning (column 1), Intermediate (column 2), Entry Level (column 3) or Post-Entry Level
Professional Behaviors.
b) Identify the level within which you predominately function.
c) Document specific examples of when you demonstrated behaviors from the highest level
highlighted.
d) For each Professional Behavior, list the areas in which you wish to improve.

Share your self assessment with your clinical instructor, specifically seeking his/her feedback.

Have your CI sign that they have read and discussed your self assessment; sign and return to the DCE.

**Professional Behaviors were developed by Warren May, Laurie Kontney and Annette Iglarsh (2010) as
an update to the Generic Abilities.

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1. Critical Thinking - The ability to question logically; identify, generate and evaluate elements of
logical argument; recognize and differentiate facts, appropriate or faulty inferences, and assumptions;
and distinguish relevant from irrelevant information. The ability to appropriately utilize, analyze, and
critically evaluate scientific evidence to develop a logical argument, and to identify and determine the
impact of bias on the decision making process.

Beginning Level: Intermediate Level: Entry Level: Post-Entry Level:

 Raises relevant  Feels challenged  Distinguishes  Develops new
questions to examine ideas relevant from knowledge through
 Considers all  Critically analyzes irrelevant patient research,
available the literature and data professional writing
information applies it to patient  Readily and/or professional
 Articulates ideas management formulates and presentations
 Understands the  Utilizes didactic critiques  Thoroughly critiques
scientific method knowledge, alternative hypotheses and
 States the results of research evidence, hypotheses and ideas often crossing
scientific literature and clinical ideas disciplines in
but has not experience to  Infers applicability thought process
developed the formulate new of information  Weighs information
consistent ability to ideas across value based on
critically appraise  Seeks alternative populations source and level of
findings (i.e. ideas  Exhibits evidence
methodology and  Formulates openness to  Identifies complex
conclusion) alternative contradictory patterns of
 Recognizes holes in hypotheses ideas associations
knowledge base  Critiques  Identifies  Distinguishes when
 Demonstrates hypotheses and appropriate to think intuitively
acceptance of ideas at a level measures and vs. analytically
limited knowledge consistent with determines  Recognizes own
and experience in knowledge base effectiveness of biases and
knowledge base  Acknowledges applied solutions suspends
presence of efficiently judgmental thinking
contradictions  Justifies solutions  Challenges others
selected to think critically

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self assessment:
1. At this point in my education, I ask professors, mentors, and clinicians questions regarding
health care and how to progress forward from our current conditions
2. I understand and have applied the scientific method in school aspects, but not yet in clinical
situations at this point.
Regarding this Professional Behavior, I would like to improve in the following ways:

 I would like to improve my skills of utilizing didactic knowledge, research evidence, and clinical
experience to formulate new ideas. This I will be able to learn more on in Evidence Based
Research Practice, and afterwards, I will be able to use the research literature I dive into to further
build upon my education inside and outside the classroom This will aide as I graduate and
continue practicing while learning new avenues in science for both myself and my future patients.

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2. Communication - The ability to communicate effectively (i.e. verbal, non-verbal, reading, writing,
and listening) for varied audiences and purposes.

Beginning Level: Intermediate Level: Entry Level: Post Entry Level:

 Demonstrates  Utilizes and  Demonstrates the  Adapts messages
understanding of the modifies ability to maintain to address needs,
English language communication appropriate expectations, and
(verbal and written): (verbal, non-verbal, control of the prior knowledge of
uses correct written and communication the audience to
grammar, accurate electronic) to meet exchange with maximize learning
spelling and the needs of individuals and  Effectively
expression, legible different audiences groups delivers
handwriting  Restates, reflects  Presents messages
 Recognizes impact and clarifies persuasive and capable of
of non-verbal message(s) explanatory influencing
communication in  Communicates verbal, written or patients, the
self and others collaboratively with electronic community and
 Recognizes the both individuals and messages with society
verbal and non- groups logical  Provides
verbal characteristics  Collects necessary organization and education locally,
that portray information from all sequencing regionally and/or
confidence pertinent individuals  Maintains open nationally
 Utilizes electronic in the patient/client and constructive  Mediates conflict
communication management communication
appropriately process  Utilizes
 Provides effective communication
education (verbal, technology
non-verbal, written effectively and
and electronic) efficiently

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self assessment:

1. I can note the great impact of non-verbal communication with others, but I am not very skilled
in this manner. For my previous job, I applied non-verbal behavioral body language techniques
at a basic level but this is a great foundation to maintain with future professionals and patients.
2. Currently, I utilize electronic communications with ease and with consistency, through school
for assignments/projects/etc. and at work in term of effective and efficient communication with
parents for babysitting gigs, children needs, and directions to home.

Regarding this Professional Behavior, I would like to improve in the following ways:
 I would like to become more well versed in various forms of communication; especially non-
verbal routes. To improve, I am taking part in Ballet Moves, a dance program provided by
Cincinnati children to aide children who have cerebral palsy and down syndrome. Here, I
believe I will learn additional cues, gestures, and verbiage to benefit those who have different
learning styles. This will help me go beyond reading body language to being able to respond
properly with and without verbal language.

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3. Problem Solving – The ability to recognize and define problems, analyze data, develop and
implement solutions, and evaluate outcomes.

Beginning Level: Intermediate Level: Entry Level: Post Entry Level:

 Recognizes  Prioritizes problems  Independently  Weighs
problems  Identifies locates, prioritizes advantages and
 States problems contributors to and uses disadvantages of
clearly problems resources to solve a solution to a
 Describes known  Consults with problems problem
solutions to problems others to clarify  Accepts  Participates in
 Identifies resources problems responsibility for outcome studies
needed to develop  Appropriately seeks implementing  Participates in
solutions input or guidance solutions formal quality
 Uses technology to  Prioritizes  Implements assessment in
search for and locate resources (analysis solutions work environment
resources and critique of  Reassesses  Seeks solutions to
 Identifies possible resources) solutions community health-
solutions and  Considers  Evaluates related problems
probable outcomes consequences of outcomes  Considers second
possible solutions  Modifies solutions and third order
based on the effects of
outcome and solutions chosen
current evidence
 Evaluates
generalizability of
current evidence
to a particular
problem

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self assessment:

Evidence:
1. After working as a Mentor for the Learning Commons branch of Academic Coaches, I quickly
learned how to prioritize problems in terms of importance in relation to student safety and
health concerns, supervisor demands, and new projects. With this, I had collaborated with
fellow Mentors to determine the proper route for maximum growth for students and the group
as a whole.
2. In addition, I constantly created new modules for students and then followed each
remodel/creation with a 1:1 meeting with the director of the Learning Commons. Here, she
provided feedback and constructive criticism for proper module requirements.
Regarding this Professional Behavior, I would like to improve in the following ways:
 To improve, I want to be able to not only think of the pros and cons of a possible solution, but
prior to officially implementing a solution, to reassess the solutions and predict outcomes and
evaluate before evening beginning the change. Being able to modify the solutions will better
myself as a future clinician to reassess and modify treatment interventions in order to best fit
my patient with each visit/session.

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4. Interpersonal Skills – The ability to interact effectively with patients, families, colleagues, other
health care professionals, and the community in a culturally aware manner.

Beginning Level: Intermediate Level: Entry Level: Post Entry Level:

 Maintains  Recognizes the non-  Demonstrates  Establishes mentor
professional verbal active listening relationships
demeanor in all communication and skills and reflects  Recognizes the
interactions emotions that others back to original impact that non-
 Demonstrates bring to professional concern to verbal
interest in patients interactions determine course communication and
as individuals  Establishes trust of action the emotions of self
 Communicates  Seeks to gain input  Responds and others have
with others in a from others effectively to during interactions
respectful and  Respects role of unexpected and demonstrates
confident manner others situations the ability to modify
 Respects  Accommodates  Demonstrates the behaviors of
differences in differences in ability to build self and others
personality, learning styles as partnerships during the
lifestyle and appropriate  Applies conflict interaction
learning styles management
during interactions strategies when
with all persons dealing with
 Maintains challenging
confidentiality in all interactions
interactions  Recognizes the
 Recognizes the impact of non-
emotions and bias verbal
that one brings to communication
all professional and emotional
interactions responses during
interactions and
modifies own
behaviors based
on them

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self-assessment:
Evidence:
1. Again, when working with peers 1:1 I quickly learned various learning styles of students
through trial and error and then how to recognize these learning styles more quickly in order to
best provide for the various learners.
2. Through 1:1 meetings with students, many share deep and personal tragedies and losses
during their academic career. I exuded a caring and knowledable presence to show the
student that I would always be there to listen and if necessary, I would connect them to the
appropriate resources to aide in their well-being. By showing this side, students trusted me
with their personal challenges in academics as well as their general life.
Regarding this Professional Behavior, I would like to improve in the following ways:
 To improve, I would like to better understand and then implement conflict management
strategies when dealing with difficult interactions. In reality, practice as a PT is constantly full of
challenges, so learning early will aide in my future knowledge to assess a difficult situation with
ease, patience, and positivity.

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 Holly Lochtefeld

5. Responsibility – The ability to be accountable for the outcomes of personal and professional
actions and to follow through on commitments that encompass the profession within the scope of work,
community and social responsibilities.

Beginning Level: Intermediate Level: Entry Level: Post Entry Level:

 Demonstrates  Displays awareness  Educates patients  Recognizes role as
punctuality of and sensitivity to as consumers of a leader
 Provides a safe diverse populations health care  Encourages and
and secure  Completes projects services displays leadership
environment for without prompting  Encourages  Facilitates program
patients  Delegates tasks as patient development and
 Assumes needed accountability modification
responsibility for  Collaborates with  Directs patients to  Promotes clinical
actions team members, other health care training for students
 Follows through on patients and families professionals as and coworkers
commitments  Provides evidence- needed  Monitors and
 Articulates based patient care  Acts as a patient adapts to changes
limitations and advocate in the health care
readiness to learn  Promotes system
 Abides by all evidence-based  Promotes service
policies of practice in health to the community
academic program care settings
and clinical facility  Accepts
responsibility for
implementing
solutions
 Demonstrates
accountability for
all decisions and
behaviors in
academic and
clinical settings

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self-assessment:

Evidence:
1. Because I lack knowledge of in-depth health knowledge, I have not taken full responsibility
when in health care settings to direct and delegate tasks to others, but rather, I am always
willing to be guided through tasks and to give my talents wherever necessary.
2. In school, academically I demonstrate the responsibility to abide by all policies because I know
that if I would break any of these rules, then I would only truly hurt myself in my future career
as a health care professional.
Regarding this Professional Behavior, I would like to improve in the following ways:

 After this semester, I plan to build upon my academic knowledge so when entering a clinical
site, I will not be timid to take on more responsibility/begin foreign projects due to doubt, but
with confidence in order to expand my learning and to provide a more well-rounded based
patient care model. By assuming more responsibility, I will be then forced to build upon my
literature searching skills as well as collaborating with team members in order to conclude the
best possible outcome in terms of efficiency and benefit.

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 Holly Lochtefeld

6. Professionalism – The ability to exhibit appropriate professional conduct and to represent the
profession effectively while promoting the growth/development of the Physical Therapy profession.

Beginning Level: Intermediate Entry Level: Post Entry Level:

 Abides by all Level:  Demonstrates understanding  Actively
aspects of the  Identifies of scope of practice as promotes and
academic program positive evidenced by treatment of advocates for
honor code and the professional patients within scope of the profession
APTA Code of role models practice, referring to other  Pursues
Ethics within the healthcare professionals as leadership roles
 Demonstrates academic and necessary  Supports
awareness of state clinical  Provides patient/family research
licensure settings centered care at all times as  Participates in
regulations  Acts on moral evidenced by provision of program
 Projects commitment patient/family education, development
professional image during all seeking patient input and  Participates in
 Attends academic and informed consent for all education of the
professional clinical aspects of care and community
meetings activities maintenance of patient dignity  Demonstrates
 Demonstrates  Identifies  Seeks excellence in the ability to
cultural/generational when the input professional practice by practice
awareness, ethical of classmates, participation in professional effectively in
values, respect, and co-workers organizations and attendance multiple settings
continuous regard and other at sessions or participation in  Acts as a clinical
for all classmates, healthcare activities that further instructor
academic and professionals education/professional  Advocates for
clinical faculty/staff, will result in development the patient, the
patients, families, optimal  Utilizes evidence to guide community and
and other outcome and clinical decision making and society
healthcare acts the provision of patient care,
providers accordingly to following guidelines for best
attain such practices
input and  Discusses role of physical
share decision therapy within the healthcare
making system and in population
 Discusses health
societal  Demonstrates leadership in
expectations collaboration with both
of the individuals and groups
profession

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self-assessment:

Evidence:
1. Currently, I believe I demonstrate a professional image in clinics when I observe in terms of my
dress and character, but in addition, my social media presence is minimal but professional and
shows the sense of my being as an individual.
2. I currently am aware of the honor code and APTA Code of Ethics and am just beginning with
my academic career to promote and strive for excellence in all aspects.
Regarding this Professional Behavior, I would like to improve in the following ways:
 To better my professionalism skills, I would like to improve by discussing more the expectations
of the profession with professors and peers, as well as other individuals who are not involved
in the physical therapy profession. This way, I can widen my eyes to the various present

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 Holly Lochtefeld

opinions and expectations and share my current and future knowledge to benefit both parties
by learning what each demographic needs.

7. Use of Constructive Feedback – The ability to seek out and identify quality sources of feedback,
reflect on and integrate the feedback, and provide meaningful feedback to others.

Beginning Level: Intermediate Level: Entry Level: Post Entry Level:

 Demonstrates  Critiques own  Independently  Engages in non-
active listening performance engages in a judgmental, constructive
skills accurately continual problem-solving
 Assesses own  Responds process of self discussions
performance effectively to evaluation of  Acts as conduit for
 Actively seeks constructive skills, knowledge feedback between
feedback from feedback and abilities multiple sources
appropriate  Utilizes feedback  Seeks feedback  Seeks feedback from a
sources when establishing from variety of sources to
 Demonstrates professional and patients/clients include
receptive patient related and students/supervisees/
behavior and goals peers/mentors peers/supervisors/patients
positive attitude  Develops and  Readily  Utilizes feedback when
toward feedback implements a plan integrates analyzing and updating
 Incorporates of action in feedback professional goals
specific response to provided from a
feedback into feedback variety of
behaviors  Provides sources to
 Maintains two- constructive and improve skills,
way timely feedback knowledge and
communication abilities
without  Uses multiple
defensiveness approaches
when responding
to feedback
 Reconciles
differences with
sensitivity
 Modifies
feedback given
to
patients/clients
according to
their learning
styles

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self assessment:

Evidence:
 After Introductions to Examinations, I actively seek feedback from the healthcare professionals
as they have the experience and knowledge to critique and better my understanding as a
student. However, I am still working to accurately critique my own performance.

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 Holly Lochtefeld

 I listen actively and then inquire after being critique to make sure I understand the direction so I
can further improve my skills.

Regarding this Professional Behavior, I would like to improve in the following ways:
 With time, I would like to improve by more accurately critiquing my abilities as well as providing
this constructive feedback in a timelier manner. This is important for proper use of constructive
feedback as well as time management and efficiency. This I can push into my future career in
terms of being concise and time efficient with constructive criticism for myself as well as
instructing future patients. With this, I can then create an action plan from feedback to practice
and improve my abilities when given any feedback. This again is essential as in the physical
therapy field I will be constantly getting feedback and need to use it properly in order to
improve to the highest level possible for myself.

8. Effective Use of Time and Resources – The ability to manage time and resources effectively to
obtain the maximum possible benefit.

Beginning Level: Intermediate Level: Entry Level: Post Entry Level:

 Comes prepared for the  Utilizes effective  Uses current best  Advances
day’s methods of evidence profession by
activities/responsibilities searching for  Collaborates with contributing to the
 Identifies resource evidence for members of the body of
limitations (i.e. practice decisions team to maximize knowledge
information, time,  Recognizes own the impact of (outcomes, case
experience) resource treatment studies, etc)
 Determines when and contributions available  Applies best
how much  Shares  Has the ability to evidence
help/assistance is knowledge and set boundaries, considering
needed collaborates with negotiate, available
 Accesses current staff to utilize compromise, and resources and
evidence in a timely best current set realistic constraints
manner evidence expectations  Organizes and
 Verbalizes productivity  Discusses and  Gathers data and prioritizes
standards and identifies implements effectively effectively
barriers to meeting strategies for interprets and  Prioritizes
productivity standards meeting assimilates the multiple demands
 Self-identifies and productivity data to determine and situations
initiates learning standards plan of care that arise on a
opportunities during  Identifies need for  Utilizes given day
unscheduled time and seeks community  Mentors peers
referrals to other resources in and supervisees
disciplines discharge in increasing
planning productivity
 Adjusts plans, and/or
schedule etc. as effectiveness
patient needs and without
circumstances decrement in
dictate quality of care
 Meets productivity
standards of
facility while
providing quality
care and
completing non-

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 Holly Lochtefeld

productive work
activities

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self-assessment:

Evidence:
1. As of now, I use a planner and always document future dates as well as note when I have
completed assignments, work events, and/or meetings.
2. During breaks of school or weekend downtown apart from work, I self-identify time to grow as a
student with studying but in addition, healthcare opportunities to widen my scope of learning
such as volunteering for the Comeback Connection 5K and Ballet Moves.
Regarding this Professional Behavior, I would like to improve in the following ways:
 I look to improve by again utilizing effective and efficient methods to research evidence for my
future practicing decisions. By learning in Evidence Based Practice, how to properly read a
research article, I am understanding the limitations and great advances in research. In addition, by
navigating the APTA website and Pubmed website as resources, I will learn how to narrow in my
search to better find the answers I have questions to in terms of future practice.

9. Stress Management – The ability to identify sources of stress and to develop and implement
effective coping behaviors; this applies for interactions for: self, patient/clients and their families,
members of the health care team and in work/life scenarios.

Beginning Level: Intermediate Level: Entry Level: Post Entry Level:

 Recognizes own  Actively employs  Demonstrates  Recognizes when
stressors stress management appropriate problems are
 Recognizes techniques affective unsolvable
distress or  Reconciles responses in all  Assists others in
problems in others inconsistencies in situations recognizing and
 Seeks assistance the educational  Responds calmly managing stressors
as needed process to urgent situations  Demonstrates
 Maintains  Maintains balance with reflection and preventative
professional between debriefing as approach to stress
demeanor in all professional and needed management
situations personal life  Prioritizes multiple  Establishes support
 Accepts constructive commitments networks for self
feedback and  Reconciles and others
clarifies expectations inconsistencies  Offers solutions to
 Establishes outlets within the reduction of
to cope with professional, stress
stressors personal and  Models work/life
work/life balance through
environments health/wellness
 Demonstrates behaviors in
ability to defuse professional and
potential stressors personal life
with self and
others

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self assessment:

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 Holly Lochtefeld

Evidence:
1. If overwhelming stress hits, I cope by listening to mental meditation podcast, deep breathing
exercises, and most importantly for myself, I give myself alone time to digest the current stress
and prioritize my needs in terms of mental, social, and physical wellness.
2. To balance between professional and personal life, I set boundaries for my involvement with
school in terms of volunteerism as well as boundaries for my family/friends/social time.
Typically, I have every other weeks bias to academics and volunteerism and then the next
dedicated to family/friends.
Regarding this Professional Behavior, I would like to improve in the following ways:
 To improve my stress management, I want to be more open with friends and family about the
struggles I am currently feeling and when to ask for help, if necessary. With this, I will feel less
guilty about missing time with family and friends and hope to see an understanding response
from loved ones. In addition, I hope to also improve by more often responding to urgent
situations calmly and then by reflecting and again assessing oneself to better myself for future
conflicts.

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 Holly Lochtefeld

10. Commitment to Learning – The ability to self-direct learning to include the identification of needs
and sources of learning; and to continually seek and apply new knowledge, behaviors, and skills.

Beginning Level: Intermediate Level: Entry Level: Post Entry Level:

 Prioritizes  Researches and  Respectfully  Acts as a mentor not
information needs studies areas questions only to other PT’s, but
 Analyzes and where own conventional to other health
subdivides large knowledge base is wisdom professionals
questions into lacking in order to  Formulates and  Utilizes mentors who
components augment learning re-evaluates have knowledge
 Identifies own and practice position based on available to them
learning needs  Applies new available  Continues to seek and
based on information and re- evidence review relevant
previous evaluates  Demonstrates literature
experiences performance confidence in  Works towards clinical
 Welcomes and/or  Accepts that there sharing new specialty certifications
seeks new may be more than knowledge with  Seeks specialty
learning one answer to a all staff levels training
opportunities problem  Modifies  Is committed to
 Seeks out  Recognizes the programs and understanding the
professional need to and is able treatments based PT’s role in the health
literature to verify solutions to on newly-learned care environment
 Plans and problems skills and today (i.e. wellness
presents an in-  Reads articles considerations clinics, massage
service, research critically and  Consults with therapy, holistic
or cases studies understands limits other health medicine)
of application to professionals and  Pursues participation
professional physical in clinical education as
practice therapists for an educational
treatment ideas opportunity

I function predominantly in the beginning / intermediate / entry / post entry level

Examples of behaviors to support my self-assessment:

Evidence:
1. From previous clinical experiences, I was constantly open to new learning opportunities, to
enhance myself but to also understand other avenues of learning for future patients and fellow
healthcare professionals.
2. In addition, I am able to identify my own learning needs after transitioning from high school to
college to graduate school and learning from a variety of educators. I know I need repetition
with learning and as hands on and as applicable as possible to truly learn and understand and
to be able to teach others in the future.
Regarding this Professional Behavior, I would like to improve in the following ways:

 By the end of the semester, I will improve upon this area as it directly relates to the care given
to my future patients. By accepting there is more than one answer to a probably and in this
manner being able to read and critically appraise different literature, I can match the best
patient care plan to the patient in order to uphold my duties as a future physical therapist.

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 Holly Lochtefeld

Professional Development Plan:

Based on my self-assessment of my Professional Behaviors and the areas I have identified for
improvement, I am setting the following goals:
 Become more involved in a therapeutic setting outside of school to use as an outlet to stress,
but to also become more well versed in the language, environment, and dimensions of physical
therapy
 Be more open with others of my feelings in terms of stress management, this way I can better
balance and be effective with my time management of school, work, and “play”
 To improve my ability to go out of my way to receive, understand and implement proper
constructive feedback

To accomplish these goals, I will take the following specific actions:

 Take part in the Ballet Moves program a dance program provided by Cincinnati children to aide
children who have cerebral palsy and down syndrome. Here, I believe I will learn additional
cues, gestures, and verbiage to benefit those who have different learning styles. This will help
me go beyond reading body language to being able to respond properly with and without
verbal language. This will also show me more avenues of the profession of physical therapy,
and it will be an outlet for me to spend time with children as I love to vibe off of their energy
and see their passion grow and they grow developmentally.
 To be more open, I plan to further explain why I may have to miss family functions, friend
events, or decline babysitting gigs as I need school to be my number 1 priority. With this
always in sight, I can then learn to balance my school habits and slowly add in more time for
other areas of my life. With this, I will work to be more effective on the weekend by chunking
out my responsibilities this way I do not completely take a day off and then have to reverse and
add an entire day of school in my schedule, but rather I can chunk out the day to put in effort
and piece by piece add in more fun/social events.
 This semester, I plan to go to Office Hours to meet with professors when I need clarification or
am struggling in courses. With this, I will be given constructive feedback and plan to set an
action plan after the meeting in order to be a better student inside and outside the classroom.
This also will aide in my professional development with relationships with mentors, as well as
communicating with future colleagues.

By my signature below, I indicate that I have completed this self assessment and sought feedback from
my CI regarding my self assessment.

Student Signature: Date:

CI feedback/suggestions.

CI signature: Date:

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