2015 Stimulus Package for Volunteer Physical Therapy Providers
- Up-to-date access
- Library access
- Course audit opportunities
Physical therapists licensed in Utah who volunteer to provide care at the Community Rehabilitation Clinic in Provo, Utah two (2) shifts (4 or more hours each shift) will receive a $50 discount for all continuing education courses offered by the North American Institute of Orthopedic Manual Therapy (NAIOMT). Physical therapists who volunteer to provide care at the Community Rehabilitation Clinic four (4) shifts (4 or more hours each shift) will receive a $100 discount for all continuing education courses offered by NAIOMT.
In addition, physical therapists licensed in Utah who volunteer to provide care at the Community Rehabilitation Clinic for at least 16 hours every 4 months are eligible to take advantage of the following benefits after completing the first 4 months or 16 hours:
➢ Access to the RMUoHP digital library and databases.
➢ Access to the Up-to-Date service through the RMUoHP library authentication portal. UpToDate® is an evidence-based, physician-authored clinical point-of-care decision support resource.
➢ Ability to audit any of the courses listed below under the catalogue of Auditable courses (Please note that no Academic Credit is awarded for courses audited. However, CEU may be available. Please contact the Director of Continuing Education at RMUoHP for more information. Please note that courses may not be available in some semesters if a minimum number of students are not enrolled).
Catalogue of Auditable Courses
HS 710 Evidence-based Practice. CEU: TBD (2 credits; 2 days On-site). Summer Semester
This course is designed to prepare healthcare professionals with the knowledge, skills and abilities necessary to make independent judgments about the validity of clinical research and to implement evidence-based clinical practice in their careers. This course will focus on the concepts of evidence-based practice with emphasis on forming answerable clinical questions and effective literature search strategies. The evaluative approach to appraising the research literature will prepare the students to judge the evidence on: 1) the accuracy and validity of diagnostic tests and the application of important diagnostic tests in the care of a specific patient; 2) the effectiveness of clinical interventions; 3) the natural history of health-related conditions; 4) risk of harm from select preventative and therapeutic interventions. Based on presentation of case scenarios, students will be required to formulate the key question(s), rapidly search medical and health-related databases, appraise the evidence with a critical analysis and describe application of the evidence in a clinical context.
HS 750 Leadership and Policy in Healthcare. CEU: TBD. (3 credits; Online). Fall Semester.
This course examines ways to synthesize theoretical leadership concepts with personal and professional values embedded in a clinical practice environment. Issues of power, innovation, working with teams, change and leadership/healthcare delivery models are addressed. Themes of self-reflection, self-mastery, and interpersonal skills are explored.
HS 760 Technology and Informatics. CEU: TBD. (3 credits; Online). Summer Semester
This course is designed for the advanced clinician to explore major existing and emerging technologies and their potential impact on health care and health care education. Systems are addressed that support patient centered, safe, effective, timely, efficient and equitable are. An emphasis is placed on the role that information technology supports these systems and on development and use of technologies in 21st century healthcare/education. Current technology used for online/blended and face to face learning experiences will be analyzed and discussed.
LDHE 740 Learning Theory and Design. CEU: TBD. (2 credits; Online). Summer Semester
This course incorporates a learner centered approach to course development and instructional delivery. Evidence-based learning theories and methods will be explored. Generational learning will be discussed.
LDHE 670 Learning Assessment and Evaluation. CEU: TBD. (2 credits; Online). Summer Semester
This course examines a variety of assessment models and techniques used to evaluate student classroom performance, instructor performance and educational programs. A focus will be on the development of rubrics and metrics to evaluate student performance.
LDHE 718 Higher Education Administration. CEU: TBD (2 credits; Online). Fall Semester
The course examines the constructs of higher education including the roles of personnel and functions of various administrative departments. How to successfully navigate the role of an administrator and faculty member is a major emphasis along with discussing current issues in higher education administration.
LDHE 610 Instructional Technology. CEU: TBD. (2 credits; Online). Fall Semester
This course focuses on the use of instructional technology during the design and delivery of online/blended and face to face learning environments. Frameworks of online and blended course design and strategies for online instructional delivery will be discussed.
LDHE 752 Curriculum Development. CEU: TBD. (2 credits; Online). Winter Semester
This course prepares students to examine various classical and modern curriculum theorists and apply these theories to health care curriculum development. Students design a curriculum for their discipline.
LDHE 620 Clinical Education Design and Strategies. CEU: TBD (2 credits; Online). Winter Semester
This course focuses on the health care provider as a clinical educator both within a clinical classroom and fieldwork setting. Clinical education learning theories, models, and instructional strategies are explored.
AT 618 Preventative Measures. CEU:TBD. (3 credits, Online). Fall Semester.
Only Podcasts are available for auditing at this time. Evidence-based preventative measures to curb the incidence of mild brain injury, environmental illnesses and musculoskeletal injury.
WE 622 Intro to Health Promotion and Wellness and Risk Reduction Strategies CEU: TBD. (3 credits; Online). Fall Semester
This course will provide an overview of the concepts of health promotion, health education, public health, primary prevention, lifestyle, behavior, and wellness and, based on evidence, their relationships to each other and to secondary and tertiary care. The historical relevance of and evidence for focusing on individual and social determinants of health will be explored and an ecological model combining both approaches will be introduced. The evidence related to risk factors for disease due to lifestyle choices will be reviewed and discussed in this course, including but not limited to smoking, nutritional choices, obesity, inactivity, diabetes, social support, and stress. Evidence for the prevention of diseases through the adoption of healthy behaviors will also be discussed. Strategies for adopting positive health-related behaviors will be explored. Class format will include lecture, small group activities and projects, and a personal wellness philosophy presentation.
WE 704 Nutrition. CEU: TBD. (3 credits; 1 day On-site). Fall Semester
This course is designed to survey current nutrition issues as they relate to humans across the lifespan such as: food policy, industry trends, resources for the non-Dietetic health practitioner to evaluate claims, research and evidence-based guidelines for nutrition, nutrigenomics, functional foods and supplements. Effective methods of utilizing nutrition screening and assessment protocols will be addressed. Class format will include lecture, personal diet analysis, small group work, forum posts and discussions.
WE 700 Theories of Behavior Change. CEU: TBD. (3 credits; 2 days On-site) Winter Semester
This course is designed to expose the student to the fundamental theories driving research and practice in health education, and to provide an opportunity for the student to put theory into practice based on current evidence. A variety of theories will be reviewed and the opportunity for the student to become familiar with the literature applying the theories provided. Working in a group, students will design a health education program based on a given theory and supported by evidence and present the findings to the class. Class format will include lecture and group activities.
WE 610 Population Health Issues. CEU: TBD. (3 credits; 2 days On-site). Summer Semester
In this course the health issues of specific populations will be discussed, including gender and age specific populations, as well as one or two additional populations driven by class preferences. Additional populations may include shift workers, various ethnic groups, or religious groups. Health and well-being issues specific to each population selected will be discussed and explored and evidence-based strategies developed to address the issues for each population. The ecological model of health promotion will be explored. Class format will include lecture and small group activities.
WE 624 Motivation, Coaching, and Resilience Impact on Health. CEU: TBD. (3 credits; 2 days On-site). Summer Semester.
The prominent methodologies of coaching and motivation will be presented and theories of compliance with behavior change will be explored. Application of these methods to various ages and groups will be discussed. The concept of resilience (the ability to adapt or recover rapidly) will be explored and discussed in relationship to health and well-being. Psychological, emotional and spiritual resources, such as coping, social support, meaningful connections, sense of life purpose, optimism, commitment, control, and reframing will be defined, and the evidence for each reviewed and discussed in terms of their ability to be learned, developed, and capitalized upon to improve health status. Class format will include self-journaling, lecture, small group and experiential activities.
WE 717 Integrative Therapies in Health Promotion. CEU: TBD. (3 credits; 1 day On-site). Fall Semester.
The use of complementary and alternative therapies in the context of health promotion will be explored in this course using an evidence-based approach. Topics introduced may include energy medicine (Reiki, Qi gong, healing touch), manipulative and body-based practices (massage therapy, reflexology, Rolfing, Trager bodywork, Alexander technique, Feldenkrais), or mind-body approaches (relaxation, hypnosis, visual imagery, meditation, yoga, biofeedback, tai chi, prayer). Class format includes lecture, small group work, and hands on activities.