Professional Behaviors Assessment

Physical Therapy Program

Student Name Allie Bishop Internship Facility Drake OP Neuro

Clinical Instructor Abbie Homan Clinical Dates August 24th – October 21st
2022

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

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

Examples of behaviors to support my self assessment: Regarding my critical thinking, with this rotation
I have consulted the literature more to justify my interventions and goals. For example, I will consult the
literature for the MDC of the TUG and FGA to set an appropriate goal for each patient. I have also
looked at the research for SCI interventions. I would say that I am also able to distinguish relevant and
nonrelevant information during the subjective portion of an eval.

Regarding this Professional Behavior, I would like to improve in the following ways:
To improve my critical thinking I can actively seek out alternative hypotheses to better understand what
is going on with my patient. I think I could also improve on determining the most appropriate measure
for evaluations, especially when under time constraints.
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 control expectations, and
(verbal and written): (verbal, non-verbal, 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:

This rotation has really allowed me to advance my communication skills with pts by educating them on
their diagnosis, the objective findings of their session, and education on exercises. I believe I am able
to alter my communication skills to fit a patients needs regarding verbal and non-verbal. For example if
educating a pt on an exercise and then demonstrate it incorrectly, I try then to provide visual
demonstration so they better understand. I also have worked on communicating with pts who have a hx
of bipolar dx and emotional lability due to a stroke, so altering that communication to promote an
effective treatment session.

Regarding this Professional Behavior, I would like to improve in the following ways:
I think one thing I would like to work on is mediating conflict with a pt. I have not really had to deal with
a pt who expresses anger or dissatisfaction with their care, so working on this could improve. I also
think more practice on educating pts on dx I have not seen yet or seen infrequently could use practice
as I go into my last clinical.
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  Independently  Weighs
problems problems locates, prioritizes advantages and
 States problems  Identifies and uses resources disadvantages of
clearly contributors to to solve problems a solution to a
 Describes known problems  Accepts problem
solutions to problems  Consults with responsibility for  Participates in
 Identifies resources others to clarify implementing outcome studies
needed to develop problems solutions  Participates in
solutions  Appropriately  Implements formal quality
 Uses technology to seeks input or solutions assessment in
search for and locate guidance  Reassesses work environment
resources  Prioritizes solutions  Seeks solutions to
 Identifies possible resources  Evaluates outcomes community health-
solutions and (analysis and  Modifies solutions related problems
probable outcomes critique of based on the  Considers second
resources) outcome and current and third order
 Considers evidence effects of
consequences of  Evaluates solutions chosen
possible solutions 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:

I have also improved my ability to problem solve during this rotation. For example we have a pt who
has PF contractions and an early heel rise when he walks who previously demo’d a forefoot initial
contact during amb. Throughout this clinical I have been able to problem solve what techniques would
help improve his DF ROM with different exercise. due to him resisting manual therapy. With this I also
reassess to see if the new interventions I provide improve his DF ROM by looking at his range before
and after each session.

Regarding this Professional Behavior, I would like to improve in the following ways:
With this I would like to be able to independently recognize problems, hypothesize their solutions and
come up with one without the assistance from a CI. I would also like to improve on seeking solution in
the community for pts at my last rotation.
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:

When working with pts, I try to frequently build trust by involving them in their own care. For example I
ask if they have any questions after evaluations, and I also ask if the FITT POC I recommend is
something that are capable of following and then modify if they say no. I also think I build great
relationships with pts by actively trying to get to know them throughout my time with them.

Regarding this Professional Behavior, I would like to improve in the following ways:
I would like to improve on establishing mentor relationships. My CI has been a great mentor to me, but
this was an assigned mentor so seeking outside mentorship on possible personal interests would
benefit me professionally and make me a better provider.
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:

I am very mindful about encouraging pts to complete their HEPs on days off in the clinic. I have even
implemented ways to ensure a pt completes these exercises by bringing their printed HEP back to
clinic with them. I also educate family members on the HEP to promote independence at home.

Regarding this Professional Behavior, I would like to improve in the following ways:
I would like to improve on using evidence-based practice when implementing care with pts. To do this I
can read more CPGs and other articles from APTA on frequent dx I see. Although I have referenced
the literature when thinking about interventions for pts, I want to be more knowledgeable on the most
appropriate outcome measures and their effectiveness in the clinic.
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 Level: Entry Level: Post Entry Level:

 Abides by all aspects  Identifies positive
of the academic
program honor code
and the APTA Code
of Ethics
 Demonstrates  Acts on moral
awareness of state
licensure regulations
 Projects professional
image  Identifies when the
 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  Discusses societal
providers
 Demonstrates  Actively promotes
professional role understanding of and advocates for
models within the scope of practice as the profession
academic and evidenced by  Pursues leadership
clinical settings treatment of patients roles
within scope of  Supports research
commitment during practice, referring to  Participates in
all academic and other healthcare program
clinical activities professionals as development
necessary  Participates in
input of  Provides education of the
classmates, co- patient/family community
workers and other centered care at all  Demonstrates the
healthcare times as evidenced by ability to practice
professionals will provision of effectively in
result in optimal patient/family multiple settings
outcome and acts education, seeking  Acts as a clinical
accordingly to patient input and instructor
attain such input informed consent for  Advocates for the
and share decision all aspects of care patient, the
making and maintenance of community and
patient dignity society
expectations of the  Seeks excellence in
profession professional practice
by participation in
professional
organizations and
attendance at
sessions or
participation in
activities that further
education/professiona
l development
 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

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

Examples of behaviors to support my self assessment:
For this rotation, I really try to ask my CI further engaging questions to pick her brain because she has
her NCS so she has a lot of additional knowledge that I may not have learned it school. I will also ask
my CI for input with pts to obtain optimal outcomes to ensure the highest quality of care is provided.

Regarding this Professional Behavior, I would like to improve in the following ways:
I would like to improve on pursuing a leadership role in the profession to pass on the knowledge that I
have learned in school and all of the knowledge my Cis have taught me.
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
adefensiveness 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:

During this rotation I have found I am critiquing my performance with pts more and reflecting on how I
can improve for the next visit. In a specific instance when talking with my CI during our weekly
meetings I was mentioning to her the things I saw/felt with my performance and she mentioned that she
did not see it that way from an outside perspective. With this, perhaps I demonstrate too harsh
feedback for myself. I also always ask for feedback regarding goals and POC when seeing a pt to
make sure they can follow the POC and are willing to participate to increase their autonomy in their
care.

Regarding this Professional Behavior, I would like to improve in the following ways:
I would like to improve engaging in problem solving discussions regarding pts care. I hope to improve
on this in my last rotation.
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 best compromise, and resources and
evidence in a timely current evidence set realistic constraints
manner  Discusses and expectations  Organizes and
 Verbalizes productivity implements  Gathers data and prioritizes
standards and identifies strategies for effectively effectively
barriers to meeting meeting interprets and  Prioritizes
productivity standards productivity assimilates the multiple demands
 Self-identifies and standards data to determine and situations
initiates learning  Identifies need for plan of care that arise on a
opportunities during and seeks  Utilizes given day
unscheduled time referrals to other community  Mentors peers
disciplines resources in and supervisees
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-
productive work
activities

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

Examples of behaviors to support my self assessment:

When setting goals I will refer to the literature to determine the appropriate progression or cut off score
given the pts demographics/dx to evidence based goals. I also presented an in-service on the recent
evidence regarding w/c outcome measures and education for promoting QoL.

Regarding this Professional Behavior, I would like to improve in the following ways:
I would like to improve on maintaining a full new grad case load. At this time I am managing ~75% of
caseload and need to work on my time management skills when it comes to documentation to be able
to see more pts.
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 professional, the reduction of
to cope with personal and stress
stressors work/life  Models work/life
environments balance through
 Demonstrates health/wellness
ability to defuse behaviors in
potential stressors professional and
with self and personal life
others

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

Examples of behaviors to support my self assessment:

I believe I accept constructive feedback in a very positive and respectful manner. This not only makes
me better as a clinican but also builds relationships when feedback can be given and received
respectfully.

Regarding this Professional Behavior, I would like to improve in the following ways:
I would like to improve and work on being able to respond to stressful situations in clinic, such as pt
falling or when a pt codes. I have not had experience with potential stressors like this in the clinic this
term so would need to have more practice with this, although I would not wish this on anyone.
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:

During my weekly meetings I believe I have effectively implemented the feedback my CI gives me into
the next week to further develop my skills as a provider. I also have taken charge on independently
researching and referring back to my academics with a topic or skill that I do not feel confident in. For
example before performing vestibular assessment and interventions (dix-hallpike/epley, bbq roll), I
referred back to my notes the night before as a refresher as well as went over the techniques with my
CI before performing on pt.
Regarding this Professional Behavior, I would like to improve in the following ways:
I would like to improve in consulting with other healthcare professionals when it comes to our pts care. I
believe getting input from several of their healthcare team can only enhance care given. At this moment
I have only consulted with my CI throughout my time as a student as that is what they are there for.
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:

1. Find and establish mentorship with another PT to further my skills and knowledge
2. The ability to efficiently think and act fast in difficult situations – EX: pt falling, possible code
situation
3. Pursue a leadership role in the field of PT

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

1. To establish a mentor in the field, I plan to engage more in networking opportunities within the
field of PT to determine who would be an appropriate mentor. I then plan to set up monthly
meeting times to discuss areas I wish to improve my skills on or learn more about to enhance
my knowledge.
2. Although this situation can not be actively sought out, I plan to see if at the clinic I am currently
at, if there are simulations where I can act out these situations so I know how to appropriately
respond to these types of situations. If this is not a current activity they engage in, having that
conversation with staff to train me to be ready for these situations with these simulations.
3. In the near future I plan to become certified to teach a group fitness class for the geriatric
population, such as Silver Sneakers, to engage in a leadership role within the profession.