Physical Therapy

This is an exciting time for physical therapists and physical therapy educational programs. The faculty and staff of the Graduate School of Physical Therapy at SRU are committed to preparing our graduates to practice in a dynamic clinical environment and to meet the challenges associated with an ever-changing health care system. We are fortunate to be located in a quiet, rural environment which provides a wide variety of recreational opportunities while being only about 1 hour from the city of Pittsburgh. The core faculty is a blend of experienced clinicians, scientists, and professors who are committed to the education of the SRU Doctor of Physical Therapy students.

The facilities are among the best in the country with the PT building being completed in fall of 2000. Therefore, the faculty and students learn and study in contemporary laboratories and classrooms. Admission to the SRU Doctor of Physical Therapy program is competitive and our student body has excellent credentials. Graduates currently practice throughout the US and many are making significant contributions to the profession.

Accreditation

The Doctor of Physical Therapy program at Slippery Rock University is accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE).

Address:
Commission on Accreditation in Physical Therapy Education
3030 Potomac Ave., Suite 100
Alexandria, Virginia 22305-3085

Phone: 703.706.3245
Email: accreditation@apta.org
Website: http://www.capteonline.org

If needing to contact the program/institution directly, please call 724.738.2080 or email maryann.holbein@sru.edu.

Complaints Outside the Realm of Due Process

Policy Complaints Outside the Realm of Due Process

Outcomes

Graduates of the Doctor of Physical Therapy program will demonstrate:

Professional Communication: Effective oral and written professional communication, in all contexts, for purposes of education, consultation, patient management and developing professional relationships.
Science Integration: Integration of knowledge of biological, physical, behavioral, and clinical sciences for clinical decision making.
Competent Performance of the Patient/Client Management Model: Competent performance of each element of the APTA patient/client management model, including clinical decision making for differential diagnosis, intervention and appropriate referral.
Cultural Competence: Promotion of optimum health and function to a culturally diverse patient/client population.
Evidence-Based Practice: Capability to critically evaluate the professional literature to become evidence-based practitioners and demonstrate basic competence in research processes.
Leadership and Business Practices: Effective leadership and business practices in physical therapy.
Professional Behavior: Professional behavior consistent with ethical and legal standards of the profession.
Continuous Growth: Continuous professional and personal growth to advance professional competence, career goals and the profession.

Mission and Philosophy Statement

MISSION STATEMENT

The mission of Graduate School of Physical Therapy at SRU is to prepare physical therapists to:

• Provide competent, person-centered care as part of a collaborative, inter-professional team.

• Engage in evidence-informed practice utilizing critical thinking skills and a drive for life-long learning.

• Provide ethical and culturally competent care informed by respect for all individuals and the goal of improving population health.

• Advocate for equitable access to quality healthcare for all persons and be socially and fiscally responsible professionals.

• Contribute to the profession through scientific inquiry, leadership, and service

PHILOSOPHY STATEMENT

The SRU DPT faculty believe that:

The field of Physical Therapy will continue to represent a challenging endeavor that will focus on the efficient delivery of a variety of health care services to a diverse population of consumers whose needs will include optimizing function, education, prevention, and promotion of wellness. This requires professional involvement, community service, research, and life-long learning.

Physical Therapy Education must produce entry-level doctoral level graduates that are proficient in the foundational, clinical and behavioral sciences. The educational process must provide a fertile environment for critical thinking, self-inquiry, active learning, service learning and cultural sensitivity, with the modeling of responsible and ethical behavior. This requires collaborating with colleagues for the professional exchange of information.

Faculty must be ethical and competent role models for students through participation in clinical practice, research, university governance, and professional activities. Faculty will be deeply committed to serving as student mentors to produce graduates who recognize the competent administration of patient care as a privilege and a critical service to society.

Patients are deserving of the highest quality of care by physical therapists and student physical therapists who demonstrate respect, compassion, and cultural sensitivity regardless of the patient's physical, mental, and/or socioeconomic status. We also believe that all patients must provide informed consent and are empowered through education and intervention to manage their condition.