Disciplines:

Physical Therapy

Hours: 12 Contact Hours
Item#: QBT12

 

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Item # QBT12
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The practice of physical therapy encompasses far more than clinical skills alone. This continuing education bundle provides 12 contact hours and is appropriate for both physical therapists and physical therapist assistants. Five individual courses explore many of the professional issues that clinicians face in their practice, and provides tools to help them navigate challenges and grow professionally.

This product includes the following courses:
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Protecting Patient Safety: Preventing Medical Errors, 2nd Edition

Price: $24.95 
Item # Q3521  

Release Date: January 11, 2017

Expiration Date: January 12, 2020

The purpose of this basic-level course is to provide licensed practitioners with information concerning the current state of medical errors, the impact of medical errors on the safety of patients, and the importance of establishing and working in a culture of safety. Contributing causes and types of medical errors are reviewed. Strategies to reduce or prevent medical errors and improve patient outcomes are presented. Methods to identify, analyze, and report medical errors are reviewed, populations at risk for medical errors are identified, and patient safety initiatives including education for the public and healthcare professionals are explored. 

California PTs and PTAs - Approved by the Physical Therapy Board of California through Net Education Design, Inc., an agency recognized by the board to approved courses that meet Physical Therapy Regulations 1399.96

Ohio PTs & PTAs - Approval #18S7403 (6/13/18 to 6/13/19)

Florida & Indiana PTs & PTAs – PT boards in your state accept this course based on pre-approval by the Ohio PT Association.

New Jersey PTs & PTAs - Approval #1808-114 (2/1/18 - 1/31/20)

Pennsylvania PTs & PTAs - Pennsylvania PT Board Approved, #PTCE013509, for 2 general hours & 0 direct access hours. (Exp 12/31/18)

Disclosures

 

  • Courses must be completed on or before the expiration date noted in the course description above.
  • You must score 75% or higher on the final exam and complete the course evaluation to pass this course and receive a certificate of completion.
  • Through our review processes, Western Schools ensures that the course content is presented in a balanced, unbiased manner and is free from commercial influence. It is Western Schools’ policy not to accept commercial support.
  • All persons involved in the planning and development of this course have disclosed no relevant financial relationships or other conflicts of interest related to the course content.
  • There are no prerequisites for this course

 

 

Objectives

Course Objectives

  • Discuss medical errors, the impact of errors on patient safety, the components of medical errors, and the significance of a safety culture.
  • Recognize contributing causes of medical errors, common types of errors, and strategies to reduce errors and improve the outcomes of patients.
  • Differentiate between methods for identifying, analyzing, and reporting medical errors.
  • Identify high-risk populations with increased vulnerability for medical errors.
  • Discuss patient safety initiatives and the benefits of patient safety education for the public and for healthcare professionals.
Author Bio(s)

 

Joy Parchment, PhD, RN, NE-BC, is an executive nurse leader who is passionate about mentoring new nurse leaders. Dr. Parchment earned a master of science degree in nursing from Anna Maria College and a doctor of philosophy degree in nursing from the University of Central Florida, is boardcertified as a nurse executive from the American Nurses Credentialing Center, and holds a patient safety executive development program certificate from the Institute for Healthcare Improvement. She is a member of several professional nursing organizations and international associations and is the current president of the Central Florida Organization of Nurse Executives. Her research interests include nursing workforce trends, workplace bullying, and the work environment of nurse leaders. She is a national conference presenter and is the recipient of several small research grants for her work in the field of workplace bullying. Using her expertise drawn from nursing administration, academia, and ambulatory care, Dr. Parchment guides interprofessional teams to successfully implement quality and safety improvement initiatives.

 

Peer Reviewer Bio(s)

Christa Carpenter, RN, Esq., is a registered nurse and healthcare attorney. She practices healthcare law in Florida with a particular emphasis and specialty in patient safety issues.

Chronic Illness and Depression

Price: $24.95 
Item # Q3561  

Release Date: November 28, 2017

Expiration Date: November 28, 2020

This  basic-level course addresses the knowledge gap by providing rehabilitation  professionals with an overview of the co-occurrence of depression and chronic conditions and identifying challenges in screening and referring adults with chronic conditions and depression. It provides explanations for potential causes of and contributing factors to depression unique to individuals with chronic medical conditions. Although individuals with chronic conditions are at increased risk for depression, this course also explores factors that may enhance such individuals’ well-being and diminish the likelihood of depression.

Texas PTs & PTAs - This activity is provided by the Texas Board of Physical Therapy Examiners Accredited Provider #1911021TX and meets continuing competence requirements for PT & PTA license renewal in Texas.

California PTs & PTAs - Approved by the Physical Therapy Board of California through Net Education Design, Inc., an agency recognized by the board to approved courses that meet Physical Therapy Regulations 1399.96.

Ohio PTs & PTAs - Approval #18S7384 (6/1/18 to 6/1/19)

Florida & Indiana PTs & PTAs – PT boards in your state accept this course based on pre-approval by the Ohio PT Association.

New Jersey PTs & PTAs - Approval #1808-94 (2/1/18 - 1/31/20)

Pennsylvania PTs & PTAs - Pennsylvania PT Board Approved, #PTCE013501, for 2 general hours & 0 direct access hours.

Disclosures
  • Courses must be completed on or before the expiration date noted in the course description above.
  • You must score 75% or higher on the final exam and complete the course evaluation to pass this course and receive a certificate of completion.
  • Through our review processes, Western Schools ensures that the course content is presented in a balanced, unbiased manner and is free from commercial influence. It is Western Schools’ policy not to accept commercial support.
  • All persons involved in the planning and development of this course have disclosed no relevant financial relationships or other conflicts of interest related to the course content.
  • There are no prerequisites for this course.
Objectives

Course Objectives

  • Describe the co-occurrence of depression and chronic illness.
  • Recognize the symptoms of depression and appropriate assessment tools to screen for depression.
  • Identify common causes and contributing risk and protective factors for depression in individuals in medical populations.
  • Describe treatment approaches for depression in individuals with chronic illness.
  • Describe the implications of chronic illness and depression on physical and occupational therapy practice.
Author Bio(s)
Alexandra L. Terrill, PhD, received her PhD in clinical psychology from Washington State University, with specialized training in clinical health psychology. She also completed a postdoctoral fellowship at the University of Washington in rehabilitation psychology. During her fellowship, she was involved in research on aging with physical disabilities associated with chronic conditions. Dr. Terrill is currently a faculty member at the University of Utah, Division of Occupational Therapy. Her research encompasses three basic areas: (1) stress, coping/adjustment, and chronic health conditions; (2) using strengths-based interventions (positive psychology); and (3) aging. Her broad goal is to improve our understanding of how social, psychological, and biological processes interact to affect individuals aging with a chronic condition and develop interventions that enhance productivity and quality of life from early to late adulthood. She is particularly interested in investigating and enhancing protective factors involved in the prevention of and adjustment to chronic medical conditions and associated disability.
 
Brandon Abbs, PhD, earned his PhD in psychology from the University of Iowa and a BA in psychology from the University of Maryland, College Park. He was most recently a postdoctoral research fellow in the Department of Psychiatry at Harvard Medical School and the Department of Medicine at Brigham and Women’s Hospital in Boston. During this fellowship, he was involved in research projects on the relationship between maternal infection during pregnancy and a child’s risk for schizophrenia, major depressive disorder, and early cognitive decline. He studied this relationship using neuroimaging and neuropsychology. He is currently a senior medical writer for a biotechnology company in Boston, where he composes documents needed to conduct clinical trials in oncology and to inform people about specific cancer types and available treatments.
 
Julie Heinrichs, PT, DPT, earned her BA in English and master’s in Physical Therapy from Marquette University in Milwaukee and a Doctor of Physical Therapy from the MGH Institute of Health Professions in Boston. She has over a decade of experience working with adults in a variety of inpatient and outpatient settings. Because of her experience in working with patients with mental health challenges, she has developed a profes­sional interest in the interactions between mental and physical health. She is currently the Physical Therapy Education Planner at Western Schools.
Peer Reviewer Bio(s)

John G. Cagle, PhD, MSW, is an assistant professor at the University of Maryland School of Social Work in Baltimore. His work focuses on the psychosocial dimensions of family caregiving and coping with life-threatening illness. As a clinician-researcher, his scholarship is informed by nearly a decade of experience as a hospice social worker. His scholarship includes work on the application of cognitive-behavioral treatment approaches with families coping with serious, life-threatening illness. His research has also included clinical trials to assess for and address barriers to pain management in hospice care, efforts to improve palliative care in long-term care settings, and an evaluation of caregiving at the end of life. His work has been supported by the John A. Hartford Foundation, the National Palliative Care Research Center, the Agency for Healthcare Research and Quality, and the National Institutes of Health.

Jessica J. Bolduc, DrOT, MSOTR/L, received her master’s degree from the University of New England in 2005 and her doctorate in 2013 from Nova Southeastern University. Her clinical experience spans the continuum of care, including acute care, inpatient rehabilitation, outpatient rehabilitation, skilled nursing, and home health. Dr. Bolduc has served as adjunct professor in the occupational therapy department at the University of New England and the University of Southern Maine, where she taught courses on physical dysfunction. She served as vice president of the Vermont Occupational Therapy Association for two years and as president for three years. She is currently active with the Maine Occupational Therapy Association as President-Elect. Dr. Bolduc is licensed in occupational therapy in four states and is a certified clinical fieldwork educator. She has published in OT Practice, The Internet Journal of Allied Health, Sciences and Practice, and has written textbook chapters in Gerontology for The HealthCare Practitioner and Occupational Therapy Essentials for Clinical Competence. She has presented at national and state occupational therapy conferences. In addition to her ongoing work as a staff occupational therapist, Dr. Bolduc serves as the Occupational Therapy Planner at Western Schools, an AOTA-approved provider of continuing education.

Leadership Practices in Health Professions

Price: $24.95 
Item # Q3538  

Release Date: March 28, 2017

Expiration Date: March 28, 2020

Leadership is a complex topic that is best deconstructed to understand its parts and empower application. This basic-level course is designed to define leadership theories and models that frame current leadership practices. An exploration of various styles of leadership will enable learners to reflect on their own leadership practices and/or create a leadership plan for the application of new skills. The combination of leadership and mentorship education will enhance current healthcare practice to secure the future of the profession for the well-being of the clients served. In occupational and physical therapy curricula, leadership is addressed − but just the tip of the iceberg. Students may be exposed to learning and teaching styles, or leadership training may be offered in the workplace and perhaps through mentorship opportunities. These opportunities may lack proper definition of leadership theories and models that would enable the learner to be successful in leadership roles.


California PTs & PTAs - Approved by the Physical Therapy Board of California through Net Education Design, Inc., an agency recognized by the board to approved courses that meet Physical Therapy Regulations 1399.96.

New Jersey PTs & PTAs - Approval #1808-107 (2/1/18 - 1/31/20)

Texas PTs & PTAs - This activity is provided by the Texas Board of Physical Therapy Examiners Accredited Provider #1911021TX and meets continuing competence requirements for PT & PTA license renewal in Texas.

 

Disclosures
  • Courses must be completed on or before the expiration date noted in the course description above.
  • You must score 75% or higher on the final exam and complete the course evaluation to pass this course and receive a certificate of completion.
  • Through our review processes, Western Schools ensures that the course content is presented in a balanced, unbiased manner and is free from commercial influence. It is Western Schools’ policy not to accept commercial support.
  • All persons involved in the planning and development of this course have disclosed no relevant financial relationships or other conflicts of interest related to the course content.
  • There are no prerequisites for this course.
Objectives

Course Objectives

  • Define various leadership theories.
  • Explain various leadership models and styles.
  • Describe how leadership is related to management and mentorship.
Author Bio(s)

 

Jessica J. Bolduc, DrOT, MSOTR/L, received her master’s degree from the University of New England in 2005 and her doctorate in 2013 from Nova Southeastern University. Her clinical experience spans the continuum of care, including acute care, inpatient rehabilitation, outpatient rehabilitation, skilled nursing, and home health. Dr. Bolduc is an adjunct professor at the University of New England, where she teaches courses on physical dysfunction, research, and scholarly inquiry. She served as vice president of the Vermont Occupational Therapy Association for 2 years and as president for 3 years. She is currently active with the Maine Occupational Therapy Association and will serve as president-elect starting in July. Dr. Bolduc was selected to join the first cohort of the Emerging Leaders Development Program of the American Occupational Therapy Association (AOTA) and was subsequently appointed to the AOTA’s Emerging Leaders Development Committee and Volunteer Leadership Development Committee. She has received three service commendations from the AOTA, as well as the Young Alumni Award from the University of New England and the Alpha Eta Richard E. Davis Service Award from Nova Southeastern University. She was inducted into the Nu Sigma Upsilon Chapter of the Alpha Eta Society for scholarly accomplishments at Nova Southeastern University. Dr. Bolduc is licensed in occupational therapy in four states and is a certified clinical fieldwork educator. She has published in OT Practice and The Internet Journal of Allied Health Sciences and Practice and has written chapters in Gerontology for the HealthCare Practitioner and Occupational Therapy Essentials for Clinical Competence. She has presented at national and state occupational therapy conferences. In addition to her ongoing work as a staff occupational therapist, Dr. Bolduc serves as the occupational therapy planner for Western Schools, an AOTA-approved provider of continuing education.

 

Peer Reviewer Bio(s)

Nancy MacRae, MS, OTR/L, FAOTA, is currently an associate professor in the Occupational Therapy Department of the University of New England, where she has taught for 27 years. She is a past director of that department and a past president of the Maine Occupational Therapy Association. In addition, she has held numerous leadership positions within the university community, including chair of the University Faculty Assembly and cochair of the Reappointment, Promotion and Tenure Committee, and has played an active role in the university’s stellar interprofessional program. Scholarship efforts include writing on sexuality and aging and interprofessional education and practice; coediting a basic occupational therapy text, now in its third edition; and serving on the editorial board of the journal WORK since its inception.

Home Health Therapy: Using OASIS

Price: $29.95 
Item # Q3514  

Release Date: May 16, 2017

Expiration Date: May 16, 2020

Home health care is the fastest growing industry in the United States based upon the projection period of 2014 to 2024. The demand and competition for licensed rehabilitation therapists to work in home health care is, and will be, great. Therapists currently working in or planning to work in home health agencies must have an understanding of the significance of process and outcomes measurement. The Outcome and ASsessment Information Set (OASIS) is a specific assessment and outcomes measurement instrument that consists of 111 items or questions and measures patient data at various times during the patient’s stay in home care. Mandated by the Centers for Medicare and Medicaid Services, OASIS data must be collected on patients with Medicare and Medicaid at various times during a patient’s stay in home care. Therapists must be aware of the time sensitive and accuracy requirements related to documentation, OASIS updates, and the level of compliance and denials their agency experiences. Feedback related to documentation compliance and any denials will help therapists to refine and improve utilization of the tool for both improved patient outcomes and optimum reimbursement. The purpose of this basic-level course is to provide home healthcare physical and occupational therapists  and speech language pathologists  with the information they need to understand the significance and importance of effectively using the OASIS instrument in order to deliver comprehensive, compassionate, patient-focused, and cost-sensitive skilled services in the home environment. The home health therapist will be able to use the OASIS information provided in this course to create a basis for the plan of care, to measure the patient’s progress in meeting the established home healthcare goals, and to meet the regulatory requirements for quality reporting and reimbursement. By completing this course, therapists new to the home health setting will gain knowledge needed to begin working with the OASIS tool as part of an orientation in delivering certified home health therapy and overall care. The experienced home health therapist will find opportunities to review, reinforce, revise, and refine or expand their working knowledge of the OASIS requirements and to grow in understanding the professional implications of practicing in this complex and challenging healthcare setting. This course focuses on OASIS-C2, the most recent update to OASIS, which went into effect January 1, 2017.


California PTs & PTAs - Approved by the Physical Therapy Board of California through Net Education Design, Inc., an agency recognized by the board to approved courses that meet Physical Therapy Regulations 1399.96.

Texas PTs & PTAs - This activity is provided by the Texas Board of Physical Therapy Examiners Accredited Provider #1911021TX and meets continuing competence requirements for PT & PTA license renewal in Texas.

Ohio PTs & PTAs - Approval #18S7387 (6/12/18 to 6/12/19)

Florida & Indiana PTs & PTAs – PT boards in your state accept this course based on pre-approval by the Ohio PT Association.

New Jersey PTs & PTAs - Approval #1808-103 (2/1/18 - 1/31/20)

Disclosures
  • Courses must be completed on or before the expiration date noted in the course description above.
  • You must score 75% or higher on the final exam and complete the course evaluation to pass this course and receive a certificate of completion.
  • Through our review processes, Western Schools ensures that the course content is presented in a balanced, unbiased manner and is free from commercial influence. It is Western Schools’ policy not to accept commercial support.
  • All persons involved in the planning and development of this course have disclosed no relevant financial relationships or other conflicts of interest related to the course content.
  • There are no prerequisites for this course.
Objectives

Course Objectives

  • Explain the evolution and purposes of the OASIS instrument.
  • Describe the OASIS instrument.
  • Describe the rules about when, by whom, and how the OASIS instrument is completed.
  • Explain when and how to use Chapter 3 of the OASIS-C2 Guidance Manual.
  • Identify each of the items within the OASIS-C2 dataset.
Author Bio(s)

 

Mary Curry Narayan, MSN, RN, HHCNS-BC, COS-C, CTN-A, is a Clinical Nurse Specialist in home health nursing and is certified as a specialist in the Outcome and Assessment Information Set (OASIS) and in transcultural nursing. Mary currently provides consultation education and quality services to home health agencies. She serves on the Editorial Board of Home Healthcare Now and has published multiple articles and book chapters on enhancing home health nursing practice. She served on the American Nurses Association’s 2014 Task Force for Home Health Nursing: Scope and Standards of Practice and as the Clinical Editor of the Visiting Nurse Associations of America’s Clinical Procedure Manual.

Arlynn Hansell, PT, HCS-D, HCS-H, HCS-O, COS-C, is a physical therapist in the home health field. She is a certified specialist in the Outcome and Assessment Information Set (OASIS), as well as ICD-10 diagnostic coding. Arlynn currently provides coding and OASIS review to home health and hospice agencies. She is on the Board of Medical Specialty Coding and Compliance (BMSC), and was the recent vice president of the Home Health Section of American Physical Therapy Association (APTA). She has written many articles and several presentations for various publications and organizations regarding therapy practice, coding, and OASIS completion.

 

Peer Reviewer Bio(s)

Kathleen Ruane, MS, RN, CPHQ, COS-C, has over 25 years of experience in community health care, including progressive management experience leading home health quality improvement and clinical programs. She currently is the Director of Quality and Compliance at Lahey Health at Home based in Massachusetts. Her areas of expertise include data analysis and the design and implementation of strategies to improve patient satisfaction
and quality outcomes.

Ethical Practices with Older Adults, Revised Updated 1st Edition

Price: $29.95 
Item # Q3567  

Release Date: February 7, 2018

Expiration Date: February 7, 2021

The number of older adults (age 65 and older) living in the United States is growing rapidly. Almost 60 million older adults were living in the United States in 2016. This number is projected to rise to over 72 million by 2030, when approximately one in five U.S. residents will be age 65 or older. The rapid growth of the older population results from multiple factors including medical advances, life-prolonging technologies, and the aging of the Baby Boom generation (whose members began turning 65 years old in 2011).
 
In coming years, healthcare professionals will face this aging of the population, along with the accompanying health and economic challenges. The purpose of this course is to highlight ethical issues that may confront healthcare and behavioral health professionals working with older adults and their families as these individuals near the end of life. Many of these issues are related to advances in medical technologies that have occurred over the past several decades (and that continue to be developed) and have led to increasingly complex choices. The course will provide background on ethical frameworks and principles used in healthcare settings for guidance in resolving ethical problems. This course will also identify major ethical issues concerning older adults and healthcare decisions and provide a model for addressing ethical dilemmas in healthcare settings.
 
This basic-level course is written for healthcare professionals, including nurses, social workers, mental health counselors, marriage and family therapists, psychologists, occupational and physical therapy practitioners, and respiratory therapists. Other healthcare professionals who work with older adults and on interdisciplinary teams will also find the information presented useful to their practice.
 

California PTs & PTAs - Approved by the Physical Therapy Board of California through Net Education Design, Inc., an agency recognized by the board to approved courses that meet Physical Therapy Regulations 1399.96.

Texas PTs & PTAs - This activity is provided by the Texas Board of Physical Therapy Examiners Accredited Provider #1911021TX and meets continuing competence requirements for PT & PTA license renewal in Texas.

Ohio PTs & PTAs - Approval #18S7498 (6/26/18 to 6/26/19)

Florida & Indiana PTs & PTAs – PT boards in your state accept this course based on pre-approval by the Ohio PT Association.

Indiana – Does not fulfill you’re your ethics & Indiana jurisprudence requirement

Pennsylvania PTs & PTAs - Pennsylvania PT Board Approved, #PTCE013514, for 3 general hours & 0 direct access hours.

Disclosures
  • Courses must be completed on or before the expiration date noted in the course description above.
  • You must score 75% or higher on the final exam and complete the course evaluation to pass this course and receive a certificate of completion.
  • Through our review processes, Western Schools ensures that this course content is presented in a balanced, unbiased manner and is free from commercial influence. It is Western Schools’ policy not to accept commercial support.
  • All persons involved in the planning and development of this course have disclosed no relevant financial relationships or other conflicts of interest related to the course content.
Objectives

Course Objectives

  • Identify frameworks and principles commonly used in healthcare settings for resolving ethical problems.
  • Recognize the steps used in resolving ethical dilemmas.
  • Distinguish between capacity and competence.
  • Describe the concept of advance care planning.
  • Identify the hierarchy used in surrogate decision making.
  • Recognize ethical concerns that commonly arise related to the use of medical technologies.
Author Bio(s)

Sherry M. Cummings, PhD, MSW, MA, is an associate dean and professor at the University of Tennessee College of Social Work in Nashville, where she has served on the faculty since 1998. Dr. Cummings holds a doctorate in social work from the University of Georgia, Athens, a master’s degree in social work from the University of Maryland, Baltimore, and a master’s degree in theology from Villanova University, Philadelphia. She has written and published extensively, including journal articles, books, book chapters, and government reports, and has presented papers nationally on the mental health needs of older adults, the impact of those needs on caregivers, and the ethical dilemmas in working with older clients. Dr. Cummings has been actively involved in the development of curriculum materials for gerontological training in graduate social work education and has worked closely with government agencies to promote programs addressing the mental health needs of older adults.

Tennyson Dodd, BS, MTHS, is a graduate of Lipscomb University and Vanderbilt University’s Divinity School, both in Nashville. At Vanderbilt, he earned a master’s degree in theological studies. He is currently pursuing his master’s of science degree in social work at the University of Tennessee in Nashville. During his time at the University of Tennessee, Mr. Dodd has provided psychotherapy services to children in Nashville’s public school system and to students, faculty, and staff at a local university. Mr. Dodd also serves as a research assistant on issues of aging and mental health, housing, and refugees/immigrants.

Peer Reviewer Bio(s)

Kathy Black, PhD, MSW, MSG, MPH, is an associate professor in the College of Arts and Sciences at the University of South Florida, Sarasota-Manatee, and is a Hartford Geriatric Social Work Faculty Scholar. Dr. Black obtained her doctorate from the University at Albany-SUNY, a master’s degree in social work and gerontology from the University of Southern California, Los Angeles, and a master’s degree in public health from the University of California, Los Angeles. A fellow of the Gerontological Society of America, Dr. Black has worked with older adults and their families as a nurse, social worker, and geriatric case manager for more than 25 years in acute care and long-term care in home-based and community-based settings. She has also taught courses in ethics and served on the bioethics committee of a large integrated healthcare system.

Venita Lovelace-Chandler, PT, PhD, PCS, is vice-chair and professor in the Department of Physical Therapy, University of North Texas Health Science Center (UNTHSC). She holds a BS in physical therapy from Southwestern Medical School (1971), an MA in college teaching from the University of North Carolina (1976), and a PhD in academic administration/health education from Texas A&M University (1989). Dr. Lovelace-Chandler served as chairperson for the University of Central Arkansas and Chapman University programs in physical therapy and as associate director of the School of Physical Therapy at Texas Woman’s University before joining UNTHSC. She has taught ethics for more than 30 years to professional and post-professional physical therapy students. She has more than 40 years of experience in pediatrics and has twice recertified as a pediatric specialist. Dr. Lovelace-Chandler has served in numerous American Physical Therapy Association (APTA) elected leadership positions, teaches advanced clinical practice courses for APTA, and has published articles and book chapters in pediatrics. She delivered the 2011 Linda Crane Memorial Lecture at APTA’s Combined Sections Meeting in New Orleans, and she won the Commission on Accreditation and Physical Therapy Education Distinguished Service Award in April of 2014.

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