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Survivors of critical illness, including those with COVID-19, are likely to experience post-intensive care syndrome (PICS). PICS involves a constellation of physical, cognitive, and mental health problems that can occur following hospitalization in an intensive care unit (ICU). This focused review describes the impact of PICS on an individual’s function, societal participation, and family. Specific evidence-based screening tools for in-home identification of the deficits associated with PICS are recommended. Recognition of PICS through early screening by home health care providers is crucial in order to assemble the physical rehabilitation, mental health, and community resources needed to mitigate the long-term effects of COVID-19 and other critical illnesses. This review concludes with further PICS resources for community-based providers to enhance their knowledge and expertise and to prepare them for caring for COVID-19 and other critical illness survivors.

Background and Purpose. The move to a doctorate in physical therapy education has led to changes in the expectations for entry-level student performance. Members of the Iowa Clinical Education Consortium were interested in how clinical educators in their region would respond to this change in expectations. The purpose of this study was to explore the range of opinions among clinical educators regarding the educational implications of an enhanced definition of entry-level physical therapist performance. Participants. Thirty-four clinicians from the Midwest were invited to participate in regional focus groups. Methods. Each focus group was asked the same 3 questions considering a proposed entry-level definition: what ideal clinical education would look like; what obstacles would need to be overcome; and what support would be needed to achieve ideal clinical education based on the definition. Results. A multi-step process of thematic analysis was used to determine the core themes identified by the participants. These themes related to various academic and administrative issues that need to be addressed to implement the proposed definition in the clinical setting. These issues were diverse in nature and varied across and within practice settings. Discussion and Conclusion. This research contributes to the literature by identifying key concepts and concerns of clinical instructors in relation to implementation of the proposed definition of entry-level performance. This research provides a foundation for further exploration of this issue in terms of clinical educators' expectations of what would be necessary to implement the new definition and the potential impact on their current practices. Key Words: Clinical education, Entry-level education, Qualitative research. BACKGROUND AND PURPOSE Entry-level education in physical therapy has changed markedly in the past 20 years, not only in numbers of education programs and degrees awarded, but in curricular content. Eighty- six percent of the accredited physical therapy programs awarded a doctorate level degree in 2007, as compared to only 9.4% in 2000, and zero in 1987.1 Clinical education, or learning in the context of patient care, has always been a significant component in all physical therapist professional education programs, and now accounts for an average of 31.3% of the time spent in a physical therapist programs professional curriculum. The average total length of full-time clinical education has increased from 29.2 weeks in 2001 to 33.6 weeks in 2007. However, there is wide variation in total length of clinical education between programs, with a range of 20 to 55 weeks.1 As the clinical education portion of the curriculum has expanded, more has been asked of the facilities providing clinical education and their clinical instructors (CIs). Coupled with the increased length of clinical education experiences is the expectation that graduates will enter the profession with a higher level of competency, requiring less guidance or supervision when addressing patient problems, and demonstrating competent time-management skills.2'3 For physical therapist education programs to be accredited by the Commission on Accreditation of Physical Therapist Education (CAPTE), they must meet stringent evaluative criteria. The criteria state that schools must document that their clinical education experiences encompass: (a) management of patients/clients representative of those commonly seen in practice across the lifespan and the continuum of care, (b) practice in settings representative of those in which physical therapy is commonly practiced, (c) interaction with physical therapist role models whose practice is consistent with the program's philosophy of practice, (d) opportunities for involvement in interdisciplinary care; and (e) other experiences that lead to the achievement of expected student outcomes.4 The first goal of the Education Strategic Plan from the American Physical Therapy Association (APTA) emphasizes the importance that the profession has placed on quality clinical education. …

Background and Purpose. Generational differences in the classroom and workplace have been the topic of several recent books and seminars, and has inspired our hypothesis that physical therapists (PTs) from different generations may perceive professional behaviors differently. The purpose of this study was to investigate how the 2 largest generations employed in the current physical therapy workforce - the Baby Boomers Generation (born 1946-1964) and Generation X (born 1965-1981) - rank order the importance of the generic abilities. Subjects. A convenience sample of 400 PTs was systematically selected from the 2003 APTA state membership lists of Illinois, Iowa, and Wisconsin. Methods. Subjects were sent a survey-asking them to rank order the 10 generic abilities by perceived importance. Differences between rank order of the groups were analyzed using a Wilcoxon-Mann-Whitney test. Results. A total of 172 surveys were analyzed: 66 (38%) taken from Baby Boomers, and 106 (62%) taken from Generation X, which was proportional to APTA membership. Statistically significant differences (P Discussion and Conclusion. These findings suggest there is no difference in how Baby Boomers and Generation X PTs rank generic abilities. The findings also suggest there may have been a change in the perceived importance of generic abilities as the physical therapy profession has evolved over time. Further research is needed to determine how these changes occur and how to cultivate professionalism in the workplace and clinic. Key Words: Generational differences, Generic abilities, Professionalism. INTRODUCTION For the first time in history, we have 4 distinct generations in the workforce. In 1900, life expectancy was 48 years; today the average life expectancy in the United States is almost 80 years.1 The 4 distinct generations are: the Traditionalist Generation, born 1900-1945; the Baby Boomer Generation, born 1946-1964; Generation X, born 1965-1981; and the Millennial Generation, born 1982-2000. Each generation comes to the workplace and classroom with vastly different experiences and expectations, which may lead to misunderstanding and conflict among the staff.1-6 Lancaster and Stillman coined the term "clashpoints" to describe issues that generations view from very different perspectives,' such as time off work. Older generations are very loyal to their job, traditionally keep strict guidelines of vacation time and sick leave, and tend to stockpile sick time "just in case." On the other hand, younger generations are less hesitant to use sick days, not stockpile them, and don't believe an explanation is necessary as to whether they were really sick or just taking a "mental health" day. As unscheduled absences disrupt the workplace and create stress, pressure on companies to address these generational differences has been mounting.1 Other environments, such as the classroom, may also be subject to these different perspectives between generations and the conflict which results. The 2 largest generations represented in the American Physical Therapy Association (APTA) are the Baby Boomer and Generation X.7 These 2 groups may see the world differently because generational differences are thought to be a result of societal influences during the formative years of life3,4 (Table 1). The Baby Boomers were influenced by civil rights, sex, drugs, and rock and roll. Their general outlook on life is described as optimistic. …