Doctor of Physical Therapy - Manchester, NH

Mission

The mission of the New Hampshire Doctor of Physical Therapy Program is to foster competent, compassionate, and adaptive practitioners dedicated to enhancing the health and functionality of individuals, empowering them to lead in their communities and to succeed within an evolving healthcare environment.

Vision

Empowering adaptive, compassionate, and ethical leaders in physical therapy to advance the health, wellness, and quality of life of the communities being served through experiential, evidence-based practice. 

Educational Philosophy

At Franklin Pierce University Doctor of physical therapy program (DPT-NH), the physical therapy profession is viewed as both a rigorous applied science and a transformative art. The faculty’s approach is rooted in essentialism: a commitment to identifying and focusing on the core concepts, principles, and skills that are indispensable for exceptional clinical practice. By concentrating on these essentials from the first course in anatomy to the final clinical rotations involving direct patient care, the program ensures that every element of the curriculum is purposefully designed to cultivate content mastery and precision in practice. This essentialist framework guarantees that the graduate is focused on acquiring a clear, evidence-based foundation where a career marked by clinical expertise is built through life-long learning. The student embraces the opportunities and challenges ahead with confidence, humility and a commitment to life-long learning

In a field defined by distinctive scientific advances, the ability to transform current research and conventional content into practice is critical. The DPT-NH program values the concept of knowledge translation, converting meaningful scientific insights into practical strategies that directly provide and enhance patient care. Through exposure to current research, evidence-based guidelines, and integrated clinical experiences dispersed through the curriculum, our students learn how to critically inquire into newly researched data and interventions, synthesize information and implement “best practice” treatment approaches with a real time perspective expective within the clinical practice setting. The concept of knowledge translation integrated into the educational framework of the DPT-NH program ensures that our graduates remain at the forefront of modern physical therapy, continually adapting their practice growth through the scientific treatment advancements recognized through their critical appraisal and inquiry skills.

An additional concept key to the educational philosophy of the program is that of master adaptive learning. A variety of teaching methods meant to address the adult learner in a professional education process, the student is immersed in practice skills and assessed in a variety of ways to foster the mindset necessary to negotiate complex content, change in the perspective of illness and patient progress, and view practice challenges as opportunities for growth. The rigor of modern healthcare demands clinicians to be agile, reflective, and continuously evolving. The DPT-NH program achieves this by:

1. Encouraging iterative learning models where reflection and feedback are integral.
   1. Designing curricula that challenge students to update and refine their clinical reasoning as new evidence emerges.
   2. Fostering a culture where adaptability and lifelong learning are valued as much as technical proficiency.

Master adaptive learning trains our students to navigate the uncertainties and complexities inherent in the healthcare landscape, ensuring practitioner resilience is part of the educational process.

Our educational approach goes beyond the transmission of knowledge; it is about transforming the learner into a reflective practitioner. By integrating the concepts of essentialism, knowledge translation, and master adaptive learning, the learning environment fosters questioning and introspection. Early clinical experiences, simulation labs, and dynamic in-class discussions challenge our students to continually evaluate their assumptions, refine their strategies, and commit to ongoing self-assessment.

Our program emphasizes interprofessional education where students work alongside diverse healthcare disciplines in unique student projects and community-based activities. This collaboration not only hones communication and collective problem-solving skills but also reinforces the importance of synthesizing and translating knowledge across professions.

Recognizing that our graduates will serve diverse populations, the curriculum and student organization provides opportunities for community engagement and social responsibility. Service-learning projects, community-based initiatives, and real-world clinical experiences ensure that students understand the social determinants of health and the importance of empathetic, patient-centered care.

This integrative educational philosophy, built upon essentialism, knowledge translation, and master adaptive learning, charts a clear course for excellence in practice and perspective. At Franklin Pierce University, the development of students into graduates who possess an adaptive, critically thinking mindset necessary to lead and innovate in an ever-evolving healthcare environment.

Goals and Outcomes

Program

1. Graduate proficient Doctors of Physical Therapy, prepared to practice in today’s healthcare environment
   1. Successful completion of didactic portion of physical therapy program
      1. Successful completion of clinical portion of physical therapy program
      2. Achieve 85% ultimate pass rate on NPTE
   2. Demonstrate commitment to serving the community
      1. Organize and participate in community service events
      2. Identify community health and wellness needs with wellness-based group projects

Faculty

1. Demonstrate excellence in teaching 
   1. Receive rating of meets expectations per the teaching performance standing on the Faculty Annual Report 
   2. Integrate evidence-based teaching/learning strategies or technologies into the curriculum to enhance student understanding and foster critical thinking 
2. Promote the visibility and advancement of the physical therapy profession 
   1. Host or participate in community outreach events to educate the public on the benefits of physical therapy and promote awareness of the profession 
   2. Establish partnerships with local healthcare providers and educational institutions to develop internship programs and professional development opportunities, aiming to increase student and professional engagement in the field of physical therapy 

Student

1. Achieve Clinical Competency  
   1. Develop the clinical skills necessary for assessing and treating diverse physical therapy needs, fulfilling both program-specific goals  
   2. University’s commitment to fostering professional excellence 
2. Exercise Critical Thinking and Independent Judgment cultivating autonomous practice  
   1. Cultivate strong critical thinking skills and the ability to make sound, autonomous clinical decisions  
   2. Collaborate with interprofessional teams, aligning with Franklin Pierce University’s emphasis on intellectual growth and the development of professional skills. 
3. Demonstrate compassionate care regardless of difference/background considering the unique characteristics of the patient/person 
   1. Develop the comprehensive practice skills necessary for assessing and treating diverse physical therapy needs, while showing empathy, respect, and professionalism in all patient interactions, fulfilling both program-specific goals  
   2. University’s commitment to fostering professional excellence 

Alumni

1. Be proficient to practice as effective and safe autonomous practitioners  
   1. Integrate patient values into practice 
   2. Become employed as autonomous practitioners in a variety of practice settings 
   3. Integrate current research and clinical expertise
2. Demonstrate empathetic and compassionate practice 
   1. Adhere to the APTA Code of Ethics 
   2. Respect and treat each patient as an individual, without regard to gender, race, color, sexual orientation or religious affiliation 
3. Demonstrate commitment to the physical Therapy Profession 
   1. Promote the profession through self-directed professional development 
   2. Advocate for the profession 

Technical Standards and Essential Functions

Becoming a physical therapist requires the completion of a professional education program that is both intellectually and physically challenging. To successfully complete this program, students must have multiple abilities and skills. These standards serve as the essential requirements for admission, academic advancement, and graduation and are grouped into five broad categories:

Observation

Students must demonstrate strong observational skills across academic and clinical settings. This includes interpreting visual and written materials in various formats, observing demonstrations and patient interactions, and recognizing both verbal and nonverbal cues. They must identify subtle changes in movement, skin, and anatomical structures, as well as variations in color, temperature, and physiological signs. Additionally, students must accurately interpret data from diagnostic tools and recognize environmental hazards to maintain safety for themselves and others.

Communication

Students must be able to read and communicate at a level that supports both academic success and effective patient care. They must convey information clearly and compassionately in oral and written English across diverse settings and populations. Accurate and concise documentation, sensitivity to cultural and emotional cues, and the ability to elicit and relay essential information are critical. Additionally, students must collaborate effectively as part of an interdisciplinary healthcare team.

Sensory and Motor Coordination and Function

Students must fully participate in all educational components of the physical therapy curriculum in a timely and safe manner. They must accurately observe, and process information using all sensory modalities and perform physical assessments and interventions, including palpation, auscultation, and manual techniques, across the lifespan. The ability to lift, transfer, and mobilize patients safely and efficiently, while maintaining proper body mechanics, is essential. Students must demonstrate manual dexterity, respond effectively in emergency situations, and operate safely in both calm and high-pressure environments. Additionally, they must navigate diverse clinical settings with attention to detail and adherence to safety protocols, including universal precautions.

Intellectual, Conceptual, Integrative and Quantitative Abilities

Students must be able to efficiently synthesize a broad range of knowledge in the basic, clinical, and behavioral sciences as required by faculty and accreditation standards. They are expected to quickly comprehend, retain, and apply new information from various sources in both academic and clinical environments. Strong analytical and critical reasoning skills are essential for interpreting data, solving problems, and developing evidence-based care plans tailored to patient needs. Students must also function effectively in complex, multitasking environments while accurately assessing their own performance and recognizing the limits of their knowledge.

Behavior, Social and Professional Attributes

Students are expected to practice in a safe, ethical, and legal manner, adhering to standards set by laws, the University, clinical facilities, and professional organizations such as the APTA. They must manage emotionally and physically demanding workloads, maintain their well-being, and function effectively under stress. Flexibility, adaptability, and accountability are essential for navigating the uncertainties of clinical practice and progressing toward professional growth and lifelong learning. Students must demonstrate professionalism through mature interactions, effective communication, and appropriate self-care, while accepting feedback and modifying behavior when needed. A commitment to integrity, respect, empathy, and motivation is fundamental in both academic and clinical settings.