About

Lorna Hayward is an Associate Professor in the Department of Physical Therapy, Movement, and Rehabilitation Sciences at Bouvé College of Health Sciences, Northeastern University. She holds a Doctor of Physical Therapy (DPT), Doctor of Education (EdD), and Master of Public Health (MPH). Her research focus involves physical therapy and rehabilitation sciences, contributing to the academic and clinical understanding of movement and rehabilitation. As an associate professor, she is involved in teaching, research, and service within the department, supporting the development of future health professionals in the field of physical therapy and movement sciences.

Research topics

• Political Science
• Psychology
• Computer Science
• Sociology
• Pedagogy
• Engineering ethics
• Radiology
• Mathematics education
• Pathology
• Medicine
• Physical therapy
• Medical physics
• Social psychology

Selected publications

• Power Wheelchair Adaptive Team Sport Involvement: Experience, Impact on Quality of Life, and Physical Fitness

  Research Quarterly for Exercise and Sport · 2025-03-19 · 2 citations

  articleOpen access1st authorCorresponding

  Adaptive team sports provided participants with valuable social interaction, decreased isolation, and increased opportunities for mentorship and advocacy. Participants reported personal gain related to mental, emotional, and physical benefits not found elsewhere. Competition allowed participants to set both team and individual goals for improvement. Barriers to play concerned equipment, volunteers, and ableist attitudes.

  PublisherDOI

• Point of care ultrasonography in physical therapists’ clinical practice: a clinical perspective

  Journal of Manual & Manipulative Therapy · 2025-03-03

  reviewOpen access1st author

  This paper offers a contemporary, evidence-based perspective on how point of care ultrasonography imaging (POCUS) has the potential to impact orthopedic and sports physical therapists' examination and treatment. Clinical use of POCUS has increased in medicine and is emerging in physical therapist practice. Greater affordability, portability, ease of use, and evidence supporting its' diagnostic value have contributed to increased use. Modern ultrasound devices have improved resolution allowing for the differentiation of anatomical structures. Physical therapists use POCUS in clinical practice as an extension of the physical examination to confirm, refute, expand, or narrow a differential diagnosis. Doctor of Physical Therapy professional education provides entry-level student physical therapists with the foundational knowledge necessary for the clinical application of POCUS. A physical therapist's use of POCUS complements the clinical evaluation and contrasts with the approach of referring out for diagnostic imaging and waiting for results. We present current evidence for expanded use of POCUS by physical therapists in clinical practice. We advocate for using ultrasound imaging in orthopedic and sports physical therapists' practice. Integrating POCUS into physical therapist patient management, could decrease patient healthcare costs through increased diagnostic efficiency.

  PublisherOA PDFDOI

• Intraprofessional Collaborative Practice: Exploration of Teaching Approaches to Educate Students on the Characteristics of Effective Physical Therapist-Physical Therapist Assistant Teams.

  PubMed · 2025-01-01

  article1st authorCorresponding

  AIMS: Care provided by physical therapists (PTs) and physical therapist assistants (PTAs) requires intraprofessional collaboration. Research suggests that Doctor of Physical Therapy (DPT) students graduate with inadequate education regarding the role, scope of practice, utilization, and supervision of PTAs, as well as the elements that comprise effective intraprofessional teams. DPT programs must create educational opportunities for students to learn about and practice working intraprofessionally. Study objectives were to: 1) describe teaching approaches used in DPT-PTA programs pertaining to intraprofessional teaming; and 2) examine whether DPT-PTA programs promoted intraprofessional inclusion. METHODS: Qualitative case-study. DPT and PTA program directors were conveniently sampled from U.S. accredited programs. Interview questions queried participants about teaching approaches dedicated to effective intraprofessional collaboration and if DPT-PTA programs promoted intraprofessional inclusion. RESULTS: Nineteen interviews were conducted, 7 with DPT and 12 with PTA program directors. Three themes emerged from the data: 1) variable incorporation of intraprofessional teaming; 2) curricular influences; and 3) perceived value and understanding. Programs with greater depth of exposure used multimodal teaching and assessment approaches, face-to-face interaction, and promoted understanding of each other's roles. CONCLUSIONS: The current work expands a framework previously developed that identified elements for effective intraprofessional teaming which could guide instruction in DPT and PTA curricula.

  Publisher

• Student Pedagogical Consultants: A Strategy for Increasing Diversity, Equity, Inclusivity, and a Sense of Belonging in Curricular Approaches in Physical Therapist Education

  Journal of Physical Therapy Education · 2024-04-16 · 4 citations

  article1st authorCorresponding

  BACKGROUND AND PURPOSE: Diversity within the physical therapy profession lags in comparison to the United States population. As the profession strives to diversify, faculty must pay attention to diversity, equity, inclusion, and belonging (DEI-B) in curricular approaches, including classroom materials, instruction, and assessment. With critical application, students from equity-deserving groups (EDGs) can provide unique perspectives to faculty about curricular approaches. Case study purposes were to 1) enable students from EDGs to partner with faculty, as student pedagogical consultants (SPCs), in 2 courses in a Doctor of Physical Therapy program to provide feedback on DEI-B efforts related to curricular approaches and 2) describe the outcomes of SPCs experience. CASE DESCRIPTION: Eight female students from EDGs partnered with 3 White, female, faculty members in 2 courses: pediatrics and neurorehabilitation. Two SPCs teams observed the classrooms, met with faculty, and administered two-minute papers to classmates to gather feedback on DEI-B curricular approaches. Faculty and student SPCs wrote reflective papers, postproject, documenting their experiences. OUTCOMES: Themes informed a conceptual framework describing SPCs: 1) motivation for engaging in partnership; 2) creation of a pedagogical partnership space to promote dialogue and problem-solve barriers to DEI-B; 3) deeper understanding of teaching; 4) transfer of learning from the SPC experience to future work locations; and 5) faculty modification of teaching. DISCUSSION AND CONCLUSION: Students raised awareness regarding the pain of exclusion and provided suggestions for modifying curricular approaches to consider DEI-B. Curriculum redesign using innovative strategies can meet the contemporary needs of students from EDGs.

  PublisherDOI

• A Continuous Quality Improvement Framework for Sustainable Action and Advancement of Diversity, Equity, Inclusion, and Belonging in Physical Therapy

  Journal of Physical Therapy Education · 2023-08-23 · 8 citations

  article

  BACKGROUND AND PURPOSE: To address racial and ethnic disparities, physical therapy organizations, educational institutions, and clinical practices seek to advance diversity, equity, inclusion (DEI), and social justice in health care. Although our professional organizations have crafted proclamations, resource lists, developed new accreditation standards, and strategic plans, we lack a unifying framework and action tools for substantial and sustained progress. In addition, the DEI acronym is missing the essential element of belonging (B), that is, sharing a sense of purpose and feeling safe to contribute opinions as a valued member of an organization. Therefore, the purpose of this position paper is to propose the utilization of a continuous quality-improvement (CQI) framework using Plan-Do-Study-Act (PDSA) cycles to advance DEI-B in physical therapy education and practice. POSITION AND RATIONALE: The CQI framework and PDSA cycles are data-driven, iterative approaches for identifying areas for improvement, implementing interventions, collecting data, analyzing outcomes, and taking evidence-based next action steps. Application of this framework can enhance sustainability of DEI-B goals and foster progress toward the proposed accreditation criteria of the Commission on Accreditation in Physical Therapy Education in this critical area. Tenants for PDSA team success are presented, and PDSA cycles are described. DISCUSSION AND CONCLUSION: Addressing racism and advancing DEI-B efforts in the physical therapy profession requires bold, sustained, and intentional action that incorporates standards, strategies, and methods for measuring change. Examples of PDSA DEI-B initiatives, interventions, and outcomes are provided to illustrate how this approach can be implemented within a physical therapy education program. Using this CQI framework provides our profession with a DEI-B roadmap for advancing incremental and sustained progress.

  PublisherDOI

• Physical Therapists Use of Diagnostic Ultrasound Imaging in Clinical Practice: A Review of Case Reports

  International Journal of Sports Physical Therapy · 2023 · 9 citations

  • Medicine
  • Physical therapy
  • Medical physics

  Objective: Ultrasound diagnostic imaging (USI) is widely utilized in sports medicine, orthopaedics, and rehabilitation. Its use in physical therapy clinical practice is increasing. This review summarizes published patient case reports describing USI in physical therapist practice. Design: Comprehensive literature review. Literature Search: PubMed was searched using the keywords "physical therapy" AND "ultrasound" AND "case report" AND "imaging". In addition, citation indexes and specific journals were searched. Study Selection Criteria: Papers were included if the patient was attending physical therapy, USI was necessary for patient management, the full text was retrievable, and the paper was written in English. Papers were excluded if USI was only used for interventions, such as biofeedback, or if the USI was incidental to physical therapy patient/client management. Data Synthesis: Categories of data extracted included: 1) Patient presentation; 2) Setting; 3) Clinical indications; 4) Who performed USI; 5) Anatomical region; 6) Methods of USI; 7) Additional imaging; 8) Final diagnosis; and 9) Case outcome. Results: Of the 172 papers reviewed for inclusion, 42 were evaluated. Most common anatomical regions scanned were the foot and lower leg (23%), thigh and knee (19%), shoulder and shoulder girdle (16%), lumbopelvic region (14%), and elbow/wrist and hand (12%). Fifty-eight percent of the cases were deemed static, while 14% reported using dynamic imaging. The most common indication for USI was a differential diagnosis list that included serious pathologies. Case studies often had more than one indication. Thirty-three cases (77%) resulted in confirmation of a diagnosis, while 29 case reports (67%) documented significant changes in physical therapy intervention strategies due to the USI, and 25 case reports (63%) resulted in referral. Conclusion: This review of cases provides details on unique ways USI can be used during physical therapy patient care, including aspects that reflect the unique professional framework.

  PublisherOA PDFDOI

• Elements of Learning and Integration of Diagnostic Musculoskeletal Ultrasound Imaging Into Practice: Physical Therapists' Educational Journeys

  Journal of Physical Therapy Education · 2022-04-26 · 4 citations

  article1st authorCorresponding

  Introduction. Physical therapists (PTs) have the autonomy and expertise to assume a more significant role in the primary care of musculoskeletal conditions, validate diagnoses, and serve as a referral source to appropriate health care providers. Ultrasound diagnostic imaging has been identified as a high-priority area to advance science and innovation in physical therapy. Yet, few PTs are certified to incorporate musculoskeletal ultrasound (MSK-US) as a diagnostic tool into their personal scope of practice. Diagnostic MSK-US has unique benefits compared with other imaging modalities, and recent technological advances have reduced its cost and improved portability. However, no research exists describing the learning experiences and decision-making process of PTs who use MSK-US for diagnostic purposes. In addition, the educational process for learning MSK-US is not standardized. The study's purpose was to describe the learning and practice-based use of MSK-US by PTs registered in musculoskeletal sonography (RMSK). Methods. Using purposive sampling, we attempted to recruit all 21 RMSK-certified PTs currently using diagnostic ultrasound in clinical practice across the United States. Sixteen PTs participated in the study. We employed a qualitative, multiple case study, phenomenological approach. Data were collected using an online demographic survey and one-on-one, semi-structured interviews. Results. Sixteen interviews were conducted with RMSK-certified PTs. Data synthesis resulted in 5 elements: 1) self-directed learning; 2) educational process; 3) honing the skill and the role of mentorship; 4) diagnostic information; and 5) clinical application. Discussion and Conclusion. Participants identified elements critical for post-entry level, life-long, applied learning and integrating diagnostic MSK-US into clinical practice. The participant learning process was self-directed and incorporated various materials and methods to improve diagnostic skills. Participants honed their skills through repetition and one-on-one mentorship. Supportive employment settings were integral for creating environments conducive to learning and integrating MSK-US into clinical practice. Our participants perceived that ultrasound imaging provided them with the missing visual dimension used to improve diagnostic capabilities, supporting the benefits of direct access.

  PublisherDOI

• Exploring the integration of diagnostic musculoskeletal ultrasound imaging into clinical practice by physical therapists

  Physiotherapy Theory and Practice · 2022-10-19 · 7 citations

  articleSenior author

  BACKGROUND: Musculoskeletal ultrasound (MSK-US) use for diagnostic purposes is expanding in physical therapy practice. Identifying and describing physical therapy-specific approaches to incorporating MSK-US into the evaluation process is needed. Musculoskeletal ultrasound extends the physical exam to allow clinicians to visualize anatomy and pathophysiology both statically and dynamically. Purpose: To document 1) weekly use of diagnostic MSK-US; and 2) clinical reasoning approach used in challenging patient cases by physical therapists (PTs) registered by Inteleos in musculoskeletal sonography (RMSK-certified). METHODS: Longitudinal, observational, cohort study using mixed methods for data collection and analysis. All 23 currently RMSK-certified PTs using MSK-US in clinical practice across the United States were contacted, and 16 participated. Data were collected using an online survey created with the Research Electronic Data Capture System. Participants documented MSK-US clinical use and significant cases using weekly, reflective, online journals for three months. Demographic data were summarized using descriptive statistics. Case data were analyzed thematically. RESULTS: Participating RMSK-certified PTs performed 1110 MSK-US examinations over 110 weeks. Clinicians averaged 7 (range 1-25) MSK-US examinations weekly, representing 28% of an average caseload. Examinations contributed significant anatomical/ pathological information 100% of the time. The most common joints scanned were the knee (n = 281), shoulder (n = 254), and wrist (n = 228). Case data revealed three themes: 1) augmenting the clinical evaluation to extend or narrow a diagnosis; 2) outcomes guiding action; and 3) lessons learned from clinical findings. CONCLUSION: RMSK-certified PTs regularly used MSK-US to validate and refine their clinical diagnoses and treatment. Ultrasound imaging directly influenced patient care by informing the diagnostic process, guiding treatment, and appropriately identifying referrals.

  PublisherDOI

• Cultural Competence and Cultural Humility: A Dialogue on Adopting a Multimodel Approach in Physical Therapist Education

  Journal of Physical Therapy Education · 2022 · 13 citations

  • Political Science
  • Psychology
  • Pedagogy

  Background and Purpose. Integrating the concepts of cultural humility and cultural competence into physical therapy (PT) practice may reduce health care disparities and improve patient-centered care. Although several frameworks exist for teaching physical therapist students about cultural competence and cultural humility, discussion about which framework is comprehensive enough to capture the complexity of this topic is unresolved. The purpose of this position paper was to raise awareness in physical therapist and physical therapist assistant (PTA) education about existing frameworks of cultural competence and cultural humility and present a rationale for the inclusion of both in educational approaches. Position and Rationale. This article examines the concepts of cultural competence and cultural humility, explores the differences between these 2 concepts, and provides a rationale for integrating both theoretical constructs into PT and PTA education. Discussion and Conclusion. Cultural competence and cultural humility frameworks are evolving and so should faculty member approaches to teaching this content to PT students. Contemporary pedagogy requires a focused lens through which to prepare students for incorporating cultural awareness into clinical care to avoid potential cultural mismatches. Creating a new framework that synthesizes the principles of cultural competence and cultural humility may encourage more inclusivity. Cultural pedagogy has the potential to improve the patient experience and health outcomes by empowering students to provide care that is sensitive to important patient cultural differences.

  PublisherDOI

• Defining Key Elements for Effective Physical Therapist–Physical Therapist Assistant Working Relationships: A Qualitative Study

  Journal of Physical Therapy Education · 2021-02-06 · 2 citations

  article1st authorCorresponding

  Introduction. Education of doctor of physical therapist (DPT) and physical therapist assistant (PTA) students about their roles and responsibilities for working collaboratively is required for entry-level clinical practice. Research maintains that DPTs graduate with inadequate knowledge regarding the roles, scope of work, utilization and supervision of PTAs. Study objectives were to uncover the characteristics that comprise an effective physical therapist (PT) - PTA working relationship from 3 perspectives; and identify pedagogy that might inform the relationship development. Methods. Using purposive sampling, we recruited PT and PTA clinician recipients of the APTA Outstanding PT-PTA team award; and DPT students and PTA students from 3 academic institutions. Qualitative case study with a phenomenological approach. Interview questions explored participant perceptions and experiences regarding: effective PT-PTA relationships; barriers and gaps in DPT and PTA educational preparation for intra-professional teaming; and educational strategies for addressing deficiencies in students' knowledge and skills. Results. Thirty-two semi-structured interviews were conducted. Four with PT and 5 with PTA Outstanding PT-PTA award recipients. Fifteen interviews were conducted with DPT students, eight were conducted with PTA students. Data resulted in 4 themes; communication, trust and respect, environment, and bonding. The themes described the PT-PTA relationship and included a triad (PT-PTA-patient) with the patient centrally located. Discussion and Conclusion. Respondents indicated that DPT and PTA programs should create curriculum that develops both cognitive and affective clinical skills pertaining to the PT-PTA relationship. Academic and clinical practice settings play an integral role in creating pedagogy and environments conducive to effective PT-PTA teaming. Role clarification may optimize health care performance, patient satisfaction, cost of care and reduce problems related to miscommunication.

  PublisherDOI

Frequent coauthors

• Betsey Blackmer

  National Association of College and University Business Officers

  15 shared

• Alycia Markowski

  Northeastern University

  8 shared

• Alicia Canali

  Northeastern University

  7 shared

• Gail M. Jensen

  Creighton University

  6 shared

• Maureen Watkins

  Northeastern University

  6 shared

• Julia K. Hayward

  Mount Sinai Hospital

  5 shared

• Rosemarie Di Marco

  Northeastern University

  5 shared

• Jennifer Schneider

  Kaiser Permanente Center for Health Research

  5 shared

Labs

• Department of Physical Therapy, Movement, and Rehabilitation SciencesPI