1
I
Introduction to Athletic Training
A. Defining Athletic Training
Athletic training is practiced by athletic trainers, health care professionals who collaborate with physicians to optimize activity and participation of patients and clients. Athletic training encompasses the prevention, diagnosis, and intervention of emergency, acute, and chronic medical conditions involving impairment, functional limitations, and disabilities.
Students who want to become certified athletic trainers must earn a bachelors degree from an athletic training curriculum accredited by the Commission on Accreditation of Athletic Training Education (CAATE). Accredited programs include formal instruction in areas such as injury/illness prevention, first aid and emergency care, assessment of injury/illness, human anatomy and physiology, therapeutic modalities, and nutrition. Classroom learning is enhanced through clinical education experiences. More than 70 percent of certified athletic trainers hold at least a master’s degree. In order to practice as an athletic trainer, students must pass a comprehensive on-line test administered by the Board of Certification (BOC). Once certified, all athletic trainers must meet ongoing continuing education requirements in order to remain certified and practice as an athletic trainer.
Athletic training is not the same profession as personal training and certified athletic trainers work with more than just athletes – they can be found just about anywhere that people are physically active.
http://www.nata.org/sites/default/files/ATs_vs_PTs.pdf
Certified athletic trainers are a diverse group. Although once considered a white male-dominated profession, athletic training today includes both men and women of all backgrounds, with two national committees devoted to promoting the involvement of underserved populations. The addition of the World Federation of Athletic Training Task Force has opened even more doors to a diverse population, encouraging participation from people and cultures all over the globe. To become certified athletic trainers, students must graduate with a bachelors or masters degree from an accredited professional athletic training education program and pass a comprehensive test administered by the Board of Certification (BOC). Once
certified, they must meet ongoing continuing education requirements in order to remain certified.
The National Athletic Trainers’ Association (NATA) is the professional membership association for certified athletic trainers and others who support the athletic training profession. Founded in 1950, the NATA has grown to more than 30,000 members worldwide today. The majority of certified athletic trainers choose to be members of the NATA – to support their profession, and to receive a broad array of membership benefits. The mission of the National Athletic Trainers’ Association is to enhance the quality of health care provided by certified athletic trainers and to advance the athletic training profession.
B. Education and Training
Students who want to become certified athletic trainers must earn a Bachelor’s degree from an accredited athletic training curriculum or meet other requirements set by the BOC (www.bocatc.org). A growing number of colleges/universities are gaining accreditation of their programs through Commission on Accreditation of Athletic Training Education (CAATE). The 5th edition of the Athletic Training Education Competencies (Competencies) provides educational program personnel and others with the knowledge, skills and clinical abilities to be mastered by students enrolled in professional Athletic Training Programs. The Commission on Accreditation of Athletic Training Education (CAATE) requires that the competencies be instructed and evaluated in each accredited professional Athletic Training Program. The Competencies are categorized according to eight content areas demonstrating integration of knowledge and skills. Further, the
Competencies are subcategorized according to the following behavioral classifications: 1. Cognitive Competencies (knowledge and intellectual skills) = C
2. Skill Competencies (manipulative and motor skills) = S
3. Clinical Integration Proficiencies (decision-making and skill integration) = CIP
The Foundational Behaviors of Professional Practice (Behaviors) comprise the application of common values in the athletic training profession and should permeate every aspect of professional practice. These Behaviors should be infused into every aspect of a students’ education in order to prepare them legally, culturally, ethically, and professionally. These Behaviors will either be demonstrated in the clinical setting by preceptors and in the classroom by educators. As a student progresses through the Athletic Training Programs, he or she should apply these Behaviors during clinical experiences with patients/athletes he or she is working with while under the supervision of a preceptor. The ultimate goal is to achieve these Behaviors after a student becomes certified as an athletic trainer and has been practicing for some time.
2
The athletic trainer’s professional preparation is based on the development of specified educational competencies and clinical integration proficiencies. Through a combination of formal classroom, clinical instruction, and clinical experience, athletic training students graduate from accredited curricular programs. Through these programs they are prepared to provide health care within each of the following 8 content areas:
1. Content Areas
Evidence-Based Practice (EBP)
Prevention and Health Promotion (PHP) Clinical Examination and Diagnosis (CE) Acute Care of Injuries and Illnesses (AC) Therapeutic Interventions (TI)
Psychosocial Strategies and Referral (PS) Healthcare Administration (HA)
Professional Development and Responsibility (PD) Clinical Integration Proficiencies (CIP)
2. Foundational Behaviors of Professional Practice
Primacy of Patient Recognize sources of conflict of interest that can impact the patient/client’s health
Know and apply the commonly accepted standards for patient confidentiality
Provide the best health care available for the client/patient
Advocate for the needs of the client/patient Team Approach to Practice
Recognize the unique skills and abilities of other health care professionals
Understand the scope of practice of other health care professionals
Execute duties within the identified scope of practice for athletic trainers
Include the patient (and family, where appropriate) in the decision making process
Work with other in effecting positive patient outcomes Legal Practice
Practice athletic training in a legally competent manner
Identify and conform to the laws that govern athletic training
Understand the consequences of violating the laws that govern athletic training Ethical Practice
Comply with the NATA’s Code of Ethics and the BOC’s Standards of Professional Practice
Understand the consequences of violating the NATA’s Code of Ethics and BOC’s Standards of Professional Practice
Comply with other codes of ethics, as applicable Advancing Knowledge
Critically examine the body of knowledge in athletic training and related fields
Use evidence-based practice as a foundation for delivery of care
Appreciate the connection between continuing education and the improvement of athletic training practice
Promote the value of research and scholarship in athletic training
Disseminate new knowledge in athletic training to fellow athletic trainers, clients/patients, other health care professionals, and others as necessary
Cultural Competence
Demonstrate awareness of the impact that clients’/patients’ cultural differences have on their attitudes and behaviors toward healthcare
Demonstrate knowledge, attitudes, behaviors, and skills necessary to achieve optimal health outcomes for diverse patient/client populations
3
Professionalism Advocate for the profession
Demonstrate honesty and integrity
Exhibit compassions and empathy
Demonstrate effective interpersonal communication skills
3. Clinical Education
Classroom learning is enhanced through clinical education experiences. Students are required to participate in a minimum of two years of academic clinical education under the direct supervision of Preceptors in a variety of field and clinical settings. Using an outcomes-based approach, students are instructed and evaluated by the preceptors in a variety of practice settings such as: colleges/universities, secondary schools, professional sports, physician's offices, healthcare clinics, industrial settings, hospitals, emergency rooms, Olympic settings, and other settings that employ certified athletic trainers throughout their education. Clinical education should occur throughout their education. A segment of the clinical education experience must be directed towards a patient population having general medical ailments (eg - cardiorespiratory,
respiratory, metabolic, etc.).
C. BOC Certification
The Mission of the Board of Certification is to certify athletic trainers and to identify for the public, quality healthcare professionals through a system of certification, adjudication, standards of practice and continuing competency programs.
Purpose of Certification
The Board of Certification (BOC) was incorporated in 1989 to provide a certification program for entry-level athletic trainers and recertification standards for certified athletic trainers. The purpose of this entry-level certification program is to establish standards for entry into the profession of athletic training. Additionally, the BOC has established continuing education requirements that a certified athletic trainer must satisfy in order to maintain current status as a BOC certified athletic trainer.
Annually, the Board of Certification reviews the requirements for certification eligibility and standards for continuing education. Additionally, the Board reviews and revises the certification examination in accordance with the test
specifications of the BOC Role Delineation Study that is reviewed and revised every five years. The Board of Certification uses a criterion-referenced passing point for the anchor form of the examination. Each new examination version is equated to the anchor version to ensure that candidates are not rewarded or penalized for taking different versions of the
examination. The BOC does not discriminate against any individual on the basis of religion, gender, ethnic background, or physical disability.
Candidate Requirements
In order to attain certification as an athletic trainer, a candidate must satisfy Education and Exam Requirements.
Education Requirements
Certification by the BOC is the entry-level credential and is required to practice as an athletic trainer. Candidates must graduate from an entry-level CAATE Accredited Athletic Training Curriculum in order to take the national BOC exam.
Exam Requirements
After interested students have met the curriculum requirements, they must pass an on-line national certification examination administered by the BOC. For additional information regarding exam development and policies and procedures, including fee structure go to www.bocatc.org.
Most students earn their ATC credentials after completing the entry-level program and passing the BOC exam. Many also continue their studies at the graduate school level.
4
D. NATA Code of Ethics
The National Athletic Trainers’ Association Code of Ethics states the principles of ethical behavior that should be followed in the practice of athletic training. It is intended to establish and maintain high standards and professionalism for the athletic training profession.
The principles do not cover every situation encountered by the practicing athletic trainer, but are representative of the spirit with which athletic trainers should make decisions. The principles are written generally; the circumstances of a situation will determine the interpretation and application of a given principle and of the Code as a whole. When a conflict exists between the Code and the law, the law prevails.
PRINCIPLE 1:
Members shall respect the rights, welfare and dignity of all.
1.1 Members shall not discriminate against any legally protected class. 1.2 Members shall be committed to providing competent care.
1.3 Members shall preserve the confidentiality of privileged information and shall not release such information to a third party not involved in the patient’s care without a release unless required by law.
PRINCIPLE 2:
Members shall comply with the laws and regulations governing the practice of athletic training. 2.1 Members shall comply with applicable local, state, and federal laws and institutional guidelines.
2.2 Members shall be familiar with and abide by all National Athletic Trainers’ Association standards, rules and regulations.
2.3 Members shall report illegal or unethical practices related to athletic training to the appropriate person or authority. 2.4 Members shall avoid substance abuse and, when necessary, seek rehabilitation for chemical dependency.
PRINCIPLE 3:
Members shall maintain and promote high standards in their provision of services.
3.1 Members shall not misrepresent, either directly or indirectly, their skills, training, professional credentials, identity or services.
3.2 Members shall provide only those services for which they are qualified through education or experience and which are allowed by their practice acts and other pertinent regulation.
3.3 Members shall provide services, make referrals, and seek compensation only for those services that are necessary. 3.4 Members shall recognize the need for continuing education and participate in educational activities that enhance their skills and knowledge.
3.5 Members shall educate those whom they supervise in the practice of athletic training about the Code of Ethics and stress the importance of adherence.
3.6 Members who are researchers or educators should maintain and promote ethical conduct in research and educational activities.
PRINCIPLE 4:
Members shall not engage in conduct that could be construed as a conflict of interest or that reflects negatively on the profession.
4.1 Members should conduct themselves personally and professionally in a manner that does not compromise their professional responsibilities or the practice of athletic training.
4.2 National Athletic Trainers’ Association current or past volunteer leaders shall not use the NATA logo in the endorsement of products or services or exploit their affiliation with the NATA in a manner that reflects badly upon the profession.
4.3 Members shall not place financial gain above the patient‘s welfare and shall not participate in any arrangement that exploits the patient.
4.4 Members shall not, through direct or indirect means, use information obtained in the course of the practice of athletic training to try to influence the score or outcome of an athletic event, or attempt to induce financial gain through gambling.
REPORTING OF ETHICS VIOLATIONS
Anyone having information regarding allegations of ethical violations, and wishing to supply such information to NATA, shall supply this information, with as much specificity and documentation as possible, to NATA's Executive Director or Chair of the Ethics Committee. Information need not be supplied in writing, and the reporting individual need not identify him or herself. Information, however, that is too vague, cannot be substantiated without the assistance of the reporting
5
person, or information where, in the opinion of the NATA Executive Director or Ethics Chair, there is no need for anonymity for the reporting individual will not be forwarded for action by the committee.
An individual may report information on the condition that the individual's name or certain other facts be kept confidential. NATA may proceed with an investigation subject to such a condition; however, NATA must inform the reporting
individual that at some point in the investigation NATA may determine that it cannot proceed further without disclosing some of the confidential information, either to the applicant or member under investigation or to some other party. A reporting individual, upon receiving this information from NATA, may decide whether or not to allow the information to be revealed. If the reporting individual decides that the necessary information must remain confidential, NATA may be required to close the unfinished investigation for lack of necessary information. Individuals are strongly encouraged to provide relevant information, with as much detail as possible, in writing to: NATA Ethics Investigations; 2952 Stemmons Freeway; Dallas, TX 75247-6196
E. Standards of Professional Practice –
The BOC Standards of Professional Practice consists of two sections: 1. Practice Standards2. Code of Professional Responsibility
1. Practice Standards
a. PreambleThe Practice Standards (Standards) establish essential practice expectations for all Athletic Trainers. Compliance with the Standards is mandatory. The Standards are intended to:
assist the public in understanding what to expect from an Athletic Trainer assist the Athletic Trainer in evaluating the quality of patient care
assist the Athletic Trainer in understanding the duties and obligations imposed by virtue of holding the ATC® credential The Standards are NOT intended to:
prescribe services
provide step-by-step procedures ensure specific patient outcomes
The BOC does not express an opinion on the competence or warrant job performance of credential holders; however, every Athletic Trainer and applicant must agree to comply with the Standards at all times.
b. Standards of Professional Practice for Athletic Training – Direct Service
Standard 1: DirectionThe Athletic Trainer renders service or treatment under the direction of a physician. Standard 2: Prevention
The Athletic Trainer understands and uses preventive measures to ensure the highest quality of care for every patient. Standard 3: Immediate Care
The Athletic Trainer provides standard immediate care procedures used in emergency situations, independent of setting.
Standard 4: Clinical Evaluation and Diagnosis
Prior to treatment, the Athletic Trainer assesses the patient’s level of function. The patient’s input is considered an integral part of the initial assessment. The Athletic Trainer follows standardized clinical practice in the area of diagnostic reasoning and medical decision making.
Standard 5: Treatment, Rehabilitation and Reconditioning
In development of a treatment program, the Athletic Trainer determines appropriate treatment, rehabilitation and/or reconditioning strategies. Treatment program objectives include long and short term goals and an appraisal of those which
6
the patient can realistically be expected to achieve from the program. Assessment measures to determine effectiveness of the program are incorporated into the program.
Standard 6: Program Discontinuation
The Athletic Trainer, with collaboration of the physician, recommends discontinuation of the athletic training service when the patient has received optimal benefit of the program. The Athletic Trainer, at the time of discontinuation, notes the final assessment of the patient’s status.
Standard 7: Organization and Administration
All services are documented in writing by the Athletic Trainer and are part of the patient’s permanent records. The Athletic Trainer accepts responsibility for recording details of the patient’s health status.
2. Code of Professional Responsibility
PreambleThe Code of Professional Responsibility (Code) mandates that BOC credential holders and applicants act in a
professionally responsible manner in all athletic training services and activities. The BOC requires all Athletic Trainers and applicants to comply with the Code. The BOC may discipline, revoke or take other action with regard to the application or certification of an individual that does not adhere to the Code. The Professional Practice and Discipline Guidelines and Procedures may be accessed via the BOC website, www.bocatc.org.
Code 1: Patient Responsibility - The Athletic Trainer or applicant:
1.1 Renders quality patient care regardless of the patient’s race, religion, age, sex, nationality, disability, social/economic status or any other characteristic protected by law
1.2 Protects the patient from harm, acts always in the patient’s best interests and is an advocate for the patient’s welfare 1.3 Takes appropriate action to protect patients from Athletic Trainers, other healthcare providers or athletic training students who are incompetent, impaired or engaged in illegal or unethical practice
1.4 Maintains the confidentiality of patient information in accordance with applicable law
1.5 Communicates clearly and truthfully with patients and other persons involved in the patient’s program, including, but not limited to, appropriate discussion of assessment results, program plans and progress
1.6 Respects and safeguards his or her relationship of trust and confidence with the patient and does not exploit his or her relationship with the patient for personal or financial gain
1.7 Exercises reasonable care, skill and judgment in all professional work Code 2: Competency - The Athletic Trainer or applicant:
2.1 Engages in lifelong, professional and continuing educational activities 2.2 Participates in continuous quality improvement activities
2.3 Complies with the most current BOC recertification policies and requirements Code 3: Professional Responsibility - The Athletic Trainer or applicant:
3.1 Practices in accordance with the most current BOC Practice Standards
3.2 Knows and complies with applicable local, state and/or federal rules, requirements, regulations and/or laws related to the practice of athletic training
3.3 Collaborates and cooperates with other healthcare providers involved in a patient’s care 3.4 Respects the expertise and responsibility of all healthcare providers involved in a patient’s care
3.5 Reports any suspected or known violation of a rule, requirement, regulation or law by him/herself and/or by another Athletic Trainer that is related to the practice of athletic training, public health, patient care or education
3.6 Reports any criminal convictions (with the exception of misdemeanor traffic offenses or traffic ordinance violations that do not involve the use of alcohol or drugs) and/or professional suspension, discipline or sanction received by him/herself or by another Athletic Trainer that is related to athletic training, public health, patient care or education
3.7 Complies with all BOC exam eligibility requirements and ensures that any information provided to the BOC in connection with any certification application is accurate and truthful
3.8 Does not, without proper authority, possess, use, copy, access, distribute or discuss certification exams, score reports, answer sheets, certificates, certificant or applicant files, documents or other materials
3.9 Is candid, responsible and truthful in making any statement to the BOC, and in making any statement in connection with athletic training to the public
3.10 Complies with all confidentiality and disclosure requirements of the BOC
3.11 Does not take any action that leads, or may lead, to the conviction, plea of guilty or plea of nolo contendere (no contest) to any felony or to a misdemeanor related to public health, patient care, athletics or education;, this includes, but is
7
not limited to: rape; sexual abuse of a child or patient; actual or threatened use of a weapon of violence; the prohibited sale or distribution of controlled substance, or its possession with the intent to distribute; or the use of the position of an Athletic Trainer to improperly influence the outcome or score of an athletic contest or event or in connection with any gambling activity
3.12 Cooperates with BOC investigations into alleged illegal or unethical activities; this includes but is not limited to, providing factual and non-misleading information and responding to requests for information in a timely fashion 3.13 Does not endorse or advertise products or services with the use of, or by reference to, the BOC name without proper authorization
Code 4: Research - The Athletic Trainer or applicant who engages in research:
4.1 Conducts research according to accepted ethical research and reporting standards established by public law, institutional procedures and/or the health professions
4.2 Protects the rights and well being of research subjects
4.3 Conducts research activities with the goal of improving practice, education and public policy relative to the health needs of diverse populations, the health workforce, the organization and administration of health systems and healthcare delivery Code 5: Social Responsibility - The Athletic Trainer or applicant:
5.1 Uses professional skills and knowledge to positively impact the community Code 6: Business Practices - The Athletic Trainer or applicant:
6.1 Refrains from deceptive or fraudulent business practices
6.2 Maintains adequate and customary professional liability insurance
F. Athletic Training Employment Settings
Professional Sports – In this setting, ATC’s work only one sport as part of their job requirements. Although teams
operate only a few months per year, ATC’s work year-round conditioning and rehabilitating athletes. Few jobs are available in this setting due to gender issues and a limited number of teams. Expansion of professional sports and teams in existing leagues and teams has increased opportunities for ATC’s.
Colleges and Universities – Employment in this setting remains stable with little turnover. Colleges and universities
require a master’s degree for employment. A certified athletic trainers’ job in colleges and universities generally fall into three categories:
Athletic department staff / athletic coverage only
Combined instructor/professor and athletic trainer for athletic coverage
Athletic Training Educator – The ATC in this college/university setting is primarily geared towards educating
athletic training students within accredited Athletic Training Education Programs in both formal and clinical class settings. Competencies, clinical integrated proficiencies, and the foundational behaviors are taught using a
learning-over-time model. The AT educators work closely with the ATC’s who work on the medical side to assess clinical skills and knowledge while overseeing the athletic training students within clinical experiences.
Secondary schools – Public and private secondary schools offer special job opportunities for ATC’s. Parents and
administrators are discovering the benefits an ATC can offer in preventing and caring for injuries. Some certified athletic trainers also teach classes at the high school level although some secondary schools are large enough to employ athletic trainers solely for sport coverage.
Hospitals and Clinics– These settings provide ATC’s the opportunity to work with a number of different health care
professionals and a diverse patient population. In addition to injury rehabilitation, many clinics and hospitals provide athletic training services for local secondary schools.
Industrial/Occupational – This athletic training setting is geared towards decreasing medical costs from acute and
chronic musculoskeletal injuries suffered on the job site. ATC’s in this setting work under the direction of a “plant / factory physician” and provide ergonomic instruction, injury treatment and rehabilitation.
Military - Over the course of the last several years, certified athletic trainers have been increasingly employed by the
various Armed Forces to assist in the health and welfare of both active duty soldiers and their dependents. Although each particular branch has it own specific employment policies, most ATCs being hired today are either independent contractors or part of the Government Civil Service system.
8
Performing Arts - World-renowned entertainment venues and performing arts groups such as Cirque du Soleil, Disney
World and Disneyland, Radio City Music Hall Rockettes, Pittsburgh Ballet Theater, Cincinnati Ballet and Blue Man Group utilize an athletic training program to keep their performers in peak condition. Performing Arts athletic trainers provide specialized injury prevention and rehabilitative care to dancers, musicians and vocalists.
Physician Extender – This athletic training setting is geared towards assisting physicians in evaluating and / or
rehabilitating the physician’s patients. ATC’s in this setting work under the direction of the physician and provide initial assessments, assist with patient care, and work as the physician’s assistant as needed. ATC’s in this setting work as physician extenders for any of the practice settings below:
Orthopaedics; Osteopathy; Family Practice; Primary Care; Occupational medicine; Chiropractic
Public Safety – Within the last few years, certified athletic trainers have been employed through various Public Safety
Departments and Academies. They are hired to prevent overuse injuries and advise employees on techniques and processes related to injury prevention, care and conditioning.
Other possible athletic training employment opportunities include corporate health programs, health and fitness clubs, clinical and industrial health care programs, pharmaceutical companies, and medical distribution companies.
G. State Licensure and Regulation
In addition to certification, athletic trainers must meet individual state regulation requirements in 46 of 50 states (as of summer 2008). To determine if these added requirements apply, athletic training students who are preparing to take the certification exam must check with the governing body of the particular state that he/she will be employed in.
What is the difference between a state licensure and BOC certification?
State law delineates the scope of practice and requirements for the legal practice of athletic training. Scope of practice can vary from state to state. State regulation always takes precedence over certification standards. The BOC certification is a voluntary certification that is international in scope. More than 27,000 individuals hold BOC certification.
What are the requirements for state licensure?
Currently 48 states list some form of regulation of practice for athletic trainers (i.e., certification, exemption, licensure, or registration). Licensure is the most restrictive form of regulation while registration is the least. Requirements vary from state to state. Most states accept BOC certification to meet one of their standards for regulation. Individuals must still be accepted by the appropriate state regulatory agency prior to beginning employment. For specific information on
requirements, contact the state regulatory agency in the state where employment is intended or go to www.bocatc.org and click the state regulation link.
How do I apply for state licensure or the equivalent?
To apply for state licensure, contact the state regulatory board. In Indiana, the state licensure board is the Health Professions Bureau, (317) 234-2064, or http://www.in.gov/pla/athletic.htm .
H. CEU Maintenance
The BOC has established that all certified athletic trainers must obtain 75 continuing education units (CEUs) within a three-(3) year reporting term. Each individual is also required to submit proof of current CPR and Emergency Cardiac Care certification during that three-(3) year term. Newly certified athletic trainers will be advised, when they receive their certification notice, of their continuing education requirement, as well as other information about the BOC’s continuing education requirement.
9
Certified athletic trainers must meet the following 4 criteria in order to become recertified. Please refer to the BOC website at: www.bocatc.org for further details.
Adherence to BOC Standards of Professional Practice
(SOP)
Continuous certification in emergency cardiac care
(ECC)
Completion of
continuing education (CE) recertification fees Payment of
2014-2015 Changes
Recertification Deadline:
Current ATs have a 12/31/2013 expiration date. If you log in to BOC Central™, you can find personalized information regarding your total CEUs due and your CE accumulation period on your CE203 form. The BOC reviews requirements for an AT to maintain certification periodically. The changes described will be effective January 1, 2014.
Certification Maintenance Period
The Certification Maintenance Period (currently known as “Reporting Period”) is currently a 3-year period. Beginning January 1, 2014, it will be a 2-year period. Compliance with the BOC Standards of Professional Practice, emergency cardiac care (ECC), maintenance fees and CE are still required. The number of CEUs required will be reduced to 50 CEUs. ATs certified in the even years will have their number of CEUs prorated for their first certification maintenance period.
New Certification Maintenance Period
(Begins 1/1/2014) Current Reporting Period (Ends 12/31/2013) 50 CEUs, ECC, maintenance fees and compliance with
BOC Standards of Professional Practice/2 years
ATs certified prior to 2013 will have 50 CEUs due 12/31/2015
(January 1, 2014 – December 31, 2015)
ATs certified in 2013 will have 50 CEUs due 12/31/2015
(Date Certified – 12/31/2015)
ATs certified in 2014 will have 25 CEUs due 12/31/2015
(Date Certified – 12/31/2015)
ATs certified in 2015 will have 50 CEUs due 12/31/2017
(Date Certified – 12/31/2017)
*75 CEUs, ECC, recertification fees and compliance with
10
*Not all ATs have 75 CEUs due 12/31/2013; please log on to BOC Central™ and review form CE203 under the Completed Forms tab to verify the number of CEUs you are required to report.
Definition of Continuing Education (CE)
The definition of CE will be modified by eliminating the phrase “beyond the levels required for entry-level practice.” Entry-level practice is dynamic and eliminating the phrase allows an AT to participate in CE that enhances competence at entry-level or beyond.
New Definition of CE
(Begins 1/1/2014) Current Definition of CE (Ends 12/31/2013) Continuing education (CE) requirements are intended to
promote continued competence, development of current knowledge and skills and enhancement of professional skills and judgment. CE activities must focus on increasing knowledge, skills and abilities related to the practice of athletic training.
Continuing education (CE) requirements are intended to promote continued competence, development of current knowledge and skills and enhancement of professional skills and judgment beyond the levels required for entry-level practice. CE activities must focus on increasing knowledge, skills and abilities related to the practice of athletic training. CE Classification System
The CE classification system will be slightly modified. There will be two levels of CE with different categories in each level. Level I categories are for competence activities and programs that require a level of BOC approval. Level II
categories are competence activities and programs that do not require BOC approval. All categories continue to require that the content of the activity or program fall within the domains of athletic training based on the Role Delineation
Study/Practice Analysis, Sixth Edition.
LEVEL I – EBP (Evidence Based Practice) Category
A new category will be added and is considered a Level I category; EBP (evidence based practice) requires a minimum of 10 CEUs (based on 50 CEUs due) each certification maintenance period. EBP programs will be approved on an individual basis and must meet specific content and quality requirements. The BOC has announced the new category to BOC Approved Providers and will work with them to get qualified programs eligible for the EBP Category. The BOC will post a list of eligible EBP programs in late 2013 and will continue to update the list as courses are made available.
New EBP Category (Begins 1/1/2014)
11
LEVEL I – EBP: Qualified/Enhanced Competence ProgramsPre-approved programs (live events or home study courses) that meet specific content and quality requirements and include evidence based practice (EBP).
Programs must adhere to one of the following formats:
Clinical: A clinically oriented topic structured and delivered in a manner consistent with the principles of EBP
EBP: An EBP specific topic: about EBP or a topic relevant to EBP Clinical
A clinically oriented topic must be designed in a way that reflects the basic principles of EBP. Examples of appropriate clinical topics include glenohumeral assessment, ACL rehabilitation and sport-related concussion. The presentation must take an approach similar to that described by Steves and Hootman (2004)1 and include the following components:
A focused and clinically relevant question structured in PICO format
A detailed search strategy including search terms
Identification of databases used in literature search
A critical appraisal of resultant literature including the determination of levels of evidence and/or strength of recommendations
A clinical application of the evidence
An appraisal of the outcome gained through the application of the evidence-based intervention
1Steves R, Hootman JM.Evidence-based medicine: What is it and how does it apply to athletic training. Journal of Athletic Training, 2004; 39(1)83-87.
EBP
The topic of EBP should address theoretic or practical aspects of EBP, EBP knowledge gaps or the application of topics relevant to EBP such as critical appraisal or statistical analysis. Programming in this category is intended to promote EBP within the profession by enhancing a clinician’s ability to find and evaluate evidence and apply it to their clinical practice. Diversity among topics is encouraged in order to provide appropriate content for all clinicians relative to their level of expertise with BP.
Other Possible Activities2
Post professional graduate of an NATA accredited AT graduate level program
Post professional graduate of a PhD/EdD program may qualify if dissertation has a narrow focus of athletic training
2Must have graduated within the certification maintenance period and must be able to provide an official transcript indicating as such.
Based on 2-year period (50 CEUs): Minimum = 10 Maximum = 50
LEVEL I – Category A
Category A: Approved Competence Programs (currently known as Category A – Approved Provider Programs) will continue to be live events and home study courses that are from BOC Approved Providers.
New Category A Requirements
(Begins 1/1/2014) Current Category A Requirements (Ends 12/31/2013) LEVEL I – Category A: Approved Competence
Programs
Based on 2-year period (50 CEUs): Minimum = 0
Maximum = 40
Category A – Approved Provider Programs Based on 3-year period (75 CEUs): Minimum = 0
12
LEVEL II – Categories B, C and DCategories B and C have only minor modifications. The maximum number of CEUs allowed in Category D – Non-Approved Competence Programs will increase to 28 CEUs (based on 50 CEUs due).
New Category B, C and D Requirements
(Begins 1/1/2014) Current Category B, C and D Requirements (Ends 12/31/2013) LEVEL II – Category B: Professional and Scholarly
Activities
Three changes from previous Category B:
Remove EMT initial training (can be used in Category D)
Remove BOC qualified examiner or model
Add member of clinical research study team (10 CEUs/research project)
Based on 2-year period (50 CEUs): Minimum = 0
Maximum = 33
Category B – Professional Development
Includes EMT initial
Includes BOC qualified examiner or model
Does not include member of clinical research study team
Based on 3-year period (75 CEUs): Minimum = 0
Maximum = 50
LEVEL II – Category C: Post-Certification College/University Coursework
Two changes from previous Category C:
Add accredited AT residency/fellowship (20 CEUs/year)
Remove medical residency Based on 2-year period (50 CEUs): Minimum = 0
Maximum = 40
Category C – Post-Certification College/University Coursework
Does not include AT residency or fellowships
Includes medical residency Based on 3-year period (75 CEUs): Minimum = 0
Maximum = 75
LEVEL II – Category D: Non-Approved Competence Programs
Two changes from previous Category D:
Videos/DVDs/Audiotapes/Multimedia - independent verification (from an immediate supervisor that details title, length, date of activity and successful completion of an exam)
The maximum number of CEUs allowed increased to 56% of the total CEUs due
Based on 2-year period (50 CEUs): Minimum = 0
Maximum = 28
Category D – Individualized Options
Videos/DVDs/Audiotapes/Multimedia – receipt of purchase and independent verification (from an immediate supervisor that details title, length and date of activity)
The maximum number of CEUs allowed is 27% of the total CEUs due
Based on 3-year period (75 CEUs): Minimum = 0
13
II
Athletic Training Program Information
A. Introduction
The Franklin College Athletic Training Program (AT Program) has been in existence since 1999 and is housed in the Department of Kinesiology. The major consists of 5 required classes in the pre-professional aspect, 13 in the professional aspect, 7 clinical experience classes, and 2 field/professional development experience classes. Students are strongly encouraged to also pursue a minor in fitness, biology, or psychology to enhance marketability.
The AT Program is an accredited curriculum program through the Commission on Accreditation of Athletic Training Education (CAATE). The AT Program requirements are based on the NATA Role Delineation Study, CAATE
requirements, and the athletic training competencies and integrative proficiencies established by the NATA Professional Education Committee. The AT Program is a progressive, student-based curriculum blend of academic preparation, practical application, and personal attention and is designed to prepare students for competitive health care careers. The clinically focused, competitive AT Program carefully leads students through incremental and sequenced classes designed to provide solid evidence-based knowledge combined with hands-on practical experience. Numerous clinical experience rotations complement course work throughout the three-year professional athletic training sequence and provide a solid professional development foundation. Diverse clinical settings in the Franklin, Greenwood, Columbus, and Indianapolis areas offer unique opportunities for educational advancement. Preceptors working with various male and female athletic teams on the Franklin College campus and in multiple diverse settings within the community supervise ATS’s during clinical experiences.
From the beginning, students complete competencies and integrative proficiencies that progress them through each clinical level and move them through the AT Program at a regulated pace. This ensures quality retention of knowledge and clinical skills in addition to academic success. Through the direct teaching, supervision, and dedication to excellence in academics of the Athletic Training Faculty and Staff, athletic training students learn to be independent in their clinical experiences and are prepared to become certified as athletic trainers or enter other healthcare fields. Along with competency completion, oral-practical examinations are given each semester to assist with evaluating the ATS’s clinical progress. By the
completion of the 6th semester in the program, ATS’s have integrated a wide assortment of professional skills into practice and clinical experiences in preparation for the BOC exam and as entry-level athletic trainers for the profession
.
B. Athletic Training Program Accreditation Status
The Franklin College AT Program received initial CAAHEP (Commission on Accreditation of Allied Health Education Programs) accreditation in the fall of 2003 and is now a recognized accredited program through CAATE (Commission on Accreditation of Athletic Training Education). The program was re-accredited in October 2009, receiving a10 year accreditation status. The AT Program will go up for re-accreditation in spring 2017.
C. Athletic Training Program Mission Statement
The Franklin College AT Program is a four-year curriculum that purposefully leads each athletic training student through incremental and sequential classes that blend didactic and clinical experiences with an emphasis on learning over time. Through the integration of formal classroom knowledge and planned clinical experiences, our athletic training students will be prepared to provide quality health care in a variety of employment settings. Upon completion of the AT Program, our graduates will have the ability to think critically, problem solve, make ethical decisions, and assume professional
responsibility. Our AT Program faculty and staff are committed to the preparation of highly qualified and skilled athletic trainers by providing personalized attention, excellence in learning, and acknowledging them as individuals throughout their education.
D. Athletic Training Program Goals and Objectives
A. To integrate the athletic training students didactic and clinical knowledge through a wide variety of clinical experiences and instructional techniques.
Objectives
1. Expose athletic training students to health care clinical settings and professions in the classroom and as part of their clinical education.
2. Attend conferences related to the education of athletic training students. 3. Seek out faculty development opportunities.
4. Place athletic training students in supervised situations which put classroom theory into practice and encourage common sense, rational thinking and problem-solving skills.
14
5. Encourage athletic training students to develop good communication, organizational, and administrative skills in the athletic training setting.
6. Maintain high quality preceptors through continued communication, training, and personal interaction. B. To graduate the highest caliber athletic training student possible.
Objectives
1. Advise all athletic training students effectively and thoroughly.
2. Provide a variety of athletic training clinical experiences to the students in the AT Program. 3. Have 25% of our AT Program students on the Dean’s list each semester.
4. Receive positive feedback from the Employer surveys about our Alumni. 5. Maintain a low certified athletic trainer to athletic training student ratio.
C. To place 100% of our graduates into the athletic training profession or other related health care occupations. Objectives
1. Provide the proper tools and resources to seek a job in the athletic training profession.
2. Provide opportunities to promote the profession of athletic training as a career and foster a positive attitude toward the profession.
D. To maintain an 85% or higher 1st time BOC passing rate. Objectives
1. Maintain an 85% or higher first time BOC passing rate for the students in our AT Program.
2. Perseverance and persistence of the athletic training faculty and staff with students when working on competencies and Clinical Integrative Proficiencies.
E. To maintain a 10-year CAATE accreditation period. Objectives
1. Maintain proper documentation.
2. Ensure proper communication with all faculty and staff associated with the AT Program. 3. Stay abreast of current issues within athletic training education.
4. Follow the most current standards and guidelines when making decisions that affect the AT Program. 5. Regularly attend conferences related to the education of athletic training students.
F. To continually stay abreast of current trends in the field of athletic training. Objectives
1. Regularly attend professional conferences, seminars, workshops, etc.
2. Fully utilize the professional development funds provided to faculty members. 3. Utilize a variety of guest speakers in our AT Program classes.
4. Stay abreast of current research findings.
E. Advising
AT Program advisors meet with athletic training majors minimally twice a year to discuss academics, future class
scheduling, and career plans. Mid-term and final grades are closely monitored by AT Program advisors and faculty to catch academic problems early. Every attempt will be made to ensure success both in and out of the classroom for all athletic training students.
Please refer to the clinical appendices for copies of the most recent 4-year plans for athletic training major.
F. Class Scheduling
The majority of clinical experience hours will be from 3-7 PM on weekdays. However, certain teams may practice earlier or later than this time. Once assigned to a clinical experience rotation, ATS will be able to meet with the respective preceptor to discuss the practice and competition schedules. ATS’s should attempt to schedule classes around the 3-7 PM time frame as best able. If there is a class-practice conflict, this needs to be discussed with the respective preceptor or AT Program faculty member prior to classes beginning to ensure that a plan is established.
ATS’s are expected to perform clinical responsibilities as in any work setting. ATS’s are expected to be: professional, dressed appropriately, on time, and performing duties and tasks as asked. Academics are a priority of the AT Program and ATS’s are to anticipate upcoming assignments and plan accordingly. In the event than an ATS will not be able to fulfill a clinical assignment, the supervising preceptor must be notified as soon as possible.
15
G. Retention
The Franklin College Athletic Training Student’s academic success is of the utmost importance to all members of the Athletic Training Program. Academic achievement is directly tied to passing the BOC exam, being accepted into graduate programs, and achieving professional success. In order to help students achieve academic success and higher cumulative grade point averages (GPA), mid-term and final grades are reviewed by the student’s individual academic advisor as well as the AT Program Director each semester. In addition, academic advisors and the AT Program Director communicate on a regular and consistent basis so as not to allow any AT Program students to struggle without notice. For those students who are struggling with their semester and/or overall GPA, the AT Program has implemented an Academic Achievement Program (AAP). To demand anything less than the highest quality of academic success from the program’s athletic training students would be negligent of the AT Program faculty and staff.
Academic Requirements for Successful Completion of the Athletic Training Major
1. A 2.75 (4.0 scale) cumulative GPA must be maintained.
2. A “C+” or higher is required in all courses required by the Athletic Training Major. 3. Successful completion of all Clinical Experience rotations, on and off campus.
Consequences for failure to meet the requirements
1. Each student within the AT Program must maintain a minimum 2.75 (4.0 scale) cumulative GPA to participate in clinical experience rotations. If a student’s cumulative GPA falls below the 2.75 (4.0 scale) minimum, he/she will be placed on academic probation and required to stop participating in clinical experience rotations for one
semester. Students will have one semester to improve his/her cumulative GPA to acceptable standards or will be dismissed from the AT Program. Once positive improvement has been demonstrated in the student’s cumulative GPA, he/she will be eligible for reinstatement to the AT Program. The semester the student is reinstated to the AT Program he/she is required to be part of the Academic Achievement Program, regardless of cumulative GPA. 2. A grade of “C+” or higher is required for all required courses within the athletic training major. If a student
receives a “C” or below in a course required by the athletic training major, the course must be repeated and the student is placed on academic probation. The student will be removed from probation when he/she has successfully repeated the course with a “C+” or higher.
3. All courses within the AT Program are sequential and are prerequisites for subsequent athletic training courses. Any student who must repeat any required athletic training course will fall behind in his/her coursework. Most required athletic training courses are only offered once a year so any course that must be repeated will put the student behind by one year and will thusly postpone graduation. The AT Program faculty and staff makes every effort to provide support and access to appropriate tutorial assistance to help all students restore good academic standing. The role of the preceptors includes not only instruction and supervision of the student, but also advising and supporting student academic success.
4. If a student is placed on probation a second time, either for low cumulative GPA or unacceptable course grades, the student will be automatically dismissed from the AT Program. If a student’s cumulative GPA AND an athletic training course grade or grades are below the AT Program standards in the same semester, the student will be automatically dismissed from the AT Program without the possibility of reinstatement.
5. Junior and senior athletic training students meet with a preceptor minimally twice during each clinical experience rotation to discuss his/her personal evaluation. Sophomore athletic training student meet with their preceptor at the beginning and end of each rotation. The evaluation encompasses skills, techniques, proficiencies and behaviors appropriate to athletic training. The purpose of the evaluation is for the student to receive feedback from his/her preceptor and the preceptor to receive feedback from the student. Preceptors may request more frequent evaluations if they feel students are not performing adequately in the clinical portion of the major. If additional meetings are required, the student and preceptors will discuss the concerns and come to a mutual agreement on a plan for improvement. If inappropriate behavior persists, or an evaluation average falls below a 3 on a 1 to 5 scale, the AT Program Director reserves the right to place a student on probation from clinical
experience rotations until the student can show progress towards improving skills, techniques, proficiencies and/or behavior. Consequences of this probation will be determined in each situation depending on the probation reasoning.
16
H. Academic resources for students within the AT Program (above and beyond resources
available to all Franklin College students)
Academic Achievement Program
The AAP is a program specifically designed to help athletic training students who might be struggling with AT Program or other college classes. The program is designed to be an incentive to help students achieve a GPA suitable for graduate programs and to learn skills that are imperative for professional success.
Optional participation in the AAP
2nd semester sophomore, junior or senior AT Program students with a semester GPA of 2.75 - 2.99 or higher Incoming sophomore AT Program students with a cumulative GPA of 3.0 or higher
Required participation in the AAP
2nd semester sophomore, junior or senior AT Program students who receive a semester GPA of below a 2.75 Incoming sophomore AT Program students with a cumulative GPA of 2.75 - 2.99
Students who participate in AAP, either chosen or required, will participate in AAP for a full semester. The semester of participation will be the semester subsequent to the semester where grades did not meet the minimum requirement. At the end of each semester, all student grades will be reviewed by the AT Program director. At that time, students will either be notified of their involvement in AAP for the following semester or informed they no longer are required to participate. All students in the AAP are required to complete a minimum of 10 hours of studying per week (see AAP policy for further details). Athletic training students who are also student-athletes and are required to participate in an athletic study table may count the hours for both purposes. Failure to obtain 10 hours/week will be considered a minor violation and will be handled according to the AT Program violation policy. All missed hours must be made up the following week (i.e. if a student only completed 8 hours one week, 12 hours must be completed the following week). Additionally, all students in the AAP will be required to meet a pre-determined amount of times with a member of the AT Program faulty/staff to discuss time management skills, note taking techniques, grades, review and complete required paperwork, and to review overall semester achievement and study skills. During these meetings, students will be provided with paperwork to assist with their time management and academic organization.
Rewards for students in the AT Program
All athletic training students who earn a semester GPA of 3.5 or higher will be rewarded by the AT Program faculty and staff during the semester in which the 3.5 is received. Rewards vary by semester and will be determined on a semester to semester basis.
I. Franklin College Athletic Training Club
The purpose of the Athletic Training Club is for members of the Franklin College Athletic Training Program who are interested in the advancement of athletic training to meet to promote health and safety in athletics. The goals of FCAT are to:
1. Encourage attendance to state and district symposiums and conferences. 2. Provide opportunities for the educational growth of athletic training students. 3. Assist with building campus-wide knowledge and understanding of athletic training.
4. Perform fundraising efforts to help support the aforementioned objectives, as well as to help our club’s continued growth and efforts.
5. Oversee an interactive buddy system in which members of the Franklin College Athletic Training Education Program become more integrated with the club and its functions, as well as improve relationships amongst its members.
J. Iota Tau Alpha
The purpose of Iota Tau Alpha (ITA) Athletic Training Education Honor Society is the promotion and encouragement of scholarly activity in athletic training and the recognition of outstanding achievement among students enrolled in athletic training programs. Juniors and seniors who excel in the AT Program are eligible to join ITA in the fall semester of their junior or senior year. Criteria are a 3.5 or higher cumulative GPA, junior status in the AT Program, and in good standing in the program.
17
K. Scholarship Opportunities
1.
OrthoIndy Scholarship
Each year Franklin College athletic training students have the opportunity to apply for two scholarships that are provided through the generosity of OrthoIndy. Students who receive one of these scholarships exhibit and exemplify the characteristics of a successful athletic trainer: professionalism, involvement, athletic training knowledge and skills, and a sincere interest in the profession. The top scholarship is worth $300 and the second scholarship is worth $200. The scholarship winners may use these monies in any form that relates to their education as an athletic training student or to advance their knowledge as an athletic trainer. Examples of how these monies can be used are: books for athletic training classes, attending related conferences, registration fees for the BOC exam, etc. Once the winners have been determined, students should submit receipts, etc. for reimbursement for any accrued expenses up to the allotted amount.
Scholarship criteria are:
1. A member of the Franklin College Athletic Training Program for a minimum of 2 years 2. A cumulative GPA of 3.0 or higher
3. Current member of both the NATA and IATA Application requirements are:
1. Submitting a complete resume detailing involvement in on and off-campus athletic training events while at Franklin College (Ex - internships, conferences, volunteer work, observed surgeries, quiz bowl, etc.)
2. Submitting an essay discussing your strengths, weaknesses, athletic training goals, and reasons why you should receive a scholarship
3. Demonstrating a willingness to be a leader within the Athletic Training Program and to put forth extra effort to be an excellent athletic trainer
4. Demonstrating professionalism, responsibility, and a love of athletic training SCHOLARSHIP DEADLINE: December 31st each year.
2. Other Scholarships
Other scholarship opportunities for athletic training students are available through our state organization, Indiana Athletic Trainers’ Association (IATA) and our district organization, Great Lakes Athletic Training Association (GLATA). Visit the IATA website, www.iata-usa.org and the GLATA website, www.glata.org for more information. Make sure to pay attention to the deadlines associated with each scholarship as they differ from one another.
18
III. Athletic Training Program Policies and Procedures
A. Franklin College Athletic Training Program Code of Conduct
An Athletic Training Student will:
1. Dress in a professional manner to effectively represent the AT Program in every aspect. 2. Exhibit courtesy and professionalism in all aspects while representing the AT Program.
3. Exhibit professionalism in the AT clinic, clinical settings (on and off campus), athletic venues, classroom, and other AT Program settings at all times. (ie - no sleeping or lounging on tables, cleanly shaved/groomed, acting professional, dressing professionally, etc.)
4. NOT fraternize with the student athletes in any aspect which is known to be in poor taste, will unethically represent the AT Program, or will result in the athletic training student not abiding by the institution’s rules.
5. Respect and abide by the instructions and rules established by the athletic training staff. 6. Demonstrate honesty, integrity, and loyalty in all aspects of the AT Program.
7. NOT condone the unauthorized and/or non-therapeutic use of drugs and/or alcohol. It will be considered a violation of this code should an athletic training student be involved in any public embarrassment, violent incidents, or damage of property as a result of substance abuse. Punitive action from the AT Program Director will result.
8. NOT wear any part of his/her athletic training clothing or represent the AT Program in any fashion while partaking in extracurricular activities that are not supervised by the AT Program or athletic training staff.
9. NOT provide or accept academic work that is not his/her own. If a student is in violation of Franklin College policy, the student will be penalized and his/her status in the AT Program will be in jeopardy.
10. Demonstrate sound moral judgment in his/her academics and decisions directly involving the AT Program.
11. NOT remove any inventory from the athletic training facility for his/her own personal use without verbal consent of a member of the athletic training staff.
B. Athletic Training Program Bloodborne Pathogen and Biohazard Control Policy
As a result of potential exposure to blood and other infectious materials, it is the policy of the AT Program to give each student enrolled in the AT Program formal instruction in Universal Precautions, according to the recommendations from the Center for Disease Control. This formal instruction will be provided as part of the AT Program as well as each August during a training session. Each student in the AT Program is required to complete an on-line training session and
successfully complete the associated quiz in order to participate in clinical experiences. Formal instruction in Universal Precautions includes: Disposal of needles and other sharp instruments; hand washing; cleaning, disinfecting, and sterilizing; cleaning and decontaminating blood spills; laundry; disposal of infectious waste; use of disposable gloves, masks, eye wear, and gowns; and resuscitation equipment.
In addition, students admitted to the AT Program are required to show proof of receiving the Hepatitis B Vaccination series. The Hepatitis B Vaccine is 85-95% effective in preventing the Hepatitis B infection in those who receive all 3 vaccines. Those students who decline immunization must sign a Hepatitis B Immunization declination form annually.
1. Open Hemorrhaging Wound Care Procedures
a. Apply latex gloves, inspecting for rips or holes.
b. Place sterile gauze over wound, apply direct pressure, and elevate above heart level for 5-10 minutes. If bleeding does not stop within 5-10 minutes, refer the person to a physician or the ER for further treatment.
c. Once the bleeding has stopped, cleanse the wound with soap and water using a circular outward pattern to remove debris and / or bacteria from the wound.
d. Dry the wound and apply an adhesive to the outer edges.
e. Apply wound closure strips perpendicular to the wound pulling the edges closely together. f. Apply a wound dressing on top of the wound.
g. Secure the dressing to the wound.
h. Wash work surface with a 10:1 water to bleach concentration or suitable manufacturer’s solution.
i. Remove latex gloves without touching contaminated glove surface. Dispose of all contaminated materials in a biohazard container.
J Wash hands with soap and water for 30 seconds.
2. Biohazard Guidelines
Strictly adhere to the guidelines and procedures for disposing bio hazardous waste materials. Bio hazardous waste
19
is strongly recommended that gloves are worn when evaluating or treating open wounds that may involve blood or other bodily fluids.
3. Disposal Guidelines
Materials contaminated by blood, bodily fluids, exudate, or other infectious substances are to be disposed in the bio hazardous waste receptacles lined with red biohazard bags. These waste receptacles are located in the athletic training facility. The following items should be disposed of in the bio hazard waste receptacles: gauze, wound dressings, gloves or other materials that have been contaminated with bodily fluids. Scalpels, blades or other sharp objects contaminated with blood, bodily fluids, exudates, or other infectious substances should be disposed of in the sharp's box located in the athletic training clinic. Disposable scalpels are also available and should be disposed of in the sharp’s box.
Laundry that has been exposed to blood or bodily fluids, no matter how minimal, should be placed in a separate laundry bag and taken to the laundry room. It is strongly recommended that ear gloves are worn when handling this bag. Notify the team manager about the contaminated towels and instruct that they should be washed separately in HOT WATER.
Notify the Head Athletic Trainer immediately when the bio hazard bag or sharp's container is full. Appropriate personnel at the physical plant will be notified to pick-up, transport and dispose of these material
s.
4. Bloodborne Pathogen Exposure Protocol
If an exposure to a bloodborne pathogen is thought to occur, proceed as follows:
a) Contact the Certified Head Athletic Trainer (x8014) or security (x8888) as soon as possible but no longer than 24 hours after exposure.
b) Document the exposure completely and thoroughly. Documentation should include the following: how, when and where the exposure occurred, whose blood or bodily fluid the student contacted, where the blood or bodily fluid contacted the student, and the date and time of exposure.
c) Make an immediate appointment at Johnson Memorial Occupational Health Facility or ER for a follow-up. d) All lab results will be kept confidential, except as required by law.
5. OSHA
Current Bloodborne Pathogen and Hepatitis B Training and Documentation Procedure:
a) Annual Bloodborne Pathogen (BBP) training is provided to security staff, physical plant staff, and athletic training staff and students - the three groups identified as “at risk for potential exposure to bloodborne pathogens” using OSHA standards and classifications.
b) Documentation of this training will be through the college’s educational software and accessible only by the AT Program Director.
c) The Hepatitis B vaccine is required forall athletic training students. Athletic Training Students are required to obtain the series before entering the Athletic Training Program. Documentation of the series will be kept in his/her health record in the health center. Anyone who declines the Hepatitis B vaccine series must sign a declination form annually, which will be filed in the student’s health center file.
C. Athletic Training Program Communicable Disease Policy
Illnesses are common amongst college-aged students and are usually difficult to predict. While the Athletic Training faculty and staff want all athletic training students to remain healthy, we understand that illnesses do occur. The Athletic Training faculty and staff also recognize the importance of minimizing exposure to patients, other athletic training students, and everyone else you contact. As a result, the Athletic Training Program has adopted the following communicable disease policy for all Franklin College Athletic Training Program faculty, staff and students.
If an athletic training student becomes ill (i.e. – sinus infection, flu, common cold, conjunctivitis, etc.) and feels unable to attend class and/or a clinical experience rotation assignment, the student MUST contact the respective instructors of the classes missed and his/her assigned preceptor. Both should be completed prior to class and/or the respective rotation reporting time. Note – it is at the discretion of the instructor if any assignments and/or tests missed during your absence may be “made-up” based on the policies in their syllabus.
If an athletic training student is ill for more than two consecutive days, he/she must report to the campus Student Health Center or to another medical practitioner for full evaluation. The qualified medical professional will determine if your condition is potentially communicable and/or requires further treatment. Upon evaluation, the practitioner will decide on
