OVERVIEW
Welcome
Academic Overview / Accreditation Table of Contents
Intro to University of Mobile’s ATEP
• Personnel
• Approved Preceptors & Clinical Instructors • Approved Affiliated Clinical Sites
• Program Mission • Program Description
• Academic Program & Curriculum • Clinical Educational Components • Policies and Procedures
Becoming a Preceptor
• Training Specifications • Preceptor Qualifications • Preceptor Responsibilities
Foundational Behaviors of Professional Practice
• Primacy of the Patient
• Teamed Approach to Practice • Legal Practice
• Ethical Practice
• Advancing Knowledge • Cultural Competence • Professionalism
NATA Educational Competencies / Domains (5th Edition)
• Evidence-Based Practice (EBP)
• Prevention & Health Promotion (PHP) • Clinical Examination & Diagnosis (CE) • Acute Care of Injuries & Illness (AC) • Therapeutic Intervention (TI)
• Psychological Strategies & Referral (PS) • Healthcare Administration (HA)
• Professional Development and Responsibility (PD)
• Clinical Integration Proficiencies (CIP)
Program Assessment & Effectiveness
• Student Evaluations • Evaluation Process • Competency Evaluations • Performance Evaluations • Preceptor /ACI/CI Evaluations
Preceptor as a Mentor
• The Mentor • Mentoring Model
• Mentoring Roles & Responsibilities • Skills of Effective Mentors
Preceptor Training Online Workshop - Welcome
Welcome to University of Mobile’s Athletic Training Education Program (ATEP) -
Preceptor Training Online Workshop 2013-2014
The following Preceptor Training Online Workshop is designed to provide you with the knowledge and resources necessary to participate as a Preceptor in affiliation with University of Mobile’s Athletic Training Education Program.
The Preceptor Training Online Workshop is designed to share some insight into precepting students in clinical practice. We realize you, as our Preceptors, come from varying backgrounds both in clinical expertise and in teaching others. This Online Workshop will help provide you with ways to optimize the time you have to impart knowledge as well as assess understanding of those you are teaching.
It is our hope that the content provided will create a common ground from which you can help our
students to grow in the profession, become efficient and skillful caregivers, and behave professionally in all clinical situations.
University of Mobile is entering the 9th year of service since its initial accreditation for Athletic Training
Education and is fully accredited by the Commission on Accreditation of Athletic Training Education Programs (CAATE).
We want to express our sincere appreciation to you for your willingness to serve as a Preceptor and Mentor to a collection of students that are eager to enter the truly rewarding profession of Athletic Training. Thank you, first and foremost, for sharing your clinical expertise with our students. Your contribution to the program is appreciated more than we could ever express in words.
CERTIFICATE OF COMPLETION:
University of Mobile: 5hr Online Workshop Training Component
University of Mobile - Academic Overview
Academic excellence is at the forefront of the University of Mobile experience. Expect to be challenged academically by professors who take a personal interest and pride in your success.
At the University of Mobile, you’ll find a dynamic learning environment where teaching is first priority. University of Mobile is a place where the faculty brings a wealth of real-world experience into the classroom. The University of Mobile is a place of learning that is not confined to the classroom – but extends to
traveling abroad, exploring on Mobile Bay, performing at the White House, or working the sidelines of a Cleveland Browns game. You will find University of Mobile’s academic standards, Christ-centered mission and personalized attention, excellence in teaching and hands-on experiences to be the cornerstones that will provide you with a solid foundation for success.
The University of Mobile offers over 40 areas of study in the College of Arts & Sciences; Schools of Business, Christian Ministries, Education, and Nursing; Center for Performing Arts/School of Music and School of Worship Leadership; and Center for Adult Programs.
University of Mobile - Accreditation
The University of Mobile is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associate, baccalaureate, and master’s degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the
accreditation of the University of Mobile. Inquiries about the University, such as admission requirements, financial aid, educational programs, etc., should be addressed directly to the University and not to the Commission’s office. The Commission is to be contacted only if there is evidence that appears to support a University’s significant non-compliance with a requirement or standard.
The Alabama State Board of Education approves the University of Mobile’s Teacher Education Programs from the University’s School of Education.
The University holds membership with and is an accredited institutional member of the National Association of Schools of Music (11250 Roger Bacon Drive, Suite 21, Reston, VA 20190-5248, 703-437-0700).
The University, through its School of Business, is accredited by the Accreditation Council for Business Schools and Programs to offer the following business degrees: Bachelor of Science Degree with majors in
Accounting, Business Administration, and Computer Information Systems; and the Master of Business Administration Degree.
The Bachelor Degree in Nursing and the Master Degree in Nursing Programs are accredited by the Commis-sion on Collegiate Nursing Education (One Dupont Circle, NW Suite 530, Washington, D.C. 20036-1120, Telephone 202-887-6791).
Preceptor Training Online Workshop - Personnel
The University of Mobile’s personnel that are affiliated with the Athletic Training Education Program are dedicated to the excellence of education within the profession of Athletic Training. Collectively they represent over 50 years of experience in the profession of athletic training and sports medicine.
Dr. William Carroll (Full Professor, Program Director & Clinical Coordinator, Athletic Trainer)
Dr. Enrico N. Esposito (Associate Professor, Clinical Instructor, Chiropractic Physician, Athletic Trainer) Jamal Randall (Adjunct Professor, Clinical Instructor, Physical Therapist, Athletic Trainer)
Dr. Nancy Huff (Chair, Department of Human Performance & Exercise Science) is a dedicated and supportive
ally in the School of Education and the Athletic Training Education Program.
Dr. Ron Lee enters his ninth year as the ATEP Medical Director, which means he endorses the program, its
staff, and also serves as a valuable asset to the athletic training students as a professional resource and mentor. He also serves as one of the University of Mobile’s Team Physicians.
UMobile’s ATEP Professors & Instructors
• William Carroll, Ed.D, JD, L,ATC
• Enrico N. Esposito, DC, MS, L,ATC, CSCS, EMT • Jamal Randall, BS, PTA, PT, L,ATC
Preceptor Training Online Workshop - Preceptors
In order to accommodate the large number of students, University of Mobile’s ATEP sought to incorporate the help of the Certified Athletic Trainers, Sport Medicine Clinics, and Professional Sports Organization that work and operate in the Mobile/Baldwin County communities and its vicinity. These individuals and facilities have taken an integral part in offering the University of Mobile’s students an opportunity to gather clinical and field experiences and receive an exposure to the day in the life of a certified allied health care
professional.
UMobile’s Preceptors
• William Carroll, Ed.D, JD, L,ATC
• Enrico N. Esposito, DC, MS, L,ATC, CSCS, EMT • Jamal Randall, BS, PTA, PT, L,ATC
Preceptor Training Online Workshop - Clinical Sites
The counties of Mobile & Baldwin host a multitude of health care facilities, working professionals, and sports events that offer a foundation for active, experiential learning.
Athletics
• University of Mobile
• University of South Alabama • Spring Hill College
• Battleship Rugby • Senior Bowl • GMAC Bowl • 360 Fitness
• Mobile County Schools – Athletic Programs • Baldwin County Schools – Athletic Programs • Faith Academy
• Bayside Academy
• United States Sports Academy – Human Performance Center
Orthopaedics / Rehabilitation
• Baldwin Bone and Joint Clinic
• Bayside Sports Medicine & Physical Therapy Clinic • Fairhope Physical Therapy
• Saraland Physical Therapy • Dr. Ron Lee
General Medicine
• Springhill Memorial Hospital • Thomas Hospital
• Mobile Infirmary Medical Services • Health South / Bounce Back Programs • Dr. Ron Lee
Preceptor Training Online Workshop - Program Mission
UMobile’s ATEP Mission Statement
The Mission of the University of Mobile encourages the intellectual, spiritual, cultural and personal growth of learners in their search for meaningful careers and their future lives as responsible, informed members of a global society.
The Mission of UMobile’s Athletic Training Education Program, under the auspices of the Department of Human Performance and Exercise Science, is to prepare students to meet cognitive, psychomotor, and affective competencies and proficiencies to not only pass the Board of Certification Exam, but to also excel in the profession of Athletic Training.
Preceptor Training Online Workshop - Program Description
The University of Mobile’s Athletic Training Education Program (ATEP) is a four year sequential program that progresses each student through four levels of clinical education incorporating eight specific clinical
courses. Each clinical course is based on preceding didactic coursework/curriculum that include and present all the necessary information for each student to master both the NATA Athletic Training Educational
Competencies along with the Foundational Behaviors of Professional Practice. NATA Athletic Training Educational Competencies (5th Edition, 2011).
Athletic Training Educational Competencies / Domains
• Evidence-Based Practice (EBP)
• Prevention & Health Promotion (PHP) • Clinical Examination & Diagnosis (CE) • Acute Care of Injuries & Illness (AC) • Therapeutic Intervention (TI)
• Psychological Strategies & Referral (PS) • Healthcare Administration (HA)
• Professional Development and Responsibility (PD) • Clinical Integration Proficiencies (CIP)
Foundational Behaviors of Professional Practice
• Primacy of the Patient • Team Approach to Practice • Legal Practice
• Ethical Practice
• Advancing Knowledge • Cultural Competence • Professionalism
Each Preceptor should have a copy of these Competencies and Foundational Behavior for quick reference. Each Preceptor should also have a firm foundational knowledge of these Competencies and Foundational Behaviors and take preparation to pass on this knowledge to the students assigned to you during clinical field experiences.
Most Certified Athletic Trainers that have graduated from an athletic training education program in
previous years (internship or curriculum route) have been introduced to each of these Domains, and in years of professional experience, have had a chance to exercise them in practice.
Preceptor Training Online Workshop - Program Description
UMobile’s Athletic Training Education Program (ATEP)
UMobile’s ATEP demands much from the students, but the student should demand even more of themselves. Historically, athletic training students have succeeded in direct proportion to what they are willing to put into the program. UMobile’s ATEP students will have ample opportunities to make the most of their education through ATS blogs, clinical experience journals, the Athletic Training Student Society and special events such as the ACES Workshops, SEATA Student Symposia, Hall of Fame Lecture Series, presentations by the ATEP Medical Director, and other healthcare providers. UMobile’s ATEP students will also help to cover special events like the Senior Bowl, First Light Marathon, Battleship Rugby Tournament, AFL spring training, summer camp positions working with Certified Athletic Trainers, and have the opportunity to do remote Senior Clinical Experiences.
Much of the coursework will be didactic and scientific in nature. This is necessary for understanding concepts and theories as they apply to Athletic Training. The students’ application of these concepts and theories in clinical settings is paramount to their success in the program and in the profession. The clinical portion of the program is extremely important and provides “hands-on” experience and the ability to apply lessons learned in the classroom to various athletic training settings and situations.
The primary goal of the Bachelor of Science program in Athletic Training is to prepare qualified entry-level Certified Athletic Trainers (ATC’s) for service in schools, colleges, professional athletic organizations, sports medicine clinics, and a growing range of non-sports health care settings. Through a combination of classroom instruction and clinical experience, the program is designed to prepare students to assume immediate responsibility and future leadership in the prevention, emergency care, management, and rehabilitation of various injuries and/or illnesses; in program organization and administration; and in the educational and counseling aspects of athletic training.
The first year of this four-year program is classified as the pre-athletic training year, which precedes formal admission into the Athletic Training major. Once admitted to the major, the student will take three years of specialized coursework and complete supervised clinical-educational experiences at an approved affiliated clinical site with an approved Preceptor.
Once the student successfully completes the major, the student is then eligible to sit for the Board of Certification (BOC) examination. BOC certification (ATC) provides the entry-level credential to work as an Athletic Trainer.
Preceptor Training Online Workshop - Program Description
UMobile’s Athletic Training Education Program (ATEP) – 4-Year Academic Program
The Athletic Training Major at the University of Mobile is based on a 4-year academic program with 3 full years of hands-on, clinical experience.
• Level 1 Year (Pre-Athletic Training major): Student takes general education, pre-requisite courses for the major, and applies for admission into the ATEP. Clinical is observational.
• Level 2 Year (Formally admitted to ATEP): Student takes athletic training coursework with limited clinical experiences with Preceptors in a variety of settings.
• Level 3 Year: Student continues athletic training coursework and gains clinical education experience with Preceptors in a variety of settings.
List of Specific Clinical Courses and their corresponding Levels in the Academic Program
• HPE 125 Athletic Injuries Clinical I – Level 1 • HPE 126 Athletic Injuries Clinical II – Level 1 • *HPE 225 Athletic Injuries Clinical III – Level 2 • *HPE 226 Athletic Injuries Clinical IV – Level 2 • *HPE 325 Athletic Injuries Clinical V – Level 3 • *HPE 326 Athletic Injuries Clinical VI – Level 3 • *HPE 425 Athletic Injuries Clinical VII – Level 4 • *HPE 426 Athletic Injuries Clinical VIII – Level 4
Preceptor Training Online Workshop – ATEP Curriculum (A)
It may be advantageous for you as a Preceptor to be familiar with the current curriculum. The following gives you a look at the coursework that each athletic training student must complete in order to graduate with a Bachelor of Science in Athletic Training.
The program’s design also embodies the University of Mobile’s traditional emphasis on the value of a broad- based liberal arts education. The 127-credit curriculum requires that all Athletic Training students satisfy General Education Curriculum and liberal arts requirements, primarily in the physical and social sciences, along with those in Athletic Training and the related Allied Health courses.
The current curriculum may be similar to what you experienced as an athletic training student. The courses that are in bold are classes that are taught specifically by UMobile’s ATEP faculty. If you are interested in the possibility of becoming an Adjunct Faculty or Clinical Instructor in the program, please let us know.
University of Mobile ATEP Curriculum
English 101
Must earn a “C” or better 3 HPE 213 Drugs & Society 3
NU 303 Nutrition 2
English 102 (EN 101)
Must earn a “C” or better 3 HPE 251 Foundations of AT/Term 3
English 201
(EN 101 & 102) 3 HPE 252 Emergency Response Mgt/Acute Care/ First Aid
3 English 202
(EN 101 & 102) 3 HPE 261 Care & Prevention of Athletic Injuries 3
CMS 310
(EN 101 & 102, plus 6 hrs in major) WI 3 HPE 269 Functional Anatomy/Physiology 3 CMS 321 or 331
(EN 101/102) WI 3 HPE 301 Kinesiology & Correctives 3
COM 101 OC
Must earn a “C” or better 3 HPE 310 Dev. Strength & Conditioning 3
Elective: AR 201 or MU 111 3 HPE 332 Sports Psychology WI 3
BIO 201
Must earn a “C” or better 4 HPE 351 Physiology of Exercise 3
BIO 202
Mathematics 211
Must earn a “C” or better 3 *HPE 362 Goniometry/Manual Mus-cular Testing 3
History 3 *HPE 363 Eval of
Muculoskeletal Injuries (permission of instructor)
3
History 3 *HPE 365 Therapeutic
Modalities (permission of instructor)
3
PSY 201 3 *HPE 367 Therapeutic Exercise
(per-mission of instructor) 3
CIS 101 (TL)
Must have a “C” or better 3 HPE 403 Org. & Adm. Of HPES WI 3 HPE Activities
(non-varsity athletics) HPE 410 Exercise Testing and Prescription 3
1 HPE 421 Research in Physical
Educa-tion WI (MA 211) 3
1 HPE 422 Capstone Project 3
1 HPE 125 Athletic Injuries
Clinical I 1
HPE 126 Athletic Injuries
Clinical II 1
TOTAL UMOBILE
CORE REQUIREMENTS: 50 *HPE 225 Athletic Injuries Clinical III 2
*HPE 226 Athletic Injuries
Clinical IV 2
Additional Required Electives: *HPE 325 Athletic Injuries
Clinical V 2
*FS 100 Freshman Seminar
or elective 1 *HPE 326 Athletic Injuries Clinical VI 2
HPE Activities
(non-varsity athletics) 1 *HPE 425 Athletic Injuries Clinical VII 2
1 *HPE 426 Athletic Injuries
Clinical VIII 2
4
TOTAL ADDITIONAL
ELECTIVE HOURS 7 *Pre-requisite: Admission into ATEP
TOTAL MAJOR: 70
WI = Writing Intensive
TL = Technology Literacy Course OC = Oral Communication Competency Course
Prerequisites are in parenthesis GRAND TOTAL HOURS: 127
*FS 100 Freshman Seminar
(freshman only) Chapel - Circle one: (F-4; S-3; Jr/Sr-1)
CATALOG: 2012-2014 Circle Chapel when
Preceptor Training Online Workshop – ATEP Curriculum (B)
UMobile’s ATEP Curriculum – Learning-Over-Time Policy
UMobile’s ATEP Learning-Over-Time Policy spells out that a student must first be taught a proficiency in a didactic class and practice in the laboratory component of that class before he/she can practice or apply that proficiency in a clinical setting under the direct supervision of the Preceptor.
UMobile’s ATEP Policy and Procedures Manual lists which proficiencies are taught in which course and in which course they are to be practiced and evaluated. Additionally, all Preceptors receive a biweekly
electronic newsletter that updates them on what the athletic training students are covering in class during that period. A final fail-safe mechanism to assure the Learning-Over-Time and appropriate learning level concepts are being covered is the site visit conducted at least twice each semester to the clinical sites by the Program Director and/or Clinical Coordinator. During these visits, clinical expectations and progress on proficiencies is a required topic of discussion and, if not in line with Program expectations, the issue will be addressed and solved at that time.
In accordance with the University of Mobile Athletic Training Education Program’s commitment to
Learning-Over-Time, a pre-professional student or an athletic training student will be evaluated numerous times through various methods until the Program Director, Clinical Coordinator, and Preceptor certifies that the athletic training student has met the criteria for proficiency.
The athletic training student shall have the right to challenge any evaluation by notifying the Director of the Athletic Training Education Program in writing. The Program Director will then assign another Preceptor to repeat the evaluation. The general progression of a student’s learning process involves teaching the material in the class, clinical courses, integrating the material into practical experiences at each designated site and, finally, the ability to apply all information learned into a concise evaluation.
It is the goal of the University of Mobile ATEP to provide endless learning opportunities for students to become proficient in the skills needed to be a competent Certified Athletic Trainer.
Preceptor Training Online Workshop – ATEP Curriculum (C)
UMobile’s ATEP Curriculum – Clinical Educational Components
The clinical educational components allow a hands-on-approach to understand concepts and skills necessary to pass specific competencies. It follows a natural course of learning.
For example, HPE 225 Lower Body Intensive teaches components of every aspect of the ankle, knee, and hip. Students learn to demonstrate range of motion exercises, bony landmarks, manual muscle testing, goniometry, special tests, and functional drills to return to activity.
In the HPE 325 course, students learn the contraindications, indications, and protocols for modalities that are designed to facilitate healing. The student learns what each athlete will feel in regard to the modalities they prescribe and what they should expect with each treatment setting.
written assignments allow the instructor to continually add material into the course without worrying about not getting all the information to the student within such a short time frame. The students will practice skills numerous times throughout the semester, but must master the competencies prior to completing the course. Even though clinical education is focused on the assessment of competencies, each athletic training student is responsible for investing time with hands-on / field experiences throughout their entire
curriculum.
List of Specific Clinical Experience Courses under the Direct Supervision Experience of Approved Preceptors / Approved Affiliated Clinical Sites
• HPE 125 Athletic Injuries Clinical I – Level 1 • HPE 126 Athletic Injuries Clinical II – Level 1 • *HPE 225 Athletic Injuries Clinical III – Level 2 • *HPE 226 Athletic Injuries Clinical IV – Level 2 • *HPE 325 Athletic Injuries Clinical V – Level 3 • *HPE 326 Athletic Injuries Clinical VI – Level 3 • *HPE 425 Athletic Injuries Clinical VII – Level 4 • *HPE 426 Athletic Injuries Clinical VIII – Level 4
UMobile ATEP - Clinical Educational Components
(Athletic Injuries Clinical Practicums)
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
HPES 125
HPES 225
HPES 325
HPES 425
HPES
126
HPES
226
HPES
326
HPES
426
LEVEL 1:
HPES 125 (Observation ATC / Training Rm. & On-Field Experiences)
Semester Journal & Documentation Case Studies – Taping
Article Summaries
1) Rules & Function of Governing Body of NATA 2) Athletic Training Educational Competencies 3) ATC – License & Certification
Athletic Training Competencies – Classes & Clinical HPES 251 – Foundations in AT
HPES 252 – Emergency Response Acute Care
HPES 126 (Observation Equipment / Training Rm. & On-Field Experiences)
Semester Journal & Documentation Case Studies - Taping
Article Summaries
1) Qualities of an ATC 2) BOC Certification Exam
Yearly Comp Exam – Level I
Athletic Training Competencies – Classes & Clinical HPES 261 – Care & Prevention of Athletic Injuries HPES 269 – Functional Anatomy & Physiology HPES 214 – CPR/AED/First Aid
LEVEL 2:
HPES 225 (Lower Body Intensive / Training Rm. & On-Field Experiences)
Semester Journal & Documentation Case Studies – Lower Body Injuries Article Summaries
1) Confidentiality / HIPPA / FERPA 2) Purpose for Proper Documentation Oral Practical Exam
Athletic Training Competencies – Classes & Clinical HPES 362 – G & MMT
HPES 237 – Intro to Statistics HPES Elective: HPES 212 Hygiene
HPES 226 (Upper Body Intensive / Training Rm. & On-Field Experiences)
Semester Journal & Documentation Case Studies – Upper Body Injuries Article Summaries
1) Purpose of BOC
2) Professionalism in Athletic Training Yearly Comp Exam – Levels I & II
Athletic Training Competencies – Classes & Clinical
HPES 363 – Evaluation of Musculoskeletal Injuries/Illnesses
HPES Elective: HPES 364 Evaluation Head, Spine, & Internal Organs
LEVEL 3:
HPES 325 (Patient Care: Evaluation-Treatment-Rehabilitation Intensive / Training Rm. &
On-Field Experiences)
Semester Journal & Documentation Case Studies – Injury Management Power Point Presentation (PPT)
Athletic Training Competencies – Classes & Clinical HPES 301 – Kinesiology & Correctives
HPES 361 – General Medical Conditions & Pharmacology HPES 365 – Therapeutic Modalities
HPES 326 (General Medical Intensive / Outside Traditional Training Rm. Experiences –
Other Healthcare Professionals & Venues)
Semester Journal & Documentation Case Studies – Injury Management Power Point Presentation (PPT) Professional Directory
Article Summaries
1) Communicable Diseases 2) Sexually Transmitted Diseases Yearly Comp Exam – Levels I, II, & III
Athletic Training Competencies – Classes & Clinical HPES 220 – Sports Nutrition
HPES 367 – Therapeutic Exercise HPES 332 – Sport Psychology
LEVEL 4:
HPES 425 (Personal Interest / Mentorship / Management-Administration)
Semester Journal & Documentation Matching Interest – Career Path Choices Peer Mentorship – Mentoring Underclassmen Case Studies – Management-Administration Paper:
1) How will you represent the Athletic Training Profession?
2) What types of persona & professional traits will you look for in an employee? Clinical – Comprehensive Review of Skills & Competencies
Mock SEATA EXAM
Athletic Training Competencies – Classes & Clinical
HPES 403 – Organization & Administration for HPES HPES 351 – Physiology of Exercise
HPES 426 (Senior Capstone Experience)
Semester Journal & Documentation
Peer Mentorship – Mentoring Underclassmen
Case Studies – Develop Policies & Procedures Manual Paper:
1) List Short-Term Goals – (6 months) 2) List Long-Term Goals – (5 years)
3) What type of Certified Trainer do you desire to be?
Clinical – Comprehensive Review of Skills & Competencies – Levels I, II, III, & IV Mock SEATA EXAM
Athletic Training Competencies – Classes & Clinical HPES 421 – Research for HPES
HPES 310 – Developing Strength & Conditioning Program HPES 213 – Drugs & Society
Preceptor Training Online Workshop - Policies and Procedures
Preceptors are required to have a basic knowledge of the policies and procedures of The University of Mobile’s Athletic Training Education Program. The links to these resources are for your convenience. Each Preceptor will receive access to the Preceptor Packet which will include: the Preceptor Training Online Work-shop, Preceptor Info PPTs, the University of Mobile’s ATEP Policies & Procedures Manual, and the ATEP Stu-dent Handbook.
Electronic copies of all UMobile’s ATEP documents are available at: www.umobile.edu/atep/policies&procedures.
Preceptor Training Online Workshop - Becoming a Preceptor
Preceptors
The Standards for the Accreditation of Entry-Level Athletic Training Education Programs clearly delineate the requirements for a health care professional to serve as a Preceptor (formerly referred to as an Approved Clinical Instructor or Clinical Instructor).
Preceptors will supervise and mentor student in a clinical setting. This clinical education experience provides students with authentic, real-time opportunities to practice and integrate the knowledge, skills, decision making, and professional behaviors required of the profession in order to develop proficiency as an Athletic Trainer under the direct supervision of the Preceptor.
Preceptor Role: Essential Duties and Responsibilities Include the Following:
• Remain current with new trends and development in his/her field of expertise • Supervise athletic training students in the clinical education setting
• Provide formal or informal instruction to athletic training students in the clinical education setting • Provide instruction and opportunities for the student to develop clinical integration proficiencies,
communication skills and clinical decision-making during actual patient/client care
• Provide assessment of the current knowledge, skills, and clinical abilities designated by the Commission • Provide assessment of athletic training students’ clinical integration proficiencies, communication skills
and clinical decision-making during actual patient/client care;
• Test clinical proficiency on a weekly basis; submit proficiency grades to Athletic Training Education Program in a timely manner
• Facilitate the clinical integration of skills, knowledge, and evidence regarding the practice of athletic training
• Demonstrate understanding of and compliance with the program’s policies and procedures
• Verify students are meeting their hour requirements for successful completion of the clinical course
Requirements:
• Master’s or Bachelor’s degree • Minimum of 1 year BOC certification
*Should you have questions regarding this information please contact the Program Director and/or the Clinical Coordinator
**To notify UMobile’s Athletic Training Education Program of your interest – Please fill out the following form.
**Preceptor Notification Form
Preceptor Training Online Workshop - Training Specifications
The Commission on Accreditation of Athletic Training Education Programs is very specific in its
requirements for the training of each program Preceptor. In accordance with the CAATE Standards for Accreditation of Entry-Level Athletic Training Education Programs (2008), Preceptor training must include instruction in the following content areas:
B3.24 Preceptor training must include the following content areas: • B3.241 learning styles and instructional skills
• B3.242 review of the Athletic Training Educational Competencies • B3.243 evaluation of student performance and feedback
• B3.244 instructional skills of supervision, mentoring, and administration
• B3.245 program/institution-specific policies, procedures, and clinical education requirements • B3.246 legal and ethical behaviors
• B3.247 communication skills
• B3.248 appropriate interpersonal relationships, and • B3.249 appropriate clinical skills and knowledge.
B3.25 be trained/re-trained by the institution’s CIE on a minimum of a three-year cycle.
The CAATE standards set all criteria for the administration and delivery of all accredited entry level, graduate or undergraduate athletic training education programs.
Preceptor Training Online Workshop - Preceptor Qualifications
The CAATE is specific as to its requirements for those professionals willing to serve in clinical education. The following slides will give you some information on what it takes to become a clinical instructor, the creden-tials that you must hold to qualify, and the respective role that you will play in the lives of the athletic train-ing students that you are mentortrain-ing.
A Preceptor is a BOC Certified Athletic Trainer or other Healthcare Professional with a minimum of one year work experience as an athletic trainer, and who has completed Preceptor training. BOC certified athletic trainers who wish to be a Preceptor (e.g., graduate assistant), but who have less than one year of clinical experience, must be supervised by a more experienced Preceptor. A Preceptor provides formal instruction and evaluation of clinical proficiencies in classroom, laboratory, and/or in clinical education experiences through direct supervision of athletic training students.
Note that other content experts (e.g., exercise physiologists, nutritionists, mental health counselors,
physicians) can be used to teach and evaluate those Clinical Proficiencies that fall within the domain of their professional expertise.
A Preceptor must:
• B3.21 be credentialed in a health care profession as defined by the American Medical Association or American Osteopathic Association
• B3.22 be an ATC ® or appropriately credentialed health care professional for a minimum of one year, and • B3.23 not be currently enrolled in the athletic training education program at the institution
Preceptor Training Online Workshop - Preceptor Responsibilities
This is the list of responsibilities as drafted out of the NATA Educational Competencies 5th Edition (2012). The responsibilities of a Preceptor varies greatly from program to program, but all Preceptors do take an
active part in the supervised field experiences of athletic training students. Please become involved with the assessment process, but only as much as you are comfortable with. Each student also has a classroom instructor in their current clinical that can also assess clinical skills for competency. The more you become familiar with our method of assessments, the more confident you will feel in challenging our students in structured skills demonstrations.
B3.3 Preceptor Responsibilities
A Preceptor must:
• B3.31 provide instruction and/or evaluation of the Athletic Training Educational Competencies • B3.32 provide assessment of athletic training students’ clinical proficiency
• B3.33 have regular communication with the appropriate ATEP Administrator
• B3.34 demonstrate understanding of and compliance with the policies and procedures of the ATEP.
Preceptor Training Online Workshop - NATA Athletic
Training Educational Competencies (5th Edition, 2011)
In order to be effective as a clinical instructor in athletic training education, it is important to be familiar with the competencies that are defined by the certified athletic trainer’s role delineation. All clinical instructors will receive a copy of the competencies for their review. These competencies, cognitive, affective and psychomotor, are written and based on the learning principle of the taxonomy of educational objectives. Each of the competencies listed objectify the educational content that must be presented, demonstrated, assessed and reassessed in athletic training education. It is the goal of UMobile’s ATEP to challenge each student in the classroom, the laboratory and in clinical field experience to help them achieve level of mastery and proficiency that they can incorporate as entry level skills in the profession.
Athletic Training Educational Competencies / 9 Domains
• Evidence-Based Practice (EBP)
• Prevention & Health Promotion (PHP) • Clinical Examination & Diagnosis (CE) • Acute Care of Injuries & Illness (AC) • Therapeutic Intervention (TI)
• Psychological Strategies & Referral (PS) • Healthcare Administration (HA)
The domains of knowledge that encompass athletic training education have not changed drastically in the years, but some of the terminology has. More emphasis has been put on knowledge of general medicine, pharmacology, pathology of injury and illness, health care administration, and professional development and responsibility. As the role of the certified athletic trainer becomes more integrated in allied health care, more and more opportunities to work in primary health care settings such as hospitals and physician’s clinics will be presented. There is obviously a need for certified athletic trainers to be skills clinicians on top of their role as the primary health care provider for athletes in traditional settings.
You may note the bold move of removing the term “assessment” and inserting the term “diagnosis” in the role delineation. This may ruffle the feathers of some health care professionals, but it does recognize that those certified athletic trainers that are thoroughly educated are perfectly capable of problem solving and decision making in the evaluation process of orthopedic injuries.
The following pages introduce you to a summary of each of the nine (9) Domains that are encompassed in the NATA 5th Edition Educational Competencies.
Preceptor Training Online Workshop -
Foundational Behaviors of Professional Practice
• Primacy of the Patient
• Teamed Approach to Practice • Legal Practice
• Ethical Practice
• Advancing Knowledge • Cultural Competence • Professionalism
The National Athletic Trainer’s Association has taken great strides to implement a standardization to the process of athletic training education.
In the 2006 athletic training educational competencies, the foundational behaviors of professional practice are infused in cognitive and psychomotor competencies within the professional course content areas. Privacy of the patient includes the recognition of the sources of conflicts of interest that can impact patient care, patient confidentiality and the advocacy of needs of the patients.
The team approach includes the need to recognize the skills and abilities of other healthcare professionals, the understanding of their scope of practice, and the development of the ability to work with others in effecting patient outcomes.
Legal practice includes the necessity for all allied health care professionals including certified athletic trainers to practice in a legally competent manner, understanding the processes and consequences of violating the laws that govern athletic training.
Advancing knowledge involves the ability to critically think and process information in evidence-based practice in the delivery of health care. It also includes the value of continuing education, research and scholarship.
Cultural competence includes the understanding of the cultural differences in attitudes, behaviors of peers and patient populations that are in a diverse work environment.
Professionalism simply refers to an advocacy for professionalism, honesty, integrity, compassion and empathy that is effective in patient/peer relationships in sports medicine.
The picture that these foundational behaviors paint on the athletic training landscape is one that demands respect from the medical community and is in line with the behavioral demands of other allied health care professions that serve in the society of sports medicine.
Preceptor Training Online Workshop -
Foundational Behaviors of Professional Practice
These basic behaviors permeate professional practice and should be incorporated into instruction and assessed throughout the educational program.
Primacy of the Patient
• Recognize sources of conflict of interest that can impact the client’s/patient’s health. • Know and apply the commonly accepted standards for patient confidentiality. • Provide the best healthcare 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 healthcare professionals. • Understand the scope of practice of other healthcare 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 others 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 the delivery of care.
• Promote the value of research and scholarship in athletic training.
• Disseminate new knowledge in athletic training to fellow athletic trainers, clients/patients, other • healthcare professionals, and others as necessary.
Cultural Competence
• Demonstrate awareness of the impact that clients’/patients’ cultural differences have on their attitudes and behaviors toward health care.
• Demonstrate knowledge, attitudes, behaviors, and skills necessary to achieve optimal health outcomes for diverse patient populations.
• Work respectfully and effectively with diverse populations and in a diverse work environment.
Professionalism
• Advocate for the profession.
• Demonstrate honesty and integrity. • Exhibit compassion and empathy.
• Demonstrate effective interpersonal communication skills.
Preceptor Training Online Workshop – Evidence-Based Practice
Evidence-based practitioners incorporate the best available evidence, their clinical skills, and the needs of the patient to maximize patient outcomes. An understanding of evidence-based practice concepts and their application is essential to sound clinical decision-making and the critical examination of athletic training practice.
Practicing in an evidence-based manner should not be confused with conducting research. While
conducting research is important to the profession of athletic training, developing the ability to conduct a research project is not an expectation of professional education. This section focuses on the knowledge and skills necessary for entry-level athletic trainers to use a systematic approach to ask and answer clinically relevant questions that affect patient care by using review and application of existing research evidence. One strategy, among others, is to use a five-step approach: 1) creating a clinically relevant question; 2) searching for the best evidence; 3) critically analyzing the evidence; 4) integrating the appraisal with
personal clinical expertise and patients’ preferences; and 5) evaluating the performance or outcomes of the actions. Each competency listed below is related to such a systematic approach and provides the building blocks for employing evidence-based practice. Other specific evidence-based practice competencies have also been included in appropriate content areas.
All items listed in parentheses are intended to serve as examples and are not all-encompassing or the only way to satisfy the competency.
KNOWLEDGE AND SKILLS
EBP-1. Define evidence-based practice as it relates to athletic training clinical practice. EBP-2. Explain the role of evidence in the clinical decision-making process.
EBP-3. Describe and differentiate the types of quantitative and qualitative research, research components,
EBP-4. Describe a systematic approach (e.g., five-step approach) to create and answer a clinical question
through review and application of existing research.
EBP-5. Develop a relevant clinical question using a pre-defined question format (e.g., PICO= Patients,
Intervention, Comparison, Outcomes; PIO = Patients, Intervention, Outcomes).
EBP-6. Describe and contrast research and literature resources including databases and online critical
appraisal libraries that can be used for conducting clinically-relevant searches.
EBP-7. Conduct a literature search using a clinical question relevant to athletic training practice using search
techniques (e.g., Boolean search, Medical Subject Headings) and resources appropriate for a specific clinical question.
EBP-8. Describe the differences between narrative reviews, systematic reviews, and meta-analyses.
EBP-9. Use standard criteria or developed scales (e.g., Physiotherapy Evidence Database Scale [PEDro],
Ox-ford Centre for Evidence Based Medicine Scale) to critically appraise the structure, rigor, and overall quality of research studies.
EBP-10. Determine the effectiveness and efficacy of an athletic training intervention utilizing
evidence-based practice concepts.
EBP-11. Explain the theoretical foundation of clinical outcomes assessment (e.g., disablement,
health-relat-ed quality of life) and describe common methods of outcomes assessment in athletic training clinical prac-tice (generic, disease-specific, region-specific, and dimension-specific outcomes instruments).
EBP-12. Describe the types of outcomes measures for clinical practice (patient-based and clinician-based) as
well as types of evidence that are gathered through outcomes assessment (patient-oriented evidence versus disease-oriented evidence).
EBP-13. Understand the methods of assessing patient status and progress (eg, global rating of change,
minimal clinically important difference, minimal detectable difference) with clinical outcomes assessments.
EBP-14. Apply and interpret clinical outcomes to assess patient status, progress, and change using
Preceptor Training Online Workshop –
Prevention & Health Promotion
Athletic trainers develop and implement strategies and programs to prevent the incidence and/or severity of injuries and illnesses and optimize their clients’/patients’ overall health and quality of life. These strategies and programs also incorporate the importance of nutrition and physical activity in maintaining a healthy lifestyle and in preventing chronic disease (e.g., diabetes, obesity, cardiovascular disease).
KNOWLEDGE AND SKILLS General Prevention Principles
PHP-1. Describe the concepts (e.g., case definitions, incidence versus prevalence, exposure assessment,
rates) and uses of injury and illness surveillance relevant to athletic training.
PHP-2. Identify and describe measures used to monitor injury prevention strategies (e.g., injury rates and
risks, relative risks, odds ratios, risk differences, numbers needed to treat/harm).
PHP-3. Identify modifiable/non-modifiable risk factors and mechanisms for injury and illness.
PHP-4. Explain how the effectiveness of a prevention strategy can be assessed using clinical outcomes,
surveillance, or evaluation data.
PHP-5. Explain the precautions and risk factors associated with physical activity in persons with common
congenital and acquired abnormalities, disabilities, and diseases.
PHP-6. Summarize the epidemiology data related to the risk of injury and illness associated with
participation in physical activity.
Prevention Strategies and Procedures
PHP-7. Implement disinfectant procedures to prevent the spread of infectious diseases and to comply with
Occupational Safety and Health Administration (OSHA) and other federal regulations.
PHP-8. Identify the necessary components to include in a preparticipation physical examination as
recommended by contemporary guidelines (e.g., American Heart Association, American Academy of Pediatrics Council on Sports Medicine & Fitness).
PHP-9. Explain the role of the preparticipation physical exam in identifying conditions that might
predis-pose the athlete to injury or illness.
PHP-10. Explain the principles of the body’s thermoregulatory mechanisms as they relate to heat gain and
heat loss.
PHP-11. Explain the principles of environmental illness prevention programs to include acclimation and
PHP-12. Summarize current practice guidelines related to physical activity during extreme weather
conditions (e.g., heat, cold, lightning, wind).
PHP-13. Obtain and interpret environmental data (web bulb globe temperature [WBGT], sling
psychrometer, lightning detection devices) to make clinical decisions regarding the scheduling, type, and duration of physical activity.
PHP-14. Assess weight loss and hydration status using weight charts, urine color charts, or specific gravity
measurements to determine an individual’s ability to participate in physical activity in a hot, humid environment.
PHP-15. Use a glucometer to monitor blood glucose levels, determine participation status, and make
referral decisions.
PHP-16. Use a peak-flow meter to monitor a patient’s asthma symptoms, determine participation status,
and make referral decisions.
PHP-17. Explain the etiology and prevention guidelines associated with the leading causes of sudden death
during physical activity, including but not limited to:
PHP-17a. Cardiac arrhythmia or arrest PHP-17b. Asthma
PHP-17c. Traumatic brain injury PHP-17d. Exertional heat stroke PHP-17e. Hyponatremia
PHP-17f. Exertional sickling PHP-17g. Anaphylactic shock PHP-17h. Cervical spine injury PHP-17i. Lightning strike
PHP-18. Explain strategies for communicating with coaches, athletes, parents, administrators, and other
relevant personnel regarding potentially dangerous conditions related to the environment, field, or playing surfaces.
PHP-19. Instruct clients/patients in the basic principles of ergodynamics and their relationship to the
prevention of illness and injury.
Protective Equipment and Prophylactic Procedures
PHP-20. Summarize the basic principles associated with the design, construction, fit, maintenance, and
reconditioning of protective equipment, including the rules and regulations established by the associations that govern its use.
PHP-21. Summarize the principles and concepts related to the fabrication, modification, and appropriate
application or use of orthotics and other dynamic and static splints.
PHP-22. Fit standard protective equipment following manufacturers’ guidelines.
PHP-23. Apply preventive taping and wrapping procedures, splints, braces, and other special protective
Fitness/Wellness
PHP-24. Summarize the general principles of health maintenance and personal hygiene, including skin care,
dental hygiene, sanitation, immunizations, avoidance of infectious and contagious diseases, diet, rest, exercise, and weight control.
PHP-25. Describe the role of exercise in maintaining a healthy lifestyle and preventing chronic disease. PHP-26. Identify and describe the standard tests, test equipment, and testing protocols that are used for
measuring fitness, body composition, posture, flexibility, muscular strength, power, speed, agility, and endurance.
PHP-27. Compare and contrast the various types of flexibility, strength training, and cardiovascular
conditioning programs to include expected outcomes, safety precautions, hazards, and contraindications.
PHP-28. Administer and interpret fitness tests to assess a client’s/patient’s physical status and readiness for
physical activity.
PHP-29. Explain the basic concepts and practice of fitness and wellness screening.
PHP-30. Design a fitness program to meet the individual needs of a client/patient based on the results of
standard fitness assessments and wellness screening.
PHP-31. Instruct a client/patient regarding fitness exercises and the use of muscle strengthening equipment
to include correction or modification of inappropriate, unsafe, or dangerous lifting techniques.
General Nutrition Concepts
PHP-32. Describe the role of nutrition in enhancing performance, preventing injury or illness, and
maintaining a healthy lifestyle.
PHP-33. Educate clients/patients on the importance of healthy eating, regular exercise, and general
preventative strategies for improving or maintaining health and quality of life.
PHP-34. Describe contemporary nutritional intake recommendations and explain how these
recommendations can be used in performing a basic dietary analysis and providing appropriate general dietary recommendations.
PHP-35. Describe the proper intake, sources of, and effects of micro- and macronutrients on performance,
health, and disease.
PHP-36. Describe current guidelines for proper hydration and explain the consequences of improper
fluid/electrolyte replacement.
PHP-37. Identify, analyze, and utilize the essential components of food labels to determine the content,
quality, and appropriateness of food products.
PHP-39. Describe changes in dietary requirements that occur as a result of changes in an individual’s health,
age, and activity level.
PHP-40. Explain the physiologic principles and time factors associated with the design and planning of
pre-activity and recovery meals/snacks and hydration practices.
PHP-41. Identify the foods and fluids that are most appropriate for pre-activity, activity, and recovery meals/
snacks.
Weight Management and Body Composition
PHP-42. Explain how changes in the type and intensity of physical activity influence the energy and
nutritional demands placed on the client/patient.
PHP-43. Describe the principles and methods of body composition assessment to assess a client’s/ patient’s
health status and to monitor changes related to weight management, strength training, injury, disordered eating, menstrual status, and/or bone density status.
PHP-44. Assess body composition by validated techniques.
PHP-45. Describe contemporary weight management methods and strategies needed to support activities
of daily life and physical activity.
Disordered Eating and Eating Disorders
PHP-46. Identify and describe the signs, symptoms, physiological, and psychological responses of clients/
patients with disordered eating or eating disorders.
PHP-47. Describe the method of appropriate management and referral for clients/patients with disordered
eating or eating disorders in a manner consistent with current practice guidelines.
Performance Enhancing and Recreational Supplements and Drugs
PHP-48. Explain the known usage patterns, general effects, and short- and long-term adverse effects for the
commonly used dietary supplements, performance enhancing drugs, and recreational drugs.
PHP-49. Identify which therapeutic drugs, supplements, and performance-enhancing substances are
banned by sport and/or workplace organizations in order to properly advise clients/patients about possible disqualification and other consequences.
Preceptor Training Online Workshop -
Clinical Examination and Diagnosis
Athletic trainers must possess strong clinical examination skills in order to accurately diagnosis and effectively treat their patients. The clinical examination is an on-going process, repeated to some extent each time the patient is treated. The development of these skills requires a thorough understanding of anatomy, physiology, and biomechanics. Athletic trainers must also apply clinical-reasoning skills throughout the physical
examination process in order to assimilate data, select the appropriate assessment tests, and formulate a differential diagnosis.
The competencies identified in this section should be considered in the context of the competencies
interventions, while applicable for this domain, are not repeated here.
The clinical examination process is comprehensive and may include a review of the systems and regions identified below based on the patient’s relevant history and examination findings. Consideration must also be given to the patient’s behavioral and cognitive status and history; competencies addressing this content area are included elsewhere.
SYSTEMS AND REGIONS
a. Musculoskeletal b. Integumentary c. Neurological d. Cardiovascular e. Endocrine f. Pulmonary g. Gastrointestinal h. Hepatobiliary i. Immune
j. Renal and urogenital
k. The face, including maxillofacial region and mouth l. Eye, ear, nose, and throat
KNOWLEDGE AND SKILLS
CE-1. Describe the normal structures and interrelated functions of the body systems.
CE-2. Describe the normal anatomical, systemic, and physiological changes associated with the lifespan. CE-3. Identify the common congenital and acquired risk factors and causes of musculoskeletal injuries and
common illnesses that may influence physical activity in pediatric, adolescent, adult, and aging populations.
CE-4. Describe the principles and concepts of body movement, including normal osteokinematics and
arthrokinematics.
CE-5. Describe the influence of pathomechanics on function.
CE-6. Describe the basic principles of diagnostic imaging and testing and their role in the diagnostic
process.
CE-7. Identify the patient’s participation restrictions (disabilities) and activity limitations (functional
limitations) to determine the impact of the condition on the patient’s life.
CE-8. Explain the role and importance of functional outcome measures in clinical practice and patient
health-related quality of life.
CE-9. Identify functional and patient-centered quality of life outcome measures appropriate for use in
CE-10. Explain diagnostic accuracy concepts including reliability, sensitivity, specificity, likelihood ratios,
prediction values, and pre-test and post-test probabilities in the selection and interpretation of physical examination and diagnostic procedures.
CE-11. Explain the creation of clinical prediction rules in the diagnosis and prognosis of various clinical
conditions.
CE-12. Apply clinical prediction rules (e.g., Ottawa Ankle Rules) during clinical examination procedures. CE-13. Obtain a thorough medical history that includes the pertinent past medical history, underlying
systemic disease, use of medications, the patient’s perceived pain, and the history and course of the present condition.
CE-14. Differentiate between an initial injury evaluation and follow-up/reassessment as a means to
evaluate the efficacy of the patient’s treatment/rehabilitation program, and make modifications to the patient’s program as needed.
CE-15. Demonstrate the ability to modify the diagnostic examination process according to the demands of
the situation and patient responses.
CE-16. Recognize the signs and symptoms of catastrophic and emergent conditions and demonstrate
appropriate referral decisions.
CE-17. Use clinical reasoning skills to formulate an appropriate clinical diagnosis for common illness/disease
and orthopedic injuries/conditions.
CE-18. Incorporate the concept of differential diagnosis into the examination process.
CE-19. Determine criteria and make decisions regarding return to activity and/or sports participation based
on the patient’s current status.
CE-20. Use standard techniques and procedures for the clinical examination of common injuries, conditions,
illnesses, and diseases including, but not limited to:
CE-20a. history taking
CE-20b. inspection/observation CE-20c. palpation
CE-20d. functional assessment
CE-20e. selective tissue testing techniques / special tests
CE-20f. neurological assessments (sensory, motor, reflexes, balance, cognitive function)
CE-20g. respiratory assessments (auscultation, percussion, respirations, peak-flow)
CE-20h. circulatory assessments (pulse, blood pressure, auscultation)
CE-20i. abdominal assessments (percussion, palpation, auscultation)
CE-20j. other clinical assessments (otoscope, urinalysis, glucometer, temperature, opthalmoscope)
CE-21. Assess and interpret findings from a physical examination that is based on the patient’s clinical
presentation. This exam can include:
CE-21a. Assessment of posture, gait, and movement patterns
CE-21b. Palpation
CE-21d. Assessment of quantity and quality of osteokinematic joint motion
CE-21e. Capsular and ligamentous stress testing
CE-21f. Joint play (arthrokinematics)
CE-21g. Selective tissue examination techniques / special tests
CE-21h. Neurologic function (sensory, motor, reflexes, balance, cognition)
CE-21i. Cardiovascular function (including differentiation between normal and abnormal heart sounds, blood pressure, and heart rate)
CE-21j. Pulmonary function (including differentiation between normal breath sounds, percussion sounds, number and characteristics of respirations, peak expiratory flow)
CE-21k. Gastrointestinal function (including differentiation between normal and abnormal bowel sounds)
CE-21l. Genitourinary function (urinalysis)
CE-21m. Ocular function (vision, ophthalmoscope)
CE-21n. Function of the ear, nose, and throat (including otoscopic evaluation)
CE-21o. Dermatological assessment
CE-21p. Other assessments (glucometer, temperature)
CE-22. Determine when the findings of an examination warrant referral of the patient.
CE-23. Describe current setting-specific (e.g., high school, college) and activity-specific rules and guidelines
for managing injuries and illnesses.
Preceptor Training Online Workshop –
Acute Care of Injuries & Illnesses
Athletic trainers are often present when injuries or other acute conditions occur or are the first healthcare professionals to evaluate a patient. For this reason, athletic trainers must be knowledgeable and skilled in the evaluation and immediate management of acute injuries and illnesses.
The competencies identified in this section should be considered in the context of the competencies identified in other domains. For example, the knowledge and skills associated with the process of examination and documentation, while applicable for this domain, are not repeated here. Likewise, the knowledge and skills associated with the administrative and risk management aspects of planning for an emergency injury/illness situation are not repeated here.
KNOWLEDGE AND SKILLS Planning
AC-1. Explain the legal, moral, and ethical parameters that define the athletic trainer’s scope of acute and
emergency care.
AC-2. Differentiate the roles and responsibilities of the athletic trainer from other pre-hospital care and
hospital-based providers, including emergency medical technicians/paramedics, nurses, physician assistants, and physicians.
Examination
AC-4. Demonstrate the ability to perform scene, primary, and secondary surveys. AC-5. Obtain a medical history appropriate for the patient’s ability to respond.
AC-6. When appropriate, obtain and monitor signs of basic body functions including pulse, blood pressure,
respiration, pulse oximetry, pain, and core temperature. Relate changes in vital signs to the patient’s status.
AC-7. Differentiate between normal and abnormal physical findings (e.g., pulse, blood pressure, heart and
lung sounds, oxygen saturation, pain, core temperature) and the associated pathophysiology.
Immediate Emergent Management
AC-8. Explain the indications, guidelines, proper techniques, and necessary supplies for removing
equipment and clothing in order to access the airway, evaluate and/or stabilize an athlete’s injured body part.
AC-9. Differentiate the types of airway adjuncts (oropharygneal airways [OPA], nasopharyngeal airways
[NPA] and supraglottic airways [King LT-D or Combitube]) and their use in maintaining a patent airway in adult respiratory and/or cardiac arrest.
AC-10. Establish and maintain an airway, including the use of oro- and nasopharygneal airways, and neutral
spine alignment in an athlete with a suspected spine injury who may be wearing shoulder pads, a helmet with and without a face guard, or other protective equipment.
AC-11. Determine when suction for airway maintenance is indicated and use according to accepted practice
protocols.
AC-12. Identify cases when rescue breathing, CPR, and/or AED use is indicated according to current
accepted practice protocols.
AC-13. Utilize an automated external defibrillator (AED) according to current accepted practice protocols. AC-14. Perform one- and two- person CPR on an infant, child and adult.
AC-15. Utilize a bag valve and pocket mask on a child and adult using supplemental oxygen. AC-16. Explain the indications, application, and treatment parameters for supplemental oxygen
administration for emergency situations.
AC-17. Administer supplemental oxygen with adjuncts (e.g., non-rebreather mask, nasal cannula).
AC-18. Assess oxygen saturation using a pulse oximeter and interpret the results to guide decision making. AC-19. Explain the proper procedures for managing external hemorrhage (e.g., direct pressure, pressure
points, tourniquets) and the rationale for use of each.
AC-21. Explain aseptic or sterile techniques, approved sanitation methods, and universal precautions used
in the cleaning, closure, and dressing of wounds.
AC-22. Select and use appropriate procedures for the cleaning, closure, and dressing of wounds, identifying
when referral is necessary.
AC-23. Use cervical stabilization devices and techniques that are appropriate to the circumstances of an
injury.
AC-24. Demonstrate proper positioning and immobilization of a patient with a suspected spinal cord injury. AC-25. Perform patient transfer techniques for suspected head and spine injuries utilizing supine log roll,
prone log roll with push, prone log roll with pull, and lift-and-slide techniques.
AC-26. Select the appropriate spine board, including long board or short board, and use appropriate
immobilization techniques based on the circumstance of the patient’s injury.
AC-27. Explain the role of core body temperature in differentiating between exertional heat stroke,
hyponatremia, and head injury.
AC-28. Differentiate the different methods for assessing core body temperature. AC-29. Assess core body temperature using a rectal probe.
AC-30. Explain the role of rapid full body cooling in the emergency management of exertional heat stroke. AC-31. Assist the patient in the use of a nebulizer treatment for an asthmatic attack.
AC-32. Determine when use of a metered-dose inhaler is warranted based on a patient’s condition. AC-33. Instruct a patient in the use of a meter-dosed inhaler in the presence of asthma-related
bronchospasm.
AC-34. Explain the importance of monitoring a patient following a head injury, including the role of
obtaining clearance from a physician before further patient participation.
AC-35. Demonstrate the use of an auto-injectable epinephrine in the management of allergic anaphylaxis.
Decide when auto-injectable epinephrine use is warranted based on a patient’s condition.
AC-36. Identify the signs, symptoms, interventions and, when appropriate, the return-to-participation
criteria for:
AC-36a. sudden cardiac arrest
AC-36b. brain injury including concussion, subdural and epidural hematomas, second impact
syndrome and skull fracture
AC-36c. cervical, thoracic, and lumbar spine trauma
AC-36d. heat illness including heat cramps, heat exhaustion, exertional heat stroke, and hyponatremia AC-36e. exertional sickling associated with sickle cell trait
