Transcript Approved Clinical Instructor Workshop

PRECEPTOR TRAINING
WORKSHOP
MARSHALL UNIVERSITY
ATHLETIC TRAINING PROGRAM
AUGUST 2, 2016
@ MARSHALL UNIVERSITY
WELCOME & INTRODUCTIONS
• NAME, TITLE, EMPLOYER & YEARS THERE
• EDUCATIONAL BACKGROUND
• REVIEW OF AGENDA
PURPOSE OF PRECEPTOR TRAINING
• TO TEACH OUR PRECEPTORS HOW TO OPTIMIZE AND MAXIMIZE THE
CLINICAL EDUCATION EXPERIENCE FOR STUDENTS AND FOR THEIR
SITE
• TO HELP ASSURE CONSISTENCY, EQUITY, AND FAIRNESS IN STUDENT
ENGAGEMENT AND EVALUATION
• TO PRESENT EXCERPTS FROM OUR POLICIES & PROCEDURES MANUAL,
THE ATP WEBPAGE, SAMPLE EVALUATION FORMS, AND OTHER
APPLICABLE WRITTEN MATERIALS
OBJECTIVES OF THE
PRECEPTOR WORKSHOP
BY PARTICIPATING IN THIS WORKSHOP, THE LEARNER WILL:
1. GAIN PERSPECTIVES IN QUALITY CLINICAL
EDUCATION FOR MARSHALL AT STUDENTS
• UNDERSTAND AND USE CURRENT TERMINOLOGY
• PROMOTE AND MODEL THE CONCEPTS OF CLINICAL EDUCATION AS A
LEARNING EXPERIENCE FOR STUDENTS
• ACCEPT RESPONSIBILITY OF “PRECEPTOR” AS AN EDUCATOR
2. SHARE WAYS TO BECOME AN EFFECTIVE
PRECEPTOR
• DEFINE THE ROLES, QUALITIES, CHARACTERISTICS, AND
RESPONSIBILITIES OF AN EFFECTIVE PRECEPTOR
• DEFINE THE STRENGTHS OF AN EFFECTIVE PRECEPTOR
• DISCUSS WAYS TO EFFECTIVELY ENGAGE STUDENTS BASED UPON
THEIR LEVEL IN THE PROGRAM
• DOING VS. OBSERVING?
• EDUCATING VS. DIRECTING?
3. DISCUSS VARIOUS FORMS OF STUDENT AND ATP
EVALUATION & THE ROLE THEY PLAY IN OVERALL PROGRAM
EFFECTIVENESS
• IDENTIFY THE PURPOSES OF STUDENT AND PRECEPTOR
EVALUATION
• IDENTIFY THE ATTRIBUTES OF GOOD CLINICAL PERFORMANCE
• RECOGNIZE OPPORTUNITY OF SELF-IMPROVEMENT WITH
PRECEPTOR AND SITE EVALUATION
• COMPLIANCE WITH CAATE STANDARDS
4. DEVELOP EFFECTIVE STRATEGIES FOR SOME OF THE
CHALLENGES IN CLINICAL EDUCATION
• UNDERSTAND THE POLICIES AND PROCEDURES FOR
CLINICAL EDUCATION AT MU
• UNDERSTAND THE MECHANISM FOR CONFLICT RESOLUTION
AND PROBLEM SOLVING
5. HAVE AN UNDERSTANDING OF THE AT
COMPETENCIES ASSIGNED TO DIFFERENT LEVEL
STUDENTS
• PMSAT CLINICAL 1 (SUMMER) AND 2 (FALL)
• BSAT CLINICAL 3 (FALL)
• BSAT CLINICAL 5 (FALL)
6. DEVELOP STRATEGIES FOR INTEGRATING
CLINICAL EDUCATION INTO “AT MEDICAL
COVERAGE”
• PMSAT CLINICAL 1 (SUMMER) AND 2 (FALL)
• BSAT CLINICAL 3 (FALL)
• BSAT CLINICAL 5 (FALL)
7. DISCUSS FUTURE DIRECTIONS IN AT
EDUCATION AT MARSALL & NATIONALLY
ADVANTAGES OF BECOMING A PRECEPTOR
• SELF-IMPROVEMENT
• STAYING ABREAST OF CURRENT TRENDS IN ATE
• ENHANCING THE CLINICAL EDUCATION PROGRAM FOR THE STUDENT,
FOR MU AND NATIONALLY
• BECOMING AN “EDUCATOR”
• OBTAINING CEUS
• CLINICAL FACULTY STATUS AT MU
• GETTING YOUR FACILITY POSTED ON OUR WEBPAGE
USING & REINFORCING CURRENT
ATHLETIC TRAINING TERMINOLOGY
• ATHLETIC TRAINER
• ATHLETIC TRAINING STUDENT
• ATHLETIC TRAINING CLINIC
• PRECEPTOR
• PATIENT VS. ATHLETE
• DIRECT PATIENT CARE
• IMMERSIVE CLINICAL EDUCATION
• INDEPENDENT PRACTICE
SMALL GROUP BREAKOUT #1
WHEN STUDENTS ARE ASSIGNED TO THEIR PRECEPTOR, IT IS
IMPORTANT THAT THEY RECEIVE AN ORIENTATION DURING
THE FIRST DAY OR TWO THEY ARE AT YOUR SITE. WHAT
SHOULD THEY BE ORIENTED TO AT YOUR FACILITY? WHO
SHOULD THEY BE ORIENTED TO AT YOUR SITE?
DE-BRIEF BREAKOUT #1
THE MARSHALL ATP
• COURSES AND CURRICULUM SEQUENCE
• REFER TO ATP WEBPAGE
• HTTP://WWW.MARSHALL.EDU/ATHLETIC-TRAINING/
BSATP CURRICULUM SEQUENCE
FALL 2016
SPRING 2017
HS361
Clinical 3
2
ESS375
Fitness Assessment
3
HS440
Gen Med Cond/Lab
3
HS460
Clinical 4
3
Literature
3
HS479*
Trends in AT
3
HS 449*
Ther Interventions II
4
HS410
Organ/Admin in AT
3
ESS345
Exercise Physiology
3
MTH/PSY
Statistics
3
BSATP CURRICULUM SEQUENCE
FALL 2016
SPRING 2017??
HS490
Internship/Clinical 5
3
HS 479
Trends in AT
3
Electives
9
Electives &
other reqs.
12-15
PMSATP CURRICULUM SEQUENCE
• HTTP://WWW.MARSHALL.EDU/ATHLETICTRAINING/PROFESSIONAL-MSAT-CURRICULUMSEQUENCE/
ATHLETIC TRAINING EDUCATIONAL DOMAINS AND
COMPETENCIES IN AT
ATE DOMAINS (5TH EDITION, 2011)
1.
2.
3.
4.
5.
6.
7.
8.
9.
EVIDENCE-BASED PRACTICE
PREVENTION AND HEALTH PROMOTION
CLINICAL EXAMINATION AND DIAGNOSIS
ACUTE CARE OF INJURY AND ILLNESS
THERAPEUTIC INTERVENTIONS
PSYCHOSOCIAL STRATEGIES AND REFERRAL
HEALTHCARE ADMINISTRATION
PROFESSIONAL DEVELOPMENT AND RESPONSIBILITY
CLINICAL INTEGRATION
EDUCATIONAL COMPETENCIES
• THE EDUCATIONAL CONTENT REQUIRED OF PROFESSIONAL
(ENTRY-LEVEL) ATHLETIC TRAINING PROGRAMS
• SHOULD BE USED TO DEVELOP THE CURRICULUM AND ALL
EDUCATIONAL EXPERIENCES OF STUDENTS ENROLLED IN
CAATE-ACCREDITED PROFESSIONAL-LEVEL ATHLETIC
TRAINING PROGRAMS
CLINICAL PROFICIENCIES
• DEFINES THE COMMON SET OF SKILLS THAT PROFESSIONAL
ATHLETIC TRAINERS SHOULD POSSESS
• REDEFINES THE STRUCTURE OF CLINICAL EDUCATION FROM A
QUANTITATIVE APPROACH TO AN OUTCOMES-BASED
QUALITATIVE SYSTEM.
CLINICAL INTEGRATION PROFICIENCIES
•
PREVENTION & HEALTH PROMOTION
•
CIP-1. ADMINISTER TESTING PROCEDURES TO OBTAIN BASELINE DATA REGARDING A CLIENT’S/PATIENT’S LEVEL OF
GENERAL HEALTH (INCLUDING NUTRITIONAL HABITS, PHYSICAL ACTIVITY STATUS, AND BODY COMPOSITION). USE
THIS DATA TO DESIGN, IMPLEMENT, EVALUATE, AND MODIFY A PROGRAM SPECIFIC TO THE PERFORMANCE AND
HEALTH GOALS OF THE PATIENT. THIS WILL INCLUDE INSTRUCTING THE PATIENT IN THE PROPER PERFORMANCE OF
THE ACTIVITIES, RECOGNIZING THE WARNING SIGNS AND SYMPTOMS OF POTENTIAL INJURIES AND ILLNESSES THAT
MAY OCCUR, AND EXPLAINING THE ROLE OF EXERCISE IN MAINTAINING OVERALL HEALTH AND THE PREVENTION OF
DISEASES. INCORPORATE CONTEMPORARY BEHAVIORAL CHANGE THEORY WHEN EDUCATING CLIENTS/PATIENTS
AND ASSOCIATED INDIVIDUALS TO EFFECT HEALTH-RELATED CHANGE. REFER TO OTHER MEDICAL AND HEALTH
PROFESSIONALS WHEN APPROPRIATE.
•
CIP-2. SELECT, APPLY, EVALUATE, AND MODIFY APPROPRIATE STANDARD PROTECTIVE EQUIPMENT, TAPING,
WRAPPING, BRACING, PADDING, AND OTHER CUSTOM DEVICES FOR THE CLIENT/PATIENT IN ORDER TO PREVENT
AND/OR MINIMIZE THE RISK OF INJURY TO THE HEAD, TORSO, SPINE, AND EXTREMITIES FOR SAFE PARTICIPATION IN
SPORT OR OTHER PHYSICAL ACTIVITY.
•
CIP-3. DEVELOP, IMPLEMENT, AND MONITOR PREVENTION STRATEGIES FOR AT-RISK INDIVIDUALS (EG, PERSONS
WITH ASTHMA OR DIABETES, PERSONS WITH A PREVIOUS HISTORY OF HEAT ILLNESS, PERSONS WITH SICKLE CELL
TRAIT) AND LARGE GROUPS TO ALLOW SAFE PHYSICAL ACTIVITY IN A VARIETY OF CONDITIONS. THIS INCLUDES
OBTAINING AND INTERPRETING DATA RELATED TO POTENTIALLY HAZARDOUS ENVIRONMENTAL CONDITIONS,
MONITORING BODY FUNCTIONS (EG, BLOOD GLUCOSE, PEAK EXPIRATORY FLOW, HYDRATION STATUS), AND MAKING
THE APPROPRIATE RECOMMENDATIONS FOR INDIVIDUAL SAFETY AND ACTIVITY STATUS.
CLINICAL ASSESSMENT & DIAGNOSIS / ACUTE CARE /
THERAPEUTIC INTERVENTION
•
CIP-4. PERFORM A COMPREHENSIVE CLINICAL EXAMINATION OF A PATIENT WITH AN UPPER EXTREMITY, LOWER EXTREMITY, HEAD,
NECK, THORAX, AND/OR SPINE INJURY OR CONDITION. THIS EXAM SHOULD INCORPORATE CLINICAL REASONING IN THE SELECTION OF
ASSESSMENT PROCEDURES AND INTERPRETATION OF FINDINGS IN ORDER TO FORMULATE A DIFFERENTIAL DIAGNOSIS AND/OR
DIAGNOSIS, DETERMINE UNDERLYING IMPAIRMENTS, AND IDENTIFY ACTIVITY LIMITATIONS AND PARTICIPATION RESTRICTIONS. BASED
ON THE ASSESSMENT DATA AND CONSIDERATION OF THE PATIENT’S GOALS, PROVIDE THE APPROPRIATE INITIAL CARE AND ESTABLISH
OVERALL TREATMENT GOALS. CREATE AND IMPLEMENT A THERAPEUTIC INTERVENTION THAT TARGETS THESE TREATMENT GOALS TO
INCLUDE, AS APPROPRIATE, THERAPEUTIC MODALITIES, MEDICATIONS (WITH PHYSICIAN INVOLVEMENT AS NECESSARY), AND
REHABILITATIVE TECHNIQUES AND PROCEDURES. INTEGRATE AND INTERPRET VARIOUS FORMS OF STANDARDIZED DOCUMENTATION
INCLUDING BOTH PATIENT-ORIENTED AND CLINICIAN-ORIENTED OUTCOMES MEASURES TO RECOMMEND ACTIVITY LEVEL, MAKE
RETURN TO PLAY DECISIONS, AND MAXIMIZE PATIENT OUTCOMES AND PROGRESS IN THE TREATMENT PLAN.
•
CIP-5. PERFORM A COMPREHENSIVE CLINICAL EXAMINATION OF A PATIENT WITH A COMMON ILLNESS/CONDITION THAT INCLUDES
APPROPRIATE CLINICAL REASONING IN THE SELECTION OF ASSESSMENT PROCEDURES AND INTERPRETATION OF HISTORY AND
PHYSICAL EXAMINATION FINDINGS IN ORDER TO FORMULATE A DIFFERENTIAL DIAGNOSIS AND/OR DIAGNOSIS. BASED ON THE HISTORY,
PHYSICAL EXAMINATION, AND PATIENT GOALS, IMPLEMENT THE APPROPRIATE TREATMENT STRATEGY TO INCLUDE MEDICATIONS (WITH
PHYSICIAN INVOLVEMENT AS NECESSARY). DETERMINE WHETHER PATIENT REFERRAL IS NEEDED, AND IDENTIFY POTENTIAL
RESTRICTIONS IN ACTIVITIES AND PARTICIPA-TION. FORMULATE AND COMMUNICATE THE APPROPRIATE RETURN TO ACTIVITY
PROTOCOL.
•
CIP-6. CLINICALLY EVALUATE AND MANAGE A PATIENT WITH AN EMERGENCY INJURY OR CONDITION TO INCLUDE THE ASSESSMENT OF
VITAL SIGNS AND LEVEL OF CONSCIOUSNESS, ACTIVATION OF EMERGENCY ACTION PLAN, SECONDARY ASSESSMENT, DIAGNOSIS, AND
PROVISION OF THE APPROPRIATE EMERGENCY CARE (EG, CPR, AED, SUPPLEMENTAL OXYGEN, AIRWAY ADJUNCT, SPLINTING, SPINAL
STABILIZATION, CONTROL OF BLEEDING).
PSYCHOSOCIAL STRATEGIES AND REFERRAL
• CIP-7. SELECT AND INTEGRATE APPROPRIATE PSYCHOSOCIAL TECHNIQUES INTO A
PATIENT’S TREATMENT OR REHABILITATION PROGRAM TO ENHANCE
REHABILITATION ADHERENCE, RETURN TO PLAY, AND OVERALL OUTCOMES. THIS
INCLUDES, BUT IS NOT LIMITED TO, VERBAL MOTIVATION, GOAL SETTING,
IMAGERY, PAIN MANAGEMENT, SELF-TALK, AND/OR RELAXATION.
• CIP-8. DEMONSTRATE THE ABILITY TO RECOGNIZE AND REFER AT-RISK
INDIVIDUALS AND INDIVIDUALS WITH PSYCHOSOCIAL DISORDERS AND/OR
MENTAL HEALTH EMERGENCIES. AS A MEMBER OF THE MANAGEMENT TEAM,
DEVELOP AN APPROPRIATE MANAGEMENT PLAN (INCLUDING RECOMMENDATIONS
FOR PATIENT SAFETY AND ACTIVITY STATUS) THAT ESTABLISHES A PROFESSIONAL
HELPING RELATIONSHIP WITH THE PATIENT, ENSURES INTERACTIVE SUPPORT AND
EDUCATION, AND ENCOURAGES THE ATHLETIC TRAINER’S ROLE OF INFORMED
PATIENT ADVOCATE IN A MANNER CONSISTENT WITH CURRENT PRACTICE
GUIDELINES.
HEALTHCARE ADMINISTRATION
• CIP-9. UTILIZE DOCUMENTATION STRATEGIES TO EFFECTIVELY COMMUNICATE
WITH PATIENTS, PHYSICIANS, INSURERS, COLLEAGUES, ADMINISTRATORS,
AND PARENTS OR FAMILY MEMBERS WHILE USING APPROPRIATE
TERMINOLOGY AND COMPLYING WITH STATUES THAT REGULATE PRIVACY OF
MEDICAL RECORDS. THIS INCLUDES USING A COMPREHENSIVE PATIENT-FILE
MANAGEMENT SYSTEM (INCLUDING DIAGNOSTIC AND PROCEDURAL CODES)
FOR APPROPRIATE CHART DOCUMENTATION, RISK MANAGEMENT, OUTCOMES,
AND BILLING.
SMALL GROUP BREAKOUT #2
• REVIEW THE ATP CURRICULUM SEQUENCE (BSATP VS. PMSTAP) TO
DETERMINE IN WHAT CLINICAL COURSE(S) THAT STUDENTS SHOULD MEET
ASSIGNED CLINICAL INTEGRATION PROFICIENCIES:
• PREVENTION & HEALTH PROMOTION (1, 2, 3)
• CLINICAL ASSESSMENT & DIAGNOSIS/ACUTE CARE/THERAPEUTIC
INTERVENTION (4, 5, 6)
• PSYCHOSOCIAL STRATEGIES & REFERRAL (7, 8)
• HEALTHCARE ADMINISTRATION (9)
DE-BRIEF BREAKOUT #2
SMALL GROUP BREAKOUT #3
• REVIEW THE COURSES THAT STUDENTS HAVE EITHER ALREADY TAKEN OR
WILL BE ENROLLED DURING FALL ’16 AND DEVELOP A LIST OF CLINICAL SKILLS
THAT SPECIFIC LEVEL STUDENTS SHOULD BE PERFORMING DURING THEIR
ASSIGNED CLINICAL ROTATIONS:
• PMSATP CLINICAL 2
• BSATP CLINICAL 3
• BSATP CLINICAL 5
COMPETENCIES & EVALUE®
• HTTP://CAATE.NET/WP-CONTENT/UPLOADS/2014/06/5TH-EDITIONCOMPETENCIES.PDF
• HTTPS://WWW.E-VALUE.NET/LOGIN.CFM
CLINICAL EDUCATION PROGRAM
• CLINICAL MODEL AND REQUIRED ROTATIONS
• CLINICAL HOUR REQUIREMENTS
• COMPETENCIES ASSOCIATED WITH EACH CLINICAL COURSE
• STRATEGIES FOR DEALING WITH PROBLEMATIC STUDENTS
CLINICAL EVALUATIONS
• STUDENT EVALUATIONS & COMPETENCIES
• PRECEPTOR EVALUATIONS
• CLINICAL SITE EVALUATIONS
CLINICAL POLICIES
• CLINICAL SCHEDULE
• ORIENTATION, EAP, BBP POLICY, ETC.
• UNIFORMS
• CELL PHONES
• STUDENT PREPARATION
• DEPENDABILITY & PUNCTUALITY
• CLINICAL ABSENCE
• PRECEPTOR ABSENCE
SMALL GROUP BREAKOUT #4
• WHAT STRATEGIES WOULD YOU IMPLEMENT AT YOUR SITE TO PROMOTE &
REINFORCE THE CLINICAL ENGAGEMENT OF STUDENTS BASED UPON THEIR
LEVEL IN THE ATP?
• WHAT STRATEGIES DO YOU USE FOR DEALING WITH PROBLEMATIC
STUDENTS?
• BEING CONSISTENTLY LATE OR NO SHOW?
• DRESS CODE ISSUES?
• ETHICAL BEHAVIOR?
DE-BRIEF BREAKOUT #4
REFER TO SELECTED PAGES OF THE
MANUAL
PERSONNEL IN ATPS
• PD: ATHLETIC TRAINING EDUCATION PROGRAM DIRECTOR
• CEC: CLINICAL EDUCATION COORDINATOR
• CIE: CLINICAL INSTRUCTOR EDUCATOR
• ATS: ATHLETIC TRAINING STUDENT
• PRECEPTOR
PROGRAM DIRECTOR
THE PROGRAM DIRECTOR MUST HAVE INPUT TO AND ASSURANCE
OF THE FOLLOWING PROGRAM FEATURES
A) ONGOING COMPLIANCE WITH THE STANDARDS;
B) PLANNING, DEVELOPMENT, IMPLEMENTATION, DELIVERY, DOCUMENTATION,
AND ASSESSMENT OF ALL COMPONENTS OF THE CURRICULUM;
C) CLINICAL EDUCATION;
D) PROGRAMMATIC BUDGET
CLINICAL EDUCATION COORDINATOR
RESPONSIBILITIES OF THE POSITION: THE CLINICAL
EDUCATION COORDINATOR MUST ASSURE THE FOLLOWING:
A) STUDENT CLINICAL PROGRESSION
B) CLINICAL SITE EVALUATION
C) STUDENT EVALUATION
D) PRECEPTOR TRAINING
E) PRECEPTOR EVALUATION
PRECEPTOR RESPONSIBILITIES (37,38)
A) SUPERVISE STUDENTS DURING CLINICAL EDUCATION;
B) PROVIDE INSTRUCTION AND ASSESSMENT OF THE CURRENT KNOWLEDGE, SKILLS, AND CLINICAL
ABILITIES DESIGNATED BY THE COMMISSION;
C) PROVIDE INSTRUCTION AND OPPORTUNITIES FOR THE STUDENT TO DEVELOP CLINICAL INTEGRATION
PROFICIENCIES, COMMUNICATION SKILLS AND CLINICAL DECISION-MAKING DURING ACTUAL
PATIENT/CLIENT CARE;
D) PROVIDE ASSESSMENT OF ATHLETIC TRAINING STUDENTS’ CLINICAL INTEGRATION PROFICIENCIES,
COMMUNICATION SKILLS AND CLINICAL DECISION-MAKING DURING ACTUAL PATIENT/CLIENT CARE;
E) FACILITATE THE CLINICAL INTEGRATION OF SKILLS, KNOWLEDGE, AND EVIDENCE REGARDING THE
PRACTICE OF ATHLETIC TRAINING;
F) DEMONSTRATE UNDERSTANDING OF AND COMPLIANCE WITH THE PROGRAM'S POLICIES AND
PROCEDURES.
PRECEPTOR QUALIFICATIONS (39, 40, 41)
A) BE CREDENTIALED BY THE STATE IN A HEALTH CARE PROFESSION (SEE
GLOSSARY);
B) NOT BE CURRENTLY ENROLLED IN THE PROFESSIONAL ATHLETIC TRAINING
EDUCATION PROGRAM AT THE INSTITUTION;
C) RECEIVE PLANNED AND ONGOING EDUCATION FROM THE PROGRAM DESIGNED
TO PROMOTE A CONSTRUCTIVE LEARNING ENVIRONMENT.
ATHLETIC TRAINING STUDENT
• ATS
• A STUDENT WHO IS ENROLLED IN A CAATE- ACCREDITED
PROFESSIONAL-LEVEL ATHLETIC TRAINING PROGRAM
• BEGINNING FALL 2016, THIS WILL INCLUDE THE FOLLOWING:
• PMSAT CLINICAL 2
• BSAT CLINICAL 3
• BSAT CLINICAL 5
CLINICAL EDUCATION EXPERIENCE
• PROVIDES OPPORTUNITY FOR INFORMAL LEARNING, PRACTICE AND
•
•
•
APPLICATION OF THE PROFESSIONAL LEVEL AT COMPETENCIES IN A CLINICAL
ENVIRONMENT UNDER THE SUPERVISION OF A CLINICAL INSTRUCTOR OR
PRECEPTOR
THERE ARE A VARIETY OF CLINICAL ENVIRONMENTS IN WHICH STUDENTS
MUST OBTAIN EXPERIENCE
PROVIDES OPPORTUNITY FOR INFORMAL LEARNING, PRACTICE AND
APPLICATION OF THE PROFESSIONAL LEVEL AT COMPETENCIES IN A CLINICAL
ENVIRONMENT UNDER THE SUPERVISION OF A CLINICAL INSTRUCTOR OR
PRECEPTOR
PROVIDES OPPORTUNITY FOR INTEGRATION OF PSYCHOMOTOR, COGNITIVE,
AFFECTIVE SKILLS, AND CLINICAL PROFICIENCIES WITHIN THE CONTEXT OF
DIRECT PATIENT CARE
COMPREHENSIVE HEALTH CARE SERVICES
• INCLUDE PRACTICE AND GAME PREPARATION, INJURY AND
ILLNESS EVALUATION, FIRST AID AND EMERGENCY CARE, FOLLOWUP CARE, REHABILITATION, AND RELATED SERVICES.
• MAY INCLUDE ANY OF THE FOLLOWING:
• ATHLETIC TRAINING CLINICS, TEAM PRACTICES, COMPETITIVE EVENTS
• SPORTS MEDICINE CLINICS
• PHYSICAL THERAPY SITES, AND/OR REHABILITATION CLINICS
• COLLEGE OR UNIVERSITY HEALTH CENTERS
• HOSPITAL EMERGENCY ROOMS
• PHYSICIAN'S OFFICES, OR OTHER APPROPRIATE HEALTH CARE SETTINGS
CLINICAL EDUCATION REQUIREMENTS
• UPPER EXTREMITY ROTATION
• LOWER EXTREMITY ROTATION
• EQUIPMENT INTENSIVE ROTATION
• GENERAL MEDICAL ROTATION
• (NOTE: AT MARSHALL, OUR ATS HAVE 6 REQUIRED CLINICAL
ROTATIONS)
• HIGH SCHOOL & CLINIC
• PMSAT STUDENTS WILL HAVE AN “EXTERNSHIP” THEIR FINAL SEMESTER
UPPER EXTREMITY
• HIGH-RISK SPORT TO
•
•
THE UPPER EXTREMITY
BASED UPON INJURY
STATISTICS
REQUIRES EXTENSIVE
STRESSES TO THE
UPPER EXTREMITY OF
BOTH GENDERS
THROWING SPORTS,
SWIMMING ,
GYMNASTICS, ETC.
LOWER EXTREMITY
• HIGH-RISK SPORT TO THE LOWER
EXTREMITY BASED UPON INJURY
STATISTICS
• REQUIRES EXTENSIVE STRESSES OF
THE LOWER EXTREMITY OF BOTH
GENDERS
• SOCCER
• CROSS-COUNTRY RUNNING
• TRACK
• BASKETBALL
EQUIPMENT INTENSIVE
• HIGH-RISK SPORTS WHERE ALL
PARTICIPANTS ARE REQUIRED TO
WEAR PROTECTIVE EQUIPMENT FOR
THE HEAD AND THE SHOULDERS.
• MEN'S LACROSSE
• ICE HOCKEY
• FOOTBALL
GENERAL MEDICAL
GENERAL MEDICAL EXPERIENCES OF BOTH GENDERS ARE THOSE
ASSOCIATED WITH PHYSICIANS, PHYSICIAN ASSISTANTS, OR NURSE
PRACTITIONERS
DIRECT SUPERVISION
• CONSTANT VISUAL AND AUDITORY INTERACTION BETWEEN
THE ATS AND THE PRECEPTOR
• THE INSTRUCTOR SHALL BE PHYSICALLY PRESENT FOR
PROFICIENCY INSTRUCTION AND EVALUATION
• DAILY PERSONAL/VERBAL CONTACT AT THE SITE OF
SUPERVISION BETWEEN THE ATS AND THE PRECEPTOR WHO
PLANS, DIRECTS, ADVISES, AND EVALUATES THE STUDENTS'
ATHLETIC TRAINING CLINICAL EXPERIENCE
CAATE-ACCREDITATION STANDARDS
• REFER TO
• HTTP://CAATE.NET/WP-CONTENT/UPLOADS/2014/07/2012PROFESSIONAL-STANDARDS.PDF
CAATE-ACCREDITATION STANDARDS (5TH ED.)
THAT IMPACT THE CLINICAL EDUCATION
OF STUDENTS
PERSONNEL
• PRECEPTOR RESPONSIBILITIES & QUALIFICATIONS
• STANDARDS 37-41 (HAVE BEEN PREVIOUSLY DISCUSSED)
PROGRAM DELIVERY
46. CLINICAL EDUCATION MUST FOLLOW A LOGICAL PROGRESSION
THAT ALLOWS FOR INCREASING AMOUNTS OF CLINICALLY
SUPERVISED RESPONSIBILITY LEADING TO AUTONOMOUS PRACTICE
UPON GRADUATION. THE CLINICAL EDUCATION PLAN MUST
REINFORCE THE SEQUENCE OF FORMAL INSTRUCTION OF ATHLETIC
TRAINING KNOWLEDGE, SKILLS, AND CLINICAL ABILITIES,
INCLUDING CLINICAL DECISION-MAKING.
PROGRAM DELIVERY
47. CLINICAL EDUCATION MUST PROVIDE STUDENTS WITH
AUTHENTIC, REAL-TIME OPPORTUNITIES TO PRACTICE AND
INTEGRATE ATHLETIC TRAINING KNOWLEDGE, SKILLS, AND
CLINICAL ABILITIES, INCLUDING DECISION-MAKING AND
PROFESSIONAL BEHAVIORS REQUIRED OF THE PROFESSION IN
ORDER TO DEVELOP PROFICIENCY AS AN ATHLETIC TRAINER.
PROGRAM DELIVERY
49. CLINICAL EDUCATION ASSIGNMENTS CANNOT
DISCRIMINATE BASED ON SEX, ETHNICITY, RELIGIOUS
AFFILIATION, OR SEXUAL ORIENTATION.
PROGRAM DELIVERY
50. STUDENTS MUST GAIN CLINICAL EDUCATION EXPERIENCES THAT
ADDRESS THE CONTINUUM OF CARE THAT WOULD PREPARE A STUDENT
TO FUNCTION IN A VARIETY OF SETTINGS WITH PATIENTS ENGAGED IN A
RANGE OF ACTIVITIES WITH CONDITIONS DESCRIBED IN ATHLETIC
TRAINING KNOWLEDGE, SKILLS AND CLINICAL ABILITIES, ROLE
DELINEATION STUDY/PRACTICE ANALYSIS AND STANDARDS OF
PRACTICE DELINEATED FOR AN ATHLETIC TRAINER IN THE PROFESSION.
EXAMPLES OF CLINICAL EXPERIENCES MUST INCLUDE, BUT SHOULD NOT
BE LIMITED TO:
1. INDIVIDUAL AND TEAM SPORTS
2. SPORTS REQUIRING PROTECTIVE EQUIPMENT (E.G., HELMET AND SHOULDER
PADS)
3. PATIENTS OF DIFFERENT SEXES
4. NON-SPORT PATIENT POPULATIONS (E.G., OUTPATIENT CLINIC, EMERGENCY
ROOM, PRIMARY CARE OFFICE, INDUSTRIAL, PERFORMING ARTS, MILITARY)
5. A VARIETY OF CONDITIONS OTHER THAN ORTHOPEDICS (E.G., PRIMARY CARE,
INTERNAL MEDICINE, DERMATOLOGY)
PROGRAM DELIVERY
53. ATHLETIC TRAINING STUDENTS MUST BE OFFICIALLY
ENROLLED IN THE PROGRAM PRIOR TO PERFORMING
THOSE SKILLS ON PATIENTS.
PROGRAM DELIVERY
54. ATHLETIC TRAINING STUDENTS MUST BE
INSTRUCTED ON ATHLETIC TRAINING CLINICAL SKILLS
PRIOR TO PERFORMING THOSE SKILLS ON PATIENTS.
PROGRAM DELIVERY
57. ALL CLINICAL EDUCATION EXPERIENCES MUST BE
EDUCATIONAL IN NATURE. THE PROGRAM MUST HAVE A
WRITTEN POLICY THAT DELINEATES A MINIMUM AND
MAXIMUM REQUIREMENT FOR CLINICAL HOURS.
PROGRAM DELIVERY
58. ALL CLINICAL EDUCATION EXPERIENCES MUST BE
EDUCATIONAL IN NATURE. STUDENTS MUST HAVE A
MINIMUM OF ONE DAY OFF IN EVERY SEVEN-DAY PERIOD.
PROGRAM DELIVERY
60. ALL CLINICAL EDUCATION EXPERIENCES MUST BE
EDUCATIONAL IN NATURE. STUDENTS WILL NOT REPLACE
PROFESSIONAL ATHLETIC TRAINING STAFF OR MEDICAL
PERSONNEL.
PROGRAM DELIVERY
61. THE PROGRAM MUST INCLUDE PROVISION FOR
SUPERVISED CLINICAL EDUCATION WITH A PRECEPTOR
(SEE PERSONNEL STANDARDS).THERE MUST BE REGULAR
COMMUNICATION BETWEEN THE PROGRAM AND THE
PRECEPTOR.
PROGRAM DELIVERY
62. THE PROGRAM MUST INCLUDE PROVISION FOR
SUPERVISED CLINICAL EDUCATION WITH A PRECEPTOR (SEE
PERSONNEL STANDARDS). THE NUMBER OF STUDENTS
ASSIGNED TO A PRECEPTOR IN EACH CLINICAL SETTING
MUST BE OF A RATIO THAT IS SUFFICIENT TO ENSURE
EFFECTIVE CLINICAL LEARNING AND SAFE PATIENT CARE.
PROGRAM DELIVERY
63. THE PROGRAM MUST INCLUDE PROVISION FOR SUPERVISED
CLINICAL EDUCATION WITH A PRECEPTOR (SEE PERSONNEL
STANDARDS). STUDENTS MUST BE DIRECTLY SUPERVISED BY A
PRECEPTOR DURING THE DELIVERY OF ATHLETIC TRAINING
SERVICES. THE PRECEPTOR MUST BE PHYSICALLY PRESENT AND
HAVE THE ABILITY TO INTERVENE ON BEHALF OF THE ATHLETIC
TRAINING STUDENT AND THE PATIENT.
HEALTH & SAFETY
72. THE PROGRAM MUST PROVIDE PROOF THAT THERAPEUTIC
EQUIPMENT AT ALL SITES IS INSPECTED, CALIBRATED, AND
MAINTAINED ACCORDING TO THE MANUFACTURER’S
RECOMMENDATION, OR BY FEDERAL, STATE, OR LOCAL ORDINANCE.
BLOOD-BORNE PATHOGEN TRAINING AND PROCEDURES:
73. ANNUAL FORMAL BLOOD-BORNE PATHOGEN TRAINING MUST OCCUR BEFORE STUDENTS ARE
PLACED IN A POTENTIAL EXPOSURE SITUATION. THIS INCLUDES PLACEMENT AT ANY CLINICAL SITE,
INCLUDING OBSERVATIONAL EXPERIENCES;
74. A DETAILED POST-EXPOSURE PLAN THAT IS CONSISTENT WITH THE FEDERAL STANDARD AND
APPROVED BY APPROPRIATE INSTITUTIONAL PERSONNEL MUST BE PROVIDED TO THE STUDENTS.
75. BLOOD-BORNE PATHOGEN POLICIES MUST BE POSTED OR READILY AVAILABLE IN ALL LOCATIONS
WHERE THE POSSIBILITY OF EXPOSURE EXISTS AND MUST BE IMMEDIATELY ACCESSIBLE TO ALL
CURRENT STUDENTS AND PROGRAM PERSONNEL INCLUDING PRECEPTORS;
76. STUDENTS MUST HAVE ACCESS TO AND USE OF APPROPRIATE BLOOD-BORNE PATHOGEN
BARRIERS AND CONTROL MEASURES AT ALL SITES;
77. STUDENTS MUST HAVE ACCESS TO, AND USE OF, PROPER SANITATION PRECAUTIONS (E.G. HAND
WASHING STATIONS) AT ALL SITES.
HEALTH & SAFETY
78. ALL SITES MUST HAVE A VENUE-SPECIFIC WRITTEN
EMERGENCY ACTION PLAN (EAP) THAT IS BASED ON WELLESTABLISHED NATIONAL STANDARDS OR INSTITUTIONAL
OFFICES CHARGED WITH INSTITUTION-WIDE SAFETY (E.G.
POSITION STATEMENTS, OCCUPATIONAL/ENVIRONMENTAL
SAFETY OFFICE, POLICE, FIRE AND RESCUE).
HEALTH & SAFETY
79. THE PROGRAM MUST HAVE A PROCESS FOR SITESPECIFIC TRAINING AND REVIEW OF THE EAP WITH THE
STUDENT BEFORE THEY BEGIN PATIENT CARE AT THAT SITE;
80. STUDENTS MUST HAVE IMMEDIATE ACCESS TO THE PLAN
IN AN EMERGENCY SITUATION.
SMALL GROUP BREAKOUT #5
PROVIDE SOME EXAMPLES OF ADMINISTRATIVE & OTHER
RESPONSIBILITIES YOU CAN ASSIGN TO THESE LEVEL STUDENTS AT YOUR
CLINICAL SITE:
CLINICAL 3 BSATP
CLINICAL 5 BSATP
CLINICAL 2 PMSATP
HINT: REFER TO ATP CURRICULUM SEQUENCE, CLINICAL COURSE SYLLABI,
ATP POLICIES & PROCEDURES MANUAL, ETC. FOR ASSISTANCE
AT COMPETENCIES ATTACHED TO SELECTED
ATHLETIC TRAINING COURSES
COMPETENCIES ASSIGNED TO
CLINICAL COURSES & LABS
HS 361, 440, 449L, 460, & 490
HS 523L, 524L, 525, 548, & 645
FUTURE DIRECTIONS IN AT EDUCATION AT
MARSALL & NATIONALLY
1.
2.
3.
4.
5.
6.
PROFESSIONAL BACHELOR’S VS. PROFESSIONAL MASTER’S IN AT –
IMPLICATIONS OF OVERLAP OF PROGRAMS IN 2016-17 AND FALL 2017
ENTRY-LEVEL DEGREE FOR AT CHANGING TO MASTER’S IN 2022
FORMAL PRECEPTOR DEVELOPMENT/TRAINING PROGRAMS BEGINNING SOON
NEW CAATE-ACCREDITATION STANDARDS COMING SOON
NEW AT COMPETENCIES COMING SOON
OTHER?
QUESTIONS & ANSWERS
AND
CLOSING COMMENTS
CONTACT INFORMATION
DR. JOE BECKETT, ATC
304-696-2929 (O)
859-248-9582 (CELL)
[email protected]
ZACH GARRETT, MS, MHA, ATC
304-696-2924 (O)
304-476-8935 (CELL)
[email protected]