clinical preceptor workshop marshall university athletic training program july 17, 2015 @ marshall...

CLINICAL PRECEPTOR WORKSHOP

MARSHALL UNIVERSITYATHLETIC TRAINING PROGRAM

JULY 17, 2015

@ MARSHALL UNIVERSITY

WELCOME & INTRODUCTIONS

•NAME, TITLE, EMPLOYER & YEARS THERE

•EDUCATIONAL BACKGROUND

•“PERSONAL STUFF”

•REVIEW OF AGENDA

PRE-TEST

CLINICAL EDUCATION QUESTIONS

1.HOW LONG SHOULD THE CLINICAL EDUCATION PORTION OF THE ATP LAST?A.4 YEARS

B.3.5 YEARS

C.3 YEARS

D.2 .5 YEARS

E.2.0 YEARS

CLINICAL EDUCATION QUESTIONS

1.HOW LONG DOES THE CLINICAL EDUCATION PORTION OF THE MARSHALL ATP LAST?A.4 YEARS

B.3.5 YEARS

C.3 YEARS

D.2.5 YEARS

E.2 YEARS

CLINICAL EDUCATION QUESTIONS

2.HOW MANY CLINICAL HOURS DO YOU BELIEVE AN AT STUDENT SHOULD OBTAIN EACH WEEK AS PART OF THEIR REQUIRED CLINICAL ROTATIONS?A. >25

B. 20-25

C.15-20

D.10-15

E. STUDENTS SHOULD NOT BE REQUIRED TO COMPLETE A MINIMUM NUMBER OF CLINICAL HOURS EACH WEEK

CLINICAL EDUCATION QUESTIONS

3.HOW MANY CLINICAL HOURS ARE MARSHALL AT STUDENTS REQUIRED TO OBTAIN EACH WEEK AS PART OF REQUIRED CLINICAL ROTATIONS?A. >25

B. 20-25

C.15-20

D.10-15

E. STUDENTS SHOULD BE REQUIRED TO WORK WHENEVER COMPLETE A MINIMUM NUMBER OF CLINICAL HOURS EACH WEEK

CLINICAL EDUCATION QUESTIONS

4.WHAT PERCENTAGE OF THE AT STUDENT’S CLINICAL HOURS SHOULD BE SPENT ASSIGNED TO INTERCOLLEGIATE ATHLETICS?A. 50-75%

B. 50%

C.25-50%

D.<25%

E. OTHER: _____________________

CLINICAL EDUCATION QUESTIONS

5.WHAT SHOULD BE THE LENGTH OF THE AT STUDENT’S CLINICAL ROTATION ASSIGNMENT?A. 4 WEEKS

B. 8 WEEKS

C.ENTIRE SEMESTER

D.ENTIRE ACADEMIC YEAR

E. IT DEPENDS UPON THE CLINICAL SITE AND THE PRECEPTOR

CLINICAL EDUCATION QUESTIONS

6.WHAT DO YOU BELIEVE SHOULD BE THE PRECEPTOR TO AT STUDENT RATIO?A. 1:1

B. 1:2

C.1:4

D.1:8

E. THE RATIO HAS NO BEARING ON THE AT STUDENT’S CLINICAL EDUCATION EXPERIENCE

PURPOSE OF PRECEPTOR WORKSHOP

• TO TEACH OUR PRECEPTORS HOW TO OPTIMIZE AND MAXIMIZE THE CLINICAL EDUCATION EXPERIENCE

• TO MAXIMIZE STUDENT LEARNING

• TO HELP ASSURE CONSISTENCY, EQUITY, AND FAIRNESS IN STUDENT EVALUATION

• TO PRESENT YOU WITH APPROPRIATE COURSE SYLLABI, SAMPLE EVALUATION FORMS, EXCERPTS FROM OUR POLICIES & PROCEDURES MANUAL, THE ATP WEBPAGE, AND OTHER APPLICABLE WRITTEN MATERIALS

OBJECTIVES OF THE PRECEPTOR WORKSHOP

BY PARTICIPATING IN THIS WORKSHOP, THE LEARNER WILL:

1. GAIN NEW PERSPECTIVES IN CLINICAL EDUCATION FOR AT STUDENTS•DEFINE CLINICAL EDUCATION AS IT PERTAINS TO

ATHLETIC TRAINING

•UNDERSTAND AND USE CURRENT TERMINOLOGY

• IDENTIFY VARIOUS SITES THAT CLINICAL EDUCATION CAN OCCUR IN ATHLETIC TRAINING

•RECOGNIZE ADVANCEMENT OF CLINICAL EDUCATION AS A LEARNING EXPERIENCE

•ACCEPT RESPONSIBILITY OF “PRECEPTOR” AS AN EDUCATOR

2. DESCRIBE EXAMPLES OF THE CONCEPT OF “LEARNING OVER TIME”

•DEFINE THE CONCEPT OF LEARNING OVER TIME

•EXPLAIN THE INTEGRATION OF LEARNING OVER TIME ACROSS EXISTING CLINICAL COMPETENCIES IN ATHLETIC TRAINING

•IDENTIFY HOW TO INTEGRATE TEACHING OVER TIME WITH THE CLINICAL COMPETENCIES

•EXAMPLES OF HOW WE WANT TO DO THIS AT MARSHALL

3. DISCUSS TEACHING VS. STUDENT LEARNING STYLES

•APPRECIATE THE NEED FOR CONGRUENCE BETWEEN TEACHING AND LEARNING STYLES

•RECOGNIZE INSTRUCTIONAL STRATEGIES THAT ARE EFFECTIVE WITH DIFFERENT LEARNING STYLES

4. DISCUSS WAYS TO BECOME AN EFFECTIVE PRECEPTOR

•DEFINE THE ROLES, QUALITIES, CHARACTERISTICS, AND RESPONSIBILITIES OF AN EFFECTIVE PRECEPTOR

•DEFINE THE STRENGTHS OF AN EFFECTIVE PRECEPTOR

5. DISCUSS THE SIGNIFICANCE AND VARIOUS FORMS OF STUDENT AND ATP EVALUATION

•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

6. DEVELOP AN APPRECIATION 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

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 CURRENTATHLETIC TRAINING TERMINOLOGY

• ATHLETIC TRAINER

• ATHLETIC TRAINING STUDENT

• ATHLETIC TRAINING CLINIC

• PRECEPTOR

ATHLETIC TRAINING EDUCATIONAL DOMAINS ANDCOMPETENCIES IN AT

ATE DOMAINS (5TH EDITION, 2011)1. EVIDENCE-BASED PRACTICE

2. PREVENTION AND HEALTH PROMOTION

3. CLINICAL EXAMINATION AND DIAGNOSIS

4. ACUTE CARE OF INJURY AND ILLNESS

5. THERAPEUTIC INTERVENTIONS

6. PSYCHOSOCIAL STRATEGIES AND REFERRAL

7. HEALTHCARE ADMINISTRATION

8. PROFESSIONAL DEVELOPMENT AND RESPONSIBILITY

9. CLINICAL INTEGRATION

EDUCATIONAL COMPETENCIES

•THE EDUCATIONAL CONTENT REQUIRED OF ENTRY-LEVEL ATHLETIC TRAINING PROGRAMS

•SHOULD BE USED TO DEVELOP THE CURRICULUM AND EDUCATIONAL EXPERIENCES OF STUDENTS ENROLLED IN CAATE-ACCREDITED ENTRY-LEVEL ATHLETIC TRAINING PROGRAMS

CLINICAL PROFICIENCIES

•DEFINES THE COMMON SET OF SKILLS THAT ENTRY-LEVEL ATHLETIC TRAINERS SHOULD POSSESS

•REDEFINES THE STRUCTURE OF CLINICAL EDUCATION FROM A QUANTITATIVE APPROACH TO AN OUTCOMES-BASED QUALITATIVE SYSTEM.

COMPETENCIES & EVALUE®

•HTTP://CAATE.NET/WP-CONTENT/UPLOADS/2014/06/5TH-EDITION-COMPETENCIES.PDF

•HTTPS://WWW.E-VALUE.NET/LOGIN.CFM

LEARNING OVER TIME• A DOCUMENTED CONTINUOUS PROCESS OF SKILL

ACQUISITION, PROGRESSION, AND STUDENT REFLECTION.

• INVOLVES THE DEMONSTRATION OF PROGRESSION THROUGH THE COGNITIVE, PSYCHOMOTOR, AND AFFECTIVE DOMAINS WITHIN DIFFERENT ENVIRONMENTS (E.G., ATHLETIC TRAINING ROOM, PRACTICE FIELD, ETC.).

• ASSESSMENT OF LEARNING OVER TIME IS BUILT AROUND MULTIPLE EVALUATIONS AND SOURCES OF EVIDENCE SUCH AS OBSERVATIONS (AFFECTIVE BEHAVIORS, INTERVIEWS), PERFORMANCE SAMPLES AND TESTS OR TEST-LIKE PROCEDURES.

• REFER TO MODULE 2 AND REFER TO SECTIONS AS DIRECTED BY THE CIE

LEARNING STYLES & CLINICAL EDUCATION

•REFER TO MODULE 3 AND READ SECTIONS AS DIRECTED BY THE CIE

TEACHING STYLES: WHERE THEORY MEETS PRACTICE

•REFER TO MODULE 4 AND READ SECTIONS AS DIRECTED BY THE CIE

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.

THE EFFECTIVE ACI/PRECEPTOR

•REFER TO MODULE 5 AND READ SECTIONS AS DIRECTED BY THE CIE

•REFER TO CHAPTER 6: SELECTION OF ACIS AND CLINICAL SETTINGS AND READ SECTIONS AS DIRECTED BY THE CIE

•DISCUSSION

SMALL GROUP BREAKOUTS

1. WHEN STUDENTS ARE ASSIGNED TO THEIR PRECEPTOR, THEY SHOULD RECEIVE AN ORIENTATION DURING THE FIRST WEEK. WHO OR WHAT SHOULD THEY BE ORIENTED TO AT YOUR FACILITY?

ATHLETIC TRAINING STUDENT

•ATS

•A STUDENT WHO IS ENROLLED IN A CAATE- ACCREDITED ENTRY-LEVEL ATHLETIC TRAINING EDUCATION PROGRAM

•AT MARSHALL THIS INCLUDES SOPHOMORES, JUNIORS, AND SENIORS

•BEGINNING FALL 2016, THIS WILL CHANGE

CHALLENGES OF CLINICAL EDUCATION

•REFER TO MODULE 7 AND READ SECTIONS AS DIRECTED BY THE CIE

CLINICAL SETTING•A CLINICAL ENVIRONMENT WHERE HEALTH CARE

SERVICES ARE PROVIDED

• SHALL INCLUDE THE ATR, PRACTICES, AND COMPETITIVE EVENTS

• STUDENTS MUST COMPLETE CLINICAL EXPERIENCES IN THESE SETTINGS FOR A MINIMUM OF ONE OF THE TWO ACADEMIC YEARS OF CLINICAL EDUCATION UNDER THE SUPERVISION OF AN ATC

• THE ATR IS CONSIDERED TO BE A DESIGNATED PHYSICAL FACILITY LOCATED WITHIN THE SPONSORING INSTITUTION OR WITHIN AN ACCEPTABLE AFFILIATED CLINICAL SETTING IN WHICH ATHLETIC HEALTH CARE SERVICES ARE PROVIDED

COMPREHENSIVE HEALTH CARE SERVICES

• INCLUDE PRACTICE AND GAME PREPARATION, INJURY AND ILLNESS EVALUATION, FIRST AID AND EMERGENCY CARE, FOLLOW-UP CARE, REHABILITATION, AND RELATED SERVICES.

•MAY INCLUDE ANY OF THE FOLLOWING:• 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

•THE STUDENT MUST BE SUPERVISED BY AN APPROPRIATE CLINICAL INSTRUCTOR IN THESE SETTINGS.

CLINICAL EDUCATION EXPERIENCE

• PROVIDES OPPORTUNITY FOR INTEGRATION OF PSYCHOMOTOR, COGNITIVE, AFFECTIVE SKILLS, AND CLINICAL PROFICIENCIES WITHIN THE CONTEXT OF DIRECT PATIENT CARE

•A PRECEPTOR MUST DIRECTLY SUPERVISE FORMAL CLINICAL EDUCATION EXPERIENCE

•A PRECEPTOR MUST SUPERVISE OTHER CLINICAL EDUCATION EXPERIENCES SUCH AS THE FIELD EXPERIENCE.

FIELD EXPERIENCE• PROVIDES OPPORTUNITY FOR INFORMAL LEARNING,

PRACTICE AND APPLY THE ENTRY LEVEL ATHLETIC TRAINING CLINICAL PROFICIENCIES IN A CLINICAL ENVIRONMENT UNDER THE SUPERVISION OF A CLINICAL INSTRUCTOR OR ACI

• THE PRIMARY SETTINGS FOR FIELD EXPERIENCES MUST INCLUDE • ATHLETIC TRAINING ROOMS• ATHLETIC PRACTICES• COMPETITIVE EVENTS

•AMPLE OPPORTUNITY SHOULD BE PROVIDED FOR SUPERVISED STUDENT EXPERIENCE WORKING WITH ATHLETIC PRACTICES AND COMPETITIVE EVENTS IN BOTH MEN'S AND WOMEN'S SPORTS

• THERE SHALL BE EXPOSURE TO UPPER EXTREMITY, LOWER EXTREMITY, EQUIPMENT INTENSIVE, AND GENERAL MEDICAL EXPERIENCES OF BOTH GENDERS

CLINICAL EDUCATION & FIELD EXPERIENCE 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

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

•THE INSTRUCTION AND EVALUATION OF THE CLINICAL PROFICIENCIES BY A PRECEPTOR

•CONSTANT VISUAL AND AUDITORY INTERACTION BETWEEN THE ATS AND THE PRECEPTOR

•THE INSTRUCTOR SHALL BE PHYSICALLY PRESENT FOR PROFICIENCY INSTRUCTION AND EVALUATION

SUPERVISION

•FIELD EXPERIENCES UNDER THE DIRECTION OF A CLINICAL INSTRUCTOR

•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 FIELD EXPERIENCE.

CAATE-ACCREDITATION STANDARDS

•REFER TO

•HTTP://CAATE.NET/WP-CONTENT/UPLOADS/2014/07/2012-PROFESSIONAL-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

59. ALL CLINICAL EDUCATION EXPERIENCES MUST BE EDUCATIONAL IN NATURE. STUDENTS WILL NOT RECEIVE ANY MONETARY REMUNERATION DURING THIS EDUCATION EXPERIENCE, EXCLUDING SCHOLARSHIPS.

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

71. THE PROGRAM MUST ESTABLISH AND ENSURE COMPLIANCE WITH A WRITTEN SAFETY POLICY(IES) FOR ALL CLINICAL SITES REGARDING THERAPEUTIC EQUIPMENT. THE POLICY(IES) MUST INCLUDE, AT MINIMUM, THE MANUFACTURER’S RECOMMENDATION OR FEDERAL, STATE, OR LOCAL ORDINANCE REGARDING SPECIFIC EQUIPMENT CALIBRATIONS AND MAINTENANCE. SITES ACCREDITED BY THE JOINT COMMISSION, AAAHC OR OTHER RECOGNIZED EXTERNAL ACCREDITING AGENCIES ARE EXEMPT.

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.

HEALTH & SAFETY 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 WELL-ESTABLISHED 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 SITE-SPECIFIC 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.

REQUIREMENTS FOR RETENTION IN THE ATEP

REFER TO ATP POLICIES & PROCEDURES MANUAL

OR ATP WEBPAGE

THE MARSHALL ATP

•COURSES AND CURRICULUM SEQUENCE

•REFER TO ATP WEBPAGE

•HTTP://WWW.MARSHALL.EDU/COHP/INDEX.PHP/DEPARTMENTS/SCHOOL-OF-KINESIOLOGY/PROGRAMS8/ATHLETIC-TRAINING/BACHELOR-OF-SCIENCE-IN-ATHLETIC-TRAINING/

ATP CURRICULUM SEQUENCE

FALL 2015

CMM103 Core 3

HS255 Clinical 1 2

HS212 Prac & Emerg Tech 3

HS424* Lower Ext Eval/Lab 4

ESS365 Kinesiology 3

SPRING 2016

HS423* Upper Ext Eval/Lab 4

DTS210 Nutrition 3

HS360 Clinical 2 2

HS448* Ther Interventions I 4

PSY201 Psychology 3

ATP CURRICULUM SEQUENCE

FALL 2016

HS361 Clinical 3 2

HS440 Gen Med Cond/Lab 3

  Literature 3

HS 449* Ther Interventions II 4

ESS345 Exercise Physiology 3

SPRING 2017

ESS375 Fitness Assessment 3

HS460 Clinical 4 3

HS479* Trends in AT 3

HS410 Organ/Admin in AT 3

MTH/PSY Statistics 3

ATP CURRICULUM SEQUENCE

FALL 2017

HS490Internship/Clinical 5 3

  Humanities 3

  Electives 9

SPRING 2018Electives & other reqs. 12

CLINICAL EDUCATION PROGRAM

•CLINICAL MODEL AND REQUIRED ROTATIONS

•CLINICAL HOUR REQUIREMENTS

•COMPETENCIES ASSOCIATED WITH EACH CLINICAL COURSE

•AFFILIATED CLINICAL SITES

•GENERAL MEDICAL AND CLINIC ROTATIONS

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

2014-15

ATHLETIC TRAINING POLICIES & PROCEDURES

MANUAL

REFER TO SELECTED PAGES OF THE

MANUAL

SMALL GROUP BREAKOUTS

2. PROVIDE SOME EXAMPLES OF ADMINISTRATIVE & OTHER RESPONSIBILITIES YOU CAN ASSIGN TO THESE LEVEL STUDENTS AT YOUR CLINICAL SITE:

CLINICAL 1

CLINICAL 3

CLINICAL 5

FOR EACH LEVEL STUDENT ABOVE, ALSO PROVIDE EXAMPLES OF CLINICAL SKILLS THEY SHOULD BE PERFORMING AT YOUR SITE.

HINT: REFER TO ATP CURRICULUM SEQUENCE, CLINICAL COURSE SYLLABI, ATP POLICIES & PROCEDURES MANUAL, ETC. FOR ASSISTANCE

SMALL GROUP BREAKOUTS

3. PROVIDE SOME EXAMPLES OF ADMINISTRATIVE AND OTHER RESPONSIBILITIES YOU CAN ASSIGN TO THESE LEVEL STUDENTS AT YOUR CLINICAL SITE:

CLINICAL 2

CLINICAL 4

FOR EACH LEVEL STUDENT ABOVE, ALSO PROVIDE EXAMPLES OF CLINICAL SKILLS THEY SHOULD BE PERFORMING AT YOUR SITE.

HINT: REFER TO ATP CURRICULUM SEQUENCE, CLINICAL COURSE SYLLABI, ATP POLICIES & PROCEDURES MANUAL, ETC. FOR ASSISTANCE

AT COMPETENCIES ATTACHED TO SELECTED ATHLETIC

TRAINING COURSES

COURSE OUTLINES & COMPETENCIES FOR ALL CLINICAL COURSES & LABS

HS 255, 360, 361, 460, & 490HS 423L, 424L, 448L, AND 449L, & 440

FUTURE DIRECTIONS

• PROFESSIONAL BACHELOR’S VS. PROFESSIONAL MASTER’S IN AT

•GAS VS. INTERNS VS. RESIDENTS

• POST-PROFESSIONAL PROGRAMS

• PRECEPTOR DEVELOPMENT PROGRAM

• LEVEL 1 VS. LEVEL 2 VS. MASTER PRECEPTOR

•OTHER??

QUESTIONS & ANSWERS AND

CLOSING COMMENTS

CONTACT INFORMATIONDR. JOE BECKETT,

ATC

304-696-2929 (O)

859-248-9582 (CELL)

BECKETT76@MARSHALL.EDU

ZACH GARRETT, MS, MHA, ATC

304-696-2924 (O)

304-476-8935 (CELL)

GARRETT46@MARSHALL.EDU