mcneese state university athletic training education program preceptor workshop 2014-2015

McNeese State UniversityMcNeese State University

Athletic Training Education ProgramAthletic Training Education Program Preceptor WorkshopPreceptor Workshop

2014-20152014-2015

Preceptor Training Content AreasPreceptor Training Content Areas

MSU Athletic Training Program UpdateMSU Athletic Training Program Update

Learning styles and instructional skillsLearning styles and instructional skills

Review of Athletic Training Educational Review of Athletic Training Educational CompetenciesCompetencies

Evaluation of student performance and feedbackEvaluation of student performance and feedback

Instructional skills of supervision, mentoring, and Instructional skills of supervision, mentoring, and administrationadministration

Program/institution-specific policies, procedures, Program/institution-specific policies, procedures, and clinical education requirementsand clinical education requirements

Preceptor Training Content AreasPreceptor Training Content Areas

Legal and ethical behaviorsLegal and ethical behaviors

Communication skillsCommunication skills

Appropriate interpersonal relationshipsAppropriate interpersonal relationships

Appropriate clinical skills and knowledge Appropriate clinical skills and knowledge

Program UpdateProgram Update

Accreditation self-study done – July 2013Accreditation self-study done – July 2013

Accreditation Site visit – Feb 2013Accreditation Site visit – Feb 2013

Currently 31 students in the clinical portion Currently 31 students in the clinical portion of the program vs 18 students last Fall 13of the program vs 18 students last Fall 13

16 non-compliances reported – Rejoinder 16 non-compliances reported – Rejoinder submitted June 2014 submitted June 2014

CAATE response Aug 2014 CAATE response Aug 2014

Approximately 70 athletic training majorsApproximately 70 athletic training majors

BOC Pass RateBOC Pass Rate

www.mcneese.edu/hhp

17 of 19 ATP Students passed BOC.17 of 19 ATP Students passed BOC.

Inception date Spring 2009 AT Program 28 graduates: Inception date Spring 2009 AT Program 28 graduates:

Spring 09 – 3 graduates ( BOC No attempts)Spring 09 – 3 graduates ( BOC No attempts)

Spring 10 – 2 graduates ( BOC attempted / PASSED)Spring 10 – 2 graduates ( BOC attempted / PASSED)

Fall 10 – 1 graduates (BOC PASSED)Fall 10 – 1 graduates (BOC PASSED)

Spring 11 – 5 graduates (BOC PASSED)Spring 11 – 5 graduates (BOC PASSED)

Spring 12 – 7 graduates (BOC attempted/ 4 of 6 Passed)Spring 12 – 7 graduates (BOC attempted/ 4 of 6 Passed)

Spring 13 – 5 graduates (BOC PASSED)Spring 13 – 5 graduates (BOC PASSED)

Spring 14 – 5 graduates (BOC attempted)Spring 14 – 5 graduates (BOC attempted)

CAATE StandardsCAATE Standards

Standards for the Accreditation of Educational Standards for the Accreditation of Educational Programs for the Professional Preparation of the Programs for the Professional Preparation of the Athletic TrainerAthletic Trainer

Revised as of July 2012Revised as of July 2012

Revised standards available at:Revised standards available at:

www.caate.net

http://caate.net/professional-programs/standards/

Preceptor ResponsibilitiesPreceptor Responsibilities

Supervise students during clinical educationSupervise students during clinical education

Provide instruction and assessment of the Provide instruction and assessment of the educational knowledge and skills defined by the educational knowledge and skills defined by the commissioncommission

Provide instruction and opportunities for the Provide instruction and opportunities for the student to develop clinical integration student to develop clinical integration proficiencies, communication skills and clinical proficiencies, communication skills and clinical decision-making during actual patient/client caredecision-making during actual patient/client care

Responsibilities Cont.Responsibilities Cont.

Provide Assessment of athletic training students’ Provide Assessment of athletic training students’ clinical integration proficiencies, communication clinical integration proficiencies, communication skills and clinical decision-making during actual skills and clinical decision-making during actual patient/client care.patient/client care.

Facilitate the clinical integration of skills, Facilitate the clinical integration of skills, knowledge, and evidence regarding the practice knowledge, and evidence regarding the practice of athletic trainingof athletic training

Demonstrates understanding of and compliance Demonstrates understanding of and compliance with the program’s policies and procedureswith the program’s policies and procedures

Preceptor QualificationsPreceptor Qualifications

Credentialed by the state in a health care Credentialed by the state in a health care professionprofession

Not be currently enrolled in the Not be currently enrolled in the professional(entry-level) athletic training professional(entry-level) athletic training program at the institutionprogram at the institution

Receive planned and ongoing training from the Receive planned and ongoing training from the program designed to promote a constructive program designed to promote a constructive learning environmentlearning environment

Education Competencies – 5Education Competencies – 5thth Edition Edition

Revised 2011Revised 2011

Provides educational program personnel and others with Provides educational program personnel and others with the knowledge, skills, and clinical abilities to be mastered the knowledge, skills, and clinical abilities to be mastered by students enrolled in professional athletic training by students enrolled in professional athletic training education programs.education programs.

CAATE requires that the Competencies be instructed CAATE requires that the Competencies be instructed and evaluated in each accredited program.and evaluated in each accredited program.

NATA Competencies: NATA Competencies: http://www.nata.org/sites/default/files/5th_Edition_Competencies.pdf

Revisions Included in 5Revisions Included in 5thth Edition Edition

The 12 content areas of the previous edition have been The 12 content areas of the previous edition have been reorganized into 8 reorganized into 8 – Evidence based practiceEvidence based practice– Prevention and health promotionPrevention and health promotion– Clinical examination and di9agnosisClinical examination and di9agnosis– Acute care of injuries and illnessesAcute care of injuries and illnesses– Therapeutic interventionsTherapeutic interventions– Psychosocial strategies and referralPsychosocial strategies and referral– Healthcare administrationHealthcare administration– Professional development and responsibilityProfessional development and responsibility

Revisions Cont.Revisions Cont.

The Acute Care(AC) content area has been The Acute Care(AC) content area has been substantially revised to reflect contemporary substantially revised to reflect contemporary practicepractice

Content areas now integrate knowledge and Content areas now integrate knowledge and skills, instead of separate sections for cognitive skills, instead of separate sections for cognitive and psychomotor competenciesand psychomotor competencies

The Clinical Integration Proficiencies (CIP) have The Clinical Integration Proficiencies (CIP) have been removed from the individual content areas been removed from the individual content areas and reorganized into a separate section.and reorganized into a separate section.

Clinical Education/ExperienceClinical Education/Experience

Defining Clinical EducationDefining Clinical Education– Historically apprenticeshipsHistorically apprenticeships– Clinical Education is Clinical Education is “the portion of the “the portion of the

students’ professional education which students’ professional education which involves practice and application of classroom involves practice and application of classroom knowledge and skills to on-the-job knowledge and skills to on-the-job responsibilities”. responsibilities”.

– IT IS PARTICIPATORY EXPERIENCE WITH IT IS PARTICIPATORY EXPERIENCE WITH LIMITED TIME SPENT IN OBSERVATIONLIMITED TIME SPENT IN OBSERVATION

Review of Clinical Guidelines Review of Clinical Guidelines

Clinical Education DesignClinical Education Design– Clinical Education involvesClinical Education involves “constant visual and “constant visual and

auditory interaction with the student”auditory interaction with the student”– There must be consistency b/w didactic and clinical There must be consistency b/w didactic and clinical

education within the program.education within the program.– Clinical rotations must include: 1) lower extremity 2) Clinical rotations must include: 1) lower extremity 2)

upper extremity 3) equipment intensive 4) general upper extremity 3) equipment intensive 4) general medicalmedical

Review of Clinical EducationReview of Clinical Education

Clinical Education DesignClinical Education Design– Sample of MSU ATS RotationSample of MSU ATS Rotation

HHP 288 (120 Hours) MSU Athletic Training RoomHHP 288 (120 Hours) MSU Athletic Training Room

HHP 388 (180 hours) – Clinic/High SchoolHHP 388 (180 hours) – Clinic/High School

HHP 389 (180 hours) – MSU Athletic Training HHP 389 (180 hours) – MSU Athletic Training RoomRoom

HHP 488 (180 hours) – MSU Athletic Training HHP 488 (180 hours) – MSU Athletic Training RoomRoom

HHP 489 (180 hours) – General Medical/ Private HHP 489 (180 hours) – General Medical/ Private ClinicClinic

HHP 490 (180 hours) – High School/OrthopedicHHP 490 (180 hours) – High School/Orthopedic

Review of Clinical EducationReview of Clinical Education

Summary of Clinical EducationSummary of Clinical Education– Clinical Education allows the student to apply didactic Clinical Education allows the student to apply didactic

knowledge and theory to the real world of clinical knowledge and theory to the real world of clinical practice.practice.

– Emphasis is placed on progression from general Emphasis is placed on progression from general technical skills (HHP 235, 285, 288, 388) to more technical skills (HHP 235, 285, 288, 388) to more specific therapeutic skills that require judgment and specific therapeutic skills that require judgment and critical thinking (HHP 355, 365, 430, 389, 488, 489, critical thinking (HHP 355, 365, 430, 389, 488, 489, 490) 490)

Learning Over TimeLearning Over Time (Mastery of Skills)(Mastery of Skills) Definition Definition – – The process by which professional The process by which professional knowledge and skills are learned and evaluated. This knowledge and skills are learned and evaluated. This process involves the initial formal instruction and process involves the initial formal instruction and evaluation of that knowledge and skill, followed by a evaluation of that knowledge and skill, followed by a time of sufficient length to allow for practice and time of sufficient length to allow for practice and internalization of the information/skill, and then a internalization of the information/skill, and then a subsequent re-evaluation of that information/skill in a subsequent re-evaluation of that information/skill in a clinical (actual or simulated) setting. clinical (actual or simulated) setting.

Teaching and Learning StrategiesTeaching and Learning Strategies

Teaching and Learning StylesTeaching and Learning Styles– Learning Styles Defined:Learning Styles Defined:

specific pattern of behavior and/or performance specific pattern of behavior and/or performance the learner utilizes in approaching learning the learner utilizes in approaching learning experiences; experiences;

the way information is processed, retained, and the way information is processed, retained, and utilizedutilized

– Learning styles can be cognitive, affective, and Learning styles can be cognitive, affective, and physiologicalphysiological

– These characteristics are usually distinctive, These characteristics are usually distinctive, observable, and measurableobservable, and measurable

– Individual teaching styles usually based on one’s Individual teaching styles usually based on one’s own learning styleown learning style


Teaching and Learning StylesTeaching and Learning Styles– both instructors and students capable of adapting to both instructors and students capable of adapting to

alternate learning styles and strategiesalternate learning styles and strategies– students that are deemed to be disinterested or not students that are deemed to be disinterested or not

smart enough, often victim of incompatible smart enough, often victim of incompatible teaching/learning stylesteaching/learning styles


Recognize the effective teaching Recognize the effective teaching behaviors of Preceptor’sbehaviors of Preceptor’s– The effective Preceptor shows awareness of individual learning The effective Preceptor shows awareness of individual learning

styles and shows a willingness to work and adapt with each styles and shows a willingness to work and adapt with each individualindividual

– The effective Preceptor must actively engage the student in The effective Preceptor must actively engage the student in learning process learning process

– Preceptors must understand their own strengths and Preceptors must understand their own strengths and weaknesses to effectively share knowledge with the studentweaknesses to effectively share knowledge with the student

– Preceptor “Preceptor “Acculturates” Acculturates” student student into the profession-into the profession-the socialization of the student into the professionthe socialization of the student into the profession

involves not only the technical and manual tasks of the job, but involves not only the technical and manual tasks of the job, but learning, internalizing, and employing appropriate verbal and learning, internalizing, and employing appropriate verbal and nonverbal communication skills as wellnonverbal communication skills as well

CAPSOL CAPSOL

http://www.richland.k12.wi.us/HS/GT/CAPSOL%20style%20of%20learning%20assessment%20copy.pdf


Recognize the instructional strategies Recognize the instructional strategies effective with different learning styleseffective with different learning styles– Learning styles (e.g.: CAPSOL)Learning styles (e.g.: CAPSOL)

Visual, Auditory, Bodily-Kinesthetic, Individual, Group, Oral Visual, Auditory, Bodily-Kinesthetic, Individual, Group, Oral Expressive, Written Expressive, Sequential, and GlobalExpressive, Written Expressive, Sequential, and Global

– Oral Expressive Individual-Oral Expressive Individual-– use of oral reports, panel discussions or debates, read written use of oral reports, panel discussions or debates, read written

reports out loudreports out loud

– Bodily-Kinesthetic-Bodily-Kinesthetic-– use of action activities (debates, pantomime, role play), use of action activities (debates, pantomime, role play),

demonstrations and task cards, simulations or hands-on examples, demonstrations and task cards, simulations or hands-on examples, learning lists and rhythmlearning lists and rhythm

The Effective PreceptorThe Effective Preceptor

Roles, qualities, and responsibilities of an Roles, qualities, and responsibilities of an effective Preceptoreffective Preceptorpractices legal and ethical behaviorpractices legal and ethical behavior

effective communication skillseffective communication skills

effective behavior, conduct, and skill in interpersonal relationships effective behavior, conduct, and skill in interpersonal relationships

effective supervisory skillseffective supervisory skills

appropriate performance evaluation skillsappropriate performance evaluation skills

clinical competence in the field of athletic trainingclinical competence in the field of athletic training

effective administrative skillseffective administrative skills

commitment to professional developmentcommitment to professional development

The Effective PreceptorThe Effective Preceptor

Strengths of an effective PreceptorStrengths of an effective Preceptor – supervision and leadershipsupervision and leadership– interactioninteraction– communication and feedback communication and feedback – adaptive teaching methodsadaptive teaching methods– reinforcementreinforcement– encouraging professional growth, development, and encouraging professional growth, development, and

promotionpromotion– constructive and objective evaluationconstructive and objective evaluation– incorporation of “learning over time” modelincorporation of “learning over time” model

EvaluationEvaluation

Recognizing opportunity of self-Recognizing opportunity of self-improvement with Preceptor and site improvement with Preceptor and site evaluationevaluationPrimarily, evaluations are to insure that program policies, Primarily, evaluations are to insure that program policies, procedures, standards and guidelines are being followedprocedures, standards and guidelines are being followed

However, use this opportunity to expand your boundaries However, use this opportunity to expand your boundaries to:to:– become a more effective teacher/masterbecome a more effective teacher/master– to increase you competence as a practicing professionalto increase you competence as a practicing professional– to improve personal and communication skillsto improve personal and communication skills

Student Evaluations of Clinical Instructors/Clinical SitesStudent Evaluations of Clinical Instructors/Clinical Sites

Preceptor Evaluation of Athletic Training Students – mid-term and finalPreceptor Evaluation of Athletic Training Students – mid-term and final

Challenges in Clinical EducationChallenges in Clinical Education

ClimateClimate– The secondary school setting?The secondary school setting?– Is there time, space, and adequate equipment Is there time, space, and adequate equipment

available to perform effective clinical available to perform effective clinical instruction? instruction?

Emergency EquipmentEmergency Equipment

OSHA guidelinesOSHA guidelines

Preceptor revolving rotationsPreceptor revolving rotations


ManagementManagement– Are you given the tools to perform the duties Are you given the tools to perform the duties

of an Preceptor? of an Preceptor? (minimum 1(minimum 1stst Aid/Emergency Aid/Emergency equipment) equipment)

– Does your supervisor (principal, athletic Does your supervisor (principal, athletic director, Sports Medicine clinic director, director, Sports Medicine clinic director, coachcoach) support you and the education of ) support you and the education of students? students?


ExpectationsExpectations– Student to Preceptor Student to Preceptor – Preceptor to StudentPreceptor to Student– Conduct orientation with student and have Conduct orientation with student and have

documentationdocumentationRefer to McNeese Athletic Training Program - Refer to McNeese Athletic Training Program - Policies and Procedures ManualPolicies and Procedures Manual


FeedbackFeedback– Daily interactions with b/w Student and Daily interactions with b/w Student and

PreceptorPreceptor– Focus on task and not personalityFocus on task and not personality– Praise positive actionsPraise positive actions– Accompany criticism with positive suggestions Accompany criticism with positive suggestions

for improvement for improvement – Evaluation of students Evaluation of students


CommunicationCommunication– CEC to Preceptor to ATS (student)CEC to Preceptor to ATS (student)– Be approachable and non-confrontational w/ Be approachable and non-confrontational w/

criticism & feedbackcriticism & feedback– Clarify anything if unsure Clarify anything if unsure


AssessmentAssessment– Evaluations - Preceptor of student, student of Evaluations - Preceptor of student, student of

PreceptorPreceptor– Document and report behavior problemsDocument and report behavior problems– Be fair Be fair


Time ManagementTime Management– Do not compromise duties for Do not compromise duties for

teaching/teaching for dutiesteaching/teaching for duties– Try to avoid overwork, burnout, and time Try to avoid overwork, burnout, and time

conflicts conflicts


CollaborationCollaboration– Defined – the interaction that the Preceptor Defined – the interaction that the Preceptor

and the student have with other individuals and the student have with other individuals (i.e. coach, administrator, athlete).(i.e. coach, administrator, athlete).

– Avoid resentment b/w other Preceptor’sAvoid resentment b/w other Preceptor’s– Promote the ATS as a professional to other Promote the ATS as a professional to other

health professionals (physicians, PT’s, health professionals (physicians, PT’s, nurses, chiropractors, exercise physiologists)nurses, chiropractors, exercise physiologists)


Student BehaviorStudent Behavior– Strict guidelines and orientationStrict guidelines and orientation– Consistency with all other Preceptor’sConsistency with all other Preceptor’s– Personality conflict should be minimized and Personality conflict should be minimized and

resolved early resolved early


Institutional PoliciesInstitutional Policies– Clinical Education Coordinator / Program Clinical Education Coordinator / Program

Director is responsible for enforcement of Director is responsible for enforcement of state and federal regulationsstate and federal regulations

– Preceptor’s must enforce institutional policies Preceptor’s must enforce institutional policies such as emergency action plan as well as such as emergency action plan as well as maintain accountability for the actions of the maintain accountability for the actions of the ATS. ATS.

Preceptor HandbookPreceptor Handbook

Discuss revisions to Preceptor /Clinical Discuss revisions to Preceptor /Clinical Education HandbookEducation Handbook

QUESTIONS ???QUESTIONS ???

Answers!!!!!Answers!!!!!

GO POKES!!!!!GO POKES!!!!!

THANK YOU!THANK YOU!

mcneese state university athletic training education program preceptor workshop 2014-2015

Documents

clinical integration

graduates boc passedspring

clinical decisionmaking

ongoing training

clinical portion

clinical abilities

program vs

accredited program