preceptor handbook for master of athletic training degree

Master of Athletic Training Degree Preceptor Handbook

Updated: June 24, 2021

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Table of Contents

Introduction & Program Overview .......................................................................................... 3 Mission, Goals, Outcomes, & Values ................................................................................................ 3

Mission Statement .............................................................................................................................................. 3 Core Principles / Values ................................................................................................................... 3

Master of Athletic Training Program Values ....................................................................................................... 3 Oregon State University Values .......................................................................................................................... 4 College of Public Health and Human Sciences Values ........................................................................................ 4

MATRN Personnel ............................................................................................................................ 4 Core Faculty ........................................................................................................................................................ 4 Adjunct Faculty ................................................................................................................................................... 4 Medical Director ................................................................................................................................................. 4 Preceptors ........................................................................................................................................................... 4

Goals and Graduate Learning Outcomes of the Program .................................................................. 4 Goals ................................................................................................................................................................... 5 Graduate Learning Outcomes ............................................................................................................................. 5 Clinical Student Learning Outcomes ................................................................................................................... 5

Clinical Education Experiences ................................................................................................ 5 Overview ......................................................................................................................................... 5 Student Expectations and Requirements .......................................................................................... 7

Prior to starting the clinical education assignment ............................................................................................ 7 During the clinical education assignment ........................................................................................................... 7

Clinical Education Site ...................................................................................................................... 7 Requirements ...................................................................................................................................................... 7 Evaluations .......................................................................................................................................................... 8

Preceptor Requirements, Responsibilities, and Expectations ........................................................... 8 Assignment of Students ...................................................................................................................................... 9 Orientation of students to the clinical site ......................................................................................................... 9 Scheduling of clinical education activities ........................................................................................................... 9 Supervision and Evaluation of Students ........................................................................................................... 10 Non-Discrimination & Sexual Misconduct ........................................................................................................ 10 Student privacy and confidentiality .................................................................................................................. 11

Preceptor Resources ...................................................................................................................... 11 How to create a positive learning environment ............................................................................................... 11 Preceptor FAQs ................................................................................................................................................. 12 What should I do if the student… ..................................................................................................................... 12

Does not follow the dress code? .................................................................................................................. 12 Is late? .......................................................................................................................................................... 12 Does not appeared to be engaged in the learning process? ........................................................................ 12 Asks questions / makes comments at inappropriate times? ....................................................................... 12 Does something that I don’t feel is appropriate? ........................................................................................ 13

Program Expectations ........................................................................................................... 13

Appendices ........................................................................................................................... 14

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Appendix A: Affiliated Clinical Sites and Preceptors ....................................................................... 14 Appendix B: MATRN Program Goals ............................................................................................... 15 Appendix C: MATRN Program Graduate Learning Outcomes .......................................................... 16 Appendix D: Student Learning Objectives ...................................................................................... 17 Appendix E Course Progression ...................................................................................................... 21 Appendix F: Orientation Checklist .................................................................................................. 22 Appendix G: Time Commitment Policy and Procedures .................................................................. 23

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Introduction & Program Overview The OSU Master of Athletic Training Program is a professional program that prepares students to become a licensed and certified athletic trainer. (CAATE Standard 20) The program is accredited by the Commission on Accreditation of Athletic Training Education (CAATE) and has been continuously accredited since the 1973-1974 academic year. The program is housed in the College of Public Health and Human Sciences (CPHHS). (CAATE Standard 21) A hallmark of athletic training education is the continual clinical experiences throughout a student’s time in the program. The clinical site is an extension of the classroom where students learn valuable knowledge and integrate hands-on skills. Preceptors serve an essential role in the development of the athletic training students due to the multiple opportunities and frequent interactions they have with the students. Preceptors supervise, instruct, and mentor students throughout the student’s time in the program. This handbook is an overview of the OSU Master of Athletic Training (MATRN) Degree Program, including the expectations for the preceptor, the clinical education site, and the student. Preceptors must confirm they understand the requirements and expectations of serving as a preceptor for the OSU MATRN Program. Mission, Goals, Outcomes, & Values Mission Statement The Oregon State University Athletic Training degree is designed to prepare students for the challenges of the ever-expanding healthcare profession of athletic training by providing extensive classroom and clinical educational experiences. Through an emphasis on patient-centered holistic care and population health perspectives, graduates of this program achieve the entry-level knowledge and skills necessary to embark on a career as a certified athletic trainer in diverse settings. (CAATE Standard 1) Core Principles / Values Master of Athletic Training Program Values

• Advocacy: We challenge students in the program to learn to advocate for themselves and their patient’s health and wellness.

• Exploration: We are committed to students in the program gaining new and challenging classroom and clinical experiences that push them to grow as professionals.

• Holistic perspective: We care for those in the program (students, preceptors, and faculty) as whole individuals and aim for students in the program to treat their patients the same way.

• Critical reasoning: We strive for students in the program to develop critical thinking skills in all aspects of their athletic training practice.

Additionally, the MATRN program shares the values of the College of Public Health and Human Sciences and Oregon State University.

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Oregon State University Values

• Accountability. We are committed stewards of the loyalty and good will of our alumni and friends of the human, fiscal, and physical resources entrusted to us.

• Diversity. We recognize that diversity and excellence go hand-in- hand, enhancing our teaching, scholarship, and service as well as our ability to welcome, respect, and interact with other people.

• Integrity. We practice honesty, freedom, truth, and integrity in all that we do. • Respect. We treat each other with civility, dignity, and respect. • Social responsibility. We contribute to society’s intellectual, cultural, spiritual, and

economic progress and well-being to the maximum possible extent. College of Public Health and Human Sciences Values

• Equity: We are committed to advancing lifelong health and well-being for all. • Care and Compassion: With compassion and understanding, we commit to caring for

ourselves and others. • Innovation: We embrace innovative approaches to addressing challenges and

opportunities. • Continuous Improvement: We continually strive toward high standards by optimizing

individual and collective strengths. • Collaboration: We promote a supportive, collegial and inclusive learning and work

environment. MATRN Personnel Core Faculty Kim Hannigan, PhD, ATC - MATRN Program Director Sam Johnson, PhD, ATC, CSCS - MATRN Clinical Education Coordinator Cathy Brown Crowell, PhD, ATC Mark Hoffman, PhD, ATC Marc Norcross, PhD, ATC Emily Norcross, MA, ATC

Adjunct Faculty Fernando Frias, PsyD, CMPC Stasi Kasianchuk, MS, RD, CSSD, EP-C, CSCS

Medical Director Craig Graham, MD

Preceptors See Appendix A Goals and Graduate Learning Outcomes of the Program The OSU Athletic Training Program has the following goals. (CAATE Standard 24O)

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Goals

• Provide students with quality classroom learning experiences. • Provide students with varied and quality clinical education learning experiences. • Prepare students to meet entry-level standards of the profession of athletic training. • Prepare students for a successful transition-to-practice as athletic trainers committed to

advancing health and well-being for all. See Appendix B for how the goals are measured and the associated performance indicators. Graduate Learning Outcomes At the completion of the program, you will be able to:

• Develop, implement, and monitor injury and illness prevention strategies. • Incorporate clinical reasoning in the selection of assessment procedures to formulate

diagnoses. • Create and implement therapeutic interventions. • Conduct research or produce some other form of creative work. • Demonstrate mastery of subject material. • Conduct scholarly or professional activities in an ethical manner.

See Appendix C for how the graduate learning outcomes are measured and the associated performance indicators. Clinical Student Learning Outcomes Each athletic training clinical education rotation has associated student learning outcomes that must be met by the student. Preceptors will assess these as part of the evaluation of the student. See Appendix D for the student learning outcomes for each rotation.

Clinical Education Experiences Overview Students in the OSU Master of Athletic Training degree program (MATRN) are required to complete athletic training clinical experiences over the two years they are enrolled in the program. (CAATE Standard 10, 14) The goal is to provide the students with varied athletic training clinical experiences that allow them to integrate knowledge and skills with real-time opportunities under the guidance of a preceptor. Over the course of two years, the students will progress through supervised experiences with increasing amounts of clinical responsibility leading to autonomous practice upon graduation. (CAATE Standard 15)

Athletic training clinical experiences begin the first year in the program and continue until graduation. For both first- and second-year students, the athletic training clinical experiences will begin the last week of July or first week of August – with the actual start date provided in advance. Some athletic training clinical experiences will occur during academic calendar breaks (e.g., winter and spring break). At the end of year 1, students will have a break from program related athletic training clinical experiences until returning for the start of year 2.

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Students will be assigned to preceptors at both on and off campus affiliated sites. The length of the athletic training clinical education assignments will vary and are designed to provide students opportunities to experience varied patient populations and a variety of health conditions commonly seen in athletic training practice. (CAATE Standard 17, 18) Students will also complete at least one immersive experience, which allows them to experience the totality of care provided by athletic trainers. (CAATE Standard 16) The assignments are made in consultation with program faculty and preceptors. The program follows OSU’s non-discrimination policies when assigning students to clinical sites. (CAATE Standard 30)

All program related athletic training clinical experiences are associated with courses in the students’ program of study (Year 1 – KIN 509 and Year 2 – KIN 510). (CAATE Standard 9 and OSU policy)

Clinical education assignments are with preceptors at program affiliated clinical sites. Students must always be supervised by a preceptor during clinical education. (CAATE Standard 31)

The clinical education component includes clinical practice opportunities (can include simulation) with varied client/patient populations. (CAATE Standard 17). Must include clients/patients:

• throughout the lifespan • of different sexes • with different socioeconomic statuses • of varying levels of activity and athletic ability • who participate in non-sport activities

Students gain experience with patients with a variety of health conditions commonly seen in athletic training practice. (CAATE Standard 18) Including is the clinical areas of practice and with different health conditions including the following.

Areas of practice Patients with the following health conditions o Prevention and wellness o Urgent and emergent care o Primary care o Orthopedics o Rehabilitation o Behavioral health o Pediatrics o Performance enhancement

o Emergent o Behavioral health o Musculoskeletal o Neurological o Endocrine o Dermatological o Cardiovascular

o Respiratory o Gastrointestinal o Genitourinary o Otolaryngological o Ophthalmological o Dental o Environmental

Rotation Schedule

Summer Term Fall Term Winter Term Spring Term

Year 1 Rotation 1 Rotation 2 Rotation 3 Rotation 4 Rotation 5

Year 2 Rotation 6 Rotation 7 (Immersive)

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The entire course progression is available in Appendix E. Student Expectations and Requirements Students are expected to come to their clinical education site prepared and willing to actively participate in clinical education. Prior to starting the clinical education assignment Prior to the start of the rotation the student should communicate with the preceptor to confirm when the rotation begins. Either before or at the very beginning of the rotation, the student should discuss with their preceptor the site-specific expectations, a general schedule, and the student’s goals. Before beginning clinical education, the student must complete the following:

• Emergency cardiac care training (CAATE Standard 26B) • Bloodborne pathogen training provided annually by the program (CAATE Standard 26C) • Background check (done through the program) • Any site-specific requirements or training (CAATE Standard 26J)

During the clinical education assignment Students must also follow the dress code (Program and Site) and wear their name badge that identifies them as a student. Log their hours and the preceptor who supervised them on a regular basis in the program’s online hours tracking program. Students will complete planned self-evaluations that are available to the preceptor. For rotations that are a least an academic term in length this will include a mid- and end-of-term evaluations. For shorter rotations, this will include an end-of-rotation evaluation. Clinical Education Site Requirements Sites where MATRN students participate in clinical education (except for site at OSU) must have a current affiliation agreement or memorandum of understanding between the program, the site, and the preceptor’s employer if different from the site. (CAATE Standard 22) Students must have access to the policies and procedures that protect the health and safety of the clients, patients, and students. These must include: (CAATE Standard 26)

• A mechanism by which clients/patients can differentiate students from credentialed providers. The program provides the student with a name badge with their picture on it to wear during clinical education experiences which serves this purpose, but clinical sites can implement additional policies and procedures.

• Blood-borne pathogen protection and exposure plan (including requirements that students receive training, before being placed in a potential exposure situation and

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annually thereafter, and that students have access to and use of appropriate blood borne pathogen barriers and control measures at all sites). The program provides the annual training, but the students must have access to appropriate blood borne pathogen barriers and control measures at all sites.

• Calibration and maintenance of equipment according to manufacturer guidelines, • Communicable and infectious disease transmission policies and procedures. • Immunization requirements for students. Students verify they meet the OSU student

immunization requirements. If the site has additional requirements, they must work with the program director to ensure the proper procedures are in place.

• Patient/client privacy protection (FERPA and HIPAA) policies and procedures. • Radiation exposure (as applicable) policies and procedures. • Sanitation precautions, including ability to clean hands before and after patient

encounters. • Venue-specific training expectations (as required). • Venue-specific critical incident response procedures (for example, emergency action

plans) that are immediately accessible to students in an emergency situation. Evaluations Clinical education sites are required to be evaluated annually by the program. (CAATE Standard 33). This evaluation will include ensuring the above policies and procedures are in place and available. Preceptor Requirements, Responsibilities, and Expectations Preceptors function to supervise, instruct, and mentor students during clinical education in accordance with the program’s policies and procedures and CAATE standards. (CAATE Standard 35) Preceptors who are athletic trainers or physicians assess students’ abilities to meet the curricular content standards including the clinical student learning outcomes. (CAATE Standard 46) Additionally, preceptors must have: (CAATE Standard 45)

• Licensure as a health care provider, credentialed by the state in which they practice • BOC certification in good standing and state credential (in states with regulation) for

preceptors who are solely credentialed as athletic trainers • Planned and ongoing education for their role as a preceptor • Contemporary expertise defined as:

Knowledge and training of current concepts and best practices in routine areas of athletic training, which can include prevention and wellness, urgent and emergent care, primary care, orthopedics, rehabilitation, behavioral health, pediatrics, and performance enhancement. Contemporary expertise is achieved through mechanisms such as advanced education, clinical practice experiences, clinical research, other forms of scholarship, and continuing education. It may include specialization in one or more of the identified areas of athletic training practice. An individual’s role within the athletic training program should be directly related to the person’s contemporary expertise.

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Preceptors serve an essential role in the development of the athletic training student. Due to the importance of clinical education and the role preceptors serve the following section outlies the responsibilities and expectations for the preceptors. Assignment of Students Student clinical education assignments are based on multiple factors, including ensuring students have a variety of clinical education experiences, student development, and preceptor capacity. (CAATE Standard 17, 18, 47) For the students’ 2nd year rotations, a meeting of faculty and preceptors will be convened to make the assignments. For the 1st year rotation, preceptors will be consulted on as needed basis. Orientation of students to the clinical site One of the best ways to facilitate a successful clinical experience for you and the athletic training student(s) is a comprehensive orientation to the clinical site and to your expectations of the students. Discuss with the students your expectations of them and what you value in a student's approach to learning. Be direct and set the learning environment you desire from the very start of the experience and hold them accountable. For example, if you want students to ask questions only during certain times (e.g., not during the middle of an evaluation) explain this to them. Additionally, students must be oriented to the policies and procedures of the clinical site. This must include: (CAATE Standard 29)

• Critical incident response procedures (for example, emergency action plans) • Blood-borne pathogen exposure plan • Communicable and infectious disease policies • Documentation policies and procedures • Patient privacy and confidentiality protections • Plan for clients/patients to be able to differentiate practitioners from students

Preceptors should also clearly delineate their expectation of the student. This is important so the student a clear understanding of what is expected of them at that specific clinical site. The program has also developed an orientation document that students should complete at the beginning of each new rotation that is signed by the student and the preceptor. (Appendix F) Scheduling of clinical education activities Preceptors are expected to discuss with the students the expectations regarding scheduling of clinical education. The schedule should consider the student’s class schedule, the program’s hours policy, and outside of program responsibilities. See Appendix G for the Time Commitment Policy.

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Supervision and Evaluation of Students Preceptors are expected to supervise, instruct, and mentor students. Students must be supervised by the preceptor. If a preceptor is unable to supervise the student because the preceptor will be out of the facility, the preceptor must identify another preceptor that will supervise the student and clearly communicate with the student who the new supervising preceptor is. If another preceptor is unavailable, then the student should not perform any athletic training skills until they are supervised. Students must be instructed prior to performing clinical skills and techniques. Some of this will occur in the traditional classroom, but students will be exposed to many clinical skills and techniques for the first time in the clinical education setting. Therefore, preceptors need to properly instruct the student on how to perform the skill and then supervise the student accordingly. The clinical education site is an extension of the classroom and should be treated as such. Preceptors will also complete summative and formative evaluations of the student. For rotations that are at least the length of an academic term this will include a mid-term and end-of-term self-evaluation. For rotations that are less than an academic term (e.g., 1st year student fall rotations) this will only include an end-of-rotation evaluation. Students will complete a self-evaluation that the preceptor will have access to. Part of the evaluation will be assessment of the student’s performance on meeting the clinical student learning outcomes associated with the rotation. Per the CAATE Standards, preceptors must complete planned and ongoing education for their role as a preceptor. (CAATE Standard 45) The program will provide opportunities for this during preceptor “education” events as well as other educational opportunities. Preceptors are also encouraged to seek out additional educational opportunities that will inform and improve their preceptor role. Non-Discrimination & Sexual Misconduct Clinical education is an integral part of the athletic training student’s education. OSU has policies related to equal opportunity and access, including bullying, consensual relationships, discrimination and harassment, sexual misconduct and discrimination, and others. Preceptors must understand their responsibilities under the OSU Responsible Employee Policy that details responsibilities and procedures related to this policy. It is beyond the scope of this manual to detail each of the policies and procedures, so preceptors are expected to review the listed websites and apply the policies as required by OSU. In addition to OSU’s policies regarding non-discrimination in education, the CAATE Standards also note the following:

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• Educational opportunities and placements are not prejudicial or discriminatory. (CAATE Standard 30)

• All program policies, procedures and practices are applied consistently and equitably. (CAATE Standard 34)

Student privacy and confidentiality The students clinical education experiences must follow OSU policies and procedures, including FERPA. Preceptors must comply with FERPA regulations in terms of student education records. (Standard 27) Preceptor Resources How to create a positive learning environment Create teachable moments

• Turn the tables o Assign the student something to look-up and be able to teach to you or another

student. Have the student bring in a topic that they want to learn more about, or create their own case study. Have them choose a position statement and come ready to explain it to you. Anything that puts the responsibility on the student to create a learning opportunity.

• Scenario learning – with a twist o Use various levels of students to create scenarios and act them out for each

other. o Put a time limit on the scenario (e.g., athlete walks in 10 mins. before px.) o Take the scenario further - add on and make the student decide what to do next

(e.g., treatments planned don’t work, imaging techniques show a different pathology)

o Give an injury scenario and have the student prepare a rehab plan. o Don’t forget to give general med and emergency scenarios also.

• “Live learning” o Supervise evaluations of actual injuries and the student walks you through what

they want to do. o Once the athlete has left, break down what the student did well and what could

be improved. • Assign the student to pre-plan a rehab for an injury. • Use examples of injuries or incidents that actually happened to discuss policies and

procedures that are in place. (e.g., concussions) • Ethical dilemmas

o Give students a situation that has an ethical dilemma and have them discuss how they would handle the situation.

• Thinking on the spot o Ask the student for specific rehab tasks or special test to be done. o Ask the student WHY? What is your rationale? Then what?

• Mini journal club

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o Assign a student to pick an article to for the group to read. The student must come prepared to explain the article and lead a short discussion.

• Teach them “my way” o Give an orientation on stretching techniques, or exercises that you commonly

use, teaching the student the appropriate cues and things to be watching for. • Find articles for your students related to specific cases you are dealing with and ask

them to apply the information. • Make a point to teach about communication skills and how to interact – not just skills

and tasks – but also how to work with people. • Communication role play

o Use a situation you dealt with when giving news to a coach or explaining an injury to an athlete. You play the role of the coach or athlete, and the student practices communicating and answering questions as the ATC.

• Sticking points o When supervising a group of students, poll them occasionally to find out what

areas they have questions in. What concepts are not yet clear?

Preceptor FAQs What should I do if the student… Does not follow the dress code? Explain to them why their attire is not appropriate for a health care professional and instruct them to remedy the problem. It could be as simple as a shirt needing to be tucked in or it may require the student to leave and return to the clinical site after changing. It is suggested that more severe violations be documented and if it continues discussion with either the Program Director or Clinical Education Coordinator. Is late? Explain to them why punctuality is important and how communication with their supervisor is essential if they are going to be late. Again, document when the student is late and in cases of habitual tardiness inform the Program Director or Clinical Education Coordinator. Does not appeared to be engaged in the learning process? Discuss with the student your perceptions of their behavior. It may be that student just needs some direction and perhaps one of the ideas for creating teachable moments may help. However, it could be that athletic training is not for this student. In cases such as this, a frank discussion with the student is warranted and notification of either the Program Director or Clinical Education Coordinator is needed. Asks questions / makes comments at inappropriate times? While questions are an integral part of the learning process remind them of your expectations that you set out during the orientation. You don’t want to eliminate them asking questions, but remind them about asking questions at the appropriate place and time.

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Does something that I don’t feel is appropriate? Inform the student immediately to stop the behavior – in other words, nip it in the bud. Explain to the student why the behavior is not appropriate. If warranted document the behavior and inform the Program Director or Clinical Education Coordinator.

Program Expectations Preceptors can expect the following from the program. • Ongoing communication with the preceptors. (CAATE Standard 32) This will be achieved

through a variety of mechanisms, such as email updates, live discussions, and preceptor education events. It will include information about the Program’s framework, general updates about the program, student specific updates, and assessment procedures.

• Annual evaluation of all clinical sites and preceptors. (CAATE Standard 33) The program will provide feedback to the preceptor on their performance related to quality of instruction and student learning. (CAATE Standard 48) This will be informed by: o The end of-the-rotation clinical site and preceptor evaluations that each student

completes o Experiences program faculty have at the clinical sites

• Professional development opportunities for the preceptors through the ongoing preceptor education events. (CAATE Standard 40)

• Honesty and integrity in all interactions. (CAATE Standard 36) • Verification of serving as a preceptor. The BOC allows 5 Category B CEUs per year when

preceptor serves as a preceptor for a minimum of 200 hours per calendar year. The clinical education coordinator will provide a letter verifying the number of hours.

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Appendices Appendix A: Affiliated Clinical Sites and Preceptors

Athletic Training Preceptors (updated: 06/19/2021) University Setting Preceptor

Oregon State University (OSU) Athletics

Conner Andrews, MS, ATC [email protected] Winston Davenport, MEd, ATC [email protected] Heather Elkinton, MS, ATC [email protected] Heather Elliott, MS, ATC [email protected] Tom Fregoso, MS, ATC [email protected] Stephen Gaul, MS, ATC [email protected] Deb Graff, MS, ATC [email protected] Davey LaCroix, MEd, ATC [email protected] Marcia LaCroix, MA, ATC [email protected] Jason Lieuw, MS, ATC [email protected] Toby van Amerongen, MA, ATC [email protected] Mallory Whitman, MEd, ATC [email protected] Taylor Whitter, MS, ATC [email protected]

Western Oregon University (WOU) Athletics

Alyssa Asay, MS, ATC [email protected] Bo Johnson, ATC [email protected] Nick Bies, MS, ATC

High School Setting Preceptor Central High School Jeremy Ainsworth, MS, ATC [email protected] Corvallis High School Bryan Painter, ATC [email protected] Lebanon High School Helena Tweet, ATC [email protected] Philomath High School Kaleigh Cramer, ATC [email protected] Clinic Setting Preceptor Samaritan Athletic Medicine Center

Craig Graham, MD [email protected] Shawn Cole, DPT [email protected]

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Appendix B: MATRN Program Goals

OSU Master of Athletic Training Goals Program Goals Method of Measurement Performance Indicators

Provide students with quality classroom learning experiences.

Graduation survey – Question 4.4 90% of students rate good or better

Provide students with varied and quality clinical education experiences.

Student clinical education placement tables

100% of students will have clinical education experiences with varied client/patient populations

Graduation Survey – Question 5.7 90% of students rate good or better

Student Preceptor Evaluations Preceptors median score is 4.0 or higher (5-point scale) on all questions

Clinical Site Evaluations All clinical sites meet expectations

Prepare students to meet entry-level standards of the profession of athletic training.

BOC pass rate 80% first time pass rate and 100% overall pass rate (3-year aggregate)

Retention rate 80% student retention rate from 1st to 2nd year

Graduation rate 80% student graduation rate Six month Post-Graduation Survey Question 3.1

90% of students agree or strongly agree - specific items

Prepare students for a successful transition-to-practice as athletic trainers committed to advancing health and well-being for all.

Placement rate within 6 months of graduation

70% of students will have attained employment as an AT.

Six month Post- Graduation Survey Question 3.2

90% of students agree or strongly agree - specific items

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Appendix C: MATRN Program Graduate Learning Outcomes

OSU Master of Athletic Training Graduate Learning Outcomes Student Learning Outcomes Method of Measurement Performance Indicators

Develop, implement, and monitor injury and illness prevention strategies.

KIN 568: Final project 100% of students will earn 73% or better on the exam

KIN 565: Comprehensive written exam

100% of students will earn 73% or better on the exam

Graduation survey – Question 6.1_1

90% of students rate prepared or very prepared

Incorporate clinical reasoning in the selection of assessment procedures to formulate diagnoses.

KIN 520: Oral practical exam 100% of students will earn 73% or better on the OP



KIN 569: Comprehensive written exam

100% of students will earn 73% or better on the OP



Create and implement therapeutic interventions.

KIN 585: Project 100% of students will earn 73% or better on the exam

KIN 586: Project 100% of students will earn 73% or better on the course project

KIN 584: Project 100% of students will earn 73% or better on the course project



Conduct research or produce some other form of creative work.

Final culminating program oral exam / defense

100% of students will meet expectations for the final exam (i.e., majority of committee members indicating competency has been met)

Demonstrate mastery of subject material.



Conduct scholarly or professional activities in an ethical manner.



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Appendix D: Student Learning Objectives

First Year Student Learning Outcomes

1st Year Fall - 1st 6-week rotation At the end of the first 6-week rotation the athletic training student will be able to: 1. Describe and perform the daily operations of the athletic training facility.

a. Perform opening/closing duties. b. Perform maintenance & care of basic equipment & tools found in the facility. c. Identify and locate facility supplies. d. Describe and when applicable use procedures for preventing the spread of illness/infection,

including proper handling of blood borne pathogens, use of personal protective equipment, and cleaning / disinfection / sterilization within the facility.

e. Demonstrate documentation procedures for athletic training services, including what gets documented & how / where is health care information stored in order to maintain protection of a patient’s personal health information. (Remember this is their first rotation so this should be scaled appropriately.)

2. Explain and implement risk management principles related to providing AT services. a) Describe the necessary elements for practice/event coverage. b) List the supplies & equipment necessary for practice/event coverage and understand the

specific risks the supplies address. c) Execute appropriate steps as assigned by preceptor in the emergency action plan. d) Describe the medical information needed when providing athletic training coverage (e.g., sickle

cell trait status, medical alerts, emergency contact info) and where that information can be found.

e) Describe various environmental factors that create risk in a practice/event setting. (heat, cold, air quality, lightning, etc.)

f) Describe the role of the athletic trainer during a practice/event. (For example, what an athletic trainer is looking for when watching practice/event, what tasks should be performed during the practice/event.)

3. Use appropriate wound care procedures, e.g., cleansing, dressing, etc. 4. Perform ankle and wrist taping procedures in a proficient manner. 5. Demonstrate knowledge of anatomy and physiology appropriate for level in the program. 6. Demonstrate appropriate rationale in clinical decision making appropriate for the level in the

program.

1st Year Fall – 2nd 6-week rotation At the end of the second 6-week rotation the athletic training student will be able to: 1. Perform the history portion of an orthopedic evaluation.

a. List typical questions to be addressed in taking a history (including, but not limited to: MOI, duration, pain rating, character of pain, medical alerts & family history, previous injuries).

b. Demonstrate the communication/listening skills necessary for history taking. c. Demonstrate appropriate documentation procedures for history, including knowledge of

common medical shorthand.

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2. Perform the observation portion of an orthopedic evaluation. a. Describe observable qualities such as, deformity, discoloration, edema, guarding and

movement quality, including what they could indicate. b. Demonstrate appropriate documentation procedures for observation

3. Perform the palpation portion of a LE orthopedic evaluation. a. List relevant anatomical landmarks for the specific joint involved. b. Describe appropriate palpation technique including, order of palpation, progressive

pressure and bilateral comparison. c. Demonstrate ability to accurately palpate relevant anatomical landmarks. d. Describe what is being palpated, e.g., tissue temperature, crepitus, etc.

4. Perform vital signs assessment (blood pressure, pulse, respirations) 5. Perform thumb and arch taping procedures in a proficient manner. 6. Demonstrate knowledge of anatomy and physiology appropriate for level in the program. 7. Demonstrate appropriate rationale in clinical decision making appropriate for the level in the

program.

1st Year Fall – 3rd 6-week rotation

At the end of the third 6-week rotation the athletic training student will be able to: 1. Perform the following special tests portion of a LE orthopedic evaluation:

a. Range of motion assessment, b. Manual muscle tests, c. Stress tests & special tests.

2. Describe and apply basic modalities (i.e., heat, cold, compression). 3. Describe and apply basic facilitated stretching. 4. Perform hip and shoulder spica wrapping procedures in a proficient manner. 5. Demonstrate knowledge of anatomy and physiology appropriate for level in the program. 6. Demonstrate appropriate rationale in clinical decision making appropriate for the level in the

program.

1st Year Winter

At the end of the winter term rotation the athletic training student will be able to: 1. Complete a full lower extremity evaluation, including history, observation, palpation, ROM, stress

and special tests, and assessment/diagnosis. 2. Develop goals & plan based on the lower extremity evaluation. (Note: The 1st year students will not

complete therapeutic exercise until their 2nd year. Therefore, the plan section may be limited, but there are elements of goals and plans that can still be discussed and documented.)

3. Communicate findings of the lower extremity evaluation to the patient and preceptor. Provide a reflection to the preceptor about the evaluation including what went well and what could be improved.

4. Demonstrate active listening skills when interacting with patients. 5. Select the appropriate modality/modalities based on the phase of tissue healing. 6. Perform taping and wrapping procedures for orthopedic injuries beyond common taping

procedures, such as knee Achilles tendon, low dye, etc. 7. Demonstrate knowledge of anatomy and physiology appropriate for level in the program. 8. Demonstrate appropriate rationale in clinical decision making appropriate for the level in the

program.

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1st Year Spring

At the end of the spring term rotation the athletic training student will be able to: 1. Complete a full upper extremity evaluation, including history, observation, palpation, ROM, stress

and special tests, and assessment/diagnosis. 2. Develop goals & plan based on the upper extremity evaluation. (Note: The 1st year students will not

complete therapeutic exercise until their 2nd year. Therefore, the plan section may be limited, but there are elements of goals and plans that can still be discussed and documented.)

3. Communicate findings of the upper extremity evaluation to the patient and preceptor. Provide a reflection to the preceptor about the evaluation including what went well and what could be improved.

4. Demonstrate documentation practices for injury/illnesses. Note: this should include more than the initial injury/illness evaluation. For example, daily/weekly/monthly updates, patient outcome measures, injury closures / discontinuation of treatment.

5. Administer over-the-counter medications to a patient including: a) providing the appropriate instructions to the patient about indications, contraindications,

dosage, side effects, and any other special considerations and b) appropriately documenting the patient encounter.

6. Formulate an athletic training kit for practice and/or games. 7. Perform vital signs assessment and differentiate normal and abnormal findings. 8. Demonstrate knowledge of anatomy and physiology appropriate for level in the program. 9. Demonstrate appropriate rationale in clinical decision making appropriate for the level in the

program.

Second Year Student Learning Outcomes

2nd Year Fall At the end of the fall term rotation the athletic training student will be able to: 1. Perform an orthopedic injury assessment including proper documentation. 2. Perform the initial evaluation for a general medical condition, refer as necessary, and document the

evaluation appropriately. Note: this evaluation could take many forms common illnesses to emergent conditions (e.g., appendicitis).

3. Manage an emergency situation. 4. Differentiate modalities for different injuries and phases of healing. 5. Demonstrate knowledge of anatomy and physiology appropriate for level in the program. 6. Demonstrate appropriate rationale in clinical decision making appropriate for the level in the

program.

2nd Year Winter

At the end of the winter term rotation the athletic training student will be able to: 1. Evaluate and appropriately manage a patient who has sustained a concussion. 2. Develop and prescribe a rehabilitation program for a lower extremity injury. 3. Perform the following administrative skills:

a. Document an injury from time of injury to resolution

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b. Communicate an injury to a coach for a patient/athlete that is unable to return to play (i.e., sideline communication) and a patient/athlete that will miss time from practice or competition (e.g., athlete that needs surgery). Note: it may not be feasible for the student to communicate directly with a coach about an athlete’s playing status so a simulation/role playing may be needed.

4. Demonstrate the following in a patient with a behavioral health concern*: a. Use appropriate communication, including active listening techniques b. Identify risk factors for an emergent behavioral health concern c. Indicate referral indicators, including steps of the behavioral / mental health emergency action

plan d. Explain follow-up protocols e. Document the experience f. Discuss how to protect the patient’s confidentiality.

*Note: the demonstration and assessment of this outcome will likely be completed in a simulation/role play setting with the preceptor.

5. Select appropriate taping or bracing techniques for an injury or condition. 6. Demonstrate knowledge of anatomy and physiology appropriate for level in the program. 7. Demonstrate appropriate rationale in clinical decision making appropriate for the level in the

program.

2nd Year Spring

At the end of the spring term rotation the athletic training student will be able to: 1. Demonstrate the skills needed to transition to entry-level athletic training practice.

Appendix E Course Progression Master of Athletic Training Curricular Plan 2021-2022 (98 credits)

Summer I (8) Fall (12) Winter (16) Spring (15)

Year 1

KIN 509. Practicum (4)




KIN 511. Introduction to Athletic Training (4)

KIN 521. Orthopedic Assessment of Lower Extremity Injuries (4)

KIN 520. Orthopedic Assessment of Upper Extremity Injuries (4)

KIN 522. Orthopedic Assessment of Spine (4)

KIN 584. Physiology and Management of Musculoskeletal Injuries (3)

KIN 541. Integrated Behavioral Health in Athletic Training (3)

KIN 569. Research Informed Practice (3)

KIN 566. General Medical Assessment (4)

KIN 565. Management of Emergent Conditions in Athletic Training (3)

Summer II (8) Fall (15) Winter (12) Spring (12)

Year 2

H 523. Foundations of Public Health (4)

KIN 510. Internship (5)




KIN 586. Rehabilitation I (4)

KIN 585. Rehabilitation II (4)

KIN 583. Concussion Management (3)

KIN 568. Administrative Issues in Athletic Training (3)

KIN 587. Nutrition for Injury and Athletic Performance (3)

Appendix F: Orientation Checklist OSU Athletic Training Program

Clinical Education Experience Site Orientation

Student Initials

1. I understand the facility’s procedures if there is a critical incident and I understand my role in carrying out the procedures.

2. I know where personnel protective equipment, such as gloves, hand washing facilities, and hand sanitizer, are available for my use.

3. I understand the facility’s blood-borne policies and procedures, such as proper disposal of medical waste, proper disinfection of equipment, etc.

4. I understand the facility’s documentation policies and procedures. 5. I understand the facility’s policies and procedures to protect patient privacy and

confidentiality.

6. I know the facility’s hours of operation and know that I should discuss my schedule with my preceptor.

7. I know the opening and closing duties of the facility. 8. I understand the procedures related to maintenance and care of equipment in

the facility.

9. I have completed all authorizations related to equipment use, e.g., driving carts or vehicles.

10. I know where supplies are located in the facility. 11. I know how to contact my preceptor if I am going to be late or unable to attend

scheduled clinical education.

Student Name (Printed) Student Name (Signed) Date

Preceptor Name (Printed) Preceptor Name (Signed) Date

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Appendix G: Time Commitment Policy and Procedures Clinical education experiences are a required component of the MATRN program and are associated with KIN 509: Practicum during the first year and KIN 510: Internship during the second year. The number of credits the student enrolls in varies based on the term (see course progression). The number of hours per rotation will vary. During summer/fall camp the average weekly hours are around 30. During the academic year (except for the immersive experience) the average weekly hours are around 20. Students should typically have at least two days off from clinical education experiences every two weeks. During the immersive experience the goal is for the student to “participate in the day-to-day and week-to-week role of an athletic trainer”. Since the student is enrolled in no other courses, they will work with the assigned preceptor to ensure the student is experiencing “the totality of care provided by the preceptor.” At the start of each rotation, the student should discuss the schedule and expectations for the rotation with their assigned preceptor. Athletic training students are required to log their clinical education time in the online hours log that the Clinical Education Coordinator monitors. The program director and the clinical education coordinator also check in with students and preceptors during routine visits to the clinical education sites. Additionally, if students are not meeting expectations academically, the course instructor, the student, the program director and/or the clinical education coordinator will discuss strategies to improve the academic performance.

preceptor handbook for master of athletic training degree

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