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1 I. George Fox University Athletic Training Education Program A. Program Mission Statement The mission of the George Fox University Athletic Training Education Program is to provide a comprehensive and thorough athletic training educational experience for each individual, while providing guidance and leadership that incorporates the values of a Christ-Centered community. Through the academic course work and Clinical Education experience, the athletic training student will meet the requirements to receive a Bachelor of Science in Athletic Training Degree and acquire the needed knowledge and understanding of the six primary athletic training domains to pass the Board of Certification examination. B. Objectives of the George Fox University Athletic Training Education Program 1. To prepare the athletic training student to competently perform the roles and responsibilities of an entry level athletic trainer as defined by the National Athletic Trainers’ Association. Goal #1 Each athletic training student will be able to demonstrate an ability to recognize, evaluate and provide immediate treatment for athletic injuries. Goal #2 Each athletic training student will be able to demonstrate the knowledge to competently prevent the occurrence of athletic injuries. Goal #3 Each athletic training student will be able to demonstrate the knowledge to rehabilitate and recondition athletic injuries. Goal #4 Each athletic training student will be able to demonstrate the ability to perform basic organizational and administrational duties of an entry level athletic trainer. Goal #5 Each athletic training student will be able to demonstrate the ability to perform basic educational and counseling duties of an entry level athletic trainer. 2. To satisfy the requirements needed for the athletic training student to sit for the BOC Certification Examination. Goal #1 Each athletic training student will fulfill 1,000 clinical education hours as a athletic training student. Goal #2 Each athletic training student will complete the required curriculum to graduate with a Bachelor’s of Science in Athletic Training degree. Goal #3 Each athletic training student will become a student member of the National Athletic Trainer’s Association by the second semester of their second year in the program. 3. To adequately prepare the athletic training student with the knowledge to pass the Board of Certification Examination. Goal #1 Each athletic training student will successfully complete 48 athletic training clinical proficiencies as assigned in HHPE 374-379: Athletic Training Praciticums I-VI. Goal #2 Each athletic training student will be exposed to a variety of sports including both collision and non-collision type activities. 2 Goal #3 Each athletic training student will maintain a minimum grade point average of 2.75 (B-) within the athletic training curriculum. 4. To provide an athletic training education comprised of material from each of the twelve athletic training competencies as outlined by the National Athletic Trainers’ Association. Athletic Training Educational Competencies. 5. To provide the athletic training student the opportunity to work at least 500 clinical hours with collision sports. Goal #1 Each athletic training student will complete at least one full lower extremity and an upper extremity clinical rotation as the primary athletic training student with the defined sport. Goal #2 Each athletic training student will perform a clinical rotation with an affiliated clinical site to earn experience working with an equipment intensive sport. Goal #3 Each athletic training student will complete a general medical conditions clinical rotation. 6. To provide the athletic training student exposure to other health care professionals. Goal #1 Each athletic training student will have an opportunity to view a surgical procedure. Goal #2 Each athletic training student will spend time observing in a rehabilitation clinic. Goal #3 Students will receive guest lectures from other allied health care professionals. Goal #4 Each athletic training student will have an opportunity to shadow an ER physician. Goal #5 Each athletic training student will observe a Chiropractic Physician. Goal #6 Each athletic training student will observe a variety of Medical Doctors as they complete their general medical rotation. II. Student Role in Athletic Training As an allied health care profession, athletic training incorporates a clinical educational component as well as a standard coursework educational component into the entire educational experience. As part of the clinical education experience, you will be expected to complete a minimum of 800 clinical hours, under the direct supervision of a variety of clinical instructors. Your clinical instructor will serve as a mentor to you, helping you acquire clinical skills, facilitating your application of knowledge, and guiding your clinical decision making. During your clinical education you will participate in the prevention, evaluation, management, treatment, and rehabilitation of athletic injuries. Throughout your partnership with your clinical instructor, you will be given greater independence in making clinical decisions, but you are to consult with your clinical instructor prior to initiating any treatments. Be creative, but do not overstep your boundaries. Know your limitations and excel within them, while attempting to minimize your weaknesses. You will have an opportunity to learn many athletic training techniques within your course work. The only way to become competent at these techniques is to practice. In the athletic training room, do not shy away from the opportunity to perform an evaluation or perform a 3 treatment. Take advantage of any chance you may have to put into practice techniques learned in the classroom while working in the athletic training room. You will be expected to maintain academic success in the classroom by maintaining a minimum of a 2.75 GPA within your major, and a cumulative GPA of 2.5. You will be expected to attend all classes within the curriculum and engage yourself in clinical rotations. Skipping class and clinical experience will not be tolerated. Our goal at George Fox is to make you a competent athletic trainer and prepare you for a position in a profession that requires a sense of discipline and responsibility. You should be committed to attaining certification from the National Athletic Trainer’s Association Board of Certification, and committed to attaining success in the classroom and the athletic training room. IV. Expected Qualities of the George Fox Athletic training student 1. 2. 3. 4. Dependability - When given an assignment, you can be counted upon to fulfill that assignment without being continually reminded. Loyalty - You must be loyal to the athletic department, the coaches, the athletes, the athletic trainers, and the other Athletic Training Students. You may not always agree with everything one of the aforementioned says or does, but you should never criticize or talk behind their back to the student athletes. Discretion – As an athletic training student, you may gain access to confidential medical information and personal contact information. You are expected to abide by legal standards (HIPAA), sharing protected health information only with parties who must know it to provide appropriate care. You are expected to employ good decision making skills and to be good stewards of the resources you have access to. Professionalism - This quality encompasses all others. A professional dresses appropriately in the athletic training room and at practices and games; is always available and on time; is constantly working to improve on all skills; and respects the confidentiality which is expected by all athletes, supervising athletic trainers, coaches and peers. 4 V. Clinical Education Policies and Procedures A. Clinical Education Prerequisites 1. Meet Technical Standards Guidelines – This includes the passing of a physical performed by a Medical Doctor during pre-season physicals. 2. Bloodborne Pathogen Training - Before you may begin your Clinical Education, you must have received bloodborne pathogen training. The training is provided yearly in the month of April. A student may refresh their training at any time by seeing the program director and taking an online bloodborne pathogen training course. 3. Hepatitis B Vaccination - You must show documentation that you have either begun or received the Hepatitis B Vaccination. 4. Purchase Liability Insurance - All athletic training students will be charged a fee that helps pay for liability insurance provided by the University that will cover you during your Clinical Education. 5. Automotive Transportation – All students must have automotive transportation by the first semester of the second year they are in the program. Transportation expenses are the responsibility of each athletic training student. Examples of such expenses include mileage to and from off-campus affiliated clinical sites. B. Daily schedule Punctuality is a critical professional skill. You will set your schedule with the Program Director at the beginning of the semester in order to ensure you meet the clinical experience requirements of your practicum course. If you arrive more than 15 minutes late to your scheduled clinical experience, you will be expected to complete the hours, but will not receive credit for them. The athletic training treatment center will typically be open Monday through Friday at 2:00 PM and will close at approximately 6:15 PM. Students assigned to intern in the athletic training treatment room should arrive at 2:00 PM. Students assigned to intern with a team should arrive at 2:30 PM or 1 hour prior to the start of practice if the team is on an unusual schedule. Everyone must adhere to these times. Taping will generally start one hour before practice begins. Students should arrive at least two hours before game time unless noted otherwise. C. Clinical Schedule You will set your clinical experience schedule with the Program Director at the beginning of the semester. You should submit to the program director any possible dates that you anticipate conflict. Be aware that clinical experience may occur on holidays and weekend hours that the general student body will have off. Please check with the athletic training staff before finalizing vacation plans. If because of an emergency you cannot keep your schedule, you must call the athletic training room as soon as possible and leave word of your situation. If you cannot talk to your clinical instructor in person, please email your CI, as well as the Clinical Coordinator. 5 Do not schedule meetings with students or professors that conflict with your clinical experience. You may be excused from your scheduled clinical experience in the event of illness (see communicable disease policy, section V- K, p 11), family emergency, or documented visits to health care providers. Any athletic training student that misses more than one unexcused scheduled workday will be placed on probation. If a third unexcused absence occurs, the student will be removed from the athletic training program. D. Athletic Training Room Procedures The taping cabinets should be stocked at the beginning of the shift and the whirlpools should be cleaned, sanitized, and filled. The cold whirlpool should be at a temperature between 50-60° F and the warm whirlpool should be between 100-105° F. At 4:00 PM daily, the hot whirlpool should be drained and filled with cold water unless otherwise noted by a certified athletic trainer. At the end of the shift, the whirlpools should be drained and cleaned. Use the disinfectant cleaner next to the whirlpools. All tables and counters must be cleaned and the laundry should be changed. Disinfectant for the treatment tables and counters can be found under the sink in both the treatment room and taping room. Tables should be sprayed and wiped down between each treatment, as well as when the training room is closed for the evening. If tables are used for practicing clinical skills after training room hours, tables should be cleaned by the athletic training student using the equipment before leaving. You should wash your hands upon entering the athletic training room, between each treatment you provide, and upon leaving the athletic training room. Never leave the athletic training center open and unattended. If all athletic training room personnel must be out of the athletic training room during regular hours, a note should be placed on the door indicating where the athletic trainer can be located. At the end of the day, the treatment room door, the taping room door and the storage room door should all be shut and locked. Your may use your key to the athletic training room after hours to access books, models, and supplies to practice your clinical proficiencies. You are never to provide treatment to a student or athlete without a certified staff member present. All telephone calls should be limited to one minute if they are not related to an athletic injury. Athletes should not use the telephone in the athletic training room. The athletic training room is not a place for social events. Athletes who have been treated should leave the athletic training room immediately following treatment. By the same token, you should not plan to receive visitors during your clinical education experience. This will distract you from potential learning opportunities. 6 Every athlete being treated should be greeted upon arrival and logged in daily on the computer. An athletic training student may be asked to stand at the door to see that all athletes are logged in. The order of treatments will strictly follow the order of names on the spreadsheet. If an athlete does not log-in, they do not get treated. If the taping or treatment rooms becomes crowded with too many athletes, they should be told to wait outside and called in based upon their position on the log-in sheet. On occasion, if an athlete is late for a road trip and must be taped before they leave or their practice is in progress, they may be taped out of order. Tardiness to practice is not a legitimate excuse for taping out of order. Treatment protocols and return to play decisions are to be determined only by a certified staff member. An athlete presenting with a new illness or injury should be brought to the attention of a staff member as well, though you will probably be given the opportunity to complete their evaluation. As an athletic training student, you are encouraged to dialogue with athletes, and report pertinent information to your supervising staff athletic trainer. E. Practice Behavior The athletic training student will be available at the site of at least five minutes prior to the beginning of practice. Inclement weather is not an excuse for staying indoors. When observing a practice, athletic training students should be making the most of every opportunity. Always arrive on the field before the practice begins and always stay through the end. Provide a medical kit, water and ice to the practice site. Always carry gauze pads, bandages, scissors, protective examination gloves and cell phone with you. Remember that athletic injuries occur on the playing field, not in the athletic training room. Do not play with equipment, text message, or read newspapers, magazines or textbooks while at practice. During low-incident practice times, students may be encouraged to spend the time working on clinical skills (practicum check-offs). F. Event Behavior Athletic training students will be encouraged to attend as many athletic events as possible without compromising academic performance. Most events are limited to three athletic training students working at once. The more exposure to the games you can get, the more you will learn. For basketball and volleyball coverage the athletic training students will be the athletic training representatives on the bench. The athletic training students must provide ice, water and a bloodborne pathogen kit for both the home and visiting teams. Athletic training students should be on-site have these supplies available no less than half an hour prior to game time. At no time should an athletic trainer make critical comments regarding an athlete’s performance, the coach’s game plan or an official’s call. Only comments of a positive or encouraging nature should be made to the athlete. Remember, as an athletic trainer, you would not want the coach or athlete to tell you how to do your job; do not make comments about their performance. 7 Do not be afraid to cheer for your team, but do not become so emotionally involved that you lose sight of why you are there. It is critical that you remain alert throughout the game, anticipating the needs of the athletes watching them for any signs of distress. G. Visiting Team Hospitality If the visiting team is traveling with either a team physician or athletic trainer, they will handle the injury according to their own policies. The facilities at George Fox should be at their disposal. If the visiting team is traveling with neither an athletic trainer nor physician, offer your assistance to the coach prior to the beginning of the contest. The coach will always have the ultimate responsibility of their athletes; therefore the coach should make any final decisions. Prior to the start of an event, the athletic training students should introduce themselves to the opposing teams athletic trainer and coaches. During the introduction, inform the athletic trainer or coach of all services available to them. If a visiting athlete is injured while at George Fox University, they will be given the same medical attention as if they were a George Fox athlete. Athletic training students may be assigned to work as hosts to the visiting teams for volleyball and basketball games. The athletic training student will stand next to the water station and provide water, ice, and any assistance requested by the visiting team. Host athletic training students should make themselves available to the visiting team at least 30 minutes prior to the start of the event. In the event that a visiting athlete needs medical assistance, summon a staff member to assist you. H. On-Field Injury Management When an injury occurs in an area of the field you are observing, go to the injured player as quickly as possible in a controlled manner. If you are working soccer, be sure to get the referee’s permission before stepping onto the field unless it appears to be a life-threatening situation. Be calm and do not overreact. Do not move the athlete, especially if he/she is unconscious or you suspect a head or neck injury. Athletic support personal (i.e., coaches and referees) will sometimes get excited, so above all, never let them pressure you into moving an athlete until you are ready to do so. Politely reassure the person that you will quickly evaluate the situation, and continue your examination. Never get excited and lose your head, as this will cause other people around you to become excited as well. To do your job efficiently, you must remain calm and undisturbed. Before every practice, review how you would handle an emergency situation in your head so that you will be prepared when it does occur. Refer to the Emergency Action Plans for each GFU venue in this manual. I. Collision Sport Experience George Fox University does not offer many opportunities to work collision sports on campus. Experience working a variety of collision sports is important when applying for athletic training jobs and provides valuable learning opportunities. 8 Athletic Training Students participating in a fall intercollegiate sport at GFU will complete a football clinical experience at Portland State University during the spring football season during their second and third year in the ATEP. If a student works at PSU in the spring, they must work the entire five week time period which may go through the second week of May. Fall sport students are also strongly encouraged to work at the Les Schwab Bowl High School All Star Football Game and preceding practices in the month of June. You will be provided with opportunities to work other collision sports such as wrestling, lacrosse and rugby. Second and third year athletic training students will be assigned to a minimum of two wrestling events off campus. If you remain in the Portland area during the summer months, you may have an opportunity to intern as an athletic training student at the St. Paul Rodeo and the Les Schwab Bowl High School All Star Football Game. J. Communicable Disease Policy During the course of the school year, you may develop an active communicable disease. To protect the athletes and other athletic training students from contracting a communicable disease the following precautions must be followed. • At all times, students must wash their hands before and after any contact with an athlete, and between patients. • The Athletic Training Staff reserves the right to dismiss any student for the day that may put another student at risk. • The student should not report to their clinical experience opportunity if any of the following conditions exist: Any condition in an infectious state Acute phase of an upper respiratory infection Persistent, uncontrolled cough Brown or green discharge from nose, with fever Acute sore throat Stiff neck or headache with fever Fever over 100.5°F Vomiting within the previous 24 hours Diarrhea (three watery stools within the course of a day) Acute phase of mononucleosis (sore throat, fatigue) Conjunctivitis or colored drainage from the eyes Antibiotic treatment for less than 48 hours Open wounds/Infectious skin disorders K. Student Liability Insurance Students that have been accepted into the Athletic Training Education Program will be charged a yearly fee to cover liability insurance for the student. The liability insurance chosen by George Fox University will provide up to $2,000,000.00 of liability coverage for each student claim with an aggregate limit of $5,000,000.000. The program 9 administrator of the insurance is Healthcare Providers Service Organization and the Insurance is provided by American Casualty Co. A copy of the Certificate of Insurance Occurrence for each student is located in the student file in the Program Directors office. Generally, the student fee is approximately $20.00 per year. L. Work-Study Work-study may be available to second and third year Athletic Training Students if they qualify under federal standards for federal work-study. Students must submit an application for work-study to the head athletic trainer by the designated deadline, which is generally April 15. Applications received after the deadline will not be considered unless additional hours remain available. The Athletic department is granted 40-50 hours a week to divide up amongst Athletic Training Students. The number of hours of work-study awarded per week will depend upon the number of qualified students in the ATEP. Efforts will be made to give as many hours as possible to each student that qualifies. Returning Athletic Training Students that have previously qualified for work-study in the program will be granted first priority in the awarding of work-study followed by third year students in the ATEP that have not previously received work-study. Returning students will be granted hours that are equivalent to the previous year or higher up to 10 hours a week. Applicants in the second year of the ATEP will be considered for work-study if hours remain available. Remaining hours will be divided amongst qualified second year applicants. Athletic Training Students may not count any hours associated with their clinical education as work-study hours, i.e., any time connected to the practicum series. The athletic training responsibilities performed within the scope of clinical education may not be considered when completing work-study time cards. Time designated specifically for clinical competency check-off may not count as work-study. All work-study time cards must be submitted to the head athletic trainer at the end of the month. M. Dress and Appearance Code When working as an athletic training student you will be expected to dress professionally during your clinical experiences. Use common sense when dressing: wear clothing that is modest and functional. Closed-toed shoes are mandatory at all times in the Athletic Training Room. In addition, do not wear shoes that you cannot quickly move in. If you are working outside, dress appropriately. You must always wear a shirt with the George Fox Athletic Training logo. When working at Volleyball or Basketball games, dress in clothing that is consistent with the coaching staff's standards (i.e., no jeans or athletic shoes at basketball games). Skirts, clothing with holes or stains, open toed shoes and pumps are prohibited attire during your clinical experience. You should also take steps to ensure that your midriff does not show during the course of athletic training activities; make appropriate use of belts and undershirts. 10 Rain gear and cold weather jackets are available for your use during inclement weather. These jackets are not for personal use; therefore you should return them following the completion of the event or practice you are working. N. Travel Supplies Though athletic training students will not be traveling independently with teams, you should assist in packing travel kits. Below is a list of items that should be included. Taping Supplies Prewrap Tape adherant spray Heel and Lace Pads 1.5 inch white tape 2 & 3 inch Lightplast 1, 2, & 3” Elastikon Coveroll Leukotape Skin Lube Bloodborne Pathogen Supplies Exam Gloves Q tip applicators Tongue Depressor Thermometer Medications NSAIDs Tylenol Allergy Medications Antacids Miscellaneous Second skin Eyewash CPR Mask Save-a-Tooth Flexall 454 Eucerin Sugar Kleenex Head Injury Forms Lighter Padding Assortment Chapstick Shoelaces Extra Ice bags Cotton Balls Gauze Pads Disinfectant Biohazard bags Steri-strips Adhesive Bandages Antibiotic Ointment Nose Plugs Hydrogen Peroxide Hibiclens Wraps and Splints 6” single wrap 6” Double wrap 3 or 4” wrap Overnight Road Trip Crutches Team Insurance Binder Record Keeping Sam Splint Finger Splint Sling Instruments Scissors Sharks Syringe Penlight Tweezers Scalpel Finger Nail Clippers Safety Pin 11 O. Athletic Training Room Computer The athletic training room computer serves two purposes: The maintenance of medical records and for student educational purposes. Each day, athletic injury evaluations and daily treatments must be recorded. See the section on medical records for a more detailed description. The treatment center also maintains education software that is available to the athletic training students. The educational software was purchased for the students to be used as an adjunct to the regular curriculum and may be used anytime during the day as long as the computer is not being used for recording injury data. During assigned treatment center hours, do not use the computer for educational purposes if athletes are present and they require athletic training services. Do not use the training room computer for other personal uses, i.e., checking e-mail during normal treatment times. P. Student Hour Log The ATEP accrediting body requires that the students clinical rotations include four different defined categories: Upper Extremity Sports, Lower Extremity Sports, Equipment Intensive Sports and General Medical Conditions. George Fox University Athletic Training Students will generally complete their degree having accumulated a minimum of 1,000 hours of clinical experience. Generally the more clinical experience you receive, the more opportunities you will have to put skills you have accumulated in the didactic environment into effect. It is critical that you maintain an accurate record of your hours. At the end of each work day, the last thing you should do before leaving the athletic training room is record your hours for the day in the computer hour log located in the AT privacy / AT student study room. Make it a habit to do this every day. Round your time to the nearest quarter hour. For example, if you worked 4 hours 20 minutes, record it as 4.25 hours. Do not get into the habit of trying to determine your hours every couple of weeks. At the completion of each semester, fill out a Semester Summary by Clinical Experience hour log, which will be used to keep track of clinical hours per sport per month. The program director will also complete an AT Program Clinical Experience Tracking Table at the end of each semester. The table will be completed to ensure that athletic training students receive appropriate clinical time in a variety of sports. 12 Q. Journals / Case Studies A Journal should be maintained throughout your Clinical Education experience. At the end of each week, an entry should be made into the Journal. The information you contribute should include a summary of the previous weeks experiences and self-reflection. In addition, you should further explore information regarding the experience and any injury that you may have witnessed or helped with. The writeup should include mechanisms, signs and symptoms, and treatment plans for the respected injury. Each week, you must share your journal entry with you practicum instructor at a predetermined time. At the end of each week, a copy of the journal entry should be placed in your Athletic Training portfolio and a copy should be turned into the program director through email. Aside from your weekly journal articles, each month a new case study regarding an athletes’ current athletic injury situation should be written. Within the case study, you should explore and write about the mechanism of injury, the way the injury was initially treated and how the athlete’s rehabilitation process has gone. R. S. Injury Discussion Do not give any injury information to anyone other than coaches, athletic trainers or physicians. If you are asked questions regarding an athlete's playing status, refer the questions to a staff athletic trainer. The staff athletic trainers, team physician, or coaches will handle all public comments about an athlete's health. Injury Reporting & Record Keeping All injuries should be discussed with the head and/or assistant athletic trainer as well as the head coach and/or assistant coaches. All injuries must be recorded on an injury report form precisely and completely. Follow-up information in progress notes for all injuries should be included. All treatments must be recorded within the record book following a treatment. The injury report form follows a logical progression patterned after SOAP notes. SOAP is an acronym for Subjective, Objective, Assessment, and Plan. Subjective information is anything the athlete tells you about the injury to help them describe it. (I.e., “The pain felt like an 8 on a scale of 1 to 10”) Objective information is related to observed physical findings you make during your evaluation. (I.e.,“echymosis”) Assessment refers to your perceived assessment of the injury and Plan refers to what you plan on doing for the injury. Upon completion of the report form, a certified athletic trainer should review the form with you. If an injury occurred during a game, do not forget to record the injury following the game. The completed form should be deposited in the to be filed box next to the computer so that the information may be input. Following the initial evaluation, which should be recorded on an injury report form, treatments should be recorded on a daily exercise flow sheet. Always record the date of treatment as well as the initials of the athletic trainer performing the treatment. If you believe changes in the rehabilitation protocol are warranted, discuss the potential changes with a certified athletic trainer if possible prior to administering those changes. Upon completion of the treatment, return the flow sheet to the athlete’s file. (See Figures 4-4 through 4-7) 13 All medical records must be recorded in the training room computer. Work study students are responsible for recording the daily medical records into the computer. Take the completed treatment records from the "to be filed" box and enter the information into the computer. When the record has been recorded in the computer, the record sheet should be returned to the athlete's file in the medical record cabinet. All athletes should also input their name to a sign-in page on the main ATR computer. First year Athletic Training Students may be asked to attend to the computer at the door. An athlete should not receive a treatment until they have logged in. Every time a medication is administered, it must be recorded in the athletes file on the Over the Counter (OTC) Medication Administration Record Form (See Figure 4-9). Record forms are maintained in a notebook in the training room. If on the road, the administration of the medication must be recorded on the Team OTC Medication Administration Record Form (See Figure 4-10) and in the athletes file upon return. If an athlete is given an OTC medication for the first time, they must be referred to read the indications and contraindications located on the medication label. 14 8. Commonly Used Abbreviations AROM Active Range of Motion LE Lower Extremity AC Acromioclavicular MEDS Medications ADL Activities of Daily Living MMT Manual Muscle Testing AT Athletic Training NKA No Known Allergies ASIS Anterior Superior Iliac Spine NWB Non-Weight Bearing BID Twice a Day ORIF C/O Complains of CP Cold Pack CPR Cardiopulmonary Resuscitation CWI Crutch Walking Instruction *CX Crutches D/C Discharge or Discontinue DTR Deep Tendon Reflex DVT Deep Vein Thrombosis DX Diagnosis, Dislocation PT Physical Therapy ES (INF) Electrical Stimulation Pt. Patient FWB Full Weight Bearing PWB Partial Weight Bearing FHX Family History QD Once daily FX Fracture QID 4 times a day HP Hot Pack R/O Rule out HTN Hyperextension RROM Resistive Range of Motion HX History RX IM Ice Massage Prescription, including therapy & treatment IP Ice Pack SLR Straight Leg Raises LBP Low Back Pain Open Reduction/ Internal Fixation OT Occupational Therapy PNF Proprioceptive Neuro-Muscular Facilitation P.O. Post-Operatively Pre-op Pre-Operatively PRE Progressive Resistance Exercise PMH Past Medical History PROM Passive Range of Motion 15 R Right SOAP Subjective, Objective Assessment, Plan L Left SX Symptoms, Surgery *B Bilateral/Both TENS Transcutaneous Electrical Nerve Stimulation TID Three times a day TTWB Toe Touch Weight Bearing TX Treatment UE Upper Extremity US Ultrasound WBAT Weight Bearing as Tolerated WNL Within Normal Limits WP Whirlpool Change/Difference < Less than > Greater Than Increase Decrease With Without After/Post *S/P Status Post 1°Primary 2°Secondary X Times a Before 16 T. Taping When you tape an athlete, do not let the athlete dictate to you the type of tape or technique you will use. Do not use the Elastoplast or Lightplast type tapes unless the athlete is recovering from an acute injury or extra stability is needed. Recent research has shown that ankle braces are more effective than ankle taping over the length of a practice. When taping for prevention purposes, attempt to persuade the athlete to wear ankle braces instead of taping. U. Modalities 1. Ultrasound Athletic training students may only use the ultrasound machines in the training room after they have completed the Therapeutic Modalities course or have received proper in-service training and have been approved by a clinical instructor. If you have not been approved to use the machine you must have a certified athletic trainer or another student who has taken the course perform the treatment. Athletes may attempt to abuse the use of the ultrasound machines. Absolutely no athlete is to administer ultrasound upon him or herself. Ultrasound is only a small component in the rehabilitation process; therefore other rehabilitation techniques should also be administered. If an athlete is not completing their other assigned rehabilitation components, than ultrasound treatments should not to be given. If you have a problem with any athlete concerning this policy, refer them to a certified athletic trainer. Occasionally, the team physician will recommend using hydrocortisone with an ultrasound treatment. Do not use the hydrocortisone, unless the physician recommends it. 2. Electrical Muscle Stimulation (EMS) Athletic training students may only use the EMS machines in the training room after they have completed the Therapeutic Modalities course or have received proper inservice training and have been approved by a clinical instructor. If you have not been approved to use the machine you must have a certified athletic trainer or another student who has taken the course perform the treatment. V. Pharmacology Before an athletic training student may distribute an OTC medication to an athlete, the student must pass off on a pharmacology competency examination with a certified athletic trainer or have taken HHP 384, Pharmacology in Athletic Training. The pharmacology examination must be passed prior to traveling with an athletic team since medication distribution may be a necessity. As athletic trainers, we may only distribute over the counter medications to our athletes. For liability reasons, it is important to know basic terminology and how our distribution is affected by DEA regulations. When a single dose of medication is distributed for immediate consumption, it is referred to as Administering. When more than one dose of a medication is distributed, it is referred to as Dispensing. One must have a license through the DEA to dispense medications. George Fox University does not have a license to dispense medications; therefore we may only administer single doses of a medication. If a physician orders more than a single dosage of a medication, it is the responsibility of the athlete to purchase the medication from a drug store. The following information must be on the packaging of the medication being distributed: Name of medication, name and address of manufacturer, net contents, name and quality of active ingredients, name of any habit forming substance, indications and contraindications. If the information is not available, do not distribute the medication. See record keeping policies for the proper recording procedures of medications. W. Membership As an athletic training student, you should take pride in your chosen profession. Part of being a professional is becoming a member of the professional organization that acts as the governing body. The National Athletic Trainer’s Association offers opportunities for athletic training students to become Student Members of the National Athletic Trainer’s Association. I encourage each of you to become a member by your junior year. You can become a member by writing to the National Athletic Trainer’s Association online at nata.org X. Clinical Evaluations At the conclusion of an academic semester, students will perform anonymous evaluations of the approved clinical instructor they have worked with. Each student will be given the evaluation form from the program director within the final week of the semester. The forms should be returned anonymously to the program director’s HHPE department mailbox within one week of receiving the form. The evaluations are used to improve teaching and clinical supervision effectiveness. The student is responsible for completing an evaluation of each of the George Fox University approved clinical instructors, as the student will have worked with all GFU ATC’s throughout the semester. Students will complete an evaluation of any affiliated clinical instructor they may have worked with at the conclusion of the rotation. The evaluations will be turned in to the ATEP director and then forwarded to the ACI for review. For affiliated ACI's that have been reviewed by more than one student, summative evaluative scores will be calculated and shared with the ACI as well. In addition to the ACI evaluation form, students are also required to complete an evaluation of the affiliated clinical site and educational resources. The program director will address low scores with the ACI. Upon review, the program director will work with the ACI to make any necessary changes needed to improve the ACI’s or the affiliated site’s effectiveness. The clinical instructor will also write clinical evaluations for each student in the middle and end of the semester. The student should schedule a meeting with the program director at the end of each semester to discuss the clinical evaluations. Students should also attempt to schedule a meeting with each of their clinical instructors at the conclusion of a clinical assignment to discuss the experience. 17 18 Y. Portfolio Each student in the program is expected to maintain a working portfolio. The portfolio is designed to work as a tool that will help you to document your didactic and clinical academic experiences as you progress through the program. It will be used by you and the program director as a tool to evaluate your progression in the program. In addition, it may also serve as a self-promotion tool that you can share with potential employers to demonstrate your accomplishments in the athletic training education program The portfolio will be individualized and may be as thorough as you would like to make it, but should also contain at a minimum, the following documents: 1. 2. 3. 4. Copies of Clinical Evaluations Copies of Journal Entries Copies of Injury Evaluations Suggested Optional Entries a. Copies of Examinations b. Copies of Athletic Training Related Handouts c. Copies of Work Schedules d. Copies of Completed Clinical Hour Forms In addition to the Portfolio, each student should keep a separate notebook(s) with the clinical assessment evaluations of each of the practicum clinical proficiencies. 19 Z. Bloodborne Pathogens Bloodborne pathogens are pathogenic microorganisms that can potentially cause disease and are present in human blood and other body fluids, including semen, vaginal secretions, cerebrospinal fluid, synovial fluid, and any other fluid contaminated with blood. The two most significant bloodborne pathogens are HBV and HIV. (Arnheim & Prentice, Principles of Athletic Training, 10th ed.) All athletic training students must receive Bloodborne Pathogen training prior to beginning work in the GFU athletic training room and on a yearly basis. Bloodborne Pathogen training is presented by the athletic training staff on a yearly basis at the end of the spring semester. All students within the ATEP must attend the training annually. Training is also administered by the plant services staff and is offered to all students through the work study safety training. If you have not received the safety training in conjunction to a work-study job, you must take this training before working in the athletic training room. Freshman athletic training students may observe in the athletic training room without the training, but they may not perform any function that will put them in contact with bodily fluids that may spread a bloodborne pathogen. When handling a bloodborne pathogen the athletic training student must practice universal precautions as described by the Occupational Safety and Health Administration (OSHA). The following guidelines must be adhered to in the athletic training room and practice sites: 1. Protective nitrile gloves should be carried at all times while attending practice and games. 2. Sterile Gauze should be carried at all times when observing practices and games. 3. Gloves must be worn at all times when you may come in contact with a bloodborne pathogen, including the use of a sharp instrument for blister care. 4. At all practices and games, available equipment for handling bloodborne pathogens must be available. A bloodborne pathogen kit should be made available to both teams' at all athletic contests. See Figure 5-1 for a complete listing of all supplies required. 5. Gloves and soiled garbage should be disposed of in the biohazard receptacle located in the taping room. Do not throw sharps into the biohazard receptacle. Soiled garbage at the athletic fields must be disposed of in a red biohazard bag and brought to the taping room for disposal in the biohazard receptacle. 6. All sharp instruments must be disposed of in the sharps container located in the taping and treatment rooms. 7. Soiled athletic clothing must be cleaned with hydrogen peroxide and disinfected using the Formula 4 or Cavicide disinfectant. 8. Soiled flooring and tables should be disinfected using the Formula 4, Cavicide, or Vionex disinfectant and than scrubbed with the Formula 10 cleaner or a solution of one part bleach to ten parts water. Cleaning should take place immediately following the contamination. 9. Soiled laundry must be washed in hot water (159.8°F) for at least 25 minutes using a detergent that deactivates the HIV and HBV viruses. 20 All athletic training students must receive a Hepatitis B Virus (HBV) vaccination. Documentation of this immunization shall be submitted to the Program Director. HBV is a major cause of viral infection that may lead to liver damage, liver cancer and even death. Each year it is estimated that 200,000 people become infected with the virus and about 1.25 million people in the United States have chronic HBV. Vaccinations for HBV will occur during the first year that the athletic training student is in the program. The student must pay for the vaccination and they will not be allowed to work until the vaccination is begun. The vaccination involves a series of three doses. The first dose will be administered during fall pre-season physicals to the first year athletic training student. The second dose must be received 1 month after the first dose. The third dose is received 2 months after the second dose. All three doses are needed for full and lasting immunity. The campus nurse at the GFU health center will administer all doses. Students may not begin their clinical experience until they have either received or begun the HBV vaccination series. Bloodborne Pathogen Kit Supplies 1. Vionex Towelettes 2. Formula 4 3. Formula 10 4. Sterile Gauze 5. 3/4" adhesive bandages 6. 1" adhesive bandages 7. Fingertip adhesive bandages 8. Knuckle bandages 9. Telfa "Ouchless" Adhesive Dressings 10. Nasal Plugs 11. Prewrap 12. 3" Lightplast tape 13. Andover Powerflex tape 14. Biohazard waste disposal bags 21 AA. GFU Emergency Action Plans 1. EMERGENCY ACTION PLAN COVER SHEET Each Emergency Action Plan (EAP) assumes 3 Athletic training students (ATS) are in attendance. The role of the ATS’s should generally follow the pattern below. Team (Second Year) ATS: Role and Responsibilities * Give care under the direct supervision of the ATC. * Understand that if the injury appears to be beyond the competency level of the Team ATS, the ATC may take over at any time. * If the injured athlete is transported, the Team ATS will generally travel with the athlete to the hospital or physicians’ office. * Complete injury report. * Within 48 hours of each incident the Team ATS will meet with the ATC who covered the event in order to review the evaluation process and the injury report. 2nd ATS: Role and Responsibilities * Make 9-1-1 call * Obtain insurance information * Assume role as primary ATS 3rd ATS: Role and Responsibilities * Open gate and direct EMS personnel to the injured athlete (Usually level 1) 22 2. WHEELER SPORTS CENTER EMERGENCY ACTION PLAN 1. The 2nd ATS should make the call to (9) 9-1-1 through the athletic training treatment center phone using a phone line in the athletic training room. If the game is broadcast on the radio you must use the phone line that is not being used for the broadcast. The following information must be provided to the 9-1-1 operator: A. Type of emergency information B. Type of suspected injury C. Present condition of the athlete D. Current assistance being given E. Location of telephone being used F. Exact location of emergency – Direct emergency services to the emergency access driveway along Fulton. (Cross streets: Villa & Fulton) 2. The 2nd ATS should also obtain the insurance information of the injured athlete. 3. The 3rd ATS at the event or practice should open the gate along Fulton Ave. that accesses the fire lane to Wheeler Gymnasium. Wait at the gate to direct the emergency personnel. The student should acquire the key to the lock from the ATC. 4. The team ATS assigned to the event or practice should accompany the injured athlete to the hospital. 5. If 9-1-1 has been activated the emergency personnel will take on full responsibility of the situation upon their arrival. Emergency Medical Technicians will have the final say in how the athlete is to be treated and transported. All athletic training personnel must be ready to assist the EMT’s. 6. In the event of a catastrophic injury the attending ATC will contact the athlete’s parents and the athletic director. 23 3. COLCORD FIELD EMERGENCY ACTION PLAN 1. The 2nd ATS should call 9-1-1 using the cell phone. If the cell phone is not available call from the athletic office or the treatment center through radio relay. The following information must be provided to the 9-1-1 operator: A. Type of emergency situation B. Type of suspected injury C. Present condition of the athlete D. Current assistance being given E. Location of telephone being used F. Exact location of emergency – Direct emergency services to campus entrance at Center St. & North St. 2. The 3rd ATS attending the event or practice should move to the campus entrance at Center St. & North St. and direct the emergency personnel to the gate entrance of the track. 3. The 2nd ATS should obtain the insurance information for the injured athlete. The information should be located with the medical kit on-site. 4. The team ATS should travel with the athlete if there is need for transport. 5. If EMS has been contacted the emergency personnel will take full responsibility of the situation upon their arrival. Emergency Medical Technicians will have the final say in how the athlete is to be treated and transported. All athletic training personnel must be ready to assist the EMT’s. 6. In the event of a catastrophic injury the attending ATC will contact the athlete’s parents and the athletic director. 24 4. TENNIS COURTS EMERGENCY ACTION PLAN 1. The 2nd ATS should call 9-1-1 using the cell phone. If the cell phone is not available call from the athletic office or the treatment center through radio relay. The following information must be provided to the 9-1-1 operator: A. B. C. D. E. F. Type of emergency situation Type of suspected injury Present condition of the athlete Current assistance being given Location of telephone being used Exact location of emergency – Direct emergency services to campus entrance at Center St. & North St. 2. The 3rd ATS covering the event or practice should move to the campus entrance at Center St. & North St. and direct the emergency personnel to the tennis courts. 3. The 2nd ATS should obtain the insurance information for the injured athlete. The information should be located with the medical kit on-site. 4. The 2nd ATS should travel with the athlete if there is need for transport. 5. If 9-1-1 has been contacted the emergency personnel will take full responsibility of the situation upon their arrival. Emergency Medical Technicians will have the final say in how the athlete is to be treated and transported. All athletic training personnel must be ready to assist the EMT’s. 6. In the event of a catastrophic injury the attending ATC will contact the athlete’s parents and the athletic director. 25 5. BASEBALL & SOCCER FIELD EMERGENCY ACTION PLAN 1. The 2nd ATS should call 9-1-1 using the cell phone. If the cell phone is not available call from the treatment center through radio relay. The following information must be provided to the 9-1-1 operator: A. B. C. D. E. F. Type of emergency information Type of suspected injury Present condition of the athlete Current assistance being given Location of telephone being used Exact location of emergency – Direct emergency services to the emergency access along Fulton. (Cross streets: Villa & Fulton) 2. The 2nd ATS should obtain the insurance information of the injured athlete following the 911 call. 3. The 3rd ATS attending the event or practice should move to the baseball field gate to signal the arriving emergency medical personnel. The student must also unlock the gate that provides access to the baseball field. The student may obtain a key from the ATC covering the event. 4. The team ATS assigned to cover the event or practice should accompany the injured athlete to the hospital. 5. If 9-1-1 has been activated the emergency personnel will take on full responsibility of the situation upon their arrival. Emergency Medical Technicians will have the final say in how the athlete is to be treated and transported. All athletic training personnel must be ready to assist the EMT’s. 6. In the event of a catastrophic injury the attending ATC will contact the athlete’s parents and the athletic director. 26 6. SOFTBALL AND SOCCER FIELD EMERGENCY ACTION PLAN 1. The 2nd ATS should make the call to 9-1-1 using a cell phone. If a cell phone is not available call from the treatment center through radio relay. The following information must be provided to the 9-1-1 operator: A. B. C. D. E. F. Type of emergency information Type of suspected injury Present condition of the athlete Current assistance being given Location of telephone being used Exact location of emergency – Direct emergency services to the emergency access driveway along Villa. (Cross streets: Villa & Haworth) 2. The 2nd ATS should also obtain the insurance information of the injured athlete. 3. The 3rd ATS covering the event or practice should move to the Plant Services parking lot driveway to signal the arriving emergency medical personnel. The student must also unlock the gate that provides access to the softball and soccer fields next to the Plant Services building. The student should acquire the key to the lock from the ATC. 4. The team ATS assigned to cover the event or practice should accompany the injured athlete to the hospital. 5. If 9-1-1 has been activated the emergency personnel will take on full responsibility of the situation upon their arrival. Emergency Medical Technicians will have the final say in how the athlete is to be treated and transported. All athletic training personnel must be ready to assist the EMT’s. 6. In the event of a catastrophic injury the attending ATC will contact the athlete’s parents and the athletic director. 27 7. AUSTIN SPORTS COMPLEX – SOCCER FIELD EMERGENCY ACTION PLAN 1. The 2nd ATS should make the call to 9-1-1 using the cell phone. If a cell phone is not available call from the treatment center. The following information must be provided to the 9-1-1 operator: A. Type of emergency information B. Type of suspected injury C. Present condition of the athlete D. Current assistance being given E. Location of telephone being used F. Exact location of emergency – Direct emergency services to the emergency access driveway on N. Center Street. (Cross streets: N.Center Street and N. Crestview Drive) 2. The 2nd ATS should also obtain the insurance information of the injured athlete. 3. The 3rd ATS covering the event or practice should move to the N. Center Street Emergency access point to direct emergency personal. The student must also unlock the gate that provides access to the field. The student should acquire the key to the lock from the ATC. 4. The team ATS assigned to cover the event or practice should accompany the injured athlete to the hospital. 5. If 9-1-1 has been activated the emergency personnel will take on full responsibility of the situation upon their arrival. Emergency Medical Technicians will have the final say in how the athlete is to be treated and transported. All athletic training personnel must be ready to assist the EMTs. 6. In the event of a catastrophic injury the attending ATC will contact the athlete’s parents and the athletic director. 28 BB. Relationships 1. Athletic Training Students In order to achieve maximum efficiency there must be an excellent rapport between athletic training students. The athletic training students with the most experience should take it upon themselves to devote a certain percent of their time in the training room for instruction to the less experienced Athletic Training Students. The best tool for learning is experience. Secondly, a great way to learn is teach the subject. Teaching will help you to relearn and solidify your knowledge. Use the time you spend in the training room wisely and attempt to increase your athletic training knowledge every day. If there is slack time in the athletic training room, work with one another on training room skills. Quiz one another or take the time to answer athletic training questions on the training room computer using the practice exam. 2. Relationship Of Athletic Training Student and Team Physician Athletic training students must have a close working relationship with the primary George Fox team physicians, Dr. Thomas Croy and Dr. Kris Moore. When available, the team physician will make the final recommendation concerning the participation or non-participation of an injured athlete. In the absence of the team physician, the certified athletic trainer will make the final decision. All treatment, medications, medical care and rehabilitation protocols must be administered according to the prescription of the team physician. The athletic training student should seek knowledge from the team physicians in much the same way that he or she does from the experienced athletic training student and staff athletic trainers. Feel free to consult with physicians on matters concerning athletic training. Occasionally, a athletic training student may be requested of by a certified athletic trainer to drive an athlete to see a physician. The athletic training student should view the trip as an opportunity to learn first hand from the physician in their office. 3. Relationship of Athletic Training Student and Coach or Athletic Administrator While you are primarily working directly with the George Fox Athletic Trainers, you are also working with coaches, equipment personnel and athletic department administrators. Respect, courtesy, and cooperation should characterize your relationship with all department personnel. You are not a coach; do not concern yourself with coaching, second guessing, or cheerleading. This is a quick way to lose the respect of the coaches and athletes. It is imperative that a good athletic trainercoach relationship is established on the team for which you are responsible. This necessitates frequent meetings and/or conversations with the coaching staff to inform them of the health status of the athletes working under them. Following the 29 occurrence of an athletic injury, do not hesitate to inform the coaching staff of the severity of the injury. 4. Relationship of Athletic Training Student and Student Athlete Treat all athletes with integrity, courtesy, and respect. Combine friendliness with professionalism. You should make a sincere attempt to gain the respect and confidence of all your athletes. Respect can be gained most readily by exhibiting proficiency in athletic training skills and a basic knowledge of athletic injuries. Expression of a sincere interest in the athlete’s welfare will also help you to gain their respect and cooperation. Show concern, but do not overprotect the athlete; the difference between the two is a fine line. As you learn the attitudes, temperaments, and peculiarities of individual athletes; use this insight to foster your professional relationship with them. All athletes must adhere to the rules and regulations pertaining to them when in the athletic training room or when under the direction of any staff athletic trainer. Violations of these rules are to be handled by the individual staff athletic trainer in a sensible, courteous, and firm manner. In order to maintain a professional relationship with the athletes, the following guidelines are given. 1. Do not let the athlete dictate to you what they want done, or how to do it. Work closely with them concerning their injury, but always make the decision how it is to be handled. 2. Do not discuss an athlete’s injury with another athlete. 3. Estimating an athlete's time of return following an injury should be left to the team physician. 4. Do not do things for an athlete that other athletic trainers will not do, or are against staff policy or conference rules. 5. Be careful when talking about any injury. Be aware of what you tell an athlete and be honest. 6. You should not give special privileges to anyone. Do not let any of the athletes perform modality treatments upon themselves 7. Never cover up for any athlete. 8. Treat all athletes with respect. 30 V. Athletic Training Major Academic Policies A. Athletic Training Major Admission Policy 1. General Admission Policies To be eligible to apply for the Athletic Training Education Program (ATEP), students must complete a minimum of 25 observational hours in the athletic training room or at clinical sites on the GFU campus, i.e., soccer practice. Students make formal application for admission to the ATEP through the program director in the spring of their freshman year. Application must be made by April 1 of the semester prior to formal entry into the ATEP. Students are given notice from the program director regarding their admission after final grades have been verified at the completion of the semester. Admission to the program is based on a minimum cumulative GPA of 2.75 or better on all collegelevel courses including required prerequisites (PSYC 150, BIOL 311, BIOL 312, HHPE 390, and HLTH 233); two written recommendations; two written essays; meeting technical standards as described in the Athletic Training Education Program Policies and Procedures Manual (ATEP PPM); good standing with Student Life as described in the George Fox University Student Handbook; and submission of the formal application no later than April 1. Generally, any application submitted after April 1* will not be considered for admission the following school year. Admission to the program is required before applicants may enroll in practicum courses and begin gaining clinical experience hours as athletic training students within the Athletic Training Student Education Program. *Applications submitted after April 1 will be considered if fewer than ten candidates have applied. A maximum of 10 qualified students will be admitted to the program each academic year. In addition to the application form, the following items must be included to be considered for admission into the athletic training education program. 1. A typed essay no more than 200 words in length on your perception of the role of the athletic trainer. 2. A typed essay no more than 200 words in length on why you feel you should be accepted as a athletic training student. 3. Two letters of recommendation 4. Copy of high school transcripts 5. Immunization records The following evaluation criteria rubric will be used for making final admission decisions. The rubric is completed for each student applying to the program by each member of the admission committee. Students receive a numerical score for each of the skills listed on the rubric. An average of the committee members’ summed totals are used for determining admission. Required point totals for admission are listed at the conclusion of the rubric form. APPLICANT: Punctuality • Dependability • 0-1 Doesn’t arrive • • No ATR preparation Appears unwilling to engage in ATR activities • • Clinical Skills Rubric 2-3 4-5 Never on time • Occasionally on time Seldom pre• Occasional preATR ATR preparation preparation • Willing & eager to Has to be asked engage in “fun” to engage in ATR activities ATR activities • • • Inquisitive • Doesn’t engage in ATR discussions or activities • Seldom asks questions demonstrating critical thinking • Occasionally asks questions related to ATR activities • Initiative • Demonstrates no initiative • Demonstrates some initiative Gets involved in ATR activities when prompted Seldom works with others to complete group tasks Interrupts ATR flow Seldom dresses professionally • Initiates action in ATR, but is inconsistent • • Inconsistently interacts with others in ATR • Playing one sport Transportation will be a challenge • • Interaction Skills Doesn’t interact with others in ATR • • • Dresses Appropriately • Availability • Lacks understanding of professional attire Unwilling to limit to one sport Unavailable during ATR hours • • • • • • • Occasionally dresses professionally, but is inconsistent Occasional time conflicts Will usually have transportation by fall of junior year • • • 6-7 Always on time Consistent pre-ATR preparation Willingness & eager to engage in any ATR task Consistently asks questions demonstrating critical thinking & forethought Consistently initiates action in ATR Invites others to work in groups Regularly interacts with others in ATR Consistently dresses professionally No obstacles to time requirements Has or will have transportation by spring of sophomore year Student Life Student Life Standing • One or more student life infractions • No student life infractions Score HS Transcript Review • • • • GPA in Prerequisites Cumulative GPA Written Language Skills • • • • Classroom Interaction Essay #1 – Asset to Program Essay #2 – Role of ATC • • • • • • • Reference Letters #1 & #2 • • 0-1 < 4 years English < 3 years math < 2 years natural / physical science < 2 years social studies • • • • Didactic Skills 2-3 4 years English 3 years math 2 years natural / physical science 2 years social studies Rubric • • • • 4-5 4 years English 4 years math 3 years natural / physical science 2 years social studies 2.75 – 3.0 3.01 – 3.5 3.51 – 3.75 2.51 – 2.88 2.89 – 3.25 3.26 – 3.62 Lacks fundamentals Little or no mastery No viable point Vague or weak development • • Doesn’t interact with others in class • No viable point of view Little/no evidence to support position Disorganized or incoherent essay Fundamental errors in vocabulary Lacks variety or in sentence structure Several grammatical errors in usage & mechanics More than 1 week late Negative ref. • • • • • • • • • Inadequate Demonstrates some mastery Demonstrates little critical thinking • • Interrupts class flow Seldom works with others to complete group tasks Inconsistently demonstrates critical thinking Limited organization or focus Generally uses appropriate language but demonstrates weak vocabulary Some variety in sentence structure Grammatical errors in usage & mechanics 1 week late Neutral support • • • • • • • • • • • • • • • 6-7 4 years English 4 years math 3-4years natural/ physical science 2 years social studies Minimum of 1 AP course 3.76 – 4.0 3.63 – 4.0 Competent Adequate or consistent mastery Occasional errors Demonstrates some critical thinking Interacts with others but is inconsistent • • • Clear & Consistent mastery Few minor errors Demonstrates consistent critical thinking • Invites others to work in groups Effective development of issue Competent or strong critical thinking skills Generally organized Some coherence & progression of ideas Free of most grammatical errors in usage & mechanics • Insightfully develops point of view Outstanding critical thinking skills Well organized Skillful use of language Varied vocabulary Free of grammatical errors in usage & mechanics On time Moderate support • • • • • • • Submitted on time Strong support Score Acceptance with Honors Acceptance Conditional Acceptance Acceptance Denied Acceptance Criteria • Above 40 points in Clinical Rubric • Above 55 points in Didactic Rubric • Must meet points in both categories • 35 – 40 points in Clinical Rubric • 45 – 55 points in Didactic Rubric • Must meet points in both categories • 25 – 35 points in Clinical Rubric • Conditions to be individually defined • 35 – 45 points in Didactic Rubric • Conditions to be individually defined • Must meet points in both categories • Below 25 points in Clinical Rubric • Below 30 points in Didactic Rubric Overall Student Score • • • • Notes and/or conditions regarding application status The above conditions were explained to me, and I understand the importance of maintaining and/or improving my clinical and didactic skills, as well as my position in the student life community. I also understand that future clinical, didactic, or student life infractions may be cause for disciplinary actions, such as restricted privileges, suspension, or dismissal from the athletic training education program. Athletic Training Student Applicant Date ATEP Program Director Date Students who are not accepted into the athletic training program may reapply the following year. 3. Transfer Student Considerations Transfer students must meet similar expectations as the traditional four-year students for entrance into the program. If the observation hours are performed off the GFU campus the transfer student must perform 40 observational hours under the direct supervision of a BOC-certified athletic trainer. In addition, one of the letters of recommendation must have been written by the supervising certified athletic trainer. The student must be able to demonstrate he or she has completed a basic college level First Aid/CPR course, and received transfer credit for HHPE 375, BIOL 331 and BIOL 322. Transfer courses that may meet an athletic training major requirement must be reviewed by the athletic training program director before they will be approved for transfer credit within the major. Generally, a course syllabus must be presented to the program director for review. The course must have included all of the athletic training educational competencies that are taught in the comparable George Fox University athletic training course. Generally, transfer credit will not be granted for HHP 374-379, Athletic Training Practicum I-VI. Most transfer students will be expected to complete all six semesters of the athletic training education program. A transfer student may spend a minimum of five semesters in the program if he or she has completed at least 200 hours of internship time in a CAATE accredited athletic training education program and have received transfer credit for BIOL 331, BIOL 332, HHPE 390, HHPE 394, HHP 400 HHPE 413 and HHPE 414. 4. Technical Standards for Admission The athletic training profession requires the athletic trainer to maintain certain physical, cognitive and attitudinal abilities that meet technical standards to function effectively. The following standards embody the abilities an Entry-Level Athletic Trainer must be able to demonstrate in order to function in a broad variety of clinical situations; and to render a wide spectrum of care to athletes and individuals engaged in physical activity. The standards reflect the necessary and required skills and abilities identified for the EntryLevel Athletic Trainer as detailed in the NATA Athletic Training Educational Competencies and the BOC Role Delineation Study. An objective of the ATEP is to prepare graduates to enter a variety of employment settings and to render care to a wide spectrum of individuals engaged in physical activity. The technical standards set forth by the Athletic Training Educational Program establish the essential qualities considered necessary for students admitted to this program to achieve the knowledge, skills, and competencies of an entry-level athletic trainer, as well as meet the expectations of the program's accrediting agency, the Commission on Accreditation of Allied Health Education Programs (CAAHEP). All students admitted to the Athletic Training Educational Program must meet the following abilities and expectations. In the event a student is unable to fulfill these technical standards, with or without reasonable accommodation, the student will not be admitted into the program. Compliance with the program’s technical standards does not guarantee a student’s eligibility for the BOC certification exam. Candidates for selection to the Athletic Training Educational Program must demonstrate these essential requirements: a. The mental capacity to assimilate, analyze, synthesize, integrate concepts and problem solve to formulate assessment and therapeutic judgments and to be able to distinguish deviations from the norm. b. Sufficient postural and neuromuscular control, sensory function, and coordination to perform appropriate physical examinations using accepted techniques; and accurately, safely and efficiently use equipment and materials during the assessment and treatment of patients. c. The ability to communicate effectively and sensitively with patients and colleagues, including individuals from different cultural and social backgrounds. This includes, but is not limited to, the ability to establish rapport with patients and communicate judgments and treatment information effectively. Students must be able to understand and speak the English language at a level consistent with competent professional practice. d. The ability to record physical examination results and a treatment plan clearly and accurately. e. The capacity to maintain composure and continue to function well during periods of high stress. f. The perseverance, diligence and commitment to complete the athletic training education program as outlined and sequenced. g. Flexibility and the ability to adjust to changing situations and uncertainty in clinical situations. h. Affective skills and appropriate demeanor and rapport that relate to professional education and quality patient care. Candidates for selection to the athletic training educational program will be required to verify they understand and meet these technical standards or that they believe that, with certain accommodations, they can meet the standards. Disability Services in the Office of Student Life will review documentation submitted by a student who states he/she could meet the program’s technical standards with accommodation and confirm that the stated condition qualifies as a disability under applicable laws. If a student states he/she can meet the technical standards with accommodation, then the University will determine whether it agrees that the student can meet the technical standards with reasonable accommodation; this includes a review of whether the accommodations requested are reasonable, taking into account whether accommodation would jeopardize clinician/patient safety, or the educational process of the student or the institution, including all coursework, clinical experiences and internships deemed essential to graduation. In addition to verifying that they can meet the eight technical standards as outlined above with or without accommodation, the prospective student must also pass a physical examination administered by the GFU campus physician prior to admittance. See Figure 81 for a copy of the physical format. Students will generally receive their physical through the GFU health center prior to submitting an application for admittance to the ATEP. Physicals will be performed at no financial cost to the student. Students must demonstrate evidence of continued good physical health to continue in the program. Students suspected of not meeting the health criteria by Athletic Training Program officials will be referred to the Health and Counseling Center for further evaluation by appropriate health professionals. A refusal to meet with the appropriate personnel may lead to dismissal from the athletic training major. Students are entitled to the same rights and privileges of the general student body with regard to University Health and Counseling services. B. Athletic Training Student Academic Policies Continuation in the athletic training program is dependent upon maintaining a minimum of a 2.75 GPA (B- average) within the athletic training major; a minimum of a 2.5 GPA within the overall grade point average; and receive satisfactory evaluations within the clinical educational experience. In addition, continuation is based upon satisfactory evidence of good moral character and the physical health needed for successful performance in the athletic training environment. Admitted students are subject to the policies and procedures contained within the Athletic Training Student handbook. Students failing to meet expectations will be placed on probation for one semester. If the GPA is raised back above the minimum standards, the student will be reinstated as a athletic training student. Continued failure of expectations during the probationary period will result in dismissal from the athletic training major. C. Clinical Evaluation Athletic training students will be evaluated each semester for their work within the clinical environment. Personnel involved in the evaluation process may include GFU certified athletic trainers, approved clinical instructors, and selected coaches. The athletic training student will also be responsible for an oral self-evaluation with the program director. Upon completion of the evaluations, it is the students’ responsibility to meet with the Program Director to discuss the evaluations. The purpose of the evaluation process is to make you a better athletic trainer. A trait of a good athletic trainer is the ability to self-reflect. During self-reflection, one looks back upon the work they have done and attempts to make improvements based upon their own and other’s personal reflections. As an athletic trainer your skills will become stronger and your athletes will be better served if you take the time for self-reflection. George Fox University Athletic Training Education Program Experience Template Semester/Year Baseball Softball Volleyball Wrestling M Tennis W Tennis Other Upper Ext.Total M Soccer W Soccer M Basketball W Basketball Track CC Other Lower Ext. Total GFU ATR HS ATR Physicals Medical Clinic Other General Med. Total Football Other: Equip. Intensive Total Other: Total F/obs Sp/obs F 01 Sp 02 F 03 Sp 04 F 05 Sp 06 Total George Fox University Athletic Training Education Program Overall Assessment by Semester Athletic Training Student Trait Expected Date of Graduation Sem 1 Sem 2 Communication Autonomy AT Skills Injury Prevention Emergency Mgmt Clinical Skills Recognition of Inj Evaluation Skills Knowledge of Rehab Football-Specific Intangibles PD Initials Additional Comments ATEP Director Signature Date Sem 3 Sem 4 Sem 5 Sem 6 George Fox University ATEP Semester 1 Clinical Evaluation Student Clinical Instructor On Target Beyond Target 1 1 1 1 2 2 2 2 3 3 3 3 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 1 1 1 1 1 1 1 2 2 2 2 2 2 2 3 3 3 3 3 3 3 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 Communication Communicates daily with clinical instructor Communicates appropriately with athletes Maintains confidentiality of medical records and info Accurate use of medical terminology Autonomy Maturity Initiative: identifies a need and takes action Self-Confidence: appropriate for level of training Punctuality & Attendance of scheduled hours Proactive in learning: questions and observations Appropriate acceptance of criticism Actively involved in facility cleanup/maintenance Practices psychomotor skills when appropriate Athletic Training Skills Attention/Alertness to athletic environment Recognition of injuries Taping skills Universal precautions/Bloodborne pathogen mgmt First aid/Wound care Treatment of acute injuries Record Keeping Intangibles Critical thinking skills Empathy for injured athletes Appropriate and professional attire Demonstrates servant leadership Respectful of authority Additional Comments: Not Evaluated Below Target Please circle the number that best represents your appraisal of the studentʼs performance in this clinical setting. Space is provided beside and below for areas that need further explanation or discussion. Please use the back of this form if necessary. Comments George Fox University ATEP Semester 2 Clinical Evaluation Student Clinical Instructor On Target Beyond Target Communicates daily with clinical instructor 1 2 3 Communicates appropriately with athletes 1 2 3 Maintains confidentiality of medical records and info 1 2 3 Accurate use of medical terminology 1 2 3 Maturity 1 2 3 Initiative: identifies a need and takes action 1 2 3 Self-Confidence: appropriate for level of training 1 2 3 Punctuality & Attendance of scheduled hours 1 2 3 Appropriate and professional attire 1 2 3 Proactive in learning: questions and observations 1 2 3 Appropriate acceptance of criticism 1 2 3 Actively involved in facility cleanup/maintenance 1 2 3 Practices psychomotor skills when appropriate 1 2 3 Awareness of game/practice environment and athletes 1 2 3 Constructing protective padding 1 2 3 Taping skills 1 2 3 Wrapping Skills 1 2 3 1 2 3 1 2 3 Communication Autonomy Athletic Training Skills Injury Prevention Emergency Management Skills Application of immobiliation devices Transporting injured athletes/Ambulation device fitting Not Evaluated Below Target Please circle the number that best represents your appraisal of the studentʼs performance in this clinical setting. Space is provided beside and below for areas that need further explanation or discussion. Please use the back of this form if necessary. Comments Managing wounds/Bloodborne Pathogen Management 1 2 3 Evaluating vital signs 1 2 3 Knowledge of Emergency Action Plan 1 2 3 Evaluation Skills: History of past/present injury 1 2 3 Evaluations Skills: Observation 1 2 3 Evaluation Skills: Palpation 1 2 3 Evaluations Skills: ROM and Special Tests Assessment Abilities (e.g. Opinon based on evaluation) 1 2 3 1 2 3 Acute Injury Treatment Plan 1 2 3 Record Keeping: (e.g. Injury report, SOAP notes) 1 2 3 Critical thinking skills 1 2 3 Empathy for injured athletes 1 2 3 Maintains a positive approach 1 2 3 Demonstrates servant leadership 1 2 3 Respectful of authority, athletes and fellow students 1 2 3 Clinical Skills Intangibles Student Strengths: Areas Needing Attention and/or Improvement: Additional Comments: ______________________________ Signature of ACI ______________________________ _________________ Date _________________ Signature of Athletic Training Student Date George Fox University ATEP HHPE 376: Semester 3 Clinical Evaluation Student_____________________________________ Clinical Instructor: ___________________________ On Target Beyond Target Communicates daily with clinical instructor 1 2 3 Communicates appropriately with athletes 1 2 3 Communicates with coaches when appropriate 1 2 3 Maintains confidentiality of medical records and info 1 2 3 Record Keeping, SOAP notes, Use of terminology 1 2 3 Maturity 1 2 3 Initiative in assessing the wellness of assigned athletes 1 2 3 Self-Confidence: appropriate for level of training 1 2 3 Punctuality & Attendance of scheduled hours 1 2 3 Proactive in learning: questions and observations 1 2 3 Appropriate acceptance of criticism 1 2 3 Actively involved in facility cleanup/maintenance 1 2 3 Appropriate time management 1 2 3 Attention/Alertness to athletic environment 1 2 3 Systematic examination of Upper Extremity injuries 1 2 3 Systematic examination of Lower Extremity injuries 1 2 3 Systematic examination of Head Injuries 1 2 3 Systematic examination of Spine injuries Emergency Management Skills 1 1 2 2 3 3 Awareness of opportunities for injury prevention 1 2 3 Transportation of Injured Athletes 1 2 3 Universal precautions/Bloodborne pathogen mgmt 1 2 3 Maintains a properly stocked athletic training kit 1 2 3 Communication Autonomy Athletic Training Skills Not Evaluated Below Target Please circle the number that best represents your appraisal of the studentʼs performance in this clinical setting. Space is provided beside and below for areas that need further explanation or discussion. Please use the back of this form if necessary. Comments 1 2 3 Critical thinking skills 1 2 3 Empathy for injured athletes 1 2 3 Professionalism in appearance and actions 1 2 3 Respectful of authority 1 2 3 Return to play decision making Intangibles Student Strengths: Areas Needing Improvement: Additional Comments: _______________________________ _____________ Signature of ACI Date _______________________________ _____________ Signature of Athletic Training Student Date George Fox University ATEP Semester 4 Clinical Evaluation Student Clinical Instructor On Target Beyond Target Communicates daily with clinical instructor 1 2 3 Communicates appropriately with athletes 1 2 3 Maintains confidentiality of medical records and info 1 2 3 Accurate use of medical terminology 1 2 3 Maturity 1 2 3 Initiative: identifies a need and takes action 1 2 3 Self-Confidence: appropriate for level of training 1 2 3 Punctuality & Attendance of scheduled hours 1 2 3 Appropriate and professional attire 1 2 3 Proactive in learning: questions and observations 1 2 3 Appropriate acceptance of criticism 1 2 3 Actively involved in facility cleanup/maintenance 1 2 3 Practices psychomotor skills when appropriate 1 2 3 1 2 3 Transporting injured athletes/Ambulation device fitting 1 2 3 Managing wounds/Bloodborne Pathogen Management 1 2 3 Evaluating vital signs 1 2 3 Knowledge of Emergency Action Plan 1 2 3 Communication Autonomy Athletic Training Skills Injury Prevention Awareness of game/practice environment and athletes Emergency Management Skills Clinical Skills Not Evaluated Below Target Please circle the number that best represents your appraisal of the studentʼs performance in this clinical setting. Space is provided beside and below for areas that need further explanation or discussion. Please use the back of this form if necessary. Comments Comprehensive Evaluation of Upper Extremity Injuries 1 2 3 Comprehensive Evaluation of Lower Extremity Injuries Comprehensive Evaluation of Spine and Abdominal Injuries 1 2 3 1 2 3 Comprehensive Evaluation of Head and Face Injuries 1 2 3 Patient Education: injury explanation, home instructions 1 2 3 Rehabilitation: Exercise selection and implementation 1 2 3 Appropriate selection and application of modalities 1 2 3 Record Keeping: (e.g. Injury report, SOAP notes) 1 2 3 Critical thinking skills 1 2 3 Empathy for injured athletes 1 2 3 Maintains a positive approach 1 2 3 Demonstrates servant leadership 1 2 3 Respectful of authority, athletes and fellow students 1 2 3 Intangibles Student Strengths: Areas Needing Attention and/or Improvement: Additional Comments: ______________________________ _________________ Signature of ACI Date ______________________________ _________________ Signature of Athletic Training Student Date ATEP Semester 5 Clinical Evaluation Student: ______________________________ Clinical Instructor: _____________________ On Target Beyond Target Communicates daily with clinical instructor 1 2 3 Communicates appropriately with athletes 1 2 3 Communicates with coaches when appropriate 1 2 3 Maintains confidentiality of medical records and info 1 2 3 Accurate use of terminology in documentation 1 2 3 Maturity 1 2 3 Initiative: identifies a need and takes action 1 2 3 Self-Confidence: appropriate for level of training 1 2 3 Punctuality & Attendance of scheduled hours 1 2 3 Proactive in learning: questions and observations 1 2 3 Appropriate acceptance of criticism 1 2 3 Actively involved in facility cleanup/maintenance 1 2 3 Appropriate time management 1 2 3 Awareness of athletic environment and athletes 1 2 3 Systematic examination of Upper Extremity injuries 1 2 3 Systematic examination of Lower Extremity injuries 1 2 3 Systematic examination of Head Injuries 1 2 3 Systematic examination of Spine injuries 1 2 3 Rehabilitation program design and implementation 1 2 3 Wound care/Bloodborne pathogen mgmt 1 2 3 Knowledge of equipment fitting and safety regulations 1 2 3 Return to play decision making 1 2 3 Record Keeping and SOAP notes 1 2 3 Communication Autonomy Athletic Training Skills Not Evaluated Below Target Please circle the number that best represents your appraisal of the student’s performance in this clinical setting. Space is provided beside and below for areas that need further explanation or discussion. Please use the back of this form if necessary. Comments Intangibles Critical thinking skills 1 2 3 Empathy for injured athletes 1 2 3 Appropriate and professional attire 1 2 3 Respectful of authority, athletes and fellow students 1 2 3 Student Strengths: Areas Needing Improvement: Additional Comments: _______________________________ _____________ Signature of ACI Date _______________________________ _____________ Signature of Athletic Training Student Date George Fox University ATEP Semester 6 Clinical Evaluation Student Clinical Assignment Clinical Instructor Beyond Target 1 1 1 1 2 2 2 2 3 3 3 3 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 1 1 2 2 3 3 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 1 1 1 2 2 2 3 3 3 1 2 3 Not Evaluated On Target Communication Communicates daily with clinical instructor Communicates with coaches when appropriate Communicates appropriately with athletes Demonstrates appropriate writing skills Autonomy Maturity Self-Motivation Self-Confidence Punctuality Independence Desire to Learn Appropriate Acceptance of Criticism Concern for Others Appropriate Time Management Behavior Reflects Competent Athletic Trainer Athletic Training Skills Injury Prevention Techniques Emergency Management Skills Recognition & Evaluation of Injuries Symptoms of Skin Disorders Symptoms of Ears, Nose, Throat Symptoms of Cardiovascular Trauma Symptoms of the Endocrine System Symptoms of the GI Tract Symptoms Specific to Female Athletes Symptoms Specific to Male Athletes Symptoms of Viral & Infectious Diseases Symptoms of Psychosocial Problems Assesses General Medical Conditions Knowledge of Rehabilitation EMS Ultrasound EMG – Biofeedback Applications Clinical Skills Completes Thorough SOAP Notes Below Target Please circle the number that best represents your appraisal of the student’s performance in this clinical setting. Space is provided beside and below for areas that need further explanation or discussion. Please use the back of this form if necessary. Comments: Properly Completes Exercise Flow Sheets Properly Completes Head Injury Forms Intangibles Common Sense Attention/Alertness to Athletic Environment Appropriate Decision Making Appropriate/Professional Attire Follows Directions Competent Behavior 1 1 2 2 3 3 1 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 Student Strengths Student Weaknesses Injury Prevention Emergency Management Recognition of Injuries Evaluation Skills Rehabilitation Skills AT Administration Additional Comments: Signature of ACI Date George Fox University ATEP Head Coach Evaluation Student Semester in Program Clinical Assignment 1 2 3 4 5 6 Additional Comments: Beyond Target 1 1 1 2 2 2 3 3 3 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 1 1 2 2 3 3 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 Not Evaluated On Target Communication Communicates with coaches when appropriate Communicates appropriately with athletes Demonstrates appropriate writing skills Autonomy Maturity Self-Motivation Self-Confidence Punctuality Independence Desire to Learn Appropriate Acceptance of Criticism Concern for Others Appropriate Time Management Athletic Training Skills Maintains Composure in Injury Situations Demonstrates Interest In Athletic Environment Intangibles Common Sense Attention/Alertness to Athletic Environment Appropriate Decision Making Appropriate/Professional Attire Follows Directions Below Target Please circle the number that best represents your appraisal of the student’s performance in this clinical setting. Space is provided beside and below for areas that need further explanation or discussion. Please use the back of this form if necessary. Comments: Approved Clinical Instructor Evaluation Clinical Instructor: ______________________________ _____________________ Student: On Target Beyond Target Instruction Provides direction in the learning process Provides cues for ATS to make informed decisions Asks questions that help me think critically Is knowledgeable in the subject matter Helps ATS with clinical proficiencies as time allows 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 Demonstration Provides complete & appropriate examples when necessary Demonstrates skills & provides opportunity for practice Is patient when explaining new techniques/skills 1 1 1 2 2 2 3 3 3 Provides appropriate constructive criticism Provides meaningful corrective feedback regarding AT skills Provides appropriate general feedback regarding performance Reviews injury evaluations and gives timely feedback Has the ability to confront without attacking the student 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 Supervision Provides “Guide-By-Side” supervision CI is available at all times during clinical education CI allows ATS to apply skills, intervening when necessary/asked CI gives ATS opportunity to improve clinical skills as needed 1 1 1 1 2 2 2 2 3 3 3 3 Content Areas Engages ATS in Risk Management opportunities Engages ATS in Pathology decisions Engages ATS in Exam & Diagnosis opportunities Engages ATS in Medical Condition scenarios Engages ATS in Acute Care opportunities Engages ATS in Therapeutic Modality decisions Engages ATS in Conditioning & Rehab decisions Engages ATS in Pharmacological decisions Engages ATS in Psychosocial Intervention scenarios Engages ATS in Nutrition scenarios 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 Evaluation Not Evaluated Below Target Please circle the number that best represents your appraisal of the Clinical Instructor’s performance in this clinical setting. Space is provided beside and below for areas that need further explanation or discussion. Please use the back of this form as necessary. Comments Engages ATS in Health Care Administration tasks Engages ATS in Professional Development discussions 1 1 2 2 3 3 Role Modeling Establishes a good working rapport with AT students Demonstrates a desire to work with students Is reliable and punctual Exhibits a strong work ethic Is self-motivated Demonstrates concern for my personal growth Treats athletic training students with respect Treats student athletes and coaches with respect Demonstrates overall organization Serves as a professional role model Clinical Instructor Strengths: Areas Needing Improvement: Additional Comments: _______________________________ _____________ Signature of Athletic Training Student Date 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 George Fox University ATEP Clinical Affiliation Site Evaluation Student Semester in Program 1 2 3 4 5 6 Clinical Assignment Clinical Instructor On Target Beyond Target I was aware of what was expected of me daily. 1 2 3 I was expected to perform only duties that had been covered in the classroom portion of my athletic training education. The educational objectives of the clinical rotation were made clear to me. 1 2 3 1 2 3 The policies and procedures of the affiliated site were made clear to me at the beginning of the rotation. I was within visual and auditory contact with the ACI or CI at this site. 1 2 3 1 2 3 The ACI or CI was available for daily interactions. 1 2 3 The learning environment was comfortable. 1 2 3 The educational resources at the site allowed me to meet the educational objectives related to the rotation. I was given adequate learning opportunities during this clinical rotation to allow me to meet the educational objectives related to the rotation. The athletic training staff worked well together and created an environment that was conducive to learning. The athletic experiences provided opportunities conducive to learning. 1 2 3 1 2 3 1 2 3 1 2 3 The Clinical Instructor(s) had a good understanding of my clinical skill level. I was challenged to think critically during this rotation. 1 2 3 1 2 3 The athletic population was respectful to me. 1 2 3 The athletic population was receptive to my treatment and care. 1 2 3 Not Evaluated Below Target Please circle the number that best represents your appraisal of this clinical setting. Space is provided below for areas that need further explanation or discussion. Please use the back of this form if necessary. Coimments Expectations Learning Environment Application of Athletic Training Skills I would recommend continued use of this affiliated site. Signature of ACI YES Date NO George Fox University ATEP High School Rotation Evaluation Student Semester in Program Clinical Assignment Clinical Instructor 1 2 3 4 5 6 Signature of ACI Beyond Target 1 1 1 1 2 2 2 2 3 3 3 3 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 N/A On Target Communication Communicates daily with clinical instructor Communicates with coaches when appropriate Communicates appropriately with athletes Demonstrates appropriate writing skills Autonomy Maturity Self-Motivation Self-Confidence Punctuality Independence Desire to Learn Appropriate Acceptance of Criticism Concern for Others Appropriate Time Management Athletic Training Skills Recognition of Injuries Evaluation Skills Taping Skills Knowledge of Rehabilitation Techniques Record Keeping Intangibles Common Sense Attention/Alertness to Athletic Environment Appropriate Decision Making Appropriate/Professional Attire Follows Directions Additional Comments: Below Target Please circle the number that best represents your appraisal of the student’s performance in this clinical setting. Space is provided beside and below for areas that need further explanation or discussion. Please use the back of this form if necessary. Date Comments: George Fox University ATEP Clinical Rotation Evaluation Student Semester in Program Clinical Assignment Clinical Instructor 1 2 3 4 5 6 1 1 1 1 2 2 2 2 3 3 3 3 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 Additional Comments: Signature of ACI Date Not Evaluated Beyond Target Communication Communicates daily with clinical instructor Asks appropriate questions Communicates appropriately with patients Demonstrates appropriate writing skills Autonomy Maturity Self-Motivation Self-Confidence Punctuality Independence Desire to Learn Appropriate Acceptance of Criticism Concern for Others Appropriate Time Management Intangibles Common Sense Attention/Alertness to Clinical Environment Appropriate Decision Making Appropriate/Professional Attire Follows Directions On Target Clinical Skills Below Target Please circle the number that best represents your appraisal of the student’s performance in this clinical setting. Space is provided beside and below for areas that need further explanation or discussion. Please use the back of this form if necessary. Comments: George Fox University ATEP Ambulance Evaluation Student Semester in Program Clinical Assignment Supervisor 1 2 3 4 5 6 On Target Beyond Target Not Evaluated Clinical Skills Illness Knowledge Injury Knowledge Composure in emergency situations Communication Communicates appropriately with Staff Communicates appropriately with patients Demonstrates appropriate writing skills Autonomy Maturity Self-Motivation Self-Confidence Punctuality Independence Desire to Learn Appropriate Acceptance of Criticism Concern for Others Appropriate Time Management Intangibles Common Sense Attentive/Alert to ambulance environment Appropriate Decision Making Appropriate/Professional Attire Follows Directions Below Target Please circle the number that best represents your appraisal of the student’s performance in this clinical setting. Space is provided beside and below for areas that need further explanation or discussion. Please use the back of this form if necessary. 1 1 1 2 2 2 3 3 3 X X X 1 1 1 2 2 2 3 3 3 X X X 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 X X X X X X X X X 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 X X X X X Additional Comments: Signature of ACI / CI Date Comments: George Fox University ATEP Clinical Rotation Evaluation – Providence Newberg Cardiac Rehabilitation Student Semester in Program Clinical Assignment Clinical Instructor 1 2 3 4 5 6 Beyond Target 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 1 1 1 2 2 2 3 3 3 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 Additional Comments: Signature of ACI / CI Date Not Evaluated On Target Clinical Skills Understanding of Clinical Flow Cardiac Rehab. Knowledge Cardiac Rehab. Performance w/ Patient Total Body Conditioning Knowledge Documentation Communication Communicates daily with clinical instructor Communicates appropriately with patients Demonstrates appropriate writing skills Autonomy Maturity Self-Motivation Self-Confidence Punctuality Independence Desire to Learn Appropriate Acceptance of Criticism Concern for Others Appropriate Time Management Intangibles Common Sense Attention/Alertness to Athletic Environment Appropriate Decision Making Appropriate/Professional Attire Follows Directions Below Target Please circle the number that best represents your appraisal of the student’s performance in this clinical setting. Space is provided beside and below for areas that need further explanation or discussion. Please use the back of this form if necessary. Comments: George Fox University ATEP Clinical Rotation Evaluation - NIKE Student Semester in Program Clinical AssignmentNIKE Clinical Instructor 1 2 3 4 5 6 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 1 1 1 2 2 2 3 3 3 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 Not Evaluated Beyond Target Evaluation & Assessment Injury Rehabilitation Knowledge Injury Rehabilitation Performance w/ Patient Total Body Conditioning Knowledge Documentation Communication Communicates daily with clinical instructor Communicates appropriately with patients Demonstrates appropriate writing skills Autonomy Maturity Self-Motivation Self-Confidence Punctuality Independence Desire to Learn Appropriate Acceptance of Criticism Concern for Others Appropriate Time Management Intangibles Common Sense Attention/Alertness to Athletic Environment Appropriate Decision Making Appropriate/Professional Attire Follows Directions On Target Clinical Skills Below Target Please circle the number that best represents your appraisal of the student’s performance in this clinical setting. Space is provided beside and below for areas that need further explanation or discussion. Please use the back of this form if necessary. Additional Comments: Signature of ACI / CI Date George Fox University ATEP Comments: Clinical Rotation Evaluation – OHSU Sports Orthopedics Student Semester in Program Clinical AssignmentOHSU Clinical Instructor 1 2 3 4 5 6 1 1 1 1 2 2 2 2 3 3 3 3 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 Not Evaluated Beyond Target Communication Communicates daily with clinical instructor Asks appropriate questions Communicates appropriately with patients Demonstrates appropriate writing skills Autonomy Maturity Self-Motivation Self-Confidence Punctuality Independence Desire to Learn Appropriate Acceptance of Criticism Concern for Others Appropriate Time Management Intangibles Common Sense Attention/Alertness to Clinical Environment Appropriate Decision Making Appropriate/Professional Attire Follows Directions On Target Clinical Skills Below Target Please circle the number that best represents your appraisal of the student’s performance in this clinical setting. Space is provided beside and below for areas that need further explanation or discussion. Please use the back of this form if necessary. Comments: Additional Comments: Signature of ACI Date George Fox University ATEP Clinical Rotation Evaluation – Orthopedic & Fracture Clinic Student Semester in Program Clinical Assignment Clinical Instructor 1 2 3 4 5 6 Beyond Target 1 1 1 1 1 1 1 2 2 2 2 2 2 2 3 3 3 3 3 3 3 1 1 1 2 2 2 3 3 3 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 Not Evaluated On Target Clinical Skills Understanding of Clinical Flow DME/Bracing/Casting/Splinting Knowledge Physical Medicine & Rehab. Knowledge Injury Rehabilitation Knowledge Injury Rehabilitation Performance w/ Patient Total Body Conditioning Knowledge Documentation Communication Communicates daily with clinical instructor Communicates appropriately with patients Demonstrates appropriate writing skills Autonomy Maturity Self-Motivation Self-Confidence Punctuality Independence Desire to Learn Appropriate Acceptance of Criticism Concern for Others Appropriate Time Management Intangibles Common Sense Attention/Alertness to Athletic Environment Appropriate Decision Making Appropriate/Professional Attire Follows Directions Below Target Please circle the number that best represents your appraisal of the student’s performance in this clinical setting. Space is provided beside and below for areas that need further explanation or discussion. Please use the back of this form if necessary. Comments: Additional Comments: Signature of ACI Date George Fox University Athletic Training Education Program Alumni Questionnaire 1. What was your overall Grade Point Average at GFU? a. 3.75 – 4.0 b. 3.5 – 3.75 c. 3.25 – 3.5 d. 3.0 – 3.25 e. below 3.0 2. Are your currently employed as an athletic trainer? Yes / No If no, please indicate the type of work__________________ If you are not working as an AT, did your athletic training education prepare you for your current job? Yes / No 3. If working as an athletic trainer, please indicate the type of work setting that best describes your working condition a. High School b. Clinic/High School c. Clinic d. College/University Athletic Trainer e. College/University Teacher f. College/University Athletic Trainer/Teacher g. Professional h. Corporate i. Other_____________ 4. Was your GFU degree important in the acquisition of your current job? Yes / No 5. Are you BOC Certified? Yes / No If yes, please indicate the number of attempts to pass BOC exam: If no, but have partially passed, please indicate which portion(s) you’ve passed: 6. Five years from now, what do you plan to be doing? a. High School Athletic Trainer b. Clinic /High School Athletic Trainer c. Clinic Athletic Trainer d. College/University Athletic Trainer e. College/University Teacher f. College/University Teacher/Athletic Trainer g. Professional Athletic Trainer h. Corporate Athletic Trainer i. Other________________ 7. Please indicate additional education you have completed or are pursuing. Pursuing Second Bachelor’s Master’s Degree Doctorate Other: Completed Institution Major Grad. Date 8. Quality of academic portion of Athletic Training Program Course Content in Athletic Training Major Instruction in Athletic Training Courses Instruction in Non-Athletic Training Courses Academic Standards In-Class Requirements in Athletic Training Courses Feedback from Classroom Instructors Athletic Training Faculty Interest in Students Non-Athletic Training Faculty Interests in Students Interaction with Athletic Training Faculty Interaction with Non-Athletic Training Faculty Assistance from Academic Advisor Availability of Academic Advisor Use of Technology in Instruction 9. Facilities and Services Class Rooms Athletic Training Room for Clinical Experience Library Computer Services Registration Process Financial Aid Services Career Guidance and Counseling Health Services N/A Beyond Target On Target Below Target Please use the scale to the right to respond to each of the following items. Comments 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 5 5 5 5 5 5 5 5 5 5 5 5 5 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 5 5 5 5 5 5 5 5 Please explain any items for which you rated the category less than 3: 10. Clinical Athletic Training Experience Clinical Experience On-Campus Clinical Experience Off-Campus Opportunities to Work with Men’s Sports Opportunities to Work with Women’s Sports Quality of Clinical Instruction (e.g., Practicum) Value of Clinical Experience Assessment of Clinical Skills 11. Athletic Training Competencies and Clinical Skills Human Anatomy & Physiology Kinesiology Exercise Physiology Nutrition Sports Nutrition Pharmacology General Medical Conditions (e.g., asthma) Treatment of Athletic Injuries Assessment of Athletic Injuries Rehabilitation of Athletic Injuries Therapeutic Modalities Athletic Training Administration Counseling of Athletes Educating Athletes, Parents, Coaches, & Others Writing Skills Necessary for Employment Verbal Skills Necessary for Employment Professional Development & Responsibilities Beyond Target N/A On Target Below Target Please use the scale to the right to respond to each of the following items. 1 1 1 1 1 1 1 2 2 2 2 2 2 2 3 3 3 3 3 3 3 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Please explain any items for which you rated the category less than 3: Comments 12. Education Program Didactic Strengths (e.g., classroom) Risk Management and Injury Prevention 1 2 Pathology of Injuries and Illnesses 1 2 Assessment and Evaluation 1 2 Acute Care of Injuries and Illnesses 1 2 Pharmacology 1 2 Therapeutic Modalities 1 2 Therapeutic Exercise 1 2 General Medical Conditions and Disabilities 1 2 Nutritional Aspects of Injuries and Illnesses 1 2 Psychosocial Intervention and Referral 1 2 Health Care Administration 1 2 Professional Development and Responsibilities 1 2 13. Education Program Clinical Strengths (e.g., ATR or Clinical Rotations) Risk Management and Injury Prevention 1 2 Pathology of Injuries and Illnesses 1 2 Assessment and Evaluation 1 2 Acute Care of Injuries and Illnesses 1 2 Pharmacology 1 2 Therapeutic Modalities 1 2 Therapeutic Exercise 1 2 General Medical Conditions and Disabilities 1 2 Nutritional Aspects of Injuries and Illnesses 1 2 Psychosocial Intervention and Referral 1 2 Health Care Administration 1 2 Professional Development and Responsibilities 1 2 N/A Beyond Target On Target Below Target Please use the scale to the right to respond to each of the following items. Comments 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Please explain any items for which you rated the category less than 3: 14. While at GFU, did you participate in a sport? If yes, did it interfere with your athletic training education? If yes, please explain: Yes / No 15. What specific recommendations do you have for the athletic training curriculum? 16. What specific recommendations do you have for the clinical experience? 17. What specific recommendations do you have for the clinical instructors? 18. What specific recommendations do you have for the program director? 19. Did the Athletic Training Program adequately prepare you to take the BOC certification examination? Yes / No If no please explain what may have better helped you prepare for the examination: 20. What single thing do you suggest to improve the AT Education Program at GFU? GEORGE FOX UNIVERSITY ATHLETIC TRAINING EDUCATION PROGRAM ALUMNI EMPLOYER SURVEY Please take a few moments to complete and return this questionnaire regarding your George Fox University alumnus employee. Please circle the option that best describes your setting N/A Please use the scale to the right to respond to each of the following items. Beyond Target High School College Professional Sports Medicine Clinic Clinic/Outreach Other_____________________ On Target a. b. c. d. e. f. Below Target 1. Comments Employee’s: Athletic Training Knowledge and Skills. Knowledge and Skills related to Injury Prevention Understanding of Disease & Illness Pathology Injury Evaluation & Assessment Skills Acute Care of Injury and Illness Knowledge of Pharmacology Application and Use of Therapeutic Modalities Application and Use of Therapeutic Exercises Knowledge of General Medical Conditions Nutritional Aspects of Injury and Illness Ability to Refer When Psychosocial Intervention is Necessary Appropriate Health Care Administration Desire for Professional Development 2. In what athletic training area(s) would you like to see improvement? 3. Based on this employee’s knowledge and skills, would you consider hiring another George Fox University Athletic Training alumnus? Yes / No 4. Additional comments: Thank you for your time in completing this questionnaire. Please return this questionnaire in the enclosed Business Reply Envelope. VII. CLINICAL INSTRUCTION A. Clinical Rotation Plan Athletic training students begin the clinical athletic training experience during the fall semester of their freshman year. Prospective athletic training majors begin accruing clinical experience hours after meeting with the program director. Candidates spend two hours a day, two days a week throughout the year, interning no more than four hours a week in the GFU athletic training room. Candidates rotate between two shifts: 2:00 PM to 4:00 PM and 4:00 PM to 6:00 PM. Time is spent in the athletic training room observing as well as learning basic athletic training room duties (i.e., cleaning whirlpools, crowd control) and athletic training skills (i.e., taping). A minimum of 40 observation hours are required before a candidate can apply for entrance into the program. At the conclusion of the spring semester of the freshman academic year, students learn if they have been accepted into the athletic training education program. Athletic training students accepted into the program are considered to be first year students at the beginning of their sophomore academic year. The students’ clinical experience is connected to the practicum course sequence, HHPE 374-379, Athletic Training Practicum I-VI. As part of the didactic athletic training curriculum, clinical proficiencies are instructed prior to the students utilization of the skills in the clinical setting. The clinical proficiencies are further evaluated in HHPE 374-379, Athletic Training Practicum I - VI. Students work with the approved clinical instructors (ACI) during their clinical time to master the clinical proficiencies. The series of six practicum courses require the students to pass 48 different clinical proficiency sections that are made up of different clinical skills. Clinical skills are demonstrated to, and evaluated by, an ACI. A skill must be taught and assessed in a didactic course before a student is allowed to practice the skill in the clinical setting. The order in which the proficiencies are demonstrated is designed so that all clinical skills are taught didactically before they are evaluated for mastery in HHPE 374-379. Athletic training students are allowed to incorporate approved skills into their internship practice. Students are required to intern a minimum of 75 hours and a maximum of 150 hours per semester in HHPE 374 and 375. Students are required to intern a minimum of 150 hours and a maximum of 200 hours in HHPE 376-379. Students may not pass a practicum course unless they have accumulated all of the required hours and demonstrated mastery of each assigned clinical proficiency. If a student does not acquire all of the internship hours at the conclusion of the semester, he or she may earn up to a maximum 20% of the required hours prior to the beginning of the next semester. Students will be given an incomplete grade until the hours are acquired. Students may also accrue up to a maximum of 20% of the total hours prior to the beginning of a semester to be counted in the forthcoming semester. Fall Semester clinical rotations may not count toward hours for HHPE 375, 377 or 379. Spring Semester clinical rotations may not count toward hours for HHPE 374, 376 or 378. Students may not take more than one practicum course concurrently and may not enroll in a practicum course without having completed the prior course within the sequence, i.e., the student must complete HHPE 374 prior to enrolling in 375. First Year – HHPE 374: Rotation Length First Year – HHPE 375: Second Year – HHPE 376: Second Year – HHPE 377: Third Year – HHPE 378 Third Year – HHPE 379 Men’s Soccer Women’s Soccer Volleyball Fall Baseball Men’s Basketball Women’s Basketball Treatment Center Rotation Men’s Basketball Women’s Basketball Baseball Softball Track and Field Treatment Center Rotation Men’s Soccer Women’s Soccer Volleyball Cross Country Men’s Basketball Women’s Basketball Wrestling Rotation Wrestling Men’s Basketball Women’s Basketball High School Baseball Softball Track and Field Spring Football Rotation Football General Medical: OHSU, Cardiology, Sandmeier, Providence Newberg ER, Cardiac Rehab, NIKE Wrestling Rotation General Medical: (continued) 2 Weeks 2 Weeks 2 Weeks 2 Weeks 2 Weeks 2 Weeks 2 Weeks Length 2 Weeks 2 Weeks 2 Weeks 2 Weeks 2 Weeks 2 Weeks Length Season Season Season Season Season Season 2-3 Matches Length 2-3 Matches Season Season 4 Weeks Season Season Season 2-5 Weeks Length Season Winter/Spring 2-3 Matches Length Winter/Spring B. Practicum I & II: HHPE 374 and HHPE 375 Students begin the practicum course sequence in the fall of the first semester they are in the program by taking HHPE 374, followed by HHPE 375 in the spring. First year athletic training students are not assigned to one clinical site, but are rotated through a new clinical site every two weeks. For example, a student may intern with the women’s soccer team for two weeks, then be assigned to intern in the athletic training room the following two weeks. No student is assigned to a non-contact clinical site for more than two rotations in a row. First year students intern approximately 2 to 4 days per week. Students may be assigned to intern in the treatment center during this time period, or with an athletic team. Students assigned to intern in the treatment center will arrive at 2:00 PM and stay until 6:00 PM, when the treatment center closes. Students assigned to intern with an athletic team arrive at 2:00 PM and stay through the end of the team’s practice and/or game, or until the last athlete has received treatment. Clinical hours will usually accumulate to approximately three and a half to four hours a day. Duties of the first-year student include assisting a second or third year athletic training student and the ACI with his/her athletic training room duties or practice/game coverage. Clinical Proficiencies evaluated for mastery within HHPE 374 include: First Aid Techniques and CPR; Transportation of an Injured Athlete; Taping, Padding & Splinting of the Foot; Taping and Wrapping the Ankle; and Taping and Wrapping the Knee. Clinical Proficiencies evaluated for mastery within HHPE 375 include: Constructing Protective Devices; Taping and Wrapping the Shoulder and Elbow; Taping and Wrapping the Wrist and Hand; Wrapping and Bracing the Thigh, Groin and Low Back; and Application of Immobilization Devices C. Practicum III & IV: HHPE 376 and HHPE 377 Students enroll in HHPE 376 in the fall semester of the second year of the program and HHPE 377 in the spring. Clinical assignments linked with HHPE 376 generally include sites located on campus involving either an upper or lower extremity sport. Students assigned to a fall sport work with the sport throughout the duration of the season. Lower extremity fall semester sports include Women’s Soccer, Men’s Soccer, and Women’s/Men’s Cross Country, Women’s Basketball and Men’s Basketball. Upper Extremity Fall sports include Volleyball and Fall Baseball. The students’ first clinical assignment is based upon random draw. Other clinical assignments to be completed in conjunction with HHPE 376 and HHPE 377 include a two week wrestling rotation, a four week high school rotation and assignment to a GFU winter or spring sport for the season. GFU sport assignments in the winter and spring are dependent upon the students’ fall sport assignment. If a student worked with an upper extremity sport in the fall, he/she is assigned to work with a lower extremity sport in the winter or spring. If the student worked with a lower extremity sport in the fall, the student is assigned to an upper extremity sport in the spring. Lower Extremity Spring sports include Women’s Basketball, Men’s Basketball and Track and Field. Upper Extremity Spring sports include Baseball and Softball. Students that have begun to work with Men’s or Women’s Basketball in HHPE 376 will generally continue to work with the sport for the duration of the season as it moves into HHPE 377. Students are assigned to a two week rotation at Clackamas Community College for wrestling and a four week rotation at a high school during the winter season. Students that have been working with a winter sports team rotate through the high school at the conclusion of the basketball season. Other students rotate through the high school late in the fall or early in the spring and than are assigned to a GFU spring sport. Students that intern with a collegiate football team in HHPE 378, may spend two to four weeks at the institution in the preceding spring, familiarizing themselves with local policies and procedures. Students incapable of completing an equipment intensive clinical rotation in HHPE 378 due to fall sport athletic participation are required to intern with the Portland State University Football team during the spring football season in both HHPE 377 and HHPE 379. Duties of the students in the second year include game and practice coverage as well as performing regular injury evaluations and assisting with athlete treatments in the athletic training room. During the second year, athletic training students are encouraged to utilize more advanced clinical skills. Students are also expected to work with an ACI on mastering clinical skills associated with HHPE 376 and HHPE 377. Students earn approximately 350 to 400 hours of internship time during their second year in the program. Clinical Proficiencies evaluated for mastery in HHPE 376 include: Fitting Protective Equipment; Postural Screening; Basic Pre-Participation Screening for Physical Activity; Proper use of Strength and Conditioning Equipment; Determining and Managing Environmental Hazards; Anatomical Landmark Identification; Neurological Assessment; and Head and Face Evaluation Clinical Proficiencies evaluated for mastery in HHPE 378 include: Cervical Spine Evaluation; Shoulder Evaluation; Elbow Evaluation; Forearm, Wrist and Hand Evaluation; Thoracic/Lumbar Spine Evaluation; Hip/Pelvis Evaluation, Knee and Thigh Evaluation; Leg, Ankle and Foot Evaluation; and Impelmentation of an Emergency Management Plan. D. Practicum V & VI: HHPE 378 and HHPE 379 Students enroll in HHPE 378 in the fall semester of the third year of the program and HHPE 379 in the spring. Clinical assignments linked with HHPE 378 include an equipment intensive football rotation at a local college or high school. George Fox University maintains clinical affiliations with six other institutions that have football teams: Lewis and Clark College, Willamette University, Portland State University, Woodburn High School, Lakeridge High School, and Tualatin High School. Clinical affiliation assignments for football are made based upon an evaluation process using a rubric. Students indicate a site preference prior to the selection. Site options include division one football, college football (no competition level preference) and high school football. Students are ranked based upon a completed rubric that is specific towards their preferred site selection. Highest ranked students are assigned to their priority sites. Criteria involved in the evaluation rubric includes affective clinical evaluation scores, major GPA, student availability and the students’ personal request for a collegiate or high school assignment. Students participating in a winter sport will not be assigned to a collegiate site due to time conflicts with varsity athletic participation. Students desiring to work with Portland State Football must intern with the University during the previous spring football season to be considered for a fall assignment at the school. Generally, students involved in spring intercollegiate athletics will be ineligible to work at Portland State University in the fall. Students involved in fall intercollegiate athletics at GFU receive equipment intensive experience in both HHPE 377 and 379 by interning spring football with Portland State University. Students must spend the entire spring football season with the team. Upon completion of the football rotation students are assigned to a second two week wrestling rotation at Clackamas Community College, and may also be assigned to a clinical rotation with a GFU winter sports team. During HHPE 379, students begin their general medical clinical rotation. Students shadow an emergency room physician for 10 to 15 hours. Students also shadow a cardiologist for up to 6 hours and an MD and exercise physiologist at the OHSU human performance lab for up to six hours. Students are assigned to an upper or lower extremity sport at GFU when not working on general medical rotations. Sport assignments will be determined based upon a comparison of the students accrued upper and lower extremity hours. Students earn approximately 350 to 400 hours of internship time during their third year in the program. Clinical Proficiencies evaluated for mastery in HHPE 378 include: Record Keeping Skills; Cryotherapy; Thermotherapy; Intermittent Compression; Therapeutic Massage; Joint Range of Motion; Exercise to Improve Muscular Performance; Use of an Isokinetic Resistance machine; Neuromuscular Control, Coordination, and Agility; Flexibility Exercises /Activities Clinical Proficiencies evaluated for mastery in HHPE 379 include: Electrotherapy; Ultrasound; Nutritional Aspects of Injury and Illness; Health Care Administration; General Medical Conditions; Psychosocial Intervention and Referral and Pharmacology. E. Student Assignment Letters At the initiation of an affiliated clinical rotation, the student will be given an assignment letter packet from the program director to share with the ACI they are assigned to work with. Within the packet is an assignment letter describing the students clinical level and rotation objectives. A copy of the students current practicum course syllabus is also included for the ACI to review. Each student must sign the assignment letter in conjunction with the ACI upon review of the letter. The ACI will send the signed letter back to the ATEP director with a self-addressed envelope that is part of the package. F. ACI and Affiliated Site Evaluations At the conclusion of an academic semester, students will perform anonymous evaluations of the approved clinical instructor they have worked with. Each student will be given the evaluation form from the program director within the final week of the semester. The forms should be returned anonymously to the program director’s HHPE department mailbox within one week of receiving the form. The evaluations are used to improve teaching and clinical supervision effectiveness. The student is responsible for completing an evaluation of each of the George Fox University approved clinical instructors, as the student will have worked with all GFU ATC’s throughout the semester. Students will complete an evaluation of any affiliated clinical instructor they may have worked with at the conclusion of the rotation. The evaluations will be turned into the ATEP director and than forwarded to the ACI for review. For affiliated ACI's that have been reviewed by more than one student, summative evaluative scores will be calculated and shared with the ACI as well. In addition to the ACI evaluation form, students are also required to complete an evaluation of the affiliated clinical site and educational resources. The program director will address low scores with the ACI. Upon review, the program director will work with the ACI to make any necessary changes needed to improve the ACI’s or the affiliated site’s effectiveness. VIII. Didactic Instruction A. Athletic Training Major Courses HLTH 210 HLTH 233 HLTH 300 HHPA 136 HHPE 200 HHPE 228 HHPE 360 Drug Education Responding to Emergencies Nutrition Weight Training History and Principles of Physical Education Conditioning/Body Mechanics and Aerobics Organization and Administration of Health, Physical Education and Athletic Training HHPE 364 Psychosocial Intervention and Referral in Athletic Training HHPE 366 General Medical Conditions HHPE 374 Athletic Training Practicum I HHPE 375 Athletic Training Practicum II HHPE 376 Athletic Training Practicum III HHPE 377 Athletic Training Practicum IV HHPE 378 Athletic Training Practicum V HHPE 379 Athletic Training Practicum VI HHPE 384 Pharmacology in Athletic Training HHPE 390 Care and Prevention of Athletic Injuries HHPE 394 Kinesiology HHPE 400 Recognition of Athletic Injuries HHPE 413 Therapeutic Exercise HHPE 414 Therapeutic Modalities HHPE 430 Exercise Physiology HHPE 490 Senior Seminar BIOL 331, 332 Human Anatomy and Physiology PSYC 150 General Psychology PSYC340 Statistical Procedures IX. George Fox University Athletic Training Major Academic Plan The typical schedule for the athletic training education major is outlined below. Note that some of the athletic training education major courses are offered every other year. As a result, the academic year a student takes a course may vary depending upon the year of entrance into the program. Student entering George Fox University in odd Student entering George Fox University in even year (e.g. 2003-04, 2005-06, 2007-08) year (e.g. 2004-05, 2006-07, 2008-09) Freshman year – Fall Freshman year – Fall Meet with Program Director Meet with Program Director General Education Courses General Education Courses HHPA 136 – Weight Training (1) HHPA 136 – Weight Training (1) PSYC 150 - General Psychology PSYC 150 - General Psychology BIOL 331 – Anatomy BIOL 331 – Anatomy Freshman year – Spring Freshman year – Spring General Education Courses General Education Courses BIOL 332 – Physiology BIOL 332 – Physiology HHPE 390 – Care & Prevention (3) HHPE 390 – Care & Prevention (3) HLTH 233 – Responding to Emergencies (1) HLTH 233 – Responding to Emergencies (1) Application to ATEP due April 1 Application to ATEP due April 1 Sophomore year – Fall Sophomore year – Fall HHPE 394 – Kinesiology (3) HHPE 394 – Kinesiology (3) HHPE 400 – Recognition of Ath. Inj. (3) HHPE 400 – Recognition of Ath. Inj. (3) HLTH 210 – Drug Education (2) HHPE 228 – Cond, Body Mech & A. (1) HHPE 374 – ATEP Practicum I (1) HLTH 210 – Drug Education (2) General Education Courses HHPE 374 – ATEP Practicum I (1) General Education Courses Sophomore year – Spring HHPE 360 – Org & Admin (2) Sophomore year – Spring HHPE 364 – Psycho-social of Inj. (2) HHPE 375 – ATEP Practicum II (1) HHPE 375 – ATEP Practicum II (1) HHPE 413 – Therapeutic Exercise (2) HLTH 300 – Nutrition (3) HHPE 414 – Therapeutic Modalities (2) General Education Courses General Education Courses Junior year – Fall Junior year – Fall HHPE 228 – Cond, Body Mech & A (1) HHPE 376 – ATEP Practicum III (1) HHPE 366 – General Medical Cond. (2) HLTH 300 – Nutrition (3) HHPE 376 – ATEP Practicum III (1) HHPE 384 – Pharmacology (1) Junior year – Spring HHPE 360 – Org & Admin (2) Junior year – Spring HHPE 377 – ATEP Practicum IV (1) HHPE 377 – ATEP Practicum IV (1) HHPE 364 – Psycho-social of Inj. (2) HHPE 413 – Therapeutic Exercise (2) PSYC 340 – Statistical Procedures (3) HHPE 414 – Therapeutic Modalities (2) PSYC 340 – Statistical Procedures (3) Senior year – Fall HHPE 430 – Exercise Physiology (3) HHPE 366 – General Medical Cond. (2) HHPE 378 – ATEP Practicum V (1) Senior year – Fall HHPE 384 – Pharmacology (1) HHPE 378 – ATEP Practicum V (1) Senior year – Spring HHPE 430 – Exercise Physiology HHPE 379 – ATEP Practicum VI HHPE 490 – Senior Seminar Senior year – Spring HHPE 379 – ATEP Practicum VI HHPE 490 – Senior Seminar (3) (1) (1) 41 credits (1) (1) 41 credits 77 X. Educational Competencies & Clinical Proficiencies Competency Code RM-C1 RM-C2 RM-C3 RM-C4 RM-C5 RM-C6 RM-C7 RM-C8 RM-C9 Competency Explain the risk factors associated with physical activity. Identify and explain the risk factors associated with common congenital and acquired abnormalities, disabilities, and diseases. Identify and explain the epidemiology data related to the risk of injury and illness related to participation in physical activity. Identify and explain the recommended or required components of a preparticipation examination based on appropriate authorities’ rules, guidelines, and/or recommendations. Describe the basic concepts and practice of wellness screening. Describe the general principles of health maintenance and personal hygiene, including skin care, dental hygiene, sanitation, immunizations, avoidance of infectious and contagious diseases, diet, rest, exercise, and weight control. Explain the importance for all personnel to maintain current certification in CPR, automated external defibrillator (AED), and first aid. Explain the principles of effective heat loss and heat illness prevention programs. Principles include, but are not limited to, knowledge of the body’s thermoregulatory mechanisms, acclimation and conditioning, fluid and electrolyte replacement requirements, proper practice and competition attire, and weight loss. Explain the accepted guidelines, recommendations, and policy and position statements of applicable governing agencies related to activity during Course 1 Instructed Course 1 Evaluated HHPE 390 HHPE 390 HHPE 360 HHPE 390 HHPE 390 HHPE 400 HHPE 400 HHPA 120 HHPA 120 HLTH 233 HLTH 233 HHPE 390 HHPE 390 HHPE 390 HHPE 390 Course 2 Instructed Course 2 Evaluated 78 extreme weather conditions. RM-C10 RM-C11 RM-C12 RM-C13 RM-C14 RM-C15 RM-C16 RM-C17 Interpret data obtained from a wet bulb globe temperature (WGBT) or other similar device that measures heat and humidity to determine the scheduling, type, and duration of activity. Explain the importance and use of standard tests, test equipment, and testing protocol for the measurement of cardiovascular and respiratory fitness, body composition, posture, flexibility, muscular strength, power, and endurance Explain the components and purpose of periodization within a physical conditioning program Identify and explain the various types of flexibility, strength training, and cardiovascular conditioning programs. This should include the expected effects (the body’s anatomical and physiological adaptation), safety precautions, hazards, and contraindications of each. Explain the precautions and risks associated with exercise in special populations. Describe the components for self-identification of the warning signs of cancer. Explain the basic principles associated with the use of protective equipment, including standards for the design, construction, fit, maintenance and reconditioning of protective equipment; and rules and regulations established by the associations that govern the use of protective equipment; and material composition. Explain the principles and concepts related to prophylactic taping, wrapping, bracing, and protective pad fabrication HLTH 233 HLTH 233 HHPE 228 HHPE 228 HHPE 390 HHPE 390 HHPA 136 HHPA 136 HHPE 228 HHPE 228 HHPE 390 HHPE 390 HHPE 390 HHPE 390 HTLH 233 HTLH 233 79 RM-C18 RM-C19 RM-C20 RM-P1 RM-P1.1 RM-P1.2 RM-P1.3 RM-P1.4 RM-P1.5 RM-P1.6 RM-P1.7 RM-P2 RM-P2.1 RM-P2.2 RM-P2.3 RM-P2.4 RM-P2.6 RM-P2.6 RM-P2.7 Explain the principles and concepts related to the fabrication, modification, and appropriate application or use of orthotics and other dynamic and static splints. This includes, but is not limited to, evaluating or identifying the need, selecting the appropriate manufacturing material, manufacturing the orthosis or splint, and fitting the orthosis or splint. Explain the basic principles and concepts of home, school, and workplace ergonomics and their relationship to the prevention of illness and injury. Recognize the clinical signs and symptoms of environmental stress. Instruct the patient how to properly perform fitness tests to assess his or her physical status and readiness for physical activity. Interpret the results of these tests according to requirements established by appropriate governing agencies and/or a physician. These tests should assess: Flexibility Strength Power Muscular Endurance Agility Cardiovascular Endurance Speed Develop a fitness program appropriate to the patient’s needs and selected activity or activities that meet the requirements established by the appropriate governing agency and/or physician for enhancing: Flexibility Strength Power Muscular Endurance Agility Cardiovascular Endurance Speed HTLH 233 HTLH 233 HHPE 394 HHPE 394 HHPE 390 HHPE 390 HHPE 228 HHPE 228 HHPE 228 HHPE 228 HHPE 228 HHPE 228 HHPE 228 HHPE 228 HHPE 228 HHPE 228 HHPE 228 HHPE 228 HHPE 228 HHPE 228 HHPE 228 HHPE 228 HHPE 378 HHPE 378 HHPE 378 HHPE 378 HHPE 378 HHPE 378 HHPE 378 HHPE 378 HHPE 228 HHPE 228 HHPA 136 HHPE 413 HHPE 228 HHPE 228 HHPE 228 HHPE 228 HHPE 228 HHPE 228 HHPA 136 HHPE 413 HHPE 228 HHPE 228 HHPE 228 HHPE 228 HHPE 378 HHPE 378 HHPE 378 HHPE 378 HHPE 378 HHPE 378 HHPE 378 H 80 RM-P3 RM-P4 RM-P4.1 RM-P4.2 RM-P4.3 RM-P4.4 RM-P4.5 RM-P4.6 RM-P4.7 RM-P5 RM-P6 RM-P6.1 RM-P6.2 RM-P6.3 RM-P6.4 Instruct a patient regarding fitness exercises and the use of weight training equipment to include correction or modification of inappropriate, unsafe, or dangerous lifting techniques. Select and fit appropriate standard protective equipment on the patient for safe participation in sport and/or physical activity. This includes but is not limited to: Shoulder Pads Helmet/Headgear Footwear Mouthguard Prophylactic Knee Brace Prophylactic Ankle Brace Other Equipment (as appropriate) Select, fabricate, and apply appropriate preventive taping and wrapping procedures, splints, braces, and other special protective devices. Procedures and devices should be consistent with sound anatomical and biomechanical principles. Obtain, interpret, and make decisions regarding environmental data. This includes, but is not limited to the ability to: Operate a sling psychrometer and/or wet bulb globe index Formulate and implement a comprehensive, proactive emergency action plan specific to lightening safety Access local weather/environmental information Assess hydration status using weight charts, urine color charts, or specific gravity measurements HHPE 228 HHPE 228 HHPE 413 HHPE 378 HLTH 233 HLTH 233 HLTH 233 HLTH 233 HLTH 233 HLTH 233 HLTH 233 HLTH 233 HLTH 233 HLTH 233 HLTH 233 HLTH 233 HLTH 233 HLTH 233 HHPE 390 HHPE 390 HHPE 390 HHPE 390 HHPE 390 HHPE 390 HHPE 390 HHPE 376 HHPE 376 HHPE 376 HHPE 376 HHPE 376 HHPE 376 HHPE 376 HLTH 233 HLTH 233 HHPE 390 HHPE 376 HLTH 233 HLTH 233 HHPE 390 HHPE 390 HHPE 400 HHPE 376 HHPE 390 HHPE 390 HHPE 400 HHPE 376 HLTH 233 HLTH 233 HHPE 377 HLTH 233 HLTH 233 HHPE 400 HHPE 390 HHPE 390 HHPE 376 HHPE 376 81 RM-CP1 RM-CP2 RM-CP3 Plan, implement, evaluate, and modify a fitness program specific to the physical status of the patient. This will include instructing the patient in proper performance of the activities and the warning signs and symptoms of potential injury that may be sustained. Effective lines of communication shall be established to elicit and convey information about the patient’s status and the prescribed program. While maintaining patient confidentiality, all aspects of the fitness program shall be documented using standardized record-keeping methods. Select, apply, evaluate, and modify appropriate standard protective equipment and other custom devices for the patient in order to prevent and/or minimize the risk of injury to the head, torso, spine and extremities for safe participation in sport and/or physical activity. Effective lines of communication shall be established to elicit and convey information about the patient’s situation and the importance of protective devices to prevent and/or minimize injury. Demonstrate the ability to develop, implement, and communicate effective policies and procedures to allow safe and efficient physical activity in a variety of environmental conditions. This will include obtaining, interpreting, and recognizing potentially hazardous environmental conditions and making the appropriate recommendations for the patient and/or activity. Effective lines of communication shall be established with the patient, coaches and/or appropriate officials to elicit and convey information about the potential hazard of the environmental condition and the importance of xxxxxxxxxxxx HHPE 228 xxxxxxxxxxxx HHPE 378 xxxxxxxxxxxx HLTH 233 xxxxxxxxxxxx HHPE 376 xxxxxxxxxxxx HHPE 390 xxxxxxxxxxxx HHPE 376 82 implementing appropriate strategies to prevent injury. 83 Competency Code PA-C1 PA-C2 PA-C3 PA-C4 PA-C5 PA-C6 Competency Describe the essential components of a typical human cell. Include the normal structure and the function of each component and explain the abnormal symptoms associated with injury, illness, and disease. Explain gross cellular adaptations in response to stress, injury, or disease (e.g., atrophy, hypertrophy, differentiation, hyperplasia, metaplasia, and tumors). Explain normal and abnormal circulation and the physiology of fluid homeostasis. Identify the normal acute and chronic physiological and pathological responses (e.g., inflammation, immune response, and healing process) of the human body to trauma, hypoxia, microbiologic agents, genetic derangements, nutritional deficiencies, chemicals, drugs, and aging affecting the musculoskeletal and other organ systems, and musculoskeletal system adaptations to disuse. Describe the etiology, pathogenesis, pathomechanics, signs, symptoms, and epidemiology of common orthopedic injuries, illnesses and diseases to the body’s systems. Describe the body’s responses to physical exercise during common diseases, illnesses, and the injury. Course 1 Instructed Course 1 Evaluated Course 2 Instructed Course 2 Evaluated BIOL 331/332 BIOL 331/332 HHPE 430 BIOL 331/332 BIOL 331/332 HHPE 430 BIOL 331/332 BIOL 331/332 HHPE 430 HHPE 390 HHPE 390 HHPE 414 HHPE 390 HHPE 390 HHPE 379 HHPE 413 HHPE 413 HHPE 366 84 Competenc y Code DI-C1 DI-C2 DI-C3 DI-C4 DI-C5 DI-C6 DI-C7 DI-C8 DI-C9 DI-C10 DI-C11 Competency Demonstrate knowledge of the systems of the human body. Describe the anatomical and physiological growth and development characteristics as well as gender differences across the lifespan. Describe the physiological and psychological effects of physical activity and their impact on performance. Explain directional terms and cardinal planes used to describe the body and the relationship of its parts. Describe the principles and concepts of body movement including functional classification of joints, arthrokinematics, normal ranges of joint motion, joint action terminology, and muscle groups responsible for joint actions (prime movers, synergists), skeletal muscle contraction, and kinesthesis/proprioception. Describe common techniques and procedures for evaluating common injuries including taking a history, inspection/observation, palpation, functional testing, special evaluation techniques, and neurological and circulatory tests. Explain the relationship of injury assessment to the systematic observation of the person as a whole. Describe the nature of diagnostic tests of the neurological function of cranial nerves, spinal nerves, and peripheral nerves using myotomes, dermatomes, and reflexes. Assess neurological status, including cranial nerve function, myotomes, dermatomes and reflexes, and circulatory status. Explain the roles of special tests in injury assessment. Explain the role of postural examination in injury assessment including gait analysis. Course 1 Instructed Course 1 Evaluated Course 2 Instructed Course 2 Evaluated BIOL 331/332 BIOL 331/332 BIOL 331/332 BIOL 331/332 HHPE 364 HHPE 364 HHPE 430 HHPE 390 HHPE 390 HHPE 394 HHPE 394 HHPE 394 HHPE 378 HHPE 390 HHPE 390 HHPE 376-78 HHPE 390 HHPE 390 HHPE 400 HLTH 233 HLTH 233 HHPE 400 HLTH 233 HLTH 233 HHPE 376 HHPE 400 HHPE 400 HHPE 376 HHPE 400 HHPE 400 HHPE 376 85 DI-C12 DI-C13 DI-C14 DI-C15 DI-C16 DI-C17 DI-P1 DI-P2 DI-P3 DI-P4 DI-P5 DI-P6 DI-P7 DI-P8 DI-P9 Describe strength assessment using resistive range of motion, break tests, and manual muscle testing. Describe the use of diagnostic tests and imaging techniques based on their applicability in the assessment of an injury when prescribed by a physician. Describe the clinical signs and symptoms of environmental stress. Describe and identify postural deformities. Explain medical terminology and abbreviations necessary to communicate with physicians and other health professionals Describe the components of medical documentation (e.g. SOAP, HIPS and HOPS). Obtain a medical history of the patient that includes a previous history and a history of the present injury. Perform inspection/observation of the clinical signs associated with common injuries including deformity, posturing and guarding, edema/swelling, hemarthrosis, and discoloration. Perform inspection/observation of postural, structural, and biomechanical abnormalities. Palpate the bones and soft tissues to determine normal or pathological characteristics. Measure the active and passive joint range of motion using commonly accepted techniques, including the use of a goniometer and inclinometer. Grade the resisted joint range of motion/manual muscle testing and break tests. Apply appropriate stress tests for ligamentous or capsular stability, soft tissue and muscle, and fractures. Apply appropriate special tests for injuries to the specific areas of the body as listed above. Assess neurological status, including cranial nerve function, myotomes, dermatomes and reflexes, and circulatory status. HHPE 400 HHPE 400 HHPE 377,78 HHPE 390 HHPE 390 HHPE 400 HLTH 233 HLTH 233 HHPE 400 HHPE 400 HHPE 400 HHPE 376 HHPE 400 HHPE 400 HHPE 378 HHPE 390 HHPE 390 HHPE 400 HHPE 400 HHPE 400 HHPE 378 HHPE 400 HHPE 400 HHPE 376-77 HHPE 400 HHPE 400 HHPE 376-77 HHPE 400 HHPE 400 HHPE 376 HHPE 400 HHPE 400 HHPE 378 HHPE 400 HHPE 400 HHPE 376,77 HHPE 400 HHPE 400 HHPE 376,77 HHPE 400 HHPE 400 HHPE 376,77 HHPE 400 HHPE 400 HHPE 376,77 86 DI-P10 DI-CP1 Document the results of the assessment including the diagnosis. Demonstrate a musculoskeletal assessment of upper extremity, lower extremity, head/face, and spine (including the ribs) for the purpose of identifying (a) common acquired or congenital risk factors that would predispose the patient to injury and (b) a musculoskeletal injury. This will include identification and recommendations for the correction of acquired or congenital risk factors for injury. At the conclusion of the assessment, the student will diagnose the patient’s condition and determine and apply immediate treatment and/or referral in the management of the condition. Effective lines of communication should be established to elicit and convey information about the patient’s status. While maintaining patient confidentiality, all aspects of the assessment should be documented using standardized record-keeping methods. HHPE 400 HHPE 400 xxxxxxxxxxxx HHPE 400 DI-CP1.1 Foot and Toes xxxxxxxxxxxx HHPE 400 DI-CP1.2 Ankle xxxxxxxxxxxx HHPE 400 DI-CP1.3 xxxxxxxxxxxx HHPE 400 DI-CP1.4 Lower Leg Knee (tibiofemoral and patellofemoral) xxxxxxxxxxxx HHPE 400 DI-CP1.5 Thigh xxxxxxxxxxxx HHPE 400 DI-CP1.6 Hip/Pelvis/Sacroiliac Joint xxxxxxxxxxxx HHPE 400 DI-CP1.7 Lumbar Spine xxxxxxxxxxxx HHPE 400 DI-CP1.8 Thoracic Spine xxxxxxxxxxxx HHPE 400 DI-CP1.9 Ribs xxxxxxxxxxxx HHPE 400 DI-CP1.10 Cervical Spine xxxxxxxxxxxx HHPE 400 DI-CP1.11 Shoulder Girdle xxxxxxxxxxxx HHPE 400 DI-CP1.12 DI-CP1.13 Upper Arm Elbow xxxxxxxxxxxx xxxxxxxxxxxx HHPE 400 HHPE 400 HHPE 376,77 xxxxxxxxxx xx xxxxxxxxxx xx xxxxxxxxxx xx xxxxxxxxxx xx xxxxxxxxxx xx xxxxxxxxxx xx xxxxxxxxxx xx xxxxxxxxxx xx xxxxxxxxxx xx xxxxxxxxxx xx xxxxxxxxxx xx xxxxxxxxxx xx xxxxxxxxxx xx xxxxxxxxxx HHPE 376,377 HHPE 376,377 HHPE 376,377 HHPE 376,377 HHPE 376,377 HHPE 376,377 HHPE 376,377 HHPE 376,377 HHPE 376,377 HHPE 376,377 HHPE 376,377 HHPE 376,377 HHPE 376,377 HHPE 376,377 87 DI-CP1.14 Forearm xxxxxxxxxxxx HHPE 400 DI-CP1.15 Wrist xxxxxxxxxxxx HHPE 400 DI-CP1.16 Hand, Fingers & Thumb xxxxxxxxxxxx HHPE 400 DI-CP1.17 Head and Face xxxxxxxxxxxx HHPE 400 DI-CP1.18 Temporomandibular Joint xxxxxxxxxxxx HHPE 400 xx xxxxxxxxxx xx xxxxxxxxxx xx xxxxxxxxxx xx xxxxxxxxxx xx xxxxxxxxxx xx HHPE 376,377 HHPE 376,377 HHPE 376,377 HHPE 376,377 HHPE 376,377 88 Competency Code MC-C1 MC-C2 MC-C3 MC-C4 MC-C5 MC-C6 MC-C7 Competency Describe and know when to refer common congenital or acquired abnormalities, physical disabilities, and diseases affecting people who engage in physical activity throughout their life span (e.g., arthritis, diabetes). Understand the effects of common illnesses and diseases in physical activity. Describe common techniques and procedures for evaluating common medical conditions and disabilities including taking a history, inspection/observation, palpation, functional testing, special evaluation techniques (e.g., assessing heart, lung and bowel sounds), and neurological and circulatory tests. Describe and know when to refer common eye pathologies from trauma and/or localized infection (e.g., conjunctivitis, hyphema, corneal injury, stye, scleral trauma). Describe and know when refer common ear pathologies from trauma and/or localized infection (e.g., otitis, ruptured tympanic membrane, impacted cerumen). Describe and know when to refer common pathologies of the mouth, sinus, oropharynx, and nasopharynx from trauma and/or localized infection (e.g., gingivitis, sinusitis, laryngitis, tonsillitis, pharyngitis). Describe and know when to refer common and significant respiratory infections, thoracic trauma, and lung disorders. (e.g., influenza, pneumonia, bronchitis, rhinitis, sinusitis, upper-respiratory infection (URI), pneumothorax, hemothorax, pneumomediastinum, exerciseinduced bronchospasm, exercise-induced anaphylaxis, asthma). Course 1 Instructed Course 1 Evaluated Course 2 Instructed Course 2 Evaluated HHPE 366 HHPE 366 HHPE 379 HHPE 366 HHPE 366 HHPE 379 HHPE 366 HHPE 366 HHPE 379 HHPE 366 HHPE 366 HHPE 366 HHPE 366 HHPE 366 HHPE 366 HHPE 366 HHPE 366 HHPE 366 HHPE 400 HHPE 400 HHPE 379 89 MC-C8 MC-C9 MC-C10 MC-C11 MC-C12 Explain the importance and proper use of a peak flowmeter or similar device in the evaluation and management of respiratory conditions. Describe strategies for reducing the frequency and severity of asthma attacks. Explain the possible causes of sudden death syndrome. Describe and know when to refer common cardiovascular and hematological medical conditions from trauma, deformity, acquired disease, conduction disorder, and drug abuse (e.g., coronary artery disease, hypertrophic cardiomyopathy, heart murmur, mitral valve prolapse, commotion cordis, Marfan’s syndrome, peripheral embolism, hypertension, arrythmogenic right venricular dysplasia, Wolf-ParkinsonWhite syndrome, anemias, sickle cell anemia and sickle cell trait [including rhabdomyolysis], hemophilia, deep vein thrombosis, migraine headache, syncope). Describe and know when to refer common medical conditions that affect the gastrointestinal and hepaticbiliary systems from trauma, chemical and drug irritation, local and systemic infections, psychological stress, and anatomic defects (e.g., hepatitis, pancreatitis, dyspepsia, gastroesophageal reflux, peptic ulcer, gastritis and gastroenteritis, inflammatory bowel disease, irritable bowel syndrome, appendicitis, sports hernia, hemorrhoids, splenomegaly, liver trauma). HHPE 400 HHPE 400 HHPE 379 HHPE 400 HHPE 400 HHPE 379 HHPE 400 HHPE 400 HHPE 379 HHPE 400 HHPE 400 HHPE 379 HHPE 400 HHPE 400 HHPE 379 90 MC-C13 MC-C14 MC-C15 Describe and know when to refer common medical conditions of the endocrine and metabolic systems from acquired disease and acute and chronic nutritional disorders (e.g., diabetes mellitus and insipidus, hypothyroidism, Cushing’s syndrome, thermoregulatory disorders, gout, osteoporosis). Describe and know when to refer common medical conditions of the renal and urogenital systems from trauma, local infection, congenital and acquired disease, nutritional imbalance, and hormone disorder (e.g., kidney stones, genital trauma, gynecomastia, monorchidism, scrotum and testicular trauma, ovarian and testicular cancer, breast cancer, testicular torsion, varicoceles, endometriosis, pregnacy and ectopic pregnancy, female athlete triad, primary amenorrhea, oligomenorrhea, dysmenorrhea, kidney laceration or contusion, cryptorchidism). Describe and know when to refer common and/or contagious skin lesions from trauma, infection, stress, drug reaction, and immune responses (e.g., wounds, bacteria lesions, fungal lesions, viral lesions, bites, acne, eczema dermatitis, ringworm). HHPE 366 HHPE 366 HHPE 379 HHPE 400 HHPE 400 HHPE 379 HHPE 400 HHPE 400 HHPE 366 91 MC-C16 MC-C17 MC-C18 MC-C19 Describe and know when to refer common medical conditions of the immune system from infection, congenital and acquired disease, and unhealthy lifestyle. (e.g., arthritis, gout, upper respiratory tract infection [URTI], influenza, pneumonia, myocarditis, gastrointestinal infection, urinary tract infection [UTI], sexually transmitted diseases [STDs], pelvic inflammatory disease, meningitis, osteomyelitis, septic arthrosis, chronic fatigue and overtraining, infectious mononucleosis, human immunodeficiency virus (HIV) infection and AIDS, hepatitis B virus infection, allergic reaction and anaphylaxis, childhood infectious diseases [measles, mumps, chickenpox]). Describe and know when to refer common neurological medical disorders from trauma, anoxia, drug toxicity, infection, and congenital malformation (e.g., concussion, postconcussion syndrome, second-impact syndrome, subdural and epidural hematoma, epilepsy, seizure, convulsion disorder, meningitis, spina bifida, cerebral palsy, chronic regional pain syndrome [CRPS], cerebral aneurysm). Describe and know when to refer common psychological medical disorders from drug toxicity, physical and emotional stress, and acquired disorders (e.g., substance abuse, eating disorders/disordered eating, depression, bipolar disorder, seasonal affective disorder, anxiety disorders, somatoform disorders, personality disorders, abusive disorders, and addiction). Describe a plan to access appropriate medical assistance on disease control, notify medical authorities, and prevent disease epidemics. HHPE 400 HHPE 400 HHPE 366 HHPE 400 HHPE 400 HHPE 366 HLTH 210 HLTH 210 HHPE 364 HLTH 233 HLTH 233 HHPE 360 92 MC-C20 MC-C21 MC-C22 MC-P1 MC-P2 MC-P3 MC-P4 MC-P4a MC-P4b MC-P4c MC-P4d MC-P4e MC-P4f Describe and know when to refer common cancers (e.g., testicular, breast). Describe and know when to refer common injuries or conditions of the teeth (e.g., fractures, dislocations, caries). Explain the importance and proper procedures for measuring body temperature (e.g., oral, axillary, rectal). Obtain a medical history of the patient that includes a previous history and a history of the present condition. Perform a visual observation of the clinical signs associated with common injuries and/or illnesses including deformity, edema/swelling, discoloration, and skin abnormalities. Palpate the bones and soft tissues, including the abdomen, to determine normal or pathological characteristics. Apply commonly used special tests and instruments (e.g., otoscope, stethoscope, ophthalmoscope, peak flowmeter, chemical “dipsticks” [or similar devices]) and document the results for the assessment of: Vital signs including respiration (including asthma), pulse and circulation, and blood pressure Heart, lung, and bowel sounds Pupil response, size and shape, and ocular motor function Body temperature Ear, nose, throat and teeth Urinalysis HHPE 390 HHPE 390 HHPE 400 HHPE 400 HHPE 400 HHPE 366 HHPE 400 HHPE 400 HHPE 366 HHPE 400 HHPE 400 HHPE 378 HLTH 233 HLTH 233 HHPE 376 HHPE 400 HHPE 400 HHPE 376 HHPE 400 HHPE 400 HHPE 366 HHPE 400 HHPE 400 HHPE 400 HHPE 400 HHPE 376 HHPE 366 HHPE 400 HHPE 400 HHPE 400 HHPE 400 HHPE 400 HHPE 400 HHPE 400 HHPE 400 HHPE 366 HHPE 366 HHPE 366 HHPE 366 93 MC-CP1 MC-CP1.1 MC-CP1.2 MC-CP1.3 MC-CP1.4 MC-CP1.5 MC-CP1.6 MC-CP1.7 Demonstrate a general and specific (e.g., head, torso and abdomen) assessment for the purpose of (a) screening and referral of common medical conditions, (b) treating those conditions as appropriate, and (c) when appropriate, determining a patient’s readiness for physical activity. Effective lines of communication should be established to elicit and convey information about the patient’s status and the treatment program. While maintaining confidentiality, all aspects of the assessment, treatment, and determination for activity should be documented using standardized record-keeping methods. Derma Head, including the Brain Face, including the Maxillofacial Region Thorax, including the heart and lungs Abdomen, including the abdominal organs, the renal and urogenital systems Eyes Ear, Nose, and Throat xxxxxxxxxxxx xxxxxxxxxxxx xxxxxxxxxxxx HHPE 400 HHPE 400 HHPE 400 xxxxxxxxxxxx xxxxxxxxxxxx xxxxxxxxxxxx HHPE 377 HHPE 379 HHPE 376 xxxxxxxxxxxx HHPE 400 xxxxxxxxxxxx HHPE 376 xxxxxxxxxxxx HHPE 400 xxxxxxxxxxxx HHPE 377 xxxxxxxxxxxx xxxxxxxxxxxx xxxxxxxxxxxx HHPE 400 HHPE 400 HHPE 400 xxxxxxxxxxxx xxxxxxxxxxxx xxxxxxxxxxxx HHPE 379 HHPE 376 HHPE 379 94 Competency Code AC-C1 AC-C2 AC-C3 AC-C4 AC-C5 AC-C6 AC-C7 AC-C8 AC-C9 AC-C10 Competency Explain the legal, moral, and ethical parameters that define the scope of first aid and emergency care and identify the proper roles and responsibilities of the certified athletic trainer. Describe the availability, content, purpose, and maintenance of contemporary first aid and emergency care equipment. Determine what emergency care supplies and equipment are necessary for circumstances in which the athletic trainer is the responsible first responder. Know and be able to use appropriately standard nomenclature of injuries and illnesses. Describe the principles and rationale of the initial assessment including the determination of whether the accident scene is safe, what may have happened, and the assessment of airway, breathing, circulation, level of consciousness and other lifethreatening conditions. Differentiate the components of a secondary assessment to determine the type and severity of the injury or illness sustained. Identify the normal ranges for vital signs. Describe pathological signs of acute/traumatic injury and illness including, but not limited to, skin temperature, skin color, skin moisture, pupil reaction, and neurovascular function. Describe the current standards of first aid, emergency care, rescue breathing, and cardiopulmonary resuscitation for the professional rescuer. Describe the role and function of an automated external defibrillator in the emergency management of acute heart failure and abnormal heart rhythms. Course 1 Instructed Course 1 Evaluated Course 2 Instructed Course 2 Evaluated HLTH 233 HLTH 233 HHPE 360 HLTH 233 HLTH 233 HHPE 400 HLTH 233 HLTH 233 HHPE 360 HHPE 400 HHPE 400 HHPE 360 HLTH 233 HLTH 233 HHPE 374 HLTH 233 HLTH 233 HHPE 400 HLTH 233 HLTH 233 HHPE 400 HLTH 233 HLTH 233 HHPE 400 HLTH 233 HLTH 233 HHPE 375 HLTH 233 HLTH 233 HHPE 374 95 AC-C11 AC-C12 AC-C13 AC-C14 AC-C15 AC-C16 AC-C17 AC-C18 AC-C19 AC-C20 Describe the role and function of supplemental oxygen administration as an adjunct to cardiopulmonary resuscitation techniques. Describe the characteristics of common life-threatening conditions that can occur either spontaneously or as the result of direct trauma to the throat, thorax and viscera, and identify the management of these conditions. Describe the proper management of external hemorrhage, including the location of pressure points, use of universal precautions, and proper disposal of biohazardous materials. Identify the signs and symptoms associated with internal hemorrhaging. Describe the appropriate use of aseptic or sterile techniques, approved sanitation methods, and universal precautions for the cleansing and dressing of wounds. Describe the injuries and illnesses that require medical referral. Explain the application principles of rest, cold application, elevation, and compression in the treatment of acute injuries. Describe the signs, symptoms, and pathology of acute inflammation. Identify the signs and symptoms of head trauma, including loss of consciousness, changes in standardized neurological function, cranial nerve assessment, and other symptoms that indicate underlying trauma. Explain the importance of monitoring a patient following a head injury, including obtaining clearance from a physician before further patient participation. HLTH 233 HLTH 233 HHPE 374 HLTH 233 HLTH 233 HHPE 374 HLTH 233 HLTH 233 HHPE 374 HLTH 233 HLTH 233 HHPE 374 HLTH 233 HLTH 233 HHPE 374 HLTH 233 HLTH 233 HHPE 374 HLTH 233 HLTH 233 HHPE 390 HLTH 233 HLTH 233 HHPE 390 HLTH 233 HLTH 233 HHPE 400 HLTH 233 HLTH 233 HHPE 400 96 AC-C21 AC-C22 AC-C23 AC-C24 AC-C25 AC-C26 AC-C27 AC-C27a AC-C27b AC-C27c AC-C27d AC-C27e AC-C28 AC-C29 Define cerebral concussion, list the signs and symptoms of concussions, identify the methods for determining the neurocognitive status of a patient who sustains a concussion and describe contemporary concepts for the management and returnto-participation of a patient who sustains a concussion. Identify the signs and symptoms of trauma to the cervical, thoracic and lumbar spines, the spinal cord, and spinal nerve roots, including neurological signs, referred symptoms, and other symptoms that indicate underlying trauma and pathology. Describe cervical stabilization devices that are appropriate to the circumstances of an injury. Describe the indications, guidelines, proper techniques and necessary supplies for removing equipment and clothing in order to evaluate and/or stabilize the involved area. Describe the effective management, positioning, and immobilization of a patient with a suspected spinal cord injury. Identify the appropriate shortdistance transportation method, including immobilization, for an injured patient. Identify the signs, symptoms, possible causes, and proper management of the following: Different types of shock Diabetic coma Seizures Toxic drug overdose Allergic, thermal, and chemical reactions of the skin (including infestations and insect bites) Identify the signs and symptoms of serious communicable diseases and describe the appropriate steps to prevent disease transmission. Identify the signs, symptoms, and treatment of patients suffering from adverse reactions to environmental conditions. HHPE 390 HHPE 390 HHPE 400 HLTH 233 HLTH 233 HHPE 400 HLTH 233 HLTH 233 HHPE 400 HLTH 233 HLTH 233 HHPE 400 HLTH 233 HLTH 233 HHPE 376 HLTH 233 HLTH 233 HHPE 374 HLTH 233 HLTH 233 HLTH 233 HLTH 210 HLTH 233 HLTH 233 HLTH 233 HLTH 210 HHPE 379 HHPE 366 HHPE 366 HHPE 384 HLTH 233 HLTH 233 HHPE 366 HLTH 233 HLTH 233 HHPE 366 HLTH 233 HLTH 233 HHPE 400 97 AC-C30 AC-C31 AC-C32 AC-C33 AC-P1 AC-P2 AC-P2a AC-P2b AC-P2c AC-P2d AC-P2e AC-P3 AC-P3a AC-P3b AC-P3c AC-P3d AC-P3e AC-P3f AC-P3g Identify information obtained during the examination to determine when to refer an injury or illness for further or immediate medical attention. Describe the proper immobilization techniques and select appropriate splinting material to stabilize the injured joint or limb and maintain distal circulation. Describe the proper ambulatory aid and technique for the injury and patient. Describe home care and selftreatment plans of acute injuries and illnesses. Survey the scene to determine whether the area is safe and determine what may have happened. Perform an initial assessment to assess the following, but not limited to: Airway Breathing Circulation Level of consciousness Other life-threatening conditions Implement appropriate emergency treatment strategies, including but not limited to: Activate an emergency action plan Establish and maintain an airway in an infant, child, and adult Establish and maintain an airway in a patient wearing shoulder pads, headgear or other protective equipment and/or with a suspected spine injury Perform one- and two-person CPR on an infant, child, and adult Utilize a bag-valve mask on an infant, child, and adult Utilize an automated external defibrillator (AED) according to current accepted practice protocols Normalize body temperature in situations of severe/lifethreatening heat or cold stress HHPE 390 HHPE 390 HHPE 400 HLTH 233 HLTH 233 HHPE 374,5 HLTH 233 HLTH 233 HHPE 374 HLTH 233 HLTH 233 HHPE 390 HTLH 233 HTLH 233 HHPE 374 HLTH 233 HLTH 233 HLTH 233 HLTH 233 HLTH 233 HLTH 233 HLTH 233 HLTH 233 HLTH 233 HLTH 233 HLTH 233 HLTH 233 HHPE 374 HHPE 374 HHPE 374 HHPE 374 HHPE 374 HHPE 374 HLTH 233 HLTH 233 HHPE 377 HLTH 233 HLTH 233 HHPE 374 HLTH 233 HLTH 233 HHPE 374 HLTH 233 HLTH 233 HHPE 374 HLTH 233 HLTH 233 HHPE 374 HLTH 233 HLTH 233 HHPE 374 HLTH 233 HLTH 233 HHPE 376 98 AC-P3h AC-P3i AC-P4 AC-P4a AC-P4b AC-P4c AC-P4d AC-P4e AC-P4f AC-P4g AC-P4h AC-P4i AC-P4j AC-P4k AC-P4l AC-CP1 Control bleeding using universal precautions Administer an EpiPen for anaphylactic shock Perform a secondary assessment and employ the appropriate management techniques for nonlife-threatening situations, including but not limited to: Open and closed wounds (using universal precautions) Closed-head trauma (using standard neurological tests and tests for cranial nerve function) Evironmental illness Seizures Acute asthma attack Different types of shock Thoracic, respiratory, and internal abdominal injury or illness Acute musculoskeletal injuries (i.e. sprains, strains, fractures, dislocations) Spinal cord and peripheral nerve injuries Diabetic coma Toxic drug overdose Allergic, thermal, and chemical reactions of the skin (including infestations and insect bites Demonstrate the ability to manage acute injuries and illnesses. This will include surveying the scene, conducting an initial assessment, utilizing universal precautions, activating the emergency action plan, implementing appropriate emergency techniques and procedures, conducting a secondary assessment and implementing appropriate first aid techniques and procedures for non-life-threatening situations. Effective lines of communication should be established and the results of the assessment, management and treatment should be documented. HLTH 233 HLTH 233 HHPE 374 HLTH 233 HLTH 233 HHPE 376 HLTH 233 HLTH 233 HHPE 374 HLTH 233 HLTH 233 HLTH 233 HLTH 233 HLTH 233 HLTH 233 HLTH 233 HLTH 233 HLTH 233 HLTH 233 HHPE 400 HHPE 376 HHPE 379 HHPE 379 HHPE 379 HHPE 390 HHPE 390 HHPE 400 HLTH 233 HLTH 233 HHPE 377 HHPE 390 HLTH 233 HLTH 210 HHPE 390 HLTH 233 HLTH 210 HHPE 400 HHPE 379 HHPE 379 HLTH 233 HLTH 233 HHPE 379 xxxxxxxxxxxx HLTH 233 xxxxxxxxxxxx HHPE 374 99 Competency Code TM-C1 TM-C2 TM-C3 TM-C4 TM-C5 TM-C6 TM-C7 TM-C8 TM-C9 Competency Describe the physiological and pathological processes of trauma, wound healing and tissue repair and their implications on the selection and application of therapeutic modalities used in a treatment and/or rehabilitation program. Explain the principles of physics, including basic concepts associated with the electromagnetic and acoustic spectra (e.g., frequency, wavelength) associated with therapeutic modalities. Explain the terminology, principles, basic concepts, and properties of electric currents as they relate to therapeutic modalities. Describe contemporary paincontrol theories. Describe the role and function of the common pharmacological agents that are used in conjunction with therapeutic modalities Explain the body's physiological responses during and following the application of therapeutic modalities. Describe the electrophysics, physical properties, biophysics, patient preparation and modality set-up (parameters), indications, contraindications, and specific physiological effects associated with commonly used therapeutic modalities. Identify appropriate therapeutic modalities for the treatment and rehabilitation of injuries and illness. Describe the process/methods of assessing and reassessing the status of the patient using standard techniques and documentation strategies to determine appropriate treatment and rehabilitation and to evaluate readiness to return to the appropriate level of activity. This includes the Course 1 Instructed Course 1 Evaluated Course 2 Instructed Course 2 Evaluated HHPE 390 HHPE 390 HHPE 414 HHPE 414 HHPE 414 HHPE 379 HHPE 414 HHPE 414 HHPE 379 HHPE 390 HHPE 390 HHPE 414 HHPE 384 HHPE 384 HHPE 414 HHPE 414 HHPE 414 HHPE 379 HHPE 414 HHPE 414 HHPE 379 HHPE 414 HHPE 414 HHPE 379 100 ability to: TM-C9a TM-C9b TM-C9c TM-C9d TM-C9e TM-C9f TM-C9g TM-C9h TM-C10 TM-C11 Describe and interpret appropriate measurement and assessment procedures as they relate to the selection and application of therapeutic modalities. Interpret objective measurement results as a basis for developing individualized therapeutic modality application and set-up (parameters). Interpret the results of injury assessment and determine an appropriate therapeutic modality program to return the patient to physical activity. Determine the appropriate therapeutic modality program and appropriate therapeutic goals and objectives based on the initial assessment and frequent reassessments. Determine the criteria for progression and return to activity based on the level of functional outcomes. Describe appropriate methods of assessing progress when using therapeutic modalities and interpret the results. Interpret physician notes, postoperative notes, and physician prescriptions as they pertain to a treatment plan. Describe appropriate medical documentation for recording progress in a therapeutic modality program. Identify manufacturer’s, institutional, state, and federal standards for the operation and safe application of therapeutic modalities. Identify manufacturer’s, institutional, state and federal guidelines for the inspection and maintenance of therapeutic HHPE 400 HHPE 400 HHPE 414 HHPE 400 HHPE 400 HHPE 414 HHPE 400 HHPE 400 HHPE 414 HHPE 414 HHPE 414 HHPE 379 HHPE 414 HHPE 414 HHPE 378 HHPE 414 HHPE 414 HHPE 379 HHPE 414 HHPE 414 HHPE 378 HHPE 414 HHPE 414 HHPE 378 HHPE 414 HHPE 414 HHPE 378 HHPE 414 HHPE 414 HHPE 378 101 modalities. TM-P1 TM-P2 TM-P3 TM-P4 TM-P5 TM-P6 TM-CP1 TM-CP1.1 TM-CP1.2 TM-CP1.3 Assess patient to identify indications, contraindications, and precautions applicable to the application of therapeutic modalities. Obtain and interpret baseline and posttreatment objective physical measurements to evaluate and interpret results. Inspect the therapeutic modalities and treatment environment for potential safety hazards. Position and prepare the patient for the application of therapeutic modalities. Select and apply appropriate therapeutic modalities according to evidence-based guidelines. Document treatment goals, expectations, and treatment outcomes. Synthesize information obtained in a patient interview and physical examination to determine the indications, contraindications and precautions for the selection, patient set-up, and evidencebased application of therapeutic modalities for acute and chronic injuries. The student will formulate a progressive treatment and rehabilitation plan and appropriately apply the modalities. Effective lines of communication should be established to elicit and convey information about the patient’s status and the prescribed modality(s). While maintaining patient confidentiality, all aspects of the treatment plan should be documented using standardized record-keeping methods. Infrared Modalities Electrical Stimulation Modalities Therapuetic Ultrasound HHPE 414 HHPE 414 HHPE 378 HHPE 414 HHPE 414 HHPE 378 HHPE 414 HHPE 414 HHPE 378 HHPE 414 HHPE 414 HHPE 378 HHPE 414 HHPE 414 HHPE 378 HHPE 414 HHPE 414 HHPE 378 xxxxxxxxxxxx xxxxxxxxxxxx HHPE 414 HHPE 414 xxxxxxxxxxxx xxxxxxxxxxxx HHPE 378 HHPE 379 xxxxxxxxxxxx xxxxxxxxxxxx HHPE 414 HHPE 414 xxxxxxxxxxxx xxxxxxxxxxxx HHPE 379 HHPE 379 102 TM-CP1.4 TM-CP1.5 Mechanical Modalities Massage and other Manual Techniques xxxxxxxxxxxx HHPE 414 xxxxxxxxxxxx HHPE 379 xxxxxxxxxxxx HHPE 414 xxxxxxxxxxxx HHPE 378 103 Competency Code EX-C1 EX-C2 EX-C3 EX-C4 EX-C4a EX-C4b EX-C4c EX-C4d EX-C4e EX-C5 Competency Describe the physiological and pathological processes of trauma, wound healing and tissue repair and their implications on the development, progression and implementation of a therapeutic exercise program. Describe the mechanical principles applied to the design and use of therapeutic exercise equipment and techniques (leverage, force, kinesiology and biomechanics). Describe common surgical techniques, pathology, and any subsequent anatomical alterations that may affect the implementation of a therapeutic exercise program. Describe the appropriate selection and application of therapeutic exercises taking the following into consideration: The physiological responses of the human body to trauma The physiological effects of inactivity and immobilization on the musculoskeletal, cardiovascular, nervous, and respiratory systems of the human body The anatomical and/or biomechanical alterations resulting from acute and chronic injury and improper mechanics The physiological adaptations induced by the various forms of therapeutic exercise, such as fast- versus slow-twitch muscle fibers The physiological responses of additional factors, such as age and disease Describe the indications, contraindications, theory, and principles for the incorporation and application of various contemporary therapeutic exercise equipment and techniques, including aquatic therapy, manual therapy and Course 1 Instructed Course 1 Evaluated Course 2 Instructed Course 2 Evaluated HHPE 413 HHPE 413 HHPE 378 HHPE 413 HHPE 413 HHPE 378 HHPE 413 HHPE 413 HHPE 378 HHPE 413 HHPE 413 HHPE 378 HHPE 413 HHPE 413 HHPE 378 HHPE 413 HHPE 413 HHPE 378 HHPE 413 HHPE 413 HHPE 378 HHPE 413 HHPE 413 HHPE 378 HHPE 413 HHPE 413 HHPE 378 104 mobilization. EX-C6 EX-C7 EX-C7a EX-C7b EX-C7c EX-C7d EX-C7e EX-C7f Define the basic components of activity-specific rehabilitation goals, functional progressions, and functional outcomes in a therapeutic exercise program. Describe the process/methods of assessing and reassessing the status of the patient using standard techniques and documentation strategies in order to determine appropriate treatment and rehabilitation plans and to evaluate the readiness to return to the appropriate level of activity. This includes the ability to: Describe and interpret appropriate measurement and functional testing procedures as they relate to the selection and application of therapeutic exercise. Interpret objective measurement results (muscular strength/endurance, range of motion) as a basis for developing an individualized therapeutic exercise program. Interpret the results of a physical assessment and determine an appropriate therapeutic exercise program to return the patient to physical activity. Determine the appropriate therapeutic exercise program and appropriate therapeutic goals and objectives based on the initial assessment and frequent reassessments. Determine the criteria for progression and return to activity based on the level of functional outcomes. Describe appropriate methods of assessing progress in a therapeutic exercise program and interpret the results. HHPE 413 HHPE 413 HHPE 378 HHPE 413 HHPE 413 HHPE 378 HHPE 413 HHPE 413 HHPE 378 HHPE 413 HHPE 413 HHPE 378 HHPE 413 HHPE 413 HHPE 378 HHPE 413 HHPE 413 HHPE 378 HHPE 413 HHPE 413 HHPE 378 105 EX-C7g EX-C7h EX-C8 EX-C9 EX-P1 EX-P2 EX-P3 EX-P4 EX-P5 EX-P6 EX-P7 Interpret physician notes, postoperative notes, and physician prescriptions as they pertain to a therapeutic exercise program. Describe appropriate medical documentation for recording progress in a therapeutic exercise program. Explain the effectiveness of taping, wrapping, bracing, and other supportive/protective methods for facilitation of safe progression to advanced therapeutic exercises and functional activities. Describe manufacturer’s, institutional, state and federal guidelines for the inspection and maintenance of therapeutic exercise equipment. Assess a patient to determine specific therapeutic exercise indications, contraindications, and precautions. Obtain and interpret baseline and postexercise objective physical measurements to evaluate therapeutic exercise progression and interpret results. Inspect therapeutic exercise equipment to ensure safe operating condition. Demonstrate the appropriate application of contemporary therapeutic exercises and techniques according to evidence-based guidelines. Instruct the patient in proper techniques of commonly prescribed therapeutic exercises. Document rehabilitation goals, progression and functional outcomes. Perform a functional assessment for safe return to physical activity. HHPE 413 HHPE 413 HHPE 378 HHPE 413 HHPE 413 HHPE 378 HHPE 413 HHPE 413 HHPE 378 HHPE 413 HHPE 413 HHPE 378 HHPE 413 HHPE 413 HHPE 378 HHPE 413 HHPE 413 HHPE 378 HHPE 413 HHPE 413 HHPE 378 HHPE 413 HHPE 413 HHPE 378 HHPE 413 HHPE 413 HHPE 378 HHPE 413 HHPE 413 HHPE 378 HHPE 413 HHPE 413 HHPE 378 106 EX-CP1 EX-CP1.1 EX-CP1 EX-CP1.2 EX-CP1.3 EX-CP1.4 EX-CP1.5 EX-CP1.6 EX-CP1.7 EX-CP1.8 EX-CP1.9 EX-CP2 EX-CP2.1 EX-CP2.2 Synthesize information obtained in a patient interview and physical examination to determine the indications, contraindications and precautions for the selection, application, and evidence-based design of a therapeutic exercise program for injuries to the upper extremity, lower extremity, trunk, and spine. The student will formulate a progressive rehabilitation plan and appropriately demonstrate and/or instruct the exercises and/or techniques to the patient. Effective lines of communication should be established to elicit and convey information about the patient’s status and the prescribed exercise(s). While maintaining patient confidentiality, all aspects of the exercise plan should be documented using standardized record-keeping methods. Program for injuries to the upper extremity Exercises and Techniques to Improve Joint Range of Motion Exercises to Improve Muscular Strength Exercises to Improve Muscular Endurance Exercises to Improve Muscular Speed Exercises to Improve Muscular Power Exercises to Improve Balance, Neuromuscular Control, and Coordination Exercises to Improve Agility Exercises to Improve Cardiorespiratory Endurance Exercises to Improve ActivitySpecific Skills, including Ergonomics and Work Hardening Program for injuries to the lower extremity Exercises and Techniques to Improve Joint Range of Motion Exercises to Improve Muscular Strength xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 378 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 378 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 378 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 378 xxxxxxxxxxxx HHPE 228 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 228 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 228 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx xxxxxxxxxxxx HHPE 228 HHPE 228 xxxxxxxxxxxx xxxxxxxxxxxx HHPE 413 HHPE 413 xxxxxxxxxxxx HHPE 228 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 228 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 228 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 228 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 228 xxxxxxxxxxxx HHPE 413 107 EX-CP2.3 EX-CP2.4 EX-CP2.5 EX-CP2.6 EX-CP2.7 EX-CP2.8 EX-CP2.9 EX-CP3 EX-CP3.1 EX-CP3.2 EX-CP3.3 EX-CP3.4 EX-CP3.5 EX-CP3.6 EX-CP3.7 EX-CP3.8 EX-CP3.9 EX-CP4 EX-CP4.1 EX-CP4.2 EX-CP4.3 EX-CP4.4 EX-CP4.5 EX-CP4.6 EX-CP4.7 Exercises to Improve Muscular Endurance Exercises to Improve Muscular Speed Exercises to Improve Muscular Power Exercises to Improve Balance, Neuromuscular Control, and Coordination Exercises to Improve Agility Exercises to Improve Cardiorespiratory Endurance Exercises to Improve ActivitySpecific Skills, including Ergonomics and Work Hardening Program for injuries to the trunk Exercises and Techniques to Improve Joint Range of Motion Exercises to Improve Muscular Strength Exercises to Improve Muscular Endurance Exercises to Improve Muscular Speed Exercises to Improve Muscular Power Exercises to Improve Balance, Neuromuscular Control, and Coordination Exercises to Improve Agility Exercises to Improve Cardiorespiratory Endurance Exercises to Improve ActivitySpecific Skills, including Ergonomics and Work Hardening Program for injuries to the spine Exercises and Techniques to Improve Joint Range of Motion Exercises to Improve Muscular Strength Exercises to Improve Muscular Endurance Exercises to Improve Muscular Speed Exercises to Improve Muscular Power Exercises to Improve Balance, Neuromuscular Control, and Coordination Exercises to Improve Agility xxxxxxxxxxxx HHPE 228 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 228 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 228 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx xxxxxxxxxxxx HHPE 228 HHPE 228 xxxxxxxxxxxx xxxxxxxxxxxx HHPE 413 HHPE 413 xxxxxxxxxxxx HHPE 228 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 414 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 228 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 228 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 228 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 228 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx xxxxxxxxxxxx HHPE 228 HHPE 413 xxxxxxxxxxxx xxxxxxxxxxxx HHPE 413 HHPE 378 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 378 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 378 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 378 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 378 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 378 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 378 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 378 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 378 xxxxxxxxxxxx xxxxxxxxxxxx HHPE 413 HHPE 413 xxxxxxxxxxxx xxxxxxxxxxxx HHPE 378 HHPE 378 108 EX-CP4.8 EX-CP4.9 Exercises to Improve Cardiorespiratory Endurance Exercises to Improve ActivitySpecific Skills, including Ergonomics and Work Hardening xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 378 xxxxxxxxxxxx HHPE 413 xxxxxxxxxxxx HHPE 378 109 Competency Code PH-C1 PH-C2 PH-C3 PH-C4 PH-C5 PH-C6 PH-C7 PH-C8 PH-C9 Competency Explain the laws, regulations, and procedures that govern storing, transporting, dispensing, and recording prescription and nonprescription medications (Controlled Substance Act, scheduled drug classification, and state statutes). Identify appropriate pharmaceutical terminology and abbreviations used in the prescription, administration, and dispensing of medications. Identify information about the indications, contraindications, precautions, and adverse reactions for common prescription and nonprescription medications (including herbal medications) using current pharmacy resources. Explain the concepts of pharmacokinetics (absorption, distribution, metabolism, and elimination) and the suspected influence that exercise might have on these processes. Explain the concepts related to bioavailability, half-life, and bioequivalence. Explain the general pharmacodynamic principles as they relate to the mechanism of drug action and therapeutic effectiveness (e.g. receptor theory, dose-response relationship, potency, and drug interactions). Describe the common routes used to administer medications (e.g., oral, inhalation, and injection) and their advantages and disadvantages. Explain the relationship between generic or brand name pharmaceuticals. Identify medications that might cause possible poisoning, and describe how to activate and follow the locally established poison control protocols. Course 1 Instructed Course 1 Evaluated HHPE 384 HHPE 384 HHPE 384 HHPE 384 HHPE 384 HHPE 384 HHPE 384 HHPE 384 HHPE 384 HHPE 384 HHPE 384 HHPE 384 HHPE 384 HHPE 384 HHPE 384 HHPE 384 HHPE 384 HHPE 384 Course 2 Instructed Course 2 Evaluated 110 PH-C10 PH-C11 PH-P1 PH-P2 PH-P3 Explain the known usage patterns, general effects, and short- and long-term adverse effects for the commonly used performance-enhancing substances. Identify which therapeutic drugs and nontherapeutic substances are banned by sport and/or workplace organizations in order to properly advise patients about possible disqualification and other consequences. Obtain and communicate patient education materials regarding physician-prescribed medications, over-the-counter drugs, and performanceenhancing substances using appropriate references. Abide by federal, state, and local regulations for the proper storage, transportation, dispensing (administering where appropriate), and documentation of commonly used medications. Activate and effectively follow locally established poison control protocols. HHPE 384 HHPE 384 HHPE 384 HHPE 384 HHPE 384 HHPE 384 HHPE 384 HHPE 384 HHPE 384 HHPE 384 HHPE 379 111 Competency Code PS-C1 PS-C2 PS-C3 PS-C4 PS-C5 PS-C6 PS-C7 PS-C8 Competency Explain the psychosocial requirements (i.e., motivation and self-confidence) of various activities that relate to the readiness of the injured or ill individual to resume participation. Explain the stress-response model and the psychological and emotional responses to trauma and forced inactivity. Describe the motivational techniques that the athletic trainer must use during injury rehabilitation and reconditioning. Describe the basic principles of mental preparation, relaxation, visualization, and desensitization techniques. Describe the basic principles of general personality traits, associated trait anxiety, locus of control, and patient and social environment interactions. Explain the importance of providing health care information to patients, parents/guardians, and others regarding the psychological and emotional well being of the patient. Describe the roles and function of various community-based health care providers (to include, but not limited, to: psychologists, counselors, social workers, human resources personnel) and the accepted protocols that govern the referral of patients to these professionals. Describe the theories and techniques of interpersonal and cross-cultural communication among athletic trainers, their patients, and others involved in the health care of the patient. Course 1 Instructed Course 1 Evaluated Course 2 Instructed Course 2 Evaluated HHPE 364 HHPE 364 HHPE 379 HHPE 364 HHPE 364 HHPE 379 HHPE 364 HHPE 364 HHPE 379 HHPE 364 HHPE 364 HHPE 379 HHPE 364 HHPE 364 HHPE 379 HHPE 364 HHPE 364 HHPE 379 HHPE 364 HHPE 364 HHPE 379 HHPE 364 HHPE 364 HHPE 379 112 PS-C9 PS-C10 PS-C11 PS-C12 PS-C13 PS-C14 Explain the basic principles of counseling (discussion, active listening, and resolution) and the various strategies that certified athletic trainers may employ to avoid and resolve conflicts among superiors, peers, and subordinates. Identify the symptoms and clinical signs of common eating disorders and the psychological and sociocultural factors associated with these disorders. Identify and describe the sociological, biological and psychological influences toward substance abuse, addictive personality traits, the commonly abused substances, the signs and symptoms associated with the abuse of these substances, and their impact on an individual’s health and physical performance Describe the basic signs and symptoms of mental disorders (psychoses), emotional disorders (neuroses, depression), or personal/social conflict (family problems, academic or emotional stress, personal assault or abuse, sexual assault, sexual harassment), the contemporary personal, school, and community health service agencies, such as communitybased psychological and social support services that treat these conditions and the appropriate referral procedures for accessing these health service agencies. Describe the acceptance and grieving processes that follow a catastrophic event and the need for a psychological intervention and referral plan for all parties affected by the event. Explain the potential need for psychosocial intervention and referral when dealing with populations requiring special consideration (to include but not limited to those with exercise-induced asthma, diabetes, seizure disorders, HHPE 364 HHPE 364 HHPE 379 HLTH 300 HLTH 300 HHPE 379 HLTH 210 HLTH 210 HHPE 379 HHPE 364 HHPE 364 HHPE 379 PSYC 150 PSYC 150 HHPE 379 HHPE 364 HHPE 364 HHPE 379 113 drug allergies and interactions, unilateral organs, physical and/or mental disability). PS-C15 PS-CP1 PS-CP2 Describe the psychosocial factors that affect persistent pain perception (i.e., emotional state, locus of control, psychodynamic issues, sociocultural factors, and personal values and beliefs) and identify multidisciplinary approaches for managing patients with persistent pain. Demonstrate the ability to conduct an intervention and make the appropriate referral of an individual with a suspected substance abuse or other mental health problem. Effective lines of communication should be established to elicit and convey information about the patient’s status. While maintaining patient confidentiality, all aspects of the intervention and referral should be documented using standardized recordkeeping methods. Demonstrate the ability to select and integrate appropriate motivational techniques into a patient’s treatment or rehabilitation program. This includes, but is not limited to, verbal motivation, visualization, imagery, and/or desensitization. Effective lines of communication should be established to elicit and convey information about the techniques. While maintaining patient confidentiality, all aspects of the program should be documented using standardized record-keeping techniques. PSYC 150 PSYC 150 HHPE 379 xxxxxxxxxxxx HHPE 364 xxxxxxxxxxxx HHPE 379 xxxxxxxxxxxx HHPE 364 xxxxxxxxxxxx HHPE 379 114 Competency Code NU-C1 NU-C2 NU-C3 NU-C4 NU-C5 NU-C6 NU-C7 NU-C8 Competency Describe personal health habits and their role in enhancing performance, preventing injury or illness, and maintaining a healthy lifestyle. Describe the USDA’s “My Pyramid” and explain how this can be used in performing a basic dietary analysis and creating a dietary plan for a patient. Identify and describe primary national organizations responsible for public and professional nutritional information. Identify nutritional considerations in rehabilitation, including nutrients involved in healing and nutritional risk factors (e.g., reduced activity with the same dietary regimen and others). Describe common illnesses and injuries that are attributed to poor nutrition (e.g., effects of poor dietary habits on bone loss, on injury, on long-term health, and on other factors). Explain energy and nutritional demands of specific activities and the nutritional demands placed on the patient. Explain principles of nutrition as they relate to the dietary and nutritional needs of the patient (e.g., role of fluids, electrolytes, vitamins, minerals, carbohydrates, protein, fat, and others). Explain the physiological processes and time factors involved in the digestion, absorption, and assimilation of food, fluids, and nutritional supplements. Further, relate these processes and time factors to the design and planning of preactivity and postactivity meals, menu content, scheduling, and the effect of other nonexercise stresses before activity. Course 1 Instructed Course 1 Evaluated Course 2 Instructed HHPA 120 HHPE 120 HLTH 300 HLTH 300 HLTH 300 HLTH 300 HLTH 300 HLTH 300 HHPE 413 HHPE 390 HHPE 390 HLTH 300 HLTH 300 HLTH 300 HLTH 300 HLTH 300 HLTH 300 HLTH 300 Course 2 Evaluated 115 NU-C9 NU-C10 NU-C11 NU-C12 NU-C13 NU-C14 NU-C15 NU-C16 NU-C17 NU-C18 Describe the principles, advantages, and disadvantages of ergogenic aids and dietary supplements used in an effort to improve physical performance. Explain implications of FDA regulation of nutritional products. Identify and interpret pertinent scientific nutritional comments or position papers (e.g., healthy weight loss, fluid replacement, pre-event meals, and others). Explain principles of weight control for safe weight loss and weight gain, and explain common misconceptions regarding the use of food, fluids, and nutritional supplements in weight control. Explain consequences of improper fluid replacement. Describe disordered eating and eating disorders (i.e., signs, symptoms, physical and psychological consequences, referral systems). Identify effects of macronutrients (e.g., saturated fats, incomplete proteins, and complex carbohydrates) on performance, health, and disease. Describe signs, symptoms, and physiological effects of mineral deficiency (e.g., iron, and calcium), and identify foods high in specific mineral content. Identify and explain food label Daily Value recommendations and common food sources of essential vitamins and minerals in using current USDA Dietary Guidelines. Describe the principles and methods of body composition assessment (e.g., skinfold calipers, bioelectric impedance, body mass index [BMI]) to assess a patient’s health status and to monitor progress in a weight loss or weight gain program for patients of all ages and in a variety of settings. HLTH 210 HLTH 210 HLTH 300 HLTH 210 HLTH 210 HHPE 364 HHPE 390 HHPE 390 HLTH 300 HHPE 390 HHPE 390 HLTH 300 HLTH 233 HLTH 233 HLTH 300 HHPE 390 HHPE 390 HLTH 300 HLTH 300 HLTH 300 HHPE 390 HHPE 390 HLTH 300 HLTH 300 HHPE 400 HHPE 400 HLTH 300 HHPE 379 HHPE 430 116 NU-C19 NU-C20 NU-P1 NU-P2 NU-P3 NU-CP1 Explain the relationship between basal metabolic rate, caloric intake, and energy expenditure in the use of the Food Pyramid Guidelines. Identify the nutritional benefits and costs of popular dietary regimen for weight gain, weight loss, and performance enhancement. Assess body composition by validated technique (e.g., skinfold calipers, bioelectric impedance, BMI, etc.) to assess a patient’s health status and to monitor progress during a weight loss or weight gain program. Calculate energy expenditure, caloric intake, and BMR. Provide educational information about basic nutritional concepts, facts, needs, and food labels for settings associated with physically active individuals of a wide range of ages and needs. Demonstrate the ability to counsel a patient in proper nutrition. This may include providing basic nutritional information and/or an exercise and nutrition program for weight gain or weight loss. The student will demonstrate the ability to take measurements and figure calculations for a weight control plan (e.g., measurement of body composition and BMI, calculation of energy expenditure, caloric intake, and BMR). Armed with basic nutritional data, the student will demonstrate the ability to develop and implement a preparticipation meal and an appropriate exercise and nutritional plan for an active individual. The student will develop an active listening relationship to effectively communicate with the patient and, as appropriate, refer the patient to other medical professionals (physician, HLTH 300 HLTH 300 HHPE 430 HLTH 210 HLTH 210 HLTH 300 HHPE 400 HHPE 400 HLTH 300 HLTH 300 HLTH 300 HLTH 300 xxxxxxxxxxxx HLTH 300 HHPE 376 HHPE 430 HHPE 379 xxxxxxxxxxxx HHPE 379 117 nutritionist, counselor or psychologist) as needed. NU-CP2 Demonstrate the ability to recognize disordered eating and eating disorders, establish a professional helping relationship with the patient, interact through support and education, and encourage vocal discussion and other support through referral to the appropriate medical professionals. xxxxxxxxxxxx HLTH 300 xxxxxxxxxxxx HHPE 379 118 Competency Code AD-C1 AD-C2 AD-C3 AD-C4 AD-C5 Competency Describe organization and administration of preparticipation physical examinations and screening including, but not limited to, developing assessment and record-keeping forms that include the minimum recommendations from recognized health and medical organizations, scheduling of appropriate health and medical personnel, and efficient site use. Identify components of a medical record (e.g., emergency information, treatment documentation, epidemiology, release of medical information, etc.), common medical recordkeeping techniques and strategies, and strengths and weaknesses of each approach and the associated implications of privacy statutes (Health Insurance Portability and Accountability Act [HIPAA] and Federal Educational Rights Privacy Act [FERPA]). Identify current injury/illness surveillance and reporting systems. Identify common human resource policy and federal legislation regarding employment (e.g., The Americans with Disabilities Act, Family Medical Leave Act, FERPA, Fair Labor Standards Act, Affirmative Action, Equal Employment Opportunity Commission). Describe duties of personnel management, including (1) recruitment and selection of employees, (2) retention of employees, (3) development of policies-and-procedures manual, (4) employment performance evaluation, 5) compliance with nondiscriminatory and unbiased employment practices. Course 1 Instructed Course 1 Evaluated HHPE 360 HHPE 360 HHPE 360 HHPE 360 HHPE 360 HHPE 360 HHPE 360 HHPE 360 HHPE 360 HHPE 360 Course 2 Instructed Course 2 Evaluated HHPE 379 119 AD-C6 AD-C7 AD-C8 AD-C9 AD-C10 AD-C11 Identify principles of recruiting, selecting, and employing physicians and other medical and allied health care personnel in the deployment of health care services. Describe federal and state infection control regulations and guidelines, including universal precautions as mandated by the Occupational Safety and Health Administration (OSHA), for the prevention, exposure, and control of infectious diseases and discuss how they apply to the athletic trainer. Identify key accrediting agencies for health care facilities (e.g., Joint Commission on Accreditation of Healthcare Organizations [JCAHO], Commission on Accreditation of Rehabilitation Facilities [CARF] and allied health education programs (e.g., Commission on Accreditation of Athletic Training Education [CAATE]) and describe their function in the preparation of health care professionals and the overall delivery of health care. Identify and describe technological needs of an effective athletic training service and the commercial software and hardware that are available to meet these needs. Describe the various types of health insurance models (e.g., health maintenance organization [HMO], preferred provider organization [PPO], fee-forservice, cash, and Medicare) and the common benefits and exclusions identified within these models. Describe the concepts and procedures for third-party insurance reimbursement including the use of diagnostic (ICD-9-CM) and procedural (CPT) coding. HHPE 360 HHPE 360 HLTH 233 HLTH 233 HHPE 360 HHPE 360 HHPE 360 HHPE 360 HHPE 360 HHPE 360 HHPE 360 HHPE 360 HHPE 379 HHPE 360 HHPE 360 120 AD-C12 AD-C13 AD-C14 AD-C15 AD-C16 AD-C17 Explain components of the budgeting process, including purchasing, requisition, bidding, and inventory. Describe basic architectural considerations that relate to the design of safe and efficient clinical practice settings and environments. Describe vision and mission statements to focus service or program aspirations and strategic planning (e.g., “weaknesses, opportunities, threats and strengths underlying planning” [WOTS UP], “strengths, weaknesses, opportunities and threats” [SWOT]) to critically bring out organizational improvement. Explain typical administrative policies and procedures that govern first aid and emergency care (e.g., informed consent and incident reports). Identify and describe basic components of a comprehensive emergency plan for the care of acutely injured or ill patients, which include (1) emergency action plans for each setting or venue; (2) personnel education and rehearsal; (2) emergency care supplies and equipment appropriate for each venue; (3) availability of emergency care facilities; (4) communication with onsite personnel and notification of EMS; (5) the availability, capabilities, and policies of community-based emergency care facilities and community-based managed care systems; (6) transportation; (7) location of exit and evacuation routes; (8) activity or event coverage; and (9) record keeping. Explain basic legal concepts as they apply to a medical or allied health care practitioner’s responsibilities (e.g., standard of care, scope of practice, liability, negligence, informed consent and confidentiality, and others). HHPE 360 HHPE 360 HHPE 360 HHPE 360 HHPE 360 HHPE 360 HLTH 233 HLTH 233 HHPE 390 HHPE 390 HHPE 360 HHPE 360 HHPE 390 HHPE 390 HHPE 360 HHPE 360 121 AD-C18 AD-C19 AD-C20 AD-C21 AD-C22 AD-P1 AD-P2 AD-P3 Identify components of a comprehensive risk management plan that addresses the issues of security, fire, electrical and equipment safety, emergency preparedness, and hazardous chemicals. Describe strategic processes and effective methods for promoting the profession of athletic training and those services that athletic trainers perform in a variety of practice settings (e.g., high schools and colleges, professional and industrial settings, hospitals and community-based health care facilities, etc.). Differentiate the roles and responsibilities of the athletic trainer from those of other medical and allied health personnel who provide care to patients involved in physical activity and describe the necessary communication skills for effectively interacting with these professionals. Describe role and functions of various community-based medical, paramedical, and other health care providers and protocols that govern the referral of patients to these professionals. Describe basic components of organizing and coordinating a drug testing and screening program, and identify the sources of current banned-drug lists published by various associations. Develop risk management plans, including facility design, for safe and efficient health care facilities. Develop a risk management plan that addresses issues of liability reduction; security, fire, and facility hazards; electrical and equipment safety; and emergency preparedness. Develop policy and write procedures to guide the intended operation of athletic training services within a health HHPE 360 HHPE 360 HHPE 360 HHPE 360 HHPE 390 HHPE 390 HHPE 360 HHPE 360 HHPE 390 HHPE 390 HHPE 366 HHPE 366 HLTH 210 HLTH 210 HHPE 360 HHPE 360 HHPE 360 HHPE 360 HHPE 360 HHPE 360 122 care facility. AD-P4 AD-P5 AD-P6 AD-P7 AD-P8 Demonstrate the ability to access medical and health care information through electronic media. Use appropriate terminology and medical documentation to record injuries and illnesses (e.g., history and examination findings, progress notes, and others). Use appropriate terminology to effectively communicate both verbally and in writing with patients, physicians, colleagues, administrators, and parents or family members. Use a comprehensive patientfile management system that incorporates both paper and electronic media for purposes of insurance records, billing, and risk management. Develop operational and capital budgets based on a supply inventory and needs assessment. HHPE 360 HHPE 360 HHPE 400 HHPE 400 HHPE 360 HHPE 360 HHPE 400 HHPE 400 HHPE 360 HHPE 360 HHPE 360 HHPE 360 HHPE 360 HHPE 360 123 Competency Code PD-C1 PD-C2 PD-C3 PD-C4 PD-C5 PD-C6 PD-C7 PD-C8 Competency Explain the role and function of state athletic training practice acts and registration, licensure, and certification agencies including (1) basic legislative processes for the implementation of practice acts, (2) rationale for state regulations that govern the practice of athletic training, and (3) consequences of violating federal and state regulatory acts. Describe the process of attaining and maintaining national and state athletic training professional credentials. Describe the current professional development requirements for the continuing education of athletic trainers and how to locate available, approved continuing education opportunities. Describe the role and function of the governing structures of the National Athletic Trainers' Association. Differentiate the essential documents of the national governing, certifying, and accrediting bodies, including, but not limited to, the Athletic Training Educational Competencies, Standards of Practice, Code of Ethics, Role Delineation Study, and the Standards for the Accreditation of Entry-Level Athletic Training Education Programs. Summarize the position statements regarding the practice of athletic training. Describe the role and function of the professional organizations and credentialing agencies that impact the athletic training profession. Summarize the current requirements for the professional preparation of the athletic trainer. Course 1 Instructed Course 1 Evaluated Course 2 Instructed Course 2 Evaluated HHPE 390 HHPE 390 HHPE 360 HHPE 360 HHPE 390 HHPE 390 HHPE 360 HHPE 360 HHPE 390 HHPE 390 HHPE 360 HHPE 360 HHPE 390 HHPE 390 HHPE 360 HHPE 360 HHPE 390 HHPE 390 HHPE 360 HHPE 360 HHPE 390 HHPE 390 HHPE 360 HHPE 360 HHPE 390 HHPE 390 HHPE 360 HHPE 360 HLTH 233 HLTH 233 HHPE 360 HHPE 360 124 PD-C9 PD-C10 PD-C11 PD-C12 PD-C13 PD-C14 PD-C15 PD-C16 PD-C17 Identify the objectives, scope of practice and professional activities of other health and medical organizations and professions and the roles and responsibilities of these professionals in providing services to patients. Identify the issues and concerns regarding the health care of patients (e.g., public relations, third-party payment, and managed care). Identify and access available educational materials and programs in health-related subject matter areas (audiovisual aids, pamphlets, newsletters, computers, software, workshops, and seminars). Summarize the principles of planning and organizing workshops, seminars, and clinics in athletic training and sports medicine for health care personnel, administrators, other appropriate personnel, and the general public. Describe and differentiate the types of quantitative and qualitative research and describe the components and process of scientific research (including statistical decisionmaking) as it relates to athletic training research. Interpret the current research in athletic training and other related medical and health areas and apply the results to the daily practice of athletic training. Identify the components of, and the techniques for constructing, a professional resume. Summarize the history and development of the athletic training profession. Describe the theories and techniques of interpersonal and cross-cultural communication among athletic trainers, patients, administrators, health care professionals, HLTH 233 HLTH 233 HHPE 360 HHPE 360 HLTH 233 HLTH 233 HHPE 360 HHPE 360 HLTH 233 HLTH 233 HHPE 360 HHPE 360 HLTH 233 HLTH 233 HHPE 360 HHPE 360 PSYC 340 PSYC 340 HHPE 490 HHPE 490 HHPE 400 HHPE 400 HHPE 366 HHPE 366 HHPE 360 HHPE 360 HLTH 233 HLTH 233 HHPE 360 HHPE 360 HHPE 360 HHPE 360 125 parents/guardians, and other appropriate personnel. PD-P1 PD-P2 PD-P3 PD-P4 Collect and disseminate injury prevention and health care information to health care professionals, patients, parents/guardians, other appropriate personnel and the general public (e.g., team meetings, parents’ nights, parent/teacher organization [PTO] meetings, booster club meetings, workshops, and seminars). Access by various methods the public information policymaking and governing bodies used in the guidance and regulation of the profession of athletic training (including but not limited to state regulatory boards, NATA, BOC). Develop and present material (oral, pamphlet/handout, written article, or other media type) for an athletic trainingrelated topic. Develop a research project (to include but not limited to case study, clinical research project, literature review) for an athletic training-related topic. HHPE 360 HHPE 360 HHPE 360 HHPE 360 HHPE 360 HHPE 360 HHPE 390 HHPE 390 HHPE 490 HHPE 490 126 XI. BOC Exam Study Guide 127 C-Spine INSPECTION Forward Head Posture Position of the Head on the Shoulders Bilateral Soft Tissue Comparison Level of the Shoulders PALPATION Anterior Cervical Spine Hyoid Bone Thyroid Cartilage Cricoid Cartilage Sternocleidomastoid Scalenes Carotid Artery Lymph Nodes Posterior Cervical Spine Occiput/Superior Nuchal Line Transverse Processes Spinous Processes Trapezius RANGE OF MOTION TESTS Cervical Spine AROM / PROM / RROM LIGAMENTOUS TESTS Spring Test NEUROLOGICAL TESTS Upper Motor Neuron Lesions Babinski Test Oppenheim Test Lower Motor Neuron Lesions Upper Quarter Screen Lower Quarter Screen SPECIAL TESTS Brachial Plexus Pathology Brachial Plexus Traction Test Cervical Nerve Root Impingement Shoulder Abduction Test Cervical Compression Test Spurling Test Cervical Distraction Test Vertebral Artery Test Eye INSPECTION Periorbital Area Discoloration Gross Deformity Globe General Appearance Eyelids Cornea Conjunctiva Sclera Iris Pupil Shape & Size PALPATION Orbital Margin Frontal Bone Nasal Bone Zgomatic Bone Soft Tissue FUNCTIONAL TESTS Vision Assessment Pupil Reaction to Light (PEARL) Eye Motility NEUROLOGIC TESTS Cranial Nerve Check (ch. 18) Numbness of Lateral Nose & Cheek SPECIAL TESTS Corneal Abrasion Fluorescein Dye Test 128 Face & Related Structures INSPECTION Ear Auricle Tympanic Membrane Periauricular Area Nose Alignment Epistaxis Septum & Mucosa Saddle Nose Deformity Face & Jaw Bleeding Ecchymosis Symmetry Muscle Tone Oral Cavity Lips Teeth Tongue Lingual Frenulum Gums Throat Thyroid Cartilage Cricoid Cartilage PALPATION NasalBone Nasal Cartilage Zygoma Maxilla Temporomandibular Joint Periauricular Area External Ear Teeth Mandible Hyoid Bone FUNCTIONAL TESTS Ear Hearing Balance Nose Smell Jaw & Throat TMJ Function Respiration LIGAMENTOUS TESTS N/A NEUROLOGIC TESTS Facial Muscles Cranial Nerves I, II, V, VII Ear Hearing: CN VIII Balance: CN VIII Nose Smell: CN I SPECIAL TESTS Mandibular Fracture Tongue Blade Test 129 Thorax & Abdomen INSPECTION Guarding Pattern Breathing Pattern Discoloration of Skin Vomiting Hematuria Auscultation PALPATION Sternum Xiphoid Process Sternal Body Costal Cartilage Ribs Spleen Kidneys Appendix McBurney’s Point VITAL SIGNS Heart Rate Respiratory Rate Blood Pressure Temperature NEUROLOGIC TESTS Referred Pain Patterns Diaphragm Kidneys Spleen Liver Gallbladder Appendix Heart SPECIAL TESTS Kidney Function Urinalysis Abdominal Injury Abdominal Percussion Rib Fractures Compression Test Anterior/Posterior Side-to-Side 130 131 Ankle INSPECTION General Inspection Weight-bearing Status General Bilateral Comparison Swelling Lateral Structures Peroneal Muscle Group Distal third of Fibula Lateral Malleolus Anterior Structures Appearance of lower leg Contour of malleoli Talus Sinus Tarsi Medial Structures Medial Malleolus Medial Longituinal Arch Posterior Structures Gastrocnemius-Soleus Comp. Achilles Tendon Bursae Calcaneus PALPATION Lateral Structures Fibular Shaft Interosseous Membrane Ant. & Post. Tibiofibular lig. Calcaneofibular ligament Anterior Talofibular lig. Posterior Talofibular lig. Peroneal Tubercle Cuboid Base of 5th metatarsal Peroneus Longus & Brevis Peroneal Retinaculum Anterior Structures Anterior Tibial Shaft Dome of the Talus Extensor Retinacula Sinus Tarsi Tibialis Anterior Long Toe Extensors Peroneus Tertius Medial Structures Medial Malleolus Deltoid Ligament Sustentaculum tali Spring Ligament Navicular Medial Structures (con’t) Navicular Tubercle Talar Head Tibialis Posterior Long Toe Flexors Posterior Structures Gastrocnemius-Soleus Comp. Achilles Tendon Subtendinous Calcaneal Bursa Subcutaneous Calcaneal Bursa Dome of the Calcaneus Palpation of Pulses Posterior Tibial Artery Dorsalis Pedis Atery RANGE OF MOTION TESTS AROM / PROM Plantarflexion & Dorsiflexion Inversion & Eversion RROM Dorsiflexion Plantarflexion Gastrocnemius Soleus Inversion & Eversion LIGAMENTOUS TESTS Anterior Talofibular Lig.Instability. Anterior Drawer Test Calcaneofibular Lig. Instability Inversion Stress Test (Talar Tilt) Ankle Syndesmosis Instability Kleiger’s Test Squeeze Test Deltoid Ligament Instability Eversion Stress Test (Talar Tilt) External Rotation Test NEUROLOGIC TESTS Anterior Compartment Syndrome Peroneal Nerve Involvement Sciatic Nerve Involvement Lumbar Nerve Root Involvement SPECIAL TESTS Lower Leg Fractures Squeeze Test (Compression) Stress Fracture Bump Test Achilles Tendon Pathology Thompson Test Neurovascular Pathology Homan’s Sign 132 Foot & Toes INSPECTION General Inspection Callus & Blisters Foot Type Toes Morton’s Alignment Claw Toes Hammer Toe Hallux Valgus Bunion Corns Ingrown Toenail Subungual Hemotoma Medial Structures Medial Arch Lateral Structures FifthMetatarsal Dorsal Structures Plantar Surface Plantar Warts Callus Posterior Structures Achilles Tendon Foot Alignment Forefoot Varus Forefoot Valgus Rearfoot Varus Rearfoot Valgus Non-Weight Bearing Inspection of foot alignment Assessment of talar position PALPATION Medial Structures 1st MTP Joint 1st Metatarsal 1st Cuneiform Navicular Talar Head Sustentaculum tali Spring Ligament Medial Talar Tubercle Calcaneal Dome Flexor Hallucis Longus Flexor Digitorum Longus Tibialis Posterior Posterior Tibial Artery Lateral Structures 5th MTP Joint Lateral Structures (con’t) 5th Metatarsal Styloid Process Cuboid Lateral Border of th eCalcaneus Peroneal Tendons Dorsal Structures Sinus Tarsi Dome of the Talus Cuneiforms Rays Tibialis Anterior Extensor Hallucis Longus Extensor Digitorum Longus Extensor Digitorum Brivis Inferior Extensor Retinaculum Dorsalis Pedal Artery Intermetatarsal Neuromas Plantar Structures Medial Calcaneal Tubercle Plantar Fascia Sesamoid Bones of the Great toe Metatarsal Heads RANGE OF MOTION TESTS Toes AROM / PROM / RROM Flexion & Extension Related Motions Subtalar Joint Inversion Eversion Talocrural Joint Dorsiflexion Plantarflexion LIGAMENTOUS CAPSULAR TESTS MTP & IP Joints Valgus Stress Tests Varus Stress Tests Metatarsal & Tarsal Joints Intermetatarsal Glide Tarsometatarsal Joint Glide Midtarsal Joint Glide Mobility of the First Ray NEUROLOGIC TESTS Tarsal Tunnel Peroneal Nerve Sciatic Nerve Lumbar or Sacral Nerve Root Impingement SPECIAL TESTS Arch Pathologies Test for Supple Pes Planus Feiss’ Line Navicular Drop Test Tarsal Tunnel Syndrome Tinel’s Sign Metatarsal/Phalanx Fracture Long Bone Compression Test Intermetatarsal Neuroma Pencil Test Patella INSPECTION Patellar Alignment Patellar Malalignment Patellar Tendon Length Patella Baja Patella Alta Squinting Patellae “Frog-eyed” Patellae Tibiofemoral Alignment Q Angle Knee Extended Knee Flexed Standing Leg Length Difference Foot Posture Areas of Scars PALPATION Tibial Tuberosity Patellar Tendon Patellar Tendon Bursae Patellar Fat Pads Patella Patellar Bursae Patellar Articulating Surface Femoral Trochlea Suprapatellar Bursa Retinacular & Capsular Structures Synovial Plica Related Structures RANGE OF MOTION TESTS AROM RROM Lower Extremity Flexibility LIGAMENTOUS TESTS Patellar Glide Medial Glide Lateral Glide Patellar Tilt NEUROLOGIC TESTS Peroneal Nerve Femoral Nerve Sciatic Nerve Lumbar Nerve Roots Sacral Nerve Roots SPECIAL TESTS Patellar Dislocation Apprehension Test Synovial Plica Test for Medial Synovial Plica Stutter Test 133 134 INSPECTION Alignment of Patellae Patellar Tendon Quadriceps Muscle Group Tone Alignment of Femur on the Tibia Tibial Tuberosity PALPATION Anterior Structures Patella Patellar Tendon Tibial Tuberosity Quadriceps Muscle Group Sartorius Medial Structures Joint Line / Meniscus Medial Collateral Ligament Medial Femoral Condyle & Epicondyle Medial Tibial Plateau Pes Anserine Tendon & Bursa Semitendinosus Tendon Gracilis Lateral Structures Joint Line / Meniscus Fibular Head Lateral Collateral Ligament Popliteus Tendon Biceps Femoris Iliotibial Band Posterior Structures Popliteal Fossa Hamstring Muscle Group Determining Intracapsular & Extracapsular Swelling Sweep Test Ballotable Patella RANGE OF MOTION TESTS Active Motion Flexion & Extension Internal & External Rotation (screw home mech.) Passive Motion Flexion & Extension Resisted Motion Knee Flexion & Extension Isolating the Sartorius LIGAMENTOUS TESTS ACL Instability Anterior Drawer Test Lachman’s Test Modified Lachman’s Test PCL Instability Posterior Drawer Test Godfrey’s Test “Sag” sign MCL Instability Valgus Stress Test LCL Instability Varus Stress Test Proximal Tibiofibular Syndesmosis Tibiofibular Translation Test NEUROLOGIC TESTS Peroneal Nerve Femoral Nerve Sciatic Nerve Lumbar Nerve Roots Sacral Nerve Roots SPECIAL TESTS Rotatory Knee Instabilities Slocum Drawer / ALRI Crossover Test Lateral Pivot Shift FRD Test Meniscal Tears McMurray’s Test Apley’s Compression Apley’s Distraction ITB Friction Syndrome Noble’s compression Test Ober’s Test Hip, Thigh & Pelvis INSPECTION Hip Angulations Inclination Torsion Medial Structures Adductor Group Anterior Structures Hip Flexors Lateral Structures Iliac Crest Nelaton’s Line Posterior Structures Gluteus Maximus Posterior Superior Iliac Spine Median Sacral Crests Leg Length Discrepancy Functional Leg Length Discrepancy True Leg Length Discrepancy Apparent Leg Length Discrepancy PALPATION Medial Structures Pubic Bone Adductor Muscle Group Anterior Structures Anterior Superior Iliac Spine Anterior Inferior Iliac Spine Sartorius Rectus Femoris Lateral Structures Iliac Crest Greater Trochanter Gluteus Medius Tansor Fasciae Latae Posterior Structures Median Sacral Crests Posterior Superior Iliac Spine Ischial Tuberosity Gluteus Maximus Hamstring Muscles Ischial Bursa Sciatic Nerve RANGE OF MOTION TESTS Medial Structures Pubic Bone Adductor Muscle Group Anterior Structures Anterior superior Iliac Spine Anterior Structures (con’t) Anterior Inferior Iliac Spine Sartorius Rectus Femoris Lateral Structures Iliac Crests Greater Trochanter Gluteus Medius Tensor Fasciae Latae Posterior Structures Median Sacral Crests Posterior Superior Iliac Spine Ischial Tuberosity Gluteus Maximus Hamstring Muscles Ischial Bursa Sciatic Nerve RANGE OF MOTION TESTS AROM / PROM Flexion & Extension Adduction & Abduction Internal & External Rotation RROM Flexion Iliopsoas Rectus Femoris Sartorius Extension Hamstrings Gluteus Maximus Adduction Abduction Internal & External Rotation LIGAMENTOUS TESTS Capsular Testing Flexion / Extension Internal / External Rotation NEUROLOGICAL TESTS Sciatic Nerve Compression Lower Quarter Screen SPECIAL TESTS Muscle Weakness or Tightness Trendelenburg Test Thomas Test Degenerative Hip Changes Hip Scouring Piriformis Syndrome 135 136 INSPECTION General Inspection Frontal Curvature Scoliosis Sagittal Curvature Lordotic & Kyphotic Curves Observation of Gait Skin Markings Thoracic Spine Breathing Patterns Bilateral Comparison of Skinfolds Lumbar Spine General Movement & Posture Lordotic Curve Standing Posture PALPATION Thoracic Spine Spinous Processes Supraspinous Ligaments Costovertebral Junction Trapezius Scapular Muscles Paravertebral Muscles Lumbar Spine Spinous Processes Step-off Deformity Paravertebral Muscles Sacrum & Pelvis Median Sacral Crests Iliac Crests Posterior Superior Iliac Spine Gluteals Ischial Tuberosity Greater Trochanter Sacral Nerve Pubic Symphasis RANGE OF MOTION TESTS AROM Flexion & Extension Lateral Bending Rotation PROM Flexion & Extension Rotation Side Gliding RROM Flexion & Extension Rotation LIGAMENTOUS TESTS Spring Test for Facet Joint Mobility Thoracic & Lumbar Spine NEUROLOGICAL TESTS Beevor’s Sign Thoracic Nerve Inhibition Lower Motor Neuron Lesions Upper Quarter Screen Lower Quarter Screen Sciatic Nerve Compression SPECIAL TESTS Herniated Disc Valsalva Test Milgram Test Kernig’s Test / Brudzinski Test Well Straight Leg Raising Test Quadrant Test Nerve Root Impingement Quadrant Test Femoral Nerve Stretch Test Sciatic Nerve Involvement Straight Leg Raise Slump Test Tension Sign / Bowstring Test Dural Sheath Irritation Kernig’ Test / Brudzinski Test Spondylolysis / Spondylolisthesis Single Leg Stance Test Sacroiliac Joint Dysfunction Sacroiliac Compression Sacroiliac Distraction Fabere Test Gaenslen’s Test Long Sit Test Hoover Test 137 Shoulder INSPECTION General Position of Head Position of Arm Anterior Structures Level of the Shoulders Contour of the Clavicles Symmetry of Deltoid Muscles Anterior Humerus Biceps Brachii Lateral Structures Deltoid Muscle Group Acromion Process Step Deformity Position of the Humerus Posterior Structures Alignment of Spinal Vertebrae Position of Scapula Muscle Tone Position of the Humerus PALPATION Anterior Structures Jugular Notch SC Ligament Clavicular Shaft Acromion Process Piano Key Sign Coracoid Process Pectoralis Major Pectoralis Minor Deltoid Muscle Group Humerus Humeral Head Greater / Lesser Tubercles Bicipital Groove Humeral Shaft Coracobrachialis Biceps Brachii Long Head Tendon Short Head Tendon Scapula Spine of Scapula Superior Angle Inferior Angle Rotator Cuff Teres Major Rhomboids Levator Scapulae PALPATION (con’t) Scapula Trapezius Latissimus Dorsi Triceps Brachii RANGE OF MOTION TESTS AROM Flexion Extension Gerber Lift-Off Test Abduction Adduction Internal Rotation External Rotation Horizontal Adduction Horizontal Abduction PROM / RROM Flexion / Extension Abduction / Adduction IR / ER Horizontal Add/Horizontal Abd Scapular Movements Elevation Depression Retraction Protraction Rotation LIGAMENTOUS TESTS SC Glide AC Glide GH Joint Apprehension Test GH Glide NEUROLOGIC TESTS Brachial Plexus C5 – T1 Cervical Nerve Root Thoracic Outlet Syndrome Adson’s Test Allen Test Military Brace Position SPECIAL TESTS Acromioclavicular Joint Sprain AC Traction Test AC Compression Test SPECIAL TESTS (con’t) Glenohumeral Pathology Relocation Test Posterior Apprehension Test Posterior Apprehension Test in Scapular Plane Sulcus Sign Active Compression Test Rotator Cuff Pathology Drop Arm Test Neer Impingement Test Hawkins-Kennedy Shoulder Impingement Empty Can Test Biceps Tendon Pathology Yergason’s Test Speed’s Test Ludington’s Test 138 Elbow INSPECTION Anterior Structures Carrying Angle Cubital Fossa Medial Structures Medial Epicondyle Flexor Muscle Mass (Common Flexor Tendon) Lateral Structures Alignment Cubital Recurvatum Extensor Muscle Mass Posterior Structures Bony Alignment Olecranon Process & Bursa PALPATION Anterior Structures Biceps Brachii Cubital Fossa Brachioradialis Wrist Flexor Group Pronator Quadratus Medial Structures Medial Epicondyle Ulna Ulnar Collateral Ligament Lateral Structures Lateral Epicondle Radial Head Lateral Ulnar Collateral Lig. Capitulum Annular Ligament Radial Collateral ligament Posterior Structures Olecranon Process Olecrannon Fossa Triceps Brachii Anconeus Ulnar Nerve Wrist Extensors Thumb Musculature RANGE OF MOTION TESTS AROM / PROM / RROM Flexion Extension Pronation Supination LIGAMENTOUS TESTS Valgus Stress Test 0 & 30 degrees Varus Stress Test 0 & 30 degrees NEUROLOGIC TESTS Radial Nerve Medial Nerve Ulnar Nerve SPECIAL TESTS Elbow Sprains Posterolateral Rotatory Instability Test Epicondylitis Tennis Elbow Test Nerve Trauma Tinel’s Sign 139 Wrist & Hand INSPECTION General Posture of Hand Gross Deformity Palmar Creases Areas of Cuts or Scars Wrist & Hand Continuity of Distal Radius & Ulna Continuity of Carpals & Metacarpals Alignment of MCP Joints Posture of Wrist & Hand Ganglion Cyst Thumb & Fingers Skin & Fingernails Subungual Hematoma Felon Paronychia Alignment of Fingernails Finger Deformities PALPATION Palpation of Hand Metacarpals MCP Collateral Ligaments Phalanges IP Collateral Ligaments Thenar Webspace Central Compartent Hypothenar Copartment Ulna Ulnar Styloid Process Ulnar Collateral Lig. Radius Radial Styloid Process Lister’s Tubercle Radial Collateral Lig. Palpation of Carpals Scaphoid Trapezium Lunate Pisiform Hamate Capitate Trapezoid Triquetral RANGE OF MOTION TESTS Wrist AROM / PROM / RROM Flexion / Extension Abduction / Adduction Thumb AROM / PROM / RROM Flexion / Extension Abduction / Adduction Fingers AROM / PROM / RROM Flexion: MCP; IP Extension: MCP; IP Abduction: MCP Adduction: MCP Grip Dynamometry NEUROLOGIC TESTS Radial Nerve Median Nerve Ulnar Nerve SPECIAL TESTS Carpal Tunnel Syndrome Phalen’s Test DeQuervain’s Syndrome Finklestein Test 140 NATA Oral Practical Exam Study Guide CognitiveTests (recall, serial 7's, digit span) Cerebeller function Romberg's test Finger-to-nose test Heel-toe walking Heel-to-knee standing Spinal Nerve Roots Upper quarter screen Lower quarter screen Blood Pressure Evaluation Body Fat Percent Evaluation Using Skinfold Calipers Head and Facial Injuries Reflex Hammer Exam Crutch Fitting Helmet Fitting Shoulder Pad Fitting Mouthpiece Fitting Prophylactic ankle and knee bracing Rib Brace Proper Footwear Taping Protective Padding Sling Psychrometer Ultrasound Applications EMS Applications Manual Eccentric/Concentric Exercises Joint Mobilizations Therapeutic Exercise Activities