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