Download Appendix 14 - University of Mary Hardin

Athletic Training Education Program
Student
Policies and Procedures
Handbook
2009-10
1
Table of Contents
Subject
Introduction
ATS Handbook Acknowledgement Forms
UMHB ATEP Program Components
Chalk and Wire Electronic Portfolios
Clinical Placement Requirements
Pre-Professional Student Requirements
Professional Phase I Student Requirements
Professional Phase II Student Requirements
Transfer Student Policy
Professional Phase I and II Student Overview
Technical Standards
Clinical Costs
Scholastic and Readmission Policies
Student Sabbatical Policy
Athletic Training Major Course Requirements
ATEP Graduation Requirements
ATEP Course Progression- Standard 4 Year Student
ATEP Transfer Course Progression- concurrent ATEP & EXSS Masters
Transferring into Phase II
Clinical Education Expectations and Job Descriptions Phase I
Phase II- 2nd Year
Phase II-3rd Year
Phase II-4th Year
Learning Over Time Progression and Assessment
Staff/Student Evaluation Procedures
Professionalism and Professional Behavior Expectations
Guidelines
Personal Presentation of Professionalism
Professionalism Policy
Feedback & Communication
Tenets
Options Overview & ATEP Policies
Clinical Rotation Orientation- UMHB Athletic Training and ATEP Guidelines
Athletic Handbook Statement
Student‟s Role and Responsibilities in Clinical Education
Dress Code
Student Healthcare/Communicable Disease Policy
Maintaining a Professional Relationship
Clinical Rotation Attendance
Clinical Instructors & Sites
Clinical Rotation Schedule
Athletic Treatment Policies
Emergency Plan
Code of Conduct and Discipline Policy
Grievance Policy
Heat Illness Policy
Lightning Policy
Page
4
5
7
7
8
8
8
9
10
11
13
14
15
15
15
16
17
18
20
21
23
25
27
28
29
30
31
32
32
34
35
39
40
42
43
44
45
47
48
49
52
61
62
64
66
2
Athletic Injury Guidelines
Chalk and Wire Electronic Portfolio Submissions & Guidelines
Appendix A – Clinical Evaluation Forms
Pre-Professional Clinical Evaluation
Phase I Clinical Evaluation
Phase II Clinical Evaluation- 2A
Phase II Clinical Evaluation- 2B
Phase II Clinical Evaluation- 3A
Phase II Clinical Evaluation- 3B
Phase II Clinical Evaluation- 4A
Phase II Clinical Evaluation- 4B
ACI/CI Evaluation
Clinical Site Evaluation
Appendix B – Medical Abbreviations
Appendix C – Blood Borne Pathogen Exposure Report Form
Appendix D – Clinical Rotation Documentation Guidelines- State and National
Appendix E – Clinical Rotation Hour Records
Pre-Professional Clinical Education Hour Records
Phase I & II Professional Clinical Education Hour Records
Cumulative Clinical Education Hour Record
Request for Extra Hours
Appendix F – Other Clinical Forms & Signature Sheets
Clinical Education Goal Sheet
Phase I Technical Standard & Clinical Requirements
Hepatitis B Policy & Waiver
Clinical Care
Medical Confidentiality
Phase II- 2nd Year Technical Standard & Clinical Requirements
Phase II- 3rd Year Technical Standard & Clinical Requirements
Phase II- 4th Year Technical Standard & Clinical Requirements
69
74
75
76
78
81
83
85
87
90
91
95
97
98
100
101
104
104
105
106
107
108
108
109
110
111
112
113
114
115
3
Athletic Training Education Program
Introduction
CONGRATULATIONS! You have decided to pursue the CAATE accredited athletic training
education program (ATEP) at the University of Mary Hardin-Baylor. You have become a part of
a select group of Athletic Training Students in the state of Texas. We are very proud to offer a
great variety of experiences through a combination of classes, practicum/laboratories, and clinical
rotations for practical experience in the field. In the classes and clinical rotations you will learn
from quality athletic trainers, allied health professionals, and physicians. You will also
experience a variety of settings and facilities based on the program and your final athletic training
placement goals. Our mission is to produce students prepared to be successful in the profession,
which starts with passing the national certification and state licensure exams.
In order for our program to continue to succeed, students must accept the challenges to benefit
highly from this program. The athletic training profession is a very demanding, very rewarding
profession. To be successful, you will need to be self motivated and take responsibility for your
education. You will succeed better in the classroom, perform better in the clinical setting, have
more fun, and become a much better professional if you remain an active learner. Make sure that
you learn concepts, apply them to other concepts previously learned, ask why?, and understand
the theory and practical implications of the concepts. Critical thinking is a term you will begin to
hear and understand through your athletic training educational preparation at UMHB. With an
exposure to multiple experiences, you will continue to gain knowledge through a variety of
situations and settings. Dedication and intrinsic motivation are two keys that play an integral part
in successful education and your career!
Welcome to the UMHB Athletic Training Education Program! We are the crew that cares for the
CRU‟! As a pre-professional, you will take preliminary courses and experience some of the
clinical setting with limited hours so that you can set yourself up for future success. After
completing the requirements, you will apply to the ATEP. After interviews, those students
selected will become 2nd Year ATEP students. 2nd Year students will continue to complete
program requirements and progress to 3rd Year and 4th year students. The requirements to
progress to each phase are described later in this handbook. All requirements must be completed
to progress.
You can find specific athletic training education program requirements in this handbook, in the
college catalog, on-line, and by talking with any of the EXSS faculty athletic trainers. If you ever
have questions, please don‟t hesitate to ask any of us. We look forward to having a great year!
Courtney Burken, ATC, LAT, PhD
UMHB ATEP Program Director
254-295-5514
4
5
Acknowledgement (Program Copy)
I, _______________________________, hereby acknowledge that I have read and understand all
of the policies and procedures contained with in this UMHB ATEP Student Handbook. This
Handbook is to be known also as the Policies and Procedures Handbook. I further understand
that these policies and procedures govern all aspects of the academic and clinical rotation
components of the UMHB ATEP.
I understand that athletic training requires a credential in most states. Nationally, athletic training
certification (ATC®) is governed by the Board of Certification. All required rules and
regulations can be found at http://www.bocatc.org. In Texas, athletic training licensure (LAT) is
governed by the Texas State Department of Health Services. Required rules and regulations can
be found at http://www.dshs.state.tx.us/at/at_forms.shtm. Both the BOC and Texas require the
passing of an examination prior to awarding of the athletic training. I understand that felony legal
issues may keep me from becoming an athletic trainer. I also understand that becoming an
athletic trainer requires that I follow ethical standards put forth by the profession. I am personally
responsible for following the legal and ethical regulations for athletic trainers from schooling
through my professional life. I also understand that as a person who desires to be an athletic
training professional it is my responsibility to search for, understand, and complete the
application process for the credentialing exams in the time frame that I desire.
The BOC exam is a computer examination which can be taken the closest exam time prior to your
actual graduation date. You must register on the web based program RegX. For more
information see http://www.bocatc.org.
The Texas Licensure Exam contains 2 parts, a written and a practical portion. It is given in
April/May and December each year. Application deadlines are about 4 months prior to the test.
The test application can be found at http://www.dshs.state.tx.us/at/at_forms.shtm.
Student‟s Printed Name:
Date:
Student‟s Signature:
6
Acknowledgement (ATS Copy)
I, _______________________________, hereby acknowledge that I have read and understand all
of the policies and procedures contained with in this UMHB ATEP Student Handbook. This
Handbook is to be known also as the Policies and Procedures Handbook. I further understand
that these policies and procedures govern all aspects of the academic and clinical rotation
components of the UMHB ATEP.
I understand that athletic training requires a credential in most states. Nationally, athletic training
certification (ATC®) is governed by the Board of Certification. All required rules and
regulations can be found at www.bocatc.com. In Texas, athletic training licensure (LAT) is
governed by the Texas State Department of Health Services. Required rules and regulations can
be found at http://www.dshs.state.tx.us/at/at_forms.shtm. Both the BOC and Texas require the
passing of an examination prior to awarding of the athletic training. I understand that felony legal
issues may keep me from becoming an athletic trainer. I also understand that becoming an
athletic trainer requires that I follow ethical standards put forth by the profession. I am personally
responsible for following the legal and ethical regulations for athletic trainers from schooling
through my professional life. I also understand that as a person who desires to be an athletic
training professional it is my responsibility to search for, understand, and complete the
application process for the credentialing exams in the time frame that I desire.
The BOC exam is a computer examination which can be taken the closest exam time prior to your
actual graduation date. You must register on the web based program RegX. For more
information see www.bocatc.org.
The Texas Licensure Exam contains 2 parts, a written and a practical portion. It is given in
April/May and December each year. Application deadlines are about 4 months prior to the test.
The test application can be found at http://www.dshs.state.tx.us/at/at_forms.shtm.
Student‟s Printed Name:
Date:
Student‟s Signature:
7
UMHB ATEP Program Components
The UMHB Athletic Training Education Program is composed of three distinct
components to allow you to practice your athletic training skills as soon as you
demonstrate competency in those skills. This is a huge advantage for students who select
UMHB for their entire athletic training educational preparation. The three components
are Pre-professional, Professional Phase I and Professional Phase II. Students enter the
athletic training major as Pre-professionals. Pre-professional students begin the athletic
training course progression pre-requisites, clinical pre-requisites, learn and practice basic
athletic training skills associated with program pre-requisite courses, and experience a
minimum of 25 hours clinical observation in the UMHB athletic training rooms.
Pre-professional students may begin clinical observation while completing the clinical
pre-requisites. After completing pre-professional requirements, students may apply to
Professional Phase I. Students will be accepted into the Professional Phase I segment if
space is available after completion of all Professional Phase I pre-requisites. Student
acceptance will occur on a rolling admissions basis as space is available in the program.
The program has a competitive admissions process, so if more students apply than space
is available, the students with the highest score will get in. Remaining students will be
placed on a waiting list. Wait listed students will be subject to competitive admissions;
therefore, it may take more than the minimum standard to gain entrance to the program.
Students who are waitlisted may continue as a pre-professional in classes and clinicals to
improve their score and enhance their position.
Professional Phase I students complete the Phase I courses and clinical education and
experience minimum 100 hours. Phase I students may apply to become Phase II students
April 15 of each year. There is no guarantee that entrance to Phase I will lead to
acceptance into Phase II. Professional Phase II students complete the remaining courses
in the ATEP major in the designated order including clinical education and experiences
for six semesters. Following Phase II and the athletic training major requirements
students will be qualified to sit for the athletic training state and national credentialing
exams.
Chalk and Wire Work Submissions
The UMHB ATEP is CAATE accredited which allows you to sit for the national
certification exam and the Texas licensure exam for athletic trainers. It also means that
the program must clearly demonstrate satisfaction of all rules related to AT Education
and CAATE. We demonstrate this in part through Competency, Proficiency, and Clinical
Education Hour completion records which are submitted by the student as directed to
each student‟s personal electronic portfolio in Chalk and Wire to the appropriate
personnel and graded. These records are critical to our continued program accreditation.
Failure to complete or turn in the appropriate records in the appropriate quality will result
in program penalties for the student. Access to Chalk and Wire and the manuals are
described later in this document.
8
Pre-Professional Student Requirements and Admission Procedures
All students are required to complete clinical pre-requisites before being allowed to
gain clinical experiences. The clinical pre-requisites may be completed
simultaneously with a 25 hour minimum clinical observation with an athletic trainer.
During the Pre-professional phase, students will not be allowed to perform any
patient care duties. This procedure is designed to allow students to identify the
characteristics and skills needed by athletic trainers and begin the socialization
required for professional athletic trainers. Students complete AT Skill Modules of
basic athletic training clinical skills in EXSS 2355, 2370, or 2100. Following the
completion of the clinical observation hours and basic athletic training clinical skills,
and the remaining clinical-prerequisites, clinical instructors and athletic training
faculty complete the Athletic Training Attribute Survey according to what the student
has demonstrated during the Pre-professional program component.
UMHB Clinical Placement Requirements:
Blood Borne Pathogen and Wound care Training*
CPR and FA Certification (ARC/ AHA)*
Clinical Care Agreement*
Medical Confidentiality Agreement*
Medical History, Insurance, and Emergency Contact Information*
Professional Phase I Requirements
If 75% is scored on the Athletic Training Attribute Survey and the student has
completed the AT Skill Modules associated with EXSS 2100/2355/2370, the student
will be admitted to the ATEP as a Phase I Professional Student. Entrance occurs on
a rolling basis as program space is available. The maximum on campus space is 12
spots. There may be increased space available if students rotate off campus with
approval of the program director. Professional Phase I students can expect to gain
clinical experience/education for approximately 8-10 hours per week based on the
student‟s schedule. During this time, Pre-professional Phase I students continue to
gain clinical education and experiences necessary to become qualified professionals.
They also complete the required coursework to apply to the Professional Phase II
program segment. Students are evaluated through coursework and clinical education
by faculty and clinical instructors.
After completion of 100 clinical experience hours on campus, off campus experiences
may be arranged with prior approval of Program Director to allow the student to
experience more and possibly determine what athletic training level suits his/her best
including:
i. High School
ii. Sports Medicine Clinic
iii. Emergency Medical Services
iv. General Medical
v. Other
9
Students may apply to become Professional Phase II students by of April 15th each
year. To apply, students must have completed all pre-requisite courses, or be able to
do so prior to the next fall semester. There is no guarantee that a Phase I student will
be accepted to Phase II- the current professional program (2nd, 3rd, and 4th years).
Professional Phase I Entrance Requirements:
1) 75% minimum score on Athletic Training Attribute Survey completed by
clinical instructors and athletic training faculty.
2) Minimum 25 Clock Hours clinical observation *
3) Completion of AT Skills Modules associated with EXSS 2100, 2355, 2370
4) Technical Standard Completion
5) Physical Examination including medical history, physical exam, and
vaccination and technical standard review by physician including Hep B series
start or waiver
6) Completion of program clinical agreement forms, to include, but not limited
to, medical confidentiality form, program release form, first responder form…
Professional Phase II Requirements **, ***
1) Completion (with a minimum grade of C) of the following courses: EXSS
2351, EXSS 2100, EXSS 2370, and BIOL 2440 and 2441 by the upcoming fall
semester.
2) Completion of application requirements:
a) Athletic Training Resume
b) 3 Reference Letters
c) Essay detailing the definition of athletic training and why the student
desires to be an athletic trainer.
d) minimum cumulative GPA 2.5
e) interview with program faculty, clinical instructors, and professional
Phase II students
f) minimum score 75% on interview form, including Athletic Training
Attribute Survey completed by clinical instructors and faculty ****
** Entrance to Phase II is not guaranteed by entrance to Phase I.
*** Transfer students will be evaluated on their application materials similarly to UMHB
students. Transfer students must be able to demonstrate that they have completed the
Education Council competencies that UMHB has assigned to EXSS 2100, 2351, and
2370. See Transfer Applications for more specifics.
**** Admission to the UMHB ATEP has a competitive admissions process. It may take
a score of greater than the minimum standard to gain acceptance into the program.
Phase II Professional Students
Professional Phase I students applying to Phase II will be notified of their status in the
program after the interview scores have been tabulated and spring semester grades have
been assigned at the latest. Students completing requirements over the summer may be
10
accepted “pending completion of those requirements”. Students who fail to complete the
requirements will result in the student not being accepted into Phase II.
Phase II Professional students complete the remaining courses and clinical education
segments in a six semester rotation. Professional Phase II students include 2 nd year, 3rd
year, and 4th year students. 2nd year students will be scheduled approximately for an
average of 15 hours/week in the clinical education component. 3 rd and 4th year students
will be scheduled for approximately a semester average of 20 hours per week in clinical
education.
Transfer Student Policy
UMHB welcomes transfer students to our ATEP program. Students may complete
Professional Phase I at any institution with a certified athletic trainer. Students wishing
to apply for Phase II of the UMHB ATEP should contact the program director for all
required paperwork. To be accepted to Phase II, transfer students must have
documentation of equivalent competency attainment for the required UMHB ATEP
competencies, courses, and clinical experiences required for Pre-Professional and Phase I
program components. All requirements to enter Phase II, including Program Application
and Acceptance, must be completed before final acceptance to the UMHB ATEP as a
Phase II student.
Students wishing to transfer athletic training courses must bring a transcript and course
syllabi, as well as any other documentation, such as competency or proficiency
completion from the original institution. These items will be considered. If the courses
that the student has completed at another institution are equivalent to a course at UMHB,
the courses will be accepted as transfer courses and satisfy the appropriate ATEP
requirements. If the didactic content, competencies, and proficiencies are not equivalent,
the student will be expected to complete the UMHB ATEP course in the appropriate
sequence for the program.
Students seeking admission to the Athletic Training Educational Program will be
evaluated on the basis of the current admission standards that may exceed the
requirements listed in the catalog.
For more information, please contact the UMHB ATEP Director, Courtney Burken,
ATC, LAT, PhD at [email protected] or 254-295-5514.
11
UMHB ATEP Professional Phase I Requirement Overview:
1. 15 credit hours with a minimum cumulative 2.5 GPA including:
EXSS 2100 Introduction to Athletic Training
EXSS 2351 Basic Athletic Training
EXSS 2370 Emergency Healthcare
BIOL 2440 Anatomy and Physiology I
BIOL 2441 Anatomy and Physiology II
2. Completion of Pre-Professional and Clinical Placement Requirements
3. Admission to Professional Phase I
4. Completion of 100 minimum hours of Clinical Experience/Education
a. avg 8-10 hours per week during school year
5. Application Packet: Due April 15
a. Resume, Transcript, Essay and Career Goal Statements, 3 Reference Letters
UMHB ATEP Professional Phase II Requirement Overview:
2nd Year Student Requirements
1. Completion of the following courses with a minimum cumulative 2.5 GPA *:
a. EXSS 3355 Advanced Athletic Training I- Lower Body Assessment and
EXSS 2101 Sophomore Practicum/Lab I
i. All Practicum/Lab courses require 210-300 clinical experience
hours under the direct supervision of the ACI/CI and completion of
required competencies and proficiencies
b. EXSS 3356 Advanced Athletic Training II- Upper Body Assessment and
EXSS 2102 Sophomore Practicum/Lab II
2. Clinical Rotation foci associated with Practicum/Lab courses:
a. Lower Extremity
b. Upper Extremity
3. CPR/First Aid Certification, Blood Borne Pathogen Training
4. Completion of In-Service Topics Each Semester
3rd Year Student Requirements
1. Completion of the following courses with a minimum cumulative 2.5 GPA:
a. EXSS 4351 Rehabilitation and EXSS 3101 Junior Practicum/Lab I
b. EXSS 4353 Therapeutic Modalities and EXSS 3202 Junior Practicum/Lab
2. Clinical Rotation foci associated with Practicum/Lab courses:
a. Rehabilitation
b. Therapeutic Modalities
c. Opposite Gender
3. CPR/First Aid Certification, Blood Borne Pathogen Training
4. Completion of In-Service Topics Each Semester
12
4th year Student Requirements
1. Completion of the following courses with a minimum 2.5 cumulative GPA:
a. EXSS 4351 Rehabilitation and EXSS 3101 Junior Practicum/Lab I
b. EXSS 4353 Therapeutic Modalities and EXSS 3202 Junior Practicum/Lab
II
2. Clinical Rotation foci associated with Practicum/Lab courses:
a. Administration
b. Equipment Intensive (if not already completed)
c. Off Campus focused on professional goals of student
3. CPR/First Aid Certification, Blood Borne Pathogen Training
4. Completion of In-Service Topics Each Semester
13
Technical Standard Policy
The Athletic Training Educational Program at the University of Mary Hardin-Baylor is a
rigorous and intense program that places specific requirements and demands on the students
enrolled. The Athletic Training Educational Program seeks to prepare graduates to work in a
variety of settings (High Schools, Colleges, Olympics, Professional Athletics, Hospitals, Clinics,
etc.) 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, proficiencies and competencies of an entry-level athletic trainer, as well as meet the
expectations of the program‟s accrediting agency (Committee for Accreditation of Allied Health
Education [CAATE]). The following abilities and expectations must be met by all students
admitted to the Athletic Training Educational Program. 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 NATABOC certification exam.
Technical Standards
Pre-professionals for selection to the Athletic Training Educational Program must
demonstrate:
1.
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.
2.
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.
3.
The ability to communicate effectively and sensitively with patients and
colleagues, including individuals from different cultural and social back-grounds; 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.
4.
The ability to record the physical examination results and a treatment plan clearly
and accurately.
5.
The capacity to maintain composure and continue to function well during periods
of high stress.
6.
The perseverance, diligence and commitment to complete the athletic training
education program as outlined and sequenced.
7.
Flexibility and the ability to adjust to changing situations and uncertainty in
clinical situations.
8.
Affective skills and appropriate demeanor and rapport that relate to professional
education and quality patient care.
Pre-professionals 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.
14
The University of Mary Hardin-Baylor will evaluate a student who states s/he 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 s/he 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 the 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.
**Special Note**
Admission to the University of Mary Hardin-Baylor does not constitute automatic
acceptance into the Athletic Training Program. Admission to the Athletic Training program is,
instead, determined in the fall and spring following the above noted application and interview
process. The standards listed in this catalog and other Athletic Training program criteria
represent minimum standards. In the case of competitive admissions, requirements over and
above the minimum may be necessary.
UMHB ATEP Required Clinical Rotation Costs
A game polo will be provided for the student for game days.
The following costs are required to enter clinical rotations.
1) Proof of current CPR certification through certification cards
2) Khaki shorts minimum 5” inseam for game days
3) Khaki pants for game days
For off campus clinical rotations, the student must have access to personal transportation
and gas funds to transport him/herself to those sites. Off campus rotations will occur a
minimum of once during the 3rd year and again during the 4th year. Phase I Professional
Students may be offered the opportunity to complete off campus rotations depending on
their career goals after completing the program entrance requirements. If there is a dress
requirement for an off campus site, then the student will be required to obtain that
uniform to attend the rotation.
15
UMHB ATEP Scholastic and Readmission Policy
1. Upon acceptance into the Athletic Training program students must maintain a 2.5
cumulative GPA or above. A grade of “C” or above must be obtained in all classes in the
EXSS major and the Athletic Training emphasis.
2. If the cumulative GPA of a student in the Athletic Training program drops below a 2.5
the student will be placed on academic probation for the following academic semester.
The probationary status may result in decreased clinical education components or
required study sessions. Additional time to complete the Athletic Training program may
be required.
3. Provided the GPA of the student on academic probation improves or stays the same the
student will remain on academic probation until reaching the 2.5 required cumulative
GPA requirement. Once the student obtains a 2.5 cumulative GPA s/he will be removed
from academic probation.
4. Should the cumulative GPA decrease after the student has been placed on academic
probation, the student will be required to seek readmission to the Athletic Training
program.
5. A student seeking readmission to the Athletic Training program will be evaluated on the
basis of current criteria for admission and progression.
Student Sabbaticals
Occasionally, students with excellent potential in athletic training require time away from school
or the major to continue to be successful in their every day lives. Students are allowed to request
and receive a sabbatical from the program. During a sabbatical, students can not progress
through the lab/practicum and clinical portions of the program. Students may or may not
continue to be students at UMHB. If a student elects to withdraw from UMHB, that student must
fulfill all UMHB admission requirements to return to the ATEP program.
After a sabbatical, a student must demonstrate that he/she has adequately retained the ATEP
material in the levels that the student has completed to advance to the next level. This is
demonstrated this by retaking the final exam(s) from the athletic training skill related courses that
the student completed. Students who successfully complete the retakes scoring 70% or better will
be allowed to re-enter the ATEP at the next level. Students who do not score 70% or better must
retake the athletic training skills courses so that they can succeed in the professional knowledge
base.
Courses used to determine appropriate student placement include EXSS 2351, 3355 and 2101,
3356 and 2102, 4351 and 3101, 4353 and 3202.
Major in Athletic Training, B.S. Degree Required Courses:
This major is 62 semester hours consisting of EXSS 2100, 2101, 2102, 3101, 3202, 4101, 4103,
4105, 4202, 2351, 2352, 2355, 2370, 3352, 3354, 3355, 3356, 3357, 3379, 3390, 3395, 4350,
4351, 4353, 4392, 4393. Additional required courses for the major are BIOL 2440; BIOL 2441;
NURS 3312 and PSYC 1301. Upon completion of this degree, the student will be eligible to take
the NATABOC Certification Examination and the Texas State Athletic Trainers Licensing Exam.
16
ATEP Graduation Requirements:
To graduate from UMHB with a B.S. degree in Athletic Training, an ATEP student in the
Professional Phase must:








Complete all required Phase I components.
Be a UMHB student for a minimum of 3 years in Phase II.
Fulfill all technical standards set forth by the Program Director.
Carry an overall GPA of 2.5 or higher while in the ATEP.
Complete all rotations and clinical proficiencies.
Have at least a “C” or higher in all ATEP course work.
Complete all requirements to sit for the NATABOC exam.
Complete requirements to sit for the Texas Licensure exam.
17
UMHB ATEP Four Year Suggested Course Progression
Program
Phase
PreProfessional/
Professional
Phase I
Student
Phase II
Students: 2nd
Year
Semester/
Credits
Sugg.
Fall
(12 hrs)
Phase Course
Requirements
Spring
(14 hrs)
EXSS 2351 Basic
Athletic Training
EXSS 2100
Introduction to Athletic
Training
BIOL 2440 Anatomy
and Physiology I
BIOL 2441 Anatomy
and Physiology II
EXSS 3355 Advanced
AT I- Lower Body
Assessment
EXSS 2101 Sophomore
Practicum/Lab I
EXSS 3356 Advanced
AT II- Upper Body
Assessment
EXSS 2102 Sophomore
Practicum/Lab II
Summer
(7 hrs)
Fall
(13 hrs)
Spring
(16 hrs)
EXSS 2370 Emergency
Healthcare
Minimester/
Summer (1
hr)
Phase II
Students: 3rd
Year
Fall
(13 hrs)
Spring
(13 hrs)
Phase II
Students: 4th
Year
Fall
(16 hrs)
Spring
(12 hrs)
EXSS 4351
Rehabilitation
EXSS 3101 Junior
Practicum/Lab I
EXSS 4353
Therapeutic Modalities
EXSS 3202 Junior
Practicum/Lab II
EXSS 3352
Administration and
Education
EXSS 4101 Senior
Practicum/Lab I
EXSS 4202 Senior
Practicum/Lab II
EXSS 4105 Research in
AT
Suggested Phase
Courses from ATEP
Requirements
EXSS 2355 Medical
Terminology
1/09
Liberal Arts Core/
General Education
Suggestions
2 Core Courses +
Chapel + Success in
Academics
2 Core Courses +
Chapel
1 Core Course
EXSS 2352 Personal
Health & Fitness (2nd or
3rd Yr)
2 Core Courses +
Chapel
EXSS 3357
Pharmacology and
Pathophysiology (2nd or
3rd Year)
EXSS 3390
Kinesiology
EXSS 4103 Allied
Health Care
Professions
(2nd, 3rd, or 4th year)
EXSS 3354 Nutrition
(3rd or 4th Yr)
EXSS 3395 Exercise
Physiology
NURS 3312 Health
Assessment
2 Core Courses +
Chapel
EXSS 3379 Psychology
of Coaching
EXSS 4392 Tests and
Measurements
EXSS 4350 Principles
of Strength Training
EXSS 4393 Adapted
and Therapeutic
Exercise
1 Core Course
1 Core Course
2 Core Courses
2 Core Courses
18
UMHB ATEP Undergraduate Degree with EXSS Masters Degree Course Progression
8/08
Program
Phase
Preprofessional/
Professional
Phase I
Phase II: 2nd
Year ATS
Semester/
Credits
Sugg.
Fall
(15 hrs)
Phase Course
Requirements
Spring
(14 hrs)
EXSS 2351 Basic
Athletic Training
EXSS 2100
Introduction to Athletic
Training
BIOL 2440 Anatomy
and Physiology I
BIOL 2441 Anatomy
and Physiology II
EXSS 3355 Advanced
AT I- Lower Body
Assessment
EXSS 2101
Sophomore
Practicum/Lab I
Summer
(4 hrs)
Fall
(13 hrs)
Spring
(10 hrs)
Minimester
(2nd, 3rd, or 4th
year)
Summer
1 hr
3 hrs
EXSS 2370 Emergency
Healthcare
EXSS 3356 Advanced
AT II- Upper Body
Assessment
EXSS 2102
Sophomore
Practicum/Lab II
EXSS 4103 Allied
Health Professions
Suggested Other
Courses from ATEP
Requirements
EXSS 2355 Medical
Terminology
EXSS 3390
Kinesiology
EXSS 3354 Nutrition
(UMHB 1st or 2nd Yr)
EXSS 3352
Administration and
Education (UMHB 1st
or 2nd Yr)
EXSS 3395 Exercise
Physiology
EXSS 4393 Adapted
and Therapeutic
Exercise
EXSS Masters
Courses
EXSS 2352 Personal
Health & Fitness
(UMHB 1st or 2nd Yr)
EXSS 3379
Psychology of
Coaching
EXSS 4350 Principles
of Strength &
Conditioning
EXSS 3357
Pharmacology (UMHB
1st or 2nd Yr)
EXSS 4392 Tests and
Measurements
None- complete
undergraduate
requirements.
None- complete
undergraduate
requirements.
None- complete
undergraduate
requirements.
None- complete
undergraduate
requirements.
NURS 3312 Health
Assessment
19
UMHB ATEP Undergraduate Degree with EXSS Masters Degree Course Progression Cont.
Program
Phase
3rd Year ATS
4th Year ATS
Graduate BS in
AT and MEd
EXSS May.
Semester/
Credits
Sugg.
Fall
(10-13
hrs: 4
UG, 6-9
G)
Spring
(11-14
hrs: 5
UG, 6-9
G)
Summer
(0-6 G
hours)
Fall
(10 hrs: 1
UG, 9 G)
Spring
(12 hrs: 3
UG, 9 G)
Phase Course
Requirements
Suggested Other
Courses from ATEP
Requirements
XX
EXSS Masters
Courses
EXSS 4353
Therapeutic Modalities
EXSS 3202 Junior
Practicum/Lab II
XX
3 EXSS Masters
Degree Courses
(or 2 MS courses + 1
in the summer)
XX
XX
EXSS 4101 Senior
Practicum/Lab I
XX
2 EXSS MS courses if
6 hours taken in
previous 2 semesters.
3 EXSS Masters
Degree Courses
EXSS 4202 Senior
Practicum/Lab II
EXSS 4105 Research
in AT
XX
EXSS 4351
Rehabilitation
EXSS 3101 Junior
Practicum/Lab I
3 EXSS Masters
Degree Courses
(or 2 MS courses + 1
in the summer)
3 EXSS Masters
Degree Courses
20
Athletic Training Education Program
Professional Phase I Clinical Education
Athletic Training Student Job Description
Professional I Classes: Clinical Instruction Should Focus on These Skills
1.
2.
3.
EXSS 2370 Emergency Healthcare (Fall)
EXSS 2351 Basic Athletic Training and EXSS 2100 Intro to AT Lab (Spring)
BIOL 2440, 2441 Anatomy and Physiology I & II and Labs
This is the student‟s year to determine whether athletic training is the desired profession and to satisfy
prerequisites in coursework and clinical rotations. In this year, the student will be taught and evaluated on
emergency skills, wound care, taping, wrapping, bandaging, equipment fitting, technician components of
therapeutic modality applications without any treatment choice decision making components. The student
should practice and refine those skills under the direction of the clinical instructor. After initial class
evaluation of psychomotor skills the student should be able to perform individual skills competently under
the direct supervision of the ACI/CI and may need assistance in knowledge integration in the clinical
setting.
1.
2.
3.
4.
5.
6.
Gaining Competency, Student Should Work on These Skills
General Taping and Wrapping
Bracing and Protective Equipment Fitting
Athlete Stretching and Warm-up
Splinting and Crutch-fitting
Monitoring of Student Athlete Rehabilitation Programs
Set-up and Application of Superficial Heating and Cooling Modalities
Proficient, Student is Able to Perform Tasks Without Further Instruction
The student has been taught and evaluated on the following psychomotor skills. The student can be
expected to complete these skills appropriately and accurately under the direct supervision of the approved
clinical instructor/clinical instructor.
1. Practice and game set-up
2. Wound care
3. Paperwork
4. CPR and Emergency First Aid
More athletic training skills may be performed in the athletic training rooms as student completes and
passes the competencies. Information provided to clinical instructor by Program Director.
21
Athletic Training Education Program
2nd Year Clinical Education Expectations
As a 2nd Year student, you have been exposed to the following tasks and skills in your previous clinical
settings, classes, and laboratories. During your clinical experience this semester, you should practice and
improve your skills in the following areas. At the end of this year you should be competent to perform
these tasks and skills without instruction from your ACI/CI. You will also meet for 1 hour per week with
your faculty ACI to test these skills in an integrated environment.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Practice and game set-up
Wound care
Paperwork
General Taping and Wrapping
CPR and Emergency First Aid
Bracing and Protective Equipment Fitting
Athlete Stretching and Warm-up
Splinting and Crutch-fitting
Monitoring of Student Athlete Rehabilitation Programs
Set-up and Application of Superficial Heating and Cooling Modalities
During this year, you will be exposed to the following tasks and skills. You are also expected to practice
these skills in the clinical setting with your clinical instructor to improve your ability and skills.
1.
2.
Evaluation and Management of Upper and Lower Extremity Injuries
Evaluation and Management of General Medical Conditions and Illnesses
22
Athletic Training Education Program
2nd Year Clinical Education
Athletic Training Student Job Description
4.
5.
2nd Year Classes: Clinical Instruction Should Focus on These Concepts and Skills
EXSS 3355 Lower Body Assessment and EXSS 2101 Practicum/Lab
EXSS 3356 Upper Body Assessment and EXSS 2102 Practicum/Lab
This is the student‟s first year in the professional portion of the UMHB Athletic Training Education
Program. In this year the student will be taught and evaluated on psychomotor skills related to lower and
upper extremity and general medical assessment. Clinical experience should allow the student to practice
and refine these skills. After initial class evaluation of psychomotor skills the student should be able to
perform individual skills competently under the direct supervision of the ACI/CI and may need assistance
in knowledge integration in the clinical setting.
Proficient, Student is Able to Perform Tasks Without Further Instruction
The student has been taught and evaluated on the following psychomotor skills. The student can be
expected to complete these skills appropriately and accurately under the direct supervision of the approved
clinical instructor/clinical instructor.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Practice and game set-up
Wound care
Paperwork
General Taping and Wrapping
CPR and Emergency First Aid
Bracing and Protective Equipment Fitting
Athlete Stretching and Warm-up
Splinting and Crutch-fitting
Monitoring of Student Athlete Rehabilitation Programs
Set-up and Application of Superficial Heating and Cooling Modalities
23
Athletic Training Education Program
3rd Year Clinical Education Expectations
As a 3rd Year student, you have been exposed to the following tasks and skills in your previous clinical
settings, classes, and laboratories. During your clinical experience this semester, you should practice and
improve your proficiency in the following areas under the supervision of your clinical instructor. At the
end of this year you should be competent to perform these tasks and skills without instruction from your
ACI.
1.
2.
Evaluation and Management of Upper and Lower Extremity Injuries
Evaluation and Management of General Medical Conditions and Illnesses
You should continue to refine your skills in the following areas under the supervision of your clinical
instructor.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Practice and Game Set-up
Wound care
Paperwork
General Taping and Wrapping
CPR and Emergency First Aid
Bracing and Protective Equipment Fitting
Athlete Stretching and Warm-up
Splinting and Crutch-fitting
Monitoring of Student Athlete Rehabilitation Programs
Set-up and Application of Superficial Heating and Cooling Modalities
During this year, you will be exposed to the following tasks and competencies. You are also expected to
practice these skills in the clinical setting with your clinical instructor to improve your ability and skills.
1.
2.
3.
Development and Supervision of Rehabilitation Plans
Set-up and Application of Therapeutic Modalities
Development of Therapeutic Modality Plans
24
Athletic Training Education Program
3rd Year Clinical Education
Athletic Training Student Job Description
3rd Year Classes: Clinical Instruction Should Focus on These Concepts and Skills
EXSS 4351 Rehabilitation of Athletic Injuries and EXSS 3101 Practicum/Lab
EXSS 4353 Therapeutic Modalities and EXSS 3202 Practicum/Lab
In these courses, the student will be taught and evaluated on rehabilitation and therapeutic modality use,
set-up, and treatment plan decisions. Clinical experience should focus on student skills practice and
refinement. After initial psychomotor skill evaluation in class, the student should be able to perform the
skills competently under the direct supervision of the ACI/CI.
1. Development and Supervision of Rehabilitation Plans
2. Set-up and Application of Therapeutic Modalities
3. Development of Therapeutic Modality Plans
Work on Skill Proficiency and Knowledge Integration in the Clinical Setting
The student was taught and evaluated on the following psychomotor skills last year. Clinical experience
should allow the student to practice and improve skills proficiency under direct supervision of the ACI/CI.
At the conclusion of the year the student should be proficient in skill performance without instruction from
the ACI/CI.
1. Evaluation and Management of Upper and Lower Extremity Injuries
2. Evaluation and Management of General Medical Conditions and Illnesses
Proficient, Student is Able to Perform Tasks Without Further Instruction
The student has also been evaluated as proficient in the following skills. These skills should continue to be
refined, although the student may be expected to perform them under the direct supervision of the ACI/CI
without further instruction.
1. Practice and Game Set-up
2. Wound care
3. Paperwork
4. General Taping and Wrapping
5. CPR and Emergency First Aid
6. Bracing and Protective Equipment Fitting
7. Athlete Stretching and Warm-up
8. Splinting and Crutch-fitting
9. Monitoring of Student Athlete Rehabilitation Programs
10. Set-up and Application of Superficial Heating and Cooling Modalities
25
Athletic Training Education Program
4th Year Clinical Education Expectations
As a 4th Year student, you have been exposed to the following tasks and skills in your previous clinical
settings, classes, and laboratories. During your clinical experience this semester, you should practice and
improve your proficiency in the following areas under the supervision of your clinical instructor. At the
end of this year you should be competent to perform these tasks and skills without instruction from your
ACI.
1.
2.
3.
Development and Supervision of Rehabilitation Plans
Set-up and Application of Therapeutic Modalities
Development of Therapeutic Modality Plans
You should continue to refine your skills in the following areas under the supervision of your clinical
instructor.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Practice and game set-up
Wound care
Paperwork
General Taping and Wrapping
CPR and Emergency First Aid
Bracing and Protective Equipment Fitting
Athlete Stretching and Warm-up
Splinting and Crutch-fitting
Monitoring of Student Athlete Rehabilitation Programs
Set-up and Application of Superficial Heating and Cooling Modalities
Evaluation and Management of Upper and Lower Extremity Injuries
Evaluation and Management of General Medical Conditions and Illnesses
During this year, you will be exposed to the following tasks and competencies. You are also expected to
practice these skills in the clinical setting with your clinical instructor to improve your ability and skills.
1.
Organization and Administration Related Tasks
At the conclusion of this year, UMHB faculty, clinical instructors, and you should feel that you are
appropriately prepared to be an excellent entry level athletic trainer.
26
Athletic Training Education Program
4th Year Clinical Education
Athletic Training Student Job Description
4th Year Classes: Clinical Instruction Should Focus on These Concepts and Skills
1. Organization and Administration Related Tasks
2. EXSS 4102 and 4202 Practicum/Labs
At the conclusion of this year, the student, UMHB faculty and clinical instructors should feel that the
student is appropriately prepared to succeed as an entry level athletic trainer.
Work on Skill Proficiency and Knowledge Integration in Clinical Setting
The student was taught and evaluated as competent performing the following isolated psychomotor skills
last year. Clinical experience should allow the student to practice and improve proficiency under direct
supervision of the ACI/CI. At the conclusion of the year the student should be proficient in skill
performance without instruction from the ACI/CI.
1. Development and Supervision of Rehabilitation Plans
2. Set-up and Application of Therapeutic Modalities
3. Development of Therapeutic Modality Plans
Proficient, Student is Able to Perform Tasks Without Further Instruction
The student has also been evaluated as proficient in the following skills. These skills should continue to be
refined, although the student may be expected to perform them under the direct supervision of the ACI/CI
without further instruction.
1. Practice and Game Set-up
2. Wound care
3. Paperwork
4. General Taping and Wrapping
5. CPR and Emergency First Aid
6. Bracing and Protective Equipment Fitting
7. Athlete Stretching and Warm-up
8. Splinting and Crutch-fitting
9. Monitoring of Student Athlete Rehabilitation Programs
10. Set-up and Application of Superficial Heating and Cooling Modalities
11. Upper and Lower Extremity Injury Evaluation
12. General Medical Injury/Illness Evaluation
27
Learning Over Time Progression and Assessments
As an Athletic Training Education Program, we must demonstrate that student‟s have “learned
over time” through repeated skills assessment incorporating increasing knowledge integration.
Basically, after initial instruction and competency evaluation, you should continue to practice and
improve upon those skills as well as incorporate new knowledge into your athletic training skill
base. Your ability to perform skills with integrated information will be assessed through
Proficiency Assessments/LOT Exams in Practicum/Lab courses and in clinical
rotations/experiences. Students are required to pass all competencies and proficiencies required
in each Practicum/Lab to progress to the next program phase.
In general, topics are first presented in specific didactic courses. Psychomotor skills
(Competencies) are instructed, practiced, and evaluated by ACI‟s in Practicum/Lab courses.
Following the initial competency evaluation, you are expected to practice and refine your skills,
as well as continue integrating new information with the information and skills you already have.
For example, in EXSS 3355 you will learn about knee injuries and knee injury assessment. In
EXSS 2101, you will be instructed, practice, and ultimately be required to competently perform
specific knee special tests (i.e. a Lachman‟s test for ACL insufficiency). You will continue to
learn about knee injuries in EXSS 3355, and after all initial psychomotor competency tests are
completed in EXSS 2101, you should be able to demonstrate proficiency in performing a knee
evaluation by selecting and performing the appropriate special tests and managing the injury
appropriately.
This Proficiency Assessment/LOT Exam will be demonstrated the semester after you complete
EXSS 3355 and EXSS 2101 because it requires further practice and knowledge integration. The
Practicum/Lab courses require that you spend one hour per week practicing and evaluating
proficiency in topics learned the previous semesters with your assigned faculty ACI. You should
also demonstrate and be evaluated on your psychomotor skills in lower extremity evaluation,
including knee evaluation, in the clinical experiences in the following semesters as well as during
Doctor‟s Day.
Students may also have the opportunity to present particular cases to the physician. The program
director will evaluate the ATS‟s ability to communicate with the Medical Director and student
assessment and treatment/rehabilitation planning skills. This evaluation will become a part of the
Athletic Training Student file, show learning over time and could become a part of a student‟s lab
grade.
All Proficiency Assessment/LOT Exam forms are available in the electronic portfolio or placed in
the student‟s Clinical and Program Folder in the program director‟s office. The exams can be
reviewed by the ATS and ACI/CI by appointment.
28
Evaluation of Staff/Students
UMHB ATEP students, faculty, and clinical instructors are regularly evaluated in a number of
ways. This evaluation aids the program and enhances student learning.
The evaluation types timing follow.
Position
Pre-Professional
Professional Phase I
Professional Phase II
ACI /CI
Program Director
Athletic Trainers/Clinical
Instructors
Evaluator
ACI/CI
ACI/CI
ACI/CI
Students/EXSS Chair
Chair
Chair/ Athletic Director
When/How often
At completion of Phase I Prereqs
End of Each Semester
Midterm and Semester End
Semester End
Yearly
Yearly
All evaluation forms for students will be provided in the associated Practicum/Lab courses.
Students will be provided with the clinical experience evaluation associated with their program
phase and clinical instructor and clinical site evaluation forms with the syllabi the first day of
class.
Required evaluation forms for each Phase of the student‟s Clinical Experience, ACI/CI and
Clinical Site Evaluation Forms may be found in Appendix A of this manual.
29
Professionalism and Professional Behavior Expectations
The mission of the UMHB ATEP is to provide excellent preparation to students
for their chosen career of athletic training. This includes the actual athletic training skills
as well as patient care, interpersonal communication skills, the ability to work well in
teams, and the ability to resolve conflicts when they arise.
UMHB ATEP course and clinical education is designed to educate students about
the athletic training profession in as close to a real life environment as possible. Patient
care is held to the highest standard. All clinical rotations are directly concerned with
athletic training student and patient education, appropriate patient care, and medical
confidentiality issues. Many clinical rotations also involve the stresses inherent in
collegiate and interscholastic athletics. Many clinical rotations also involve potentially
life and limb threatening injuries and emergency care circumstances, from initial
evaluation and emergency care to in hospital care. These high stakes environments are
inherently stressful for all involved. The environments also include other interested
parties such as parents, other team members, and coaches. Faculty, clinical instructors,
and student will be expected to act professionally at all times, even if other parties may
not be. UMHB also strives to maintain an educational environment where students are
prepared through athletic training skills, interpersonal communication strategies, and
professional ethics and preparation to act appropriately in the environments and
circumstances they may find themselves in as professionals.
Circumstances notwithstanding, the UMHB ATEP understands that education
should occur in a professional environment free of harassment and intimidation. Faculty,
clinical instructors, and students are expected to promote an environment free of
threatening, disruptive, or violent behavior. Inappropriate, abusive, unprofessional, or
threatening behavior will not be tolerated.
The high stakes nature of athletic training guarantees that at some point, a clinical
instructor or student may potentially be exposed to a circumstance where an involved
party may not be acting maturely or professionally. The fast nature of sport preparation,
educational differences, environmental intenseness, and the potential number of parties
involved also make a ready circumstance for misunderstandings. UMHB staff and
students are committed to handling those circumstances in a manner so the students are
prepared for professional life as an athletic trainer.
30
Professionalism Guidelines
Professionalism is a set of observable behaviors and a method of acting. Medical
professionals are generally held to standards of providing excellent quality care, serving
for the patient‟s best interest, enhancing patient autonomy and decision making potential,
and promoting social justice through principles of treatment equality and lack of
discrimination. Generally, professional acts are accomplished by athletic trainers through
humanistic values which influence and underpin the specific behaviors. These include
altruism, duties to the patient for access, competence, appropriate relationships, conflicts
of interest, and continuing education, integrity & honesty, respect for others, and
compassion.
Disruptive and/or inappropriate behavior may include, but is not limited to
behavior that prevents or interferes with an individual‟s or group‟s work or academic
performance, or that creates an unprofessional, unsafe, intimidating, hostile, or offensive
work or academic environment violating the UMHB ATEP standards. These behaviors
generally demonstrate a lack of altruism, duty, integrity, respect, or compassion. Some
examples are:
1. Verbal abuse, sexual or other harassment, or threatening or intimidating
words or actions;
2. Yelling or inappropriate language; or
3. Threats of harm or behavior reasonably interpreted as threatening.
Students can expect:
1. To be expected to be an active part of their educational process and utilize their
knowledge and skills for patient care.
2. Clinical instructors to be aware of the demands of athletic training and prepare
the students adequately for those demands.
3. Regular and timely feedback about individual skill performances either in
isolation or with the athletic training students as a group. This feedback is
designed to be positive in nature, by complimenting what was done, making
adjustments or corrections for what was done, or both.
4. To be protected from abuse from other parties by the faculty and clinical
instructors.
A student will always be protected from abuse from other involved parties such as the
athlete, parents, coaches, or other individuals by the clinical instructor.
Students and clinical instructors are expected to act professionally and provide regular,
frequent, and timely appropriate feedback according to the UMHB ATEP Feedback and
Communication Policy. Disruptive or inappropriate behavior will not be tolerated.
31
Professional Presentation
As a student in the ATEP you represent yourself, your family, the ATEP, and UMHB in a
very visible manner. You are in the unique position to be learning and practicing
professional skills with your peers in athletic training, on patients who often times are
also students and frequently your age with a number of similar interests. This can be
difficult. Clinically, you must maintain a professional attitude and image. This protects
you and your interests as well as the patients. Acting professional means that while you
may share similar interests and knowledge about school and social issues, in the clinical
setting you are there to pursue and practice your athletic training skills rather than
socialize. It also means that your focus is on learning and helping others.
Patients and other professionals (athletic trainers, coaches, administrators, teachers,
professors, physicians, etc.) look to you as caregivers rather than simply as other
students. Make sure that in your clinical preparation and presentation you minimize any
issues to maximize your effectiveness. You do not want confusion as to your role, nor do
you want poor perceptions of your character, quality, skills, etc to follow you and affect
your job options. You may see the same athletes, patients, and other professionals later
in your career and their perceptions of you from years ago matter in hiring processes.
Today, society has a very unrestricted open presentation of ideas and concepts based on
electronic technology. People share information with friends electronically and update
their lives and contacts electronically. In fact, it is exceptionally easy to take pictures
with your camera or phone, and upload them or post information, theories, thoughts,
rants, comments, or pictures to a website, blog, or other site for people to access. When
you upload something, you have published it which makes that information accessible to
the public. Many students have electronic profiles on Facebook and MySpace, as well as
avatars in numerous real world gaming sites. Others can access that information, even if
you posted it to select or private site sections. Anything posted electronically,
including e-mail, is, and should be treated as public information. If you meant
information for a select few persons, consider whether it should be published and
what the consequences may be. Electronic documents and images endure over time.
Anything posted electronically may be available to others for the rest of your life, even if
you delete it from your electronic profile. Employers gain information about perspective
hires through published information, or the public persona you present. Be very careful
with what you publish.
In general, administrators, officials, and employers are looking at your public information
to see what kind of person you are, what your interests are, and if those seem like things
that will fit into their community. Public information is seen as a demonstration of what
is important to you and how you handle things as well as what your interests are. Do not
embarrass yourself or the program by publishing items that may be considered, or show
actual unethical, illegal, inappropriate for the setting and your professional goals behavior
of those that might display questionable morals or judgment. Easy examples of
potentially sensitive material include drugs, alcohol, sexual behavior, rants or complaints,
bullying, weapons, etc. You will need to consider the content and context to determine
32
appropriateness, i.e. a hunting or fishing trophy picture with weapons is different than
pictures of making bombs and buying submachine guns with a discussion of robbing a
store. A good rule of thumb is: if this content is acceptable for my parents to see and if I
would not mind when I get older if my 13 year old daughter sees it, then the content
should pose no problem in your life.
Professionalism and Public Presentation Policy
The UMHB ATEP believes that preparation is critical before problems develop. We
have developed a policy to deal with public presentation and appropriateness. As an
ATEP member, you represent yourself, the program, and UMHB. We expect you to
represent all entities appropriately in public, whether that is on a team bus, in an eating
establishment, on Facebook, anywhere else.
We anticipate that students selected for the ATEP program display strong morals and
ethics and use excellent judgment. We also expect that program members will look out
for each other and help them when mistakes occur. A large portion of our program is
dedicated to helping others and looking out for our people. If you are ever presented with
a circumstance, either in person or on line, where you see a fellow student or staff
member in trouble or potentially in trouble, please intervene if you can comfortable and
safely do so. Feedback and communication with appropriate interpersonal
communication skills is a critical component of our success. All program members have
committed to professional behavior and appropriate use of feedback and reception to
feedback. If you can intervene, we expect that the other party will listen and consider
your opinion. If the other person erred, then we expect that the error will be resolved. If
resolution does not occur, please address the issue according to our Feedback and
Communication policy which follows. Any disciplinary issue will be handled according
to the ATEP Code of Conduct and Disciplinary Policy.
Feedback and Communication & Policies
Empowerment- All individuals have the right and in fact, the responsibility, to critically
reflect on their behavior, efforts, learning environment, and how they have been treated.
20-25% of medical professionals will allegedly behave in ways that dissatisfy their
patients (generally labeled unprofessional behavior by the injured parties) (Hickson, et al,
2007). This is similar in an athletic training and education environment. Allegations of
mistreatment may come from many issues, such as actual inappropriate treatment,
misperception of events, misunderstanding of intentions, lack of communication, or other
events.
All ATEP participants including students, are empowered and trained to acknowledge
and address incidents where individuals feel misunderstood, mistreated, unprofessionally
treated, or other negative feelings. This is especially true as often, bad feelings stem from
misunderstandings and misperceptions, which can linger negatively affecting the learning
environment. In general, the most effective time to communicate about an event is as
soon as possible after the emotions have cooled down with the involved parties. If you
are in fear for another‟s safety or psychological well-being, a tactful intervention may be
appropriate at the time.
33
Feedback does not equal Criticism or Evaluation
As a UMHB ATEP Member, you receive concurrent and ongoing feedback, or at
a minimum, frequent feedback during classes and clinical experiences. Feedback occurs
whenever a person interacts with you concerning your skills, learning, performance, etc.
Feedback serves to provide you with information for your learning and regularly occurs
during an event or shortly after. It is formative to instruct for potential modifications and
learning during an event (through a course, clinical experience…). The feedback
comments may include both items that you did well, as well as other thoughts, items that
need improvement, etc. You and your instructors and clinical instructors form a team
whose purpose is to enhance your education and skills for the ultimate goal- your success
as an athletic trainer.
Feedback is non-judgmental and non-graded. It is beneficial regardless if it
addresses good or poor skill performances because the purpose is formative and it occurs
during an event to foster learning and improve your success later. It allows you to
demonstrate skills and knowledge and receive vital information about that performance
without academic penalty. It also allows for clarifications of teacher/clinical instructor
expectations, student strength and weakness identification, and modifications if needed.
Feedback always concerns your actions or behaviors, never your character or personal
characteristics. Only items that are controllable and modifiable are addressed during
feedback.
Lack of appropriate and frequent feedback in a clinical and class setting results in
1) missed learning opportunities, 2) student insecurities about their demonstrated clinical
skills, 3) inaccurate perceptions about personal skills performances, and 4) surprise or
disappointment when seeing their final evaluations, or the graded judgments about
quality of work. None of these items are positive in satisfying the faculty and clinical
instructor ATEP goal, preparing students to be successful athletic trainers. Hence, our
focus on feedback during the semester and evaluation at specific points (midterm and
final evaluations).
Feedback will be continuously provided in a number of ways. It is common for
feedback to be provided to a group of athletic training students. This is appropriate use
of efficiency and time to enhance learning and minimize mistakes. Remember, the
feedback goal is to provide information, not evaluate the worth of a person or a grade.
This is especially important in our setting as the healthcare of the athlete is the primary
concern. Feedback is equally important for all UMHB ATEP participants, including
students, clinical instructors, and faculty members.
There are a number of barriers to providing feedback, for students, clinical
instructors, and faculty members. These include time constraints, fear of failure,
incomplete information about skill performance, lack of competence standards or
standard clarity, inadequate knowledge or ability to use that knowledge of effective
feedback procedures, the constructiveness of the feedback (related to something that the
listener can address rather than a personal characteristic or non-specific information
conveyed), persons seeking feedback at inappropriate times or locations, a focus on
blaming rather than helping people and working together, and concern about negative
consequences for the student or the faculty member/clinical instructor.
34
UMHB ATEP members are committed to minimizing these barriers to every
extent possible because of feedback criticality. If an item is critical to a learner or
instructor, then it is worth providing feedback for. If an item is critical enough for a
learner or instructor/clinical instructor to provide feedback on, it is critical enough for the
other party to listen to non-defensively.
Evaluation
You receive occasional evaluations (midsemester and final clinical evaluations,
ACI evaluations, tests…). An evaluation occurs when you receive a formal grade for a
skill performance or knowledge demonstration. Evaluations serve to document and
formalize an assessment of your skills or knowledge as demonstrated during a previous
particular point in time for accreditation and grading purposes. It is summative, or
summarizes the skills demonstrated at the end of a time period. As such, it conveys a
judgment of your skill and knowledge demonstration. Feedback and evaluation are
opposite ends of the spectrum of knowledge use in an educational program.
Basic UMHB ATEP Feedback Tenets
1. Feedback is an integral part of communication and learning for all parties at all times.
Learning and adjustments can not take place without feedback.
2. Feedback is inherently positive. Any time you gain information about your athletic
training or educational performance, whether that performance was positive or negative,
you have gained information needed to determine if learning adjustments are necessary.
This is true for all UMHB ATEP participants.
a. In general, feedback is most effective at generating change when it is 1)
immediate and 2) specific.
b. The goal for providing feedback about a positive incident/skill performance is
to motivate and encourage.
c. The goal for providing feedback about a negative incident/skill performance is
to improve performance through instruction.
d. Because the goal of feedback is providing information within a patient care
setting, there is no expectation of privacy. If the feedback may be construed as
negative by the party receiving it, it will be short, such as a clinical instructor
asking a student to stop immediately when patient care is at risk. Further
explanation will occur later unless the student asks questions at the time.
Feedback also may be provided to all students within an athletic training group,
such as the students in a class or assigned to a clinical instructor. This is
appropriate to maximize efficiency when an issue has been identified.
3. All UMHB ATEP participants have a commitment to the program and the others in the
program to satisfy the goal, preparing students effectively to be successful certified and
licensed athletic trainers.
a. All UMHB ATEP participants have a commitment to providing and receiving
feedback at all times to continue to increase personnel and program effectiveness.
4. Individuals are different. Communication is an art form. Misunderstanding and
misperceptions occur on a regular basis. The responsibility of a dedicated professional is
to address those items if they are hindering the person in learning or job performance.
Addressing misunderstandings, misperceptions, and emotions is providing feedback.
35
5. Feedback should be handled appropriately. Appropriateness may very depending on
the involved parties and circumstances. Feedback can always be taken as a negative,
especially if the feedback discusses something negative. However, feedback is inherently
positive. The person providing the feedback should stay on track even if the other person
gets defensive. Feedback is also a two way street, with communication by both parties
with both parties listening and understanding. If a solution is needed, it should be created
and agreed to by both parties for appropriate feedback. If both parties are not involved in
the discussion or the end result is punitive, then what occurred what evaluation, not a
feedback process. There are times when an evaluation and punitive processes are
appropriate, but they are not feedback.
Feedback Overview and ATEP Policies:
What a person chooses to do when that person hears, sees, or is involved in, an
uncomfortable environment or an environment where he/ she feels that he/she or another
has been wronged, should be based on an assessment of the circumstance, the potential
actions available, and the pros and cons of each of those actions. There is never a One
Size Fits All solution, because of the interactions between numbers of people and the
fluidity of athletic training, allied health, and other medical environments. Each
individual may do something different.
In general, the options available for acting when you feel that you or another has been
wronged, are:
1. Do nothing at that time.
2. Do nothing at that time and provide feedback by reporting the event to
authorities.
3. Discuss your perceptions at the time with the involved parties- providing
feedback.
4. Informally provide feedback later by discussing the event with the perpetrator
at a non-emotional time.
5. Formally provide feedback by discussing the event with the perpetrator at a
non-emotional time (authority).
Each option has pros and cons which are determined by the circumstance, the emotions
involved, how well you know the parties, event context, your position, the positions of
the other parties, time, and other factors. If you are going to intervene, you must be
aware of the potential actions as well as have evaluated the potential pros and cons of an
action to effectively handle your education and career and get what you need.
36
Principles of Sharing Bad News Personally:
For when you have chosen to interact directly with the involved party(ies) to
share your feedback and enhance communication.
1. Choose a private and non-emotional setting for the conversation.
2. Briefly review what you saw or heard. Focus on behaviors only.
a. Do not get into intentions or interpretations- only observed behaviors.
If the event happened to you personally, add how the behavior made
you feel.
b. Use 1st person format: “When I (issue/behavior: heard/saw/realized)
whatever, I (personal emotion or impact: feel/felt) xxxx because
(effect of the behavior/issue explained) xxxx.” I‟m wondering what
we can do to improve upon that for the next time?
3. Allow the individual you are providing feedback to time to offer his or her
view of the events and reflect on the event and causes. You may find that
what you saw, heard, experienced and what was intended is different.
a. People commonly get defensive and make excuses for their behavior if
they are in the wrong or not.
b. Be sensitive to this, but your point in providing feedback is to educate,
not to create opportunity for excuses. So, continue to clarify if the
circumstance really was unprofessional, that no matter what happened,
there are more effective ways to act.
4. Express an appreciation for the person and their efforts for the UMHB ATEP,
students, athletes….something.
5. This feedback allows the person information about the specifics of how you
felt or what you saw so that he/she can consider that information in their
future communication as an ATEP member.
6. If the person responds negatively to your feedback, that is really not critical
from your perspective. Your job as a professional is to provide the feedback
that is important to you and the program as best as possible. That makes you
a better communicator and should save you some problems later. If you have
communicated appropriately, then you have taken care of your responsibility.
7. You can expect that there will be no negative grade or travel penalties to you
because of your efforts to provide feedback.
37
Bringing an Issue to An Authority:
1. Expect that you will be listened to.
a. You can always go to any of the faculty or clinical instructors for a
sounding board.
b. If you know that you are going to be uncomfortable talking directly
with the involved party(ies), and wish some non-involved interpersonally
help, then you can go to Ashley, Trevor, or Courtney. We will commit to
going with you to allow you to discuss the issue directly and help you state
the problem. If an instance occurs where privacy is in the best interests of
the persons involved (legal issues, court proceedings, etc) then this
procedure will be modified based on program and UMHB conduct
policies.
2. Expect that you will be involved in the solution and problem solving.
a. You may have just needed a sounding board. If so, get an opinion,
decide what to do, and move back to the previous section where you
address the issue directly. If this is true, make sure that the person you are
using as a sounding board knows that, and is a trustworthy sounding
board.
3. Expect that if appropriate, and it almost always is, that you will be asked if you
are comfortable communicating with the other involved parties directly.
a. Exceptions are personal safety and legal issues.
b. If you are not comfortable communicating directly with the involved
party, then expect that you will be directly involved with that party and
another person to aid in your comfort and help you state the problem.
c. In almost all circumstances, the UMHB ATEP believes strongly that the
most appropriate people to discuss a circumstance are the people involved.
We will help you if you are uncomfortable discussing the issue by
yourself, but, professionalism requires you to make a choice about the
importance of the issue to you.
d. If it is important, it is equally important that you are personally and
directly involved.
e. This is only untrue in cases where there is physical harm or a legal issue
involved.
4. Expect that there will be no negative grade or travel penalties due to your
efforts to provide feedback.
38
Responding to Feedback
Especially if you disagree with what is said, didn‟t mean it that way, don‟t
remember doing it, didn‟t do it…. etc.
1. Hear the person- listen with an open mind and without interrupting.
*Multiple interpretations exist regularly in interpersonal communications. The
other person has an interpretation that is just as valid as yours and obviously feels
strongly about this. Feedback is important, you might learn something. Try to
learn as much as possible. Do not worry about defending yourself- the other
person is giving you information, ultimately, you will need to determine if action
is needed based on that information.
2. Empathize with the person.
*Now is not the time to get defensive- the person communicating with you is
doing so because they care about you and them and the experience you have
together
*Now is not the time to justify- the person communicating with you is reporting
events as they heard/understood/saw them which is important information for you
to have. You can determine if that perception is actually what you wanted to
accomplish or not and if it is professional or not as you think through the
circumstance later- now, you are listening to the other person‟s perceptions.
3. Apologize if appropriate.
* If you actually did something wrong, now is the time. If it is a
misunderstanding, it may be appropriate to apologize for your part in the
misunderstanding. If it is not appropriate to apologize, then do not. You can not
apologize for another person‟s actions.
4. If appropriate for your circumstance- respond with a plan of action.
*Make a plan. Unless the circumstance is dire shorter and more efficient is better
than involving a number of people and dragging it out. Define what info you
need and what you should do.
5. Thank person for bringing issue to attention.
* It took a significant amount of caring about the UMHB ATEP and the people in
it for a person to overcome a tendency to not get involved. Acknowledge that.
We have an excellent ATEP. However, nothing is perfect. Feedback is important
for our program to continue to improve.
References
Hickson, GB, Pichert, JW, Webb, LE, Gabbe, SG. A Complementary Approach to
Promoting Professionalism: Identifying, Measuring, and Addressing Unprofessional
Behaviors. Academic Medicine, 82(11). November 2007. pg. 1040-1048.
Kogan, JR, Bellini, LM. Providing Effective Feedback. University of Pennsylvania
Department of Medicine Faculty Development Series, October 2004.
39
Clinical Rotation Orientation
Athletic Training
UMHB has five athletic trainers on staff dedicated to the education of Athletic Training Students.
Three of these athletic trainers are also dedicated to providing healthcare to the UMHB athletes.
There are two athletic training rooms at UMHB. One is located in the Mayborn Campus Center
outside the arena. It is used to care for men‟s and women‟s basketball and volleyball. The other
training room is located at the Andersen Fieldhouse. It serves football, men‟s and women‟s
soccer, baseball, softball, and golf.
The UMHB Medical Director is Dr. Derek Lichota. He serves as the main team physician and is
supported by a team of physicians in all specialties through the Scott & White Healthcare System.
Dr. Lichota is the final authority in the return to play issues for the University.
Please see the Athletic Training Room rules for specific instructions. Generally, we ask the
student-athlete 1) to report all injuries to the athletic training staff and coach as soon as possible,
2) to keep treatment and rehab appointments and be on time, 3) to update personal information
with athletic training staff as soon as possible and 4) to get familiarized with our athletic injury
and athletic insurance policies. Athletic training students need to be familiar with those
requirements to get the most from their clinical rotations.
The athletic training staff expects the student-athletes to treat the Athletic Training Students with
respect. They are here to gain an education while aiding the athletes under the direct supervision
of the certified athletic training staff. The UMHB Athletic Training Student is an extension of the
staff athletic trainer – they are doing what they have been told to do within the scope of practice
of the student based upon educational guidelines.
For athletic handbook: policy for student-athletes
40
THE STUDENT’S ROLE/RESPONSIBILITY IN THE ATHLETIC TRAINING
PROGRAM AT THE UNIVERSITY OF MARY HARDIN-BAYLOR
In order for our program to operate, the Athletic Training Students must first realize that they are
students and must learn their scope of practice. They are to perform diligently and assume all
responsibility in a mature, responsible, and professional fashion. We want to make our Athletic
Training Students well qualified and experienced professional by preparing them for a profession
which requires knowledge, interpersonal and athletic training skills, discipline, and responsibility.
At all times, communicate with the athletic training staff to create an open learning environment.
Personal qualities and dress appearance reflect on not only yourself, but also the total University
of Mary Hardin-Baylor Athletic Training Program. You will wear assigned clothing that will be
provided at the beginning of the school year or comparable clothing (if deemed appropriate by
your clinical supervisor.) The Athletic Training Student will not be allowed to eat, smoke, use
tobacco products, or cellular phones during clinical rotations. Maintain professional relationships
with the physicians, coaching staffs, athletes, and other student athletic trainers. An Athletic
Training Student at UMHB needs to not only excel in the athletic training room but also the
classroom. All in all, continue to participate with an enthusiasm and pride that represents you
well.
Below are a few guidelines that will help you in our opening and closing procedures of the
athletic training rooms.












Opening Procedures
Fill both whirlpools (hot 104-108˚ F, one cold 45-50˚ F.)
Fold and put away clean towels.
Roll elastic wraps and place in drawers.
Complete stocking, if not completed prior.
Prepare daily treatment sheets or boot up the computer and SportsWare.
During Clinical Rotations in the Athletic Training Rooms
Do not sit on bikes, steppers and etc.
Do not sit at all when athletes are in the athletic training room unless you are on the
computer with SportsWare.
Be in uniform.
Assist athletes in treatments and rehab. Never leave the room with them alone.
Continue to keep the area picked up and clean.
Communicate with your ACI/CI and maintain an active learning environment.
Use your clinical time as learning and practice time to improve your skills and gain
increased knowledge.
41
During Clinical Rotations at Practices and Games



















Be visible.
Be in uniform.
Have all the necessary supplies on hand [kit, coolers, fanny packs, ice, etc.]
Be attentative; know what is going on.
Be prepared for emergencies.
Communicate with your ACI/CI and maintain an active learning environment.
Use your clinical time as learning and practice time to improve your skills and gain
increased knowledge.
Closing Procedures
Wipe down all treatment tables, cabinets, modalities, and rehab equipment.
Drain and clean whirlpools.
Restock ice cups.
Clean ice machine, refrigerator, and hydrocollator.
Clean taping tables.
Restock supplies for wound care.
Take all soiled towels to equipment room.
Reorganize cabinets; lock doors.
Total treatment log.
Complete daily individual injury reports, and records.
Put things in their place and leave the Athletic Training Room cleaner than you found it.
Check out with the Supervising CI before leaving.
42
DRESS CODE FOR ATHLETIC TRAINING EDUCATION STUDENTS
Rule 1: Look and act professional to enhance your learning experience and credibility!
At home practices and athletic training room attire:
1) Tennis shoes or rubber soled shoes only. No open toe shoes, sandals or high heels
will be allowed. [OSHA Requirement]
2) Socks must be worn.
3) Wind pants, khakis & shorts. No Daisy Dukes; shorts must have no less than a 5 inch
inseam. **Blue Jeans with no holes will be allowed in cooler weather**.
4) Shirts – must be UMHB collared or UMHB athletic training Tee- Shirts [gray or
white].
5) Ball caps/visors – must be UMHB.
Out of town travel attire (except for games):
1) UMHB athletic training gear only [or]
2) Team Travel clothing as designated by head coach.
Note: Always keep the weather conditions in mind.
Game attire for Athletic Training Students:
1) Clean tennis shoes, or dress shoes – no high heels or sandals.
2) Wear socks or stockings.
3) Khaki shorts or pants. Baseball/softball may wear wind pants when cold with
approval of clinical instructor.
4) Game shirt – must be tucked in during the event or while in public view.
5) Cover all tattoos.
6) Long hair pulled back and kept neatly groomed.
Note: Away and home game dress will be the same.





Jewelry during Practices and Games
No excessive rings or chains [chains/necklaces will be tucked under shirt].
No tongue rings.
No facial/nasal rings or piercing.
Earrings must be very small loops or studs only; limited to females only; no male
earrings.
No loose bracelets.
43
Student Healthcare/Communicable Disease Policy
The following policies are designed to protect both the athletic training student and the
student-athlete or patient from the spread of communicable diseases.
1. Athletic training students with contagious or potentially contagious illnesses should
avoid direct patient contact, regardless of the clinical setting.
a. Students suffering from a cold, sore throat, respiratory illness, intestinal illness, or
other condition with an oral temperature of 101° or greater should report to the
university nurse or the physician of their choice.
b. If a student must miss a class or clinical assignment due to illness, they should
contact their instructor prior to their absence. If unable to contact their instructor
prior to class, students should contact him/her as soon as possible after the
conclusion of their class.
c. Upon returning to their class or clinical assignment, students should submit a note
from the nurse or physician documenting their illness.
2. Athletic training students should always practice sound prevention techniques when
working in the healthcare environment (i.e., regular hand washing, secretion and
cough management, etc.).
3. Athletic training students should always cover all open wounds or cuts before treating
a student-athlete or patient.
4. If an athletic training student suspects that he/she has a medical condition that may
impact the safety of the student or patient, the student must inform the clinical
instructor and the Program Director as soon as possible.
44
Maintaining Professional Relationships
Social situations and/or dating involving male athletes/female student athletic trainers or female
athletes/male student athletic trainers are STRONGLY discouraged and are inappropriate for the
UMHB Athletic Training Student. Any such actions are considered unprofessional. If a situation
does develop between an ATS and athlete, the athletic training student needs to notify the
Program Director and the appropriate steps will be taken. (i.e., no action, change in sport
assignment, or termination from program).
Being an Athletic Training Student at the University of Mary Hardin-Baylor is an honor and a
privilege. It is not a position granted to everyone. All students are informed of this policy prior
to entrance onto the staff. Upon being accepted, you are expected to accept the responsibility of
the position. The UMHB reputation for having a quality athletic training program will be
maintained with students acting with integrity, responsibility, maturity, and self respect for the
profession and the University in classes and clinicals. Always be aware of your behavior and
how it represents you and our program.
The field of Athletic Training is a health care profession, which involves caring, concern,
discipline, and self-awareness. Our students must become aware of the potential problems with
dating an athlete, not only personally, but the implications placed upon the UMHB Athletic
Training Education Program, the Athletic Training Staff, and the University of Mary HardinBaylor. A conflict of interest arises when an individual becomes focused solely on their personal
needs. Recognition of the problems with this potential situation is needed prior to your
involvement in ATEP.
In closing, the health care profession places a strong emphasis on an active listening approach.
Don‟t misinterpret an athlete‟s problem for a personal invitation for involvement. Be aware of
the athlete‟s road to success and their mind-set. Continue to recognize the potential problems
before they arise and retain the professionalism of an Athletic Trainer.
45
Attendance Policy/Clinical Rotation Assignments
1. It is the Athletic Training Student„s [ATS‟s] responsibility to follow all athletic training
and athletic training education policies and rules.
2. ATS should remember that their education requires their active participation and
communication with the ATEP faculty and clinical instructors to enhance the learning
process.
3. ATS must act with utmost professionalism.
4. ATS‟ s will be assigned to a minimum of 1 Full and 1 Partial Clinical Rotation per year.
2nd Year clinical education rotations will occur on campus. 3rd and 4th Year students will
have an on and an off campus rotation.
A. Full Clinical Rotations: students will be assigned clinical education
experiences not to average over 20 hours per week over the semester. Students may have
no regular conflicts other than classes with clinical education assignments. Students
are expected to attend clinical education rotations as scheduled. If a reasonable
adjustment must be made (car trouble, doctor‟s visit, student illness) the student is
required to contact the clinical instructor as soon as possible.
B. Partial Clinical Rotations: students will be assigned clinical education
experiences not to average over 20 hours per week over the semester. Students may have
regular conflicts other than classes with clinical education assignments. Students and
Clinical Instructors will collaborate on an appropriate clinical education schedule.
Schedule conflicts must be discussed with the assigned clinical instructor, who must
agree that the student can still obtain a valid and worthwhile clinical education. If
agreement can not be reached then the student will need to adjust the conflicts. Students
are expected to attend clinical education rotations as scheduled. If a reasonable
adjustment must be made (car trouble, doctor‟s visit, student illness) the student is
required to contact the clinical instructor as soon as possible.
C. Students are required to obtain a minimum of 420 clinical education hours
through the year with partial and full clinical rotation assignments. Students are required
to obtain a minimum of 100 clinical education hours per semester. Students will obtain a
maximum of 600 clinical education hours per year.
5. If you cannot attend a clinical rotation assigned event, the ATS will be required to contact
the CI before the absence occurs. Attendance at clinical rotations is mandatory for ATS.
Excessive ATS absences and tardies during on- or off-campus clinical rotations may
cause termination from the ATEP.
6. Clinical assignments are made with your education in mind. The program considers five
factors in assigning clinical rotations: Upper Body Intensive, Lower Body Intensive,
Equipment Intense, General Medical and Cross Gender Experiences. Upper body
rotations would include sports like tennis, volleyball, baseball, softball. Lower body
rotations could include soccer and basketball. Equipment intensive sports include
football and hockey. Examples of a General Medical Rotation could be a rotation with
the school nurse, a rotation with Dr. Bartels at the Belton Clinic in Belton, Texas or any
other general practice physician, a rotation at Waco Sport Medicine and Rehab Clinic, or
a general orthopedic surgery rotation at Scott and White Hospital. To ensure Cross
Gender Experiences, we assign women to men sports and visa versa. General Medical,
Clinic/Rehabilitation, and High School affiliated site rotation afford many opportunities
for this requirement. All ATS‟s will fulfill an off-campus rotation during their Senior
Practicum and Lab Courses.
7. When assigned to affiliated site, the ATS will adhere to the team rules or the site‟s rules.
46
NOTE to ATS about off-campus rotations:
The ATS will be held to an attendance agreement and will be evaluated by the site ACI/CI. The
ATS‟s are to be reminded that they are representing UMHB.
General
Athletic Training Students can not be required to attend during summers, semester breaks,
holidays, and during finals week, however they can volunteer.
UMHB provides professional student liability insurance coverage for the Athletic Training
Education Program for Phase I and II students. This policy covers students who are involved in
the UMHB ATEP free of charge. The liability coverage ranges one to three million dollars.
47
Clinical Instructors
Approved Clinical Instructors (ACI‟s)
 Courtney Burken, PhD, ATC, LAT- University of Mary Hardin-Baylor- ATEP Director.
 Trevor Swift, MS, ATC, LAT – University of Mary Hardin-Baylor- Athletic Training
Faculty.
 Billy Ray Laxton, M.Ed, ATC, LAT – University of Mary Hardin-Baylor- Head Athletic
Trainer.
 Josh Ogden, MS, ATC, LAT- University of Mary Hardin-Baylor- Athletic Trainer.
 Elizabeth Maybin, MS, ATC, LAT – University of Mary Hardin-Baylor- Athletic
Trainer.
 Joe Gonzales, ATC, LAT – Killeen Ellison – Athletic Trainer.
 Jennifer Dieter, ATC, LAT- Copperas Cove High School- Athletic Trainer.
 Nathan Williams, ATC, LAT- Copperas Cove High School- Athletic Trainer.
 Craig Bower, ATC, LAT- Belton High School- Athletic Trainer.
 Jerry Pate, ATC, LAT- Belton High School- Athletic Trainer.
 Chad Hennessey, ATC, LAT- Georgetown High School- Athletic Trainer.
 Brad Shelton, ATC, LAT- Midway High School- Athletic Trainer.
 Carrie Saulters, ATC, LAT- Midway High School- Athletic Trainer.
 Miguel Benavides, ATC, LAT- Southwestern University.
Clinical Instructors (CI‟s)
 Dr. Derek Lichota, MD – Scott & White Orthopedics and UMHB Team Physician
 Dr. Henry Mayer, MD- Orthopedic Surgeon and UMHB Team Physician
 Ron Scott, ATC, LAT – Scott & White Hospital – Orthopedic Assistant/Athletic Trainer.
 Mike Lefner, LAT – Temple High School- Head Athletic Trainer.
 Windee Killough, LAT – Temple High School- Athletic Trainer.
 Steve Prentiss, ATC, LAT- Temple High School- Athletic Trainer.
 Tony Dunn, LAT – Killeen Ellison – Athletic Trainer.
 Nikki Vincent, LAT- Round Rock High School- Athletic Trainer.
 Bridgette Shelton, LAT- Robinson High School- Athletic Trainer.
 Lynn Glass, ATC, LAT – Hillcrest Sports Medicine - Clinical Director: Athletic Trainer.
 Diana Operhall, LAT- Scott & White Medical Center, Georgetown- Athletic Trainer.
 Brian Carr, PT, ATC, LAT- Scott & White Medical Center- Physical Therapist.
 Patricia Bennett, PT- Scott & White Temple Physical Therapy.
 Jamie Ortiz, OT- Scott & White Temple Occupational Therapy.
 Bruce Pritchard, EMT-P, Belton EMS.
 Dr. Trey Morris, Scott & White Emergency Department.
 Dr. Billy Ligon, Scott & White Belton Clinic
 Dr. Steve Sewell, Scott & White Belton Clinic
48
Clinical Rotation Schedule
1. Phase I Professional Students are scheduled for on-campus clinical rotations between
different UMHB sports and the two Athletic Training Rooms for the 100 hour
requirement. Following that, the students may be assigned to off-campus rotations based
upon the career goals of the student.
2. Second Year ATS will have an on-campus clinical rotation assignment and general
medical/surgical components with EXSS 3355 or EXSS 3356.
3. Third Year ATS will have an on-campus and an off-campus clinical rotation assignment.
4. Fourth Year ATS will have an on and an off-campus assignment based on the goals and
interests of the ATS.
5. General Medical assignments will occur in concert with EXSS 4103.
On-campus clinical assignments include Football, Volleyball, M/W Soccer, M/W Basketball,
Softball, Baseball, and Rehab or Non-traditional seasons.
Off-campus clinical assignments include high school, college, Emergency Medical Services,
Emergency Department, General Medical, Orthopedics, Sports Medicine Clinic, Chiropractic,
and other settings as appropriate for UMHB ATEP student goals.
49
Athletic Training Room Treatment Policies
Definitions:
Licensed Athletic Trainer (LAT) - An individual meeting the requirements set forth by the Texas
Civil Statutes, Article 4512d (The Athletic Trainers Act).
Certified Athletic Trainer (ATC®)- An individual who has completed the requirements to
become nationally certified as an athletic trainer by NATABOC.
Student Athletic Trainer (SAT) - As defined by section 313.6 of the Texas Civil Statutes, Article
4512d (The Athletic Trainers Act).
Athletic Training Student (ATS) – Student in the Pre-professional or Professional (2 nd Year, 3rd
Year, or 4th Year) portion of the UMHB ATEP. Specific requirements are defined by the JRCAT, CAATE, and NATABOC.
Medical Director – Texas licensed physician who has the final authority for UMHB athletics and
supervises the CAATE accredited UMHB ATEP.
Team or Supervising Physician - Medical Doctor licensed by the state of Texas acting as medical
authority.
Scope of Practice:
As defined by the Texas Civil Statutes, Article 4512d (The Athletic Trainers Act) section 313.20.
a) A licensed athletic trainer prevents, assesses, treats, rehabilitates, and researches
injuries and illnesses incurred by athletes. An athlete is a person involved in
exercise, conditioning, or a physical activity that requires physical strength, power,
endurance, skill or speed. A licensed athletic trainer practices under the advice and
consent of a team physician.
b) The activities listed in subsection (c)(1)-(7) of this section may be performed in any
setting authorized by a team physician and may include, but not limited to, an
educational institution, professional or amateur athletic organization, an athletic
facility, or a health care facility.
c) Services provided by a licensed athletic trainer may include, but are not limited to:
(1) Plan and implement a comprehensive athletic injury and illness prevention
program;
(2) Conduct an initial assessment of an athlete‟s injury or illness and formulate
an impression of the injury or illness in order to provide emergency or
continued care and refer to a physician for definitive diagnosis and
treatment, if appropriate;
(3) Administer first aid and emergency care for acute athletic injuries and
illnesses;
(4) Coordinate, plan, and implement a comprehensive rehabilitation program for
athletic injuries;
(5) Coordinate, plan, and supervise all administrative components of an athletic
training or sports medicine program;
(6) Provide health care information and counsel athletes; and
50
(7) Conduct research and provide instruction on subject matter related to athletic
training and sports medicine.
Facilities- Two Athletic Training facilities will service the medical needs of the student athletes –
Mayborn Campus Center and the Andersen Fieldhouse Athletic Training Rooms.
In-Season vs. Off-Season sports - Athletes competing in their traditional season will receive
priority with practice and game coverage as well as rehabilitation. Rehabilitation appointment
times must be kept in order for everyone to be able to receive necessary treatments. Coaches will
be notified if scheduled appointment times are not kept. If scheduled appointment times are
missed, no treatment will be given that day. Injury reports will be provided to each in-season
coach to notify each coach of the respected injured athlete's status.
Emergency Plan - Practice and game “coverage” will be determined by injury risk, availability of
staff, and availability of communication devices. “Coverage” can be defined as providing water
and an emergency plan, to medical staff on the field/court for immediate treatments as needed.
The Team Physician will be available either in person or by communication device for all home
contests.
Hours of Operation - Seasonal 7 AM rehab until completion of the last practice/game. Prepractice time is reserved for taping, wrapping and minor treatments (band-aids, stretching, etc.)
prior to activity. Technically the Athletic training rooms are closed from 8 am to 1pm. However
the staff athletic trainers may see athletes by appointment. Any athlete not competing fully in
practice or game should have a rehabilitation program created by the Athletic Training staff.
Team Physician Clinical (Doctors Day)- The Team Physician will be available on a weekly basis
for evaluation, consultation and treatment planning and progression of athletic injuries. Athletes
will attend the scheduled appointment upon referral by the Licensed Athletic Training staff only.
Student athletes only will be referred to this clinic time. Athletes may be referred to other
medical professionals as needed. If an athlete is seeking outside medical attention the Team
Physician has the final authority for returning the athlete to competition or holding the athlete out
of competition for medical reasons.
Ordering Additional Equipment/Supplies- any custom made devices that need to be ordered for
injury prevention or management must be paid for prior to ordering. The university is not
responsible for purchasing of custom made braces, splints, orthotics or other devices that are not
currently in stock in our Athletic Training Room. Some of these devices are covered by an
individual‟s insurance and it is the responsibility of the athlete to submit the information for
coverage/reimbursement.
Insurance Information- Athletes must have primary insurance coverage either on their own or
through their parents/guardians. Secondary insurance coverage is provided by The University of
Mary Hardin-Baylor. Any and all insurance claim information must be filed through the
University‟s Human Resources Department in order for the secondary insurance claim to be
made.
Medical History- An up to date medical history form must be on file for every athlete prior to
participation in athletics. This medical history includes a physical examination performed by a
medical doctor prior to being allowed to participate. Our Team Physician has the right to revoke
the playing status for any medical condition that he/she feels inappropriate for participation.
Each athlete is responsible for updating his/her medical history on a regular basis as appropriate.
51
An additional screening by our Team Physician may be required in a case where a condition that
was not previously approved for participation arises.
Eligibility for Treatment by ATS- Student-athletes must have paperwork in before they will be
allowed to practice. A student-athlete can receive evaluation, treatment and rehabilitation by an
athletic training student under the supervision of the appropriate ACI/CI. Decisions regarding
care and other issues always need to be approved by the ACI/CI. Injury is limited to athletic
injury. However, first aid for acute injury must be given before any concerns of documentation.
A request for an ice bag after a game or practice needs to be recorded as a treatment – an
evaluation may not be required.
Injury Guidelines
1. Between the hours of 7 am and 1 pm phone 295-4945 (field house Athletic Training
room) first, if no answer call Billy Laxton‟s cell phone at 721-6648.
2. After 1 pm, depending on sport, phone 295-4945 (field house), 295-4163, 4288 or 4239.
If unavailable try cell phone numbers of the professional staff.
3. If a life threatening emergency exists, call 911 immediately.
4. Please do not tell athletes to see a physician. All referrals to a physician will be the job of
the professional staff.
5. If an injury needs to be seen by a physician and is not a life threatening emergency, the
athlete will be given an appointment or be told to attend the clinic time to see our Team
Physician or other arrangements will be made.
6. Please see and familiarize yourself with the UMHB Injury Guidelines [in this handbook].
52
THE UNIVERSITY OF MARY HARDIN-BAYLOR
EMERGENCY ACTION PLAN
UTA Emergency Action Plan
Emergency situations may arise at anytime during athletic events. Expedient action must be taken in order
to provide the best possible care to the athletes of emergency and/or life threatening conditions. The
development and implementation of an emergency action plan will help ensure that the best care will be
provided.
The University of Mary Hardin-Baylor has a duty to develop an emergency action plan that may be
implemented immediately when necessary and to provide appropriate standards of healthcare to all sports
participants.
Emergency Personnel
Emergency personnel may include Certified and Licensed Athletic Trainers, Emergency Medical
Technicians, Team physicians, UMHB Coaches and UMHB Athletic Training Students. All UMHB
coaches should receive CPR/AED and First Aid training while the UMHB Certified and Licensed Athletic
Trainers and Athletic Training Students must be appropriately certified in CPR/AED and First Aid.
UMHB personnel will follow the UMHB Emergency Plan and the Athletic Injury Policy Guidelines.
UMHB personnel and students will yield to higher trained emergency healthcare professionals and their
protocols.
Emergency Equipment
Emergency equipment may include First aid supplies, splints, crutches, backboard and AED.
Certified and Licensed Athletic Trainers and UMHB Coaches are to know what equipment is
available per their site, where it is located and how to use it.
A list of available equipment per venue is listed in this emergency plan. Training on the use
of the equipment should occur regularly.
Emergency Communication and Activation of the Emergency Medical System
When making the call from Tiger Stadium, Tennis Center, Red Murph, Dee Dillon or the Mayborn Center
for an ambulance, dial 911. Provide the following information on the telephone:
1) State that an ambulance is needed at the site where the call is outgoing.
2) Give your name and phone number you are calling from.
3) Give the condition of the student athlete.
4) State if any first aid treatment has been given.
5) State if an AED is needed.
6) Give specific directions and the street address as needed to locate the emergency scene.
7) Any other information requested by the dispatcher.
**From the UMHB Athletic Injury Guidelines:
53
Procedural Steps for Athletic Injuries: Life-threatening injury
1.
2.
3.
4.
5.
6.
Check scene safety for possible dangers to coach, student-athlete and student-athletic trainer.
Check victim(s) – C,A,B,C’s (Consciousness, Airway, Breathing, Circulation)
Call 911 and give care as needed
Contact a staff Athletic Trainer if one is not present.
Coach, his designate or a staff athletic trainer should accompany injured athlete to the hospital.
Parents should be notified of life-threatening injury to their child by the athletic trainer or
designate as soon as possible.
54
Emergency Action Plan – ‘Red’ Murph Baseball Stadium
Clay Gould Baseball Stadium
Emergency Personnel:
 Certified athletic trainers and athletic training students on site for competition and practices.
 Additional sports medicine staff accessible from the Athletic Training facility at Anderson
Fieldhouse.
Emergency Communication:
 Fixed telephone line in Home Baseball Dugout. The dugout phone number is: 295-5060.
Emergency number from this line is: 911.
Emergency Equipment:
 First aid supplies, splints, and crutches are on site for all practices and competitions. Any
additional equipment can be accessed from the Andersen field house athletic training room.
Role of First Responders:
1) Immediate care for the injured or ill student athlete which may include:






Checking scene safety for possible dangers to coach, student-athlete and student-athletic
trainer.
Checking victim(s) – C,A,B,C’s (Consciousness, Airway, Breathing, Circulation)
Calling 911 and give care as needed
Contacting a staff Athletic Trainer if one is not present.
Coach, his designate or a staff athletic trainer should accompany injured athlete to the hospital.
Parents should be notified of life-threatening injury to their child by the athletic trainer or
designate as soon as possible.
2) Emergency equipment retrieval.
3) Activation of emergency medical system.
A. Call 911 from baseball home dugout phone or cell phone
Provide the following information:
My name is_________ and I’m calling from 295-5060. I need an ambulance
at the UMHB baseball field. It is located at 1810 University Drive on the
UMHB campus in Belton, TX.
Give the condition of the student athlete(s), and any care that has been given so far.
4) Notify campus police at 295-5555. Send someone to specified location to flag down the ambulance and
direct to the scene.
5) Limit the scene to first aid providers and move any bystanders away from the area.
6) The Athletic Director should be notified in the event of a life-threatening injury in a reasonable time
frame.
55
Emergency Action Plan – Dee Dillon Softball Field
Allan Softball Field
Emergency Personnel:
 Certified athletic trainers and athletic training students on site for competition and practices.
 Additional sports medicine staff accessible from the athletic training facility at Andersen
Fieldhouse.
Emergency Communication:
A fixed telephone line is in Home Softball Dugout. The home dugout phone number is: 295-5114.
Emergency number from this line is: 911.
Emergency Equipment:
First aid supplies, splints, and crutches are on site for all practices and competitions. Any additional
equipment can be accessed from the Andersen Athletic Training room.
Role of First Responders:
1) Immediate care of the injured or ill student athlete which may include:






Checking scene safety for possible dangers to coach, student-athlete and student-athletic
trainer.
Checking victim(s) – C,A,B,C’s (Consciousness, Airway, Breathing, Circulation)
Calling 911 and give care as needed
Contacting a staff Athletic Trainer if one is not present.
Coach, his designate or a staff athletic trainer should accompany injured athlete to the hospital.
Parents should be notified of life-threatening injury to their child by the athletic trainer or
designate as soon as possible.
2) Emergency equipment retrieval.
3) Activation of emergency medical system.
 Call 911 from the softball home dugout phone or cell phone.
Provide the following information:
My name is_________ and I’m calling from 295-5114. I need an ambulance
at the UMHB softball field. It is located at 1750 University Drive in Belton,
TX.
Give the condition of the student athlete(s), and any care that has been given so far.
4) Notify campus police at 295-5555. Send someone to specified location to flag down the ambulance and
direct them to the scene.
5) Limit the scene to first aid providers and move any bystanders away from the area.
6) The Athletic Director should be notified in the event of a life-threatening injury in a reasonable time
frame.
56
Emergency Action Plan – Soccer Fields
Allan Softball Field
Emergency Personnel:
 Certified athletic trainer and athletic training students on site for competition and practices.
 Additional sports medicine staff accessible from the athletic training facility at Andersen
Fieldhouse.
Emergency Communication:
Emergency number from a cell phone is: 911.
Emergency Equipment:
First aid supplies, splints, and crutches are on site for all practices and competitions. Any additional
equipment can be accessed from the Andersen Athletic Training room.
Role of First Responders:
1) Immediate care of the injured or ill student athlete which may include:






Checking scene safety for possible dangers to coach, student-athlete and student-athletic
trainer.
Checking victim(s) – C,A,B,C’s (Consciousness, Airway, Breathing, Circulation)
Calling 911 and give care as needed
Contacting a staff Athletic Trainer if one is not present.
Coach, his designate or a staff athletic trainer should accompany injured athlete to the hospital.
Parents should be notified of life-threatening injury to their child by the athletic trainer or
designate as soon as possible.
2) Emergency equipment retrieval.
3) Activation of emergency medical system.
 Call 911 from a cell phone.
Provide the following information:
My name is_________ and I’m calling from__________________. I need
an ambulance at the UMHB soccer field. It is located at 1640 University
Drive in Belton, TX.
Give the condition of the student athlete(s), and any care that has been given so far.
4) Notify campus police at 295-5555. Send someone to specified location to flag down the ambulance and
direct them to the scene.
5) Limit the scene to first aid providers and move any bystanders away from the area
6) The Athletic Director should be notified in the event of a life-threatening injury in a reasonable time
frame.
57
EMERGENCY ACTION PLAN – Mayborn Center
Texas Hall
Emergency Personnel:
Certified athletic trainers and athletic training students are on site for UMHB Athletic
competition and practices.
Emergency Communication:
EMS can be contacted by dialing 911. Please note that cell phones are not reliable in the
Arena. When possible, use the house phone at the scorer‟s table.
Emergency Equipment:
First aid supplies, splints, crutches, backboard and AED are available on site for all practices
and competitions.
Role of First Responders:
1) Immediate care of the injured or ill student athlete which may include:






Checking scene safety for possible dangers to coach, student-athlete and student-athletic
trainer.
Checking victim(s) – C,A,B,C’s (Consciousness, Airway, Breathing, Circulation)
Calling 911 and give care as needed
Contacting a staff Athletic Trainer if one is not present.
Coach, his designate or a staff athletic trainer should accompany injured athlete to the hospital.
Parents should be notified of life-threatening injury to their child by the athletic trainer or
designate as soon as possible.
2) Emergency equipment retrieval.
3) Activation of emergency medical system.
Call from the scorer‟s phone or cell phone.
Provide the following information:
My name is_________ and I’m calling from ______________________. I
need an ambulance at the Mayborn Center, 923 University Drive, in Belton,
TX, on the campus of UMHB.
Give the condition of the student athlete(s), and any care that has been given so far.
4) Notify campus police at 295-5555. Send someone to a specified location to flag down the ambulance
and direct them to the scene.
5) Limit the scene to first aid providers and move any bystanders away from the area.
6) The Athletic Director should be notified in the event of a life-threatening injury in a reasonable time
frame.
58
Emergency Action Plan- Yvonne Li Tennis Center
Tennis Center
Emergency Personnel:
A Certified athletic trainer and athletic training students will be available for competition.
Additional sports medicine staff can be accessed from the Athletic Training room at
Andersen Fieldhouse.
Emergency Communication:
EMS can be contacted by dialing 911
.
Emergency Equipment:
First aid supplies, splints, and crutches are on site for competitions. Any additional
equipment can be accessed from the Andersen Athletic Training room.
Role of First Responders:
1) Immediate care of the injured or ill student athlete which may include:






Checking scene safety for possible dangers to coach, student-athlete and student-athletic
trainer.
Checking victim(s) – C,A,B,C’s (Consciousness, Airway, Breathing, Circulation)
Calling 911 and give care as needed
Contacting a staff Athletic Trainer if one is not present.
Coach, his designate or a staff athletic trainer should accompany injured athlete to the hospital.
Parents should be notified of life-threatening injury to their child by the athletic trainer or
designate as soon as possible.
2) Emergency equipment retrieval.
3) Activation of emergency medical system.
Call 911 from the tennis center phone or cell phone.
Provide the following information:
My name is_________ and I’m calling from___________. I need an
ambulance at the UMHB Tennis Center. It is located at 1620 University
Drive on the UMHB campus in Belton.
Give the condition of the student athlete(s), and any care that has been given so far .
4) Notify campus police at 295-5555. Send someone to specified location to flag down the
ambulance and direct to the scene.
5) Limit the scene to first aid providers and move any bystanders away from the area.
6) The Athletic Director should be notified in the event of a life-threatening injury in a reasonable time
frame.
59
Emergency Action Plan-BISD Tiger Stadium
Maverick Stadium (Field)
Emergency Personnel:
Certified athletic trainers, EMS personnel and athletic training students will be on site for
games, competitions and scrimmages.
Emergency Communication:
The Home Press box phone number is 933-4539. Visitors Press Box phone number is 933-4591. EMS can
be contacted by dialing 911 if not present.
Emergency Equipment:
First aid supplies, splints, crutches, stretcher are on site for UMHB athletic competitions.
Any additional equipment can be accessed from the ambulance on duty or Belton ISD
Athletic Training room.
Role of First Responders:
1) Immediate care of the injured or ill student athlete which may include:






Checking scene safety for possible dangers to coach, student-athlete and student-athletic
trainer.
Checking victim(s) – C,A,B,C’s (Consciousness, Airway, Breathing, Circulation)
Calling 911 and give care as needed
Contacting a staff Athletic Trainer if one is not present.
Coach, his designate or a staff athletic trainer should accompany injured athlete to the hospital.
Parents should be notified of life-threatening injury to their child by the athletic trainer or
designate as soon as possible.
2) Emergency equipment retrieval.
3) Activation of emergency medical system done by:
A) Games/Competitions/Scrimmages
Provide information to the attending ambulance crew and they will summon an ambulance for transport.
B) Walk-through or practices at the stadium
Provide the following information:
My name is_________ and I’m calling from________________. I need an
ambulance at Tiger Stadium, 1710 Tiger Lane. It is located on the Belton
High School campus in Belton, TX.

Give the condition of the student athlete(s), and any care that has been given so far.
4) Send someone to specified location to flag down the ambulance and direct it to the scene.
5) Limit the scene to first aid providers and move any bystanders away from the area.
6) The Athletic Director should be notified in the event of a life-threatening injury in a reasonable time
frame.
60
Emergency Action Plan- BISD Wilson-Kerzee Football Stadium
Maverick Stadium (Field)
Emergency Personnel:
Certified athletic trainers, EMS personnel and athletic training students will be on site for
games, competitions and scrimmages.
Emergency Communication:
Currently there is not a working phone line in the press box. EMS can be contacted by dialing
911 if not present. One must a cell phone.
Emergency Equipment:
First aid supplies, splints, crutches, stretcher are on site for UMHB athletic competitions.
Any additional equipment can be accessed from the ambulance on duty
Role of First Responders:
1) Immediate care of the injured or ill student athlete which may include:






Checking scene safety for possible dangers to coach, student-athlete and student-athletic
trainer.
Checking victim(s) – C,A,B,C’s (Consciousness, Airway, Breathing, Circulation)
Calling 911 and give care as needed
Contacting a staff Athletic Trainer if one is not present.
Coach, his designate or a staff athletic trainer should accompany injured athlete to the hospital.
Parents should be notified of life-threatening injury to their child by the athletic trainer or
designate as soon as possible.
2) Emergency equipment retrieval.
3) Activation of emergency medical system done by:
A) Games/Competitions/Scrimmages
Provide information to the attending ambulance crew and they will summon an ambulance for transport.
B) Walk-through or practices at the stadium
Provide the following information:
My name is_________ and I’m calling from________. I need an ambulance
at Wilson – Kerzee Football Stadium, 800 East 6th Avenue in Belton, TX.

Give the condition of the student athlete(s), and any care that has been given so far.
4) Send someone to specified location to flag down the ambulance and direct it to the scene.
5) Limit the scene to first aid providers and move any bystanders away from the area.
6) The Athletic Director should be notified in the event of a life-threatening injury in a reasonable time
frame.
61
UMHB ATEP Code of Conduct and Discipline Policy
General Information
As a part of the UMHB ATEP, the athletic training student represents him/herself and the UMHB
ATEP during all ATEP requirements and options. These include classes, clinical rotations working with
other health professionals, and SSMA participation on and off campus.
As a pre-professional or professional ATEP student you have chosen to enter an allied health
profession where professionalism and appropriate conduct are critical to future professional success.
Therefore, you have a responsibility to conduct yourself in a manner which reflects well on you, the
University, and the UMHB ATEP.
Basic Student Responsibilities
As an ATEP student, I understand that my continued participation in this program reflects my
understanding of the privileges extended to me during my clinical experiences through the interactions and
learning experiences I have participated in and knowledge I will continue to gain. I therefore resolve to
conduct myself with dignity and utmost professionalism as I learn and practice athletic training skills,
knowledge, and behaviors. I recognize and accept that I:
Must accept accountability for my behavior and its outcomes.
 Maintain positive efforts to learn and improve skills and knowledge
 Take initiative for my learning for my future professional gain
 Accept the responsibility for aiding and teaching younger students
Must maintain satisfactory academic progress according the program standards.
 Complete coursework and assignments as effectively as possible
 Attend all scheduled clinical rotation assignments including, but not limited to, assigned
clinical education experiences, Doctor‟s Day, and morning treatments.
Maintain academic integrity and honesty.
 Be prepared for and attend class regularly
 Inform professors of any upcoming absences due to clinical rotations
 Complete assignments prior to being absent
Know and follow the UMHB ATEP policies as outlined in the ATEP Student Policy and
Procedures Manual (ATEP Handbook).
 Maintain professionalism through appropriate dress, behavior, and actions at all times.
 Maintain standards of confidentiality and appropriate ethics at all times
 Provide appropriate care under the direction of the ACI/CI.
Know and follow ATEP course requirements.
Know and follow any athletic requirements for dress, behavior, or other issues when traveling
with a team and an ACI/CI during my clinical rotation.
Refrain from illegal, immoral, unethical, or criminal behavior or activity.
 Do not lie.
I understand that it is my responsibility to self-report any involvement on my part in type of misconduct,
including criminal, academic, or social, on or off campus.
Failure to comply with the UMHB ATEP Code of Conduct and Discipline Policy may result in penalties up
to and including suspension from the clinical rotation or UMHB ATEP.
62
UMHB ATEP Discipline Policy
Based on the importance of professionalism and long reaching consequences of actions for the student in
the profession at the local, state, and national level, the UMHB ATEP has committed to ensuring to the best
of our ability that students understand the potential consequences for negative/unprofessional behavior and
are penalized for such behavior as appropriate for the infraction early as a learning tool. Similar to the
UMHB Athletic Policy, the UMHB ATEP has adopted a Three Strike Policy by breach of ATEP or
university policies. Appropriate penalties and severity of infractions will be determined by the clinical
instructor and program director.
Initial Offense
Minimal penalty for an initial offense is probation within the ATEP. A second offense will at a minimum
move the ATEP student to Strike Two. Initial offenses may be sanctioned with more sever penalties if the
offense warrants.
Second Offense
The minimum penalty for a second offense is suspension from the clinical rotation for a week and the
assignment of associated community or professional service.
Third Offense
The minimum penalty for the third offense is suspension from the clinical rotation for the reminder of the
clinical rotation. Unless the required minimum clinical components have been met at the time of the
suspension, the suspension will result in an automatic F in the associated clinical practicum/lab course. A
suspended student may request a return to the clinical portion of the program at the end of the suspension.
A student who is reinstated after suspension will remain on a probation period equivalent to Strike Two.
One discipline incident will once again result in suspension from the UMHB ATEP.
Student Grievance Policy
If an ATEP student at the pre-professional or professional levels feels that he or she has been unfairly
disciplined, the following policy will be followed.
1) Grade grievance: follow UMHB policy as stated in the UMHB Student Handbook.
2) Clinical probation including probation or suspension- communicate first with the ATEP Program
Director. If you are still unsatisfied, then contact the Department Chair. The student will meet with
Program Director and Department Chair to consider the issue.
63
OFF-CAMPUS
Any off-campus ACI or CI can reserve the right to refuse the assignment of ATS for any reason
at any time.
CONDUCT DURING CLINICAL ROTATIONS
If the Athletic Training Student has not followed the Athletic Training Room, Athletic team rules
or Athletic Department rules/policies the Program Director will follow the appropriate Cide of
Conduct procedure.
If the Athletic Training Student has followed the Athletic Training Room or Athletic
Rules/Policies
 The ATS can be re-assigned
The ACI and Program Director of Athletic Training will investigate the situation by interviewing
all parties and consulting with the EXSS Chairperson.
CONFLICT WITH STUDENT-ATHLETES
The ATS is to follow the “Maintaining a Professional Relationship” in the ATS handbook [also
on page 5]. An ATS can be suspended or expelled for fist – fighting.
If an ATS feels threatened or feels that he or she has been sexually harassed, the ATS is to inform
the appropriate ACI or CI. The ACI or CI is the instructional leader and is responsible for student
conduct in their setting. The on-campus ACI or CI will use professional judgment and have the
student follow the University‟s policy on student grievance and inform the Program Director.
Strategies used by ACI/CI‟s to prevent ATS conflict with student-athletes:
 Supervise at all times
 Enforce athletic and athletic training rules
 Model good interpersonal communication skills
 Create a relaxed, but professional atmosphere
 Use idle time to instruct
 Do not allow inappropriate touching, speech, and gestures
 Re-assignment of ATS
64
UNIVERSITY OF MARY HARDIN-BAYLOR
ATHLETIC TRAINING HEAT ILLNESS GUIDELINES
Practice or competition in hot and humid environmental conditions poses special problems for
student-athletes. Heat stress and resulting heat illness is a primary concern in these conditions.
Although deaths from heat illness are rare, constant surveillance and education are necessary to
prevent heat-related problems. The following practices should be observed:
1. An initial complete medical history and physical exam, followed by the completion of a
yearly health-status questionnaire before practice begins, is required. A history of
previous heat illness, and the type and duration of training activities for the previous
month, also are essential.
2. Prevention of heat illness begins with aerobic conditioning, which provides partial
acclimatization to the heat. We advise that student-athletes should gradually increase
exposure to hot and/or humid environmental conditions over a period of seven to 10 days
to achieve heat acclimatization. Each exposure should involve a gradual increase in the
intensity and duration of exercise until the exercise is comparable to that likely to occur
in competition. When conditions are extreme, training or competition should be held
during a cooler time of day. Hydration should be maintained during training and
acclimatization.
3. Clothing and protective gear can increase heat stress. Dark colors absorb solar radiation,
clothing and protective gear interfere with the evaporation of sweat and other avenues of
heat loss. Frequent rest periods should be scheduled so that the gear and clothing can be
loosened to allow heat loss. During the acclimatization process, it may be advisable to
use a minimum of protective gear and clothing and to practice in T-shirts, shorts, socks
and shoes. Excessive tape and outer clothing that restrict sweat evaporation should be
avoided. Rubberized suits should never be used.
4. To identify heat stress conditions, regular measurements of environmental conditions will
be taken daily. We will use the ambient temperature and humidity to assess heat stress.
Utilizing the wet-bulb temperature, dry-bulb temperature and globe temperature we will
assess the potential impact of humidity, air temperature and solar radiation. A wet-bulb
temperature higher than 75 degrees Fahrenheit (24 degrees Celsius) or warm-weather
humidity above 90 percent may represent dangerous conditions, especially if the sun is
shining or the athletes are not acclimatized. A wet-bulb globe temperature (WBGT)
higher than 82 degrees Fahrenheit (28 degrees Celsius) suggests that careful control of all
activity be undertaken.
5. Dehydration (hypo hydration) must be avoided not only because it hinders performance,
but also because it can result in profound heat illness. Fluid replacement must be readily
available. Student-athletes should be encouraged to drink as much and as frequently as
comfort allows. They should drink one to two cups of water in the hour preceding
practice or competition, and continue drinking during activity (every 15-20 minutes.) For
activity up to two hours in duration, most weight loss represents water loss, and that fluid
loss should be replaced as soon as possible. Following activity, the athlete should
rehydrate with a volume that exceeds the amount lost during the activity. A two- pound
weight loss represents approximately one quart of fluid loss. Carbohydrate/electrolyte
drinks, while not necessary to maintain performance, seem to enhance fluid intake. We
will ensure that the Carbohydrate/electrolyte drink is made correctly as to optimize the
65
athlete‟s absorption of the fluid. However, the importance of water intake daily should
be made clear to the athletes.
6. UMHB Athletic Training Staff will record the body weight of each student-athlete before
and after workout or practice, progressive hypo hydration or loss of body fluids can be
detected, and the potential harmful effects of hypo hydration can be avoided. Those who
lose five percent of their body weight or more over a period of several days will be
evaluated medically and their activity restricted until rehydration has occurred.
7. Some student-athletes may be more susceptible to heat illness. Susceptible individuals
include those with inadequate acclimatization or aerobic fitness, excess body fat, a
history of heat illness, inadequate rehydration, and those who regularly push themselves
to capacity. Also, prescription and over-the-counter drugs, such as antihistamines and
pseudoephedrine, may increase their risk of heat illness.
8. Student-athletes should be informed of and monitored for signs of heat illness such as:
cessation of sweating, weakness, cramping, rapid and weak pulse, pale or flushed skin,
excessive fatigue, nausea, unsteadiness, disturbance of vision and incoherency. If heat
illness is suspected, prompt emergency treatment is recommended. When training in hot
and/or humid conditions, athletes should train with a partner or be under observation by a
coach or athletic trainer.
References
1. American College of Sports Medicine Position Stand: The Prevention of Thermal
Injuries During Distance Running, 1985, Indianapolis IN 46206
2. Armstrong LE, Maresh CM: The induction and decay of heat acclimatization in trained
athletes. Sports Medicine: 12 (5):302-312, 1991.
3. Haynes EM, Wells CL: Heat stress and performance. In: Environment and Human
Performance. Champaign, IL: Human Kinetics Publishers, pp. 13-41, 1986
4. Hubbard RW and Armstrong LE: The heat illness: Biochemical, ultra structural and
fluid-electrolyte considerations. In Pandolf KB, Sawka MN and Gonzalez RR (eds):
Human Performance Physiology and Environmental Medicine at Terrestrial Extremes.
Indianapolis, IN: Benchmark Press, Inc., 1988
66
UNIVERSITY OF MARY HARDIN-BAYLOR
ATHLETIC TRAINING LIGHTNING POLICY
This policy will be modified after the installation of a “Thor-guard” Lightning Warning System;
however until notified, we will follow this policy.
Lightning is a serious yet overlooked weather hazard. According to the National Severe Storms
Laboratory, Lightning accounts for around 100 deaths and 400-500 injuries a year. Education is
an important factor in lightning safety. Thunderstorms can develop very quickly with little
warning.
The following preventative measures should be taken to ensure safety:
1. Check the weather daily prior to practice. A weather report can be obtained from the
National Oceanographic and Atmospheric Administration (NOAA) weather radio or on
the Internet at various sites such as www.weather.com. In addition, a lightning detection
device can be purchased to help determine the location of lightning in the area. These
reports should be monitored for storms that may develop during scheduled practice times.
The National Weather Service will often issue thunderstorm “watches” and “warnings.”
Watches mean that the conditions are favorable for the development of thunderstorms,
while warnings mean that thunderstorms have formed in the area and precautions should
be taken.
2. Designate a chain of command as to who will monitor the weather and who will be
responsible for deciding when to remove a team from the site.
3. Know where the closest “safe structure” is located and know how long it takes to get
there. A safe structure is defined as:
a. Any building normally occupied or frequently used by people. This is a building
with plumbing and/or electrical wiring that will act as an electrically ground
structure. This does NOT include shower facilities in locker rooms. Plumbing
facilities should NOT be used during thunderstorms since lightning can travel
through this and cause harm. A shack, rain shelter, or metal shed are not
considered safe.
b. If a sturdy building is not available, any vehicle with a hard metal roof can be
used. This does NOT include convertibles or golf carts. This vehicle will
dissipate the lightning strike around the vehicle. Therefore, DO NOT TOUCH
THE SIDES OF THE VEHICLE.
4. Be able to monitor the distance of the lightning using the “flash to bang” method. To do
this simply counts the number of seconds between the flash (lightning) and the bang
(thunder) then divide by 5. This will give you the approximate distance in miles. Fore
example if there is 30 seconds between the lightning and thunder then the lightning is
about 6 miles away. (30/5=6).
Lightning awareness needs to begin prior to the beginning of practice and increase with the first
flash of lightning or clap of thunder. The following guidelines should be followed concerning
lightning safety:
67
1. The National Severe Storms Laboratory (NSSL) strongly recommends that by the time
the flash to bang count reaches a minimum of 30 seconds everyone should have left the
athletic site and reached the safe structures. Athletic events may need to be postponed or
terminated at this time. The average lightning bolt is 6 miles long so precautions need to
be taken accordingly.
2. Blue skies and the absence of rain do not mean that you are safe from lightning.
Lightning can strike as far as 10 miles away from the rain shaft. Lightning can and does
strike when it is not raining.
3. If there is no safe shelter within reasonable distance, find a thick grove of small trees
surrounded by taller trees or a dry ditch. Crouch down with only the balls of your feet
touching the ground, wrap your arms around your knees and tuck in your head. You
want to minimize your body‟s surface area and minimize contact with the ground. Do
not lie flat on the ground. Lightning often enters through the ground, not through direct
overhead strike.
-
If you are unable to reach a safe shelter you need to avoid the following objects:
the tallest trees in the area, light poles, flag poles, metal fences or bleachers,
standing pools of water, and open fields. Avoid being the tallest object in the
area and do not take shelter under a single, tall tree.
4. If you feel your hair stand on end, hear a crackling noise, or skin tingles, crouch
immediately as described above.
5. Avoid using landline telephones unless absolutely necessary. Cellular phones or portable
phones are a safe alternative if the antenna and person are located within a safe structure
and if all other precautions are followed.
6. The NSLL recommends that everyone wait 30 minutes after the last flash of lightning or
clap of thunder before returning to the athletic field.
7. People who have been struck by lightning do not carry an electrical charge so it is safe to
begin CPR on the victim. If possible you should move the victim to a safe location
before beginning CPR. Prolonged and aggressive CPR is highly effective for the survival
of many lightning strike victims.
Additional precautions may need to be taken for outdoor events such as cross- country. The
following are some additional recommendations for such events:
1. As stated before, appropriate athletic personnel should be checking the weather
reports long before the start of the event. If the weather report suggests there is a
possibility of severe weather during the time of the event stars, watch for signs of a
thunderstorm. If severe weather looks imminent an hour prior to the start of the
event and could disrupt the event, consider delaying or postponing the event.
2. Use the 30 second “flash to bang” count (preferably longer) once the event has begun
to determine when to remove student-athletes, personnel, and spectators from the
race or course. Attempt to remove everyone before the situation becomes critical.
68
3. It would be wise to place vans or buses through out the course to serve as safe
shelters if needed since unsafe shelters may exist on the course. These buses and
vans do not have to have drivers in them, but they should remain unlocked so people
can get into them. Consider keeping a radio in each van or bus to allow
communication between everyone.
4. All coaches and participants should be aware of the lightning policy prior to the
event. Let them know what the “off the course” signal and the “all clear” signals are
and exactly where to vans/buses are located.
The decision regarding stoppage of play during an official game or contest is the domain of the
official or referee officiating the game or contest. It should also be stated that the head coaches of
the home or visiting teams, or the certified athletic trainer of the home institution should be able
to confer with the game officials to bring stoppage of play during dangerous lightning activity.
Stoppage of play should be based on the guidelines presented above.
**Any person who feels he or she is in danger of lightning activity will have the right to leave the
field or event site to seek safe shelter.
If the decision has been made to stop play, instructions should be given to the spectators,
competitors, and all intercollegiate athletics‟ personnel as to where to go [safe shelter] and what
to do until the lightning hazard has passed.
1.
2.
3.
4.
5.
6.
7.
References
Bennett BL. A model Lightning Safety Policy for Athletics. Journal of Athletic
Training. 1997;32(3):251-253
Bennett BL, Cole SL, & Walsh KM. Colonial Athletic Association Lightning Safety
Guideline.
Holle RL, Lopez RE, Howard KW, Vavrek J, Allsopp J. Safety in the presence of
lightning. Semin. Neurol. 1995;15:375-380
NCAA Sports Medicine Handbook. Guideline 1d: Lightning Safety. 1998
National Lightning Safety Institute, 891 North Hoover, P.O Box 778. Louisville,
Colorado, 80027. (World Wide Web site on the Internet at: www.lightningsafety.com)
National Severe Storms Laboratory, NOAA. 1313 Haley Circle, Norman, Oklahoma
73069. Ron Holle, Raul Lopez (405) 366-0516
Vavrek J, Holle RL, Allsop J. Flash to bang. The Earth Scientist. 1993:X (4) 3-6
69
Athletic Injury Guidelines for UMHB ATHLETICS
Section One
Annual Pre-Participation Physical Examination and/or Medical History and Parental approval [if
needed]:


Every student athlete will be required by the NCAA to have physical examination
administrated by a LICENSED PHYSICIAN. [A licensed physician is a medical doctor
(MD) as determined by the Medical Practice Act of the State of Texas].
 All football players must have an annual physical examination. [NCAA- D.III]
 The official UMHB Physical Examination and Medical History Forms will be used.
 The Student-athlete [or if needed parents] and the attending physician must sign the
Physical Examination Form. The Medical History portion and all other parts must be
fully completed. Incomplete physical forms will not be accepted.
Student-athletes must be cleared by the Human Resources Department for primary insurance
BEFORE any participation.
 All completed physical forms must be turned into the athletic trainer‟s office. No student
athlete shall be allowed to tryout, practice, or compete without a physical examination on
file with the athletic trainer, regardless of in-season or off-season sport status.
Definition of Athletic Injury




Injury to student-athletes which are due to participation [tryout, practice, scrimmage,
competition] in NCAA Division III athletics [Traditional and Non-traditional]. This does
not include club sports, intramurals, summer leagues, alumni games and sport camps
injury.
Injury to student-athletes, which is due to an accident or event. Injury does not apply to
pre-existing conditions (i.e., congenital, heart, hormonal and etc.).
Injury to student athletes will not include non- athletic illnesses such as flu, sinus
infection, upper respiratory and etc.
Injury to student-athletes as defined by the current UMHB athletic insurance policy. [See
insurance policy for athletics.]
NOTE: Any and all information regarding the medical status of an injured athlete is to be
considered confidential. The statements made to the media concerning injury should be
general in nature and not be a diagnosis. The athlete must given written consent to
information release.
70
When a student-athlete is injured, it is the responsibility of the coach and Athletic Training staff
to handle the situation in a professional manner.







This means the coach is expected to follow the athletic injury guidelines and procedures.
The licensed Athletic Trainer will act in accordance to the state statue 4512d and follow
the UMHB athletic injury guidelines and policy. The label of “staff athletic trainer” hence
will refer to a licensed and certified athletic trainer employed by the University.
The coach and the licensed athletic trainer are advocates for the injured athlete. The use
of good sound judgment and the compliance to the procedural steps will ensure the
health, safety and welfare of the student-athlete.
Athletic Training Students without licensed athletic trainer‟s supervision can only act as a
First Responder.
The student-athlete has responsibility to report injury to the UMHB coaches and athletic
training staff.
A coach‟s designate is an assistant coach, graduate assistant coach, or a sponsor.
The Medical Director will be a licensed physician by the state of Texas. They will
provide the medical direction for the professional athletic training staff and have the final
authority in “return to play” issues for UMHB Athletics.
Definition/discussion of Life-threatening Injury
As defined by a loss of consciousness, cervical spine injury, severe, persistent chest pain or
absence of/trouble with breathing. One should call the emergency medical system as known
911. The coach is asked to call/page the appropriate staff athletic trainer if they are not
present. The rotation of staff athletic trainer coverage will be posted to all coaches. The staff
athletic trainer will contact the parents if they are not aware of their son/daughter‟s injury.
The coach, his designate or staff athletic trainer will accompany the athlete to the emergency
room if the parents are not available.
Coaches, Athletic Training Students and staff Athletic Trainers are not to transport lifethreatening injuries by private vehicle.
NOTE: If, during an out of town game, an athlete sustains a life-threatening injury and a licensed
athletic trainer is not present, the head coach or designate is to accompany that athlete to the
hospital at that time – not after the game. If only one coach is present and the student-athlete
needs prompt and immediate medical care for a life-threatening injury, the coach should suspend
play and then accompany the athlete to the hospital. All student-athletes will remain under the
supervision of a coach or sponsor.
Definition/discussion of Major Athletic Injury
Major injury includes but is not limited to fractures, dislocations, severe bleeding and closed
head wounds. Major injury requires prompt, medical attention from a licensed athletic trainer
or a higher level of care. A coach should not wait until the end of practice or game to seek
care. Parents should be notified of major injury to their child by the staff athletic trainer as
soon as possible. Coaches and Athletic Training Students are not to transport major injuries
by private vehicle. However the coaches expected to act as first responders. Athletic Training
Students may act as First Responders.
71
Definition/discussion of Minor Athletic Injury
Minor athletic injury includes but is not limited sprains, strains, contusions, small wounds,
etc. All injuries [no matter how trivial they seem] must be reported to the athletic training
staff in a reasonable time frame. Coaches are responsible for referring all injured studentathletes to the athletic training staff. The coach will act as first responders and do acute care
for minor injury until a staff athletic trainer can be seen or notified. An Athletic Training
Student may act as First Responder.
Section Two
Procedural Steps for Athletic Injuries
Life-threatening injury
7. Check scene safety for possible dangers to coach, student-athlete and athletic training
student.
8. Check victim(s) – C,A,B,C‟s (Consciousness, Airway, Breathing, Circulation)
9. Activate EMS. Call 911.
10. Contact a staff Athletic Trainer.
11. Parents should be notified of life-threatening injury to their child by the athletic trainer or
designate as soon as possible.
12. Coach, the designate or a staff athletic trainer should accompany injured athlete to the
hospital.
13. The Athletic Director should be notified in the event of a life-threatening injury in a
reasonable time frame.
Major Injury
1. Check scene safety for possible dangers to coach, student and athletic trainer.
2. Check victim(s) – C,A,B,C‟s (Consciousness, Airway, Breathing, Circulation)
3. Apply any first aid necessary. Do not wait until after practice or game. Refer to Athletic
Training Staff.
4. Contact the Staff Athletic Trainer if they are not present.
5. Coaches are not to transport injured student-athletes by private vehicle.
Minor Injuries
1. The coach is responsible for acute care of the minor athletic injury.
2. The coach is responsible for informing their athletes to report injury to the staff athletic
trainer, and for seeing the staff athletic trainer for daily treatment.
3. In the event that an athlete is injured during an out of town game, the athlete will need to
be evaluated by the attending [hosting] licensed and certified athletic trainer. The Athletic
Training Student can only act as a First Responder.
4. The coach should contact the on-call staff athletic trainer as soon as possible. If needed,
on-call staff athletic trainer can evaluate the injury upon arrival in Belton. The coach
should call the staff athletic trainer prior to arrival back to the University.
72
Section Three
Return to Play Guidelines






Final decisions regarding the status of an injured athlete and his/her return to a game
or practice will be the joint responsibility of the staff athletic trainer and the Medical
Director/team physician.
When a physician is not involved, the staff athletic trainer will determine if and when
an injured athlete may return to practice or competitions.
When an athlete is under the care of any licensed physician for any injury or illness,
the athlete will be required to have a written release from that attending physician
before returning to play. Verbal or phone releases will not be accepted. The medical
director can review these releases and overrule them if it is in the best interest of the
student athlete.
A parent‟s release or student-athlete‟s release will not replace or supersede a
physician‟s release or waiver.
When an athlete is under the care of a licensed physician, the physician‟s instructions
are to be followed completely to the letter. At no time should a coach waiver from
that instruction or give into the pressure to return an athlete to activity prior to having
a release from a licensed physician.
All licensed physicians‟ releases and other medical documentation should be placed
in the athletes‟ file and maintained by the athletic training staff.
Section Four
Administrative Documentation for UMHB Athletics
When an injury occurs:







Within twenty-four (24) hours of the athletic injury, an athletic injury report must be
filled out completely by the athletic training staff.
The Human Resource office will issue an insurance form per injury as soon as the report
can be reviewed and primary insurance filed and received.
The coach should direct injured athletes and their parents to the athletic trainer or
appropriate care [Emergency Room].
The athletic trainer shall keep a copy of each injury form on file including SOAP notes,
treatment log and any other pertaining information.
If the student is still covered by their parents‟ insurance, the parents must sign all
insurance claim forms, otherwise they are invalid.
UMHB athletic insurance is secondary coverage to the Student-athlete‟s primary
insurance. The parent and/or student-athlete are to follow the proper procedural steps
according to their insurance plan before any filing on the UMHB athletic insurance can
occur.
If a staff athletic trainer is not traveling with a team, the head coach is responsible for
keeping the athletic trainers‟ and athletic director‟s phone numbers, and all copies of their
athletes‟ insurance and other vital records.
73
Section Five
Out of Town Practice or Games



The staff athletic trainer or coach is not to leave the hospital until the parents have
arrived. If the injured athlete is admitted to the hospital, the staff athletic trainer, the
coach or the designate will be required to stay until the parents arrive. This could require
someone to spend the night at the hospital with the athlete –ideally this person would be a
staff athletic trainer or an assistant coach. The coach should coordinate this with the
athletic director and a staff athletic trainer. If the staff athletic trainer cannot be
contacted, the coach is to contact the parents and handle the necessary paperwork
[instruction from hospital, doctors, insurance/billing, etc.] and upon arrival, deliver the
paperwork to the athletic training staff within 24 hours.
At no time should a coach allow an injured athlete to ride back with a non-immediate
family member or friends.
As problems arise, troubleshooting should be coordinated with the staff athletic trainer,
the parents, and the athletic director.
In Town or Vicinity* Practice or Games



Games that are not covered by the athletic trainer, the coach will be responsible for the
appropriate care and following the athletic injury policy guidelines.
The bus or school van should not be used to transport a life-threatening injury.
As problems arise, troubleshooting should be coordinated with the staff athletic trainer,
the parents, and the athletic director.
* - Vicinity is defined, but not limited to Temple, Waco, Killeen, Georgetown, and Austin
74
Chalk and Wire Electronic Portfolios
CAATE accreditation requires that we have an educational plan that follows the requirements.
We utilize our forms, assignments, and tests to 1) allow you to practice and demonstrate your
knowledge and skills, 2) improve your knowledge, and 3) document competency and proficiency
attainment of athletic training skills and knowledge. All forms and assignment submissions are
critical for program documentation.
The program is designed so that all completion of all critical documentation is required to pass
the courses. The program is also designed so that you can make the most of your learning
opportunities and develop into an excellent professional who has the background to continue to
learn and adjust your life and profession.
Many of the documentation requirements will be submitted into an electronic portfolio system
called Chalk and Wire. Chalk and Wire allows you to develop portfolios for a number of
required program components and save and store your work so that you can access throughout
your education. The information can also be shared with accrediting bodies and downloaded as
you graduate so that you can continue to access your assignments for future use.
You can access Chalk and Wire through www.chalkandwire.com/umhb. When you are granted
access to Chalk and Wire as you begin the spring semester of Phase I, you will be provided a
username and temporary password. Forgotten usernames and passwords can be obtained through
Courtney Burken.
You will submit clinical rotation hour sheets, proficiencies, and required class work to the
appropriate graders in Chalk and Wire. For specific requirements and due dates, see each course
syllabus.
Each portfolio is your personal property, so you alone are responsible for content. Graders can
only see what you have submitted to them. However, the program director has access to items
that you have submitted for grading. Any information that you have not submitted for grading
can not be seen by any program personnel.
75
APPENDIX A
Student Evaluation Forms: Pre-Professional and Phase I
Phase II Clinical Evaluations2A, 2B, 3A, 3B, 4A, 4B
ACI/CI Evaluations
Clinical Site Evaluations
76
UMHB ATEP Athletic Training Attribute Survey
Name of Phase I Student _____________________________
Survey Date: _______
Part I. Personal Characteristics Demonstrated by Pre-Professional in Program
Components
0= not demonstrated; 1= below average expectations for a Pre-Professional; 2= average;
3= above average expectations for a Pre-Professional; 4= excellent
Demonstrated Class and Clinical Characteristics
0
1
2
3
4
1. Maturity needed to be a successful Athletic Training
Student
2. Confidence in knowledge and ability to perform as
athletic training student
3. Fit with UMHB ATEP program requirements,
character traits, and clinical and class components
4. Desire to be an athletic trainer
5. Desire to learn and continue learning skills in clinicals
and class
6. Desire/Ability to practice and improve skills in
clinicals and classes when able
7. Ability to handle physical/ emotional/ and academic
stressors related to the program
8. Asks questions when needed
9. Communicates clearly and appropriately with athletic
training students
10. Communicates clearly and appropriately with athletes
11. Communicates clearly and appropriately with
professionals (athletic trainers and physicians, other
athletic trainers, instructors…)
Total for each Column
77
Demonstrated Class and Clinical Characteristics
0
1
2
3
4
12. Desire to help others, including athletes, athletic
training students, professionals, etc.
13. Acts in a professional manner
14. Demonstrates appropriate character traits needed to
be successful in UMHB ATEP (truthful, honest, caring..)
15. Demonstrated work ethic in clinicals and courses (no
watching clock, completing assignments, performing
duties as asked…)
16. Demonstrates appropriate dress in clinicals, ability to
perform in clothing and jewelry selected, professional
attire…
17. Demonstrated ability to be on time in clinical setting
Total of each column
Totals from Previous page columns
Total for all columns in Part I
Total Score
Maximum Score 68 Points. Minimum 75% required to gain entry to Professional Phase I
segment. The UMHB ATEP has a competitive admissions process.
Clinical Observation Hours: ______________ as of date: _______________
Professional Phase I Entry:
Accepted- Entered into Phase I
Accepted- Entry Held Until Space Opens
Not Accepted- Complete requirements as outlined.
If not accepted- explanation.
Program Director Signature: _____________________________ Date: _____________
78
UMHB ATEP Interview Form for Entry to Professional Phase II
Student Name:_____________________________
Interview Date: ________
Part I. Personal Characteristics Demonstrated by Student
0= not demonstrated; 1= below average expectations for Phase I student; 2= average;
3= above average expectations; 4= excellent
Demonstrated Class and Clinical Characteristics
0
1
2
3
4
1. Maturity needed to be a successful Athletic Training
Student
2. Confidence in knowledge and ability to perform as
athletic training student
3. Demonstrated ability to be successful in the UMHB
ATEP
4. Demonstrated ability to be successful in the Athletic
Training profession
5. Understanding of UMHB ATEP program demands
and requirements
6. Ability to complete all program requirements,
including clinical time, learning, courses, and passing the
credentialing exams
7. Personality and fit with UMHB ATEP program
requirements, character traits, and clinical and class
components
8. Desire to be an athletic trainer
9. Desire to learn and continue learning skills in clinicals
and class
10. Desire/Ability to practice and improve skills in
clinicals and classes when able
11. Demonstrated ability to handle physical/ emotional/
and academic stressors related to the program
12. Asks questions when needed
13. Communicates clearly and appropriately with athletic
training students
Total for each Column
79
Demonstrated Class and Clinical Characteristics
0
1
2
3
4
14. Communicates clearly and appropriately with athletes
15. Communicates clearly and appropriately with
professionals (athletic trainers and physicians, other
athletic trainers, instructors…)
16. Desire to help others, including athletes, athletic
training students, professionals, etc.
18. Acts in a professional manner
19. Demonstrates appropriate character traits needed to
be successful in UMHB ATEP (truthful, honest, caring..)
20. Demonstrated work ethic in clinicals and courses (no
watching clock, completing assignments, performing
duties as asked…)
21. Demonstrates appropriate dress in clinicals, ability to
perform in clothing and jewelry selected, professional
attire…
22. Demonstrated ability to be on time in clinical setting
Total of each column
Totals from Previous page columns
Total for all columns in Part I
Total Score
Maximum Score 88 Points
80
Part II: Interview
1 = no grade / not applicable; 2 = below average; 3 = average; 4 = above average ; 5 = excellent
Demonstrated Interview Skills, Characteristics
1
2
3
4
5
Total Points
for Part II
1. Oral Communication
2. Desire to be in the program
3. Maturity and ability to act professional
4. Chance of success in UMHB ATEP
5. Understanding of UMHB ATEP Program
Requirements and Responsibilities
6. Personality/ Fit for UMHB ATEP
7. Confidence
Total of each column
Max score is 35 pts, multiply by 1.5 for total score Part II Score: __________ (52.5 total)
Part III: Professional Phase I Student Ranking Form
Use only whole numbers; value assessed by scorer up to the max; please tally total;
Category
Letters of Recommendation -2 pts each, 6 pts max
Resume – 5pts max
Cumulative GPA – above 2.50 – 5 pts / above 2.75 – 7 pts.
Observation hours – 100 minimal – 5 pts, exceeding 100 hours- 7 pts
Quality and Completeness of Definition of AT essay – 10 pts
Quality and Completeness of Why be AT essay – 10 pts
UMHB Prep classes [BIOL 2440/2441, EXSS 2370, EXSS 2351, EXSS 2100] 1 pt
per class for in progress & passing at midterm, 2 pts per course completed with C or
above
Score
Total – 57 pts max
Part I Score
Part II Score
Part III Score
_______
_______
_______
Total Score:
_______
(148/197.5 minimum required for admission)
Scored by _____________________________ Date___________________
81
2A Final Clinical Evaluation
Instructions:
This clinical evaluation occurs at the end of the clinical rotation. The student should have
demonstrated all skills or knowledge to the clinical instructor.
The results, or evaluation scores, form a portion of the lab/practicum course.
This evaluation is completed by the clinical instructor and reviewed and discussed with
the student. It should be printed so that the student and clinical instructor can sign it
before being turned in to the program director.
Standard Scoring for Clinical Evals:
1.0 Unable to Perform Skill/ Not Demonstrated
1.5 Needs Significant Improvement
3.0 Needs Some Improvement
4.0 Acceptable (expected)
4.5 Very Good
5.0 Excellent
Graded Content- Clinical Eval:
2A Skills and Knowledge Content
1. Lower Extremity Taping and Wrapping Techniques
To include any taping or wrapping techniques for the foot, ankle, knee, thigh, or
hip.
2. Upper Extremity Taping and Wrapping Techniques
To include any taping or wrapping technique for the shoulder, elbow, wrist, or
hand.
3. Wound Care First Aid Techniques
May include identification of and appropriate care for any wound.
4. Emergency Care Techniques and Appropriate Identification of Need
May include determination or needs for emergency services, Primary Survey,
Rescue Breathing, CPR, AED, Splint or Brace Application, Spine Boarding,
Equipment Removal, Contacting Emergency Services, Aiding Clinical Instructor
in Emergency Care...
4. General Demonstrated Skill Quality
5. Basic Administration Procedures
File and record keeping, SOAP Notes, following appropriate procedures
6. Crutch and Brace Fitting Skill
7. Basic Injury Management
RICE, protection (crutches, immobilizer, sling, splint, elastic wrap).
8. Equipment Fitting
Prophylactic brace and equipment fitting- may include helmet, shoulder pads,
braces, pads, shoes, etc appropriate for the specific clinical education rotation site
and sports.
9. Environmental Condition Risk Assessment
May include lightning, other weather conditions such as tornado, hurricane, heat
injury/illness prediction, cold injury/condition risk, etc.
82
Professional Behaviors Core Common to Students in All Levels
10. Demonstrates ownership in personal learning process and need for continuing
education
11. Willingness to Learn
12. Clinical Effort
Use of Practice Time, Initiative in Learning Process, Demonstrated desire to Aid
Others.
13. Interpersonal Communication Skills
Ability to communicate appropriately, effectively, and efficiently with all parties
including athletes, peers, ATEP students, parents, patients, physicians, clinical
instructors, instructors, and others associated with the program.
14. Attendance
Attendance as appropriate and expected for partial or full clinical rotations.
Student attends when scheduled, reschedules only in emergencies or unavoidable
circumstances.
15. Professionalism
Student acts in manner that demonstrates his/her abilities and interest in helping
others while maintaining a respectful environment and appropriate boundaries as
a health care provider. Student follows legal and ethical athletic training
principles, and represents him/herself accurately. Student demonstrates all other
behaviors and skills critical to professional behavior such as time management,
attendance, communication abilities, leadership, and the desire to perform
accurately to aid the patient and continue learning.
16. Time Management
17. Appropriate Use of Program Personnel and Resources for Knowledge in Increasing
and Learning Skills
18. Clinical Goal Completion
Completion of Clinical Goals as identified by the student and approved by the
clinical instructor during the clinical rotation. Goals should be completed at an
appropriate skill and cognitive level for the student within an appropriate time
frame.
83
2B Final Clinical Evaluation
Instructions:
This clinical evaluation occurs at the end of the clinical rotation. The student should have
demonstrated all skills or knowledge to the clinical instructor.
The results, or evaluation scores, form a portion of the lab/practicum course.
This evaluation is completed by the clinical instructor and reviewed and discussed with
the student. It should be printed so that the student and clinical instructor can sign it
before being turned in to the program director.
Standard Scoring for Clinical Evals:
1.0 Unable to Perform Skill/ Not Demonstrated
1.5 Needs Significant Improvement
3.0 Needs Some Improvement
4.0 Acceptable (expected)
4.5 Very Good
5.0 Excellent
Graded Content- Clinical Eval:
2B Skills and Knowledge Content
1. Lower Extremity Taping, Wrapping, and Brace Fitting Techniques
Includes foot, ankle, leg, knee, thigh, and hip taping and wrapping techniques.
2. Upper Extremity Taping, Wrapping, and Brace Fitting Wrapping Techniques
3. Wound Care First Aid Techniques
Includes all wound care preparation, assessment, treatment, clean-up, referral
decisions, and follow-up utilizing appropriate blood borne pathogen protection
techniques.
4. Emergency Care and Management
May include assessment, scene management, emergency care provision, referral,
and follow-up for any potential emergent situation including, but not limited to,
cardiac arrest, sudden illness, asthmatic attacks, allergic reactions, fractures,
dislocations, internal organ injuries, head injuries, spinal injuries, or any other
circumstance.
5. Acute Foot and Ankle Injury Evaluation and Management
6. Chronic Foot and Ankle Injury Evaluation and Management
7. Acute Leg Injury Evaluation and Management
8. Chronic Leg Injury Evaluation and Management
9. Acute Knee Injury Evaluation and Management
10. Chronic Knee Injury Evaluation and Management
11. Acute Hip, Thigh, and Pelvis Injury Evaluation and Management
12. Chronic Hip, Thigh, and Pelvis Injury Evaluation and Management
13. General Demonstrated Skill Quality
14. Basic Administration Procedures
Files, record keeping, SOAP notes & progress updates including appropriate
medical abbreviation use, kit packing and stocking, clean-up, and other basic
administrative tasks.
84
15. SOAP Note
Ability to create complete and accurate SOAP note, including use of common
medical abbreviations.
16. Equipment, Padding, and Brace Fitting
Ability to fit custom and off the shelf equipment such as helmets, shoulder pads,
joint specific braces, and to create and fit custom orthoplast or similar material
splints as well as fit ambulation aids such as crutches and canes.
17. Environmental Risk Assessment
May include lightning, other weather conditions such as tornado, hurricane, heat
injury/illness prediction, cold injury/condition risk, etc.
Professional Behaviors Core Common to Students in All Levels
18. Demonstrates ownership in personal learning process and need for continuing
education
19. Willingness to Learn
20. Clinical Effort
Use of Practice Time, Initiative in Learning Process, Demonstrated desire to Aid
Others.
21. Interpersonal Communication Skills
Ability to communicate appropriately, effectively, and efficiently with all parties
including athletes, peers, ATEP students, parents, patients, physicians, clinical
instructors, instructors, and others associated with the program.
22. Attendance
Attendance as appropriate and expected for partial or full clinical rotations.
Student attends when scheduled, reschedules only in emergencies or unavoidable
circumstances.
23. Professionalism
Student acts in manner that demonstrates his/her abilities and interest in helping
others while maintaining a respectful environment and appropriate boundaries as
a health care provider. Student follows legal and ethical athletic training
principles, and represents him/herself accurately. Student demonstrates all other
behaviors and skills critical to professional behavior such as time management,
attendance, communication abilities, leadership, and the desire to perform
accurately to aid the patient and continue learning.
24. Time Management
25. Appropriate Use of Program Personnel and Resources for Knowledge in Increasing
and Learning Skills
26. Clinical Goal Completion
Completion of Clinical Goals as identified by the student and approved by the
clinical instructor during the clinical rotation. Goals should be completed at an
appropriate skill and cognitive level for the student within an appropriate time
frame.
85
3A Final Clinical Evaluation
Instructions:
This clinical evaluation occurs at the end of the clinical rotation. The student should have
demonstrated all skills or knowledge to the clinical instructor.
The results, or evaluation scores, form a portion of the lab/practicum course.
This evaluation is completed by the clinical instructor and reviewed and discussed with
the student. It should be printed so that the student and clinical instructor can sign it
before being turned in to the program director.
Standard Scoring for Clinical Evals:
1.0 Unable to Perform Skill/ Not Demonstrated
1.5 Needs Significant Improvement
3.0 Needs Some Improvement
4.0 Acceptable (expected)
4.5 Very Good
5.0 Excellent
Graded Content- Clinical Eval:
3A Skills and Knowledge Content
1. Basic Taping and Wrapping Techniques
Includes Upper and Lower Extremity Taping and Wrapping Techniques
2. Basic First Aid and Wound Care
3. Emergency Care and Equipment Use Techniques
4. Acute Shoulder Injury Evaluation and Management
5. Chronic Shoulder Injury Evaluation and Management
6. Acute Elbow Injury Evaluation and Management
7. Chronic Elbow Injury Evaluation and Management
8. Acute Wrist and Hand Injury Evaluation and Management
9. Chronic Wrist and Hand Injury Evaluation and Management
10. Low Back Injury Evaluation and Management
11. Neck /Upper Back Injury Evaluation and Management
12. Head Injury Evaluation and Management
13. Lower Extremity Injury Assessment and Management
14. Facial Injury Evaluation and Management
Including eye, ear, nose, or throat injuries and management.
15. General Skill Quality
16. Basic Documentation: SOAP Notes, Progress Notes
17. Basic Evaluation and Post-Injury Care Skills
Professional Behaviors Core Common to Students in All Levels
18. Demonstrates ownership in personal learning process and need for continuing
education
19. Willingness to Learn
86
20. Clinical Effort
Use of Practice Time, Initiative in Learning Process, Demonstrated desire to Aid
Others.
21. Interpersonal Communication Skills
Ability to communicate appropriately, effectively, and efficiently with all parties
including athletes, peers, ATEP students, parents, patients, physicians, clinical
instructors, instructors, and others associated with the program.
22. Attendance
Attendance as appropriate and expected for partial or full clinical rotations.
Student attends when scheduled, reschedules only in emergencies or unavoidable
circumstances.
23. Professionalism
Student acts in manner that demonstrates his/her abilities and interest in helping
others while maintaining a respectful environment and appropriate boundaries as
a health care provider. Student follows legal and ethical athletic training
principles, and represents him/herself accurately. Student demonstrates all other
behaviors and skills critical to professional behavior such as time management,
attendance, communication abilities, leadership, and the desire to perform
accurately to aid the patient and continue learning.
24. Time Management
25. Appropriate Use of Program Personnel and Resources for Knowledge in Increasing
and Learning Skills
26. Clinical Goal Completion
Completion of Clinical Goals as identified by the student and approved by the
clinical instructor during the clinical rotation. Goals should be completed at an
appropriate skill and cognitive level for the student within an appropriate time
frame.
87
3B Final Clinical Evaluation
Instructions:
This clinical evaluation occurs at the end of the clinical rotation. The student should have
demonstrated all skills or knowledge to the clinical instructor.
The results, or evaluation scores, form a portion of the lab/practicum course.
This evaluation is completed by the clinical instructor and reviewed and discussed with
the student. It should be printed so that the student and clinical instructor can sign it
before being turned in to the program director.
Standard Scoring for Clinical Evals:
1.0 Unable to Perform Skill/ Not Demonstrated
1.5 Needs Significant Improvement
3.0 Needs Some Improvement
4.0 Acceptable (expected)
4.5 Very Good
5.0 Excellent
Graded Content- Clinical Eval:
3B Skills and Knowledge Content
1. Lower Body Evaluations & Care
Demonstrates skill in performing Lower Body Evaluations in concert with
Immediate Management and Follow Up Care including referral as appropriate.
2. Upper Body Evaluations & Care
Demonstrates skill in performing Upper Body Evaluations in concert with
Immediate Management and Follow Up Care including referral as appropriate.
3. Skill in Determining Referral Requirements for Injuries/Illnesses
4. Foot and Ankle Rehabilitation Program and Exercise Progression Development
May include basic therapeutic modalities as well as manual therapy (joint
mobilizations, myofascial release, massage, neural release, strain-counter strain,
muscle energy, etc), stretching, and exercises with or without equipment for
proprioception, basic strengthening, balance, endurance, power, and functional
progression to return to play as well as protective equipment during rehab and
return to play.
5. Knee Rehabilitation Program and Exercise Progression Development
May include basic therapeutic modalities as well as manual therapy (joint
mobilizations, myofascial release, massage, neural release, strain-counter strain,
muscle energy, etc), stretching, and exercises with or without equipment for
proprioception, basic strengthening, balance, endurance, power, and functional
progression to return to play as well as protective equipment during rehab and
return to play.
6. Shoulder Rehabilitation Program and Exercise Progression Development
May include basic therapeutic modalities as well as manual therapy (joint
mobilizations, myofascial release, massage, neural release, strain-counter strain,
muscle energy, etc), stretching, and exercises with or without equipment for
proprioception, basic strengthening, balance, endurance, power, and functional
88
progression to return to play as well as protective equipment during rehab and
return to play.
7. Core Rehabilitation Program and Exercise Progression Development
May include basic therapeutic modalities as well as manual therapy (joint
mobilizations, myofascial release, massage, neural release, strain-counter strain,
muscle energy, etc), stretching, and exercises with or without equipment for
proprioception, basic strengthening, balance, endurance, power, and functional
progression to return to play as well as protective equipment during rehab and
return to play.
8. Proprioceptive Training
Demonstrated skill in identifying proprioceptive deficiency and using a variety of
techniques to regain proprioception for an injured body part as well as other body
parts that may have contributed to the injury for a variety of body parts.
9. Strength Training
Demonstrated skill in strength deficiency and using a variety of techniques to
regain strength to an injured body part as well as other weak body parts that may
have contributed to the injury for a variety of body parts.
10. Flexibility
Demonstrated skill in identifying flexibility deficiency and using a variety of
techniques to regain flexibility for an injured body part as well as other body parts
that may have contributed to the injury for a variety of body parts.
11. Endurance
Demonstrated skill in identifying endurance deficiency and using a variety of
techniques to regain endurance for an injured body part as well as other body
parts that may have contributed to the injury for a variety of body parts.
12. Power Development
Demonstrated skill in identifying power deficiency and using a variety of
techniques to regain power for an injured body part as well as other body parts
that may have contributed to the injury for a variety of body parts.
13. Sport Specific Functional Progression
Demonstrated skill in identifying a functional progression and using a variety of
techniques to regain sport specific function for an injured body part as well as
other body parts that may have contributed to the injury for a variety of body
parts.
14. Documentation: Records, SOAP Notes, Rehab Plans
15. Leadership Skills
Demonstrated ability to act as a formal or informal leader effectively and
efficiently in an appropriate manner.
16. Overall Evaluation and Management Skills
17. Overall Rehabilitation Plan Development and Progression Skills
18. Demonstrates appropriate preparation for professional success
Professional Behaviors Core Common to Students in All Levels
19. Demonstrates ownership in personal learning process and need for continuing
education
20. Willingness to Learn
89
21. Clinical Effort
Use of Practice Time, Initiative in Learning Process, Demonstrated desire to Aid
Others.
22. Interpersonal Communication Skills
Ability to communicate appropriately, effectively, and efficiently with all parties
including athletes, peers, ATEP students, parents, patients, physicians, clinical
instructors, instructors, and others associated with the program.
23. Attendance
Attendance as appropriate and expected for partial or full clinical rotations.
Student attends when scheduled, reschedules only in emergencies or unavoidable
circumstances.
24. Professionalism
Student acts in manner that demonstrates his/her abilities and interest in helping
others while maintaining a respectful environment and appropriate boundaries as
a health care provider. Student follows legal and ethical athletic training
principles, and represents him/herself accurately. Student demonstrates all other
behaviors and skills critical to professional behavior such as time management,
attendance, communication abilities, leadership, and the desire to perform
accurately to aid the patient and continue learning.
25. Time Management
26. Appropriate Use of Program Personnel and Resources for Knowledge in Increasing
and Learning Skills
27. Clinical Goal Completion
Completion of Clinical Goals as identified by the student and approved by the
clinical instructor during the clinical rotation. Goals should be completed at an
appropriate skill and cognitive level for the student within an appropriate time
frame.
90
4A Final Clinical Evaluation
Instructions:
This clinical evaluation occurs at the end of the clinical rotation. The student should have
demonstrated all skills or knowledge to the clinical instructor.
The results, or evaluation scores, form a portion of the lab/practicum course.
This evaluation is completed by the clinical instructor and reviewed and discussed with
the student. It should be printed so that the student and clinical instructor can sign it
before being turned in to the program director.
Standard Scoring for Clinical Evals:
1.0 Unable to Perform Skill/ Not Demonstrated
1.5 Needs Significant Improvement
3.0 Needs Some Improvement
4.0 Acceptable (expected)
4.5 Very Good
5.0 Excellent
Graded Content- Clinical Eval:
4A Skills and Knowledge Content
1. Demonstrated Skill in Taping and Wrapping Techniques
2. Demonstrated Skill in Performing First Aid and Emergency Care Assessment and Care
3. Demonstrated Skill in Performing Injury Assessment and providing Immediate Care
4. Demonstrated Skill in Developing Rehabilitation Programs and Progressions
5. Demonstrated Skill in Assessing General Medical Conditions
6. Therapeutic Modality Decision Making and Progression Plans
7. Demonstrated Skill in Using Therapeutic Cold Modalities
Includes treatment decisions for any therapeutic cold modality as appropriate
taking into account modality indications and contraindications, injury healing
progressions, and therapeutic and physiological treatment goals in an appropriate
rehabilitation progression. Also includes patient and modality preparation,
selection of appropriate treatment parameters for treatment goal, and posttreatment clean-up.
8. Demonstrated Skill in Using Superficial Heat Modalities
Includes treatment decisions for any therapeutic superficial heat modality as
appropriate taking into account modality indications and contraindications, injury
healing progressions, and therapeutic and physiological treatment goals in an
appropriate rehabilitation progression. Also includes patient and modality
preparation, selection of appropriate treatment parameters for treatment goal, and
post-treatment clean-up.
9. Demonstrated Skill in Using Deep Heat Therapeutic Modalities
Includes treatment decisions for any therapeutic deep heat modality as appropriate
taking into account modality indications and contraindications, injury healing
progressions, and therapeutic and physiological treatment goals in an appropriate
rehabilitation progression. Also includes patient and modality preparation,
91
selection of appropriate treatment parameters for treatment goal, and posttreatment clean-up.
10. Demonstrated Skill in Using Ultrasound Therapeutic Modalities
Includes treatment decisions for therapeutic ultrasound, including pulsed and
continuous parameters, as appropriate taking into account modality indications
and contraindications, injury healing progressions, and therapeutic and
physiological treatment goals in an appropriate rehabilitation progression. Also
includes patient and modality preparation, selection of appropriate treatment
parameters for treatment goal, and post-treatment clean-up.
11. Demonstrated Skill in Using Electrical Stimulation Therapeutic Modalities
Includes treatment decisions for electrical stimulation, including pain control,
biofeedback, muscle re-education, and retardation of muscle atrophy as
appropriate taking into account modality indications and contraindications, injury
healing progressions, and therapeutic and physiological treatment goals in an
appropriate rehabilitation progression. Also includes patient and modality
preparation, selection of appropriate treatment parameters for treatment goal, and
post-treatment clean-up.
12. Demonstrated Skill in Using Manual Therapy Techniques
Includes treatment decisions and use of manual therapy techniques, including
muscle energy, myofascial release, massage, or any other manual therapy as
appropriate taking into account modality indications and contraindications, injury
healing progressions, and therapeutic and physiological treatment goals in an
appropriate rehabilitation progression. Also includes patient and modality
preparation, selection of appropriate treatment parameters for treatment goal, and
post-treatment clean-up.
13. Integration of Therapeutic Modality Use in Rehabilitation Progression
Professional Behaviors Core Common to Students in All Levels
14. Demonstrates ownership in personal learning process and need for continuing
education
15. Willingness to Learn
16. Effort in Improving AT Knowledge and Skills
17. Clinical Effort
Use of Practice Time, Initiative in Learning Process, Demonstrated desire to Aid
Others.
18. Interpersonal Communication Skills
Ability to communicate appropriately, effectively, and efficiently with all parties
including athletes, peers, ATEP students, parents, patients, physicians, clinical
instructors, instructors, and others associated with the program.
19. Attendance
Attendance as appropriate and expected for partial or full clinical rotations.
Student attends when scheduled, reschedules only in emergencies or unavoidable
circumstances.
20. Professionalism
Student acts in manner that demonstrates his/her abilities and interest in helping
others while maintaining a respectful environment and appropriate boundaries as
92
a health care provider. Student follows legal and ethical athletic training
principles, and represents him/herself accurately. Student demonstrates all other
behaviors and skills critical to professional behavior such as time management,
attendance, communication abilities, leadership, and the desire to perform
accurately to aid the patient and continue learning.
21. Time Management
22. Appropriate Use of Program Personnel and Resources for Knowledge in Increasing
and Learning Skills
ATEP student should take initiative and search for needed information in texts,
instructors, students, clinical instructors to problem solve and enhance learning.
ATEP students should take initiative first and search for context and meaning
rather than just expecting someone else to provide answers at all times. ATEP
students should also ask for help during the process as difficulties are encountered
to enhance his/her own personal learning process and gain more from the
information search.
23. Clinical Goal Completion
Completion of Clinical Goals as identified by the student and approved by the
clinical instructor during the clinical rotation. Goals should be completed at an
appropriate skill and cognitive level for the student within an appropriate time
frame.
93
4B Final Clinical Evaluation
Instructions:
This clinical evaluation occurs at the end of the clinical rotation. The student should have
demonstrated all skills or knowledge to the clinical instructor.
The results, or evaluation scores, form a portion of the lab/practicum course.
This evaluation is completed by the clinical instructor and reviewed and discussed with
the student. It should be printed so that the student and clinical instructor can sign it
before being turned in to the program director.
Standard Scoring for Clinical Evals:
1.0 Unable to Perform Skill/ Not Demonstrated
1.5 Needs Significant Improvement
3.0 Needs Some Improvement
4.0 Acceptable (expected)
4.5 Very Good
5.0 Excellent
Graded Content- Clinical Eval:
4B Skills and Knowledge Content
1. Demonstrated Skill in Taping and Wrapping Techniques
2. Demonstrated Skill in Performing First Aid and Emergency Care Techniques
3. Lower Body Injuries
Demonstrated ability to assess a lower body injury, provide immediate care,
referral decisions, follow-up care, develop and implement a
treatment/rehabilitation plan and progression ending with return to play and
external support if needed.
4. Upper Extremity Injuries
Demonstrated ability to assess a lower body injury, provide immediate care,
referral decisions, follow-up care, develop and implement a
treatment/rehabilitation plan and progression ending with return to play and
external support if needed.
5. General Medical Conditions
Demonstrated ability to assess general medical conditions and provide appropriate
referral and condition explanations to the patient as well as appropriate return to
play criteria.
6. Trunk/Core Injury Care
Demonstrated ability to assess a trunk or core injury, provide immediate care,
referral decisions, follow-up care, develop and implement a
treatment/rehabilitation plan and progression ending with return to play and
external support if needed.
7. Demonstrated skill in organization and administration related to athletic training and
patient care.
8. Demonstrated skill in equipment and brace fitting
94
9. Demonstrated ability to efficiently manage and aid an athlete with physical and
psychosocial issues.
Drug use, pregnancy, eating disorders, abuse, etc.
10. Basic Documentation and Administration of Documents
11. Demonstrates skills needed to be a professional athletic trainer
12. Serves as a good role model for younger students
Professional Behaviors Core Common to Students in All Levels
13. Demonstrates ownership in personal learning process and need for continuing
education
14. Willingness to Learn
15. Clinical Effort
Use of Practice Time, Initiative in Learning Process, Demonstrated desire to Aid
Others.
16. Interpersonal Communication Skills
Ability to communicate appropriately, effectively, and efficiently with all parties
including athletes, peers, ATEP students, parents, patients, physicians, clinical
instructors, instructors, and others associated with the program.
17. Attendance
Attendance as appropriate and expected for partial or full clinical rotations.
Student attends when scheduled, reschedules only in emergencies or unavoidable
circumstances.
18. Time Management
19. Appropriate Use of Program Personnel and Resources for Knowledge in Increasing
and Learning Skills
ATEP student should take initiative and search for needed information in texts,
instructors, students, clinical instructors to problem solve and enhance learning.
ATEP students should take initiative first and search for context and meaning
rather than just expecting someone else to provide answers at all times. ATEP
students should also ask for help during the process as difficulties are encountered
to enhance his/her own personal learning process and gain more from the
information search.
20. Professionalism
Student acts in manner that demonstrates his/her abilities and interest in helping
others while maintaining a respectful environment and appropriate boundaries as
a health care provider. Student follows legal and ethical athletic training
principles, and represents him/herself accurately. Student demonstrates all other
behaviors and skills critical to professional behavior such as time management,
attendance, communication abilities, leadership, and the desire to perform
accurately to aid the patient and continue learning.
21. Clinical Goal Completion
Completion of Clinical Goals as identified by the student and approved by the
clinical instructor during the clinical rotation. Goals should be completed at an
appropriate skill and cognitive level for the student within an appropriate time
frame.
95
UMHB Athletic Training Education Program
ACI/CI Evaluation Form
Name of ACI/CI:____________________________________
Semester, Year of Rotation:____________________________
This survey is extremely important for continuing to improve the athletic training education program.
Please respond to all the statements as honestly and thoroughly you can. This process helps our ACI/CI‟s
to become more effective and the setting more educational.
Rating scale: 5=Always, 4=In most cases, 3=Occasionally, 2=Rarely, 1= Never 0=N/A
Statement
5
4
3
2
1
0
Combines Academic and Clinical Knowledge and Skills
Actively Promotes the Athletic Training Profession
Acts Professional to All Involved Parties (athletes, students, staff,
physicians, parents, administrators, etc.)
Displays Interest in Improving the Profession and His/Her Skills
and Positions
Models and Demonstrates Appropriate Skills, Attitudes and Values
to be Developed by the Athletic Training Student
Provides Guidance and Direct Supervision While Allowing the
Student to Perform Skills
Encourages a Climate of Mutual Respect
Encourages and Plans Learning Experiences to Enhance Student
Critical Thought Processes and Problem Solving Abilities
Encourages and Plans Active Learning Experiences for Students
Takes Advantage of Teachable Moments and Unplanned Learning
Experiences In the Clinical Setting to Enhance Student Learning
Provides Clinical Challenges for the Student
Communicates Clearly and Honestly
Praises Student When He/She has Done Well
Tactfully Corrects or Criticizes Without Belittling the Student
Assists Student in Developing Professional Skills and
Understanding
Provides Clear and Meaningful Feedback
Instructs Effectively
Demonstrates Concern for the Educational Needs of the Athletic
Training Student
Provides Ongoing Communication About Expectations of the
Student
Keeps Athletic Training Student Motivated to Enhance and Practice
Skills and Increase Knowledge
96
Please describe this clinical instructor‟s strengths.
Please comment on this clinical instructor‟s weaknesses or areas which may need improvement. Provide
constructive recommendations for this clinical instructor.
Do you have any constructive suggestions for improvement of this clinical experience?
97
UMHB Athletic Training Education Program
Clinical Site Evaluation Form
Please describe the strengths of this clinical site/facility/setting for your clinical rotation experience.
Please describe weaknesses of this clinical site/facility/setting for your clinical rotation experience.
Is there anything that the clinical instructor could have done related to the site/setting/facility that would
have improved your clinical experience? Please explain.
Do you have any other constructive comments related to this clinical experience setting/site/facility?
98
APPENDIX B
Department of
Exercise & Sport Science
ABBREVIATIONS
c
p
s
d/c
c/c
c/o
dx
sx
tx
hx
flex
ext
ab
ad
ir
er
qd
qod
bid
tiw
qid
qw
qh
qzh
L
R
B
I
DTR
N
G
F
P
T
WNL
WFL
w/c
With
After
Without
Discharge/Discontinue
Chief Complaint
Complains of
Diagnosis
Symptoms
Treatment
History
Flexion
Extension
Abduction
Adduction
Internal Rotation
External Rotation
Daily
Every Other Day
2x/day
3x/day
4x/day
Weekly
Every hour
Every 2 hours
Left
Right
Bilateral
Independent
Deep Tendon Reflex
Normal
Good
Fair
Poor
Trace
Within Normal Limits
Within Functional Limits
Wheelchair
>
PMH Past Medical History
^
Increase
v
Decrease
Greater Than
<
Less Than
MRI Magnetic Resonance Imaging
99
MMT
WB
PWB
ROM
UE
LE
Manual Muscle Test
Weight Bearing
Partial Weight Bearing
Range of Motion
Upper Extremity
Lower Extremity
100
APPENDIX C
Department of
Exercise & Sport Science
Incident Report for Blood Borne Pathogen Exposure
Date of Incident:
Time of Incident:
Place of Incident:
Witnesses:
Athletic Training Student:
Supervising ACI/CI:
Description of Incident:
Actions taken by Supervising ACI/CI:
Signature of ATS:
Date:
Signature of ACI/CI:
Date:
101
APPENDIX D
Department of
Exercise & Sport Science
University of Mary Hardin Baylor
Athletic Training Education Program
Clinical Rotation Hour Documentation
A minimum of 1800 clock hours, over a minimum of three years, is required for eligibility to take
the Texas Advisory Board of Athletic Trainers Licensure Exam unless you are enrolled and will
graduate from a CAATE accredited ATEP. Graduates from the UMHB CAATE accredited
ATEP will automatically be qualified to sit for the Texas Athletic Training Licensure Exam.
The NATABOC does not require a specific number of clinical education hours. However the
NATABOC does require certain clinical rotations [Upper Extremity, Lower Extremity, General
Medical, and Equipment Intensive]. Within these clinical rotations, a number of clinical
proficiencies are to be attained by the ATS. The above mentioned clock hours are used to
introduce, practice and evaluate these proficiencies in the UMHB ATEP curriculum. Graduation
from an accredited Athletic Training Education Program is the only route to sit for the
NATABOC examination, effective January, 2004.
An UMHB student who does not complete the ATEP requirements will have to satisfy all the
Texas requirements for the Licensure Exam, including obtaining 1800 clinical education clock
hours. Without satisfaction of those requirements, the student may not sit for the state exam to
become a licensed athletic trainer.
102
Information from the TDH website (1/2004)
Athletic Trainer Licensing
Advisory Board of Athletic Trainers
The Advisory Board of Athletic Trainers (a Texas state board created by the Athletic Trainers
Act) is the licensing and regulatory authority of athletic trainers in Texas. The board implements
the provisions of Chapter 451, Texas Occupations Code (the Athletic Trainers Act), which was
effective September 1, 1971. The board's purpose is to protect public health, safety, and welfare
by establishing and enforcing qualifications and standards of practice for licensed athletic
trainers.
The board consists of six members appointed by the Governor of Texas, all of whom must be
licensed athletic trainers and Texas residents. As a result of amendments to the Athletic Trainers
Act enacted by the 76th Texas Legislature (1999), two public members will be phased into the
board's membership beginning in 2001. The board conducts its operations within the Texas
Department of Health (TDH) and utilizes TDH staff and facilities to accomplish its purpose.
Law: Chapter 451, Texas Occupations Code. This Texas licensure law defines athletic trainer,
athletic injury, and athletic training, establishes the Advisory Board of Athletic Trainers as the
regulatory authority of athletic trainers in the state, and prohibits the unlicensed practice of
athletic training in Texas.
Definition; Scope and Description of Practice
"Athletic trainer" means a person with specific qualifications, who practices athletic training, is
licensed by the board, and may use the initials "LAT," "LATC," and "AT" to designate the person
as an athletic trainer. The terms "sports trainer" and "licensed athletic trainer" are equivalent to
"athletic trainer."
"Athletic training" means the form of health care that includes the practice of preventing,
recognizing, assessing, managing, treating, disposing of, and reconditioning athletic injuries
under the direction of a physician licensed in this state or another qualified, licensed health
professional who is authorized to refer for health care services within the scope of the person's
license.
"Athletic injury" means an injury sustained by a person as a result of the person's participation in
an organized sport or sport-related exercise or activity, including interscholastic, intercollegiate,
intramural, semiprofessional, and professional sports activities.
Services provided by a licensed athletic trainer may include, but are not limited to: (1) plan and
implement a comprehensive athletic injury and illness prevention program; (2) conduct an initial
assessment of an athlete's injury or illness and formulate an impression of the injury or illness in
order to provide emergency or continued care and refer to a physician for definitive diagnosis and
treatment, if appropriate; (3) administer first aid and emergency care for acute athletic injuries
and illnesses; (4) coordinate, plan, and implement a comprehensive rehabilitation program for
athletic injuries; (5) coordinate, plan, and supervise all administrative components of an athletic
training or sports medicine program; (6) provide health care information and counsel athletes; and
(7) conduct research and provide instruction on subject matter related to athletic training or sports
medicine.
103
Before games and sporting events, a licensed athletic trainer carries out injury prevention
measures (such as the application of protective devices) to minimize the risk of injury during
play. When an athlete is injured, a licensed athletic trainer provides emergency care and/or refers
the athlete to a physician or hospital if necessary. When an injured athlete needs rehabilitation
before they can return to play, a licensed athletic trainer sets up or carries out the rehabilitation
plan.
Athletic training services may be provided in any setting. These settings include, but are not
limited to, high schools, colleges or universities, professional or amateur athletic organizations,
athletic facilities, and health care facilities. Licensed athletic trainers provide health care services
under the direction of the treating physician.
A person must hold a license to practice athletic training or to hold him- or herself out as an
athletic trainer. A person must hold a license when employed as an athletic trainer. A teaching
certificate does not authorize a person to practice athletic training in Texas. National certification
as an athletic trainer does not authorize a person to practice athletic training in Texas. National
certification as a personal trainer, exercise trainer, or a strength and conditioning specialist does
not authorize a person to practice athletic training in Texas.
104
APPENDIX E
Clinical Education Records
ATHLETIC TRAINING EDUCATION PROGRAM
Pre-Professional
Weekly Clinical Education Record
Name: _________________________________________ Semester/Year: _________________
Clinical Instructor: ______________________________________________________________
Clinical Assignment (sport(s), location, etc.): _________________________________________
Date of Week
Type of Experience and Sports Involved
In/Out Times
Hours/day
Mon. ___/___/___
Tues. ___/___/___
Wed. ___/___/___
Thurs. ___/___/___
Fri. ___/___/___
Sat. ___/___/___
Sun. ___/___/___
Total Clinical Education Weekly Hours
The hour record is accurate for the indicated dates which were obtained under direct supervision of a
clinical instructor/approved clinical instructor.
_________________________________
Student‟s Signature
_________________________________
Clinical Instructor‟s Signature
Date _________________
Date _________________
105
UMHB Athletic Training Education Program
Professional Phase I and II
Weekly & Cumulative Clinical Education Record
Name: _________________________________________ Semester/Year: ___________
Clinical Instructor:________________________________________________________
Clinical Assignment (sport(s), location, etc.):___________________________________
Date of Week
Type of Experience and Sports Involved
In/Out Times
Hours/day
Mon. ___/___/___
Tues. ___/___/___
Wed. ___/___/___
Thurs. ___/___/___
Fri. ___/___/___
Sat. ___/___/___
Sun. ___/___/___
Total Clinical Education Weekly Hours
Date of Week
Type of General Medical Experience and
Physician Involved
Minutes/Hours
New Semester Cumulative Clinical Education Hours Including this Week
New Semester Cumulative General Medical Hours Including the Week
Document submission indicates hour record accuracy for the indicated dates which were obtained under
direct supervision of a clinical instructor/approved clinical instructor.
106
ATEP Cumulative Clinical Experiences and Hour Record
To be completed each semester prior to finals week and submitted to the program director on Chalk and
Wire.
A. Semester XX
B. Clinical
C. Semester AT
D. Semester
E. Total Semester
(ex. F08)
Location,
Clinical Education General Medical
Clinical Hours (#)
Instructor, &
Hours
Hours (#)
Assignment
(#)
(ex. UMHB,
Laxton, FB)
Pre-Professional
Phase I
Phase II- 2nd Year
1st Semester (2A)
Partial Rotation 1
Partial Rotation 2
Full Rotation
2B
3A
3B
4A
4B
F. Total Clinical
Hours to Date
107
Athletic Training Education Program
Request for Extra Clinical Education Experiences
Student: _________________________
Phase: _____________
Clinical Instructor: _______________________________________
Date: _______________________
I request exception to the semester average clinical education experience hour limits to
attend the following clinical education experience (practice/game/event). I am currently
attaining at least a C grade in all my classes.
Event: __________________________________ Event Date: ___________
Anticipated Hours of Event: _________
Current Total Semester Clinical Hours Accumulated: _________________
Total Anticipated Semester Clinical Hours With Requested Event: _____________
Request for Extra Clinical Experience
Accepted______
Denied______
ACI/CI Signature: ___________________________________________ Date: _______
Program Director Signature: ___________________________________ Date:_______
108
Appendix F
Other Clinical Forms
ATEP Student Clinical Education Goal Sheet
Student Name: __________________________ Phase: ___________ Date:______
Athletic Training Practice Domains
(http://www.bocatc.org):
Prevention
Clinical Evaluation & Diagnosis
Immediate Care
Treatment, Rehabilitation & Reconditioning
Organization & Administration
Professional Responsibility
Primary Level/Course Instructed:
Phase I, Phase II- 2nd, 3rd, & 4th Years
Phase II- 2nd Yr, 4th Yr, NURS 3312
Phase I, Phase II- 2nd, 3rd Years
Phase II- 3rd Year
Phase II- 4th Yr, EXSS 3352
Phase I, Phase II- 4th Yr
Student Reported Comfortable and Uncomfortable Skills according to what he/she has been exposed to by
his/her class schedule:
Comfortable with skills and knowledge:
Uncomfortable with skills and knowledge:
Student Clinical Education Goals for this Semester. Goal attainment will be graded by clinical instructor at
the conclusion of the clinical education rotation.
1.
2.
3.
4.
5.
109
Department of
Exercise & Sport Science
ATEP Technical Standard and Clinical Requirement Agreement
UMHB ATEP Phase I Professionals

Maintain the UMHB ATEP admission technical standards.

Complete required 16 ATEP credit hours with a minimum cumulative 2.5 GPA including
EXSS 2100 Introduction to Athletic Training
EXSS 2351 Basic Athletic Training
EXSS 2370 Emergency Healthcare
BIOL 2440 Anatomy and Physiology I
BIOL 2441 Anatomy and Physiology II

Complete Application Packet by April 15 including
Resume, Transcript, Essay and Career Goal Statements, 3 Reference Letters

Complete a minimum of 100 Clinical Education Hours under the direct supervision of a
certified or licensed athletic trainer.
Student‟ s name
Signature:
Date:
110
Department of
Exercise & Sport Science
UMHB Athletic Training Hepatitis B Waiver
Please check the appropriate response:
____I am currently in Hepatitis B series and will provide a copy of the series record upon
completion of the series.
____ I have completed the Hepatitis B series and have provided a copy of the series record to
Program Director.
____ I am declining to have the Hepatitis B series. I have been informed of the risks involved
with blood borne pathogens and dealing with wounds, bleeding and general first-aid that are
involved with athletic training.
I understand that I may change my mind at any time and either start the vaccination series or
decline the Hepatitis B series. If this occurs, I am responsible for providing such
documentation the Program Director for my file.
Student‟s Name – Printed ___________________________
Student‟s Signature ________________________________
Date _________________________________
111
Department of
Exercise & Sport Science
UMHB Athletic Training Student
Clinical Care Agreement
I agree and understand that as an Athletic Training Student in Professional Phase I
or Phase II (2nd, 3rd, or 4th Year) of the University of Mary Hardin-Baylor ATEP that I am
an extension of the state licensed and NATABOC certified Athletic Training Clinical
Instruction Staff who are responsible for my actions.
I agree that I will not perform any duties that are constituted as those of a state
licensed and NATABOC certified Athletic Trainer without the presence of either a state
licensed or NATABOC certified Athletic Trainer. In my clinical rotation assignments I
will not perform any duties that I have not been formally instructed in and successfully
passed the clinical competency evaluation without the without the consultation and
guidance of my Clinical Instructor or Approved Clinical Instructor.
I realize that these regulations are in place to protect the patient and are not
intended to punish or diminish my role as an Athletic Training Student and that I will
uphold these guidelines to the level which they are intended. It is understood that
infraction of these guidelines could mean expulsion from the Athletic Training Education
Program and/or possible legal recourse if they are not followed.
I have read, accepted and confirmed this Agreement to perform under said
conditions.
Student‟ s name
Signature:
Date:
112
Athletic Training Education Program
MEDICAL CONFIDENTIALITY ACKNOWLEDGEMENT
As an athletic training education student at the University of Mary Hardin-Baylor, I acknowledge that I will
be privy to confidential medical information through the nature of my assigned clinical rotations. I further
acknowledge that the information shared with me or identified by me duties related to injury evaluation,
injury rehabilitation and treatment, and referrals, including doctor‟s day activities, may be considered
confidential and privileged. As such, I will share it only with professionals with whom it is appropriate to
share that information to ensure that the patient‟s expectation of privacy and confidentiality has been met.
I also understand that Health Information Protection and Portability Act (HIPPA) regulations govern the
release of “Protected Patient Information”.
Protected Patient Medical Information may include:
1) name, social security number, phone, address (personal identification information)
2) information related to past, present, future physical or mental health or condition of
individual, provision of health care to an individual, patient‟s medical history,
current medical condition, test results, images, psychosocial assessments, healthcare
professional correspondence, hospital admissions/discharge information, outpatient
appointments, insurance, treating physicians names (Vanderbilt Medical Center,
2005).
As a student, I recognize my responsibility to inform the clinical instructor of any
medical/injury/treatment/rehabilitation issue I become privy to.
 I understand that I may communicate with the patient to the best of my ability and knowledge
within the provisions stated by my clinical instructor.
 I will not communicate with a patient about his/her condition without the prior knowledge of my
clinical instructor.
As a student, I also realize that individuals may approach me to learn information about the medical status
of patients.
 I will not communicate with the press or any other parties not involved with the UMHB ATEP
program or Athletic Training Program.
Signature: __________________________________ Printed Name:_____________________________
Date:
113
Department of
Exercise & Sport Science
ATEP Technical Standard and Clinical Requirement Agreement
Professional Phase II
nd
2 Year Athletic Training Students

Maintain the UMHB ATEP admission technical standards.

Maintain the UMHB ATEP retention requirements.

Complete a maximum of 600 clinical rotation hours –on campus (100 minimum per
semester, minimum 420 per year).
o Attend all required clinical rotation practices, games, and special events.

Successfully complete required UMHB ATEP coursework. The student must receive a
„C‟ or higher in all courses within the Athletic Training major.

Successfully complete all clinical competencies and Proficiency Assessment/LOT Exams
required in Practicum/Lab courses.
Student‟ s name
Signature:
Date:
114
Department of
Exercise & Sport Science
ATEP Technical Standard and Clinical Requirement Agreement
Professional Phase II
3rd Year Athletic Training Students

Maintain the UMHB ATEP admission technical standards.

Maintain the UMHB ATEP retention requirements.

Complete a maximum of 600 clinical rotation hours –on campus (100 minimum per
semester, minimum 420 per year).
o Attend all required clinical rotation practices, games, and special events.

Successfully complete required UMHB ATEP coursework. The student must receive a
„C‟ or higher in all courses within the Athletic Training major.

Successfully complete all clinical competencies and Proficiency Assessments/LOT
Exams required in Practicum/Lab courses.
Student‟ s name
Signature:
Date:
115
Department of
Exercise & Sport Science
ATEP Technical Standard and Clinical Requirement Agreement
Professional Phase II
4th Year Athletic Training Students

Maintain the UMHB ATEP admission technical standards.

Maintain the UMHB ATEP retention requirements.

Complete a maximum of 600 clinical rotation hours –on campus (100 minimum per
semester, minimum 420 per year).
o Attend all required clinical rotation practices, games, and special events.

Successfully complete all required UMHB ATEP coursework. The student must receive a
„C‟ or higher in all courses within the Athletic Training major.

Successfully complete all clinical competencies and Proficiency Assessment/LOT Exams
required in Practicum/Lab courses.

Complete paperwork necessary for appropriate testing based on each ATS‟s goals [i.e.,
NATABOC, TDH – Licensure, GRE, etc]
Student‟ s name
Signature:
Date:
116