ATHLETIC TRAINING EDUCATION PROGRAM COLLEGE OF PROFESSIONAL PROGRAMS

Transcription

1 UNIVERSITY OF MAINE AT PRESQUE ISLE ATHLETIC TRAINING EDUCATION PROGRAM COLLEGE OF PROFESSIONAL PROGRAMS ATH 400- Athletic Training Clinical III Monday/Wednesday 11am 12:15PM Weiden Hall, MML Athletic Training room Fall 2013 Patrick Baker, ATC- UMPI Head Athletic Trainer, Lecturer I.

2 Foundational Behaviors of Professional Practice These basic behaviors permeate professional practice and should be incorporated into instruction and assessed throughout the educational program. Primacy of the Patient Recognize sources of conflict of interest that can impact the client s/patient s health. Know and apply the commonly accepted standards for patient confidentiality. Provide the best healthcare available for the client/patient. Advocate for the needs of the client/patient. Team Approach to Practice Recognize the unique skills and abilities of other healthcare professionals. Understand the scope of practice of other healthcare professionals. Execute duties within the identified scope of practice for athletic trainers. Include the patient (and family, where appropriate) in the decision-making process. Work with others in effecting positive patient outcomes. Legal Practice Practice athletic training in a legally competent manner. Identify and conform to the laws that govern athletic training. Understand the consequences of violating the laws that govern athletic training. Ethical Practice Comply with the NATA s Code of Ethics and the BOC s Standards of Professional Practice. Understand the consequences of violating the NATA s Code of Ethics and BOC s Standards of Professional Practice. Comply with other codes of ethics, as applicable. Advancing Knowledge Critically examine the body of knowledge in athletic training and related fields. Use evidence-based practice as a foundation for the delivery of care. Appreciate the connection between continuing education and the improvement of athletic training practice. Promote the value of research and scholarship in athletic training. Disseminate new knowledge in athletic training to fellow athletic trainers, clients/patients, other healthcare professionals, and others as necessary. Cultural Competence Demonstrate awareness of the impact that clients /patients cultural differences have on their attitudes and behaviors toward healthcare. Demonstrate knowledge, attitudes, behaviors, and skills necessary to achieve optimal health outcomes for diverse patient populations. Work respectfully and effectively with diverse populations and in a diverse work environment. Professionalism Advocate for the profession. Demonstrate honesty and integrity. Exhibit compassion and empathy. Demonstrate effective interpersonal communication skills National Athletic Trainers Association

3 Instructors: Patrick Baker, ATC Classroom: Weiden MML, Athletic Training room Office Hours: by appointment As a member of the university community: I pledge to pursue academic excellence I pledge to support open inquiry and civil expression I pledge to listen respectfully to the viewpoints of others I pledge to participate in the life of the community I pledge to conserve and enhance the beauty of the campus I Pledge to help all members of the university community to realize their full potential "Definition of the Credit Hour at UMPI In all of its courses and programs, the University of Maine at Presque Isle defines a credit hour as an amount of work equivalent to one hour of classroom instruction supplemented by a minimum of two additional hours of student out-of-class work each week for an approximately fifteen-week semester. Accordingly, in all lecture or seminar courses, it is our expectation that students will work on course assignments for a minimum of two hours outside of class for every hour they are in class. It is understood that internships, practica, studio work, laboratory work, online courses, and other academic activities leading to the award of credit will organize student work in configurations which do not precisely match this definition. Nevertheless, the amount of student work required per credit hour in these courses or credit-bearing activities at UMPI will always be equivalent to the amount of work required per credit hour in a standard lecture or seminar course, as defined above." UMPI Writing Center: Located on the first floor of South Hall, the writing center offers one-on-one consultations for writers at all levels of course work, at all stages of the writing process. Call or stop by to set up an appointment. Attendance: Attendance is mandatory. Students are expected to attend all lectures. Special consideration will be given for documented excusable absences of illness or death in the family, or pre-approved university activity. Unexcused absences will result in a deduction of a letter grade of your final grade for unexcused absent. Example: if your final grade is A with two unexcused absences = B+ Class Dress Code: Students are asked to wear loose-fitting clothing, shorts, and short-sleeved tops or tank tops to facilitate easy access to various body areas that we will be practicing on during lab. Class will also be held in various areas around campus so please be prepared for any kind of possible weather conditions. Professional Appearance Policy & Professional Behaviors Policy: Please review the policy in the Policy & Procedures Manual. Personal Transportation Policy: Please review the policy in the Policy & Procedures Maneual. PREREQUISITES: 1. ATH 346, senior status, CPR/ First Aid Certification

4 Course Text: Rozzi, Susan, Study Guide for the Board of Certification, Inc.,Entry-Level Athletic Trainer Certification Examination, FA Davis. ISBN 13: , ISBN 10: Berry, David, Athletic & Orthopedic Injury Assessment: A Case Study Approach, Holcomb Hathaway. ISBN 13: Recommended: Starkey, C. Evaluation of Orthopedic and Athletic Injuries. Hoppenfeld, S. Physical Examination of the Spine and Extremities. Houlglum. Therapeutic Exercise for Musculoskeletal Injuries. Prentice. Therapeutic Modalities in Sports Medicine. Prentice, Principals of Athletic Training Baechle, T. Strength Training and Conditioning Course Description: The purpose of this course is to provide instruction on evaluation and treatment skills for injuries and illnesses common to active individuals. In addition, students are offered the opportunity to develop and practice skills learned in previous and concurrent classes. This course consists of two components: didactic and preceptorship. The didactic component involves the acquisition, practice, and evaluation of entry-level athletic training clinical proficiency skills and psychomotor competencies under the direct supervision of a preceptor (ACI). The preceptorship provides students the opportunity to apply these skills and proficiencies experientially to the active population under direct supervision of a qualified health care provider (HCP). Students will receive an overview of material or skills they must master, allowed a practice period, and be evaluated by an ACI using staged injuries, scenarios, or models to demonstrate proficiency at assigned times. Students may be asked to demonstrate the proficiencies and psychomotor competencies at random to assess the student's retention, comprehension, and ability to apply their skills in specific, appropriate situations. Goals and Objectives: The goal and objective of this course is mastery of the clinical proficiencies associated with this course. (listed below) These proficiencies represent the skills and knowledge that an entry level Certified Athletic Trainer must possess and which will be discussed, practiced, and evaluated in this course. Grading: Grades will be based on case studies/reflection papers, testlets and multiple choice domains, functional assessment/fitness assignment, preceptor evaluations/assessments, and the preceptorship component. Preceptorship The preceptorship portion of ATH 400 represents the application of clinical proficiencies in a practical setting. These experiences may include but are not limited to practice coverage, rehabilitation appointments, administration of the training room, or other athletic training assignment designated by the Clinical Instructor. Students are expected to adhere to the Policies and Procedures manual while working in the preceptorship setting. The preceptor will evaluate the preceptorship twice over the course of the clinical assignment. Students are required to complete 175 hours of practical applications by the end of the semester. This will account for 51% of your final class grade. Weekly reflections & Clinical hours log Reflection is the process of recalling, analyzing, and synthesizing the clinical experiences in order to make them real; making note of strengths and weaknesses; and choosing behaviors to continue, discontinue, or modify. The clinical hour log and weekly reflection must be submitted together every Monday by 5 PM. Your clinical hours will not count towards your required preceptorship hours if the weekly reflection paper is not also submitted.

5 ADDITIONAL NOTES A. The student is to abide by the rules and regulations of the agency to which you are assigned. This may include but is not limited to arrival and departure times, dress code, tobacco regulations, records, lines of authority, etc. B. Clinical hours are an extremely important aspect of your education. As such, you are expected to attend to your assignment with enthusiasm, promptness and diligence. If you cannot make your assignment, you are expected to notify your assigned clinical instructor as soon as possible and switch with a classmate or upper classman. Hand in your clinical hour log sheets to the Clinical Coordinator by 5:00pm Mondays. C. Clinical sheets must be 100% complete by the last official day of classes. D. Clinical hour logs are expected to be accurate and true records. Should hour logs be found to be inaccurate or to contain any hours not actually completed, the student will be dismissed from the athletic training program. E. The student is expected to meet with the Clinical Coordinator or Program Director if you are having trouble in a course. We are here to help. Clinical Assessments The student will be asked to assess the body part including taking a history, observation and inspection, palpation, functional tests, stress tests, neurological tests, rehabilitation, sports specific functional testing and return to play. Multiple Choice Practice Questions 50 to 100 per domain with focused study tables and quiz worksheets. Testlets Computerized mini-practical exams from Study Guide for the BOC, Inc., Entry Level Athletic Trainer Certification. Print scores and bring to class. Case Studies A list of case studies for each class is attached to this syllabus. You are responsible to read and answer the questions at the end of each case assign. Bring these answers to class and you will be randomly assigned to lead the class discussion on that case study. All of this work must be done before class for you to earn the points for this week. Project: Functional movement screen/assessment/corrective exercise, rehab, fitness plan, body composition, nutritional habits and recommendations Final Letter Grades will be awarded on the following scale: A: % C: % A-: % C-: % B+: % D+: % B: % D: % B-: % D-: % C+: % F: % Students must obtain a "C" in order to progress to the next clinical level Evaluation Type: Case Studies 15% Functional movement screen/assessment/ Corrective exercise, rehab, fitness plan. Body Compostion, Nutritional recomendations 19% Testlets and Multiple Choice 15% Preceptorship 51% Total: 100%

6 Update Events Update Classifications Update Score Ratings Code Description CIP-1.0 CIP-3.0 CIP-4 CIP-6 CIP-7 CIP-8 ATH 400 Athletic Training Clinical III Goals and Objectives Education Competencies 2011 Administer testing procedures to obtain baseline data regarding a client's/patient's level of general health (including nutritional habits, physical activity status, and body composition). Use this data to design, implement, evaluate, and modify a program specific to the performance and health goals of the patient. This will include instructing the patient in the proper performance of the activities, recognizing the warning signs and symptoms of potential injuries and illnesses that may occur, and explaining the role of exercise in maintaining overall health and the prevention of diseases. Incorporate contemporary behavioral change theory when educating clients/patients and associated individuals to effect health-related change. Refer to other medical and health professionals when appropriate. Develop, implement, and monitor prevention strategies for at-risk individuals (eg, persons with asthma or diabetes, persons with a previous history of heat illness, persons with sickle cell trait) and large groups to allow safe physical activity in a variety of conditions. This includes obtaining and interpreting data related to potentially hazardous environmental conditions, monitoring body functions (eg, blood glucose, peak expiratory flow, hydration status), and making the appropriate recommendations for individual safety and activity status. Perform a comprehensive clinical examination of a patient with an upper extremity, lower extremity, head, neck, thorax, and/or spine injury or condition. This exam should incorporate clinical reasoning in the selection of assessment procedures and interpretation of findings in order to formulate a differential diagnosis and/or diagnosis, determine underlying impairments, and identify activity limitations and participation restrictions. Based on the assessment data and consideration of the patient's goals, provide the appropriate initial care and establish overall treatment goals. Create and implement a therapeutic intervention that targets these treatment goals to include, as appropriate, therapeutic modalities, medications (with physician involvement as necessary), and rehabilitative techniques and procedures. Integrate and interpret various forms of standardized documentation including both patient-oriented and clinician-oriented outcomes measures to recommend activity level, make return to play decisions, and maximize patient outcomes and progress in the treatment plan. Clinically evaluate and manage a patient with an emergency injury or condition to include the assessment of vital signs and level of consciousness, activation of emergency action plan, secondary assessment, diagnosis, and provision of the appropriate emergency care (eg, CPR, AED, supplemental oxygen, airway adjunct, splinting, spinal stabilization, control of bleeding). Select and integrate appropriate psychosocial techniques into a patient's treatment or rehabilitation program to enhance rehabilitation adherence, return to play, and overall outcomes. This includes, but is not limited to, verbal motivation, goal setting, imagery, pain management, self-talk, and/or relaxation. Demonstrate the ability to recognize and refer at-risk individuals and individuals with psychosocial disorders and/or mental health emergencies. As a member of the management team, develop an appropriate management plan (including recommendations for patient safety and activity status) that establishes a professional helping relationship with the patient, ensures interactive support and education, and encourages the athletic trainer's role of informed patient advocate in a manner consistent with current practice guidelines.

7 CIP-9 PHP-19 PHP-32 PHP-33 PHP-34 PHP-35 PHP-36 PHP-37 PHP-38 PHP-39 PHP-40 PHP-41 PHP-42 PHP-43 PHP-44 PHP-45 PS-1 PS-2 PS-3 PS-4 PS-5 PS-6 PS-7 PS-8 PS-9 Utilize documentation strategies to effectively communicate with patients, physicians, insurers, colleagues, administrators, and parents or family members while using appropriate terminology and complying with statues that regulate privacy of medical records. This includes using a comprehensive patient-file management system (including diagnostic and procedural codes) for appropriate chart documentation, risk management, outcomes, and billing. Instruct clients/patients in the basic principles of ergodynamics and their relationship to the prevention of illness and injury. Describe the role of nutrition in enhancing performance, preventing injury or illness, and maintaining a healthy lifestyle. Educate clients/patients on the importance of healthy eating, regular exercise, and general preventative strategies for improving or maintaining health and quality of life. Describe contemporary nutritional intake recommendations and explain how these recommendations can be used in performing a basic dietary analysis and providing appropriate general dietary recommendations. Describe the proper intake, sources of, and effects of micro- and macronutrients on performance, health, and disease. Describe current guidelines for proper hydration and explain the consequences of improper fluid/electrolyte replacement. Identify, analyze, and utilize the essential components of food labels to determine the content, quality, and appropriateness of food products. Describe nutritional principles that apply to tissue growth and repair. Describe changes in dietary requirements that occur as a result of changes in an individual's health, age, and activity level. Explain the physiologic principles and time factors associated with the design and planning of pre-activity and recovery meals/snacks and hydration practices. Identify the foods and fluids that are most appropriate for pre-activity, activity, and recovery meals/snacks. Explain how changes in the type and intensity of physical activity influence the energy and nutritional demands placed on the client/patient. Describe the principles and methods of body composition assessment to assess a client's/patient's health status and to monitor changes related to weight management, strength training, injury, disordered eating, menstrual status, and/or bone density status. Assess body composition by validated techniques. Describe contemporary weight management methods and strategies needed to support activities of daily life and physical activity. Describe the basic principles of personality traits, trait anxiety, locus of control, intrinsic and extrinsic motivation, and patient and social environment interactions as they affect patient interactions. Explain the theoretical background of psychological and emotional responses to injury and forced inactivity (eg, cognitive appraisal model, stress response model). Describe how psychosocial considerations affect clinical decision-making related to return to activity or participation (eg, motivation, confidence). Summarize and demonstrate the basic processes of effective interpersonal and crosscultural communication as it relates to interactions with patients and others involved in the healthcare of the patient. Summarize contemporary theory regarding educating patients of all ages and cultural backgrounds to effect behavioral change. Explain the importance of educating patients, parents/guardians, and others regarding the condition in order to enhance the psychological and emotional well-being of the patient. Describe the psychological techniques (eg, goal setting, imagery, positive self-talk, relaxation/anxiety reduction) that the athletic trainer can use to motivate the patient during injury rehabilitation and return to activity processes. Describe psychological interventions (eg, goal setting, motivational techniques) that are used to facilitate a patient's physical, psychological, and return to activity needs. Describe the psychosocial factors that affect persistent pain sensation and perception (eg, emotional state, locus of control, psychodynamic issues, sociocultural factors,

8 TI-9 TI-10 TI-11 TI-11a.1 TI-11b.2 TI-11c.3 TI-11d.4 TI-11e.5 TI-11f.6 TI-15.0 personal values and beliefs) and identify multidisciplinary approaches for assisting patients with persistent pain. Describe the laws of physics that (1) underlay the application of thermal, mechanical, electromagnetic, and acoustic energy to the body and (2) form the foundation for the development of therapeutic interventions (eg, stress-strain, leverage, thermodynamics, energy transmission and attenuation, electricity). Integrate self-treatment into the intervention when appropriate, including instructing the patient regarding self-treatment plans. Design therapeutic interventions to meet specified treatment goals. Assess the patient to identify indications, contraindications, and precautions applicable to the intended intervention. Position and prepare the patient for various therapeutic interventions. Describe the expected effects and potential adverse reactions to the patient. Instruct the patient how to correctly perform rehabilitative exercises. Apply the intervention, using parameters appropriate to the intended outcome. Reassess the patient to determine the immediate impact of the intervention. Perform joint mobilization techniques as indicated by examination findings.

9 Course Schedule (Subject to Change) 11-Sept 16-Sept. 18-Sept. 23-Sept. 25-Sept. 30-Sept. Functional Movement Screen/ Clinical debrief Functional Movement Screen/ BOC review questions Corrective exercise/ Clinical debrief Corrective exercise/ BOC review questions Body composition, Nutrition, Fitness Plans/ Case Studies/ Clinical Debrief Body composition, Nutrition, Fitness Plans/ Due:Testlets 31,27,28, 73 (BOC SG cd-rom) 2- Oct. Taping review/ Clinical Debrief 7 - Oct. Taping review/ BOC review questions Due:Testlets 29, (BOC SG cd-rom) 9 - Oct. Head and Neck clinical injury assessment and rehabilitation scenarios 14-Oct. Fall Break 16- Oct. Head and Neck clinical injury assessment and rehabilitation scenarios/ Due:Testlets (BOC SG cd-rom) 21- Oct. Upper Extremity clinical injury assessment and rehabilitation scenarios 23-Oct. Upper Extremity clinical injury assessment and rehabilitation scenarios Due:Testlets 51-55, 8-10 (BOC SG cd-rom) 28- Oct. Thoracic, Lumbar and Hips clinical injury assessment and rehabilitation scenarios 30- Nov. Thoracic, Lumbar and Hips clinical injury assessment and rehabilitation scenarios Due:Testlets 1-3 (BOC SG cd-rom) 4- Nov. Lower extremity clinical injury assessment and rehabilitation scenarios 6 -Nov. Lower extremity clinical injury assessment and rehabilitation scenarios Due:Testlets 5-7, (BOC SG cd-rom) 11-Nov. 13-Nov. Psychological aspects of Athletic training- BOC Questions Guest speaker- Topic: Cystic Fibrosis/ Due:Testlets (BOC SG cd-rom) 18- Nov. BOC exam prep, DUE: Testlets 64-69, 72 (BOC SG cd-rom)/ Case Studies

10 20- Nov. BOC exam prep, DUE: Testlets/40-43, (BOC SG cd-rom))/ Case Studies 25-Nov. BOC exam prep, DUE: Testlets/32-35 (BOC SG cd-rom)/ Case Studies 27- Dec. Thanksgiving Break 2- Dec. BOC exam Prep, DUE: Testlets/60-63 (BOC SG cd-rom) / Case Studies 4- Dec. BOC exam Prep, DUE: Testlets/44-50 (BOC SG cd-rom)case Studies 9- Dec. Clinical debrief. 11- Dec. Clinical debrief.

11 Case Studies Fall 2013 Due: September pg pg pg pg pg pg pg pg pg pg.399 Due: October pg pg pg pg pg pg pg pg pg 402 Due: October pg pg pg pg pg pg pg pg pg. 405 Due: Nov pg pg pg pg pg pg pg pg pg pg. 408 Due: Nov pg pg pg pg pg pg pg pg pg pg. 411 Due: December pg pg pg pg pg pg pg pg. 414