LANDER UNIVERSITY DEPARTMENT OF PHYSICAL EDUCATION AND EXERCISE STUDIES

Transcription

1 LANDER UNIVERSITY DEPARTMENT OF PHYSICAL EDUCATION AND EXERCISE STUDIES ATHLETIC TRAINING EDUCATION PROGRAM ATHLETIC TRAINING STUDENT HANDBOOK

2 II TABLE OF CONTENTS MISSION STATEMENT AND GOALS Mission Statement... 1 Program Goals and Objectives... 1 Statement of Equity... 1 ADMISSION AND RETENTION Admission Standards... 2 Technical Standards... 2 Transfer Students... 3 Student Classification... 3 Retention... 4 Violations... 4 ATEP CURRICULUM Required Courses... 6 Four-Year Instructional Plan... 8 POLICIES AND PROCEDURES ATEP Fees... 9 Participation in Intercollegiate Athletics... 9 Student Employment... 9 Personal Conduct Dress Code Physical Examination Immunizations Communicable Disease Policy Blood-Borne Pathogens Policy CPR, AED, and First Aid Liability Insurance Confidentiality ATEP CLINICAL EDUCATION Clinical Experiences Attendance Preseason Attendance Accumulation of Clinical Experience Hours First Responder Policy Instruction and Evaluation Clinical Proficiency Evaluation Plan ATEP Documents and Forms Athletic Training Student Clinical Experience Evaluation Forms PEES 235 Athletic Training Practicum I PEES 340 Athletic Training Practicum II PEES 345 Athletic Training Practicum III... 23

3 III PEES 450 Athletic Training Practicum IV PEES 455 Athletic Training Practicum V Athletic Training Student General Medical Experience Evaluation Preceptor/Clinical Experience Evaluation Participation in Intercollegiate Athletics Agreement APPENDICIES A. LU Sports Medicine Policies & Procedures &vemergency Action Plans B. EHS Emergency Action Plans C. GHS Emergency Action Plans... 52

4

5 1 LANDER UNIVERSITY ATHLETIC TRAINING STUDENT HANDBOOK MISSION STATEMENT AND GOALS Mission Statement Grounded in the belief that education is a liberating force which makes it possible for the individual to live a life of meaningful activity, of personal satisfaction, and of service to others as a neighbor and a citizen, Lander University has chosen teaching and learning as its principal concerns and providing a challenging education for qualified students its mission. Within this institutional context, the mission of the Lander University Athletic Training Education Program (ATEP) is to provide a comprehensive and progressive undergraduate educational experience which prepares students for a career in athletic training. Through a systematic progression of pedagogical and clinical instruction, supervised learning, and continuous evaluation each student has the opportunity to develop and master the concepts and clinical proficiencies necessary to provide the highest quality of sports injury prevention, assessment, care and rehabilitation services in a dynamic and rapidly-changing society. Program Goals GOAL I: GOAL II: GOAL III: GOAL IV: GOAL V: To develop athletic trainers who understand and appreciate the contemporary role of athletic training within the context of a rapidly-changing health care delivery system. To develop and maintain an environment which encourages and enables cognitive, psychomotor, and affective learning excellence. To develop and maintain a broad and effective network of allied health resources in Greenwood and the surrounding area. To develop athletic trainers who possess the knowledge and skills necessary to meet the challenging sports injury management needs of our rapidly-changing society. To develop athletic trainers who will successfully master the NATA Athletic Training Educational Competencies, consistent with the domains of the most current BOC Role Delineation Study. Statement of Equity Lander University is an affirmative action/equal opportunity employer. Lander University encourages all qualified students to apply for admission. It is the policy of Lander University to provide equal educational and employment opportunity to all present and future employees and students regardless of race, color, religion, sex, national origin, age, or disability. Lander University is an affirmative action/equal opportunity employer. This policy applies in all matters, including (1) admission and education of students, (2) availability of student loans, grants, scholarships, and job opportunities, (3) employment promotion of teaching and non-teaching personnel, (4) activities conducted on the premises owned or occupied by the University. See also the Lander University Academic Catalog at

6 2 ATHLETIC TRAINING EDUATION PROGRAM ADMISSION AND RETENTION Admission Standards A student may declare a major in Athletic Training (Level I/ pre-professional) upon enrollment in the university. However, Athletic Training majors will not be allowed to enroll in 300 and 400 level (professional) athletic training courses until they have been formally accepted into Level II (professional) of the ATEP. Formal admission into Level II of the ATEP is competitive. The number of students admitted into the program will be determined by the number of clinical instructors available, program attrition, and the number of qualified applicants. Since there may be more qualified applicants than there are available spaces in the program, meeting the minimum criteria does not guarantee admission into the program. Students who are not admitted into the program may re-apply for admission in subsequent semesters, assuming that the meet the minimum criteria for admission. Admission into Level II of the ATEP is based upon a comprehensive screening process that includes the following: 1. Submission of a completed Athletic Training Education Program Application Packet that can be downloaded from the website or obtained from the Director of the Athletic Training Education Program. 2. Completion of a minimum of 30 semester hours of coursework including HCMT 111, PEES 175, PEES 210, and PEES 221.Applicants must successfully complete and submit all required competency/proficiency evaluations associated with PEES A minimum cumulative GPA of 2.5 on a 4.0 scale hours of observation under the direct supervision of the Lander University Athletic Training Staff. 5. Current CPR/AED for the professional rescuer certification. Athletic Training Students are required to maintain certification throughout their tenure in the Athletic Training Education Program. 6. Proof of professional liability insurance coverage. Athletic Training Students are required to maintain their insurance policy throughout their tenure in the Athletic Training Education Program. 7. Completion of a medical history and medical exam. 8. Applicants must have completed or be in current process of completing the hepatitis B vaccination series, or he/she must sign the hepatitis B vaccination declination form. 9. Successful interview with the Athletic Training Education Program screening committee. Failure to maintain the above standards throughout the student's enrollment in the program will result in probation or suspension from the program. Technical Standards Lander University s rigorous and intense Athletic Training Education Program places specific requirements and demands on the students enrolled. The program is designed to prepare graduates for a variety of employment settings and for rendering care to a wide spectrum of individuals engaged in physical activity. The technical standards set forth by the ATEP establish the essential qualities necessary for students admitted to this program to achieve the knowledge, skills, and competencies of an entry-level athletic trainer, as well as meet the expectations of the program s accrediting agency.

7 3 LANDER UNIVERSITY ATHLETIC TRAINING STUDENT HANDBOOK Accordingly, the following abilities and expectations must be met by all students prior to being admitted to the ATEP. Compliance with the program s technical standards, however, does not guarantee a student s eligibility for the BOC (Board of Certification, Inc.) certification exam. Candidates for admission to Level II of the Athletic Training Education Program must demonstrate: 1. The mental capacity to assimilate, analyze, synthesize, integrate concepts and problem solve to formulate assessment and therapeutic judgments, and to distinguish deviations from the norm; sufficient postural and neuromuscular examinations using accepted techniques and accurately, safely and efficiently to use equipment and materials during the assessment and treatment of patients; 2. The ability to communicate effectively and sensitively with patients and colleagues, including individuals from different cultural and social backgrounds; this includes, but is not limited to the ability to establish rapport with patients and communicate judgments and treatment information effectively. Students must be able to understand and speak the English language at a level consistent with competent professional practice; 3. The ability to record the physical examination results and a treatment plan clearly and accurately; 4. The capacity to maintain composure and continue to function well during periods of high stress; 5. The perseverance, diligence and commitment to complete the ATEP as outlined and sequenced; 6. The flexibility and the ability to adjust to changing situations and uncertainty in clinical situations; and 7. Affective skills and appropriate demeanor and rapport that positively relate to professional education and quality patient care. Transfer Students Transfer and second degree students will be considered for admission to Level II of the ATEP upon the completion of the above admission criteria. The Athletic Training education screening committee reserves the right to determine what (if any) coursework from other colleges and universities will be accepted toward satisfaction of these requirements. See also the Lander University Academic Catalog. Student Classifications Athletic Training Students (ATS) are classified according to their progress status in the athletic training curriculum sequence: Level I Pre-professional students who have declared a major in Athletic Training, but have not yet been accepted into Level II (Professional) of the program. Level II Students who have been formally accepted into the Processional phase of the program by completing all the pre-requisite admission requirements. Only Level II students are permitted to take 300 and 400-level Athletic Training courses.

8 4 ATHLETIC TRAINING EDUATION PROGRAM Retention Students applying for spring semester admission must submit application materials by November 15 to the Director of the Athletic Training Education Program. Those who are denied admission to Level II of the Athletic Training Education Program may re-submit their application materials upon successful completion of all admission requirements. Students who are admitted to Level II of the Athletic Training Education Program will be subject to ongoing evaluation. To continue in good standing, students must maintain a minimum GPA of 2.5, must successfully complete required competencies and proficiencies in the clinical experience, and must receive a favorable evaluation by the Athletic Training Education Program screening committee at the end of each year. A student who has been admitted to Level II of the Athletic Training Education Program, but fails to maintain any of the above requirements will be given one semester to re-establish compliance with the requirement(s) before being withdrawn from the program. In the event a student fails to meet the criteria necessary for continuation in the program, he/she will be placed on non-restrictive probation or restrictive probation for a minimum of one semester (or remainder of the current semester), during which time the student is expected to reestablish his/her eligibility for retention by meeting the specific criterion in question. Failure to reestablish eligibility for retention by the end of the probationary period may result in continued probation (non-restrictive or restrictive) or suspension. Violations Failure to perform in accordance with these policies will result in actions deemed appropriate by program administration and/or faculty. In the event of a policy/procedure violation, the student is requested to meet with the appropriate member of the faculty and/or administration, during which conference he/she is notified of the specific policy/procedure violation and given the opportunity to discuss the violation. Actions taken by program administration and/or faculty may include the following: Probation (Non-restrictive) A student who is placed on non-restrictive probation is advised that his/her conduct and performance will be closely monitored for the duration of the probationary period (to be determined by the program representative) with the expectation that the offending behavior/violation will be remediated. During the probationary period, the student s program activities will not be altered. Probation (Restrictive) A student who is placed on restrictive probation is advised that his/her conduct and performance will be closely monitored for the duration of the probationary period (to be determined by the program representative) with the expectation that the offending behavior/violation will be remediated. During the probationary period, the student s program activities will be modified as deemed appropriate by the program administration to enable the student to focus on remediation of the violation. For example, a student may be restricted to performing only those duties that pertain directly to his/her clinical assignment without being allowed to engage in general athletic training room activities for the duration of the probationary period.

9 5 LANDER UNIVERSITY ATHLETIC TRAINING STUDENT HANDBOOK Suspension A student who is placed on suspension is not allowed to participate in any program activities (including taking athletic training classes/labs/clinicals) for the duration of the suspension. During the suspension period the student is expected to remediate the offending behavior/violation before he/she can be considered for reinstatement to the program. A suspension will typically involve a minimum of one-semester (or the remainder of a semester) away from the program. Dismissal A student who is dismissed from the program will not be allowed to return to the program under any circumstances. Dismissal is reserved for those circumstances in which a student 1) fails (repeatedly or long-term) to meet the criteria necessary for continuation in the program, 2) experiences repeated probationary or suspension violations, 3) fails to complete the reinstatement terms of a suspension, or 4) commits a violation of such seriousness as to warrant immediate dismissal from the program (e.g., academic dishonesty).

10 6 ATHLETIC TRAINING EDUATION PROGRAM ATHLETIC TRAINING EDUCATION PROGRAM CURRICULUM Required Courses Course Credit Hour UNIVERSITY REQUIREMENTS FALS 1 Foreign Language 0-6 GENERAL EDUCATION REQUIREMENTS (For approved courses see the General Education section.) Behavioral Science (PSYC 101) 3 Fine Arts 3 Global Issues/Nonwestern Studies 3 History 3 Humanities/Literature 3 Humanities 3 Laboratory Science (PSCI 111 or PHYS / ) 4 Laboratory Science 4 Logic & Analytical Thought (MATH 211) 3 Mathematics 3 Political Economy 3 Wellness 3 Writing 6 TOTAL UNIVERSITY AND GENERAL EDUCATION REQUIREMENTS CORE REQUIREMENTS PEES PEES 323* 3 PEES 327* 3 PEES 328* 3 PEES 343* 3 PEES 347* 3 PEES 453* 3 PEES 460* 3 PEES 499 1

11 7 LANDER UNIVERSITY ATHLETIC TRAINING STUDENT HANDBOOK ADDITIONAL REQUIREMENTS BIOL BIOL PEES 100-Level Aquatics 1 PEES 100-Level Sport/Fitness 1 PEES PEES PEES PEES PEES 235* 2 PEES PEES PEES PEES 340* 2 PEES PEES 345* 2 PEES PEES PEES 450* 2 PEES 455* 2 HCMT TOTAL FOR BS DEGREE # Coursework must include at least 30 hours earned in 300 or above level courses, of which 12 hours must be in the major. * Requires admission into Level II of the Athletic Training Program. # The total amount of credit hours for the BS degree in Athletic Training is dependent upon the student s foreign language proficiency.

12 8 ATHLETIC TRAINING EDUATION PROGRAM Four-Year Instructional Plan FRESHMAN YEAR Fall Semester Spring Semester ENGL 101 ENGL 102 BIOL 202 BIOL 203 PEES 175* MATH 211 PEES 176 Fine Arts (Gen Ed) Mathematics (Gen Ed) Foreign Language (Gen Ed) Foreign Language (Gen Ed) SOPHOMORE YEAR Fall Semester Spring Semester PEES 210* PEES 202 PEES 219 PEES 328 PEES 221* PEES 235 HCMT 111* PEES 310 Laboratory Science# (Gen Ed) PEES 144 Laboratory Science# (Gen Ed) JUNIOR YEAR Fall Semester Spring Semester PEES 1 PEES 1 PEES 311 PEES 327 PEES 323 PEES 347 PEES 343 PEES 345 PEES 340 PEES 362 Humanities (Gen Ed) Humanities/Literature (Gen Ed) SENIOR YEAR Fall Semester Spring Semester PEES 341 PEES 326 PEES 450 PEES 424 PEES 453 PEES 455 PSYC 101 (Gen Ed) PEES 460 Global Issues (Gen Ed) PEES 499 History (Gen Ed) Political Economy (Gen Ed) FALS 101 * Prerequisite courses for admission into Level II of the Athletic Training Program. # Students must take PSCI 111 or PHYS / Students who elect to take PSCI 111 must take an additional laboratory science course to fulfill the remaining general education requirement.

13 9 LANDER UNIVERSITY ATHLETIC TRAINING STUDENT HANDBOOK POLICIES AND PROCEDURES ATEP Fees Currently, there are no student fees associated with the ATEP; however, there are several additional costs that students will be responsible for. Students are responsible for costs associated with traveling to and from clinical experience sites and maintaining liability insurance. Level II Athletic Training majors will have one or more off-campus clinical experiences. Participation in Intercollegiate Athletics The Athletic Training Education Program requires an extensive commitment on the part of the student. The required clinical experiences take place at the same time that athletic teams practice/compete resulting in conflicts between the athletic program and clinical requirements of the Athletic Training Education Program. For this reason, full cooperation is needed between the Athletic Training Education Program, the student, and the coaching staff for participation in intercollegiate athletics and completion of the requirements of the Athletic Training Education Program. Any student desiring to participate in intercollegiate athletics and pursue a degree in Athletic Training should consider the inherent time conflict of the two programs before making the decision to attempt both. The following guidelines are intended to permit students to have the opportunity to participate in intercollegiate athletics and complete the requirements of the Athletic Training Education Program. The decision to participate in intercollegiate athletics will not factor into the admissions process of the Athletic Training Education Program. The student will limit their participation to one intercollegiate sport. The student will be allowed to participate fully only during the traditional season. The student will not be allowed to participate during the non-traditional season that conflict with the requirements of the Athletic Training Education Program. All requirements of the Athletic Training Education Program must be met before the student is allowed to graduate. Including all didactic and clinical requirements while participating in traditional season activities. All students in the Athletic Training Education Program are required to have a semester-long equipment intensive clinical experience during the fall semester of the third year. Students that participate in a fall traditional season sport will be required to return for an additional fall semester to fulfill the clinical experience requirement. Under no circumstances will the requirements of the Athletic Training Education Program be altered to accommodate athletic participation. Student Employment The Athletic Training curriculum requires an extensive commitment on the part of an ATS. The required course work and six required clinical experiences take place throughout typical working hours. For this reason, it is difficult (if not impossible) for an ATS to maintain part-time employment. Therefore, ATS are strongly discouraged from seeking employment during the school year. Furthermore, under no circumstances will the requirements of the Athletic Training program be altered to accommodate outside work responsibilities.

14 10 ATHLETIC TRAINING EDUATION PROGRAM Personal Conduct ATS are expected to conduct themselves in a manner that is consistent with the NATA Code of Ethics and reflects positively on Lander University, and the Lander University ATEP. ATS responsibilities include assisting with daily Athletic Training Room activities including (but not limited to cleaning, organization, record-keeping, game and practice team preparation, injury care, rehabilitation and other duties as deemed appropriate by the Athletic Training Staff. ATS are expected to maintain strict standards of confidentiality with respect to all medical records, athletic training records, and discussions of such within the ATEP. ATS are strongly encouraged to become a member of the National Athletic Trainers Association, the South Carolina Athletic Trainers Association, and other relevant professional organizations, and to attend educational conferences sponsored by these (and other) professional organizations. Dress Code ATS are expected to maintain a professional personal appearance: Clothing will be neat and in good condition (torn, sloppy clothing is not acceptable). Weather appropriate clothing is permitted when outdoors. Shirts must be tucked in at all times. Sleeveless tops are not acceptable for males or females. No logos on shirts other than Lander University and the respective affiliated clinical site. Pants or shorts should be worn at waist-height and should be khaki, navy, black, or white. Denim material and mesh/athletic shorts are not acceptable. Hats are allowed, but must be in good shape and have appropriate logos (LU athletic logos only, no alcoholic/tobacco logos, etc.) for outdoor activities only. Hats are not permitted inside. Students must wear shoes that are appropriate for activity. Open-toe shoes/sandals are not acceptable. Hair is to be well-groomed and kept out of your face. Facial hair is acceptable as long as it is well-groomed. Facial jewelry is limited to earrings. Tattoos must be covered at all times. If the student presents with an inappropriate appearance he/she will be asked to leave from the clinical experience. The student may return when appropriately dressed. Physical Exam Athletic training is a very physically demanding profession. It is important that the ATS understand the need to be physically able to handle these demands. To ensure the safety of the ATS, a physical screen (including immunization record) must be completed and the appropriate form submitted by the application deadline. The ATS is responsible for scheduling this screen with Lander University Health Services or a personal physician.

15 11 LANDER UNIVERSITY ATHLETIC TRAINING STUDENT HANDBOOK Immunizations Students must meet all immunization requirements for admission to Lander University. Students must have started Hepatitis B Series vaccination prior to admission into the ATEP and completed by end of 1 st year of study, or a signed waiver on file. Communicable Disease Policy As a program in an allied health profession, transmission of contagious disease/illness is of great concern. The Lander University ATEP has established this policy in order to protect the ATS, athletic training staff, coaches, student-athletes, patients, and anyone else directly involved with the program: Any ATS should report any personal illness that might place those they work with at risk of infection to their supervising Preceptor and/or the Program Director. An ATS should be examined at Student Health Services if there is any question about the illness. Any ATS that is ill and has communicated this to his/her Preceptor prior to the assigned clinical experience should stay home. This should be considered an excused absence having no effect on the final clinical evaluation unless the ATS is out for a significant amount of time that may lead to withdrawal from his/her classes. Blood-Borne Pathogens Policy All ATS are required to attend annual OSHA/blood-borne pathogen training. Students will receive annual instruction and review of this information at the beginning of each academic year or prior to their respective fall clinical experience. The following procedures are designed to minimize risk of blood-borne pathogen transmission in the athletic training environment: Pre-activity preparation includes proper care for existing cuts, abrasions, and/or weeping wounds that may serve as a point of exit/entry for blood-borne pathogens. Such wounds must be covered prior to the athlete s participation. The following equipment and/or supplies necessary for compliance with universal precautions should be available to athletic training personnel: o Appropriate latex gloves o Disinfectant bleach o Antiseptics o Bio-hazard containers o Sharp containers o Bandages and/or dressings When an athlete is bleeding, the bleeding must be stopped and the open wound covered with a dressing sturdy enough to withstand the demands of participation in the particular sport. Participants who are bleeding must be removed from participation as soon as practical. Return to participation is determined by appropriate medical personnel. Any participant whose uniform is blood-stained (regardless of the source of the blood) must have the uniform inspected by athletic training/medical personnel for potential infectivity and changed before returning to activity, if necessary.

16 12 ATHLETIC TRAINING EDUATION PROGRAM During activity, early recognition of uncontrolled bleeding is the responsibility of coaches, officials, athletes, and athletic training/medical personnel. In particular, athletes should be aware of their responsibility to report a bleeding wound to appropriate athletic training/medical personnel. Personnel managing acute blood exposure must follow guidelines for universal precautions: o Latex gloves should be worn for direct contact with blood or other bodily fluids. o Proper glove removal technique should be used. o Hands should be washed thoroughly following glove removal. o Used gloves should be disposed of properly. Any surface contaminated with blood should immediately be cleaned in accordance with the following procedures: o While wearing latex gloves, the spill should be contained in as small an area as possible. o After the blood has been removed, the surface area should immediately be cleaned with an appropriate decontaminant. o Used gloves and other cleaning materials should be disposed of properly. Proper disposal procedures should be used for needles, scalpel blades, etc. to prevent bloodborne pathogen transmission via accidental cuts or puncture wounds. Any equipment, uniforms, or other items soiled blood should be handled and laundered appropriately, including bagging soiled items, to minimize the risk of secondary infection of other items or personnel. CPR, AED, and First Aid As part of the application process into the ATEP, students must submit a copy of their CPR, AED and First Aid certification from either the American Red Cross or American Heart Association. All ATS are required to attend annual CPR and AED training. Students will receive annual instruction and review of this information at the beginning of each academic year or prior to their respective fall clinical experience. Liability Insurance ATS are required to purchase and maintain professional liability insurance coverage throughout their tenure at Lander University. Minimum acceptable coverage is $1,000,000/$3,000,000. Confidentiality As part of the clinical experience portion of the ATEP, whether it be at Lander University, local high schools, physicians offices, or other affiliated sites, you will be exposed to various types of confidential patient information. All information, no matter how it is obtained (i.e. through written record, personal observation, verbal knowledge, or any other means), is strictly confidential and cannot be discussed with anyone other than the patient and the Preceptor of the clinical experience where the information was obtained. Your Preceptor should always be the designated individual to determine with whom (i.e. parents, coaches), and in what manner the information is disseminated. Under no circumstances should an ATS share any confidential information with the media. It is understood that injuries and case studies will often be discussed in classes and amongst the ATS for educational purposes; however, names and personal details are to be omitted from these discussions to protect the individuals privacy. Breaches in confidentiality will result in disciplinary action that could be as severe as dismissal from the ATEP.

17 13 LANDER UNIVERSITY ATHLETIC TRAINING STUDENT HANDBOOK ATEP CLINICAL EDUCATION Clinical Experiences Once accepted into the ATEP, ATS will be required to take five clinical experience courses, PEES 235, 340, 345, 450, and 455. During each of these clinical experience courses, students will be completing assigned competencies and clinical proficiencies. The specific competencies and clinical proficiencies that will need to be met in each of the clinical experience courses will be addressed in the syllabus for each of these courses, and will be met in classroom, laboratory, or clinical experiences. The clinical experience rotations are created in order to insure a quality clinical experience for each student, and that he/she can meet the required competencies and clinical proficiencies for each of the five practicum courses. The ATS will be assigned to specific clinical experience that will fall under the following categories: Equipment Intensive (EI), General Medical (GM), Upper Extremity (UE), and Lower Extremity (LE). PEES 450 is specifically dedicated to an EI clinical experience that will be completed at a local high school or university that supports football. Each experience will be subcategorized into Population and Gender that includes: Lower Extremity: Female (LEF), Lower Extremity: Male (LEM), Upper Extremity: Female (UEF), and Upper Extremity: Male (UEM). Clinical experiences are monitored to ensure that all students experience each of the above at least once during his/her tenure in the ATEP. Level I students may not practice any athletic training skills on a patient until formally admitted into the ATEP as Level II students. Attendance Clinical experiences are part of a class and should therefore be treated as a class in respect to the students attendance. It is expected by the ATEP that students should attend all clinical experiences as determined by his/her respective Preceptor everyday unless there is a class conflict or a predetermined off-day. Furthermore, ATS are expected to: Be prepared for each clinical session. Be on-time for each clinical session. Be present for each clinical session unless unavoidable circumstances (i.e. personal illness, family emergency) make an absence necessary. In the event of an unavoidable circumstance necessitating an absence, contact the ACI or Clinical Supervisor prior to the scheduled clinical session to advise him/her of the impending absence. Dress appropriately for each clinical session (see Dress Code) Complete all clinical activities/assignments in a professional manner, consistent with the policies/procedures identified and described in this document. ATS will have some clinical assignments at local high schools, physical therapy clinics, physicians offices, and other off-campus affiliate sites. When an off-campus clinical site is assigned, he/she must adhere to that site s dress code, code of conduct, and work schedule. The ATS schedule becomes the schedule of that site rather than the schedule he/she had for his/her on-campus rotation. Furthermore, professional expectations, dress code, etc. may be different than what is expected on-campus. These clinical experiences are mandatory, thus the ATS should attend every day that he/she does not have a class conflict or a predetermined off-day. ATS must schedule his/her social activities around these clinical hours. It is expected that ATS will not call the site and request time off or ask if you are needed.

18 14 ATHLETIC TRAINING EDUATION PROGRAM Preseason Attendance All ATS are required to report for pre-season training camps prior to the beginning of fall semester classes regardless of their sport or ACI assignment. With the exception of football, camps normally start approximately two to two and a half weeks prior to the start of classes. Football begins three to four weeks prior to the start of classes. Failure to report for pre-season will result in disciplinary actions by the ATEP. Accumulation of Clinical Experience Hours Students in the ATEP are required to accumulate clinical hours each semester starting with the first semester as a Level II student. Students are required to complete a minimum of 100 clinical hours each semester and a minimum of 5 clinical hours per week. While these are the minimum requirements, students are expected to accumulate an average of hours per week. These clinical hours are a required component of the respective clinical experience course taken each semester (PEES 235, PEES 340, PEES 345, PEES 450, and PEES 455). The ATS must accumulate his/her clinical experience hours under the direct supervision of a Preceptor. Clinical experience hours should be recorded on the ATEP clinical experience time log. ATS should record clinical experience hours to the nearest quarter hour for the sake of simplicity. Instruction and Evaluation Instruction of all cognitive and psychomotor competencies and clinical proficiencies and are linked to formal course lectures, labs, and practicum courses. A majority of the psychomotor competencies are evaluated through practical exams and lab times that are associated with the corresponding classes. Faculty members have developed courses to provide one-on-one evaluations of all skills for each ATS. In the event that a student may not have an opportunity to demonstrate each and every task for a particular practical exam, the competencies or proficiencies for that course are listed in detail and provided to the ACIs for that semester for the ATS respective didactic/laboratory and practicum course. The ACIs ensure the skills are evaluated the semester while the student is under his/her supervision. Clinical Proficiency Evaluation Plan The clinical proficiency evaluation plan describes the ATEP procedures utilized to assure accountability in the evaluation of cognitive competencies, psychomotor competencies, and clinical proficiencies. The plan also ensures consistency in the instruction and evaluation among the evaluators within the Lander University ATEP. In particular, the clinical proficiency evaluation plan ensures that students will have sufficient time between initial instruction of cognitive and psychomotor competencies and the evaluation of the clinical proficiencies. This will allow the students to learn the material with appropriate feedback, ensure refinement of the material and skills, and lead to the integration of the cognitive and psychomotor competencies to become proficient entry-level athletic trainers. Athletic training students will complete the program requirements through a designed sequential curriculum. Students will take a particular set of courses every semester when enrolled into Level II of the ATEP. These courses are designed to build upon the content knowledge learned from previous semesters to ensure development of competencies and proficiencies. Cognitive and

19 15 LANDER UNIVERSITY ATHLETIC TRAINING STUDENT HANDBOOK Psychomotor competencies are assigned to specific didactic/laboratory courses according to content, and are evaluated through practical exams and listed check-offs. Athletic training skills cannot be performed/applied on real patients until the student has demonstrated minimal competence via ACI evaluation. Once officially enrolled into Level II of the ATEP, students will take five practicum courses (PEES 235, 340, 345, 450, 455). Clinical proficiencies are usually evaluated the semester following the didactic/laboratory courses. The clinical proficiencies will be assigned to particular practicum courses. It is preferred that clinical proficiencies are assessed during real-life situations. However, it is realized that students may not have the opportunity to be evaluated via real-life situations for all clinical proficiencies. Therefore, students will be required to be evaluated via scenario evaluation. Each practicum course has a clinical education component and a clinical experience component. The clinical education component is designed to evaluate students on clinical proficiencies in a scenariobased atmosphere. The clinical experience component requires students to accumulate a minimum of 100 hours under the supervision of a Preceptor at the ATEP s affiliated sites. The clinical experience component allows students to fine tune psychomotor competencies being taught in the concurrent didactic/laboratory courses and the opportunity to be evaluated on clinical proficiencies via real-life situations on content from the prior semester(s). The sequencing of specific courses and respective practicum courses allow students to learn over time to refine their skills and to develop decision-making skills necessary for entry-level athletic trainers. All performance/application of athletic training skills to real patients must be done under the supervision of a Preceptor. PEES 235 Athletic Training Practicum I (2 semester hours) This course will be taken first spring semester the ATS are officially enrolled in the ATEP which will include the following content: risk management, injury prevention, taping, bracing, protective equipment fitting, environmental conditions, emergency action plan, and acute care. Students will have the opportunity to practice cognitive and psychomotor competencies being taught in the concurrent semester. The ATS will be exposed to the following clinical experience categories: upper extremity, lower extremity, and general medical. The ATS will be exposed to the following clinical experience sub-categories: high and low risk sports, and male and female genders. PEES 340 Athletic Training Practicum II (2 semester hours) This course will be taken the second semester (fall semester) the ATS are officially enrolled in the ATEP which will include the following content: acute care including, but not limited to, first aid, CPR/AED, universal precautions, spineboarding, splinting, and immobilization; and therapeutic modalities. Students will have the opportunity to practice cognitive and psychomotor competencies being taught in the concurrent semester. Furthermore, the students will continue to build upon and refine competencies and proficiencies taught and evaluated in prior semesters. The ATS will be exposed to the following clinical experience categories: upper extremity, lower extremity, and general medical. The ATS will be exposed to the following clinical experience sub-categories: high and low risk sports, and male and female genders. PEES 345 Athletic Training Practicum III (2 semester hours) This course will be taken the third semester (spring semester) the ATS are officially enrolled in the ATEP which will include the following content: lower extremity injury assessment and fundamentals of injury rehabilitation. Students will have the opportunity to practice cognitive and psychomotor competencies being taught in the concurrent semester. Furthermore, the students will continue to build upon and refine competencies and proficiencies taught and

20 16 ATHLETIC TRAINING EDUATION PROGRAM evaluated in prior semesters. The ATS will be exposed to the following clinical experience categories: upper extremity, lower extremity, and general medical. The ATS will be exposed to the following clinical experience sub-categories: high and low risk sports, and male and female genders. PEES 450 Athletic Training Practicum IV (2 semester hours) This course will be taken the fourth semester (fall semester) the ATS are officially enrolled in the ATEP which will include the following content: upper extremity injury assessment, functional progression in rehabilitation, and injury evaluation and management. Students will have the opportunity to practice cognitive and psychomotor competencies being taught in the concurrent semester. Furthermore, the students will continue to build upon and refine competencies and proficiencies taught and evaluated in prior semesters. The clinical experience category associated with this practicum course is specifically focused on equipment intensive. The ATS will be assigned to an affiliated ACI/clinical site that has a football team. PEES 455 Athletic Training Practicum IV (2 semester hours) This course will be taken the fifth semester (spring semester) the ATS are officially enrolled in the ATEP which will include the following content: injury evaluation and management, medical conditions, nutritional considerations, administration, and professional development. Students will have the opportunity to practice cognitive and psychomotor competencies being taught in the concurrent semester. Furthermore, the students will continue to build upon and refine competencies and proficiencies taught and evaluated in prior semesters. The ATS will be exposed to the following clinical experience categories: upper extremity, lower extremity, and general medical. The ATS will be exposed to the following clinical experience sub-categories: high and low risk sports, and male and female genders.

21

22 18 ATHLETIC TRAINING EDUATION PROGRAM ATEP DOCUMENTS AND FORMS

23 Lander University Athletic Training Education Program Athletic Training Student Clinical Experience Evaluation PEES 235 Athletic Training Practicum I 19 ATS: ATS Category: Preceptor: Clinical Site: Category: Sport: Clinical Experience Hours Accrued: Clinical Experience Period: : Rating: 5 Excellent The ATS performs better than most ATSs at this level. The ATS demonstrated a thorough understanding and knowledge of the competencies/proficiencies. 4 Above Average The ATS performs as well as most ATSs at this level. The ATS demonstrated reasonable understanding and knowledge of most of the competencies/proficiencies. 3 Average The ATS performs at minimal standards at this level. The ATS demonstrated nominal understanding and knowledge of the competencies/proficiencies. 2 Below Average The ATS performs insufficiently at this level. The ATS demonstrated poor understanding and knowledge of the competencies/proficiencies. 1 Poor The ATS did not perform the respective competencies/proficiencies or the ATS has not received formal instruction from the didactic/clinical education setting. SECTION I Personal Attributes and Characteristics Rating Comments Communication: (written and oral communication skills) Work Ethic: (willingness to work, work habits) Attitude: (encourages, positive influence) Professionalism: (appearance, actions, ethical practice, language) Dependability: (punctuality, reliability) Assertiveness: (self-motivation, seeks out learning experiences) Dedication: (commitment, best interest of the patient) Openness: (speaks honestly, shares appropriate information) People Skills: (listens well, good rapport, good bedside manner) Toughness: (possess physical stamina, drive, handles pressure) Organization: (planning, preparation, efficiency, time management) Cooperation: (follows instructions, ability to work with others) Responsibility: (accountable for actions, independent) Teachable: (accepts corrective criticism, wants to learn) Judgment: (processes information quickly, practical)

24 20 SECTION II Competencies/Proficiencies Rating Comments Taping, Bracing, Equipment Fitting: (proper technique, neatness) Emergency Action Plans: (identifies proper EAP for respective venues) First Aid/CPR/O 2 Skills: (demonstrates proper wound care, splinting) Blood-borne Pathogens: (utilizies proper OSHA training skills) Ambulation: (demonstrates crutch fitting, conveyance techniques) Documentation: (appropriate use of medical documentation) History Evaluation: (proper open-ended questions, ability to interpret) Environmental Conditions: (survey of/suggestions for prevention of injury/illness) Thermal Modalities: (proper use of heat/cold modality) Electrical Modalities: (proper use of modalities) Mechanical Modalities: (proper use of massage, position release) Range of Motion: (assesses and applications to improve ROM) Competency/Proficiency Practice: (regularly practices with ATS and/or Preceptor) OVERALL RATING OF ATHLETIC TRAINING STUDENT: Identify specific strengths and weaknesses below: Preceptor Signature Date ATS Signature Date

25 Lander University Athletic Training Education Program Athletic Training Student Clinical Experience Evaluation PEES 340 Athletic Training Practicum II 21 ATS: ATS Category: Preceptor: Clinical Site: Category: Sport: Clinical Experience Hours Accrued: Clinical Experience Period: : Rating: 5 Excellent The ATS performs better than most ATSs at this level. The ATS demonstrated a thorough understanding and knowledge of the competencies/proficiencies. 4 Above Average The ATS performs as well as most ATSs at this level. The ATS demonstrated reasonable understanding and knowledge of most of the competencies/proficiencies. 3 Average The ATS performs at minimal standards at this level. The ATS demonstrated nominal understanding and knowledge of the competencies/proficiencies. 2 Below Average The ATS performs insufficiently at this level. The ATS demonstrated poor understanding and knowledge of the competencies/proficiencies. 1 Poor The ATS did not perform the respective competencies/proficiencies or the ATS has not received formal instruction from the didactic/clinical education setting. SECTION I Personal Attributes and Characteristics Rating Comments Communication: (written and oral communication skills) Work Ethic: (willingness to work, work habits) Attitude: (encourages, positive influence) Professionalism: (appearance, actions, ethical practice, language) Dependability: (punctuality, reliability) Assertiveness: (self-motivation, seeks out learning experiences) Dedication: (commitment, best interest of the patient) Openness: (speaks honestly, shares appropriate information) People Skills: (listens well, good rapport, good bedside manner) Toughness: (possess physical stamina, drive, handles pressure) Organization: (planning, preparation, efficiency, time management) Cooperation: (follows instructions, ability to work with others) Responsibility: (accountable for actions, independent) Teachable: (accepts corrective criticism, wants to learn) Judgment: (processes information quickly, practical)

26 22 SECTION II Competencies/Proficiencies Rating Comments Taping, Bracing, Equipment Fitting: (proper technique, neatness) Emergency Action Plans: (identifies proper EAP for respective venues) First Aid/CPR/O 2 Skills: (demonstrates proper wound care, splinting) Blood-borne Pathogens: (utilizies proper OSHA training skills) Ambulation: (demonstrates crutch fitting, conveyance techniques) Documentation: (appropriate use of medical documentation) History Evaluation: (proper open-ended questions, ability to interpret) Tissue Palpation: (proper technique, force, interpretation) Functional Evaluation: (proper technique, force, interpretation) Neurological Evaluation: (proper technique, interpretation) Environmental Conditions: (survey of/suggestions for prevention of injury/illness) Thermal Modalities: (proper use of heat/cold modality) Electrical Modalities: (proper use of modalities) Mechanical Modalities: (proper use of massage, position release) Range of Motion: (assesses and applications to improve ROM) Injury Rehabilitation: (assigns and progresses appropriate rehab protocol) Competency/Proficiency Practice: (regularly practices with ATS and/or Preceptor) OVERALL RATING OF ATHLETIC TRAINING STUDENT: Identify specific strengths and weaknesses below: Preceptor Signature Date ATS Signature Date

27 Lander University Athletic Training Education Program Athletic Training Student Clinical Experience Evaluation PEES 345 Athletic Training Practicum III 23 ATS: ATS Category: Preceptor: Clinical Site: Category: Sport: Clinical Experience Hours Accrued: Clinical Experience Period: : Rating: 5 Excellent The ATS performs better than most ATSs at this level. The ATS demonstrated a thorough understanding and knowledge of the competencies/proficiencies. 4 Above Average The ATS performs as well as most ATSs at this level. The ATS demonstrated reasonable understanding and knowledge of most of the competencies/proficiencies. 3 Average The ATS performs at minimal standards at this level. The ATS demonstrated nominal understanding and knowledge of the competencies/proficiencies. 2 Below Average The ATS performs insufficiently at this level. The ATS demonstrated poor understanding and knowledge of the competencies/proficiencies. 1 Poor The ATS did not perform the respective competencies/proficiencies or the ATS has not received formal instruction from the didactic/clinical education setting. SECTION I Personal Attributes and Characteristics Rating Comments Communication: (written and oral communication skills) Work Ethic: (willingness to work, work habits) Attitude: (encourages, positive influence) Professionalism: (appearance, actions, ethical practice, language) Dependability: (punctuality, reliability) Assertiveness: (self-motivation, seeks out learning experiences) Dedication: (commitment, best interest of the patient) Openness: (speaks honestly, shares appropriate information) People Skills: (listens well, good rapport, good bedside manner) Toughness: (possess physical stamina, drive, handles pressure) Organization: (planning, preparation, efficiency, time management) Cooperation: (follows instructions, ability to work with others) Responsibility: (accountable for actions, independent) Teachable: (accepts corrective criticism, wants to learn) Judgment: (processes information quickly, practical)