ATRG 5125 Physical Assessment and the Patient Experience

This laboratory-based course explores physical assessment skills including pre-participation physical examinations, hydration status, environmental safety, urinalysis, glucometers, peak flow meters, vital signs, sphygmomanometer, stethoscope, ophthalmoscope, and otoscope use among many others. This course also explores the patient experience and strategies to enhance that experience for all patients.

Credits

Prerequisite

ATRG or HLHP Program Admission

Typically Offered

Demorest Campus: summer

Student Learning Outcomes

Outcome (CAATE/CHES/NSCA)

Students will use contemporary theories/models to plan and apply the assessment process for health education/promotion, to define the prioiry population to be assessed, and to engage those populations, partners, and stakeholders. (1.1.3)
Students will address diversity and demonstrate cultural competence within priority populations when selecting and/or designing strategies/interventions to fit their needs. (2.3.4)
Students will advocate for the health needs of clients, patients, communities, and populations. (56)
Students will identify health care delivery strategies that account for health literacy and a variety of social determinants of health, including: 1) personal hygiene, sanitation, immunizations, and avoidance of infectious diseases, and will apply them to their daily class/clinical attendance; 2) interpersonal and cross-cultural communication, educational intervention strategies to promote positive behavior change, and impacting emotional well-being while protecting privacy; and 3) the impact of sociocultural issues that influence the nature and quality of healthcare received and formulate and implement strategies to maximize client/patient outcomes. (57)
Students will incorporate patient education and self-care programs to engage patients/clients, their families, and their friends to participate in care and recovery, including: 1) personal hygiene, sanitation, immunizations, and avoidance of infectious diseases; 2) interpersonal and cross-cultural communication, intervention strategies to promote positive behavior change and impact emotional well-being; and 3) consider the impact of sociocultural issues that influence the nature and quality of healthcare received and formulate and implement strategies to maximize client/patient outcomes. (58a)
Students will use effective communication and documentation strategies to work appropriately with clients/patients, family members, coaches, administrators, other health care professionals, consumers, payors, policy makers, and others, including: 1) use of correct terminology and complying with legal statutes regulating privacy and medical records; 2) using a comprehensive patient file management system (including diagnostic and procedural codes) for documentation, risk management, outcome assessment, and billing purposes; and 3) use culturally-appropriate communication techniques and intervention strategies to promote positive behavior change and impact emotional well-being. (59a)
Students will use effective communication and documentation strategies to work appropriately with clients/patients, family members, coaches, administrators, other health care professionals, consumers, payors, policy makers, and others, including when 1) recognizing potentially dangerous conditions related to the environment, field, or playing surface; and 2) devising strategies to rectify the situation. (59b)
Students will use effective communication and documentation strategies to work appropriately with clients/patients, family members, coaches, administrators, other health care professionals, consumers, payors, policy makers, and others, including when 1) describing how common pharmacological agents influence pain and healing, their therapeutic use, general categories used for treatment, desired outcomes, and the typical duration of treatment; and 2) communicating the importance of compliance, drug interactions, adverse reactions, and possible results of sub-optimal therapy. (59c)
Students will use the International Classification of Functioning, Disability, and Health model (ICF) as a framework for delivery of patient care and communication about patient care to: 1) explain the theoretical foundation of clinical outcomes assessment and common methods of assessment (generic, disease-specific, region-specific, and dimension-specific instruments); and 2) use outcome assessments to identify the patient's participation restrictions (disabilities) and activity limitations (functional limitations) to determine the impact of the patient's life. (60)
When practicing in collaboration with other health care and wellness professionals, students will be able to describe their roles, functions, and protocols that govern patient referrals between caregivers. (61e)
Students will provide athletic training services in a manner that uses evidence to inform practice, including: 1) the use of clinical outcome assessment instruments; and 2) the development and use of clinical prediction rules to determine the effectiveness and efficacy of intervention strategies. (62b)
Students will use quality assurance and quality improvement systems to enhance client/patient care, including: 1) the use of patient- and clinician-based clinical outcome assessment data (patient- and disease-oriented); 2) using accepted methods to assess patient status and progress ; and 3) applying and interpreting psychometrically sound measures to determine the effectiveness and efficacy of prevention and intervention strategies. (63b)
Students will apply contemporary principles and practices of health informatics to patient care delivery and administration, including: 1) use outcome assessment data to drive informed decisions regarding intervention efficacy, patient status, and progress toward goals using psychometrically sound instruments. (64a)
Students will practice in a manner that is congruent with ethical standards of the profession as defined by, 1) the legal parameters that define an athletic trainer's scope of care and differentiated their role, responsibilities, preparation, and scope of practice from other providers; and 2) the essential documents of the national governing, credentialing, and regulatory bodies. (65)
Students will practice health care in a manner compliant with BOC Standards of Professional Practice and applicable institutional, local, state, and federal laws, regulations, and guidelines, including: 1) the use of universal precautions and disinfectant procedures to prevent the spread of infectious diseases; and 2) exposure control planning and reporting procedures. (66b)
Students will develop patient-centered care plans that include collection, analysis, and use of psychometrically sound outcome measure data to determine patient status and progress toward goals, intervention efficacy and necessary modifications, participation restrictions and functional limitations, and return to play, discharge, and/or referral criteria. (69)
Students will identify the level of literacy of the intended message audience, tailor the messaging to them, pilot test where feasible, revise messaging based on feedback, and evaluate the message impact. (7.1.3)
Students will evaluate and manage patients with acute conditions, including triaging those that are life threatening or otherwise emergent, including: respiratory compromise (pulse oximetry, adjunct airways, suction, supplemental oxygen, spirometry, metered-dose inhalers, nebulizers, and bronchodilators) with and without suspected spine injury and/or protective equipment. (70b)
Students will evaluate and manage patients with acute conditions, including triaging those that are life threatening or otherwise emergent, including: cervical spine compromise (stabilization and transportation techniques, equipment removal considerations and methods). (70d)
Students will evaluate and manage patients with acute conditions, including triaging those that are life threatening or otherwise emergent, including: anaphylaxis (epinephrine auto injector) with and without suspected spine injury and/or protective equipment. (70h)
Students will evaluate and manage patients with acute conditions, including triaging those that are life threatening or otherwise emergent, including: exertional sickling, rhabdomyolysis, and hyponatremia with and without suspected spine injury and/or protective equipment. (70i)
Students will evaluate and manage patients with acute conditions, including triaging those that are life threatening or otherwise emergent, including: diabetes (glucometer, administering glucagon, insulin) with and without suspected spine injury and/or protective equipment. (70j)
Students will evaluate and manage patients with acute conditions, including triaging those that are life threatening or otherwise emergent, including: drug overdose (including administering rescue medications such as narcan) with and without suspected spine injury and/or protective equipment. (70k)
Students will perform an initial, follow-up, or modified evaluation appropriate for the circumstances and patient's ability to respond to formulate a differential diagnosis, plan of care, and return to play criteria that includes identifying comorbidities and complex medical conditions. (71b)
Students will perform an initial, follow-up, or modified evaluation appropriate for the circumstances and patient's ability to respond to formulate a differential diagnosis, plan of care, and return to play criteria that includes assessing function, gait, and joint mechanics. (71c)
Students will perform an initial, follow-up, or modified evaluation appropriate for the circumstances and patient's ability to respond to formulate a differential diagnosis, plan of care, and return to play criteria that includes identifying appropriate referrals. (71e)
Students will explain the basic principles of diagnostic accuracy concepts (reliability, sensitivity, specificity, likelihood ratios, prediction values, and probabilities) and use them to select, perform or obtain, and interpret the necessary and appropriate diagnostic or laboratory tests (imaging, blood work, urinalysis, ECG, etc.) to facilitate diagnosis, referral, treatment, and participation status decisions. (72b)
Students will describe how common pharmacological agents influence pain and healing, explain their therapeutic use, general categories used for treatment, desired treatment outcomes, and typical duration of treatment, and optimize patient outcomes by educating clients on the importance of compliance, drug interactions, adverse reactions, and possible results of sub-optimal therapy for common diseases and conditions. (74a)
Students will determine when a metered-dose inhaler is warranted based on a patient's condition and educate/assist a patient in its use or that of a nebulizer in the presence of asthma-related bronchospasm. (74b)
Students will identify and use appropriate pharmaceutical terminology to explain pharmacodynamic principles (receptor theory, dose-response relationship, placebo effect, potency, drug interactions, bioavailability, half-life, bioequivalence, generic vs brand name) as they relate to drug action, therapeutic effectiveness, patient choice, dosing schedule for management of medications, inventory control, and reporting of pharmacological agents commonly used in an athletic training facility. (74c)
Students will obtain a thorough medical history that includes the pertinent past medical history, underlying systemic disease, use of medications, the patient’s perceived pain, and the history and course of the present condition appropriate for the patient's ability to respond. (74d)
Students will use an electronic drug resource to locate and identify indications, contraindications, precautions, and adverse reactions for common prescription and nonprescription medications and describe advantages and disadvantages of their common administration routes, and use their findings to educate patients. (74e)
Prior to administering medications or other therapeutic agents (as legally prescribed), students will use an electronic drug resource to locate and identify indications, contraindications, precautions, and adverse reactions for common prescription and nonprescription medications and describe advantages and disadvantages of their common administration routes. (75a)
Students will practice assisting and/or instructing a patient in the proper use, cleaning, and storage of drugs commonly delivered by auto-injectors (epi-pen), metered dose inhalers, nebulizers, insulin pumps, or other parenteral routes as prescribed by the physician. (75b)
Students will use appropriate terminology and adhere to federal, state, and local laws, regulations, and procedures for the proper storage, disposal, transportation, dispensing (administering where appropriate), and documentation associated with commonly used prescription and nonprescription medications or other therapeutic agents. (75c)
Students will describe how common legally prescribed pharmacological agents influence pain and healing, explain their therapeutic use, general categories used for treatment, desired treatment outcomes, and typical duration of treatment, and optimize patient outcomes by communicating the importance of compliance, drug interactions, adverse reactions, and possible results of sub-optimal therapy for common diseases and conditions. (75d)
Students will demonstrate effective interpersonal and cross-cultural communication and educational intervention strategies when identifying, referring, and supporting patients and others involved in their healthcare to effect positive behavioral change and monitor their treatment compliance, progress, and readiness to participate. (77a)
Students will select, apply, evaluate, and modify appropriate durable medical equipment, standard orthotic devices, taping, wrapping, bracing, padding, casting, and other custom fabrications for the client/patient in order to prevent and/or minimize the risk of injury to the head, torso, spine, and extremities for safe participation in sport or other physical activity. (78)
Students will use epidemiological evidence to develop and implement strategies to mitigate long-term risk for common congenital and acquired health conditions (adrenal disease, cardiovascular disease, diabetes, neurocognitive disease, obesity, and osteoarthritis) across the life span associated with physical activity participation. (79a)
Students will use physical fitness concepts (cardiovascular endurance, muscle strength, muscle endurance, flexibility, and body composition), testing procedures, and programming to mitigate long-term health risks, encourage a healthy lifestyle, and assess clients' physical status and readiness for activity across the lifespan. (79b)
Students will use injury surveillance, epidemiological, and other evidence provided by accepted outcome measures to develop, implement, and assess risk reduction programming effectiveness. (80)
Students will plan and implement a comprehensive preparticipation physical examination process as recommended by contemporary guidelines for its role in identifying modifiable and non-modifiable risk factors related to injury and illness predisposition, the patient's restrictions and/or limitations, and other impacts on participation. (81)
Students will use physical fitness principles and assessments (cardiovascular endurance, muscle strength, muscle endurance, flexibility, and body composition) to develop, implement, and supervise comprehensive programs to maximize sport performance and general wellness that are safe and client-specific. (82b)
Students will use knowledge of thermoregulatory mechanisms and environmental assessment, acclimation, and conditioning principles to make appropriate recommendations to start, stop, or modify activity in order to prevent environmental illness or injury. (85)
Students will select, apply, evaluate, modify, and/or remove appropriate standard protective equipment, taping, wrapping, bracing, padding, casting, and other custom orthotic devices in order to prevent and/or minimize the risk of injury or re-injury in sport or other physical activity. (86)
Students will select and use biometric and physiological monitoring systems and translate the data into effective preventive measures, clinical interventions, and performance enhancements. (87)
Students will apply knowledge of neuromuscular and muscular anatomy and physiology. (Scientific foundations 1.B.)
Students will apply knowledge of bone and connective tissue (tendons and ligaments) anatomy and physiology. (Scientific foundations 1.D.)