ATRG 5201 Practicum I in Athletic Training

This experiential learning course allows students to practice skills learned in their didactic courses under a clinical preceptor's supervision. Students must complete 150 clinical hours and assigned proficiencies. Proof of current PPD and CPR/AED certification and signed clinical agreement are required no later than 7 days after the first day of classes.

Credits

2,2,4

Prerequisite

ATRG 5120 and ATRG 5125

Typically Offered

Demorest Campus: fall

Student Learning Outcomes

Outcome (CAATE/CHES/NSCA)

1. Students will use effective communication and documentation strategies to work appropriately with clients/patients, family members, coaches, administrators, (59a)
2. 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. (61a)
3. Students will practice in collaboration with other health care and wellness professionals and use standard techniques and procedures to complete clinical examinations, interpret their findings, and determine when referral is necessary. (61d)
4. When practicing in collaboration with other health care and wellness professionals, students will be able to describe the legal, moral, and ethical parameters that define the athletic trainers' scope of acute and emergency care and differentiate their role, responsibilities, preparation, and scope of practice from other pre-hospital care and hospital-based providers within the context of the broader healthcare system. (64c)
5. Students will apply contemporary principles and practices of health informatics to patient care delivery and administration, including: 3) maintain data privacy, protection, and security; 4) use medical classification systems (ICD-10, CPT) and terminology; 5) use an electronic health record to document, communicate, and manage health-related information, mitigate error, and support decision making. (64d)
6. Students will apply contemporary principles and practices of health informatics to patient care delivery and administration, including: 3) maintain data privacy, protection, and security; 4) use medical classification systems (ICD-10, CPT) and terminology; 5) use an electronic health record to document, communicate, and manage health-related information, mitigate error, and support decision making. (64e)
7. Students will apply contemporary principles and practices of health informatics to patient care delivery and administration, including: 3) maintain data privacy, protection, and security; 4) use medical classification systems (ICD-10, CPT) and terminology; 5) use an electronic health record to document, communicate, and manage health-related information, mitigate error, and support decision making. (65)
8. 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. (66a)
9. 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 legal, moral, and ethical parameters of an athletic trainer's scope of practice; 2) the key regulatory agencies and legislation (HIPPA, FERPA) that impact healthcare delivery; 3) the role and function of state practice acts, registration, licensure, and certification agencies, and how to obtain and maintain those credentials; and 4) the principles of recruiting, selecting, employing, and communicating with healthcare personnel in the deployment of healthcare services. (68)
10. Students will advocate for the profession by, 1) understanding the history and functions of the NATA, BOC, and CAATE; 2) identifying mechanisms by which ATs influence state and federal healthcare regulation; 3) identifying key regulatory agencies that govern healthcare facilities and service delivery; and 4) implementing strategies to educate colleagues, students, clients, the public, and other healthcare professionals about athletic training responsibilities, scope of practice, and educational preparation. (77c)
11. Students will describe the psychological and sociocultural factors, signs, symptoms, and physiological and psychological responses of patients displaying disordered eating, substance misuse/abuse, suicidal ideation, depression, anxiety disorder, psychosis, mania, and attention deficit disorders, and devise appropriate management and referral strategies that are consistent with current practice guidelines. (78)
12. 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. (80)
13. Students will use injury surveillance, epidemiological, and other evidence provided by accepted outcome measures to develop, implement, and assess risk reduction programming effectiveness for healthy and at-risk individuals across the lifespan. (81)
14. 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. (83a)
15. Students will create educational programming for clients which incorporates nutritional analysis, dietary recommendations, and strategies for preventing illness and improving quality of life related to fluid and nutrient ingestion prior to, during, and after participation for a variety of activities across the lifespan. (83b)
16. Students will create educational programming for clients which incorporates thermoregulatory mechanisms and principles of environmental assessment, acclimation, and conditioning related to fluid and nutrient ingestion prior to, during, and after participation for a variety of activities and environmental conditions. (84)
17. Students will create educational programming for clients about the clinical signs and symptoms, effects, participation consequences (banned and TUE status), and risks of misuse and abuse of alcohol, tobacco, performance-enhancing drugs/substances, and over the counter, prescription, and recreational drugs on health and physical performance. (86)
18. 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. (88a)
19. Students will identify key regulatory agencies, stakeholders, and community partners that impact healthcare delivery and perform strategic planning as a means to assess and promote revenue generation and reimbursement, facility design and staffing, and patient outcomes. (88b)
20. Students will identify key agencies, standards, and regulations that govern healthcare delivery services and perform administrative duties related to managing physical, human, and financial facility resources to remain compliant. (88c)
21. Students will identify how organizational structure and strategic planning impact the daily operations of a healthcare facility and will perform administrative duties relating to managing budgetary and financial processes as part of a basic business plan for purchasing (proposal, bidding, requisition), inventory, profit and loss ratios, budget balancing, recognition for the value of services provided, and operational and capital budgeting. (88d)
22. Students will identify and mitigate sources of risk to the individual, organization, and community while performing administrative duties related to the physical, human, and financial resource management of healthcare delivery services. (88e)
23. Students will identify and navigate the links between multipayor insurance systems, the recruitment, selection, and employment of personnel, and the negotiated related benefits and exclusions while performing administrative duties related to the physical, human, and financial resource management of healthcare delivery services. (88f)
24. Students will identify how organizational structure and strategic planning impact the delivery model chosen by a healthcare facility and will perform administrative duties relating to managing budgetary and financial processes as part of a basic business plan to promote revenue generation and reimbursement, facility design and staffing, and patient outcomes. (89)
25. Students will use contemporary comprehensive patient-file management system, including diagnostic and procedural codes, risk management and billing procedures, and patient outcome documentation to effectively document care, communicate with patients, physicians, insurers, colleagues, administrators, and parents or family members, maintain patient privacy, and manage insurance claims. (91)
26. Students will develop, implement, and revise policies and procedures to guide the daily operations and organizational structure of athletic training services to appropriately chart documentation, manage risk, generate appropriate referrals, and improve outcomes. (92)
27. Students will develop, implement, and revise policies that pertain to prevention, preparedness (venue-specific EAPs), and response to medical emergencies and other critical incidents (emergent conditions and injuries, disease control, medical authority notification, and planning to prevent epidemics) to appropriately document, manage risk (security, fire, electrical and equipment safety, and hazardous chemicals), generate appropriate referrals, and improve outcomes. (94)