ATRG 6301 Practicum III 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 300 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

2,4,6

Prerequisite

ATRG 5221

Typically Offered

Demorest Campus: fall

Student Learning Outcomes

Outcome (CAATE/CHES/NSCA)

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 effective interpersonal and cross-cultural communication, culturally-sensitive intervention strategies to promote positive behavior change and impact emotional well-being, and 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 when practicing in collaboration with other health care and wellness professionals. (61b)
When practicing in collaboration with other health care and wellness professionals, students will 1) describe 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) communicate the importance of compliance, drug interactions, adverse reactions, and possible results of sub-optimal therapy. (61c)
Students will provide athletic training services in a manner that uses evidence to inform practice, including: 1) the ability to differentiate between narrative reviews, systematic reviews, and meta-analyses; 2) the ability to describe and differentiate types of qualitative and quantitative research, research components, and levels of research evidence; and 3) use standard criteria to critically appraise the structure, rigor, and overall quality of research studies to create and answer clinical questions. (62a)
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 provide athletic training services in a manner that uses evidence to inform practice, including: 1) the use of patient- and clinician-based clinical outcome assessment instruments (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 intervention strategies. (62c)
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 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. (66a)
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 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 or follow-up evaluation to formulate a diagnosis and plan of care that includes a thorough medical history (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 circumstances and patient's ability to respond. (71a)
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 cardiovascular function (including auscultation). (71d-1)
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 the reproductive system. (71d-11)
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 the respiratory system (including auscultation). (71d-12)
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 the endocrine system. (71d-2)
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 the eyes, ears, nose, throat, mouth, and teeth. (71d-3)
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 the gastrointestinal system. (71d-4)
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 the genitourinary system. (71d-5)
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 the integumentary system. (71d-6)
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 the patient's mental status. (71d-7)
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 the musculoskeletal system. (71d-8)
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 the neurological system. (71d-9)
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 creation of clinical prediction rules and use them to perform or obtain the necessary and appropriate diagnostic or laboratory tests (imaging, blood work, urinalysis, ECG, etc.) to facilitate diagnosis, referral, treatment, and participation status decisions. (72a)
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 select and incorporate efficacious treatment and rehabilitative interventions (for pre-op patients, post-op patients, and patients with nonsurgical conditions) that align with the care plan, consider the influence of pathomechanics, the state of tissue inflammation and healing, desired outcomes, and the patient's psychosocial response. (73)
Students will select and incorporate functional and gait training technique interventions (for pre-op patients, post-op patients, and patients with nonsurgical conditions) that align with the care plan, consider the influence of pathomechanics, the state of tissue inflammation and healing, desired outcomes, and the patient's psychosocial response. (73d)
Students will select and incorporate task-specific functional training technique interventions (for pre-op patients, post-op patients, and patients with nonsurgical conditions) that align with the care plan, consider the influence of pathomechanics, the state of tissue inflammation and healing, desired outcomes, and the patient's psychosocial response. (73f)
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 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 recognize an atypical response in a patient who has sustained a concussion or other brain injury with consideration to established guidelines to formulate a diagnosis and plan of care that includes a neurocognitive evaluation, assessment of the vestibular and vision systems, cervical spine involvement, mental health status, sleep assessment, exertional testing, nutritional status, and clinical interview (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 circumstances and patient's ability to respond. (76a)
Students will re-examine on an on-going basis a patient who has sustained a concussion or other brain injury with consideration to established guidelines to formulate a diagnosis and plan of care that includes a neurocognitive evaluation, assessment of the vestibular and vision systems, cervical spine involvement, mental health status, sleep assessment, exertional testing, nutritional status, and clinical interview (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 circumstances and patient's ability to respond. (76b)
Students will recognize an atypical response in a patient who has sustained a concussion or other brain injury with consideration to established guidelines to formulate a diagnosis and plan of care that includes a neurocognitive evaluation, assessment of the vestibular and vision systems, cervical spine involvement, mental health status, sleep assessment, exertional testing, nutritional status, and clinical interview (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 circumstances and patient's ability to respond. (76c)
Students will implement a return to play plan for a patient who has sustained a concussion or other brain injury with consideration to established guidelines that includes addressing vestibular and oculomotor disturbance, cervical spine pain, headache, vision, psychological needs, nutrition, sleep disturbance, exercise, academic and behavioral accommodations, and risk reduction appropriate for the circumstances and patient's ability to respond. (76e)
Students will refer to an appropriate provider when indicated a patient who has sustained a concussion or other brain injury with consideration to established guidelines to formulate a diagnosis and plan of care that includes a neurocognitive evaluation, assessment of the vestibular and vision systems, cervical spine involvement, mental health status, sleep assessment, exertional testing, nutritional status, and clinical interview (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 circumstances and patient's ability to respond. (76f)
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 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. (77c)
Students will identify, refer, and give support to patients with behavioral health conditions and/or emergencies by developing an appropriate management strategy (including recommendations for referral, 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. (77d)
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. (83a)
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. (83b)
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. (84)
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. (88a)
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. (88b)
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. (88c)
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. (88d)
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. (88e)
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. (88f)
Students will establish a working relationship with a directing or collaborating physician in deployment of healthcare services. (90)
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. (92)