ATRG 6402 Organization and Administration of AT Programs

Examination of organization and administration, including: budgeting, legal concerns, leadership theories, facility and event planning, program and personnel evaluation, human resource management, insurance and risk management practices, and Code of Ethics.

Credits

Prerequisite

ATRG or HLHP Program Admission

Typically Offered

Demorest Campus: fall

Student Learning Outcomes

Outcome (CAATE/CHES/NSCA)

Students will use ethical principles to identify existing and necessary resources to conduct assessments, and determine the extent of available health education/promotion programming and interventions. (1.1.2; 1.1.5)
Students will identify current needs, available resources, and known capacity for health education programming/interventions, synthesize those assessment findings to prioritize needs, and develop and report recommendations. (1.7.2)
Students will develop vision, mission, and goal statements, including the specific, measurable, attainable, realistic, and time-sensitive objectives to meet them. (2.2.3)
Students will apply ethical principles when selecting strategies and designing interventions, including active compliance with all applicable legal standards. (2.3.11)
Students will address diversity and demonstrate cultural competence within priority populations when selecting and/or designing strategies/interventions to fit their needs. (2.3.5)
Students will create an environment conducive to learning and develop/secure logistical resources to implement the planned programming/intervention, and will do so in an ethical and legal manner. (3.1.4; 3.1.6; 3.1.5)
Students will assess implementation of a health eduction/promotion plan to make modifications when needed, monitor resource use, and evaluate the plan's overall sustainability. (3.4.5)
Students will monitor implementation of a health eduction/promotion plan to ensure it is delivered consistently in accordance with the timeline, is making progress toward achieving objectives, and is compliant with all legal and ethical standards and prini (3.4.7)
Students will develop an evaluation plan using ethically collectable qualitative and/or quantitative data. (4.1.10)
Students will use available technology to collect, monitor, and manage data based on the evaluation or research plan and in compliance with all laws and regulations protecting participants' rights. (4.4.4; 4.4.3)
Students will practice managing financial resources for health education/promotion programming/interventions, including: evaluating financial needs and resources, developing a financial plan, conducting cost/benefit analyses, and monitoring the resulting (5.1.2)
Students will identify internal and/or external funding sources, create and review funding and other grant proposals, and develop, manage, and report on the resulting project budget. (5.1.6; 5.1.10; 5.1.12; 5.1.8; 5.1.4)
Students will evaluate and use existing and emerging technologies to support health education/promotion programming/interventions, including to collect, store, and retrieve management data in an ethical manner. (5.2.0)
Students will demonstrate ethical leadership principles when analyzing an organization's culture to determine the extent to which it supports health education/promotion and when developing strategies to reinforce or change that culture. (5.5.2)
Students will facilitate efforts to achieve organizational mission, including conducting, implementing, and monitoring strategic planning and needed changes to organizational culture. (5.5.7; 5.5.1; 5.5.4; 5.5.6)
Students will demonstrate ethical leadership principles and comply with existing laws and regulations when conducting quality assurance/process improvement initiatives. (5.5.8)
Students will manage human resources for health education/promotion initiative and recruit staff and volunteers to implement programming. (5.6.0)
Students will apply ethical principles when managing human resources, including enforcing policies consistent with laws and regulations, evaluating staff and volunteer performance, facilitating team development, and employing conflict resolution technique. (5.6.10; 5.6.12; 5.6.14)
Students will develop job descriptions, evaluate staff and volunteer qualifications, and develop, implement, and evaluate strategies to enhance staff and volunteer professional development and retention. (5.6.4; 5.6.6; 5.6.8)
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 assess and prioritize requests for advice/consultation, establish ethical working relationships with stakeholders, provide expert assistance when appropriate, and evaluate the effectiveness of the assistance provided. (6.3.5)
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. (61d)
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 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. (64c)
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)
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)
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 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. (68)
Students will promote the health education profession by explaining the major responsibilities of the health education specialist, the role of professional organizations, and the benefits of participating in them. (7.4.3)
Students will advocate for the profession and for professional development of health education specialists, including explaining the history of the profession and the role of credentialing. (7.4.5; 7.4.7)
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 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. (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 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 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 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. (89)
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 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. (91)
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)
Students will develop and implement specific policies and procedures for individuals who have sustained concussions or other brain injuries, including the following:1) Education of all stakeholders; 2) Recognition, appraisal, and mitigation of risk factors; 3) Selection and interpretation of baseline testing; and 4) Agreement on protocols to be followed, including immediate management, referral, and progressive return to activities of daily living, including school, sport, occupation, and recreation (93)
Students will develop and implement specific policies and procedures to 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. (94)
Students will determine the design, layout, and organization of the strength and conditioning facility (e.g., flooring, ceiling height, mirror placement, ventilation, lighting, characteristics of the equipment and its location, and emergency planning) based on athletic needs, industry standards, and NSCA recommended best practices. (Practical/applied 3.A.)
Students will determine the policies and procedures associated with the safe operation of the strength and conditioning facility (e.g., facility/equipment cleaning and maintenance, rules, scheduling, emergency procedures). (Practical/applied 3.D.; 3.C.)