HSCS 2202 Care and Prevention

This course explores functional anatomy, the five principles of conditioning, and the basic recognition, care, and prevention of common sports injuries. Sphygmomanometer, stethoscope, ophthalmoscope, and otoscope use will also be introduced.

Credits

3

Prerequisite

HSCS 1110 or Instructor permission.

Typically Offered

Demorest Campus: fall, spring

Student Learning Outcomes

Learning Outcomes:

Students will assess weight loss and hydration status using weight charts, urine color charts, or specific gravity measurements to determine an individual’s ability to participate in physical activity in a hot, humid environment.

Students will collect, assess, and interpret findings from a physical examination that includes: Observation/inspection, palpation, muscle function assessment, osteokinematic joint motion, cardiovascular function, pulmonary function, gastrointestinal function, genitourinary function, ocular function, EENT function, and dermatological function.

Students will describe body systems' structures, their functional inter-relation, and how they change through the lifespan.

Students will describe components of a pre-participation physical examination as recommended by contemporary guidelines and its role in identifying modifiable and non-modifiable risk factors related to injury and illness.

Students will describe the psychological and sociocultural factors, signs, symptoms, and physiological and psychological responses of patients displaying disordered eating and devise appropriate management and referral strategies that are consistent with current practice guidelines.

Students will determine when a metered-dose inhaler is warranted based on a patient's condition and instruct/assist a patient in its use or that of a nebulizer in the presence of asthma-related bronchospasm.

Students will explain and discuss the etiology and prevention guidelines associated with the leading causes of sudden death during physical activity, including but not limited to: Cardiac arrhythmia or arrest, Asthma, Traumatic brain injury, exertional heat stroke, hyponatremia, exertional sickling, anaphylactic shock, cervical spine injury, and lightning strike.

Students will explain the principles of the body’s thermoregulatory mechanisms as they relate to heat gain and heat loss, acclimation and conditioning, fluid and electrolyte replacement requirements, proper practice and competition attire, hydration, and environmental assessment.

Students will explain the role of core body temperature as part of a differential diagnosis and its use during treatment (CWI) for exertional heat stroke and practice validated methods for obtaining accurate measurements in real-time.

Students will identify and explain the components of a pre-participation examination that allow identifying conditions that might predispose the athlete to injury or illness.

Students will identify the signs, symptoms, interventions, and when appropriate, the return-to-participation criteria for: sudden cardiac arrest, environmental illnesses, exertional sickling, rhabdomyolysis, internal bleeding, diabetic emergencies, asthma, anaphylaxis, local allergic reactions, epilepsy and other seizure disorders, shock, and toxic drug overdoses.

Students will identify which therapeutic drugs, supplements, and performance-enhancing substances are banned by sport and/or workplace organizations, explain the usage patterns and effects, and advise patients about possible disqualification and other consequences.

Students will explain how changes in the type and intensity of physical activity influence the energy and nutritional demands placed on the body, describe the principles and validated methods to measure body composition, and assess a patient's body composition in relation to their health status or to monitor changes related to weight management, strength training, injury, disordered eating, menstrual status, and/or bone density.

Students will obtain and interpret environmental data (web bulb globe temperature [WBGT], sling psychrometer, lightning detection devices) to make clinical decisions regarding the scheduling, type, and duration of physical activity.

Students will recognize when auto-injectable epinephrine is necessary based on the patient's condition and demonstrate its use (epi-pen).

Students will recognize potentially dangerous conditions related to the environment, field, or playing surface and devise appropriate communication strategies to approach coaches, athletes, parents, administrators, and other relevant personnel to rectify the situation.

Students will summarize current practice guidelines related to physical activity during extreme weather conditions (e.g., heat, cold, lightning, wind).

Students will summarize the general principles of health maintenance and personal hygiene (skin care, dental hygiene, sanitation, immunizations, avoidance of infectious and contagious diseases, diet, rest, exercise, and weight control) and apply them to their daily class/clinical attendance.

Students will use evidence to determine the necessary precautions and risk factors associated with physical activity in persons with common congenital and acquired abnormalities, disabilities, and diseases that influence participation across the lifespan.

Students will use otoscopes, urinalysis strips, glucometers, peak flow meters, and ophthalmoscopes as part of a clinical examination and determine if observed results are within normal limits or require referral.

Students will use standard techniques to measure vital signs and other physiologic functions (pulse, blood pressure, respiration, oxygen saturation, pain, core temperature, heart/lung/abdominal sounds, peak flow, and differentiate between normal and abnormal findings to discern any associated pathophysiology.

Students will use standard techniques to assess neurological function and differentiate between normal and abnormal findings to discern any associated pathophysiology.

Students will recognize the signs and symptoms of catastrophic and emergent conditions and demonstrate appropriate referral and physician return-to-play clearance following a brain injury (concussion, subdural and epidural hematomas, second impact syndrome, and skull fracture).

Students will recognize the signs and symptoms of catastrophic and emergent cervical, thoracic, and lumbar spine trauma and demonstrate appropriate referral and physician return-to-play decisions.