ATRG 5322 Therapeutic Exercise

An examination of the theory, use, and effects of rehabilitative exercises used in the treatment of orthopedic injuries. Students will practice designing and implementing comprehensive rehabilitative programs in both the laboratory component and during clinical experience hours under preceptor supervision.

Credits

Prerequisite

ATRG 5222

Typically Offered

Demorest Campus: spring

Student Learning Outcomes

Outcome (CAATE/CHES/NSCA)

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 incorporate patient education and self-care programs to engage patients/clients, their families, and their friends to participate in the care and recovery process, including: 1) assess and interpret physical examination findings (including gait, posture, and ergonomics) to identify participation restrictions (disabilities), activity limitations (functional limitations), and the overall impact of the condition on the patient's life and goals; 2) identify indications, contraindications, and precautions applicable to the intended therapeutic intervention and design and implement a treatment program to meet specific goals; and 3) the use of multimedia tools to create a professional product. (58b)
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) assess and interpret physical examination findings (including gait, posture, and ergonomics) to identify participation restrictions (disabilities), activity limitations (functional limitations), and the overall impact of the condition on the patient's life and goals; 2) identify indications, contraindications, and precautions applicable to the intended therapeutic intervention and design and implement a treatment program to meet specific goals; and 3) use culturally-appropriate communication techniques and intervention strategies to promote positive behavior change and impact emotional well-being. (59a)
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)
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 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 apply contemporary principles and practices of health informatics to patient care delivery and administration, including: 2) search, retrieve, analyze, and use information derived from databases and online critical appraisal libraries for clinical decision support. (64b)
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 demonstrate the ability to modify standard diagnostic examination procedures to clinically evaluate and manage patients with acute conditions according to the demands of the situation and the patient's ability to respond, and interpret those results to determine when referral is necessary. (70)
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 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 assessing function, gait, and joint mechanics. (71d-13)
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 identifying appropriate referrals. (71e)
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 therapeutic and corrective exercise 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. (73a)
Students will select and incorporate joint mobilization and manipulation 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. (73b)
Students will select and incorporate soft tissue 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. (73c)
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 motor control and proprioceptive 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. (73e)
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 select and incorporate therapeutic modality 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, the patient's psychosocial response, and manufacturer, institutional, state, and/or federal standards that influence their safe operation. (73g)
Students will select and incorporate home care management 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. (73h)
Students will select and incorporate cardiovascular training 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, the patient's psychosocial response, and manufacturer, institutional, state, and/or federal standards that influence their safe operation. (73i)
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 describe the basic principles of personality traits, trait anxiety, locus of control, intrinsic and extrinsic motivation, stress response, confidence, and patient and social environment interactions as they affect patient interactions, clinical referral decisions, and eventual return to activity/participation for injuries or forced inactivity. (77b)
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 select and integrate appropriate behavioral health techniques (motivation, goal setting, imagery, anxiety reduction, positive self-talk, and/or relaxation) into a patient's treatment, pain management, or rehabilitation program to enhance compliance, progress, return to play, and overall outcomes. (77e)
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 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 use osteokinematic and arthrokinematic principles to develop, implement, and supervise comprehensive programs to maximize sport performance and reduce the influence of pathomechanics that are safe and client-specific. (82a)
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 select and use biometric and physiological monitoring systems and translate the data into effective preventive measures, clinical interventions, and performance enhancements. (87)
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 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 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)