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.

Registration Name

Practicum I in ATRG

Lecture Hours

Lab Hours

Credits

Prerequisite

ATRG 5120 and ATRG 5125

Offered

Demorest: Fall

Student Learning Outcomes

Upon the completion of this course, students will be able to demonstrate the following outcome-based learning skills:

• (59a-1) 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.
• (60) 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.
• (61a) 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) 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.
• (62b) 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.
• (62c) 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.
• (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.
• (65) 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) 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.
• (66b) 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.
• (67) Students will perform a self-assessment of professional competence and create professional development plans according to personal and professional goals and requirements to maintain necessary credentials and promote life-long learning strategies.
• (68) 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.
• (69) 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.
• (69) 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.
• (70) 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.
• (70h) 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.
• (71a) 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.
• (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 identifying comorbidities and complex medical conditions.
• (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 integumentary 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 musculoskeletal system.
• (71e) 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.
• (74d) 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.
• (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.
• (78) 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.
• (82a) 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.
• (82b) 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.
• (83a) 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) 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.
• (86) 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) 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) 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 to remain compliant.
• (88c) 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) 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) 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) 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) 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) 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) 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.
• (93) 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
• (94) 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.