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.

Registration Name

Org & Admin of AT Programs

Lecture Hours

Lab Hours

Credits

Prerequisite

ATRG or HLHP Program Admission

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.
• (59b) 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.
• (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.
• (61e) 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.
• (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.
• (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.
• (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.
• (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.
• (81) 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.
• (85) 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.
• (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 Project 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 Project 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.
• (90) Students will establish a working relationship with a directing or collaborating physician in deployment of healthcare services.
• (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.
• (CHES 3.3.1; 3.3.4) Students will monitor implementation progress to ensure it is delivered with fidelity and in accordance with the timeline.
• (CHES 3.3.2) Students will assess progress in achieving objectives.
• (CHES 3.3.3) Students will assess a health education/promotion intervention to make modifications when needed to meet individual needs.
• (CHES 3.3.4) Students will monitor implementation progress to ensure it is delivered with fidelity and in accordance with the timeline.
• (CHES 3.3.5; 3.3.6) Students will monitor use of resources when implementing a health education/promotion plan to evaluate its sustainability.
• (CHES 3.3.6) Students will monitor use of resources when implementing a health education/promotion plan to evaluate its sustainability.
• (CHES 6.6.1) Students will conduct process and impact evaluations of communications.
• (CHES 7.1.1; 7.1.2) Students will identify potential partners and stakeholders and assess their capacity for health education/promotion interventions.
• (CHES 7.1.2) Students will identify potential partners and stakeholders and assess their capacity for health education/promotion interventions.
• (CHES 7.1.3) Students will involve partners and stakeholders throughout the health education and promotion process in meaningful and sustainable ways.
• (CHES 7.1.5) Students will evaluate relationships with partners and stakeholders on an ongoing basis to make appropriate modifications.
• (CHES 7.2.1) Students will develop culturally responsive content.
• (CHES 7.2.2) Students will recruit individuals needed in health education/promotion implementation.
• (CHES 7.3.8) Students will apply team building and conflict resolution techniques as appropriate.
• (CHES 8.1.6) Students will apply principles of cultural humility, inclusion, and diversity in all aspects of practice (e.g., Culturally and Linguistically Appropriate Services (CLAS) standards and culturally responsive pedagogy).
• (CHES 8.4.1) Students will promote the health education profession by explaining the major responsibilities, contributions, and value of the health education specialist.
• (CHES 8.4.2; 8.4.3) Students will advocate for health education professional development by explaining the role of professional organizations and the benefits of participating in them.
• (CHES 8.4.3) Students will advocate for health education professional development by explaining the role of professional organizations and the benefits of participating in them.
• (CHES 8.4.4) Students will educate others about the history of the health education/promotion profession, its current status, and its implications for professional practice.
• (CHES 8.4.5) Students will explain the role and benefits of credentialing (e.g., individual and program) in health education/promotion.
• (NSCA Practical/applied 3.) Students will determine facility design, organization, and policies/procedures to create an appropriately staffed and safe training environment.
• (NSCA Practical/applied 3.A.) 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.
• (NSCA Practical/applied 3.C.) 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).