HSCS 5302 Pathology and Pharmacology

This course includes the knowledge and clinical skills used to recognize, assess, and care for general medical conditions affecting the physically active. Basic pharmacological concepts, drug classifications, and medication administration in health science practice are also introduced.

Registration Name

Pathology and Pharmacology

Lecture Hours

Lab Hours

Credits

Prerequisite

ATRG or HLHP Program Admission

Offered

Demorest: Spring

Student Learning Outcomes

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

• (57) 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.
• (58a) 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.
• (58b) 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.
• (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.
• (59c) 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) describing how common pharmacological agents influence pain and healing, their therapeutic use, general categories used for treatment, desired outcomes, and the typical duration of treatment; and 2) communicating the importance of compliance, drug interactions, adverse reactions, and possible results of sub-optimal therapy.
• (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.
• (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.
• (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.
• (70b) Students will evaluate and manage patients with acute conditions, including triaging those that are life threatening or otherwise emergent, including: respiratory compromise (pulse oximetry, adjunct airways, suction, supplemental oxygen, spirometry, metered-dose inhalers, nebulizers, and bronchodilators) with and without suspected spine injury and/or protective equipment.
• (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.
• (70i) Students will evaluate and manage patients with acute conditions, including triaging those that are life threatening or otherwise emergent, including: exertional sickling, rhabdomyolysis, and hyponatremia with and without suspected spine injury and/or protective equipment.
• (70j) Students will evaluate and manage patients with acute conditions, including triaging those that are life threatening or otherwise emergent, including: diabetes (glucometer, administering glucagon, insulin) with and without suspected spine injury and/or protective equipment.
• (70k) Students will evaluate and manage patients with acute conditions, including triaging those that are life threatening or otherwise emergent, including: drug overdose (including administering rescue medications such as Narcan) with and without suspected spine injury and/or protective equipment.
• (70m) Students will evaluate and manage patients with acute conditions, including triaging those that are life threatening or otherwise emergent, including: testicular injury 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-1) 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 cardiovascular function (including auscultation).
• (71d-11) 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 reproductive system.
• (71d-12) 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 respiratory system (including auscultation).
• (71d-2) 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 endocrine system.
• (71d-3) 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 eyes, ears, nose, throat, mouth, and teeth.
• (71d-4) 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 gastrointestinal system.
• (71d-5) 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 genitourinary system.
• (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-7) 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 patient's mental status.
• (71d-9) 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 neurological 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.
• (72b) Students will explain the basic principles of diagnostic accuracy concepts (reliability, sensitivity, specificity, likelihood ratios, prediction values, and probabilities) and use them to select, perform or obtain, and interpret the necessary and appropriate diagnostic or laboratory tests (imaging, blood work, urinalysis, ECG, etc.) to facilitate diagnosis, referral, treatment, and participation status decisions.
• (73) 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.
• (74a) Students will describe how common pharmacological agents influence pain and healing, explain their therapeutic use, general categories used for treatment, desired treatment outcomes, and typical duration of treatment, and optimize patient outcomes by educating clients on the importance of compliance, drug interactions, adverse reactions, and possible results of sub-optimal therapy for common diseases and conditions.
• (74b) Students will determine when a metered-dose inhaler is warranted based on a patient's condition and educate/assist a patient in its use or that of a nebulizer in the presence of asthma-related bronchospasm.
• (74c) Students will identify and use appropriate pharmaceutical terminology to explain pharmacodynamic principles (receptor theory, dose-response relationship, placebo effect, potency, drug interactions, bioavailability, half-life, bioequivalence, generic vs brand name) as they relate to drug action, therapeutic effectiveness, patient choice, dosing schedule for management of medications, inventory control, and reporting of pharmacological agents commonly used in an athletic training facility.
• (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.
• (74e) Students will use an electronic drug resource to locate and identify indications, contraindications, precautions, and adverse reactions for common prescription and nonprescription medications and describe advantages and disadvantages of their common administration routes and use their findings to educate patients.
• (75a) Prior to administering medications or other therapeutic agents (as legally prescribed), students will use an electronic drug resource to locate and identify indications, contraindications, precautions, and adverse reactions for common prescription and nonprescription medications and describe advantages and disadvantages of their common administration routes.
• (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.
• (75c) Students will use appropriate terminology and adhere to federal, state, and local laws, regulations, and procedures for the proper storage, disposal, transportation, dispensing (administering where appropriate), and documentation associated with commonly used prescription and nonprescription medications or other therapeutic agents.
• (75d) Students will describe how common legally prescribed pharmacological agents influence pain and healing, explain their therapeutic use, general categories used for treatment, desired treatment outcomes, and typical duration of treatment, and optimize patient outcomes by communicating the importance of compliance, drug interactions, adverse reactions, and possible results of sub-optimal therapy for common diseases and conditions.
• (77b) 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.
• (77c) 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.
• (77d) 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.
• (77e) 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.
• (79a) Students will use epidemiological evidence to develop and implement strategies to mitigate long-term risk for common congenital and acquired health conditions (adrenal disease, cardiovascular disease, diabetes, neurocognitive disease, obesity, and osteoarthritis) across the life span associated with physical activity participation.
• (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.
• (84) Students will create educational programming for clients about the clinical signs and symptoms, effects, participation consequences (banned and TUE status), and risks of misuse and abuse of alcohol, tobacco, performance-enhancing drugs/substances, and over the counter, prescription, and recreational drugs on health and physical performance.
• (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.
• (NSCA Scientific foundations 2.D.) Students will apply basic knowledge of the effects, risks, and alternatives of common performance enhancing substances and methods.
• (CHES 3.2.1) Students will create an environment conducive to learning.