ATRG 6301 Practicum III 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 300 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 III in ATRG

Lecture Hours

Lab Hours

Credits

Prerequisite

ATRG 5221

Offered

Demorest: Fall

Student Learning Outcomes

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

(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.
(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.
(61b) Students will use effective interpersonal and cross-cultural communication, culturally sensitive intervention strategies to promote positive behavior change and impact emotional well-being and 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 when practicing in collaboration with other health care and wellness professionals.
(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.
(64a) 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.
(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.
(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.
(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.
(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-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.
(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.
(72a) Students will explain the creation of clinical prediction rules and use them to perform or obtain the necessary and appropriate diagnostic or laboratory tests (imaging, blood work, urinalysis, ECG, etc.) to facilitate diagnosis, referral, treatment, and participation status decisions.
(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.
(73d) 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.
(73f) 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.
(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.
(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.
(77a) Students will demonstrate effective interpersonal and cross-cultural communication and educational intervention strategies when identifying, referring, and supporting patients and others involved in their healthcare to effect positive behavioral change and monitor their treatment compliance, progress, and readiness to participate.
(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.
(80) Students will use injury surveillance, epidemiological, and other evidence provided by accepted outcome measures to develop, implement, and assess risk reduction programming effectiveness for healthy and at-risk individuals across the lifespan.
(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.
(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.
(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.