HSCS 2202 Care and Prevention

This course explores functional anatomy, the five principles of conditioning, and the basic recognition, care, and prevention of common sports injuries. Sphygmomanometer, stethoscope, ophthalmoscope, and otoscope use will also be introduced.

Registration Name

Care and Prevention

Lecture Hours

Lab Hours

Credits

Prerequisite

HSCS 1110

Offered

Demorest: Fall and Spring

Student Learning Outcomes

Learning Outcomes:

Students will assess weight loss and hydration status using weight charts, urine color charts, or specific gravity measurements to determine an individual’s ability to participate in physical activity in a hot, humid environment.
Students will explain the principles of the body's thermoregulatory mechanisms related to heat gain and loss, acclimation and conditioning, fluid and electrolyte replacement requirements, proper practice and competition attire, hydration, and environmental assessment.
Students will explain the role of core body temperature, its use during treatment for exertional heat stroke, and practice methods for obtaining accurate measurements.
Students will obtain and interpret environmental data (web bulb globe temperature [WBGT], sling psychrometer, lightning detection devices) to make decisions regarding the scheduling, type, and duration of physical activity.
Students will recognize potentially dangerous conditions related to the environment, field, or playing surface and devise appropriate communication strategies to approach coaches, athletes, parents, administrators, and other relevant personnel to rectify the situation.
Students will summarize current practice and workout guidelines related to physical activity during extreme weather conditions (e.g., heat, cold, lightning).
Students will determine when a metered-dose inhaler is warranted based on a patient's condition and instruct/assist a patient in its use or that of a nebulizer in the presence of asthma-related bronchospasm.
Students will describe and demonstrate the principles and validated methods to measure body composition.
Students will recognize when auto-injectable epinephrine (epi-pen) is necessary based on the patient's condition and demonstrate its use.
Students will use otoscopes, urinalysis strips, glucometers, peak flow meters, and ophthalmoscopes as part of a clinical examination and determine if observed results are within normal limits or require referral.
Students will use standard techniques to measure vital signs and other physiologic functions, including pulse, blood pressure, respiration, oxygen saturation, body temperature, heart/lung/abdominal sounds, and Snellen eye chart as part of a clinical examination and determine if observed results are within normal limits or require referral.
Students will use standard techniques to assess neurological function, including cranial nerves, myotomes, dermatomes, and reflexes, and differentiate between normal and abnormal findings to discern any associated pathophysiology.
Students will describe components of a physical examination and SOAP note that includes: History, observation/inspection, palpation, muscle function assessment, neurovascular assessment, osteokinematic joint motion, planes and axis, anthropometry, cardiovascular function, pulmonary function, gastrointestinal function, genitourinary function, ocular function, and EENT function.
Students will explain and discuss the etiology and prevention guidelines associated with the leading causes of sudden death during physical activity, including but not limited to: Cardiac arrhythmia or arrest, asthma, traumatic brain injury, exertional heat stroke, hyponatremia, exertional sickling, anaphylactic shock, cervical spine injury, and lightning strike.
Students will describe the components of a pre-participation examination, its role in identifying conditions that might predispose the athlete to injury or illness, and demonstrate pre-participation examination techniques.
Students will recognize the signs and symptoms and demonstrate appropriate referral for the following conditions: sudden cardiac arrest, environmental illnesses, exertional sickling, rhabdomyolysis, diabetic emergencies, asthma, anaphylaxis, epilepsy, and STIs.
Students will recognize the signs and symptoms of catastrophic and emergent conditions and demonstrate appropriate referral following a brain injury (concussion, subdural and epidural hematomas, second impact syndrome, and skull fracture).
Students will recognize the signs and symptoms of catastrophic and emergent cervical, thoracic, and lumbar spine trauma and demonstrate appropriate referral.
Students will use standard techniques to assess joint range of motion and muscle function/strength and differentiate between normal and abnormal findings to discern any associated pathophysiology.
Students will describe the mechanism of injury and recognize the signs and symptoms of orthopedic injuries of the foot, ankle, lower leg, knee, hip, thigh, shoulder, elbow, forearm, wrist, and hand.
Students will identify and palpate common musculoskeletal anatomical structures of the following body parts: foot, ankle, lower leg, knee, hip, thigh, shoulder, elbow, forearm, wrist, and hand.
Students will describe the mechanism of injury/etiology and recognize the signs and symptoms of common injuries and illnesses to the thorax, abdomen, eyes, ears, nose, throat, and dermatological system.
Students will identify and palpate common musculoskeletal anatomical structures of the ears, eyes, nose, throat, thorax, and abdomen.
Students will describe musculoskeletal tissues' response to injury and how tissues of the body heal.
Students will identify and describe standard diagnostic tests and when each is appropriate to evaluate common injuries and illnesses.