Notebook - Whitworth University · athletic trainer as a health care provider within the larger...

Whitworth University

2013-2014

Preceptor Notebook

Athletic Training Faculty and Staff 2013-2014

Cynthia Wright, ATC

Program Director

Assistant Professor

Robinson Science Hall 108

(509)777-3244

[email protected]

Melinda Larson, ATC

Interim Athletic Director

Associate Professor

Westminster 200

(509)777-4389

[email protected]

Cheree Sauer, ATC

Assistant Athletic Trainer

Fieldhouse 138

(509)777-3464

[email protected]

Jon Bosh, ATC

Interim Head Athletic Trainer

Associate Athletic Trainer

Fieldhouse 132

(509)777-3728

[email protected]

Shane Wibel, ATC


Assistant Professor

Fieldhouse 131

(509)777-3478

[email protected]

Sarah Cummings, ATC


Fieldhouse 134

(509)777-3216

[email protected]

Stacey Nauman, ATC

Visiting Faculty Instructor

Robinson Science Hall

(509)777-3247

[email protected]

Mike Ediger, ATC

Health Sciences Department Chair

Associate Professor

Robinson Science Hall 207

(509)777-4624

[email protected]

Athletic Training Team Physicians

Ed Reisman, MD Medical Director, Team Physician

Barb Brandon, DO Team Physician

Tycho Kersten, MD Team Physician/Orthopedic Surgeon

Andy Lawson, DO Sports Medicine Fellow

mailto:[email protected]








Table of Contents

A. Orientation to WU AT Program Clinical Experience 4

1. Mission and Objectives 5

2. Academic and Clinical Foundations of the Program 7

3. Clinical Experience Sequence and Course Content 9

4. Athletic Training Major Course Sequence 11

B. Affiliate Clinical Site Information 12

1. Clinical Site Characteristics and Requirements 13

2. Sample Affiliation Agreement 14

3. Therapeutic Equipment Safety Policy (Modalities) 18

C. Clinical Proficiency Journals 20

1. Introduction and Instructions 21

2. Sample Journal page (see Appendices for full version) 23

D. ATEP Policies and Procedures 24

1. Supervision Policy 25

2. Clinical Hours 27

3. Communicable Disease 28

4. Confidentiality 29

5. Bloodborne pathogen policies 30

Appendices 33

A. Student Evaluation Form 33

B. General Medical Competency Journal 39

C. Physical Therapy Competency Journal 46

D. Athletic Training Competency Journal 57

E. Sample Clinical Experience Course Syllabus (AT 383 fall 2013) 68

Orientation to Whitworth University

AT Program Clinical Experience

Mission Statement

The mission of the Athletic Training Program at Whitworth University is to equip students with

the knowledge and skills necessary to become proficient and professional entry-level athletic

trainers. This is accomplished through high quality instruction and experiences that model ethical

practice, effective communication and compassion. The program utilizes a holistic approach in

developing multi-dimensional healthcare professionals and servant-leaders within the context of

a Christian liberal-arts environment.

Program and Student Learning Outcomes

1. Outcome #1: Whitworth University athletic training students will incorporate spiritual,

ethical, moral and legal behavior into the practice of athletic training.

1.1. Objective: Whitworth University athletic training students will appreciate the value and

nature of personal faith and worldview into vocational practice.

1.2. Objective: Students will abide by the Standards of Practice established by the Board of

Certification as well as the NATA Code of Ethics.

2. Outcome #2: Whitworth University athletic training students will understand the role of an

athletic trainer as a health care provider within the larger context of the continually evolving

health care system.

2.1. Objective: Students will work in collaboration with other health care providers

2.2. Objective: Students will communicate effectively with all those involved in health care

of the patient, both in oral and written form

3. Outcome #3: Whitworth University athletic training students will demonstrate entry-level

proficiency through classroom, laboratory and clinical learning experiences in the 5 domains

of athletic training.

A. Injury/Illness prevention and wellness protection

B. Clinical evaluation and diagnosis

C. Immediate and emergency care

D. Treatment and rehabilitation

E. Organizational and professional health and well-being

3.1. Objective: Students will achieve 100% ultimate pass rate on the BOC exam for those

who continue to attempt it.

3.2. Objective: Students will be well prepared to meet the challenges of entry-level

employment positions.

3.3. Objective: Students will demonstrate contemporary knowledge and skill in the

comprehensive examination, assessment, management, treatment and/or rehabilitation of

patients with injuries and illnesses as they pertain to an active lifestyle

3.4. Objective: Students will learn clinical skills under the supervision of high quality

preceptors at quality clinical sites.

3.5. Objective: Students will recognize quality evidence from a variety of sources and

incorporate into practice

4. Outcome #4: Whitworth University athletic training students and alumni will demonstrate

professional behaviors consistent with the athletic training profession and healthcare.

4.1. Objective: Students and alumni will invest in and promote the profession of athletic

training or other chosen vocation

4.2. Objective: Whitworth University athletic training students and alumni will support their

professional community by assuming a service and/or leadership role in an area that

impacts the practice of athletic training or respective vocation.

4.3. Objective: Students will establish habits that will result in life-long learning and

professional development.

Academic and Clinical Foundations

The knowledge and skills to be mastered by students in the entry-level AT Program have been

identified by the National Athletic Trainers’ Association Professional Education Council in the

Athletic Training Educational Competencies, 5th Edition (NATA, 2011). These Competencies

provide the entry-level athletic trainer (AT) with the essential knowledge and skills needed to

provide athletic training services to patients of differing ages, lifestyles and needs. These

Competencies also serve as a guide for the development of educational programs and learning

experiences leading to a student’s eligibility to challenge the Board of Certification, Inc.

examination. The Whitworth University AT Program builds upon these minimal requirements to

provide students with high quality education that connects the classroom, lab and clinical

education settings.

The Competencies are categorized according to eight content areas comprising the knowledge

and skill set of the entry-level athletic trainer. These content areas are:

1. Evidence Based Practice

2. Prevention and Health Promotion

3. Clinical Examination and Diagnosis

4. Acute Care of Injuries and Illnesses

5. Therapeutic Interventions

6. Psychosocial Intervention and Referral

7. Health Care Administration

8. Professional Development and Responsibility

Additionally, Clinical Integration Proficiencies (CIP) represent the integration of knowledge,

skills, and clinical decision-making into actual patient care. They will ideally be assessed over

multiple interactions and with the same patient, but may also necessitate simulated scenarios.

In addition to the Competencies and Clinical Integration Proficiencies, an understanding of the

Foundational Behaviors of Professional Practice (Behaviors) (NATA, 2011) is vital to the

completion of the AT Program. The Behaviors comprise the application of the common values of

the athletic training profession. These Behaviors are:

Primacy of the Patient

Recognize sources of conflict of interest that can impact the client’s/patient’s health.

Know and apply the commonly accepted standards for patient confidentiality.

Provide the best healthcare available for the client/patient.

Advocate for the needs of the client/patient.

Team Approach to Practice

Recognize the unique skills and abilities of other healthcare professionals.

Understand the scope of practice of other healthcare professionals.

Execute duties within the identified scope of practice for athletic trainers.

Include the patient (and family, where appropriate) in the decision-making process.

Work with others in effecting positive patient outcomes.

Legal Practice

Practice athletic training in a legally competent manner.

Identify and conform to the laws that govern athletic training.

Understand the consequences of violating the laws that govern athletic training.

Ethical Practice

Comply with the NATA’s Code of Ethics and the BOC’s Standards of Professional Practice.

Understand the consequences of violating the NATA’s Code of Ethics and BOC’s Standards

of Professional Practice.

Comply with other codes of ethics, as applicable.

Advancing Knowledge

Critically examine the body of knowledge in athletic training and related fields.

Use evidence-based practice as a foundation for the delivery of care.

Appreciate the connection between continuing education and the improvement of athletic

training practice.

Promote the value of research and scholarship in athletic training.

Disseminate new knowledge in athletic training to fellow athletic trainers, clients/patients,

other healthcare professionals, and others as necessary.

Cultural Competence

Demonstrate awareness of the impact that clients’/patients’ cultural differences have on their

attitudes and behaviors toward healthcare.

Demonstrate knowledge, attitudes, behaviors, and skills necessary to achieve optimal health

outcomes for diverse patient populations.

Work respectfully and effectively with diverse populations and in a diverse work

environment.

Professionalism

Advocate for the profession.

Demonstrate honesty and integrity.

Exhibit compassion and empathy.

Demonstrate effective interpersonal communication skills.

These behaviors are infused throughout the AT Program; however some are more easily

recognized and practiced by students. Other behaviors are predominantly exposed to students

through demonstration by clinical educators and not practiced by students due to the nature of

their role. It is most likely that the full measure of a student’s assimilation of these behaviors will

be achieved after they have been practicing as a certified athletic trainer for a number of years.

Clinical Experience Sequence and Course Content

The first term clinical experience (AT 283) will include content from the following areas:

Injury Prevention

Implementation of Emergency Action Plans

Acute Care and Management Athletic Injuries

Integration of the Christian Faith in Athletic Training

During this term, the student will be exposed to general athletic training room operations, non-

contact, contact, and collision sports as well as both male and female athletes at Whitworth

University.

The second term clinical experience (AT 284) immerses the athletic training student (ATS) in

the completion of competencies related to:

Professional Development and Responsibilities

Ethical Professional Practice

Integration of the Christian Faith in Athletic Training

During this term, the student will be exposed to general athletic training room operations, non-

contact, contact, and collision sports as well as both male and female athletes at Whitworth

University.

The third term and fourth term clinical experience (AT 383 and AT384) include 3 clinical

experiences lasting 7-14 weeks each.

One 7 week experience will be completed at a general medical health care facility instructing and

evaluating competencies related to:

Pharmacology

General Medical Conditions

Patient History

Vital Signs

Skin Conditions

Respiratory Conditions

Neurological Conditions

Endocrine Conditions

Genitourinary Conditions

Gynecological Concerns

Viral Conditions

Systemic Conditions

Eyes, Ears, Nose, & Throat Conditions

Gastrointestinal Conditions

Sexually Transmitted Diseases

Disordered Eating

One 7-14 week experience will be completed at a physical therapy clinic or off-campus athletics

setting (area high school, college or professional sports team). Typically, this will be a 7 week

rotation at a physical therapy clinic. The purpose is to immerse the ATS in instruction and

assessment related to:

Therapeutic Modalities

Clinical Evaluation, Treatment and Prevention of Injuries (Lower or Upper Extremity

depending on fall or spring)

Evidence based practice

One 7-14 week experience will be completed at a physical therapy clinic, orthopedist office, or

off-campus athletics setting (area high school, college or professional sports team) . Typically,

this will be a 14 week rotation in a traditional athletics setting. The purpose is to immerse the

ATS in instruction and assessment related to:

Clinical Evaluation, Treatment and Prevention of Injuries (Lower or Upper Extremity

depending on fall or spring)

Professional development and administration


The fifth term clinical experience (AT 483) will be completed at Whitworth University and the

student may be assigned a team. This experience includes instruction and assessment related to:

o Clinical Evaluation, Treatment and Prevention of Injuries

o Head and Spinal Injury assessment and management

o Recognition and intervention for psychosocial disorders.

o Interviewing and Employment Preparation

o Health Care Administration

The sixth term clinical experience (AT 484) will be completed at Whitworth University and the

student may be assigned a team. This course provides a capstone experience for seniors to

prepare for the BOC exam. Additionally, it includes instruction and assessment related to:

o Therapeutic Rehabilitation

o Principles of Conditioning and Nutrition

o Professional development and philosophy

Course Progression and Sequence for 4 Year Traditional Student

This is the general course sequence for Athletic Training majors. Students should consult with

their advisor regularly for updates and personalization. Students should be aware that the

majority of courses within the Athletic Training major are sequenced and must be taken in a

specific order due to pre-requisites. Courses in italics are recommended, not required.

Semester 1 Cr. Jan 1 Semester 2 Cr

AT 270 Emergency Response 2 HS179 Foundations

of HS

3 AT 270 Emergency Response (if

not completed in fall)

2

BI 140 General Biology I & Lab 4 AT 271 Intro to Athletic Training 2

CH161/101 General chemistry 4 CH181/101 General Chemistry 2

GE125 Freshman seminar 1 GE Gen Ed Requirements

GE Gen Ed Requirements

Total Total

Semester 3 Jan 2 Semester 4

HS 220 A&P 4 AT396 Topics in AT 1 HS 221 A&P II 4

HS 363 Personal Health &

Nutrition

3 AT 332 Modalities 2

AT 283 Clinical Experience 2 AT 284 Clinical Experience II 2

GE Gen Ed Requirements AT 336 Medical Issues in AT 3


Total Total


HS 365W Evidence Based Health

Science

3 AT396 Topics in AT 1 HS 320 Structural & Mechanical

Kinesiology

4

HS 326 Exercise Physiology 3 OR, study abroad! AT 333 Org & Admin in AT 3

AT 334 Lower Extremities in AT 3 AT 335 Upper Extremities in AT 3

AT 383 Clinical Experience III 2 AT 384 Clinical Experience IV 2

GE Gen Ed Requirements GE Gen Ed Requirements

Total Total


AT 432 Therapeutic Exercise 2 AT396 Topics in

AT

1 AT 484 Clinical Experience VI 2

HS 433 Principles of Conditioning

and Nutrition

3 MA256 Stats 3 HS 361 Community Health 3

AT 483 Clinical Experience V 2 GE Gen Ed Requirements


Total Total

Affiliated Clinical Site Information

Clinical Affiliate Selection Criteria Whitworth University

Athletic Training Program

Below are the criteria for inclusion of a site as an Approved Clinical Affiliate for the AT

Program.

Related to the Clinical Site:

1. Commitment to Athletic Training Student education as evidenced an environment

focused on teaching and learning. Not an environment that uses students as “workers”.

2. Provision of multiple opportunities for directed clinical instruction

3. Exposure to environments/practices not readily available Whitworth University Athletic

Training Setting

4. Availability of a variety of clinicians with multiple perspectives, exposing students to

intellectual breadth of experiences and opportunities

5. Affiliated site provides a safe environment, as evidenced by appropriate policies

regarding BBP, EAP, modalities calibration, and electrical safeguards (as appropriate).

6. Affiliated site is willing to enter into a written affiliation agreement with the Whitworth

University AT Program to allow for the placement of athletic training students.

Related to the Preceptor:

7. Sound, evidence based, ethical clinicians

8. Clinicians committed to providing an academic stimulating and challenging learning

experience

9. Environment employs clinicians that are qualified and appropriately licensed

10. Clinicians with expertise/experience in Athletic Training student development and

progression

11. Preceptor is willing to provide regular planned evaluation of athletic training student

performance and proficiency.

Sample of Approved Clinical Affiliate Agreement



This agreement is between Whitworth University and Sample High School, hereafter referred to

as the affiliated site, and is established to provide a program of supervised clinical experiences

for the Athletic Training students of Whitworth University under the following terms and

conditions.

I. Both Parties agree as follows:

1. Whitworth University and the affiliated site enter into this agreement whereby

undergraduate instruction will be offered at the affiliated site under the auspices of

Whitworth University.

2. It is mutually agreed that no person shall be subject to unlawful discrimination of

race, color, religion, sex, national origin, age, veteran status, and/or disability in

connection with the program.

3. This agreement may be modified by written amendment signed by duly authorized

representatives of each party.

4. This agreement may be terminated by either party. Such termination shall not take

effect until the students already accepted for placement in the program have

completed their scheduled clinical experience. Either party may also terminate this

agreement at any time by mutual written consent.

II. Responsibilities of Whitworth University

1. Whitworth University shall be responsible for selecting and assigning only those

students who have successfully completed appropriate coursework and clinical

experiences. Whitworth University shall retain general responsibility for the content

and methods of instruction, supervision, evaluation, and structure of the clinical

experience.

2. Whitworth University shall inform the affiliated site of the level of experience of the

student prior to their placement. Whitworth University shall provide information

about the mission, curricular, and clinical experience to the affiliated site.

3. Whitworth University will maintain liability insurance (a minimum of $1 million

limit each occurrence, $3 million limit general aggregate) for each student assigned to

the Affiliated Site and will provide the Affiliated Site with information regarding

such liability insurance upon request.

4. Whitworth University will provide a Preceptor Training Workshop and orientation to

the program for all preceptors supervising Athletic Training Students.

5. Whitworth University will notify the student of the following responsibilities:

i. Technical Standards

ii. Immunizations and records

iii. Code of Confidentiality

iv. Expectations for professional practice

v. Dress code

vi. Course proficiencies and expectations for progression

vii. Affiliated site contact information

viii. Communicable Disease Policy

6. Whitworth University will provide the affiliate site with evaluative feedback on

students perceptions of the clinical experience

7. Whitworth University will certify that each student has training in:

i. Bloodborne Pathogens

ii. Universal Precautions

iii. CPR for the Professional Rescuer

iv. Emergency Response

III. Responsibilities of the affiliated site:

1. The affiliated site will provide a planned, supervised program of clinical instruction,

allowing the student to use its physical facilities, clinical equipment and materials as

appropriate and in accordance with the clinical experience objectives agreed upon by

the affiliated site and the University.

2. The affiliated site will provide each assigned student with an orientation to the

affiliated site, including a copy of pertinent rules and regulations of the affiliate site.

3. The affiliated site will provide a site coordinator (in the case of a site with multiple

preceptors) to work with the Whitworth University Athletic Training Program

Director and Clinical Education Coordinator to coordinate and direct the clinical

experience. In the event that the site only has one preceptor, that person will also

serve as the site coordinator.

4. The affiliated site will provide both the student and Whitworth University with

information concerning the students:

i. Professional development

ii. Clinical competency

iii. Perceived ability to progress in the program

5. The affiliated site will allow periodic inspection by Whitworth University and

accrediting agencies of its facilities, athletic training students’ records, or other

records that pertain to the Athletic Training Program.

6. The affiliated site agrees to not use Athletic Training students in the place of regular

employees.

7. The affiliate site will abide by applicable laws, regulations and site policies regarding

the provision of healthcare services by student trainees. Specifically, the affiliated

will not allow provision of healthcare services by student trainees except under the

direct supervision of a licensed healthcare provider. The licensed healthcare provider

will be responsible for clinical decision making, supervision and instruction.

8. The affiliated site will agree to provide practitioners that adhere to the Foundational

Behaviors of Professional Practice including:

i. Primacy of the Patient

ii. Team Approach to Practice

iii. Legal Practice

iv. Ethical Practice

v. Advancing Knowledge

vi. Cultural Competence

vii. Professionalism

IV. Benefits for Whitworth University preceptors typically include:

1. Both business and individual recognition on the Whitworth University Athletic

Training website

2. Whitworth University All Sports Family Pass

3. CEU opportunities through the Whitworth AT Program

4. Access to CPR recertification courses by Whitworth instructional faculty

V. Any notice required or permitted in this agreement shall be in writing to the following:

1. For the University notice shall be given to the Athletic Training Program Director:

Contact Person: Dr. Cynthia Wright

Site: Whitworth University

Address 1: 300 W. Hawthorne Rd

Address 2: Spokane, WA 99251

Email: [email protected]

2. For the affiliated site notice shall be given to the preceptor at the address noted on the

signature page unless otherwise designated below:

Contact Person:

Site:

Address 1:

Address 2:

Email:

Affiliate Agreement

Signature Page

Sample High School

and



This agreement shall become effective immediately for the 2013-2014 fiscal year at Whitworth

University (July 1st through June 30

th). This agreement will automatically renew on July 1

st of

each year for a maximum of five (5) years unless written notice of termination is given by either

party as provided in Section I4.

By: __________________________

Caroline Simon, PhD Whitworth University

Provost & Executive VP 300 W. Hawthorne Rd.

Academic Affairs Spokane, WA 99251

By: _________________________

Cynthia Wright, PhD, ATC Whitworth University

Athletic Training Program Director 300 W. Hawthorne Rd.

Assistant Professor of Health Sciences Spokane, WA 99251

By: _________________________

Edward Sample Sample High School

Principal 0000 N. Sample St

Sample High School Spokane, WA 99200

By: _________________________

Sally Sample, MS, ATC Sample High School

Athletic Trainer 0000 N. Sample St

Sample High School Spokane, WA 99200

Whitworth AT Program

Therapeutic Equipment Safety Policy

All physical medicine devices, as defined by the US Code of Federal Regulations Title 21 part

890, will be maintained and calibrated according to the FDA Medical Device Quality Systems

Manual Section 7: Equipment and Calibration. These documents refer largely to manufacturer’s

recommendations.

In developing this policy, manufacturer’s recommendations were sought regarding therapeutic

equipment calibration and/or safety checks for devices commonly utilized by athletic trainers.

Overall, each manufacturer recommended annual calibrations and safety checks for their devices

(see Table 1 below for a summary of findings).

Therefore, the Whitworth AT Program will contract with a licensed professional to annually

inspect and certify non-exempt therapeutic equipment used in on-campus instruction or clinical

experience. Additionally, all approved clinical sites will contract with a licensed professional to

annually inspect and certify non-exempt therapeutic equipment on an annual basis. If a clinical

site can provide evidence that the manufacturer guidelines for their equipment are less frequent

than Whitworth’s generic policy (annual), the manufacturers guidelines will prevail.

Non-exempt therapeutic equipment includes those categories outlined in Table 1 below (e.g.

ultrasound, whirlpools, hydrocollators, and electrotherapy machines). In general, any therapeutic

modality with an internal power source, or that combines electricity and water is considered non-

exempt. Exempted devices include items such as the Gameready, and battery operated TENS

and Iontophoresis units. The Gameready is exempted because it has an external power source,

battery operated TENS and Iontophoresis units are exempt due to the low risk associated with

battery power (G. Sargent, personal communication, March 15, 2013*).

References:

http://www.ecfr.gov/cgi-bin/text-

idx?c=ecfr&SID=64dd1b2e5f5fe1965c910c6c0fa295de&rgn=div5&view=text&node=21%3A8.

0.1.1.31&idno=21#21:8.0.1.1.31.2.1.9

http://www.fda.gov/MedicalDevices/DeviceRegulationandGuidance/PostmarketRequirements/Q

ualitySystemsRegulations/MedicalDeviceQualitySystemsManual/default.htm

*Greg Sargent works for TheraTek USA LLC, and is the licensed professional contracted to

perform annual inspections and calibrations of therapeutic equipment by most clinical sites in the

region.

http://www.ecfr.gov/cgi-bin/text-idx?c=ecfr&SID=64dd1b2e5f5fe1965c910c6c0fa295de&rgn=div5&view=text&node=21%3A8.0.1.1.31&idno=21#21:8.0.1.1.31.2.1.9



http://www.fda.gov/MedicalDevices/DeviceRegulationandGuidance/PostmarketRequirements/QualitySystemsRegulations/MedicalDeviceQualitySystemsManual/default.htm

http://www.fda.gov/MedicalDevices/DeviceRegulationandGuidance/PostmarketRequirements/QualitySystemsRegulations/MedicalDeviceQualitySystemsManual/default.htm

Table 1. Overview of Manufacturer Recommendations for Specific Products

Manufacturer Modality Category

Recommended

Frequency

User Manual

Page

Dynatronics Dynatron 150+ Ultrasound Annually 41

Dynatronics Dynatron 850+ Electrotherapy Ultrasound

Combination

Annually 107

Dynatronics Dynatron 950+ &

Dynatron 650+

Electrotherapy Ultrasound

Combination

Annually 107

Chattanooga

Group

Vectra Genisys,

Intelect Legend XT, &

Intelect Vet

Therapy System Annually 79

Dynatronics Dynatron Solaris 700

Series

Electrotherapy, Direct

Current Therapy, Ultrasound

Therapy, Light Therapy

Annually 129

Chattanooga

Group

Intelect Model 225P/

230P Ultrasound

Ultrasound Annually 11

Whitehall

Manufacturing

Thermalator Hydrocollator Annually 16

Clinical Proficiency Journals

Whitworth University Athletic Training Program

Clinical Proficiencies to be completed during Off-Campus Clinical Rotations

Purpose The 5th edition of the Athletic Training Education Competencies (Competencies) provides

educational program personnel and others with the knowledge, skills, and clinical abilities to be

mastered by students enrolled in professional athletic training education programs. Mastery of

these Competencies provides the entry–level athletic trainer with the capacity to provide athletic

training services to clients and patients of varying ages, lifestyles, and needs. The Commission

on Accreditation of Athletic Training Education (CAATE) requires that the Competencies be

instructed and evaluated in each accredited professional athletic training education program.

The competencies are divided into eight content areas:

Evidence-Based Practice (EBP)

Prevention and Health Promotion (PHP)

Clinical Examination and Diagnosis (CE)

Acute Care of Injury and Illness (AC)

Therapeutic Interventions (TI)

Psychosocial Strategies and Referral (PS)

Healthcare Administration (HA

Professional Development and Responsibility (PD)

In addition, clinical integration proficiencies (CIPs) represent the synthesis and integration of

knowledge, skills, and clinical decision-making and its global nature into actual client/patient

care. In most cases the CIPs will be assessed over multiple interactions with the same

client/patient and incorporate evidence-based practice principles.

Instructions for the student: All of the Clinical Proficiencies associated with each clinical rotation must be evaluated and

assigned a grade “Proficient” in order to successfully complete the course. Receiving an

evaluation of “Not proficient” for any skill indicates a need to study and practice, then re-attempt

the Clinical Proficiency until a level of “Proficient” is indicated. It is the student’s responsibility

to schedule time with their preceptor for Clinical Proficiency completion.

Some Clinical Proficiencies will require the student to provide a description of how the Clinical

Proficiency was demonstrated. It is the responsibility of the student to write this description,

accurately and completely, prior to presenting it to the preceptor for signature.

Instructions for the Preceptor: After supervising the completion of a Clinical Proficiency, the preceptor should assign a mastery

level (described below), initial and date the attempt. Any Clinical Proficiency marked as “Not

Proficient” will need to be repeated and re-assessed prior to the conclusion of the clinical

rotation. The form allows space to document 2 attempts, although fewer or more attempts may

be necessary.

Evaluation of the student’s mastery level of clinical proficiencies will be completed using a 3-

level scale.

“Not proficient-X” or “NP-X” indicates that the student needs significant

improvement to be able to perform this skill at an acceptable entry-level. The student is

unable to apply his/her knowledge or skills in a manner that suggests he/she could

perform the skill safely, effectively and independently (without prompting or assistance).

o Example 1: The student needed significant prompting or assistance to complete

the task.

o Example 2: The student was unable to recognize the situation and required skills,

let alone perform them.

o Example 3: Without supervision and correction, the actions of the student could

have resulted in harm to the patient.

“Not proficient-Close” or “NP-C” indicates that the student needs minor improvement

to be able to perform this skill at an acceptable entry-level. The student is unable to

apply his/her knowledge or skills in a manner that suggests he/she could perform the skill

safely, effectively and independently (without prompting or assistance).

o Example 1: The student needed minimal prompting or assistance to complete the

task.

o Example 2: The student was able to recognize the situation and required skills, but

struggled to perform them correctly.

o Example 3: The actions of the student would not have resulted in optimal patient

care (but would not have caused harm).

“Proficient” or “Pass” indicates that the student is able to perform the skill

independently at an acceptable entry-level. The “proficient” student should have the

ability to apply the clinical skills safely, effectively, and efficiently in the absence of a

supervisor (although direct supervision of clinical experiences is still required as part of

CAATE standards).

The evaluation of clinical proficiencies can occur in two ways.

1. Performance on an actual patient. The student, under direct supervision may use this

time to demonstrate his/her clinical proficiency by aiding the patient.

2. Performance using a scenario. The student sets up an appointment with a preceptor, at

which time the preceptor provides a mock situation for the student. The student will act

as if the preceptor or a subject is the patient, demonstrating their skill under the

preceptor’s direct supervision.

SAMPLE PROFICIENCY WORKSHEET (See Appendices for full proficiency sheets)

AT Program Policies and Procedures

Athletic Training Students receive an AT Program Policies and Procedures Manual, updated

annually and posted electronically on the AT Program website

(http://www.whitworth.edu/athletictraining/). The following policies and procedures relevant to

off campus clinical experiences, are include for preceptor reference.

http://www.whitworth.edu/athletictraining/

WHITWORTH UNIVERSITY AT PROGRAM

Supervision Policy and Emergency Responder Clarification

As a student in an educational program for a health profession it is important to understand and

comply with appropriate boundaries in the practice of athletic training clinical skills. These

boundaries protect the student, the patient and the profession.

In compliance with the Commission on the Accreditation of Athletic Training Education

(CAATE), Whitworth AT Program Supervision Policy is that “Students must be directly

supervised by a preceptor during the delivery of athletic training services. The preceptor

must be physically present and have the ability to intervene on behalf of the athletic

training student and the patient.”

Preceptor

A preceptor is a licensed healthcare professional who is affiliated with the Whitworth AT

Program and provides professional supervision and education to program students. Students will

be assigned to a preceptor by the AT Program.

Direct supervision

Direct supervision means that the preceptor is physically present and has the ability to intervene

on behalf of the athletic training student and the patient. Direct supervision does not preclude a

student’s ability to learn and exercise key skills such as critical thinking or clinical decision-

making. Preceptors should allow students appropriate freedom to engage in critical thinking and

decision-making in a suitable environment. Supervision must be adequate to ensure that each

patient receives competent and quality care, as well as to ensure compliance with relevant state

practice acts (practicing independently without a license is illegal).

Clinical experience

Clinical experiences are educational experiences for the ATS that involve patient care and the

application of athletic training skills under the supervision of your assigned preceptor. Clinical

experiences generally occur at practices, games or during clinical coverage. When in a

supervised clinical experience situation, the student can, at the discretion of the preceptor,

perform all skills that have been previously instructed and evaluated.

During the delivery of athletic training services…

Direct supervision is required during the delivery of athletic training services. This does not

mean that the student and preceptor are physically inseparable every instant--only during patient

care. The preceptor may need to step outside the facility (e.g. to answer a call or respond to an

injury), and likewise a student may need to leave the facility (e.g. to prepare water coolers). If an

injury/emergency occurs during a clinical experience while the preceptor is not physically

present to directly supervise, the student should notify (call/radio) the preceptor immediately,

and may provide basic first aid until the preceptor arrives. The student may not make evaluation,

treatment or return to play decisions without direct supervision.

Use of skills outside of supervised clinical experience (Emergency Responder Clarification)

When not engaged in a supervised clinical experience, the ATS should not participate in the

delivery of athletic training services or provide patient care. For example, an ATS may not

travel with a team without supervision even in the role of “first aider”, or open up the Athletic

Training Room to provide treatment to a patient when a preceptor is not present. To do so is a

violation of professional standards and Washington State law.

In circumstances not affiliated with a university clinical experience, the student assumes the role

of a voluntary citizen with emergency responder (first aid and CPR) training. If a situation arises

in a student’s private life that necessitates the use of emergency responder skills, the student’s

decision to act (or not act) is completely voluntary and the student is responsible to stay within

the scope of practice of an emergency responder.

Examples of acceptable skills performed by a voluntary emergency responder include: first aid

for the treatment of acute injuries (e.g. controlling bleeding, RICE, splinting), monitoring

ABC’s, performing rescue breathing and/or CPR as necessary, and activating the emergency

medical system (call 911).

Examples of unacceptable skills for a student acting as a voluntary emergency responder include:

application of modalities (other than ice/heat), performing an orthopedic evaluation, performing

any rehabilitation procedures, and making decisions about return to play for an athlete. Any

situation where the student’s presence takes the place of a licensed healthcare professional is

unacceptable (e.g. a soccer camp doesn’t want to hire a licensed athletic trainer, so instead they

hire the student to provide first aid services).

In Summary

When in doubt about their role or responsibility, the student should request clarification from an

AT Program faculty member. If faced with an emergency situation where clarification cannot be

sought, the student should first abide by all applicable state laws, then consider the ethical and

moral principles of both the athletic training profession and Christian faith. Afterward, the

student should document the incident and report it to the Program Director a.s.a.p.

If the student experiences violations of this policy within their clinical experience site (e.g. their

preceptor leaves them unattended) the student MUST report the incidence to the Clinical

Coordinator and/or Program Director immediately. Students will not be disciplined for reporting

violations.

I, ____________________________________, have read and understand the Whitworth AT

Program supervision policy and emergency responder clarification. I agree to abide by this

policy, and to only provide athletic training services and patient care under the direct supervision

of university-assigned preceptor.

__________________________________________date:______ (Student signature)

__________________________________________date:______ (Program Director signature)

Hours Policy

Students will be available an average of 15 hours per week, typically in the afternoons. In order

to ensure a quality learning experience and appropriate workload, a maximum hours policy will

be in effect any time regular University classes are in session. During university breaks when

regular classes are not in session hour maxes are not applicable. The maximum number of

clinical hours that may be logged for students enrolled in 283, 284, 383, or 384 is 20 hours a

week, averaged over a 2 week period. To allow for the in-depth nature of senior year

experiences, and in accordance with the lighter academic load of the senior year, the maximal

number of hours for students enrolled in 483 or 484 is 30 hours a week. This heightened

maximum is designed to allow students to take advantage of brief (4-8 week) periods of intense

clinical experience opportunity, however students may not average 30 hours a week over the

entire course of the semester. Additionally, at all times of the year students will receive a

minimum of 1 day off in every 7 day period. Students are responsible for tracking their own

hours and notifying their preceptor in advance if they anticipate an overage of clinical experience

hours. In general, the CE should follow the academic calendar of Whitworth University.

Students will generally receive all long university breaks (e.g. spring break, Christmas break) but

may be required to participate in clinical experiences over short minor breaks (e.g. Labor Day).”

Students are expected to complete 1200 hours of clinical experience during the required 6

semesters. A minimum of 1000 of those hours are to be directly supervised by a certified athletic

trainer with the remaining hours supervised by other appropriate health care professionals. At no

time should the ATS be allowed to serve as replacement for regular clinical staff.

Whitworth University Athletic Training Program

Communicable Disease Policy

A Communicable Disease is a disease that may be transmitted directly or indirectly from one

individual to another.

Students in the AT Program must demonstrate protection against communicable diseases before

being allowed to participate in patient care. This includes the completion of a comprehensive

vaccination and completion of a physical examination to verify that the student is able to meet

the technical standards of the profession. Verification of appropriate vaccinations must be

completed upon admission to the program. The vaccination records will be reviewed by the

Medical Director (or their designee) of the AT Program and maintained in the ATS confidential

file in the office of the Program Director. In addition, ATS must complete annual training on the

recognition and management of blood-borne pathogens and infectious agents as specified by the

Occupational Safety Health Administration (OSHA) and the AT Program.

The Whitworth University AT Program desires to ensure a healthy and safe environment for all

students, faculty members, ACE/CI’s, and their respective patients/athletes. Therefore in the

event that a student contracts a communicable disease the student must:

1. Seek immediate medical attention by an appropriate qualified health care provider. The

clinician, in collaboration with the ATS will discuss restrictions from clinical (and if

appropriate didactic) learning experiences.

2. The ATS must provide written documentation from the clinician in regards to their ability

to continue with classes and/or clinical experiences.

3. The ATS must notify the Clinical Instruction Coordinator (CIC) and their Approved

Clinical Instructor (ACI) about their health status and any restrictions for their clinical

experiences.

4. In the event that the illness results in prolonged inability to attend classes and/or clinical

experiences, the AT Program Director must be notified in order to appropriately

document and remediate the situation.

5. As long as the ATS is deemed to be contagious, they will not be allowed to attend clinical

experiences.

6. The ATS must be cleared in writing by an appropriately licensed health care provider

prior to being allowed to return to their clinical experience.

I have read and understand the Whitworth University Communicable Disease Policy. I agree to

abide by the requirements described in the document.

____________________________________ _______________________________

Athletic Training Student Date

OATH OF CONFIDENTIALITY

I, ________________________________, understand that as part of required clinical experience

courses in the Athletic Training major I will see, hear and/or otherwise have access to

confidential health care information and other privileged documents. As such, I understand that I

have a legal and ethical responsibility to maintain the privacy and respect of each patient

encountered as part of clinical experiences in the Whitworth Athletic Training Program.

As a general rule, patient information should only be accessed by authorized personnel when the

information is needed to perform health care operations. Confidential information includes any

information found in a patient’s medical record as well as personal information. All information

relating to a patient’s care, treatment, or condition constitutes confidential information. Patient

information should be protected to the maximum extent possible. This includes avoiding

discussing confidential maters in areas where the discussion might be overheard.

I agree that, except as directed by my preceptor, I will not at any time during or after this clinical

experience, disclose any information to any person whatsoever, or permit any person to examine

or make copies of any reports or other documents that have in any way to do with patients of the

clinical site.

Additionally, I understand that depending on the nature of the clinical site the Federal

Educational Rights and Privacy Act (FERPA) and or Health Insurance Portability and

Accountability Act (HIPPA), may govern the release of information. I understand it is my

responsibility to be familiar and maintain compliance with the policies of each assigned clinical

site.

Student Signature Date

AT Program Faculty Witness Signature Date

Bloodborne Pathogens Policies & Documentation POST-EXPOSURE EVALUATION AND FOLLOW-UP FOR ATHLETIC TRAINING STUDENTS

Should an exposure incident occur: 1. Wash the wound/area thoroughly with soap and water 2. Contact/Notify:

a. Notify your immediate supervisor or preceptor b. Notify the Interim Head Athletic Trainer, Jon Bosh IMMEDIATELY as a report must be

filed with the appropriate authorities within 24 hours (509-777-3728, [email protected]) If unable to contact Jon Bosh, contact Marisha Hamm (509-777-4494, [email protected])

c. Make an appointment at the on-campus health center for possible treatment and counseling (509-777-3259). If the health center is closed, Jon Bosh or Marisha Hamm will direct you where to seek treatment.

An immediately available confidential medical evaluation and follow-up will be conducted by the Student Health Center or other designated healthcare facility. Following initial first aid (clean the wound, flush eyes or other mucous membrane, etc.), the following activities will be performed:

Document the routes of exposure and how the exposure occurred.

Identify and document the source individual (unless the employer can establish that identification is infeasible or prohibited by state or local law).

Obtain consent and make arrangements to have the source individual tested as soon as possible to determine HIV, HCV, and HBV infectivity; document that the source individual’s test results were conveyed to the employee’s health care provider.

If the source individual is already known to be HIV, HCV and/or HBV positive, new testing need not be performed.

Assure that the exposed individual is provided with the source individual’s test results and with information about applicable disclosure laws and regulations concerning the identity and infectious status of the source individual (e.g., laws protecting confidentiality).

After obtaining consent, collect exposed individual’s blood as soon as feasible after exposure incident, and test blood for HBV and HIV serological status

If the individual does not give consent for HIV serological testing during collection of blood for baseline testing, preserve the baseline blood sample for at least 90 days; if the exposed individual elects to have the baseline sample tested during this waiting period, perform testing as soon as feasible.

Post-exposure plan developed from: OSHA 3186-06R 2003 “Model Plans and Programs for the OSHA Bloodborne Pathogens and Hazard Communications Standards”

Appendix A

Student Evaluation Form

To be completed at the end of each clinical rotation


AT 383/384 Clinical Experience Evaluations

Name:

Level: Junior

Date:

5: indicates very outstanding/excellent performance qualifications

4: indicates above average/good performance or qualifications

3: indicates average performance or qualifications

2: indicates below average/poor performance or qualifications

1: indicates unacceptable/deficient performance or qualifications

N/A: indicates not applicable/unable to observe

Academic Application

Psychomotor skills

5 4 3 2 1 N/A

Ability to apply skills and knowledge in comprehensive

examination, assessment, management, and

treatment/rehabilitation of injuries as well as illnesses

appropriate to educational level.

Inability to apply knowledge and skills appropriate to level.

Comments:

Curiosity

5 4 3 2 1 N/A

Demonstration of intellectual curiosity regarding the

profession of athletic training, philosophical

considerations of healthcare, and specific athletic

training topics as they arise

Minimal engagement with material and setting. Does not

seek additional information about profession or specific

issues that arise.

Comments:


5 4 3 2 1 N/A

Utilization of evidence based practice to seek out

information to assist with providing optimal healthcare

for the patient. Recognition of quality evidence from a

variety of sources and incorporate that into practice.

Minimal understanding and use of evidence based practice.

Inability to form clinical questions or locate quality sources

and apply to provision of care

Comments:

Clinical Thinking

5 4 3 2 1 N/A

Demonstrates skills toward independent thinking/clinical

thinking, and problem solving, student is able to think

for self. Developing ability to critically exam the body of

knowledge in athletic training and related fields.

Unable to initiate clinical tasks such as evaluation or

treatment. Does not offer suggestions or ideas regarding

diagnoses or interventions. Needs excessive guidance or

supervision regarding application of skills and knowledge.

Comments:

Behavior

Professionalism

5 4 3 2 1 N/A

Student is invested in and promotes the profession of

athletic training through interest in NATA involvement,

application laws, regulations, standards and guidelines

that affect athletic training. Support of athletic training

community through service and/or leadership roles.

Student shows no interest in the professional aspects of

athletic training.

Comments:

Compassion and empathy

5 4 3 2 1 N/A

Compassion and empathy are demonstrated toward

fellow students and athletes. This is shown through

effective and honest communication and positive

interpersonal communication skills.

Lack of compassion or empathy is evident. Minimal or

indifferent communication.

Comments:

Reliability and Flexibility

5 4 3 2 1 N/A

Always on time and performs well while present;

completes assigned tasks promptly and willingly.

Responds to the changing nature of clinical assignments

with appropriate actions and openness to learning.

Arrives late, has had absences or has not called in;

sometimes does not complete tasks or demonstrates

unwillingness to accept instruction. Inappropriate of

closed-minded response to change in assignments.

Comments:

Team Approach to Practice

Role of the athletic trainer

5 4 3 2 1 N/A

Understanding of the role of an athletic trainer as a

health care provider within the larger context of the

healthcare system. Ability to work with other healthcare

providers such as team physicians including effective

communication both in oral and written form. Ability to

recognize when referral of the patient to another

healthcare provider is warranted and aid in that referral.

Unfamiliarity or unawareness of other healthcare

providers. Ineffective communication with other members

of the healthcare team. Inability to recognize when referral

of a patient is warranted.

Comments:

Collaboration within the healthcare team

5 4 3 2 1 N/A

Ability to work with others in effecting positive patient

outcomes, including the patient and family when

appropriate. This may also include other healthcare

professionals and recognizing their scope of practice.

Not seeking or including other input or opinions from the

patient, family or other healthcare provides as appropriate.

Comments:

Communication skills

5 4 3 2 1 N/A

Effective communication with patients, with the sports

medicine team and with coaches both in oral and written form.

Poor quality or quantity of communication.

Comments:

Interactions with supervisors and peers

5 4 3 2 1 N/A

Cooperative with all levels of staff as well as peers. Can

give and receive instruction and feedback positively and

constructively. Works well through conflict and adjusts

to stressful circumstances.

Inability to interact effectively with supervisors and/or

peers. Does not take or give instruction or feedback well.

Inappropriate reaction in conflict or under stress

Comments:

Legal and Ethical Practice

Scope of practice

5 4 3 2 1 N/A

Provision of care that falls within an appropriate scope

of practice and level of educational experience. Inappropriate care provided or attempt at skills or tasks

outside of educational experience.

Comments:

Ethical, moral and legal behavior

5 4 3 2 1 N/A

Provision of care following the NATA code of ethics

and BOC standards of practice. Also practices with

integrity and honesty.

Unawareness or non-compliance with code of ethics or

standards of practice. Lack of integrity or honesty.

Comments:

Cultural and Faith Awareness

Faith Awareness

5 4 3 2 1 N/A

Understanding and appreciation of the value and nature

of a patients’ faith during the provision of care. (Not an

assessment of students’ faith or expression of faith)

Deficient awareness of the role of faith in healthcare

provision.

Comments:

Cultural competence

5 4 3 2 1 N/A

Demonstration of awareness of the impact that patients’

cultural differences have on their attitudes and behaviors

toward healthcare. Possession of skills necessary to

achieve optimal health outcomes of diverse patient

populations (age, sex, beliefs, etc) and cultural

differences. Respectful interactions.

Lack of awareness of differences and/or ability to work

with diverse patients. Ineffective or disrespectful

interactions.

Comments:

Overall Rating

5 4 3 2 1 N/A

Strengths:

Areas in need of improvement:

Demonstrated Performance Level Of Present Duties (Select only 1)

Performance of duties is equaled by very few students at this level.

Performs duties better than most athletic training students at this level.

Performs duties as well as most athletic training students at this level.

Performance of duties meets minimum standards.

Performs duties in unsatisfactory manner.

Advancement Recommendation (Select only 1)

Potential to accept additional responsibility. Recommended for advancement.

Evidence of potential to accept additional responsibility is lacking. Recommended for

probationary advancement in program. (Probation dropped when satisfactory improvement achieved.)

Not suitable for present level. Recommended discontinuing program.

Preceptor signatures Student signature

Appendix B

Proficiency Journal for the General Medical

Rotation

Clinical Proficiencies to be completed during the General Medical Rotation

Instructions for the student:

All of the Clinical Proficiencies associated with each clinical rotation must be evaluated and assigned a grade “Proficient” in order to successfully

complete the course. Receiving an evaluation of “Not proficient” for any skill indicates a need to study and practice, then re-attempt the Clinical

Proficiency until a level of “Proficient” or “Pass” is indicated. It is the student’s responsibility to schedule time with their preceptor for Clinical

Proficiency completion. Some Clinical Proficiencies will require the student to provide a description of how the Clinical Proficiency was

demonstrated. It is the responsibility of the student to write this description, accurately and completely, prior to presenting it to the preceptor for

signature.

Instructions for the Preceptor:

After supervising the completion of a Clinical Proficiency, the preceptor should assign a mastery level (described below), initial and date the

attempt. Any Clinical Proficiency marked as “Not Proficient” will need to be repeated and re-assessed prior to the conclusion of the clinical

rotation. The form allows space to document 2 attempts, although fewer or more attempts may be necessary.

Evaluation of the student’s mastery level of clinical proficiencies will be completed using a 3-level scale.

“Not proficient-X” or “NP-X” indicates that the student needs significant improvement to be able to perform this skill at an acceptable

entry-level. The student is unable to apply his/her knowledge or skills in a manner that suggests he/she could perform the skill safely,

effectively and independently (without prompting or assistance).

o Example 1: The student needed significant prompting or assistance to complete the task.

o Example 2: The student was unable to recognize the situation and required skills, let alone perform them.

o Example 3: Without supervision and correction, the actions of the student could have resulted in harm to the patient.

“Not proficient-Close” or “NP-C” indicates that the student needs minor improvement to be able to perform this skill at an acceptable



o Example 1: The student needed minimal prompting or assistance to complete the task.

o Example 2: The student was able to recognize the situation and required skills, but struggled to perform them correctly.

o Example 3: The actions of the student would not have resulted in optimal patient care (but would not have caused harm).

“Proficient” or “Pass” indicates that the student is able to perform the skill independently at an acceptable entry-level. The “proficient”

student should have the ability to apply the clinical skills safely, effectively, and efficiently in the absence of a supervisor (although direct

supervision of clinical experiences is still required as part of CAATE standards).


3. Performance on an actual patient. The student, under direct supervision may use this time to demonstrate his/her clinical proficiency by

aiding the patient.

4. Performance using a scenario. The student sets up an appointment with a preceptor, at which time the preceptor provides a mock

situation for the student. The student will act as if the preceptor or a subject is the patient, demonstrating their skill under the preceptor’s

direct supervision.

Clinical Proficiencies for the General Medical clinical rotation

**If you lack the equipment necessary to adequately assess the Clinical Proficiency please write “Unable to assess” next to the

specific item on this form. The student will then be required to complete that specific Clinical Proficiency at Whitworth University.**

Clinical Proficiency Date 1st

assessed

Mastery

level

Preceptor

initials

Date

proficient

Mastery

level

Preceptor

initials

Obtain a medical history appropriate for the patient's ability to

respond. (AC-5) _ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Select and use appropriate procedures for the cleaning,

closure, and dressing of wounds, identifying when referral is

necessary. (AC-22)

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Assist the patient in the use of a nebulizer treatment for an

asthmatic attack. (AC-31) _ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Instruct the patient in home care and self-treatment plans for

acute conditions. (AC-43) _ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Use an electronic drug resource to locate and identify

indications, contraindications, precautions, and adverse

reactions for common prescription and nonprescription

medications. (TI-23)

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Properly assist and/or instruct the patient in the proper use,

cleaning, and storage of drugs commonly delivered by

metered dose inhalers, nebulizers, insulin pumps, or other

parenteral routes as prescribed by the physician. (TI-28)

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Optimize therapeutic outcomes by communicating with

patients and/or appropriate healthcare professionals regarding

compliance issues, drug interactions, adverse drug reactions,

and sub-optimal therapy. (TI-31)

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass


assessed

Mastery

level

Preceptor

initials

Date

proficient

Mastery

level

Preceptor

initials

Use standard techniques and procedures for the clinical examination of common injuries,

conditions, illnesses, and diseases including, but not limited to:

Respiratory assessments (auscultation, percussion, respirations, peak-flow) (CE-20g)

circulatory assessments (pulse, blood pressure, auscultation) (CE-20h)

abdominal assessments (percussion, palpation, auscultation) (CE-20i)

other clinical assessments (otoscope, urinalysis, glucometer, temperature, opthalmoscope)

(CE-20j)

Assess and interpret findings from a physical examination that is based on the patient’s clinical

presentation. This exam can include:

Cardiovascular function (including differentiation between normal and abnormal heart

sounds, blood pressure, and heart rate) (CE-21i)

Pulmonary function (including differentiation between normal breath sounds, percussion

sounds, number and characteristics of respirations, peak expiratory flow) (CE-21j)

Gastrointestinal function (including differentiation between normal and abnormal bowel

sounds) (CE-21k)

Genitourinary function (urinalysis) (CE-21l)

Ocular function (vision, ophthalmoscope) (CE-21m)

Function of the ear, nose, and throat (including otoscopic evaluation) (CE-21n)

Dermatological assessment (CE-21o)

Other assessments (glucometer, temperature) (CE-21p)

Differentiate between normal and abnormal physical findings (e.g. pulse, blood pressure, heart and

lung sounds, oxygen saturation, pain, core temperature) and the associated pathophysiology. (AC-

7)

To complete this Clinical

Proficiency, please evaluate the

individual skills listed below.

Use a stethoscope to auscultate heart and lung sounds.

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Record respiratory rate, heart rate and blood pressure

using appropriate methods and equipment. _ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Perform an abdominal assessment including percussion,

palpation, auscultation. _ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass


assessed

Mastery

level

Preceptor

initials

Date

proficient

Mastery

level

Preceptor

initials

Assess vision using an eye chart.

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Assess oxygen saturation and interpret findings.

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Assess the ear, nose and throat using an otoscope.

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Assess blood sugar using a glucometer.

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Assess body temperature using appropriate methods and

equipment. _ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Interpret the results of a urinalysis.

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Perform a dermatological assessment to identify skin

conditions (e.g. MRSA, fungal infection, etc.) _ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Use a comprehensive patient-file management system for

appropriate chart documentation, risk management, outcomes,

and billing. (HA-12)

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Identify the risk management plan and associated policies and

procedures at a healthcare facility or the need for one. (HA-

20) e.g. Discuss with your preceptor health and safety policies

at your site (BBP, fire, adverse weather, chemical storage,

security, etc.). Are any missing?

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass


assessed

Mastery

level

Preceptor

initials

Date

proficient

Mastery

level

Preceptor

initials

Rehearse the EAP for a specific venue. (HA-21)

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Rehearse the specific plans of care for common potential

emergent conditions (eg, asthma attack, diabetic emergency).

(HA-22)

To complete this Clinical Proficiency, please evaluate the individual

skills listed below.

Rehearse the plan of care for an asthma attack. (What

is the site specific protocol?) _ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Rehearse the plan of care for a diabetic emergency.

(What is the site specific protocol?) _ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Rehearse the plan of care for a cardiac emergency.

(What is the site specific protocol?) _ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Use a glucometer to monitor blood glucose levels, determine

participation status, and make referral decisions. (PHP-15) _ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Use a peak-flow meter to monitor a patient's asthma

symptoms, determine participation status, and make referral

decisions. (PHP-16)

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

CLINICAL ASSESSMENT & DIAGNOSIS / ACUTE CARE / THERAPEUTIC INTERVENTION CIP-6

Clinically evaluate and manage a patient with an emergency injury or condition to include the assessment of vital signs and level of

consciousness, activation of emergency action plan, secondary assessment, diagnosis, and provision of the appropriate emergency care

(eg, CPR, AED, supplemental oxygen, airway adjunct, splinting, spinal stabilization, control of bleeding).

Sources of Evidence/Comments

Please provide a THOROUGH description of how this proficiency was demonstrated. Format using SOAP note style when possible.

For ACI use only:

Scenario Mastery Level Date Preceptor Signature

Live

Mock

Not proficient (needs improvement, not able to perform safe & effectively)

Proficient (able to perform safely & effectively)

Mastery (able to perform with excellence)

_ _ / _ _ / _ _

Appendix C

Proficiency Journal for the Physical Therapy

Rotation

Clinical Proficiencies to be completed during the Physical Therapy/Clinic Rotation







signature.























aiding the patient.



direct supervision.

Clinical Proficiencies for the Physical Therapy clinical rotation




assessed

Mastery

level

Preceptor

initials

Date

proficient

Mastery

level

Preceptor

initials



NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Use contemporary documentation strategies to effectively

communicate with patients, physicians, insurers, colleagues,

administrators, and parents or family members. Use a

comprehensive patient-file management system for

appropriate chart documentation, risk management, outcomes,

and billing. (HA-11 & HA-12)

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass






_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass


_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Instruct clients/patients in the basic principles of

ergodynamics and their relationship to the prevention of

illness and injury. (PHP-19) Student: Please describe how

you demonstrated this skill.

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass


assessed

Mastery

level

Preceptor

initials

Date

proficient

Mastery

level

Preceptor

initials

Instruct a client/patient regarding fitness exercises and the use

of muscle strengthening equipment to include correction or

modification of inappropriate, unsafe, or dangerous lifting

techniques. (PHP-31) Student: Please describe how you

demonstrated this skill.

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Integrate self-treatment into a therapeutic intervention when

appropriate, including instructing the patient regarding self-

treatment plans. (TI-10)

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Use the results of on-going clinical examinations to determine

when a therapeutic intervention should be progressed,

regressed or discontinued. (TI-12)

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Analyze gait and select appropriate instruction and correction

strategies to facilitate safe progression to functional gait

pattern. (TI-17) Student: please describe how you

demonstrated this proficiency.

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Inspect therapeutic equipment and the treatment environment

for potential safety hazards. (TI-20) _ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass


assessed

Mastery

level

Preceptor

initials

Date

proficient

Mastery

level

Preceptor

initials

The following Clinical Proficiencies are incorporated into a modality application.

Design therapeutic interventions to meet specified treatment goals. (TI-11)

Assess the patient to identify indications, contraindications, and precautions applicable to

the intended intervention. (TI-11a)

Position and prepare the patient for various therapeutic interventions. (TI-11b)

Describe the expected effects and potential adverse reactions to the patient. (TI-11c)

Apply the intervention, using parameters appropriate to the intended outcome. (TI-11e)

Reassess the patient to determine the immediate impact of the intervention. (TI-11f)




Goal: reduce/control acute inflammation

Student: please describe how you demonstrated this

proficiency.

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Goal: heat tissue to promote healing or increase tissue

extensibility (e.g. moist heat pack, diathermy, warm

whirlpool, paraffin) Student: please describe how you


_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass


extensibility (ultrasound) Student: please describe how

you demonstrated this proficiency.

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass


assessed

Mastery

level

Preceptor

initials

Date

proficient

Mastery

level

Preceptor

initials

Goal: reduce pain (electrical modality) Student: please

describe how you demonstrated this proficiency.

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Goal: increase strength or muscle re-education (electrical

modality) Student: please describe how you


_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Goal: decrease edema (electrical modality) Student:

please describe how you demonstrated this proficiency.

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Goal: decrease edema (intermittent compression)


proficiency.

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Goal: Utilize massage to promote tissue healing Student:

please describe how you demonstrated this proficiency.

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

AT and PT clinical rotations: Proficiencies related to evidence based practice.

Preceptors: These are included for your information only—for each of these skills the student will be evaluated by the clinical course

instructor. However, feel free to suggest a relevant clinical question for the student to research.


assessed

Mastery

level

Preceptor

initials

Date

proficient

Mastery

level

Preceptor

initials

Develop a relevant clinical question using a pre-defined

question format (eg, PICO= Patients, Intervention,

Comparison, Outcomes; PIO = Patients, Intervention,

Outcomes) (EBP-5)

Student: please describe the clinical question you asked.

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Conduct a literature search using a clinical question relevant

to athletic training practice using search techniques (eg,

Boolean search, Medical Subject Headings) and resources

appropriate for a specific clinical question. (EBP-7)

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Determine the effectiveness and efficacy of an athletic

training intervention utilizing evidence-based practice

concepts. (EBP-10)

Student: How did you demonstrate this?

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Apply and interpret clinical outcomes to assess patient status,

progress, and change using psychometrically sound outcome

instruments. (EBP-14)


_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Fall Physical Therapy / Athletic Training (circle one) rotation clinical evaluation skills


assessed

Mastery

level

Preceptor

initials

Date

proficient

Mastery

level

Preceptor

initials

The following Clinical Proficiencies are incorporated into an injury/illness evaluation.

Demonstrate the ability to modify the diagnostic examination process according to the demands of the situation and

patient responses. (CE-15)

Use clinical reasoning skills to formulate an appropriate clinical diagnosis for common illness/disease and orthopedic

injuries/conditions. (CE-17)

Incorporate the concept of differential diagnosis into the examination process. (CE-18)

Use standard techniques and procedures for the clinical examination of common injuries, conditions, illnesses, and

diseases including, but not limited to: history taking, inspection/observation, palpation, functional assessment,

selective tissue testing techniques/special tests, neurological assessments (sensory, motor, reflexes, balance, cognitive

function) (CE-20a-f)

Assess and interpret findings from a physical examination that is based on the patient’s clinical presentation. This

exam can include: Assessment of posture, gait, and movement patterns, Palpation, Muscle function assessment,

Assessment of quantity and quality of osteokinematic joint motion, Capsular and ligamentous stress testing, Joint

play (arthrokinematics), Selective tissue examination techniques/special tests, Neurologic function (sensory, motor,

reflexes, balance, cognition) (CE-21a-h)

To complete

this Clinical

Proficiency,

please

evaluate the

individual

skills listed

below.

Foot/Ankle/Lower leg injury evaluation and assessment.

Student: please describe situation/scenario.

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass


assessed

Mastery

level

Preceptor

initials

Date

proficient

Mastery

level

Preceptor

initials

Knee injury evaluation and assessment. Student: please

describe situation/scenario.

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Thigh, hip or pelvic injury evaluation and assessment.


_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Determine criteria and make decisions regarding return to

activity and/or sports participation based on the patient’s

current status. (CE-19)

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Spring Physical Therapy / Athletic Training (circle one) rotation clinical evaluation skills


assessed

Mastery

level

Preceptor

initials

Date

proficient

Mastery

level

Preceptor

initials




Use clinical reasoning skills to formulate an appropriate clinical diagnosis for common illness/disease and

orthopedic injuries/conditions. (CE-17)




selective tissue testing techniques/special tests, neurological assessments (sensory, motor, reflexes, balance,

cognitive function) (CE-20a-f)






To complete

this Clinical

Proficiency,

please evaluate

the individual

skills listed

below.

Head/Neck/Face injury evaluation and assessment.


_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Spine/Trunk injury evaluation and assessment. Student:

please describe situation/scenario.

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass


assessed

Mastery

level

Preceptor

initials

Date

proficient

Mastery

level

Preceptor

initials

Shoulder injury evaluation and assessment. Student:


_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Elbow injury evaluation and assessment. Student: please


_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Wrist/Hand/Finger injury evaluation and assessment.


_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass




_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Appendix D

Proficiency Journal for the Athletic Training

Rotation

Clinical Proficiencies to be completed during the Athletic Training Rotation







signature.























aiding the patient.



direct supervision.

Clinical Proficiencies for the Athletic Training clinical rotation



Clinical Proficiency

Date 1st

assessed

Mastery

level

Preceptor

initials

Date

proficient

Mastery

level

Preceptor

initials

Obtain a medical history appropriate for the patient's ability to

respond. (AC-5) _ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Select and use appropriate procedures for the cleaning,

closure, and dressing of wounds, identifying when referral is

necessary. (AC-22)

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Apply appropriate immediate treatment to protect the injured

area and minimize the effects of hypoxic and enzymatic

injury. (AC-38)

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass



NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Use contemporary documentation strategies to effectively

communicate with patients, physicians, insurers, colleagues,

administrators, and parents or family members. (HA-11)

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass






_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass


assessed

Mastery

level

Preceptor

initials

Date

proficient

Mastery

level

Preceptor

initials


_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Rehearse the specific plans of care for common potential

emergent conditions (eg, asthma attack, diabetic emergency).

(HA-22)

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Implement strategies to facilitate referral of patients to other

healthcare providers. (PD-9)

_ _/_ _/_ _

NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

PREVENTION & HEALTH PROMOTION CIP-2

Select, apply, evaluate, and modify appropriate standard protective equipment, taping, wrapping, bracing, padding, and other custom

devices 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.


assessed

Mastery

level

Preceptor

initials

Date

proficient

Mastery

level

Preceptor

initials

Fit standard protective equipment following manufacturers’

guidelines. (PHP-22)



Helmet, shoulder pads or other sports specific protective

equipment _ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Brace: Knee, ankle, shoulder or other joint specific brace

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass


assessed

Mastery

level

Preceptor

initials

Date

proficient

Mastery

level

Preceptor

initials

Fabricate and apply taping, wrapping, supportive, and

protective devices to facilitate return to function. (TI-16)

Apply preventive taping and wrapping procedures, splints,

braces, and other special protective devices. (PHP-23)



Taping for turf toe

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Taping/padding for foot pathology (e.g. morton’s

neuroma, arch pads, heel pads) _ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Taping/padding for shin pathology (e.g. shin splints,

contusion) _ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Taping for wrist hyperextension/hyperflexion

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Taping for thumb sprain

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Taping for elbow instability (e.g. hyperextension, UCL

sprain) _ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass


assessed

Mastery

level

Preceptor

initials

Date

proficient

Mastery

level

Preceptor

initials

The following Clinical Proficiencies are incorporated into a modality application.

Design therapeutic interventions to meet specified treatment goals. (TI-11)

Assess the patient to identify indications, contraindications, and precautions applicable to

the intended intervention. (TI-11a)

Position and prepare the patient for various therapeutic interventions. (TI-11b)

Describe the expected effects and potential adverse reactions to the patient. (TI-11c)

Apply the intervention, using parameters appropriate to the intended outcome. (TI-11e)

Reassess the patient to determine the immediate impact of the intervention. (TI-11f)




Goal: reduce/control acute inflammation


proficiency.

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass


extensibility (e.g. moist heat pack, diathermy, warm

whirlpool, paraffin) Student: please describe how you


_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Integrate self-treatment into a therapeutic intervention when

appropriate, including instructing the patient regarding self-

treatment plans. (TI-10)

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Use the results of on-going clinical examinations to determine

when a therapeutic intervention should be progressed,

regressed or discontinued. (TI-12)

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

AT and PT clinical rotations: Proficiencies related to evidence based practice.

Preceptors: These are included for your information only—for each of these skills the student will be evaluated by the clinical course

instructor. However, feel free to suggest a relevant clinical question for the student to research.


assessed

Mastery

level

Preceptor

initials

Date

proficient

Mastery

level

Preceptor

initials

Develop a relevant clinical question using a pre-defined

question format (eg, PICO= Patients, Intervention,

Comparison, Outcomes; PIO = Patients, Intervention,

Outcomes) (EBP-5)

Student: please describe the clinical question you asked.

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Conduct a literature search using a clinical question relevant

to athletic training practice using search techniques (eg,

Boolean search, Medical Subject Headings) and resources

appropriate for a specific clinical question. (EBP-7)

_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Determine the effectiveness and efficacy of an athletic

training intervention utilizing evidence-based practice

concepts. (EBP-10)


_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Apply and interpret clinical outcomes to assess patient status,

progress, and change using psychometrically sound outcome

instruments. (EBP-14)


_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Fall Physical Therapy / Athletic Training (circle one) rotation clinical evaluation skills


assessed

Mastery

level

Preceptor

initials

Date

proficient

Mastery

level

Preceptor

initials




Use clinical reasoning skills to formulate an appropriate clinical diagnosis for common illness/disease and orthopedic

injuries/conditions. (CE-17)




selective tissue testing techniques/special tests, neurological assessments (sensory, motor, reflexes, balance, cognitive

function) (CE-20a-f)






To complete

this Clinical

Proficiency,

please

evaluate the

individual

skills listed

below.

Foot/Ankle/Lower leg injury evaluation and assessment.


_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass


assessed

Mastery

level

Preceptor

initials

Date

proficient

Mastery

level

Preceptor

initials

Knee injury evaluation and assessment. Student: please


_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Thigh, hip or pelvic injury evaluation and assessment.


_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass




_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Spring Physical Therapy / Athletic Training (circle one) rotation clinical evaluation skills


assessed

Mastery

level

Preceptor

initials

Date

proficient

Mastery

level

Preceptor

initials




Use clinical reasoning skills to formulate an appropriate clinical diagnosis for common illness/disease and

orthopedic injuries/conditions. (CE-17)




selective tissue testing techniques/special tests, neurological assessments (sensory, motor, reflexes, balance,

cognitive function) (CE-20a-f)






To complete

this Clinical

Proficiency,

please evaluate

the individual

skills listed

below.

Head/Neck/Face injury evaluation and assessment.


_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Spine/Trunk injury evaluation and assessment. Student:


_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass


assessed

Mastery

level

Preceptor

initials

Date

proficient

Mastery

level

Preceptor

initials

Shoulder injury evaluation and assessment. Student:


_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Elbow injury evaluation and assessment. Student: please


_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Wrist/Hand/Finger injury evaluation and assessment.


_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass




_ _/_ _/_ _ NPX

NPC

Pass _ _/_ _/_ _

NPX

NPC

Pass

Appendix E

Sample Syllabus for Clinical Experience

Course

AT 383 Fall 2013

Example

AT 383 Clinical Experience II

Fall 2013 (2 credits)

Eric Johnson Science Hall 220 Tuesday 11:45-12:40

Instructor: Stacey Nauman, MEd, ATC

Office & Phone: Robinson Hall #140, x3247

Email: [email protected]

Office Hours: Tuesdays and Thursdays, 1:00-3:00; feel free to stop by outside of office hours or

make an appointment with me as needed.

General Course Information

Course Description and Objectives

This course will satisfy the requirements for structured clinical experience set forth by CAATE. Objectives include:

The student will engage in meaningful clinical experience opportunities under the direct supervision of

licensed healthcare providers.

Students will integrate didactic knowledge to the clinical setting.

Students will incorporate critical thinking and intentional self-reflection to evaluate their clinical

experiences, what they are learning, and why they do what we do in clinical settings.

Students will develop professional characteristics, attitudes, communication skills.

Students will have opportunities to incorporate holistic, compassionate patient care and demonstrate

servant-leadership within the athletic training profession.

Students will study current events

The third term and fourth term clinical experience (AT 383and AT 384) include clinical experiences in three

different settings. In one term, students will complete two seven-week rotations, one at a general medical healthcare

facility and the other at an outpatient physical therapy clinic. In the other term, they will complete a fourteen-week

rotation in an off-site athletic training setting

The Clinical Experience (CE) contributes to the learning over time concept of instruction. Proficiencies are initially

instructed and evaluated in the curriculum. The CE requires the reintroduction and reassessment of clinical

proficiencies. Preceptors are expected to provide “daily personal/verbal contact at the site of supervision between

the athletic training student and the Preceptor who plans, directs, advises, and evaluates the students athletic training

experience.”

Prerequisites: AT 284

Required Texts:

None

Clinical Experience Hours

Students should refer to the Athletic Training Program Student Policy and Procedure Handbook for maximum and

minimum hours requirements. Brief specifics for this course: the maximum number of clinical experience hours

which may be logged are 20 hours a week, averaged over 2 weeks. The minimum hours to be completed in each 1

week period will vary depending on the type of rotation and unique characteristics of each clinical site. The

minimum expectation will be communicated to each student, and failure to achieve this minimum will result in

disciplinary action within the course and/or within the athletic training program.

Hours must be submitted weekly as outlined in the course schedule. Failure to submit hours within 1 week of

deadline will result in those hours being ineligible to count towards your overall minimum clinical experience hours

in the course and program. Submitting late will result in penalties as defined in the grading section.

Example

Clinical Proficiencies

Students will be expected to demonstrate throughout their six semesters in the Athletic Training Program, proficient

performance in the nine Clinical Integration Proficiencies (CIP) and multiple specific actionable competencies (e.g.

PHP-44.0 Assess body composition by validated techniques) assigned to the course. These will be directly

evaluated by their preceptor and recorded in student competency journals. A list of all assigned competencies for

this course is included at the end of this syllabus. Students must pass 100% of all actionable competencies assigned

to this level of clinical course to successfully complete the course and progress to the next level of clinical

experience. As defined in following sections, if a student fails meet the actionable competencies requirement, they

will receive a penalty of 30% off their overall grade. Specific instructions for journaling CIPs and actionable

competencies are included near the end of this syllabus.

Successfully Completing the Clinical Experience

In order to successfully complete your CE you must (1) earn a passing grade according to the grading scale set forth

in this course, and (2) complete the four specific items below:

1. Demonstrate successful mastery of all assigned clinical integration proficiencies and actionable

competencies.

2. Complete at least the minimum number of hours required.

3. Receive a favorable evaluation for program continuance from all preceptors.

4. Complete all required evaluations of the clinical site, yourself and the preceptor.

In the event that any 1 of these 4 requirements is not met, you may receive a failing grade for the semester and not

be allowed to progress in the Athletic Training Program.

Grading Policies and Procedures

Grading for the Clinical Experience is A – F. The grading scale and further grading detail are given below. All

grades will be updated and posted on Black Board every 2 weeks.

Grading Scale

A 93.0% and above C 73%-76.9%

A- 90.0-92.9% C- 70%-72.9%

B+ 87%-89.9% D+ 67%-69.9%

B 83%-86.9% D 63%-66.9%

B- 80%-82.9% D- 60%-62.9%

C+ 77%-79.9% F Below 60%

Grading for Journals: Students must turn in up to date journals graded by their preceptor once every two weeks,

beginning September 16th

. Preceptors get very busy and can sometimes forget; the student will need to ensure they

notify their preceptor well in advance of the due date. Student should also make every effort to accommodate

preceptor when grading journals.

There are seven (7) total grading periods for journals through the semester. Each journal evaluation will be worth 10

points: 3 points for turning the journal in on time, and 7 points for the quality of work. It is the student’s

responsibility to have journals turned in and hours updated by the end of the grading period. Journals will be due to

my mailbox by 3:00 pm on Mondays. The student’s grade will be reduced by 30% at the end of the semester for

not completing required competencies.

Grading for Hours: Students will be responsible for setting their own schedule with their preceptor throughout the

semester. Students will submit their schedule weekly, recording both hours completed and their upcoming schedule.

An example of this schedule is shown below:

Example

An updated hours log will be e-mailed to the course instructor weekly, by Sunday night. The student’s preceptor

should also be copied on the e-mail. Completion of this process is worth 3 points weekly. Late journals will

result in a 1 point penalty daily, continuous until hour log is submitted. Even though hours logs are only

worth three points, point deductions will be taken off of the total number of possible points for hours logs for

the semester.

Example

GRADING DETAILS Points % of Overall Grade

Competency Journals & Hours

Biweekly Journal: on-time (3 pts)

Biweekly Journal: high quality (7 pts)

Hours log: on time and complete (3 points)

*See “Journal Instructions” section below

7 journals x 10 pts =70 pts

14 weekly hour logs x 3

points = 42 points

50%

Common Clinical Experience Assignments:

Goal-setting Assignment

Self-Evaluation/Reflection

EBP Competency Assignment

20 points

40 points

20 points

~35%

AT 383 Specific Assignments:

Myers-Briggs Personality Assessment

Other at instructor discretion

10 points

25 points

~15%

Failure to complete any of the following 4 items will result in a grading penalty:

1. Does not demonstrate successful mastery of all assigned clinical integration

proficiencies and actionable competencies (50% by fall, 100% by spring).

Automatic penalty of

-30%

2. Does no complete at least the minimum number of hours required.

3. Does not receive a favorable evaluation for program continuance from all

preceptors.

4. Does not complete all required evaluations of the clinical site, yourself and the

preceptor.

Penalty of up to -30%

depending on situation

Total 100%

Assignment Instructions

Goal-setting assignment (20 points)

Evidence-Based Practice Assignment (20 points each) Throughout the course of the semester, students should be

formulating a clinical question based on an experience at their clinical site. They will then complete the following

steps:

1. Develop a relevant clinical question using a pre-defined question format (eg, PICO= Patients, Intervention,

Comparison, Outcomes; PIO = Patients, Intervention, Outcomes) (EBP-5)

2. Conduct a literature search using a clinical question relevant to athletic training practice using search

techniques (eg, Boolean search, Medical Subject Headings) and resources appropriate for a specific clinical

question. (EBP-7)

3. Complete the worksheet for article review (given in class) to determine the effectiveness and efficacy of an

athletic training intervention utilizing evidence-based practice concepts. (EBP-10)

4. Apply and interpret clinical outcomes to assess patient status, progress, and change using psychometrically

sound outcome instruments. (EBP-14)

5. Present your clinical question, the results of your research, and how you applied it in your clinical setting to

the rest of the class.

Reflections (20 points each) Students will complete reflections twice throughout the course of the semester. These

reflections will be based on the following criteria:

High-quality writing

Minimum of three pages, double-spaced

Reflection on goals set at the beginning of the semester

Specific instructions and a grading rubric will be given in class.

Attendance and Participation

Students are required to attend class each week on Tuesday at 11:45 unless otherwise noted on the calendar.

Students are expected to be active and engaged in class discussions. No cell phones in class.

Example

Accommodations for Students with Documented Disabilities:

Special Needs: Whitworth University is committed to providing its students access to education. If you have a

documented special need that affects your learning or performance on exams or papers, you will need to contact the

Educational Support Office (Andrew Pyrc – ext. 4534) to identify accommodations that are appropriate.

Academic Honesty:

Please note that I take extremely seriously the university’s policy on the need for academic honesty in all your work.

I refer you to the Whitworth Catalog, and the current Student Handbook, where guidelines on plagiarism and other

forms of academic dishonesty are spelled out. Any form of dishonesty in an assignment will lead to a zero on the

assignment, and I reserve the right to give a grade of F for the course as well.

Course Schedule

This course schedule is tentative and subject to change. Students should not schedule activities during the course

meeting time on any “off” weeks that cannot be rearranged if the course meeting schedule were to change.

Week Date Topic, Readings, Other Info. Due

TBD Individual meetings prior to beginning at clinical sites

1 9/10 Syllabus and expectations Hours log: bring your

clinical hours schedule to

class – you should know at

least your first week

schedule by the first week of

class. Bring record of any

completed hours as well.

2 9/17 Goal-setting Hours log (by Sunday) and

journal (by Monday)

3 9/24 Myers-Briggs Personality Inventory Hours log (by Sunday)

Goal-setting assignment

due

4 10/1 All AT Program Meeting Hours log (by Sunday) and

journal (by Monday)

5 10/8 First Aid and CPR Review Hours log (by Sunday)

6 10/15 First Aid and CPR Recertification Testing Hours log (by Sunday) and

journal (by Monday)

7 10/22 Midterm individual meetings Hours log (by Sunday)

Midterm reflection due to

my mailbox by Monday,

10/21 at 4:00 pm.

8 10/29 Special topics Hours log (by Sunday) and

journal (by Monday)

9 11/5 All AT Program Meeting Hours log (by Sunday)


journal (by Monday)

11 11/19 EBP Assignment presentations Hours log (by Sunday)EBP

Assignment due


journal (by Monday)

13 12/3 Final individual meetings Hours log (by Sunday)

14 12/10 No class. Final exams start. Good Luck! Final hours log, journal

and reflection due by 6:00

pm on Thursday, 12/12/13.

Date post:	03-Aug-2020
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Notebook - Whitworth University · athletic trainer as a health care provider within the larger...

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