Athletic Training Educational Program
Athletic Training Educational Program
Athletic Training Student Manual
2012-2013
TABLE OF CONTENTS
Section 1 Introduction to Gardner-Webb University and the Profession of Athletic Training
The Purpose of Gardner-Webb University...... Page 1
University Policies...... Page 1
Athletic Training Educational Program - Mission Statement...... Page 1
Introduction to the National Athletic Trainer’s Association (NATA)...... Page 1
The National Athletic Trainer’s Association Code of Ethics...... Page 2
Definition of an Athletic Trainer...... Page 3
Section 2 Athletic Training Educational Program (ATEP)
A.Introduction...... Page 5
Athletic Training Educational Program Goals...... Page 5
ATS Code of Conduct ...... Page 6
Academic Probation...... Page 7
Suspension...... Page 7
Disciplinary Procedures...... Page 7
Grievance Policy ...... Page 8
B.Admission Policy for ATEP...... Page 9
Transfer Students ...... Page 10
Athletic Training Academic Course Requirements...... Page 11
Grade Requirements of the Major and Minor Course...... Page 11
One Sport Policy ...... Page 11
Additional Costs...... Page 12
Athletic Training Major - Course Listings...... Page 13
Athletic Training Major - Course Sequencing...... Page 14
Athletic Training Major –Suggested Four Year Plan...... Page 15
Athletic Training Major - Course Descriptions...... Page 16
C.Educational Framework and Retention Standards...... Page 18
Program Objectives for Each Level of the ATEP...... Page 21
Graduation Criteria...... Page 24
Attendance...... Page 24
Academic Advising ...... Page24
Tobacco Use...... Page 25
Sexual Harassment Policy...... Page 25
Section 3 Clinical Education
Clinical Education...... Page 26
Clinical Experience...... Page 26
Assignment of Preceptors...... Page 27
Practice Boundaries and Supervision Status...... Page 27
BreaksPage ...... 27
Request for Voluntary Experience ...... Page 28
Inclement Weather ...... Page 28
Travel...... Page 28
Evaluations...... Page 28
Model of Learning Progression...... Page 31
Assumption of Risk ...... Page 32
Acknowledgement of Insurance Policy...... Page 32
Confidentiality Policy ...... Page 32
Liability Insurance...... Page 32
Dress Code...... Page 32
Communicable Disease Policy...... Page 34
Bloodborne Pathogen Policy...... Page 36
Section 4 Financial Assistance
Work-Study...... Page 37
Scholarships...... Page 37
Section 5 Appendices
Appendix I Athletic Training Education Program Forms
Athletic Training Degree Plan ...... Page 38
Athletic Training Student Manual Agreement ...... Page 40
Gardner-Webb Athletic Training Program Application ...... Page 41
Technical Standards ...... Page 42
Technical Standards Acknowledgment Form ...... Page 44
Communicable Disease and Blood Borne Agreement Form ...... Page 45
Confidentially Agreement ...... Page 46
Assumption of Risk Form...... Page 47
Insurance Policy Form...... Page 48
Athletic Training Student Program Evaluation Form ...... Page 49
Scholarship Announcement...... Page 50
Appendix II Clinical Education Forms
Request for Voluntary Clinical Experience Form...... Page 51
Clinical Experience Syllabus...... Page 52
Clinical Experience Goals & Expectations Form...... Page 56
Real-Time Evaluation Record ...... Page 57
Freshman Observation Hours...... Page 58
Clinical Education Hours...... Page 59
Appendix III Clinical Education Evaluation Forms
Athletic Training Observation Student Evaluation...... Page 60
Sophomore Level Clinical Experience Evaluation...... Page 61
Junior Level Clinical Experience Evaluation...... Page 63
Senior Level Clinical Experience Evaluation...... Page 65
Affiliate Site Clinical Experience Evaluation of ATS...... Page 67
Observation Student Preceptor Evaluation ...... Page 68
Preceptor and Clinical Site Evaluation...... Page 70
Appendix IV
Bloodborne Pathogen Exposure Control Plan...... Page 71
Appendix V
Athletic Training Student Club...... Page 77
SECTION 1
INTRODUCTION TO GARDNER-WEBB UNIVERSITY AND THE PROFESSION OF ATHLETIC TRAINING
“Your chances of success in any undertaking can always be measured by your belief inyourself”
Robert Collier
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THE PURPOSE OF GARDNER-WEBB UNIVERSITY
Gardner-Webb, a private, Christian, Baptist-related university, provides superior undergraduate and graduate education strongly grounded in the liberal arts. By fostering meaningful intellectual thought, critical analysis and spiritual challenge within a diverse community of learning, Gardner-Webb prepares its graduates to make significant contributions for God and humanity in an ever-changing global community.
UNIVERSITY POLICIES
Athletic training students are expected to adhere to any and all university policies while involved with the athletic training educational program. Any university sanctions and penalties will be observed by the Athletic Training Educational Program. Please familiarize yourself with the policies and procedures of the University by reading the Gardner-Webb Undergraduate Catalog, Department of Physical Education Wellness and Sport Studies - Student Handbook and Athletic Training Student Manual.
ATHLETIC TRAINING EDUCATIONAL PROGRAM – MISSION STATEMENT
The mission of the Gardner-Webb University Athletic Training Educational Program is to provide the highest quality education that is grounded in a Christian set of values to each and every athletic training student regardless of race, age, or gender through quality instruction and hands-on clinical experiences. Each athletic training student will be a well educated critical thinker and actively engaged in the prevention, recognition and evaluation, management/treatment and disposition, rehabilitation, organization and administration, and education and counseling for injuries occurring to athletes and physically active individuals. Upon meeting all graduation requirements and passing the Board of Certification (BOC) examination, ATSs will find themselves prepared for an entry-level position within the profession of athletic training.
INTRODUCTION TO THE NATIONAL ATHLETIC TRAINER’SASSOCIATION (NATA)
The National Athletic Trainers’ Association (NATA) is a not-for-profit organization with more than 30,000 members nationwide. The NATA is committed to advancing, encouraging and improving the athletic training profession through annual meetings, publications, government relations, job referral service and public relations.
The NATA dates back to the late 1930's when efforts were made, primarily by several college and university athletic trainers, to establish a national organization named the NATA. Between 1947 and 1950, university athletic trainers began once again to organize themselves into separate regional conferences, which would later become district organizations within the NATA. In 1950 some 101 athletic trainers from various conferences met in Kansas City, Missouri, and officially formed the NATA. The primary purpose for its formation was to establish professional standards for the athletic trainer.
The NATA to date has been through constant change. A major milestone in the life of the NATA was when it became recognized as an allied health profession by the American Medical Association in 1990. This action gave the NATA greater visibility and enhanced credibility as a health care profession.
Gardner-Webb University’s Athletic Training Educational Program is fully accredited by the Commission on Accreditation of Athletic Training Education (CAATE). Accreditation was awarded to Gardner-Webb on October 17, 2003. On August 25th 2009, the Gardner-Webb Athletic Training Educational Program was awarded re-accreditation. In order to be eligible to sit for the BOC exam, students must graduate from an athletic training educational program that is accredited by CAATE.
THE NATIONAL ATHLETIC TRAINERS’ ASSOCIATION CODE OF ETHICS
The Code of Ethics of the National Athletic Trainers’ Association has been written to make the membership aware of the principles of ethical behavior that should be followed in the practice of athletic training. The primary goal of the Code is the assurance of high quality health care. The Code presents standards of behavior that all members should strive to achieve.
The principles cannot be expected to cover all specific situations that may be encountered by the practicing athletic trainer, but should be considered representative of the spirit with which athletic trainers should make decisions. The principles are written generally and the circumstances of a situation will determine the interpretation and application of a given principle and of the Code as a whole. Whenever there is a conflict between the Code and legality, the laws prevail. The guidelines set forth in the Code are subject to continual review and revision as the athletic training profession develops and changes.
The following are a listing of the Code of Ethics as published by the NATA:
PRINCIPLE 1: Member shall respect the rights, welfare and dignity of all individuals.
1.1Members shall not discriminate against any legally protected class.
1.2Members shall be committed to providing competent care consistent with both the requirements and limitations of their profession.
1.3Members shall preserve the confidentiality of privileged information and shall not release such information to a third party not allowed in the patient’s care unless the person consents to such release or release is permitted or required by law.
PRINCIPLE 2: Members shall comply with the laws and regulations governing the practice of athletic training.
2.1Members shall comply with applicable local, state, and federal laws and institutional guidelines.
2.2Members shall be familiar with and adhere to all National Athletic Trainers’ Association guidelines and ethical standards.
2.3Members are encouraged to report illegal or unethical practice pertaining to athletic training to the appropriate person or authority.
2.4Members shall avoid substance abuse and, when necessary, seek rehabilitation for chemical dependency.
PRINCIPLE 3: Members shall maintain and promote high standards in their provision of services.
3.1Members shall not misrepresent in any manner, either directly or indirectly, their skills, training, professional credentials, identity or services.
3.2Members shall provide only those services for which they are qualified via education and/or experience and by pertinent legal regulatory process.
3.3Members shall provide services, make referrals and seek compensation only for those services that are necessary.
3.4Members shall recognize the need for continuing education and participate in educational activities that enhance their skills and knowledge.
3.5Members shall educate those whom they supervise in the practice of athletic training about the Code of Ethics and stress the importance of adherence.
3.6Members who are researchers or educators should maintain and promote ethical conduct in research and educational activities.
PRINCIPLE 4: Members shall not engage in conduct that can be construed as a conflict of interest or that reflects negatively on the profession.
4.1 Members should conduct themselves personally and professional in a manner that does not compromise their professional responsibilities or the practice of athletic training.
4.2 National Athletic Trainers’ Association current or past volunteer leaders shall not use the NATA logo in the endorsement of products or services or exploit their affiliation with the NATA in a manner that reflects badly on the profession.
4.3 Members shall not place financial gain above the patient’s welfare and shall not participate in any arrangement that exploits the patient.
4.4 Members shall not, through direct or indirect means, use information use information obtained in the course of the practice of athletic training to try to influence the score or outcome of an athletic event, or attempt to induce financial gain through gambling.
The National Athletic Trainers’ Association, NATA CODE OF ETHICS, Sept. 28, 2005.
DEFINITION OF AN ATHLETIC TRAINER
An Athletic Trainer (AT) is an individual who has taken and passed the Board of Certification Exam and works with physicians and other medical personnel, employers, patients, parents, guardians, and athletic personnel in the development and coordination of efficient and responsive health care delivery systems. Athletic trainers are integral members of the health care team in secondary schools, colleges and universities, professional sports programs, sports medicine clinics, corporate/industrial, and other health care settings.
The athletic trainer’s professional preparation is based on the development of specified educational competencies and clinical proficiencies. Through a combination of formal classroom and clinical instruction and clinical experience, the athletic trainer is prepared to provide health care within each of the following content areas:
-Evidenced Based Practice - Therapeutic Interventions
- Prevention and Health Promotion - Psychosocial Strategies and referral
- Clinical Examination and Diagnosis- Healthcare Administration
- Acute Care of Injury and Illness- Professional development and
responsibilities
Athletic Training Educational Competencies, 5th Edition. Retrieved from . 7/16/2012
Desired Qualities of an Athletic Training Student
- Good Health: The athletic trainer's health should be first and foremost. How can we expect athletes to listen to athletic trainers if we are a poor representation of physical or emotional health?
- Maturity and Emotional Stability: An athletic trainer must always act as a mature professional in all situations, you cannot afford to "lose your cool" in an emergency situation.
- Sense of Fair Play: Treat all athletes fairly. Show no favoritism.
- Professional Appearance: Look and act as a professional.
- Leadership: Have the ability to recognize leadership opportunities and accept the challenge to become a leader in those situations.
- Compassion: Let the athlete know you care...they are a human being too; no better, or worse than you.
- Intellectual Capacity: Learn, learn, learn. An athletic trainer can never know enough. Never be afraid to ask a question!
- Sense of Humor: One of the biggest signs of maturity is the ability for one to laugh at their mistakes. If you can make your injured athletes laugh, then for at least a minute they have forgotten about their injury.
- Competence and Responsibility: Be responsible and gain trust. It begins with being on time and carrying out your clinical responsibilities in a responsible manner. Work up to the level of your expertise; it demonstrates competence and responsibility if you ask someone to provide a helping hand, both in the eyes of your peers and athletes.
- Respect and Loyalty:The athletic training program is a TEAM whether you are an athletic training student or anathletic trainer. Whenever you work as closely with people as a team of athletic trainers does, you must always be loyal to those on that team. The attitude of "no matter what, you take care of me - I'll take care of you" is one we will all practice.
- Discipline: You must be disciplined as an athletic training student in order to become aathletic trainer.
- Responsibility: Know your role, exactly what you are to do, and see it through.
- Care: This is probably the most important. Show the injured athletes that you are interested in him or her; take the time to find out how they are feeling today. Athletic Training is a helping profession and whether it be a student-athlete, fellow athletic trainer, coach, or manager we should always strive to extend a helping hand.
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SECTION 2
ATHLETIC TRAINING EDUCATIONAL PROGRAM
“In helping others, we shall help ourselves, for whatever good we give out completes the circle and comes back to us.”
Flora Edwards
INTRODUCTION
The athletic training major is housed in the Department of Physical Education, Wellness and Sport Studies (PEWSS), at Gardner-Webb University. After fulfilling the University requirements, athletic training students will receive a Bachelor of Science degree in Athletic Training. Upon successful completion of the academic and clinical aspects of the athletic training educational program (ATEP), athletic training students will be eligible to challenge the BOC examination.
The athletic training major is an accredited athletic training educational program, with accreditation being awarded by CAATE. A minimum of 128 semester hours is required for graduation, 54-65 hours in the general studies area, 42 hours within the major, 17 hours of required additional course requirements, and the remainder of hours being completed as electives. The ATEP is overseen by the ATEP Director.
Athletic training is considered an art and a science in the prevention, treatment, and rehabilitation of injuries at every level of athletic competition. The knowledge and skills of an athletic trainer must cover a wide range of subject area such as anatomy, physiology, nutrition, psychology, kinesiology, and exercise physiology.
The educational components of the program are not limited to the classroom. Practical experience, referred to as Clinical Education, is a valuable educational tool and an area of emphasis in the athletic training educational program. Clinical education occurs during interaction with Preceptors each week during assigned major and mini clinical experiences and during affiliate site experiences. Combining the classroom knowledge with the ability to practice evaluation and rehabilitation skills on student-athletes or other physically active individuals allows the athletic training student (ATS) the opportunity to develop his/her knowledge and hands-on skills. The Clinical Education Coordinator (CEC) coordinates the ATS’s clinical education.
ATHLETIC TRAINING EDUCATIONAL PROGRAM GOALS
- To develop competent and contributing entry-level BOC Certified Athletic Trainers.
- To achieve mastery of entry-level competencies through a combination of didactic instruction and clinical learning experiences utilizing evidenced based practices.
- To facilitate an understanding of and use of evidence base practice in the care of patients in the athletic training profession.
- To develop highly respected professionals who function competently in diverse settings and situations.
- To foster a high commitment to individuals and community through service oriented projects.
- To instill the importance of life-long learning through scholarly research and continuing education.
- To provide students with a rigorous, up to date, and quality undergraduate education in an accredited program.
ATS CODE OF CONDUCT
The CAATE-Accredited ATEP at Gardner-Webb is responsible for the professional preparation of students for entry-level careers in Athletic Training. Students accepted into the ATEP are expected to adhere to the BOC Standards of Professional Practice, NATA Code of Ethics, State Practice Acts, ATS Code of Conduct, Academic Catalog, GWU Student Handbook, Student Code of Conduct, ATS Handbook, and all Gardner-Webb policies, procedures, rules and/or regulations. Any College sanctions and penalties will be observed by the ATEP. Individuals found in violation of these policies will be subject to Disciplinary Procedures.
The ATEP expects to students to demonstrate the following characteristics: accountability, respect, confidentiality, competence, integrity, diversity, and communication.