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Graduate Athletic Training Program

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Clinical Education Plan

  1. Clinical Education Overview
  2. Clinical Experience
  3. Clinical Sites & Placements
  4. Supervision Policy
  5. Clinical Hours
  6. Preceptor Responsibilities and Qualifications
  7. ATS's Role in Clinical Education
  8. Instruction and Evaluation of Psychomotor Competencies and Clinical Proficiencies
  9. Clincal Performance Evaluation
  10. ATEP Terms & Definitions

Full Clinical Instruction Plan (.pdf version)

Note:  Terms and Definitions utilized in CAATE Accredited ATEPs, are located in Section X of this document.

I. CLINICAL EDUCATION OVERVIEW

Clinical education will follow a logical progression that allows for increasing amounts of clinically supervised responsibility leading to autonomous practice upon graduation. The clinical education plan outlines the sequence of formal instruction of athletic training knowledge, skills, and clinical abilities, including clinical decision-making.

Clinical education will provide students with authentic, real-time opportunities to practice and integrate athletic training (AT) knowledge, skills, and clinical abilities, including decision-making and professional behaviors required of the profession in order to develop proficiency as an Athletic Trainer.

Clinical education will allow students opportunities to practice with different patient populations, health care providers, and in various health care settings relative to UTC-GATEP mission statement.

 

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II. CLINICAL EXPERIENCES

Overview

Clinical experiences are concurrent with Athletic Training Practicum Courses (HHP 5525, 5625, 5725, 5825, and 5925) which span the length of over two academic years (5 semesters). Experiences will occur during summer, fall, and spring semesters. Athletic training students must be officially enrolled in the GATEP, have completed all clinical health and safety requirements, and be registered in the respective practicum course, prior to beginning clinical experiences and performing skills on patients.

Each athletic training student will be assigned to a Preceptor, who will instruct, guide and mentor the ATS, and who will be physically present on-site for all assigned clinical experiences. Distinction must be made that the ATS is assigned to a Preceptor, not to a location or to a sport. Clinical experiences will occur each semester in accordance to the progression within the curriculum and in compliance to CAATE guidelines. The ATS has the responsibility for travel to assigned clinical sites both on-campus and off-campus.  A reliable mode of transportation is required.

Clinical education assignment designation will not discriminate based on sex, ethnicity, religious affiliation, or sexual orientation. Students will gain clinical education experiences that address the continuum of care that would prepare them to function in a variety of settings with patients engaged in a range of activities with conditions described in athletic training knowledge, skills and clinical abilities, Role Delineation Study and standards of practice described for a certified athletic trainer in the profession.  Examples of clinical experiences will include, but are not limited to:

  • Individual and team sports
  • Sports requiring protective equipment (e.g., helmet and shoulder pads)
  • Patients of both genders
  • Non-sport patient populations (i.e., outpatient clinic, emergency room, primary care office, industrial, etc.)
  • Conditions other than orthopedics (e.g., primary care, internal medicine)

Parameters of Clinical Education Experiences

  • Experiences must be supervised and must be educational in nature, reflecting responsibilities and opportunities representative of an athletic trainer
  • Students must be instructed on AT clinical skills prior to performing those skills on patients
  • Students must have a minimum of one (1) day off in every seven (7)-day period
  • Students will not and cannot receive any monetary remuneration during clinical education experience, excluding scholarships  (in other words, for any official GATEP clinical education experience, students cannot get paid for assisting in the delivery of health care)
  • Students will not and cannot replace professional athletic training staff or medical personnel (see supervision section)
  • Clinical education hours plus academic hours are not to exceed 40 hours/week (see Clinical Hours)

Criteria for Progression through Clinical Experiences

The ATS must receive a grade of a "C" or higher to progress into the next sequenced practicum course. Each practicum course syllabus will describe the components used to determine the grade, but in general, a student must complete the following requirements:

  • Accrue required clinical experience hours
  • Submit required course assignments
  • Satisfactory performance evaluations from Preceptors
  • Satisfactory Professional Fitness Evaluation  (The Professional Fitness Policy is a component of the UTC-GATEP Policies and Procedures (UTC-GATEP Policy Manual)
  • Submit required evaluations forms
Complete the psychomotor skills and/or clinical proficiency evaluations required for the respective practicum course

 

 

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III. CLINICAL SITE PLACEMENT

seminars within the UTC-COMC system.

Overview

To provide a well-rounded clinical education experience, we have affiliation agreements with area high schools (both public and private), colleges, outpatient clinics, hospitals, health and wellness centers, and physician offices. Affiliated sites must meet specified standards, and clinical hours can only be accrued at these affiliated sites.  All clinical education sites are evaluated by the GATEP on an annual and planned basis. These evaluations are used to identify strengths, weaknesses and areas of improvements at each clinical site as part of our overall comprehensive evaluation plan.

A complete listing of clinical sites, directions, and associated Preceptor(s) is located on the website (www.utc.edu/gatp)

First Year:  Summer Clinical Placement

Initial clinical placement is affiliated with the HHP 5525 – Athletic Training Summer Practicum course. All students will be assigned to the Preceptors for UTC football. The ATS must hold current CPR certification (Healthcare Provider through American Heart Association), have successfully completed all of the health and safety requirements, and have successfully completed all assigned skill evaluations prior to beginning this clinical experience.  This will ensure that the ATS has obtained a basic skill level necessary to begin clinical education.

First-Year:  Fall & Spring Clinical Placements

Students complete eight, four-week rotations of on-campus and off-campus experiences with Preceptors in a variety of health care settings, working with sport and non-sport populations.  Specific placement for students is randomized to ensure fair and equal opportunity for all students. Each student is randomly assigned a number which corresponds to specific clinical placement.  Experiences are designed to address the requirements set for by CAATE for the variety necessary to prepare students to work with diverse populations in diverse settings.

Second-Year:  Fall & Spring Clinical Placements

Students will complete two 8-week rotations and one 16-week rotation (or four 8-week rotations upon student request). The 16-week rotation is designed to allow the ATS to be mentored by a Preceptor for an entire sport-season to become fully integrated into the daily health care of athletes. The two remaining eight-week placements are selected from high school, college/university, rehabilitation, or physician interaction opportunities.

Placements are determined by the Clinical Education Coordinator (CEC) following consultations with students, Preceptors and the GATEP Director. Students complete a Clinical Placement form, which provides information about clinical opportunity preferences, clinical goals, preferred preceptor characteristics, career goals and mentoring opportunities.  Although student requests are considered, it is important for students to understand that satisfying student preferences comes secondary to satisfying CAATE accreditation standards. The following additional factors are also taken into consideration:

  • Didactic and clinical performance in the GATEP
  • Previous clinical experiences in the GATEP
  • Personal attributes of the ATS
  • Previous disciplinary actions

 

Non-Sport Patient Populations

To ensure that students are exposed to conditions other than orthopedic, each student will complete a three-week rotation (approximately 45 hours) with the University of Tennessee, College of Medicine-Chattanooga Family Practice (UTCOMC-FP). Students will accrue a minimum of 12 hours at Erlanger Health System Trauma-1 Emergency Room, and 10-15 hours at the University Health Services. Students are also invited to attend the educational

 

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IV. SUPERVISION AND RELATED POLICIES

The UTC-GATEP Clinical Supervision Policy is compliant with CAATE Accreditation Standards and the Tennessee Athletic Training Practice Act (TCA 63-24-101).

Students will have the opportunities to interact with a variety of medical and health care personnel.  An athletic trainer, certified by the Board of Certification (BOC, who currently possesses the appropriate state athletic training practice credential, will supervise (serve as a preceptor) the majority of the student's clinical coursework (i.e., clinical education experiences). The remaining clinical coursework may be supervised by any appropriately state credentialed medical or health care professional.

Direct supervision

Direct supervision (physically present) describes the supervision required of students during clinical experiences. The Preceptor must be physically present and have the ability to intervene on behalf of the patient and the ATS. This requirement, however, is not synonymous with preventing students from making clinical decision.  Students are strongly encouraged make clinical decisions, commensurate with their progression in the Program, in consultation with the Preceptor or other qualified health care professionals.

Graded (Direct) Supervision

The GATEP incorporates a graded method of supervision, which initially involves close monitoring (key words: “hip pocket”), but progresses to supervised autonomy, once a student demonstrates proficiency. This level of supervision positions students to learn maximally at all times, while still allowing for timely feedback and prompt correction of potentially unsafe behaviors/techniques. Direct supervision, when properly implemented, should encourage clinical decision-making during actual patient/client care.

Parameters of Supervision:  

  • 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
  • The number of students assigned to a preceptor in each clinical setting will be a ratio that is sufficient to ensure effective clinical learning and safe patient care
  • There will be regular communication between the GATEP and the preceptor

What to do When a ‘Supervised’ Activity becomes ‘Unsupervised’

If a situation arises that leaves an student unsupervised (e.g., Preceptor leaves to take a phone call or use the restroom and no other health care professional is present), the student must leave the area until the Preceptor, or other health care professional, returns. Unsupervised experiences will not be mandated or allowed for any student.

If the ATS voluntarily chooses not to leave the area during the temporarily unsupervised period, the student is required to function only as a CPR/First Aid trained individual would function and must not be referred to as an “Athletic Training Student”. In these situations, students are allowed to apply only those skills deemed appropriate by the CPR/First Aid certifying agency (First Aid/CPR Agreement). At no time should the student utilize athletic training skills related to: evaluation to determine participation status, therapeutic modality and/or exercise application, or taping and wrapping skills (unless involved in emergency wound care situations).  See First Responder Policy below.

These unsupervised incidences must immediately be reported to the GATEP Director or Clinical Education Coordinator. Unsupervised time is not authorized by the GATEP and will not be considered in the recording of clinical experience hours.

Breach of Supervision Policy

Adherence to the supervision policy is the responsibility of both the Preceptor and the Student.  The student may be subject to disciplinary action for failing to comply with the policy and/or failure to report the incident. Utilization of the Preceptor may be discontinued. Each incident, and any subsequent disciplinary action, will be reviewed on a case-by-case basis.

Travel Policy

Students will have the opportunity to accompany a Preceptor to away competitions as space and budgetary constraints permit. Athletic training students are not allowed to travel without a supervising Preceptor and will never be used to replace an Athletic Trainer in this respect. When traveling, students must follow all the rules and regulations that apply to the student-athletes from that institution. The UTC-GATEP Student Policy Manual and Clinical Education Plan, and the UTC Code of Student Conduct are in effect for the duration of enrollment at UTC.

First Responder Policy

The GATEP does not support unsupervised clinical education experiences for students. Utilization of students as ‘First Responders’ conflicts with the mission of the GATEP, violates a CAATE Standard, and violates the Tennessee Athletic Training Practice Act.  To protect students, patients, preceptors, and the respective institutions, ATSs are only assigned to supervised clinical experiences and therefore cannot be used as First Responders during GATEP-related clinical experiences.

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V.  CLINICAL HOURS

Policy Overview

The clinical hour policy requires that the total number of hours in the classroom (academic hours) plus the total number of hours in the clinical setting (clinical hours) must not exceed 40 hours/week

Maximum clinical hours per week =  (40  -  academic hours)

Summer Semester:  Each ATS will complete a minimum of 20 hours & maximum of 40 hours/week

Note:  All in-class sessions for summer courses will be completed by the start of the summer clinical education experience with UTC football.

First Fall Semester:  Each ATS will complete a minimum of 150 total hours (average of 10 hours/week) and a maximum of 225 total hours (average of 15 hours/week).

Note:  This semester is very challenging academically; therefore the GATEP limits clinical hours to facilitate success in the classroom.  Upon request, students performing well academically will be allowed to exceed the 15 hour/week maximum (all requests must be presented directly to the CEC).

Remaining Semesters:  Maximum clinical hours will be determined by the ‘40 minus the # of academic hours’ formula. 

                  Spring 1st Year:                   40 - 10 academic hours = 30 clinical hours/week average

                   Fall 2nd Year:                      40 - 10 academic hours = 30 clinical hours/week average

                  Spring 2nd Year:                   40 - 10 academic hours = 30 clinical hours/week average

Minimum clinical hours, for each of these three semesters, will be 20 hours/week

 

Recording and Submitting Clinical Hours

Hours will be submitted by rotation, for first year students, and monthly, for second year students. Hours must be documented on the time sheets located in the main GATEP office or on the website (http://www.utc.edu/Academic/GraduateAthleticTraining/forms.php).  The ATS should sign in when arriving and sign out at the completion of each day. Recorded times should be correct to the nearest quarter hour. The supervising Preceptor must initial the student's time sheet weekly (daily with rotating Preceptors) and ensure that the descriptions of all activities (i.e., activity, location, number of hours) are recorded accurately.

As stated previously, all students must have one (1) day off every seven (7) days. No exceptions. The CEC will monitor student hours and make adjustments to the student’s schedule as needed. The Coordinator will import student hours into a database and provide reports to the GATEP Director each semester. Monitoring will also be utilized to ensure that equal and fair opportunities exist for all ATSs in compliance with the CAATE Standards.

Holidays, University Closures, and Volunteer Hours

Clinical experiences during holidays or times when the University is officially closed are not required.  If the ATS chooses to obtain clinical experience during these times, he or she must, in advance, notify the CEC.  These hours are voluntary, must be supervised, and will not count towards the required hours per week. 

Volunteer Opportunities

Opportunities to acquire additional clinical experience may occur during the summer between the first and the second year in the GATEP or over holiday breaks.  These opportunities are voluntarily chosen by the student and are not a required part, nor will be representative of the GATEP or UTC.  To be covered under the student liability insurance, and to remain compliant with the state of Tennessee Athletic Training Practice Act, a credentialed healthcare professional must supervise voluntary clinical experiences.

 

VI. PRECEPTOR RESPONSIBILITIES AND QUALIFICATIONS

Preceptor Responsibilities

  • Supervise students during clinical education;
  • Provide instruction and assessment of the current knowledge, skills, and clinical abilities designated by CAATE;
  • Provide instruction and opportunities for the ATS to develop clinical integration proficiencies, communication skills, and clinical decision-making during actual patient/client care;
  • Provide assessment of ATSs’ clinical integration proficiencies, communication skills and clinical decision-making during actual patient/client care;
  • Facilitate the clinical integration of skills, knowledge, and evidence regarding the practice of athletic training;
  • Demonstrate understanding of and compliance with the program's policies and procedures.

Preceptor Qualifications

  • Be credentialed by the state of TN (and/or GA) in a health care profession (see glossary);
  • Not be currently enrolled in the GATEP at UTC;
  • Receive planned and ongoing education from the GATEP to promote a constructive learning environment.

Additional Requirements

  • There must be regular communication between the GATEP and the preceptor.
  • The number of students assigned to a preceptor in each clinical setting must be of a ratio that is sufficient to ensure effective clinical learning and safe patient care.
  • 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.

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VII.   ATS's ROLE IN CLINICAL EDUCATION

The student is responsible for being pro-active in the clinical education as well as the didactic component of the program.  Students are often very organized in the class room setting, with dates and objectives clearly established. However, once in the clinical settings, students tend to become passive and wait for the learning to come to them, thereby not optimizing experiences.

Clinical experiences provide vast opportunities for learning. Students must not expect the Preceptor to make these opportunities happen. Although these supervisors are, in part, responsible for facilitating the clinical education experience, it is the student’s responsibility to be organized and set specific objectives outlining what goals and objectives for that experience. The Preceptor has many other responsibilities in addition to student education; therefore assurance of student learning cannot realistically be expected to be a constant top priority. Setting clear objectives for each experience and sharing those objectives with the assigned Preceptor is strongly recommended.

Discrepancies involving Preceptors and/or the Clinical Experience

The student has the responsibility to present all concerns, issues, etc., directly related to the assigned preceptor and associated clinical experiences, first to the preceptor.  If issues are not adequately resolved and the student still has concerns, then the student is to report the concern/issue to the Clinical Education Coordinator or GATEP Director.  Issues that are still not resolved will be presented by the GATEP Director or CEC to the Health and Human Performance Department Head and Athletic Director.  The GATEP faculty members are first and foremost, student advocates; however, resolving issues for students, that possibly could be resolved by the students and the other involved party, would be a disservice to the students in preparing them for developing productive professional relationships.

 

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VIII. INSTRUCTION AND EVALUATION OF PSYCHOMOTOR COMPENTENCIES AND CLINICAL PROFICIENCIES

Overview

A student applies skills and techniques on patients during supervised clinical experiences ONLY after he or she has been instructed, has practiced and has been evaluated on them.

Psychomotor competencies (PMC) are first introduced and instructed in the curriculum (classroom/laboratory). The UTC-GATEP Competency and Clinical Proficiency Matrix and GATEP Course Syllabi outline the specific skill breakdown per course. The course instructor formally teaches, demonstrates, and supervises psychomotor (PM) competency practice.  PMC evaluations first occur through peer evaluation, followed by a one-on-one evaluation with a Preceptor.  The ATS then has the opportunity to review and integrate clinical proficiencies (CP) in the clinical setting under the supervision of a Preceptor.  Formal PMC and CP evaluations are conducted only by Preceptors that have completed extensive skill evaluation training from the GATEP Director and/or Clinical Education Coordinator.

Students should demonstrate continual advancement in the application of CPs as they progress through the clinical experiences and associated practicum courses. As the ATS progresses through the clinical education component of the GATEP, his or her Preceptor should be physically present at all times allowing the student to appropriately integrate acquired skills into patient care and simulated situations. The assigned Preceptor, or other health care professional, must be physically present on-site able to be able to intervene on behalf of the patient.  Preceptors are expected to continually review and assess previously learned psychomotor skills and proficiencies and encourage integration of newly acquired skills during the clinical education experiences.

Evaluation of Psychomotor Competencies and Clinical Proficiencies

This section describes the GATEP procedures for PMC and CP evaluation. The evaluation system was designed to ensure consistency in instruction and evaluation among the evaluators within the UTC-GATEP.

The ATS has an individual portfolio containing completed PMC and CP evaluation records along with other materials. The folders are controlled and maintained by the GATEP Director and Clinical Education Coordinator. Copies of PMC skill evaluation materials are provided to the ATS or to the Preceptor ahead of time, depending on the type/level of evaluation. Skill materials are provided to the ATS by the course instructor and are also available for the student online in the respective Blackboard course. CP evaluations are assessable only to the evaluating Preceptor.  Students do not have prior access to these upper-level evaluations.

Two primary methods of skill evaluations are utilized: Systematic-Based and Clinical Decision-Based.  Each method is described below in detail.

   1.  Systematic-Based Evaluation of the Psychomotor Competencies (Mass Practical Evaluations)

Systematic-Based Evaluations are utilized for assessment of the initial learning of the competencies. The PMCs are assigned to specific didactic courses/labs based on content area (as designated in the 5th ed. NATA Competency Matrix) and are organized into prescribed PMC examinations (as indicated on GATEP Course Syllabi). Competencies are first instructed in the course/lab, followed by a period of supervised practice, peer evaluation, and random skill evaluation by program faculty (who are also Preceptors).  

Mass Practical Evaluations:  PMC competencies are evaluated through ‘mass practical’ evaluations.   These evaluations occur 3 times each semester and are scheduled OUTSIDE of clinical experience hours.  Preceptors, trained in skill evaluation, are set up in stations around McKenzie Arena.  Each Preceptor will be assigned a set of skills to evaluate.  Skills will be randomly selected from current and previous courses.  In other words, all skills previously taught and practices are fair game for these mass practical evaluations.

Students will be assigned a specific time to show up and rotate through the stations.  Because of the significant amount of time and effort needed to coordinate these evaluations, students are expected to be there.  If a student must miss a mass practical evaluation (i.e., compliance with the active communicable and infectious disease policy or emergency situation), then advanced notification is required.  Failure to notify the  CEC in advance will result in a 50% reduction in the student’s score, for grading purposes, upon completion of the skill evaluations.  

Every student must demonstrate a minimal level of performance in the evaluations. Scores lower than seventy percent (70%) on any of the PMCs will result in the student repeating the procedure until above 70% performance is demonstrated. The initial grade remains in the student's academic record for grading purposes.

The guidelines and descriptions for the PMC evaluations are universally accepted and applied by the Evaluation Team.  Objectivity is maintained by utilizing evaluation tools with descriptive grading criteria. Each skill is broken down into essential tasks of the original skill. These documents are revised and distributed as needed. In addition, specific techniques and details are thoroughly discussed during designated meeting times throughout the year. The high level of communication among the evaluators ensures the consistency of instruction and evaluation.

The Clinical Education Coordinator and Program Director oversee the Systematic-Based Evaluations, including scheduling, grading, coordination of re-takes (for any skill performance less than 70% proficiency) and record-keeping.

   2.   Clinical Decision-Based Evaluations of the Clinical Proficiencies

Full Evaluations

Full evaluations are comprehensive orthopedic evaluations with clinical decision-making components.

These evaluations occur in the semester following the completion of the respective PMC examination and are conducted in a one-on-one format with a member of the GATEP Evaluation Team. These evaluations function as a transition from detailed systematic-based skill evaluation to a more “holistic” integration of the skills, emphasizing clinical-discrimination ability.

Scenario/Simulation Evaluations

Scenario/Simulation Evaluations are clinical-decision based evaluations using a trained-model that will provide feedback to the ATS on the basis of specific questions that are asked. These evaluations are performed in during the final semester of the program and are conducted in a one-on-one format with a member of the GATEP Evaluation Team. The purpose of these evaluations is to provide an additional opportunity to confirm student proficiency, retention, and to ensure integration of clinical proficiency in “real-life” situations.

Skill Integration in Patient Care Evaluations

Patient Evaluations consists of clinical proficiency integration into the clinical setting through application of skill with actual patients under the supervision of a Preceptor. All Preceptors who are assigned students must provide opportunities for students to integrate skills and clinical proficiencies into patient care. A Preceptor can supervise no more than eight (8) ATSs in the clinical setting at any one time. The assigned supervising Preceptor monitors the ATS's integration of clinical proficiencies and upon completion of the clinical experience, the GATEP CEC reviews all evaluation materials, which are stored in the student’s portfolio.

 

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IX. CLINICAL PERFORMANCE EVALUATION

Each of the five (5) Athletic Training Practicum Courses utilizes an evaluation system that consists of the following evaluations:  Student Performance, Professional Fitness Evaluation, Preceptor Performance & Clinical Site Quality, and Clinical Paper.

ATS Performance Evaluation

Student performance is evaluated by the Preceptor at the end of each clinical experience (rotation).  The Preceptor will complete the evaluation in the “E*Value system.” First-year students are evaluated at the completion of each 4-week rotation.  Second-year students are evaluated at the completion of each 8-week rotation. Fourteen week rotations will have mid-rotation and end of rotation evaluations. Evaluation documents are distributed each rotation to the ATS. The ATS is responsible for scheduling a meeting with the Preceptor to go over the evaluation.  ATS Performance Evaluations are stored in the student’s private section in “E*Value.”

Professional Fitness Evaluation

Students are evaluated each semester on their compliance to the UTC-GATEP Professional Fitness Policy (located in the UTC-GATEP Policy Manual).  The purposes of this policy and evaluation are to protect the public and the integrity of the Athletic Training Profession by ensuring that students are professionally fit to continue in the GATEP. This means that students abide by the NATA Code of Ethics, NATA Educational Competency Professional Behaviors, and the BOC Standards of Professional Practice. Violations of these guidelines will result in disciplinary action, including dismissal from the program, as indicated in the Professional Fitness Policy. The Professional Fitness evaluations are completed by the Clinical Coordinator and Program Director in consultation with the assigned Preceptors for that semester. 

Preceptor Performance

Students are required to complete an online evaluation of the Preceptor at the completion of each clinical experience.  Students receive an email invitation through E*Value, which links directly to the online evaluation (or you can log in to E*Value and complete the evaluation).  The evaluations are confidential, reviewed in detail only by the GATEP Director and CEC, who will compute evaluation averages to share with each respective Preceptor. No student identifiers will be included in these annual summary reports.

Evaluation of Clinical Site/Experience

Students are required to complete an online evaluation of the clinical site/experience at the completion of each clinical experience.  Students receive an email invitation through E*Value, which links directly to the online evaluation (or you can log in to E*Value and complete the evaluation).  The evaluations are confidential, reviewed in detail only by the Program Director and Clinical Coordinator, who will compute evaluation averages to share with each respective Preceptor. No student identifiers will be included in these annual summary reports.

Clinical and/or Observation Paper

Upon the completion of each clinical experience, students will complete a clinical paper in E*Value, highlighting the pros and cons of the experience, the most memorable experience, and suggestions for improvement. Students receive an email invitation through E*Value, which links directly to the online evaluation (or you can log in to E*Value and complete the evaluation).   Papers will be reviewed in detail only by the GATEP Director and CEC, who will share generalities with respective Preceptors as needed. No student identifiers will be included.                 

The clinical paper is also used for required observation experiences (i.e., Surgery and ER).

 

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X. ATEP Terms and Definitions

(From “Standards for the Accreditation of Entry-Level Athletic Training Education Programs” published by the Committee on Accreditation of Athletic Training Education, Rev. 6/30/08)

Ability to Intervene

The CI or ACI is within the immediate physical vicinity and interact with the ATS on a regular and consistent basis in order to provide direction and correct inappropriate actions. The same as being “physically present.”

 

Academic Catalog/Bulletin

The official publication of the institution that describes the academic programs offered by the institution. This may be published electronically and/or in paper format.

 

Academic Plan

The plan that encompasses all aspects of the student’s academic classroom and clinical experiences.

 

Adequate

Allows for the delivery of student education that does not negatively impact the quality or quantity of the education. Same as sufficient.

 
Administrative Support Staff

Professional clerical and administrative personnel provided by the sponsoring institution. Professional clerical personnel may be supplemented, but not replaced, by student assistants.

 

Affiliate (Affiliated Setting)

Institutions, clinics, or other health settings not under the authority of the sponsoring institution but that are used by the ATEP for clinical experiences.

 

Affiliation Agreement

A formal, written document signed by administrative personnel, who have the authority to act on behalf of the institution or affiliate, from the sponsoring institution and affiliated site. Same as the memorandum of understanding.

 

Allied Health Care Professional

Chiropractor, Dentist, Registered Dietician, Emergency Medical Technician, Nurse Practitioner, Nutritionist, Paramedic, Occupational Therapist, Optometrist, Orthotist, Pharmacist, Physical Therapist, Physician Assistant, Podiatrist, Prosthetist, Psychologist, Registered Nurse or Social Worker who hold a current active state or national practice credential and/or certification in the discipline and whose discipline provides direct patient care in a field that has direct relevancy to the practice and discipline of Athletic Training. These individuals may or may not hold formal appointments to the instructional faculty. Same as other health care professionals. (12-7-07)

 

Approved Clinical Instructor (ACI)

An appropriately credentialed professional identified and trained by the program CIE to provide instruction and evaluation of the Athletic Training Educational Competencies and/or Clinical Proficiencies. The ACI may not be a current student within the ATEP. Please refer to the CAATE list of Allied Health Care Professionals’ in the glossary and/or posted on the CAATE website.

 

Appropriate Credential

An appropriate credential refers to a practice credential (i.e. a state license, state certification or state registration) that is required for the individual to practice his/her specific health care or medical profession within the state housing the ATEP. Where indicated, an appropriate credential is a required qualification of the program director, the medical director, approved clinical instructor (ACI), and the clinical instructor (CI) regardless of whether the individual is currently practicing his/her profession.

 
ATEP

Athletic Training Education Program.

 

ATEP Faculty

BOC Certified Athletic Trainers and other faculty who are responsible for classroom or sponsoring institution clinical instruction in the athletic training major.

 

Athletic Training Facility/Clinic

The facility designated as the primary site for the preparation, treatment, and rehabilitation of athletes and those involved in physical activity.

 

Athletic Training Student (ATS)

A student enrolled in the athletic training major or graduate major equivalent.

 

Clinical Coordinator

The individual a program may designate as having the primary responsibilities for the coordination of the clinical experience activities associated with the ATEP. The clinical coordinator position is currently recommended, but not required by the Standards.

 

Clinical Education

The application of knowledge and skills, learned in classroom and laboratory settings, to actual practice on patients under the supervision of an ACI/CI.

 

Clinical Experiences

Those clinical education experiences for the Athletic Training Student that involve patient care and the application of athletic training skills under the supervision of a qualified instructor.

 

Clinical Instruction Site

The location in which an ACI or CI interacts with the ATS for clinical experiences. If the site is not in geographical proximity to the ATEP, then there must be annual review and documentation that the remote clinical site meets all educational requirements.

 

Clinical Instructor (CI)

An individual identified to provide supervision of athletic training students during their clinical experience. An ACI may be a CI. The ACI may not be a current student within the ATEP. Please refer to the CAATE list of Allied Health Care Professionals’ in the glossary and/or posted on the CAATE website.

 

Clinical Instructor Educator (CIE)

The BOC Certified Athletic Trainer recognized by the institution as the individual responsible for ACI training. If more than one individual is recognized as a CIE for an ATEP, then at least one of those individuals must be a BOC Certified Athletic Trainer.

 

Clinical Plan

The plan that encompasses all aspects of the clinical education and clinical experiences.

 

Clinical Ratio

The ratio of ACI or CI to the number of athletic training students. The ratio is calculated for all students assigned to the instructor for the length of the experience or academic term. The ratio must not exceed eight students per instructor. If directed observation students are providing direct patient care or require supervision they must be included in this ratio.

 
Communicable Disease Policy

A policy, developed by the ATEP, consistent with the recommendations developed for other allied health professionals, that delineates the access and delimitations of students infected with communicable diseases. Policy guidelines are available through the CDC

 
Contemporary Instructional Aid

Instructional aids used by faculty and students including, but not limited to, computer software, AED trainers, and Epi-Pen trainers.

Contemporary Information       Formats

Information formats used by faculty and students including electronic databases, electronic journals, digital audio/video, and computer software.

Didactic Instruction

See: Formal classroom and laboratory instruction.

 

Direct Patient Care

The application of professional knowledge and skills in the provision of health care.

 

Direct Supervision

Supervision of the athletic training student during clinical experience. The ACI and or CI must be physically present and have the ability to intervene on behalf of the athletic training student and the patient.

 

Directed Observation Athletic Training Student

A student who may be present in an athletic training facility, but not necessarily enrolled in the athletic training major, who is required to observe the practices of a Certified Athletic Trainer. This student may not provide direct patient care.

 

Distance Education

Classroom and laboratory instruction accomplished with electronic media with the primary instructor at one institution and students at that institution and additional locations. Instruction may be via the internet, telecommunication, video link, or other electronic media. Distance education does not include clinical education or the participation in clinical experiences. Same as remote education.

 

Equitable

Not exact but can be documented as comparable with other similar situations or resources.

 

Expanded Subject Area

Subject matter that should constitute the academic “core” of the curriculum. It must include, but not be limited to the following areas: assessment of injury/illness, exercise physiology, first aid and emergency care, general medical conditions and disabilities, health care administration, human anatomy, human physiology, kinesiology/biomechanics, medial ethics and legal issues, nutrition, pathology of injury/illness, pharmacology, professional development and responsibilities, psychosocial intervention and referral, risk management and injury/illness prevention, strength training and reconditioning, statistics and research design, therapeutic exercise and rehabilitative techniques, therapeutic modalities, weight management and body composition.

 

Formal Instruction

Teaching of required competencies and proficiencies with instructional emphasis in structured classroom and laboratory environment(s). Same as didactic instruction.

 

Full-time Faculty

Recognized by the sponsoring institution as a full-time member of the faculty with all responsibilities and voting privileges as other designated full-time faculty and documented in institutional faculty delineations.

 

Funding Opportunities

Opportunities for which students may participate for reimbursement, but that do not require the students to utilize athletic training skills, to replace qualified staff, and are not required of the academic program.

 

General Medical Experience

Clinical experience that involves observation and interaction with physicians, nurse practitioners, and/or physician assistants where the majority of the experience involves general medical topics as those defined by the Athletic Training Educational Competencies.

 
Geographic Proximity

Within a vicinity to allow for annual inspection, review, and documentation of meeting all academic requirements by the ATEP faculty/staff.

 

Learning Over Time (Mastery of Skills)

The process by which professional knowledge and skills are learned, integrated, and evaluated. This process involves initial formal instruction and evaluation of knowledge and skill as defined by the NATA Educational Competencies, followed by a time of sufficient length to allow for practice and integration of discrete knowledge and skill into a demonstration of comprehensive clinical (actual or simulated) proficiency. Clinical proficiencies must be evaluated by Approved Clinical Instructors (ACIs)

 

Major

In documents of the institution (catalogue, web pages, etc.) where majors are listed, athletic training must be listed as a major. The designation as a major must be consistent with institutional and system wide requirements.

 

Master Plan

The plan of the ATEP that encompasses all aspects of student education and learning in both the clinical and didactic settings.

 

Medical Director

The physician (MD or DO) who serves as a resource for the programs director and ATEP faculty regarding the medical content of the curriculum. The Medical Director may also be the team physician; however, there is no requirement for the Medical Director to participate in clinical education.

 

Memorandum of Understanding

See: Affiliation agreement.

 

Other Health Care Personnel

See: Allied health care personnel.

 

Outcome Assessment Instruments

The instruments used for program evaluations that are designed to collect data and feedback in regard to outcomes that relate to the ATEP mission, goals, and objectives of the program. Instruments also must be designed to collect data and feedback in regard to the effectiveness of program instruction relative to the Athletic Training Educational Competencies.

 

Outcomes

The effect that the ATEP has on the preparation of students as entry-level athletic trainers and the effectiveness of the program to meet its mission, goals, and objectives.

 

Physical Examination

An examination performed by an appropriate health care provider (MD,DO, PA, NP) to verify that the student is able to meet the physical and mental requirements (i.e., technical standards) with or without reasonable accommodation as defined by the ADA.

 

Physically Interact

See: Ability to intervene and physically present.

 

Physically Present

See: Ability to intervene.

 

Physician

A Medical Doctor (MD) as defined by the American Medical Association or a Doctor of Osteopathic Medicine (DO) as defined by the American Osteopathic Association.

 

Pre-Professional Student

A student who has not yet been admitted formally into the ATEP. May be required to participate in non-patient activities as described by the term Directed Observation Athletic Training Student.

 

Professional Development

Continuing education opportunities and professional enhancement, typically is offered through the participation in symposia, conferences, and in-service sessions, that allow for the continuation of eligibility for professional credentials.

 

Program Director

The full-time faculty member of the host institution and a BOC Certified Athletic Trainer responsible for the administration and implementation of the ATEP.

 

Remote Education

See Distance education.

 

Service Work

 

Volunteer activities outside of the required clinical experiences (e.g., Special Olympics, State Games). If athletic training skills are part of this service work, then they must be supervised in those activities.

 

Sponsoring Institution

 

The college or university that awards the degree associated with the ATEP and offers the academic program in Athletic Training.

 

Sufficient

 

See: Adequate.

 

Team Physician

 

The physician (MD or DO) responsible for the provision of health care services for the student athlete. S/he may also be the medical director; however, this is not required by the Standards.

 

Technical Standards

 

The physical and mental skills and abilities of a student needed to fulfill the academic and clinical requirements of the ATEP. The standards promote compliance with the Americans with Disabilities Act (ADA) and must be reviewed by institutional legal counsel.

 

 

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