Goal 1:   Evidence-Based Practice (EBP)

Students will acquire the knowledge   and skills necessary to use a systematic approach to ask and answer   clinically relevant questions that affect patient care by using review and   application of existing research evidence.

Learning Outcomes/Objectives

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Target

Define evidence-based practice as it   relates to athletic training clinical practice.

Explain the role of evidence in the   clinical decision making process.

Describe and differentiate the types of   quantitative and qualitative research, research components, and levels of   research evidence.

Describe a systematic approach to create   and answer a clinical question through review and application of existing   research.

Develop a relevant clinical question using   a pre-defined question format.

Describe and contrast research and   literature resources including databases and online critical appraisal   libraries that can be used for conducting clinically-relevant searches.

Conduct a literature search using a   clinical question relevant to athletic training practice using search   techniques and resources appropriate for a specific clinical question.

Describe the differences between narrative   reviews, systematic reviews, and metaanalyses.

Use standard criteria or developed scales   to critically appraise the structure, rigor, and overall quality of research   studies.

Determine the effectiveness and efficacy of   an athletic training intervention utilizing evidence-based practice concepts.

Explain the theoretical foundation of   clinical outcomes assessment and describe common methods of outcomes   assessment in athletic training clinical practice.

Describe the types of outcomes measures for   clinical practice as well as types of evidence that are gathered through   outcomes assessment.

Understand the methods of assessing patient   status and progress with clinical outcomes assessments.

Apply and interpret clinical outcomes to   assess patient status, progress, and change using psychometrically sound   outcome instruments.

Goal 2: Prevention   and Health Promotion (PHP)

Students will acquire the knowledge,   skills and clinical abilities needed to develop and implement strategies and   programs to prevent the incidence and/or severity of injuries and illnesses   and optimize their clients’/patients’ overall health and quality of life.

Learning Outcomes/Objectives

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Target

Describe   the concepts and uses of injury and illness surveillance relevant to athletic   training.

Identify   and describe measures used to monitor injury prevention strategies.

Identify   modifiable/non-modifiable risk factors and mechanisms for injury and illness.

Explain   how the effectiveness of a prevention strategy can be assessed using clinical   outcomes, surveillance, or evaluation data.

Explain   the precautions and risk factors associated with physical activity in persons   with common congenital and acquired abnormalities, disabilities, and   diseases.

Summarize   the epidemiology data related to the risk of injury and illness associated   with participation in physical activity.

Implement   disinfectant procedures to prevent the spread of infectious diseases and to   comply with Occupational Safety and Health Administration (OSHA) and other   federal regulations.

Identify   the necessary components to include in a pre-participation physical   examination as recommended by contemporary guidelines.

Explain   the role of the pre-participation physical exam in identifying conditions   that might predispose the athlete to injury or illness.

Explain   the principles of the body’s thermoregulatory mechanisms as they relate to   heat gain and heat loss.

Explain   the principles of environmental illness prevention programs to include   acclimation and conditioning, fluid and electrolyte replacement requirements,   proper practice and competition attire, hydration status, and environmental   assessment.

Summarize   current practice guidelines related to physical activity during extreme   weather conditions.

Obtain   and interpret environmental data to make clinical decisions regarding the   scheduling, type, and duration of physical activity.

Assess   weight loss and hydration status using weight charts, urine color charts, or specific   gravity measurements to determine an individual’s ability to participate in   physical activity in a hot, humid environment.

Use   a glucometer to monitor blood glucose levels, determine participation status,   and make referral decisions.

Use   a peak-flow meter to monitor a patient’s asthma symptoms, determine   participation status, and make referral decisions.

Explain   the etiology and prevention guidelines associated with the leading causes of   sudden death during physical activity.

Explain   strategies for communicating with coaches, athletes, parents, administrators,   and other relevant personnel regarding potentially dangerous conditions   related to the environment, field, or playing surfaces.

Instruct   clients/patients in the basic principles of ergodynamics and their   relationship to the prevention of illness and injury.

Summarize   the basic principles associated with the design, construction, fit,   maintenance, and reconditioning of protective equipment, including the rules   and regulations established by the associations that govern its use.

Summarize   the principles and concepts related to the fabrication, modification, and   appropriate application or use of orthotics and other dynamic and static   splints.

Fit   standard protective equipment following manufacturers’ guidelines.

Apply   preventive taping and wrapping procedures, splints, braces, and other special   protective devices.

Summarize   the general principles of health maintenance and personal hygiene, including   skin care, dental hygiene, sanitation, immunizations, avoidance of infectious   and contagious diseases, diet, rest, exercise, and weight control.

Describe   the role of exercise in maintaining a healthy lifestyle and preventing   chronic disease.

Identify   and describe the standard tests, test equipment, and testing protocols that   are used for measuring fitness, body composition, posture, flexibility,   muscular strength, power, speed, agility, and endurance.

Compare   and contrast the various types of flexibility, strength training, and   cardiovascular conditioning programs to include expected outcomes, safety   precautions, hazards, and contraindications.

Administer   and interpret fitness tests to assess a client’s/patient’s physical status   and readiness for physical activity.

Explain   the basic concepts and practice of fitness and wellness screening.

Design   a fitness program to meet the individual needs of a client/patient based on   the results of standard fitness assessments and wellness screening.

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.

Describe   the role of nutrition in enhancing performance, preventing injury or illness,   and maintaining a healthy lifestyle.

Educate   clients/patients on the importance of healthy eating, regular exercise, and   general preventative strategies for improving or maintaining health and   quality of life.

Describe   contemporary nutritional intake recommendations and explain how these   recommendations can be used in performing a basic dietary analysis and   providing appropriate general dietary recommendations.

Describe   the proper intake, sources of, and effects of micro- and macronutrients on   performance, health, and disease.

Describe   current guidelines for proper hydration and explain the consequences of   improper fluid/electrolyte replacement.

Identify,   analyze, and utilize the essential components of food labels to determine the   content, quality, and appropriateness of food products.

Describe   nutritional principles that apply to tissue growth and repair.

Describe   changes in dietary requirements that occur as a result of changes in an   individual’s health, age, and activity level.

Explain   the physiologic principles and time factors associated with the design and   planning of pre-activity and recovery meals/snacks and hydration practices.

Identify   the foods and fluids that are most appropriate for pre-activity, activity,   and recovery meals/snacks.

Explain   how changes in the type and intensity of physical activity influence the   energy and nutritional demands placed on the client/patient.

Describe   the principles and methods of body composition assessment to assess a   client’s/patient’s health status and to monitor changes related to weight   management, strength training, injury, disordered eating, menstrual status,   and/or bone density status.

Assess   body composition by validated techniques.

Describe   contemporary weight management methods and strategies needed to support   activities of daily life and physical activity.

Identify   and describe the signs, symptoms, physiological, and psychological responses   of clients/patients with disordered eating or eating disorders.

Describe   the method of appropriate management and referral for clients/patients with   disordered eating or eating disorders in a manner consistent with current   practice guidelines.

Explain   the known usage patterns, general effects, and short- and long-term adverse   effects for the commonly used dietary supplements, performance enhancing   drugs, and recreational drugs.

Identify   which therapeutic drugs, supplements, and performance-enhancing substances   are banned by sport and/or workplace organizations in order to properly   advise clients/patients about possible disqualification and other   consequences.

Goal 3: Clinical   Examination and Diagnosis (CE)

Students will acquire the knowledge,   skills and clinical abilities needed to apply clinical-reasoning throughout   the physical examination process in order to assimilate data, select the   appropriate assessment tests, and formulate a differential diagnosis and   accurately diagnosis their patients.

Learning Outcomes/Objectives

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Target

Describe the normal structures and interrelated   functions of the body systems.

Describe the normal anatomical, systemic, and   physiological changes associated with the lifespan.

Identify the common congenital and acquired risk   factors and causes of musculoskeletal injuries and common illnesses that may   influence physical activity in pediatric, adolescent, adult, and aging   populations.

Describe the principles and concepts of body movement, including   normal osteokinematics and arthrokinematics.

Describe the influence of pathomechanics on function.

Describe the basic principles of diagnostic imaging and testing   and their role in the diagnostic process.

Explain the role and importance of functional outcome measures   in clinical practice and patient health-related quality of life.

Identify functional and patient-centered quality of life outcome   measures appropriate for use in athletic training practice.

Explain diagnostic accuracy concepts including reliability, sensitivity,   specificity, likelihood ratios, prediction values, and pre-test and post-test   probabilities in the selection and interpretation of physical examination and   diagnostic procedures

Explain the creation of clinical prediction rules in the diagnosis   and prognosis of various clinical conditions.

Apply clinical prediction rules during clinical examination   procedures.

Obtain a thorough medical history that includes   the pertinent past medical history, underlying systemic disease, use of medications,   the patient’s perceived pain, and the history and course of the present   condition.

Differentiate between an initial injury evaluation   and follow-up/reassessment as a means to evaluate the efficacy of the   patient’s treatment/rehabilitation program, and make modifications to the   patient’s program as needed.

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

Recognize the signs and symptoms of catastrophic   and emergent conditions and demonstrate appropriate referral decisions.

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

Incorporate the concept of differential diagnosis   into the examination process.

Determine criteria and make decisions regarding   return to activity and/or sports participation based on the patient’s current   status.

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

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

Determine when the   findings of an examination warrant referral of the patient.

Describe current   setting-specific and activity-specific rules and guidelines for managing   injuries and illnesses.

Goal 4: Acute Care of Injuries and Illnesses (AC)

Students will acquire the knowledge,   skills and clinical abilities needed to manage acute injuries and illnesses.

Learning Outcomes/Objectives

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Target

Explain the legal, moral, and   ethical parameters that define the athletic trainer’s scope of acute and   emergency care.

Differentiate the roles and   responsibilities of the athletic trainer from other pre-hospital care and   hospital-based providers, including emergency medical technicians/   paramedics, nurses, physician assistants, and physicians.

Describe the hospital trauma level   system and its role in the transportation decision-making process.

Demonstrate the ability to perform   scene, primary, and secondary surveys.

Obtain a medical history   appropriate for the patient’s ability to respond.

When appropriate, obtain and   monitor signs of basic body functions including pulse, blood pressure,   respiration, pulse oximetry, pain, and core temperature. Relate changes in   vital signs to the patient’s status.

Differentiate between normal and   abnormal physical findings and the associated pathophysiology.

Explain the indications,   guidelines, proper techniques, and necessary supplies for removing equipment   and clothing in order to access the airway, evaluate and/or stabilize an   athlete’s injured body part.

Differentiate the types of airway   adjuncts and their use in maintaining a patent airway in adult respiratory   and/or cardiac arrest.

Establish and maintain an airway,   including the use of oro- and nasopharygneal airways, and neutral spine   alignment in an athlete with a suspected spine injury who may be wearing   shoulder pads, a helmet with and without a face guard, or other protective   equipment.

Determine when suction for airway maintenance is indicated and   use according to accepted practice protocols.

Identify cases when rescue breathing, CPR, and/or AED use is   indicated according to current accepted practice protocols.

Utilize an automated external defibrillator according to current   accepted practice protocols.

Perform one- and two- person CPR on an infant, child and adult.

Utilize a bag valve and pocket mask on a child and adult using   supplemental oxygen.

Explain the indications, application, and treatment parameters   for supplemental oxygen administration for emergency situations.

Administer supplemental oxygen with adjuncts.

Assess oxygen saturation using a pulse oximeter and interpret   the results to guide decision making.

Explain the proper procedures for managing external hemorrhage   and the rationale for use of each.

Select and use the appropriate procedure for managing external   hemorrhage.

Explain aseptic or sterile techniques, approved sanitation   methods, and universal precautions used in the cleaning, closure, and dressing   of wounds.

Select and use appropriate procedures for the cleaning, closure,   and dressing of wounds, identifying when referral is necessary.

Use cervical stabilization devices and techniques that are   appropriate to the circumstances of an injury.

Demonstrate proper positioning and immobilization of a patient   with a suspected spinal cord injury.

Perform patient transfer techniques for suspected head and spine   injuries utilizing supine log roll, prone log roll with push, prone log roll with   pull, and lift-and-slide techniques.

Select the appropriate spine board, including long board or   short board, and use appropriate immobilization techniques based on the   circumstance of the patient’s injury.

Explain the role of core body temperature in differentiating   between exertional heat stroke, hyponatremia, and head injury.

Differentiate the different methods for assessing core body   temperature.

Assess core body temperature using a rectal probe.

Explain the role of rapid full body cooling in the emergency   management of exertional heat stroke.

Assist the patient in the use of a nebulizer treatment for an   asthmatic attack.

Determine when use of a metered-dose inhaler is warranted based   on a patient’s condition.

Instruct a patient in the use of a meter-dosed inhaler in the   presence of asthma related bronchospasm.

Explain the importance of monitoring a patient following a head   injury, including the role of obtaining clearance from a physician before   further patient participation.

Demonstrate the use of an auto-injectable epinephrine in the   management of allergic anaphylaxis. Decide when auto-injectable epinephrine   use is warranted based on a patient’s condition.

Identify the signs, symptoms, interventions and, when   appropriate, the return-to-participation criteria for sudden cardiac arrest,   brain injury including concussion, subdural and epidural hematomas, second   impact syndrome and skull fracture, cervical, thoracic, and lumbar spine   trauma, heat illness including heat cramps, heat exhaustion, exertional heat   stroke, and hyponatremia, exertional sickling associated with sickle cell   trait, rhabdomyolysis, internal hemorrhage, diabetic emergencies including   hypoglycemia and ketoacidosis, asthma attacks, systemic allergic reaction,   including anaphylactic shock, epileptic and non-epileptic seizures, shock,   hypothermia, frostbite, toxic drug overdoses and local allergic reaction.

Select and apply appropriate splinting material to stabilize an   injured body area.

Apply appropriate immediate treatment to protect the injured   area and minimize the effects of hypoxic and enzymatic injury.

Select and implement the appropriate ambulatory aid based on the   patient’s injury and activity and participation restrictions.

Determine the proper transportation technique based on the   patient’s condition and findings of the immediate examination.

Identify the criteria used in the decision-making process to   transport the injured patient for further medical examination.

Select and use the appropriate short-distance transportation   methods, such as the log roll or lift and slide, for an injured patient in   different situations.

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

Goal 5: Therapeutic Interventions (TI)

Students will acquire the knowledge,   skills and clinical abilities needed to design and administer therapeutic   interventions to maximize the patient’s participation and health-related   quality of life.

Learning Outcomes/Objectives

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Target

Describe and differentiate the physiological and   pathophysiological responses to inflammatory and non-inflammatory conditions   and the influence of these responses on the design, implementation, and   progression of a therapeutic intervention.

Compare and contrast contemporary theories of pain perception   and pain modulation.

Differentiate between palliative and primary pain-control   interventions.

Analyze the impact of immobilization, inactivity, and   mobilization on the body systems and injury response.

Compare and contrast the variations in the physiological   response to injury and healing across the lifespan.

Describe common surgical techniques, including interpretation of   operative reports, and any resulting precautions, contraindications, and   comorbidities that impact the selection and progression of a therapeutic   intervention program.

Identify patient- and clinician-oriented outcomes measures   commonly used to recommend activity level, make return to play decisions, and   maximize patient outcomes and progress in the treatment plan.

Explain the theory and principles relating to expected   physiological response(s) during and following therapeutic interventions.

Describe the laws of physics that (1) underlay the application   of thermal, mechanical, electromagnetic, and acoustic energy to the body and   (2) form the foundation for the development of therapeutic interventions.

Integrate self-treatment into the intervention when appropriate,   including instructing the patient regarding self-treatment plans.

Design therapeutic interventions to meet specified treatment   goals.

Assess the patient to identify indications, contraindications,   and precautions applicable to the intended intervention.

Position and prepare the patient for various therapeutic   interventions.

Describe the expected effects and potential adverse reactions to   the patient.

Instruct the patient how to correctly perform rehabilitative   exercises.

Apply the intervention, using parameters appropriate to the   intended outcome.

Reassess the patient to determine the immediate impact of the   intervention.

Use the results of on-going clinical examinations to determine   when a therapeutic intervention should be progressed, regressed or   discontinued.

Describe the relationship between the application of therapeutic   modalities and the incorporation of active and passive exercise and/or manual   therapies, including therapeutic massage, myofascial techniques, and muscle   energy techniques.

Describe the use of joint mobilization in pain reduction and   restoration of joint mobility.

Perform joint mobilization techniques as indicated by   examination findings.

Fabricate and apply taping, wrapping, supportive, and protective   devices to facilitate return to function.

Analyze gait and select appropriate instruction and correction   strategies to facilitate safe progression to functional gait pattern.

Explain the relationship between posture, biomechanics, and   ergodynamics and the need to address these components in a therapeutic   intervention.

Identify manufacturer, institutional, state, and/or federal   standards that influence approval, operation, inspection, maintenance and   safe application of therapeutic modalities and rehabilitation equipment.

Inspect therapeutic equipment and the treatment environment for   potential safety hazards.

Explain the federal, state, and local laws, regulations and   procedures for the proper storage, disposal, transportation, dispensing and   documentation associated with commonly used prescription and nonprescription   medications.

Identify and use appropriate pharmaceutical terminology for   management of medications, inventory control, and reporting of   pharmacological agents commonly used in an athletic training facility.

Use an electronic drug resource to locate and identify   indications, contraindications, precautions, and adverse reactions for common   prescription and nonprescription medications.

Explain the major concepts of pharmacokinetics and the influence   that exercise might have on these processes.

Explain the concepts related to bioavailability, half-life, and   bioequivalence and their relevance to the patient, the choice of medication,   and the dosing schedule.

Explain the pharmacodynamic principles of receptor theory,   dose-response relationship, placebo effect, potency, and drug interactions as   they relate to the mechanism of drug action and therapeutic effectiveness.

Describe the common routes used to administer medications and   their advantages and disadvantages.

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.

Describe how common pharmacological agents influence pain and   healing and their influence on various therapeutic interventions.

Explain the general therapeutic strategy, including drug   categories used for treatment, desired treatment outcomes, and typical   duration of treatment, for the following common diseases and conditions:   asthma, diabetes, hypertension, infections, depression, GERD, allergies,   pain, inflammation, and the common cold.

Optimize therapeutic outcomes by communicating with patients   and/or appropriate healthcare professionals regarding compliance issues, drug   interactions, adverse drug reactions, and sub-optimal therapy.

Goal 6: Psychosocial Strategies and Referral (PS)

Students will acquire the knowledge   needed to recognize clients/patients exhibiting abnormal social, emotional,   and mental behaviors and the ability to intervene and refer these individuals   as necessary. Additionally, students will appreciate the role of mental   health in injury and recovery and use interventions to optimize the   connection between mental health and restoration of participation.

Learning Outcomes/Objectives

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Target

Describe the basic principles of personality traits, trait   anxiety, locus of control, intrinsic and extrinsic motivation, and patient   and social environment interactions as they affect patient interactions.

Explain the theoretical background of psychological and   emotional responses to injury and forced inactivity.

Describe how psychosocial considerations affect clinical   decision-making related to return to activity or participation.

Summarize and demonstrate the basic processes of effective   interpersonal and cross-cultural communication as it relates to interactions   with patients and others involved in the healthcare of the patient.

Summarize contemporary theory regarding educating patients of   all ages and cultural backgrounds to effect behavioral change.

Explain the importance of educating patients, parents/guardians,   and others regarding the condition in order to enhance the psychological and   emotional well-being of the patient.

Describe the psychological techniques that the athletic trainer   can use to motivate the patient during injury rehabilitation and return to   activity processes.

Describe psychological interventions that are used to facilitate   a patient’s physical, psychological, and return to activity needs.

Describe the psychosocial factors that affect persistent pain   sensation and perception and identify multidisciplinary approaches for   assisting patients with persistent pain.

Explain the impact of sociocultural issues that influence the   nature and quality of healthcare received and formulate and implement   strategies to maximize client/patient outcomes.

Describe the role of various mental healthcare providers that   may comprise a mental health referral network.

Identify and refer clients/patients in need of mental   healthcare.

Identify and describe the basic signs and symptoms of mental   health disorders, sub-clinical mood disturbances and personal/social conflict   that may indicate the need for referral to a mental healthcare professional.

Describe the psychological and sociocultural factors associated   with common eating disorders.

Identify the symptoms and clinical signs of substance   misuse/abuse, the psychological and sociocultural factors associated with   such misuse/abuse, its impact on an individual’s health and physical   performance, and the need for proper referral to a healthcare professional.

Formulate a referral for an individual with a suspected mental   health or substance abuse problem.

Describe the psychological and emotional responses to a   catastrophic event, the potential need for a psychological intervention and a   referral plan for all parties affected by the event.

Provide appropriate education regarding the condition and plan   of care to the patient and appropriately discuss with others as needed and as   appropriate to protect patient privacy.

Goal 7: Healthcare Administration (HA)

Students will acquire an   understanding of risk management, healthcare delivery mechanisms, insurance,   reimbursement, documentation, patient privacy, and facility management.

Learning Outcomes/Objectives

Metric

Target

Describe the role of the athletic trainer and the delivery of   athletic training services within the context of the broader healthcare   system.

Describe the impact of organizational structure on the daily   operations of a healthcare facility.

Describe the role of strategic planning as a means to assess and   promote organizational improvement.

Describe the conceptual components of developing and   implementing a basic business plan.

Describe basic healthcare facility design for a safe and   efficient clinical practice setting.

Explain components of the budgeting process including:   purchasing, requisition, bidding, request for proposal, inventory, profit and   loss ratios, budget balancing, and return on investments.

Assess the value of the services provided by an athletic   trainer.

Develop operational and capital budgets based on a supply   inventory and needs assessment; including capital equipment, salaries and   benefits, trending analysis, facility cost, and common expenses.

Identify the components that comprise a comprehensive medical   record.

Identify and explain the statutes that regulate the privacy and   security of medical records.

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.

Define state and federal statutes that regulate employment practices.

Describe principles of recruiting, selecting, hiring, and   evaluating employees.

Identify principles of recruiting, selecting, employing, and   contracting with physicians and other medical and healthcare personnel in the   deployment of healthcare services.

Describe federal and state infection control regulations and   guidelines, including universal precautions as mandated by the Occupational   Safety and Health Administration, for the prevention, exposure, and control   of infectious diseases, and discuss how they apply to the practicing of   athletic training.

Identify key regulatory agencies that impact healthcare   facilities, and describe their function in the regulation and overall   delivery of healthcare.

Describe the basic legal principles that apply to an athletic   trainer’s responsibilities.

Identify components of a risk management plan to include   security, fire, electrical and equipment safety, emergency preparedness, and   hazardous chemicals.

Create a risk management plan and develop associated policies   and procedures to guide the operation of athletic training services within a   healthcare facility to include issues related to security, fire, electrical   and equipment safety, emergency preparedness, and hazardous chemicals.

Identify principles of recruiting, selecting, employing, and   contracting with physicians and other medical and healthcare personnel in the   deployment of healthcare services.

Describe federal and state infection control regulations and   guidelines, including universal precautions as mandated by the Occupational   Safety and Health Administration, for the prevention, exposure, and control   of infectious diseases, and discuss how they apply to the practicing of   athletic training.

Identify key regulatory agencies that impact healthcare   facilities, and describe their function in the regulation and overall   delivery of healthcare.

Describe the basic legal principles that apply to an athletic   trainer’s responsibilities.

Identify components of a risk management plan to include   security, fire, electrical and equipment safety, emergency preparedness, and   hazardous chemicals.

Describe the criteria for selection, common features,   specifications, and required documentation needed for secondary, excess   accident, and catastrophic health insurance.

Describe the concepts and procedures for revenue generation and   reimbursement.

Understand the role of and use diagnostic and procedural codes   when documenting patient care.

Explain typical administrative policies and procedures that   govern first aid and emergency care.

Describe the role and functions of various healthcare providers   and protocols that govern the referral of patients to these professionals.

Goal 8: Professional Development and Responsibility (PD)

Students will understand the need   to practice within the limits of state and national regulation using moral   and ethical judgment and to maintain current competence in the constantly   changing world of healthcare.

Learning Outcomes/Objectives

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Target

Summarize the athletic training profession’s history and   development and how current athletic training practice has been influenced by   its past.

Describe the role and function of the National Athletic   Trainers’ Association and its influence on the profession.

Describe the role and function of the Board of Certification,   the Commission on Accreditation of Athletic Training Education, and state   regulatory boards.

Explain the role and function of state athletic training   practice acts and registration, licensure, and certification agencies   including (1) basic legislative processes for the implementation of practice   acts, (2) rationale for state regulations that govern the practice of   athletic training, and (3) consequences of violating federal and state   regulatory acts.

Access, analyze, and differentiate between the essential   documents of the national governing, credentialing and regulatory bodies,   including, but not limited to, the NATA Athletic Training Educational   Competencies, the BOC Standards of Professional Practice, the NATA Code of   Ethics, and the BOC Role Delineation Study/Practice Analysis.

Explain the process of obtaining and maintaining necessary   local, state, and national credentials for the practice of athletic training.

Perform a self-assessment of professional competence and create   a professional development plan to maintain necessary credentials and promote   life-long learning strategies.

Differentiate among the preparation, scopes of practice, and   roles and responsibilities of healthcare providers and other professionals   with whom athletic trainers interact.

Specify when referral of a client/patient to another healthcare   provider is warranted and formulate and implement strategies to facilitate   that referral.

Develop healthcare educational programming specific to the   target audience.

Identify strategies to educate colleagues, students, patients,   the public, and other healthcare professionals about the roles, responsibilities,   academic preparation, and scope of practice of athletic trainers.

Identify mechanisms by which athletic trainers influence state   and federal healthcare regulation.