Dimensión: Manejo de Recursos Públicos

A Franklin College Preceptor must evaluate all Clinical Integration Proficiencies (CIPs) in order to meet the requirements of the AT Program. Students will be asked to demonstrate the appropriate skills and answer questions associated with the respective Competency or CIP. When a student has successfully mastered the CIP, the CIP worksheet will be signed and dated by the evaluating Preceptor. It is the student’s responsibility to complete CIP’s so time management is essential. There will be many opportunities for students to demonstrate mastery of CIP’s associated with each clinical class. ATS are encouraged to seek out as many learning opportunities as possible during these experiences. Mock opportunities will be available as needed but should NEVER replace opportunities that present themselves during clinical experiences.

Remember –clinical integration proficiency evaluation should ideally take place during a field or clinical experience rotation with an actual patient

Failure to complete the required CIP’s will put an ATS’s course grade and status in the AT Program at risk. ATS’s are encouraged to use time during clinical experience rotations wisely. It is at the Preceptor’s discretion to say a student has waited too long. Student-athletes will be challenged even more since less time is available to complete CIP’s. In the event CIP’s are not completed, a failing grade will be assigned and the student’s status in the AT Program will be jeopardized. Plan accordingly!!

7. Professional Portfolio

Throughout 3 of the 6 professional clinical experience classes students will construct a portfolio as part of the class requirements. This portfolio is a summative assessment of a student’s efforts and achievement designed to capture evidence of competence and learning using a purposeful collection of work. Further details regarding portfolio development and assessment will be discussed in class.

Please refer to the clinical appendices for a complete copy of the professional portfolio rubric.

B. Clinical Education Policies

1. Purpose

Clinical experience rotations are an integral component of the AT Program curriculum. “Book knowledge”, information that the student learns in the classroom or laboratory, is important only if the student can apply that knowledge in a clinical setting. The purpose of the clinical experience portion of the AT Program is to allow the ATS to practice, apply, and integrate what they learn; that is to take the skills and knowledge from the classroom and use them in a real-world setting under the supervision of a credentialed Preceptor. While the purpose of the clinical setting is to allow the ATSs to integrate what they have learned in the classroom or laboratory, ATSs must NOT take the place of a credentialed professional by providing health care services in an unsupervised manner. The ATSs should use the clinical exposures to improve and perfect their skills and knowledge while learning decision-making skills in a supervised environment. A supervised environment is one in which there is "constant visual and auditory interaction" between the student and the Preceptor. Furthermore, ATS’s are not to perform a skill or task for which they have not received formal instruction or for which they have not proven clinical competency. Only after formal instruction and proof of competency may an ATS perform a skill or technique in the clinical setting and always under the supervision of a Preceptor.

Students will participate in clinical experience rotations for every semester in which the ATS is enrolled, in good standing, in the AT Program. Clinical experience rotations may encompass morning, afternoon, evening, and / or weekend time commitments on the part of the ATS. Some Preceptors may also request attendance over holiday and semester breaks; however, students are not obligated to participate in clinical experience rotations when school is not in session. If the opportunity presents itself for the ATS to continue with clinical experience rotations when school is not in session, it is up to the ATS to determine if he / she desires to take advantage of that opportunity.

2. Clinical Supervision Policy

During clinical experience rotations, athletic training students will be assigned to a Preceptor who will provide direct supervision of the athletic training student. Direct supervision at Franklin College is defined as:

Daily personal/verbal contact between the athletic training student and Preceptor, who plans, directs, advises, and evaluates the students’ athletic training clinical experience, at the supervision site. The Preceptor shall be physically present to intervene on behalf of the student-athlete or patient.

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The Preceptor must be physically present and have the ability to intervene on behalf of the athletic training student and the patient. No athletic training student will be present at a clinical experience site without being directly supervised by a Preceptor. Preceptors will communicate daily with the athletic training student to provide verbal direct and indirect feedback on skills and daily tasks. Preceptors are charged with the formal evaluation of the athletic training student’s integration of clinical proficiencies during clinical experience rotations. The Preceptor will meet twice with Junior and Senior level athletic training students to discuss mid-term and final clinical evaluations for each clinical experience rotation. Preceptors will also formally evaluate sophomore level athletic training students at the completion of the student’s 3-week clinical rotation. The AT Program will provide regular communication with each Preceptor in order to maintain the quality of the student clinical experience rotations. The number of students assigned to a Preceptor will not exceed a ratio of eight students per Preceptor in each clinical experience setting.

Although ATS’s are expected to be supervised in the clinical settings at all times, there are times when direct supervision is not possible (i.e. the supervisor temporarily leaves). When an ATS is not under direct supervision (i.e. they are not under constant visual and auditory interaction) by a Preceptor, the ATS will act as a “first responder”. The role of a first responder is to provide first aid or emergency treatment to injured athletes or patients, NOT to provide athletic training services.

3. Clinical Experience Hour Policy

Clinical Site Minimum Clinical Experience _Hours Maximum Clinical Experience _Hours Minimum Days off/week AT clinic rotation 6 hours/week or

24 hours/month 10 hours/week or 40 hours/month 1/week Clinical experience rotations Sophomores Sophomores (cont.) Non-FB Rotations 10 hours/week or 30 hours/3-week rotation FB Rotation 15 hours/week or 45 hours/3-week rotation 15 hours/week or 45 hours/3-week rotation 20 hours/week or 60 hours/3-week rotation 1/week

Juniors and seniors 15 hours/week or

60 hours/month 100 hours/month 1/week

Junior and Senior athletic training students

 Clinical experience rotations are not to exceed 100 clinical experience hours per month or go below a minimum of 60 hours/month, with the exception of an AT clinic rotation

 When completing season long clinical experience rotations students should discuss their schedule with the supervising Preceptor on a weekly basis to make any required modifications to be compliant with the clinical experience hour requirement

 Complete a daily hour sheet and obtain preceptor initial weekly for all clinical experience rotations Sophomore athletic training students

 Three-week clinical rotations are not to exceed 45 clinical experience hours per rotation, or go below a minimum of 30 hours per rotation, with the exception of an AT clinic rotation and FB clinical experience rotation

 Students completing the football clinical experience rotation will complete a minimum of 15 hours/week and a maximum of 20 hours per week, not to exceed 60 hours for the 3-week rotation

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 If hour sheets are not signed within 4 days of the previous week, the clinical experience rotation hours for that week will not be accepted and will not count towards the minimum or maximum clinical experience hour amount.

 Minimum hours accrued could be dependent on weather-related or other events causing practices/competitions to be cancelled. If the cancellations cause a student to be unable to meet the minimum number of clinical hours, the minimum hour requirement will be dealt with on a case-by-case basis.

C. Clinical Expectations and Responsibilities of the Athletic Training Student

1. Overview

You have been selected into the AT Program as an athletic training student over numerous other students who had the same interest. You were chosen because of your potential for a successful career in athletic training. Among other qualities, you possess good intelligence, perseverance, dedication, communication skills and work ethic. However, all the other students in the AT Program have these same qualities so you must reach for excellence to distinguish yourself.

You will be expected to perform at your best in the classroom, laboratory and clinical settings. You must strive for academic excellence in all your courses. The theoretical information that you gain from your classes will give you the foundation for your clinical expertise. You must continue to improve all aspects of your education to provide the best care to your patients.

Your experience in the clinical setting should be treated as a class and job. You are expected to report on time and be prepared to assume your responsibilities as an athletic training student. You should be inquisitive and pose questions to your peers, Preceptors, and other health care providers. Supplement your education with additional reading in relevant journals and books. Take the initiative to perform your clinical duties to the best of your abilities. As you gain experience, assume a leadership role among your peers in the classroom, laboratory and clinical settings. Attempt to improve different areas of your athletic training skills every day.

Now that you are admitted into the AT Program, you will be assigned to a Preceptor who has an athletic team assignment. Most team assignments will have a minimum of 2 athletic training students. Typically, one will be an upper level student and one will be a sophomore rotating through the various teams. We expect both students to work closely together, in conjunction with their respective Preceptor. Further, we expect the upper level student to share knowledge and experience with the rotating sophomore students.

The purpose of the team assignment is to provide the student with clinical experiences in the comprehensive health care of an athletic team and with a variety of patients. This includes injury prevention, evaluation, rehabilitation, and

administrative experiences. The student will make decisions concerning injury prevention, evaluation and care of injuries, and design and implement rehabilitation and reconditioning procedures while being supervised by a Preceptor. Each student should draw upon his/her educational and clinical experiences in performing these duties.

Each Preceptor has his/her own expectations based on the nature of the clinical experience rotation assignment and level of student. A description of student expectations according to student level for each sport assignment is included.

2. Clinical Assignment Descriptions

Below are clinical assignment descriptions for each clinical setting rotation on and off-campus. Each description is a fully- detailed explanation of what is expected for each rotation for each level of athletic training student. Please refer to these before rotating through each clinical experience and meeting with the respective Preceptor.

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