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McNeese State UniversityMcNeese State University
Athletic Training Education ProgramAthletic Training Education Program Preceptor WorkshopPreceptor Workshop
2014-20152014-2015
Preceptor Training Content AreasPreceptor Training Content Areas
MSU Athletic Training Program UpdateMSU Athletic Training Program Update
Learning styles and instructional skillsLearning styles and instructional skills
Review of Athletic Training Educational Review of Athletic Training Educational CompetenciesCompetencies
Evaluation of student performance and feedbackEvaluation of student performance and feedback
Instructional skills of supervision, mentoring, and Instructional skills of supervision, mentoring, and administrationadministration
Program/institution-specific policies, procedures, Program/institution-specific policies, procedures, and clinical education requirementsand clinical education requirements
Preceptor Training Content AreasPreceptor Training Content Areas
Legal and ethical behaviorsLegal and ethical behaviors
Communication skillsCommunication skills
Appropriate interpersonal relationshipsAppropriate interpersonal relationships
Appropriate clinical skills and knowledge Appropriate clinical skills and knowledge
Program UpdateProgram Update
Accreditation self-study done – July 2013Accreditation self-study done – July 2013
Accreditation Site visit – Feb 2013Accreditation Site visit – Feb 2013
Currently 31 students in the clinical portion Currently 31 students in the clinical portion of the program vs 18 students last Fall 13of the program vs 18 students last Fall 13
16 non-compliances reported – Rejoinder 16 non-compliances reported – Rejoinder submitted June 2014 submitted June 2014
CAATE response Aug 2014 CAATE response Aug 2014
Approximately 70 athletic training majorsApproximately 70 athletic training majors
BOC Pass RateBOC Pass Rate
www.mcneese.edu/hhp
17 of 19 ATP Students passed BOC.17 of 19 ATP Students passed BOC.
Inception date Spring 2009 AT Program 28 graduates: Inception date Spring 2009 AT Program 28 graduates:
Spring 09 – 3 graduates ( BOC No attempts)Spring 09 – 3 graduates ( BOC No attempts)
Spring 10 – 2 graduates ( BOC attempted / PASSED)Spring 10 – 2 graduates ( BOC attempted / PASSED)
Fall 10 – 1 graduates (BOC PASSED)Fall 10 – 1 graduates (BOC PASSED)
Spring 11 – 5 graduates (BOC PASSED)Spring 11 – 5 graduates (BOC PASSED)
Spring 12 – 7 graduates (BOC attempted/ 4 of 6 Passed)Spring 12 – 7 graduates (BOC attempted/ 4 of 6 Passed)
Spring 13 – 5 graduates (BOC PASSED)Spring 13 – 5 graduates (BOC PASSED)
Spring 14 – 5 graduates (BOC attempted)Spring 14 – 5 graduates (BOC attempted)
CAATE StandardsCAATE Standards
Standards for the Accreditation of Educational Standards for the Accreditation of Educational Programs for the Professional Preparation of the Programs for the Professional Preparation of the Athletic TrainerAthletic Trainer
Revised as of July 2012Revised as of July 2012
Revised standards available at:Revised standards available at:
www.caate.net
http://caate.net/professional-programs/standards/
Preceptor ResponsibilitiesPreceptor Responsibilities
Supervise students during clinical educationSupervise students during clinical education
Provide instruction and assessment of the Provide instruction and assessment of the educational knowledge and skills defined by the educational knowledge and skills defined by the commissioncommission
Provide instruction and opportunities for the Provide instruction and opportunities for the student to develop clinical integration student to develop clinical integration proficiencies, communication skills and clinical proficiencies, communication skills and clinical decision-making during actual patient/client caredecision-making during actual patient/client care
Responsibilities Cont.Responsibilities Cont.
Provide Assessment of athletic training students’ Provide Assessment of athletic training students’ clinical integration proficiencies, communication clinical integration proficiencies, communication skills and clinical decision-making during actual skills and clinical decision-making during actual patient/client care.patient/client care.
Facilitate the clinical integration of skills, Facilitate the clinical integration of skills, knowledge, and evidence regarding the practice knowledge, and evidence regarding the practice of athletic trainingof athletic training
Demonstrates understanding of and compliance Demonstrates understanding of and compliance with the program’s policies and procedureswith the program’s policies and procedures
Preceptor QualificationsPreceptor Qualifications
Credentialed by the state in a health care Credentialed by the state in a health care professionprofession
Not be currently enrolled in the Not be currently enrolled in the professional(entry-level) athletic training professional(entry-level) athletic training program at the institutionprogram at the institution
Receive planned and ongoing training from the Receive planned and ongoing training from the program designed to promote a constructive program designed to promote a constructive learning environmentlearning environment
Education Competencies – 5Education Competencies – 5thth Edition Edition
Revised 2011Revised 2011
Provides educational program personnel and others with Provides educational program personnel and others with the knowledge, skills, and clinical abilities to be mastered the knowledge, skills, and clinical abilities to be mastered by students enrolled in professional athletic training by students enrolled in professional athletic training education programs.education programs.
CAATE requires that the Competencies be instructed CAATE requires that the Competencies be instructed and evaluated in each accredited program.and evaluated in each accredited program.
NATA Competencies: NATA Competencies: http://www.nata.org/sites/default/files/5th_Edition_Competencies.pdf
Revisions Included in 5Revisions Included in 5thth Edition Edition
The 12 content areas of the previous edition have been The 12 content areas of the previous edition have been reorganized into 8 reorganized into 8 – Evidence based practiceEvidence based practice– Prevention and health promotionPrevention and health promotion– Clinical examination and di9agnosisClinical examination and di9agnosis– Acute care of injuries and illnessesAcute care of injuries and illnesses– Therapeutic interventionsTherapeutic interventions– Psychosocial strategies and referralPsychosocial strategies and referral– Healthcare administrationHealthcare administration– Professional development and responsibilityProfessional development and responsibility
Revisions Cont.Revisions Cont.
The Acute Care(AC) content area has been The Acute Care(AC) content area has been substantially revised to reflect contemporary substantially revised to reflect contemporary practicepractice
Content areas now integrate knowledge and Content areas now integrate knowledge and skills, instead of separate sections for cognitive skills, instead of separate sections for cognitive and psychomotor competenciesand psychomotor competencies
The Clinical Integration Proficiencies (CIP) have The Clinical Integration Proficiencies (CIP) have been removed from the individual content areas been removed from the individual content areas and reorganized into a separate section.and reorganized into a separate section.
Clinical Education/ExperienceClinical Education/Experience
Defining Clinical EducationDefining Clinical Education– Historically apprenticeshipsHistorically apprenticeships– Clinical Education is Clinical Education is “the portion of the “the portion of the
students’ professional education which students’ professional education which involves practice and application of classroom involves practice and application of classroom knowledge and skills to on-the-job knowledge and skills to on-the-job responsibilities”. responsibilities”.
– IT IS PARTICIPATORY EXPERIENCE WITH IT IS PARTICIPATORY EXPERIENCE WITH LIMITED TIME SPENT IN OBSERVATIONLIMITED TIME SPENT IN OBSERVATION
Review of Clinical Guidelines Review of Clinical Guidelines
Clinical Education DesignClinical Education Design– Clinical Education involvesClinical Education involves “constant visual and “constant visual and
auditory interaction with the student”auditory interaction with the student”– There must be consistency b/w didactic and clinical There must be consistency b/w didactic and clinical
education within the program.education within the program.– Clinical rotations must include: 1) lower extremity 2) Clinical rotations must include: 1) lower extremity 2)
upper extremity 3) equipment intensive 4) general upper extremity 3) equipment intensive 4) general medicalmedical
Review of Clinical EducationReview of Clinical Education
Clinical Education DesignClinical Education Design– Sample of MSU ATS RotationSample of MSU ATS Rotation
HHP 288 (120 Hours) MSU Athletic Training RoomHHP 288 (120 Hours) MSU Athletic Training Room
HHP 388 (180 hours) – Clinic/High SchoolHHP 388 (180 hours) – Clinic/High School
HHP 389 (180 hours) – MSU Athletic Training HHP 389 (180 hours) – MSU Athletic Training RoomRoom
HHP 488 (180 hours) – MSU Athletic Training HHP 488 (180 hours) – MSU Athletic Training RoomRoom
HHP 489 (180 hours) – General Medical/ Private HHP 489 (180 hours) – General Medical/ Private ClinicClinic
HHP 490 (180 hours) – High School/OrthopedicHHP 490 (180 hours) – High School/Orthopedic
Review of Clinical EducationReview of Clinical Education
Summary of Clinical EducationSummary of Clinical Education– Clinical Education allows the student to apply didactic Clinical Education allows the student to apply didactic
knowledge and theory to the real world of clinical knowledge and theory to the real world of clinical practice.practice.
– Emphasis is placed on progression from general Emphasis is placed on progression from general technical skills (HHP 235, 285, 288, 388) to more technical skills (HHP 235, 285, 288, 388) to more specific therapeutic skills that require judgment and specific therapeutic skills that require judgment and critical thinking (HHP 355, 365, 430, 389, 488, 489, critical thinking (HHP 355, 365, 430, 389, 488, 489, 490) 490)
Learning Over TimeLearning Over Time (Mastery of Skills)(Mastery of Skills) Definition Definition – – The process by which professional The process by which professional knowledge and skills are learned and evaluated. This knowledge and skills are learned and evaluated. This process involves the initial formal instruction and process involves the initial formal instruction and evaluation of that knowledge and skill, followed by a evaluation of that knowledge and skill, followed by a time of sufficient length to allow for practice and time of sufficient length to allow for practice and internalization of the information/skill, and then a internalization of the information/skill, and then a subsequent re-evaluation of that information/skill in a subsequent re-evaluation of that information/skill in a clinical (actual or simulated) setting. clinical (actual or simulated) setting.
Teaching and Learning StrategiesTeaching and Learning Strategies
Teaching and Learning StylesTeaching and Learning Styles– Learning Styles Defined:Learning Styles Defined:
specific pattern of behavior and/or performance specific pattern of behavior and/or performance the learner utilizes in approaching learning the learner utilizes in approaching learning experiences; experiences;
the way information is processed, retained, and the way information is processed, retained, and utilizedutilized
– Learning styles can be cognitive, affective, and Learning styles can be cognitive, affective, and physiologicalphysiological
– These characteristics are usually distinctive, These characteristics are usually distinctive, observable, and measurableobservable, and measurable
– Individual teaching styles usually based on one’s Individual teaching styles usually based on one’s own learning styleown learning style
Teaching and Learning StrategiesTeaching and Learning Strategies
Teaching and Learning StylesTeaching and Learning Styles– both instructors and students capable of adapting to both instructors and students capable of adapting to
alternate learning styles and strategiesalternate learning styles and strategies– students that are deemed to be disinterested or not students that are deemed to be disinterested or not
smart enough, often victim of incompatible smart enough, often victim of incompatible teaching/learning stylesteaching/learning styles
Teaching and Learning StrategiesTeaching and Learning Strategies
Recognize the effective teaching Recognize the effective teaching behaviors of Preceptor’sbehaviors of Preceptor’s– The effective Preceptor shows awareness of individual learning The effective Preceptor shows awareness of individual learning
styles and shows a willingness to work and adapt with each styles and shows a willingness to work and adapt with each individualindividual
– The effective Preceptor must actively engage the student in The effective Preceptor must actively engage the student in learning process learning process
– Preceptors must understand their own strengths and Preceptors must understand their own strengths and weaknesses to effectively share knowledge with the studentweaknesses to effectively share knowledge with the student
– Preceptor “Preceptor “Acculturates” Acculturates” student student into the profession-into the profession-the socialization of the student into the professionthe socialization of the student into the profession
involves not only the technical and manual tasks of the job, but involves not only the technical and manual tasks of the job, but learning, internalizing, and employing appropriate verbal and learning, internalizing, and employing appropriate verbal and nonverbal communication skills as wellnonverbal communication skills as well
CAPSOL CAPSOL
http://www.richland.k12.wi.us/HS/GT/CAPSOL%20style%20of%20learning%20assessment%20copy.pdf
Teaching and Learning StrategiesTeaching and Learning Strategies
Recognize the instructional strategies Recognize the instructional strategies effective with different learning styleseffective with different learning styles– Learning styles (e.g.: CAPSOL)Learning styles (e.g.: CAPSOL)
Visual, Auditory, Bodily-Kinesthetic, Individual, Group, Oral Visual, Auditory, Bodily-Kinesthetic, Individual, Group, Oral Expressive, Written Expressive, Sequential, and GlobalExpressive, Written Expressive, Sequential, and Global
– Oral Expressive Individual-Oral Expressive Individual-– use of oral reports, panel discussions or debates, read written use of oral reports, panel discussions or debates, read written
reports out loudreports out loud
– Bodily-Kinesthetic-Bodily-Kinesthetic-– use of action activities (debates, pantomime, role play), use of action activities (debates, pantomime, role play),
demonstrations and task cards, simulations or hands-on examples, demonstrations and task cards, simulations or hands-on examples, learning lists and rhythmlearning lists and rhythm
The Effective PreceptorThe Effective Preceptor
Roles, qualities, and responsibilities of an Roles, qualities, and responsibilities of an effective Preceptoreffective Preceptorpractices legal and ethical behaviorpractices legal and ethical behavior
effective communication skillseffective communication skills
effective behavior, conduct, and skill in interpersonal relationships effective behavior, conduct, and skill in interpersonal relationships
effective supervisory skillseffective supervisory skills
appropriate performance evaluation skillsappropriate performance evaluation skills
clinical competence in the field of athletic trainingclinical competence in the field of athletic training
effective administrative skillseffective administrative skills
commitment to professional developmentcommitment to professional development
The Effective PreceptorThe Effective Preceptor
Strengths of an effective PreceptorStrengths of an effective Preceptor – supervision and leadershipsupervision and leadership– interactioninteraction– communication and feedback communication and feedback – adaptive teaching methodsadaptive teaching methods– reinforcementreinforcement– encouraging professional growth, development, and encouraging professional growth, development, and
promotionpromotion– constructive and objective evaluationconstructive and objective evaluation– incorporation of “learning over time” modelincorporation of “learning over time” model
EvaluationEvaluation
Recognizing opportunity of self-Recognizing opportunity of self-improvement with Preceptor and site improvement with Preceptor and site evaluationevaluationPrimarily, evaluations are to insure that program policies, Primarily, evaluations are to insure that program policies, procedures, standards and guidelines are being followedprocedures, standards and guidelines are being followed
However, use this opportunity to expand your boundaries However, use this opportunity to expand your boundaries to:to:– become a more effective teacher/masterbecome a more effective teacher/master– to increase you competence as a practicing professionalto increase you competence as a practicing professional– to improve personal and communication skillsto improve personal and communication skills
Student Evaluations of Clinical Instructors/Clinical SitesStudent Evaluations of Clinical Instructors/Clinical Sites
Preceptor Evaluation of Athletic Training Students – mid-term and finalPreceptor Evaluation of Athletic Training Students – mid-term and final
Challenges in Clinical EducationChallenges in Clinical Education
ClimateClimate– The secondary school setting?The secondary school setting?– Is there time, space, and adequate equipment Is there time, space, and adequate equipment
available to perform effective clinical available to perform effective clinical instruction? instruction?
Emergency EquipmentEmergency Equipment
OSHA guidelinesOSHA guidelines
Preceptor revolving rotationsPreceptor revolving rotations
Challenges in Clinical EducationChallenges in Clinical Education
ManagementManagement– Are you given the tools to perform the duties Are you given the tools to perform the duties
of an Preceptor? of an Preceptor? (minimum 1(minimum 1stst Aid/Emergency Aid/Emergency equipment) equipment)
– Does your supervisor (principal, athletic Does your supervisor (principal, athletic director, Sports Medicine clinic director, director, Sports Medicine clinic director, coachcoach) support you and the education of ) support you and the education of students? students?
Challenges in Clinical EducationChallenges in Clinical Education
ExpectationsExpectations– Student to Preceptor Student to Preceptor – Preceptor to StudentPreceptor to Student– Conduct orientation with student and have Conduct orientation with student and have
documentationdocumentationRefer to McNeese Athletic Training Program - Refer to McNeese Athletic Training Program - Policies and Procedures ManualPolicies and Procedures Manual
Challenges in Clinical EducationChallenges in Clinical Education
FeedbackFeedback– Daily interactions with b/w Student and Daily interactions with b/w Student and
PreceptorPreceptor– Focus on task and not personalityFocus on task and not personality– Praise positive actionsPraise positive actions– Accompany criticism with positive suggestions Accompany criticism with positive suggestions
for improvement for improvement – Evaluation of students Evaluation of students
Challenges in Clinical EducationChallenges in Clinical Education
CommunicationCommunication– CEC to Preceptor to ATS (student)CEC to Preceptor to ATS (student)– Be approachable and non-confrontational w/ Be approachable and non-confrontational w/
criticism & feedbackcriticism & feedback– Clarify anything if unsure Clarify anything if unsure
Challenges in Clinical EducationChallenges in Clinical Education
AssessmentAssessment– Evaluations - Preceptor of student, student of Evaluations - Preceptor of student, student of
PreceptorPreceptor– Document and report behavior problemsDocument and report behavior problems– Be fair Be fair
Challenges in Clinical EducationChallenges in Clinical Education
Time ManagementTime Management– Do not compromise duties for Do not compromise duties for
teaching/teaching for dutiesteaching/teaching for duties– Try to avoid overwork, burnout, and time Try to avoid overwork, burnout, and time
conflicts conflicts
Challenges in Clinical EducationChallenges in Clinical Education
CollaborationCollaboration– Defined – the interaction that the Preceptor Defined – the interaction that the Preceptor
and the student have with other individuals and the student have with other individuals (i.e. coach, administrator, athlete).(i.e. coach, administrator, athlete).
– Avoid resentment b/w other Preceptor’sAvoid resentment b/w other Preceptor’s– Promote the ATS as a professional to other Promote the ATS as a professional to other
health professionals (physicians, PT’s, health professionals (physicians, PT’s, nurses, chiropractors, exercise physiologists)nurses, chiropractors, exercise physiologists)
Challenges in Clinical EducationChallenges in Clinical Education
Student BehaviorStudent Behavior– Strict guidelines and orientationStrict guidelines and orientation– Consistency with all other Preceptor’sConsistency with all other Preceptor’s– Personality conflict should be minimized and Personality conflict should be minimized and
resolved early resolved early
Challenges in Clinical EducationChallenges in Clinical Education
Institutional PoliciesInstitutional Policies– Clinical Education Coordinator / Program Clinical Education Coordinator / Program
Director is responsible for enforcement of Director is responsible for enforcement of state and federal regulationsstate and federal regulations
– Preceptor’s must enforce institutional policies Preceptor’s must enforce institutional policies such as emergency action plan as well as such as emergency action plan as well as maintain accountability for the actions of the maintain accountability for the actions of the ATS. ATS.
Preceptor HandbookPreceptor Handbook
Discuss revisions to Preceptor /Clinical Discuss revisions to Preceptor /Clinical Education HandbookEducation Handbook
QUESTIONS ???QUESTIONS ???
Answers!!!!!Answers!!!!!
GO POKES!!!!!GO POKES!!!!!
THANK YOU!THANK YOU!