PARK UNIVERSITY Athletic Training Program

Transcription

1 PARK UNIVERSITY Athletic Training Program POLICIES AND PROCEDURES MANUAL

2 TABLE OF CONTENTS Mission Statement...4 Program Objectives...4 Admission Requirements...4 Placement of Transfer Students...5 Technical Standards...7 Re-application Process...7 Sequencing of Curriculum Plan...8 Academic Performance...8 Evaluation of Athletic Training Education Competencies...8 Evaluation of Athletic Training Education Clinical Integration Proficiencies...9 Evaluation of Preceptor...10 Program Review...10 Health & Safety...10 Bloodborne Pathogen Exposure Control Plan...12 Student-Athlete & Athletic Training Student...18 Clinical Assignment Enrollment & Student-Athletes...18 Clinical Assignment Plan...19 Athletic Training Program Costs...21 Clinical Supervision...22 Malpractice/Liability...22 Absentee-Outside Employment/Vacation...22 University Employment Conditions

3 Athletic Training Scholarships...22 Professional Conduct...23 Disciplinary Actions...26 Proof of Immunization Form...28 Post-Exposure Incident Report Form...29 Hepatitis B Waiver or Vaccination Form...30 Disciplinary Actions

4 MISSION STATEMENT The Athletic Training Program is committed to the advancement of athletic training education by creating an academic environment that allows students to explore their knowledge and apply skills that correspond with the dynamic changes of the profession. In doing so, the program will prepare qualified entry-level athletic trainers who effectively care for the physically active, are leaders for the athletic training profession, uphold the standards of professional practice, and continue to positively serve their respective community. PROGRAM OBJECTIVES The Athletic Training Program (Program) educates and prepares Athletic Training Students (Students) toward specific skills in the following areas: Risk management and injury prevention Pathological mechanism of various injuries and illnesses Clinical evaluation skills and diagnosis of a patient for the purpose of identifying risk factors and injuries to determine proper care General medical conditions and disabilities associated with physically active individuals Immediate care procedures for various injuries and illnesses Prepare, execute, document, and evaluate the importance of therapeutic modalities in the treatment of injuries and illnesses Prepare, execute, document, and evaluate the importance of treating, rehabilitating and reconditioning of injuries and illnesses Patients exhibiting psychological problems/issues Pharmacological applications which are relevant to the treatment of injuries, illnesses, and diseases Nutritional aspects of injury and illness Develop and administer policies and procedures, and manage facilities that provide health care to the physically active Responsibilities of professional development that promote the athletic training profession ADMISSION REQUIREMENTS The candidate Student must complete the requirements prior to being officially accepted into the program. Once all application materials are submitted, candidate Students will have a formal interview with the athletic training faculty. Performance during the candidacy period is very important in the selection process. THERE ARE NO GUARANTEES FOR PROGRAM ADMISSION EVEN IF ALL OF THE REQUIREMENTS ARE COMPLETED! Application to the Program is divided into two phases. PHASE ONE the candidate Student submits pre-acceptance application materials by the April 1 st deadline. Next, the candidate Student who meets qualifications for acceptance is granted a formal interview. After being accepted into the Program, the Student completes PHASE TWO by submitting the remaining application materials by the August 1 st deadline. The following are the Phase One and Phase Two requirements to be eligible for full admission to the Program: Phase One: Pre-acceptance Application Checklist Submission of the following application materials by the April 1 st deadline. 1. Application 4

5 2. Application Essay 3. Three Recommendation Letters 4. Transcripts (Park University and Transfer) 5. Technical Standards 6. Have completed or be currently enrolled in the following prerequisite courses. AT 150 Introduction to Athletic Training BI 211 Human Anatomy and Physiology or equivalent AT 231 First Aid and Emergency Cardiac Care or equivalent 7. Concluding the spring semester have at least a cumulative 3.0 GPA 8. Formal Interview Phase Two: Post-Acceptance Application Checklist Submission of the following application materials by the August 1 st deadline. 1. Proof of Immunization Proof of immunization must be approved by a M.D., D.O., F.N.P or P.A only. Students who can t provide verification of immunizations records to their health care provider will need to take additional steps. These steps include laboratory work that test serological titers to determine whether or not you are actually immune to certain diseases. All costs associated with such tests will be the responsibility of the student. 2. Assumption of Risk Waiver Students who have not been previously vaccinated against Hepatitis B can opt out. 3. Pre-participation Examination Pre-participation examination must be completed within the last three months. Pre-participation examination must be signed by a M.D., D.O., F.N.P or P.A only. *Admission to the Program and completion of this degree program does not automatically make you an athletic trainer. Students must pass a national certification exam administered by the Board of Certification, Inc. to become certified. PLACEMENT OF TRANSFER STUDENTS The following may be used as a guide as to how a transfer student may be placed within the program. Transfer students will be evaluated on a case-by-case basis. The Director of Athletic Training reserves the right to place the transfer student in a level that he/she thinks is appropriate. A transfer student who is placed in a level higher than Introduction to Athletic Training may have to complete any competency and proficiency testing required of a lower level course before graduating. The following courses do not transfer to Park University without preapproval from the Director of Athletic Training. AT 150 Introduction to Athletic Training AT 246 Clinical Education in Athletic Training I AT 261 Foundations of Athletic Training AT 275 Principles of Strength Training and Conditioning AT 347 Clinical Education in Athletic Training II AT 350 Pathology in Athletics AT 351 Pharmacology 5

6 AT 355 Therapeutic Modalities in Athletic Training AT 356 Administration of Athletic Training AT 365 Advanced Athletic Training AT 366 Therapeutic Exercise and Rehabilitation AT 449 Clinical Education in Athletic Training III AT 450 Clinical Education in Athletic Training IV AT 480 Research and Writing in Athletic Training AT 490 Senior Seminar in Athletic Training Introduction to Athletic Training Below 50 documented and approved observational hours from an accredited athletic training program Has not successfully completed the following courses: Foundations in Athletic Training, First Aid and Emergency Cardiac Care, Human Anatomy and Physiology and Introduction to Athletic Training Clinical Education I At least 50 documented and approved observational hours from an accredited athletic training program Has successfully completed the following courses: Foundations in Athletic Training, First Aid and Emergency Cardiac Care and two semesters of Human Anatomy and Physiology Has not successfully completed the following course: Advance Athletic Training Clinical Education II At least 310 documented and approved clinical hours from an accredited athletic training program Has successfully completed the following courses: Foundations in Athletic Training, First Aid and Emergency Cardiac Care, two semesters of Human Anatomy and Physiology and Advanced Athletic Training Clinical Education III At least 560 documented and approved clinical hours from an accredited athletic training program Has successfully completed the following courses: Foundations in Athletic Training, First Aid and Emergency Cardiac Care, two semesters of Human Anatomy and Physiology and Advanced Athletic Training Clinical Education IV At least 810 documented and approved clinical hours from an accredited athletic training program Has successfully completed the following courses: Foundations in Athletic Training, First Aid and Emergency Cardiac Care, two semesters of Human Anatomy and Physiology and Advanced Athletic Training 6

7 TECHNICAL STANDARDS The Program is very rigorous and places specific requirements and demands on the students enrolled in the program. Candidates for acceptance to the Program are required to verify they understand and meet these technical standards. Therefore, Students accepted to the Program must demonstrate the following abilities and expectations. 1. The mental capacity to assimilate, analyze, synthesize, integrate concepts and problem solve to formulate assessments and therapeutic judgments, including the ability to distinguish deviations from the norm. 2. Sufficient postural and neuromuscular control, sensory function, and coordination to perform appropriate physical examinations using accepted techniques. Must also accurately, safely and efficiently utilize equipment and materials during the assessment and treatment of patients. 3. The ability to communicate effectively and sensitively with patients and colleagues, including individuals from different cultural and social backgrounds. This includes, but is not limited to; the ability to establish rapport with patients and communicate judgments and treatment information effectively. Students must be able to understand and speak the English language at the level consistent with competent professional practice. 4. The ability to record the physical examination results and a treatment plan clearly and accurately. 5. The capacity to maintain composure and continue to function well during periods of high stress. 6. Possess the perseverance, diligence and commitment to complete the Program as outlined and sequenced. 7. The ability to adjust to changing situations and uncertainty in clinical situations. 8. Possess effective skills and appropriate demeanor and rapport that relate to professional education and quality patient care. Individuals with disabilities are encouraged to apply to the program. Students who indicate they cannot meet one or more of the abilities and expectations listed will be reviewed further by Park University Academic Support Services. Park University s Academic Support Services will evaluate a student who states he/she could meet the program s technical standards with accommodation and confirm that the stated condition qualifies as a disability under applicable laws. If a Student states he/she can meet the technical standards with accommodation, then Park University will determine whether it agrees that the Student can meet the technical standards with reasonable accommodation; this includes a review whether the accommodations requested are reasonable, taking into account whether accommodation would jeopardize clinician/patient safety, or the educational process of the Student or the institution, including all coursework, clinical experiences and internships deemed essential to graduation. For a full description of Park s technical standards visit the University s permanent disability guidelines. RE-APPLICATION PROCESS If a candidate Student fails to be accepted into the program he/she may re-apply to the program. All deficiencies must be removed that prevented the candidate Student from being accepted. In addition, if an Student leaves Park University (i.e. quits school, attends another institution) or withdrawals from athletic training education courses after acceptance into the program and decides to return in the future, he/she must re-apply and be re-admitted. Re- 7

8 application candidates must submit a full Phase One application packet to the Department of Athletic Training by the April 1 st deadline. THERE ARE NO GUARANTEES FOR PROGRAM ADMISSION FOR THE CANDIDATE STUDENT WHO IS RE-APPLYING! SEQUENCING OF CURRICULUM PLAN Depending on the Student s status, he/she will either follow the four-year curriculum plan or the transfer curriculum plan. Students can only enroll in athletic training courses at his/her appropriate level. Students need to realize that many courses build upon each other and are prerequisites for upper-level athletic training courses. Therefore, if a Student fails an athletic training course, withdrawals from an athletic training course, decides not to take other supporting athletic training courses, or is absent a semester due to health, physical, psychological, or monetary reasons; more than likely the curriculum plan will be altered and extended so that he/she takes the appropriate courses in sequence. ACADEMIC PERFORMANCE Students must achieve at least a C in the core athletic training courses (AT 140 through AT 490). In addition, Students need to maintain at least a 3.0 cumulative grade point average (GPA) throughout their entire academic career. Students who don t maintain the minimum required GPA can be placed on program probation or dismissed from the Program. Furthermore, Students who complete the Program with a cumulative GPA below 3.0 will be unable to graduate until their cumulative GPA is at or above 3.0. EVALUATION OF ATHLETIC TRAINING EDUCATION COMPETENCIES Athletic training education competencies are the minimum requirements that provide educational program personnel and others with the knowledge, skills, and clinical abilities to be mastered by students enrolled in professional athletic training education programs. Mastery of these competencies provides the entry level athletic trainer with the capacity to provide athletic training services to clients and patients of varying ages, lifestyles, and needs. Athletic training education competencies are divided into eight content areas. 1. Evidence-Based Practice 2. Prevention and Health Promotion 3. Clinical Examination and Diagnosis 4. Acute Care of Injury and Illness 5. Therapeutic Interventions 6. Psychosocial Strategies and Referral 7. Healthcare Administration 8. Professional Development and Responsibility Competencies within each of these content areas are spread across courses that make up the Bachelor of Science in Athletic Training. Each competency will be instructed and evaluated by the instructor. Once the competency has been evaluated and the student has successfully completed the competency, the instructor will record completion of the competency in ATrack. ATrack is an educational software system that gives the Program the ability to track and record the completion of each competency by each student. Evaluation of each competency can occur by a variety of methods, such as, but not limited to: quizzes, tests, homework, projects, formal 8

9 evaluations, and research papers. ALL ATHLETIC TRAINING EDUCATION COMPETENCIES MUST BE SUCCESSFULLY COMPLETED, EVALUATED, AND RECORDED IN ATRACK BY THE CONCLUSION OF THE COURSE. It is the Student s responsibility and requirement that ALL athletic training education competencies be completed and evaluated during the course of the semester. A Student who finishes the course and still has competencies not successfully completed will fail the course or at the discretion of the instructor be given an incomplete until all competencies are satisfactorily completed. Therefore, quizzes, tests, homework, projects, formal evaluations, research papers, and etc s that are incomplete, not submitted or poorly done will not be considered as mastery of the competency. Although the student may have for the course an overall percentage of passing, if he/she still has competencies to be completed a grade of F can be issued by the instructor. EVALUATION OF CLINICAL INTEGRATION PROFICIENCIES Clinical integration proficiencies require students to demonstrate the ability to examine and diagnose a patient, provide appropriate acute/emergent care, plan and implement appropriate therapeutic interventions, and make decisions pertaining to safe return to participation. The clinical integration proficiencies represent the synthesis and integration of knowledge, skills, and clinical decision-making into actual client/patient care. In most cases, assessment of the clinical integration proficiencies should occur when the student is engaged in real client/patient care and may be necessarily assessed over multiple interactions with the same client/patient. This approach to student assessment better reflects the comprehensive nature of real patient care. The incorporation of evidence-based practice principles into care provided by athletic trainers is central to optimizing outcomes. Assessment of student competence in the clinical integration proficiencies should reflect the extent to which these principles are integrated. Clinical integration proficiencies are divided into four content areas. 1. Prevention & Health Promotion 2. Clinical Assessment &Diagnosis/Acute Care/Therapeutic Intervention 3. Psychosocial Strategies and Referral 4. Healthcare Administration Clinical integration proficiencies within each of these content areas are spread across four clinical education courses (AT 246, AT 347, AT 449, AT 450) that make up the Bachelor of Science in Athletic Training. Clinical integration proficiencies will be evaluated by the Preceptor and the instructor throughout the course. Once the clinical integration proficiency has been successfully completed, the instructor will record completion of the proficiency in ATrack. ATrack is an educational software system that gives the Program the ability to track and record the completion of clinical integration proficiencies. ALL CLINICAL INTEGRATION PROFICIENCIES COMPETENCIES MUST BE SUCCESSFULLY COMPLETED, EVALUATED, AND RECORDED IN ATRACK BY THE CONCLUSION OF THE COURSE. It is the Student s responsibility and requirement that ALL clinical integration proficiencies be completed and evaluated during the course of the semester. A Student who finishes the course and still has clinical integration proficiencies not successfully completed will fail the course or at the discretion of the instructor be given an incomplete until all proficiencies are satisfactorily completed. Although the student may have for the course an overall percentage of passing, if he/she still has clinical integration proficiencies to be completed a grade of F can be issued by the instructor. 9

10 EVALUATION OF PRECEPTOR In addition, Students who have a clinical assignment have the opportunity to evaluate the Preceptor and clinical affiliation site. Students evaluate the Preceptor once per clinical assignment on enthusiasm, fairness, and mentoring responsibilities. This allows the Preceptor to improve on his/her strengths and weaknesses. Data gathered from these evaluations will be used for the purpose of assessing the overall goals and objectives of the program. PROGRAM REVIEW The Program will be reviewed on an annual basis. The Program s master assessment plan includes various evaluation tools that are used to analyze all aspects of the Program. Evaluation tools include: the practicum formal evaluation, major task, clinical affiliation evaluation, Preceptor evaluation, senior exit survey, alumni survey, employer survey, student-teacher opinion survey, faculty observation, and Board of Certification, Inc. examination results. These evaluation tools are organized into three major areas: curriculum, clinical, and student outcomes. An annual report is generated to provide quantitative and qualitative data on the overall effectiveness of Program. The information gathered from these tools will be used to make revisions to the Program. HEALTH & SAFETY Health The health status of Students will be continuously monitored to determine if direct patient care is safe. To minimize the risk of communicable disease and as part of the application process, Students must submit a Proof of Immunization Form. Furthermore, if a Student is injured or comes in contact with some form of communicable disease during a clinical assignment, he/she is cared for using best practices. In this situation, a Student who is unable to complete the academic requirements due to health, physical, and psychological conditions, will be required to submit a current pre-participation physical stating clearance prior to returning to any observation, didactic or clinical courses. If such conditions interfere with the athletic training student being able to complete the academic requirements in a reasonable time, he/she may have to withdraw from such courses. An athletic training student, who withdraws, will have their curriculum plan altered so that the student takes the appropriate courses in sequence. An athletic training student, who has diseases that are communicable, may be given an alternative clinical assignment. Park University does not discriminate against any student that has a communicable disease. Members of Park s student body will not be automatically denied access to facilities or campus activities on the reason they have a communicable disease. However, Park University reserves the right to restrict a person with a communicable disease from facilities, programs, and functions if the university makes a medically based determination that the restriction is necessary for the welfare of the person who has the communicable disease and/or the welfare of the other members of the university community. All information relating to the incident will be placed in the individual s permanent records and will remain confidential. Communicable diseases include, but not limited to, are: Aids Amebiasis Anthrax Botulism Malaria Measles Meningitis (bacterial) Meningococcemia 10

11 Brucellosis Campylobacter Infections Chancroid Chlamydia Tranchomatis Infection Cholera Cryptosporidiosis Diphtheria Infectious Encephalitis Influenza Escherichia Coli Giardiasis Gonorrhea Haemophilus Influenza Hand, Foot and Mouth Syndrome Viral and Acute Hepatitis Hepatitis A Hepatitis B Hepatitis C Herpes Hantavirus HIV Influenza Legionellosis Mumps Pertussis (whooping cough) Plague Poliomyelitis Psittacosis Rabies (animal, human) Rocky Mountain Spotted Fever Rubella Lyme Disease Salmonellosis (typhoid fever) Shigellosis Streptococcus Pneumonia Syphilis Tetanus Toxic Shock Syndrome Trichinosis Tuberculosis Tularemia Yellow Fever Pinworms Ringworm Scabies Shingles (herpes zoster) Safety Providing a safe learning environment for athletic training students is extremely important. Where Students are engaged in a clinical assignment, the clinical affiliation will be evaluated to assure Student safety. Evaluation criteria include the following areas: 1. Clinical Affiliation Current clinical affiliation agreement is on file. Therapeutic modalities have passed an annual safety inspection. Blood borne pathogens barriers and control measures are present. Proper sanitation precautions are present. A venue specific emergency action plan is readily available. 2. Preceptor Holds a current state licensure. In good standing with their appropriate healthcare profession. Received training to be a student mentor. Reviewed and understands the policies and procedures of the Program. In the event that an unfavorable evaluation occurs, the Preceptor and in some instances other key administrative personnel will be notified of the deficiencies and will be given an appropriate timeline to rectify the situation. If after the agreed upon timeline the clinical affiliation does not come into compliance with the request made by the Program, the Student will be removed and 11

12 any further placement of students at that particular site will not occur until all deficiencies are remedied. BLOODBORNE PATHOGEN EXPOSURE CONTROL PLAN Introduction The Program is committed to providing a safe and healthy learning environment. To that end, a Bloodborne Pathogen Exposure Control Plan (ECP) has been developed to protect Students against potential exposure to bloodborne pathogens in accordance with federal and national accepted standards. The ECP includes: Clinical site information Background information Determination of exposure Implementation of universal precautions Use of engineering and work practice controls Handling emergencies involving exposure Hepatitis B vaccination Post-exposure evaluation and follow-up Clinical Sites The following sites are where students frequently do a clinical rotation. The Program assures that clinical preceptors and athletic training students will abide by the Program s bloodborne policies. *One clinical site already has acceptable blood borne pathogen policies. Therefore, the program will follow their blood borne pathogen polices when a situation arises at that site. Boost Physical Therapy and Sports Performance *Clay Platte Family Medicine Kansas City Kansas Community College Park Hill High School Park Hill South High School Park University Platte County High School Staley High School William Jewell College Background Certain pathogenic microorganisms found in the blood of infected individuals can be transmitted to other individuals by blood or other body fluids. Healthcare workers whose occupational duties expose them to blood and to other potentially infectious materials are at risk of contracting any one of these bloodborne pathogens. Hepatitis B, Hepatitis C, and HIV are three of the most significant of these diseases. Bloodborne pathogens are microscopic organisms that thrive only in blood or certain other body fluids. They do not survive well outside a support system, such as 12

13 the human bloodstream or a specifically engineered environment. They may be fungi (yeasts and molds), bacteria, prions and parasites, in addition to the well-publicized viruses. There are more than 25 bloodborne pathogens known today, and that number is ever-increasing. Bloodborne pathogens are spread through several routes. For example: Contact with mucous membranes (such as eye, nose, or mouth, or non-intact skin) Puncture wounds Organ transplants and blood transfusions Sexual contact Mother to unborn child through the placenta or breast milk Sharing dirty needles, acupuncture, tattoos, and body piercing Exposure Determination OSHA defines occupational exposure as any reasonably anticipated skin, eye, mucous membrane or parenteral contact with blood or other potentially infectious materials that may result from the performance of specified duties. Other potentially infectious materials include: semen; vaginal secretions; cerebrospinal fluid; synovial fluid; pleural fluid; peritoneal fluid; amniotic fluid; saliva in dental procedures; any body fluid that is visibly contaminated with blood; all body fluids in situations where it is difficult or impossible to differentiate between body fluids; any unfixed tissue or organ (other than intact skin) from a human (living or dead); HIV-containing cell or tissue cultures; organ cultures; HIV or HBV-containing culture medium or other solutions; and blood, organs or other tissues from experimental animals infected with HIV or HBV. Tasks and procedures, but not limited to, that have occupational exposure to blood or other potentially infectious materials: All invasive procedures Handling instruments during patient procedures Instrument clean-up and disinfection Handling biohazards waste Handling and cleaning contaminated laundry Wound care Handling contaminated items Assisting doctor or other provider with patient procedures Universal Precautions The Program will take every measure to inform Students and Clinical Preceptors the use of the universal precautions approach to infection control. All human blood and other potentially infectious body fluids will be treated as though known to be infectious for HBV, HCV and HIV and other bloodborne pathogens. Engineering and Work Practice Controls The objective of engineering controls and work practice controls is to reduce or minimize exposure to bloodborne pathogens. The difference between the two types of controls is that one isolates or removes the hazard from the workplace, while the other reduces the risk of exposure by altering how tasks are performed. Engineering controls isolate or remove the bloodborne 13

14 pathogen hazard from the workplace and include examples of biohazard waste and sharps containers. Work practice controls reduce the likelihood of exposure by altering the manner in which a task is performed and include prohibiting of recapping of needles by a two-handed technique. The following engineering controls and work practices are utilized at each clinical affiliation. It is imperative that Students and Preceptors utilize these techniques and observe these rules. a) Hand Washing: Hand washing stations should be provided and signs will be posted to identify those stations in exposure-prone areas at all clinical affiliated facilities. Where no sink is available, an antimicrobial product (gel or foam) will be used as an intermediate measure, to be followed by washing with soap and water as soon as feasible. Hands are to be thoroughly washed with water and an antimicrobial solution under the following circumstances: Before gloving After removing gloves After each patient procedure Before leaving the work area Before eating After hands have touched a possibly contaminated surface Effective hand washing means scrubbing with soap for at least 15 seconds on the palms, between the fingers, the back of the hands, and the wrist. Scrubbing is followed by a thorough rinse with water and complete drying. If a paper towel is used for drying, it should be used to turn off the water. b) Gloves: Disposable latex, nitrile, or vinyl gloves are available for use at all clinical affiliations. These gloves are NOT puncture-resistant, nor are they 100% protective against infectious agents. Gloves must be replaced as soon as practical when contaminated (at a minimum, after each patient). Torn or punctured gloves must be replaced as soon as feasible. Disposable gloves may NOT be washed for reuse. Gloves will be removed prior to leaving the treatment area. Grossly contaminated gloves will be discarded in a biohazardous waste container. They may go in the regular trash if they are not grossly contaminated. Immediately after removing your gloves, hands must be washed with soap and running water. Hand sanitizer may be used as an intermediate measure but not in place of hand washing. c) Biohazardous Waste: Contaminated wastes include the following: blood or other potentially infectious body fluids; items which would release these fluids if compressed; items which are 14

15 coated with dried blood or other potentially infectious materials and are capable of releasing these materials during handling; contaminated sharps; pathological and microbiological waste containing blood or other body fluids including saliva. Protocol for waste handling is as follows: Contaminated wastes, including grossly contaminated gloves, are to be placed in a biohazardous waste container. All contaminated sharps are to be placed in a sharps container. Recapping of needles should be performed using a one handed technique. These containers must be closeable, leak proof and properly labeled. Contaminated wastes or filled sharps containers may NOT be placed in with the regular trash for removal. These containers or devices are labeled and color-coded, and are puncture-resistant and leakproof. They are kept upright at all times and the lid will be tightly sealed prior to removal of the container. If the outside of the container becomes contaminated, it shall be placed in another leak-proof container prior to disposal. Any contaminated object that can puncture the skin is considered a contaminated sharp. These items MUST be placed immediately in a sharps container. These containers will never be overfilled, but will be replaced when the contents reach the fill line. d) Housekeeping: In keeping with the concept of universal precautions, the clinical affiliation will ensure that the worksite is maintained in a clean and sanitary condition. Each clinical affiliation is responsible for using an EPA or FDA approved disinfectant to clean and decontaminate all equipment and work surfaces after he/she has used them and made contact with blood or other potentially infectious materials. Work surfaces and equipment include countertops, exam tables, modalities, etc. e) Biohazardous Labeling: Biohazardous warnings, either the internationally recognized biohazard symbol or bright orange-red coloring, will be used to alert persons of potential contamination of: Containers of contaminated waste Sharps containers Handling Emergencies Involving Exposure a) Accidents/Spills 1. Blood and other potentially infectious materials Isolate area where spill occurs-place hazard sign in front of spill or have a qualified individual stay at spill site to warn others. If necessary, put on gloves, mask, eyewear, and a fluid-proof gown. Apply an absorbent material to absorb the fluid. Place the absorbed material and all disposable clean-up items in a biohazard container. Clean area where spill occurred with: (1) soap and water, then (2) disinfectant. Remove and dispose of disposable personal protective equipment and clean and disinfect non-disposable items. 15

16 Wash hands with soap and running water. 2. Alternative method: Retrieve a spill kit. Put on heavy-duty utility gloves. Saturate the area with diluted bleach and leave for 10 minutes. Remove any broken glass and discard in a sharps container. Wipe up excess materials with disposable towels. Discard wiped up material in regulated trash. Disinfect the area. Disinfect and remove gloves. Wash hands. 3. Sharps and contaminated broken glass or other sharp materials must be placed in a biohazard container. These items are never to be picked up by the hand, even when wearing gloves. Always use forceps or scoop and brush. b) Emergencies Involving Patient Care 1. Unexpected bleeding; CPR; rescue breathing; airway obstruction; etc. The patient must be cared for immediately in these situations. Always use a protective barrier to prevent contact with body fluids. If treatment results in blood or other body fluids contaminating any area of Student s skin or eyes or mucous membranes, these are to be washed with soap and running water as soon as possible. Mucous membrane contact with a patient s body fluids is an exposure incident and the student may request a post-exposure evaluation. If blood or other body fluids soak through clothing, then this clothing must be removed and skin underneath cleaned with soap and running water. The contaminated item of clothing is to be placed in a biohazard waste container. If at any time during this emergency it becomes possible to interrupt treatment and put on proper personal protective equipment (with no increased risk to the patient), then the Student is to do so. Hepatitis B Vaccination Policy The Program will comply with federal and national guidelines for Hepatitis B immunization. The Program recommends to Students to receive the Hepatitis B vaccination. Students are responsible for the cost associated with Hepatitis B vaccination. A Hepatitis B vaccination is not warranted under these conditions: The Student has been previously immunized An antibody test reveals a protective titer The vaccination is medically contraindicated The Student chooses to decline the immunization, in which case he/she will be required to sign an Assumption of Risk Waiver Form. 16

17 Post-Exposure Evaluation and Follow-Up Procedure An exposure incident is defined as a specific incident involving eye, mouth, other mucous membranes, non-intact skin, or parental contact with blood or other potentially infectious materials, including saliva. A Student who experiences an exposure should first clean the area thoroughly. If the exposure is to the face, splash with copious amounts of clean water. If the exposure is elsewhere, clean it with soap and water. The exposed Student should then report the exposure to the Preceptor and the Director of Athletic Training. Once reported, the Student will complete a Post-Exposure Incident Report Form. Any exposed Student will be offered a postexposure evaluation and follow-up, at no charge to the Student. The exposed Student may choose to have their blood collected and tested. The exposed student may decline this medical follow-up upon signing a Post-Exposure Evaluation and Follow-up Procedure Declination Form. The Program will follow this protocol for exposure to bloodborne pathogen incidents: a) The Student will immediately inform the Preceptor and Director of Athletic Training. b) Following a report of a exposure incident, Park University will immediately make available, at no cost to the student, a follow-up that includes: A confidential medical evaluation Documentation of the routes of exposure and the circumstances under which the exposure incident occurred. Documentation of specific instrument and task if a contaminated sharp was involved. If deemed necessary by a healthcare professional, the identification and documentation of the source individual, unless the clinical site can establish the identification is infeasible or prohibited by state or local confidentiality laws. If deemed necessary by a healthcare professional, the testing of the source individual s blood, as soon as feasible and after consent is obtained, in order to determine HBV, HCV, and HIV infectivity (HBsAg, anti HCV, and HIV antibody). If consent is not obtained, Park University shall establish that legally required consent cannot be obtained. When law does require the source individual s consent, the source individual s blood, if available, shall be tested and the results documented. If the source individual s blood status is already known, testing need not be repeated. Information concerning the source individual s HIV, HBV or HCV status must be treated as confidential. This obligation extends to any individual to whom the information is disclosed. Following an exposure incident, immediate collection and testing of the exposed Student s blood will be done, after consent is obtained. Copies of all documentation, a copy of the ECP, and the results of HIV, HBV and HCV testing (Student and if deemed necessary the source) will be provided directly to the healthcare professional providing post-exposure care. Student confidentiality will be maintained at all times. Counseling as recommended by a healthcare professional. Evaluation of reported illnesses. 17

18 c) Follow-up procedures include the following record keeping and briefing measures. 1. The Program shall insure that the healthcare professional evaluating the Student after an exposure incident is provided the following: A copy of the ECP A description of the Student s duties as they relate to the incident Documentation of the routes of exposure and circumstances under which the exposure occurred Results of the source patient s blood test, if available All medical records relevant to the appropriate treatment of the Student including vaccination status 2. Park University shall obtain and provide the Student a copy of the evaluating healthcare professional s written opinion. 3. The healthcare professional s written opinion for post-exposure evaluation and follow-up shall be limited to facts that: The Student has been informed of the results of the evaluation The Student has been told about any medical conditions resulting from exposure to blood or other potentially infectious materials that require further evaluation or treatment All other findings or diagnosis shall remain confidential and shall not be included in the written report. STUDENT-ATHLETE & ATHLETIC TRAINING STUDENT The Program can make slight adjustments in the yearly clinical requirements of Students who are student-athletes participating in sports at Park University. Special considerations are not given to Students participating in intramurals, club sports, off-season training, or other sport organizations not affiliated with Park University. Once accepted in the program, student athletes will not participate in a clinical assignment during the time he/she is participating in a sport. This type of student must realize that a dual commitment must be made and yearly progress towards completing the clinical requirements for graduation must be demonstrated. Students can t receive credit for athletic training experience covering teams on which they are currently participating. CLINICAL ASSIGNMENT ENROLLMENT & STUDENT-ATHLETES Occasionally student-athletes in the program are required to complete the clinical assignment of a clinical education course the following semester. Students who choose to follow this route will receive an incomplete at the end of the semester for the clinical education course. Once the Student has completed the clinical assignment, the Student s grade is adjusted accordingly to what he/she has earned. Summer clinical assignments will be designed to total approximately 250 hours over an 8 week period. Students are encouraged to review the outline of how the clinical education plans progress. 18

19 CLINICAL ASSIGNMENT PLAN A Student will not be placed in a clinical assignment until completing the prerequisites as outlined in the curriculum plan. This assures that the Student has demonstrated and been evaluated on athletic training skills prior to performing these skills on patients. Once competent, the Student will be placed in clinical assignments that expose him/her to a variety of health care settings. Attention OSHA, First Aid & Emergency Cardiac Care Skills Prior to participating in an observation or a clinical assignment, Students will be required to complete formal blood-borne pathogen, HIPPAA, and FERPA training. Additionally, Students who have been officially accepted into the Program will be required to maintain current first aid and emergency cardiac care credentials. Candidate Students Candidate Students will be required to obtain at least 50 observational hours under the supervision of an athletic trainer. Observation hours provide the athletic training faculty a chance to evaluate the commitment the student has toward the profession. While completing observation hours, candidate Students will not practice athletic training skills on patients. As defined by the Commission of Accreditation in Athletic Training Education, candidate Students can only observe. Clinical Education I (Traditional Athletic Setting with Individual, Team, & Gender Exposure) Clinical Education I Students will be assigned to a Preceptor for a minimum of thirteen weeks; not including breaks and holidays for ONE clinical rotation. A schedule is designed and agreed upon between the Student, Preceptor and the Clinical Coordinator. The Preceptor must strictly adhere to the clinical education plan by not having Students perform athletic training skills they have not been educated on didactically or exceed the required time commitment of the clinical assignment. Summary of Clinical Assignment A minimum of thirteen weeks, not including breaks, holidays, or days missed due to inclement weather. 5 days per week unless student has a required laboratory course and/or an event on the weekend. A minimum of 15 hours and a maximum of 25 hours per week. On average, clinical assignments are designed to be 20 hours per week. Begins, at the very latest, on the day of the pre-clinical orientation meeting for the fall semester or by the time classes resume for the spring semester. Attendance at all varsity home games, including weekends, for the emphasized sport. Receives all Park University scheduled holidays and breaks. If a Student wants to take a course that is not required for a B.S. in Athletic Training, that course cannot interfere with any didactic or clinical requirements. *Note: If your emphasized team travels or does not practice you are still responsible for attending the clinical assignment. 19

20 Clinical Education II (Traditional Athletic Setting with Equipment Intensive Exposure) Clinical Education III Students will be assigned to a Preceptor for a minimum of thirteen weeks; not including breaks and holidays for TWO clinical rotations. The traditional athletic setting will be for eight weeks and the sports medicine physician for five weeks. A schedule is designed and agreed upon between the student, Preceptor and the Clinical Coordinator. The Preceptor must strictly adhere to the clinical education plan by not having Students perform athletic training skills they have not been educated on didactically or exceed the required time commitment of the clinical assignment. Summary of Clinical Assignment A minimum of thirteen weeks, not including breaks, holidays, or days missed due to inclement weather. 5 days per week unless student has a required laboratory course and/or an event on the weekend. A minimum of 15 hours and a maximum of 25 hours per week. On average, clinical assignments are designed to be 20 hours per week. Begins, at the very latest, on the day of the pre-clinical orientation meeting for the fall semester or by the time classes resume for the spring semester. Attendance at all varsity home games, including weekends, for the emphasized sport. Receives all Park University scheduled holidays and breaks. If a Student wants to take a course that is not required for a B.S. in Athletic Training, that course cannot interfere with any didactic or clinical requirements. *Note: If your emphasized team travels or does not practice you are still responsible for attending the clinical assignment. Clinical Education III (Traditional Athletic Setting and Health & Wellness Setting) Clinical Education III Students will be assigned to a Preceptor for a minimum of thirteen weeks; not including breaks and holidays for TWO clinical rotations. The traditional athletic setting will be for eight weeks and the health & wellness setting for five weeks. A schedule is designed and agreed upon between the Student, Preceptor and the Clinical Coordinator. The Preceptor must strictly adhere to the clinical education plan by not having Students perform athletic training skills they have not been educated on didactically or exceed the required time commitment of the clinical assignment. Summary of Split Clinical Assignment Rotation A minimum of thirteen weeks, not including breaks, holidays, or days missed due to inclement weather. 5 days per week unless student has a required laboratory course and/or an event on the weekend. A minimum of 15 hours and a maximum of 25 hours per week. On average, clinical assignments are designed to be 20 hours per week. Begins, at the very latest, on the day of the pre-clinical orientation meeting for the fall semester or by the time classes resume for the spring semester. Attendance at all varsity home games, including weekends, for the emphasized sport. Receives all Park University scheduled holidays and breaks. 20

21 If a Student wants to take a course that is not required for a B.S. in Athletic Training, that course cannot interfere with any didactic or clinical requirements. *Note: If your emphasized team travels or does not practice you are still responsible for attending the clinical assignment. Clinical Education IV (Traditional Athletic or Outpatient Rehabilitation Setting and General Medical Setting) Clinical Education IV Students will be assigned to a Preceptor for a minimum of eleven weeks; not including breaks and holidays for TWO clinical rotations. The traditional athletic or outpatient rehabilitation setting will be for eight weeks, and the general medical setting for three weeks. A schedule is designed and agreed upon between the Student, Preceptor and the Clinical Coordinator. The Preceptor must strictly adhere to the clinical education plan by not having Students perform athletic training skills they have not been educated on didactically or exceed the required time commitment of the clinical assignment. Summary of Split Clinical Assignment Rotation A minimum of thirteen weeks, not including breaks, holidays, or days missed due to inclement weather. 5 days per week unless student has a required laboratory course and/or an event on the weekend. A minimum of 15 hours and a maximum of 25 hours per week. On average, clinical assignments are designed to be 20 hours per week. Begins, at the very latest, on the day of the pre-clinical orientation meeting for the fall semester or by the time classes resume for the spring semester. Attendance at all varsity home games, including weekends, for the emphasized sport. Receives all Park University scheduled holidays and breaks. If a Student wants to take a course that is not required for a B.S. in Athletic Training, that course cannot interfere with any didactic or clinical requirements. *Note: If your emphasized team travels or does not practice you are still responsible for attending the clinical assignment. PROGRAM COSTS Students pursuing the B.S. in Athletic Training are responsible for paying all expenses associated with the degree. Expected expenses could include, but not limited to: course fees, gas, meals, clothing, criminal background checks, drug/alcohol tests, and any health screenings. Students are also responsible for ensuring they have appropriate and reliable transportation to their clinical assignment. Current Athletic Training Course Fees AT 150 $50 AT 231 $25 AT 246 $50 AT 347 $50 AT 449 $50 21

22 AT 450 $50 Background Checks ~ $80 (Not all clinical sites require a background check) Health and Drug Screening Pre-participation physical (varies) Verification of immunizations (varies) Drug testing (varies - not all clinical sites require a drug test) CLINICAL SUPERVISION In order to protect the Student from liability, a Student will not have a clinical assignment without prior completion of the first year academic courses outlined in the academic plan. Preceptors must, at all times, directly supervise Students (candidate or accepted). Officially accepted Students can apply athletic training skills to patients, however, must be directly supervised and consult with the Preceptor before doing so. Officially accepted Students can only apply athletic training skills they have been educated on didactically. In contrast, observational Students cannot apply athletic training skills to patients until they have been officially accepted. MALPRACTICE/LIABILITY Students who are engaged in a clinical assignment are included in the institution s malpractice/liability policy. Students need to be aware that the insurance policy has a very large deductible (currently $10,000 per incident, which is subject to change per policy renewal), and it is the responsibility of the Student to pay for that deductible. It is recommended that Students seek additional malpractice/liability coverage. ABSENTEE-OUTSIDE EMPLOYMENT/VACATION Students cannot miss any part of their clinical assignment. Work schedules are to be approved prior to the beginning of the clinical assignment. Due to frequent rescheduling of practices and games, Students are required to have a flexible work situation. Vacation scheduled during a clinical assignment is not allowed under any circumstances; if the student chooses to do so, he/she fails the clinical education course. A Student who has two or more unexcused absences from the clinical assignment could receive a failing grade for the course, be put on program probation or ultimately dismissed from the program. UNIVERSITY EMPLOYMENT CONDITIONS As per standards and guidelines established by the Commission on Accreditation of Athletic Training Education (CAATE), Students cannot receive any monetary remuneration for work performed as part of a clinical assignment, excluding scholarships. ATHLETIC TRAINING SCHOLARSHIPS Marion Tollaksen Fischer Endowed To be eligible, the recipient must be an athletic training major and maintain a 3.0 cumulative grade point average. Scholarship gift from this fund may not exceed 36 credit hours of tuition in an academic year, including summer. Please visit Park University's scholarship page for more information. 22