University of La Verne Athletic Training Education Program Policies and Procedures Manual

University of La Verne Athletic Training Education Program Policies and Procedures Manual University of La Verne 1950 Third Street La Verne, California 91750 (909) 593-3511 http://athletictraining.ulv.edu Revised September, 2006 Updated August 2008

University of La Verne ATEP Policies and Procedures Manual Table of Contents Introduction. Page 2 La Verne ATEP and University of La Verne Mission Statement.. Page 3 La Verne ATEP Objectives and Goals...Page 4 La Verne ATEP Program Description Page 5 La Verne ATEP Definitions...Page 8 Student Academic Information... Page 13 Technical Standards Academic Expectations Attendance and Punctuality Academic Work Withdrawal from the ATEP or the University Academic program probation and restoration Academic Expectations Conduct probation and restoration Behavioral Expectations Grievance Procedures Assessment General Program Requirements Graduation Requirements Student Health Concerns..Page 18 Student Heath Insurance/Student Health Center Communicable disease policy Other Health Concerns Blood-borne Pathogens Safety Procedures First Aid and CPR Training Clinical Education..Page 20 Clinical Experience and Practicum Athletic Training Practicums Confidentiality Dress Code Recording Clinical Hours Liability Insurance Professional Standards...Page 24 Field Experiences Professional Organizations Volunteer Professional Meetings and Seminars Appendices..Page 26 1

Introduction This Polices and Procedures Manual attempts to define both the rights and responsibilities of an athletic training student (ATS) in the University of La Verne Athletic Training Education Program (La Verne ATEP). As in any venture involving more than one person, it is usually necessary to define some limits to individual freedoms in the form of responsibilities, so that all may work together effectively without excessive conflict with one another. At the same time, it is also the right of the student to exercise some control over their academic progress, and these privileges are outlined. Finally, the ATS should be aware that faculty and staff have rights and responsibilities as well. While most of the rights and responsibilities of faculty and staff that directly impact the student will be described in this handbook, a more comprehensive description may be obtained as needed from the Movement and Sports Science (MSS) Department Chair in case of ATEP faculty, and from the Director of Athletics in case of ATEP staff. No policies and procedures manual can be entirely comprehensive, and some situations may require interpretation on the part of the ATEP Director. Furthermore, the ATS should also understand that he or she is part of a larger community beyond that of the individual, where the ATEP is part of the MSS Department, which in turn is part of the College of Arts and Sciences, which in its turn is part of the University of La Verne. Certain infractions, such as plagiarism in an ATEP class, may have consequences meted out at the institutional level. Therefore, it is important for the student to understand their rights and responsibilities not only as an athletic training student, but also as a student at the University of La Verne. Most of the rights and responsibilities of a University of La Verne Student are described in the University Catalog. The Athletic Training Room Handbook is a separate guide for students who are chosen by the Director of Athletic Training Services to assist in providing services to the Athletics program. While these activities are not part of the ATEP, the Handbook can serve as a guide to inform all athletic training students as to their rights and responsibilities while gaining clinical experience in the athletic training room. However, the responsibility for the Policies and Procedures Manual is that of the ATEP Director, while the Athletic Training Room Handbook is the responsibility of the Head Athletic Trainer. It is possible that there may be some temporary discrepancies between the two guidebooks as they are revised. Nonetheless, athletic training students should understand that while in the athletic training room, they are under the direction of the Head Athletic Trainer and must follow procedures as defined by him/her. Any perceived discrepancies in procedures should be addressed at an appropriate time and place, and not become a source of conflict during clinical hours. Likewise, policies and procedures utilized by other clinical sites should be adhered to, and any issues discussed with the Clinical Coordinator as needed. The key to success in this program lies in communication. Athletic trainers are known for many things, but mind-reading is not one of them. The student who has concerns should feel free to communicate those concerns to any one of the ATEP faculty or staff for discussion and resolution. A directory of the MSS faculty and Athletic Department staff (Appendix A) is included in this Manual to facilitate contacting the appropriate individual, although meeting in person is usually the best way to address issues. The faculty and staff of this program are here to be advocates for student success, and look forward to assisting the student as they progress towards graduation and a rewarding career in the athletic training profession. 2

University of La Verne Athletic Training Education Program Mission Statement The Mission of the University of La Verne Athletic Training Education Program (La Verne ATEP) is to challenge and prepare students to successfully enter the profession of athletic training. In pursuit of this mission, the ATEP faculty and staff will provide a rich, stimulating, challenging, yet nurturing, environment in which the student can integrate didactic and clinical studies. The ATEP will prepare students to pass the BOC Certification Examination and become Certified Athletic Trainers. The ATEP faculty and staff encourage students to become actively involved in the University of La Verne community, and as part of that community, the ATEP therefore incorporates the University s mission (below) into its basic tenets and philosophy. University Mission Statement It is the mission of the University of La Verne to provide opportunities for students to achieve their educational goals and become contributing citizens to the global community. This is accomplished by offering high-quality degree programs to both traditional-aged and adult learners; providing liberal arts and professional programs from undergraduate to doctoral levels; and delivering programs to students at the central La Verne campus as well as regional campuses and satellite class locations throughout California. The University provides a student-centered, values-based, and diverse learning environment. It takes pride in offering small class sizes in a highly personalized setting. The University encourages effective teaching, research, scholarly contributions, and service to the greater community by sharing its academic, professional and individual resources. The University of La Verne shares four core values that promote a positive and rewarding life for its students through fostering a genuine appreciation and respect for: 1. A Values Orientation The University affirms a philosophy of life that actively supports peace with justice, the health of the planet and its people. Therefore, in light of this affirmation, it encourages students to become reflective about personal, professional, and societal values. It also encourages valuesbased ethical behavior. 2. Community and Diversity The University promotes the goal of community within a context of diversity. Therefore, it encourages students to understand and appreciate the diversity of cultures that exists locally, nationally, and internationally. It also seeks to promote appreciation and preservation of biodiversity by helping students understand the impact/dependence of human beings on their environment. 3. Lifelong Learning The University commits itself to promoting education that facilitates lifelong learning. Therefore, it teaches students how to learn, to think critically, to do constructive research, and to access and integrate information in order to prepare them for continued personal and career growth. 3

4. Community Service The University believes that personal service is a primary goal of the educated person. Therefore, it encourages students to experience the responsibilities and rewards of serving the human and ecological community. University of La Verne Athletic Training Education Program Objectives and Goals The primary objective of the University of La Verne Athletic Training Education Program (La Verne ATEP) is to produce graduates who are fully qualified and prepared to pass the Board of Certification (BOC) Examination. Students will be become knowledgeable in the intellectual skills, and competent in the psychomotor skills, of the twelve content areas comprising the professional practice of athletic training. Students will be able to successfully select, and proficiently apply, the appropriate athletic training skills when working with physically active populations. Consistent with the Mission of the University of La Verne and the ATEP, it is an equally important objective that those graduates reflect the positive values delineated in the University Mission Statement, which may be described through the following goal statements: A Values Orientation The La Verne ATEP seeks to produce graduates who become allied health care professionals that actively support the health of the planet and its people. To this end, the ATEP encourages student reflection on personal and professional values, and utilizes the NATA Code of Ethics and professional experiences as focal and evaluative tools for assessing student professional value development. Community and Diversity As part of a highly diverse University community, the La Verne ATEP promotes the goal of cultivating program community within the larger community of the University and the athletic training profession. This can be demonstrated through participation in the varied activities of the University and the athletic training profession that foster understanding among diverse individuals and communities. Lifelong Learning As part of a profession that remains viable only through continuing education, the La Verne ATEP promotes the goal of lifelong learning though ongoing educational opportunities both internal and external to the University. This can be demonstrated through participation in program in-services, attendance at local and national meetings of the NATA, and the production of a quality senior thesis. Community Service As part of a service profession, the La Verne ATEP encourages student participation in service activities both personal and professional. This can be demonstrated through participation in service groups and organizations, as well as volunteer activities in service to the athletic training profession and other organizations. 4

University of La Verne Athletic Training Education Program Program Description The University of La Verne Athletic Training Education Program (ATEP) was initially accredited by the Commission on Accreditation of Allied Health Education Programs (CAAHEP) in October, 2003. Effective July 1, 2006, jurisdiction for accreditation of all Athletic Training Education Programs was transferred to the Commission on Accreditation of Athletic Training Education (CAATE). CAATE Accreditation signifies that the La Verne ATEP meets the highest of educational standards and prepares and qualifies graduates of the program to sit for the BOC (Board of Certification) Examination. Graduates who pass the BOC exam are granted the professional acronym ATC Athletic Trainer, Certified - eligible to practice the profession of athletic training. The La Verne ATEP is an independent academic major, housed within the Movement and Sports Science (MSS) Department. In addition to the regular MSS faculty, the six certified athletic trainers who comprise La Verne s ATEP faculty and staff have over 50 years of combined athletic training experience and are excited to be a part of this academic program. The recent renovation of the Sports Science and Athletics Pavilion (SSAP) adds 25% more usable space to the home of the MSS Department with expanded facilities for both MSS and the ATEP. This includes both classroom space and a dedicated clinical laboratory for the practice of clinical skills. For clinical experiences, the ATEP utilizes not only the University of La Verne intercollegiate Athletic Training Room, but has both formal and informal site agreements with two local hospitals, numerous clinics, and several high schools. These allow students the widest range of settings and patients they will encounter in their professional careers. The athletic training profession is demanding and highly competitive, and students of marginal academic ability are poor candidates for the BOC Certification Examination. The La Verne Athletic Training Major is an intensive academic program, reflective of the high standards of allied health care professions. To enhance the opportunity of La Verne ATEP graduates to pass the Certification Examination, admission into the Athletic Training Education Program is competitive and highly selective. Students meeting the minimum requirements (listed below) are not guaranteed admission into the program. Candidates for the ATEP will apply for formal admittance into the ATEP in the Spring semester of their sophomore year. Students should note that the ATEP minimum academic requirements are more rigorous than that required of the general University of La Verne student for graduation. The required courses are sequential and progressive in design, to enable the students to gain experience, skills, and knowledge over time. It is vital that all students interested in pursuing the Athletic Training Major be advised, at entrance, by a faculty advisor within the Athletic Training Education Program and must communicate with that advisor on a regular basis. Entering Freshmen, considering the Athletic Training Major, need to enroll in MSS 235 Introduction to Athletic Training and BIOL 101 Life Science (with lab) during their first semester at La Verne. During the second semester of the freshman year, students need to enroll in MSS 237 Techniques and Observations in Athletic Training. Both MSS 235 and MSS 237 are partial pre-requisites for admission into the program. 5

Program admission requirements (acceptance to University of La Verne required): Students will be evaluated for admission into the program on the following criteria. Required elements must be completed prior to consideration. Scored elements will be evaluated by the ATEP interview committee up to the maximum value listed, and used to rank prospective athletic training students for acceptance consideration. A zero in any scored category removes the candidate from consideration. 1. Completion of 56 semester hours with a minimum GPA of 2.5 overall. (Students may be completing the fifty-six units of qualifying coursework during the semester of application and consideration) Required 2. Completion of MSS 151, 235, 237, BIOL 343 with lab (or equivalents, as determined by Program Director), with combined GPA of 2.5 or better. (Submit college transcripts with required courses highlighted.) Required 3. Seventy-five athletic training observation hours Required 4. Physical examination by MD or DO, with verification of ability to perform ergonomic tasks as required by the program s Technical Standards (listed on the La Verne ATEP web page at http://athletictraining.ulv.edu/asp/site/admissionstandards and in Appendix C of this manual) Required 5. Verification of current immunizations, including: Hepatitis B, Hepatitis A, MMR, tetanus, polio, negative TB test Required 6. Current CPR/First Aid/AED Required 7. Completed ATEP Application Form Required 8. Performance evaluation from clinical instructor 15 pts. Overall score 5 = 15, 4 = 12, 3 = 9, 2 = 6, 1 = 0 9. Three letters of recommendation 2 pts./letter Highly recommend = 2, others = 1 10. Written essay 10 pts. Clear goals and objectives, professional outlook, grammar and spelling = 10 11. Interview 15 pts. 12. Additional 5 points for an overall GPA of 3.0 or higher 5 pts. Applications are due to the Program Director by March 31 for fall semester admission. Selections will be made pending review of final spring semester grades. 6

Athletic Training Major Athletic Training Core Requirements: MSS 235 Introduction to Athletic Training (4) MSS 237 Techniques and Observations in Athletic Training (2) MSS 324 Evaluation and Assessment of Athletic Injuries/Lower (4) Extremities MSS 325 Athletic Training Practicum I (1) MSS 326 Evaluation and Assessment of Athletic Injuries/Upper (4) Extremities MSS 327 Athletic Training Practicum II (1) MSS 328 Evaluation and Assessment of Head and Spinal Injuries (4) MSS 400 General Medical Conditions (2) MSS 410 Exercise and Rehabilitation (4) MSS 411 Athletic Training Practicum III (1) MSS 412 Therapeutic Modalities (4) MSS 415 Management and Administration in Athletic Training (4) MSS 418 Special Topics in Athletic Training (2) MSS 454 Athletic Training Team Management (1) Sports Sciences Core Requirements BIOL 343 Human Anatomy (4) BIOL 344 Human Physiology (4) MSS 151 Health and Fitness Strategies (4) MSS 323 Scientific Principles of Movement (2) MSS 345 Methods of Research, Assessment, and Evaluation (4) MSS 455 Kinesiology (4) MSS 456 Physiology of Exercise (4) MSS 499 Senior Seminar (1-4) Athletic Training students are required to take PSYCH 101 Principles of Psychology as part of their GE requirements. 7

La Verne ATEP Definitions It is very important that students in the La Verne ATEP understand that there are different roles within the athletic training room. These roles require some defining and the setting of limitations, as noted below. Athletic Training Student: an Athletic Training Student (ATS) is a student enrolled in the University of La Verne Athletic Training Education Program (La Verne ATEP). The La Verne ATEP consists of both didactic classroom sessions and clinical experiences. While in the clinical experience, students will always be under the direct supervision of an Approved Clinical Instructor (ACI) or Clinical Instructor (CI). Although some of the clinical experience will involve the providing of athletic training services to patients, ATSs are NEVER to consider themselves surrogate Athletic Trainers capable of independent decisions on patient health care. The supervising ACI or CI must make all decisions on patient treatment, and failure to follow their direction will result in disciplinary action. The ATS must regard the clinical experience as an extension of their didactic class work, and will be awarded an academic grade based on their performance. Exemplary performance will result in an exemplary grade, and likewise, poor performance will result in a poor grade. FAS-CA: A First Aid Student-Coach Assistant is a student certified in First Aid and CPR who has accepted the voluntary role of providing first aid and emergency care to an injured athlete in the temporary absence of a Certified Athletic Trainer. FAS-CAs do not function in the role of an Athletic Training Student, because they are not under the direct supervision of a Certified Athletic Trainer, ACI, or CI. FAS-CAs are limited to providing first aid and emergency care under the authority of their first aid/cpr certifications, and assisting any coach (present at the site) in skills appropriate for coaches to perform (ie. applying ice bags, assisting with stretching, etc). FAS-CAs must carry their First Aid/CPR certification cards at all times when working with coaches and student-athletes. FAS-CAs are considered to be a student intern under the direction of the coach that they are assisting. There are also some roles and responsibilities for the La Verne ATEP faculty and staff. Program Director: The Program Director has administrative responsibility for the operation of the ATEP. This includes, but is not limited to, teaching ATEP classes, ordering instructional materials, coordinating the curriculum, completing the self-study and annual reports to maintain accreditation, and clinical instruction. Clinical Coordinator: The Clinical Coordinator has administrative responsibility for clinical education. This includes, but is not limited to, providing ongoing ACI support, ACI training, schedules of clinical opportunities, and assessment of the clinical experience. Approved Clinical Instructor: An Approved Clinical Instructor (ACI) is a BOC Certified Athletic Trainer with a minimum of one year of work experience as a certified 8

athletic trainer, and who has completed Approved Clinical Instructor training. An ACI provides formal instruction and evaluation of clinical proficiencies in classroom, laboratory, and/or in clinical education experiences through direct supervision of athletic training students. All of the faculty teaching athletic training-specific classes and the athletic training services staff in the La Verne ATEP are ACIs. Graduate Assistant Athletic Trainers with appropriate training and supervision may also be qualified at ACIs. Clinical Instructor: A Clinical Instructor (CI) is a BOC Certified Athletic Trainer or other qualified health care professional with a minimum of one year of work experience in their respective academic or clinical area. Clinical instructors teach, evaluate, and supervise athletic training students in field experiences. La Verne ATEP Faculty: Within the La Verne ATEP, some individuals are designated as faculty. This is primarily an institutional designation, as these individuals have not only La Verne ATEP instructional responsibilities, but La Verne faculty responsibilities as well. La Verne ATEP faculty have the primary responsibility for the formal instruction of ATSs in the didactic classes, as well as share in the responsibility for clinical education. La Verne ATEP Staff: Within the La Verne ATEP, some individuals are designated as athletic training services staff. This is also an institutional designation, as these individuals have a primary responsibility to the athletic training needs of the University s student-athletes in addition to their clinical instruction responsibilities. La Verne ATEP staff share in the clinical instruction of ATSs in the clinical setting, as well as lend their expertise on occasion in the didactic classes. La Verne ATEP Oversight Committee: An oversight committee consisting of the Program Director, Director of Athletic Training Services (Head Athletic Trainer), and the Clinical Coordinator (or their designees if necessary) will review all applications for admission to the ATEP. Additionally, the committee will rule on violations of behavioral standards, and review any changes to the ATEP Policies and Procedures. Clinical Education represents the athletic training students formal acquisition, practice, and ACI evaluation of the Entry-Level Athletic Training Clinical Proficiencies through classroom, laboratory, and clinical experiences under the direct supervision of an ACI or CI. In La Verne s ATEP, formal clinical experience is imbedded in the four practicum courses and only students who have applied and been accepted into the ATEP are eligible for enrollment in the practicum courses. La Verne ATEP clinical education will take place in the Athletic Training Room, in the ATEP Classroom Laboratory, and at affiliated sites. Other definitions relating to clinical education are noted below. Direct supervision: This applies to the student s clinical experience, which requires constant visual and auditory interaction between the student and the ACI. Direct supervision, as defined by CAATE is Supervision of the athletic training student during clinical experience. The ACI or CI must be physically present and have the ability to intervene on behalf of the athletic training 9

student and the patient. Without the immediate presence of an ACI, clinical education as defined by CAATE, is not taking place. Clinical Experience and Exposure Requirements: Replacing clock hour requirements for clinical experience, clinical experience practicums will provide for ample opportunities to gain exposure and supervised experience working with athletic practices and competitive events in both men s and women s sports, and with patients/athletes in rehab intensive clinical settings. There will be exposure to upper extremity injury settings, lower extremity injury settings, equipment intensive activities/sports, collegiate and high school traditional settings, general medical experiences/observations, intensive rehabilitation clinic experience, and experience with both genders. In the La Verne ATEP, Clinical Experience will be imbedded within the ATEP courses, and in particular, the four Clinical Experience practicums: MSS 325 Practicum I, MSS 327 Practicum II, MSS 411 Practicum II, and MSS 454 Team Management. Exposures will be delineated as follows: Upper extremity: High-risk sport to the upper extremity based on injury statistics. At La Verne, this includes baseball, softball, men s swimming, women s swimming, and women s volleyball. Lower extremity: High-risk sport to the lower extremity based on injury statistics. At La Verne, this includes men s soccer, women s soccer, men s cross-country, women s cross-country, men s track, women s track, men s basketball, and women s basketball. Equipment intensive: High-risk sport (football, unless otherwise specified) where all participants are required to wear protective equipment for the head and shoulders. General medical: general medical experiences associated with physicians, physician assistants, or nurse practitioners. At La Verne, this includes the administration of pre-participation physicals, contests where the team physician is present, in-services and professional seminars, observations in general medical facilities (including with MDs, and other allied-health practitioners) and guest lectures. In an effort to insure appropriate opportunities to interact with other health care providers, students are asked to note interactions on the Team Physician and Health Care Provider Interactions form, a copy of which is in Appendix L. MSS 400 General Medical Conditions in Athletic Training, which may be taken in the Pre-Program Level, will require observation experience with a variety of health-care professionals, emphasizing general health care. Rehabilitation Intensive: Clinical experience in an off-campus physical rehabilitation center/hospital. Casa Colina Centers for Rehabilitation is the primary location for this experience. 10

Clinical Setting: A clinical setting is a clinical environment where health care services are provided. In the La Verne ATEP, the on-campus clinical setting is the Athletic Training Room. The clinical setting shall include not only the athletic training facility, but also athletic practices, and competitive events. Affiliated sites are clinical settings away from the La Verne campus, and include hospitals, physical therapy clinics, high schools, and other colleges and universities, to insure that the student has the opportunity for clinical experiences with a diverse patient population. Finally, some acronyms related to the profession of athletic training and the Accreditation process should be explained. NATA: The National Athletic Trainers Association (NATA) is the professional association for athletic trainers, both student and BOC Certified. Any La Verne ATEP student who intends to pursue athletic training as a career should be a member. NATA holds a national meeting every year that is a great way to meet athletic trainers from across the country. BOC: The National Athletic Trainers Association Board of Certification is an independent agency charged with setting the standards and administering the BOC Certification Examination. BOC Certification is the only athletic trainer certification recognized by the American Medical Association. Although there are other certifications for athletic trainers, the AMA does not accept these as being appropriate for allied health care providers. CAATE: the Commission on Accreditation of Athletic Training Education is made up primarily of BOC Certified Athletic Trainers charged with setting and refining the Standards and Guidelines for ATEPs to meet in order to earn CAATE Accreditation. Students must graduate from a CAATE-accredited athletic training education program in order to be eligible for the BOC exam and to become Certified Athletic Trainers. FWATA: the Far West Athletic Trainers Association is also known as District 8, of 10 Regional Districts of the NATA. FWATA includes the states of Hawaii, California, and Nevada. Membership in the NATA automatically makes athletic trainers in these states also members of the District. Like NATA, FWATA holds an annual meeting of its members, and La Verne ATEP faculty, staff, and students are encouraged to attend. 11

CATA: The California Athletic Trainers Association is the state association responsible for monitoring issues of direct concern to California athletic trainers. In addition to its legislative role, the CATA holds regional meetings that allow members to network with each other and stay current on state issues. NSCA: The National Strength and Conditioning Association is an international nonprofit educational association that develops and presents the most advanced information regarding strength training and conditioning practices, injury prevention, and research findings. While many athletic trainers are also Certified Strength and Conditioning Coaches, this has sometime lead to confusion on just what a trainer is in the athletic community. 12

Student Academic Information Students in the La Verne ATEP are part of a rigorous academic program designed to prepare them to pass the BOC Certification Examination and assume roles in the athletic training profession. Students are expected to maintain the highest academic standards, including class attendance and punctuality, academic work, and athletic training professional standards. Although some students may have other career goals in mind, it should be understood that ATEP standards will not be adjusted to accommodate students with different objectives. Students with other career goals in the sports sciences may want to consider the MSS Department General Studies major instead of the ATEP. Technical Standards: Because the practice of athletic training places specific physical and cognitive demands on the students, program candidates will need to be able to meet the La Verne ATEP Technical Standards (at http://athletictraining.ulv.edu/asp/site/admissionstandards and in Appendix C) in order to be able to be admitted into the program. Meeting these standards, while NOT guaranteeing success in the program, does insure that the student has a reasonable chance to be successful in the ATEP and the profession. Academic Expectations: Students of marginal academic ability are poor candidates for success on the BOC Certification Examination. Athletic training students are therefore expected to maintain a 2.5 overall GPA and 3.0 GPA in ATEP classes. Grade checks will be done during the semester, and semi-annually, grades and academic progress will be reviewed. Students should note that the ATEP minimum academic requirements (2.5 overall) are more rigorous than that required of the general La Verne student (2.0 overall) for graduation. Students in the La Verne ATEP are expected to maintain full-time enrollment in both fall and spring terms as well as in the January Interterm. The six-semester program is outlined in Appendix D; however, individual academic schedules will be determined by the student in conjunction with their academic advisor. Students who declare as Athletic Training Majors on entrance as Freshmen, will be advised into a four-year sequence of courses, which includes the six-semester ATEP Program; all others (including junior college or other transfer students) will be advised into the six-semester sequence. Due to the sequential structure of the ATEP, students are strongly discouraged from attempting to register for classes without an advising appointment with an ATEP advisor, and students will be solely accountable for their academic progress if they do so. Due to the intensive academic structure of the ATEP, students MUST have their academic advisor approve any academic schedule changes. Once the student registers for and begins classes each term, the only changes than can be made are to add, drop, or change grade options on a class that is not required for the ATEP major. All ATEP required courses must be taken for a letter grade, with Credit/No Credit grade options reserved for General Education or elective courses. Adding a course can only be done if the total class schedule does not exceed 17 semester hours. Dropping a course should only be done after consulting with the academic advisor. Deadlines for changing the academic schedule are published as part of the Class Schedule for the term, and any changes after that time will require an appeal to the Undergraduate Appeals Committee. 13

Attendance and Punctuality: Faculty are expected to show up for each and every class, on time, and prepared to teach; students should be expected to do no less. Each class both within and outside of the ATEP will have specific attendance and punctuality standards that will affect final grades. It is the student s responsibility to communicate with the faculty member if they will miss or be late for class with a valid reason; however, the faculty member is not obligated to excuse the absence. Again, early communication and planning is the key to avoiding problems. Additional policies regarding attendance can be found in the University Catalog (2008-09, p. 55) Attendance and punctuality standards are not limited to the formal classroom settings. When in the clinical setting, failure to meet as scheduled or tardiness will result in disciplinary action, including removal from the setting. The clinical setting should be regarded as a work setting, and appropriate priority placed on attendance and punctuality. Academic Work: Faculty are expected to provide a viable, relevant education, consistent with the Mission of the La Verne ATEP, the University of La Verne, and CAATE standards. Students are expected to come to class prepared to learn, to interact with others, and to do their own academic work. Rules regarding academic honesty and plagiarism are found in the University Catalog (2008-2009, p. 55) and students who do not adhere to them are subject to both ATEP and institutional disciplinary action. Withdrawal from the ATEP or University: In certain situations, a student may find it necessary to withdraw from the ATEP or from the University. This may be due to a number of reasons, including financial hardship, change in family status, or medical necessity. Although every effort will be made to accommodate changes in student status, the academic integrity of the ATEP cannot be compromised. If the student only wishes to withdraw from the ATEP but not from the University, a written notification of that intention should be submitted to the Program Director after consultation with the academic advisor and/or Program Director. If at all possible, the student should be advised into an alternative academic major. If the student finds is necessary to withdraw from the University, there are institutional policies and procedures in place to minimize the negative impact such an action will have on the student and his/her financial and academic standing. These policies are explained in the University Catalog (2008-2009, p. 42), and it is the responsibility of the student to follow through on the procedures described. There are also procedures to be followed if the student wishes to take a one-year leave of absence. Again, this action should only take place after consulting with the student s academic advisor. The student will need to file a letter of intention to take a leave of absence with the ATEP director, and follow institutional procedures for a leave of absence as described in the University Catalog (2008-2009, pp. 18, 43). Academic program probation and restoration Academic Expectations: Students who fail to meet ATEP academic expectations will be placed on academic program probation (differentiated from conduct probation, see below) by the Program Director, who will notify the student in writing. Academic program probation will extend for one term, during which the student must demonstrate satisfactory academic performance of a term GPA of at least 2.5 and 14

ATEP GPA of 3.0. If the student fails to meet these standards, he/she will be disqualified from the ATEP by the Program Director and advised into an alternative academic program. If the student meets the term GPA requirements, but the overall GPA standards are not met, they will remain on academic program probation until such time as the overall standards are met, or they fail to meet term GPA standards and are disqualified from the ATEP. The purpose of academic program probation is to put the student on notice that his/her academic performance is marginal. If performance continues to be below standards, the student faces the consequence of immediate dismissal from the program, although the student may still be eligible to remain a University of La Verne student depending upon the overall GPA (2008-2009 University Catalog, p. 61). The student s academic advisor will work in conjunction with the student to reduce non-atep class loads and outside responsibilities in order to allow the student to remain in sequence within the ATEP. However, the student must be aware that these actions may carry the consequence of extending the student s academic program and/or requiring summer enrollment in order to maintain academic progress. Institutionally, the Dean of the College of Arts and Sciences may place students on academic probation if overall academic performance is unacceptable. Further institutional consequences, including academic disqualification, may result if academic performance remains unsatisfactory (2008-2009 University Catalog, pp. 18, 46). Conduct probation and restoration Behavioral Expectations: It is the responsibility of the Program Director to protect the public image and integrity of the ATEP. Students are free to pursue individual lifestyle choices and behaviors in their own time, regardless of personal consequences. However, when the actions of athletic training students impact their professional character and/or that of the La Verne ATEP, the Program Director is obligated to take action to protect the program. Students who fail to meet ATEP behavioral expectations may be placed on conduct probation (differentiated from academic program probation, see above). Specifics are listed elsewhere in this Manual, but may be summarized under the following categories: Repeated and/or willful failure to follow an ACI or CI directive in the clinical setting whether on- or off-campus. ACIs and CIs have a primary responsibility to their patients, and supervising ATSs is secondary to their primary obligations. Therefore, ATSs should regard their clinical experiences as a privilege, not a right. Because of the importance of which the La Verne ATEP regards any clinical placement (including the La Verne intercollegiate athletic training room), a formal complaint by a clinical supervisor is considered a serious student behavioral violation. This is grounds for immediate removal from the clinical setting until the matter is addressed by the ATEP Oversight Committee. If appropriate, students may be assigned to another clinical experience to complete their assignment. Students should understand that removal from a clinical experience negatively impacts not only their academic grade for the experience, but also their professional standing in the ATEP. Repeated and/or willful failure to follow institutional policy regarding behavioral standards on matters such as academic honesty, alcohol use, substance abuse, respect for others and property, etc. (2008-2009 University Catalog, p. 57). A first offense in this 15

area may be considered a minor violation, subject to review by the ATEP Oversight Committee. However, the University may take separate disciplinary action in regards to these kinds of infractions that supersedes any action within the ATEP (see below). Repeated and/or willful failure to follow behavioral standards as listed in the ATEP Policies and Procedures Manual or the Athletic Training Room Handbook. A first time offense in this area is usually considered a minor violation. Individuals both inside and outside the ATEP may initiate reports of a minor violation of Behavioral Expectations. However, due to the often subjective nature of these violations, confirmation of the alleged violation beyond a reasonable doubt must be received by the Program Director and reviewed by the ATEP Oversight Committee before action will be taken. An initial minor violation of Behavioral Expectations will result in a warning to the student and a letter of reprimand placed in the student s program file. In case of a more severe violation, or a repeat violation, the student will be placed on conduct probation for the duration of one complete term or its equivalent. If during the probationary period another violation takes place, the student will be disqualified from the ATEP by the Program Director and advised into an alternative academic program. If the student is placed on program probation for behavior violations any two terms, sequential or not, a third behavioral violation will be considered grounds for disqualification from the ATEP. As noted earlier, students are also part of a larger University community. In some cases of conduct violations, University of La Verne judicial review processes will supersede any ATEP disciplinary action. In this case, the ATEP Program Director will take no action until the Judicial Review Board has made final judgment, unless the Program Director deems the continued presence of the accused student to be disruptive to the conduct of the ATEP and/or clinical site. In this case, the Program Director has the right to remove the student from the appropriate environment until such time as the situation is resolved and/or the Judicial Review Board makes a judgment. Following judgment by the Judicial Review Board, additional ATEP sanctions may be appropriate and imposed by the ATEP Oversight Committee. A description of University of La Verne student conduct expectations and the Judicial Review process may be found in the University Catalog (2008-2009, p.58) Grievance Procedures: Students may wish to pursue grievance proceedings if they feel that academic policies were not upheld, or that disciplinary sanctions, whether program or institutional, were inappropriate. University of La Verne s academic and social judicial procedures permit members of the University community to register complaints against individuals or groups with academic deans, the Associate Vice President for Regional Campuses, or the Dean of Student Affairs, as appropriate. (2008-2009, pp. 58) Students may appeal final grades, academic honesty decisions, and most policy decisions... Procedures for appealing final grades are contained in the Final Grades section of the Catalog. Appeal starts with the instructor in the course, then goes successively to the program chair and department chair, College Dean and Provost. (2008-2009, pp. 59) 16

Students in the ATEP should also realize that athletic training staff do not constitute faculty, although they provide an academic service. In this case, a perceived grievance with the action of a staff athletic trainer should initially be addressed to that athletic trainer if appropriate. In case of an unsatisfactory resolution, the student should then address their grievance to the Head Athletic Trainer or, if the grievance is with the Head Athletic Trainer, to the Program Director for determination if the situation should be referred to the Director of Athletics or to the MSS Department Chair. Assessment: Because of the rigor of the La Verne ATEP, student satisfactory academic progress will be assessed each term. Additionally, a mid-term assessment in the form of grade checks and clinical evaluation will be done. These assessments are primarily diagnostic rather than punitive in nature, and designed to alert both the student and the program to weaknesses in the student s academic preparation. A rubric for ongoing student assessment is included in Appendix E, with a list of the Assessment forms included in Appendix F. Blank copies of the actual assessment forms may be obtained from the Program Director. Faculty, staff, and the program itself are also subject to ongoing assessment. Students will have the opportunity to assess instructors and classes through the regular University Assessment process, while clinical instructors and clinical sites will be assessed through ATEP-specific forms, which can also be found in Appendix F. General Program Requirements: In addition to regular academic requirements, Athletic Training Majors, upon formal admission into the Program, must annually: Maintain current First Aid/CPR for the Professional Rescuer Update OSHA training Attend monthly ATS meetings as assigned These requirements maintain the student s status as a health care professional and are considered required professional development. Graduation Requirements: In addition to the Athletic Training Major requirements (Appendix D), the General Education requirements must be met. A minimum of 128 units is required for a Bachelor s degree from the University of La Verne. The requirements for graduation are listed in the printed 2008-2009 University of La Verne Catalog, pp. 61-70 or the University of La Verne on-line catalog, accessed from www.ulv.edu. For graduation from La Verne with a Major in Athletic Training, the student must: Complete all Major courses with a minimum grade of C Compete all Major courses with a minimum GPA of 3.0 Complete all Athletic Training Competencies and Proficiencies (evaluated within the context of the academic program) Have a 2.5 overall University GPA (Note: this is more rigorous than the general requirement of a 2.0 GPA) Meet all other University requirements NOTE: Successful completion of the La Verne ATEP and graduation from the University of La Verne does not guarantee successful achievement of BOC Certification. 17

Student Health Concerns Athletic training students are preparing to become health care professionals, and should be concerned about their own health as well as that of their patients. Student Heath Insurance/Student Health Center: All full-time undergraduate students at the University of La Verne have student health insurance coverage and access to the Student Health Center (SHC), in addition to any other insurance coverage and medical access they may have on their own. For more complete information on the Student Health Center and the Student Health Insurance Policy, students should visit the Center or call (x4254), or see the web at www.ulv.edu/healthcenter. Students in the ATEP should recognize that an unresolved health condition will not only impact their health, but potentially their academic standing if allowed to interfere with their participation in the clinical setting. Therefore, it behooves the student to seek appropriate medical attention as soon as a health condition becomes evident, and discuss concerns with the ATEP Clinical Coordinator and/or Program Director as soon as possible. Communicable disease policy: As a matter of policy, students with active communicable diseases are not allowed in La Verne ATEP clinical settings until restored health has been verified by a SHC physician and written documentation has been submitted to the La Verne ATEP Clinical Coordinator. If the student has been under the care of an outside physician for an illness, written documentation verifying restored health from that physician may be submitted to the SHC for review and verification. Due to new standards of patient confidentiality, it will usually not be possible to submit documentation from an outside physician directly to the Clinical Coordinator, and students should plan on providing information to the SHC prior to being cleared to resume activity in La Verne ATEP clinical settings. Other health conditions: Students who have suffered some injury that may, in the opinion of the ATEP Director or Clinical Coordinator, be exacerbated or put themselves or others at risk in the clinical setting, may be asked to refrain from participating in clinical experiences until the condition is remedied. In some cases, this may only require a modification in the extent or type of participation. In certain situations, the condition may require clearance by the attending physician that participation in clinical experiences no longer poses a risk to the student or others. Blood-borne pathogens: Students are responsible for following OSHA and institutional rules in regards to the handling of potentially biohazardous materials. Students are required to attend an annual seminar on blood-borne pathogens conducted by the ATEP staff and faculty and sign a copy of the Blood-borne Pathogens Awareness statement (Appendix G) prior to the clinical experience. Due to the health risk to students, failure to follow these rules will result in disciplinary action, up to and including expulsion from the ATEP if willful or repeated violations occur. A copy of the institutional policies and procedures concerning blood-borne pathogens is available in the office of the Director of Risk Management and Support Services. Safety procedures: Students are responsible for following workplace rules whether in on-or offcampus clinical settings to minimize the risk of injury or illness. This includes following safety 18

rules for the use of equipment and machinery, lifting and carrying protocols, and recognizing his/her physical or experience limitations when undertaking a task. Students are required to demonstrate competence in the use of therapeutic equipment prior to use, to be tested in the proper use of the utility cart, and to be instructed in proper lifting techniques. First Aid and CPR Training: Students are responsible for maintaining current certifications in First Aid and CPR for the Professional Rescuer. The Clinical Coordinator will schedule both first-time and renewal classes for these certifications at least once a year. Students who fail to attend one of these sessions are responsible for scheduling their own certification session(s). Note: American Red Cross CPR for the Professional Rescuer certification (or equivalent) is required and must be current at the time of application for the BOC exam. 19

Clinical Education Clinical Education, as it pertains to athletic training, is defined by the Commission on Accreditation of Athletic Training Education (CAATE) as The application of knowledge and skills, learned in the classroom and laboratory settings, to actual practice on patients under the supervision of an ACI/CI. Clinical Experience is a vital part of the ATEP students education and is defined as those clinical education exposures for the Athletic Training Student that involve patient care and the application of athletic training skills under the supervision of a qualified instructor. The practice of athletic training places both cognitive and physical demands on the athletic trainer. Although a great deal of the content knowledge of athletic training will be learned in the classroom, the practical application of that knowledge can only take place in the clinical setting. While athletic trainers practice in many settings, the La Verne ATEP places a special emphasis on preparing the student for the rigors of the traditional settings of collegiate and secondary schools. This is the historical foundation of the athletic training profession and the ATEP student s first clinical experience is within this setting. At least two of the four required practicums will focus on the college and high school settings. While it would be inappropriate to place the student in the role of a full-time athletic trainer in any setting, a full season exposure with one intercollegiate or secondary school team provides the student with invaluable experience on the unique demands of this role. This full-season exposure is required in MSS 454 Team Management (senior year) To provide clinical experience in another setting, MSS Practicum III (also senior year) requires the ATEP student to be placed in an off-campus physical rehabilitation clinic or hospital for a rehab-intensive exposure as well as exposure to another employment setting. The sections below provide in-depth information and specifications for the LA Verne ATEP student and his/her clinical experiences. Clinical Experience and Practicum Information In all clinical settings, students must remember that the primary function of the facility and supervising professional is to provide health care to their patients. Athletic training student education, while important, will not supersede the primary responsibilities of the clinical setting. This may manifest itself in several ways : The clinical staff may be very engaged in patient care and not have time for social conversation. Students should be attentive to the actions of the clinical staff as much as their conversation. While students may be scheduled for a certain number of hours in a day, if the clinical responsibilities of the staff have ended, the student may be excused early rather than obligate the staff to stay on site simply to provide supervision. If this happens numerous times and the student is concerned about accumulating sufficient hours to meet their practicum minimums, it would be appropriate to discuss this with the ACI and/or Clinical Coordinator. 20

If the circumstances warrant, students may be excused from the site either temporarily or for the day in case of a patient medical emergency. Students should not expect the staff to address their questions during patient treatments, nor should the student question the staff in front of the patient in a way that suggests they are questioning the efficacy of the treatment. Staff may be obligated to engage in non-treatment work during the course of the day such as meetings, paperwork, facility maintenance, etc. If not invited to participate, students should be prepared to engage in other appropriate activities such as studying or consulting references. In the La Verne intercollegiate athletic training room, ATEP faculty will often be present to assist in clinical instruction. This eases the work of the athletic training staff in matters of student supervision and allows more students to be accommodated. However, in the absence of the ATEP faculty, the Head Athletic Trainer retains the right to limit the numbers and/or hours of athletic training students to maintain appropriate balance between patient care and student supervision. In all clinical settings, students are expected to adhere to the policies and procedures of the clinical site as well as that of the La Verne ATEP. In such cases where clinical and La Verne ATEP policies disagree, the student should defer to the La Verne ATEP Program Director for resolution. Because of the importance of maintaining positive professional relationships with all clinical sites, failure to adhere to behavioral standards may result in a Behavioral Violation (see above). Athletic Training Practicums: Part of the athletic training curriculum consists of practicum courses. When enrolled in these practicum courses, students will spend time in the ATEP Classroom Laboratory, with the course instructor, while the majority of their time and experience will be conducted in the clinical setting. Both environments will allow students to practice and be evaluated on their clinical skills, while the clinical setting also allows for gaining the Clinical Experience Exposure requirements and real patient interaction. Time spent in the clinical setting is considered an academic requirement, and grades will be determined on satisfactory attendance and performance. Students will apply for a clinical practicum assignment and setting, and accompanying ACI, in the semester prior to enrollment in the practicum course. All students must meet the clinical experience exposure criteria, as listed in the matrix (See Appendix N for Clinical Experience Application and Matrix) and be required to complete all practicums and exposures as part of the ATEP curriculum. In order to appropriately address the clinical exposure requirements, Athletic Training Students will utilize the Clinical Experience Application (Appendix N) to determine which exposures they will need in addition to their Clinical Rehabilitation Intensive exposure. The applications will be reviewed by the Clinical Coordinator and appropriate clinical assignments made. Once the student has received his/her assignment, he/she should schedule an appointment with the appropriate Approved Clinical Instructor to go over the special requirements of the assignment, including report dates, practice times, and contest dates. At the time of the appointment, the Athletic Training Student should provide the ACI with a portfolio of their previous experiences and coursework. Athletic Training Students must arrange their schedules to be present at team practices and contests as part of this assignment. This is not an easy 21

requirement to fulfill, and student will need to plan ahead in order to meet the demands of this assignment in a satisfactory manner. Failure to do so will result in a poor grade and possibly force the student to repeat the class and another assignment in order to graduate. For a Fall assignment, this may mean reporting during the third week of August, prior to the start of school. For a Winter assignment, this means being available from the second week of October through the end of February, including over Thanksgiving and Christmas breaks and the January Interterm. For a Spring assignment, students should be available immediately after the Christmas break during the January Interterm, as well as during Spring break. Confidentiality: In all settings where the student is in contact with patients, the preservation of medical confidentiality is of the utmost importance. For legal and moral reasons, all patient information that the student may become privy to must be held in absolute confidence, and a failure to do so will result in legal prosecution. No one, beyond the immediate clinical staff of the setting the student is place in has a right to any patient information. Even when writing about or discussing case studies in ATEP classes, pseudonyms should be used and personal details omitted. More details about medical confidentiality protocols will be discussed in ATEP classes, and each student will sign a Medical Confidentiality Agreement (Appendix H). Dress Code: Students in the clinical setting are aspiring to be health care professionals, and should look the part. Attire appropriate for attending class or office work may not be appropriate for the clinical setting. When working as an intern or in clinical settings outside of the La Verne Athletic Training Room, the student will adhere to the dress code of the clinic or institution that they are assigned to. Failure to do so will not only damage the professional reputation of the student, but also of the ATEP, and will not be tolerated. During clinical experience time in the La Verne Athletic Training Room, students are required to adhere to the Athletic Training Room Dress Code (Appendix M). When working at an athletic contest, all attire including hats and outerwear must feature the University of La Verne. In most cases, La Verne Athletic Training outerwear may be checked out for event coverage. The Athletic Training Room staff has the right to request that the ATS modify their attire or change it altogether if deemed inappropriate or unprofessional. If necessary, students in violation of the dress code will be sent home. Repeated violations of the dress code are cause for discipline under the La Verne ATEP Behavioral Expectations. During practicums in the Classroom Laboratory, the ATS will be expected to dress in a manner that allows for proficiency practice and assessment. Generally, this would include short-sleeve shirt or blouse, conservative length shorts and/or sweat pants that can be pushed above the knee. The course instructor will advise in advance if any special attire may be required to participate. Students are advised to check out a locker from the MSS Office staff and have a change of activity clothes always at hand. Failure to be dressed appropriately for class may result in grade reductions. Recording Clinical Hours: Although the overall clock hour requirement to be eligible to sit for the BOC Examination has been abolished, Pre-program classes, as well as practicums, will 22

require a quantity, as well as quality, of clinical observation and clinical experience hours. In clinical experience courses (MSS 325 Practicum I, MSS 327 Practicum II, MSS 454 Team Management, and MSS 411 Practicum III) a minimum of 12 weeks and 120 hours (not to exceed 20 hours per week) are required for course and clinical experience completion. Some state licensure laws require the verification of a certain number of clinical experience hours. Therefore, it is important that the ATS record all hours worked in the Clinical Experience courses, both on campus and at affiliated clinical sites on the Clinical Experience Log sheet (Appendix I) and keep these sheets in their file. Similarly, students are asked to log all interactions with the team physician, other physicians, and other allied health care providers on the Team Physician and Health Care Provider form (Appendix L) and keep this in their file as well. Liability Insurance: the La Verne ATEP holds a student liability insurance policy to cover ATSs in academic clinical setting both on and off-campus. This policy is underwritten by Coregis, and a copy of the policy may be obtained through the University s Director of Risk Management and Support Services. The policy is to cover students engaged in clinical experiences as required by the ATEP; students who wish to do additional outside field experiences may want to look into their own student liability policy, which can be obtained at a reasonable cost. 23

Professional Standards Students in the La Verne ATEP are expected to aspire to the high professional standards of the athletic training profession. An appropriate cliché is Good Enough Isn t, meaning what is okay (Good Enough) for some is less likely to be acceptable in the demanding athletic training profession. The faculty and staff of the La Verne ATEP have many professional and personal connections that will assist the ATS in his/her future careers but only if the student accepts the high level of professional standards that will earn a high recommendation. Appendix J offers Values, Characteristics, and Suggestions for Athletic Training Students, which is an excellent overview of athletic training student professional standards. Also, observe the faculty and staff of the La Verne ATEP and other clinical sites. They are models of athletic training professional behavior, even though they work in different settings. As another resource, the NATA Code of Ethics is included (Appendix K) as the profession s statement of what constitutes professionally acceptable behavior. Student Meetings: Attendance at the monthly meetings of the La Verne ATEP is required of ALL matriculated program students, and highly encouraged of pre-program students. At these meetings, important information on upcoming events will be presented, and students have an opportunity to discuss issues of importance to them with the ATEP faculty and staff. Service work: Outside the academic environment of the La Verne ATEP are many field experiences that may benefit the student s professional development. Students may volunteer for special events, such as Special Olympics, US Track and Field trials, local HS All-Star events, and additional events at La Verne (not required for the ATEP). Although participating in these experiences will not affect the student s academic standing, they will have a significant positive effect on the student s standing within the profession. The only requirement is that the student coordinate these experiences in advance with the La Verne ATEP faculty or staff to insure a good experience for the student, appropriate supervision on site, and a positive reflection on the program. Professional Organizations: Students should plan on becoming a member of the National Athletic Trainers Association (NATA) no later than the fall of their Junior year. Memberships begin and end with the calendar year, but students can join at any time on a pro-rated basis. Membership dues are high over $100 so students will need to plan accordingly. However, membership will save in conference fees and the BOC Examination fee, plus the benefit of belonging to the Athletic Training professional organization and receiving both the NATA Journal and the NATA News. Students may also plan on joining the California Athletic Trainers Association (CATA), which is automatically included in NATA Membership to residents of California. Another good organization to join is the National Strength Coaches Association (NSCA), which offers a nationally recognized certification as a Strength and Conditioning Coach. More information on these and other good professional organizations can be found either on the Web, or through the ATEP faculty and staff. 24

La Verne Athletic Training Student Club (ATSC): The ATSC is comprised of La Verne students interested in the athletic training profession. As a campus club, the ATSC is eligible for funds through the Associated Students, but also conducts numerous activities to raise money for professional conference expenses. In 2008, the club was featured in the NATA News for its service to the community through the Adopt-a-Highway litter cleanup program and Community Fun Run. Additionally, the club has competed in the Bailey-Arnheim Games hosted by Cal State Long Beach, winning the team title in 2008. Volunteer: Opportunities abound for volunteering at athletic-related events, from Special Olympics to the US Olympic Trials. Again, the ATEP faculty and staff receive notices on some of these opportunities, and may be able to provide recommendations. A good volunteer opportunity should not just be free labor for an organization, no matter how worthy. Professional Meetings and Seminars: Attendance at professional meetings and seminars is a good way to meet other students and sports medicine professionals, as well as expand knowledge. Although attendance at the NATA meeting can be beyond the means of many students, the Far West Athletic Trainers Association meeting held each spring is not only excellent, but within the budget of the student. The La Verne ATEP tries to coordinate student attendance with cost savings in mind through transportation and lodging assistance. The recent awarding (June 2008) of the inaugural Bill Cramer Professional Development Award to the University of La Verne ATEP, added funding to the Above and Beyond Fund, which allocates money to deserving La Verne ATEP students to attend professional educational conferences and symposiums each year. In order to enhance the opportunities of students to attend, fund-raising opportunities are conducted by the Athletic Training Student Club and students are asked to participate as a way to reduce individual costs. Students are also encouraged to participate in the FWATA meeting through presenting research projects. The FWATA will waive registration fees for any three student presenters, and the amount of professional prestige and resume enhancement earned through presenting is considerable. The ATEP faculty and staff will assist students interested in presenting, with logistical and organizational support. However, students are expected to initiate, design, collect the data, and construct the presentation as part of their learning experience. 25

Appendices Appendix A La Verne ATEP Faculty and Staff Directory Appendix B La Verne MSS Faculty and Athletic Department Directory Appendix C - Technical Standards for Admission to La Verne s ATEP Appendix D - Recommended Sequence of Courses for the Athletic Training Major Appendix E - Athletic Training Student Assessment Appendix F List of Assessment Forms Appendix G - Bloodborne Pathogens Awareness Statement Appendix H Medical Confidentiality Agreement Appendix I Clinical Experience Log Sheets Appendix J Values, Characteristics, and Suggestions for Athletic Training Students Appendix K NATA Code of Ethics Appendix L Team Physician and Health Care Provider Interactions form Appendix M Athletic Training Room Dress Code Appendix N Clinical Experience Application Appendix O Overview of Clinical Experience Appendix P First Aid Student/Coaches Aid (FAS/CA) Travel Policy and Procedure Appendix Q Clinical Supervision Statement 26

Appendix A University of La Verne Athletic Training Education Program (La Verne ATEP) Personnel 2008-2009 Academic Year ATEP Director Marilyn Oliver, MS, ATC Professor of Movement and Sports Science X 4270 oliverm@ulv.edu Director of Athletic Training Services Joanna Engel, MS, ATC Approved Clinical Instructor X 4298 jengel@ulv.edu Clinical Coordinator Paul Alvarez, Ph.D., ATC Professor of Movement and Sports Science X 4259 alvarezp@ulv.edu Assistant Athletic Trainer Josh Davis, MS, ATC, CSCS Approved Clinical Instructor X 4193 jdavis7@ulv.edu ATEP Faculty Kim Detwiler, MS, ATC, CSCS Assistant Professor of Movement and Sports Science X 4184 kdetwiler@ulv.edu Graduate Assistant Athletic Trainer Amanda Snyder, ATC X 4183 asnyder@ulv.edu Athletic Training Room X 4166 Movement and Sports Science Department and Athletic Office X 4261 27

Appendix B University of La Verne Movement and Sports Science and Athletic Department Personnel 2008-2009 Academic Year PAUL ALVAREZ MSS Dept. Chair/Clinical Coordinator/Assistant AT 4259 alvarezp@ulv.edu ANDY ANKENY Head Football Coach 4439 aankeny@ulv.edu MIKE ATWOOD Head M/W Cross-Country Coach 4667 matwood@ulv.edu WILL DARITY Sports Information Director 4237 darityw@ulv.edu JOSH DAVIS Assistant Athletic Trainer 4193 Jdavis7@ulv.edu KIM DETWILER ATEP Faculty/Assistant AT 4184 kdetwiler@ulv.edu MATT DURANT Strength and Conditioning Coach 4560 durantm@ulv.edu JOANNA ENGEL Director of Athletic Training Services 4298 jengel@ulv.edu DON FLORA Head Women's Volleyball/Head Men's Tennis Coach 4095 florad@ulv.edu CRES GONZALEZ Head Men's Soccer Coach 4257 gonzalez@ulv.edu MEGAN GRANQUIST MSS Faculty 4440 mgranquist@ulv.edu JOHN HALLMAN Head M/W Swimming & Diving 4255 hallmanj@ulv.edu BRIAN HARRISON Head Women's Tennis Coach 4558 bharrison@ulv.edu CHRISTIE JOINES MSS Depart. Secretary/Assistant to Director of Athletics 4261 joinesc@ulv.edu JULIE KLINE Director of Athletics, Head W Basketball Coach/MSS Faculty 4264 klinej@ulv.edu ALEX LA Head M/W Water Polo Coach 4256 ala@ulv.edu PAM MAUNAKEA Business Manager 4263 maunakea@ulv.edu MARILYN OLIVER ATEP Director 4270 oliverm@ulv.edu JIM PASCHAL MSS Faculty 4266 paschalj@ulv.edu RICHARD REED Head Men's Basketball Coach 4507 rreed2@ulv.edu JOE SKOVRON Head Golf Coach 4442 skov_14@yahoo.com JULIE SMITH Head Softball Coach 4850 jsmith24@ulv.edu PAT WIDOLFF Head M/W Track Coach 4846 widolffp@ulv.edu SCOTT WINTERBURN Head Men's Baseball Coach 4265 winterbu@ulv.edu WENDY ZWISSLER Head Women's Soccer Coach/MSS Faculty 4268 zwissler@ulv.edu MSS/ATHLETIC OFFICE FAX (909) 392-2760 ATHLETIC TRAINING FAX (909) 392-2782 ATHLETIC TRAINING ROOM 4166 28

Appendix C University of La Verne Athletic Training Education Program Technical Standards for Admission to the University of La Verne Athletic Training Education Program The Athletic Training Educational Program (ATEP) at the University of La Verne (La Verne) is a rigorous and intense program that places specific requirements and demands on the students enrolled in the program. The technical standards set forth by the ATEP establish the essential qualities considered necessary for students admitted to this program to achieve the knowledge, skills, and competencies of an entry-level athletic trainer, as well as meet the expectations of the program's accrediting agency (Commission on Accreditation of Athletic Training Education [CAATE]) All students must meet the technical standards (as listed below) to be admitted to, and continue in, the program. In the event a student is unable to fulfill these technical standards, with or without reasonable accommodation, the student will not be admitted to, or retained in, the program. Compliance with the program's technical standards does not guarantee a student's success in the ATEP nor eligibility for the BOC certification exam. Candidates for selection to La Verne's ATEP must demonstrate: the mental capacity to assimilate, analyze, synthesize and integrate concepts, and problem solve to formulate assessment and therapeutic judgments and to be able to distinguish deviations from the norm sufficient postural and neuromuscular control, sensory function, and coordination to perform appropriate physical examinations using accepted techniques; and accurately, safely, and efficiently use equipment and materials during the assessment and treatment of athletes/patients the ability to communicate effectively and sensitively with athletes/patients, colleagues, and individuals from different cultural and social backgrounds; this includes, but is not limited to, the ability to establish rapport with athletes/patients and communicate judgments and treatment information effectively. Students must be able to understand and speak the English language at a level consistent with competent professional practice. the ability to record the injury history, physical examination results and treatment plan clearly and accurately. the capacity to maintain composure and continue to function well during periods of high stress. 29

the perseverance, diligence, and commitment to complete the athletic training education program as outlined and sequenced. flexibility and the ability to adjust to changing situations and uncertainty in clinical situations affective skills and appropriate demeanor and rapport to relate to professional education and quality athlete/patient care The University's Student Health Center will evaluate a student who states he/she could meet the program's technical standards with accommodations and confirm that the stated condition qualifies as a disability under applicable laws. If a student states that he/she can meet the technical standards with accommodation, then the University will determine whether it agrees that the student can meet the technical standards with reasonable accommodation; this includes a review of whether the accommodations requested are reasonable, taking into account whether accommodation would jeopardize clinician or athlete/patient safety, or the educational process of the student or the institution, including all coursework, clinical experiences and internships deemed essential to graduation. Applicant Statement of Understanding and Compliance I certify that I have read and understand the technical standards for selection listed above, and I believe to the best of my knowledge that I meet each of these standards without accommodation. I understand that if I am unable to meet these standards I will not be admitted to the program. Signature of Applicant Date Alternative statement for students requesting accommodations: I certify that I have read and understand the technical standards of selection listed above and I believe to the best of my knowledge that I can meet each of these standards with certain accommodations. I will contact the Student Health Center to determine what accommodations may be available. I understand that if I am unable to meet these standards with or without accommodations, I will not be admitted into the program. Signature of Applicant Date 30

Appendix D Athletic Training Education Program (ATEP) Recommended Sequence of Courses The La Verne ATEP is a six semester-long program. The first two semesters constitute the Pre- Program Level (Level One) and include the following: Required Courses: MSS 151 Health and Physical Fitness Strategies MSS 235 Introduction to Athletic Training MSS 237 Techniques and Observations in Athletic Training BIOL 343 Human Anatomy (pre-requisite: BIOL 101) Observation Hours: A minimum of 75 hours of observation/experience working in the Athletic Training setting, and written evaluation from clinical supervisor. Application and admission into ATEP: Formal application to the La Verne ATEP is submitted during the second semester of the Pre-Program Level. Applications are due to the Program Director by March 31 of each year. Application processes and requirements are listed in the University Catalog, the ATEP Program Brochure, and in the La Verne ATEP Policies and Procedures Manual, available on the ATEP web site at: http://athletictraining.ulv.edu. Following formal acceptance into the ATEP, students proceed to Program Level courses (Level Two). The following courses are required in the Program Level: MSS 455 Kinesiology * MSS 324 Evaluation and Assessment of Athletic Injuries/Lower Extremities MSS 325 Athletic Training Practicum I MSS 412 Therapeutic Modalities MSS 326 Evaluation and Assessment of Athletic Injuries/Upper Extremities MSS 327 Athletic Training Practicum II MSS 400 General Medical Conditions* MSS 410 Exercise and Rehabilitation Two semesters of clinical experience. Clinical experience is incorporated into MSS 325, and MSS 327. Following successful completion of all Level Two coursework, the ATEP student will progress into the Pre-Professional Level (Program Level Three). The following courses are required in the Pre-Professional Level: MSS 454 Athletic Training Team Management MSS 345 Methods of Research, Assessment, and Evaluation MSS 328 Evaluation and Assessment of Head and Spinal Injuries MSS 415 Management and Administration in Athletic Training MSS 418 Special Topics MSS 456 Exercise Physiology (pre-requisite: BIOL 344) MSS 411 Athletic Training Practicum III 31

MSS 499 Senior Seminar. Two semesters of clinical experience. Clinical experience is incorporated into MSS 411 and MSS 454. A three-year course sequence is included below. This schedule incorporates the sequences of coursework required, based upon the corresponding athletic training educational competencies and clinical proficiencies required in each course Program Retention and Graduation Requirements: ATEP students must maintain a 3.0 GPA in the major, and a 2.5 GPA overall, in order to continue in the ATEP and to graduate from La Verne with a Bachelor of Science (BS) Degree in Athletic Training. The University overall GPA requirement for graduation from other majors is 2.0. Retention policies are included in the La Verne ATEP Policies and Procedures Manual. Courses marked with * may be taken in the Pre-Program Level if the following pre-requisites are met: MSS 400 General Medical Conditions in Athletic Training(Pre-requisites: MSS 235 and MSS 237, or Program Director approval_ MSS 455 Kinesiology, pre-requisite BIOL 343 University of La Verne Athletic Training Education Program (ATEP) Sequence of Courses for the Bachelor of Science Degree in Athletic Training The La Verne ATEP is a six-semester program. Formal application to, and acceptance into, the ATEP is required following completion of the Pre-Program level of coursework. The following is a three-year sequence of courses. Freshmen, who declare an Athletic Training Major upon entrance to La Verne, may take * courses within the Pre-Program Level, sophomore year, if course pre-requisites have been met. Pre-Program Level (Level One) Fall January Spring 4-BIOL 101 Life Science 4- MSS 151 Health 2-MSS 237 Tech & Obs. 4-MSS 235 Intro to Athletic Training 2-MSS 323 Scientific Princ.) 4-GE (PSYCH 101) (sophomore status req.) 4-GE 4-BIOL 343 Human Anatomy 4 GE 16 semester hours 4 GE 16 semester hours Program Level (Level Two) (Formal Acceptance into ATEP required) Fall January Spring 4-MSS 455 Kinesiology* 4-GE option 4-MSS 326 E/A Upper Extrem 4-MSS 324 E/A Lower Extrem 1-MSS 327 Practicum II 32

1-MSS 325 Practicum I 4-MSS 412 Therapeutic Modalities 2-MSS 400 General Medical Conditions * (2-GE option) 15-17 semester hours 4-MSS 410 Exercise and Rehab 4-BIOL 344 Human Physiology 4-GE 17 semester hours Pre-Professional Level (Level Three) Fall January Spring 4-MSS 328 E/A Head & Spine 4-MSS 499 2-MSS 418 Special Topics 4-MSS 345 Methods of Research Sr. Project 4-MSS 456 Exercise Physiology 1-MSS 454 Team Management 1-MSS 411 Practicum III 4-GE 4-MSS 415 Mngmnt & Admin 4-GE 4- GE 17 semester hours 15 semester hours 33

Appendix E University of La Verne Athletic Training Education Program Athletic Training Student Assessment Overview Student assessment is an essential element of a professional preparation program. Because success in the athletic training profession is not only measured by performance on the Board of Certification (BOC) Examination (Alvarez, 1999), assessment should not be limited to academic progress but professional and personal development as well. Therefore, a cumulative portfolio of student work is recommended to best capture the complex elements of athletic training student development (Hannam, 1995). Furthermore, despite the temptation to utilize checklists of the mandatory competencies and proficiencies as an assessment of learning, such checklists should only be used to structure foundational coursework. In order to promote the development of the student, assessment should become increasingly complex and more comprehensive in nature, culminating in capstone experiences that attempt to measure if the student is ready to assume their role as a health care professional. To this end, assessment of Athletic Training Students in the University of La Verne Athletic Training Education Program (La Verne ATEP) is structured on a continuum of three levels, designed to measure progress of the student toward three primary objectives. At the first (Pre-Program) level, students are being evaluated for admittance into the academic program. At the second (Program) level, students are being evaluated towards the achievement of athletic training content objectives in preparation for the BOC Examination. At the third (Pre- Professional) level, students are being evaluated for possible postgraduate work and future employment as athletic training professionals. Assessment tools are structured toward these objectives and compiled in the student portfolio. Additionally, Clinical Instructors, clinical sites, classroom instructors, and the program as a whole are to be evaluated. Approved Clinical Instructors and clinical sites will be evaluated with the Student Evaluation of Approved Clinical Instructor (ACI) and Clinical Experience Site form. Classroom instructors will be evaluated with the standard student assessment tool utilized by the University. Finally, an Exit Survey and graduate follow-ups will evaluate the program as the student enters the workplace post-graduation. Evaluative Elements Evaluative elements are based on four types of evidence Artifacts, Attestations, Productions, and Reproductions (Hannam, 1995). Examples of these types of evidence specific to the University of La Verne include: Artifacts Term papers, case studies, Read/Reaction papers, Annual self-assessment, proficiency modules, senior thesis, comprehensive examination Attestations Letters of Recommendation, staff evaluations, academic transcripts 34

Production Statement of purpose in pursuing athletic training, reflections on fieldwork experiences, resume of professional experiences Reproduction Videotapes of athletic training competency demonstrations Progressive Assessment The La Verne ATEP Program Director, in conjunction with the other ATEP faculty and staff, will conduct assessments of all students engaged in the ATEP at the end of each term. The specific function and depth of the assessment will depend on what point the student is in the program (see matrix below). At a minimum, this will include a review of academic progress and evaluations by field experience supervisors. Transcripts of academic work will, by necessity, be current only to the prior term. However, midterm evaluations and notes of academic deficiency will be included in the assessment. Any areas of concern will be identified and a copy of the Annual Assessment form will be placed in the portfolio as well as reviewed with the student. In their final term, the student will submit and defend a senior thesis project consistent with University standards. In expectation of the pursuit of employment and/or graduate school, the student will be expected to prepare a professional resume and obtain letters of recommendation from faculty and staff. Finally, in preparation for the BOC Examination, the student will complete a comprehensive exam consistent in format with the Examination. Assessment Matrix Pre-Program (prior to acceptance into the ATEP) First semester: Satisfactory supervisor evaluations in all field experiences at the midterm of the semester (Pre-program Evaluation form) Satisfactory supervisor evaluations in all field experiences at the end of the semester (Preprogram Evaluation form) Satisfactory progress reports from didactic course instructors (Mid-term Academic Progress Report form) Second semester: Academic transcripts with 2.5 overall GPA and 3.0 GPA in ATEP classes Satisfactory supervisor evaluations in all field experiences at the midterm of the semester (Pre-program Evaluation form) Satisfactory supervisor evaluations in all field experiences at the end of the semester (Preprogram Evaluation form) Submit application (Program Application form) for admittance to Program including recommendations (Program Admission Recommendation form) Program First semester: Satisfactory supervisor evaluations at the midterm of all field experiences (Evaluation of Student Clinical Experience form) Satisfactory supervisor evaluations at semester completion of field experiences (Evaluation of Student Clinical Experience form) Satisfactory completion of all competencies and proficiencies within applicable coursework 35

Academic transcripts with 2.5 overall GPA and 3.0 GPA in ATEP classes Mid-year evaluation (Mid-year Evaluation of Satisfactory Progress) Second semester: Satisfactory supervisor evaluations at the midterm of all field experiences (Evaluation of Student Clinical Experience form) Satisfactory supervisor evaluations at semester completion of field experiences (Evaluation of Student Clinical Experience form) Satisfactory completion of all competencies and proficiencies within applicable coursework Academic transcripts with 2.5 overall GPA and 3.0 GPA in ATEP classes Annual evaluation and Self-assessment Pre-Professional First semester: Satisfactory supervisor evaluations at the midterm of all field experiences (Evaluation of Student Clinical Experience form) Satisfactory supervisor evaluations at semester completion of field experiences (Evaluation of Student Clinical Experience form) Satisfactory completion of all competencies and proficiencies within applicable coursework Academic transcripts with 2.5 overall GPA and 3.0 GPA in ATEP classes Mid-year evaluation (Mid-year Evaluation of Satisfactory Progress) Second semester: Satisfactory supervisor evaluations at the midterm of all field experiences (Evaluation of Student Clinical Experience form) Satisfactory supervisor evaluations at semester completion of field experiences (Evaluation of Student Clinical Experience form) Submission and defense of high quality senior thesis Preparation of appropriate professional resume At least three letters of recommendation from field supervisors, coaches, MSS department Comprehensive examination consisting of mock BOC Examination, including written, written simulation, and practical portions Satisfactory completion of all competencies and proficiencies within applicable coursework Academic transcripts with 2.5 overall GPA and 3.0 GPA in ATEP classes Cumulative evaluation and Self-assessment/Exit survey List of Assessment tools Pre-Program Observation Hours evaluation form Evaluation of Student Clinical Experience form Mid-term Academic Progress Report form Academic transcripts Program Application form Program Admission Recommendation form Clinical proficiency modules Mid-year Satisfactory Progress form Annual Progress review form/self-assessment 36

Senior thesis Resume Letters of recommendation Comprehensive examination, including computer-based Written and Written Simulation Examinations and mock Practical Examination Cumulative Evaluation form/self-assessment/exit survey References Alvarez, P. (1999). The Professional Development of Student Athletic Trainers. Unpublished research, University of California, Riverside. Hannam, S. (1995). Portfolios: An Alternative Method of Student and Program Assessment. Journal of Athletic Training, 30, 338-341 37

Appendix F List of La Verne ATEP Assessment forms Student Evaluation of Approved Clinical Instructor (ACI) and Clinical Experience Site Evaluation of Pre-Program Student Observation Hours Evaluation of Student Clinical Experience Mid-term Academic Progress Request Mid-year Evaluation of Satisfactory Progress Annual Evaluation of Satisfactory Progress Student Self-assessment of progress Final (Senior)Athletic Training Student Evaluation Student Self-Assessment of Program Completion 38

Appendix G University of La Verne Athletic Training Education Program Bloodborne Pathogens Awareness I,, have participated in the educational program, presented by the University of La Verne Athletic Department, regarding reducing the risk of bloodborne pathogen disease transmission in the athletic training environment. I understand, and will practice, universal precautions to reduce the risk of contracting disease due to exposure to bloodborne pathogens. Should I choose to assist in the first aid care of an injured student-athlete, I understand that I may be at risk of exposure to bloodborne pathogens, and I freely choose to accept that risk. I am aware of the University s exposure control plan, and how to handle an exposure incident. I am aware that, at present, there is no known immunization or cure for HIV (human Immunodeficiency Virus) or AIDS. I am further aware that, at present, there is an immunization available to protect against the Hepatitis B virus (HBV). Select and mark appropriate response: I,, have chosen: (name of student) To be immunized against HBV Immunization will begin on Immunization will be completed on (date) (date) Not to be immunized against HBV I completed the HBV immunization series on (date) and have provided proof of such. Name (Print) Signature Date 39

Appendix H University of La Verne Athletic Training Education Program Statement of Confidentiality I,, understand that as an athletic training student in the Athletic Training Education Program (ATEP) at the University of La Verne, I may become privy to confidential medical and personal records of the University of La Verne student-athletes, University of La Verne students, visiting student-athletes playing University of La Verne athletic teams and/or student-athletes, patients/clients associated with my clinical education rotations at the affiliated clinical sites that I am assigned to by the Director and Clinical Coordinator of the ATEP. Furthermore, I understand and agree that any such knowledge revealed to me shall be held in strictest confidence and shall not be shared with anyone at any time. Even upon request by the above mentioned persons granting authorization to share confidential medical information, I will refer their request to my Approved Clinical Instructor (ACI) at my affiliated clinical site for their review and co-authorization. I understand that my failure to keep such matters confidential may result in my suspension and/or removal from the Athletic Training Education Program. I agree to abide by these standards as indicated by my signature below: Printed Name Athletic Training Student Signature Date 40

Appendix I University of La Verne Athletic Training Education Program Clinical Experience Log sheets Instructions: This form is to log Clinical Experience time ONLY, and should only include time under the direct supervision of a Certified Athletic Trainer. For every day you work in the clinical setting, indicate when you began and ended, and also note what tasks you worked with on that day as well as sport, if applicable. DO NOT include any travel time to and from contests. ATS Name: Year: Clinical Site Clinical Supervisor Date Time in Time out Total hours Tasks Signature of Clinical Supervisor Date Date Time in Time out Total hours Tasks Signature of Clinical Supervisor Date 41

Appendix J Values Values, Characteristics, and Suggestions for Athletic Training Students Be a GOOD PERSON. Always seek the way of truth, human dignity, and faith. Act with INTEGRITY. Be who you are and do what you say. Another s trust in you is all-important and honesty is the key. Exemplify the CONSCIENTIOUS person. Every task can be completed to varying degrees of quality and quantity. Your commitment to completion is one important factor but a higher achievement is the continued effort to display your best quality, many times for the benefit of the patients in the tasks of follow-up care. Know what is expected and improve on it. Be LOYAL. You have a number of relationships to develop. Once they develop, loyalty in good times and in bad must be strong. Be mindful to conflicting loyalties because there is no recourse and they are always damaging. We must live with this prospect. Seek EMPATHY. Know your peers, staff, and patients. Live their feelings and try to deal with them either through your own significant experiences or through gaining an understanding by listening. Be COURTEOUS. Respect the rights of others. Put another s needs above or before your own. Taking a humble stance helps to put a perspective on life s accomplishments, and acting positively on even the most minor accomplishments is a courtesy which reaps great rewards. GROOM. Make the best of your appearance, head to toe, clothes to car. Cleanliness is a value especially important to health care professionals. Show your understanding in your own appearance and actions. LIVE BY YOUR CODE. Set your standards. Always seek the highest goals, but don t despair if you can t always reach them or abide. The value is in attempting, not necessarily in the doing. Characteristics ALWAYS DO YOUR BEST. Seek out the best physical, mental, social, and psychological skills. Everything, everybody you touch are evidence of your having been on this earth. Seek quality in the least and the most significant tasks you perform. SHOW FAIR PLAY AND SPORTSMANSHIP. Always treat the least as you would the best. The problems are the same and so the personal rewards of accomplishment the same. You will always be a member of a team, therefore loyalties will develop, but other teams have similar goals and objectives. Allow others to have this right and benefit from their participation. USE COMMON SENSE. When the answer is not easy or does not appear obvious, resort to the simple, basic cautious decision. 42

STAY PHYSICALLY FIT. The ability to do your work and the quality of your life depends on your health and a major factor in health is fitness. Fitness allows you to do that little extra without fatigue. MAKE A COMMITMENT. Stick to your word, your aspirations, your relationships; always adjusting, always modifying, but never wavering because of difficulty or problems. PREPARE YOURSELF WITH CONFIDENCE. Know what you know and don t be afraid to show or say it. Know what you don t know and don t be afraid to show or say it. Suggestions DO NO HARM. This is a moral code that has guided health care professionals for centuries. It still applies. MAINTAIN CONFIDENTIALITY. This is a critical component of athletics, but also protects a patient s rights. TREAT THE WHOLE PERSON. Be a gardener in delivering your services. Take care and cultivate. The human body and person are not machines and they should not be handled so coldly and heavily. Help athletes discover new values and reclaim old ones. COMMUNICATE. Communicate to clarify; communicate to inform; communicate to receive feedback, communicate to persuade. Above all else, your job is to communicate. Make it an effective and regular part of your life. MAINTAIN PROFESSIONAL DISTANCE. Distance yourself from those you treat, supervise, or work with. Your professional decisions will become critical at times. Don t allow them to become biased by concerns of friendship. Your professional competence will be judged by those you serve, not so much by skill but by behavior both in and out of the professional setting. You cannot serve two masters this is the essence of ethical and public behavior. SET GOALS. Take time to write down your athletic training goals, class goals, clinical experience goals, social goals, life-long goals. Make goal setting part of your life. Make prioritizing you goals consistent with you life s philosophy. DEVELOP A PHILOSOPHY. Examine yourself regularly to know what you believe, because those beliefs will guide your actions. Understand them and understand that they are always changing, always being modified by your experiences. Keep your philosophy alive and know it. USE YOUR TIME EFFECTIVELY. Always look to complete the task, and when completed, look for another, and when completed, look for any active process which will enhance your professional or personal life. Make an effort to study time and what you do with it. Never waste your time or that of others. Take the time to schedule your day and then the importance of each action you will take will be clear. 43

BE PREPARED. Your whole program should be a learning experience, be ready for processing and correlating new facts and experiences. TAKE AN ACTIVE RESPONSIBILITY FOR YOUR LEARNING. Actively pursue opportunities: know where you have been and where you are going. Learning is a never ending process and requires only motivation. Take advantage of those who can facilitate learning for you. They will also benefit. EVERYTHING DONE IS OKAY. You did it. It is now something that you cannot change. Right or wrong, remember it, learn from it. Strength of character is in the doing and trying, and redoing and re-trying. PRACTICE. Throughout your life practice your skills: taping, evaluation, reading, problem solving, dancing, talking, speaking. You will never achieve the essence of great skills and the feeling of supreme confidence, self-pride, and accomplishment without the long attempt. Practice all area of your life. This makes you well rounded, it separates you from the ordinary, it adds to the quality of your life. KEEP AN OPEN MIND. Realize that your way is your way. When it becomes our way, we all participate, perhaps in accepting an alternative. Life is full of accepting episodes. Evaluate everything knowing we are all biased, accept what you can live with. ENGAGE IN PROBLEM SOLVING ISSUES. By virtue of your education and now by your responsibilities to athletes, coaches, and parents everywhere, you owe it to yourself to constantly seek the essence of problems that exist and attempt to use the knowledge and skills you possess to solve these problems. WORK TOGETHER. Life is impossible today without society. Learn to use and b used by your peers. Work toward common goals with the attitude that my fair share is whatever I can do without concerns for another s fair share. Always assume the fair treatment, fair shares, and don t keep track of your neighbor s work compared to yours. Take pleasure in the fact that you are accomplishing higher goals. LEARN TO RELAX. Decide what you need in order to stay productive both socially and vocationally. Remember, the quality of your life has a direct relationship to the happiness you derive from it. Make an effort to play and enjoy. PROMOTE YOURSELF. Promote your job, your staff, your university. This extends to all of your affiliations. If you cannot promote these things to others, be honest with yourself and the people affected; re-evaluate your continued participation. Scott A. Frisbee, ATC Assistant Athletic Trainer University of Illinois 44

Appendix K National Athletic Trainers Association Code of Ethics Preamble The Code of Ethics of the National Athletic Trainers Association has been written to make the membership aware of the principles of ethical behavior that should be followed in the practice of athletic training. The primary goal of the Code is the assurance of high quality health care. The Code presents aspirational standards of behavior that all members should strive to achieve. The principles cannot be expected to cover all specific situations that may be encountered by the practicing athletic trainer, but should be considered representative of the spirit which athletic trainers should make decisions. The principles are written generally and the circumstances of a situation will determine the interpretation and application of a given principle and of the Code as a whole. Whenever there is a conflict between the Code and legality, the laws prevail. The guidelines set forth in this Code are subject to continual review and revision as the athletic training profession develops and changes. Principle 1: Members shall respect the rights, welfare and dignity of all individuals 1.1 Members shall not discriminate against any legally protected class 1.2 Members shall be committed to providing competent care consistent with both the requirements and the limitations of their profession 1.3 Members shall preserve the confidentiality of privileged information and shall not release such information to a third party not involved in the patient s care unless the person consents to such release or release is permitted or required by law. Principle 2: Members shall comply with the laws and regulations governing the practice of athletic training. 2.1 Members shall comply with applicable local, state, and federal laws and institutional guidelines. 2.2 Members shall be familiar with and adhere to all National Athletic Trainers Association guidelines and ethical standards 2.3 Members are encouraged to report illegal or unethical practice pertaining to athletic training to the appropriate person or authority. 2.4 Members shall avoid substance and, when necessary, seek rehabilitation for chemical dependency. 45

Principle 3: Members shall accept responsibility for the exercise of sound judgment. 3.1 Members shall not misrepresent in any manner, either directly or indirectly, their skills, training, professional credentials, identity or services. 3.2 Members shall provide only those services for which they are qualified via education and/or experience and by pertinent legal regulatory process. 3.3 Members shall provide services, make referrals, and seek compensation only for those services that are necessary. Principle 4: Members shall maintain and promote high standards in the provision of services. 4.1 Members shall recognize the need for continuing education and participate in various types of educational activities that enhance their skills and knowledge 4.2 Members who have the responsibility for employing and evaluating the performance of other staff members shall fulfill such responsibility in a fair, considerate, and equitable manner, on the basis of clearly enunciated criteria. 4.3 Members who have the responsibility for evaluating the performance of employees, supervisees, or students, are encouraged to share evaluations with them and allow them the opportunity to respond to those evaluations. 4.4 Members shall educate those whom they supervise in the practice of athletic training with regard to the Code of Ethics and encourage their adherence to it. 4.5 Whenever possible, members are encouraged to participate and support others in the conduct and communication of research and educational activities that may contribute knowledge for improved patient care, patient or student education, and the growth of athletic training as a profession. 4.6 When members are researchers or educators, they are responsible for maintaining and promoting ethical conduct in research and educational activities. Principle 5: Members shall not engage in any form of conduct that constitutes a conflict of interest or that adversely reflects on the profession. 5.1 The private conduct of the member is a personal matter to the same degree as is any other person s except when such conduct compromises the fulfillment of professional responsibilities. 5.2 Members of the National Athletic Trainers Association and others serving on the Association s committees or acting as consultants shall not use, directly or by implication, the Association s name or logo or their affiliation with the Association in the endorsement of products or services. 46

5.3 Members shall not place financial gain above the welfare of the patient being treated and shall not participate in any arrangement that exploits the patient. 5.4 Members may seek remuneration for their services that is commensurate with their services and in compliance with applicable law. Reporting of Ethics Violations Anyone having information regarding allegations of ethical violations, and wishing to supply such information to NATA, shall supply this information, with as much specificity and documentation as possible, to NATA s Executive Director or Chair of the Ethics Committee. Information need not be supplied in writing, and the reporting individual need not identify him or herself. Information, however, that is too vague, cannot be substantiated without the assistance of the reporting person, or information where, in the opinion of the NATA Executive Director or Ethics Chair, there is not need for anonymity for the reporting individual will not be forwarded for action by the committee. An individual may report information on the condition that the individual s name or certain other facts be kept confidential. NATA may proceed with an investigation subject to such a condition; however, NATA must inform the reporting individual that at some point in the investigation NATA may determine that it cannot proceed further without disclosing some of the confidential information, either to the applicant or member under investigation or to some other party. A reporting individual, upon receiving this information from NATA, may decide whether or not to allow the information to be revealed. If the reporting individual decides that the necessary information must remain confidential, NATA may be required to close the unfinished investigation for lack of necessary information. Individuals are strongly encouraged to provide relevant information, with as much detail as possible, to: NATA Ethics Investigations 2952 Stemmons Frwy Dallas, TX 75247-6196 47

Appendix L University of La Verne Athletic Training Education Program (La Verne ATEP) Team Physician and Health Care Provider log form In order to assist the Athletic Training Student in gaining appropriate contacts with other health care providers, the La Verne ATEP requests that the students briefly log all interactions with the team physician, other physicians, and other health care providers as appropriate. Examples of appropriate interactions include pre-participation physical exams, seminars, guest lectures, and injured athlete referral visits. Team Physician Interactions Date Reason for Interaction ACI Initial Other Health Care Provider Interactions Date Provider Name/Reason for Interaction ACI Initial 48

Appendix M University of La Verne ATEP Dress Code 1. Acceptable pants are as follows a. Khaki pants that are without holes and are not tattered b. Black or green wind-breaker or warm-up pants c. Khaki shorts that are of appropriate length (approx. 2 inseam or longer, shorts should not be longer than knees) 2. Acceptable shirts are as follows a. A La Verne athletic training t-shirt (club/team shirts are acceptable) tucked in b. A La Verne athletic training polo tucked in c. A solid polo that fits properly tucked in (unless it s not meant to be) d. A University of La Verne sweatshirt or jacket e. A solid green, grey, black, orange or white sweatshirt or polo f. An athletic jacket without excessive writing or other team logos g. No see-through T-Shirts: We should not be able to identify the color of your bra or undershirt 3. Acceptable shoes are as follows a. Tennis shoes b. Lace-up casual shoes that are close-toed 4. Other guidelines a. Belts are preferred b. All clothing should cover midriff, buttocks, and breasts. c. Clothing should not be excessively baggy or excessively tight. d. Before you come into the ATR, think to yourself if someone only knew me by what I was wearing, would I make a professional impression on them? If not, go change. e. Cologne, perfume or other fragrances should be used sparingly f. Hats are appropriate ONLY if they are La Verne g. No excessive makeup, hairdos or jewelry. If you come to the ATR to work and are dressed inappropriately, you will be asked to go home and change. We appreciate your cooperation in taking the La Verne ATEP to the next level. You are a medical professional, please dress like it. This dress code is for practice settings only. Games and PT settings may vary. 49

Appendix N University of La Verne Athletic Training Education Program Application for Clinical Experience Instructions 1. Review the Clinical Experience Matrix and use this to guide your request. ATEP Students are required to complete all clinical rotations before graduation. 2. Complete the attached application and submit it to the ATEP Director by the designated date. 3. If necessary, personal interviews will be conducted to finalize the decision on who will receive specific clinical assignments. 4. Clinical assignments will be announced at the ATEP meeting subsequent to the final decision. 5. The ATEP reserves the right to change clinical assignments or remove an Athletic Training Student from an assignment if the student fails to a. maintain the required GPA b. meet the expectations of the clinical site c. act in a professional manner. 50

University of La Verne Athletic Training Education Program Application for Clinical Experience First Name Last Name School Address Permanent/Summer Address Cellular Phone #: ( ) School Phone #: ( ) Home Phone #: ( ) E-Mail Address: Clinical Rotation Matrix: ATSs are required to complete four clinical rotations during their two years in the program. The best clinical education comes from experiencing diverse opportunities. All of the categories below must be met. Please note below what you have already done, and use this to guide your current request. Setting When Location Clinical (Rehab Intensive) High School College Gender Male Female 51

Emphasis Assessment/Acute Care 1. Upper Extremities 2. Lower Extremities Rehabilitation Intensive Equipment Intensive Current Coursework Your Clinical Experience should orient to your current and past ATEP coursework. Please indicate below what courses you have taken and will be taking next term. MSS 235 Introduction to Athletic Training MSS 237 Techniques and Observation in Athletic Training MSS 324 Eval & Assessment of Athletic Injuries -- Lower Extremities MSS 325 Athletic Training Practicum I MSS 326 Eval & Assessment of Athletic Injuries -- Upper Extremities MSS 327 Athletic Training Practicum II MSS 328 Assessment and Evaluation of Head and Spinal Injuries MSS 400 General Medical Conditions in Athletic Training MSS 410 Exercise and Rehabilitation MSS 411 Athletic Training Practicum III MSS 412 Therapeutic Modalities MSS 415 Management and Administration in Athletic Training MSS 418 Special Topics in Athletic Training MSS 454 Athletic Training -Team Management Based on my previous experiences, I would like to apply for the following clinical sites/instructors (please mark first and second choices) Univ. of La Verne Fall Winter Spring Marilyn Oliver Paul Alvarez Joanna Engel Josh Davis Kim Detwiler Chaffey College 52

Citrus College Bishop Amat HS Bonita HS Claremont HS West Covina HS Rancho /Cucamonga HS Casa Colina Centers for Rehabilitation Current First Aid Card: Yes No Current CPR Card: Yes No Attach copies of First Aid/CPR Cards to this application. I have read the Clinical Site Expectations for the requested Clinical Site, and agree to abide by those Expectations or I may be reassigned. Sign: Date: Please describe why you are requesting this specific assignment and your expected availability: 53

Appendix O University of La Verne Athletic Training Education Program (ATEP) Clinical Experience Overview The clinical experience portion of the La Verne ATEP is formalized and imbedded in the four practicum courses: MSS 325 Practicum I, MSS 327 Practicum II, MSS 411 Practicum III, and MSS 454 Team Management. These courses are designed to be taken sequentially, as listed above, in the junior and senior years, and are open only to those students who have formally applied and been officially accepted into the ATEP. Each practicum is a minimum of 12 weeks in length and 120 hours of experience. Only one practicum may be taken per semester. Prior to official admission into the ATEP, students must meet specific pre-requisites, which include gaining observational experience with the La Verne ATCs, with select General Medical practitioners, and with other health care practitioners and settings. These observational experiences are further described in the course syllabi for MSS 235, MSS 237, and MSS 400. In the semester preceding each practicum, students must apply for a clinical assignment. Students must, over the four semesters, complete all components of the clinical experience matrix, (listed in the Application for Clinical Assignment document) and gain experience: with/in the following: 1) both male and female patients/athletes; 2) the traditional setting of La Verne s Athletic Training Room ; 3) football; 4) high school athletics; 5) a rehab-intensive clinic; 6) upper extremity and lower extremity injury intensive sports/activities. Observational experience with General Medical conditions and practitioners is included in the pre-program required course MSS 400. Specific educational competencies and clinical proficiencies, as required by the Commission on Accreditation of Athletic Training Education (CAATE), are included in the required ATEP courses. Clinical proficiencies are instructed and assessed by Approved Clinical Instructors (ACIs) for each practicum. Students not attaining proficiency in the clinical skills imbedded in the practicum, will not receive a passing grade for that course. A practicum folder, which includes a biographical introduction, contract, liability statement, list of courses taken, current course syllabi, and clinical proficiencies, will be compiled by the student and presented to the supervising ACI at the first meeting prior to the start of each clinical practicum experience. Grades earned by the student for each clinical practicum courses will be 60% performance evaluation by the supervising ACI and 40% proficiency assessments by the lab ACI instructor. 54

Apppendix P First Aid Student/Coaches Aid (FAS/CA) Travel Policy and Procedure University of La Verne coaches may elect to travel with a La Verne student, designated as a FAS/CA. These students will function under the following guidelines: -Students will travel as a first aid student/coaches aid, and will not provide athletic training services -Students will be able assist with basic tapings, provide basic wound care, CPR/ First Aid -Any and all injuries occurring to La Verne athletes, must be evaluated by host team s ATC. -At no time will a FAS/CA run onto a field/court, unless accompanied by the host team s ATC and/or La Verne Coach -At no time will a FAS/CA make return to play or treatment decisions (other than First Aid/CPR). Those decisions will be left to the host team s ATC -Treatment modalities will only be administered by the host team s ATC -For games outside of SCIAC & Chapman, hosting ATC s will be called by the La Verne Head ATC to let them know a FAS/CA will be traveling and that the FAS/CA will not be responsible for evaluating injuries, or providing athletic training services - FAS/CA will introduce him/herself to host ATC upon arrival at school or event site - Students may voluntarily accept the position/role of FAS/CA, but must understand that travel, when not under the direct supervision of a La Verne ACI, is not part of the ATEP educational or clinical experience, therefore no travel coverage can count for ATEP clinical hours My signature below indicates that I have read the policies and procedures for travel with FAS/CAs, as detailed above. I fully understand the role of the FAS/CA and agree to abide by the afore-mentioned policies. Student (Print Name) Signature Date 55

Appendix Q Clinical Supervision According to CAATE guidelines, ATEP students involved in clinical experience must be under the direct supervision of an ACI or CI. Direct supervision, as defined by CAATE is Supervision of the athletic training student during clinical experience. The ACI or CI must be physically present and have the ability to intervene on behalf of the athletic training student and the patient. The University of La Verne ATEP maintains the above definition to as an absolute essential in the education of athletic training students and fully complies with, and incorporates, the clinical supervision policy as required by CAATE. All ACIs and CIs undergo training where direct supervision is thoroughly explained and emphasized, and ACIs/CIs understand the requirement. The Clinical Coordinator or Program Director visits each clinical education site several times each year to ensure that policy is being followed. Also in accordance with CAATE requirements, La Verne ACI/CIs will not supervise more than eight students per clinical practicum. The averaget ratio of student to ACI is 1.3 to 1. ATEP students also understand the direct supervision policy and are assigned (for clinical experience) only to La Verne ATEP ACIs/CIs. Both Pre-Program students (in observational exposures) and ATEP Program students are required to read the La Verne ATEP Policies and Procedures Manual, which includes (page 9) the definition of direct supervision. Students, ACIs, and coaches are also aware of the ATEP policy (Policies and Procedures Manual, p. 8) regarding the ATEP student s role, as a First Aid Student/ Coach Assistant (FAS/CA), in the temporary absence of an ACI: A First Aid Student-Coach Assistant is a student certified in First Aid and CPR who has accepted the voluntary role of providing first aid and emergency care to an injured athlete in the temporary absence of a Certified Athletic Trainer. FAS-CAs do not function in the role of an Athletic Training Student, because they are not under the direct supervision of a Certified Athletic Trainer, ACI, or CI. FAS-CAs are limited to providing first aid and emergency care under the authority of their first aid/cpr certifications, and assisting any coach (present at the site) in skills appropriate for coaches to perform (ie. applying ice bags, assisting with stretching, etc). 56