McNeese State University Athletic Training Education Program

1. McNeese State UniversityAthletic Training Education Program Preceptor Workshop 2014-2015

2. Preceptor Training Content Areas • MSU Athletic Training Program Update • Learning styles and instructional skills • Review of Athletic Training Educational Competencies • Evaluation of student performance and feedback • Instructional skills of supervision, mentoring, and administration • Program/institution-specific policies, procedures, and clinical education requirements

3. Preceptor Training Content Areas • Legal and ethical behaviors • Communication skills • Appropriate interpersonal relationships • Appropriate clinical skills and knowledge

4. Program Update • Accreditation self-study done – July 2013 • Accreditation Site visit – Feb 2013 • Currently 31 students in the clinical portion of the program vs 18 students last Fall 13 • 16 non-compliances reported – Rejoinder submitted June 2014 • CAATE response Aug 2014 • Approximately 70 athletic training majors

5. BOC Pass Rate • www.mcneese.edu/hhp • 17 of 19 ATP Students passed BOC. • Inception date Spring 2009 AT Program 28 graduates: • Spring 09 – 3 graduates ( BOC No attempts) • Spring 10 – 2 graduates ( BOC attempted / PASSED) • Fall 10 – 1 graduates (BOC PASSED) • Spring 11 – 5 graduates (BOC PASSED) • Spring 12 – 7 graduates (BOC attempted/ 4 of 6 Passed) • Spring 13 – 5 graduates (BOC PASSED) • Spring 14 – 5 graduates (BOC attempted)

6. CAATE Standards • Standards for the Accreditation of Educational Programs for the Professional Preparation of the Athletic Trainer • Revised as of July 2012 • Revised standards available at: • www.caate.net • http://caate.net/professional-programs/standards/

7. Preceptor Responsibilities • Supervise students during clinical education • Provide instruction and assessment of the educational knowledge and skills defined by the commission • Provide instruction and opportunities for the student to develop clinical integration proficiencies, communication skills and clinical decision-making during actual patient/client care

8. Responsibilities Cont. • Provide Assessment of athletic training students’ clinical integration proficiencies, communication skills and clinical decision-making during actual patient/client care. • Facilitate the clinical integration of skills, knowledge, and evidence regarding the practice of athletic training • Demonstrates understanding of and compliance with the program’s policies and procedures

9. Preceptor Qualifications • Credentialed by the state in a health care profession • Not be currently enrolled in the professional(entry-level) athletic training program at the institution • Receive planned and ongoing training from the program designed to promote a constructive learning environment

10. Education Competencies – 5th Edition • Revised 2011 • Provides educational program personnel and others with the knowledge, skills, and clinical abilities to be mastered by students enrolled in professional athletic training education programs. • CAATE requires that the Competencies be instructed and evaluated in each accredited program. • NATA Competencies: http://www.nata.org/sites/default/files/5th_Edition_Competencies.pdf

11. Revisions Included in 5th Edition • The 12 content areas of the previous edition have been reorganized into 8 • Evidence based practice • Prevention and health promotion • Clinical examination and di9agnosis • Acute care of injuries and illnesses • Therapeutic interventions • Psychosocial strategies and referral • Healthcare administration • Professional development and responsibility

12. Revisions Cont. • The Acute Care(AC) content area has been substantially revised to reflect contemporary practice • Content areas now integrate knowledge and skills, instead of separate sections for cognitive and psychomotor competencies • The Clinical Integration Proficiencies (CIP) have been removed from the individual content areas and reorganized into a separate section.

13. Clinical Education/Experience • Defining Clinical Education • Historically apprenticeships • Clinical Education is “the portion of the students’ professional education which involves practice and application of classroom knowledge and skills to on-the-job responsibilities”. • IT IS PARTICIPATORY EXPERIENCE WITH LIMITED TIME SPENT IN OBSERVATION

14. Review of Clinical Guidelines • Clinical Education Design • Clinical Education involves“constant visual and auditory interaction with the student” • There must be consistency b/w didactic and clinical education within the program. • Clinical rotations must include: 1) lower extremity 2) upper extremity 3) equipment intensive 4) general medical

15. Review of Clinical Education • Clinical Education Design • Sample of MSU ATS Rotation • HHP 288 (120 Hours) MSU Athletic Training Room • HHP 388 (180 hours) – Clinic/High School • HHP 389 (180 hours) – MSU Athletic Training Room • HHP 488 (180 hours) – MSU Athletic Training Room • HHP 489 (180 hours) – General Medical/ Private Clinic • HHP 490 (180 hours) – High School/Orthopedic

16. Review of Clinical Education • Summary of Clinical Education • Clinical Education allows the student to apply didactic knowledge and theory to the real world of clinical practice. • Emphasis is placed on progression from general technical skills (HHP 235, 285, 288, 388) to more specific therapeutic skills that require judgment and critical thinking (HHP 355, 365, 430, 389, 488, 489, 490)

17. Learning Over Time(Mastery of Skills) • Definition – The process by which professional knowledge and skills are learned and evaluated. This process involves the initial formal instruction and evaluation of that knowledge and skill, followed by a time of sufficient length to allow for practice and internalization of the information/skill, and then a subsequent re-evaluation of that information/skill in a clinical (actual or simulated) setting. 

18. Teaching and Learning Strategies • Teaching and Learning Styles • Learning Styles Defined: • specific pattern of behavior and/or performance the learner utilizes in approaching learning experiences; • the way information is processed, retained, and utilized • Learning styles can be cognitive, affective, and physiological • These characteristics are usually distinctive, observable, and measurable • Individual teaching styles usually based on one’s own learning style

19. Teaching and Learning Strategies • Teaching and Learning Styles • both instructors and students capable of adapting to alternate learning styles and strategies • students that are deemed to be disinterested or not smart enough, often victim of incompatible teaching/learning styles

20. Teaching and Learning Strategies • Recognize the effective teaching behaviors of Preceptor’s • The effective Preceptor shows awareness of individual learning styles and shows a willingness to work and adapt with each individual • The effective Preceptor must actively engage the student in learning process • Preceptors must understand their own strengths and weaknesses to effectively share knowledge with the student • Preceptor “Acculturates” student into the profession- • the socialization of the student into the profession • involves not only the technical and manual tasks of the job, but learning, internalizing, and employing appropriate verbal and nonverbal communication skills as well

21. CAPSOL • http://www.richland.k12.wi.us/HS/GT/CAPSOL%20style%20of%20learning%20assessment%20copy.pdf

22. Teaching and Learning Strategies • Recognize the instructional strategies effective with different learning styles • Learning styles (e.g.: CAPSOL) • Visual, Auditory, Bodily-Kinesthetic, Individual, Group, Oral Expressive, Written Expressive, Sequential, and Global • Oral Expressive Individual- • use of oral reports, panel discussions or debates, read written reports out loud • Bodily-Kinesthetic- • use of action activities (debates, pantomime, role play), demonstrations and task cards, simulations or hands-on examples, learning lists and rhythm

23. The Effective Preceptor • Roles, qualities, and responsibilities of an effective Preceptor • practices legal and ethical behavior • effective communication skills • effective behavior, conduct, and skill in interpersonal relationships • effective supervisory skills • appropriate performance evaluation skills • clinical competence in the field of athletic training • effective administrative skills • commitment to professional development

24. The Effective Preceptor • Strengths of an effective Preceptor • supervision and leadership • interaction • communication and feedback • adaptive teaching methods • reinforcement • encouraging professional growth, development, and promotion • constructive and objective evaluation • incorporation of “learning over time” model

25. Evaluation • Recognizing opportunity of self-improvement with Preceptor and site evaluation • Primarily, evaluations are to insure that program policies, procedures, standards and guidelines are being followed • However, use this opportunity to expand your boundaries to: • become a more effective teacher/master • to increase you competence as a practicing professional • to improve personal and communication skills • Student Evaluations of Clinical Instructors/Clinical Sites • Preceptor Evaluation of Athletic Training Students – mid-term and final

26. Challenges in Clinical Education • Climate • The secondary school setting? • Is there time, space, and adequate equipment available to perform effective clinical instruction? • Emergency Equipment • OSHA guidelines • Preceptor revolving rotations

27. Challenges in Clinical Education • Management • Are you given the tools to perform the duties of an Preceptor? (minimum 1st Aid/Emergency equipment) • Does your supervisor (principal, athletic director, Sports Medicine clinic director, coach) support you and the education of students?

28. Challenges in Clinical Education • Expectations • Student to Preceptor • Preceptor to Student • Conduct orientation with student and have documentation • Refer to McNeese Athletic Training Program - Policies and Procedures Manual

29. Challenges in Clinical Education • Feedback • Daily interactions with b/w Student and Preceptor • Focus on task and not personality • Praise positive actions • Accompany criticism with positive suggestions for improvement • Evaluation of students

30. Challenges in Clinical Education • Communication • CEC to Preceptor to ATS (student) • Be approachable and non-confrontational w/ criticism & feedback • Clarify anything if unsure

31. Challenges in Clinical Education • Assessment • Evaluations - Preceptor of student, student of Preceptor • Document and report behavior problems • Be fair

32. Challenges in Clinical Education • Time Management • Do not compromise duties for teaching/teaching for duties • Try to avoid overwork, burnout, and time conflicts

33. Challenges in Clinical Education • Collaboration • Defined – the interaction that the Preceptor and the student have with other individuals (i.e. coach, administrator, athlete). • Avoid resentment b/w other Preceptor’s • Promote the ATS as a professional to other health professionals (physicians, PT’s, nurses, chiropractors, exercise physiologists)

34. Challenges in Clinical Education • Student Behavior • Strict guidelines and orientation • Consistency with all other Preceptor’s • Personality conflict should be minimized and resolved early

35. Challenges in Clinical Education • Institutional Policies • Clinical Education Coordinator / Program Director is responsible for enforcement of state and federal regulations • Preceptor’s must enforce institutional policies such as emergency action plan as well as maintain accountability for the actions of the ATS.

36. Preceptor Handbook • Discuss revisions to Preceptor /Clinical Education Handbook

37. QUESTIONS ??? Answers!!!!! GO POKES!!!!!

38. THANK YOU!