Transcript University of Louisiana at Lafayette Athletic Training

McNeese State University
Athletic Training Education Program
Preceptor Workshop
2014-2015
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
Preceptor Training Content Areas
Legal and ethical behaviors
Communication skills
Appropriate interpersonal relationships
Appropriate clinical skills and knowledge
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
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)
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/
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
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
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
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_Comp
etencies.pdf
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
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.
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
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
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
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)
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.
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
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
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 professionthe 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
CAPSOL
http://www.richland.k12.wi.us/HS/GT/CAP
SOL%20style%20of%20learning%20asse
ssment%20copy.pdf
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
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
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
Evaluation
Recognizing opportunity of selfimprovement 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
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
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?
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
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
Challenges in Clinical Education
Communication
– CEC to Preceptor to ATS (student)
– Be approachable and non-confrontational w/
criticism & feedback
– Clarify anything if unsure
Challenges in Clinical Education
Assessment
– Evaluations - Preceptor of student, student of
Preceptor
– Document and report behavior problems
– Be fair
Challenges in Clinical Education
Time Management
– Do not compromise duties for
teaching/teaching for duties
– Try to avoid overwork, burnout, and time
conflicts
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)
Challenges in Clinical Education
Student Behavior
– Strict guidelines and orientation
– Consistency with all other Preceptor’s
– Personality conflict should be minimized and
resolved early
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.
Preceptor Handbook
Discuss revisions to Preceptor /Clinical
Education Handbook
QUESTIONS ???
Answers!!!!!
GO POKES!!!!!
THANK YOU!