ATHLETIC TRAINING PROGRAM

ATHLETIC TRAINING STUDENT HANDBOOK

ATHLETIC TRAINING STUDENT HANDBOOK TABLE OF CONTENTS I. II. III. IV. V. VI. VII. VIII. IX. X. XI. XII. XIII. XIV. XV. XVI. XVII. XVIII. XIX. XX. XXI. XXII. XXIII. XXIV. XXV. XXVI. Mission Statement Learning Goals and Objectives Role of the Athletic Training Student Code of Ethics Code of Conduct Observation Policy Admission Financial Assistance Outside Employment Disability Services Internet TCU email Advising, Registration, and Scheduling Textbooks and Supplies Class Attendance Athletic Academic support services Academic fraud Retention Policy Health and Immunizations OSHA / Blood Borne Pathogen Policy Communicable Disease Policy Clinical Education Clinical Supervision Student Liability Insurance Professional Appearance Professional Relationships 1 1 1 1 2 2 2 2 3 3 3 3 3 3 3 4 4 4 5 6 6 6 8 9 9 9 10 11 11 11 12 12 12 13 13 Revised 04/10

XXVII. Evaluations XXVIII. Medical Facilities XXIX. XXX. XXXI. XXXII. Professional Associations Certification and Licensure Sexual Harassment Use of Alcohol

XXXIII. Drug Abuse and screening policy XXXIV. Gambling XXXV. Grievance Policy

APPENDICES A. TCU Athletic Training Program Faculty and Staff B. TCU Sports Medicine Medical Facilities C. TCU Lightning Policy D. First Aid Provider Agreement E. Clinical Experience Evaluation: Level I Athletic Training Student F. Clinical Experience Evaluation: Level II Athletic Training Student G. Clinical Experience Evaluation: Level III Athletic Training Student H. Clinical Experience Evaluation: Level IV Athletic Training Student I. Student Evaluation of Clinical Instructor J. Student Evaluation of Clinical Site K. Student Evaluation of the Athletic Training Program L. Alumni Survey M. Employer Performance Evaluation of Graduates N. Physical Examination Form O. Technical Standards 15 16 17 18 19 21 24 27 30 32 33 34 38 40 42

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I. Mission Statement The mission of the Athletic Training Program at Texas Christian University is to provide an enjoyable student centered undergraduate learning experience that effectively links didactic and clinical education, promote professional and ethical conduct, encourage professional leadership, prepare athletic training students to be successful on national and state credentialing examinations, and produce competent and confident athletic trainers prepared for a career in Athletic Training. II. Learning Goals and Objectives In keeping with the mission of Texas Christian University, the Athletic Training Program, and in accordance with the expectations of the profession of Athletic Training, the goals and objectives of the Athletic Training Program are to: Educate the athletic training student in the domains of athletic training. Connect classroom learning with sound clinical application. Prepare athletic training students to be successful on the Board of Certification examination. Prepare athletic training students to be successful on the State of Texas Athletic Trainer Licensure Examination. Recognize a need in the profession for Certified Athletic Trainers in Secondary Schools. Produce qualified individuals to serve in the Secondary School setting. Mentor athletic training students in all aspects of Athletic Training as well as University life Emphasize professional conduct and ethical standards Prepare young professionals to be leaders in Athletic Training at the state, district, and national levels. Expose the athletic training student to healthcare professionals that comprise the Sports Medicine Team. Establish Texas Christian University as a leader in undergraduate Athletic Training Education. III. Role of the Athletic Training Student Admission to and participation in the TCU Athletic Training Program is a privilege. The Athletic Training Program is unique in that it provides the athletic training student the opportunity to apply knowledge, gained in the classroom, through a variety of clinical experiences. As an athletic training student you will be provided experiences not common to the traditional university student. Athletic training students function as a representative of the university. This role places the athletic training student in a position of notoriety within and outside the campus community. The privilege of being involved in the Athletic Training Program, as an athletic training student, carries with it a great deal of responsibility. Therefore athletic training students are held to high standards of behavioral expectations and ethical conduct. Athletic training students are expected to conduct themselves in a professional manner at all times that honors and complements themselves, their peers, the Athletic Training Program, and Texas Christian University. IV. Code of Ethics The NATA has developed a Code of Ethics for the purpose of making the membership aware of the principles of ethical behavior that should be followed in the practice of athletic training. You should become familiar with the NATA Code of Ethics. The Code of Ethics of the Athletic Training Program at Texas Christian University were developed specifically with the Athletic Training Student in mind, but based on the same principles as the NATA Code of Ethics. Athletic training students should neither practice nor condone discrimination against any legally protected class. Athletic training students should not condone, engage in, or defend unsportsmanlike conduct or practices. Athletic training students should provide care under the direct supervision of a certified and/or licensed athletic trainer and on the basis of the needs of the individual athlete. They should not discriminate in providing care on the basis of athletic ability. Athletic training students should strive to achieve the highest level of competence. They should use only those techniques and preparations for which they are qualified and authorized to administer. 1 Revised 04/10

Athletic training students should recognize the need for education outside of their didactic and clinical education to advance their skills in athletic training. They should be willing to consider new procedures within guidelines that assure safety. Athletic training students should recognize that personal conflicts and relationships might occur which may interfere with professional effectiveness. Accordingly, they should refrain from undertaking any activity in which personal issues are likely to lead to inadequate performance or harm to an athlete or colleague. Athletic training students should use care to be truthful and not misleading when stating their education and experience.

V. Code of Conduct Athletic training students at TCU are subject to the university regulations and procedures outlined in the institutions undergraduate catalog, athletic training student handbook, and all other published material containing such regulations, policies, and procedures. Athletic training students are also expected to comply with all federal, state, and local laws. This principle extends to conduct off campus that is likely to have adverse effects on the University, the Athletic Training Program, or on the educational process. In addition, athletic training students are subject to additional policies and procedures outlined in this handbook as well as pertinent National Collegiate Athletics Association (NCAA) and Mountain West Conference (MWC) policies. Athletic training students are expected to be thoroughly familiar with institutional, departmental, and program policies and procedures. The TCU Student Handbook (Code of Student Conduct, Article 3) outlines improper conduct. Athletic training students should be familiar with the TCU Student Handbook and this section in particular. VI. Observation Policy Prospective students may complete an observation experience with the TCU Athletic Training Program not to exceed 50 hours. Observation students may not assist in any duties in the TCU Athletic Training Rooms including but not limited to providing treatment or care to athletes and lifting of heavy objects greater than 25 lbs (e.g. coolers). Prior to beginning the observation experience, the student must provide proof of blood borne pathogen training, record of negative TB skin test or negative chest X-ray (for students having a positive TB skin test) within 1 year of the observation experience, and current immunization record to include, Tetanus, Diphtheria, Measles, Mumps, Rubella, Hepatitis B vaccine series, and Varicella. VII. Admission Admission to the Athletic Training Program is competitive and requires the student to complete an application, separate from the TCU undergraduate admission application. Applications are available on the programs website or from the Program Director. Admission to the program is limited (approximately 10 12 students per year). Students are admitted on a rolling basis once they have been accepted to TCU. The number of applicants accepted will vary annually. Applicants are encouraged to submit their application to the Athletic Training Program at the same time they submit their application to the TCU admissions office. VIII. Financial Assistance Procedures for applying for financial aid are available from the financial aid office of the University (Sadler Hall, 1st floor). You should set up a meeting with a financial aid counselor to assess your need. There are scholarships available through various professional organizations (e.g. NATA, SWATA) and the Athletic Training Program. Most professional organizations will require membership for eligibility. Additionally, some students may qualify for work-study on campus. See the program website for more information on scholarships and work-study. For information or expenses (i.e. tuition, room, board, etc.) while attending TCU please refer to the financial aid website (www.fam.tcu.edu) Scholarships provided by the Athletic Training Program are intended to help you with the cost of your education. This includes tuition, room, board, and books. The use of scholarship money for anything other than the previously mentioned items will result in the revoking of the current scholarship. If a scholarship must be revoked, the student will not be considered for program scholarships in the future and the faculty/staff will not provide written recommendation for outside scholarships. See the Scholarship link on the program website for specific information regarding scholarships. IX. Outside Employment 2 Revised 04/10

The clinical education component of the curriculum requires students to complete extensive afternoon, evening and weekend clinical rotations. These clinical rotations may interfere with the students ability to hold outside employment. Students need to make appropriate financial plans prior to enrolling in the program. Students are not prohibited from holding outside employment, but such employment must not interfere with the students clinical assignments or their ability to complete coursework. X. Disability Services The Athletic Training Program works collaboratively with the Coordinator of Services for Students with Disabilities to make accommodations for students with disabilities. All students must read and sign the Technical Standards (Appendix O) for the program upon acceptance. This form serves as official notification of the specific technical standards for completion of the program as required by the Americans with Disabilities Act. Requests for accommodation are not reviewed as part of the criteria for program admission and such requests are not used prejudicially against the student. Students requesting accommodation should contact the Coordinator of Services for Students with Disabilities as soon as possible. Accommodation requirements should be in writing before the beginning of the semester. If a students condition changes while in the program, the student is required to contact the Program Director and the Coordinator of Services for Students with Disabilities within two weeks (14 days) of the change. XI. Internet Information on the Internet should be considered public regardless of security measures. Athletic training students are discouraged from using the Internet to intentionally or unintentionally share personal and confidential information. This may include journals, pictures, blogs, etc. Sites such as My Space and Facebook should be avoided or used on a limited basis with security settings set to private when possible. Information on the program can be found on the Athletic Training Program website at www.tcuathletictraining.com. Information is current and will be updated routinely. Clinical Proficiencies and athletic training student hour logs are tracked using the programs online website. This website also contains newsflashes for upcoming events. Athletic training students are expected to read these newsflashes on a regular basis. XII. TCU Email All Students, Faculty, and Staff at TCU receive free email through the University. The Athletic Training Program will utilize TCU email accounts to disseminate important information. Athletic training students should check their TCU email on a regular basis (at least once per day). The athletic training students failure to check their TCU email account is not an acceptable reason for not receiving information. XIII. Advising, Registration, and Scheduling The Program Director shall serve as the primary academic advisor. If the athletic training student elects to complete a double major or a minor, they should seek an advisor in the respective area of study. Academic advisors will assist with registration and scheduling as well as any other academic issues. Athletic training students will register during early enrollment and should meet with their advisor(s) prior to registering each semester. Please bring a prepared class schedule to this meeting. Athletic training students should not drop any classes without the prior approval of the Program Director. The role of the academic advisor is to provide assistance, the athletic training student is ultimately responsible for scheduling and completing the coursework required for graduation. XIV. Textbooks and Supplies Students should purchase all textbooks required for athletic training courses. Recommended textbooks have been selected because they will provide a good supplement to those books that are required. Students are encouraged to keep all textbooks with athletic training content to begin building their own library. XV. Class Attendance Students in the Athletic Training Program are expected to attend ALL class meetings. Students should arrive to class on time and be ready for instruction or laboratory activities at the stated time. You are encouraged to sit at the front of the classroom. As a courtesy, communicate with instructors regarding excused absences for team functions prior to missing class and be prompt to make up coursework or exams. 3 Revised 04/10

If you are unable to notify your instructor prior to class due to circumstances beyond your control, notify the instructor as soon as possible. Poor class attendance and punctuality may result in disciplinary action. XVI. Athletic Academic Support Services Athletic training students may use services provided by Athletic Academic Support Services. Available services include supervised study, computer lab, and tutoring. Athletic training students access to these services is a privilege and may be revoked at any time. Supervised study may be assigned by the Program Director based on your academic progress. Supervised study may be completed in the athletic academic centers located in the John Justin Athletic Center (JJAC) or Meyer Martin Enhancement Center. Other opportunities for supervised study may occur and must be preapproved by the Program Director. There are many computer labs located on the TCU campus. The computer lab in the JJAC is available to you. However, you should limit your time on the computers in the JJAC if others are waiting. The JJAC is typically crowded during the evening hours. Tutoring is available to you at no cost through the JJAC provided that a tutor has been requested for an athlete and there is available space in the tutor session. Tutors are available for most of the lower division courses required for the Athletic Training major. Athletic training students in need of tutor services through the JJAC must make arrangements through the Program Director. DO NOT contact the Director of Athletic Academic Support Services directly. XVII. Academic Fraud Academic fraud includes but is not limited to: acquiring information (e.g., copying from other students on assignments or during exams), providing information (e.g., giving answers to other students for assignments or exams), plagiarism (e.g., claiming others work as ones own), conspiracy (e.g. agreeing with other students to commit academic dishonesty), and fabrication of information (e.g., falsification of results from research). Suspicion or knowledge of academic fraud should be reported to the Program Director. Cases of academic fraud may result in disciplinary action by the program in addition to the individual professor and/or university action. XVIII. Retention Policy To be retained in the Athletic Training Program, students must maintain a 2.75 or better cumulative grade point average, earn a 2.75 or higher semester GPA, earn a C or better in all courses required to complete the major, complete the clinical proficiencies assigned for the semester, and be in good standing academically with the university and comply with university and program policies. Failure to meet the requirements for retention could delay the students clinical education progress and ultimately the students date of graduation. Probation Probation will serve as a warning to students that their progress in the program is not satisfactory. Students will be placed on probation if one or more of the requirements for retention are not met in a given semester. Students receiving a deficient grade in a course required for the major must repeat the course the next time the course is offered during the regular academic year (fall or spring semester). Students may elect to repeat the course in the summer, provided the course is not offered during the respective academic year and is repeated in the summer immediately following the academic year in which the deficient grade was received. Tutor sessions (if available) for a repeat course will be required during the semester the course is repeated. Students, not currently on probation, who do not meet the cumulative GPA requirement will be limited to 20 hours per week in the athletic training room, will be required to complete 10 hours of study hall per week, and may not travel to away competitions. Students not meeting semester GPA requirements will be limited to 25 hours per week in the athletic training room and will be required to complete 5 hours of study hall per week.

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Students receiving a deficient grade in a course required for the major will be limited to 25 hours per week in the athletic training room and will be required to complete 5 hours of study hall per week during the semester in which the course is repeated. Students will be removed from probation if the requirements for retention are satisfied at the completion of the semester. Suspension Students not meeting the cumulative GPA requirement for a second semester (consecutive or nonconsecutive) and/or receiving a deficient grade in a course required for the major upon retaking the course may be suspended from the program. Students on suspension will not be given a clinical assignment and will be required to complete weekly study hall hours and tutor sessions as assigned by the Program Director. Students will be removed from suspension if the requirements for retention are satisfied at the completion of the semester. Students removed from suspension may be required to complete weekly study hall hours as assigned by the Program Director for a minimum of one additional semester. Dismissal from the program Students who have not met the requirements for retention following a semester on suspension will be considered for dismissal from the program. Other circumstances (e.g. sacrificing patient confidentiality, not adhering to program policies and procedures) may result in a student being considered for immediate dismissal and will be handled on a case-by-case basis. The Program Director in consultation with the Chair of the Department of Kinesiology and the program faculty/staff will make decisions regarding the dismissal of a student from the program. The Program Director will meet with the student to discuss the decision and reason(s) for dismissal. A letter will be placed in the students file. A copy will be sent to the student and the Chair of the Department of Kinesiology. Students shall not continue in the Athletic Training major (ATTR) and will be required to file a change of major form with the Deans office. Students must return all clothing issued to them as a result of their involvement in the Athletic Training Program. Failure to return clothing in a timely manner will result in a hold being placed on the students TCU account. XIX. Health and Immunizations Athletic training students must receive a physical examination from the Medical Director for the TCU Athletic Training Education Program (no charge). If the athletic training student desires to have their physical examination completed by another physician, the Program Director should be contacted prior to the physical examination. All information given by the athletic training student on the health evaluation is expected to be correct and current. A copy of the physical form can be found in Appendix N. The following immunizations are required to be up to date while in the Athletic Training Program. Hepatitis B (three shot series) Measles, Mumps, Rubella (two immunizations) Tetanus Diphtheria Varicella (show proof of immunization or document history of the disease) TB skin test (annually) (if you have a history of a positive TB test you must present a chest X ray report dated within 1 year of beginning clinical rotations) Immunizations are available in the TCU Health Center. Hepatitis B immunizations are available to athletic training students at no cost. Should the athletic training student choose to have these procedures completed elsewhere, the cost of the physical examination and Hepatitis B immunizations become the responsibility of the athletic training student. The cost of all other immunizations is the responsibility of the student. Records of the athletic training students physical examination and immunizations must be completed and/or submitted to the Program Director prior to beginning clinical rotations. 5 Revised 04/10

XX. OSHA / Blood Borne Pathogen Policy Athletic Training Students and observation students must receive Blood Borne Pathogen training prior to beginning clinical rotations. Blood Borne Pathogen training is offered annually through the Athletic Training Program at no cost to the student. Each clinical site utilized by the Athletic Training Program has protective barriers (e.g. gloves), cleaning supplies, and waste receptacles (e.g. sharps container, biohazard waste receptacle) to prevent blood borne pathogen transmission. Athletic Training Students should utilize techniques learned in Blood Borne Pathogen Training at all times in the Athletic Training Room. XXI. Communicable Disease Policy A communicable disease is defined as a disease that may be transmitted directly or indirectly from one individual to another. Diseases such as streptococcal sore throat and influenza can be spread by discharges from the nose or throat, either by droplet through the air, or by contact with objects contaminated by these discharges. Thus, they can be spread by casual contact such as those that occur in a school setting or healthcare environment. Athletic Training Students who are diagnosed by a medical professional with a communicable disease that may be transmitted by casual contact should immediately notify the Program Director as well as their direct clinical supervisor. The student shall not report to their clinical assignment until cleared by the Medical Director for the TCU Athletic Training Education Program or a designated physician. AIDS and Hepatitis B can be spread by direct blood transmission into the blood stream of another and by semen or vaginal fluid contact. These diseases do not pose a risk if body fluids such as blood are correctly handled and OSHA guidelines are followed. XXII. Clinical Education a. General Guidelines Clinical education is a hands-on service learning component of the students education. Students must be formally instructed and formally assessed on athletic training clinical skills as part of a required course prior to performing those skills on patients. The Clinical Coordinator, with input from the Program Director, will make clinical assignments based on the athletic training students educational needs, professional goals, interests, and availability. Athletic training students are expected to be punctual and dressed appropriately for clinical assignments. In the event that an athletic training student will be late or cannot be present for an assignment, he/she must notify the clinical instructor immediately. Interference due to outside employment is not a valid reason for attendance or punctuality problems at your clinical assignment. Persistent punctuality problems are grounds for disciplinary action. b. Hours Although athletic training students are no longer required to document clinical hours for certification and licensure, all athletic training students are expected to log time spent in clinical education using the programs online tracking system. On average, athletic training students should expect to spend 30 hours per week (20 hours per week for freshmen) at their clinical site. Athletic training students will receive a minimum of one day off per week. It is the philosophy of the program that time in the clinical setting will allow you to become more competent, proficient, and confident as an athletic training student. Remember that academics are a priority and clinical hours, assigned or voluntary, should not conflict with class or study time. c. Clinical Education Clinical Education courses (KINE 10102, 10202, 20102, 20202, 30102, 30202, 40102, 40202) provide opportunities for the athletic training student to practice and to be evaluated on their proficiency in the application of clinical skills and decision-making. Competence in these proficiencies is to be developed during class laboratories, clinical courses, field experience, and with outside practice. Field experiences associated with clinical education courses may be on campus or off campus depending on availability and will require afternoon, evening, and weekend time commitments. Respective clinical supervisors will 6 Revised 04/10

determine athletic training student schedules. Practice and competition times will fluctuate by assignment. The field experience is essential as it gives the athletic training student the opportunity to perform clinical skills on athletes from various sports in the prevention, evaluation, treatment and rehabilitation of athletic injuries. In addition to the athletic training room, athletic training students will complete rotations to observe and interact with physicians and other healthcare providers in their respective professional settings. d. Athletic Training Student Travel Athletic training students in the TCU Athletic Training Program are encouraged to gain travel experience during their undergraduate experience. ATS travel is often made available or limited by team budgets. Travel as an athletic training student is a privilege. Athletic training students should not assume that travel is a part of the clinical experience. e. Lightning Policy In the event of lightning strikes, lightning policies in place at the respective clinical site shall be used. It is the responsibility of the Certified and/or Licensed Athletic Trainer at each affiliated clinical site to inform TCU athletic training students of their respective lightning policy. Athletic training students should in turn request this information during their orientation to each clinical site. Please see Appendix C for a copy of the TCU Lightning policy. f. Transportation Athletic training students are responsible for their own transportation to and from their clinical assignments. TCU students may ride the Fort Worth Transportation system for free using their TCU ID. Athletic training students are responsible for auto insurance on personal vehicles. Athletic training students should never transport an athlete in their personal vehicle. While at TCU, athletic department vehicles are available for this purpose. Please ask your supervisor for information regarding athletic department vehicles or contact the Director of Athletic Training and Sports Medicine.

g. Confidentiality Student-athlete/patient confidentiality is of the utmost importance, particularly in athletics where there are many bystanders. Disclosure of personal health information to another person is in direct violation of federal law. According to the Health Insurance Portability and Accountability Act of 1996 (HIPAA) Section 1177 One who knowingly exposes individually identifiable health information to another person shall be fined not more than $50,000, imprisoned not more than 1 year, or both. At no time should that confidentiality be breached. Athletic training students should not disclose confidential studentathlete/patient information to anyone (the press, professional scouts, roommates, parents, boyfriend/girlfriend, etc.) other than their supervisors and overseeing physicians. All records are confidential and should never be removed from the clinical site without permission of the clinical supervisor. A breech of patient confidentiality is ground for immediate dismissal from the Athletic Training Program h. Conflicts Conflicts in the athletic training room will occur. An athletic training student may have a difference of opinion with a supervisor or another athletic training student regarding patient care and/or personal differences. Athletic training students are encouraged to discuss this privately with the other person at an appropriate time. Never argue in the presence of the athlete. This may undermine the athletes confidence in the supervisor or the athletic training student. The certified athletic trainer, in consultation with the team physician, will make the final decision regarding the care of the athlete. If a conflict cannot be resolved with a peer, the situation should be brought to the attention of the clinical supervisor and/or the Clinical Coordinator. If problems are not resolved the Clinical Coordinator will intervene and serve as a mediator. If a conflict cannot be resolved with a supervisor, the situation should be brought to the attention of the Clinical Coordinator. If problems are not resolved the Program Director and/or Director of Athletic Training and Sports Medicine will intervene and serve as a mediator. 7 Revised 04/10

XXIII. Clinical Supervision Athletic training students will be assigned to a clinical supervisor for each clinical experience. Clinical supervisors are to assist in the professional development of the athletic training student including the application of clinical skills. Athletic training students should have regular communication with their clinical supervisor regarding their progress. Clinical supervisors may fill the role of an Approved Clinical Instructor (ACI) or Clinical Instructor (CI). Terminology: Direct Supervision Supervision of the athletic training student during clinical experience by an ACI or CI. The ACI and/or CI must be physically present and have the ability to intervene on behalf of the athletic training student and the patient. Under direct supervision, the athletic training student may perform any and all skills that have been formally taught and evaluated. Unsupervised Any field experience in which the Athletic Training Student is acting without the physical presence of an ACI or CI; thus making it impossible for the ACI or CI to intervene on behalf of the athletic training student and the patient. Athletic Training Students (ATS) will be required to sign the Athletic Training Programs First Aid Provider Agreement (Appendix D). This agreement has as its purpose to clearly define the roles and responsibilities of the ATS at Texas Christian University. The First Aid Provider is an unsupervised ATS during a field experience including on-site and off-site practices and contests. Situations where an ATS is unsupervised should not occur frequently and must not be for a period longer than 30 minutes. Under these conditions the ATS is covered by TCU liability insurance if performing only those skills delineated in the First Aid Provider Agreement. Unsupervised experiences are supplemental to the students clinical education and are not part of their formal education; however, the ATS may voluntarily remain in an unsupervised situation. The First Aid Provider must be trained in first aid techniques and be currently certified in CPR/AED. a. Responsibilities of the Approved Clinical Instructor The ACI shall provide instruction and/or evaluation of the NATA Athletic Training Educational Competencies and provide assessment of the athletic training students clinical proficiency. The ACI shall directly supervise the athletic training student by being physically present in order to intervene on behalf of the individual being treated. The ACI shall provide for demonstration and feedback in the athletic training students development of mastery and participate in accepted educational practices for evaluation of the athletic training student as skills mature. b. Formal Responsibilities of the Clinical Instructor The CI shall directly supervise the athletic training student by being physically present in order to intervene on behalf of the individual being treated during clinical and/or field experiences. The CI shall provide for demonstration and feedback in the athletic training students development of athletic training skills. c. Graduate Assistant Athletic Trainers Graduate Assistant Athletic Trainers at TCU that have been BOC certified or licensed as an Athletic Trainer by the State of Texas for a period less than one year may not serve as an ACI and therefore may not evaluate an athletic training students clinical proficiency. Graduate Assistant Athletic Trainers will complete ACI training during their first year and may serve as an ACI in their second year. First year Graduate Assistant Athletic Trainers BOC certified or licensed as an Athletic Trainer by the State of Texas for a period of one year or more, prior to beginning employment at TCU, may serve as an ACI upon completion of ACI Training at TCU. Graduate Assistant Athletic Trainers that have been certified by the BOC or licensed as an Athletic Trainer by the State of Texas for a period less than one year may serve as a Clinical Instructor for the TCU Athletic Training Education Program. Graduate Assistants in this category must be supervised by a 8 Revised 04/10

Certified and/or Licensed Athletic Trainer employed on a full-time basis by TCU. Supervision must include regular verbal contact with the Graduate Assistant Athletic Trainer and weekly informal in person meetings with the Director of Athletic Training and Sports Medicine. XXIV. Student Liability Insurance ALL students are covered by a blanket liability insurance policy providing $1M/$3M coverage. This policy will only cover you while serving in a role associated with the educational program. If you choose to assist with an event outside of the educational program you should consider purchasing an individual liability insurance policy. Several companies provide such policies, and students may obtain their insurance from the company of their choosing. The cost of insurance is approximately $20 - $40 per year depending on the insurance company. See the Program Director for more information about companies who offer liability insurance to athletic training students. XXV. Professional Appearance There are very few things more important for the athletic training student than developing the professional respect and confidence of their patients and colleagues. Your appearance is the most outward sign of your professionalism. TCU Athletic Training clothing will be distributed to athletic training students. Clothing is issued by the Athletic Department and is the property of the Department. Athletic training students should have been adequately provided with clothing to wear. Students must purchase khaki shorts and pants (capris are not acceptable) for event coverage. While on clinical rotations, the Athletic Training Education Program recommends that students dress in a professional manner. Shirts should be tucked in. Shorts must extend to the fingertips (with arms at the side) and should not extend past the knees. Shoes should be in good condition. Open-toed shoes should be avoided. Any visible piercing (other than ears for women) does not project a professional appearance. Facial hair should be kept neat and trimmed. Extremes of appearance (i.e. hairstyles) should be avoided. Remember you are representing TCU, the Athletic Training Program, and yourself. The following guidelines describe what is considered to be appropriate professional attire. a. TCU Athletic Training Room Name Tag (if required by your direct supervisor) Attire listed on the daily schedule (to be provided) Clothing or colors of other schools should not be worn. Game and Travel attire: See clinical supervisor. b. High School Rotation Name Tag (required) Collared shirt (TCU polos are acceptable) Khaki style pants or shorts (any color) c. Clinical Rotations (e.g. Ben Hogan) Name Tag (required) Business casual Collared shirt (TCU polos are acceptable) Khaki pants or slacks (any color) Professional Meetings Business casual. Dress shirt/sweater and dress pants. Pant suit, dress, or skirt and blouse (women)

XXVI. Professional Relationships a. Medical Professionals Athletic training students should be very professional when interacting with physicians and other medical professionals. These interactions are very important to the didactic and clinical education of the student and they are to be actively sought out. Athletic training students are encouraged to ask questions when appropriate and to use appropriate medical terminology.

Revised 04/10

b. Student-Athletes Athletic training students should conduct themselves in a professional manner at all times. At no time should they engage in conduct that would undermine an athletes confidence or cause a conflict of interest in the care of a student-athlete. This may include social interaction with student-athletes outside of the athletic training students clinical assignment. Athletic training students should use caution when interacting with student-athletes outside of the athletic training room and be mindful of possible consequences as a result of their actions. While it is highly discouraged, it is foreseeable that athletic training students may have romantic relationships with student-athletes. It would be a clear conflict of interest to serve in a clinical rotation providing care to a student-athlete with whom an athletic training student has such a relationship. Therefore, athletic training students should notify the Clinical Coordinator immediately of any team with which they might have such a conflict of interest. Accommodations will be made to reassign the athletic training student to a different clinical rotation. The Program Director and Clinical Coordinator reserve the right to remove athletic training students from a clinical site based solely on suspicion. Failure to disclose a relationship with a student-athlete may result in immediate dismissal from the program. c. Coaches It is important that athletic training students develop professional relationships with coaches. Generally, the clinical supervisor will provide status reports to coaches although athletic training students may have the opportunity to do this on occasion. The athletic training student should discuss how to handle the coaches questions with your clinical supervisor. Generally, an athletic training students interaction should increase with their clinical experience. Occasionally such interactions can present difficulties. If an athletic training student has difficulty with a coach or athlete, he/she should make this known to the clinical supervisor immediately. Most problems can be easily resolved if approached early and properly. Social/romantic relationships with coaches are forbidden. Such relationships will be cause for immediate dismissal from the program. If a coach approaches you, you should inform your clinical supervisor and the Clinical Coordinator immediately. d. The Media Athletic training students in clinical rotations, especially at TCU, may be asked by the press to provide information about an athletes condition. Reporters may do this very subtly, without asking a direct question. Athletic training students should be mindful of patient confidentiality in dealing with the press. The best policy when confronted by the press is to be polite and redirect them to your respective clinical supervisor. Remember, nothing you say while talking to the media is off the record. Providing information to the media is a HIPAA violation and grounds for immediate dismissal from the Athletic Training Program. Athletic training students should refrain from speaking with TCU Skiff reporters unless the reporter is writing an article about the Athletic Training Program. Please consult the Program Director and/or Director of Athletic Training and Sports Medicine prior to agreeing to an interview with the Skiff. XXVII. Evaluations The purpose of evaluations is to gain the perspective of the athletic training students and the clinical instructors as to the strengths and weaknesses of each aspect of the Athletic Training Program. The program administration will carefully review each evaluation and will use all evaluations to enhance the positive aspects and make necessary changes to the program that address the weaknesses. a. Athletic Training Student Evaluation Athletic Training Students will be evaluated twice per semester. The first evaluation will take place at the mid-point of the semester and the final evaluation will take place prior to the end of finals. The athletic training students direct supervisor will complete the evaluation and meet with each athletic training student individually to discuss the evaluation. Evaluations will be submitted to the Clinical Coordinator for review. Once the evaluation is reviewed it will become part of the athletic training students permanent file in the Program Directors office. These evaluations will be completed electronically via the ATrack website. See Appendix E H for level specific athletic training student evaluations. 10 Revised 04/10

b. Clinical Instructor Evaluation Athletic training students will evaluate their clinical instructors at the end of each semester. Evaluations are submitted directly to the Clinical Coordinator via the ATrack website and will be kept anonymous. General content of comments (positive and negative) may be shared with the respective clinical instructor at the discretion of the Clinical Coordinator and/or Program Director. See Appendix I. c. Clinical Site Evaluation Athletic training students will evaluate the clinical site to which they are assigned at the end of each semester. Evaluations are submitted directly to the Clinical Coordinator via the ATrack website and will be kept anonymous. General content of comments (positive and negative) may be shared with the Director of Athletic Training and Sports Medicine and/or individual clinical instructor at the discretion of the Clinical Coordinator and/or Program Director. See Appendix J. d. Athletic Training Program Evaluation Athletic training students will evaluate every aspect of the Athletic Training Program at the conclusion of each academic year. Evaluations will be submitted directly to the Program Director. The Athletic Training Program will review compiled comments and discuss potential changes that will continue to improve the Athletic Training Program. See Appendix K. e. Alumni Survey Graduates of the Athletic Training Program will be asked to evaluate the program once they have completed a minimum of one year as a professional. The feedback from graduates is very important to the success of the program. Graduates are able to provide reflective insight into their professional preparation. See Appendix L. f. Employer Performance Evaluation of Graduates The Athletic Training Program will send evaluations to employers of recent graduates of the Athletic Training Program. See Appendix M.

XXVIII. Medical Facilities in Fort Worth The athletic training student will visit many medical facilities in the Fort Worth area as part of their clinical education. A list of medical facilities and physicians, including phone numbers, is available in Appendix B. XXIX. Professional Associations Students are strongly encouraged to join appropriate professional associations. Professional association membership is an important indicator of commitment to the profession. See the Athletic Training Students Association advisor for membership applications. a. National Athletic Trainers Association (NATA) a. Dues (see the NATA website for dues information) b. Eligibility for scholarships c. You receive: NATA News Online access to the Journal of Athletic Training Online access to the Career Center Discounted registration to the NATA annual meeting and clinical symposium Discounted fee for BOC certification exam b. Southwest Athletic Trainers Association (SWATA) District 6 a. Dues (included in dues for the NATA) b. Eligibility for scholarships c. You receive: Discounted registration to the SWATA annual meeting and clinical symposium XXX. Certification and Licensure a. Certification 11 Revised 04/10

All athletic training students are working toward the entry-level credential for the practice of athletic training, Certified Athletic Trainer or Athletic Trainer, Certified (ATC). To become certified, candidates must: Receive a baccalaureate degree from a CAATE accredited program. Pass the Board of Certification (BOC) examination. Successful completion of these two requirements will result in a student earning the ATC credential. b. Registering for the certification examination Athletic training students may sit for the exam during their final semester of college. Candidates should apply for the examination online using RegX at www.bocatc.org. c. Licensure Athletic training students are eligible to sit for the State of Texas Athletic Trainer Licensure Examination once they have less than 30 hours remaining to graduation. The license examination is only offered twice per year (April/May and December). Students are encouraged to register for the test prior to the start of their senior year and take the exam in December. Students graduating in December should sit for the exam in April/May prior to graduation. XXXI. Sexual Harassment Sexual harassment is defined as any unwanted sexual advance, request for sexual favor, or other verbal or physical conduct of a sexual nature. Such behavior, even if perceived to be in jest, is unacceptable and will not be tolerated. Sexual assault is defined as an unwanted violating sexual act forced upon an individual by a perpetrator. The perpetrator may or may not be known to the victim. On college campuses, date rape, which involves acquaintances or friends as opposed to strangers, is the prevalent form of sexual assault. Just because two individuals know each other does not absolve one from acting without the consent of the other. Keep in mind that no means no regardless of the type of relationship that exists between two people. When one person acts in a manner unwanted by another, the unwanted act will be considered assault. Athletic training students are encouraged to report sexual harassment and/or sexual assault that takes place while in the role of Athletic Training Student to the Program Director and/or the Director of Athletic Training and Sports Medicine. The Program Director and Director of Athletic Training and Sports Medicine have a duty to inform Campus Life of the allegations. Athletic training students should be careful to NOT place themselves in a situation where sexual harassment and/or sexual assault could occur. Should such an event occur, athletic training students are encouraged to notify Campus Life, the TCU Counseling Center, and/or the Program Director. XXXII. Use of Alcohol Athletic training students, regardless of age, are prohibited from the use of alcohol in conjunction with any intercollegiate athletics related activity. These activities include but are not limited to: Traveling to or from a site of practice or competition, Presence at all team or individual practices, Presence at all athletic events, on or off campus, Presence at a site of competition as a representative of the athletic training program, Presence at all social functions, on or off campus as a representative of the athletic training program. Students, especially students under age, should be familiar with the university student handbook policies regarding the consumption, sale, and distribution of alcohol. Violations of the above policy or the TCU Student Handbook may result in disciplinary action. XXXIII. Drug abuse and screening policy Drug use and/or abuse can adversely affect the personal life, health, academic, and clinical performance of athletic training students. The Athletic Training Program desires to help athletic training students avoid drug 12 Revised 04/10

abuse. Athletic training students should be familiar with policies regarding drug use and abuse printed in the TCU Student Handbook. The Athletic Training Program, at the discretion of the Program Director and/or Director of Athletic Training and Sports Medicine, reserves the right to conduct drug screening on athletic training students at any time. Individuals are selected for drug screening on one or more of the following basis: whole program testing, testing by sport/clinical assignment, random testing, or reasonable cause testing. Testing positive for a prohibited substance under this policy will adversely affect the athletic training students academic progress and may affect scholarships and other benefits received as a result of the athletic training students involvement in the Athletic Training Program. Athletic training students testing positive shall be suspended from the program for a period not less than one year and will be referred to Campus Life and be required to complete disciplinary requirements imposed by Campus Life. XXXIV. Gambling Athletic training students should be familiar with and adhere to all NCAA rules regarding gambling. In general athletic training students should not: Provide information to individuals involved in organized gambling activities concerning intercollegiate athletics competition Solicit a bet on any intercollegiate team or professional team Accept a bet on any team representing the institution Solicit or accept a bet on any intercollegiate competition for any team (e.g., cash, shirt, dinner) that has tangible value Participate in any gambling activity that involves intercollegiate athletics or professional athletics, through a bookmaker, a parlay card or any other method employed by organized gambling. Questions and concerns should be directed to the TCU Athletic Department Office of Compliance. XXXV. Grievance Policy The Athletic Training Program at TCU realizes that misunderstandings and disagreements may arise during the course of a students enrollment in the program. Informal Procedures Initially, disagreements, complaints, misunderstandings and grievances directly associated with the athletic training students commitments or involvement in the Athletic Training Program can be resolved by using informal discussion, exchanges, counseling, persuasion, and other informal procedures. It is the intent of this policy to maximize these informal procedures so long as such measures prove effective. The formal procedural provisions of this policy should be set in motion only when the informal procedures prove to be or manifestly will be ineffective. It is expected that the great majority of cases will be handled in accordance with informal procedures. Formal Procedures In the administration of formal grievance procedures, the following shall be observed: Complaint The athletic training student may file a complaint, in writing, with the Program Director. If the complaint involves the Program Director, the complaint should be filed with the Chair of the Department of Kinesiology. Such complaint shall state the name, address, phone number, and email address of the complainant, the names, times, places of persons and/or events surrounding the subject of the complaint, and the substantial nature of the problem, so as to fairly apprise the Program Director or Department Chair of the facts and/or parties incident to the complaint. Hearing Officer The Chair of the Department of Kinesiology or designee, shall serve as Hearing Officer for matters upon which complaints have been appropriately filed. The Hearing Officer shall, in order and as appropriate (1) consult with the student complainant concerning the complaint (2) determine that informal activity denoted above has indeed been exhausted, (3) prepare a statement of facts incident to the complaint for use by the hearing panel, (4) afford the student complainant notice of the date, place and time at least five days in 13 Revised 04/10

advance of the hearing, (5) call, preside over, but not vote at the hearing panel meeting, (6) render the findings and/or recommendations of the hearing panel in writing within ten days following the conclusion of the hearing. Hearing Panel The Chair of the Department of Kinesiology shall appoint a three-person panel to hear student complaints appropriately forwarded by the Program Director or submitted directly to the Chair of the Department of Kinesiology. The panel shall consist of two members of the Kinesiology faculty and one student. If the student selected is in the Athletic Training Program, their clinical assignment should not be the same as the complainant. The meetings of the Hearing Panel shall be presided over by the Hearing Officer, who shall not vote. The student shall be afforded a full and fair opportunity to present evidence relevant to the issues pertinent to their complaint. The student may be assisted but not represented by individuals of his or her choice. The findings and/or recommendations of the Hearing Panel shall be based solely upon the evidence adduced at the hearing, and shall be communicated in writing by the Hearing Officer to the student, the Program Director, the Dean of the College, and placed in the students permanent file located in the office of the Program Director. Restrictions The grievance procedures are available only for those matters for which the Athletic Training Program has the ability to provide a remedy to the student.

14

Revised 04/10

Appendix B TCU Athletic Training Program Faculty and Staff Dr. Sam Haraldson Team Physician / ATEP Medical Director B.S. University of California, Irvine M.D. University of California, Irvine School of Medicine Lauren Crawford, M.Ed., ATC, LAT Assistant Athletic Trainer (W Soccer / M/W Tennis) B.S. Northern Arizona University M.Ed. Northern Arizona University David Gable, MS, ATC, LAT, CSCS Associate Director of ATSM (Football) B.S. University of Nebraska, Lincoln M.S. Ohio University Chris Hall, MLA, ATC, LAT Director, Athletic Training and Sports Medicine (M Basketball / M/W Golf) B.S. Texas Christian University MLA Texas Christian University Kelley Henderson, M.Ed., ATC, LAT Program Director, Athletic Training Education Program B.S. University of South Alabama M.Ed. Northwestern State University Sarah Manspeaker, Ph.D., ATC, LAT Clinical Coordinator, Athletic Training Education Program B.S. Duquesne University M.S. Old Dominion University Ph.D - Old Dominion University Valerie Tinklepaugh, MS, MPA, ATC, LAT Assistant Athletic Trainer (W Basketball / W Rifle) B.S. Texas Tech University M.S. Bloomsburg University MPA Villanova University Danny Wheat, ATC, LAT Assistant Athletic Trainer (Baseball) B.S. University of Texas Junko Yazawa, MS, ATC, LAT Assistant Athletic Trainer (Track and Field / Cross Country) B.S. Mukogawa Womens University B.S. Texas State University M.S. Texas State University Patricia Jamison Graduate Assistant Athletic Trainer (Swimming and Diving) B.S. University of South Florida Kyle Kuykendall, ATC, LAT Graduate Assistant Athletic Trainer (Football) B.S. Oklahoma State University Max Ozer ATC, LAT Graduate Assistant Athletic Trainer (Football) B.S. Temple University Atsuko Takatani, ATC, LAT Graduate Assistant Athletic Trainer (Volleyball) B.A. Western Michigan University 15

Office: (817) 257-6643

Office: (817) 257-5359 Cell: (682) 351-0307

Office: (817) 257-7984 Cell: (817) 343-1384

Office: (817) 257-5399 Cell: (817) 343-1530

Office: (817) 257-5733 Cell: (850) 291-2501

Office: (817) 257-6737 Cell:

Office: (817) 257-6647 Cell: (817) 343-1534 Office: (817) 257-5156 Cell: (817) 343-1967

Office: (817) 257-5035 Cell: (817) 343-1529 Office: (817) 257-5223 Cell: (817) 975-2192 Office: (817) 257-6649 Cell: (817) 343-2129 Office: (817) 257-6649 Cell: (817) 975-1378 Office: (817) 257-5223 Cell: (817) 343-2588 Revised 04/10

Appendix B TCU Sports Medicine Medical Facilities Athletic Training Rooms Walsh Complex Athletic Training Room Lupton Stadium Athletic Training Room Rickel Athletic Training Room Spring Sports Athletic Training Room DMC Athletic Training Room Trinity Valley School Medical Facilities Harris Hospital Downtown Harris Hospital Southwest Medical Plaza Ben Hogan Sports Therapy Institute All Saints 8th Avenue All Saints Cityview TCU Student Health Center Orthopedic Surgical Pavillion Sports Medicine Advisory Team of Physicians Dr. Billie Pugh Cardiology Dr. Jim Atkinson Dentist Dr. Gary Pointer Dentist Dr. Robin Roberts Dermatologist Dr. J. Mark Palmer Ear, Nose, and Throat Dr. John Crawford General Surgery Dr. James Parker Internal Medicine Dr. William Gulledge Neurologist Dr. Don Smith OB-GYN Dr. Dan Willis Ophthalmologist Dr. Wiley Curtis Optometrist Dr. Ed Murr Optometrist Dr. Greg Scheideman Oral Surgery Dr. Fred Spradley Orthodontist Dr. James Bothwell Orthopedics Dr. Steve Brotherton Orthopedics Dr. Joe Milne Orthopedics Dr. Steve Myers Orthopedics (non-surgical) Dr. Mark Wylie Orthopedics - Spine Dr. Tom Rogers, Jr. Pediatrics Dr. Jeff Rogers Pediatrics Dr. Audrey Rogers Pediatrics Dr. Ray Faires Plastic Surgery Dr. Larry Reaves Plastic Surgery Dr. A.E. Thurman Urology Dr. Frank Trey Moore Urology Miscellaneous Poison Control Center ER: Main: 817-257-7984 817-257-5156 817-257-5223 817-257-7648 817-257-5399 817-321-0173 817-882-3333 817-882-2000 817-346-5055 817-336-2100 817-810-7500 817-927-6102 817-346-5721 817-257-7940 817-877-1291 817-252-5000 817-927-8783 817-737-2531 817-989-1221 817-334-0686 817-332-2998 817-346-5488 817-921-4191 817-920-0400 817-877-5381 817-461-4453 817-461-4453 817-731-2789 817-294-5021 817-335-4316 817-335-4316 817-335-4316 817-335-4316 817-335-4316 817-336-3800 817-336-3800 817-336-3800 817-332-9441 817-332-9441 817-336-5711 817-336-5711

817-336-6611

16

Revised 04/10

Appendix C Texas Christian University Athletic Training Lightning Policy The Athletic Department utilizes the Thor Guard Lightning Prediction System device to aid in lightning detection and as a pre-strike warning strike. TCU has adopted this policy to ensure the safety of all studentathletes and fans who are at on campus competition sites throughout the year. The Head Coach, Staff Athletic Trainer and Official (in the event of an on campus competition) shall monitor the threatening weather. In the event of a game, the referee or official has the ultimate call for the stoppage or continuance for the game. The Walsh Center Athletic Training Room, Equipment Room, and the Athletic Directors office are all equipped with TV weather channel and Internet weather sites for more information. The Thor Guard System is located in the Walsh Center Athletic Trainers office with audible horns located at the football, soccer, and baseball stadiums. The Thor Guard system should be used to determine if the lightning is too close for safe continuation of practice or game events. Thor Guard Lightning Prediction Device The Thor Guard givers an audible horn signal when lightning is detected within the 12- mile radius of the campus. A strobe light will flash while the unit is in the Red Alert stage. A 10-minute automatic internal clock will count down from the last lightning strike. This process will continue until the internal clock has gone 10 full minutes without a detectable lightning strike. At the end of this period, if no lightning has been detected, the system will reset and issue and audible 3 horn blast and turn off the strobe. At this time the system is reset and continuing to monitor within this 12mile radius. * The staff should be aware that lightning strikes can be six 6-10 miles in length and the thunderstorms that contain them move at a rapid pace. Thunderstorms that are directly overhead pose an increased threat and provide very little warning prior to a strike. The average thunderstorm is six to ten miles wide and moves at a rate of twenty-five miles per hour. The majority of lightning strikes occur from the leading edge of the storm.

Safe Shelter Safe shelter is defines as a building normally occupied or frequently occupied by people. If a building is not present, then a motor vehicle should be used. The fans should be instructed to go under the stands or into the nearest public building for safe shelter. NCAA Guideline 1D National Severe Storms Lab National Lightning Safety Institution

17

Revised 04/10

Athletic Training Program First Aid Provider Agreement

Appendix D

This agreement has as its purpose to clearly define the roles and responsibilities of the Athletic Training Student (ATS) at Texas Christian University. The First Aid Provider is an unsupervised ATS during a Field Experience including on-site and off-site practices and contests. Situations where an ATS is unsupervised should not occur frequently and must not be for a period longer than 30 minutes. Under these conditions the ATS is covered by TCU liability insurance if performing only those skills delineated below. Unsupervised experiences are supplemental to the students clinical education and are not part of their formal education; however, the ATS may voluntarily remain in an unsupervised situation. The First Aid Provider must be trained in first aid techniques and be currently certified in CPR/AED. Terminology: Direct Supervision The constant visual and auditory interaction between the Athletic Training Student and an appropriately credentialed Approved Clinical Instructor (ACI) or Clinical Instructor (CI). The ACI or CI must be available on location to physically intervene in an emergency or educational experience. Under direct supervision, the athletic training student may perform any and all skills that have been formally taught and evaluated. Unsupervised Any field experience in which the Athletic Training Student is acting without the physical presence of an ATC or clinical supervisor; thus making it impossible to intervene immediately. First Aid Provider 1. Acceptable Services - The First Aid Provider may perform the following: a. Application of all first-aid skills, CPR, or an Automated External Defibrillator (AED) as necessary for the care of acute injuries/illnesses. Examples: RICE, Wound Care. b. Provide assistance to the athlete with the application of an established stretching routine, but may not establish a new exercise plan. c. Application of tape and bandages to prevent an injury or to support an existing injury. d. Application of a brace, which was previously prescribed. e. Application of splints for stabilization of an acute injury or for the protection of an existing injury provided the splint has been previously prescribed and applied to the athlete for the same injury. f. Conduct a brief injury assessment to determine the need for splinting, bracing, or crutch use for safe referral. g. Application of ice or hot packs as per protocols. h. Refer injured/ill athlete to appropriate medical help or facility. 2. Unacceptable First Aid Provider Services (examples) a. Initiate, change, or progress a rehabilitation plan. b. Use electrical modalities. c. Conduct an evaluation of new injury/illness other than for emergency referral. d. Make return-to-play decision. e. Decide to apply tape or bandages to enable an athlete to return to play. The Athletic Training Student must consult with their absentee clinical instructor, Program Director, or Clinical Coordinator in the quickest manner available to inform the supervisor of the injury situation. I have read, fully understand, and will adhere to the definitions, roles, and responsibilities described above. Athletic Training Student 18 Date Revised 08/09

Athletic Training Program Clinical Experience Evaluation Level I Athletic Training Student
Student: ACI: Date: Facility:

Appendix E

Please use the following scale to complete this evaluation: 3 Exceeds Expectations, performs skill at higher quality than most students at this level 2 Meets Expectations, performs skill consistent with other students at this level 1 Below Expectations, performs skill but not consistent with other students at this level N/O Not Observed Professional Attributes Arrives on time for clinical experience. Accomplishes tasks in a timely manner. Admits to athletes when he/she does not know the correct answer to a question. Follows up on his/her lack of knowledge and seeks out the correct information. Asks questions of the clinical instructor. Shows initiative to accomplish tasks without being asked. Understands their professional responsibility. Deals with conflict in a mature/professional manner. Acts accordingly to the professional code of ethics and standards. Dresses professionally. Understands and adheres to policies regarding patient confidentiality. Shows respect toward clinical instructor, coaches, and athletes. Demonstrates confidence in knowledge and skills. Uses critical thinking skills to accomplish tasks. Is open to new opportunities. Demonstrates passion for his/her education and clinical assignment. Understands role differences of first responder and supervised athletic training student. Readily accepts challenges that test their skills and knowledge. Clinical Skills Risk Management and Injury Prevention Appropriately applies previously prescribed protective devices Effectively applies appropriate taping and wrapping procedures Correctly assesses environmental conditions (i.e. weather, playing surface, etc) Comments: Orthopedic Clinical Examination and Diagnosis Obtains a medical history Effectively communicates information to clinical supervisor Comments: 3 3 3 2 2 2 1 1 1 N/O N/O N/O

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O

3 3

2 2

1 1

N/O N/O

19

Revised 08/09

Appendix E Medical Conditions and Disabilities Obtains a medical history Effectively communicates information to clinical supervisor Comments: Acute Care of Injuries and Illnesses Applies proper first aid Demonstrates knowledge and understanding of the facility EAP Appropriately cares for open and closed wounds Comments: Pharmacology Abides by federal, state, and local regulations regarding commonly used medications Comments: Nutritional Aspects of Injuries and Illnesses Effectively conveys basic nutritional concepts to the athlete Makes recommendations for pre-participation meal Comments: Health Care Administration Utilizes appropriate terminology to effectively communicate with other medical professionals Effectively utilizes documentation software Comments: 3 3 2 2 1 1 N/O N/O

3 3 3

2 2 2

1 1 1

N/O N/O N/O

N/O

3 3

2 2

1 1

N/O N/O

3 3

2 2

1 1

N/O N/O

STRENGTHS

CONCERNS

Overall this student: Expectations

Exceeds Expectations

Meets Expectations

1 YES

Performs Below NO

I feel this athletic training student is ready to accept more responsibility. Comments: Signatures: Athletic Training Student Clinical Instructor

Date

20

Revised 08/09

Athletic Training Program Clinical Experience Evaluation Level II Athletic Training Student
Student: ACI: Date: Facility:

Appendix F

Please use the following scale to complete this evaluation: 3 Exceeds Expectations, performs skill at higher quality than most students at this level 2 Meets Expectations, performs skill consistent with other students at this level 1 Below Expectations, performs skill but not consistent with other students at this level N/O Not Observed Professional Attributes Arrives on time for clinical experience. Accomplishes tasks in a timely manner. Admits to athletes when he/she does not know the correct answer to a question. Follows up on his/her lack of knowledge and seeks out the correct information. Asks questions of the clinical instructor. Shows initiative to accomplish tasks without being asked. Is a positive role model for younger athletic training students. Understands their professional responsibility. Deals with conflict in a mature/professional manner. Acts accordingly to the professional code of ethics and standards. Dresses professionally. Understands and adheres to policies regarding patient confidentiality. Shows respect toward clinical instructor, coaches, and athletes. Demonstrates confidence in knowledge and skills. Uses critical thinking skills to accomplish tasks. Is open to new opportunities. Demonstrates passion for his/her education and clinical assignment. Understands role differences of first responder and supervised AT student. Readily accepts challenges that test their skills and knowledge. 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O

Clinical Skills Risk Management and Injury Prevention Demonstrates ability to establish a fitness program to enhance athletic performance Instructs athlete in the proper use of weight training equipment Selects and fits appropriate protective devices Effectively applies appropriate taping and wrapping procedures Assesses environmental conditions and makes appropriate recommendations Comments: 21 Revised 08/09 3 3 3 3 3 2 2 2 2 2 1 1 1 1 1 N/O N/O N/O N/O N/O

Appendix F Orthopedic Clinical Examination and Diagnosis Obtains a medical history Performs inspection / observation Palpates necessary anatomical structures to distinguish normal from abnormal Accurately measures joint range of motion Assess and accurately grade muscle strength Apply appropriate stress and special tests for the injured body part Assesses neurological status Demonstrate a musculoskeletal assessment of the lower extremity Demonstrate a musculoskeletal assessment of the spine Demonstrate a musculoskeletal assessment of the upper extremity Demonstrate a musculoskeletal assessment of the head and neck Makes appropriate suggestions for treatment based on the assessment Documents the results of the assessment including a diagnosis Comments: Medical Conditions and Disabilities Obtains a medical history Performs inspection / observation Effectively communicates information to clinical supervisor Comments: Acute Care of Injuries and Illnesses Applies proper first aid Demonstrates knowledge and understanding of the facility EAP Appropriately cares for: open and closed wounds environmental illness acute musculoskeletal injuries Other acute conditions (provide comments) Comments: Therapeutic Modalities Assesses athlete to identify indications and contraindications Identify potential safety hazards Position and prepare athlete for the application of therapeutic modalities Select appropriate therapeutic modalities Properly applies therapeutic modalities Documents treatment Demonstrates the ability to modify therapeutic modalities to achieve desired results Comments: 3 3 3 3 3 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O

3 3 3

2 2 2

1 1 1

N/O N/O N/O

3 3 3 3 3 3

2 2 2 2 2 2

1 1 1 1 1 1

N/O N/O N/O N/O N/O N/O

3 3 3 3 3 3 3

2 2 2 2 2 2 2

1 1 1 1 1 1 1

N/O N/O N/O N/O N/O N/O N/O

22

Revised 08/09

Appendix F Conditioning and Rehabilitative Exercise Inspects therapeutic exercise equipment to ensure safe operating condition Carries out verbal and written instructions of basic therapeutic exercises and techniques Document rehabilitation program Comments: Pharmacology Abides by federal, state, and local regulations regarding commonly used medications Activate and follow locally established poison control protocols Comments: Nutritional Aspects of Injuries and Illnesses Effectively conveys basic nutritional concepts to the athlete Develop or make recommendations for pre-participation meal Recommend appropriate nutritional guidelines for an active individual Comments: Health Care Administration Maintains confidentiality in regards to an athletes injury, treatment, etc Utilizes appropriate terminology to effectively communicate with other medical professionals Effectively documents treatment utilizing appropriate terminology and abbreviations Effectively utilizes documentation software Comments: Professional Development and Responsibility Is a member of the NATA and SWATA Comments: STRENGTHS 3 3 3 2 2 2 1 1 1 N/O N/O N/O

3 3

2 2

1 1

N/O N/O

3 3 3

2 2 2

1 1 1

N/O N/O N/O

3 3 3 3

2 2 2 2

1 1 1 1

N/O N/O N/O N/O

N/O

CONCERNS

Overall this student: Expectations

Exceeds Expectations

Meets Expectations

1 YES

Performs Below NO

I feel this athletic training student is ready to accept more responsibility. Comments: Signatures:

Athletic Training Student 23

Clinical Instructor

Date Revised 08/09

Athletic Training Program Clinical Experience Evaluation Level III Athletic Training Student
Student: ACI: Date: Facility:

Appendix G

Please use the following scale to complete this evaluation: 3 Exceeds Expectations, performs skill at higher quality than most students at this level 2 Meets Expectations, performs skill consistent with other students at this level 1 Below Expectations, performs skill but not consistent with other students at this level N/O Not Observed Professional Attributes Arrives on time for clinical experience. Accomplishes tasks in a timely manner. Admits to athletes when he/she does not know the correct answer to a question. Follows up on his/her lack of knowledge and seeks out the correct information. Asks questions of the clinical instructor. Shows initiative to accomplish tasks without being asked. Is a positive role model for younger athletic training students. Understands their professional responsibility. Deals with conflict in a mature/professional manner. Acts accordingly to the professional code of ethics and standards. Dresses professionally. Understands and adheres to policies regarding patient confidentiality. Shows respect toward clinical instructor, coaches, and athletes. Demonstrates confidence in knowledge and skills. Uses critical thinking skills to accomplish tasks. Is open to new opportunities. Demonstrates passion for his/her education and clinical assignment. Understands role differences of first responder and supervised AT student. Readily accepts challenges that test their skills and knowledge. Clinical Skills Risk Management and Injury Prevention Demonstrates ability to establish a fitness program to enhance athletic performance Instructs athlete in the proper use of weight training equipment Selects and fits appropriate protective devices Effectively applies appropriate taping and wrapping procedures Assesses environmental conditions and makes appropriate recommendations Comments: Orthopedic Clinical Examination and Diagnosis Obtains a medical history Performs inspection / observation Palpates necessary anatomical structures to distinguish normal from abnormal Accurately measures joint range of motion 24

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O

3 3 3 3 3

2 2 2 2 2

1 1 1 1 1

N/O N/O N/O N/O N/O

3 3 3 3

2 2 2 2

1 1 1 1

N/O N/O N/O N/O

Revised 08/09

Assess and accurately grade muscle strength Apply appropriate stress and special tests for the injured body part Assesses neurological status Demonstrate a musculoskeletal assessment of the lower extremity Demonstrate a musculoskeletal assessment of the spine Makes appropriate suggestions for treatment based on the assessment Documents the results of the assessment including a diagnosis Comments: Medical Conditions and Disabilities Obtains a medical history Performs inspection / observation Palpates necessary structures (i.e. abdomen) Applies commonly used special tests Comments: Acute Care of Injuries and Illnesses Applies proper first aid Demonstrates knowledge and understanding of the facility EAP Appropriately cares for: open and closed wounds closed head trauma environmental illness acute musculoskeletal injuries spinal cord and peripheral nerve injuries Other acute conditions (provide comments) Comments: Therapeutic Modalities Assesses athlete to identify indications and contraindications Identify potential safety hazards Position and prepare athlete for the application of therapeutic modalities Select appropriate therapeutic modalities Properly applies therapeutic modalities Correctly documents treatment Demonstrates the ability to modify therapeutic modalities to achieve desired results Comments: Conditioning and Rehabilitative Exercise Assesses athlete to determine specific therapeutic exercise indications, contraindications, and precautions Utilizes baseline and post-exercise objective information to evaluate therapeutic exercise program Inspects therapeutic exercise equipment to ensure safe operating condition Recommends and appropriately applies commonly used therapeutic exercises and techniques Correctly documents rehabilitation exercises Comments: Pharmacology Obtains information regarding commonly used over the counter and prescription medications 25

3 3 3 3 3 3 3

Appendix G 2 1 2 1 2 1 2 1 2 1 2 1 2 1

N/O N/O N/O N/O N/O N/O N/O

3 3 3 3

2 2 2 2

1 1 1 1

N/O N/O N/O N/O

3 3 3 3 3 3 3 3

2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1

N/O N/O N/O N/O N/O N/O N/O N/O

3 3 3 3 3 3 3

2 2 2 2 2 2 2

1 1 1 1 1 1 1

N/O N/O N/O N/O N/O N/O N/O

3 3 3 3 3

2 2 2 2 2

1 1 1 1 1

N/O N/O N/O N/O N/O

N/O

Revised 08/09

Abides by federal, state, and local regulations regarding commonly used medications Comments: Psychosocial Intervention and Referral Utilizes techniques to motivate an athlete during the rehabilitation program Effectively conveys psychosocial status of athlete to the clinical supervisor Makes suggestion for proper referral (if necessary) Effectively documents the psychosocial status of the athlete while maintaining confidentiality Comments: Nutritional Aspects of Injuries and Illnesses Correctly calculate energy expenditure and caloric intake Correctly assess body composition using validated techniques Develop or make recommendations for pre-participation meal Recognize disordered eating and eating disorders Makes proper referral if necessary Comments: Health Care Administration Maintains confidentiality in regards to an athletes injury, treatment, etc Utilizes appropriate terminology to effectively communicate with other medical professionals Effectively documents injury assessment and treatment utilizing appropriate terminology and abbreviations Effectively utilizes documentation software Comments: Professional Development and Responsibility Is a member of the NATA and SWATA Comments: STRENGTHS

Appendix G 2 1

N/O

3 3 3 3

2 2 2 2

1 1 1 1

N/O N/O N/O N/O

3 3 3 3 3

2 2 2 2 2

1 1 1 1 1

N/O N/O N/O N/O N/O

3 3 3 3

2 2 2 2

1 1 1 1

N/O N/O N/O N/O

N/O

CONCERNS

Overall this student: Expectations

Exceeds Expectations

Meets Expectations

1 YES

Performs Below NO

I feel this athletic training student is ready to accept more responsibility. Comments: Signatures:

Athletic Training Student

Clinical Instructor

Date

26

Revised 08/09

Athletic Training Program Clinical Experience Evaluation Level IV Athletic Training Student
Student: ACI: Date: Facility:

Appendix H

Please use the following scale to complete this evaluation: 3 Exceeds Expectations, performs skill at higher quality than most students at this level 2 Meets Expectations, performs skill consistent with other students at this level 1 Below Expectations, performs skill but not consistent with other students at this level N/O Not Observed Professional Attributes Arrives on time for clinical experience. Accomplishes tasks in a timely manner. Admits to athletes when he/she does not know the correct answer to a question. Follows up on his/her lack of knowledge and seeks out the correct information. Asks questions of the clinical instructor. Shows initiative to accomplish tasks without being asked. Is a positive role model for younger athletic training students. Understands their professional responsibility. Deals with conflict in a mature/professional manner. Acts accordingly to the professional code of ethics and standards. Dresses professionally. Understands and adheres to policies regarding patient confidentiality. Shows respect toward clinical instructor, coaches, and athletes. Demonstrates confidence in knowledge and skills. Uses critical thinking skills to accomplish tasks. Is open to new opportunities. Demonstrates passion for his/her education and clinical assignment. Understands role differences of first responder and supervised AT student. Readily accepts challenges that test their skills and knowledge. Clinical Skills Risk Management and Injury Prevention Establishes and provides instruction for a fitness program to enhance athletic performance Selects and fits appropriate protective devices, including taping and wrapping Assesses environmental conditions and makes appropriate recommendations Comments: Orthopedic Clinical Examination and Diagnosis Demonstrate a musculoskeletal assessment of the upper extremity Demonstrate a musculoskeletal assessment of the lower extremity Demonstrate a musculoskeletal assessment of the spine Demonstrate a musculoskeletal assessment of the head and neck Comments: 27

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O

3 3 3

2 2 2

1 1 1

N/O N/O N/O

3 3 3 3

2 2 2 2

1 1 1 1

N/O N/O N/O N/O

Revised 08/09

Appendix H Medical Conditions and Disabilities Screens and refers common medical conditions, treats conditions when appropriate and determines readiness for activity Comments: Acute Care of Injuries and Illnesses Applies proper first aid and treatment for all types acute injuries and illnesses, that include musculoskeletal, spinal cord, environmental Demonstrates knowledge and understanding of the facility EAP Comments: Therapeutic Modalities Determines the indications, contraindications and precautions for the selection, patient set-up, and evidence-based application of therapeutic modalities Demonstrates the ability to modify therapeutic modalities to achieve desired results Comments: Conditioning and Rehabilitative Exercise Determines the indications, contraindications and precautions for the selection, application, and evidence-based design of a therapeutic exercise Demonstrates the ability to modify rehabilitation program to achieve desired results Performs a functional assessment for safe return to play Comments: Pharmacology Demonstrates knowledge regarding commonly used OTC and prescription medications Abides by federal, state, and local regulations regarding commonly used medications Comments: Psychosocial Intervention and Referral Utilizes techniques to motivate an athlete during the rehabilitation program Effectively conveys psychosocial status of athlete to the clinical supervisor, makes proper referral and documents status of athlete Comments: Nutritional Aspects of Injuries and Illnesses Demonstrates ability to counsel athlete on proper nutrition (weight gain/loss, pre-participation meal) Recognize disordered eating and eating disorders and makes proper referral Comments: Health Care Administration Documents with and utilizes appropriate terminology to effectively communicate with other medical professionals Effectively utilizes documentation software Comments:

N/O

3 3

2 2

1 1

N/O N/O

3 3

2 2

1 1

N/O N/O

3 3 3

2 2 2

1 1 1

N/O N/O N/O

3 3

2 2

1 1

N/O N/O

3 3

2 2

1 1

N/O N/O

3 3

2 2

1 1

N/O N/O

3 3

2 2

1 1

N/O N/O

28

Revised 08/09

Appendix H STRENGTHS

CONCERNS

Overall this student: Expectations

Exceeds Expectations

Meets Expectations

1 YES

Performs Below NO

I feel this athletic training student is ready to accept more responsibility. Comments: Signatures:

Athletic Training Student

Clinical Instructor

Date

29

Revised 08/09

Athletic Training Program Student Evaluation of Clinical Instructor

Clinical Instructor: Students Name: Please use the following scale to complete this evaluation: 1 Seldom 2 Occasionally 3 Often 4 Almost Always 5 Always This clinical instructor: Presents clear performance expectations and orientation to ATS at the beginning and throughout the learning experience Clearly describes students separate roles as first responder and supervised student Treats ATS presence as educational and not as means for providing medical coverage Encourages students to ask questions Takes advantage of teachable moments during planned and unplanned learning experiences by instructing skills or content that is meaningful and applicable Provides stimulating real scenarios for students to learn Demonstrates legal and ethical behavior Demonstrate interest and enthusiasm regarding the profession Keeps up with current information within Athletic Training Is a positive professional role model for students Maintains appropriate ethical behavior with athletes Forms appropriate, professional relationships with ATS Dresses professionally Encourages athletic training students to project a positive professional demeanor Demonstrates passion for work to athletic training students. Uses appropriate, constructive formative and summative feedback to ATS Communicates with ATS in a non-confrontational and positive manner Has an open, approachable demeanor to ATS when working in the clinical setting Conveys opinions regarding ATS specific athletic training strengths and weaknesses Suggests ways for ATS to improve areas of weakness Evaluates ATS performance fairly 30 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Facility: Date:

Appendix J

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

Revised 08/09

Corrects ATS tactfully in an appropriate location/place

Appendix J 2 3 4

Challenges athletic training students clinically Encourages ATS to arrive at clinical decisions on their own according to their level of education and clinical experience Is enthusiastic about teaching ATS Employs a variety of teaching styles to meet individual ATS needs Cares about student learning in the clinical setting Respects athletic training students Actively promotes clinical discussion with students. Remains receptive to ATS ideas concerning assessment and treatment Encourages ATS to become increasingly more independent and autonomous

1 1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5 5

List the STRENGTHS of this Clinical Instructor.

Describe the AREAS OF NEEDED IMPROVEMENT of the Clinical Instructor.

On the average, how many contact hours did your clinical instructor spend with you for educational instruction (formal/informal) per day____ or per week _____. (Contact hours include discussing information, informal teaching, conversing, interacting.mentoring!)

The Athletic Training Education Program should continue to use this clinical instructor. Comments:

YES

NO

31

Revised 08/09

Appendix J

Athletic Training Program Student Evaluation of Clinical Site

Approved Clinical Instructor: Students Name: Please use the following scale to complete this evaluation: 1. Seldom 2. Occasionally 3. Often 4. Almost Always 5. Always The clinical site provided me with a stimulating learning environment. Comments: The supplies and equipment at the clinical site were adequate to meet the demands and expectations placed upon me. 1 2 3 4 5 NA Comments: The clinical site provided me with challenges in which I could utilize my skills. Comments: The experiences I encountered during my clinical practicum reinforced the information and skills I learned in my courses. 1 2 3 4 5 NA Comments: The protocols and procedures were explained to me adequately and in sufficient time to implement them effectively. 1 2 3 4 5 Comments: 1 2 3 4 5 NA Facility: Date:

NA

NA

Proper OSHA guidelines in the management of blood, bodily fluids, and medical waste were used at my clinical site. 1 2 3 4 5 NA Comments: List the STRENGTHS of this clinical site.

Describe the AREAS OF NEEDED IMPROVEMENT of this clinical site.

The Athletic Training Education Program should continue to use this clinical site. 32

YES

NO Revised 08/09

Athletic Training Program Student Evaluation of the Athletic Training Program

Students Name: Clinical Assignment: Current year in school: Grade Point Average: Overall academic grade point average (GPA): Previous Semester GPA: Anticipated Current Semester GPA: I feel my personal level of commitment to the profession of athletic training is: High Average Low My level of satisfaction with the faculty for athletic training specific coursework is: High Average Low please explain: Date:

Appendix K

My level of satisfaction with the faculty for non-athletic training coursework required for the major is: High Average Low please explain: My level of satisfaction with the clinical instructors for the Athletic Training Program is: High Average Low please explain: What do you consider to be the STRENGTHS of the Athletic Training Program?

What do you consider to be the WEAKNESSES of the Athletic Training Program?

What was the single most important learning experience you had this past year?

What suggestions do you have for the improvement the Athletic Training Program?

Please include any other comments you might have.

33

Revised 04/10

Appendix L

Athletic Training Program Alumni Survey

Name: Current Address: Current Phone: Email Address: Employer: Address: City/State/Zip: Phone: Supervisor: Email Address: Cell Phone: Date of Graduation: Date:

Thank you for taking the time to complete this survey! Your feedback is greatly appreciated and will help to guide improvements in the TCU Athletic Training Program. Now that you have been working for a while after graduation, we are interested in your feedback on several items. Please complete the following questions as honestly as possible. 1. Please list any additional education you have completed or are pursuing since graduating from TCU. Institution Major Degree Graduation Date

2. Are you currently employed as an Athletic Trainer? If yes, what is your employment setting? If no, what is your current employment?

Yes

No

3. Please list your job history chronologically since graduating from the TCU Athletic Training Program. Dates Place of Employment Job Title City/State

4. What are your goals for 5 years from now?

34

Revised 04/10

Appendix L 5. If you had to do it all over again, would you enroll in the Athletic Training Program at TCU? A. B. C. D. Definitely Probably Probably not Definitely not

6. To what extent do you feel your education through the TCU Athletic Training Program contributed to your preparation for your current position? A. B. C. D. Strong contribution Moderate contribution Minor contribution No contribution

Please use the following scale to rate each item in questions 7-9. Please be HONEST! 1 = poor 2 = below average 3 = average 4 = above average 5 = excellent 7. Quality of the academic portion of the Athletic Training Program: a. course content in athletic training b. course content from non-athletic training courses c. instruction in athletic training courses d. instruction in non-athletic training courses e. academic standards f. feedback from instructors g. faculty interest in the students h. interaction with faculty i. assistance from academic advisor

1 1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5 5

8. Quality of the clinical portion of the Athletic Training Program: a. clinical experience on campus b. clinical experience off campus c. opportunities with mens sports d. opportunities with womens sports e. quality of clinical instruction by ACI f. general quality of clinical experience g. assessment methods of clinical skills h. feedback on clinical skill & knowledge deficiencies i. application of clinical experience to the real world

1 1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5 5

35

Revised 04/10

Appendix L 9. Your knowledge and clinical skills in: a. human anatomy and physiology b. biomechanics c. exercise physiology d. sports nutrition e. care and treatment of athletic injuries/illnesses f. prevention of athletic injuries/illnesses g. evaluation of athletic injuries/illnesses h. therapeutic modalities theory and application i. j. l. rehabilitation theory and application athletic training administration communication with athletes, coaches, parents, and others 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

k. counseling of athletes m. use of special equipment (braces, splints, stretcher, etc.) n. written skills necessary for job responsibilities o. verbal skills necessary to communicate with others 10. Please list or explain your job responsibilities.

11. Do you feel the TCU Athletic Training Program prepared you for your current position? Please explain.

12. Are you BOC certified?

Yes

No

13. Do you feel the TCU Athletic Training Program prepared you for the BOC Certification Exam? Please explain.

14. Are you licensed in the State of Texas?

Yes

No

15. Do you feel the TCU Athletic Training Program prepared you for the State of Texas License Examination? Please explain.

16. What are the strengths & weaknesses of the clinical education portion of the Athletic Training Program? Strengths:

Weaknesses:

36

Revised 04/10

Appendix L 17. What are the strengths and weaknesses of the academic portion of the Athletic Training Program? Strengths:

Weaknesses:

Thank you very sincerely for your time, energy and cooperation in helping us continue to improve our Athletic Training Program! Your feedback 6 months or more after graduation is our most beneficial resource for changes. Please return this survey in the envelope provided, or return to: Kelley Henderson, M.Ed., ATC, LAT Director, Athletic Training Education Program Texas Christian University PO Box 297730 Fort Worth, TX 76129

37

Revised 04/10

Appendix M

Athletic Training Program Employer Performance Evaluation of Graduates

Name: Institution: Address: Email Address: Name(s) of Texas Christian University graduates you employ: The following information is requested by the Athletic Training Program at Texas Christian University (TCU) in an effort to improve the program. Any information you contribute will help to strengthen the program as well as future graduates of the program. The information provided in this survey is kept confidential and is for use by program administration only. Please answer each of the following questions to the best of your knowledge in reference to the graduates performance of entry-level skills. 1. Please rate the graduates demonstration of professional qualities (initiative, appearance, acceptance of responsibility, work ethic, organizational skills, passion for their job, communication skills with peers and patients, interpersonal skills, ethical behavior, and dependability). Excellent: Demonstrated outstanding professionalism without prompting. Good: Average: Poor: Unacceptable: Comments: Demonstrated professionalism without prompting. Demonstrated professionalism, but with prompting. Did not demonstrate professionalism consistently, even with prompting. Does not understand professionalism or doesnt care.

2. Please rate the graduates demonstration of practical skills (prevention techniques, evaluations, rehabilitation, use of modalities, emergency care, immediate care). Excellent: Good: Average: Poor: Unacceptable: Comments: No supervision or additional training needed. Minimum supervision or additional training needed. Required supervision or additional training. Required a great deal of supervision or additional training daily. Required too much supervision or additional training.

38

Revised 04/10

Appendix M 3. Please rate the graduates demonstration of theoretical knowledge of tests (goniometry, manual muscle testing, specific structural tests, etc.). Excellent: Good: Average: Poor: Unacceptable: Comments: Very knowledgeable regarding theory of tests. Fairly knowledgeable about most tests. Adequate knowledge, but required some clarification. Theoretical knowledge had to be clarified frequently. Demonstrated little to no theoretical knowledge of tests.

4. Please list the strengths of the TCU Athletic Training Program graduate.

5. Please list the areas of needed improvement of the TCU Athletic Training Program graduate.

6. Please list any recommendations you may have for the TCU Athletic Training Program.

7. Will you continue to hire graduates from the TCU Athletic Training Program? If not, why:

Yes

No

Thank you for your time and interest in furthering the education of our students! Your feedback is greatly appreciated. Please return this evaluation via email to k.henderson@tcu.edu or to the address below: Kelley Henderson, M.Ed., ATC, LAT Director, Athletic Training Education Program Texas Christian University PO Box 297730 Fort Worth, TX 76129

39

Revised 04/10

Appendix N Student Information

Students Name: Sex: Mailing Address: City: ) Cell Phone: ( ) Home/Dorm Phone: ( Name of Parent/Guardian: Person to Contact in Case of Emergency: Student: ) Work Phone: ( ) Home Phone: ( Explain yes answers below. Circle questions you dont know answers to. Yes 1. 2. 3. 4. 5. Have you had a medical illness or injury since your last check up or physical? Do you have an ongoing chronic illness? Have you ever been hospitalized overnight? Have you ever had surgery? Are you currently taking any prescription or nonprescription (over-the-counter) medications or pills or using an inhaler? Have you ever taken any supplements or vitamins to help you gain or lose weight or improve physical performance? Do you have any allergies (for example, to pollen, medicine, food, or stinging insects)? Have you ever had a rash or hives develop during or after exercise? Have you ever passed out during or after exercise? No 26. Have you ever become ill from exercising in the heat? 27. Do you cough, wheeze, or have trouble breathing during or after activity? 28. Do you have asthma? 29. Do you have seasonal allergies that require medical treatment? 30. Do you use any special protective or corrective equipment or devices (for example, knee brace, foot orthotics, retainer on your teeth, hearing aid)? 31. Have you had any problems with your eyes or vision? 32. Do you wear glasses, contacts, or protective eyewear? 33. Have you ever had a sprain, strain, or swelling after injury? 34. Have you broken or fractured any bones or dislocated any joints? 35. Have you had any other problems with pain or swelling in muscles, tendons, bones, or joints? If yes, check appropriate ox and explain below. ___ Head ___ Neck ___ Back ___ Chest ___ Elbow ___ Forearm ___ Wrist ___ Hand ___ Hip ___ Thigh ___ Knee ___ Shin/Calf ___ Ankle ___ Foot Age: State: Relationship to Yes No Date of Birth: Zip: /

6.

7. 8. 9.

10. Have you ever been dizzy during or after exercise? 11. Have you ever had chest pain during or after exercise? 12. Do you get tired more quickly than your friends do during exercise? 13. Have you ever had racing of your heart or skipped heartbeats? 14. Have you had high blood pressure or high cholesterol? 15. Have you ever been told you have a heart murmur? 16. Has any family member or relative died of heart problems or sudden death before age 50? 17. Have you had a severe viral infection (for example, myocarditis or mononucleosis) within the last month? 18. Has a physician ever denied or restricted your physical activity for any heart problems? 19. Do you have any current skin problems (for example, itching, rashes, acne, warts, fungus, or blisters)? 20. Have you ever had a head injury or concussion? 21. Have you ever been knocked out, become unconscious, or lost your memory? 22. Have you ever had a seizure? 23. Do you have frequent or severe headaches? 24. Have you ever had numbness or tingling in your arms, hands, legs, or feet? 25. Have you ever had a stinger, burner, or pinched nerve?
Explain Yes answers here:

___ Shoulder ___ Finger ___ Upper Arm

36. Do you want to weigh more or less than you do now? 37. Do you lose weight regularly to meet weight requirements for your sport? 38. Do you feel stressed out? 39. Record the dates of your most recent immunizations (shots) for: Tetanus: Measles: Hepatitus B: Chickenpox: FEMALES ONLY 40. When was your first menstrual period? 41. When was your most recent menstrual period? 42. How much time do you usually have from the start of one period to the start of another? 43. How many periods have you had in the last year? 44. What was the longest time between periods in the last year?

I hereby state, to the best of my knowledge, that my answers to the above questions are complete and correct. Signature of Student: ____________________________________________ Date: _______

40

Revised 04/10

Appendix N Physical Examination

Students Name: Height: Vision: Right 20 / Weight: Left 20 / NORMAL Pulse: Corrected: Yes Blood Pressure: No Pupils: Date of Birth: / Equal ( / Unequal / , / / )

FINDINGS MEDICAL 1. Appearance 2. 3. 4. 5. 6. 7. 8. 9. Eyes/Ears/Nose/Throat Lymph Nodes Heart Pulses Lungs Abdomen Genitalia (males only) Skin

ABNORMAL FINDINGS

MUSCULOSKELETAL 10. Neck 11. Back 12. Shoulder/Arm 13. Elbow/Forearm 14. Wrist/Hand 15. Hip/Thigh 16. Knee 17. Leg/Ankle 18. Foot

ASSESSMENT OF EXAMINING PHYSICIAN I attest that this student is physically able to meet the technical standards for the Athletic Training Education Program at Texas Christian University. Name of Physician (print or type): Signature of Physician: Recommendations: Date:

Based on recommendations developed by the American Academy of Family Physicians, American Academy of Pediatrics, American Medical Society for Sports Medicine, American Orthopaedic Society for Sports Medicine and American Osteopathic Academy for Sports Medicine.

41

Revised 04/10

Appendix O

Athletic Training Program Technical Standards

The Athletic Training Education Program at TCU is a rigorous and intense program that places specific requirements and demands on the students enrolled in the program. An objective of this program is to prepare graduates to enter a variety of employment settings and to render care to a wide spectrum of individuals engaged in physical activity. The technical standards set forth by the Athletic Training Education Program establishes 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 programs accrediting agency (Commission on Accreditation of Athletic Training Education [CAATE]). All students admitted to the Athletic Training Education Program must meet the following abilities and expectations. In the event a student is unable to fulfill these technical standards, the student will be removed from the program. Compliance with the programs technical standards does not guarantee a students eligibility for the BOC certification examination or the Texas state license examination. Candidates for selection to the Athletic Training Education Program must demonstrate: the mental capacity to assimilate, analyze, synthesize, 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 patients; the ability to communicate effectively and sensitively with patients and colleagues, including individuals from different cultural and social backgrounds; this includes, but is not limited to, the ability to establish rapport with patients and communicate judgments and treatment information effectively. Students must be able to understand and speak the English language at a level consistent with competent professional practice; sufficient receptive, written and oral communication skills to accurately receive, read, interpret and comprehend the English language in written and verbal forms in order to (a) communicate effectively and professionally with patients, parents, coaches, supervisors, and peers from a variety of social, emotional, cultural and intellectual backgrounds; (b) to record the physical examination results and a treatment plan clearly and accurately; the capacity to maintain composure and continue to function well during periods of high stress while providing patient care in a private and public environment and dissemination of information to athletes, parents, physicians, coaches, etc.; 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 that relate to professional education and quality patient care.

Candidates selected for admission to the Athletic Training Education Program are required to verify they understand and meet these technical standards.

42

Revised 04/10

Appendix O I certify that I have read and understand the technical standards listed above, and I believe to the best of my knowledge that I meet each of these standards. I understand that if I am unable to meet these standards I will be removed from the program.

Signature of Student Printed Name

Date

Alternative statement for students requesting accommodations. I certify that I have read and understand the technical standards listed above and I believe to the best of my knowledge that I can meet each of these standards with accommodations.* I will contact the Coordinator of Services for Students with Disabilities to determine what accommodations may be reasonable and appropriate.** I understand that if I am unable to meet these standards with or without accommodations, I will be removed from the program.

Signature of Student Printed Name

Date

*If a student states he/she can meet the technical standards with accommodation, the Department of Kinesiology and Athletic Training Education Program administration in consultation with the Coordinator of Services for Students with Disabilities will determine whether it agrees that the student can meet the technical standards with accommodations; this includes a review of whether the accommodations requested are reasonable and appropriate, taking into account whether accommodation would jeopardize clinician/patient safety, or the educational process of the student or the institution, including all coursework, clinical experiences and internships deemed essential to graduation. **Each eligible student is responsible for presenting relevant, verifiable, professional documentation and/or assessment reports to the Coordinator of Services for Students with Disabilities. Information concerning a students disability is treated in a confidential manner in accordance with University policies as well as applicable federal and state laws. Documentation presented to the Coordinator of Services for Students with Disabilities shall be reviewed, by appropriate University professional(s), to verify the existence of a disability. Further documentation may be required from the student to substantiate the claim of a disability or to assist the University in determining appropriate accommodation.

43

Revised 04/10