One of the best ways to facilitate a successful clinical experience for you and your athletic training student(s) is a comprehensive orientation to the clinical site and to your expectations of the students. Discuss with the students your expectations of them and what you value in a students approach to learning. Be direct and set the learning environment you desire from the very start of the experience and hold them accountable. For example, if you want students to ask questions only during certain times (e.g., not during the middle of an evaluation) explain this to them.
Additionally, the CAATE requires the following and should be provided during the orientation:
Below is the Master of Athletic Training Curricular Plan
Athletic Training Graduate Courses (98 credits)
Summer Session 1 (8) | Fall (16) | Winter (15) | Spring (16) | |
---|---|---|---|---|
Year 1 |
H 523 Foundations of Public Health (4) |
KIN 509 Practicum (9) |
KIN 509 Practicum (5) |
KIN 509 Practicum (5) |
KIN 511 Introduction to Athletic Training (4) |
KIN 521 Orthopedic Assessment of Lower Extremity Injuries (4) |
KIN 520 Orthopedic Assessment of Upper Extremity Injuries (4) |
KIN 522 Orthopedic Assessment of the Spine (4) |
|
KIN 565 Emergency Management of Sports Trauma (3) |
KIN 561 Psychosocial Factors in Physical Activity (3) |
KIN 569 Evidence-based Practice (3) |
||
KIN 566 General Medical Assessment (3) |
KIN 584 Therapeutic Modalities (4) |
|||
Fall (16) | Winter (15) | Spring (12) | ||
Year 2 |
KIN 510 Internship (9) |
KIN 510 Internship (5) |
KIN 510 Internship (12) |
|
KIN 567 Pharmacology in Athletic Training (3) |
KIN 568 Athletic Training Program Management (3) |
|||
KIN 586 Lower Extremity Therapeutic Exercise (4) |
KIN 585 Upper Extremity Therapeutic Exercise (4) |
|||
NUTR 535 Nutrition and Exercise: Macronutrients and Energy Metabolism (3) |
Explain to them why their attire is not appropriate for a healthcare professional and instruct them to remedy the problem. It could be as simple as a shirt needing to be tucked in or it may require the student to leave and return to the clinical site after changing. It is suggested that more severe violations be documented and if it continues discussion with either the Program Director or Clinical Education Coordinator.
Explain to them why punctuality is important and how communication with their supervisor is essential if they are going to be late. Again document when the student is late and in cases of habitual tardiness inform the Program Director or Clinical Education Coordinator.
Discuss with the student your perceptions of their behavior. It may be that student just needs some direction and perhaps one of the ideas for creating teachable moments may help. However, it could be that athletic training is not for this student. In cases such as this, a frank discussion with the student is warranted and notification of either the Program Director or Clinical Education Coordinator is needed.
While questions are an integral part of the learning process remind them of your expectations that you set out during the orientation. You don’t want to eliminate them asking questions but a reminder asking at the appropriate place and time.
Inform the student immediately to stop the behavior – in other words, nip it in the bud. Explain to the student why the behavior is not appropriate. If warranted document the behavior and inform the Program Director or Clinical Education Coordinator.