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Strategic Plan
(Updated 12/2005) |
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Aspirations |
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We are hopeful to further the University of Iowa’s aspiration of
national distinction by developing, encouraging, and supporting the
active inquiry of our faculty, staff, and students; by ethically
gathering patient-based evidence for clinical practices and reporting
them; by the unbiased methods of weighing evidence important to
questions involving physically active populations; and by responsible
processes in constructing arguments and influencing colleagues as
members of the athletic training community. |
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Mission |
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To prepare undergraduate students for professional practice as athletic
trainers and for health care leadership roles with the physically active
primarily for the clinic-high school and college ranks. We will do this
by maximizing our local resources in health care, exercise science, UIHC,
athletic training services, and the ICCSD. These resources will serve
as expert mentors of the highest quality throughout campus and the local
community; and in their combined efforts influence the future
development of athletic training with research and professional
preparation products. Further, our mission is accomplished by
supporting and advancing the values of professional education in light
of the study of human interactions and relationships and in the pursuit
of broadening and maturing of critical professional characteristics,
those characteristics intrinsic to effective stewardship of a
profession, thus providing our students with the vision and awareness of
competence and standards, of diverse applications, of strong work ethic,
and of commitment to balance in life. |
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The complete strategic plan developed in December 2004 can be viewed on
line at this link. Listed here
are key points of planning from that planning document. |
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Core Athletic
Training Values |
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We subscribe to promote core values in athletic training professional
preparation by modeling those values for our students. We have used
those core values in the context of guiding principles with Professional
ethics to establish our Program and in steering our strategic plan. The
full description of those core values are located in
Appendix 2 |
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Professional Ethics |
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Health care professions cannot rise above the daily personal struggles
without professional ethics. In this same light, development of
professional ethics takes considerable discipline and modeling to fully
engage in ethical practices.
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We
have used the NATA Professional Ethics in the context of guiding
principles with core values to establish our Program and in steering our
strategic plan.
A
full description of the NATA Professional Ethics is located in
Appendix 2 |
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3-5 Year Plan
(2005-2010) |
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1. expanded
teaching laboratory space to incorporate emergency care, modalities,
evaluations, and exercise rehabilitation
2. regular clinic
out-reach practicum assignments for all students at the Sports Medicine
Center
3. qualified
ATC in-charge of ACI workshops and training by
contract
4. consistently
high quality senior research projects with regular funding
5. all clinical
course work incorporated into outcomes-based practice content
6. fully
incorporate age-span health care and population specific issues in all
aspects of the curriculum
7. establish a
sports and activity-related ergonomics course or content with the
biomechanics/anatomy lecturer
8. increase
modalities logic and linguistic work spaced throughout the
curriculum
9. increase
rehabilitation logic, lingusitic, and physical manipulation work
throughout the curriculum
10. clinical
faculty whose specialties are in epidemiology, materials biology,
assessment, and management take over 27:57 by contract, either dual
appointments, release-time, or overtime appointment
11. formal adjunct
and clinical faculty appointments for clinical education coordinators in
Orthopaedics and Exercise Science |
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12-Month Plan
(2005-2006) |
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1.
regular clinic out-reach practicum assignments will be worked through
the Sports Medicine Clinic Administrator for all students during their
second year in association with 27:182 and 27:183 through a change in
the UIHC Affiliation Contract to the Sports Medicine Center Contract.
2. due to
his qualifications and background expertise, we will submit a request to
the appropriate administrators to contract with Dr. Doug West to take
charge of ACI workshops and training.
3. we
will request support from the Orthopaedics Department and access to
needed expertise and technology from the Sports Medicine Center as well
as support from the Director of Athletic Training Services to nurture
and engage the clinical supervisory staff in mentoring and reviewing the
senior projects for consistency and for high quality work.
4. for
the short term we will submit a proposal for integrative agreement with
the Sports Medicine Center to contribute to the Hawkeye Sports Medicine
Symposium in return for regular senior research project funding.
5. the
faculty and clinical education coordinators will meet to systematically
review course work in athletic training that ensures that age-span
health care content is incorporated into the athletic training specific
course work and newsletter information will support the process of
course content review with the supporting faculty – this will be follow
up in the Spring 2006 with a request from faculty for a status of
content support at that point.
6.
distribute a monthly (or at least regular) newsletter to faculty and
staff pointing out the ways and means that athletic trainers are
incorporating age-span health care for the physically active into the
curriculum.
7.
request to replace a graduating ½-time TA line for support of the
Program Director.
8.
submit
a request for adding internet access to S501f (Athletic Training
Teaching Lab) along with modifying and updating the computer
capabilities in that lab for class and lab presentations and student
use.
10. submit a
request for maintenance of the Lab (S501f) due to removal of shelving,
tack boards, and cabinets to include spackling and paint.
11. adjust
fee expenditures for 27:37 and 27:186 to reflect more frequent use of
PPE equipment items and a broader application of equipment-related
skills than is suggested for entry-level.
12. submit a
complete self-study to the JRC-AT in September 2005 and arrange for an
on-site visit in the Spring of 2006.
13. conduct
a review of the orientation processes of each clinical supervisor to
ensure that student welfare is safeguarded and to assist clinical
supervisor staff with practical applications of the orientation process.
14. formal
contact reinforcement by the Program will take place with each head
coach involved in program contributions to meeting student travel
objectives to supplement the plans established by the clinical
supervisor staff with education program background explanations – these
coaches will be put on the Newsletter mailing list.
15. follow
up on UI and ICCSD policy reviews to post the updated versions on the
ICON and Program webpage for supplements to the clinical instructor
orientation process.
16. finalize
discussion of an additional physical examination for students and then
implement any changes in the health policy for entering and retained
students.
17. review
the maintenance sheets developed for equipment inventory and maintenance
both in the education program labs setting and the service clinical
setting assignments for provisions of health and safety of athletes,
students, and staff.
18. submit
an analysis of security concerns for the athletic training lab and
office space for the athletic training faculty
19. conduct
a systematic review of team physician contact and exposure for the third
year students, related to a change in the Sports Medicine Center
operation, as a series of items in the senior exit survey.
20.
systematically review the clinical supervisor performance appraisal
process that is associated with the student’s self-evaluation for
consistency, pertinent feedback, efficiency, and potential modification
to ensure that students get timely feedback about their clinical
progress and about professional acculturation.
21. complete
annual reports to the BOC, JRC-AT, Education Counsel, and Program Annual
Report
22. admit 16
new students student to begin in August 2006
23. review
returning students for Program retention by June 2006
24. revise
the UIHC Agreement to work through the UISMC and revise all GA
Agreements for licensing requirements
25. increase
scholarship requests by 3% over the 2005-6 total amount
26.
stabilize line item funding resource through the Sports Medicine Center
for the annual student banquet
27. revise
and update travel policies as the clinical supervisor mission is revised
28. develop
faculty awards to be distributed at the student banquet
29.
incorporate formal learning plans into the Practicum courses and support
clinical supervisor use of the plans
30.
incorporate age-related content into 27:57, 27:171, 27:182, and 27:183
31. add
subcomponents to the mid-semester formative assessment to include
physician and allied heath exposure in both a summative and formative
way
32. submit
requests the Program to be included in Stadium Renovation, and Field
House Renovation Plans
33. commit
advising to more 1 on 1 time during the fall Football Camp for 1st
year students, during the summer clinical sciences course for 2nd
year students, and periodic 3rd year appointments to sequence
and promote professionalism
34. revise
clinical supervisor staff contracts to reflect changes in staff roles
and responsibilities
35. support
Dr. Williams' role in research projects and support the integration of
clinical supervisor faculty into the presentations
36. provide
support, assistance with training, opportunity, release support, and
technical advise and support to the clinical supervisor staff
37. as a
group, submit at least two publications and develop a training grant
through NIH in collaboration with the SM fellows
38.
participate in the public presentations of the UISMC |
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Program Administration |
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Accreditation
Standards
(current as of
05/2005) |
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Educational accreditation standards are located in
Appendix 3 The
document is called Standards and Guidelines for an Accredited
Educational Program for the Athletic Trainer. All faculty and staff
are encouraged to review the document, but specific review of clinical
standards is the focus of the meetings scheduled for the Clinical
Education Coordinators. Periodic review and assessment of national
revisions will be provided to each faculty and staff for input and
feedback. Every five years, an institution self-study and subsequent
on-site visit will involve administrative personnel, faculty of the
program, clinical supervisors, other Program staff, and students. We
are currently under the Standards dated and approved in 2001.
The next Standards update will be published in Summer or Fall
2005 and will be incorporated into a new accrediting agency called
Commission on Accreditation for Athletic Training Education (CAATE). As
a Program, we have already begun to incorporate the new Standards
into aspects of the Program. By Fall 2006, we will have a definite plan
to implement all of the new Standards not already incorporated
into the curriculum. |
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Admission
(Revised
03/2001) |
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The academic program works cooperatively with the Exercise Science
Department Office, the University Office of Admissions, the College of
Liberal Arts & Sciences, and the University Advising Center to attract
and guide interested and qualified students in the admissions process.
All advertisement and public communication about the program and
requirements are generated and approved through the Exercise Science
Department Office for accuracy and consistency. To be admitted to the
Athletic Training Education Program following admission to the
University of Iowa, students must participate in a prospective student
course (027:096) and make a separate application. The details of the
admissions process, which includes college level course background,
application, interview, and technical standards, is explained in
Admissions Materials found in
Education Pages. |
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Program
Personnel
(Updated 06/2005) |
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Program administration is provided by the Department Chair of Exercise
Science, the Program Director, and the Medical Director. Administrative
oversight of College of Medicine faculty and consultation is provided by
the Chair of Orthopaedic Surgery. Development, implementation, and
evaluation of all aspects of the Program occur through these Program
personnel. One PhD faculty, three MD faculty, and three MS faculty
serve to teach the core athletic training course work. In addition,
sixteen ACI qualified clinical supervisors, two MD clinical instructors,
two RN clinical instructors, two LPT clinical instructors, and other
health care providers provide directed clinical experiences to students
in training. Two secretarial staff have primary responsibilities for
Program support with two other secretarial support staff providing
specific contributions to clinic, surgery, and UIHC activities. The
current department faculty and clinical supervisor faculty assigned to
the Program are listed in the
Faculty Page.
Policies regarding faculty and clinical supervisors are located in
specific Handbook Sections (Clinical Supervisors
and Faculty) and in The University of Iowa Policies
Manual for
Faculty
and Staff. |
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Finances
(Updated
04/2003) |
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Budgeted revenue for the Athletic Training Education Program consists of
line item accounts for salary, supplies, and equipment; University
Foundation accounts for undergraduate scholarships; and external funding
for graduate assistantships. Salaries and benefits for faculty are
provided through Exercise Science and Orthopaedic Surgery for 4.40
full-time faculty lines and 0.55 secretarial assistance. Office and
duplicating costs are allocated based on need. The Department allocates
additional funding for educational supplies and equipment each year as
requested. Travel assistance is available to teaching faculty through
College funding sources in addition to funding through grant budgets.
University Foundation accounts allocated for athletic training student
scholarships, and extramural grant funding for graduate assistantships
are budgeted each year. These budgets are developed by Dan Foster,
Paul Federici, and Jenny McHenry. Three graduate assistantships and 6
full undergraduate scholarships are provided and approved through a
contracted relationship with University Athletics. The Iowa City
Community School District provides and approves funding for two other
contracted graduate assistantships. Dan Foster supervises the
distribution of the external grant support revenues through Exercise
Science. An additional 1/4-time or 1/2-time teaching assistantship has
been available for qualified applicants with the Physical Education
Skills Program and with the Exercise Science Department General
Education Anatomy course to provide administrative assistance to Dan
Foster.
The Sports Medicine Center and the Orthopaedics Department designates
clinical supervisor roles for the athletic training staff to account for
about 25%-time in clinical workloads. For athletic training, capital
purchases and requests are put forward by the program director and
reviewed by either the Exercise Science Department chair or the
Orthopaedics Department chair depending on the nature of the request.
No revenue funding or non-budgeted funding accounts are used to purchase
capital expenditures for the program. |
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Physical
Facilities
(Updated 3/2006) |
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Modern classroom space available to faculty range in size from seminar
style to large lecture halls. Classroom seating accommodates 15 to 300
persons. Classrooms for most of the required courses are located in the
Field House. Other classrooms used are located in the College of
Pharmacy, the Larson Conference Room of the UIHC Orthopaedic Department,
Bowen Science Building, and McLean Hall. Each facility that houses
classroom space provides A-V equipment and apparatus for instruction.
Several classrooms are hardwired for computer and internet access. The
departmental computer lab also serves as a classroom containing 20
computers. The cadaver laboratory is a spacious, well-equipped
facility. Full-time staff operate the facility and can easily
accommodate the 50 students (Physicain Assistant and Athletic Training)
each summer. Other specialized or additional A-V resources are readily
available in a central location at a campus-wide Audio-visuals
Department.
Office space for the Program Director is located in the Field House near
the classroom area and on the fourth floor. The Exercise Science
Department Office is located also on the fourth floor of the Field
House. Secretarial assistance for the Program Director and full-time
athletic training faculty are located in the Field House Department
office. The teaching lab space for the athletic training faculty is
located on the fifth floor of the Field House. The space and facility
for offices, classrooms, and administrative offices are of adequate size
for management, advising, storage, and other program needs. Other
office space for faculty are located in the Orthopaedics Department in
the John Pappajohn Pavilion UIHC. This facility is located 20 feet west
of the Field House. Laboratory spaces for orthopaedic faculty are
located throughout the hospital and considered to be some of the best
facilities in the United States. We have determined that a review of
repair needs for the athletic training lab and a campus concern for
access and security should take place.
Four intradepartmental and fully operational Athletic Training Rooms are
located on campus and within two blocks of one another: Carver Hawkeye
Arena, Field House, Jacobsen Athletic Building, and Recreation
Building. The facilities surround the University Hospitals and Clinics
(UIHC) and are located near classrooms and athletic practice fields.
A new facility under construction is scheduled for full operation in
August 2006, the West Campus FacilityEach facility is modern, has updated equipment, and is supervised by
full-time staff, year-round. Each facility is modern, has updated
equipment, and is supervised by full-time staff, year-round. Each facility serves a specified
population of athletes with a known injury risk. The Director of
Athletic Training Services assigns staff, along with the Associate
Directors, to facilities based on the patient care needs of those
sports. The Program Director assigns students, along with the Clinical
Education Coordinators, to sport experiences under the supervision of
full-time staff. The size of the athletic training rooms and the
clinical services offered in them are comparable to similar schools in
the Big Ten Conference.
Two separate high school athletic training rooms are located within 2
miles of the Field House and on city bus routes. These facilities are
small but comparable to large school space and equipment in Iowa. A
qualified graduate assistant is assigned to provide athletic training
services at each high school and to supervise students with a full-time
certified athletic trainer. The physical environment has been
determined to be supportive of clinical education and not detrimental to
student learning, yet these facilities are not comparable to facilities
on campus nor comparable to the range of services available on campus.
The UIHC Sports Medicine Center is a well-designed but temporary unit
located next to the UIHC Orthopaedics Department in the John Pappajohn
Pavilion. A patient waiting area with information and registration
desk, a nurses station, a computer satellite area and x-ray viewing
room, sports physical therapy office space, therapy education room, 8
examination rooms, soft goods storage area and orthotics rooms make up
the bulk of the center. Student Health Services is located in the
Westlawn Building and houses two floors of office, patient waiting,
nursing, and examination space. Conference, meeting, and classrooms are
available in this space. A large reception and records room along with
specialized services such as a lab and pharmacy are located in this
space. |
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Developmental
Activities
(Updated 12/2004) |
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Developmental activities preserve and enhance the integrity and strength
of instructional programs at both the undergraduate and graduate level.
Ensuring that students' needs are met fully and that their programs of
study are not diminished, obstructed, or delayed is a primary objective
and responsibility of faculty and departments. Faculty developmental
activities, if planned appropriately, assist rather than conflict with
this objective. Career Development Awards support faculty development
projects for one semester at full salary or two semesters at half
salary. The Old Gold Summer Fellowship Program is a competitive
developmental program that supports summer work on an approved
developmental project. Faculty Scholar Awards are meant to provide
faculty of great promise with opportunities for extended and
concentrated work. The Global Scholars Program is intended to provide
the opportunity for tenured faculty members, with established records of
research and teaching, to consider their research and teaching in
relation to significant globalizing trends. The Faculty Fellowship most
closely directed toward athletic training is The James Van Allen Natural
Sciences Fellowship which is a competitive award designed to encourage
and support scholarly work in the physical, natural, and mathematical
sciences. For all professional and scientific staff, monies are
allocated for membership dues, license, and CEU activities on a yearly
basis. |
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Equipment and
Supplies
(Updated 10/2005) |
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Adequate educational equipment and supplies are provided to instructors
and students through several resources on campus. Exercise Science
Department A-V; Orthopaedic Department A-V; A-V Department equipment,
assistance, and film libraries; University Library system, internet, and
modem/CD ROM access to documented resources comprise the bulk of
classroom directed and utilized A-V material. Storage of these items is
located in each facility responsible for their use. Instructor uses of
A-V resources are discretionary. Students have access to these and
additional resources through the University Library system. Expendable
supplies purchased through the Exercise Science Department for labs in
several courses are housed primarily in the Carver Athletic Training
storage area for distribution to the various sites. Each clinical
facility has some shared models and resources for clinical education and
patient education. The academic program has updated models for clinical
facilities as needed. Through the cadaver dissection lab, numerous A-V
models are available and easily accessible for students 24 hours a day.
Also available through academic budgeted funds is a cadaver for use in
two classes: 27:182 Evaluation (2nd year students), and
76:187 Practicum IV (3rd year students). We have developed a
process whereby the dissected cadaver is further prepared for 2nd year students
as we work on specific extremity sections in the evaluation course. The 3rd
year students have access to review the cadaver for muscles and exposing
key anatomical features for palpation and mechanical assessment. Finally
at the end of each body part section, the 2nd year students
review with the instructor the dissected specimen for the key landmarks
and mechanical examination. Through this course, the full cadaver
course, and others students are exposed to x-ray, MRI, CT scans, bone
scans, and similar radiographic studies. Blood studies, ECG, EKG, EMG,
and nerve conduction studies are used by instructors and at least
minimally available to students for review. |
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Therapeutic and First
Aid Equipment |
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Modalities are located in each athletic training room on campus.
Limited modality options are available off campus with electrical
stimulation units. The Program requests that all units be on a regular
maintenance schedule that is at least yearly updated. Other repair
times are determined by facility use needs. The service units on and
off-campus maintain these schedules and are responsible for the cost
associated with their use. Updates and replacement of modality units is
budgeted by the service unit. Documentation for regular maintenance of
equipment is reviewed by the Program in June each year.
First aid and emergency care equipment should be made available to
students in easy access sites within each athletic training room as well
as located or transported during the season to practice and game sites.
The Services unit will ensure that sufficient quantities of equipment
are accessible and used onsite by high risk sports and additional
emergency equipment are available in the athletic training rooms for
easy access to all other sports. In addition to these at the practicum
education sites, the academic department maintains first aid supplies,
equipment, manikins, AEDs, etc. to offer students with class and review
practice. The Services unit updates and maintains emergency care
supplies for the athletic training rooms whereas the academic department
maintains and updates the supplies used for formal classes. |
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Library and
Other Learning Resources
(Updated 04/2003) |
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University libraries offer main, branch, and departmental systems of
resources. The primary reserve location for athletic training readings
is in the Hardin Library. The Hardin Library has full hours during most
of the year. It is the Health Science's Library branch. Students have
access to these resource headings and others on-campus and off through a
computer catalogue system called OASIS, PubMed, the OVID medline on-line
CD source, Virtual Hospital©, and many other local campus and on-line
resources. The primary journals and texts in sports medicine, exercise
science, and athletic training are located in this library. Each
athletic training room maintains a small resource library of clinically
relevant journals and texts. These are accessible to students.
Additionally, students have access to the Orthopaedic Department
educational resources. Libraries for texts used in athletic training
course work are located in the Arena Athletic Training Room, the Program
Director's Office in the Field House, and the Departmental Library in
room 418 FH. Faculty regularly review texts for use in classroom
teaching, and when appropriate, suggest resource purchases for permanent
collections. The university libraries system maintains a budget for
this purpose. Departmental purchases are allocated by course number so
that a sufficient number of texts are available for faculty and
co-instructional use. When resource materials are not available
on-campus, an inter-library loan system exists in cooperation with the
Big Ten and the University of Chicago. Loans typically take two days
for access and extend initially for 2 weeks. Students usually have two
week privileges with reserve texts and journals on loan for 2 hours to 2
days. Faculty are allowed to borrow texts up to one year. |
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BOC Approved
CEU Provider
(Updated 08/2004) |
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The University of Iowa ‘s Exercise Science Department and it’s academic
program in Athletic Training is an approved provider of continuing
education recognized by the Board of Certification (BOC). The primary
programs sponsored by the Department in conjunction with the
Orthopaedics Department are two main events: Sports Medicine Conference
and the Hawkeye Sports Medicine Symposium. The Sports medicine
Conference is a weekly one-hour sports medicine update presented by
local experts, faculty, staff, residents, and fellows. Dr. Ned Amendola
is the director of the conference and schedules for the year are
established each summer. The plan of presentation responsibility by
week of the month is as follows: week one, Orthopaedic Faculty; week
two, Athletic Training and Therapy Faculty & Staff; week three, Family
Practice Faculty; week four, residents and fellows; week five for odd
months, specialty consultants and outside experts. The Hawkeye Sports
Medicine Symposium is held each December and invites first class
speakers in Orthopaedics, Family Practice, and Athletic
Training/Therapy. This is a two-day event that promotes the University
and Sports Medicine Center. Faculty and Staff are expected to
contribute to the program. |
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Program
Evaluation
(Revised 04/2005) |
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Faculty evaluations by students are required for each course each
semester. Clinical evaluations for clinical instructors are assessed
every eight weeks with first year students, every sixteen weeks for
second year students, and each semester for third year students. Both
sets of evaluation instruments are located in
Appendix 4.
At the end of each semester, all students take the same In-Training
Examination. These are designed to be a shortened version of the BOC
written examination. The Program will chart progress of students
through this process and evaluate course work completed at that point
with overall scores and with section domain scores on this
examination. When consistent patterns emerge among students with
similar background, the Program Director and faculty will investigate
the results.
Long-term educational effectiveness is assessed according to yearly
alumni questionnaires pertaining to success in their current positions.
The Program assesses the contribution of program segments according to
student’s perceived success with current duties or requirements for
junior self-assessment questionnaires, senior program exit surveys, and
with staff program surveys. Where consistency in program weaknesses or
deficiencies is noted among these groups, a long-term goal with
strategies is developed to strengthen the program while maintaining its
current strengths. The current Strategic Plan is summarized in this
Handbook and survey instruments are located in
Appendix 4.
Goals and objectives for the academic program are initially developed by
the Program and then reviewed and discussed by the Clinical Education
Coordinators at regular meetings. The athletic training faculty and
staff are involved in the process of discussion also at regularly
scheduled meetings. These mechanisms of program review and assessment
are ongoing with an annual specific review taking place in April each
year and reviewed at the Education Meeting for that month. The
Education Meeting includes all faculty and staff. Reviews and
discussions are documented in minutes of the Education Meetings and the
Clinical Education Coordinator’s Meetings. |
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Faculty Handbook |
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Classroom
Procedures and Policy |
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The Required Syllabus
(Updated 08/2003) |
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The University Operations
Manual requires instructors to provide specific course information on
the first day of classes "in order that students can make knowledgeable
choices about whether to take a particular course." College policy
mandates that all students receive, at the first class meeting or on the
first day they attend class, a syllabus with information content as
follows: College policies, specific course content information (goals,
schedule, grading), assignments and evaluation, and student’s rights and
responsibilities. (It is not sufficient to have an on-line syllabus
only.) The Program supports the use of a template for the course
syllabus to ensure that all of the pertinent information is included.
The recommended template is found in
CLAS Faculty Syllabus Requirements Page. |
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Textbooks and
Instructional Materials
(Updated 07/2003) |
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Textbook
Ordering:
Instructors must order textbooks well in advance by ordering through the
Program Office. All textbooks for the core athletic training courses
will be ordered as a group so that these listing of textbooks will be
made available to students and staff. The Program Office is required to
meet the deadlines established by the University Bookstore in the Iowa
Memorial Union or by local bookstores that accept textbook orders.
Course
Paks: Faculty
members who assign books or other materials which they have written,
edited, or published and from which they receive royalties or other
remuneration may not profit financially from the purchase of these
materials by their students. The faculty member must either refund the
money to the students who purchased these materials or make other
arrangements to avoid profiting from the students' use of the materials.
Faculty may, for example, transfer the remuneration to the University,
one of its units, or The University of Iowa Foundation (e.g., for a
student scholarship fund).
Copyright
Laws: The
University Book Store will help instructors obtain copyright permissions
for course packs prepared by the Book Store. Materials should be
prepared as early as possible to allow time for permissions to be
obtained (a process which may take up to two months) and to make
arrangements for substitute materials if permission is not granted.
University
Copy Centers require all customers to comply with laws and University
policies protecting copyright. Guidelines for determining copyright
status are available at the Copy Centers.
When
preparing course materials, instructors must take precautions to prevent
a violation of an author's or publisher's copyright. Both published and
unpublished works, whether printed or distributed by electronic means
(e.g., over the internet or by e-mail), are protected under the
Copyright Act of 1976. Instructors developing course materials to be
distributed via a course website or other electronic medium (e.g.,
CD-ROM or other storage medium) must also comply with copyright
provisions. Copyright registration is not required for a work to be
protected, nor is it necessary to sell the material in order to commit
copyright infringement.
Sale of
Classroom Materials:
University policy prohibits "the sale of any classroom educational
materials to students by faculty, staff, or departments". This policy is
not intended to restrict course development or to impede course
instruction. However, it does preclude faculty and staff from selling
course packs or other course materials directly to students or
collecting fees or other course fees directly from students. All course
fees must be approved by the College and University and collected
through the University billing system (see "Course
Fees and Field Trips" for more information).
Purchased
Lecture Notes:
The College has developed a statement stating that the purchase of
lecture notes by students is educationally unsound. The full statement
can be read at the College
faculty
pages. Any non-registered individuals in the classroom should be
asked to leave, including those taking notes for private services.
University policy states that only those registered for a course may be
in attendance (with the exception of one-time visitors whose visits have
been authorized by the instructor). Instructors may also inform
registered students that they prefer not to have notes on their lectures
sold. Questions regarding the unauthorized taking of notes by
non-registered individuals may be directed to the Office of the Vice
President for Research (201 Gilmore Hall, 335-2742)
Information Technology
Resources:
Instructors are encouraged to use information
technologies in developing their courses and to construct assignments
that lead students to these resources. In constructing class
web pages and student assignments, instructors should be careful to
conform to the University's Policy on Acceptable Use of Information
Technology Resources. |
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Class Lists and
Attendance
(Updated 09/2004) |
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To
receive credit for a course, students must register for the course by
the designated deadline, as identified on the Registrar's deadline
calendar. Instructors
must not allow students to attend classes unless they are registered for
the course. Students who do not wish to earn credit for a course must
register as an
auditor. Students may
only audit a course if they have the permission of an instructor.
The
Registrar provides class lists to instructors on-line through
Infobank (these lists
include student information including addresses) and
OSIRIS (these lists show
official class enrollment and are used to submit grades).
Faculty are
asked to review their class lists on-line at the beginning of the
semester and to supply mid-term grades. In some departments, faculty are
required to submit mid-term grades, in other departments mid-term grades
are optional.
At the end
of the semester, instructors submit grades to the DEO on-line, through
OSIRIS. The DEO approves each class list. After DEO approval the grades
are recorded on the permanent record and made available to students
through their ISIS accounts. For more information, please see the
Registrar's information on submitting final grades,
here [see also the
College's discussion of
grades and grading and
student records and confidentiality.]
Faculty
members should complete
FERPA training (available
on-line) before using the on-line information system (see also,
Student Records and Confidentiality).
For more information on the on-line grading system, please contact
David Salisbury at
335-0235.
Timeliness of Grade Reports:
Each semester the
Registrar determines a due date for grade reports. As required by the
University's Operations Manual, this deadline is no later than the third
business day after the close of the final examination period. All grade
reports must be turned in on time to permit the evaluation of students
for graduation, academic probation, or dismissal. Grades from
independent study courses and off-cycle courses are as necessary as all
other grades. Instructors may be penalized for delinquent grade reports
by a delay in the issuance of the paycheck following the delinquency.
Student Attendance:
The University's Operation Manual specifies only one rule on attendance,
covering "Excused Absences from Examinations." This policy requires that
students be permitted to make up examinations missed because of illness,
mandatory religious obligations, certain University activities, or
unavoidable circumstances.
Within the
parameters of the University's guidelines, the individual instructor,
course director, or department determines the policy on class attendance
and on tardiness (covering both late arrival and early departure).
Attendance policies and tardiness policies should be clearly stated in
the required syllabus, distributed on the first day of class. Students
are required to observe the attendance policy announced for the course.
In
developing attendance policies, the College asks instructors to provide
for students' participation in authorized University activities.
Students participating in such activities are expected to present to
each instructor before each absence a statement signed by a responsible
official that specifies the dates and times the student must miss class.
Authorized activities include participation in athletic teams, the
marching band and pep band, debate teams, and other recognized
University groups, as well as participation in University field trips,
service with the National Guard, and jury duty. We will accept student
travel as an excuse but only on a limited basis, but no excuse will be
made for other on-campus related but unscheduled Practicum experiences
such as Orthopaedic Sports Medicine Clinic visits.
The Program
prefers that each instructor establish a no tolerance or expected
attendance policy for all Program students. Whether or not the
attendance policy states that attendance affects the course grade,
students should be warned that poor attendance is likely to affect the
quality of their work and their success in the course so that students
will be counseled and a specific inquiry made for each absence by the
course instructor. The attendance policy should provide information for
students outlining their options (if any) for "making up" work missed
due to an absence.
If, late in
the semester and after the relevant deadlines, a personal crisis affects
a student's ability to complete a course or affects an entire semester's
registration, the student should be referred to Program Office which
office will then refer the student to the CLAS Academic Programs &
Services for special academic consideration. Instructors also have the
option of assigning a grade of
incomplete (I) if the
circumstances warrant.
Absences Due to
Illness and Other Emergencies:
The College recommends that attendance policies include procedures to
accommodate student illness and absences due to family emergencies.
Clinicians at the Student Health Services (4189 Westlawn, 335-8392) are
always willing to discuss issues of illness and accommodation with
instructors. Student Health Services offers the following advice:
-
Most students are
honest and do not invent illnesses or other emergencies to avoid
faculty expectations.
-
Individuals
differ markedly in their response to discomfort. Some students can
attend class and take examinations when suffering from minor or even
serious illness; others have a lower tolerance for stress, and their
work can be legitimately compromised by even minor illness.
-
A student may
have a chronic illness that necessitates special arrangements. Early
in the semester, ask students to notify you of any such condition.
Consider referral to
Student Disability Services
-
A student may
have an underlying condition (such as anxiety disorder, panic
disorder, attention deficit disorder, depression, or alcohol or drug
dependency) that can be exacerbated by illness. The student may not
be willing to disclose this information when asking for a medical
accommodation.
Instructors
may request that students absent for medical or personal reasons report
the reason for the absence. The student may complete an Explanatory
Statement of Absence from Class form (available at the Registration
Center, 30 Calvin Hall) and present it to the instructor. A student who
is absent for more than five days may request that the Registration
Center notify each instructor of the reason for the absence. Instructors
may request further documentation of the absence. |
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Final Examination
Policies and Procedures
(Updated 04/2003) |
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The College
of Liberal Arts and Sciences expects all courses to include appropriate
procedures for evaluating student performance. For our undergraduate
courses, these procedures will include a final examination. All final
examinations must be given during the one-week period set aside for this
purpose by the University, and final examinations must be given at the
time specified on the
Final Examination Schedule,
developed by the Registrar. All courses, including those that meet after
4:30 pm, are assigned a final examination time within the final
examination week. "Take-home" final exams must use the specified final
exam period for the class as the last possible time that the take-home
exam may be turned in.
In courses
where papers or projects rather than a final examination constitute the
last evaluation activity, instructors may use the scheduled final exam
period as the due date for the project/paper. Instructors also may use
the final examination period to meet with students to discuss the
papers/projects.
Information
on the evaluation procedures in the course, and the use of the final
examination period, should be provided on the required syllabus. Syllabi
for courses that end with a final examination must include the time and
location of that examination.
Instructors should strive to ensure that no student is unfairly
penalized or favored by any course policy adopted. The Associate Dean
for Academic Programs & Services can also advise faculty on appropriate
policy. |
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Grading
(Updated 04/2003) |
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Instructors
are obligated to evaluate each student's work fairly and without bias
and to assign grades based on valid academic criteria. (See
the University Policy on Professional Ethics and Academic
Responsibility, part 2(e), and the University
Policy on Human Rights.)
CLAS
students taking courses offered by other colleges of the University are
subject to the grading policies of the administrative home of the
course. Students from other colleges taking courses administratively
housed in the College of Liberal Arts and Sciences are subject to CLAS
policies. For more information see "The
Policy Governing Undergraduate and Professional Students Enrolled in
Courses Outside Their Own College or Degree Program."
Option of Plus/Minus
Grading:
Instructors have the option of using the plus and minus grades in the
scale given above or of using only the full letter grades for A, B, C,
and D. Under either option, instructors may use any or all of the points
on the grading scale. However, once an option is chosen, it must be
applied to all students in a given class. Instructors must announce at
the first class meeting which grading option will be used; this
information must also be distributed to students at the first class
session.
Changing a Previously
Reported Grade:
To correct demonstrable errors in computing or transcribing grades or to
change grades for other justifiable reasons, the instructor completes a
"Grade Change Form" from the Department office and confers with the DEO,
who evaluates the circumstances and decides whether to sign the form. If
the DEO signs the form, the original (not a copy) is forwarded to the
CLAS Academic Programs & Services office, 120 Schaeffer Hall.
Errors of
one grade step in computing or transcribing a grade (e.g., from C to C+
or from B- to C+) do not require an explanation in the "remarks" column
of the Grade Change Form. An explanation in the "remarks" column of the
Grade Change Form is required for changes of more than one step (e.g.,
from B to C or from C- to C+) or to change grades for any reason other
than computational or transcriptional error.
Instructors should notify
students (in writing) if the result of changing a previously reported
grade is a lower grade. |
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Students with
Disabilities
(Updated 04/2003) |
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Under
the Americans with Disabilities Act and Section 504 of the
Rehabilitation Act of 1973, instructors must make reasonable
accommodations for students who have physical, mental, or learning
disabilities. [See also the University's
Office of Equal Opportunity and
Diversity, and their guide "Assisting
Students with Disabilities." ] Since our Program is a
clinical professional preparation program, some limitations to
accommodation will occur if the student cannot meet the technical
standards with reasonable accommodations.
A
student with a disability is responsible for requesting accommodations.
It is important that instructors help students preserve their privacy
and maintain the confidentiality of student records, including records
of disability accommodation.
An
adviser or instructor who believes that a student's academic performance
has been affected by an undiagnosed learning disability may wish to talk
with the student (again, in a manner that preserves the student's
privacy) and possibly refer the student to the Office of Student
Disability Services for formal assessment.
College
policy permits students with specific learning disabilities to complete
components of the General Education Program with accommodations,
including completion of the Foreign Language component of the General
Education Program without completing language courses.
In
order to receive accommodations, students must contact Student
Disability Services (3101 Burge Hall, 335-1462) and obtain a Student
Academic Accommodation Request form (SAAR) [See
sample copy (pdf)]. The
form will specify what course accommodations are judged reasonable for
that student. An instructor who cannot provide the accommodations
specified, or who has concerns about the accommodations, must contact
the Student Disability Services counselor who signed the request form
within 48 hours of receiving the form from the student.
Some
examples of course-related accommodations are
-
allowing
extended, but not unlimited, time for completion of examinations;
-
allowing
examinations to be written in a quiet, low-stimulus environment;
-
permitting the
use of dictionaries during in-class writing assignments;
-
using alternative
methods to assess mastery of course content (e.g., narrative tapes
instead of journals);
-
allowing papers
to be proofread for spelling and grammatical errors;
-
providing
specially trained tutors for course content;
-
using computer
software to assist in the completion of assignments (e.g., spell
check, computer-based adaptive devices);
-
allowing the use
of taped materials and resources to assist the student in reading,
listening, and speaking;
-
allowing students
to dictate essays to a scribe.
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Academic Fraud and
Plagiarism
(Updated 04/2003) |
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An
instructor who suspects a student of academic fraud or cheating must
inform the student in writing as soon as possible after the incident has
been observed or discovered. The discussion of plagiarism and cheating
in the Schedule of Courses and in the College's Student Academic
Handbook (see
part IX. Student Rights and
Responsibilities) provides a list of examples of what
constitutes these offenses.
Instructors
should be aware that there is a growing problem of misuse of electronic
data sources; a large number of free and for-profit sites offer term
papers and techniques for cheating. The Center for Teaching (335-6048)
or the Information, Research, and Instructional Services area of the
Main Library (335-5489) can advise on ways to construct assignments that
limit opportunities for the misuse of electronic data. The Department of
English's General Education Literature Program has developed some
materials specific to plagiarism and shared them with the college,
here. Finally, the
University is also licensed to use of the "Turn-It-In"
plagiarism-detection service. ITS provides support for use of the
program.
When an
instructor in the College of Liberal Arts and Sciences suspects a
student of academic fraud or cheating these procedures will be followed:
-
The instructor
(or supervisor, if the instructor is a teaching assistant) must
inform the student--"in a printed letter"--as soon as possible after
the incident has been observed or discovered. The College has
developed a
template letter that
you may use. We encourage you to contact the student by e-mail, but
in all cases, a printed copy of the letter must be sent to the
student by first-class or campus mail.
-
If the instructor
comes to the conclusion that the student has plagiarized or cheated,
he or she (in consultation with the supervisor if the instructor is
a teaching assistant), will determine what action to take. The
instructor may decide to reduce the student's grade on the
assignment or activity, or in the course, or even to assign an F for
the assignment or activity or for the course
-
The instructor
will send a written report of the case to the Associate Dean for
Academic Programs and send copies of the report to the DEO and to
the student(s) involved. The College has developed a
template report you
may use. Reports are to be printed on departmental or program
stationery and signed by the reporting faculty member. E-mailed
reports to the College are not sufficient.
The
Associate Dean will impose the following or other penalties.
-
First offense:
usually disciplinary warning until graduation.
-
Second offense:
usually recommendation to the Dean of the College that the student
be suspended from the College for a calendar year or longer.
-
Third offense:
usually recommendation to the President of the University that the
student be expelled from the University.
If a student
believes that the finding of academic fraud or cheating is in error or
the penalty unjust, the student will be encouraged to arrange a meeting
with the instructor and the departmental or program administration to
present a response. If the student is dissatisfied with the result of
this meeting, he or she may request a hearing by writing to the
Associate Dean for Academic Programs & Services, who may refer the
matter to the College's Committee to Resolve Student Grievances. If the
student is not satisfied with the results of the hearing, he or she may
request a review by the Associate Provost for Undergraduate Education.
Reports of
first and second offenses of student academic misconduct reside only in
the CLAS Academic Programs & Services office. A notation of disciplinary
action does not appear on a student's record for a first or second
offense. Reports on first and second offenses are destroyed when the
student graduates, or after five years if the student has not graduated.
Reports for third offenses are maintained as part of the student
permanent record system in the Office of the Dean of Students
Forgery of University
Records:
The Code of Student Life prohibits forgery of University records,
documents, or student identification cards. Staff members in the
Registration Center routinely examine registration documents to verify
the authenticity of advisers', instructors', and deans' signatures. If
forgery is suspected, the questionable document is photocopied and sent
directly to the person whose signature is in doubt.
If the
signature is a forgery, the adviser or instructor informs the CLAS
Academic Programs & Services office, providing relevant information and
an explanation of extenuating or unusual circumstances. Staff members in
the office interview students suspected of forgery and take disciplinary
action based on the interview and verification provided by the adviser,
instructor, or dean.
Disciplinary action
includes, as the offense may warrant, disciplinary warning for one
calendar year or until graduation, the reversal of the action requested
by the forged document, or other penalties. If a student feels that the
penalty imposed by CLAS Academic Programs & Services is unjust, he or
she may request a hearing by sending a written request to the Associate
Dean for Academic Programs & Services, who may in turn refer the matter
to the Committee to Resolve Student Grievances for review. If the
student is not satisfied with the results of the hearing, the student
may request a review by the Associate Provost for Undergraduate
Education. |
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Faculty
Recognition and Achievement
(Updated 06/2005) |
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The Athletic Training Education Program is committed to excellence in
education. Promotion of educational leadership excellence is one avenue
to creating excellence in education. Recognizing individual and group
achievement acknowledges the achievement of our goals as a Program and
serves to provide examples of excellence for all faculty and staff to
aspire. Recognition not only rewards individual achievement but also
acknowledges those contributions of peers and students to the
achievement of excellence. Faculty recognition is formally described in
the University
Recognition pages. |
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Student Records
(updated 02/2003) |
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Formal admission to the majors program in athletic training takes place
through the Liberal Arts & Sciences Student Advisory Office. The
Program Director notifies that office of those students selected and
notifies the student that they must request a change of major in order
to complete the admissions process. The students are then officially
designated a Program advisor and enrolled in the University system for
degree evaluation and progress in athletic training. All competency and
proficiency assessment takes place as a formal part of course work.
Academic competence is recorded on official class rosters with grades
kept in the Registrar’s databank. These grades are made accessible to
advisors through OSIRIS. In addition to an overall grade of acceptable
competence for skills and knowledge designated as part of the course
syllabus and learning plan, a record of student achievement portfolios
in clinical experiences are kept in an electronic file through the
Program Office. The record forms are located in
Appendix 5.
All student records are kept confidential and use of student information
is kept to a minimum as well as specific permission to gather and
release information is documented. This includes requests for
reference. Student achievement is not discussed in group sessions and
no public display of student achievement is made regardless of the
format. The specific rules for confidentiality of student records are
found in the University Registrar's FERPA
faculty page. |
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Clinical Supervisor Handbook |
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Mission
(Established
01/2005) |
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The clinical supervisors agree to provide the opportunity for cases,
case studies, and situations that allow for professional practice and
leadership building opportunities with development of the student in
mind. Opportunities are offered for students to interact with patients,
family and team members, coaches, administrators, and other support
staff by continually challenging the student to grow toward developing
maturing professional behavior within their current capabilities. We
will hold students accountable for their learning and encourage and
support their motivation to learn from every opportunity while
encouraging them to be consistent in their actions and driven by a sound
and basic worth ethic. While leadership is a complex process, we will
focus our attention on leadership with acceptance of responsibility and
respect for the profession, for health care and healthy life styles, and
for each member of the health care team. |
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Definitions
(Updated
05/2003) |
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A clinical supervisor is a University of Iowa full-time athletic
training service staff member, a full-time ICCSD staff member, or a
part-time University of Iowa graduate assistant or other assistant who
is BOC certified or eligible and who has met the qualifications set by
the program.
A clinical coordinator is a University of Iowa clinical supervisor who
is appointed to the coordinator role and whose employment office is
located in each clinical facility. This person is a clinical faculty
who serves to maximize clinical education processes between students and
clinical supervisors. The clinical coordinators form the clinical staff
make-up of the interview committee, coordinate and interpret academic
policy within a given clinical facility, review and investigate issues
related to clinical supervision, and guide and direct the mentoring of
staff. |
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Qualifications
(Updated 05/2003) |
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All clinical supervisors must have current BOC certification or Iowa
License to practice athletic training and at least one academic year of
clinical service or athletic training education employment
post-certification or license that incorporated supervision of athletic
training students. Those athletic training clinical staff or graduate
assistants with less than one year of experiences in the supervision of
athletic training students, may be eligible for clinical supervisor
status under the mentor provisions of these policies. All clinical
supervisors must have completed an initial Approved Clinical Instructor
(ACI) Workshop before the end of the first week of the academic semester
in which they are assigned athletic training students. Each year from
June to August, all returning clinical supervisors must complete a
review ACI Workshop. The current ACI Workshop materials are
located in the ICON course "Clinical
Supervisor's Workshop."
Should any clinical
supervisor be charged with illegal or unethical behavior, immediate
removal of student’s will occur and continue until the charges are
resolved. This staff will be removed immediately from the clinical
supervisor status.
When consistently
poor clinical supervisor feedback from formal student evaluations occurs
over the course of a single year, specific review will take place in May
with the Program Director, Clinical Coordinators, and Medical Director.
The potential outcome of that review is one of the following: renewal of
clinical supervisor status, removal from clinical supervisor status, or
mentor status.
Instances and
reported occasions in which students are left unsupervised according to
these policies will result in an investigation of the circumstances by
the Program Director, Clinical Coordinators, and Medical Director. The
potential outcome of that review is one of the following: renewal of
clinical supervisor status, removal from clinical supervisor status, or
mentor status.
Clinical supervisors
whom do not provide timely feedback to students on performance and on
portfolio case or situation accumulations, will be reminded of program
expectations and allowed to respond. For continued non-response from
the clinical supervisor, a formal review will take place with the
Program Director, Clinical Coordinators, and Medical Director. The
potential outcome of that review is one of the following: renewal of
clinical supervisor status, removal from clinical supervisor status, or
mentor status. |
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Mentor Status
(Updated
04/2006) |
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At the time of initial implementation of this policy in 1995,
all potential clinical supervisors who were currently BOC certified or
licensed by the Iowa Board of Athletic Trainer Examiners and who had
less than one year of experience in the clinical supervision of athletic
training students (see ACI training explanations) were required to spend
a designated amount of time in Mentor Status. Otherwise, the specific
requirements for current mentor status are as follows.
Requirements for graduate students and
newly employed full-time staff during their first year of clinical
supervision of undergraduate athletic training students as an ATC at
Iowa.
1.
must be mentored (teaching and
counseling for the purposes of growth of professional practice and
expertise in educational supervision) by full-time experienced staff by
achieving the following objectives:
·
all notes for at least the
first 3 cases must be countersigned by experienced staff as having been
read and sufficient
·
at least the first 3 initial
and 2 follow up cases must be orally presented to experienced staff and
to the a Team Physician and discussed with the team physicians notes
signed
·
for each of at least the
first 3 cases, a list of objectives for 3rd year students
must be presented in writing to the experienced staff and discussed for
appropriateness and for approach
·
objectives with at least 2
selected cases should be written for the level of students typically
supervised in the Practicum Experience and presented to experienced
staff and discussed for appropriateness and approach
·
at least one full evaluation
for the level of students typically supervised in the Practicum
Experience, should be written on the appropriate form, discussed with
the experienced staff, and then discussed with the student while the
experienced staff is in attendance.
·
at least one portfolio skill
assessment in each of the major domains of skills and for each class of
students typically supervise in the Practicum Experiecne must be
directly observed by the mentor and reviewed for successful assessment
by portfolio verification
·
mentors have the freedom to
determine extensions of the above requirements in consultation with the
assigned staff, clinical education coordinator, and clinical director.
2.
will be assigned an experienced
staff mentor for a minimum of one year by mutual agreement of the
Services Director and the Academic Program Director.
·
full-time staff will always
be ATC certified and make application for state licensure at the
beginning of employment
·
whenever a full-time
employed staff has less than two years of experience as an ATC in the
supervision of undergraduate students, the formal mentoring period will
be extended to meet a two year experience period
·
it is desired that graduate
assistant staff will be ATC certified at employment and must qualify for
state license at the beginning of clinical supervision
·
graduate assistant staff are
formally assigned an experienced staff mentor for the two-year
assistantship period
3.
must review service policies and
procedures with their Associate Director of Athletic Training Services
within the first month of assignment.
4.
must review clinical experience
objectives for undergraduate students with the Academic Program Director
within the first month of assignment.
5.
must review portfolio skill
requirements, portfolio scoring guidance, practicum objectives, and
access the proficiencies on the web with the clinical education
coordinator and/or mentor within the first month of employment.
6.
must have all portfolio skill
assessments reviewed and countersigned or verified as successful as long
as they are in mentor status (see 1 above).
7.
must be minimally evaluated
informally at early-season and formally at the end of the first season
of their employment assignment by students, staff mentor, coaches, and
Team Physician.
Staff and GAs who have one year or more
experience in the supervision of undergraduate students at Iowa, must
attend three (one hour) sessions for continuing ACI re-training each
year. At the beginning of their employment, new staff and GAs must
review the latest continuing ACI re-training in addition to initial ACI
training.
If GAs are not BOC certified by the
beginning of their employment, they do not qualify for Mentor Status and
they will not have students assigned to them for clinical supervision.
Inability to meet the standards identified
in these policies will result in a review of GA or Staff clinical
supervisor status with the Program Director, Clinical Coordinators, and
Clinical Education Director.
Any fully qualified clinical supervisor
who becomes designated as Mentor Status must be mentored by full-time
experienced staff until the following objectives are met:
·
fair or better supervisor
feedback is achieved from each level of student for one academic year,
or
·
verification of appropriate
levels of supervision of students for one academic year, or
consistent
and timely student evaluations are submitted over one academic year.
. |
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Number of
Students
(Updated 05/2003) |
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Clinical supervisors must not be responsible for supervision of more
than three senior level athletic training students or other similarly
qualified students who work with staff to provide athletic training
services. Clinical supervisors may not be responsible for more than
five other undergraduate athletic training students or other similar
students in-training. This provision applies per calendar day.
However, each of these designated students may be supervised by any
number of clinical supervisors with the formally assigned clinical
supervisor ultimately responsible for direction and guidance of each
student in the clinical setting. |
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Student
Background
(Updated 05/2003) |
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The program will ensure that each senior level athletic training student
under the supervision of a clinical supervisor has a current
certification in first aid, CPR, and AED; has blood borne pathogen
training; has current immunizations (tetanus, diphtheria, measles,
mumps, rubella, chicken pox, hepatitis - optional); and has the
educational background to assume some independent provision of
services. The program will ensure that each first or second year
athletic training student under the supervision of a clinical supervisor
has a current certification in first aid, CPR, and AED; has blood borne
pathogen training; has current immunizations (tetanus, diphtheria,
measles, mumps, rubella, chicken pox, hepatitis - optional); and has the
educational background to perform limited tasks under supervision. It
is expected that the clinical supervisor will ensure that any other
non-ATC staff or student has current certifications and background to
perform the tasks delegated as well as ensure that they do not become
overloaded with additional students-in-training.
Course work background for all students can be located in the Student
Handbook Section on Academic Requirements. A
document is provided each semester that outlines a concentration of
clinical skills for each class of students by week. The current Fall
and Spring Clinical Concentration documents are located in the ICON
course "Clinical
Supervisor's Workshop." |
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Clinical
Supervision |
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Supervision of students involves the following supervisory activities:
(1) ensuring that students possess training in specific skills needed
for success necessary to perform professional duties, (2) making
personnel resource decisions on a daily basis, (3) monitoring and
preserving the standard of care provided to patients, (4) motivating
student groups and individual effort, (5) meeting the goals of the
Services Department through the work or actions of others, (6) planning
for student groups or individuals to engage in professional activities
that meet the department goals, (7) directing student groups and
activities to meet goals and using remedial actions as necessary, (8)
evaluating the outcomes of professional activities, (9) in cases of
Prospective students and third year students interviewing for admission
and other selections, (10) counseling students on professional practice,
(11) providing discipline as necessary and appropriate with advise of
the Clinical Education Coordinators and Education Program Director, and
(12) presenting professional information and running meetings involving
students. |
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Service
Responsibility Expectations
(Updated 05/2003) |
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|
The clinical supervisor must provide patient evaluation and must
participate in treatment of each patient under their care. Third year
athletic training students are not allowed to participate in any
treatment of patients not covered by the clinical supervisor’s
employment liability coverage. A clinical supervisor may not delegate
to the third year athletic training student the authority to provide
more than the following: |
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Delegation of Tasks
to Third Year Students
(Revised 05/2003) |
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|
Patient or
Team Status |
Maximum
Delegation (whichever comes first) |
|
Acute wound
care |
2 encounters
or 2 consecutive days |
|
Surveillance
of risk factors |
30-45 minutes
of a sport practice |
|
Consulting/Advising (coaches, athletes) |
Routine
patient education for inflammation and infection |
|
Taping,
padding, splinting |
Preventive
occasions for 6 encounters or 7 consecutive days |
|
Strength &
Conditioning |
Preventive
occasions for 6 encounters or 7 consecutive days |
|
Nutrition
counseling |
Routine
Preventive occasions for 6 encounters or 7 consecutive days |
|
Posture/Gait
screening |
Preventative
occasions for 6 encounters or 7 consecutive days |
|
Medical
Eligibility Screening |
Preliminaries
only: height, weight, BP, vision, urinalysis (dip stick only) |
|
Hydration
Activities |
2 practices
or two consecutive days |
|
First Aid and
Universal Precautions |
Initial
encounter and stabilization of referable cases only; management
of non-refer cases until staff consults; management of blood or
fluids not involving stitches until staff consults |
|
Application
of Immobilization Devices |
Under
direction only or as appropriate for first aid until staff
consults |
|
Referral |
Under
direction only or as appropriate for emergency care until staff
consults |
|
Select, Use,
and Instruct in Transportation Devices |
Under
direction only or as appropriate for first aid until staff
consults |
|
Early
Recognition |
Initial
encounter for detection and access to staff for initial
evaluation |
|
Assessment |
4 visits
between staff re-evaluations or 9 consecutive days |
|
Apply
Therapeutic Modalities |
4 visits
between initial staff assessment and treatment and subsequent
re-evaluations or 9 consecutive days |
|
Instruct and
monitor Exercise Reconditioning |
4 visits
between initial staff assessment and instruction and subsequent
re-evaluations or 9 consecutive days |
|
Monitor
undergraduate athletic training students |
For patient
contact - only when a staff is present |
|
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|
Non-delegated
Activities
(Updated 05/2003) |
|
|
|
The clinical supervisor assumes responsibility for all delegated tasks
and shall not delegate a service task, which exceeds the preparation of
the third year athletic training student or other unqualified staff or
students. Following are activities, which must be performed by the
clinical instructor and cannot be delegated to any student.
1.
interpretation of injuries and referrals
2.
initial
evaluation and re-evaluations
3.
identification, determination, or modification of patient problems,
goals, and care plans
4.
final
discontinuation, evaluation of a care plan
5.
assurance of the qualifications of all unqualified staff and students
assigned to perform tasks through written documentation of their
education and training that is maintained by the program director
6.
delegation and instruction of the services to be rendered by unqualified
staff or students, including specific tasks or procedures, precautions,
special problems, and contraindicated procedures timely review of
documentation, re-examination of the patient and revision of the plan
when indicated identification, determination or modification of the
service plan for prevention activities and for emergency action plans
|
|
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|
On-site Clinical
Supervision
(Updated 05/2003) |
|
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|
The clinical supervisor must have physical participation in the
patient’s treatment or evaluation or both, each treatment or
reconditioning day, except as provided above. Third year athletic
training students may provide independently generated patient care
involving treatment or reconditioning only while under the on-site
supervision of the clinical supervisor. On-site supervision means that
the clinical supervisor shall:
1.
be
continuously on-site and present in the facility or setting where the
student is performing treatment or reconditioning services
2.
be
immediately available to assist the student being supervised in the
treatment or reconditioning services being performed
3.
provide
continued direction of appropriate aspects of each treatment or
reconditioning session in which a component of treatment or
reconditioning is delegated to an unqualified staff or student. |
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Health and Safety
(Updated 05/2003) |
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Patient
Interactions:
To protect the student and patients from harm, several issues should be
addressed in your orientation and practice with students. Clinical
supervisors must not allow students to perform any skill that you
consider to be unsafe. In order to consider student skills unsafe, they
should be reviewed for competence before application with patients.
Should a student become ill with an infectious disease or become unable
to perform skills or unable to perform them safely, they are required to
report to their clinical supervisor for instructions. Clinical
supervisors are given supervisory authority to address any of these
issues on an emergency or immediate basis. The Program Policy is to
dismiss the student who is ill with an infectious disease and make a
referral to the appropriate medical service. In order to ensure that
students are free from infection transmission, they must provide a
physician's release to return to Practicum activities. This release may
be in written or verbal form. Attendance for every student is required
for clinical assignments as arranged by you and the student and in
compliance with the hour expectation of students. With the exception of
University cancellation of classes, your unexpected absence as a
clinical supervisor, or environmental emergencies, students are required
to attend each clinical assignment period. You may choose to give
students time off during the week for weekend activities that contribute
to their achievement of objectives or mutually arrange for other changes
in their schedule. The only other exception to student attendance for
clinical assignments is with severe weather for outdoor activities or
with travel concerns. If practices/competitions should be
cancelled due to severe weather, then attendance at that
practice/competition site must not be required of a student. You may not
be able to cancel an event due to weather, but you must ensure the
safety of those staff and students under your direction. Because a
potential unsafe situation exists with 1st and 2nd year students when
unsupervised by full-time clinical supervisors, students must be
dismissed from activities involving patient contact in the event that
you or your qualified designate is unable to be present, on-site, and
able to observe practicum students.
Although guidance and direction may be given by you at times when you
are not physically present to supervise, 1st and 2nd
year, students are required to end that day’s clinical education with
patients. Third year students are qualified to function in a partially
independent manner (that is for patient contact and for supervision of
undergraduate students) but only under the rules applied to the
Practicum Course in Orthopaedics (076:187). Routine tasks may be
conducted by a student in your absence but only under rules designated
for appropriate clinical supervision. For any cases or situations when
students produce unsafe practices with a patient, you must remove the
student in order to protect the patient. The Program requests that you
do this with as much dignity and tact as is appropriate for a
professional interaction. If removal occurs, you are to notify the
Practicum Course Director, and an assessment of the student’s ability to
meet course requirements will be made in consultation with you.
OSHA:
A student
experiencing a needle stick or contamination on unprotected
skin/eyes/mouth by athlete-patient blood or body fluids should
immediately cleanse the wound/area with soap and water, identify the
source (athlete-patient) of the exposure, and notify you. If this
incidence constitutes an exposure, you should follow the instructions in
the Exposure Control Plan. The Program asks that you notify the
Practicum Course Director as soon as possible.
In your orientation, you should review infection control procedures and
other work place controls for accident prevention as used in your area.
Biohazard containers, procedures for biohazard transport and disposal
should be reviewed with students at least at an orientation so that they
are familiar with the clinical site specific procedures. A student who
becomes injured or believes they may be physically injured as a result
of participating in required Practicum activities, should immediately
notify you. The complete reporting procedure for students who are
physically injured during Practicum course activities at The University
of Iowa is found in the Risk Management Reporting of Potential Liability
Incidents Document. You should
help the student obtain the required documents. All students are seen
at the Student Health Service for these circumstances except when
emergencies exist and then the UIHC Emergency Trauma Center should be
used. The Program asks that you notify the Practicum Course Director as
soon as possible.
Facility and
Equipment:
The Program expects each affiliation site for clinical assignment of
students to be safe for patient use and this serves to protect the
student as well. Facilities should have proper lighting, flooring, and
drainage to control trip or slip hazards. All electrical equipment must
be checked at least annually for proper operation, cords, and
connections. All other equipment should be checked on a scheduled basis
for safety and proper operation. Any products containing an expiration
date should be removed from the inventory and unavailable for use as
well as disposed of appropriately. Finally, students should be
instructed on the proper procedures used to lift and transport
containers, bags, and other potentially heavy objects used at the
affiliate site and surrounding areas. Students are not expected to fix
or repair facilities or equipment, use ladders, or other such tools;
however, these activities may be instructive on specific occasions, at
which time students should always be directly supervised for proper
safety. |
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|
Student Use of
University Vehicles
(Updated 03/2005) |
|
|
|
Transportation on-campus or off using University vehicles is
restricted. Only as necessary, students may use University vehicles if
they possess a current and valid drivers license and following a
background check listed with the Motor Pool as an eligible driver.
Transport of patients is highly discouraged. Each clinical supervisor
must report regular transportation expectation of students, the name of
each student who will be driving a University vehicle, and the nature of
the transportation to the Program Director at the beginning of the
academic year or whenever the situation becomes known that a student may
be asked to drive a University vehicle. |
|
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|
Student Travel
(Updated 04/2006) |
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|
Travel refers to the use of a means of transportation and
possible housing off-campus associated with the practicum
educational/instructional experiences provided by an Iowa clinical
supervisor staff or appropriate University employee. All student travel
associated with Practicum course work is voluntary but will meet some of
the objectives for team assignments appropriate to the level of
preparation of the student and in conjunction with their Practicum
course work. If travel with athletic teams is an option, the Iowa
clinical supervisor must plan in advance for travel opportunities. The
following must be initiated by the clinical supervisor in a written
report to the Practicum course coordinator for approval of student
travel at least one week in advance of travel: (1) identify any special
requirements for participation on the trip as well as any hazards or
dangers on the trip or at the site that might affect the health and
safety of the participants and how these will be minimized, (2) cite any
special disabilities, problems or needs that should be accommodated and
how they will be accommodated, (3) cite considerations of the need for
special clothing or equipment that should be required because of weather
or other conditions, (4) clarify the inclusive dates of travel (that
fall within the course attendance period), transportation method, the
student’s role if any with transportation, and who will supervise the
student, (5) submit a general plan for emergencies – theft, illness,
vehicle emergency, weather delays, student misconduct or threats to the
safety of others, and (6) if the trip is outside the continental US,
consult Study Abroad (335-0353) for additional information on planning
to be submitted with the request to travel. These guidelines follow
the University Risk Management guide for Field Trips (http://www.uiowa.edu.edu/~fusrm/fieldtri.htm).
Any liability of a faculty or staff member associated with conducting a
University sponsored field trip, for acts that fall within the
individual’s normal job responsibility, is covered by Chapter 669 of the
Iowa Code. Chapter 669 is also known as the Iowa Tort Claims Act, which
is the basis of the state’s self-insured liability coverage. Faculty
and staff have no special duty to protect adult students from their own
voluntary actions while on their own personal time. However, prudence
may dictate setting limits on students’ off-time activities while on a
field trip. Similarly, faculty and staff are personally liable for
their own personal activities, and for any intentionally harmful,
willful acts or omissions while conducting the field trip. University
faculty and staff should consider the proximity of personal, social, and
instructional activities in a field trip situation. Be aware of how the
situation, setting, and your personal conduct may be perceived by your
students, and act accordingly. Report any incidence or accidents to the
Practicum course coordinator and to the Director of Athletic Training
Services. A report will then be sent from the Program office to Risk
Management, Insurance, and Loss Prevention.
A report form is located on the ICON Clinical Supervisor
Workshop site. Students may voluntarily choose travel opportunities to
meet the objectives established for team assignments during their
Practicum course enrollment. Objectives for team assignments and other
opportunities meeting these objectives are located on the ICON Clinical
Supervisor’s Workshop web site. Students must have an outcome
assessment associated with team assignment objectives through
opportunities provided by the clinical supervisor. Outcome assessments
will be available on-line both through ICON and through web address
access for ease of completion. The Practicum course coordinator will
send information and directions for access to the outcomes assessment
survey to each clinical supervisor with the request for the supervisor
to contact coaches and athletes with the assessment access information.
No other follow up will be necessary by the clinical supervisor. The
Practicum course coordinator will collect and disseminate the results of
the outcomes assessment survey to the clinical supervisor and student.
Although travel with athletic teams is a voluntary
opportunity approved by the education program, no student is allowed to
function in the role of a staff athletic trainer (ATC) nor are they
allowed to assume the responsibilities of a staff ATC.
Students are required to arrange their own transportation to and from
their clinical practicum sites; however, if a student travels to more
than one approved clinical practicum site in a single day, the clinical
supervisor is required to arrange for safe transportation. Other
student travel or transportation on-campus or off using University
vehicles is restricted. Only as necessary, students may use University
vehicles if they possess a current and valid drivers license and
following a background check listed with the Motor Pool or Risk
management as an eligible driver. Transport of patients is highly
discouraged. |
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|
Dress Code
(Updated 03/2005) |
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|
|
Each clinical supervisor staff must submit each April new or updated
dress code requirements, if such codes exist, to the Program Office.
The dress code will be forwarded to students in advance of the academic
year for which they apply. Other rules about appearance and behavior
are guided by the Student Dress Code Policy. The current dress codes in
place are shown in Appendix 6 |
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|
Student
Attendance
(Updated 05/2003) |
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|
|
Although guidance and direction may be given by clinical supervisors,
whenever a clinical supervisor is not physically present to supervise
students, 1st and 2nd year students are required
to end that day’s clinical education. Other duties may be conducted in
the absence of a clinical supervisor but only under the rules designated
for clinical supervision. |
|
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|
Health Care
Documentation
(Updated 05/2003) |
|
|
|
Clinical supervisors are responsible to assure that documentation made
in the SIMS system data base case record SOAP note or other records
systems by unqualified staff or students must be counter-signed for each
such entry by the clinical supervisor. All other documentation of
treatment or exercise delivered, clinic visit information, or similar
range of SIMS notations must be identified in the record for each day as
being reviewed by the clinical supervisor. This procedure protects the
student and staff and ensures that the responsibility for documentation
are not shifted to students as a duty. |
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|
Student
Performance Evaluation
(Updated 05/2003) |
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|
|
The clinical supervisor must provide periodic re-evaluation of the
unqualified staff or student performance in relation to patient and team
activities. These are the periodic performance assessments.
All clinical supervisors are expected to develop an orientation and then
develop an overall plan of clinical experiences for each program student
assigned to them for clinical experiences. Following these initial
overviews, the clinical supervisor is expected to guide the program
student in meeting their clinical practicum assignments. The program
expects that on a regular basis, informal feedback (formative
evaluation) will be given that is clear, non-threatening, and an honest
perception of the student’s abilities. Since the assignment of students
to a clinical experience is tied to a practicum course, student learning
is the focus of interpersonal interactions. Within a month of the
beginning of each assignment for 1st and 2nd year
students and at the beginning of the semester for 3rd year
students, a formal written staff assessment (formative evaluation) must
be completed within one week following a student self-assessment.
Between then and the end of the assignment or semester (for 3rd
year students), guidance and direction in improving skills and in
meeting expectations for clinical education should take place (formative
evaluation). These feedback occasions can be informal or formal as
determined by the clinical supervisor and student. The final written
assessment of that processes for each assignment occurs within a month
of the end of the assignment (for 1st and 2nd year
students) or semester (for 3rd year students). This final
evaluation is to provide a summative evaluation for the practicum field
experience and clinical education assignment. Evaluations occur this
way for each practicum course so that clinical education formative
evaluations take place each semester that culminate in a clinical
education summative evaluation during the spring semester of the 3rd
year. Performance objectives build each semester during the clinical
education experiences related to the tasks performed in the semester. A
copy of each practicum clinical supervisor performance assessment is shown in
this survey
page. |
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|
Education
Meetings
(Updated 05/2003) |
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|
In order to provide a forum of exchange and discussion on education
issue, the Services Director will call or designate an education staff
meeting on a regular basis throughout the year. Agenda for these
meetings will be set by the Program Director of Athletic Training in
conjunction with the CIE, and Clinical Education Coordinators. The
first meeting of the academic year will take place in August with two
meeting times to accommodate staff obligations. These meetings will be
scheduled before the start of fall semester in order to update staff on
Educational Issues, provide annual training, and meet new and returning
students. Regular meetings in September and October will be directed by
the CIE and dedicated to ACI review issues. Meetings in November and
December will be directed by the Clinical Education Coordinators and
deal with staff agenda items as well as developing a Selection
Committee, and reviewing applications for 3rd year
positions. January through March meetings are directed by the Clinical
Education Coordinators and will establish those agenda. In April each
year, the clinical supervisors will review the Strategic Plan and
Handbook for revisions with the Education Program Director. Other
information that arises in the course of annual meetings and committee
projects will be distributed to staff by e-mail or campus mail. From
these sources, any staff may request an education meeting from the
Services Director and may submit agenda items for any meeting. |
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Clinical
Faculty Recognition and Achievement
(Established 04/2005) |
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|
The Athletic Training Education Program is committed to excellence in
education. Promotion of educational leadership excellence is one avenue
to creating excellence in education. Recognizing individual and group
achievement acknowledges the achievement of our goals as a Program and
serves to provide examples of excellence for all faculty and staff to
aspire. Recognition not only rewards individual achievement but also
acknowledges those contributions of peers and students to the
achievement of excellence. |
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|
Clinical Supervisor
Faculty Teaching Excellence Award |
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|
|
Recognized as one or more of the Athletic Training Education Program
clinical supervisor faculty with five consecutive years or more of
clinical supervisor status with the academic program for their
significant and consistent contributions of time and participation to
promote student learning and development and in transferring their
excitement for the field of athletic training in a positive way. The
clinical supervisor faculty award nominations will come from a request
by the Athletic Training Education Program Director each March and
presented by the Program Director at the Annual Athletic Training
Education Awards Banquet. Nominations with a paragraph explanation will
be collected and distributed to each class of students through the Class
Representatives. Neither the Program Director nor the Medical Director
are eligible for this nomination. The selection or selections will be
determined by undergraduate student popular vote. A final selection(s)
is/are made by a consensus of the students. This recognition is made by
the Program on behalf of the students, consists of an engraved plaque,
and may not be given each academic year. Only clinical supervisor
faculty who have not received the award within the past four years will
be eligible for the award. Funding for the plaque comes from the
Athletic Training Education Awards Banquet Budget allocation. |
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|
Student Handbook of Academic Information |
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Beginning Your
Clinical Studies |
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Orientation
(Updated 04/1999) |
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|
Students enrolled for their first semester as athletic training degree
candidates are required to attend Program orientation sessions.
Information about spring semester and early fall registration
orientation sessions will be sent to the student shortly after the time
you agree to accept a program admission offer. |
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Advising
(Updated 04/1999) |
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|
Once admitted, you will be reassigned to an athletic training advisor.
That reassignment will take place before early registration for the fall
semester. If you already have a pre-professional advisor or will retain
a second major advisor, make sure to continue to schedule planning
appointments with them as necessary. Athletic training occurs by both
group and individual planning appointments. All Program faculty and
staff are committed to the professional development of students so that
students are encouraged to make use of these Program advisors at any
time for: professional guidance, course work recommendations, study
habits, and other mentoring activities. |
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Registration
Eligibility
(Updated 04/1999) |
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|
To be eligible to register for special permission Athletic Training
classes, you must be formally accepted to the athletic training degree
program. In any semester for registration, you must be free of all debt
to the University. The maximum number of hours of registration during
the early registration during the early registration period is 16 sh for
Fall and Spring semesters, 3 sh for Winter session, and 9 sh for the
eight-week Summer session.
When registering for the special permission courses, you will need a
course code and this will be given to you by a Program advisor during an
advising session. |
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Registration
(Updated 06/2004) |
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|
Once advising sessions have been completed and you have a registration
code for ISIS (Iowa Student Information Services -
https://login.uiowa.edu/uip/login.page?service=https://isis5.uiowa.edu/isis/
), it is your responsibility to see that you are properly registered.
Specific deadline dates exist for registration, changes in registration,
and withdrawal of registration. You are responsible to meet those
deadlines (See the
University Student
Handbook for details).
It is important that if you terminate any or all course work, formal
withdrawal through submission of a student withdrawal card be made.
These cards can be obtained from course instructors, advisors, or the
Registration Services Center, 17 CALH). There may be a financial impact
on withdrawal or in failing to meet deadlines established by the College
of Liberal Arts & Sciences or the University Registrar’s Office. The
financial impact of these situations can be obtained from the Office of
Student Financial Aid (208 CALH).
For the Program of Study and some required courses in Athletic Training,
fees are assessed. Currently course fees are assessed for the Advanced
Emergency Care Course, Practicum I, II, and III, and for Advanced Human
Anatomy. These fees are in addition to your course registration costs.
The fee schedule is as follows for 2005-6: |
|
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|
|
Athletic Training Major Fee (beginning 2006-7) |
|
$ 22.00 |
|
027:036 |
Practicum I |
2 sh |
$ 85.00 |
|
027:037 |
Practicum II |
2 sh |
$ 35.00 |
|
027:180 |
Advanced Emergency Care |
2 sh |
$ 12.00 |
|
027:186 |
Practicum III (Fall and Spring) |
3 sh |
$ 35.00 (each semester) |
|
027:253 |
Advanced Human Anatomy |
6 sh |
$275.00 |
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|
Insurance
Requirements
(Established 07/2005) |
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|
|
All athletic training students will experience significant clinical
exposure as part of their training. You are required to maintain health
insurance to satisfy minimum standards of coverage throughout each year
of attendance at the University of Iowa. You must have at least a
student-only or single SHIP policy starting in the fall semester in
which you are first registered for a Program Clinical Practicum Course
unless alternative plans are made each year by the first day of
practicum course work. Notification of insurance coverage takes place
at the Annual Education Meeting in August. The University Benefits
Office, 120 University Services Bldg (USB), Suite 40, Phone 335-2676,
has information on SHIP’s insurance coverage for Health Science Students
and can be accessed at this website:
http://www.uiowa.edu/hr/benefits/healthinfo/index_grad.html .
Since this is a Program Policy in the implementation stage, you are
given the opportunity to purchase a student-only policy through the
SHIP’s Plan or retain your current level of health care insurance
without notifying the Program Office. This policy takes effect with
the 2006 entry class. |
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Health and
Safety |
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|
Immunizations
(Updated 06/2005) |
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|
All students are required to present evidence of immunization or
documented evidence of immunity to: rubella, rubeola, mumps, diphtheria,
tetanus, and proof of immunity to chicken pox (varicella) by receiving
two doses of the vaccine or having had the disease. Additionally all
students must present evidence of tuberculin skin test (Mantoux 5TU/PPD
intradermally only – the Tine test is not acceptable) each year, or a
documented previously positive test. Students receiving clinical
training at other facilities than the University of Iowa are required to
meet the immunization and testing requirements of the training facility.
Students are highly encouraged to complete the full hepatitis B
immunization series (3-doses) prior to the beginning of clinical
practicum exposure. Immunization is the student’s personal
responsibility. Students may wish to contact their personal physician
for immunization. Immunization for hepatitis B is available through
Student Health Service. The vaccine is given over a period of six
months, with three separate shots. |
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|
Physical Examination
(Updated 06/2005) |
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|
All students are required to present evidence of an initial physical
examination prior to engaging in the first clinical Practicum
assignments in order to determine the student’s ability to meet the
Technical Standards for observation (vision, hearing, smell, and touch),
neuromuscular function (lift, bend, kneel, push, stabilize, resist and
grasp using the body and extremities), and emotional behaviors (signs of
psychological disorders and signs of drug dependence).
Forms used to complete initial
and yearly health reviews as well as an initial physical examination are
obtained from the Program Office (414 FH, 335-9393). Students may use
their personal physician, the Student Health Service, or the Sports
Medicine Center to complete this requirement. Each year, students must
complete a yearly health & safety review and submit it to the Program
Director for review. Any requests by the student or indications that a
student may not meet the Technical Standards are forwarded to the
Program Medical Director for action. All costs associated with the
initial physical examination or any follow up examinations from the
initial or yearly reviews are the responsibility of the student.
Since this is a change in Program Policy that is in the implementation
stage, you are given the opportunity to complete a separate program
physical examination or retain your current physical examination on file
at the Student Health Service. This policy takes effect with the
2006 entry class. |
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|
Dress Code
(Updated 06/2005) |
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|
|
In order to achieve our goals related to a professional preparation
program in the area of athletic training, we must immerse our students
in the professional culture of athletic training. Part of that cultural
development is to honor and respect the profession, it’s ideals, values,
and practices. In this context, we will subscribe to use a dress code
and will guide students in professional behaviors that follow the
objectives of our program and that adheres to accepted principles of
practice. Those principles are as follows:
1. dress
should be appropriate in order to behave in a manner consistent with the
location and nature of educational activities
a. being
cognizant of personal attire and expectations for attire
b. model
cleanliness and to be consistent with socially accepted norms
2.
clothing should not interfere with the ability to establish appropriate
relationships with athletes/patients
a. attire
should not be eccentric or suggestive (e.g. short shorts, bare midriff,
low neck lines or unbuttoned shirts)
b. attire
and behavior should promote a positive impression for the individual
student, the specific course or activity, and the institution
c.
clothing, name tags, and other identifiers are important to detection,
ease of recognition, and in turn ease of accessibility to a trusted
resource
3.
clothing should not impair ones ability to carry out specific functions
of their position or practicum experience
Students will be expected to adhere to these principles in the choice of
their dress and in the behaviors displayed in all program classes
(including practicum courses, travel, and other times when they
represent the University of Iowa) once they are admitted to the athletic
training education program.
To implement this policy, students and clinical supervisors should
adhere to these procedures:
1. All
clinical faculty will submit to the Program Director each year by April
1, an expectation sheet regarding dress and behavior of students. These
will be reported to students and found in the Program Handbook,
Appendix 6.
2.
Uniforms must be provided to students in sufficient quantity and in
appropriate sizes to allow them to comply with expectations under each
clinical supervisor.
3. The
Program Director will inform all students retained and newly admitted
each year in June about the dress and behavior expectations of staff in
conjunction with their practicum assignments.
4. Each
staff will work with students to create a positive growth environment,
including that regarding professional dress and behavior.
5. Any
student unable to meet the staff expectations regarding dress or
behavior may petition with a committee to find a way to comply with
staff expectations, if fair and equitable. This same committee will
determine fair and equitable requirements, and include in its
composition one representative from each status level: students,
faculty, and staff. This committee will be formed by the Medical
Director.
6.
Students unwilling to comply with the dress and behavior code will first
be advised by the Committee convened above and a recommendation for
action made to the Medical Director.
7. In
cases where a student remains unwilling to comply with the dress or
behavior code of a clinical faculty, the student will be reassigned as
long as a comparable experience is available and appropriate to Program
goals and objectives. No reassignment will be made that decreases the
student’s ability to complete practicum objectives.
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Earning Your
Degree |
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Academic
Issues |
|
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|
Academic Requirements
(Updated 04/2003) |
|
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|
Students enrolled will be advised to complete the pre-requisite courses
early in their sequence of courses. Those requirements are listed here
(36 sh): |
|
|
|
002:010 |
Biology or equivalent |
4 sh |
|
031:001 |
Psychology or equivalent |
3 sh |
|
004:011 |
Chemistry I or equivalent |
4 sh |
|
004:012 |
Chemistry II or equivalent |
4 sh |
|
029:011 |
Physics or equivalent |
4 sh |
|
027:053 |
Anatomy |
3 sh |
|
027:057 |
Basic Athletic Training |
3 sh |
|
028:075 |
Health in Everyday Life |
3 sh |
|
028:032 |
First Aid and CPR |
2 sh |
|
22S:101 |
Statistics |
3 sh |
|
07P:075 |
Educational Psychology |
3 sh |
|
|
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|
Courses required for the major in Athletic Training are listed here (54
sh): |
|
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07C:199 |
Counseling or equivalent |
3 sh |
|
027:143 |
Physiological Nutrition |
3 sh |
|
071:120 |
Drugs: Their Nature, Action and Use (or 071:130) |
2 sh |
|
027:090 |
Human Movement |
3 sh |
|
027:130 |
Human Physiology |
3 sh |
|
027:171 |
Administration of Athletic Training |
3 sh |
|
027:172 |
Clinical Sciences I: Modalities |
2 sh |
|
027:173 |
Clinical Sciences II: Surgery Orientation |
1 sh |
|
027:182 |
Clinical Sciences III: Orthopaedic Evaluation |
3 sh |
|
027:183 |
Clinical Sciences IV: General Medicine Evaluation |
3 sh |
|
027:185 |
Clinical Sciences V: Rehabilitation |
2 sh |
|
027:180 |
Advanced Emergency Care |
2 sh |
|
027:036 |
Practicum I |
2 sh |
|
027:037 |
Practicum II |
2 sh |
|
027:186 |
Practicum III (repeated) |
3 sh and 3 sh |
|
076:187 |
Practicum IV (repeated) |
4 sh and 4 sh |
|
027:253 |
Advanced Anatomy Laboratory |
6 sh |
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|
The athletic training required courses must be taken in sequence,
starting with the first Practicum course 027:036. Students are
encouraged to follow a plan of study such as the following sequence of
courses:
Graduation Plan:
Year One: Fall
|
Course No. |
Course Title |
sh |
|
027:096 |
Exploring
Athletic Training |
1 |
|
031:001 |
Elementary
Psychology |
3 |
|
004:011 |
Chemistry I |
4 |
|
07P:025 |
Elementary
Statistics and Inference |
3 |
|
|
GERs |
4-6 |
|
|
|
14-16 |
Year One: Spring
|
Course No. |
Course Title |
sh |
|
002:010 |
Biology |
4 |
|
028:032 |
First Aid &
CPR |
2 |
|
004:012 |
Chemistry II |
4 |
|
|
GERs |
4-6 |
|
|
|
14-16 |
Year Two: Fall
|
Course No. |
Course Title |
sh |
|
027:053 |
Human Anatomy |
3
|
|
028:075 |
Health in
Everyday Life |
3 |
|
027:090 |
Human
Movement |
3 |
|
027:036 |
Practicum in
Athletic Training I |
2 |
|
07P:075 |
Educational
Psychology and Measurement |
3 |
|
071:120 |
Drugs: Their
Nature, Action, and Use |
2 |
|
|
|
16 |
Year Two: Spring
|
Course No. |
Course Title |
sh |
|
027:057 |
Basic
Athletic Training |
3 |
|
027:172 |
Clinical
Sciences I |
2 |
|
027:037 |
Practicum in
Athletic Training II |
2 |
|
027:130 |
Human
Physiology |
3 |
|
029:011 |
Physics |
4 |
|
|
GER |
3 |
|
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|
17 |
Year Two: Summer
|
Course No. |
Course Title |
sh |
|
027:180 |
Advanced
Emergency Care for Athletic Trainers (3 week session) |
2 |
|
027:173 |
Clinical
Sciences II (8 week session) |
1 |
|
027:253 |
Advanced
Human Anatomy (11 week session) |
6 |
|
|
|
9 |
Year Three: Fall
|
Course No. |
Course Title |
sh |
|
027:182 |
Clinical
Sciences III |
3 |
|
027:185 |
Clinical
Sciences V |
2 |
|
027:186 |
Practicum in
Athletic Training III |
3 |
|
027:140 |
Exercise
Physiology |
3 |
|
|
GERs |
3-6 |
|
|
|
14-17 |
Year Three: Spring
|
Course No. |
Course Title |
sh |
|
027:183 |
Clinical
Sciences IV |
3 |
|
027:186 |
Practicum in
Athletic Training III |
3 |
|
027:143 |
Physiological
Nutrition |
3 |
|
07C:199 |
Counseling
for Related Professions |
3 |
|
|
GERs |
3-4 |
|
|
|
15-16 |
Year Four: Fall
|
Course No. |
Course Title |
sh |
|
076:187 |
Practicum in
Athletic Training IV |
4 |
|
027:171 |
Administration of Athletic Training Programs |
3 |
|
|
GERs |
6-8 |
|
|
|
13-15 |
Year Four: Spring
|
Course No. |
Course Title |
sh |
|
076:187 |
Practicum in
Athletic Training IV |
4 |
|
|
GERs |
8-10 |
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|
12-14 |
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Clinical Education
Requirements
(Updated 04/2003) |
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Clinical Education begins during the first fall semester of Program
enrollment. Students register for Practicum courses each semester of
enrollment beginning with Practicum I (027:036) and ending with
Practicum IV (076:187). To be eligible to register for the next
sequence of Practicum courses, students must pass each preceding
Practicum with a “C” or better grade. Each Practicum course is special
permission requiring a code in order to register. These codes are
obtained from your Program advisor.
Clinical Education has two primary components: skill maturation and
field experiences. Skill maturation refers to the skills learned in
class and laboratory activities that are applied to clinical situations
under direct supervision. The student will be proficient in application
of skills through class and laboratory assessments, but until the
student applies the learned skills in a clinical setting under differing
circumstances and in relation to other skills and knowledge, the
competent development of a student will be lacking. The Practicum
assignments allow students to work with patients under direct
supervision to apply skills safely. Field experiences are opportunities
for students to develop case loads, engage in required experiences, and
show their development of professional behaviors with full time
supervisory staff.
Attendance is required for clinical assignments with the exception of
University cancellation of classes or other specific circumstances
described in this Handbook. Students in their first year of clinical
studies should plan on an average of 4 hours per week in field
experiences under supervisor direction. These hours are reported on
your hour sheet that is given to you at the beginning of each semester.
Otherwise, first year students should work out about 6 hours of clinical
education time with patients and clinical situations per week with your
supervisor. For first year students there is no expectation for weekend
activities. Second and third year student hours for Practicum courses
are as follows: second year students should develop about 6 hours per
week of field experience time and about 9 hours per week of clinical
education time; third year students should develop about 8 hours per
week of field experiences and about 12 hours per week of clinical
education time. Second year students are encouraged to participate in
home competition opportunities. Third year students are expected to
organize their time around team activities and team travel in order to
meet Practicum objectives. For further details about travel, see other
information in this Handbook. The hour estimates are based on case load
and opportunity figures, so that the time may be adjusted per day and
week but on the average over the course of the semester, each student
should commit to these hour guidelines.
Assignments to clinical education and field experiences are made each
spring for the following year of Practicum courses. First year student
assignments are made to clinical supervisors in three 8-week periods
starting the second 8-weeks of the fall semester. The first 8 weeks of
the regular fall semester and the August camp period are devoted to
skill development. Assignments are made based on a random selection of
students into three on-campus athletic training rooms and one off-campus
high school affiliate site. Second year students develop a preference
request for which semester they are assigned to the football clinical
supervisors (either high school or university) during the summer
enrollment. The other 16-week assignment is designed to complete the
full athletic training assignment opportunities for the program. In
addition to these assignments, second year students are assigned to the
Sports Medicine Center Clinic and Surgery through clinical sciences
course work. Four clinic visits and one surgery assignment is made for
the fall of the second year and a week-long clinic and surgery
assignment is made for the spring. Third year students formally apply
for their assignments during the fall of the second program year. Final
approval of these assignments is made in the spring of the second year.
Students are assigned for 32-weeks to clinical supervisors who have
specific team assignments. During this final practicum assignment,
students incorporate athletic training, sports medicine clinic, surgery,
physician rounds, and travel into their objectives.
Progress and achievement in clinical education is assessed through the
requirements of the Practicum courses, the successful completion of
which satisfies the clinical education portion of Program requirements
for the degree in athletic training.
Surgery:
As part of the final practicum course, students are allowed to attend
surgery cases if permission is given. These students must inform
the Practicum Director in advance of the surgery date with the name of
the surgeon, the date, and the time of surgery. Students must
confirmed as being on the surgery team schedule through the surgery
office before attendance will be allowed. Specific instructions
about access to the surgery locker rooms and about locker and
combinations will be given by the Practicum supervisor. Students
are encouraged to review the surgery orientation materials located in
course resources for 27:173 and 27:182 before attending any
surgery. |
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Clinic Volunteer
Position Descriptions
(Updated 04/2000) |
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Associated with each Practicum course and the clinical sciences series
of courses is a clinical assignment. Students are assigned to a
clinical supervisor and work along side that supervisor and other
clinical staff in some capacity. Responsibilities in these work
settings both on- and off-campus are directed at educational objectives;
however, you will meet many of these objective with patients as a
primary means of achievement. Your status is that of a clinic volunteer
with minimal responsibilities based on your level of course work
achievement in the academic program (ATS-1, ATS-2, or ATS-3). Clinic
volunteer job descriptions for each level of student are shown in
Appendix 8 Your clinic
volunteer title is Athletic Training Student 1, 2, or 3. As stated in
an earlier section of this Handbook, we have a general expectation that
you will conduct yourself in a manner that reflects positively upon The
University of Iowa. Incorporated into the clinic volunteer position is
a performance evaluation that is both formative and summative. These
will be conducted by your clinical supervisor and will be reported both
to you and to the Practicum Director as a course requirement.
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Program Calendar
(Established 05/1999) |
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The calendar will not be shown here but is available by going to our
Education Website. Academic,
Program, State, Regional, and National events in athletic training are
posted with dates and deadlines. Students are given a calendar of
events at the Annual Education Meeting in August. |
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Promotion and
Retention
(Updated 04/2000) |
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The
purpose of academic promotion is to ensure that each person who
graduates from The University of Iowa Athletic Training Education
Program has adequate skills, knowledge, and judgment to assume the
responsibilities of a practitioner of athletic training. To perform
promotion duties, the Program Director will depend upon the cooperation,
advice and judgment of faculty, students and departmental
administration. Promotion signifies that a student has made satisfactory
progress toward the degree requirements; whereas, retention signifies
that a student has made sufficient progress and has demonstrated
sufficient knowledge and skills to continue with the program of study,
but has some modification of the plan of study for that student.
Program students are required to achieve passing grades in all required
courses. Evaluation of student progress in courses and clinical
practicum is based on a combination of written examinations, competency
assessments, and direct observations by faculty and staff that are
intended to provide summative evaluation of students’ fund of knowledge,
participation and professional comportment. Standards of performance are
presented to students during orientation at the beginning of each course
and clinical assignment and are available in the printed syllabi.
Scholastic performance in all required courses or clinical practicum is
generally recorded on the College of Liberal Arts & Sciences four point
scale. The letter “I” is used when a student has not yet completed a
course. Incomplete grades that have not been completed within one
semester will automatically revert to a course failure.
Promotion from one grading period to the next is contingent upon the
satisfactory completion of courses of each grading period. Each student
must demonstrate proficiency in each required course. If a student has
not satisfactorily completed courses in a preceding grading period, the
Program Director may recommend that a student be permitted to continue
(retained), provided that an appropriate program is designed for that
student. It is the general expectation that all students will complete
the entire curriculum within three years. Transfer credit will not be
accepted for required courses in the major without special permission
from a Program advisor.
Students are permitted to proceed to the summer session following the
first year of Program admission by satisfactory completion of
Pre-requisite courses, clinical sciences modalities (27:172), and first
year practicum (27:36, 27:37). Students are not permitted to proceed to
the second year of practicum courses if they fail the summer course
27:253.
Also, students are not permitted to progress into the third clinical
year without successfully completing all clinical sciences course work
during the second year (27:182, 27:183, and 27:185) and second year
practicum course (27:186 with two registrations).
Students must have completed and received at least a passing grade in
all of their courses and at least a "C" in clinical sciences and
practicum courses in order to graduate.
The Program requires that its students demonstrate proficiency in a
variety of cognitive, problem-solving, manual, communicative and
interpersonal skills. Therefore, the following abilities and
expectations must be met by all students in the Athletic Training
Education Program.
Students are expected to:
1. attend scheduled instruction. Students who are ill or absent for any
reason should notify the course director or clinical supervisor.
Absences of more than two days should also be reported to the Program
Director. Any unexcused absence from an examination or from a major
section of any required course may result, at the discretion of the
instructor, in a grade of “F”.
2. obtain and analyze data, synthesize information, solve problems, and
reach evaluative and therapeutic judgments.
3. relate well to patients and establish sensitive and professional
relationships with them.
4. obtain a history and perform a physical examination satisfactorily
and communicate results to colleagues with accuracy, clarity, and
efficiency.
5. understand, perform, and interpret selected tests and procedures.
6. display good judgment in their assessment and recommended treatment
of patients.
7. learn to respond with precise, quick and appropriate action in
emergency situations.
8. respond to criticism by appropriate modification of behavior.
9. interact effectively, humanely and considerately with their
colleagues, with all members of the health care team, and with
supporting staff.
10. demonstrate honesty and integrity in all aspects of their
interactions with patients, faculty, and staff and, in particular, in
assuring the accuracy and completeness of their part of the athletic
training record.
11. display the perseverance, diligence, and consistency necessary to
complete the full program of study and be prepared to enter the practice
of athletic training.
12. practice ethical and professional behavior.
Note: Ethical and professional behavior includes the expectation that
students will do their own work and give credit to others where due,
e.g., write their own reports or other assignments and give complete
citations when quoting material from others, whether from the literature
or the Web; and will neither give nor receive assistance from other
students on examinations.
A student who desires to appeal a decision by the Program Director about
academic matters must submit such appeal in writing to the Program
Director within one week of the original notification by the Department
Office of the Program Director’s decision. A decision of dismissal
shall be effective immediately, although the student shall be permitted
to continue to participate in the curriculum pending the outcome of the
appeal. No other action affecting the student’s status in the Program
shall be taken until the appeal is resolved.
Appeals will be heard by the Chair of Exercise Science for decisions
made by the Program Director. All the written material the student
wants to have considered by the Chair must be in the Exercise Science
Office one full week prior to the date scheduled for the appeal
decision. Anything provided less than one week (5 business days) prior
to the appeal will not be presented to the Chair. Any material that is
to be considered “expert” must be written on professional letterhead,
and the credentials of the expert must be provided with the expert
opinion.
Students may be required to appear in person before the Department Chair
to make a statement and to answer questions. As the appeals process is
an institutional proceeding and not an adversarial process, the student
is not permitted to bring an attorney to the appeal. The Exercise
Science Department Chair will make the final program decision regarding
the appeal and inform the student of the appeal review.
A student dissatisfied with the outcome of an academic appeal at the
departmental level may pursue collegiate review from the academic dean's
office and then if not satisfied may appeal to the Office of the Provost
to review the matter. A student who is dismissed or required to be
removed from the current semester will no longer be permitted to
participate in the curriculum after the Dean of the College’s decision,
regardless of the student’s decision to request a review by the Provost.
Note: Only questions of due process may be appealed to the Provost. |
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Honors
(Updated 04/2004) |
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The University Honors Program offers special academic and
extracurricular opportunities to outstanding students. A number or
programs and opportunities are offered through the Honors Program each
year. Any student whose grade-point average meets or exceeds the
required minimum (3.33) may join the Honors Program at any time. Honors
seminars for first-year and second-year university students can be used
to complete the General Education Program. Other courses approved for
General Education offer special honors sections. In athletic training,
opportunities are available for students to pursue a senior project and
earn a degree “with honors.” To be eligible, students must be
recommended by the academic department Honors Advisor and be approved by
the Honors Council and the Dean of Liberal Arts & Sciences.
To graduate with honors in Athletic Training a student should register
for 4 sh credit in 76:187, Athletic Training Practicum IV. The
candidate for graduation "with honors" must also make a formal
presentation of his/her senior practicum research project and complete a
written paper in journal article format of that research project that is
considered to be of honors quality by the Practicum Course Director and
at least one other clinical faculty in Exercise Science or Orthopaedics.
Students wishing to seek other information about honors classes, contact
the Honors Program, Blank Honors Center, 420 BHC. |
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Dropping Courses
(Updated 04/2000) |
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No
student is permitted to drop courses after the deadline established by
the Registrar's Office unless that student has received the permission
of the Dean. Ordinarily the deadline is the midpoint of the semester
(see dates in
Calendar section of the Handbook). Students who receive
permission to drop a course after the deadline shall receive a grade of
W unless the entire registration is canceled. Students who drop a course
without obtaining the permission of the dean will receive a grade of F. |
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Withdrawal from the Program
(Updated 04/2000) |
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A
student may withdraw from the Program at any time submitting a change of
major through the Liberal Arts & Sciences Advisory Office, but it is
recommended that before doing so, the student discuss the process with
their adviser and Program Director. |
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Reinstatement
(Updated 04/2000) |
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Application for reinstatement by any student who has withdrawn
voluntarily from the Program within the previous three years must be
received in writing in the Program Office by November 1 prior to
spring readmission or February 1 prior to fall readmission.
Applications for reinstatement will be considered by the Selection
Committee. The Committee’s recommendations will be forwarded for action
to the Program Director and Clinical Director. Denials of a request for
reinstatement cannot be appealed. One year must elapse before a
subsequent request for reinstatement will be processed for Promotion and
Retention. Students who have been dismissed from the Program, or who
have voluntarily withdrawn from the Program more than three years prior
must reapply for admission through the regular admissions process. |
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Probation
(Updated 04/2000) |
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Following each semester the Program Director evaluates grades in each
required course and monitors the student's overall GPA. When students
fall below the written standards for the program (a “C” in each required
athletic training course, a minimum 2.50 overall GPA), they are placed
on probation. Probation usually means that the student is on notice and
that specific steps need to be taken in order to regain satisfactory
progress. Provision for more severe restrictions than this exist.
Throughout the duration of both their college career and the Athletic
Training Program, students may appeal any decision made by the program
in accordance with the grievance policy of the College of Liberal Arts &
Sciences. |
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Alternate Academic
Schedule
(Updated 04/2000) |
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An
alternate academic schedule may be requested by a student or may be
required by the Program acting on the process of student promotion and
retention. Extended schedules or other alternate schedules are generally
undertaken for academic or personal reasons. Extended schedules based on
personal circumstances should be requested by the student and will be
considered on an individual basis. Students requesting an extended
schedule or required to follow an extended schedule for academic reasons
are required to meet with the Program Director to assure that the
student has a complete understanding of the decision, including the
financial, academic, and other ramifications of that decision. |
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Health and
Safety |
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Class and Practicum
(Updated 04/2003) |
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At no
time should students perform any skill that they or staff consider to be
unsafe. Should a student become ill with an infectious disease or become
unable to perform skills or perform them safely, they are required to
report to their clinical supervisor for instructions. The Program Policy
is to dismiss the student with a referral to the appropriate medical
service. Students must provide a physician's release to return to
Practicum activities. Attendance is required for clinical assignments
with the exception of University cancellation of classes, unexpected
absence of a clinical supervisor, or environmental emergencies. The only
other exception is with severe weather for outdoor activities or with
travel concerns. If practices/competitions should be
cancelled due to severe weather, then attendance at that
practice/competition site is not required. Because a potential unsafe
situation exists with 1st and 2nd year students when unsupervised by
full-time clinical supervisors, students must be dismissed from
activities involving patient contact in the event that a clinical
supervisor is unable to be present, on-site, and able to observe
practicum students.
Although guidance and direction may be given by clinical supervisors,
whenever a clinical supervisor is not physically present to supervise, 1st
and 2nd year, students are required to end that day’s
clinical education. Third year students are qualified to function in a
partially independent manner under the rules applied to the Practicum
Course in Orthopaedics. Routine tasks may be conducted in the absence
of a clinical supervisor but only under rules designated for appropriate
clinical supervision. For any cases or situations when students produce
unsafe practices with a patient, the student will be removed to protect
the patient and an assessment of the student’s ability to meet course
requirements will be made. |
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Blood Borne
Pathogens
(Updated 04/2003) |
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|
All students are required to complete blood borne pathogens training
each year in August. An
online
training site is recommended as a review before the general
meeting of the staff and students at which time annual training and
examination will take place. There is no cost associated with this
training. Students unable to attend either early or Late August meeting
time must complete the training before beginning their clinical
practicum assignment in the fall.
Procedures following an exposure are outlined in the Exposure Control
Plan of each assignment facility and are generally outlined here.
A student
experiencing a needle stick or contamination on unprotected
skin/eyes/mouth by athlete-patient blood or body fluids should
immediately cleanse the wound/area with soap and water, identify the
source (athlete-patient) of the exposure, and notify the supervising
faculty, staff, or other responsible person. The complete protocol for
students who are exposed to blood or body fluids while enrolled for a
Practicum Course at The University of Iowa is found in the Blood Borne
Pathogens Protocol Document. Students are informed about and given
access to this protocol during the Annual OSHA review. Annual training
in Blood Borne Pathogens is required of all students enrolled in the
Program. Students should check their syllabi at the start of each new
semester of assignment for updates on Blood Borne Pathogen policy.
Expenses associated with initial evaluation and post-exposure
prophylaxes that are not covered by the students’ insurance policy will
be covered through the University. |
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Occupational Safety
(Established 06/2005) |
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|
The Program and Affiliation Sites provide education and training about
infection risk and infection prevention procedures and adheres to
Centers for Disease Control and Prevention (CDC) and Occupational Safety
and Health Administration (OSHA) recommendations, standards and
regulations regarding blood borne pathogens along with other work place
controls for accident prevention. Questions related to occupational
safety may be referred to the Health Protection Office.
A student who becomes injured or believes they may be injured as a
result of participating in required Practicum activities, should
immediately notify the supervising faculty, staff, or other
responsible person. The complete reporting procedure for students who
are injured during Practicum course activities at The University of Iowa
is found in the Risk Management Reporting of Potential Liability
Incidents
Document. The
document will be provided through consulting with the student’s
supervisor. |
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Student Health
Services
(Updated 04/2003) |
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|
Primary
medical care is available to registered students at the Student Health
Service in Westlawn. Its staff of physicians offers a variety of
services, including consultation, examination and treatment such as a
family physician would provide. All students pay an annual student
health fee to support the facility. In addition, registered students may
receive treatment at Student Health during the summer months by paying
the summer fee. Charges for services are levied for the examination and
treatment of injuries, sprains, or fractures; for physical examinations,
laboratory procedures, and allergy and immunization injections; and for
minor surgical procedures and other special procedures. If more than
primary care is needed, Student Health Service will refer the student to
the appropriate UIHC Clinic or Inpatient Service. Students will be
charged for all services and treatments provided by University of
Iowa Hospitals and Clinics. All medical records are confidential and no
report of information will be made without a student’s written
permission. |
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Mental Health
Services
(Updated 04/2003) |
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Student Health Services also provides mental health services to students
for assessment, short term counseling, psychiatric diagnostic
evaluation, treatment, and referral. To schedule an appointment call
335-8394. All records are confidential. No information is released
without the student’s written authorization. Other mental health
assistance is accessible through the following providers: Athletics
Student Services; Crisis Center; Rape Victim Advocacy Program; UI
Family Care Center’s Counseling and Health Promotions; University
Counseling Service; Seashore Psychology Training Clinic; Iowa City
Community Health Center; Gay, lesbian and Bisexual People’s Union;
Domestic Violence Project; and Mid-Eastern Council on Chemical Abuse
(MECCA). |
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Clinical Supervision
(Updated 04/2001) |
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First and second-year students must be directly supervised by assigned
clinical supervisory staff or their qualified designee. Direct
supervision means in the same facility or at the same clinical
assignment site under visual and auditory control while the supervisor
and student are engaging in educational activities. This is to ensure
that the supervisor can adequately instruct, respond to questions,
observe skills and procedures, make adjustments, and intervene on behalf
of the patient if necessary. Indirect supervision is also provided for
during the skill development years of the student. Indirect supervision
for first and second-year students occurs in the same facility or
assignment site, not face-to-face, but still directed by the clinical
supervisor and assuring that safety of the patient is maintained. Third
year students also proceed through direct and indirect supervision as
described above.
To be considered a third-year student, successful completion of both
clinical science courses and clinical practicum courses with a grade of
“C” or better over a two-year sequence is required. These courses
signify that the student has been successful in skills testing,
knowledge evaluation, and problem-solving competence. The areas of
competence include: comprehensive injury prevention, therapeutic
modalities, orthopedic assessment, medicine assessment, therapeutic
exercise, and sports rehabilitation. Initial skills that were
introduced in the first two years of the academic program are tested for
retention each semester and year thereafter to ensure a level of
competence with patients.
The Program has established a clarification of the significant
differences in the roles that a professional would play compared with
those of a student since the student’s responsibilities in a clinical
volunteer status may not be clear. These clarifications are given to
students during the spring semester of their second year and then again
clarified the fall of their third year. The clinical supervisor must
provide patient evaluation and must participate in treatment of each
patient under their care. Third-year athletic training students are not
allowed to participate in any treatment of patients not covered by the
clinical supervisor’s employment liability coverage. The clinical
supervisor assumes responsibility for all delegated tasks and shall not
delegate a service task, which exceeds the preparation of the third-year
athletic training student or other unqualified staff or students.
Following are activities, which must be performed by the clinical
supervisor and cannot be delegated to any student.
1.
interpretation of injuries and referrals
2.
initial evaluation and re-evaluations
3.
identification, determination, or modification of patient problems,
goals, and care plans
4.
final
discontinuation, evaluation of a care plan
5.
assurance of the qualifications of all unqualified staff and students
assigned to perform tasks through written documentation of their
education and training that is maintained by the program director
6.
delegation and instruction of the services to be rendered by unqualified
staff or students, including specific tasks or procedures, precautions,
special problems, and contraindicated procedures
7.
timely
review of documentation, re-examination of the patient and revision of
the plan when indicated
8.
identification, determination or modification of the service plan for
prevention activities and for emergency action plans
The clinical supervisor must have physical participation in the
patient’s treatment or evaluation or both, each treatment or
reconditioning day. Third-year athletic training students may provide
independent patient care involving treatment or reconditioning only
while under the on-site supervision of the clinical supervisor. On-site
supervision means that the clinical supervisor shall:
1. be
continuously on-site and present in the facility or setting where the
student is performing treatment or reconditioning services
2.
be
immediately available to assist the student being supervised in the
treatment or reconditioning services being performed
3.
provide
continued direction of appropriate aspects of each treatment or
reconditioning session in which a component of treatment or
reconditioning is delegated to an unqualified staff or student. |
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Travel
(Updated
04/2006) |
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Travel refers to the use of a means of transportation and
possible housing off-campus associated with the practicum
educational/instructional experiences provided by an Iowa clinical
supervisor staff or appropriate University employee. All student travel
associated with Practicum course work is voluntary but meets some of the
objectives for team assignments appropriate to the level of preparation
of the student and in conjunction with your Practicum course work. Your
clinical supervisor will orient you to the opportunities they have
planned to help you meet objectives identified in the Practicum
courses. If travel opportunities are identified as an opportunity,
advance approval will be obtained through the Practicum course
coordinator and the Program office. By volunteering to participate in
travel opportunities, you must be aware that your own voluntary actions
while on your own personal time are subject to personal liability. You
must report any incidence or accidents to your clinical supervisor. A
report will be sent from the Program office to Risk Management,
Insurance, and Loss Prevention for follow up.
Objectives for team assignments and other opportunities
meeting these objectives are located on the ICON Practicum course web
site. Students will receive an outcome assessment associated with
travel opportunity provided by the clinical supervisor. Outcome
assessments for information purposes will be available on-line through
ICON. The Practicum course coordinator will collect and disseminate the
results of the outcomes assessment survey to you and the clinical
supervisor.
Although travel with athletic teams is a voluntary
opportunity approved by the education program, no student is allowed to
function in the role of a staff athletic trainer (ATC) nor are they
allowed to assume the responsibilities of a staff ATC.
Students are required to arrange their own transportation to and from
their clinical practicum sites; however, if a student travels to more
than one approved clinical practicum site in a single day, the clinical
supervisor is required to arrange for safe transportation. Other
student travel or transportation on-campus or off using University
vehicles is restricted. Only as necessary, students may use University
vehicles if they possess a current and valid drivers license and
following a background check listed with the Motor Pool or Risk
management as an eligible driver. Transport of patients is highly
discouraged. |
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First Aid and CPR
Certification
(Updated 05/2003) |
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All students must provide evidence of current certification in first aid
and CPR by the first day of practicum courses involving a clinical
assignment. This certification may be through the American Red Cross,
the National Safety Council, or comparable organizational
certification. In addition, all students must take the Advance
Emergency Care course 027:180 to obtain Professional Rescuer
Certification. Although all students must obtain these certifications,
there is no duty, implied or otherwise, for students to perform first
aid in association neither with their clinical practicum assignments nor
as a clinical volunteer. Formal protocols for emergency care will be
reviewed with the student for each assignment, and similar to other
expectations of students-in-training, the student will become
incorporated into the service delivery of the clinical supervisor as
appropriate, but not as an employee with implicit duties toward the
patient. |
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Performance
Evaluations
(Updated 06/2003) |
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As part of the clinical practicum courses, students are required to
complete a self-assessment at least twice during each formal assignment
with a clinical supervisor. The clinical supervisor staff provide
feedback about clinical performance to the student twice each assignment
that relates to professional development factors thought to be important
to clinical practice in athletic training. These performance
assessments make up part of the pass-fail grade portion of the clinical
practicum courses. All students must pass each practicum course with a
“C” or better in order to continue with Program requirements. See the
policy on Promotions and Retention for clarification. |
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Communications |
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Program Web Site
(Updated 12/2005) |
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We
have two web sites for the Academic Program: one associated with
Exercise Science and one associate with the Sports medicine Center.
General information about the academic program, courses, and
departmental faculty are located on the
Exercise Science web site. Information for prospective students,
application and admission information, clinical service information and
clinical supervisors, policies and procedures (these), alumni
information, and important links for the program are located at the
Education Program web site.
Students are encouraged to use the Education Program web site as a
favorite site.
An
additional web site for courses is currently located on the University
sponsored
ICON. All students
faculty and staff have access to the ICON courses.
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Confidentiality and
HIPPA Compliance
(Updated 07/2004) |
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Athletic training students are expected to respect the rights of
patients, including the right to confidentiality and shall safeguard
patient confidences within the constraints of the law and mandatory
reporting obligations. As a member of the patient care team, students
will have access to information from patient medical records and/or
computer-stored information. This information may not be discussed with
anyone unless this disclosure is required in the performance of required
clinical tasks. It is a breach of confidentiality to review medical
records or to access computer-stored information not required in the
performance of tasks assigned to you by your supervising staff.
Students are responsible for maintaining the confidence of patients by
sharing confidential information only with others who need to know and
by handling any documentation of information appropriately. Students
will be required to attend HIPPA compliance training and submit a signed
confidentiality statement to the Program Office annually. This document
is signed during the annual education program HIPPA training and will be
placed in the student’s academic file. Students are mandatory reporters
of all suspected injury or illness in athlete-patients and all suspected
substance abuse. Disclosure of this mandatory obligation must be made
to the athlete-patient . Mandatory disclosure is only made to the
student’s immediate clinical supervisor.
Technology and Computers
Information pertinent to students is announced on the University
e-mail system. It is essential that all students maintain their
e-mail accounts properly and that they report any changes in e-mail
address to the Program Office. The main form of non-emergency
communication and preliminary information will be made by e-mail.
Students are encouraged to check their e-mail at least once each day.
During 2005-6, we will be adding a netserv account for the academic
program to encourage exchange and communication using this medium. Use
of e-mail should conform to confidentiality principles as well. Sharing
e-mail contents with others if not explicitly allowed from the contents
of the e-mail must not be shared, so when you compose or answer an
e-mail be sure to include a subject line and only enough content to be
appropriate. This means that you should erase most of the content of an
e-mail that you are using as a reply. Doing this saves on space in
e-mail accounts as well. Should you receive an e-mail that is not
directed at you, be sure to send it back to the sender and delete it
from your messages.
Use of University computers is expected to be for academic and
business purposes only. Students have several sites on campus in which
to use computers including, dorms, libraries, classrooms, labs, and
athletic training rooms. Designated computers for students should be
used. Because we are transitioning to a health care wide system for
records in 2005-6, the information below is still pertinent about
records in athletic training. Your clinical supervisors will keep you
abreast of the changes as they occur and we will make adjustments on
appropriate record confidentiality in course work as clarifications are
made.
SIMS -
The University of Iowa Athletic Training Services Sports Injury
Monitoring System
Athlete information furnished to The University of Iowa Athletic
Training Staff stored in SIMS data bases are confidential. The following
are basic rules of confidentiality you are required to respect:
1. Under no circumstances should you access (read or copy) any
information that is not required in the performance of your clinical
tasks or for authorized clinical education.
2. Information you properly obtain while carrying out your clinical
tasks may NOT be discussed with others who do not have the same need to
know.
3. Once confidential information is on paper and in your hands, you are
responsible to dispose of it appropriately: (a) distribute to authorized
persons only, (b) file securely, or (c) destroy.
Confidential information is protected by State law that requires you to
obtain specific consent before any disclosure outside of your immediate
supervisor to whom you are a mandatory reporter.
Note: Training in the use of the SIMS system is provided to students at
the beginning of the clinical assignment sequence. |
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Program Information |
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Conduct Expectations for Enrolled
Students
(New 07/2005) |
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University Expectations |
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All Program students,
as volunteer representatives of the University and the Departments of
Exercise Science and Orthopaedics must abide with the ethical standards
summarized in the Ethics and Responsibilities for University of Iowa
Staff:
http://www.uiowa.edu/~our/opmanual/iii/16.htm.
All students
associated with the University of Iowa Athletic Training Education
Program as volunteers with clinical assignments associated with
Practicum courses are subject to expectations outlined in this policy,
and in the policies referenced and contained elsewhere in the University
Operations Manual. Specifically, students are bound by all requirements
outlined in the University policies on Rights, Sexual Harassment,
Consensual Relationships Involving Students or other students,
Discrimination, Violence, Anti-Retaliation, and Drug Free Environment,
as examples (see below). Violations of University expectations should
be reported to proper University authorities, and those found in
violation will be subject to disciplinary action.
An athletic training student volunteer within their Practicum assignment
should consult his/her immediate supervisor for assistance in
understanding, evaluating or enforcing these policies. Additional
resource people include the Department’s Program Director, the
Ombudsperson’s Office, and/or the Office of Equal Opportunity and
Diversity. |
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Athletic Training Education Program
Expectations |
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The Department of
Athletics on campus and other affiliated sites both on- and off-campus
have a very high profile among the general public and media. As a
result, your actions are held to a higher level of public scrutiny than
the average student. Our students must also maintain appropriate
relationships with student athletes and other patients. Because of the
public profile of coaches, athletes, and many patients and the nature of
our work with coaches, patients and athletes, personal activities during
non-work hours are also open to scrutiny. It is the Director of
Athletic Training’s expectation that all enrolled students will strive
to maintain integrity in both their professional and personal lives,
consistent with the values and expectations of the University and the
academic and service departments associated with clinical Practicum
assignments. This expectation is expressed in our mission.
Excerpt from the
Mission Statement:
Further, our mission
is accomplished by supporting and advancing the values of professional
education in light of the study of human interactions and relationships
and in the pursuit of broadening and maturing of critical professional
characteristics, those characteristics intrinsic to effective
stewardship of a profession, thus providing our students with the vision
and awareness of competence and standards, of diverse applications, of
strong work ethic, and of commitment to balance in life.
Therefore,
disciplinary action, up to and including dismissal, may be taken for
actions of moral turpitude or which would tend to bring public
disrespect, contempt or ridicule upon the University, and for conference
or national violations of rules to which students are subject. In
addition, under no circumstances is it appropriate for an enrolled
athletic training student who is considered a volunteer with employed
staff both on- and off-campus to engage in a consensual relationship or
to socialize on a personal level with student-athletes. The terms of
this paragraph shall apply to behavior that occurs during practicum
and/or non-practicum hours. |
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Program
Classroom and Clinical Facilities
(Updated 07/2005) |
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Your classrooms, labs, and clinical facilities are located in several
buildings on the west side of the Iowa Campus and in Iowa City proper.
Those buildings are: Carver-Hawkeye Arena (athletic training room
and several sports: basketball, field hockey, golf, softball,
volleyball, and wrestling); Dental School (classroom); Field
House (classrooms, athletic training lab, Program Office, Exercise
Science Department Office, athletic training room, and several sports:
gymnastics, rowing, swimming and diving, spirit squad and cheer);
ICCSD (athletic training rooms are located at City High School and
West High School); Jacobson Bldg (athletic training room and
football); Recreation Bldg (athletic training room and several
sports: baseball, soccer, track, and tennis); Westlawn (classroom
and Student Health Service); UIHC JPP (classroom, conference
room, office space, Orthopaedics Department Office, Sports Medicine
Center, surgery suites). |
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Clinical,
Faculty, and Support Staff Directory
(Updated 02/2006) |
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We have placed a couple of directories in appendices for convenience in
locating contact information and providing you with quick access to
services and key contacts on campus. A link to the
University’s electronic phonebook
is also a good recourse. Other phone and e-mail lists of program
faculty, staff, and students are provided to every student. |
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Parking and
Transportation, Tickets, and Sports Admission
(Updated 04/2000) |
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There are no special provisions made for Program students regarding
parking. Program students are encouraged to use the free Campus System,
bicycles, roller blade, or walk. Otherwise, students are responsible to
provide their own transportation to all clinical assignment sites. The
University offers parking at various short term and long term parking
sites. Should you be interested in purchasing such parking privileges,
contact the University Parking & Transportation Office at 335-1475. Use
of personal vehicles for clinical volunteer related tasks is
discouraged. Any parking, accidents, or moving violations that occur as
a result of such activities should be reported to the Practicum Course
Director, but are generally the student’s responsibility. Any parking
violation that is received when using a University vehicle should be
given to your clinical supervisor the same day to determine whether they
may be appealed. Clinical supervisors should orient you to the use of
University vehicles if that becomes necessary.
There are no special provisions for Program students regarding sports
admission except for the non-revenue producing sports. Your name will
be placed on a pass list for these events but the admission is for you
alone and no other students, friends, or family. Clinical supervisors
may arrange your schedule with you to assist with competitive events in
order to meet some of your educational objectives. When this occurs,
you will be placed on a pass list. You must make sure that you know any
rules of conduct or expectation associated with admission to and conduct
during an athletic event on- and off-campus. |
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Plagiarism
(Updated
04/1999) |
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Students are expected to do their own work at all times. In no instance,
should the work or words of another individual be represented as one’s
own. All quoted material, regardless of source, must be properly cited
and full attribution given to the author. Information obtained from the
Web must give the full URL of the actual page accessed and the date
accessed. |
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FERPA and
Student Rights |
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Access to Files and
Recommendations
(Updated 04/2003) |
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A record of student achievement is maintained in the Program Office (414
FH). Students may request to review that record at any time during
their enrollment in the Athletic Training Education Program. Disclosure
of the record or any portion of the record will be made only to the
student or only with the written permission of the student within a
reasonable time period from the request. Contents of the student record
include: application, advising appointment comments, registration
advising, OSHA training, HIPPA training, Health & Safety Reviews,
Academic Progress, Portfolio achievement, Clinical Hour achievement,
Research Training Certificate, Laboratory agreements, authorizations,
demographic information, written recommendations where view is
requested, and exposure control plan consent.
All information contained in the student record is considered
confidential except for public information in Program lists and
Publications. Students may restrict release of public information by
making note of such restrictions each year at the Annual Education
Meeting in August. |
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Discrimination,
Sexual Harassment, and Student Abuse
(Updated 04/2002) |
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The University of Iowa has an established, confidential procedure for
handling sexual harassment and similar procedures for dealing with
discrimination based on race, gender, sexual orientation or creed, and
student abuse. Specific policies are available through the Office of
Equal Opportunity and Diversity at:
http://www.uiowa.edu/~eod/policies.htm . |
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Policy on Human
Rights
(Updated 04/2002) |
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The
Program brings together in common pursuit of its educational goals
persons of varied backgrounds, races,
and
creeds. The Program is guided by the University precepts that in no
aspect of its programs shall there be differences in the treatment of
persons because of race, creed, color, national origin, age, sex,
disability, sexual orientation, gender identity or any other
classification that deprives the person of consideration as an
individual, and that equal opportunity and access to facilities shall be
available to all. Among the classifications that deprive the person of
consideration as an individual are those based on associational
preference. These principles are expected
to be
observed in the Program and service elements of policies and practices;
specifically in the admission and
education of students, in policies governing practicum assignments and
related activities; and in the use of students
for
educational purposes by faculty and staff personnel. The Program will
work cooperatively with the University, affiliated sites and the
community in furthering these principles. |
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Non-Discrimination
Policy
(Updated 04/2002) |
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The
University of Iowa prohibits discrimination in employment , educational
programs, and activities on the basis of race, national origin, color,
creed, religion, sex, age, disability, veteran status, sexual
orientation, gender identity, or associational preference. The
University also affirms its commitment to providing equal opportunities
and equal access to University facilities. For additional information,
contact the Coordinator of Title IX, Section 504, and the ADA in the
Office of Equal Opportunity and Diversity, 319-335-0705, The University
of Iowa, 202 Jessup Hall, Iowa City, Iowa 52242-1316. |
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Statement on
Diversity
(Updated 04/2002) |
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The
Program values diversity among students and regards equal opportunity
and affirmative action as tools to achieve diversity. The Program
believes that a rich diversity of students, faculty, and staff and the
many points of view they bring serve to enhance the quality of the
educational experience at The University of Iowa. |
