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Program
Administration |
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Accreditation
Standards
(Revised 07/2006) |
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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 2005.
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Admission
(Revised
07/2006) |
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The academic program works cooperatively with the Integrative Physiology
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 Integrative
Physiology 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
Appendix 7. |
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Program
Personnel
(Updated 06/2006) |
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Program administration is provided by the Department Chair of
Integrative Physiology, the Program Director, and the Medical Director.
Administrative oversight of College of Medicine faculty and consultation
is provided by the Chair of Orthopaedic Surgery & Rehabilitation.
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
Appendix 8.
Policies regarding faculty and clinical supervisors are located in
specific Handbook Sections (Faculty,
Clinical Supervisors) and in The University of Iowa Policies
Manual for Faculty and Staff. |
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Program
Personnel
(Updated 06/2006) |
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Program administration is provided by the Department Chair of
Integrative Physiology, the Program Director, and the Medical Director.
Administrative oversight of College of Medicine faculty and consultation
is provided by the Chair of Orthopaedic Surgery & Rehabilitation.
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
Appendix 8.
Policies regarding faculty and clinical supervisors are located in
specific Handbook Sections (Faculty,
Clinical Supervisors) and in The University of Iowa Policies
Manual for Faculty and Staff. |
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Finances
(Updated
09/2006) |
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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 Integrative Physiology and Orthopaedic Surgery &
rehabilitation 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 Integrative
Physiology. 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 Integrative Physiology Department General
Education Anatomy course to provide administrative assistance to Dan
Foster.
The Sports Medicine Center and the Orthopaedic Surgery & Rehabilitation
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 Integrative Physiology
Department chair or the Orthopaedic Surgery & Rehabilitation 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 08/2006) |
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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 Surgery &
Rehabilitation 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 (Physician 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 Integrative Physiology
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 Orthopaedic Surgery &
Rehabilitation 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.
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.
One satellite Athletic Training facility is located in the West Campus
Facility. 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 Orthopaedic Surgery & Rehabilitation Department
in the John Pappajohn Pavilion UIHC. 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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Clinical Supervisor
Handbook |
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Student Travel
(Revised 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.
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
(Revised 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
(Revised 10/2006) |
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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. Clinical Supervisors are required to report
student absence to the program Director and Practicum Coordinator
whenever it occurs without permission. Other late arrivals or
misconduct should be handled by the Clinical Supervisor according to
fair practices. |
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Qualifications
(Revised 05/2003) |
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Clinical Supervisor Pre-approval Status
(Revised 04/2007) |
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Requirements for new 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.
Each new staff will
be guided (teaching and counseling for the purposes of growth of
professional practice and expertise in educational supervision) by the
Education Program Director (PD) and Clinical Coordinators (CC) to
achieve the following objectives:
·
all SIMS notes including an
initial assessment, the final discontinuation note, and all notes in
between for an athletic injury case where the new staff or GA is the
primary provider must be made available to the PD and at least one CC
before the date of the October Education Meeting
·
at the education meeting in
October the case must be orally presented to staff in attendance (in the
event that new staff or GA cannot attend that meeting, an alternate
meeting date will be set) where a clinical discussion of educational
approaches with students will occur
·
following the October
Education Meeting, a list of case-related educational objectives for 3rd
year students must be presented in writing to the PD before the November
Education Meeting when a discussion will center on appropriateness to
class level and for a discussion of possible approaches to take
·
educational objectives with
the case as described above should be written for each level of students
typically supervised by new staff or GA in the Practicum Experience,
presented to the PD and discussed for appropriateness and approach by
the end of November (the 3rd year objectives and other
student educational objectives can be discussed at the same meeting)
·
at least one full
evaluation for each level of students typically supervised by new staff
and GA in the Practicum Experience, should be submitted by the internet
link provided by the PD (the PD will re-send the evaluation to new staff
or GA and CC), discussed with the PD or a CC, and then discussed with
the student while the PD or a CC is in attendance.
·
at least one portfolio
skill assessment in each of the major domains of skills and for each
level of students typically supervised in the Practicum Experience must
be directly observed by the PD or a CC and reviewed for successful
assessment by portfolio verification
2.
will be assigned a
full-time staff person to use as a 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, the
formal pre-approval period will be determined by review of the Services
Director and Academic Program Director
·
it is desired that graduate
assistant staff will be ATC certified at employment and must qualify for
state license at the beginning of assistanship duties
·
graduate assistant staff
are formally assigned a staff mentor for a formal pre-approval period
determined by review of the Clinical Coordinator, Service Director, and
Academic Program Director
3.
must review service
policies and procedures with their Associate Director of Athletic
Training Services within the first month of employment.
4.
must review clinical
experience objectives for undergraduate students with the Academic
Program Director within the first month of employment.
5.
must review portfolio
skill requirements, portfolio scoring guidance, practicum objectives,
and access the NATA Cometencies & Proficiencies on the web with the PD,
CC and/or staff mentor within the first month of employment.
6.
must have portfolio
skill assessments reviewed and countersigned or verified as successful
as long as a staff or GA is in pre-approval status.
7.
must be minimally
evaluated as a clinicla supervisor informally at early-season and
formally at the end of the first year of their employment by students,
staff mentor, PD, CC, coaches, and Team Physician.
Staff and GAs who have one year or more
experience in the supervision of undergraduate students at Iowa, must
complete three (one hour) sessions for continuing ACI re-training each
year.
If a GA is not BOC certified by the
beginning of employment, the GA does not qualify for Pre-approval Status
and will not have students assigned 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 PD, CC, Services Director, and
Medical Director.
Any fully qualified clinical supervisor
(ACI) who is placed on Probationary Status by the PD must fulfill the
following objectives before Approved Clinical Instructor Status is
regained:
·
fair or better supervisor
feedback achieved for each level of student for one academic year,
·
verification of appropriate levels of supervision of
students for one academic year, and
·
consistent and timely student evaluations submitted over
one academic year. |
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Program Information |
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Professional Behaviors |
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Dress Code
(Revised
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 on the Program Education
Website.
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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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
Integrative Physiology and Orthopaedic Surgery 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
(New 07/2005) |
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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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Foundational
Behaviors – NATA
(New 03/2007) |
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The behaviors in this
section comprise the application of the common values of the athletic
training profession.
Primacy of the Patient
·
Recognize sources of conflict of interest that can impact the patient’s
health
·
Know
and apply the commonly accepted standards for patient confidentiality
·
Provide
the best health care available for the patient
·
Advocate for the needs of the patient
Teamed Approach to Practice
·
Recognize the unique skills and abilities of other health care
professionals
·
Understand the scope of practice of other health care professionals
·
Understand and execute duties within the identified scope of practice
for athletic trainers
·
Include
the patient (and family, where appropriate) in the decision making
process
·
Demonstrate the ability to work with others in effecting positive
patient outcomes
Legal Practice
·
Practice athletic training in a legally competent manner
·
Recognize the need to document compliance with the laws that govern
athletic training
·
Understand the consequences of violating the laws that govern athletic
training
Ethical Practice
·
Understand and comply with the NATA’s Code of Ethics and the
BOC’s Standards of Practice
·
Understand the consequences of violating the NATA’s Code of Ethics
and BOC’s Standards of Practice
·
Understand and comply with other codes of ethics, as applicable.
Advancing Knowledge
·
Critically examine the body of knowledge in athletic training and
related fields
·
Use
evidence-based practice as a foundation for the delivery of care
·
Understand the connection between continuing education and the
improvement of athletic training practice
·
Promote
the value of research and scholarship in athletic training
·
Disseminate new knowledge in athletic training to fellow athletic
trainers, patients, other health care professionals, and others as
necessary
Cultural Competence
·
Understand the cultural differences of patients’ attitudes and behaviors
toward health care
·
Demonstrate knowledge, attitudes, behaviors, and skills necessary to
achieve optimal health outcomes for diverse patient populations.
·
Demonstrate knowledge, attitudes, behaviors, and skills necessary to
work respectfully and effectively with diverse populations and in a
diverse work environment
Professionalism
·
Advocate for the profession
·
Demonstrate honesty and integrity
·
Exhibit
compassion and empathy
·
Demonstrate effective interpersonal communication skills
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Communications
(New 03/2007) |
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Communicate with
patients, athletes, coaches, administrators, and others in a manner that
can be understood by them: speak deliberately, clearly, and
respectfully. Exercise caution and good judgment with family, keeping
in mind issues of patient confidentiality and the affects of stress on
their ability to process information; however, information about an
athlete should only be initiated in discussions with others by a
clinical staff member. This should be the case with other athletes and
athletic personnel. Your behavior should remain professional in all
clinical and educational settings and whenever representing the
University: avoid loud and boisterous conduct with staff that could be
misinterpreted. Be cautious in your presentation and discussion of
patients to ensure that your remarks are not overheard or misinterpreted
by patients or others. Never question or criticize a staff member,
fellow student, team physician, coach, athlete, or other athletics
personnel in front of others. Questioning or confronting should be
conducted at an appropriate time and in an appropriate manner. Students
should be especially mindful never to question a coach’s decision
concerning game strategy or practice techniques. All initial
explanations or disclosures about an injury should come from the
clinical staff, and especially avoid establishing prognostic disability
assessments or time periods for treatment and return. If students have
concerns about any athletics member, they should first discuss their
concerns with their clinical supervisor. All communications should be
respectful, sensitive, and non-judgmental. When interacting with
physicians, staff, other students, patients, parents, athletes, and
coaches communications should always be respectful of the need for the
communication, awareness of the message(s) being sent, and the roles
that will play out following the communication. We communicate with
body language, facial expressions, posture, movement, and tone of voice
all at the same time we speak words that others are trying to
interpret. Communication is a tremendously complex task for the both
the sender and receiver. We expect students to be respectful of this
process and understand that it is one of the most important functions
and roles of the athletic trainer. |
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Patient Contact
(New 03/2007) |
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Examination or
treatment of patients of the opposite gender should be performed in the
presence of a chaperone, especially if the patient expresses any
discomfort or is a pelvic area or chest area examination. Developing
other than professional relationships with athletes, staff, or coaches
is highly discouraged. All forms of unlawful and unacceptable
harassment is prohibited including repeated, unsolicited verbal
comments, gestures, drawings or physical conduct of a sexual nature,
preferential treatment or risk of negative consequences, which is
unwelcome and damaging to the integrity of the professional
relationship. Be aware that physical contact with patients can be
comforting, can be unwanted, can be unnecessary but always requires
permission. Otherwise, patient contact should take place only within
the context of a professional relationship. |
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Clinic and Sport
Setting Conduct
(New 03/2007) |
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We expect that
students will attend every scheduled clinical session without fail,
arriving in advance of the scheduled time to begin so that appointments
and activities can be effectively managed and run smoothly. A number of
events may be affected by lateness or missed appointments. However,
being ready to begin a clinical session requires that you arrive early
and prepare. Students are expected to make every attempt to attend
classes and clinical sessions. The only anticipated circumstances are
infectious illness or other physician restricted medical conditions and
emergency family circumstances. If you are acutely ill in the morning
and not improving, go to Student Health by the afternoon. If you know
you are ill at night and are not improving, go to Student Health in the
morning. If you become ill during a class or clinical session, talk
with the instructor or supervisor to determine a course of action.
Never, miss a class or clinical session without contacting your
instructor or supervisor as far in advance of the scheduled time as
possible and only miss absolutely necessary time that has been directed
by your physician. Your conduct while participating as a team member of
the athletic training service is especially important to the conduct of
the service. This conduct should be no different than that which occurs
at the UIHC. Being engaged, energetic, respectful, and cooperative are
expected. Whenever you are serving on a health care team, you should be
active and engaged with staff and athletes recognizing your role on the
team. The roles will change as skills and abilities develop but you are
expected to be responsive, accessible, and deliver high quality services
appropriate to your level of training. The primary objectives of the
service will be to provide care and assistance to University athletes,
and to support the team and coaches through health care education and
skilled delivery of care. To that end, there should be no time during a
scheduled session when the priority of your time is not directed at
service and clinical education pursuits nor should you indicate by
verbal or body language in any way that other than a team priority is in
place. Personal time reading papers, studying for classes, playing
games or other activities during a clinical session or on the
field/course session takes away your attention from health care
accessibility, prompt action, and clinical education. Contact time with
athletes and coaches or other team members and staff is for educational
purposes where the student has an opportunity to work on skills and in
exchange provide contributions to a health care service. There should
be no dependence on any of these constituents to care for the athletic
training student, listen to their emotional problems, or share those
personal issues as would be expected in a friendship relationship. You
are expected to exhibit a friendly, helpful attitude, but not to develop
friendships where equal and emotional attachments and sharing is
expected. |
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Professional Attitude
(New 03/2007) |
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When you accept a
position in the majors professional preparation program to become an
athletic trainer, you are accepting a responsibility and a duty to act
as a professional. All of the program requirements for athletic
training are professional activities because they are designed to
prepare future professionals. Therefore, every program activity and
every subcomponent of those activities should be engaging to the student
to contribute their best effort, working at constant improvement, taking
responsibility for all of their actions, preparing to learn as well as
taking an active role in their own learning, and continually challenging
themselves to learn, improve, and advance. No one wants to seek a
professional who just wants to be good enough. Wanting to be a
professional does not put the student in a special category of being. A
professional attitude is desirable in all walks of life, so athletic
training is like many other areas of academics; preparation for a
successful life. To give yourself over to be fully committed to your
academic program brings with it an acceptance and openness to
opportunities. These are the expectations we have about students when
they enter the program. At no time is it desirable to have students who
have decided that they will work very hard, sacrifice, and commit to a
certain group of activities or class requirements, but not to the full
diversity of experiences or full compliment of classes. This kind of
attitude is so self-serving that limitations to growth affect not only
the student but have broader limitations to the program. We want
students who are receptive to new ideas, who have the courage to attempt
difficult tasks, who are willing to make mistakes in order to improve
and advance, and who are self-reliant and have an individual personality
and awareness of those skills and abilities that make them unique as
well as respectful of the gifts and abilities of others enough to
nurture the best each of has to offer. Finally, we want students who
understand loyalty and dependability especially when commitments are
made, because they support, serve, contribute, are reliable and
consistent in doing what they say they will do. |
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Professional
Relationships
(New 03/2007) |
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Developing
professional relationships with many constituents is critical to success
for athletic trainers. In developing relationships you will most likely
follow a pattern of stages. The first stage is in an introduction.
Your role as an athletic training student usually starts as a member of
the health care team who contributes to some part of a treatment plan.
This initial relationship is usually mediated by a staff member to
explain that you can help. In helping, you provide a chance for bonding
because you have a skill needed by the patient. An exchange takes place
and a relationship is introduced. In forming the nature of the
relationship, which is the next stage, it is important to begin
clarification. When clarifying, you identify a purpose (why are your
doing this, what results are you looking for, how success is defined?).
What are the roles and responsibilities for both of you? These are
worked out and not totally defined by you but establishing roles is an
important approach for you to take as well as establish a limit to the
role you will take. This is also time for you to clarify the process
you will need to go through in order to deliver a treatment and what
they will need to do. Address goals that you have and find out the
goals and expectations of the patient. The next stage is development
where your actions or performance help to continue to develop roles,
where you show and act to expect respect. In developing productive
patterns of behavior, establishing norms and routines, providing
information about injuries, explaining procedures, giving perspectives
about progress and in general directing yourself to helping them avoid
reinjury, managing their injury better, maximizing their return to
participation, and helping them become better consumers of health care,
this stage lasts a long time because even though you may complete a
series of treatments, you can establish a continuing interest to assist
the athlete with future services under the direction of the staff. In
the last stage, the athlete-patient is redirected as they become more
capable and independent. Patients move out of some roles but also have
a better understanding of the capabilities of assistance that you and
the staff are able to provide. This moving of the athlete-patient to
more ownership of their own health care is supportive, directive, and
challenging. These relationships also can be developed and should be
with coaches and others as you develop greater responsibilities in the
practicum courses. For all of these relationships, you should serve as
a facilitator; no not tell them what to do. Your approach should be
non-judgmental and not to grade or assess their ideas, plans, comments
or behaviors. You want mostly to take them through a process and not to
dictate all of the details. Many times your role will be to ask
questions and not to provide answers or solve their problems. Listen
often and for meaning but do not be the know it all or the expert.
Often you can serve as a sounding board but do not act as if you were a
psychotherapist. At times you will challenge their perceptions but do
not argue that they are wrong. Always put a focus to the future,
starting now, and avoid dwelling on the past. Urge action at times but
do not insist. Challenge them to meet their goals but do not be afraid
to give feedback. |
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Unacceptable Conduct
(New 03/2007) |
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This is conduct that
interferes with the provisions for quality patient care, respecting the
dignity of others, maintaining the effective relationships involved in
sports health care, and ensuring the effective operation of the sports
medicine environment. There should be no attacks (verbal, written or
physical) directed at others which are personal or go beyond the bounds
of fair professional conduct. Shouting or using vulgar or profane or
abusive language is unacceptable. Writing of malicious or inappropriate
comments (or illustrations) made in the patient record or other written
documents is inappropriate. You should not make any public derogatory
comments about the quality of care being provided by other
practitioners. These should be only addressed through peer
review/quality review processes or other appropriate avenues to address
the issues. It is inappropriate to express anger such as destruction of
property or throwing objects. Physical assault is unacceptable. You
should never behave in such a way as to demean the dignity of any
person(s) or disrupt the orderly operation of the athletic training
room, clinical site, practice or competition setting. |
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Program
Classroom and Clinical Facilities
(Updated 08/2006) |
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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, and track);
West Campus Facility (satellite athletic training room and sports:
soccer 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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