Wheeling Jesuit University Student Handbook

Wheeling Jesuit
University
Athletic Training
Program
Student Handbook
2014-2015 Academic Year
Revised 08/05/2016
STUDENT POLICIES AGREEMENT
I, _________________________, have read, received an explanation of, and understand the
guidelines contained in this handbook.
I also understand that I must comply with and follow these guidelines and policies
during the period of my enrollment as an Athletic Training Student at Wheeling Jesuit
University.
In accordance with Wheeling Jesuit University’s clinical affiliation agreement, I grant
permission for Wheeling Jesuit University’s Clinical Preceptors to discuss both my
academic standing and clinical progression with any or all of the Program’s clinical
affiliates. Further, I hold Wheeling Jesuit University’s administration and faculty
harmless for any discussion of my academic and clinical progression and standing
with clinical affiliate sites.
_______________________
STUDENT’S ID
________________________________________________________________________________________
STUDENT’S WJU EMAIL
________________________________________________________________________________________
PRINTED NAME
SIGNATURE
DATE
________________________________________________________________________________________
PRINTED NAME
CEC SIGNATURE
DATE
________________________________________________________________________________________
PRINTED NAME
PD SIGNATURE
DATE
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Table of Contents
Section I: Program Information
Vision and Mission Statements................................................................................................................................3
Goals and Objectives ....................................................................................................................................................4
Non-Discrimination Statement................................................................................................................................6
Definition of Terms ......................................................................................................................................................6
Section II: Program Requirements
Pre-Professional Phase ............................................................................................................................................... 8
Admission Process/Admission Requirements
Competitive and Selective Program ................................................................................................................ 8
Application Process/Contents .......................................................................................................................... 8
ATP Admission Process Committees ........................................................................................................... 10
Notification of Acceptance ............................................................................................................................... 10
Transfer Students................................................................................................................................................ 10
Once Accepted into the Athletic Training Program
Fees ........................................................................................................................................................................... 11
Annual Requirements ........................................................................................................................................ 12
Potential Additional Requirements Once Admitted to the ATP ........................................................ 12
Pre-Season/Orientation ................................................................................................................................... 12
Course Sequence ................................................................................................................................................. 13
Professional Conduct ......................................................................................................................................... 14
Classroom Conduct Expectations ................................................................................................................. 14
Retention Requirements .................................................................................................................................. 15
Disciplinary Action
Probation and Suspension ............................................................................................................................... 15
Suspension ............................................................................................................................................................. 16
Probation ................................................................................................................................................................ 16
Dishonesty ............................................................................................................................................................. 16
Appeal/Grievance Process .............................................................................................................................. 16
Graduation Requirements ...................................................................................................................................... 17
Section III: Clinical Education
Clinical Education Experience/Requirements ............................................................................................... 19
Beginning Clinical Assignment ............................................................................................................................. 20
Absence from Clinical Setting ............................................................................................................................... 20
Preseason/Holiday/Postseason Requirements ............................................................................................. 21
Intercollegiate Sports Participation and Athletic Training ....................................................................... 21
Club/Intramural Sports/Extra-curricular Activities and Athletic Training ....................................... 21
Outside Employment and Athletic Training .................................................................................................... 22
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Work study, scholarships, and funding ............................................................................................................. 22
Conduct with Athletes .............................................................................................................................................. 22
Dating Athletes ........................................................................................................................................................... 22
Travel with Teams ..................................................................................................................................................... 22
General Professional Conduct ............................................................................................................................... 23
Communication/Language/Conversation ....................................................................................................... 23
Smoking/Tobacco Policy ........................................................................................................................................ 24
Alcohol and Drug Policy .......................................................................................................................................... 25
Cell Phone Use ............................................................................................................................................................. 25
Dress Code .................................................................................................................................................................... 26
Direct Supervision Policy........................................................................................................................................ 28
Clinical Education Experiences Documentation (Hour Logs) .................................................................. 29
Technical Standards ................................................................................................................................................. 30
HIPAA Training ........................................................................................................................................................... 30
Confidentiality of Records ...................................................................................................................................... 31
Contagious Disease Policy ...................................................................................................................................... 31
Blood borne Pathogen Exposure Policy ............................................................................................................ 31
Clinical Disciplinary Action .................................................................................................................................... 32
APPENDICES
Appendix A – Curriculum Matrix………………………………………………………………………………………….35
Appendix B – Athletic Training Forms………………………………………………………………………………….47
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Section I: Program Information
Wheeling Jesuit University Mission
Life
The Jesuit traditions of educational excellence and service to others guide all the programs at
Wheeling Jesuit University. By integrating learning, research and economic development with
classical knowledge and Christian revelation, the University seeks to foster competence, creativity,
and innovation throughout and beyond the campus community. Graduates of the University enter
the world of work with socially responsible goals, a lifelong appetite for learning and the desire to
make our universe a better place.
Leadership
To model the Jesuit concern for regional and global neighbors, the University welcomes people of
all creeds, races and nationalities to share in the intelligent pursuit of excellence. The University
promotes close student-faculty contacts and encourages students to develop their full potential for
leadership. Through a grounding in the liberal arts and, above all, example of Jesus Christ, the
University endeavors to produce intelligent, moral leaders who will champion the Jesuit values of
faith, peace and justice. Wheeling Jesuit envisions a dynamic leadership role for the University in
the lives of its students and in the world at large.
Service with and Among Others
In its faculty and students, its research and outreach, the University is national and international.
Yet as the only Catholic institution of higher learning in West Virginia, Wheeling Jesuit also values
its distinctive mission to the immediate area, educating local men and women and returning them
to enrich their own communities. Wheeling Jesuit University firmly believes its graduates will
enter the professional world prepared to use their God-give talents not solely for personal
fulfillment but as men and women in service to others.
Athletic Training Program Mission
Wheeling Jesuit University’s Athletic Training Program (ATP) as a subsidiary of the Department of
Athletic Training has a mission which is to reinforce the University’s mission of educating young
men and women for life, leadership, and service with and among others. In addition, the ATP
mission is to educate, disseminate, and apply knowledge in health and rehabilitation sciences. The
department strives to develop critically thinking, innovative, and evidence-based professionals
who engage in Jesuit tradition of life-long learning and leadership in the areas of clinical practice,
research, and community service.
Athletic Training Program Vision
The VISION of the ATP at Wheeling Jesuit University is to:
1. Be a student-centered athletic training program to provide academic, professional and
personal growth of the students, faculty, and affiliated staff and preceptors.
2. Integrate innovative approaches to enhance learning.
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3. Develop an educational curricula based on current CAATE standards and best evidence
professional practice.
4. Create a program where students, faculty, and affiliated staff and preceptors incorporate
scholarship, professionalism, diversity and service.
5. Explore our pedagogy and andragogy approaches to accommodate diversity in learning
styles.
Athletic Training Program Purpose, Goals, and Student Learning Outcomes
Purpose
The purpose of the ATP at Wheeling Jesuit University is to prepare students for a career in athletic
training that leads to the students fulfilling a path of life, leadership, and service with and among
others.
Goals
The goal of the ATP is to:
1. Provide an educational program for students desiring to obtain NATABOC certification
2. Provide students the ability to practice their knowledge, skills and abilities, learned in the
didactic education, in the clinical setting under direct supervision of qualified healthcare
preceptors.
3. Incorporate leadership abilities through the Jesuit faith by fully engaging in their clinical
sites and community services
4. Provide opportunities for students to participate in the advancement of the athletic
training profession
5. Allow students to compete for scholarly awards, scholarships, and grants
6. Incorporate a desire to commit to engage in lifelong learning.
7. Develop competent and confident students entering the profession of Athletic Training as
health care providers.
Program/Student Learning Outcomes
The students, upon completion of the ATP, will be able to:
1. Demonstrate cognitive and psychomotor competence in the 8 content areas of the Athletic
Training Educational Competencies (ATEC). (G1,2)
2. Integrate communication skills, both written and oral, as a health care provider within the
larger context of the health care system to be able to work collectively with other health
care providers. (G2-7)
3. Assess and construct ethical, moral, and legal behavior as an athletic trainer. (G1,2,4,7)
4. Manage patient care (based on their development of knowledge, clinical experience,
critical thinking, and evidence-based decision making) to integrate the most current
technological, innovated, and evidence-based approach to effectively practice with diverse
population in a variety of clinical settings, and with various allied healthcare professionals.
(G1-7)
5. Integrate the Jesuit tradition/mission to incorporate life, leadership, and serve with and
among others. (G1,3,6,7)
4
Measures of Student Learning Outcomes (20)
Direct Measures (16)
1. 100 percent of students complete and pass the clinical scenarios in ATH 201, ATH 202, ATH
301, ATH 302, ATH 401, ATH 402 as evaluated by preceptors (SLO1)
2. 80 percent or higher on graded rubrics from classroom practicals in ATH 211, ATH 231,
ATH 312, ATH 321/ATH 322, ATH 411 (SLO 1,2,4,5)
3. 80 percent of the Junior and Senior students who were evaluated received an 80 percent or
higher as an overall measurement in each of the following categories. (SLO 1-5)
a. Personal Attributes
b. Interpersonal Communication Skills
c. AT Knowledge and Skills
d. Foundational Behaviors of Professional Practice
e. Commitment to learning
4. 80 percent of the preceptor/clinical site evaluations receive an 80 percent or higher as an
overall measurement in each of the following categories: (SLO1-5)
1. Clinical Site Characteristics
2. Clinical Site Resources
3. Clinical Site Health and Safety
4. Clinical Site Operations
5. Preceptor Characteristics
6. Preceptor Communication/Instruction
5. 80 percent of students received a 90 percent on the following signature writing and/or
speaking assignments across the curriculum (SLO1,2,3,4,5)
a. Systematic Review in ATH 212
i. Review of literature
ii. Database searches
b. Culture Competency Paper in ATH 422
c. Oral Presentations in ATH 312, ATH 431, ATH 422
d. Written Communication in ATH 321/ATH 322
e. Original Research Proposal in ATH 412
f. Creative Thinking in ATH 341
6. 80 percent of the students will correctly identify the appropriate response as measured by
exam questions in the following areas:
a. Ethical decision making in ATH 422 (SLO3)
b. Critical thinking and skills in ATH 321 (SLO1,4)
Indirect Measures (4)
1. 70 percent first-time pass rate of students taking the National Athletic Trainers’
Association Board of Certification (BOC) exam. (SLO1)
2. 80 percent of alumni students will rate very much or quite a bit on the following question
topic utilized within the Alumni Survey (SLO1-5)
a. ATEP experience contribute to knowledge, skills, and personal development
3. 80 percent of students will rate an 8 or higher on the following question topics utilized
within the Senior Exit Survey completed by the senior cohort. (SLO1)
a. Confidence entering the workforce as an ATC
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b. Confidence in preparation for the BOC exam
4. 100 percent of the students within the ATP will complete the appropriate level of
professional development hours as defined below: (SLO 1-5)
a. Seniors need to complete 25 hours for the academic year
b. Juniors need to complete 20 hours for the academic year
c. Sophomores need to complete 15 hours for the academic year
Ongoing plan for outcomes data
In continuing with the assessment process, the ATP is assessed upon completion of each semester
by the Program Director, CEC, and full time faculty members. The evaluation tools are reviewed
and re-evaluated as to their effectiveness and usefulness for WJU faculty and for clinical preceptors
located on and off campus. Data received from these tools are reviewed and discussed among the
PD, CEC, and faculty and appropriate steps are taken to improve educational effectiveness of the
ATP. Any substantive changes or alterations to the program are discussed and agreed upon by ATP
faculty and Vice-President of Academics. Changes are then submitted, once agreed upon, to the
Academic Policy Committee before implementation.
Program Evaluation Policies
The ATP considers student evaluations both within the didactic and clinical setting key
components to the viability of providing quality education within the program to prepare students
for success with the BOC exam and a career in Athletic Training. The ATP uses four indirect
evaluations (IDEA, Clinical/preceptor, Senior Exit Survey, and Alumni Survey) forms and one
indirect exam (BOC) to assess the level of quality of both the settings (Didactic and Clinical) and
Staff (faculty and clinical preceptors). The ATP also uses direct formative and summative
evaluations such as exams, papers, practicals, presentations, research projects, and clinical
scenarios to assess the viability of the ATP.
Appendix A illustrates how each course within the ATP curricula uses both summative and
formative evaluations of the student’s education.
Non-Discrimination Statement
Wheeling Jesuit University does not discriminate on the basis of race, color, national origin,
religion, gender, age, veteran status, political affiliation, sexual orientation or disability. The ATP
also does not discriminate on any of the above bases, however, enrollment in the ATP does require
the ability of the student to meet the Technical Standards for the duration of the program (see
Technical Standards section of the Handbook).
Definition of Terms
Preceptor - A certified/licensed professional who teaches and evaluates students in a clinical
setting using an actual patient base. Must have national certification and state license.
Athletic Training Student (ATS) - A student formally enrolled in the professional phase of the
athletic training curriculum.
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Clinical Education - Clinical education represents the athletic training students' formal acquisition,
practice, and evaluation of the Entry-level Athletic Training Clinical Proficiencies under the direct
supervision of a preceptor. Clinical education shall occur for a period of three academic years (6
semesters) and be associated with course credit. Courses shall include educational objectives and
specific clinical proficiency outcomes that can be documented over time. Clinical education will
include exposure to the following criteria: (For information specific to WJU’s clinical requirements,
see Clinical Education Requirements).
 Protective Equipment
 Male and female sport
 Team and individual sport
 Non-sports related
 General medical
 Off-campus
Direct Supervision – Direct supervision refers to the close monitoring of the athletic training
student during the clinical experience. The preceptor must be physically present and have the
ability to intervene on behalf of the athletic training student and the patient. Only clinical hours
that occur under the direct supervision of a preceptor are recognized by CAATE and WJU’s ATP.
Radio or cell phone contact DOES NOT constitute direct supervision and is an infraction of WJU’s
clinical policies.
Clinical Setting: A clinical setting is a clinical environment where health care services are provided.
The clinical setting shall include the athletic training facility, athletic practices, competitive events,
physician’s clinics, physical therapy clinics, hospital settings, and various allied health care settings.
The student must be supervised by an appropriate preceptor while in these settings.
Educational Competencies: The Educational Competencies are the individual cognitive
(knowledge), affective (application), and psychomotor (skills) components of entry-level athletic
training programs. Competencies are used to develop the curriculum and educational experiences
of students enrolled in CAATE-accredited athletic training programs. We assess the competencies
through classroom exams (written and practical) and assignments, as well as through student
evaluations.
Clinical Proficiencies: The entry-level athletic training clinical proficiencies define the common set
of skills that entry-level athletic trainers should possess. Proficiencies require the students‟
integration of individual pieces of knowledge and skills (educational competencies) in a decisionmaking situation. The clinical proficiencies demonstrate learning over time. Whenever possible,
proficiencies are assessed in a real-time environment/situation such as evaluating a real injury to
an athlete. Simulated evaluations are used to supplement real-time learning situations.
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Section II: Curriculum Aspects
Pre-Professional Phase
The pre-professional phase of the athletic training curriculum is required for all students wishing to
apply for the ATP program. The pre-professional phase involves pre-requisite coursework as well
as completing observations in the athletic training environment at WJU. The purpose of this
experience is to help the student better understand the duties and responsibilities of an athletic
trainer and the profession, in general. This experience gives the student concrete information for
deciding whether Athletic Training is the right profession for him or her. The observation
experiences also allow the certified athletic trainers (ATC’s) an opportunity to get acquainted with
the potential applicants.
The pre-professional phase is open to any student interested in pursuing a B.S. degree in Athletic
Training. Interested students must complete the pre-professional phase requirements before being
eligible to apply for the professional phase of the ATP at WJU.
The pre-professional phase requires the students interested in AT to gain a minimum of 30
observation hours for the academic school year. Prior to starting any observations, students must
complete HIPAA and OSHA training and an orientation session for the athletic training room. The
required observation hours occur during both the fall and spring semester of the student’s
freshman year. During the fall semester, students will be required to complete one full day rotation
with each WJU ATP preceptors. This requires the student to meet each preceptor and request a day
they can observe them and their team. The fall semester provides the student the opportunity to
gain between 15 and 25 hours of observation. During the spring semester, the student will be
assigned 5 one week rotations with different preceptors and sites at WJU. This allows the student
to grasp various aspects that athletic trainers are responsible for in their profession. The spring
semester provides the student the opportunity to gain between 15 and 30 hours of observation.
In addition, students will be required to complete didactic course load in BIO 127, BIO 128, BIO
129, PSY 110, and CLS 121. (See admission requirements)
Admission Process/Admission Requirements
Competitive and Selective Program
WJU’s ATP is a highly competitive and selective program. Declaring Athletic Training as your major
does not guarantee acceptance into the program. No more than twenty students (average 14-16)
will be admitted into the ATP annually. Meeting the requirements for admission does not
guarantee acceptance into the program. Students who do not get admitted into the ATP are
encouraged to identify areas for improvement and re-apply to the program the following year. This
would then require the student to complete a 5th year at WJU. Admission decisions are based on
academic performance, application, clinical observation hours, interview results, and written and
verbal communication skills and abilities.
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Application Process/Contents
Students must complete a formal application to be admitted into the Professional Phase of the ATP.
This application is available following spring break of the student’s freshman year. The application
is due by March 31st each year. In order to apply, students must have completed or are in the
process of completing the following courses and have a grade of “C” or better (or currently be
enrolled in/planning to enroll in May):





BIO 127Anatomy and Physiology Lab
BIO 128 Anatomy and Physiology I
BIO 129 Anatomy and Physiology II
PSY 110 General Psychology
CLS 121 Intro to Hospital Science
The ATP application and supporting documents are available to students in the Athletic Training
Faculty Offices. After submission of the application, qualified applicants may be invited for an
interview with a committee comprised of ATP faculty, staff and students. Interviews take place
prior to finals week during the spring semester.
Information required as part of the application includes the following. Greater detail for each item
can be found on the application.
 Personal data information
 Verification of grades
 Essay responses to specific questions
 Verification of clinical observation hours and submission of performance
evaluations from those hours
Once a student is admitted into the ATP, the following documents are required prior to
the beginning of their sophomore year:
 Completion of Health Information including:
o Physical exam: must include the physician’s signed statement verifying the
student’s ability to meet the Technical Standards
o Updated immunization records on file with the University Health Center
(immunizations must remain current for the duration of the program)
 Proof of completion of the Hepatitis B vaccine (3-part vaccine or
signature of waiver)
 Annual TB screen or full test, when applicable
 Tetanus
 Measles, mumps and rubella
 Meningococcal vaccine recommended
 Verification of your ability to meet the Technical Standards
 Completion of University's Universal Precautions training (annual requirement)
 Read and sign the Commitment to Excellence Statement (annual requirement)
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ATP Admission Process Committees: Interview Committee
If needed, all admission interviews will normally be conducted within a one week period. Students
will be brought in in equal groups and meet with the PD, CEC, faculty, and one or two senior level
students. The Head AT may also be present if time permits. Interviews will last at least 30 minutes
but no more than 45 minutes per session.
ATP Admission Committee
The ATP Admission Committee will be comprised of the PD, CEC, and ATP faculty members. Input
on Admissions is given by all preceptors and current ATP students.
Notification of Acceptance
Students may be notified of their acceptance to the program as early as June 1 depending on the
number of applicants each year. Those students that are conditionally accepted into the ATP upon
successful completion of the required pre-professional phase course work will be notified as early
as June 1 with final decision being made by August 1 depending on completion of summer course
work.
Scheduling of classes
Students applying for acceptance into the ATP will be advised to schedule for core classes. Once
acceptance is verified and agreed upon between the ATP and student, the student will then be able
to make the appropriate adjustment to their course schedule. When the PD notifies the students of
acceptance, there will be a statement about how to schedule for the appropriate professional
program courses.
Transfer Students
Students wishing to transfer to the Wheeling Jesuit University AT Program must contact the
Athletic Training Program Director early in the recruiting and admission process. Transfer
admission is judged individually, case-by-case. In addition to the University’s policies, transfer
students should meet the following eligibility requirements:
1. Transfer students from within or outside of WJU must complete the same pre-requisites and
pre-professional phase experiences as all other students prior to admittance to the program.
Course requirements include the following WJU courses or their equivalents:
BIO 128, 129: Anatomy & Physiology I and II
PSY 110: General Psychology
Equivalent courses from other institutions must be officially accepted by the University and
by the respective department’s Chair. Students must have received at least a “C” or better
for the course(s) to be accepted.
2. Transfer students must have a minimum overall GPA of 2.80.
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3. Athletic Training observation hours are also expected but the overall hour requirement will
be evaluated by the Clinical Education Coordinator and the Program Director on a case-bycase basis.
If a student is transferring from another CAATE accredited AT Program, AT courses from the
previous institution may be considered acceptable equivalents to WJU AT courses. This is at the
discretion of the Program Director and will require the submission of syllabi that includes a course
description and objectives. Determination of the student’s grade level at the time of transferring is
at the discretion of the Program Director.
If a transfer student should be admitted, he or she will be required to complete a minimum of four
semesters of clinical experiences at WJU regardless of the number of didactic class hours that
transfer. This essentially allows the student to transfer as a first semester junior at the highest
level. Thus, transfer credit is prohibited for clinical experiences and clinical practicums at the
junior or senior level. If a student transfers in at a lower level than the above mentioned, he or she
will be required to complete sophomore level practicum courses as well.
Once Accepted into the Athletic Training Education Program
Fees
An annual Athletic Training fee is assessed to all AT students’ accounts at the start of the fall
semester every year (sophomore through senior). Once a student is enrolled in ATH 201, 301, or
401, they are automatically assessed the fee of $160. This money is used to pay for all student
memberships dues to the NATA, one polo shirt for each student each year, and a name tag at the
start of the sophomore year.
Students in the ATP will encounter additional expenses associated with the program. Those
expenses include:
 Apparel: Students may elect to purchase additional AT clothing.
 Travel expenses to clinical sites: Students must provide their own transportation to
their clinical sites. Expenses for this travel are the student’s financial obligation.
Communication between students can help set up carpool to clinical sites.
 Professional liability insurance: Students’ accounts are assessed an annual fee to pay for
liability insurance while the students are doing their clinical rotations. The fee varies
by year depending on the number of students doing rotations. The insurance also
covers students from other health science disciplines.
 Personal liability insurance (optional)
 Tuberculosis Test, Required of your Junior and Senior Year
 Meals: Students may need to supply some of their meals while on campus for
orientation and pre-season. However, meals may be available through the WJU
Benedum Room.
 Identification: One name badge is purchased for each student; however, replacement
badges due to loss or damage are the financial responsibility of the student. Students
are required to have access to their name badge during all clinical rotations in case
they are asked to wear it.
 BOC certification exam (optional): Upon graduating, most students sit for their national
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certification examination through the Board of Certification. Exam fees for NATA Student
Members are $335. Additional exam fees will be incurred for non-NATA members. First
time exam fees are paid for by the Athletic Training Club.
Annual Requirements
Students must complete the following items annually once accepted to the Professional Phase
of the ATP:
 CPR/AED training and re-training (every 2 years)
 HIPAA and OSHA re-training
 Maintain immunizations up-to-date; complete a TB screen (Junior and Senior years)
 Technical Standards verification form
 Commitment to Excellence form
 Confidentiality form
 Personnel Contact information form
Potential Additional Requirements Once Admitted to the ATP
Some off-campus clinical settings may require a criminal background check, drug testing, and TB
test in addition to what is required by WJU ATP. The ATP will provide the background check and
drug test but it is the student's financial responsibility to provide the TB test information.
Orientation
All athletic training students are required to take part in orientation of each clinical site they are
assigned and will occur at least one day prior to the start of the start of the clinical rotation. In
addition, each student will have an orientation class that will be the first Monday night of each
semester. This class is to address course work, update policies and clinical requirements, and hand
out important documents.
Course Sequence
The following schedule is the suggested curriculum plan for ATP students. All courses in bold MUST
be taken in the semester they appear in the schedule unless otherwise noted. Failure to enroll in an
ATP sequence class at the proper time will result in a delay in completing the program. Students
must complete a minimum of 120 total credits to graduate.
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FIRST SEMESTER
COURSE
#
COURSE TITLE
HRS
F
R
E
S
H
M
A
N
COMP 105
COMP 110
HIS 110
PSY 110
BIO 128
BIO 127
FYE 101
Process of Composition OR
Composition Seminar
The Twentieth Century
General Psychology
Human Anatomy & Physiology I
Anatomy Lab
Freshman Year Experience
_____
_____
_____
_____
_____
_____
_____
S
O
P
H
O
M
O
R
E
RST 106
RST 107
CLS 121
ATH 211
ATH 222
ATH 231
ATH 201
The Religious Quest OR
Catholicism
Introduction to Hospital Science/Nutrition
Introduction to Athletic Training
Musculoskeletal Anatomy
Emergency Care for Athletic Trainers
Athletic Training Practicum I
_____
_____
_____
_____
_____
_____
_____
J
U
N
I
O
R
SPA 106
FAX 1xx
ATH 311
ATH 322
ATH 301
Medical Spanish
Fine Arts
Theory of Rehabilitation
Ortho. Assessment of the Upper Extremity
Athletic Training Practicum III
_____
_____
_____
_____
_____
3
3
3
3
1
1
SECOND SEMESTER
COURSE
#
COURSE TITLE
HRS
HIS 120
PHI 105
MAT 105
LIT 120
BIO 129
Historical Methods
Logic & Knowledge
Introduction to Statistics
Literary Foundations
Human Anatomy & Physiology II
_____
_____
_____
_____
_____
INS 111
RST 2xx
RST 3xx
ATH 212
ATH 321
ATH 341
ATH 202
World Community
Religious Studies Core OR
(not RST 305)
Therapeutic Modalities
Ortho. Assessment of the Lower Extremity
Exercise Physiology
Athletic Training Practicum II
_____
_____
_____
_____
_____
_____
_____
LIT 250
CORE
PSY 250
CLS 321
ATH 302
Literary Explorations
Second Science Core
Sport Psychology
Introduction to Research in Healthcare
Athletic Training Practicum IV
_____
_____
_____
_____
_____
14
3
2
3
3
3
2
15
16
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
2
17
15
3
3
3
3
3
15
S
PHI 205
Philosophy of the Human Person
_____
3
PHI 305
Ethics OR
_____
3
E
N
I
O
R
ATH 421
ATH 411
ATH 431
ATH 401
Research Study
General Medical Conditions
Athletic Training Problem-Based Learning I
Athletic Training Practicum V
_____
_____
_____
_____
1
3
3
3
RST 305
ATH 412
ATH 422
ATH 432
ATH 402
Christian Ethics
Athletic Training Capstone
Professional Development
Athletic Training Problem-Based Learning II
Athletic Training Practicum VI
_____
_____
_____
_____
_____
3
3
3
3
13
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PRE-PROFESSIONALS MUST NOTE THE FOLLOWING:
*See Undergraduate Course Catalog for second science core choices
Substitute CHE 110/121 & CHE 120/122 for pre-professionals
**Cells & Chromosomes/Lab (BIO 109/BIO 121), Developmental Psychology (PSY 212) and College Physics/Lab (PHY 109/123 &
119/124) are also pre-requisites for WJU Physical Therapy.
It is your responsibility to schedule these around you major classes.
Other universities might have different required courses for Physical Therapy or other professional programs.
It is your responsibility to know the requirements for your chosen field of study for post-graduate work.
You should expect to take summer school to fulfill these extra courses.
01/08/2016
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Professional Conduct
The athletic training student is expected to abide by the code of conduct established in this
curriculum manual and the NATA Code of Ethics
The Athletic Training Program Director, and in some situations the Clinical Education
Coordinator is responsible for imposing any and all penalties for infractions of athletic
rules/regulations, academic violations, or professional misconduct. The source of the penalty
depends on the type of infraction
If the PD and/or CEC allege a violation of athletic department rules/regulations or
unprofessional behavior, the athletic training student may be suspended from the clinical
assignment pending an investigation. If found guilty, the student may be permanently dismissed
from the clinical assignment. In some cases, the student may also be suspended or dismissed
from the athletic training curriculum. In these cases and for episodes of unprofessional conduct,
documentation will be placed in the athletic training student's permanent file.
The athletic training student may appeal the suspension/dismissal. The route taken is
determined by whether the violation is an athletic training curriculum matter or an athletic
matter (see Appeal/Grievance Process).
Classroom Conduct Expectations
In order for all of WJU students to benefit maximally from the classroom experience, everyone must
behave in a mature, professional manner. The following guidelines are provided to assist in making
the classroom experience beneficial for all students.
1. Cell phones are permissible to use during class for educational purposes only. Should
it become apparent that the student is utilizing their phone for personal matters
(social media, texting, etc.) the phone will be collected by the instructor for the
duration of the class and returned at the end of the class period. Should this problem
continue, the use of cell phones will be dismissed for everyone.
2. The use of a laptop and/or tablet is encouraged during class time. However, the laptop
must be used for class-related activities ONLY.
3. All pre-class activities must cease by the official class start time.
4. Talking (other than asking a question) or passing notes during the class period is
considered disruptive.
5. Additional descriptions of disruptive behavior include, but are not limited to:
 eating in class
 sleeping
 monopolizing discussions or constant questioning
 failure to respect others
 using inappropriate or vulgar language in class
 overt inattentiveness
 reading the newspaper/playing Sudoku, etc.
 doing work not related to class (i.e. studying for another class)
 creating excessive noise
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 leaving class early or arriving late
 poor personal hygiene
6. Additional rules and regulations associated with student conduct are detailed in the
University’s Student Handbook.
7. Failure to abide by all of these rules and regulations may lead to a variety of
disciplinary actions including but not limited to:
 A failing grade
 Removal from the class
 Being placed on probation
 And/or expulsion from the program
Retention Requirements
Once enrolled in the Professional Phase of the Athletic Training Program, students must continue
satisfactory academic progress to maintain good standing within the program. Satisfactory
progress involves the following:
 Maintaining an overall GPA of 2.80 or greater
 Achieving grades of “C” or greater in all ATP professional phase courses (“C-” grades are
considered unacceptable and must be repeated)
 Maintaining good professional and ethical behaviors and practices
Didactic Disciplinary Action
Probation and Suspension:
Students are placed on suspension, probation, or dismissed from the ATP if they fail to maintain
satisfactory progress in the program. Satisfactory progress and the resulting consequences of
failing to maintain satisfactory progress are as follows:
Situation/Scenario
A student receives a grade below a “C”
in an ATP professional phase course.
Consequence/Action
The student is placed on suspension.
A student achieves grades of “C” or
better in all ATP professional phase
classes but their overall GPA falls
below 2.8
The student is placed on probation.
A student on suspension or probation
remediates their status
The student is reinstated to “good
standing” in the ATP.
A student who is on suspension or
probation fails to improve his/her
performance
The student will be dismissed from
the program
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Suspension
Failure to achieve a grade of “C” or better in an ATP professional phase course: the student will be
suspended from the Program for the following semester and will not be allowed to enroll in any
further AT courses thus delaying their graduation by one year. The student will then have to retake the course the following academic year when it is offered once again. If the student then
achieves a minimum grade of “C” or higher, they will be able to re-enter the AT Program and
continue towards degree completion. If the student is unable to score a “C” or better the second
time the course it taken, the student is then dismissed from the AT Program.
Probation
Failure to maintain a minimum 2.80 overall GPA: student is placed on “probationary status.” The
student must return their GPA to above a 2.80 by the following semester or be dismissed from the
AT Program.
Probation imparted on students who fail to meet appropriate academic or professional standards of
the ATP. The probationary period serves as a monitoring and remediation period for the student as
well as a warning to students that they must improve their performance to remain in the program.
A student on probation:
 Will be required to go to the ARC for tutoring/help until grades raise and student is off
probation
 May be required to participate in one-on-one sessions with ATP faculty to help with the
academic shortcoming.
 Will be required to improve deficient areas. A remediation contract will be
established by the ATP faculty. Contracts will be constructed according to the
individual student’s needs.
 Will be dismissed from the ATP for failure to correct problem areas for a second
consecutive semester.
Dishonesty
Athletic training students are held to a high standard in regard to honesty and integrity. Any
student found to be dishonest with regard to academic or clinical work will be dealt with firmly,
most likely resulting in dismissal from the ATP.
Appeal / Grievance Process
Any academic admission or disciplinary decision (i.e. probation, dismissal) may be appealed, and
any issue which the student feels violates his/her rights can come before the grievance committee.
The appeal/grievance process for the ATP is as follows:

The student must make his/her appeal/grievance in writing to the ATP
Appeals/Grievance Committee within two weeks of receipt of a disciplinary decision
letter or incident. The student must include all materials that may substantiate the appeal
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


or grievance.
Once an appeal/grievance is received, an Appeals/Grievance Committee will be
assembled. The Appeals/Grievance Committee will be formed on an as-needed basis and
will be comprised of five members. Members will include three Athletic Training Faculty
and two clinical staff members.
The Appeals/Grievance Committee will hear the case within a maximum of two
weeks from the date of receiving the appeal/grievance and will notify the student of their
decision in writing within one week of the meeting date.
If the student disagrees with the Appeals/Grievance Committee’s decision and
wishes to take further action, the student must then appeal (in writing) to the Academic
Dean and pursue action through the University’s grievance committee.
If charged with misconduct, an athletic training student shall have the right:
 To be given notice, in writing, of the specific charge(s) against him/her
 To a hearing
 To be given adequate time to prepare a defense of charges.
 To appear alone or with any other person of his/her choice to advise or assist
him/her.
 To refuse to testify or to answer any questions if his/her testimony or answers
would tend to establish against him/her a violation of this code.
 To be confronted with the evidence against him/her.
 To present evidence on his/her behalf.
 To be confronted by his/her accuser(s).
 To have reasonable cross-examination of his/her accusers and of the witnesses
appearing against him/her.
 To have a copy of the proceedings provided at his/her own expense.
 To have sanctions imposed that are commensurate with the violations charged.
 To appeal decisions via the Appeals Process through the ATP program or the
University Grievance Process, whichever is appropriate for the situation.
Graduation Requirements
The athletic training student is expected to meet all university and program academic requirements
and obligations.
Wheeling Jesuit University Requirements
To be eligible for graduation, a student must:
1. Complete the required core curriculum courses;
2. Complete the requirements in a major area of concentration;
3. Complete a minimum of 120 credit hours with an adjusted grade point average (GPA) of no
less than 2,000;
4. Complete at the University not less than 18 credit hours required for the major (to be
determined by the Chair of the major department);
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5.
6.
7.
8.
Complete at the University the last 45 hours required for a degree;
Satisfy all financial obligations to the University;
Complete assessment tests and interviews which may be required; and
Submit an application for graduation within the prescribed time frame as published by the
Registrar’s Office.
ATP Requirements
To be eligible for graduation, a student must:
1. Have an overall GPA of 2.80 or better
2. Complete between a minimum of 600 and maximum of 1000 hours within 6 semesters
of clinical assignments. (Must meet all required rotations of protective equipment,
male, female, team and individual sport, non-orthopedic, general medical, and offcampus)
3. Complete all ATP curriculum requirements including:
o All ATP and ATP-related core courses with a grade of “C” or better
o Appropriate final evaluations including exit evaluations and preceptor and
clinical site evaluations
4. Complete the proficiency handbook with all sections completed and signed off by
preceptors, CEC, and PD
Required Athletic Training courses upon admittance to the program:
 ATH 201 – Athletic Training Practicum I
 ATH 202 – Athletic Training Practicum II
 ATH 211 – Introduction to Athletic Training
 ATH 212 – Therapeutic Modalities
 ATH 222 – Musculoskeletal Anatomy
 ATH 231 – Emergency Care for Athletic Trainers
 ATH 301 – Athletic Training Practicum III
 ATH 302 – Athletic Training Practicum IV
 ATH 311 – Therapeutic Exercise of the Lower Extremity
 ATH 312 – Therapeutic Exercise of the Upper Extremity
 ATH 321 – Orthopedic Assessment of the Lower Extremity and Lumbar Spine
 ATH 322 – Orthopedic Assessment of the Upper Extremity, Head, and Cervical Spine
 ATH 341 – Exercise Physiology
 ATH 401 – Athletic Training Practicum V
 ATH 402 – Athletic Training Practicum VI
 ATH 411 – General Medical Conditions
 ATH 412 – Athletic Training Capstone
 ATH 431 – Problem-Based Learning I
 ATH 432 – Problem-Based Learning II
 CLS 321 – Introduction to Research in Healthcare
 PSY 110 – General Psychology
 PSY 250 – Sport Psychology
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SECTION III: Clinical Education
Clinical Education Experience/Requirements
The faculty and staff in the ATP at WJU make every effort to promote educational and positive
learning opportunities for athletic training students. Classroom educational experiences provide
the solid foundational knowledge that students will incorporate into their clinical settings.
Clinical education experiences enhance the opportunity for the athletic training student to
integrate the knowledge learned in the classroom into real-life situations. To benefit maximally
from the classroom and the clinical education settings, athletic training students should
communicate regularly with their instructors and other members of the ATP team. Regular
interaction with instructors helps the instructors to identify strengths and weaknesses for each
student, thus students can be further challenged in their strong areas, and provided additional
assistance in their weaker areas. Likewise, the clinicians enhance the ability of the athletic training
student to utilize psychomotor, cognitive, and affective skills related to athletic training
proficiencies. Regular communication with preceptors, therefore, promotes the greatest amount of
learning and growth.
Students are assigned to clinical experiences by the ATP CEC in consultation with the PD, faculty,
and the preceptors. Clinical assignments take into consideration several factors including, but not
limited to, the students‟ goals, previous assignments (site and preceptor), personalities, strengths
and weaknesses, and clinical experience needs. At least 75% of each student’s clinical experience
will be in traditional athletic training settings (i.e. working with sports teams). WJU ATP students
must complete clinical experiences that involve the following:







Protective equipment (i.e. football, ice hockey, men’s lacrosse)
Both male and female participants
Team and individual sports
Off-campus
Sports with varying levels of risk
General medical experiences
Non-sport population experience (i.e. physician’s office, PT clinic)
Students should plan to spend approximately 20 hours per week (at least 3-4 days a week) in
clinical experiences during the regular semester and potentially more when school is not in
session. All students are given at least one day per week off. It is the students’ responsibility to
meet with their preceptor at the beginning of their clinical experience to map out their
approximate schedule for that clinical rotation (i.e. approximate clinical schedule, days off, and
potential scheduling problems such as exams or classes). In addition, students are to meet with
their preceptor prior to starting their clinical rotation to be oriented to the new environment and
preceptor. This can be accomplished on the first day of assignment but is recommended to be
performed prior to the start of the student’s rotation. The orientation must review the
emergency action plans and blood-borne pathogen policies of their assigned venue. Orientation
should also include the review of all professional behavior or policy expectations at the
beginning of each clinical rotation.
Students are assigned based on three seasons during the academic school year (fall, winter,
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spring). Students are required to complete each clinical experience for the duration of the
season unless otherwise noted, thus, expected to complete their clinical assignment regardless
of the total number of hours accumulated during the semester. Failure to continue to attend the
clinical experience once the minimum number of clinical hours has been achieved may result in
disciplinary action or even dismissal from the program for unprofessional behavior.
Clinical experience is a progression of previously didactic taught material. Students should use
the knowledge and skills they have previously learned during their clinical experience. The
proficiency handbooks have a didactic and clinical section so that preceptors can see what
students have completed and are now responsible during their clinical rotation. Students are to
abide by the clinical education policies while at all WJU venues and affiliated sites. Students will
carry the proficiency handbook with them at all times during their clinical education to help
develop their skills.
Students will be handed an ATP Student Handbook at the beginning of every year and will use
the Handbook as the “gold standard” for behaviors and policies for all clinical sites. These
standards are the minimum standards for students. If off-campus sites incorporate higher
standards, the student is to abide by those higher standards set by the clinical site. Alternatively,
if an off-campus site’s standards are more lenient than WJU’s students must follow the standard
maintained at WJU ATP. Failure to abide by professional standards may result in dismissal from
the clinical site, failure of the associated Practicum, and/or dismissal from the AT Program.
Beginning Clinical Assignment
During the summer, the CEC will release a clinical assignment announcement. At this time, unless
otherwise directed by the CEC, it is the student’s responsibility to contact their assigned clinical
preceptor. Contact information and directions to clinical sites are located on WJU’s ATP website
and student handbook.
Absence from Clinical Setting
Presence at clinical rotations is a critical component of the educational success of the athletic
training student. Therefore, students are expected to attend their clinical assignments according to
their pre-determined schedule set by the preceptor during their initial conference with the student.
Students should expect to attend most practices and competitions for the team/preceptor to which
they are assigned. Senior and Junior level students will be required to attend their assigned clinical
for no less than 4 days a week. Sophomores will be required to attend their assigned clinical for no
less than 3 days a week.
When selecting class schedules, students should avoid classes that meet during traditional clinical
times (1:30 p.m.- 6:00p.m.) whenever possible. Students should communicate regularly with their
preceptor to determine their schedules and potential conflicts, and they should plan ahead if
needing to miss clinical times due to class conflicts or heavy academic schedules during particular
weeks. Discuss reasonable clinical arrival/departure times with your preceptor so you do not
jeopardize class times. As well, your schedule should be such that you are given a reasonable time
to grab a bite to eat between class and your clinical assignment. If an emergency situation arises
that a student cannot attend a scheduled clinical experience, he/she should contact his or her
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preceptor and notify them of the situation immediately.
The CEC has developed a time off request form for any student that needs to schedule time off from
their clinical experience. This form needs to be completed and signed by the ATS, preceptor and
delivered to the CEC for final approval. In emergency situations (Car accident, health issues that
require doctor appointment, death in family, etc.) the form will be completed upon return to insert
into your file. However, communication needs to be made as soon as possible to your preceptor or
CEC. Repeated absences or tardiness will not be tolerated and will be reflected in the Practicum
evaluation and, therefore, the Practicum grade. Excessive tardiness or absence may result in
dismissal from the clinical site and/or an “unsatisfactory” grade in the Practicum.
Preseason/Holiday/Postseason Requirements
Fall pre-season times are linked to the clinical Practicum, thus all incoming juniors and those
seniors assigned to preceptors with August pre-seasons are required to attend pre- season camps.
Students assigned to off-campus sites during August (i.e. high schools or colleges) should plan on
arriving around August 10th. Exact start dates will be determined according to WJU’s early housing
policy. If the ATS wishes to return later than the determined pre-season start date (if the student is
assigned a fall rotation) then he/she must obtain approval by the CEC (i.e. a student should not
negotiate a different start date with the preceptor without first approving that altered start date
with the CEC).
Students assigned to preceptors with holiday (i.e. fall break or spring break) may need to continue
their clinical assignments during these times. However, if dorms are closed, then the student is not
required to stay unless they volunteer and make their own means of housing, transportation, and
meals. Students assigned to preceptors with winter break or postseason responsibilities are
strongly encouraged to participate in these opportunities but will not be required to stay for them.
Athletic training students should speak to their preceptor when clinical assignments are posted so
they are aware of necessary expectations/requirements. Again, students are required to have an
orientation with each clinical rotation they are assigned prior to starting their rotation.
Intercollegiate Sports Participation and Athletic Training
Due to the time commitment required for athletic training, it is extremely difficult to
simultaneously participate in an intercollegiate sport during the Professional Phase of the AT
curriculum. To be able to perform to the best of one's ability, sports participation is strongly
discouraged. Students who decide to participate in an intercollegiate sport may need additional
semesters to complete the program. Students wishing to participate in an intercollegiate sport
should contact the Athletic Training Program Director to determine an appropriate curriculum
plan. If a student decides to participate in an intercollegiate sport and major in Athletic Training,
a meeting will be held between the ATP Director, CEC, and the student prior to being admitted to
the program.
Club/Intramural Sports/Extra-curricular Activities and Athletic Training
Club sports and intramurals are considered extracurricular events that are encouraged for all
students at WJU. It should be noted, however, that the ATP will require many hours of your time.
When selecting extracurricular events, keep your time commitments in mind and avoid
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overextending yourself. As with all extracurricular events, they should not interfere with your
Athletic Training clinical assignments.
Outside Employment and Athletic Training
Outside employment during the Professional Phase of the ATP is very difficult. Athletic training
requires many hours in the classroom as well as in the clinical setting. Athletic training students
are expected to make athletic training a priority. We do not prohibit outside employment, however,
we suggest students limit outside employment to a maximum of 15 hours per week. Outside
employment must not interfere with assigned athletic training clinical rotations. You should not
request time off from your assigned clinical rotation for the purposes of outside employment.
Work study, scholarships, and funding
Students can seek on-campus work study positions, scholarships, or other forms of available
funding to assist with college expenses. These forms of funding, however, cannot include athletic
training-related skills or services. To prevent the potential conflict of interest, athletic training
students, therefore, are not assigned to employment positions associated with the athletic training
rooms.
Conduct with Athletes
The role of an ATS is twofold: student roles and athletic trainer roles. Both in and out of the clinical
setting, students should remember that they are filling both of these roles and should act
accordingly. It is recognized that in working closely with a team, friendships may arise between
athletic training students and athletes or patients. A professional demeanor should be exercised at
all times. In the clinical setting, students should act as athletic trainers. In this role, they are
responsible for the care of that team's athletes or the patients at that facility. They are also there,
however, to learn and increase their athletic training skills.
Dating Athletes
Athletic trainers dating athletes can lead to compromising situations and is, therefore, highly
discouraged. If, however, a situation arises where an athletic training student is dating an athlete,
this relationship should not become evident in the athletic training room. The PD and CEC must be
made aware of such relationship immediately so that appropriate actions can be taken to avoid
potentially contentious circumstances. (Students may be amicably moved to a different clinical
venue if the situation dictates). Under NO circumstance should the relationship manifest itself (i.e.
physical, verbal, emotional) while in the athletic training room, at clinical venues, while traveling
with the team, or while otherwise engaged in AT-related activities with the team. Failure to comply
with this policy could mean dismissal from the program.
Travel with teams
It is a privilege to travel with a team with your preceptor. While traveling with a team, the athletic
training student is to abide by all team rules and regulations, including conduct, punctuality, and
dress code. If an athletic training student plans to travel either to or from an athletic event apart
from the team, he/she is expected to receive advance clearance from the coach and staff athletic
22
trainer for his/her plans. When traveling with a team, the athletic training student is expected to
conduct him/herself in a manner that will reflect positively on the University, the team, and the
individual.
In addition, students planning on traveling with a team should request permission from their
professors to miss class in order to travel. Students should never simply tell a professor they will
be missing a class. The request should be done in person and with plenty of advanced notice
whenever possible. Faculty members have the right to deny the request or count it as a class
absence. Students are expected to submit any assignments that are due prior to departure. As well,
it is the student’s responsibility to make up missed work or assignments immediately upon return.
General Professional Conduct
1. Be professional at all times while in the athletic training room or at assigned sports
venue. This includes such practices as where/how to sit/stand during idle time.
Please avoid lying on the treatment tables or bleachers, etc. to avoid any
unprofessional appearance.
2. Stay alert at practices. Students should not be sleeping, conversing excessively, studying,
messing around, etc. during practices. Watch practice activities or find ways to help out.
This is also a great time to gather more knowledge from the preceptor or to quiz fellow
students on athletic training knowledge (Proficiency Handbooks). Be proactive,
inquisitive and interested while at the clinical site. If unsure, ask for something to do,
practice something previously learned, work on clinical proficiencies, etc.
3. Use professional and ethical conduct in all clinical settings, in classes, and in life in
general. All of your actions are being watched by others. Please keep all actions honest,
legal, moral, ethical, and respectful. Think before you do things … don’t do anything to
make people question your integrity or character.
4. Be quick to ask the visitors who enter the clinical site if you can help them. Don’t ignore
people entering. Even though you may not be able to help them directly, acknowledge
them, ask how you can help them, then find someone who can help them. Make them
feel at home!
5. Be careful about where you air your gripes. If you have a difficult time with someone, go
to that person only. If it is something that cannot be resolved between you, discuss the
issue with your supervisor. Do not discuss the issues with other students or athletes as
this creates disunity and unprofessionalism. Such actions will not be tolerated and can
result in dismissal from your clinical site.
Communication/Language/Conversation
Athletic training students should practice communication skills in a manner that separates
him/her from the athlete. Common courtesy and respect are “musts.” Discipline in the area of
communication and respect must be maintained in the athletic training room at all times. There are
times when an athlete may demonstrate inappropriate behavior. The athletic training student
23
should not tolerate such behavior. Any problems in dealing with communication between you and
the athlete or the coach should be directed to the PD, CEC and the student’s preceptor immediately.
Guidelines for athletic training students are as follows
1. No foul or crude language is to be used in the athletic training room or at any clinical sites.
This includes words as mild as “hell” or “damn”. We want to promote an atmosphere of
professionalism and higher education. Crude language promotes neither. Vulgar language
by athletes is also not appropriate in the athletic training room and should be addressed
and curtailed immediately and in an appropriate manner.
2. Avoid sexist, racist, or otherwise discriminating remarks or anything that could be taken as
sexist/racist/discriminating by someone. Any inappropriate comments or actions will be
addressed immediately with the individual(s) involved and could result in dismissal from
the program. Do not participate in the behavior or tolerate this behavior from athletes.
i. Sexual harassment: Athletic training students and staff alleging harassment by a
coach, staff member, student athlete, or another athletic training student should
follow the policy in the WJU Student Handbook. Immediate reporting of alleged
incidents is imperative. Any harassment should be reported to the immediate
supervising athletic trainer, the AT Program Director, and the Clinical Education
Coordinator.
ii. Discrimination: WJU’s ATP does not discriminate on the basis of race, color,
national origin, religion, gender, age, veteran status, political affiliation, sexual
orientation, or disability (in compliance with the American with Disabilities Act)
with respect to employment, admissions, or in connection with its programs or
activities. Inquiries or requests for reasonable accommodation may be directed to
the AT program (see ATP Technical Standards).
3. Refrain from conversations involving personal matters (i.e. dates, parties, etc.) while in the
athletic training room or while working in any of the clinical settings. Inappropriate
conversations may result in dismissal from the clinical experience.
4. Care for your athletes as you would want to be cared for yourself. Be considerate,
respectful, and patient. Do not talk about another athlete, a fellow student, or staff member
to other individuals…unless you are giving the person praise.
5. Be considerate and respectful to all with whom you interact, including athletes, staff,
faculty, coaches, team officials, and fellow students. At no time should the athletic training
student become disrespectful to a staff or faculty member or game official. Failure to
maintain respectful composure may result in disciplinary action.
6. Students within the ATP professional phase will work with pre-professional phase students
at the clinical sites. Professional phase students should always treat the pre-professionals
respectfully. Professional phase students should act as a student mentor by showing the
students around the clinical site, politely engaging interaction while performing AT skills,
and introducing them to the profession of Athletic Training. Failure to facilitate a
respectful relationship may result in disciplinary action.
Smoking/Tobacco policy
We cannot dictate if you can smoke (or chew) or not, but remember, you are in a health care
profession. It is preferred that if you currently smoke/chew, you would stop … for your own
health. We will do whatever we can to help you achieve that goal. If you choose to smoke/chew,
however, you must follow these guidelines for athletic training:
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1. You cannot smoke/chew at any time when you are with a team or at a clinical site. This
includes practices, at half-time, when you are on the road at the hotel, etc. Leave
cigarettes/tobacco home to avoid temptation.
2. Make sure you are “aired out” before you come into the athletic training room. If we can
smell smoke on you (new or stale) or if we see tobacco in your teeth, you will be excused
from your clinical site.
3. Covering up the smell of cigarettes/tobacco with perfumes, gum, etc. does not always
work and often creates a more potent odor. If others are affected by those smells, you
may be asked to leave.
Alcohol and Drug Policy
When travelling with athletic teams, certified athletic trainers and athletic training students are
responsible for the healthcare of all student-athletes during the entire trip. As such, a zero
tolerance policy is in effect with respect to alcohol consumption and drug use so that sound,
rational decisions can be made at all times. Any athletic training student violating this policy may
be dismissed from the clinical site and/or the entire ATP.
A similar policy is in effect for ATP class, lab, and clinical activities. Students should not report to
classes, labs, or clinical sites under the influence of alcohol or drugs. Students smelling of alcohol or
under the influence of alcohol or drugs during classes, labs or clinical sites will be asked to leave
immediately and will be disciplined, which could include immediate probation or expulsion from
the program.
In addition, students must remember that there are responsibilities associated with the ATP. Thus,
if a student chooses to socialize on his/her own time, it is expected that he/she will be responsible
enough to be present and functional at scheduled classes, labs, or clinical assignments. Failure to
do so may result in a reprimand or dismissal from the ATP.
Cell Phone Use
The use of personal cell phones is permitted while at clinical sites. It is clearly recognized that cell
phones can be used to gather information, make necessary calls, and be used to record. However, if
it is noticed that the student is using their phone for personal reasons, not approved for, such as
texting or surfing social media, the student will be asked to leave their phone in their preceptor’s
office until the completion of the day’s assignment. Disciplinary action may be used if the behavior
continues. Cell phones should be turned onto vibrate while you are on duty at your clinical site.
Again, DO NOT receive or send any personal phone calls or text messages while at your clinical site.
Equipment Issue
On occasion, the University issues equipment for athletic training student use (i.e. rain jackets,
fanny packs, goniometers, etc.). The athletic training student is expected to care for all issued
equipment properly and to return all equipment after its use. The athletic training student is
financially liable for all equipment not returned.
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Dress Code
The American Medical Association recognizes Athletic Training as an Allied Health Care profession.
Each athletic training student is expected to present him/herself in a manner that promotes a
professional physical appearance and represents WJU in a highly professional manner. At no time
may an athletic training student wear blue jeans, torn, tattered, restrictive, or inappropriate
clothing when representing the athletic training curriculum. Acceptable dress when assigned to
WJU clinical experiences is as follows.
These are the minimum acceptable standards; however, a preceptor may require that you comply
with higher standards.
1. Shirts
i. WJU Athletic Training collared shirts are to be worn for events (practices,
games, treatment times, etc.) and at all times in any of the athletic training
venues (athletic training rooms, fields, courts, etc.). A minimum number of shirts
will be provided to all athletic training students. Anyone wishing to purchase
more is welcome to do so.
ii. Shirts must fully cover the chest, abdomen and back at all times, must be tucked in,
should be relatively wrinkle-free, and must not fit too snugly or too baggy.
iii. WJU Athletic Training T-shirts are only allowed during practice times whereby
conditions exist that would make it difficult to maintain a clean and professional shirt
(i.e. pre-game taping, post-practice/event whirlpool or cooler cleaning).
iv. Teams will oftentimes issue shirts with their respective sport logo. While the athletic
training student may wear this in an unofficial capacity, it is important to remember
that he/she represents the athletic training department in his/her role, and he/she is
expected to wear athletic training related shirts when in the clinical setting.
v. Nametags are issued to athletic training students during their Junior year. Students
must wear nametags if not wearing WJU athletic training gear.
2. Sweatshirts/Sweater
i. WJU Athletic Training Sweatshirt/Sweater may be worn.
ii. WJU Logo Sweatshirts/Sweaters which do NOT advertise a fraternity/sorority or
other University organization that is not affiliated with athletic training may be
worn, but an athletic training logo is preferred if the athletic training student is
working an event.
3. Jackets/Parkas
i. WJU Athletic Training jackets are available to purchase for outdoor events.
ii. In the event one does not own or have access to a WJU Athletic Training jacket,
personal jackets may be worn when environmental conditions permit as long as they
advertise nothing beyond the manufacturer of the jacket. All other logos or emblems
are unacceptable.
4. Shorts/Pants:
i. Khaki, navy, or black shorts/pants may be worn.
ii. Athletic shorts and pants are only allowed to be worn with approval of the ATS’s
26
preceptor, PD, and CEC.
iii. Shorts should have a minimum inseam length of 5”. NO “short-shorts” will be
allowed.
iv. NO jeans, “cut-offs,” or otherwise tattered clothing will be allowed.
v. Pants must fit appropriately – excessively baggy pants/shorts or tight fitting
pants/shorts are not allowed.
5. Shoes:
i. Shoes must fully cover the feet.
ii. High Heels over 2 inches are not permissible as they are not conducive to the
professional responsibility of the ATS or Preceptor.
iii. Sport sandals, flip flops, summer sandals, and bare feet will NOT be allowed.
6. Hats:
i. May NOT be worn in any indoor athletic training venue.
ii. May be worn at outdoor (Must be WJU)
iii. If hats are worn outside, they must be worn with the brim squarely facing
forward (i.e. do not wear hats backwards or twisted to the side).
7. Jewelry/Tattoos:
i. Jewelry must be kept to a minimum and should not interfere with duties.
ii. NO body piercing jewelry is allowed to be worn other than standard earrings (i.e.
no eyebrow, nose, lip or tongue piercings that are visible, or earrings beyond
small posts)
*Students may be asked to cover tattoos or piercings while in the clinical settings if
they are inappropriate or distracting.
8. Hair:
i. Must be maintained so as not to come in contact with an athlete or
interfere/cause visual disruption while assisting an athlete.
ii. Facial hair must be well-groomed and maintained.
9. Game Day Attire: (unless otherwise stated)
i. Collared WJU Athletic Training shirt
ii. Khaki pants or shorts
iii. Students should check with their preceptor to determine appropriate game day
attire. (Button down shirts and ties. Blouses, etc. may be required for some sports)
10. Travel Attire:
i. Travel dress code is specific to the sport assigned. Important: If dress clothes are
worn for travel/game day attire, you must look neat and professional - crop/ halter
tops, low cut tops, form-fitting/shear tops, short hemlines, etc. are NOT acceptable. A
good rule of thumb is there should be no skin showing on the back, belly, chest, or
upper thighs, nor should clothing fit very snugly or be baggy.
11. Inclement Weather Dress:
i. On occasions when the environment is not conducive to the previously stated dress
27
code, alternative attire will be acceptable. Conditions that warrant such acceptance
might include, but are not limited to extreme cold exposure, extreme heat exposure,
and rain. While the safety of all Athletic Training department staff and students will
take priority in terms of “dressing down” or “dressing up,” a professional, modest
and respectable appearance should still be portrayed.
12. Sport-specific attire:
i. Some coaches will require specific dress codes for all staff and students associated
with their teams. As such, we will abide by the dress codes requested so that we
demonstrate our commitment as part of a team and uphold ourselves to the highest
level of professionalism. No exceptions to this dress code will be tolerated. If the
athletic training student is in doubt about any portion of the dress code referred to
within these guidelines or perhaps something that is not directly addressed, it is
his/her responsibility to inquire as to what is acceptable attire.
13. Off-duty Attire:
i. Students that wish to wear WJU Athletic Training apparel should understand that
they are representing the ATP and any disrespectful action while wearing WJU ATP
apparel will result in dismissal from the program.
14. Off-Campus Clinical Setting Dress Code Policy:
i. Dress code expectations are similar at off-campus clinical sites as on-campus
unless the dress code policies are stricter. At no time should students attend
clinical sites in jeans, short shorts, or low-cut tops, etc., no matter what the offcampus clinical site’s policy is.
*Any questions regarding appropriateness of dress wear of any kind will be decided by the
supervising preceptor PD, and CEC, if needed. Students who do not wish to abide by
established dress codes will be asked to leave the clinical setting*
Direct Supervision Policy
It is the policy of the WJU ATP and all affiliated sites to directly supervise all athletic training
students according to the CAATE Standards. However, it is recognized that there may be brief
periods of times where an athletic training student is left unsupervised while the supervising
Certified Athletic Trainer is required to attend to another item at hand. As such, the term “first
responder” is used to define the role that an athletic training student may undertake during such a
scenario.
When acting as a first responder, an athletic training student may take part in the following:
1. First Aid, CPR, and emergency life-saving procedures (as long as the student is certified)
2. Activation of emergency medical services
3. Perform preventative taping (but only if the athlete has been receiving that take in the
past)
4. Perform or assist in preventative stretching
When unsupervised, a student cannot make any return-to-play decisions which might include, but
are not limited to:
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1. Evaluating an injury/illness to determine if an athlete can participate in
practice/game
2. Evaluating the progress of a rehab and/or making changes to that rehab program
3. Performing a new tape/wrap that has not been performed on the athlete in the past (for
example, taping an athlete’s ankle for additional support after he/she just twisted it some
in practice)
While performing unsupervised tasks may appear to be a valuable component of learning, the
safety and care of the student-athlete are of greatest priority. Thus, unsupervised occasions for
athletic training students will not be the standard of care. The role of an athletic training student as
a first responder is not condoned by the Athletic Training Program.
Students performing duties as a “first responder” should never be confused with the duties of a
certified athletic trainer or athletic training student. Misrepresenting yourself as a certified athletic
trainer is a violation and places yourself and the university at great risk. (See policy in ATP Student
Handbook).
Clinical Education Experiences Documentation (Hour Logs)
Clinical hours are to be recorded using the NATA ATrack system. Students are to log their clinical
hours the day they work them but have 5 days following to record their hours or they will be lost.
Students have access to ATrack their entire pre- and professional phase. Students have the ability
to even record their hours from their smartphone; therefore, no exceptions will be made for this
policy. However, if a student inputs the wrong hours or date, then it is their responsibility to notify
the CEC to make the adjustment.
Professional Development Hours (Appendix B)
Athletic trainers are unique health care providers who are committed to their profession, their
patients, and their community. In order to instill those values to our students, Athletic Training
Program (ATP) students are required to fulfill certain professional development obligations.
Students are required to provide documentation of twenty-five hours of professional development
each calendar year starting with the spring semester of their sophomore year. Students enrolled in
the last semester of the ATP are encouraged, but not required, to continue professional
development. Professional phase students who fail to provide documentation of professional
development will be subject to disciplinary action in accordance with the ATP Disciplinary Policy.
Students must meet the minimums for each category outlined below.
Category A – Professional Activities (5 hours minimum per calendar year)
Sample Activities
CPR / Emergency Care Volunteer
Additional athletic training volunteer hours
Category B – Public Relation Activities (5 hours minimum per calendar year)
Sample Activities
Athletic Training Club Meetings and Events
Clubs or organizations on campus
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Category C – Educational Activities (5 hours minimum per calendar year)
Sample Activities
WVATA, PATS, MAATA, EATA, or NATA events
Educational sessions provided by athletic training-related professionals or students
Drug and alcohol awareness sessions
Technical Standards
The ATP at Wheeling Jesuit University is a rigorous and intense academic program that places
specific requirements and demands on the student enrolled in the program. The objective of this
program is to prepare graduates to enter a variety of employment settings and to render care to a
wide spectrum of people engaged in physical activity. The technical standards set forth by the ATP
establish the essential qualities considered necessary for students admitted to this program to
achieve the knowledge, skills competencies of an entry-level athletic trainer, as well as meet the
expectations of the program’s accreditation agency (Commission on Accreditation of Athletic
Training Education [CAATE]) These technical standards are the basic physical, cognitive, and
psychosocial skills and abilities that are required for all students who choose to major in Athletic
Training at Wheeling Jesuit University. Should a student not be able to fulfill the requirements of
the Technical Standards with or without reasonable accommodations, the student will be
prohibited admission or may be dismissed from the ATP program.
Health Insurance Portability Accountability Act (HIPAA) Training
The Standards for Privacy of Individually Identifiable Health Information (“Privacy Rule”)
establishes, for the first time, a set of national standards for the protection of certain health
information. The U.S. Department of Health and Human Services (“HHS”) issued the Privacy Rule to
implement the requirement of the Health Insurance Portability and Accountability Act of 1996
(“HIPAA”). 1 The Privacy Rule standards address the use and disclosure of individuals’ health
information—called “protected health information” by organizations subject to the Privacy Rule —
called “covered entities,” as well as standards for individuals' privacy rights to understand and
control how their health information is used. Within HHS, the Office for Civil Rights (“OCR”) has
responsibility for implementing and enforcing the Privacy Rule with respect to voluntary
compliance activities and civil money penalties.
A major goal of the Privacy Rule is to assure that individuals’ health information is properly
protected while allowing the flow of health information needed to provide and promote high
quality health care and to protect the public's health and well-being. The Rule strikes a balance that
permits important uses of information, while protecting the privacy of people who seek care and
healing. Given that the health care marketplace is diverse, the Rule is designed to be flexible and
comprehensive to cover the variety of uses and disclosures that need to be addressed.
All students are required to complete annual online HIPAA Training. This training is provided
through the Athletic Training Program using an online format through Blackboard. A quiz follows
the online training to document the students‟ competency in this area. Documentation of
completion of the training and quiz will be kept in the program’s student academic record.
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Confidentiality of Records
Confidentiality of the student-athlete's medical records must be maintained at all times, as these
are considered legal documents. Records are not permitted to leave the Athletic Training facility.
Any questions or concerns from the press, professional scouts, or others must be directed to the
head athletic trainer and PD. If medical records are needed for a case study then the athletic
training student must fill out a Student Athlete Medical Records Release Form and have it approved
by both the athlete and the PD prior to accessing or using any information obtained from such
records. This form gives the athletic training student access to the medical records only of the
athlete noted on the form. The records still may not be taken out of the facility or photocopied
under any circumstances. Anyone associated with access to documents that are the property of the
ATP will fully comply will all regulations set forth by the Health Information Portability and
Accountability Act (HIPAA). Athletic training students must remember that discussing the status of
a student athlete with other student athletes is forbidden. This is considered a breach of
confidentiality. The athletic training student must be aware of his/her surroundings at all times
when the health status of a student-athlete is being discussed. This is perhaps one of the most
serious violations that can occur and will result in circumstances that may not only remove one
from the clinical environment, but could ultimately result in a suspension or dismissal from the
athletic training education program.
Contagious Disease Policy
If you become ill with something that is highly contagious (flu, chicken pox, mono, conjunctivitis,
etc.), please inform your supervising preceptor so precautions can be taken to prevent infecting
others. Arrangements will also be made to alter your clinical experience. We do not wish to infect
athletes or other athletic trainers, so, depending on the nature of your illness, you may be excused
from the clinical rotations until you are no longer contagious.
Blood borne Pathogen Exposure Policy Overview
All students are required to complete annual online WJU OSHA Training. A quiz follows the online
training through Blackboard to document the students’ competency in this area. Documentation of
completion of the training and quiz will be kept in the program’s student academic record.
Blood borne pathogens are microorganisms present in blood or other body fluids that can cause
diseases including AIDS, Hepatitis B, and Hepatitis C.
To protect you from exposure to these disease agents:
1. Obtain the Hepatitis B vaccination series
2. Follow Standard Precautions
3. Treat all human blood, tissue, and body fluids as infected
Emergency Procedures
In an emergency situation involving a blood borne pathogen, always use Universal Precautions and
minimize your risk for exposure by wearing appropriate personal protective equipment and using
the safe practices that you have been trained to use during your annual Blood borne Pathogen
Training.
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What to do if you are exposed
If eyes, nose, or mouth become contaminated, use eye wash stations, drench hoses, or a running
water source to flush the contaminated area. If you don't have access to an eyewash station
following an exposure, flush at a regular sink.
Flush as soon as possible and continue to flush for a full 15 minutes. Always try to flush away from
the nose to prevent contamination of the other eye. After flushing, go to University Health Services
if open or to Rockingham Memorial Hospital for medical consultation.
For exposed skin surfaces, wash the exposed area thoroughly with soap and water. Use a nonabrasive, antibacterial soap if possible. Again, after washing, seek medical attention at University
Health Services if open or to Rockingham Memorial Hospital for medical consultation.
Report the exposure to your Preceptor, PD, and CEC within 24 hours of the exposure.
Documentation of the exposure will be made and kept in your permanent record.
Clinical Disciplinary Action
Probation and Dismissal
Students are placed on probation or dismissed from the ATP if they fail to maintain satisfactory
progress in the program. Satisfactory progress and the resulting consequences of failing to
maintain satisfactory progress are as follows:
Situation/Scenario
A student does not show up for their
assigned rotation and does not fill out
the appropriate paperwork or requires
a report sent to CEC/PD about conduct
Consequence/Action
The student is placed on probation
with first offense
A student does not show up a second
time for their assigned rotation and
does not fill out the appropriate
paperwork or requires a second report
sent to CEC/PD about conduct
The student is placed on probation
with second offense
A student does not show up a third time
for their assigned rotation and does not
fill out the appropriate paperwork or
requires a report sent to CEC/PD about
conduct
The student is automatically
dismissed from the ATP.
A student who receives less than 50
percent in any category on the
student’s evaluation (final)
The student is placed on probation
with first offense
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A student who receives less than 50
percent in any category on the
student’s evaluation a second time
(final)
The student is automatically
dismissed from the ATP.
Probation
Probation is imparted on students who fail to meet appropriate clinical or professional standards
of the ATP. The probationary period serves as a monitoring and remediation period for the
students as well as a warning to students that they must improve their performance to remain in
the program. The following helps define probation:
1. First Offense: The student…
i. Is restricted from any travel with teams.
ii. Is limited to a maximum of 15 hours per week in the clinical settings (i.e. a
student on probation cannot voluntarily elect to attend any additional
clinical times beyond the maximum assigned 15 hours).
iii. Forfeits 10 clinical hours of already served clinical time
iv. May be restricted from game day participation.
2. Second Offense: The student…
i. Is restricted from any travel with teams.
ii. Is limited to a maximum of 10 hours per week in the clinical settings (i.e. a
student on probation cannot voluntarily elect to attend any additional
clinical times beyond the maximum assigned 10 hours).
iii. Forfeits 20 clinical hours of already served clinical time
iv. May be restricted from game day participation.
v. May be required to participate in a weekly one on one session with the CEC to help
identify and correct behavior or situation
vi. May be required to repeat a semester/year prior to progressing further in the
ATP (due to course offerings and reason for being on probation).
vii. Will be required to improve deficient areas. A remediation contract will be
established by the ATP faculty. Contracts will be constructed according to the
individual student’s needs.
viii. Will have his/her case reviewed by a committee of ATP faculty. The committee may
decide individual restrictions or requirements for the clinical settings during the
probationary period, depending on the reason for probation. In some instances, a
student on probation may be limited to observation hours only, with continued
skills practice on peers only.
4. Third Offense: The student…
i. Will be dismissed from the ATP for failure to correct problem areas for a second
consecutive semester.
Dishonesty
Athletic training students are held to a high standard in regard to honesty and integrity. Any
student found to be dishonest with regard to clinical work will be dealt with firmly, most likely
resulting in dismissal from the ATP.
Appeal / Grievance Process
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Any academic admission or disciplinary decision (i.e. probation, dismissal) may be appealed, and
any issue which the student feels violates his/her rights can come before the grievance committee.
Clinical Grievances should be handled as follows:
a. If the athletic training student protests a suspension by their preceptor or alleges any other
violation of student rights, he/she should request a meeting with the CEC. Since the student
is in the athletic training room as part of the ATP curriculum, the ATP Director will also
become involved.
b. If the problem is not resolved between the CEC (in consultation with the ATP Director) and
the athletic training students, he/she may request a meeting with the Academic Dean and
pursue action with the University grievance process.
If charged with misconduct, an athletic training student shall have the right:
a. To be given notice, in writing, of the specific charge(s) against him/her
b. To a hearing
c. To be given adequate time to prepare a defense of charges.
d. To appear alone or with any other person of his/her choice to advise or assist
him/her.
e. To refuse to testify or to answer any questions if his/her testimony or answers
would tend to establish against him/her a violation of this code.
f. To be confronted with the evidence against him/her.
g. To present evidence on his/her behalf.
h. To be confronted by his/her accuser(s).
i. To have reasonable cross-examination of his/her accusers and of the witnesses
appearing against him/her.
j. To have a copy of the proceedings provided at his/her own expense.
k. To have sanctions imposed that are commensurate with the violations charged.
l. To appeal decisions via the Appeals Process through the ATP program or the
University Grievance Process, whichever is appropriate for the situation.
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Appendix A. Comprehensive Curriculum Matrix
ATH 211
Associated Program Outcomes
Topics/CAATE Competencies Met
Instructional Methods
Evaluation Methods
Evaluation Method Techniques
Measures of Assessment
Course SLOs (from syllabi)
ATH 222
Associated Program Outcomes
Topics/CAATE Competencies Met
Instructional Methods
Evaluation Methods
Evaluation Method Techniques
Measures of Assessment
Course SLOs (from syllabi)
Fall Semester - Sophomore Year
Introduction to Athletic Training (3)
1,3,4,5
PHP1-3, 7-14,17dei,18,20-24,27,31; AC2,36dm;TI-16; HA1,18,23,24,30; PD1-6,8-10,12
Lecture, lab
Multiple Choice Exams, Practical Exams
Direct- Summative and Formative
Rubric, Scoring Sheet
1. Identify the role of the athletic trainer and their responsibilities within the context of the broader
healthcare system.
2. Interpret legal principles within the athletic trainer's scope of practice.
3. Utilize correct taping, bracing, and wrapping techniques for patients with injury.
4. Define evidence-based practice and explain how to create higher level thinking by creating a
PICO question.
5. Utilize appropriate techniques to prevent the transmission of disease during patient care
Musculoskeletal Anatomy(3)
1,4,5
CE 4
Lecture, lab
Multiple Choice Exams, Practical Exams, Short Essay/Answer
Direct- Summative and Formative
Rubric, Scoring Sheet
1. Utilize available resources to help interpret the function of the skeletal, muscular, and nervous
systems as they relate to structural kinesiology
2. Explain basic neuromuscular concepts in relation to how muscles function
3. Palpate muscles, ligaments, and bones in the trunk, spine, upper and lower extremities
4. Identify muscles with regards to origin, insertion, action and nerve innervations
5. Analyze muscular function for specific exercises
35
ATH 231
Emergency Care for Athletic Trainers (3)
Associated Program Outcomes
Topics/CAATE Competencies Met
Instructional Methods
Evaluation Methods
Evaluation Method Techniques
Measures of Assessment
Course SLOs (from syllabi)
ATH 201
Associated Program Outcomes
Topics/CAATE Competencies Met
Instructional Methods
Evaluation Methods
Evaluation Method Techniques
Measures of Assessment
Course SLOs (from syllabi)
1,2,4,5
EBP 1, 2, 5-10; PHP 1-7, 10-13, 17c, 17h, 18, 20-23; CE 15, 16, 20h, 20j, 22, 23; AC 1-42; HA-21,22
Lecture, lab
Multiple Choice Exams, Practical Exams, Short Essay/Answer
Direct- Summative and Formative
Rubric, Scoring Sheet
1. Assess the scene and be able to manage patient care based on the EBP approach by learning
emergency assessment of scene and patient.
2. Evaluate the scene and provide appropriate emergency life-saving skills to a patient by completing
certification through the American Heart Association for CPR, AED, and First Aid.
3. Formulate appropriate care based on recognition of soft tissue, skeletal, and head injuries discussed
in class.
4. Apply appropriate method of care on specific patient criteria based on education learned in class
5. Design an emergency action plan for a specific sport based on information presented in class and in
the literature.
6. Evaluate the skills of their peers by completing multiple peer assessments of their skills throughout
the class.
7. Formulate PICO questions for their patients and assess the evidence to determine appropriate care.
Athletic Training Practicum I (2)
1,2,3,4,5
CIP 2,6
Clinical site, andragogy
Papers, Clinical Scenarios, Evaluations
Direct - Summative and Formative
Rubric, Scoring Sheet
1. Identify appropriate Athletic Training Program standards
2. Demonstrate appropriate health safety procedures and healthcare privacy policy by
completing the HIPAA and OSHA training.
3. Assemble a notebook with pertinent athletic training information to be able to look at for
help and show progress through their athletic training education
4. Assess constructively and critically their site and preceptor.
5. Utilize the internet and library to create a database search of relevant literature for athletic
training topics
6. Organize and analyze data of research articles
7. Integrate the evidence to clinical decision making skills
8. Summarize details of barriers and how you will overcome them to become an EBP
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ATH 212
Associated Program Outcomes
Topics/CAATE Competencies Met
Instructional Methods
Evaluation Methods
Evaluation Method Techniques
Measures of Assessment
Course SLOs (from syllabi)
ATH 321
Associated Program Outcomes
Topics/CAATE Competencies Met
Instructional Methods
Evaluation Methods
Evaluation Method Techniques
Measures of Assessment
Course SLOs (from syllabi)
Spring Semester - Sophomore Year
Therapeutic Modalities (3)
1,2,3,4,5
EBP 2,4-10; PHP 7; TI 1-10, 11a-f; 12-20; PS 6
Lecture, lab
Papers, Multiple Choice Exams, Short Essay/Answer, Practical Exam, Presentation
Direct - Summative and Formative
Rubric, Scoring Sheet
1. Explain the application and use of modalities
2. Describe the principles of pain
3. Evaluate and utilize the correct modality for the management of care to a patient
4. Apply appropriate modality with correct placement of treatment to care for a patient
5. Affectively understand how each modality feels to be able to describe treatment to their patient
6. Develop the ability to make the best decision based on evidence based medicine.
7. Create an evidence based report on a modality to help understand the effectiveness of each
modality
Orthopedic Assessment of the Lower Extremity (3)
1,2,3,4,5
EBP 2, 3, 10, 14;CE 3-8, 10-19, 20a-f, 21a-h, 22;TI 10; HA 28
Lecture, lab
Paper, Multiple Choice Exams, Short Essay/Answer, Practical Exam
Direct - Summative and Formative
Rubric, Scoring Sheet
1. Formulate a diagnosis utilizing an evidence-based approach by utilizing the best avaiable tests
during patient assessment.
2. Demonstrate appropriate assessment skills when examining patients.
3. Choose the best available evaluation technique based on current evidence.
4. Create appropriate medical documentation in the form of SOAP notes.
5. Utilize the appropriate ICP codes for insurance documentation.
6. Manage patient care with the use of online patient documentation systems such as sportsware.
37
ATH 341
Associated Program Outcomes
Topics/CAATE Competencies Met
Instructional Methods
Evaluation Methods
Evaluation Method Techniques
Measures of Assessment
Course SLOs (from syllabi)
Exercise Physiology (3)
1,2,4,5
PHP 5, 25-49
Lecture, lab
Papers, Multiple Choice Exams, Short Essay/Answer, Practical Exam
Direct - Summative and Formative
Rubric, Scoring Sheet
1. Interpret and assemble appropriate nutrition strategies to minimize healthcare risks in normal and atrisk athletes.
2. Collect baseline measurements in BP, HR, Respiration rate, and Body Fat percentage to help create
a fitness program.
3. Explain the importance of weight management and oxygen consumption to promote a healthy
lifestyle.
4. Identify environmental and personal risk factors, when designing a fitness program that could
increase risk of injury or illness.
5. Integrate current best practice, based on current evidence, when designing a fitness program that
incorporates baseline testing, nutrition guidance, risk factor interpretation, and exercise prescription
ATH 202
Athletic Training Practicum II (2)
Associated Program Outcomes
Topics/CAATE Competencies Met
Instructional Methods
Evaluation Methods
Evaluation Method Techniques
Measures of Assessment
Course SLOs (from syllabi)
1,2,3,4,5
CIP 3
Clinical site, andragogy
Papers, Clinical Scenarios, Evaluations
Direct - Summative and Formative
Rubric, Scoring Sheet
1. Integrate the best available modality to manage symptoms during patient care.
2.Integrate current best practice to facilitate appropriate taping procedure for protection and prevention.
3.Design an appropriate program for a patient that includes management of care.
4.Facilitate appropriate mode of modalities.
5.Reflect and evaluate progression of clinical skills used and learned in the clinical setting
6.Evaluate and manage emergency situations with appropriate first aid and CPR and AED
assessments.
7.Assemble a notebook with pertinent athletic training information to be able to look at for help and
show progress through their athletic training education
8.Assess constructively and critically their site and preceptor.
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ATH 311
Associated Program Outcomes
Topics/CAATE Competencies Met
Instructional Methods
Evaluation Methods
Evaluation Method Techniques
Measures of Assessment
Course SLOs (from syllabi)
ATH 322
Associated Program Outcomes
Topics/CAATE Competencies Met
Instructional Methods
Evaluation Methods
Evaluation Method Techniques
Measures of Assessment
Course SLOs (from syllabi)
Fall Semester - Junior Year
Therapeutic Exercise of the Lower Extremity (3)
1,2,4,5
EBP 2, 6-14; PHP 1-6, 19, 26-31; CE 2, 4, 5, 7-9, 14, 19, 21a, 21c; TI 1-20; PS 6-8
Lecture, lab
Paper, Multiple Choice Exams, Short Essay/Answer, Practical Exam, Presentation
Direct - Summative and Formative
Rubric, Scoring Sheet
1. Examine the biomechanical movement of the lower extremity by designing a diagram of each
segment of the lower extremity as well as completing a test based on information presented to the
students in class.
2. Explain the concepts of tissue healing by completing a test based on information presented online.
3. Compare different stages of a rehabilitation program based on the phases of the tissue healing
response.
4. Formulate the appropriate course of treatment based on the severity of injury.
5. Evaluate the different muscle contraction types by demonstrating different exercises utilizing each
contraction type.
6. Assemble the requirements for agility, speed and balance/stability training by presenting a lab lesson
to their classmates.
7. Distinguish the different requirements for plyometrics, general, and sports conditioning by presenting
a lab lesson to their classmates.
8. Assess current evidence to determine appropriate management of care for patients by critiquing
articles associated with specific injuries
9. Create a comprehensive rehabilitation program of a lower extremity injury based on best available
evidence and experience gained from class and personal experience
Orthopedic Assessment of the Upper Extremity (3)
1,2,3,4,5
EBP 2, 3, 10, 14; CE3-19, 20a-f 21a-h, 22; TI 10; HA 28
Lecture, lab
Paper, Multiple Choice Exams, Short Essay/Answer, Practical Exam
Direct - Summative and Formative
Rubric, Scoring Sheet
1. Formulate a diagnosis utilizing an evidence-based approach during patient assessment.
2. Demonstrate appropriate assessment skills when examining patients.
3. Choose the best available evaluation technique based on current evidence.
4. Create appropriate medical documentation in the form of SOAP notes.
5. Utilize the appropriate ICP codes for insurance documentation.
6. Manage patient care with the use of online patient documentation systems such as sportsware.
39
ATH 301
Athletic Training Practicum III (3)
Associated Program Outcomes
Topics/CAATE Competencies Met
Instructional Methods
Evaluation Methods
Evaluation Method Techniques
Measures of Assessment
Course SLOs (from syllabi)
1,2,3,4,5
CIP 1
Clinical site, andragogy
Papers, Clinical Scenarios, Evaluations
Direct - Summative and Formative
Rubric, Scoring Sheet
9. Demonstrate appropriate health safety procedures and healthcare privacy policy by
completing the HIPAA and OSHA training.
10. Assemble a notebook with pertinent athletic training information to be able to look at for
help and show progress through their athletic training education
11. Assess a patient and effectively integrate the appropriate skills
12. Practice appropriate level skills learned to become proficient
13. Evaluate their own progression of skill development based on the construct of this class.
40
Spring Semester - Junior Year
Therapeutic Exercise of the Upper Extremity (3)
ATH 312
Associated Program Outcomes
Topics/CAATE Competencies Met
Instructional Methods
Evaluation Methods
Evaluation Method Techniques
Measures of Assessment
Course SLOs (from syllabi)
PSY 250
Associated Program Outcomes
Topics/CAATE Competencies Met
Instructional Methods
Evaluation Methods
Evaluation Method Techniques
Measures of Assessment
Course SLOs (from syllabi)
1,2,3,4,5
EBP 2, 6-14; PHP 1-6, 19, 26-31; CE 2, 4, 5, 7-9, 14, 19, 21a, 21c; TI 1-20; PS 6-8
Lecture, lab
Paper, Multiple Choice Exams, Short Essay/Answer, Practical Exam, Presentation
Direct - Summative and Formative
Rubric, Scoring Sheet
1. Examine the biomechanical movement of the upper extremity by designing a diagram of each segment of the
upper extremity as well as completing a test based on information presented to the students in class..
4.Formulate the appropriate course of treatment based on the severity of injury given to them in class.
5.Evaluate the different muscle contraction types based on severity of injury and tissue healing response by
demonstrating different exercises utilizing each contraction type.
6.Assemble the requirements for agility, speed and balance/stability training by presenting a lab lesson to their
classmates.
7.Distinguish the different requirements for plyometrics and general and sports conditioning by presenting a lab
lesson to their classmates.
8.Create a complete rehabilitation program of an upper extremity injury based on information that was presented
in class and what the student learned from their clinical rotation
Sports Psychology (3)
1,2,4,5
PS 1-8, 18
Lecture, lab
Papers, Multiple Choice Exams, Short Essay/Answer
Direct - Summative and Formative
Rubric, Scoring Sheet
1. Discuss the principles and findings central to sport psychology.
2. Assess personality, arousal, motivation, anxiety, burnout, and other factors that affect patient outcomes
3. Evaluate the diversity inherent in athletes and their motivation for engaging in exercise.
4. Construct interventions to influence concentration, motivation, arousal, anxiety, and stress in
exercise and physical performance.
5. Create positive strategies for enhancing physical performance and averting burnout, drug
abuse, psychological and emotion problems, and injury based on reviewing the current available evidence.
6. Examine the basic principles of mental preparation, relaxation, visualization, and
desensitization techniques. Provide psychological skills training (PST)
7. Assess the basic principles of general personality traits, associated trait anxiety, locus of
control, and patient and social environment interactions.
8. Design a presentation (oral, pamphlet/handout, written article, or other media type)
for a sport psychology-related topic (may include issues germane to athletic training,
41
physical therapy, mental health, or nursing).
ATH 302
Associated Program Outcomes
Topics/CAATE Competencies Met
Instructional Methods
Evaluation Methods
Evaluation Method Techniques
Measures of Assessment
Course SLOs (from syllabi)
Athletic Training Practicum IV (3)
1,2,3,4,5
CIP 9
Clinical site, andragogy
Papers, Clinical Scenarios, Evaluations
Direct - Summative and Formative
Rubric, Scoring Sheet
1. Integrate EBP into the management of patient care by utilizing principles learned in previous didactic
coursework.
2. Evaluate patients and choose appropriate diagnosis utilizing information gained in ATH321 and ATH322.
3. Develop appropriate rehabilitative techniques based on patient's injury
4. Demonstrate an understanding of psychological disorders by designing a program utilizing psychosocial support
for a patient with a specific disorder.
5. Document appropriate records on the evaluation and follow-up of an injured patient.
6. Reflect and evaluate progression of skills utilized during clinical rotation
7. Assemble a notebook with pertinent athletic training information to be able to look at for help and show progress
through their athletic training education
8. Assess constructively and critically their site and preceptor.
42
Fall Semester - Senior Year
General Medical Conditions (3)
ATH 411
Associated Program Outcomes
Topics/CAATE Competencies Met
Instructional Methods
Evaluation Methods
Evaluation Method Techniques
Measures of Assessment
Course SLOs (from syllabi)
ATH 431
Associated Program Outcomes
Topics/CAATE Competencies Met
Instructional Methods
Evaluation Methods
Evaluation Method Techniques
Measures of Assessment
Course SLOs (from syllabi)
1,2,3,4,5
PHP 15, 16, 17a, b, e-g, 48, 49; CE 1, 3, 7, 16, 20a-e, g-j, 21 i-p; AC 5-7, 28, 32, 33, 36e-o; TI 21-31; PS 918
Lecture, lab
Papers, Multiple Choice Exams, Short Essay/Answer, Practical Exam
Direct - Summative and Formative
Rubric, Scoring Sheet
1. Utilize appropriate strategies and procedures to monitor patient health to prevent catastrophic injury or
illness
2. Assess patient status and make appropriate referral decisions.
3. Compare and contrast the effects of dietary, performance enhancement, and recreational supplements
4. Identify medical conditions based on patient assessment and findings.
5. Develop an evidence based approach to assessing patients with medical illness
Athletic Training Problem-Based Learning I (3)
1,2,3,4,5
PHP 5, 6, 46-49;CE 2, 3, 9, 15-19, 20a-e, 21a-h, 22; TI 4, 6; PS 6, 8;PD 2-8, 10
Lecture, debate
Paper, Multiple Choice Exams, Short Essay/Answer, Presentation, Practical Exam
Direct - Summative and Formative
Rubric, Scoring Sheet
1. Assess patient care based on the EBP approach by developing objectives for each case study
2. Design rehabilitation programs appropriate for management of orthopedic injuries.
3. Evaluate athletic related injuries using the best available evidence to judge which assessment tools are
appropriate to use.
4. Manage the complete care of a patient from initial injury to return to play.
5. Formulate PICO questions for their patients and assess the evidence to determine appropriate care.
43
CLS 321
Introduction to Research in Healthcare (3)
Associated Program Outcomes
Topics/CAATE Competencies Met
Instructional Methods
Evaluation Methods
Evaluation Method Techniques
Measures of Assessment
Course SLOs (from syllabi)
ATH 401
Associated Program Outcomes
Topics/CAATE Competencies Met
Instructional Methods
Evaluation Methods
Evaluation Method Techniques
Measures of Assessment
Course SLOs (from syllabi)
1,2,3,4,5
EBP 1-14
Lecture, lab, online
Paper, Multiple Choice Exams, Presentation, Peer Evaluations
Direct - Summative and Formative
Rubric, Scoring Sheet
1. Distinguish between AMA and APA writing styles and utilize the appropriate format in all scientific writings.
2. Compare and Contrast qualitative, quantitative, and mixed methods and critically appraise each method of
research design.
3. Explain the purpose of the IRB and assemble the appropriate application to complete a research study.
4. Construct quantitative, qualitative, and mixed method studies using various data collecting methods including
interviews, observation, surveys, and trials.
5. Organize and analyze data of research articles
6. Write and propose a research prospectus
Athletic Training Practicum V (3)
1,2,3,4,5
CIP 4,7
Clinical site, andragogy
Papers, Clinical Scenarios, Evaluations
Direct - Summative and Formative
Rubric, Scoring Sheet
1. Demonstrate appropriate health safety procedures and healthcare privacy policy by completing the
HIPAA and OSHA training.
2. Assemble a notebook with pertinent athletic training information to be able to look at for help and
show progress through their athletic training education
3. Assess a patient and effectively integrate the appropriate skills
4. Practice appropriate level skills learned to become proficient
5. Evaluate their own progression of skill development based on the construct of this class.
44
Spring Semester - Senior Year
Athletic Training Capstone (3)
ATH 412
Associated Program Outcomes
Topics/CAATE Competencies Met
Instructional Methods
Evaluation Methods
Evaluation Method Techniques
Measures of Assessment
Course SLOs (from syllabi)
ATH 422
Associated Program Outcomes
Topics/CAATE Competencies Met
Instructional Methods
Evaluation Methods
Evaluation Method Techniques
Measures of Assessment
Course SLOs (from syllabi)
1,2,3,4,5
PD 5-7, 10, 11
Lecture, lab
Paper, Multiple Choice Exams, Presentation
Direct - Summative and Formative
Rubric, Scoring Sheet
1. Arrange the major concepts and domains of athletic training
2. Assemble appropriate test taking skills and strategies for
successful outcomes on the BOC.
3. Examine the professional standards of the profession of athletic
training.
4. Explain the profession of athletic training on a national level
and its responsibilities.
5. Develop an evidence based approach to providing a comprehensive assessment and rehabilitation
Professional Development (3)
1,2,3,4,5
PHP-4; HA1-20,23-29
Lecture, lab
Papers, Multiple Choice Exams, Short Essay/Answer, Practical Exam, Presentation
Direct - Summative and Formative
Rubric, Scoring Sheet
1. Describe the role of the athletic trainer within the context of the broader healthcare system.
2. Evaluate and create strategic planning by creating standardized operating procedures and assessing
operational budgets.
3. Design a functioning athletic training clinic
4. Define state and national practice acts and its impact on employment practices.
5. Construct the appropriate documents to gain reimbursement and funding for services rendered
6. Construct an evidence based approach to gain approval for proposed improvements
45
ATH 432
Associated Program Outcomes
Topics/CAATE Competencies Met
Instructional Methods
Evaluation Methods
Evaluation Method Techniques
Measures of Assessment
Course SLOs (from syllabi)
ATH 402
Associated Program Outcomes
Topics/CAATE Competencies Met
Instructional Methods
Evaluation Methods
Evaluation Method Techniques
Measures of Assessment
Course SLOs (from syllabi)
Athletic Training Problem-Based Learning II (3)
1,2,3,4,5
EBP 1-14; PHP 1, 5, 6, 10-12, 17a-i, 18, 46-49; CE 15, 16, 21i-p; AC 2-7, 36 a-o, 40-42; TI 10, 21, 27, 29,
31; PS 10
Lecture, lab
Paper, Multiple Choice Exams, Short Essay/Answer, Presentation, Practical Exam
Direct - Summative and Formative
Rubric, Scoring Sheet
1. Assess patient care based on the EBP approach by developing objectives for each case study
2. Design rehabilitation programs appropriate for management of orthopedic injuries.
3. Evaluate athletic related injuries using the best available evidence to judge which assessment tools are
appropriate to use.
4. Manage the complete care of a patient from initial injury to return to play.
5. Formulate PICO questions for their patients and assess the evidence to determine appropriate care.
Athletic Training Practicum VI (3)
1,2,3,4,5
CIP 5,8
Clinical site, andragogy
Papers, Clinical Scenarios, Evaluations
Direct - Summative and Formative
Rubric, Scoring Sheet
1. Integrate EBP into the management of patient care by utilizing principles learned in previous didactic
coursework.
2. Evaluate patients and choose appropriate diagnosis utilizing information gained in ATH321 and
ATH322.
3. Develop appropriate rehabilitative techniques based on patient's injury utilizing information gained in
ATH311, ATH312, and ATH431
4. Demonstrate an understanding of psychological disorders by designing a program utilizing psychosocial
support for a patient with a specific disorder.
5. Document appropriate records on the evaluation and follow-up of an injured patient.
6. Reflect and evaluate progression of skills utilized during clinical rotation
7. Assemble a notebook with pertinent athletic training information to be able to look at for help and show
progress through their athletic training education
8. Assess constructively and critically their site and preceptor.
46
Appendix B. Clinical Forms
Wheeling Jesuit University
Department of Athletic Training
Technical Standards for Admission
The Athletic Training Program at Wheeling Jesuit University is a rigorous and intense academic program that places specific
requirements and demands on the student enrolled in the program. The objective of this program is to prepare graduates to enter a
variety of employment settings and to render care to a wide spectrum of people engaged in physical activity. The technical
standards set forth by the ATP establish the essential qualities considered necessary for students admitted to this program to
achieve the knowledge, skills competencies of an entry-level athletic trainer, as well as meet the expectations of the program’s
accreditation agency (Commission on Accreditation of Athletic Training Education [CAATE]) These technical standards are the basic
physical, cognitive, and psychosocial skills and abilities that are required for all students who choose to major in Athletic Training at
Wheeling Jesuit University. Should a student not be able to fulfill the requirements of the Technical Standards with or without
reasonable accommodations, the student will be prohibited admission into the ATP program. In addition, compliance with the ATP’s
technical standards does not necessarily guarantee a student’s eligibility for the Board of Certification exam.
The following standards must be demonstrated by the Wheeling Jesuit University ATP student:
1. The mental capacity to assimilate, analyze, synthesize and integrate concepts and problem solve to formulate assessment and
therapeutic judgments and to be able to distinguish deviations from the norm.
2. Sufficient postural and neuromuscular control, sensory function, and coordination to perform appropriate physical examinations
using accepted techniques; and accurately, safely and efficiently use equipment and materials during the assessment and treatment
of patients.
3. The ability to communicate effectively and sensitively with patients and colleagues, including individuals from different cultural
and social backgrounds; this includes, but is not limited to, the ability to establish rapport with patients and communicate judgments
and treatment information effectively. Students must be able to understand and speak the English language at a level consistent
with professional practice.
4. The ability to record the physical examination results and treatment plans clearly and accurately.
5. The capacity to maintain composure and continue to function well during periods of high stress.
6. The perseverance, diligence and commitment to complete the ATP outlined and developed at Wheeling Jesuit University.
7. Flexibility and the ability to adjust to changing situations and uncertainty in clinical situations.
8. Affective skills and appropriate demeanor and rapport that relate to professional education and effective quality patient care.
Should a student request the need for accommodations in order to meet the technical standards, the Program Director will be
notified, and in conjunction with the University’s Disability Services a review of the request will commence. Determinations for
specific accommodations will be implemented on a case by case, basis. The University reserves the right to deny, or refuse
accommodations that are deemed unreasonable. No accommodations will be made if clinician/patient safety, the educational
integrity of the program (including coursework, educational process of the student, internships and clinical sites), or the University
could be jeopardized. Each student must meet the technical standards for all courses, throughout enrollment in the program.
**It should be understood by the student that any change in the student’s medical, physical or psychological status warrants reexamination of this form and possibly a change in the status of the student’s accommodation needs. Thus, it may be necessary to
sign subsequent Technical Standards forms while attending WJU as an Athletic Training Student.
47
Wheeling Jesuit University
Department of Athletic Training
Technical Standards Accommodation
Student: ______________________________
Date: _______________
Disability: Documentation of a disability is on file in the University Disability Services Office. Due to the need for confidentiality
concerning disabilities, the particular disability is not disclosed on this form. Students with documented disabilities need to selfidentify and meet with the Director of Disability Services, the Athletic Training Program Director (PD), and/or the Clinical Education
Coordinator (CEC) to request and plan any accommodations that can reasonably be made that comply with the program Technical
Standards.
Plan of Accommodation: ________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
___________________________________
Student
Date: _______________
___________________________________
PD/CEC
Date: _______________
___________________________________
Director of Disability Services
Date: _______________
48