POINT LOMA NAZARENE UNIVERSITY DEPARTMENT OF KINESIOLOGY ATR290- SOPHOMORE CLINICAL PRACTICUM I FALL 2009

Clinical Instructors: Lindsy Donnelly, ATC Megan Kemp, ATC Office: Athletic Training Clinic Cell phones: Lindsy 209.483.1642 lindsydonnelly@pointloma.edu Megan 406.579.2360 meganschutte@pointloma.edu Office Hours: By appointment only. CATALOG DESCRIPTION Instruction and supervision in the clinical aspects of Athletic Training by a Certified Athletic Trainer/Clinical Instructor in an off campus setting. COURSE AIM To equip those students pursuing a career in Athletic Training with the basic knowledge and skills required to begin the work of caring for the physical and mental needs of the physically-active. ACADEMIC ACCOMODATIONS While all students are expected to meet the minimum academic standards for completion of this course as established by the instructor, students with disabilities may require academic accommodations. At PLNU, students requesting academic accommodations must file documentation with the Disability Resource Center, located in the Bond Academic Center. Once the student files documentation, the Resource Center will contact Professor Donnelly and provide written recommendations for reasonable and appropriate accommodations to meet your individual learning needs. Please accomplish all documentation during the first week of the semester. *This policy assists the University in its commitment to full compliance with Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities (ADA) Act of 1990, and ADA Amendments Act of 2008, all of which prohibit discrimination against students with disabilities and guarantees all qualified students equal access to and benefits of PLNU programs and activities. ACADEMIC HONESTY The PLNU community holds the highest standards of honesty and integrity in all aspects of university life. Academic honesty and integrity are strong values among faculty and students alike. Any violation of the universitys commitment is a serious affront to the very nature of Point Lomas mission and purpose. Academic dishonesty is the act of presenting information, ideas, and/or concepts as ones own when in reality they are the results of another persons creativity and 1

effort. Such acts include plagiarism, copying of class assignments, and copying or other fraudulent behavior on examinations. If the professor believes a situation involving academic dishonesty has occurred, he/she may assign a failing grade for a) that particular assignment or examination, and/or b) the course. NOTE: It is the students responsibility to maintain his/her class schedule. Should the need arise to drop this course (personal emergencies, poor performance, etc.), the student has the responsibility to follow through (provided the drop date meets the stated calendar deadline established by the university), not the instructor. Simply ceasing to attend this course or failing to follow through to arrange for a change of registration (drop/add) may result in a grade of F on the official transcript. COURSE OBJECTIVES: Student will learn 1. Risk factors associated with physical activity. 2. Recommended or required components of a pre-participation examination based on appropriate authorities rules, guidelines, and/or recommendations. 3. Principles of effective heat loss and heat illness prevention programs. 4. Accepted guidelines, recommendations, and policy and position statements of applicable governing agencies related to activity during extreme weather conditions. 5. Clinical signs and symptoms of environmental stress. 6. Basic principles associated with the use of protective equipment. 7. Principles and concepts related to prophylactic taping, wrapping, bracing, and protective pad fabrication. 8. Principles and concepts related to the fabrication, modification, and appropriate application or use of orthotics and other dynamic and static splints. 9. Signs and symptoms of head trauma. 10. Importance of monitoring a patient following a head injury, including obtaining clearance from a physician before further patient participation. 11. Medical terminology and abbreviations necessary to communicate with physicians and other health professionals 12. Components of medical documentation (e.g. SOAP, HIPS and HOPS). 13. Appropriate use of aseptic or sterile techniques, approved sanitation methods, and universal precautions for the cleansing and dressing of wounds. 14. Federal and state infection control regulations and guidelines. 15. How to control bleeding using universal precautions. 16. How to manage acute injuries and illnesses. 17. The theories and techniques of interpersonal and cross-cultural 2

communication among athletic trainers, their patients, and others involved in the health care of the patient. 18. Appropriate terminology to effectively communicate both verbally and in writing with patients, physicians, colleagues, administrators, and parents or family members. GRADING Assignments will be turned in on Eclass prior the beginning of class. One letter grade will be deducted for every day that they are late. Assignments turned in late in the day will be deducted by half a letter grade. All clinical proficiencies must be performed at the Autonomous level to receive a passing grade in the class. Students not completing this requirement cannot move to the next practicum level. TEXTBOOKS (optional) 1. Prentice. Essentials of Athletic Injury Management: Seventh Edition. McGraw Hill. 2. Street SA, Runkle D. Athletic Protective Equipment: Care, Selection, and Fitting. McGraw-Hill Companies, Inc. 2000. 3. Kettenbach G. Writing SOAP Notes: Third Edition. F.A. Davis Co. Philidelphia, PA. 2004. 4. Konin JG, Wiksten DL, Isear JA, Brader H. Special Tests for Orthopedic Examinations: Third Edition. SLACK Inc. Thorofare, NJ. 2006. 5. Library Resource: Kinesiology Subject Guide: Kinesiology Page. ECLASS Go to eclass.pointloma.edu to get to the home page for Blackboard. Log-in using your regular user name and password. Use Mozilla as your internet browser. If you do not have Mozilla, follow the link in the top right corner on the home page to download it for free. For Eclass help/tutorials go to http://www.pointloma.edu/ITS/Training/Resources/Eclass9.htm COURSE REQUIREMENTS 1. Clinical Hours Students will work hands on with high school athletes at a local high school under the supervision of a Certified Athletic Trainer. Hours will include covering doctors clinics, practice days, and game days. A total of 10-12 hours per week will be required of the student athletic trainer. 2. Challenge and master course proficiencies This is obtained through supervisor observation and objective evaluation. As you learn the skills listed in your course competencies you will be evaluated by the supervising athletic trainer. A passing grade will not be obtained until ALL proficiencies are passed at an autonomous level. You are responsible for time management and the completion of proficiencies. Your proficiency

assessment form must be brought to every clinical and colloquy. Do not lose your proficiency assessment form.

***Proficiency deadlines must be met according to the dates specified in the course outline.
3. Journal The journal is an opportunity to chronicle and present your achievements and experiences realized during the term. The journal has two components but is submitted as one assignment: 1) Log of Daily proficiencies completed (Blank Template is posted on Eclass) 2) Summary (Appendix A) In addition to daily proficiencies covered, the log should include the following: amount of hours worked each day date, sport, and event covered The log will be turned in on Eclass every 4 weeks, along with a Summary.

4. Case Study You will be required to choose 2 injuries from the high school to evaluate, treat, rehabilitate, chart, and discuss with the appropriate personnel. Submit a written evaluation on Eclass according to the guidelines provided in Appendix B. The evaluation should be done on a patient you initially evaluated. Use AMA format (Appendix C). Discuss the process by which the injury was handled. Also include a critical analysis of the evaluation and treatment methods (i.e., how you and your peers could have handled the injury in a more thorough manner). Research case study articles to insure the best quality is produced for this assignment and produce a reference page using AMA format (Appendix D).
Consult American Medical Association Manual of Style, 9th ed. for AMA formatting.

5. Peer Evaluation You will be required to submit on Eclass two completed evaluations on two different peers. Highlight steps that were conducted well, along with any areas that are in need of improvement. The paper will be returned to your fellow peer maintaining your anonymity (Appendix E). 6. Quizzes Weekly quizzes at 15 points each will be given at the beginning of colloquy. They will cover the material discussed during the previous week.

7. Final Examination You will NOT be given a study guide for the final exam. Keep all of your notes, quizzes, and handouts. The exam will be based on handouts, assignments, proficiencies, and quizzes you are given. 8. End of the Semester Paper You will be required to submit on Eclass an Article Critique on a position statement found at the following NATA website www.nata.org/statements/ (Look in Appendix F for paper requirements). You will not be given a reminder about this assignment. It is your responsibility. 9. Complete an organized electronic portfolio In your ATEP portfolio you should have course materials and tests as outlined by the ATEP Contents of student portfolio o Divided into electronic documents. Entire electronic folders cannot be downloaded onto Eclass. Assignments in your portfolio must be uploaded as individual files. Combine assignments into specific documents in an organized manner. ***I.E. All course outlines into one word document. Outlines Electronic Handouts/Supplemental Reading o I.E. Journal articles Journals and summaries Assignments o Peer evaluations, Case Studies, End of semester paper, etc. 10. Colloquy Weekly meeting with clinical instructor and students to go over proficiencies, assignments, or learning experiences. Colloquies will take place on Wednesdays 6:15-7:45pm at PLNU. There may be times where we will have to meet outside of the regularly scheduled class time to learn/assess proficiencies. Those times will be given to you a week in advance. Everyone must attend. At least 24 hours before every colloquy a new class outline will be posted on Eclass for that weeks lesson. You are required to print the outline and any supplemental attachments prior to class and bring them to colloquy. 5 points will be deducted from your grade for every time you do not come prepared. 11. Dress Code You will be required to dress professionally. You will where either a PLNU or a PLHS shirt to clinical at PLHS. A PLHS shirt will be worn at games with khaki pants/shorts and with closed toed shoes. T-shirts with the PLNU or PLHS logo may be worn un-tucked. Collared shirts must be tucked in if they are long enough 5

to permit. Jeans are NEVER allowed to be worn on clinical days or game days!!!! For every time you come to clinical or a game improperly dressed you will receive 15 points subtracted from your overall grade at the end of the semester. 12. Doctors Clinic Every Monday from 4:30-5:30pm the students who assisted at the varsity game from the previous week will be required to cover Doctors Clinic for the following Monday. You will be required to present any injured athletes to the doctor using professionalism and proper medical terminology. COURSE REQUIREMENT WEIGHTING Proficiencies (Pass or Fail grade) Doctors Clinic Attendance Journal: Log and Summaries 4 x 20 Case Study 2 x 75 Quizzes 14 x 15 Peer Evaluation 2 x 25 Proficiency Deadlines 3 x 20 End of Semester Paper Portfolio Final Examination Total 50points 50 points 80 points 150 points 210 points 50 points 60 points 175 points 50 points 200 points 1,075 points

Transportation to the internship site is the responsibility of the individual student as stipulated in the university catalog and the ATEP Student Handbook. Consider organizing car pools. Transportation problems will not be seen as a reason for excused absences. All students are required to attend all assigned days, if a student has to miss a day the student is required to make up those missed hours.

COURSE OUTLINE: Week 1: Aug. 24 -Syllabus -Sign up for game coverage -Basic concussion recognition, taping review, anatomy review, medical abbreviations -Game day Procedures and Professional Conduct ***No Wed colloquy. Sept. 2 -Quiz -HIPS, SOAP notes, Medical files, Medical confidentiality -Medical abbreviations -Basic Evaluation Techniques -Risk factors associated with physical activity Sept. 9 -Quiz -First aid/wound care -OSHA training -Ankle/lower leg evaluation -taping/bracing

Week 2:

Week 3:

***Intro to football equipment fitting during your clinical @ PLHS -Tues 9/8: Megan -Wed 9/9: Lindsy
Week 4 Sept.16 -Quiz -Concussion recognition and management -Cranial nerve assessment Journal #1 Due on Eclass Sept.23 -Quiz -Emergency Immobilization -E.A.P. and the EMS role in Athletic Training -Management of acute injuries and illnesses ***Must have minimum of 10 proficiencies completed autonomously. Week 6: Sept 30 -Quiz -Knee/thigh evaluation -taping/bracing Case Study #1 Due on Eclass Oct. 7 -Quiz -Hip/thigh/pelvis evaluation -taping/bracing Peer Evaluation #1 Due on Eclass

Week 5:

Week 7:

Week 8: Oct 14.

-Quiz -Upper Extremity evaluation -shoulder/elbow -taping/bracing Journal #2 Due on Eclass Oct. 16 -Fall Break

Week 9: Oct. 21 -Quiz -Upper Extremity evaluation Contd -wrist/hand -taping/bracing ***Must have minimum of 20 proficiencies completed autonomously. Week 10: Oct. 28 -Quiz -Evaluation of Head and Face/TMJ -Prophylactic equipment/techniques Nov. 4 -Quiz -Evaluation of the spine and ribs -Prophylactic equipment/techniques

Week 11:

Week 12:

Nov. 11 -Quiz -Splinting -Sam, vacuum, orthoplast, etc. -Environmental Factors in Athletic Participation Journal #3 Due on Eclass ***Must have minimum of 40 proficiencies completed autonomously. Nov. 18 -Quiz -Basic intro to pharmaceuticals; generic vs. brand name -Indications, contraindications, precautions, and adverse reactions for common prescription and nonprescription medications -Pharmaceutical terminology and abbreviations -The use of Thermo modalities in Rehabilitation and Soft Tissue Healing and Wound Care Peer Evaluation #2 Due on Eclass Nov. 25 -NO CLASS: Thanksgiving Break. There is possibly a quarterfinal football game on Friday, Nov 27. You are not required to be in town, but you may voluntarily cover the game.

Week 13:

Week 14:

***Wednesdays clinical group will attend clinical on Monday, Nov 23

Week 15: Dec. 2 -Quiz -Sport Equipment -Lacrosse/Field Hockey Equipment -Ice Hockey/Water Polo Equipment -Baseball/Softball/Soccer Equipment -Wrestling/Track Equipment Case Study #2 Due on Eclass Week 16: Week 17: Dec. 9 -Quiz -Complete remaining proficiencies Dec. 14-18 Finals Week Journal #4 Due on Eclass

Portfolio Due on Eclass

FINAL EXAM Wednesday, December 16 from 1:00-3:00pm at PLNU. You cannot miss the exam day. You will not be allowed to take the final on another day in order to go home earlier. 8

End of the semester paper due on Eclass the day of the final!
Appendix A Summary Format -Double spaced, 12 point font, no less than half a page -PROOFREAD -The Summary should include the following: Highlights/interesting occurrences Important areas of growth during the clinical experience Areas where future growth is needed A self-evaluation of progress to date Please be candid. I want your honest feedback.

Appendix B CASE STUDY GUIDELINES Three double-spaced pages, typed, twelve point font. Please reference at least two different published case studies or journal articles. This paper should be formatted in the AMA acceptable style. PROOFREAD! You will be graded on basic grammar and spelling. Use language appropriate for the profession of athletic training. I. I. II. III. IV. V. VI. Introduction to environment, athlete demographics (do not include name). Brief history including M.O.I. and how athlete presented to the evaluator Evaluation performed Assessment Treatment protocol (include steps taken and time frame of each step) Treatment outcome Analysis of methods: strengths and weaknesses of evaluation/treatment techniques

**Include any doctors notes, parent correspondence, and all pertinent data while maintaining the patients anonymity.

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Appendix C AMA Format

(Consult American Medical Association Manual of Style, 9th ed.)

INTRODUCTION Athletic individuals rely on the efficient NMC of joints to accomplish coordinated movement and dynamic joint stability. After injury, deficiencies in NMC have been shown to initiate a cycle of repetitive joint injury, predisposing athletes to functional instability.1 The goal of rehabilitation professionals is to restore joint function after injury by addressing neuromuscular deficits, thereby aiming to prevent injury recurrence. Much research has evaluated the effects of injury on NMC;2-7 however, less attention has been given to the training of this component in order to prevent injury.3 Indeed, such training can have a substantial effect on injury prevention during competition.3,4 For example, recent studies have been conducted regarding the effects of neuromuscular and proprioceptive training on the prevention of ACL ruptures.4 These results demonstrate a substantial decrease in the incidence of ACL ruptures subsequent to the initiation of a NMC training program.4

DISCUSSION The results of this study indicate that the learning processes associated with novel tasks in upper and lower extremity NMC are enhanced due to previous athletic experience. That is, baseball, softball, tennis, and soccer athletes performed significantly better on novel UE coordination tasks than normal college-aged students. UE dominant athletes also took significantly less time to complete the lower-extremity LOS task than did lower-extremity dominant athletes. 11

Appendix D Reference List REFERENCES 1. Lephart SM, Pincivero DM, Giraldo JL, Fu FH. The Role of Proprioception in the Management and Rehabilitation of Athletic Injuries. The American Journal of Sports Medicine. (1997) 25:1. 2. Ashton-Miller JA, Wojtys EM, Huston LJ, Fry-Welch D: Can Proprioception Really be Improved by Exercises? Knee Surgery, Sports Traumatol, Arthroscopic. (2001) 9: 128-136. 3. Hewitt, TE. Neuromuscular and hormonal factors associated with knee injuries in female athletes: strategies for intervention. Sports Med. 2000; (5), 313-327. 4. Mandelbaum, MD, Silvers HJ, Watanabe DS, Knarr JF, Thomas SD, Griffin LY, Kirkendall DY, Garrett W, Jr. Effectiveness of neuromuscular and Proprioceptive Training Program in Preventing Anterior Cruciate Ligament Injuries in Female Athletes: 2-Year Follow Up. Sports Med. 2005; 33: 1003-1010.

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Appendix E Peer Evaluation Requirements Write detailed 2 pages, double spaced, 12 point font paper constructively evaluating your peer during a new injury evaluation. PROOFREAD! -Did he/she make a proper introduction to the athlete? -Was the HIPS/HOPS method of assessment used effectively? -Was treatment effective and appropriate for the injury? -Did he/she communicate well with the athlete and coaches/parents? -What did he/she do well? -What could he/she improve upon?

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Appendix F

Article Critique Requirements

Using a current position statement found at www.nata.org/statements/ write a thorough article critique. Minimum 5 double-spaced pages, typed, Times New Roman with twelve point font. Reference at minimum four different published case studies or journal articles on a similar topic. (Websites are not acceptable/credible sources for this assignment) AMA acceptable style. Compare research found in articles. Identify any pros and cons to the research done in the original article compared to other sources. Do you support the conclusion of the original article? Did the article increase your interest in a particular area of study? Use the following format o INTRODUCTION: Summarizes the information contained in all of your sources o DISCUSSION: Analyze the articles o CONCLUSION: Your opinion of the information and areas of further study You will be graded not only on content but also on grammar, spelling, and the use of appropriate terminology for the profession of athletic training. DUE ON ECLASS THE DAY OF THE FINAL, WEDNESDAY, DEC 16

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Appendix G

Competencies/Proficiencies

RM-C1 RM-C4

Explain the risk factors associated with physical activity. Identify and explain the recommended or required components of a preparticipation examination based on appropriate authorities rules, guidelines, and/or recommendations. Describe the general principles of health maintenance and personal hygiene, including skin care, dental hygiene, sanitation, immunizations, avoidance of infectious and contagious diseases, diet, rest, exercise, and weight control. Explain the importance for all personnel to maintain current certification in CPR, automated external defibrillator (AED), and first aid. Explain the principles of effective heat loss and heat illness prevention programs. Principles include, but are not limited to, knowledge of the bodys thermoregulatory mechanisms, acclimation and conditioning, fluid and electrolyte replacement requirements, proper practice and competition attire, and weight loss.

RM-C6

RM-C7 RM-C8

RM-C9

Explain the accepted guidelines, recommendations, and policy and position statements of applicable governing agencies related to activity during extreme weather conditions. Interpret data obtained from a wet bulb globe temperature (WGBT) or other similar device that measures heat and humidity to determine the scheduling, type, and duration of activity. Explain the basic principles associated with the use of protective equipment, including standards for the design, construction, fit, maintenance and reconditioning of protective equipment; and rules and regulations established by the associations that govern the use of protective equipment; and material composition.

RM-C10

RM-C16

RM-C17 Explain the principles and concepts related to prophylactic taping, wrapping, bracing, and protective pad fabrication RM-C18 Explain the principles and concepts related to the fabrication, modification, and appropriate application or use of orthotics and other dynamic and static splints. This includes, but is not limited to, evaluating or identifying the need, selecting the appropriate manufacturing material, manufacturing the orthosis or splint, and fitting the orthosis or splint. RM-C20 Recognize the clinical signs and symptoms of environmental stress. RM-P4 Select and fit appropriate standard protective equipment on the patient for safe participation in sport and/or physical activity. This includes but is not limited to: RMP4.1 Shoulder Pads

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RMP4.2 P4.3 P4.4 RMP4.6 RMP4.7 RM-P5

Helmet/Headgear Footwear Mouthguard Prophylactic Ankle Brace Other Equipment (as appropriate) Select, fabricate, and apply appropriate preventive taping and wrapping procedures, splints, braces, and other special protective devices. Procedures and devices should be consistent with sound anatomical and biomechanical principles.

RMCP2 Select, apply, evaluate, and modify appropriate standard protective equipment and other custom devices for the patient in order to prevent and/or minimize the risk of injury to the head, torso, spine and extremities for safe participation in sport and/or physical activity. Effective lines of communication shall be established to elicit and convey information about the patients situation and the importance of protective devices to prevent and/or minimize injury. DI-C6 Describe common techniques and procedures for evaluating common injuries including taking a history, inspection/observation, palpation, functional testing, special evaluation techniques, and neurological and circulatory tests. Describe the nature of diagnostic tests of the neurological function of cranial nerves, spinal nerves, and peripheral nerves using myotomes, dermatomes, and reflexes. Assess neurological status, including cranial nerve function, myotomes, dermatomes and reflexes, and circulatory status.
Explain the roles of special tests in injury assessment.

DI-C8

DI-C9 DI-C10 DI-C12 DI-C16 DI-C17 DI-P1 DI-P2

Describe strength assessment using resistive range of motion, break tests, and manual muscle testing. Explain medical terminology and abbreviations necessary to communicate with physicians and other health professionals Describe the components of medical documentation (e.g. SOAP, HIPS and HOPS). Obtain a medical history of the patient that includes a previous history and a history of the present injury. Perform inspection/observation of the clinical signs associated with common injuries including deformity, posturing and guarding, edema/swelling, hemarthrosis, and discoloration. Palpate the bones and soft tissues to determine normal or pathological characteristics. Measure the active and passive joint range of motion using commonly accepted techniques, including the use of a goniometer and inclinometer.

DI-P4 DI-P5

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DI-P6 Grade the resisted joint range of motion/manual muscle testing and break tests. DI-P7 DI-P8 DI-P9 DI-P10 DI-CP1 Apply appropriate stress tests for ligamentous or capsular stability, soft tissue and muscle, and fractures. Apply appropriate special tests for injuries to the specific areas of the body as listed above. Assess neurological status, including cranial nerve function, myotomes, dermatomes and reflexes, and circulatory status. Document the results of the assessment including the diagnosis.

CP1.2 CP1.3 CP1.4 A CP1.6 CP1.7 CP1.8 CP1.9 CP1.10 CP1.11 CP1.12 CP1.13 CP1.14 CP1.15 CP1.16 CP1.17 CP1.18 MC-P4c CP1.2 AC-C15

Demonstrate a musculoskeletal assessment of upper extremity, lower extremity, head/face, and spine (including the ribs) for the purpose of identifying (a) common acquired or congenital risk factors that would predispose the patient to injury and (b) a musculoskeletal injury. This will include identification and recommendations for the correction of acquired or congenital risk factors for injury. At the conclusion of the assessment, the student will diagnose the patients condition and determine and apply immediate treatment and/or referral in the management of the condition. Effective lines of communication should be established to elicit and convey information about the patients status. While maintaining patient confidentiality, all aspects of the assessment should be documented using standardized record-keeping methods. Ankle Lower Leg Knee (tibiofemoral and patellofemoral) Thigh Hip/Pelvis/Sacroiliac Joint Lumbar Spine Thoracic Spine Ribs Cervical Spine Shoulder Girdle Upper Arm Elbow Forearm Wrist Hand, Fingers & Thumb Head and Face Temporomandibular Joint Pupil response, size and shape, and ocular motor function Head, including the Brain Describe the appropriate use of aseptic or sterile techniques, approved sanitation methods, and universal precautions for the cleansing and dressing of wounds.

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AC-C19

Identify the signs and symptoms of head trauma, including loss of consciousness, changes in standardized neurological function, cranial nerve assessment, and other symptoms that indicate underlying trauma. Explain the importance of monitoring a patient following a head injury, including obtaining clearance from a physician before further patient participation.

AC-C20

AC-C21 Define cerebral concussion, list the signs and symptoms of concussions, identify the methods for determining the neurocognitive status of a patient who sustains a concussion and describe contemporary concepts for the management and returnto-participation of a patient who sustains a concussion. AC-P3c AC-P3h AC-P4a AC-P4b AC-P4h AC-CP1 Establish and maintain an airway in a patient wearing shoulder pads, headgear or other protective equipment and/or with a suspected spine injury Control bleeding using universal precautions Open and closed wounds (using universal precautions) Closed-head trauma (using standard neurological tests and tests for cranial nerve function) Acute musculoskeletal injuries (i.e. sprains, strains, fractures, dislocations)

PS-C6

Demonstrate the ability to manage acute injuries and illnesses. This will include surveying the scene, conducting an initial assessment, utilizing universal precautions, activating the emergency action plan, implementing appropriate emergency techniques and procedures, conducting a secondary assessment and implementing appropriate first aid techniques and procedures for non-lifethreatening situations. Effective lines of communication should be established and the results of the assessment, management and treatment should be documented. Explain the importance of providing health care information to patients, parents/guardians, and others regarding the psychological and emotional well being of the patient. Describe the theories and techniques of interpersonal and cross-cultural communication among athletic trainers, their patients, and others involved in the health care of the patient. Describe federal and state infection control regulations and guidelines, including universal precautions as mandated by the Occupational Safety and Health Administration (OSHA), for the prevention, exposure, and control of infectious diseases and discuss how they apply to the athletic trainer. Use appropriate terminology and medical documentation to record injuries and illnesses (e.g., history and examination findings, progress notes, and others). Use appropriate terminology to effectively communicate both verbally and in writing with patients, physicians, colleagues, administrators, and parents or family members.

PS-C8

AD-C7

AD-P5

AD-P6

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