The ATEP at Lee University is committed to providing a quality education with clinical and professional experiences for students interested in pursuing employment in athletic training and to providing the best possible medical care to student-athletes, visiting athletic teams, and the Lee campus community. This manual will provide athletic training students with information vital to a timely completion of the educational program.
In accordance with the guidelines set forth by the NATAEC for the establishment of clinical components of curriculum programs in athletic training, this athletic training education program has been developed to provide a standard of clinical education for students interested in the athletic training profession and who have been admitted to the Lee University Athletic Training Education Program.
The competencies and proficiencies have been identified as necessary for effective functioning as an entry-level certified athletic trainer. A role delineation study completed by the BOC identified job responsibilities and tasks performed by certified athletic trainers in high schools, colleges/universities, and amateur and professional athletic organizations throughout the United States.
These competencies and proficiencies serve as a guide for the development of educational programs leading to certification as an athletic trainer and are intended to assist athletic training faculty, staff, and students in identifying knowledge and skills to be mastered.
ProfessionalismStudents in the Athletic Training Education Program at Lee University are expected to conduct themselves in a manner reflecting pride in the profession and in themselves. Athletic training students have the unique opportunity to be part of the health care team at Lee University and its affiliated and allied sites. While much is expected and demanded of each athletic training student, it is critical for the student to be aware that the ultimate decisions relating to the care of athletes, the work schedules of athletic training students, and all other aspects of athletic training remain with the supervising certified athletic trainer. Any concerns should be discussed with the supervising athletic trainer. The student's first commitment is to academic preparation. If athletic training responsibilities conflict with academic policies established by a professor, it is your responsibility to bring this matter to the attention of the clinical instructor and make suitable alternate arrangements. The clinical setting of the athletic training education program is designed to be the application of academic preparation.
Learning ExperiencesExperience is the greatest teacher. Students should strive for a happy medium between making decisions where he/she feels capable or asking for help when necessary. If students have questions, chances are their peers will have questions also, therefore, do not hesitate to ask. Students should use every opportunity to watch orthopedic evaluations and be sure they understand the reasoning and thoughts concerning examinations, treatments, and rehabilitation decisions. Students should examine and evaluate injuries whenever possible.
Professional RelationshipsThe relationships that will be developed with team members will last a long time. If students coddle the athletes under their care, they will tie advantage of the student. If students are too demanding with the athletes, the student will lose the athletes' respect. Be firm with expectations for each athlete and treat all athletes the same. Do not allow any team members or coaching staff access to the medical kit without prior permission. When assigned to a team, the student, under the supervision and advice of the clinical instructor, is responsible for the day-to-day health care of that team. Under the council of his/her clinical instructor, the student should make informed medical decisions objectively and stick to his/her decisions. By using sound judgment, the student will gain the respect he/she deserves.
The athletic training staff and students must maintain a good working relationship with the coach and staff by informing the coach daily of the status of injured athletes and, when appropriate, by recommending alternate forms of workouts (aquatic workouts for example). This reinforces the team concept that the coaching and athletic training staff members are working toward the same goal: peak performance of each athlete and the team as a whole.
A student should communicate clearly in lay terms, when taking the opportunity to educate a coaching staff member regarding injury prevention and care when necessary. Using a lot of medical terms may sound impressive, but the coach may not understand what the student is trying to communicate. When disagreeing with the coach, the student should step back and try to see both points of view. The student must remember that he/she is an advocate for the athlete's health and optimum return to full participation.
While confidences given the athletic training student by athletic team members must not be betrayed, certain factors that involve the team's status and effectiveness may have to be carefully considered. These confidences may be discussed with the supervising athletic training staff, leading to a decision as to whether or not the coaching staff shall be informed of the issue. Remain positive about the program and all involved.