Master of Athletic Training Student Handbook 2021-2022

Welcome from the Program Director

First, let me say welcome to the Master of Athletic Training Program!

This transition has been several years in the making. The university is no stranger to athletic training education. The program has been in existence as early as 1990 as an internship route to certification. The transition from internship to curriculum officially took shape in 2004 with the university gaining initial accreditation from the Commission on Accreditation of Allied Health Education Programs (CAAHEP). The other major transition for the university was the final undergraduate athletic training class of 2019. The completion of one program brought the beginning of a new phase. The Master of Athletic Training (MAT) program will officially start June 7, 2021 with the first cohort set to begin the 2-year program.

To say we as a faculty and a university are excited about this next step is an understatement. The MAT program will bring a culmination of faculty from broad areas of expertise to assist students in this 62 credit hour program. The faculty will consist of a program director and coordinator of clinical education with over 33 years of experience. A medical director that is committed to sharing his knowledge with our students while seeking to create opportunities for our students to learn with various healthcare professionals. The additional faculty members include a BOC credentialed physical therapist, a pharmacist with an exercise science background, a Doctor of Veterinary Medicine who teaches the Human Gross Anatomy class, a BOC credentialed physician assistant, and several additional athletic training faculty.

There are two clinical immersion experiences: one at a high school setting and the other at the students choice. Immersive opportunities are designed to allow the student to shadow the athletic trainer or physician in a full time capacity for a period of several weeks. The clinical sites involved with the MAT program include high schools, NAIA and NCAA universities, outpatient surgery centers, orthopedic clinics, wellness, physical therapy clinics, urgent/emergent care facilities, emergency management services, and emotional/behavioral care for patients.

It is the responsibility of the student to read and understand the policies and procedures within this handbook. The policies and procedures manual/MAT student handbook is reviewed annually by the MAT faculty.

On behalf of the MAT faculty, we welcome you and look forward to helping you reach your goal of becoming a Certified Athletic Trainer.

Sincerely,

Dr. Melissa Thomas, Ed.D, ATC
Master of Athletic Training Program Director
251-442-2324
mthomas@umobile.edu

Dr. Megan Harper, DAT, ATC
Coordinator of Clinical Education
251-442-2547
mharper@umobile.edu

University Mission, Vision, Accreditation

University - Mission Statement

University of Mobile is a Christ-centered academic community providing liberal arts and professional programs to renew minds through intellectual and spiritual development for the fulfilling of one’s professional calling.

University - Vision Statement

University of Mobile is committed to being a premier Christ-centered academic community providing comprehensive liberal arts and professional programs to distinctively transform the world.

University- Accreditation

The University of Mobile is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associate, baccalaureate, and master’s degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404.679.4500 for questions about the accreditation of the University of Mobile. Inquiries about the University, such as admission requirements, financial aid, educational programs, etc., should be addressed directly to the University and not to the Commission’s office. The Commission is to be contacted only if there is evidence that appears to support a University’s significant non-compliance with a requirement or standard.

College of Health Professions

Philosophy of College

The College of Health Professions consist of the School of Nursing, School of Health and Sports and Science and School of Nurse Anesthesia. The College of Health Professions is a comprehensive health-related college that serves students to strengthen their intellectual and biblical understanding of His creation and the venue by which one serves humanity in becoming the hands and feet of Christ. The student is encouraged to understand the intricacies of the complexity of man through an understanding of the mind and body. This occurs in the classroom, laboratory and environmental settings by understanding the physiological, mechanical and/or psychosocial needs of man and providing biblical-based care to strengthen the functionality and well-being of man within the context of one’s environmental setting.

Mission of College

The mission of College of Health Professions is to promote an intellectual and biblical understanding of God’s creation in establishing avenues by which one becomes the hands and feet of Christ.

Learning Outcomes of College

• Understand the biblical basis of man from the perspective of God’s creation
• Identify the different intricacies of the mental and physiological state of man
• Characterize the needs of man within one’s environmental setting
• Construct models of care in maximizing the functionality of man
• Evaluate the effectiveness of interventions in fostering the physiological and psychosocial well-being of man

School of Health and Sports Science

Mission Statement

The School of Health and Sports Science’s mission is to develop and prepare individuals to be future leaders in a variety of health and sport science professions by incorporating a biblical foundation with emphasis on glorifying God by following the principles of 1 Corinthians 6:19-20. Or do you not know that your body is a temple of the Holy Spirit within you, whom you have from God? You are not your own, for you were bought with a price. So glorify God with your body. 1 Corinthians 6:19-20

Master of Athletic Training

Mission Statement

In keeping with the mission of the University of Mobile and the College of Health Professions, the mission of the Master of Athletic Training is to challenge each student to become their best self: intellectually, spiritually, and culturally. This path to personal growth and an understanding of God’s purpose is designed to lead the student towards becoming an informed member of society within the athletic training profession. The ultimate goal for each student is to successfully pass the Board of Certification exam and seamlessly transition into the world of healthcare. It is the hope of the university, faculty and staff that each student will be prepared to collaboratively work with all health care professionals to provide, administer and manage the health care of patients across a lifespan; to participate in research and other activities designed to advance the quality of athletic training services; and to be advocates in building a solid foundation for future professionals, clients and the public regarding the profession of Athletic Training.

Vision

University of Mobile’s Master of Athletic Training program is committed to enriching the field of athletic training through the development of future world changers who embody the spirit of Christ.

Core Principles

• Professional Literacy,
• Academic Proficiency,
• Critical Thinking,
• Communication Literacy

Program Accreditation Status The University of Mobile is currently seeking accreditation for their new Athletic Training program and is not accredited by the Commission on Accreditation of Athletic Training Education (CAATE). The institution will be submitting a self-study to begin the accreditation process on July 1, 2022. Submission of the self-study and completion of a site visit does not guarantee that the program will become accredited. Students that graduate from the program prior to accreditation WILL NOT be eligible to sit for the credentialing examination for athletic trainers and will not be eligible for licensure in most states. The first class will be accepted in June 2021 with the first graduating class as May 2023. The accreditation site visit is anticipated to occur in Spring 2023.

Strategic Planning University and Program

Promote a Student-Devoted Atmosphere throughout the University

2.3 Provide enhanced opportunities for mentoring and fellowships among faculty, staff, and students.

• Program: Provide students with intentional clinical opportunities with qualified preceptors and other healthcare providers.
• Program: Provide students with formal and informal interactions between students, faculty, medical director, preceptors, and physicians.
• Program: Develop a student success committee to assist with program retention, matriculation through the program, remediation of student deficiencies, and post-graduation resources.

Deliver a Distinctively- Driven Process for the University

3.10 Maintain accreditation with SACSCOC as well as discipline- specific agencies.

• Program: Submittal of program materials for Academic Affairs review.
• Program: Submittal of program materials for review with Board of Trustees.
• Program: Submittal of program materials for SACSCOC review and approval
• Program: Provide students with an educational program that meets or exceeds requirements set forth by CAATE by offering an effective combination of didactic instruction and clinical experiences.
• Program: The program will achieve initial CAATE accreditation in 2023 and maintain thereafter
• Program: The program will meet CAATE’s required three-year aggregate for first time test takers.

Expand the Academically Focused Environment with the University

4.1 Develop new graduate and undergraduate academic programs that support the University mission, serve the market needs of the community, and increase enrollment.

• Program: Students will be admitted into the MAT program based on committee decision that will include letters of recommendation, cumulative grade point average, prerequisite grade point average, personal statement, and an interview process
• Program: All program faculty will continually assess student learning, program effectiveness, quality of instruction, and quality of clinical education.

4.2 Promote current academic pedagogy and technology throughout all disciplines.

• Program: Provide students with clinical skills lab interactions within the Center of Excellence simulation lab and Kinesiology lab.
• Program: All program faculty will develop courses within Canvas
• Program: All program faculty will attend one professional conference per year.

4.3 Enhance the presence of the Christian intellectual tradition in courses throughout all disciplines of the University.

• Program: All MAT courses will have the mission of the MAT embedded.

4.5 Increase the number of internships and experiential learning opportunities for graduate students.

• Program: The program will seek to increase non-traditional clinical opportunities for students.

Program Goals and Objectives

Goal 1: Academic Proficiency- Master of Athletic Training students will demonstrate mastery of graduate level athletic training academic content.

Program Objectives

1. The graduate athletic training student will be prepared to successfully pass the BOC exam.
2. The graduate athletic training student will demonstrate progressive mastery of knowledge and skills to provide a comprehensive plan of care that encompasses prevention strategies, clinical evaluation and diagnosis, immediate care, treatment, rehabilitation, reconditioning, and administration for all patients.

Goal 2: Professional Literacy- Master of Athletic Training students will demonstrate the skills, knowledge, and attitudes needed for professional viability within the field of athletic training.

Program Objectives

1. The graduate athletic training student will be able to demonstrate quality healthcare that assists patients, communities, and populations with ever-changing needs across the life span with varying diversity, socioeconomic statuses, and activity levels.
2. The graduate athletic training student will recognize the role of the athletic trainer in injury documentation, health epidemiology and informatics, organization, and administration as a critical component of the healthcare system.
3. The graduate athletic training student will demonstrate professional and ethical standards, as documented by the Foundational Behaviors of Professional Practice, Code of Ethics, and BOC Standards of Professional Practice.

Goal 3: Critical Thinking- Master of Athletic Training students will demonstrate critical thinking skills appropriate for graduate-level function in the field of athletic training.

Program Objectives

1. The graduate athletic training student will demonstrate knowledge in the process of research discovery for use within clinical practice.
2. The graduate athletic training student will develop clinical decision-making skills to assist in patient care.

Goal 4: Communication Literacy- Master of Athletic Training students will demonstrate oral and written communication skills of a level suitable for graduate level and professional competence.

Program Objectives

1. The graduate athletic training student will develop advanced integrative and analytical thinking skills as evidenced by written communication skills.
2. The graduate athletic training student will develop effective communication skills to assist patients, families, colleagues, and other healthcare professionals.

Faculty Information

CAATE Standards

Commission on Accreditation of Athletic Training Education 2020 Standards for Accreditation of Professional Athletic Training Programs

CAATE Standards

UM Academic Calendar /Catalog

Calendar for 2020-2021 - University of Mobile - Acalog ACMS™ (umobile.edu)

The University of Mobile catalog can be accessed by using the following link: UM Catalog

MAT Program Administrative Policies and Procedures

** The following policies were agreed upon by the Master of Athletic Training faculty, the Dean of the School of Health and Sports Science and the Vice President for Academic Affairs. These policies will be annually reviewed and updated within this document, on the UM website, and within the current catalog. It is the student’s responsibility to read and utilize this document for guidance through the Master of Athletic Training program.

Academic Curriculum Plan

The Master of Athletic Training curriculum includes patient care experiences that begin early in the curriculum and culminates into clinical immersion rotations that allow students to participate in the full scope of athletic training clinical practice. Clinical rotations are sequenced based on professional knowledge progressions presented in the didactic component of the curriculum. The clinical curriculum is designed to ensure that students are optimally prepared to provide patient care across the lifespan in both traditional and nontraditional athletic training practice settings. The ultimate goal of clinical education is that the student will utilize critical judgment, problem solving, clinical reasoning, and evidence-based decisions in the delivery of patient care and enhancement of patient/client health and well-being.

[TABLE PG 13-14]

Academic Course Description

[SKIPPED PG 15-20]

Academic Integrity (Dishonesty) Policy

The University of Mobile has established a policy for students regarding academic integrity. The Master of Athletic Training adheres to this policy as it relates to academic dishonesty by athletic training students.

Students attending the University of Mobile are expected to reflect a high standard of academic integrity and conduct in accord with basic Christian principles and the mission of the University. Any student found to be disruptive in class, or copying, plagiarizing (with or without an intent to deceive), cheating, engaging in unauthorized use of a test, forging or falsifying records (self or patient; university, or clinical agency), or lying to a faculty member in order to complete a course assignment will be subject to disciplinary action.

The following are violations of Academic Integrity Policy

1. Cheating:
   • Unauthorized use of any materials, notes, sources of information, study aids or tools during an academic exercise. No cell phone, calculators, palm computers or hats allowed during exams.
   • Unauthorized assistance of a person, other than the course faculty during an academic exercise.
   • Unauthorized viewing of another person’s work during an academic exercise.
   • Unauthorized securing of all or any part of assignments or examinations in advance of the submission by the faculty.
2. Fabrication/Falsification: The unauthorized invention or alteration of any information, citation, data or means of verification in an academic exercise, official correspondence of a university record, client record, or other professional documentation.
   • Failure to report errors in the clinical area.
   • Falsifying patient/client records by charting incorrect data or removing data.
   • Releasing confidential information about patients/clients to persons who do not have the right to such information.
   • Rude, abusive, or unprofessional language to patients/clients, agency personnel, faculty.
   • Jeopardizing a patient’s/client’s safety.
3. Plagiarism: Submitting as one’s own work or creating any material or an idea wholly or in part created by another. This includes, but is not limited to:
   • Oral, written and graphical material.
   • Both published and unpublished work.
   • Any material(s) downloaded from the internet.
4. Complicity: Helping or attempting to assist someone to commit an act of academic dishonesty.
   • Conveying test information to other students.
   • Reproducing information in duplicate for course assignments.
5. Unprofessional behavior (verbal or written, virtual or live):
   • Disrespectful to faculty, staff, or peers.
   • Use of inappropriate language.
   • Lack of accountability or responsibility for actions.
   • Disregarding the well-being and needs of patients: acts of commission or omission that could adversely affect the patient, e.g., medication errors, failure to provide safe and appropriate care, failure to follow preceptor/faculty instructions, breach of client confidentiality.
   • Discriminatory or culturally insensitive behavior.
6. Academic Performance: Any reason that may place the student at risk for dismissal such as:
   • Insufficient or lack of academic skills to support successful completion of graduate program of study.
   • Inconsistent or minimal participation in coursework.
   • Poor writing or verbal communication skills.
   • Frequent requests for exceptions or special accommodations not related to a documented disability.

Each faculty member has the responsibility of defining academic expectations at the beginning of each session. If a faculty member discovers a student violating the academic integrity code, they must either 1) assign a grade of “0” for the test or assignment if the infraction relates to an academic assignment; and/or 2) refer the incident to the Graduate Faculty Committee. After committee members complete the investigation, the incident, along with supporting evidence, is to be reported in writing to the Vice-President for Academic Affairs with a copy mailed to the student.

The office of the Vice-President for Academic Affairs determines whether the incident is the student’s second offense and, if so, refers the matter to the Academic Affairs Committee for disciplinary action. A student found guilty of a second offense is subject to academic suspension for up to one academic year. A third offense will result in academic dismissal. The student is entitled to appeal any case involving allegations of academic dishonesty or misconduct, in keeping with the appeal process as outlined.

Falsification of medical records may have legal consequences for which the student may be held accountable.

** Each canvas course will require the student to complete the academic integrity assessment prior to starting the first module.

Academic Probation/ Dismissal for The Program/ Appeal/ Readmission After Dismissal/ Withdrawl/ Retention/ Matriculuation

Students proceed through the Master of Athletic Training program (MAT) in cohorts and are expected to complete all the required courses each semester with a grade of “B” or better in order to remain in good standing and progress to the next semester.

Retention/ Matriculation

• Students are required to maintain a cumulative grade point average of 3.0 or higher for graduation purposes.
• Students must obtain a grade of B or better in each course to remain in good standing within the program.
• Abide by the University of Mobile graduate catalog standards as well as the MAT program policies and procedures manual.
• Successfully complete coursework in the sequence indicated by the program of study unless approved by MAT Program Director.
• All students must maintain current Professional Rescuer certification when enrolled in Athletic Training Program clinical courses. Professional liability insurance is provided for University of Mobile athletic training students when they are participating in clinical experiences. Students are responsible for their own medical care if needed in the clinical education settings. Students must abide by the Centers for Disease Control and OSHA guidelines set forth in the policy and procedures manual for the MAT program
• Athletic training students are responsible for personal transportation to off-campus affiliated clinical sites.
• Obtain all vaccinations or proof of immunity as indicated on verification form prior to clinical experiences
• MAT students must remain in good standing as determined by his/her results on the sequential content examinations, clinical education evaluations, satisfactory scores on competencies, and a cumulative GPA of 3.0 or better.

Program Probation:

• Failure to meet the programs expectations within any clinical component.
• Failure to successfully pass Content Exam I within (3) attempts.
• If the student receives a grade of C in any graduate level, athletic training course the student will be placed on academic probation.
• Failure to meet the cumulative GPA of 3.0 at any time in the program- the student will have the subsequent semester to meet the minimum requirements of the program.
• The student tests positive for alcohol during a UM sanctioned drug test.

Removal from Probation

• The student meets the required 3.0 cumulative GPA in the subsequent semester. The student will be listed as “in good academic standing” thereafter.
• The student successfully completes Content Exam I.

Program Dismissal:

• If the student receives a grade of C in two or more graduate athletic training courses or clinical courses within the program.
• If the student receives a grade of D in ANY graduate athletic training course or clinical course.
• Students who do not complete the requirements for remediation may be dismissed from the program and may re-apply for the next cohort.
  • If a student is dismissed due to academic performance, academic progress will be delayed by at least one year.
• Failure to meet degree requirements in the specified timeframe.
• Failure to meet course requirements in AT 555/ Content Exam II
• Students who do not complete probation requirements may be dismissed from the program and may re-apply for the next cohort.
• Failure to meet the minimum technical standards necessary of an entry level professional.
• Failure to meet the programs expectations within any clinical component.
• Failure to receive a passing grade of B or better in any professional course while on academic probation.
  • Courses passed with a C or better cannot be repeated to improve the professional GPA
• If at any time, it is not mathematically possible to achieve the required 3.0 cumulative GPA by the completion of the following semester, no probationary period will be provided, and the student will be terminated from the MAT program.
• If the student tests positive for drugs during a UM sanctioned drug test- see program policy for alcohol and drug sanctions.
• Failure to report any arrests or legal convictions will result in automatic and immediate dismissal from the MAT program. The student will be ineligible to be re-admitted to the program at the University of Mobile.
• Students who have been convicted of a felony or have pled nolo contendere to a felony or a crime involving moral turpitude, are ineligible for clinical placement and are deemed unable to complete program requirements.
• Failure to abide by UM’s academic integrity policy. Violations of cheating will not be tolerated.

Reenrollment

• Students who have more than two (2) C’s will not be considered for re-enrollment.
• Dismissals due to academic misconduct or grades of “D” or “F” are not eligible to appeal for readmission.
• Students exhibiting unprofessional or illegal behaviors in the classroom or clinical setting, and/or violating academic integrity policy will not be eligible to be considered for re-enrollment or readmission.

Readmission After Voluntary Withdrawal or Transfer

• A student who leaves The University and/or Master of Athletic Training program in good standing through voluntary withdrawal may be evaluated for readmission under the following circumstances:
  1. University- Students must apply for readmission to the university, if he or she has not registered for one regular term (fall or spring). An application should be submitted to the office of admissions at least three weeks before the opening session in which the student wishes to continue his or her studies. Submitting an application for readmission does not automatically guarantee admission to the graduate program. Program- Student petitions for reactivation will be considered only one time during their program. Students approved for readmission may be placed on probationary status at the discretion of the MAT Program Director and MAT Admission Committee.
  2. Complete an application for readmission to the Master of Athletic Training
  3. At the time of application for readmission, submit a statement, which addresses the reason for the withdrawal or transfer, outlines what will be done by the student to ensure success in the MAT program, and discusses why the student should be given consideration for re-admission. The statement must be written by the student.
  4. The student will be required to have a personal interview with the MAT Admission Committee and Program Director. The student’s complete academic record, including all clinical evaluations will be reviewed.
  5. Readmission is not automatic or guaranteed. Students will be considered as part of the total applicant pool.

NOTE: Failure to maintain any of the above progression requirements results in academic probation and/or suspension from the Master of Athletic Training professional program. In addition to academic probation or suspension, the student’s enrollment in the MAT program may be terminated at any time if, in the judgment of the athletic training faculty, the student demonstrates academic, social, or emotional behaviors or physical problems inappropriate to the practice of athletic training. Students suspended from the athletic training professional program (except those due to positive drug/alcohol testing) may apply for re-admission to the program through the MAT program admission committee. Students suspended twice from the program are ineligible to reapply.

Admission Process

Requirements:

1. Preferred overall undergraduate GPA of 3.0 or better (effective 8/1/2021- no lower than 2.75 will be accepted)
2. Preferred C or better on all prerequisite coursework
3. Total of 100 observational hours
4. Current CPR card
5. Completion of Technical Standards
6. Three letters of recommendation- through ATCAS
7. Provide Official transcript for all college/university
8. Curriculum vitae/resume

The student should submit information for application through Athletic Training Centralized Application System (ATCAS). ATCAS simplifies the athletic training application process by allowing the student to apply to multiple programs with only one application. The application includes sections on biographical information, educational history and record, work and observation experiences, and a personal statement.

Steps for Application

1. Complete an ATCAS application and formally apply to UM- https://atcas.liaisoncas.com/applicant-ux/#/deeplink/programSearch/organization/5567509477217972368 with completed application and all documents submitted and accepted by posted deadline.
   • Provide Official transcripts and enter courses taken from each college/university attended through ATCAS
   • Three evaluations (ATCAS generated) - one from Certified Athletic Trainer, one from Academic Advisor, and one from Faculty member within student’s major- these evaluations are available through ATCAS (UM students can obtain 2 evaluations from either the AT or the faculty member, but they must have 3 evaluations).
   • Complete the Technical Standards form on ATCAS.
   • Curriculum Vitae along with Personal Statement for Admittance detailing personal and professional goals. Personal statement should be at least 1000 words and focus on previous education, experience, professional interests in athletic training, professional goals, and finally what makes your application stand out above other applicants
   • Submittal of Current CPR (Professional or BLS card).
   • Submit total of 100 hours’ observation with a Certified Athletic Trainer. The hours must reflect the experiences the student obtained (i.e. sports covered, athletic training room, physician’s office, industrial setting, and clinic).
   • Complete supplemental questions.
2. ATCAS will verify the student’s transcripts and complete a review.
3. UM’s MAT admission committee will review the applicant’s submission and decide if the applicant meets the requirements for an interview.
4. Notification for interviews will be sent via email or by phone. (Interviews are invitation only).
5. The student will meet either in person or via Zoom for the formal interview with the MAT admission committee.
6. The student will be made aware of the MAT admission committee’s decision via by email.
7. Once selected for admittance into the MAT program, the cost to secure a spot in the program- regardless of early or regular admission- is a 250.00 non-refundable fee that will go directly towards the student’s tuition for Term I.

Admission Timeline

• ATCAS application process will open September 1st
• Admission Deadline - March 1 (deadline)
• Rolling Admission until all 14 program spots are filled- closes April 1st

Prerequisites Required- courses may be in progress at the time of application:

[TABLE PG 27]

** Courses taken more than 7 years from time of application will not be accepted.

** Effective 8/1/2021

• Sociology- 3 hours- will be removed for 2022 admission cycle
• Research - 3 hours- will be removed for 2022 admission cycle

Post Admission Requirements

1. Upon acceptance into the MAT program, students will be required to submit the following documents to complete their admission packet:
2. Payment of a placeholder fee of 250.00- the cost to secure a spot in the program. This non-refundable fee will go directly towards the student’s tuition for Term I (summer).
3. A graduate record will be established once the placeholder fee has been obtained and all application documents have been transferred to the graduate admissions committee.
4. The student will receive a UM student ID and email address.
5. The student will be advised for summer and fall term and registration will open in March.
6. The student will be added to the MAT orientation class through Canvas- there is no cost for this course. (must be completed by April 30th)
7. Once orientation is complete the student will be added to Typhon and be advised to add the following documents to the system for review. (All documents must be loaded prior to May 31st into Typhon)
   • Technical Standards form
   • Current Professional Rescuer CPR/ AED card- Adult/ Child/Infant/AED- submitted to ATCAS at time of application.
   • Upload Fingerprinting report (15.00) and Background Check (10.00) through Mobile Police Department or any facility that can validate.
   • Upload proof of primary health insurance
   • Submit a clean 10-panel drug screen- at student’s expense- must not be beyond 30 days of starting Term I.
   • Immunization form and verification of records for
     • (MMR) Rubella, Measles, Mumps,
     • Varicella,
     • Hepatitis B,
     • Tetanus, Diphtheria, and Acellular Pertussis (Tdap),
     • Tuberculin Skin Test (TST/PPD)
     • Annual flu shot (only for clinical experiences during flu season).
     • Waivers of immunizations can also be attached.

Point of Entry Requirements

Undergraduate Pre-Athletic Training Track

Freshmen applicants must meet all requirements specific to the University.

Specific to the School of Health and Sports Science

1. Students will begin the Pre-Athletic Training track with the understanding that there is no guarantee that admittance into the Master of Athletic training program will be granted. Regardless of the student’s path, all aspects of the admission process must be followed.
2. Apply through ATCAS in the Fall of the senior year: https://atcas.liaisoncas.com/applicant-ux/#/deeplink/programSearch/organization/5567509477217972368 with completed application and all documents submitted and accepted by posted deadline.

** Students will not be allowed to participate in intercollegiate athletics once they are a current student within the Master of Athletic Training program, regardless of the sport.

Transfer Undergraduate Students

All transfer students wishing to pursue the Pre-Athletic Training Track at the University of Mobile must complete all steps related to admission requirements for the university and the School of Health and Sports Science. Regardless of the time of admittance into the university, transfer students must complete all prerequisites prior to admission.

Specific to the University

Transfer applicants must meet all requirements specific to the University.

Specific to the School of Health and Sports Science

Transfer applicants must follow the following steps:

1. Admitted into the University of Mobile as an undergraduate student
2. Meet with advisor and MAT program director to determine the Pre- Athletic Training track for completion of degree requirements and prerequisites.
3. As with any route the student takes to apply for the Masters of Athletic Training- all prerequisites must be gained along with any core courses. Regardless of the student’s path, all aspects of the admission process must be followed.

Senior Year (Fall Semester)

1. Apply through in the Fall of the senior year https://atcas.liaisoncas.com/applicant-ux/#/deeplink/programSearch/organization/5567509477217972368 with completed application and all documents submitted and accepted by posted deadline.

** Students will not be allowed to participate in intercollegiate athletics once they are a current student within the Master of Athletic Training program, regardless of the sport.

Graduate Student

Specific to the College of Health Professions/ School of Health and Sports Science

(The school will accept 14 total students per cohort)

1. Apply through ATCAS https://atcas.liaisoncas.com/applicant-ux/#/deeplink/programSearch/organization/5567509477217972368 with completed application and all documents submitted and accepted by posted deadline.

** Students will not be allowed to participate in intercollegiate athletics once they are a current student within the Master of Athletic Training program, regardless of the sport.

For Undergraduate and Graduate International Students

** At this time, F1 visas cannot be granted for this program.

Americans With Disabilities Act

The University of Mobile provides accommodations to enable students with disabilities to access The University community, in compliance with Section 504 of the Rehabilitation Act of 1973 [29 U.S.C. 794(a)] and the Americans with Disabilities Act of 1990 (ADA) [42 U.S.C. 12101, et seq.]. Reasonable accommodations are determined based on current documentation and are made on a case-by-case basis. Adherence to academic standards that are essential to a course of study is generally considered non- discriminatory. Students with disabilities are required to maintain the same level of responsibility for their education as other students attending The University of Mobile. These responsibilities including maintaining levels of academic performance expected of all students, meeting class requirements, maintaining appropriate behavior, and following The University’s policies and procedures.

Students requesting accommodations from The University of Mobile must self-identify by contacting the Center for Student Success. The University encourages students to request accommodations before the semester begins. If the student chooses to delay providing documentation and/or making a request for accommodations. The University of Mobile will not provide accommodations in a retroactive manner, but will upon the student’s request begin the procedure for approving and implementing future accommodations. A reasonable amount of time will be necessary and expected in order for The University to implement these accommodations. Submitting an application for accommodations does not ensure that the student qualifies to receive accommodations.

The Center for Student Success determines the student’s eligibility for accommodations and, for eligible students, determines appropriate accommodation. The University of Mobile will provide reasonable accommodation as long as it does not fundamentally alter the nature of the program. In the event that a student is unable to fulfill admission and progression standards, with or without reasonable accommodation, the student will not be admitted into, or be allowed to progress in the Master of Athletic Training.

The Master of Athletic Training program (MAT) at the University of Mobile is mentally and physically rigorous and is designed to place specific requirements on the students enrolled in the program. All MAT athletic training students must be able to meet the Technical Standards guidelines prior to admission. In addition, students are expected to complete all the academic and clinical requirements of the graduate program in athletic training before they are eligible to graduate and/or test with a national credentialing agency such as the Board of Certification exam. The confidentially of all documents will be maintained in accordance with the applicable law.

[FORM PG 31-34]

Board of Certification Exam Requirements

https://bocatc.org/candidates/steps-to-become-certified

In order to attain BOC certification, an individual must complete an entry level athletic training education program accredited by the Commission on Accreditation of Athletic Training Education (CAATE) and pass the BOC certification exam. A list of accredited programs can be found on the CAATE website.

In order to qualify as a candidate for the BOC certification exam, an individual must be confirmed by the recognized Program Director of the CAATE accredited education program.

NOTE: Earning BOC certification does not guarantee the ability to obtain a license to practice athletic training in the United States. Visit the State Regulatory page to view laws and contact information for each state and/or contact the BOC for assistance.

** UM Students cannot sit for the BOC exam until a successful review of the program occurs in spring 2023.

BOC Foundational Behaviors of Professional Practice

Primacy of the Patient

• Recognize sources of conflict of interest that can impact the client’s/patient’s health.
• Know and apply the commonly accepted standards for patient confidentiality.
• Provide the best healthcare available for the client/patient.
• Advocate for the needs of the client/patient.

Team Approach to Practice

• Recognize the unique skills and abilities of other healthcare professionals.
• Understand the scope of practice of other healthcare professionals.
• Execute duties within the identified scope of practice for athletic trainers.
• Include the patient (and family, where appropriate) in the decision-making process.
• Work with others in effecting positive patient outcomes.

Legal Practice

• Practice athletic training in a legally competent manner.
• Identify and conform to the laws that govern athletic training.
• Understand the consequences of violating the laws that govern athletic training.

Ethical Practice

• Comply with the NATA’s Code of Ethics and the BOC’s Standards of Professional Practice.
• Understand the consequences of violating the NATA’s Code of Ethics and BOC’s Standards of Professional Practice.
• Comply with other codes of ethics, as applicable.

Advancing Knowledge

• Critically examine the body of knowledge in athletic training and related fields.
• Use evidence-based practice as a foundation for the delivery of care.
• Appreciate the connection between continuing education and the improvement of athletic training practice.
• Promote the value of research and scholarship in athletic training.
• Disseminate new knowledge in athletic training to fellow athletic trainers, clients/patients, other healthcare professionals, and others as necessary.

Cultural Competence

• Demonstrate awareness of the impact that clients’/patients’ cultural differences have on their attitudes and behaviors toward healthcare.
• Demonstrate knowledge, attitudes, behaviors, and skills necessary to achieve optimal health outcomes for diverse patient populations.
• Work respectfully and effectively with diverse populations and in a diverse work environment.

Professionalism

• Advocate for the profession.
• Demonstrate honesty and integrity.
• Exhibit compassion and empathy.
• Demonstrate effective interpersonal communication skills

BOC Standards of Professional Practice

Preamble

The primary purpose of the Practice Standards is to establish essential duties and obligations imposed by virtue of holding the ATC® credential. Compliance with the Practice Standards is mandatory. The BOC does not express an opinion on the competence or warrant job performance of credential holders; however, every Athletic Trainer and applicant must agree to comply with the Practice Standards at all times.

Standard 1- Direction

The Athletic Trainer renders service or treatment under the direction of, or in collaboration with a physician, in accordance with their training and the state’s statutes, rules and regulations.

Standard 2- Prevention

The Athletic Trainer implements measures to prevent and/or mitigate injury, illness and long term disability.

Standard 3- Immediate Care

The Athletic Trainer provides care procedures used in acute and/or emergency situations, independent of setting.

Standard 4- Examination, Assessment and Diagnosis

The Athletic Trainer utilizes patient history and appropriate physical examination procedures to determine the patient’s impairments, diagnosis, level of function and disposition.

Standard 5- Therapeutic Intervention

The Athletic Trainer determines appropriate treatment, rehabilitation and/or reconditioning strategies. Intervention program objectives include long and short-term goals and an appraisal of those which the patient can realistically be expected to achieve from the program. Appropriate patient- centered outcomes assessments are utilized to document efficacy of interventions.

Standard 6- Program Discontinuation

The Athletic Trainer may recommend discontinuation of the intervention program at such time the patient has received optimal benefit of the program. A final assessment of the patients’ status is included in the discharge note.

Standard 7- Organization and Administration

The Athletic Trainer documents all procedures and services in accordance with local, state and federal laws, rules and guidelines.

CAATE Site Visit Information

Accreditation is review of the quality of higher education institutions and programs. The accreditation process is the way students, families, government officials, and the press know that an institution and/or program provides a quality education.

Accreditation is:

• A voluntary quality assurance process
• A peer review course of action
• A method of validation
• Recognition that an institution/program has met standards set forth by the peer reviewing body
• UM’s self study is due to CAATE Summer 2022
• The peer review will be held spring 2023

How will you contribute to the Accreditation Peer Review in spring 2023.

• You will help by working diligently to complete both didactic and clinical class requirements.
• You will help by giving constructive criticism of the program through program evaluations.
• You will help by being an active participant in the learning process and the development of policies and procedures.
• You will help by recognizing your own strengths and weakness and ways to overcome.
• You will help faculty and preceptors highlight the MAT program for peer reviewers
• You will meet with peer reviewers (typically 2-3) for about one hour (as an entire class) during the site visit in which questions will be asked about the program. (Specifically about the courses, clinicals, assignments, simulations, faculty, preceptors). This is NOT a review of you as an individual it is a review of our program and it should be easy as long as we have done things the right way (by our policies and procedures) and acted in a way that is open and honest to all stakeholders.

Calibrations and Maintenance of Clinical Education Equipment

All calibrations in the Jim and Dot Boothe Athletic Training Education Building, the Weaver Hall AT Lab, and affiliated clinical sites will be conducted on an annual basis. Records will be kept on file with the MAT program director.

Center For Excellence in Healthcare

Center for Excellence in Healthcare Practice

The College of Health Professions maintains a Skills Laboratory, a Health Assessment Laboratory, and Simulation Center for students located on the second floor of the Weaver Hall Building. These learning resources for the College of Health Professions allows students to develop knowledge, skills, and attitudes necessary for applying theory to athletic training practice.

This learning environment serves students in the Master of Athletic Training program by providing an excellent opportunity for self-directed independent learning and the practice of basic and advanced skills.

The simulation center is equipped with newborn, infant, child, adult and maternal human patient simulators (both mid and high-fidelity) as well as a wide selection of task trainers. The lab is equipped with cameras and recording equipment, which can be used for real-time, shared learning and in debriefing areas. The Simulation Center contains eight simulation rooms and a control room. Rooms contain a variety of simulators ranging from infant to adult with varying abilities for each. Other learning tools kept in the simulation rooms include: defibrillator, 12 lead EKG, crash cart, IV and feeding tube pumps, etc. All rooms have audio-video recording capability.

The School of Health and Sports Science lab contains 5 exam tables, 3 taping tables, Monarch bikes, treadmill, body composition analyzer, posture grid, modalities, therapeutic exercise equipment and storage. The room is set up to resemble an athletic training facility.

The clinical skills lab courses (AT 510-AT 513) are taught within the simulation center and Weaver AT Lab.

Class Attendance Policy

MAT graduate students are expected to attend all classes in which they are enrolled. Class attendance is a vital part of the academic program. Attendance makes possible the dialogue that is the foundation of the educational process between the athletic training student and the instructor. Absence from class denies students access to the full measure of a college education. In the event an absence is necessary, students are accountable for work missed and a physician’s notes must accompany the student for make-up work to be allowed. Preceptors must be notified if the absence will affect a clinical education opportunity.

Clifton Strengths for Students

This assessment is done during MAT orientation through Canvas. This assessment will assist faculty and clinical preceptors in knowing their students better.

1. Visit www.strengthsquest.com and select REDEEM ACCESS CODE.
2. Enter the access code CLICK CONTINUE.
3. Click REGISTER NOW and create your login information USING YOUR RAMSMAIL.
4. Think of a password that is between 8 and 15 characters in length that meets two of the following criteria: upper case letters, lower case letters, numbers.

3. The CliftonStrengths for Students is a 45 minute, web-based assessment that measures the presence of talent in 34 areas called “themes.” There are 178 items, appearing as pairs of self-descriptors. You have 20 seconds to respond to each item. If you do not respond within that time, the program will automatically take you to the next item.
4. If you lose your connection, visit www.strengthsquest.com and select SIGN IN or RETURNING USER; you will automatically be returned to where you left off.
5. If there are technical difficulties, call the Gallup Helpline at 888-211-4049
   (8a - 8p M-Th, 8a-6p F, ET) or email strengthsquesthelp@gallup.com.
6. Immediately after you complete the assessment, a personalized web site will appear. Click your name on the left hand side to see your short report and then scroll down to select Signature Themes for a longer version (or you can select each theme individually).
7. On the left side of page under the listing of your 5 Strengths, click “Email your Clifton Strengths Report” and send your report to your Instructor.

Things to remember:

1. This is NOT a test. There are no right or wrong answers, best or worst responses.
2. Never fear…Everyone has strength themes that this assessment will identify.
3. Be true to yourself and go with your first “top of the mind” inclination.
4. Don’t answer as you wish you were, or as others would like for you to be.
5. Identify your preferences on as many items as you can. If you skip too many items, or provide too many neutral responses, there will not be enough information to assess your strengths.

Communicating With Faculty

Students are encouraged to stay connected to their faculty advisors and course faculty. Faculty members are available to provide assistance with concerns related to course content, examinations, and writing assignments. Several resources are available for students to communicate with faculty. Most faculty and staff are on The University of Mobile voice mail system. If the individual you are attempting to contact does not answer the telephone, the voice mail system is activated, and students may leave a message regarding the purpose of your call. In addition, leave your full name, telephone number, and a time that may be convenient to return your call. It will be important that you speak slow and distinctly as you leave your information. A listing of these numbers is provided in the faculty directory on the Master of Athletic Training website. All faculty and staff maintain a University of Mobile email account. Students may email faculty and these addresses are published in the faculty directory. With any email communication, include your full name and course number.

1. Please label your email with a subject- include the class you are referring
2. Please read through your email for grammatical errors and to make sure your intent in the email has been relayed properly.
3. Please be courteous and know that written words can never be taken back nor can sarcasm or joking be interpreted by the reader.

Costs Associated With MAT

Covered by UM once admitted into Program

CPR Certification:

CPR certification must be maintained throughout the entire program. Students will not be allowed to start a clinical assignment without these certifications. Please check due dates on certification to prevent lapses in certification. Re-certification classes will be held at various times throughout the year. Students may use the American Red Cross or American Heart Association. CPR certification must be current at the time of application and throughout the first year of the MAT. Students whose certifications expire during a clinical rotation will be suspended from that rotation until re-certification is completed. This may adversely affect the required obtainment of clinical hours as well as the ability to perform clinical proficiencies.

Drug Testing

Some clinical sites require a mandatory drug screening prior to the start of clinical experience. Failure to pass the drug screening will result in student removal from the site and the program. The student will also fall under the University of Mobile student handbook policy for drug and alcohol violations. http://catalog.umobile.edu/mime/media/view/26/1932/University+Student+Handbook+2020-2021+Revised.pdf

Proof of Liability Insurance Coverage:

Students are covered under the University of Mobile’s professional liability policy for all clinical experiences. Students are encouraged to purchase additional professional liability coverage if they want to obtain additional hours during the Christmas break or summer term that are not directly tied to a graduate course.

MAT Orientation- through Canvas

Blood Borne Pathogen Training

Students are required to have yearly Blood Borne Pathogen Training while in the Athletic Training Program. The program will provide the training. If the student is absent the day that the training occurs, he/she will need to complete the training prior to completing any clinical experiences. Proper equipment is available at all clinical sites for disposal of hazardous waste. Exposure incidents should be reported immediately to the Preceptor and Clinical Coordinator of Education.

HIPAA Training

Students will complete HIPAA training through the Canvas orientation module prior to the Term I start date. The training will consist of an assessment of materials learned. This is required prior to starting clinical rotations.

FERPA Training

Family Educational Rights and Privacy Act training will complete this training through the Canvas orientation module prior to the Term I start date. The training will consist of an assessment of materials learned. This is required prior to starting clinical rotations.

Typhon Group

The university will cover the cost (90.00) of joining Typhon Group to assist the student with forms and documents throughout their time as a student. This is a one-time fee for the 2-year program.

Student Responsibility-

(***Some costs may be absorbed by the university after the student begins the program)

Course Fees

Student Costs explained:

Background Check

All students are required to complete background checks and fingerprinting. This can be done through the Mobile Police Department or any similar agency. Background checks must be completed and uploaded into Typhon prior to the Term I start date. (Mobile Police Department- cost of background check is 10.00 and fingerprinting 15.00). Students must be aware that background checks can affect the students eligibility for enrollment.

Proof of Health Insurance

Students must have valid health insurance that covers them for sickness and accidents. This policy should be effective year-round due to the graduate program spanning the 24 months. Proof of insurance will be required annually.

National Athletic Trainers Association Membership

This is required within (AT 585) prior during the capstone course. New student membership from NATA is currently 80.00.

Textbooks

Costs may be from 200-400 a semester for textbooks. Students are responsible for associated laboratory/course fees associated with the university.

Uniforms/ Fanny Packs

Students are currently provided 1 polo shirt, 1 t-shirt, and a fanny pack at no charge. Additional attire (khaki shorts/pants, tennis shoes, jackets, dress clothes) are the responsibility of the student. The typical cost will be 100-200 a year.

Travel to Off Campus Clinical Sites/ Assignments

Students are responsible for obtaining transportation to/from a designated off campus clinical affiliated site. Some of our sites are beyond the geographical proximity of UM’s campus, therefore a mode of transportation is necessary.

Graduation Fees

The student must pay for master cap, gown, and hood purchase, variable costs. Info available in the bookstore.

Immunizations

Hepatitis B waiver may keep the student from certain clinical experiences. The cost of vaccinations is variable and can typically be obtained through a local pharmacy at reduce costs. (25.00-100.00)

SEATA Conference/ Clinicals/ Volunteer

Some costs associated with travel to Atlanta, GA and from clinical experience sites or special athletic training events such as field trips (25), SEATA conference (hotel and meals (100), and volunteer experiences (25 a year) will be the responsibility of the student. Conference registration and travel will be covered by UM ***

BOC Practice Test and Certification Exam

The BOC Practice test will be used during the final year as a way for the student to access familiarity with the BOC test format. Cost of the practice BOCs is 30.00 per test. The university will cover the cost of the first test only. The cost of the BOC certification exam during the students last semester is the responsibility of the student, currently 330.00 each test.

********************Costs of these items may be variable. ********************************

Criminal Background Check Policy

The Master of Athletic Training recognizes its role in maintaining a safe environment for students and patients/clients. Health care agencies require employees and students to meet local and state regulations. Therefore, a background check is required for all graduate athletic training students enrolled in the Master of Athletic Training (MAT) Program. Certain arrests or convictions, which could jeopardize the health and safety of patients, may render a student ineligible for placement in a clinical agency. Ineligibility for placement in a clinical agency to perform athletic training skills needed for completion of clinical objectives will result in course failure and dismissal from the athletic training program.

Joint Commission guidelines mandate criminal background checks on all employees, volunteers and students. Additionally, healthcare agencies are requiring background checks and drug testing for students working in clinical settings. Therefore, all graduate athletic training students entering the Master of Athletic Training Program (MAT) will consent to and complete a certified criminal background check. Failure to submit a certified criminal background check will suspend the matriculation process and/or enrollment in any graduate courses.

The Criminal Background Check will include a local and national review of relevant records including county of residence criminal records, residence history for the last 7 years, Social Security verification, nationwide sexual offender registry, and nationwide healthcare fraud and abuse scan.

Background Checks

• New students: All students are required to complete background checks and fingerprinting by Mobile Police Department or similar agency to be completed prior to the first day of class during the first semester. The cost of background check is 10.00 and fingerprinting 15.00. Students are given instructions on completing this task many months’ prior the deadline. Failure to have the background check completed in time will result in a loss of clinical time. Students may also be required to have additional checks once enrolled in the program. The Master of Athletic Training program must certify to clinical agencies, where students participate in clinical activities, that each student has had a negative background check with no adverse finding.
• Matriculated students: Supplemental or additional background checks may be required to meet the requirements of a clinical agency. Once enrolled in the MAT Program, students are compelled to disclosure any legal or criminal convictions or arrests within a three (3) day time period.

Student Disqualification Guidelines

• A student will be denied clinical placement by a health care facility and will be dismissed from MAT program in which they are enrolled if the student admits to, or if a Certified Criminal Background Check reveals charges for one or more of the following crimes:
  • murder, manslaughter, carjacking, use of a weapon in the commission of a crime, robbery or theft (including, but not limited to, theft by falsification of financial records or embezzlement), passing worthless checks, credit card fraud/fraudulent use of a credit card, forgery, identity theft, burglary, arson, kidnapping, false imprisonment, home invasion, assault, battery, resisting arrest with violence, domestic violence, any stalking offense, rape, sexual battery, trespass for sexual purposes (peeping), lewd and lascivious behavior (an act upon a child and/or in the presence of a child), child abuse, child abandonment, child neglect, any crime involving physical violence against a child, possession of child pornography, exploitation/neglect/abuse of a disabled adult or elderly person, sale/delivery/trafficking in narcotics, felony possession of a controlled substance, any other felony level offense involving violation of a drug abuse prevention and control law(including but not limited to felony level possession/sale/purchase/manufacture/use of controlled substance in violation of applicable law), felony driving while intoxicated or under the influence of drugs or alcohol, falsification of prescription records, hate crimes, terrorism, and/or escape or attempted escape from incarceration.

Consequences for a Criminal History

• If a criminal background report indicates any positive criminal history, the MAT Program Director and the Dean of the School of Health and Sports Science will send a letter to the student requesting a written explanation of the indicated incident(s).
• If the student challenges the information in the report as erroneous, the MAT Program Director will ask for further details to determine whether the information is accurate.
• If the student responds that the positive criminal history report is accurate, the MAT Program Director and the Dean for the School of Health and Sports Science will notify the student in writing that they will be unable to attend the University of Mobile and withdrawal from the MAT program is mandated.
• Students who have been convicted of a felony or have pled nolo contendere to a felony or a crime involving moral turpitude, are ineligible for clinical placement and are deemed unable to complete program requirements.
• A student who engages in illegal and/or immoral activities and/or who exhibits unprofessional conduct which directly or indirectly endangers the health or well-being of another will be subject to dismissal from the program.
• The criminal background report will be held in the strictest confidence; only those individuals who have a need to know related to the student’s enrollment and academic progress (e.g. clinical agency placement) will have access to this information.

Disclosure of Legal/Criminal Convictions and Arrests

Students enrolled in the MAT Program must report any arrests or legal/criminal convictions including, but not limited to, misdemeanors, felonies, sexual offender convictions or government sanctions. If a student is convicted of any criminal offense(s) other than minor traffic violations subsequent to the criminal background check(s) obtained under this policy, the student is required within three (3) days after such conviction to report to the Program Director the date and nature of the conviction. Failure to report any arrests or legal convictions will result in automatic and immediate dismissal from the MAT program. The student will be ineligible to be re-admitted to the program at the University of Mobile.

Criminal Background Check Policy and Procedure Student Acknowledgment Consent

[DOCUMENT PG 45]

Definition of Full-Time Graduate Student

The definition for a full-time graduate student is six to ten (6-10) hours per academic period (semester). However, based off the MAT program curriculum hours per semester can range from 7-15 hours.

Definition of Terms

ACADEMIC DOCTORATE- (e.g. PhD, EdD) is the highest degree awarded by universities and is usually the credential necessary for appointment in academia, typically as a tenure-track faculty member (e.g. Assistant, Associate or Full Professor) or as a research scientist.

ACCREDITATION- Accreditation is a process of validation in which programs, colleges, universities and institutions of higher learning are evaluated. The standards for accreditation are set by a peer review board. The Commission on Accreditation of Athletic Training Education (CAATE), recognized by CHEA, is the sole programmatic accreditor in athletic training and accredits professional and post-professional degree programs and post-professional residency programs.

ADVANCED CLINICAL PRACTICE- Advanced clinical practice defines a level of athletic training practice that incorporates extended and expanded skills, experience and knowledge in assessment, planning, implementation, diagnosis and evaluation of the care required. Athletic trainers practicing at this level are educationally prepared at the post-professional level with advanced education and training within athletic training and may work in either a specialist or generalist capacity.

AFFILIATION AGREEMENT: A formal agreement between the program’s institution and a facility where the program wants to send its students for course-related and required off-campus clinical education. This agreement defines the roles and responsibilities of the host site, the affiliate, and the student.

ASSESSMENT PLAN: A description of the process used to evaluate the extent to which the program is meeting its stated educational mission, goals, and outcomes. The assessment plan involves the collection of information from a variety of sources and must incorporate assessment of the quality of instruction (didactic and clinical), quality of clinical education, student learning, and overall program effectiveness. The formal assessment plan must also include the required student achievement measures identified in Standard 5. The assessment plan is part of the framework.

ATHLETIC TRAINERS: Health care professionals who render service or treatment, under the direction of or in collaboration with a physician, in accordance with their education and training and the state’s statutes, rules, and regulations. As a part of the health care team, services provided by athletic trainers include primary care, injury and illness prevention, wellness promotion and education, emergent care, examination and clinical diagnosis, therapeutic intervention, and rehabilitation of injuries and medical conditions.

ATHLETIC TRAINING STUDENT- A student currently enrolled in courses while matriculating through a CAATE accredited professional education program.

ATHLETIC TRAINING CLINICAL EXPERIENCES: Direct client/patient care guided by a preceptor who is an athletic trainer or physician. Athletic training clinical experiences are used to verify students’ abilities to meet the curricular content standards. When direct client/patient care opportunities are not available, simulation may be used for this verification.

BOARD OF CERTIFICATION (BOC)-Board of Certification (BOC) is the credentialing agency that provides a certification program for the entry level athletic training profession. The only accredited certification program for ATs in the United States. Establishes both the standards for the practice of athletic training and the continuing education requirements for BOC Certified Athletic Trainers (ATs).

BIOMETRICS: Measurement and analysis of physical characteristics and activity.

CERTIFICATE OF COMPLETION- A concentrated learning program that provides structured, systematic educational and training experiences, based on the provider’s criteria, but is not usually an objective, independent measure of competence against national standards.

CERTIFICATION- A voluntary process by which a practitioner’s entry-level knowledge and skills are demonstrated and measured against a defined standard. The BOC is the only NCCA accredited certification program in the U.S.

CLINIC- Athletic Training facility, historically referred to as the “athletic training room.”

CLINICAL DECISION MAKING- “Clinical decision making is a contextual, continuous, and evolving process, where data are gathered, interpreted, and evaluated in order to select an evidence-based choice of action.” (Source DOI: http://dx.doi.org/10.1016/j.profnurs.2014.01.006)

CLINICAL EDUCATION: A broad umbrella term that includes three types of learning opportunities to prepare students for independent clinical practice: athletic training clinical experiences, simulation, and supplemental clinical experiences.

CLINICAL SITE: A facility where a student is engaged in clinical education. Contemporary expertise: Knowledge and training of current concepts and best practices in routine areas of athletic training, which can include prevention and wellness, urgent and emergent care, primary care, orthopedics, rehabilitation, behavioral health, pediatrics, and performance enhancement

CONTEMPORARY EXPERTISE- Knowledge and training of current concepts and best practices in routine areas of athletic training, which can include prevention and wellness, urgent and emergent care, primary care, orthopedics, rehabilitation, behavioral health, pediatrics, and performance enhancement. Contemporary expertise is achieved through mechanisms such as advanced education, clinical practice experiences, clinical research, other forms of scholarship, and continuing education. It may include specialization in one or more of the identified areas of athletic training practice. An individual’s role within the athletic training program should be directly related to the person’s contemporary expertise.

COMPETENCE- “Professional competence is the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice for the benefit of the individual and community served. Competence builds on a foundation of clinical skills, scientific knowledge and moral development.” (Source: Epstein RM. Hundert EM. Defining and Assessing Professional Competence. JAMA 2002;287(2):227-235)

CONTINUING EDUCATION (CE)- “The term continuing education (CE) is an all-encompassing term within a broad spectrum of post- secondary learning activities and programs. Within the healthcare professions the terms continuing medical education (CME) is commonly used. Credentialed professionals are often required to engage in CE activities and report the CEUs to the appropriate credentialing or licensing agency as a condition of maintaining their credentials to practice.” (Source: www2.ed.gov/about/offices/list/ous/international/usnei/us/ceu.doc)

CONTINUING EDUCATION UNIT (CEU)- Required professional development for athletic trainers. ATs must complete 50 CEUs each 2-year reporting period.

DISABLEMENT MODEL- Conceptual models that provide a framework for clinical practice and research. They conceptualize patient function as an interaction between a person’s health condition, environmental factors, and personal factors (World Health Organization). The athletic training profession has adopted/endorsed the World Health Organization’s International Classification of Functioning, Disability, and Health (ICF) as the preferred disablement model for the profession.

DOCTOR OF ATHLETIC TRAINING- The Doctor of Athletic Training (e.g. DAT) is a post-professional advanced practice doctoral degree. A primary purpose of attaining a post-professional advanced practice doctoral degree is to become a clinical scholar with advanced knowledge and skills needed for the delivery of patient care at the highest levels.

DURABLE MEDICAL EQUIPMENT: Equipment that can withstand repeated use, is primarily and customarily used to serve a medical purpose, is generally not useful to a person in the absence of an illness or injury, and is appropriate for use in the home.

EAP- Emergency action plan for all activity facilities (fields, courts, clinics, etc.).

Electronic health record: A real-time, patient-centered, and HIPAA-compliant digital version of a patient’s paper chart that can be created and managed by authorized providers across more than one health care organization.

EVENT/ACTIVITY MEDICAL COVERAGE- Presence of the AT at athletic activity sites.

EVIDENCE-BASED PRACTICE: The conscientious, explicit, and judicious use of current best evidence in making decisions about the care of an individual patient. The practice of evidence-based medicine involves the integration of individual clinical expertise with the best available external clinical evidence from systematic research. Evidence based practice involves the integration of best research evidence with clinical expertise and patient values and circumstances to make decisions about the care of individual patients.

FELLOWSHIP- Post-professional Athletic Training Fellowship Programs are formal education and training programs that offer structured mentorship, including didactic and clinical components, to educate athletic trainers in a sub-specialty area. Fellowships require formal sub-specialty training beyond the successful completion of a residency program. (This is not associated with the NATA Fellows which is an award program.)

FIRST-TIME PASS RATE ON THE BOARD OF CERTIFICATION EXAMINATION: The percentage of students who take the Board of Certification examination and pass it on the first attempt. Programs must post the following data for the past three years on their website: the number of students graduating from the program who took the examination; the number and percentage of students who passed the examination on the first attempt; and the overall number and percentage of students who passed the examination, regardless of the number of attempts.

FRAMEWORK: A description of essential program elements and how they’re connected, including core principles, strategic planning, curricular design (for example, teaching and learning methods), curricular planning and sequencing, and the assessment plan (including goals and outcome measures).

GRADUATE ASSISTANTSHIP- A paid, but temporary, employment position. This position may or may not include employee benefits and is guided by college/university policy and applicable legislation for employing a graduate assistant. The primary objective is to financially support the student’s academic studies.

HEALTH CARE PROVIDERS: Individuals who hold a current credential to practice the discipline in the state and whose discipline provides direct patient care in a field that has direct relevancy to the practice and discipline of athletic training. These individuals may or may not hold formal appointments to the instructional faculty.

HEALTH CARE INFORMATICS: The interdisciplinary study of the design, development, adoption, and application of information-technology-based innovations in the delivery, management, and planning of health care services.

HEALTH LITERACY: The degree to which an individual has the capacity to obtain, process, and understand basic health information and services in order to make appropriate health decisions.

HEALTH-RELATED QUALITY OF LIFE- A multi-dimensional concept that includes domains related to physical, mental, emotional, and social functioning. It goes beyond direct measures of population health, life expectancy, and causes of death, and focuses on the impact health status has on quality of life. (Source: Office of Disease Prevention and Health Promotion)

IMMERSIVE CLINICAL EXPERIENCE: A practice-intensive experience that allows the student to experience the totality of care provided by athletic trainers.

INTERNATIONAL CLASSIFICATION OF FUNCTIONING, DISABILITY, AND HEALTH (ICF): A conceptual model that provides a framework for clinical practice and research. The ICF is the preferred model for the athletic training profession.

INTERPROFESSIONAL EDUCATION: When students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes.

INTERPROFESSIONAL PRACTICE: The ability to interact with, and learn with and from, other health professionals in a manner that optimizes the quality of care provided to individual patients.

(STATE) LICENSURE- Regulated process established by statute whereas it would be illegal for an individual to practice without a license.

MEDICAL DIRECTOR: Currently licensed allopathic or osteopathic physician who is certified by an ABMS- or AOA approved specialty board and who serves as a resource regarding the program’s medical content.

MEMORANDUM OF UNDERSTANDING: Document describing a bilateral agreement between parties. This document generally lacks the binding power of a contract.

NATIONAL ATHLETIC TRAINERS’ ASSOCIATION (NATA)- The National Athletic Trainers’ Association (NATA) is the largest professional association for athletic trainers and provides resources, education, best practices and advocacy for athletic trainers.

OUTCOMES: Indicators of achievement that may be quantitative or qualitative.

PATIENT-CENTERED CARE: Care that is respectful of, and responsive to, the preferences, needs, and values of an individual patient, ensuring that patient values guide all clinical decisions. Patient-centered care is characterized by efforts to clearly inform, educate, and communicate with patients in a compassionate manner. Shared decision making and management are emphasized, as well as continuous advocacy of injury and disease prevention measures and the promotion of a healthy lifestyle.

PHYSICIAN: Health care provider licensed to practice allopathic or osteopathic medicine. Physiological monitoring systems: Ongoing measurement of a physiological characteristic. Examples include heart rate monitors, pedometers, and accelerometers.

PRECEPTOR: Preceptors supervise and engage students in clinical education. All preceptors must be licensed health care professionals and be credentialed by the state in which they practice. Preceptors who are athletic trainers are state credentialed (in states with regulation), certified, and in good standing with the Board of Certification. A preceptor’s licensure must be appropriate to his or her profession. Preceptors must not be currently enrolled in the professional athletic training program at the institution. Preceptors for athletic training clinical experiences identified in Standards 14 through 18 must be athletic trainers or physicians.

PROFESSIONALISM: Relates to personal qualities of honesty, reliability, accountability, patience, modesty, and self control. It is exhibited through delivery of patient-centered care, participation as a member of an interdisciplinary team, commitment to continuous quality improvement, ethical behavior, a respectful demeanor toward all persons, compassion, a willingness to serve others, and sensitivity to the concerns of diverse patient populations.

PROFESSIONAL PREPARATION: The preparation of a student who is in the process of becoming an athletic trainer (AT). Professional education culminates with eligibility for Board of Certification (BOC) certification and appropriate state credentialing.

PROFESSIONAL PROGRAM: The graduate-level coursework that instructs students on the knowledge, skills, and clinical experiences necessary to become an athletic trainer, spanning a minimum of two academic years. Professional socialization: Process by which an individual acquires the attitudes, values and ethics, norms, skills, and knowledge of a subculture of a health care profession.

PROGRAM GRADUATION RATE: Measures the progress of students who began their studies as full-time degree-seeking students by showing the percentage of these students who complete their degree within 150% of “normal time” for completing the program in which they are enrolled. Programs must post the following data for the past three years on their website: the number of students admitted to the program, the number of students who graduated, and the percentage of students who graduated.

PROGRAM RETENTION RATE: Measures the percentage of students who have enrolled in the professional program who return to the institution to continue their studies in the program the following academic year. Programs must post the following data for the past three years on their website: the number of students who enrolled in the program, the number of students returning for each subsequent academic year, and the percentage of students returning for each subsequent academic year.

QUALITY ASSURANCE-Systematic process of assessment to ensure that a service is meeting a desired level.

QUALITY IMPROVEMENT- is systematic and continuous approach to the analysis of practice performance that results in measurable improvement of patient care in a targeted patient group. Quality improvement includes identifying errors and hazards in care; understanding and implementing basic safety design principles such as standardization and simplification; continually understanding and measuring quality of care in terms of structure, process, and outcomes in relation to patient and community needs; and designing and testing interventions to change processes and systems of care, with the objective of improving quality.

RESIDENCY- Post-professional Athletic Training Residency Programs are formal educational programs that offer structured curricula and mentorship, including didactic and clinical components, to educate athletic trainers in a specialty area. They are designed to build upon and expand the athletic trainer’s knowledge and experience acquired during professional (entry-level) education (for the CAATE defined areas of specialization: https://caate.net/residency-programs/).

SCHOLARSHIP- Scholarly contributions that are broadly defined in four categories. (Sources: Boyer EL. Scholarship Reconsidered: Priorities of the Professoriate. San Francisco, CA: Jossey-Bass; 1991) Scholarship of discovery contributes to the development or creation of new knowledge. Scholarship of integration contributes to the critical analysis and review of knowledge within disciplines or the creative synthesis of insights contained in different disciplines or fields of study. Scholarship of application/practice applies findings generated through the scholarship of integration or discovery to solve real problems in the professions, industry, government, and the community. Scholarship of teaching contributes to the development of critically reflective knowledge associated with teaching and learning.

SIMULATION: An educational technique, not a technology, to replace or amplify real experiences with guided experiences that evoke or replicate substantial aspects of the real world in a fully interactive manner.

SOCIAL DETERMINANTS OF HEALTH: The conditions in which people are born, grow, live, work, and age. These circumstances are shaped by the distribution of money, power, and resources at global, national, and local levels.

SOCIOECONOMIC STATUS: The social standing or class of an individual or group, frequently measured in terms of education, income, and occupation. Socioeconomic status has been linked to inequities in access to resources, and it affects psychological and physical health, education, and family well-being.

SUPERVISION: Supervision occurs along a developmental continuum that allows a student to move from interdependence to independence based on the student’s knowledge and skills as well as the context of care. Preceptors must be on-site and have the ability to intervene on behalf of the athletic training student and the patient. Supervision also must occur in compliance with the state practice act of the state in which the student is engaging in client/patient care.

SUPPLEMENTAL CLINICAL EXPERIENCES: Learning opportunities supervised by health care providers other than athletic trainers or physicians.

SPECIALIZATION/SPECIALIST- The primary purpose of specialization in any health care profession is to improve the quality of care provided to patients, to enhance clinical outcomes, and ultimately, to improve the patient’s health related quality of life. Specialties within a discipline arise in response to the development of new knowledge and skills in a finite area of practice that can positively affect clinical outcomes and patient quality of life. Specialization in a health care field requires significant clinical experience in a prescribed content area, a sustained training effort, and culminates in a valid credential denoting clinical expertise

SPECIALTY CERTIFICATION- Specialty certification is a credential earned through a post-professional education and training process such as an accredited residency in a specialized area of clinical practice. The BOC Specialty Council oversees AT specialties.

STATE LICENSURE- Regulated process established by statute whereas it would be illegal for an individual to practice without a license.

STATEMENT OF CREDIT- The documentation each participant receives verifying participation and completion of a continuing education activity.

SUBSPECIALIZATION/SUBSPECIA LIST- A subspecialty is a narrow field within a specialization. For example, manual therapy may be a subspecialty of rehabilitation or neurology. Specialization and sub specialization may be nested within larger frameworks.

SUPERVISION OF PROFESSIONAL ATHLETIC TRAINING STUDENTS- Supervision occurs along a developmental continuum that allows a student to move from interdependence to independence based on the student’s knowledge and skills as well as the context of care. Preceptors must be on-site and have the ability to intervene on behalf of the athletic training student and the patient. Supervision also must occur in compliance with the state practice act of the state in which the student is engaging in client/patient care.

SUPPORT PERSONNEL- An unlicensed, on-credentialed individual who performs tasks designated by a Certified Athletic Trainer, properly credentialed by the state. These individuals are not permitted to provide patient care. Non-patient care services such as facility maintenance, stocking supplies, preparing equipment for use, inventory and cleaning may be performed by support personnel

TECHNICAL STANDARDS- The physical and mental skills and abilities of a student needed to fulfill the academic and clinical requirements of the program. The standards promote compliance with the Americans with Disabilities Act (ADA) and must be reviewed by institutional legal counsel.

VALUE-BASED CARE MODELS- Health care delivery system focused on the value of care delivered rather than on a fee-for-services approach. (Source: Porter ME. What is value in health care? N Engl J Med. 2010;363:2477-2481. doi:10.1056/NEJMp1011024)

Drug Testing for University and Program

Campus Drug & Alcohol Policy

The University of Mobile aims to foster an alcohol-and-drug-free environment in which to work, live, learn, and grow. The University of Mobile is therefore, a “dry campus.” The purpose of this policy is to ensure a safe environment that is consistent with the mission of the University as a Christ-centered academic community.

Alcohol

No alcoholic beverages may be brought or consumed on University property, school grounds, or during university related activities or trips even if the student is twenty-one years of age. Any student found consuming, in possession, under the influence of, or in the presence of alcohol will be subject to University disciplinary action. Alcoholic beverages include, but are not limited to Beer, Liquor, Wine, Powdered Alcohol or other beverages with alcohol content. The use, possession or distribution of alcoholic beverages, (or use of any substance with the intent of becoming impaired/intoxicated) by students of the University of Mobile is prohibited and violates this policy as well as the University’s standard of conduct.

1. First offense sanctions include: Fine of $100, Educative Sanctions including the completion of a 4 hour Drug and Alcohol Awareness Course at the student’s expense and 3 hours of staff mentoring assigning the student to a staff member for accountability and tasks, assignments or experiences which a student is obligated to complete, 10 hours of Campus Service, and Disciplinary Probation which implies that the individual’s standing within the University is in jeopardy and that further negligent or willful violations will normally result in immediate suspension or expulsion.
2. Second offense sanctions include: Fine of $200, Educative Sanctions including the completion of an 8 hour Drug and Alcohol Awareness Course at the student’s expense, 20 hours of Campus Service, and Disciplinary Probation which implies that the individual’s standing within the University is in jeopardy and that further negligent or willful violations will normally result in immediate suspension or expulsion.
3. Third offense sanctions include: Disciplinary Dismissal permanently removing the student from the University of Mobile. Once a student has been dismissed, he or she is not eligible for readmission. Disciplinary dismissal is permanently recorded on the student’s academic record maintained by the Registrar’s Office.

Drugs

The purchase, possession, use, sale, or distribution of drug paraphernalia or any substance of abuse (including misuse of prescribed medications or use of any substance with the intent of becoming impaired/intoxicated) is prohibited. A substance of abuse includes but is not limited to any form of marijuana, narcotics, stimulants, hallucinogenic, sports enhancement or “street drug,” and any other controlled substances as defined by law. The University of Mobile does not tolerate the use and possession of illegal drugs.

1. First offense sanctions include: Fine of $250, Educative Sanctions including the completion of an 8 hour Drug and Alcohol Awareness Course at the student’s expense 3 hours of staff mentoring assigning the student to a staff member for accountability and tasks, assignments 30 or experiences which a student is obligated to complete, 30 hours of Campus Service, and Disciplinary Probation which implies that the individual’s standing within the University is in jeopardy and that further negligent or willful violations will normally result in immediate suspension or expulsion.
2. Second offense sanctions include: Disciplinary Suspension separating the student from the University for the remainder of the semester (and/or the following semester if the violation occurs in the last month of the semester). This prohibits attendance at any classes, social events or other functions, and visiting University grounds or buildings unless by written permission. A suspension will be recorded on the student’s transcript until suspension expires. Suspensions may be indefinite.
3. Third Offense sanctions include: Disciplinary Dismissal permanently removing the student from the University of Mobile. Once a student has been dismissed, he or she is not eligible for readmission. Disciplinary dismissal is permanently recorded on the student’s academic record maintained by the Registrar’s Office. Distribution of drugs will not be tolerated and will be considered a third offense resulting in disciplinary dismissal from the University. Violation of University drug and alcohol policies may also be crimes under the statutes in the State of Alabama Criminal Code and may be reported to the appropriate law enforcement officials and subject to criminal prosecution.

Violation through Implied Consent: As it is difficult to accurately determine degrees of culpability, all students present in a room or area at the time of an alcohol or drug violation will generally be held responsible for such violation. The student’s implied participation in the misconduct does not depend on whether the student is actively participating in the behavior, is in possession of the prohibited items, or how long the student has been in the room. The possession of empty alcoholic beverage containers and/or drug paraphernalia on campus will be considered strong evidence that alcohol and drug regulations have been violated. Students are advised in advance to avoid such situations, which may put them at risk of disciplinary action. Additionally, an academic department or program, co-curricular program or student organization may also test for drugs and alcohol and apply additional sanctions; see department, program or organization supervisor for details. All students are subject first to the Student Handbook and then may face additional sanctions from their specific academic department or program, co-curricular program or student organization.

Drug and Alcohol Safe Haven Program

The University strongly encourages that students with drug or alcohol dependency seek immediate counseling and any medical assistance to cease all use of drugs or alcohol. Limited on-campus drug and alcohol counseling is available for University of Mobile students upon request. The Student Success Center is available to provide referrals and assist currently enrolled students in obtaining counseling appropriate to their needs. Any student can voluntarily request substance abuse evaluation and treatment prior to any reasonable suspicion of use or campus incident involving drugs or alcohol without fear of being sanctioned in accordance with the Drug and Alcohol Policy. However, a student is NOT eligible for the Drug and Alcohol Safe Haven Program (“Safe Haven Program”):

1. More than 1 time;
2. After he or she has received a Notification of Testing;
3. After testing positive;
4. After being found in possession of any prohibited substance;
5. After being arrested, detained or other documented involvement in alcohol-related behaviors such as DUI/DWI, underage drinking, or possession, or drunk or disorderly conduct.

The Safe Haven Program is not a defense to disciplinary action where a violation of the University of Mobile’s Drug and Alcohol Policy has already occurred. The University of Mobile Student Success Center and University Counselor will work with the student to prepare a Safe Haven treatment plan, which may include confidential drug testing at the student’s expense. The student will be tested for drugs and alcohol upon entry into the Safe Haven Program and such a positive initial test will not result in any administrative sanctions. A student will be permitted to remain in the Safe Haven Program for a reasonable period of time, not to exceed thirty (30) days, as determined by the treatment plan. The student must comply and cooperate with the established treatment plan, and must provide proof of success upon completion of the Safe Haven Program, including submission to a follow-up drug test. If a student is determined to have new drug and/or alcohol use after the initial Safe Haven Program follow-up test, or fails to comply or cooperate with the Safe Haven Program treatment plan, the student will be removed from the Safe Haven Program and will be subject to appropriate disciplinary actions as detailed in the University of Mobile’s Drug and Alcohol Policy.

Student Handbook

http://catalog.umobile.edu/mime/media/view/26/1932/University+Student+Handbook+2020-2021+Revised.pdf

Program Drug Testing

The MAT student must show proof of a negative 10-panel screen prior to Term I of the program. On some occasions, clinical sites may need additional testing to occur for the student to participate. Students that have tested positive through a university sanctioned drug test will face sanctions set by the UM student handbook first and then sanctions from the Master of Athletic Training program. This is only in regards to testing provided by the MAT program.

Drugs

First Offense:

1. The student will be removed from the Master of Athletic Training program. If the test is positive due to the result of a prescription medication the student will be allowed to submit documentation from the prescribing physician: name of medication, dosage, and frequency. That documentation must be presented within 48 hours of being notified of a positive test result. It is advised that the student document any and all medications they feel may lead to a positive drug test as soon as possible with the program director.

Alcohol

First Offense:

1. The student will be placed on MAT program probation for the remainder of the academic year. The student must complete all requirements for sanctions as outlined in the student handbook. Program probation guidelines and policies for removal from probation are outlined within this handbook.

Second Offense:

1. The student will be removed from the MAT program. The student will be unable to apply for re-admittance.

University of Mobile Master of Athletic Training Drug Testing and Release of Information

[DOCUMENT PG 56]

FERPA

University of Mobile is in compliance with the provisions of the Family Educational Rights & Privacy Act of 1974, which provides that an institution maintains the confidentiality of students’ educational records. Students have the right to inspect and review information contained in their educational records and to challenge the contents. (The University will provide the requested information within 45 days as provided by the Act.) If the response to a challenge is unsatisfactory, a student may submit explanatory statements to be included as a part of the file.

The University may release directory information as provided by the Act to include: name, address, telephone number, date and place of birth, major, study load, dates of attendance, degrees and awards received, previous attendance at other educational institutions, participation in officially recognized sports and activities, and weight and height of athletic team members. A student may withhold release of this directory information by notifying the registrar in writing within two weeks of the beginning of an academic period (semester). A detailed statement of policies and procedures is available upon request.

FERPA restrictions apply to all student records, whether the courses are taught in traditional classroom settings or delivered through online instruction. To assure the identity of students engaged in online coursework, all students must use University assigned RamsMail email for communication with other students and faculty through MyUM course pages. The University collects no private information from students enrolled in online courses except that information that students choose to make available. Personal information (other than that defined as directory information) is used only for those purposes specifically authorized by the student. When students choose to restrict the release of personal information, all restrictions apply equally to information shared on campus or in distance education courses.

Financial Aid Information for Graduate Students/ Scholarships

Financial Aid

Students who provide a valid Free Application for Federal Student Aid (FAFSA) are eligible to apply for federal unsubsidized loans and graduate PLUS loan. Loan eligibility is based on financial need, satisfactory academic progress, cost of attendance, and other aid awarded. Depending on eligibility a graduate student could receive up to $20,500 in federal loans annually and up to their cost of attendance in graduate PLUS loans. Payment of principal and interest can be deferred until after graduation. Federal loans are processed on a term by term basis based on program of enrollment and academic period (semester). A student must be enrolled in at least half-time (six hours) during the term he or she requests a loan. In addition to the FAFSA results students must complete 2020-2021 Loan Request Form

Available to graduate students is the Federal Subsidized Loan, the Federal Unsubsidized Loan and/or Perkins Loan. Veterans benefits are available to those who qualify.

Grade Requirements for Graduate Financial Aid

All undergraduate prerequisites and deficiencies taken must be completed with a “C” or better to qualify for financial aid. Students are expected to make progress toward the degree by making grades no lower than “B” on courses to qualify for financial aid. If a “C” is earned student will be placed on financial aid probation. When the six-hour limit of grades of “C” or below is exceeded, the student will be dropped automatically from receiving financial aid and placed on financial aid suspension. The student has the right to appeal the financial aid decision.

Scholarships:

Professional Organization Scholarships

1. Southeast Athletic Trainers Association- https://www.seata.org/scholarships
   • Memorial Graduate Scholarship ($1,000)- 2024/25 last year to offer
   • Jerry Rhea/Atlanta Falcons Graduate Scholarship ($1,000)- 2024/25 last year to offer
   • Hughston Sports Medicine Foundation Award ($500)
   • SEATA Family Scholarship ($500)
   • Arnold T. Bell Memorial EDAC Graduate Scholarship ($2,000)
2. NATA Research & Education Foundation- https://www.natafoundation.org/current-endowed-scholarships/
   • Bobby Barton Scholarship Endowment (District 9)
   • David H Perrin Scholarship
   • Edward J Pillings Endowment
   • Eve Becker Scholarship Endowments
   • Frank George, AT Ret Scholarship Endowment
   • Jack Baynes Scholarship Endowment
   • JATO Jiro Skiakura Scholarship
   • John A Mayes-Ethnic Diversity Committee
   • Patty and Chuck Kimmel Scholarship (District 9)
   • PBATS Scholarship Endowment
   • PFATS Scholarship Endowment
   • Ronnie P. Barnes Scholarship Endowment
   • The Rachael Oats Leadership Scholarship

Grade Policies

The grading system for graduate programs uses the following designations: A, B, C, D, F, W, I, AU or T, WP, WF, P, S, U, Q, and NR.

Grading Standards

The grading system of the University is based on a 4.00 scale. Final course grades are determined by the instructor. The interpretations of grades and grade points are as follows:

Grading Scale

90-100 =A
80-89 = B
70-79 = C
60-69 = D
< 60 = F

Graduation Requirements for Graduate Programs

To graduate, the student must have satisfactorily completed prescribed course requirements. (See appropriate sections of the catalog for more information.) The course requirements are:

1. A minimum cumulative 3.00 GPA (without rounding)
2. Completion of Clinical Education hours and competencies for each clinical course; and
3. An acceptable score on the Content exam I and II; and
4. Satisfactory completion of all clinical and didactic components of the Master of Athletic Training program; and
5. Completion of sixty-two course credit hours for the Master of Athletic Training; and
6. File a degree audit with the Registrar’s office in the Fall of the final year; and
7. File an intent to graduate with the Registrar’s office during the final semester of the program.

Grievance Policy and Process

The Master of Athletic Training (MAT) follows a grievance procedure for the resolution of formal student complaints or concerns. Formal complaints must be made in writing to the Dean of the School of Health and Sports Science and the Master of Athletic Training Program Director. The formal complaint must include specific information, including the nature of the complaint and evidence supporting of the complaint. An investigation is initiated within three (3) business days of receipt.

In cases of alleged arbitrary, inconsistent, or discriminatory grading, the following review process will be followed in the Master of Athletic Training:

1. For on-campus courses, the student will request a meeting with the course faculty to review the basis for the grade. In online courses, the student will request an online or telephone conference with the faculty to review the basis for the grade.
2. If the student is not satisfied with the meeting or conference with the course faculty, they may file a program appeal to the Program Director (If the Program Director and the course instructor are one in the same, the appeal may go to the Dean of the School of Health and Sports Science). The Program Director will seek to mediate the issue between the student and the course faculty. The student has the right to appeal any decision made by the athletic training program faculty. (The appeal policy can be instituted if the student feels that they have been treated unfairly in regards to the policies and procedures manual set forth by the University of Mobile’s Athletic Training Program).
   • In order for the grievance or appeal to go through the proper channels the student must submit a letter to the Program Director of Athletic Training stating the reason for the appeal or the specific grievance within ten (5) business days of receiving notification of an adverse decision. The letter should contain the reasons the student is appealing the decision and why the decision should be reversed.
   • The appeal will be discussed at the next scheduled athletic training education staff meeting and a decision will be made to the student in writing within (5) business days after the meeting. The staff meeting will consist of the Program Director, Coordinator of Clinical Education, MAT Faculty members, and the Dean of School of Health and Sports Science. If the grievance is not solved satisfactory to all involved parties, then it will be taken up the chain of command for the Academic Affairs committee.
3. The student may continue the appeal process in the appropriate chain of command.

University Appeals Process (Specific to Grade Appeals)

Grade Corrections. The faculty member determines the final grades of students in each course. To correct a grade recorded in error, a change in grade report must be filed by the faculty member with the office of the registrar before the end of the following academic period (semester). Exceptions require approval of the academic affairs committee.

Grade Correction/Appeal. The student who questions the accuracy of a grade in his or her semester grade report should ask the faculty member of the course to check for possible errors. One who still believes the grade is inaccurate or unjust may then appeal to the departmental chairman and, if necessary, to the dean of the center, college or school. If the student still believes the grade to be inaccurate or unjust, an appeal form may be secured from the academic affairs office; and the written appeal must be submitted to the vice president for academic affairs who will schedule a review with the academic affairs committee. Following the review, the academic affairs committee will either uphold the faculty member’s grade or make other related determinations, and notify the student of the committee’s action. Such written appeals must be made before the end of the following academic period (semester).

HIPAA Policy

[DOCUMENT 61-62]

Immunization Requirements

Healthcare workers, including students participating in clinical experiences, are at risk for contracting a variety of communicable diseases. The Center for Disease Control (CDC) has specific recommendations for healthcare workers, in addition to the usual adult immunization requirements, to better protect healthcare workers and the populations they serve. The University of Mobile Master of Athletic Training Program requires its graduate students to provide validation of certain immunizations and/or immunities prior to the start of the clinical component and prior to clinical placements. Some clinical sites require proof of immunizations and/or immunities prior to clinical placement. Students who fail to provide proof of required immunizations and/or proof of immunity will not be permitted to participate in clinical experiences that are necessary for program completion.

Furthermore, some clinical agencies may require additional immunizations in addition to those required by the Master of Athletic Training Program.

Immunization forms and verification of immunization records that must be submitted through Typhon prior to the first day of class in Term I.

Required Immunizations

Waiver of Receipt of Required Immunizations If a student is unable to receive the required immunizations due to a medical contraindication, they must provide documentation by a licensed healthcare provider that they are unable to fulfill the requirement. Students may not provide waiver documentation from a family member or a close relative.

Student Hepatitis B Waiver Statement (Knowing Waiver)

[DOCUMENT PG 64]

Intercollegiate Athletic Participation

A graduate level athletic training student will NOT be allowed to compete in any university intercollegiate program while a graduate athletic training program student. Students are welcome to participate in any intramural activity as long as that activity does not interfere with program requirements.

Library Resources

The School of Health and Sports Science have both visual and electronic resources available for student loan. The print and audio-visual resources include a collection of books, videos, and journals. The J.L. Bedsole Library also has electronic resources Electronic resources include on-line databases, e-books, e-journals, and Internet research links.

NATA Code of Ethics

1. Members Shall Practice with Compassion, Respecting the Rights, Well-being, and Dignity of Others

1.1 Members shall render quality patient care regardless of the patient’s race, religion, age, sex, ethnic or national origin, disability, health status, socioeconomic status, sexual orientation, or gender identity.

1.2. Member’s duty to the patient is the first concern, and therefore members are obligated to place the well-being and long-term well-being of their patient above other groups and their own self- interest, to provide competent care in all decisions, and advocate for the best medical interest and safety of their patient at all times as delineated by professional statements and best practices.

1.3. Members shall preserve the confidentiality of privileged information and shall not release or otherwise publish in any form, including social media, such information to a third party not involved in the patient’s care without a release unless required by law.

2. Members Shall Comply With the Laws and Regulations Governing the Practice of Athletic Training, National Athletic Trainers’ Association (NATA) Membership Standards, and the NATA Code of Ethics

2.1. Members shall comply with applicable local, state, federal laws, and any state athletic training practice acts.

2.2. Members shall understand and uphold all NATA Standards and the Code of Ethics.

2.3. Members shall refrain from, and report illegal or unethical practices related to athletic training.

2.4. Members shall cooperate in ethics investigations by the NATA, state professional licensing/regulatory boards, or other professional agencies governing the athletic training profession. Failure to fully cooperate in an ethics investigation is an ethical violation.

2.5. Members must not file, or encourage others to file, a frivolous ethics complaint with any organization or entity governing the athletic training profession such that the complaint is unfounded or willfully ignore facts that would disprove the allegation(s) in the complaint.

2.6. Members shall refrain from substance and alcohol abuse. For any member involved in an ethics proceeding with NATA and who, as part of that proceeding is seeking rehabilitation for substance or alcohol dependency, documentation of the completion of rehabilitation must be provided to the NATA Committee on Professional Ethics as a requisite to complete a NATA membership reinstatement or suspension process.

3. Members Shall Maintain and Promote High Standards in Their Provision of Services

3.1. Members shall not misrepresent, either directly or indirectly, their skills, training, professional credentials, identity, or services.

3.2. Members shall provide only those services for which they are qualified through education or experience and which are allowed by the applicable state athletic training practice acts and other applicable regulations for athletic trainers.

3.3. Members shall provide services, make referrals, and seek compensation only for those services that are necessary and are in the best interest of the patient as delineated by professional statements and best practices.

3.4. Members shall recognize the need for continuing education and participate in educational activities that enhance their skills and knowledge and shall complete such educational requirements necessary to continue to qualify as athletic trainers under the applicable state athletic training practice acts.

3.5. Members shall educate those whom they supervise in the practice of athletic training about the Code of Ethics and stress the importance of adherence.

3.6. Members who are researchers or educators must maintain and promote ethical conduct in research and educational activities.

4. Members Shall Not Engage in Conduct That Could Be Construed as a Conflict of Interest, Reflects Negatively on the Athletic Training Profession, or Jeopardizes a Patient’s Health and Well-Being.

4.1. Members should conduct themselves personally and professionally in a manner that does not compromise their professional responsibilities or the practice of athletic training.

4.2. All NATA members, whether current or past, shall not use the NATA logo or AT logo in the endorsement of products or services, or exploit their affiliation with the NATA in a manner that reflects badly upon the profession.

4.3. Members shall not place financial gain above the patient’s well-being and shall not participate in any arrangement that exploits the patient.

4.4. Members shall not, through direct or indirect means, use information obtained in the course of the practice of athletic training to try and influence the score or outcome of an athletic event, or attempt to induce financial gain through gambling.

4.5. Members shall not provide or publish false or misleading information, photography, or any other communications in any media format, including on any social media platform, related to athletic training that negatively reflects the profession, other members of the NATA, NATA officers, and the NATA office.

Non-Discrimination/ Harrassment/ Title IX Policy

Student Care Policies

Discrimination and Harassment Policy

The University of Mobile does not discriminate or permit discrimination by any member of its community against any individual on the basis of race, color, national origin, sex, pregnancy, parental status, marital status, age, disability, citizenship status, veteran status, genetic information, or any other classification protected by law in matters of admissions, employment, housing, or services or in the educational programs or activities it operates. Further prohibited by law is discrimination against any employee and/or job applicant who chooses to inquire about, discuss or disclose their own compensation or the compensation of another employee or applicant.

The University of Mobile does not and will not tolerate harassment of employees or students. The term “harassment” includes but is not limited to slurs, jokes, pranks signs and other verbal, graphic or physical conduct, relating to and individual’s race, color, national origin, sex, pregnancy, parental status, marital status, age, disability, citizenship status, veteran status, genetic information, or any other classification protected by law.

Although statutory and constitutional laws exempt the University from the legal prohibition against discrimination in employment based on religion, this policy prohibits harassing conduct based on an employee’s religion

Title IX Policy

The University of Mobile is committed to providing and promoting an atmosphere free from discrimination on the basis of sex in its education programs, activities, and employment as required by Title IX of the 1972 Education Amendments. As a student or employee of the University of Mobile, you are protected from sex discrimination in the following areas:

If you are a student, you may not be discriminated against on the basis of sex in: admission, enrollment, access and use of university facilities, counseling and guidance materials, competitive athletics, graduation requirements, student rules, regulations and benefits, treatment as a married or pregnant student, housing, financial assistance, health services, or university-sponsored extracurricular activities.

If you are an employee, you may not be discriminated against on the basis of sex in: access to employment, hiring and promotion, compensation, job assignments, leaves of absence, fringe benefits, and professional agreements.

Sexual Misconduct Policy

The University of Mobile prohibits all forms of sexual misconduct, including but not limited to, sexual assault, sexual exploitation, sexual harassment, stalking, intimate partner violence, and any other conduct of a sexual nature that is non-consensual, or has the purpose or effect if creating an intimidating, hostile, or offensive environment, or unreasonably interferes with an individual’s work and/or academic performance. The University of Mobile also prohibits discrimination and harassment on the basis of sex, pregnancy, and parental status. Such conduct violates the University of Mobile’s Christian values and disrupts the living, learning, and working environment for students, faculty, and staff.

The university’s Title IX Coordinator oversees compliance with all aspects of the sex harassment, discrimination and misconduct policy. The Coordinator reports directly to the President of the University. Questions about this policy should be directed to the Title IX Coordinator. Anyone wishing to make a report relating to discrimination or harassment may do so by reporting the concern to the university Title IX Coordinator.

Dr. Cassidy Cooper
Associate Professor of Sociology & Title IX Coordinator
251-442-2586
ccooper@umobile.edu

In the event that an incident involves alleged misconduct by the Title IX Coordinator, reports should be made directly to the President of the university, 251-442-2201, umpresident@umobile.edu.

National Provider Identifier (NPI)

What is an NPI?

An NPI is a unique 10-digit identification number used in standard health care transactions. It is issued to health care professionals and covered entities that transmit standard HIPAA electronic transactions (e.g., electronic claims and claim status inquiries). The NPI fulfills a requirement of the Health Insurance Portability and Accountability Act of 1996 (HIPAA). It also replaces all provider identifier numbers assigned by payers and is used by health care professionals. Covered entities under HIPPA are required by regulation to use NPIs to identify health care providers in HIPPA standard transactions.

Why should I get an NPI?

NATA strongly encourages all athletic trainers to get for their NPI. Having an NPI improves recognition of athletic trainers as health care professionals across all settings.

“An NPI number is a professional requirement that adds credibility to the individual and the profession,” said Amy Callender, NATA Government Affairs Director. “NATA encourages all members to obtain their NPI number, which will stay with them for the rest of their career, no matter their job setting or employer.”

Additional Reasons to Apply for Your NPI:

• Be a leader; only about 35% of the athletic training profession have their NPI.
• You only have to register once. This will be your NPI throughout your entire career.
• It is a requirement to serve on any NATA committee.
• It is mandated by many employers.
• State practice boards and electronic medical records may require it.
• There is power in numbers; NPIs can impact:
• Reimbursement efforts
• Sports Safety Legislation
• Lobbying efforts
• Recognition by CMS

For Students

As an athletic training student, you may or may not be familiar with the National Provider Identifier (NPI). As a student of health care, and on your way to becoming a health care professional, you should not only know what an NPI is, but should also have one. Approximately 750 athletic training students have their NPI. Change the culture and be a leader, apply for yours today.

How to apply

Applying for your NPI is quick, easy and free. Visit the CMS National Plan & Provider Enumeration System to complete your application today. Follow our Step-by-Step NPI Application Instructions (pdf) to apply today.

Taxonomy Codes

• Taxonomy codes categorize the type, classification, and/or specialization of health care providers.
• Taxonomy code for an athletic trainer is 2255A2300X - SPECIALIST/TECHNOLOGIST - ATHLETIC TRAINER
• As a student, you will enter 2 Taxonomy Codes to indicate you are a student of athletic training.
  • 390200000X Student in an Organized Health Care Education/Training Program
  • 2255A2300X - SPECIALIST/TECHNOLOGIST - ATHLETIC TRAINER

Upon graduation and the receipt your certification (and state license if available), simply log into your NPPES account and remove the 390200000X - Student taxonomy code and set your primary taxonomy code as 2255A2300X - SPECIALIST/TECHNOLOGIST - ATHLETIC TRAINER.

Once you have applied you can update your NATA member profile with your NPI number.

Professional Liability Insurance

Every student within the Master of Athletic Training program is covered under a university policy for clinical engagement. The policy is in effect year round and covers the student as long as they are enrolled in a course and working with a UM approved preceptor.

Limits of Insurance
1 million- Each medical incident
3 million- Aggregate Limit
The policy is housed in the Vice President for Business Services office.

Recruitment of Students

Beginning in the 2020-21 school year the University of Mobile will utilize ATCAS as a means to aid in the process of applications for the Master of Athletic Training program. ATCAS will allow completed application materials to be sent directly to the selected programs administrators. Student can search for programs that participate with ATCAS once they click on the link. https://atcas.liaisoncas.com/applicant-ux/#/login

The School of Health and Sports Science will have established UM days in both the fall and spring semesters for individuals interested in speaking with MAT faculty.

MAT faculty will schedule at least two (2) off campus speaking engagements to assist with recruitment.

Refund of Tuition Upon Withdrawal

A student is withdrawing when the student wishes to stop attendance in all courses before the term is complete. Withdrawal refunds are outlined in the University of Mobile catalog. All withdrawals must be submitted to the Business Office. Refunds of charges will be calculated from the first date of classes to the last date of attendance or date of official withdrawal. Withdrawal refunds for mini-term/modular format periods follow the drop refund policy on a course-by-course basis: After the 8th calendar day there is no refund of charges. All other students will have their refunds calculated at the following rates. All refunds will be less an administrative fee equal to 5% of the tuition, fees, board, and other charges assessed the student with a minimum fee of $50 and a maximum fee of $100.

Whenever students are required to withdraw from the University because of unsatisfactory conduct or scholarship, no refund will be made except for refunds due for federal financial assistance. No refunds will be made for any scholarship funds controlled and/or granted by the University. Adjustments for federal financial aid will be made according to federal law. The amount of federal financial aid that a student earns is based on the percentage of attendance. A student must attend 60% of the term in order to earn 100% of federal financial aid, even if the University has already applied 100% of the financial aid to the account. Student accounts will be adjusted for any repayment of federal financial aid the University is required to make on behalf of the student. Students move into the residence hall for the entire semester. In order to be eligible for any reduction in food charges, the student must present an official notification to the Residential Life Office. In such cases refunds will be made in the same manner as for tuition refunds. The first day of classes will be considered the first day for board refunds. Room charges are non-refundable

Registration & Advising

Newly admitted/ Readmitted
Accepted into Program
Accepted as a Graduate Student at UM
Pay placeholder fee (250.00) to serve as down payment for summer
Schedule an appointment with Program Director
Register through MYUM for selected courses

Remediation

[DOCUMENT PG 72]

Technical Standards

[DOCUMENT PG 73-74]

Transfer of Credit

University Policy:

A maximum of six semester hours of graduate credit earned from another accredited institution may be considered as part of the master degree programs. These credits will be evaluated by the appropriate graduate dean and the registrar. Application of transfer credits to a student’s plan of study must be approved by the corresponding area dean or the student’s graduate advisory committee.

Program Policy:

The Master of Athletic Training program reserves the right to deny transfer hours from another institution. That decision falls directly on the MAT program director and Dean of the Department of Kinesiology. If transfer credits are approved they must have been taken within 3 years of the applicant’s admission into the MAT, be considered a graduate level course, obtained a grade of B or better, and be from a professional masters of athletic training program.

Unicheck

Plagiarism Detection

The University of Mobile’s Master of Athletic Training Program highly values academic integrity and is committed to the fundamental value and obligation of preserving academic honesty among our students. The University of Mobile uses Unicheck software as a formative process to help students develop and improve scholarly writing skills, while promoting academic honesty. This product is used to identify plagiarism and to help students write academic papers more skillfully (http://www.unicheck.com). In addition to determining the percentage of “originality” and “similarity” in the submitted paper, the software also has other important features such as spell checker, grammar checker, online editing, and automatic tips for proper citation (http://www.unicheck.com). Appropriate references for the use of Unicheck Plagiarism Detection will appear in the course syllabus.

Zotero

The MAT program will be used as a citation reference help for AMA style. This program will be introduced during the MAT orientation class on Canvas. Setting up and using Zotero will be required with all writing assignments.

Clinical Education

[TABLE PG 76]

Clinical Education

The clinical education component at the University of Mobile is designed to provide “real life” learning experiences for students following classroom and laboratory competence. There are four clinical experiences spaced out over the 6-semester sequence. These four clinical experiences are designed to take the student from an introductory level to an advanced level of knowledge and application. The goal of the clinical experience is to allow the student an opportunity to take from the classroom and incorporate the foundational knowledge into working practice under the preceptors watchful eye. The student will be assigned a preceptor and site during the first 3 clinical experiences and then have the option of choosing their final clinical site in AT 593. Each clinical site will be required to have an affiliated site agreement as well as the assigned preceptor will have participated in preceptor training. This preceptor training will be completed every 3 years with opportunities for preceptors to gain continuing education units each summer through the School of Health and Sports Science.

Each clinical skills lab will have clinical competencies attached to the course. The student must gain proficiency at the conclusion of the course of the selected competencies. Throughout the semester the student will have ample opportunities for self-evaluations, peer evaluations, instructor evaluations, and preceptor evaluations in both classroom and clinical.

All aspects of the clinical experience emphasize cooperative and collaborative learning among students as well as directed practical applications from a certified Athletic Trainer or other health care provider. Although all students will have specific required clinical experiences and specific competencies for each clinical course, it is expected that an agreement is formed between the student and Preceptor at the site, defining specific learning opportunities provided at that facility. The criteria used in the placement of students include the qualifications of the Preceptors, the commitment of the Preceptors in the administration of teaching, adequate patient resources for teaching and the presence of up-to-date equipment and resources.

The quality of clinical education is assessed using the following measures:

1. PD/ CCE Site Visit Evaluation- will occur each semester the site is active/ reviewed annually
2. Preceptor Evaluations of Students - will occur each semester the site is active/ reviewed annually
3. Student Evaluations of Site and Preceptor- will occur each semester the site is active/ reviewed annually
4. Program Evaluations- will occur at the conclusion of Term III and Term VI
5. Clinical Site Acknowledgement Form

CAATE Standards & Clinical Education

Standard 9 All courses used to fulfill athletic training clinical experience requirements and to meet the curricular content standards (Standards 56 through 94) are delivered at the graduate level.

Standard 10 Students fulfill all athletic training clinical experience requirements and curricular content standards (Standards 56 through 94) within the professional program.

Standard 13 The program ensures that the time commitment for completing program requirements does not adversely affect students’ progression through the program.

Standard 14 A program’s clinical education requirements are met through graduate courses and span a minimum of two academic years.

Standard 15 A program’s athletic training clinical experiences and supplemental clinical experiences provide a logical progression of increasingly complex and autonomous patient-care and client-care experiences.

Standard 16 The clinical education component is planned to include at least one athletic training immersive clinical experience.

Standard 17 A program’s clinical education component is planned to include clinical practice opportunities with varied client/patient populations. Populations must include clients/patients

• throughout the lifespan (for example, pediatric, adult, elderly),
• of different sexes,
• with different socioeconomic statuses,
• of varying levels of activity and athletic ability (for example, competitive and recreational, individual and team activities, high- and low-intensity activities),
• who participate in non-sport activities (for example, participants in military, industrial, occupational, leisure activities, performing arts).

Standard 18 Students gain experience with patients with a variety of health conditions commonly seen in athletic training practice.

Standard 22 All sites where students are involved in clinical education (excluding the sponsoring institution) have a current affiliation agreement or memorandum of understanding that is endorsed by the appropriate administrative authority at both the sponsoring institution and site.

Standard 29 The program ensures that each student is oriented to the policies and procedures of their clinical site.

• Critical incident response procedures (for example, emergency action plans)
• Blood-borne pathogen exposure plan
• Communicable and infectious disease policies
• Documentation policies and procedures
• Patient privacy and confidentiality protections
• Plan for clients/patients to be able to differentiate practitioners from students.

Standard 31 Athletic training clinical experiences are supervised by a preceptor who is an athletic trainer or a physician.

Standard 32 Regular and ongoing communication occurs between the program and each preceptor

Standard 33 All active clinical sites are evaluated by the program on an annual basis.

Standard 40 The coordinator of clinical education is responsible for oversight of the clinical education portion of the program. This includes the following responsibilities:

• Oversight of student clinical progression
• Student assignment to athletic training clinical experiences and supplemental clinical experiences
• Clinical site evaluation
• Student evaluation
• Regular communication with preceptors
• Professional development of preceptors
• Preceptor selection and evaluation

Standard 45 Preceptors are health care providers whose experience and qualifications include the following:

• Licensure as a health care provider, credentialed by the state in which they practice (where regulated)
• BOC certification in good standing and state credential (in states with regulation) for preceptors who are solely credentialed as athletic trainers
• Planned and ongoing education for their role as a preceptor
• Contemporary expertise.

Standard 46 Preceptors function to supervise, instruct, and mentor students during clinical education in accordance with the program’s policies and procedures. Preceptors who are athletic trainers or physicians assess students’ abilities to meet the curricular content standards (Standards 56 through 94).

Standard 47 The number and qualifications of preceptors are sufficient to meet the clinical education needs of the program. Standard 48 Program faculty and preceptors receive regular evaluations and feedback on their performance pertaining to quality of instruction and student learning.

Description of Clinical Education

Term I Clinical Site Locations

AT 505- Managing Medical Emergencies (3 credit hour) (Supplemental Clinical Experience)

The student’s first clinical experience is included in AT 505- and focuses on understanding the emergency medical system. Students will complete a mini rotation (3 hours) observation in an emergency department in a local hospital as well as participate in one 12-hour ride-along shift with Emergency Medical Services (EMS).

• Mobile Infirmary Emergency Room- Saraland location
• Mobile County EMS

AT 510- Clinical Skills Lab I (1 credit hour)

This clinical skills lab is designed to provide the student with hands on approach through simulation and real-life guided scenarios dealing with emergent care of the injured patient. Skills acquisition in: CPR (1 and 2 persons/ adult, child, infant CPR), AED, obstructed airway, airway adjuncts, spinal motion restriction, shock management, taping, bracing, splinting, environmental concerns, care of musculoskeletal and general medical conditions. This course will require assessment of clinical skills.

• UM Center for Excellence in Healthcare
• UM SHSS Lab- Weaver 2nd Floor
• UM Jim and Dot Boothe Athletic Training Education Building

Term II Clinical Site Locations

AT 511- Clinical Skills Lab II (1 credit hour)

This clinical skills lab is designed to provide the student with a hands on approach through simulation and real-life guided scenarios dealing with emergent care of the injured patient. Skill acquisition in suturing, intravenous therapy, environmental, general medical, documentation and communication. The use of high and low fidelity manikins for simulations as well as standardized patient encounters will be instituted throughout. The course will be comprehensive in nature and require assessment of clinical skills.

• UM Center for Excellence in Healthcare
• UM SHSS Lab- Weaver 2nd Floor
• Jim and Dot Boothe Athletic Training Education Building

AT 590- Pediatric Sports Medicine Clinical Rotation (2 credit hours)

This 18-week (2-week immersion; 16-week experience) clinical practicum will emphasize continuity of skills required for patient assessment, care, treatment and rehabilitation of the injured athlete under the direct supervision of the clinical supervisor (Preceptors) within a middle/ high school setting. Emphasis will be placed on lower extremity conditions. Minimum of 150 hours, not including immersion, is required

The student will spend 9 weeks at one clinical site and an additional 9 weeks at another clinical site.

• McGill Toolen High
• Spanish Fort High
• Saraland High
• Satsuma High
• St Paul’s Episcopal
• St. Luke’s Episcopal

Term III Clinical Site Locations

AT 512- Clinical Skills Lab III (1 credit hour)

This clinical skills lab is designed to provide the student with a hands on approach through simulation and real- life guided scenarios dealing with completing a comprehensive musculoskeletal evaluation. The use of high and low fidelity manikins for simulations as well as standardized patient encounters will be instituted throughout. The course will be comprehensive in nature and require assessment of clinical skills.

Skill acquisition in: management of upper body injuries and conditions, modality usage and rehabilitation techniques, postural assessments, and documentation.

• UM Center for Excellence in Healthcare
• UM SHSS Lab- Weaver 2nd Floor
• UM Jim and Dot Boothe Athletic Training Education Building

AT 591- Collegiate Sports Medicine Clinical Rotation I (2 credits)

This 16-week (16-week experience) clinical practicum places emphasis on developing a continuity of the skills required for patient assessment, care, treatment and rehabilitation of the injured athlete under the direct supervision of the clinical supervisor (Preceptors) of the college/ professional athletes. This course may expose the student to both intramural, recreational, and intercollegiate sports activities. Emphasis will be placed on upper extremity conditions. Minimum of 200 hours is required.

• University of Mobile (Southern States Athletic Conference- NAIA and Intramural Coverage)
  • Black and Blue Clinic for UM Intramurals and coverage of Soccer
• Springhill College
• Bishop State Community College
• Coastal Alabama Community College
• Senior Bowl

Term IV Clinical Site Locations

AT 570- General Medical Conditions (3 credit hours) (Supplemental Clinical Experience)

This course is designed to present a collection of knowledge, skills, and values that the athletic training student must possess to recognize, treat and refer when appropriate, the general medical conditions and disabilities of athletes and others involved in physical activity over a lifespan. Observation within a General Medical facility, 10 hours will be required throughout the semester

• Victory Health Partners

AT 545- Advanced Diagnostic Imaging- (1 credit hour) (Supplemental Clinical Experience)

This course places emphasis on interpretation and identification of injuries and disease through medical imaging. Specific emphasis will be on theory and application of radiography, magnetic resonance imaging, computed tomography scan, fluoroscope, musculoskeletal ultrasound, and bone scans. This course is held on campus during May term. Observation within a Radiology department 10 hours will be required throughout the semester.

• Mobile Infirmary Radiology- Saraland Location
• Alabama Orthopedics
• The Orthopaedic Group PC

Term V

AT 513- Clinical Skills Lab IV (1 credit hour)

This clinical skills lab course places emphasis on all aspects of patient care from injury prevention, general medical conditions, mental health, health informatics, health promotion, nutrition, and components of wellness. The use of high and low fidelity manikins for simulations as well as standardized patient encounters will be instituted throughout. The course will be comprehensive in nature and require assessment of clinical skills.

Skill acquisition in: concussion testing, neurological screening, management of head and spine injuries, nutrition, VO2 max testing, Wingate testing, designing exercise and rehabilitation protocols.

• UM Center for Excellence in Healthcare
• UM SHSS Lab- Weaver 2nd Floor

AT 592- Clinical III- Physical Therapy/ Wellness/ Orthopedics (2 credit hours)

This (4-week rotations of 3 sites) clinical component will allow the student multiple clinical rotations over the course of the semester. Each component will consist of a 4-week rotation. Each rotation will consist of 40 hours of supervised experience. The course will develop a rotation of interprofessional education with various healthcare professionals within the area of Mobile. Rotations will include physical therapy, orthopedics (surgery observation), and a wellness component.

Physical Therapy

• Encore Physical Therapy- Kristen Rather AT
• Saraland Physical Therapy- Brian Risser

Wellness

• Personal Edge Fitness
• Prohealth Fitness

Orthopedics

• The Orthopaedic Group
• Alabama Orthopedics Clinic

Term VI

AT 593- Clinical IV- Elective Clinical Immersion (2 credit hours)

This 16- week (8-week immersion) clinical course allows student’s choice for site placement. An affiliated site agreement must be on file at least 1 month prior to the start of the experience. The preceptor must hold the AT

• Student Choice

Policies Specific to Clinical Education

Clinical Competencies

Students will receive a clinical proficiency list in their Clinical Skills Lab courses. These proficiencies serve as a means to bridge the gap between didactic and clinical courses. The mindset: see one; do one; and teach one will guide the instructor and students to become familiar with these skills. Each clinical skills lab will have a schedule of clinical competencies that should be met within the semester enrolled.

[TABLE PG 82]

CE Dress Code

It is extremely important that we dress and look professional at all times. The public image that we present during practices, games, office settings, administrative offices is important to remember. UM approved tee shirts are allowed during outdoor preseason practice and conditioning sessions or when specified by your supervising Preceptor. Hats are only allowed when outside. Hats are not to be worn in the classroom. Students not abiding by the dress code will be sent home from the clinical rotation that day and may be documented for an infraction. Student may wear school specific apparel (example they are working with AT’s at McGill Toolen High school). Regardless of what the Preceptor allows or disallows as it relates to clothing and personal appearance, it is important to remember that you are representing UM at all times and will be required to look professional. If at any time you are unsure as to whether or not your appearance is professional, please seek the consultation of the Coordinator of Clinical Education.

CE Emergency Cardiac Care Certification

CPR certification is required at the time of application through ATCAS. The student should ensure that their card is a 2-year card with either the American Red Cross (Professional Rescuer) or the American Heart Association (BLS). The student’s certification card should be valid through Term I (Summer), Term II (Fall), and Term III (Spring). The student will be re-certified prior to starting Term IV.

CE Infraction Notification

Absence from a clinical assignment, repeated tardiness, inappropriate attire, misconduct, and/or failure to submit evaluations on time may result in an infraction. A Preceptor or classroom instructor will file any infractions directly with the MAT program director. The Coordinator of Clinical Education will be notified of the submission, and the infraction card will be placed in the student’s file. As a result, there may be a significant reduction in the Clinical course grade.

CE Orientation

• The student must contact the assigned Preceptor at least 2 weeks prior to the scheduled start of the rotation. Please schedule a time to visit your clinical site and Preceptor prior to starting your rotation. The Preceptor will orient you to his/her clinical site.
• This orientation will include:
  • A tour of the facility
  • A review of dress code and professional expectations for the facility
  • A discussion with the student to plan mutual goals for the rotation
  • Completion of Clinical Site Acknowledgement Form
  • A review of Preceptor expectations
  • A review of the Emergency Action Plan for each venue at the facility
  • Blood borne Pathogen exposure plan
  • Communicable disease policy
  • Documentation policies and procedures
  • Patient privacy and confidentiality
  • Differentiating student from athletic trainer- name tags

CE Student Self Evaluations

Students will have the opportunity to evaluate themselves prior to the clinical course starting and at the conclusion of the clinical experience. The desired outcome is to provide students with the ability to recognize strengths and weaknesses as well as planned goals for the course.

CE Preceptor Evaluations

Preceptors will complete evaluations on each student at the end of each rotation. Students will complete evaluations on their Preceptors at the end of each rotation. All evaluations will be completed electronically through Typhon. The end rotation evaluation counts as 25% of the your clinical course grade. Due Dates for Clinical Evaluations will be listed in the Clinical Class Syllabi and on Canvas.

CE Professional Development

The MAT program requires the student to obtain professional development throughout their time in the program. The students will be required to obtain 15 hours of professional development time during the first program year (summer/fall/spring) and 10 hours in the second program year (summer/fall/spring). Those hours can be obtained through lunch and learns, webinars, publications, conferences (SEATA/ALATA/NATA), volunteering with campus/ community activities, and/ or volunteer time with UM’s black and blue clinic for intramurals or Victory Health Partners. The topics/events must be specific to athletic training. Documentation of professional development hours will be charted through Typhon.

CE Time Commitment and Time Logs on Typhon

Every clinical course has two (2) course credit hours attached. Each clinical course has varying hours attached based off the demands of the clinical experience and or exposures necessary to meet course requirements. You will have 15 days to submit your time logs into Typhon before an administrator will have to reopen. If you notice that you are accumulating too many hours (or not enough hours) during your rotation, please talk over your schedule with your Preceptor and Clinical Coordinator of Education. Adjustments may be able to be made to allow you to have a valuable experience.

[TABLE PG 84]

** No more than 30 hours a week is allowed in any given week.
** No more than 50 hours a week during a clinical immersion.
** The student must have at least one day off per week.

CE Radiation Policy

Athletic training students who gain clinical experience in a setting where there is potential for being exposed to radiation producing devices (e.g.x-rays) must follow clinical site guidelines and protocols such as standing behind a protective shield, wearing a shielding device such as an aprons, etc. If you are pregnant you must notify the program director or clinical education coordinator as well as your clinical preceptor and remove yourself from the patient care in situations that would expose yourself to radiation (such as x-rays).

CE Rotation Assignments

Students are assigned clinical sites by the Coordinator of Clinical Education in collaboration with preceptors and faculty. The EASI system in Typhon will allow the faculty to randomly select clinical sites. These interactions are based off students’ progress in the program, interests in future settings, and multiple exposures that are necessary to meet CAATE standards. In some instances, a clinical component will be the student’s choice. The student must remember an affiliated site agreement must be in place one month prior to the course starting. Some clinicals will require clinical immersion with a pre-determined timeframe. The final semester’s clinical immersion rotation will be assigned based on the student’s professional goals and interests as well as overall fit with the clinical site and preceptor.

Populations will include:

• throughout the lifespan (for example, pediatric, adult, elderly),
• of different sexes;
• with different socioeconomic statuses,
• of varying levels of activity and athletic ability (for example, competitive and recreational, individual and team activities, high- and low-intensity activities),
• who participate in nonsport activities (for example, participants in military, industrial, occupational, leisure activities, performing arts).

CE Sight & Sound Policy/ Direct Supervision

Clinical Supervision as defined by CAATE and the University of Mobile Master’s of Athletic Training Program requires that anyone supervising an Athletic Training Student “must maintain auditory and visual contact with the Athletic Training Student at all times in order to be able to intervene on behalf of the patient or the Athletic Training Student”.

Supervision Policy and Definitions:

• Athletic training students must be supervised at all times; the preceptor must be able to intervene on behalf of the student and/or patient at all times.
• Athletic training students may perform athletic training skills only with direct supervision and the student has learned these skills within the classroom setting.
• Athletic training students cannot be required to perform any skills unsupervised.

CE Student Name Tags

The athletic training student will utilize their program issued name tag for all clinical experiences. If the student misplaces the nametag they are responsible for replacing it for a cost of 25.00 These nametags must be positioned so that they are visible for preceptor, athletes, patients, and other health care professionals. Nametags will clearly read “Athletic Training Student”.

CE Travel Expectations

The university utilizes clinical sites within a radius of 30 miles from campus. There is currently only one site that falls beyond a 20-mile radius. Remember clinical site placement is based on the student’s needs within their academic program, the preceptor’s strengths, and the availability of sites. If sites are used that fall in the 20-30-mile radius the student is encouraged to condense their experience to 2-3 days per week and stay for longer times than 5-6 shorter days. The student’s ability/inability to maintain reliable transportation is not a factor in determining site placement. The following miles/times are starting from UM campus.

Typhon Electronic Student Tracking System and Charting Patient Encounters

Student program fees for Typhon Group will allow faculty/preceptors/ students the ability to access electronic submittals of time sheets, patient encounters, evaluations, and program documents.

Students enrolled in the Master of Athletic Training Program are required to purchase and utilize the Typhon All Health Student Tracking System (AHST) software in all clinical courses as well as some didactic courses. Typhon AHST system is web-based, HIPAA compliant and allows students to quickly and easily document:

1. clinical time logs,
2. patient encounter information such as demographics, clinical information, diagnosis and procedure codes, medications, and brief clinical notes, and
3. achievement of program competencies.

The necessary clinical and patient information should be entered into the Typhon Log within three (3) days following each clinical day. Typhon is set to lock students out from entering any information after a 15 day time period. Faculty will monitor the Typhon logs regularly to ensure that students are completing their clinical hours and have appropriate clinical experiences. Late entries will not be accepted. At the end of each semester, students must provide a summary of their clinical time to the course faculty member

The following is a screen shot of the information that should be logged by the student to chart patient encounters. Please complete all sections and list any and all skills completed, observed or assisted for that day.

[IMAGE PG 86]

CE Visits:

The Program Director, Coordinator of Clinical Education or their designee will conduct at least one clinical site visit each semester. The purpose of these visits are to observe the Athletic Training students in their clinical rotation and to facilitate communication with the student and the Preceptor regarding the student’s progress and experience at the clinical site.

Work Policy

• Working either part time or full time is strongly discouraged as time will be needed to study for semester exams and fulfill clinical expectations.
• If the student must work- the MAT student must fulfill both didactic and clinical requirements in all courses in order to progress through the Master of Athletic Training Program- students will not be excused from any courses or clinical hours due to outside work.
• Students will not be allowed to pursue a graduate assistant position while enrolled in the MAT program. Graduate assistant positions take the student away from valuable classroom and clinical opportunities and absences will not be excused.

Clinical Site Expectations

The Relationship of Athletic Training Students with Others:

Preceptors

Athletic Training Students will be supervised by their Preceptors at all times while in the clinical setting. They are encouraged to discuss educational, clinical, and personal issues (as they relate to the profession and the job) with their Preceptors whenever an appropriate time presents itself. It is unacceptable to date or socialize with Preceptors. The relationship of preceptor and student should be just as formal as professor and student.

Physicians/Allied Health Care Professionals

Athletic Training students will have the opportunity to meet and work with a variety of physicians and other health care professionals. The physicians have absolute authority in determining the physical wellbeing of a student athlete who wishes to participate in intercollegiate athletics at the University of Mobile. Students will learn a great deal by observing and listening to these health care professionals as they evaluate athletes with various injuries and conditions. Students are also encouraged to ask questions at the appropriate times.

Sexual Harassment

Sexual Harassment includes unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature or behavior that is not sexual in nature, but is directed at a person because of their sex when (a) submission to such conduct is made either explicitly or implicitly a term or condition of an individual’s employment or access to or enjoyment of an educational benefit; (b) submission to or rejection of such conduct is used as a basis for employment or academic decisions or decisions concerning the educational benefits affecting the individual; or (c) conduct that has the purpose or effect of unreasonably interfering with an individual’s work or academic performance or other educational benefit or creating an intimidating, hostile or offensive working, learning, or living environment.

Sexual harassment often occurs when one individual has actual or apparent authority over another person, such as a faculty member who can affect a student’s grades, or a supervisor who can affect terms and conditions of employment of a subordinate. But sexual harassment can occur between two individuals or any rank or status. For example, it is possible for students to sexually harass each other, a student to sexually harass a faculty member, and a subordinate employee to sexually harass the supervisor. Sexual harassment is absolutely prohibited, whether the harassing individual is a student, employee, contractor, volunteer, or any other person who benefits from a relationship with the University.

Examples of sexual harassment include but are not limited to:

• An attempt to coerce an unwilling person into a sexual relationship;
• Unwelcome questions about sexual behavior or sexual preference;
• Unwelcome verbal conduct such as sexual innuendo, suggestive comments, jokes of a sexual nature;
• Unwelcome commentary about an individual’s body, appearance, or sexuality;
• Displaying, distributing, or posting of graphic or sexually suggestive objects, pictures, cartoons, or graffiti by any means, including but not limited to computer networks, cell phones, tablets, or any other electronic device;
• Repeatedly subjecting a person to egregious, unwelcome sexual attention;
• Suggestive, insulting, or obscene comments or gestures;
• Punishing a refusal to comply with a sexual-based request;
• Conditioning a benefit on submitting to sexual advances;
• Sexual or intimate partner violence; stalking; bullying.

If the student feels that there has been a situation of sexual harassment (in any form) they are asked to please report that information directly to the MAT Program Director and Coordinator of Clinical Education. Sexual harassment that is derived from a preceptor must be identified early so that the student can be removed from the clinical site. If the preceptor is reporting this of the student the same will apply. If the student is reporting sexual harassment from another student or faculty member the student should complete the Title IX located at the following website http://www.123formbuilder.com/form-4980222/title-ix-discrimination-complaint-form. The steps of the process are outlined within the form and the student will be contacted within 24 hours of reporting.

Coaches

Athletic Training students, under the supervision of their Preceptors, will be called upon to communicate with coaches concerning injuries to their athletes. To earn the coaches’ respect and trust, it is important to be thorough, concise, and professional at all times. Treat all coaches with integrity, respect, and courtesy, and expect the same from them. It is unacceptable to date or socialize with coaches or support staff and is looked upon as an unprofessional behavior. Such behavior will not be tolerated.

Student Athletes

Treat all athletes with integrity, respect, and courtesy, and expect the same from them. Strive to combine friendliness and concern with professionalism. Confidence and respect will be gained by exhibiting a basic knowledge of athletic injuries and proficiency in Athletic Training skills. In time, Athletic Training students will gradually learn the attitudes, temperaments, and peculiarities of individual athletes, and will learn to use this insight to foster a professional relationship with them. Athletic Training students should encourage athletes to adhere to all of the rules and regulations pertaining to them while in the Athletic Training room. It is unacceptable to date or socialize with athletes while in the Athletic Training Program. Socializing with athletes while on a university-sponsored trip (i.e. away trips, tournaments, etc.) is strictly prohibited and will not be tolerated. Students dating an athlete during an assigned rotation with that particular team will be immediately removed from that rotation. If an Athletic Training student has a pre-existing relationship with a student-athlete, this should be brought to the attention of the clinical coordinator of education prior to being admitted to the program or before clinical assignments begin so that plans can be made accordingly for clinical assignments. Of greatest importance is to recognize that Athletic Training students who are placed in secondary school settings and possibly private clinics may be working with student athletes who are minors with respect to age and according to law. Under no circumstances will any relationships between the Athletic Training student and a minor be tolerated. This could not only result in Athletic Training Program sanctions but also additional law enforcement involvement.

Social Media

It is unacceptable for MAT students to join the athlete’s, social networking site. Although this may seem like a benign action, the athlete may post something that is inappropriate. By associating with that athlete through the social networking site, the MAT student and the program may be misrepresented. Students should not be asked to join a Preceptor’s social media (Facebook, Instagram, etc) and students must not ask Preceptors to join their social networking sites. Such behavior will not be tolerated.

Blood Borne Pathogens Exposure Plan

In accordance with the OSHA standards, the following exposure plan has been developed for the University of Mobile Athletic Department and with consideration for the Master of Athletic Training Education Program:

Purpose

The purpose of this exposure control plan is to:

1. Eliminate or minimize occupational exposure to blood or certain other body fluids.
2. Comply with the OSHA Blood borne Pathogens Standard, 29 CFR 1910.1030.

Exposure Determination

OSHA requires employers to perform an exposure determination concerning which employees may incur occupational exposure to blood or other potentially infectious materials. The exposure determination is made without regard to the use of personal protective equipment (i.e. employees are considered to be exposed even if they wear personal protective equipment). This exposure determination is required to list all job classifications in which all employees may be expected to incur such occupational exposure, regardless of frequency. In the Athletic Training Building and the AT Lab, the following job classifications are thus categorized: Staff Athletic Trainers, Student Athletic Trainers, Physicians, Preceptors, and urine collection team for drug testing.

In addition, OSHA requires a listing of job classifications in which some employees may have occupational exposure. Since not all the employees in these categories would be expected to incur exposure to blood or other potentially infectious materials, task or procedures that would cause these employees to have occupational exposure are also required to be listed in order to clearly understand which employees in these categories are considered to have occupational exposure. The job classification and associated tasks for these categories are as follows:

[DOCUMENT PG 90-97]

Communicable/Infectious Disease Policy

The University of Mobile Master of Athletic Training Program recognizes the importance of minimizing the exposure of athletes or patients in a clinical setting to communicable diseases. Therefore, athletic training students are instructed not to report to their clinical site if they have active signs or symptoms of a communicable disease. They are further instructed to notify the Preceptor of their status and provide an estimate of how long they will need to be absent from their clinical assignment. It is the option of the athletic training student whether or not to seek medical attention when they have communicable disease symptoms, but seeking such attention is strongly recommended. In the event that a Preceptor feels that an athletic training student assigned to his/her site is missing an inordinate amount of time due to adherence to the communicable disease policy, he/she should contact the University of Mobile MAT Program Director.

Persons with the following medical conditions should not be allowed patient contact without a medical clearance:

Communicable Diseases cited by the CDC:

Blood borne pathogens
Chicken pox
Conjunctivitis
Cytomegalovirus
Diphtheria
Flu
Gastrointestinal infections, acute
Hepatitis A, B, C
Herpes simplex and zoster
Measles- German
Meningococcal disease
Methicillin-resistant staphylococcus infection (MRSA)
Mumps
Parovirus
Pertussis
Poliomyelitis
Rabies
Rubella (3 or 9 day measles)
Scabies and pediculosis
Staphylococcus aureus infection
Streptococcus infection
Tuberculosis
Mononucleosis
Influenza
Common Cold
Covid-19

Students displaying any of the following signs or symptoms should be examined by a health care professional prior to coming to class or a clinical experience:

Fever • Skin rash • Nasal discharge • Cough • Open and/or oozing skin lesions • Yellowing of the skin, eyes, or mouth • Unexplained fatigue • Chest pain • Dizziness

Official Statement from the National Athletic Trainers’ Association on Communicable and Infectious Diseases in Secondary School Sports

The National Athletic Trainers’ Association (NATA) recommends that health care professionals and participants in secondary school athletics take the proper precautions to prevent the spread of communicable and infectious diseases.

Due to the nature of competitive sports at the high school level, there is increased risk for the spread of infectious diseases, such as impetigo, community acquired methicillin-resistant staphylococcus infection (MRSA) and herpes gladiatorum (a form of herpes virus that causes lesions on the head, neck and shoulders). These diseases are spread by skin-to-skin contact and infected equipment shared by athletes, generally causing lesions of the skin.

The following The following are suggestions from NATA to prevent the spread of infectious and communicable diseases:

• Immediately shower after practice or competition
• Wash all athletic clothing worn during practice or competition daily
• Clean and disinfect gym bags and/or travel bags if the athlete is carrying dirty workout gear home to be washed and then bringing clean gear back to school in the same bag. This problem can also be prevented by using disposable bags for practice laundry.
• Wash athletic gear (such as knee or elbow pads) periodically and hang to dry
• Clean and disinfect protective equipment such as helmets, shoulder pads, catcher’s equipment and hockey goalie equipment on a regular basis
• Do not share towels or personal hygiene products with others
• All skin lesions should be covered before practice or competition to prevent risk of infection to the wound and transmission of illness to other participants. Only skin infections that have been properly diagnosed and treated may be covered to allow participation of any kind
• All new skin lesions occurring during practice or competition should be properly diagnosed and treated immediately.
• Playing fields should be inspected regularly for animal droppings that could cause bacterial infections of cuts or abrasions
• Athletic lockers should be sanitized between seasons
• Rather than carpeting, locker or dressing rooms should have tile floors that may be cleaned and sanitized
• Weight room equipment, including benches, bars and handles should be cleaned and sanitized daily

[DOCUMENT PG 100]

COVID-19 Precautions

[DOCUMENT PG 101-102]

Report of Exposure to Human Blood or Other Potentially Infectious Materials

[DOCUMENT PG 103]

Appendices & Forms

[DOCUMENT PG 104-123]