|
1
|
Health Care
Administration: Cognitive
|
Describe the organization and administration of
pre-participation examination and screening including, but not limited to,
maintaining medical records, developing record keeping forms, scheduling
personnel, and site utilization.
|
|
9
|
Health Care
Administration: Cognitive
|
Identifies the process of obtaining state regulatory
acts for athletic trainers, and becomes familiar with locally relevant
statutes, rules, and regulations.
|
|
33
|
Health Care
Administration: Cognitive
|
Differentiates the roles and responsibilities of the
certified athletic trainer and other medical and allied health personnel to
provide care to athletes and others involved in physical activity.
|
|
40
|
Health Care Administration: Cognitive
|
Describes the continuing education process for certified
athletic trainers as outlined by the NATABOC and ate relationship between
continuing education and state athletic training practice acts.
|
|
41
|
Health Care
Administration: Cognitive
|
Identifies the current developments, missions,
objectives, and professional activities of other allied health and medical
organizations and professions.
|
|
42
|
Health Care
Administration: Cognitive
|
Understands the NATA Code of Professional Practice and
the NATABOC Standards of Professional Practice.
|
|
43
|
Health Care
Administration: Cognitive
|
Describes the relationship between the National Athletic
Trainers’ Association, Inc. (NATA), NATA Board of Certification, Inc./National Organization for Competency Assurance
(NATABOC/NOCA), National Commission for Certifying Agencies (NCCA), and
Joint Review Committee-Athletic Training/Commission on the Accreditation of
Allied Health Education Programs (JRC-AT/CAAHEP).
|
|
44
|
Health Care
Administration: Cognitive
|
Identifies the roles and responsibilities of allied
health care personnel in providing services to athletes and others involved
in physical activity.
|
|
5
|
Health Care
Administration: Psychomotor
|
Uses appropriate medical documentation to record
injuries and illnesses (client
encounters, history, progress notes,
discharge summary, physician letters,
treatment encounters).
|
|
6
|
Health Care
Administration: Affective
|
Accepts the professional, ethical, and legal parameters
that define the proper role of the certified athletic trainer in the
administration and implementation of health care delivery systems.
|
|
7
|
Health Care
Administration: Affective
|
Appreciates the roles and relationship between the NATA,
NATABOC/NOCA, NCCA, and JRC-AT/CAAHEP.
|
|
12
|
Health Care
Administration: Affective
|
Recognizes the certified athletic trainer’s role as a
liaison between athletes, physically active individuals, caretakers,
employers, physicians, coaches, other health care professionals, and any
individual who may be involved with the care provided by the certified
athletic trainer.
|
|
1
|
Professional Development and Responsibilities: Cognitive
|
Compares and contrasts the role and function of state
athletic training practice acts and registration, licensure, and
certification agencies.
|
|
2
|
Professional Development and Responsibilities: Cognitive
|
Explains the basic legislative process for the
implementation of practice acts for athletic trainers.
|
|
3
|
Professional Development and Responsibilities: Cognitive
|
Defines the rationale for state regulations that govern
the practice of athletic training.
|
|
4
|
Professional Development and Responsibilities: Cognitive
|
Describes the consequences of violating federal and
state regulatory acts.
|
|
6
|
Professional Development and Responsibilities: Cognitive
|
Describes the current professional development
requirements for the continuing education of certified athletic trainers.
|
|
7
|
Professional Development and Responsibilities: Cognitive
|
Locates available, approved continuing education
opportunities for certified athletic trainers.
|
|
8
|
Professional Development and Responsibilities: Cognitive
|
Describes the role and function of the governing
structures of the National Athletic Trainers’ Association.
|
|
9
|
Professional Development and Responsibilities: Cognitive
|
Differentiates the essential documents of the NATA,
including, but not limited to, the Role Delineation Study, the Code of
Ethics, JRC-AT Standards and Guidelines, Athletic Training Educational
Competencies, and the Standards of Practice of the Profession.
|
|
10
|
Professional Development and Responsibilities: Cognitive
|
Summarizes the position statements regarding the
practice of athletic training (NATA, NCAA, National Association of
Intercollegiate Athletics [NAIA], National Federation of State High
School Associations, American College of Sports Medicine [ACSM], American
Academy of Pediatric [AAP], American Academy of Family Physicians [AAFP],
American Orthopedic Society for
Sports Medicine [AOSSM]).
|
|
11
|
Professional Development and Responsibilities: Cognitive
|
Locates and accesses the current activities and
requirements for the professional preparation of the certified athletic
trainer (NATA Education Council, JRC-AT, CAAHEP, NATABOC).
|
|
12
|
Professional Development and Responsibilities: Cognitive
|
Able to access the professional objectives, scope of
practice, and services of other health care providers.
|
|
13
|
Professional Development and Responsibilities: Cognitive
|
Distinguishes that issues and concerns regarding the
health care of athletes and others involved in physical activity (e.g.,
public relations, third-party payment, and managed care).
|
|
14
|
Professional Development and Responsibilities: Cognitive
|
Properly interprets the role of the certified athletic
trainer as a health care provider, and provides information regarding the
role of the certified athletic trainer to athletes, the physically active,
parents/guardians, athletic department personnel, and others.
|
|
15
|
Professional Development and Responsibilities: Cognitive
|
Describes the availability of educational materials and
programs in health-related subject matter areas (audiovisual aids,
pamphlets, newsletters, computers, software, workshops, and seminars).
|
|
16
|
Professional Development and Responsibilities: Cognitive
|
States the principles of planning and organizing
workshops, seminars, and clinics in athletic training and sports medicine
for health care personnel, administrators, coaches, and general public.
|
|
1
|
Professional Development and Responsibilities: Affective
|
Accepts the professional responsibility to satisfy
certified athletic trainers’ continuing education requirements.
|
|
2
|
Professional Development and Responsibilities: Affective
|
Appreciates the need for and the process and benefits of
athletic training regulatory acts (registration, licensure, certification).
|
|
3
|
Professional Development and Responsibilities: Affective
|
Realizes that the state regulatory acts regarding the
practice of athletic training vary from state to state.
|
|
4
|
Professional Development and Responsibilities: Affective
|
Understands the consequences of noncompliance with
regulatory athletic training practice acts.
|
|
5
|
Professional Development and Responsibilities: Affective
|
Accepts the professional, historical, ethical, and
organizational structures that define the proper roles and responsibilities
of the certified athletic trainer in providing health care to athletes and
others involved in physical.
|
|
6
|
Professional Development and Responsibilities: Affective
|
Defends the moral and ethical responsibility to
intervene in situations that conflict with NATA standards.
|
|
7
|
Professional Development and Responsibilities: Affective
|
Accepts the function of professional organization
position statements that relate to athletic training practice.
|
|
8
|
Professional Development and Responsibilities: Affective
|
Advocates the NATA as an allied health professional
organization dedicated to athletes and others involved in physical
activity.
|
|
9
|
Professional Development and Responsibilities: Affective
|
Respects the role and responsibilities of the other
health care professions.
|
|
10
|
Professional Development and Responsibilities: Affective
|
Appreciates the dynamic nature of issues and concerns as
they relate to the health care of athletes and others involved in physical
activity.
|
|
11
|
Professional Development and Responsibilities: Affective
|
Defends the responsibility to interpret and promote
athletic training as a professional discipline among allied-health
professional groups and the general public.
|
|
12
|
Professional Development and Responsibilities: Affective
|
Accepts the responsibility to enhance the professional
growth of athletic training students, colleagues, and peers through a
continual sharing of knowledge skills, values, and professional
recognition.
|
|
1
|
Professional Development and Responsibilities: Psychomotor
|
1. Demonstrates
the techniques and methods for disseminating injury prevention and
health care information to health care professionals, athletes, athletic
personnel, parents/guardians, and the general public (e.g.,, via team
meetings, parents’ nights, parent/teacher organization [PTO] meetings, booster
clubs, workshops, and seminars).
|
|
2
|
Professional Development and Responsibilities: Psychomotor
|
Demonstrates the ability to construct a resume.
|
|
3
|
Professional Development and Responsibilities: Psychomotor
|
Demonstrates the ability to access the policy-making and
governing bodies that regulate the certified athletic trainer (state
regulatory boards, NATA, NATABOC)
|
|
1
|
Psychosocil Intervention and
Referral:
Affective
|
Accepts the professional, ethical, and legal parameters
that define the proper role of the certified athletic trainer in providing
health care information, intervention, and referral.
|
|
2
|
Psychosocil Intervention and
Referral:
Affective
|
Accepts the responsibility to provided health care
information, intervention, and. Referral consistent with the certified
athletic trainer’s professional training.
|
|
3
|
Psychosocil Intervention and
Referral:
Affective
|
Recognizes the certified athletic trainer’s role as a
liaison between the physically active, athletic personnel, health care
professionals, parents/guardians, and the public.
|