MSAT Policies and Procedures

Section I: Program Overview

Vision Statement

The High Point University Department of Athletic Training will be nationally recognized as an exemplary model for developing athletic training clinicians and scholars who are leaders in the delivery and advancement of evidence -based healthcare for the physically active population across the lifespan.

Mission Statements1

•The mission of High Point University is to deliver educational experiences that enlighten, challenge, and prepare students to lead lives of significance in complex global communities.

High Point University

Congdon School of Health Sciences

•Through excellence in teaching, scholarship, evidence-based clinical practice and community engagement, the Congdon School of Health Sciences advances client- and patient-centered care across the lifespan, by educating and preparing exceptional scholars and compassionate healthcare professionals who are dedicated to life-long learning and an interdisciplinary approach to achieving optimal outcomes.

Department of Athletic Training

•Through an innovative inter-professional education, research, and clinical practice model the High Point University Department of Athletic Training develops exceptional athletic trainers who are uniquely qualified to excel within a dynamic healthcare system. The Department of Athletic Training emphasizes evidence-based decision making and applied research, utilizes state-of-the-art technology and innovative teaching strategies, and provides unique clinical experiences to cultivate professionals who embody sound clinical reasoning, professional ethics, honesty, compassion, primacy of the patient, and are advocates for the profession of athletic training.

Values Statement

The High Point University Department of Athletic Training believes in value-centered education. The values we hold in high regard are:

Accountability

Altruism

Collegiality

Community engagement

Compassion

Empathy

Ethics

Evidence-based practice

Forward thinking

Holistic approach to healthcare

Honesty

Individuality

Innovation

Integrity

Intellectual inquiry

Leadership development

Learner-centered education

Life-long learning

Patient values

Professional advocacy

Professionalism

Respect

Program outcomes2

1. Graduates can deliver patient-centered care that integrates evidence-based decision making.

a. Objective 1A: Graduates can respond to each patient’s unique characteristics, needs and goals.

b. Objective 1B: Graduates can apply contemporary medical knowledge and clinical skills in the delivery of comprehensive healthcare for patients with injuries, illnesses, and conditions common in athletic training clinical practice.

2. Graduates can collaborate in an interprofessional care model.

3. Graduates embody the professional values of an athletic trainer.

4. Graduates can engage in practice-based research to improve patient care.

5. Graduates can formulate strategies for life-long learning to ensure contemporary expertise.

Program Quality Assurance Goals3

1. Provide students with an overall quality learning experience.

2. Provide students with quality didactic learning experiences.

3. Provide students with quality clinical education experiences.

4. Prepare students for successful transition into entry-level athletic training careers.

5. Prepare students for success on the BOC examination.

6. Provide students with the opportunity to develop expertise in athletic training through an integrative experiential clinical model.

2023- 2024 Curriculum Sequence4

Class of 2024 Curriculum Sequence

MSAT Professional Year 1

Summer I – 12 credits

ATR 4902/5102 Managing Medical Emergencies – 5 credits

ATR 4901/5101 Foundations of Professional Practice – 1 credit

ATR 4900/5100 Fundamental Skills in Athletic Training – 1 credit

ATR 4999/5000 Gross Anatomy – 5 credits

MSAT Professional Year 2

Summer II - 10 credits

ATR 6101 General Medical Conditions – 3 credits

ATR 6102 Pathophysiology – 3 credits

ATR 6103 Casting, Bracing, and Orthotics – 1 credit

ATR 6145 Orthopedic Sports Medicine Clinical Rotation –1 credit

ATR 6445 Pre-season Clinical Rotation – 2 credits Fall I – 16 credits

ATR 4915/5215 – Musculoskeletal Assessment and Diagnosis I - 4 credits

ATR 4916/5216 Musculoskeletal Assessment and Diagnosis II – 4 credits

ATR 4917/5217 Spine, Posture, and Movement Assessment – 2 credits

ATR 4918/5218 Clinical Imaging Techniques – 1 Credit

ATR 4925/5225 Clinical Decision Making I – 2 credits

ATR 4935/5235 Evidence Based Practice I - 1 credit

ATR 4945/5245 Pediatric Sports Medicine Clinical Rotation - 2 credits

Spring I – 14 credits

ATR 5315 Therapeutic Interventions I: – 4 credits

ATR 5316 Therapeutic Interventions II: – 4 credits

ATR 5317 Manual therapy techniques – 1 credit

ATR 5325 Clinical Decision Making II – 2 credits

ATR 5335 Evidence Based Practice II – 1 credit

ATR 5345 Collegiate Sports Medicine Clinical Rotation I – 2 credits

*revised course number

Fall II – 14 credits

ATR 6245 Collegiate Sports Medicine Clinical Rotation II or ATR6345 – 4 credits

ATR 6215 Leadership and Management in athletic training – 3 credits

ATR 6315 Optimizing athletic performance – 3 credits

ATR 6217 Therapeutic Interventions III – 3 credits

ATR 5255 Inter-professional seminar – 1 credit*

Spring II - 7 credits

ATR 6345 Elective Clinical Rotation or ATR 6245 – 4 credits

ATR 6235 Evidence Based Practice III – 2 credits

ATR 6317 Seminar in Athletic Training – 1 credit

Total credits - 73

Class of 2025 Curriculum Sequence

MSAT Professional Year 1

Summer I – 12 credits

ATR 4902/5102 Managing Medical Emergencies – 5 credits

ATR 4901/5101 Foundations of Professional Practice – 1 credit

ATR 4900/5100 Fundamental Skills in Athletic Training – 1 credit

ATR 4999/5000 Gross Anatomy – 5 credits

MSAT Professional Year 2

Summer II - 10 credits

ATR 6101 General Medical Conditions – 3 credits

ATR 6102 Pathophysiology – 3 credits

ATR 6103 Casting, Bracing, and Orthotics – 1 credit

ATR 6145 Orthopedic Sports Medicine Clinical Rotation –1 credit

ATR 6445 Pre-season Clinical Rotation – 2 credits Fall I – 16 credits Fall II – 13 credits

ATR 4915/5215 – Musculoskeletal Assessment and Diagnosis I - 4 credits

ATR 4916/5216 Musculoskeletal Assessment and Diagnosis II – 4 credits

ATR 4917/5217 Spine, Posture, and Movement Assessment – 2 credits

ATR 4955/ 5255 Inter-professional seminar – 1 credit*

ATR 4925/5225 Clinical Decision Making I – 2 credits

ATR 4935/5235 Evidence Based Practice I - 1 credit

ATR 4945/5245 Pediatric Sports Medicine Clinical Rotation - 2 credits

Spring I – 15 credits

ATR 5315 Therapeutic Interventions I: – 4 credits

ATR 5316 Therapeutic Interventions II: – 4 credits

ATR 5317 Manual therapy techniques – 1 credit

ATR 5325 Clinical Decision Making II – 2 credits

ATR 5335 Evidence Based Practice II – 1 credit

ATR 5345 Collegiate Sports Medicine Clinical Rotation I – 2 credits

ATR 5218 Clinical Imaging Techniques – 1

Credit**

*revised course number and change of sequence

**change of sequence

ATR 6245 Collegiate Sports Medicine Clinical Rotation II or ATR6345 – 4 credits

ATR 6215 Leadership and Management in athletic training – 3 credits

ATR 6315 Optimizing athletic performance – 3 credits

ATR 6217 Therapeutic Interventions III – 3 credits

Spring II - 7 credits

ATR 6345 Elective Clinical Rotation or ATR 6245 – 4 credits

ATR 6235 Evidence Based Practice III – 2 credits

ATR 6317 Seminar in Athletic Training – 1 credit

Total credits - 73

MSAT Academic Calendar 2023-24

Class of 2025 MSAT Cohort

May 2023 May 25 Orientation

May 26 Orientation

May 30 Summer classes begin

June 2023 June 8 MSAT Professional Values Dinner

July 2023 July 4 Independence Day – No classes

August 2023 August 11 Summer semester ends

August 21 Fall semester begins

October 2023 October 12-13 Fall break

November 2023 November 20-24 Thanksgiving break

December 2023 December 11-13 Exams

December 14 PY1 Summative exam

December 15 Remediation Day Fall semester ends

January 2024 January 8 Spring semester begins

January 15 Martin Luther King, Jr. Day (no classes)

February 2024 Feb 26 – Mar 1 Spring break

March 2024 March 29 Good Friday (no classes)

April 2024 April 1 Easter Monday (no classes)

April 26 Spring term ends

May 2024 May 6 Summer semester begins

Class of 2024 MSAT Cohort

May 2023 May 8

June 2023 June 8

June 9

July 2023 July 1

July 29

August 2023 August 1

August 25

August 25

Summer classes begin (ATR 6101, 6102, 6103)

MSAT Professional Values Dinner

Summer classes end (ATR 6101, 6102, 6103)

Summer clinical experience ATR 6145 begins (start dates may vary)

Summer clinical experience ATR 6145 ends

Preseason clinical rotation begins

Preseason clinical rotation ends

Return to campus for OSCE - end of preseason OSCE 8:30 –1:30

August 28 Fall semester begins PY2 on campus

August 29 PY2 on campus

September 2023

September 20 PY2 on campus

September 21 PY2 on campus

October 2023 October 12-13 Fall break

October 18 PY2 on campus

October 19 PY2 on campus

November 2023

December 2023

November 15 PY2 on campus

November 16 PY2 on campus OSCE

November 20-24 Thanksgiving break

December 13 PY2 on campus

December 14 PY2 on campus

December 14 BOC Practice – Summative Exam

December 15 PY2 on campus (remediation day) Fall semester ends

January 2024 January 8 Spring semester begins

March 2024

March 4 PY2 on campus OSCE

March 5 PY2 on campus

April 2024 April 22 PY2 on campus

April 23 PY2 on campus

April 26 End of Spring Semester

May 2024 May 4 GRADUATION

Section II: Program Application and Admission Requirements

Policy – MSAT Admission Criteria & Application Process

Purpose:

The purpose of this policy is to define the application process and admission criteria for applicants pursuing the Master of Science in Athletic Training (MSAT) via the 3+2 combined degree route and those entering via the 2-year post-baccalaureate route.

Admission Criteria:

Regardless of the route of entry, all prospective students must meet the same admission criteria for matriculation into the MSAT program.

1. Preferred overall undergraduate GPA 3.0 or greater

2. Minimum grade of C or better but preferred B or better in the following courses. Courses may be in-progress at the time of application and admission is contingent upon completion.

• Biology

• Human anatomy with lab

• Human physiology with lab

• General chemistry with lab

• General physics with lab

3. Minimum grade of C or better but preferred B or better in the following courses. Courses may be in-progress at the time of application and admission is contingent upon completion.

• Exercise physiology

• Nutrition

• Biomechanics

• Psychology

4. Required minimum of 50 hours of clinical observation under the direct supervision of a certified athletic trainer.

5. Required current certification in CPR. Proof of certification required at time of admission.

6. Required 2 recommendations from individuals who can attest to the applicant’s ability to succeed academically in graduate school.

7. Non-native speakers of English with international transcripts, regardless of U.S. citizenship, must validate proficiency in the English language. Applicants may submit a satisfactory score on a language proficiency test. If the TOEFL is the chosen test, the minimum required score depends on the form of the exam taken (internet based – 79, or paper based – 550). A score of at least 6.5 is required on the IELTS.

8. Successful completion of an interview with the MSAT Admissions Committee (invitation only)

Application Procedures – 3+2 MSAT

Matriculation in to the MSAT degree requires secondary admission criteria. Once admitted to High Point University as an undergraduate, students will declare a major in Exercise Science/Pre-Athletic Training (BS.EXS.ATR). Students will formally apply to the MSAT degree in the fall of their third pre- professional year (i.e., junior year). Students on the 3+2 track are given priority admission over students applying to the 2-year MSAT from outside High Point University. Students who meet the requirements to continue their course of study will progress into the graduate phase of their education. Students who do not progress will continue in a course of study resulting only in a Bachelor of Science in Exercise Science. Students who do not continue matriculation into the M.S.A.T. will use their fourth year of study to complete undergraduate elective courses of their choice.

Students on the 3+2 track will submit their formal application through SLATE before December 15 with conditional admission decisions made no later than January 15. Full admission will be determined at the end of the spring semester and is contingent upon completion of required prerequisites that may still be in-progress.

Application Procedures – 2-year post-baccalaureate students

The 2-year post-baccalaureate MSAT option is for students who have already earned a bachelor’s degree (not in athletic training) and wish to enter the profession and earn the credential as a Certified Athletic Trainer (ATC).

Students should submit their formal application through the Athletic Training Common Application System (AT-CAS) http://atcas.liaisoncas.com. Admission decisions are made on a rolling basis, but applications be submitted before January 15 are given priority for scholarship considerations. Applications will be reviewed as received and admission decisions will be made on a rolling basis until all slots are filled. HPU students on the 3+2 track are given priority admission.

Conditional admission decisions will be made on a rolling basis but typically no later than March 1st of each calendar year. Late applications will be accepted/reviewed if space is available. Full admission will be determined at the end of the spring semester and is contingent upon completion of required prerequisites that may still be in-progress.

Application Fee

For each application cycle prospective candidates must pay the AT-CAS application fee and the program designation fee. These fees and policies regarding payment and refund are set by AT-CAS. Additional information is available on their website. Students may apply for an AT-CAS fee waiver.

Enrollment Deposit

All applicants accepted into the program will be charged a $200 nonrefundable deposit to hold their seat. This money will be applied toward their first semester tuition upon matriculation.

CAATE Associated Standards: Standards 24C and 54

ATP Associated Forms: Interview Scoring Rubric

Origin Date: November 11, 2020

Revised: January 15, 2021, May 6, 2021, April 21, 2022, May 5, 2023 (revised Emergency Cardiac Care provider, revised 3+2 application process, added scholarship information)

Responsible Party: Program Director

Minimum Review Frequency: Annually

Approved by: Full-time faculty

Policy – Prerequisite Coursework

As defined in the MSAT Admission Criteria, specific prerequisite courses are required for admission and matriculation into the professional program. This policy further defines the criteria used to determine the appropriateness of a course for meeting admission and matriculation criteria.

The following courses are required prerequisites with the HPU equivalent course and focus included.

Procedures for Verification of Prerequisite Course Completion:

1. All prerequisite courses must be completed prior to matriculation into the professional program which occurs in the summer PY1 semester.

2. Applicants must indicate on the application form which course(s) on their official transcript(s) fulfill the prerequisite requirement. Verification of course completion occurs via review by the Office of Graduate Admissions

3. High Point University students on the 3+2 MSAT Track should take the courses at HPU or their approved equivalent as determined by the HPU Office of the Registrar.

4. Should the title of the course vary significantly from the course list provided in admissions material (e.g., Kinesiology instead of Biomechanics), the MSAT admissions committee will request a copy of the course description and/or course syllabi to verify the focus of the course using the criteria listed in the table above and published at http://www.highpoint.edu/athletictraining/2-year-post-baccalaureate-master-of-science-inathletic-training/#tab3

5. If a student has a pre-requisite course “in progress” at the time of application, they may be admitted contingent upon completion of the course. Matriculation into the professional program will be dependent upon verification of completion via official transcript submitted to the HPU Office of Graduate Admissions.

CAATE Associated Standards: Standards 24C, 54

Origin Date: November 11, 2020

Revised: January 15, 2021, April 21, 2022 – allow for AP psychology as prerequisite

Next Review: May 2023

Responsible Party: Program Director

Minimum Review Frequency: Annually

Approved by: Full-time faculty

Policy – Graduate Transfer Credits

Purpose:

The purpose of this policy is to guide MSAT applicants regarding the application of transfer credits towards the degree.

Policy:

The Master of Science in Athletic Training does not accept any transfer credits to count towards the MSAT degree program. Regardless of an applicant’s previously earned graduate degree or professional credentials graduate credits taken outside of the HPU MSAT program will not be applied towards completion of the MSAT degree.

CAATE Associated Standards: Standard 24P

Origin Date: May 6, 2021

Responsible Party: Program Director

Minimum Review Frequency: Annually

Approved by: Full-time faculty

Section III: Post-admission Annual Requirements

Policy – Completion of Annual Requirements

Purpose:

The purpose of this policy is to define the post-admission requirements that must be completed on an annual basis for a student to remain in good standing in the MSAT program.

Policy

The following post-admission requirements must be submitted in a timely manner and according to deadlines established by the program. Some clinical rotation sites may require additional immunizations (e.g., COVID) that students will be required to comply with in order to be placed at those sites. Please see specific policies for details of each requirement.

CAATE Associated Standards: Standards 23, 24F, 24J, 26B, 26C, 26E, 26F, 26G

Origin Date: April 15, 2021

Revised: January 19, 2022; May 17, 2023 (addition of COVID vaccine)

Responsible Party: Program Director

Minimum Review Frequency: Annually

Approved by: Full-time faculty

Policy – Technical Standards

Background and Purpose

The Athletic Training Program at High Point University is a rigorous and intense program that places specific requirements and demands on the students enrolled in the program. An objective of this program is to prepare graduates to enter a variety of employment settings and to render care to a wide spectrum of individuals engaged in physical activity. The technical standards set forth by the Athletic Training Program establish the essential requirements considered minimally necessary for students admitted to this program to achieve the knowledge, skills, and competencies of an entry-level athletic trainer, as well as meet the expectations of the program’s accrediting agency (Commission on Accreditation of Athletic Training Education [CAATE]).

Policy Statement

All students conditionally admitted to and/or enrolled in the Athletic Training Education Program must meet the following technical standards and expectations, with or without reasonable accommodations. Compliance with the program’s technical standards alone does not guarantee a student’s eligibility for the BOC certification exam.

To be enrolled or maintain enrollment in the Athletic Training Education Program, the student must demonstrate:

1. The mental capacity to assimilate, analyze, synthesize, integrate concepts and problem solve to formulate assessment and therapeutic judgments and to be able to distinguish deviations from the norm.

2. Sufficient postural and neuromuscular control, sensory function, and coordination to perform appropriate physical examinations using accepted techniques; and accurately, safely, and efficiently use equipment and materials during the assessment and treatment of patients.

3. The ability to communicate effectively and sensitively with patients and colleagues, including individuals from different cultural and social backgrounds; this includes, but is not limited to, the ability to establish rapport with patients and communicate judgments and treatment information effectively. Students must be able to understand and speak the English language at a level consistent with competent professional practice.

4. The ability to record the physical examination results and a treatment plan clearly and accurately.

5. The capacity to maintain composure and continue to function well during periods of high stress

6. The perseverance, diligence, and commitment to complete the athletic training education program as outlined and sequenced.

7. Flexibility and the ability to adjust to changing situations and uncertainty in clinical situations.

8. Affective skills and appropriate demeanor and rapport that relate to professional education and quality patient care.

Procedures

Once admitted to the Athletic Training Program, students will be required to verify that they understand and meet these technical standards, with or without reasonable accommodations.

If a student requires a reasonable accommodation to meet these standards, the request for reasonable accommodation will be referred to the Director of the Office of Accessibility Resources and Services (OARS) The Director will determine whether the disability qualifies under the ADA and other applicable laws and whether the accommodations requested are reasonable (including considering whether the accommodations would jeopardize clinician/patient safety or the educational process of the student or the institution, including all coursework, clinical experiences, and internships deemed essential to graduation).

Self-report Statement – Required

Students must indicate one of the following self-reported options regarding accommodations and sign below.

□ DECLINE ACCOMMODATIONS

I certify that I have read and understand the technical standards for selection listed above and I believe to the best of my knowledge that I meet each of these standards without reasonable accommodation. I understand that if I am unable to meet these standards, I will not be permitted to enroll in or maintain enrollment in the athletic training education program.

□ REQUEST FOR ACCOMMODATIONS

I certify that I have read and understand the technical standards for selection listed above and I believe to the best of my knowledge that I can meet each of these standards with reasonable accommodation. I will contact the Director of OARS to determine what reasonable accommodation may be available. I understand that if I am unable to meet these standards, with or without reasonable accommodation, I will not be permitted to enroll or maintain enrollment in the athletic training education program.

Print Name of Applicant

Signature of Applicant Date

High Point University and the individual signing this document agree and acknowledge that this document can be executed electronically and is, in every way, legally binding.

CAATE Associated Standards: Standard 23F, 24Q, 27F

Associated ATP Forms: Technical Standards Form, Student Health Services Form

Origin Date: September 11, 2012

Last Reviewed: August 19, 2015, May 20, 2019, May 2020

Revised: March 9, 2015 (Womble, Carlyle, Sandridge, & Rice, LLP), May 6, 2021 (Changed name of office at HPU to OARS)

Next Review: May 2022

Responsible Party: Program Director

Minimum Review Frequency: Annually

Approved by: Core faculty, University attorney

Policy – Emergency Cardiac Care Certification

All students enrolled in the Master of Science in Athletic Training (MSAT) program are required to have current certification in emergency cardiac care (ECC) prior to engaging in any athletic training and supplemental clinical experiences. ECC certification must be maintained continuously throughout such experiences. Upon admission to the MSAT program, High Point University will pay for students to be certified/recertified on an annual basis by a qualified ECC instructor. Consistent with the athletic training Board of Certification (BOC) requirements, the following ECC skills are required to be demonstrated as part of training:

• Adult and pediatric CPR

• Airway obstruction

• 2nd rescuer CPR

• AED

• Barrier devices (e.g., pocket mask, bag valve mask)

Procedures

Students must maintain copies of their current ECC cards within the Castle Branch online portal. The Program Director and Clinical Education Coordinator must be able to access this documentation throughout the program.

CAATE Associated Standards: Standards 26B

Responsible Party: Program Director and Clinical Education Coordinator

Date of origin: May 14, 2020

Minimum Review Frequency: Annually

Approved by: Core faculty

Policy – Student Urine Drug Screen

Background and Purpose

The purpose of this policy is three-fold. First, to ensure that athletic training students as future health care providers are not engaging in the use of illegal substances. Second, in order to ensure the safety of patients with whom students interact during athletic training clinical experiences. Third, clinical facilities are increasingly required by the Joint Commission on Accreditation of Healthcare Organizations (JCAHO), to provide a drug screening for security purposes on individuals who supervise care, render treatment, and provide services within the facility. Accordingly, submitting a negative urine drug screen is a condition for participation in clinical experiential learning opportunities required throughout the program.

Definitions

1. Urine Drug Screen: Urine Drug Screen (UDS) is a 12-panel drug test which includes testing for AMP (amphetamine), BAR (barbiturates), BZO (benzodiazepines), COC (cocaine), THC (marijuana), OPI (opiate), PCP (phencyclidine), PPX (propoxyphene), mAMP (methamphetamine), OXY (oxycodone), methadone and MDMA (ecstasy).

Policy statement

All students will undergo an annual mandatory 12-panel drug screen prior to engaging in any direct patient care experiences required in clinical experience coursework associated with the Department of Athletic Training. In addition, students may be asked to undergo additional drug screening at the request of a clinical site in order to comply with the site’s regulations. Students with a “non-negative” drug screen result will be subject to review by the Student Progress Committee and potential dismissal from the program.

Process for obtaining a required urine drug screen

1. Upon enrollment in the program, students will receive instructions on the process for contacting the Castle Branch Screening and Compliance vendor with which the program has established a reporting relationship. While in the program there may be times when a clinical rotation site will require a repeat drug screen. These may be ordered through Castle Branch or another vendor specified by the clinical site.

2. Castle Branch will notify students via e-mail of the deadline for completion of any required urine drug screens throughout the course of the MSAT program.

3. Castle Branch will provide students with instructions regarding obtaining and authorizing release of all required urine drug screen results.

4. Required urine drug screen will consist of, but not be limited to: Amphetamines (amphetamine and methamphetamine), Cocaine metabolite, Marijuana metabolites, Opiates (codeine and morphine), Phencyclidine, Barbiturates, Benzodiazepines, Methadone, Propoxyphene, Methaqualone, and MDMA (Ecstasy).

5. Results of all student urine drug screens will be provided by the approved vendor to the Chair of the Department of Athletic Training and the Clinical Education Coordinator. Results will only indicate whether the test result is “negative” or “non-negative”. No additional information will be provided to the program.

6. The approved vendor will ensure that all “non-negative” results are reviewed by a medical review officer/physician (MRO). A test is not considered “non-negative” until the MRO determines that the results are not due to a legally prescribed prescription medication being used as directed by their health care provider, or due to some other plausible reason. In these cases, students will receive a complete report and will have the opportunity to provide additional information/documentation to the MRO for consideration. The MSAT program director will be notified that the urine drug screen is undergoing review by the MRO. Following review, the program will receive notification of whether the results are deemed to be “negative” or “non-negative.”

Program examination of urine drug screen results

1. The Chair of the Department of Athletic Training and the Clinical Education Coordinator will review all required urine drug screen reports for enrolled MSAT students.

2. Because of the mandate to comply with health system policies, and the serious implications of a “non-negative” test, disciplinary actions against students may be imposed without the customary mechanisms of warning and probation.

3. Students may not begin or continue coursework (clinical or non-clinical) immediately after a “non-negative” urine drug screen is received. As a result, the student will not be able to complete the requirements of the education program, and may be dismissed from the program following final review by the Student Progress Committee and Chair of the Department of Athletic Training.

Appeals process Dean of the Congdon School of Health Sciences

1. An MSAT student dismissed from the program may, within seven days after the “non-negative” urine drug screen was received, appeal to the Dean of the Congdon School of Health Sciences. The appeal must be made in writing and include any supporting documentation the student wishes to submit.

2. The Dean will consider the request for appeal.

3. The student may request a meeting with the Dean. The Dean will determine whether such a meeting is necessary and will determine any terms of the meeting.

4. The Dean will render a decision on the matter within seven days of receipt of the appeal request.

5. The student, Chair of the Department of Athletic Training, and the Graduate Operations Office will be informed of the Dean’s decision.

University Provost

1. An MSAT student dismissed from the program and whose subsequent appeal to the Dean has also been denied may appeal the Dean’s decision. The appeal must be made in writing and received by the Provost within seven days of the Dean’s decision.

2. The Provost will consider the request for appeal.

3. The student may request a meeting with the Provost The Provost will determine whether such a meeting is necessary and will determine any terms of the meeting.

4. The Provost will render a decision on the matter within seven days of receipt of the appeal request.

5. The student, Dean of the Congdon School of Health Sciences, Department Chair and the Graduate Operations Office will be informed of this decision.

6. The decision of the Provost regarding dismissal is final and cannot be appealed.

Maintenance of Records and Confidentiality

Urine drug screen results will be retained within the Castle Branch portal and may be viewed by the Chairperson of the Department of Athletic Training and the Clinical Education Coordinator. This remains separate from other student educational and academic records. Confidentiality will be maintained consistent with Family Educational Rights and Privacy Act (FERPA) and any other appropriate requirements and/or guidelines.

ATP Associated Forms: none

CAATE Associated Standards: none

Origin Date: March 26, 2012

Modified: May 31, 2018, May 15, 2023 (updated administrative titles)

Responsible Party: Program Director

Minimum Review Frequency: Annually

Approved by: Full-time faculty

Policy – Criminal Background Check

Background and Purpose

The purpose of this policy is to ensure the safety and well-being of patients with whom students will interact in the clinical setting. In addition, many clinical sites require criminal background checks as part of their clinical affiliation agreement with High Point University.

Definitions

1. Professional phase: The period in which students are enrolled in required graduate professional coursework and clinical experiences. Formal admission to the professional phase is required.

Policy statement

All students in the professional phase of the program will undergo annual (academic year) criminal background checks prior to engaging in any observation or direct patient care experiences required in coursework associated with the Department of Athletic Training.

An additional criminal background check will be required prior to engaging in clinical rotations at any clinical affiliation site that requires one be completed after the student is admitted to the professional program. If an issue arises with the updated background check the Student Progress Committee will review the report and determine if professional behaviors or program values have been violated and if probation/dismissal is warranted. Students may appeal the decision through procedures outlined in the Grievance Policy.

Procedures

High Point University uses Castle Branch to conduct criminal background checks.

1. Upon admission to the MSAT program students will be emailed instructions on how to register with Castle Branch for this purpose.

2. Background checks are conducted at no cost to the student.

3. An initial background check should be completed prior to the start of classes during summer of the first year of the program. If a student is found deficient in submitting information, they must complete prior to their first clinical experience.

4. Background checks for the second year of clinical rotations must be completed by June 1st or as required by the clinical site.

5. Should a clinical site request an additional background check the student should work with the Clinical Education Coordinator to facilitate the process.

CAATE Associated Standards: 24F and 27G

Origin Date: March 26, 2012

Modified: May 31, 2018, May 20, 2019, May 27, 2020, May 6, 2021

Responsible Party: Program Director

Minimum Review Frequency: Annually

Approved by: Core faculty

Section IV: Program costs

Policy – Program Expenses

Background

Program tuition and fees are established by the University on an annual basis. For information on the on the estimated cost of attendance including current tuition and fees please visit http://www.highpoint.edu/athletictraining/32-master-of-science-in-athletic-training/#tab4 or http://www.highpoint.edu/athletictraining/2-year-post-baccalaureate-master-of-science-in-athletictraining/#tab4 .

The comprehensive fee structure includes the following as described by the program and Campus Concierge:

• Two HPU Athletic Training uniform shirts for clinical rotations

• CPR/Professional Rescuer recertification

• Annual Typhon clinical tracking fee

• Annual Castle Branch document tracking fee

• Annual Exam Soft testing fee

• Annual background check

• Annual drug screening

• BOC practice exam voucher

• Stocked medical kit for clinical experiences

• Digital subscriptions to Muscle and Motion

• Digital subscription to EHR Go

• Graduation fees

• Library Services

• Online textbooks (as appropriate)

• Campus Parking

• Athletic Events

• Airport Transportation

• Printing

• Major Concerts

• Cultural Enrichment Events

• Fitness Center/Pool

• Intramurals and Club Sports

• Counseling Services

• Health Services

• Career/Internship Services

• Concierge Services

Other program expenses

Students are responsible for the costs associated with required annual flu shots and other vaccines that may be required by clinical sites. All HPU students are required to have proof of health insurance and responsible for any expenses incurred to meet this requirement.

Students are responsible for the cost of textbooks and must have a laptop or mobile device suitable for in-class use and for online learning.

While HPU provides two uniform shirts for clinical rotations, students should be aware that some rotations have clothing contracts (e.g., Nike, adidas) which prohibit the wearing of certain brands. In many but not all cases, those clinical sites will provide clothing for the student.

Students are also responsible for all costs associated with their personal transportation to clinical rotations. Students are responsible for all living costs and should be aware that some clinical rotations occur outside of the immediate High Point region and therefore the student may choose to seek shortterm housing opportunities in other areas.

CAATE Associated Standards: Standards 24D

Origin Date: May 24, 2019

Date of Revision: May 6, 2021 (elaborated on covered expenses and additional costs); May 5, 2023 (revised fees)

Responsible Party: Program Director

Minimum Review Frequency: Annually

Approved by: Core faculty

Policy – Withdrawal from HPU/Refund of Paid Tuition

For the High Point University policy on crediting any charges paid based on date of withdrawal, please refer to the information on https://www.highpoint.edu/studentaccounts/withdrawalinformation/

CAATE Associated Standards: Standards 23E

Responsible Party: Program Director, Office of Financial Aid, & Office of Graduate Operations Minimum

Review Frequency: Annually

Reviewed by: Core faculty

Policy – Awarding of Financial Aid & Scholarships

Financial Aid

1. For contact information for financial aid, please list the Office of Student Financial Planning, 336841-9124, finplan@highpoint.edu.

2. To apply for student loads through the Free Application for Federal Student Aid (FAFSA), visit https://studentaid.gov/h/apply-for-aid/fafsa

a. Graduate/health profession students are eligible for only federal direct unsubsidized loan funds based on completing the FAFSA. The annual eligibility is $20,500. Students can then apply for additional funding through the federal Grad PLUS loan or private loans.

3. For contact information for billing, payment plans and insurance, please contact the Office of Student Accounts, 336-841-9259, studentaccounts@highpoint.edu.

4. Payment of all tuition and fees is due at the beginning of each term of enrollment.

HPU Athletic Training Scholarships

A generous High Point University donor has made it possible for the High Point University Department of Athletic Training to offer scholarships for qualified applicants ranging from $5000 to $10,000 per year to new external applicants for the Master of Science in Athletic Training students who start in Summer 2024 and beyond. External applicants will be reviewed by the office of Graduate Admissions to determine scholarship qualifications based on GPA.

HPU Presidential Scholars

Students who enter High Point University as an undergraduate may be eligible for the Presidential Scholars program based on criteria defined by the Office of Undergraduate Admissions

http://www.highpoint.edu/admissions/tuition-fees/presidential-scholarship-program/. All faculty at High Point University participate in the Presidential Scholars interview process but are not involved in the direct decision making that determines who is awarded a scholarship.

Presidential Scholars are granted 8 semesters of funding toward the baccalaureate degree. Even though students on the 3+2 track are enrolled in graduate courses they remain classified as undergraduate students through December of the 4th year of study which equates to 8 semesters due to required summer school. Allocation of funds in the first summer semester of the professional phase of the program (4thyear of study at HPU) are done so on a prorated basis. Therefore, students with Presidential Scholarships are eligible to retain those funds until the BS in Exercise Science is awarded in December of the 4th year of study.

Upon completion of the BS degree 3+2 students are eligible for HPU 5th year master’s degree tuition

grants.

External Scholarships

Once admitted to the MSAT program, students are encouraged to join the National Athletic Trainers’ Association to become eligible for scholarships through the NATA Research and Education Foundation, the Mid-Atlantic Athletic Trainers’ Association and the NC Athletic Trainers’ Association

MSAT Associated Forms: none

CAATE Associated Standards: 24H, 24N

Origin Date: May 26, 2016

Revised: May 2022; May 5, 2023 (addition of scholarships)

Responsible Party: Program Director

Minimum Review Frequency: Annually

Approved by: Dr. Denny Bolton, Executive Vice President (2016); Brad Calloway, Executive Vice President (2023)

Section V: Academic Requirements

Overview – Program Retention, Progression, and Completion

Background and Purpose

The purpose of these policies is to provide clear expectations on requirements and procedures related to program retention, progression, and completion.6

Definitions

Professional program: The period when the student is engaged in required graduate athletic training coursework and clinical experiences. Formal application and admission to the professional program is required. The professional program spans 6 semesters and includes summer, fall, and spring in the first professional year and summer, fall, and spring of the second professional year.

Selective admission: All students seeking admission to the Master of Science in Athletic Training program must meet admission criteria defined on the program website and admissions policy. HPU students on the 3+2 MSAT track who meet admission criteria are given priority admission over students from outside of the University.

Good standing: Indicates a student is not on academic (didactic or clinical) or professional behaviors probation.

Academic probation: Indicates students in the professional program whose semester GPA falls below 3.0 or earns a grade of C for a course grade. In addition, students who fail to complete required academic remediation plans (including clinical remediation) will be placed on probation.

Professional behaviors probation: A student may be placed on probation due to documented evidence (Professional Behaviors Incident Report) of a professional behavior violation.

Dismissal: A program-based decision that results in a student being required to exit the professional program. A student must reapply to the professional program to regain admission.

Remediation: The process of addressing deficiencies in a student’s knowledge, skills, and behaviors such that the correction of these deficiencies is measurable and can be documented.

Policy – Program Progression and Retention

Policy Statement

The student’s ability to progress in the professional program is based on academic progress including didactic and clinical performance, as well as professional behaviors.

To remain in good academic standing requires students to earn a semester GPA of 3.0 or greater and earn a B or better in all coursework. A student earning a course grade of C will be placed on academic probation. Students are allowed only one overall course grade of C. A student earning a final course grade below a C (or fail in a pass/fail course) will be dismissed from the program. Students in the professional program whose semester GPA falls below 3.0 will be placed on academic probation. Students will be dismissed if their semester GPA falls below 3.0 for 2 consecutive semesters.

Assessment and Minimum Grade Standards for Graded and Pass/Fail Courses

A 90-100 Pass 80-100%

B 80-89.9 Fail <80%

C 70-79.9

F <70

Reasons for probation (see associated policies)

Students will be placed on probation in the Master of Science in Athletic Training degree program under the following circumstances:

1. For earning a final course grade of C

2. For earning one final course grades of C

3. For having a semester GPA below 3.0

4. For failing to adhere to program policies.

5. For failing to achieve 80% on required OSCE cases following remediation

6. Inadequate clinical progress

7. Failure to meet course requirements

Reasons for dismissal (see associated policies)

Students will be dismissed from the Master of Science in Athletic Training degree program under the following circumstances:

1. When a student fails to meet post-acceptance requirements in the manner specified in the MSAT Student Handbook policy

2. For earning a final course grade below a C or fail in a pass/fail course

3. For earning 2 final course grades of C

4. When a student’s semester GPA is below 3.0 for 2 consecutive semesters

5. Failure to pass end-of-semester (fall and spring PY1) summative written exams with a score of 70%

6. For conduct that would render them ineligible to participate in clinical rotations.

7. When a student is unable to meet the minimum technical standards with or without accommodation necessary to achieve the knowledge, skills, and competencies of an entry-level athletic trainer.

8. When it is no longer possible for the student to complete all program requirements for graduation within 5 years of their original date of matriculation in the MSAT.

9. When the student exhibits behavior detrimental to their profession, including failure to demonstrate ethical and/or professional behavior and academic dishonesty.

10. Students found to be cheating are subject to dismissal.

11. Any additional professional violations following placement on professionalism probation.

Procedures to aid retention (see associated policies)

1. Academic Advising

2. Typhon Student Tracking System

3. Remediation plans

4. Student progress committee

CAATE Associated Standards: Standards 23C and 24L.

Origin Date: May 23, 2019

Revision Date: May 26, 2020, May 6, 2021 (removed AT Milestones); May 5, 2023 (changed number of C’s allowed and dismissal)

Responsible Party: Program Director

Minimum Review Frequency: Annually

Approved by: Core faculty

Policy - Required Academic Standards: Didactic

Policy Statement:

Student progress is monitored and documented throughout the MSAT program in a manner that promptly identifies deficiencies in knowledge or skills and establishes means for remediation. A student earning below a B in any component of a course will remediate the identified area(s) of deficiency per the procedures outlined below.

Remediation Procedures

1. A student that earns below a B (80%) on any course assessment designated as remediation eligible MUST remediate with the instructor.

2. The student can remediate ONE (1) item per course scored below 80% for a change of grade not to exceed 80%. The student must notify the instructor within 24 hours of receiving the grade if they intend to pursue remediation for a change of grade.

3. A student that earns below 70% on summative written assessment at the end of the fall and spring semesters of PY1 will be required to remediate and retake the summative assessment within 7 calendar days.

4. The specific remediation plan developed is at the discretion of the course director and may include but is not limited to:

o Reading assignments.

o Written completion of selected course learning objectives with reference citations.

o Written response to selected exam items with reference citations.

o Problem-based learning exercises focused on area(s) of weakness.

o Written self-reflection exercise.

o Individual faculty-led tutoring (especially skills related deficiencies).

o Review and self-analysis of practical exam performance

5. A successful remediation plan for change of grade will include:

o Composition/nature of assessment and the student performance required for successful remediation of material.

o Date in which assigned activities are due.

6. The responsible course director or faculty member must file an academic incident report through the Typhon system triggering notification of the SPC within 3 business days of meeting with the student.

7. The responsible course director or faculty member must document remediation efforts and outcomes and file this in the student’s official program file.

CAATE Associated Standards: Standards 23C and 24L

ATP Associated Forms: Academic Incident Report Form (Typhon); Remediation Plan Form

Origin Date: May 24, 2019

Revision Date: May 26, 2020, May 6, 2021; May 5, 2023 (removed remediation exception for ATR 5000 and 6102)

Responsible Party: Program Director

Minimum Review Frequency: Annually

Approved by: Core faculty

Policy - Required Academic Standards: Clinical

Policy Statement:

All clinical rotation courses are graded with pass/fail designation based on specific requirements outlined in the associated course syllabi. Student assessment includes the following:

1. Clinical Learning Objectives

2. Completion of the required minimum number of clinical hours

3. Preceptor evaluation (overall score and individual learning objective scores)

4. Preceptor evaluation of Professional Behaviors

5. Completion of paperwork/ documentation in Typhon

6. Completion of Objective Structured Clinical Examinations (OSCE) with an individual case scores of 80% or higher

7. Course assignments (as applicable)

Clinical Rotation Remediation Procedures

Student progress is monitored and documented throughout the clinical component of the AT program in a manner that promptly identifies deficiencies in knowledge or skills and establishes means for remediation as described herein:

I. Clinical Learning Objectives – Clinical learning objectives evaluated by the preceptor MUST be reflected in the clinical encounter data a minimum of one time during the rotation. Students must receive a score between 1.5 -2 during the PY1 year and 2.5-3 during the PY2 year using the level descriptors below:

a. Level 1 - Learner displaying knowledge and abilities associated with the learning objective at a beginner level; needs direct and consistent feedback and supervision.

b. Level 2 – Learner has advanced beyond beginner expectations but is not performing at a level for unsupervised practice; the learner can perform basic skills/procedures associated with the learning objective, with minimum or no supervision, but needs assistance with complex tasks and clinical decision making.

c. Level 3 – Learner has progressed beyond beginner level and showing ability to work autonomously in both basic and complex skills/procedures associated with the learning objective; the learner is able to problem solve and make evidence-based clinical decisions; the learner demonstrates the knowledge and skills associated with this learning objective to successfully pass the BOC exam.

A remediation plan will be established between the student and course director if a learning objective is not reflected in the clinical encounter data or does not meet the appropriate threshold level. Remediation may include skill/procedure assessment, SP case assessment, or other methods of evaluation to assure the student has met the clinical learning objectives for the course.

II. Completion of required minimum clinical hours- If a student fails to complete the required minimum number of clinical hours, they may request an incomplete for the course and a remediation plan. A remediation plan will be established between the student and the course director. The student will be referred to the Student Progress Committee for consideration of probationary status and matriculation in the Program.

III. Preceptor Evaluations of Student – If a student fails to meet the minimum overall clinical performance level as reflected in the final preceptor evaluation (1.5-2/3 PY1; 2.5-3/3 PY2), they will be referred to the Student Progress Committee for decisions of remediation, probationary status, and matriculation in the Program.

a. Level 1 - Learner displaying knowledge and abilities at a beginner level; needs direct and consistent feedback and supervision.

b. Level 2 – Learner has advanced beyond beginner expectations but is not performing at a level for unsupervised practice; the learner can perform basic skills/procedures with minimum or no supervision but needs assistance with complex tasks and clinical decision making.

c. Level 3 – Learner has progressed beyond beginner level and showing ability to work autonomously in both basic and complex skills/procedures; the learner is able to problem solve and make evidence-based clinical decisions; the learner demonstrates the knowledge to sit for the BOC exam.

IV. Preceptor Evaluation of Professional Behaviors – If a student fails to meet an overall score of 80% on the final preceptor evaluation of Professional Behaviors, they will be referred to the Student Progress Committee for decisions of remediation, probationary status, and matriculation in the Program.

V. Completion of paperwork/documentation in Typhon – A student may not begin a clinical education rotation until all required paperwork and documentation is submitted and verified. If the clinical site orientation, daily logs, time logs, and/or evaluations are not submitted according to guidelines set in the syllabus, the student may be subject to remediation as determined by the course director. Repeated offenses will be referred to the Student Progress Committee.

VI. Comprehensive clinical performance evaluation – Failure to earn an 80% or better on any component of the OSCE will require remediation that is eligible for a change of grade up to 80%. The specific remediation plan for that component is developed at the discretion of the faculty evaluator and may include but is not limited to:

a. Review of evidence.

b. Reading assignments.

c. Problem-based learning exercises focused on area(s) of weakness.

d. Written self-reflection exercise.

e. Individual faculty-led tutoring (especially skills related deficiencies).

f. Repeat skill/procedure or case-based evaluation.

The student may be referred to the Student Progress Committee for decisions concerning probationary status and matriculation in the Program.

• A successful remediation plan will include:

o Composition/nature of assessment and the student performance required for successful remediation of material.

o Date in which assigned activities are due.

• The responsible course director or faculty evaluator must document remediation efforts and outcomes and file this in the student’s official file.

• The Student Progress Committee must be notified via an Incident Report in Typhon of any student remediation by the course director.

CAATE Associated Standards: Standards 23C and 24L

ATP Associated Forms: Incident Report Form (Typhon)

Origin Date: May 24, 2019

Date of Revision: May 26, 2020; January 15, 2021 (score descriptors added)

Responsible Party: Program Director

Minimum Review Frequency: Annually

Approved by: Core faculty

Policy - Required Standards: Professional Behaviors

Policy Statement:

Students should strive to embody the foundational behaviors of professional practice and will be evaluated on their progress towards this goal throughout their progression in the program.

Evaluation of Professional Behaviors Procedures

The Student Progress Committee evaluates students’ professional behavior at least once per semester via documentation provided by their designated faculty advisor, monitoring of student professional behavior conducted on an ongoing basis by day-to-day observation and feedback, as well as preceptor evaluations.

During this evaluation, the committee will meet and assess each student’s professional behavior in the classroom/laboratory using the following criteria:

• Attendance: Does not miss class or other required events

• Punctuality: Is on time for class and labs

• Class participation: Participates actively and consistently in class discussions and assignments.

• Writing Skills: Clear, concise write-ups with appropriate documentation, correct grammar, spelling and utilization of accurate medical concepts and terminology

• Verbal Skills: Speaks clearly concisely and logically using appropriate medical terminology.

• Demeanor: Positive attitude, accepts constructive feedback, demonstrates maturity

• Dress and Attitude: Consistently presents a professional demeanor in dress and attitude for class, labs, and events.

• Interaction: Consistently demonstrates respect and sensitivity to fellow students, faculty, and staff

• Learning: Consistently takes responsibility for own learning, shows motivation for self-directed learning

• Initiative: Consistently demonstrates initiative and flexibility

During the clinical rotations, students are also evaluated by their preceptors and direct observation by faculty on clinical site visits. Criteria for evaluation of attitude and professional behaviors include:

• Adherence to clinical site policies and procedures

• Deportment: Positive attitude, accepts constructive feedback, maturity

• Learning: Consistently takes responsibility of own learning

• Initiative: Consistently demonstrates flexibility and initiative

• Attendance: Does not miss required activities

• Punctuality: Consistently arrives on time for all scheduled activities

• Verbal Communication: Speaks clearly and concisely using appropriate level of terminology.

• Dress and Attitude: Presents a professional demeanor in dress and attitude.

• Interaction: Demonstrates respect and sensitivity to others

• Primacy of the patient

• Team approach to patient care

• Legal practice

• Ethical practice

• Use of evidence-based practice

• Cultural competence and sensitivity

Remediation of Professional Behaviors – Procedures

Students may be placed on probation due to documented evidence of violation of professional behaviors using the following procedures:

I. A Professional Behaviors Incident Report form must be completed by the appropriate faculty, advisor, or preceptor documenting the behaviors of concern.

II. The incident report will be shared with the Student Progress Committee (SPC) per SPC policies/procedures.

III. Students may be put on probation for the following:

a. Violation of program or clinical site policies and procedures

b. Failure to meet expectations of professional behaviors.

IV. Students may be immediately dismissed from the program for the following violations:

a. Evidence of unethical or immoral conduct as outlined by the NATA Code of Ethics

b. Engaging in conduct which violates the NC Athletic Training State Practice Act

c. Exhibiting behavior detrimental to their profession, including failure to demonstrate ethical and/or professional behavior and academic dishonesty.

Procedure for regaining good standing following placement on Professionalism

Probation:

To return to good standing following placement on Professionalism Probation, students must refrain from demonstrating any of the professionalism deficiencies listed above during the probationary period. The probationary period will last from the time the student is placed on professionalism probation until the end of the following semester at which time the Student Progress Committee will conduct a formal professional evaluation.

CAATE Associated Standards: Standards 23C and 24L

ATP Associated Forms: Incident Report Form

Origin Date: May 24, 2019

Responsible Party: Program Director

Minimum Review Frequency: Annually

Policy - Program Completion

Requirements for Graduation:

To graduate and earn a Master of Science in Athletic Training (MSAT) degree, students must:

• Successfully complete all course work in the MSAT professional program according to program defined academic standards.

• Achieve a minimum graduate G.P.A. of 3.0. The graduate GPA is calculated based only on courses completed beyond the bachelor’s degree.

• Demonstrate they have met all Program Learning Outcomes as defined in the Master Assessment Plan

• Demonstrate they have met program expectations and acquired the competencies needed for entry into clinical AT practice.

• Submit a completed graduation application to the Office of Graduate Studies.

• If a student is on academic probation as they enter the final semester, they must still have the required graduate G.P.A. of 3.0 to graduate.

• Be in good professional standing. In the event that a student is on professionalism probation as they enter the final semester, they must successfully meet program-established conditions to successfully transition off professionalism probation prior to graduation.

• Complete all requirements for graduation within 5 years of the original date of matriculation into the MSAT.

• Have no incomplete grades

• Have earned no more than one final course grades of “C.”

• Have no financial or library obligation with High Point University

Students should apply for graduation one term before all requirements for the MSAT degree are complete. The graduation application is available on the Norcross Graduate School website. To apply, the student should download and return the completed form to the Graduate School.

CAATE Associated Standards: Standard 24G Degree Requirements

ATP Associated Forms: Incident Report Form

Origin Date: September 11, 2012

Last Reviewed: May 27, 2020; May 6, 2021

Revised: March 18, 2015, August 19, 2015, July 25, 2016, October 23, 2017 (clarified role of SPC & revised remediation policy), May 30, 2018 added program completion policy and revised remediation, May 20, 2019 revised as a stand-alone policy; May 26, 2020 revision of outcomes; May 12, 2023 clarification of graduate GPA calculation and revision of number of C grades allowed. Revisions approved by Dean, Director of Graduate School, and Provost.

Responsible Party: Program Director

Minimum Review Frequency: Annually

Approved by: Core faculty

Policy – Student Progress Committee

Policy Statement

The student’s ability to progress in the program is determined by the Student Progress Committee. Due to the sequential nature of the curriculum, students must successfully complete courses and demonstrate professional behaviors within a given semester before becoming eligible to take courses in the subsequent semester unless given written permission by the Student Progress Committee (SPC).

Purpose

The purpose of the Student Progress Committee is to support student retention, aid in student success, and guide students towards program completion.

SPC Membership

The SPC is made up of two athletic training faculty members and the Program Director who serves as an ex-officio member. Members complete 2-year terms on a staggered basis. In the event of a voting tie the Program Director will vote regarding student status.

Student Progression Criteria

a. Academic progress review

i. Criteria for progression in good standing

1. GPA 3.0 or higher

2. course grades of B or higher or passing

3. passing of summative written exams with score of 70% (fall PY1, spring PY1, and fall PY2)

4. completion of all remediation plans

b. Clinical progress review

i. Criteria for progression in good standing

1. Appropriate level of competence achieved with OSCE case scores of 80% or higher

2. Completion of all required clinical learning objectives

3. Completion of all remediation plans

c. Professionalism review

i. Criteria for progression in good standing

1. Preceptor evaluation of professional behaviors

2. Professional behavior evaluation score from preceptor of 80% or higher

3. Completion of all remediation plans

SPC Procedures - Determination of Progression and Retention

At the conclusion of each semester, the SPC reviews each student’s academic, clinical, and professional performance. Students must be recommended for progression by the SPC to be eligible to take courses in the subsequent semester and continue their progression through the program. In the event that a student is remediating a course or course component, they may progress to the subsequent semester at the discretion of the SPC.

The SPC uses the following procedures:

II. The SPC meets when requested by a faculty member or through an incident report filed by a preceptor in the Typhon Student Tracking System.

a. The faculty member or preceptor filing the report may participate in the meeting at the request of the SPC but not have voting ability. If the faculty member filing the report serves on the SPC the Program Director will vote instead.

III. The SPC will meet periodically on a schedule that compliments student advising schedule to review course grades, clinical progress, and professional behaviors. Any concerns will be documented and shared with the student and their academic advisor. At a minimum the SPC meets at the end of each semester to determine the student’s ability to progress in the program. This meeting should occur within the next business day following when all grades have posted for that semester.

IV. At the conclusion of each semester the Student Progress Committee (SPC) will review the students’ academic files and determine if they meet the criteria for progression described above.

V. SPC rulings will be documented in the student’s program folder.

VI. The SPC has the authority to vote on student progress with the following classifications:

a. Progress in Good Standing

b. Progress with Academic Probation

c. Progress with Professional Behaviors Probation

d. Recommend to full faculty for dismissal

Procedures – Program Dismissal

If warranted, the SPC can recommend to the MSAT core faculty that a student be dismissed from the Master of Science in Athletic Training degree program. Dismissal from the program requires a vote of the MSAT core faculty with a supermajority in favor of dismissal.

Procedures - Student Appeals

Students who are placed on probation or are dismissed from the program have the right to a formal appeal. Students who wish to appeal a disciplinary action must submit a formal letter requesting an appeal to one of the following individuals. Letters of appeal should be submitted within 5 days from receiving a disciplinary action.

• Athletic Training Program Director

• Dean of the Congdon School of Health Science

CAATE Associated Standards: Standard 23C Standard 24L

ATP Associated Forms: Student Progress Committee Review form

Origin Date: May 24, 2019

Revised: May 6, 2021; May 5, 2023 (removed reference to AT Milestones, revised student appeals)

Responsible Party: Program Director

Minimum Review Frequency: Annually

Approved by: Core faculty

Policy – Academic Dishonesty

The Master of Science in Athletic Training (MSAT) program follows the High Point University Honor Code and associated policies and procedures regarding academic dishonesty. For more information, please visit http://www.highpoint.edu/studentconduct/university-honor-code/

UNIVERSITY HONOR CODE

Preamble

We, the students of High Point University, believe that honesty and integrity are essential to student development, whether personal, social, or academic. Therefore, we assert that:

Every student is honor-bound to refrain from conduct which is unbecoming of a High Point University student and which brings discredit to the student and/or to the University;

Every student is honor-bound to abstain from cheating;

Every student is honor-bound to abstain from collusion;

Every student is honor-bound to abstain from plagiarism;

Every student is honor-bound to confront a violation of the University Honor Code; Every student is honor-bound to report a violation of the University Honor Code.

Interpretation of the Honor Code

History. The High Point University Honor Code originated within the Senate of the Student Government Association. It was then adopted by students in a general referendum, by the faculty on April 17, 1997, by the Administrative Council and by the Board of Trustees.

Authority. Although the High Point University Honor Code cannot exist without the involvement of faculty and staff, the Honor Code was created by students and shall be maintained and enforced by the Judicial Board of the Student Government Association out of the Office of Student Life.

Pledge. When a student accepts an offer of admission from High Point University, they in turn are agreeing to abide by the University Honor Code. Therefore, professors may ask students to sign the following oath: On my honor, I have abided by the High Point University Honor Code at the beginning of semesters on the Syllabus or for tests, projects or any other assignments.

Definitions

For purposes of interpreting the University Honor Code, the following definitions shall apply:

Cheating Cheating includes, but is not limited to:

• the use of unauthorized information during testing or examination; the submission, in whole or in part, of the ideas or work of another as one’s own;

• completing academic work for another student who later submits said work, in whole or in part, as her/his own;

• submission of the same or similar work in two or more classes without the approval of the instructor(s) involved.

Collusion. Collusion includes, but is not limited to:

• agreements or conspiracies entered into for fraudulent or illegal purposes;

• discussing or otherwise describing the content of a test or examination with a student who will take a similar examination in the same course at a later period;

• forgery for purposes of deception.

Property violations Property violations include, but are not limited to:

• misappropriation (see High Point University Code of Conduct);

• the misappropriation of patents, copyrights, trademarks, or computer software;

• securing information from the Internet or similar sources without paying the required fees or royalties, where prescribed;

• the destruction or corruption of information technologies intended for common use;

• the misappropriation of library resources intended for common use;

• forgery for purposes of theft.

Plagiarism Plagiarism violations include, but is limited to:

• plagiarism involves quoting or paraphrasing without proper acknowledgment;

• submission of work without appropriate documentation or quotation marks:

• part or all of written or spoken statements derived from sources, such as books, the Internet, magazines, pamphlets, speeches, or oral statements;

• part or all of written or spoken statements derived from files maintained by individuals, groups or campus organizations;

• the sequence of ideas, arrangement of material, or pattern of thought of someone else, even though you express such processes in your own words.

• Acknowledgment. Proper acknowledgment includes identifying the author and source of a quoted or paraphrased passage and indicating clearly ( by the appropriate use/omission of quotation marks or indention’s) whether the passage is being quoted or paraphrased.

Responsibility of the Community

Because a University cannot perform its proper function in the absence of academic integrity and social responsibility and because you are a member of this University community, you are expected:

• to demonstrate academic integrity personally;

• to confront violations of the University Honor Code;

• to notify instructors when you believe that violations have occurred, regardless of whether or not you choose to identify the suspected offenders or yourself.

Academic Integrity. By practicing the following guidelines, you can help assure that you will not be suspected of academic dishonesty:

• where material is quoted, use quotation marks if the quotation involves fewer than four or fewer lines; indent, using double spacing, passages, which are longer than four lines;

• where material is paraphrased, be sure the wording is distinctly different from the original source because you will have plagiarized if you use any word order and/or grammatical structure original with the author of the source, except where material is indented or placed in quotation marks;

• where material is paraphrased, quoted, or otherwise appropriated for academic use, acknowledge the author and source;

• do not take dictionaries, notes, or textbooks into the classroom during a major test without the consent/direction of the instructor;

• be sure that notes and texts are closed and out of sight during quizzes;

• do not communicate with other students during a test or quiz;

• do not discuss the content of a test or examination with a student who is scheduled to take a similar test or examination in a different section of the same course.

Confrontation Although the University Honor Code does not prescribe the method of confrontation, although such confrontation may be either direct or indirect, and although civility is expected in all situations, you are expected to confront in some manner persons suspected of violating the University Honor Code. You may:

• talk directly with the person you suspect of violating the University Honor Code, advising her/him that (s)he is incriminating her/himself and explaining the moral and legal consequences of violating the University Honor Code;

• ask another member of the University community to talk with the person you suspect of violating the University Honor Code, advising her/him that (s)he is incriminating her/himself, and explaining the moral and legal consequences of violating of the University Honor Code;

• report a violation to the instructor, to the vice president for academic affairs, to the dean of students, or to the attorney general of the student government association.

Notification Although the University Honor Code does not require to identify persons suspected of violating the code, it does require students to advise their instructor when they have reason to believe that violations have occurred. Faculty will be more able to reduce violations if they are aware that violations may be occurring.

Right to Report Although the University Honor Code does not require students to report persons who violate the code, members of the University community are encouraged to report suspected violators directly to the instructor or by reporting it to the Student Conduct Department to the Office of Student Life. Any member of the High Point University community, including members of the faculty, the staff, or student body, may request an investigation if (s)he has reason to believe that another individual is in violation of the University Honor Code. If the case is related to a particular class, the instructor of that class shall investigate the case and shall initiate charges and sanctions, if appropriate. If the case is not related to a particular course (e.g., appropriation, forgery, property violations), the Dean of Students, or his designee, shall investigate the case and shall initiate charges and sanctions, if appropriate.

Special Notices

Academic Forgiveness. In the event that a student repeats a course at High Point University which (s)he previously failed for violations of the University Honor Code, both the “F” and the repeat grade will be computed in the grade-point average, with the result that the normal repeat policy does not apply.

Appeals. Disciplinary sanctions imposed by the instructor, by the dean of students, or by the University Honor Court may be appealed by following the appellate procedures described in A Guide to Campus Life.

Records. When sanctions are imposed by the instructor, by the dean of students, or by the University Honor Court for violations of the University Honor Code, From OSL 101 (Honor Code Incident Report) should be filed in the Office of Student Life. A copy of the form should be sent to the student and to the instructor in cases where the instructor has referred the student to the University Honor Court. Policies for the retention and disposal of records are describe on pages 5-6 of A Guide to Campus Life.

Refunds. In the event that a student is excluded from the University, the regular refund policy described in the Undergraduate Bulletin, the Bulletin of the Evening Degree Program, or the Graduate Bulletin shall apply. In the event that a student is excluded from selected courses, programs or facilities for violations of the University Honor Code, monies due, of payable will not be refunded in whole or part.

CAATE Associated Standards: Standards 23A

Responsible Party: HPU Office of Student Life

Minimum Review Frequency: Annually

Reviewed by: Core faculty

Policy - Grading

The Master of Science in Athletic Training (MSAT) program utilizes a grading system that includes both letter grades as well as pass/fail.

The courses listed below follow a letter grade system based on the following scale:

90-100% A

80-89% B

70-79% C

<70% F

ATR 4902/5102 Managing Medical Emergencies (5)

ATR 4902/5101 Foundations of Professional Practice (1)

ATR 4900/5100 Fundamental Skills in Athletic Training (1)

ATR 4999/5000 Gross Anatomy (5)

ATR 4915/5215 Musculoskeletal Assessment & Diagnosis I (4)

ATR 4916/5216 Musculoskeletal Assessment & Diagnosis II (4)

ATR 4917/5217 Spine, Posture, & Movement Assessment (2)

ATR 5218 Clinical Imaging Techniques (1)

ATR 4925/5225 Clinical Decision Making I (2)

ATR 4935/5235 Evidence Based Practice I (2)

ATR 5315 Therapeutic Interventions I (4)

ATR 5316 Therapeutic Interventions II (4)

ATR 5317 Manual therapy techniques (1)

ATR 5325 Clinical Decision Making II (2)

ATR 5335 Evidence Based Practice II (1)

ATR 6101 General Medical Conditions (3)

ATR 6102 Pathophysiology (3)

ATR 6103 Casting, Bracing, and Orthotics (1)

ATR 6215 Leadership and Management in athletic training (3)

ATR 6315 Optimizing athletic performance (3)

ATR 6217 Therapeutic Interventions III (3)

ATR 6235 Evidence Based Practice III (2)

CAATE Associated Standards: Standard 24I

Origin Date: May 14, 2020

Revised: May 5, 2023 (Changed ATR 6235 to a letter grade)

Responsible Party: Program Director

Minimum Review Frequency: Annually

Approving Body: Core Faculty

The courses listed below follow a pass/fail system based on the following scale:

80-100% Pass

<80% Fail

ATR 4945/5245 Pediatric Sports Medicine Clinical Rotation (2)

ATR 5345 Collegiate Sports Medicine Clinical Rotation I (2)

ATR 6145 Orthopedic Sports Medicine Clinical Rotation (1)

ATR 6445 Pre-season Clinical Rotation (2)

ATR 6245 Collegiate Sports Medicine Clinical Rotation II (4)

ATR 6345 Elective Clinical Rotation (4)

ATR 6255 Inter-professional seminar (1)

ATR 6317 Seminar in Athletic Training (1)

Policy – Academic Advising

Background and Purpose

Academic advisement is mandated to help the student develop strategies for success during the academic and clinical rigors of an intense program of instruction. Occasionally a student may need to be referred for professional counseling or mental health services. The advisor serves as a guide and mentor, drawing upon whatever resources, on or off campus, are needed to fulfill these important responsibilities. Advisement therefore has both generic and student-specific components.

Policy

All students in the MSAT program are assigned an official faculty advisor upon matriculation. The role of the faculty advisor is to assist with course registration and monitor academic progress. Although faculty members cannot serve as professional counselors, they should exhibit genuine and thoughtful interest in each advisee, providing general support for their advisee’s well-being within the University community.

Procedures

1. Faculty are required to meet with their advisees at least twice per semester during the first professional year and at least once per semester in the second professional year per the advisement schedule below.

2. For first-year students the initial advising meeting should occur during the first two weeks of their first summer to begin the process of establishing a professional relationship with their advisor

3. Advising sessions should focus on ensuring that the student is using strategies to be successful in the program and will be student specific based on their perceived challenges.

4. All advising sessions must be documented in the Typhon student tracking system and should discuss at a minimum the following:

a. Academic progression

b. Clinical rotations

c. Study skills/time management

d. Student specific concerns

CAATE Associated Standards: Standard 27

ATP Associated Forms: MSAT advising form in Typhon

Origin Date: October 2, 2017

Revised date: May 2021

Responsible Party: Program Director

Minimum Review Frequency: Annually

Approved by: Core faculty

Policy – Student Grievances

The Department of Athletic Training follows the High Point University policy on filing student complaints as described by the following:

• Office of Student Life at www.highpointedu/studentconduct/reportaconcern

• Graduate School Bulletin

https://www.highpoint.edu/graduate/bulletins/?algPos=1&algObjID=82750&algQID=3319dd9ec55bc4e4321f55c8def2cdb5 Students should visit the webpage in order to complete an online form and file a complaint.

CAATE Associated Standards: 23B Grievance Policy

ATP Associated Forms: none

Adopted 11/19/2020

Responsible Party: Office of Student Life

Minimum Review Frequency: Annually

Revised: May 17, 2023 (listed websites)

Approved by: Core faculty

Policy – Nondiscrimination

High Point University does not discriminate on the basis of race, color, national origin, sex, disability, religion, age, genetic information, veteran or military status, pregnancy status, marital or parental status, mental or physical ability status, gender identity or expression, or sexual orientation in its educational programs and activities as required by Title IX of the Educational Amendments of 1972, the Americans with Disabilities Act of 1990, Section 504 of the Rehabilitation Act of 1973, Title VII of the Civil Rights Act of 1964, and other applicable statutes and University policies. University programs and activities include but are not limited to athletics (NCAA and club sports), admissions, financial aid, and employment. High Point University will not tolerate any form of harassment including sexual violence and sexual harassment.

The University’s Director of Title IX oversees compliance with all aspects of the Title IX Policy (including harassment and/or discrimination on the basis of sex or gender) under the requirements of Title IX.

For more information about High Point University’s Title IX-related policies, programs, and compliance efforts visit https://www.highpoint.edu/title-ix/

Title IX Director:

Nicole Rios, Title IX Director

Couch Hall, Room 327

High Point University One University Parkway High Point, NC 27268 336-841-9138

nrios@highpoint.edu

Deputy Title IX Coordinator (s):

Gwenn Noel

Associate Vice President, Student Experience

337 Slane Center

gnoel@highpoint.edu

336-841-9627

April Wines

Senior Woman Administrator/Associate Athletic Director

Witcher Athletic Center 117 336-841-4645

awines@highpoint.edu

After normal business hours and weekends please contact Campus Security at 336-841-9112, to reach staff members on-call.

Complaints may also be filed with the Office of Civil Rights:

U.S. Department of Education

400 Maryland Avenue, SW

Washington, DC 20202-1475

Telephone: (202) 453-6020

Email: OCR.DC@ed.gov

Web: https://www.ed.gov/ocr

For more information about the High Point University policies and procedures please visit http://www.highpoint.edu/title-ix/

CAATE Associated Standards: Standards 23D, 24M

Responsible Party: Director of Title IX

Revised: May 9, 2023 (updated personnel)

Minimum Review Frequency: Annually

Reviewed by: Core faculty

Section VI: Clinical Education

CLINICAL EDUCATION OVERVIEW

A hallmark of the HPU Master of Science in Athletic Training program is our personalized approach to planning and implementing clinical education experiences. Through a combination of meeting CAATE patient care standards and understanding students’ developmental needs and professional goals, we craft a clinical education progression that is appropriate for each student’s needs.

CAATE Definitions of terms7

1. 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.

2. 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.

3. Simulation: an educational technique, not a technology, to replace or amplify real experiences with guided experiences that evoke or replicate substantial aspect of the real world in a fully interactive manner.

4. Preceptor: preceptors supervise and engage students in clinical education. All preceptors must be license health care professionals and be credentialed by the state in which they practice.

5. Supplemental clinical experiences: learning opportunities supervised by health care providers other than athletic trainers or physicians.

6. 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 onsite and can intervene on behalf of the athletic training student and the patient. Supervision must also occur in compliance with the state practice act of the state in which the student is engaging in care. If the patient care is occurring via telehealth or telemedicine, the preceptor must concurrently monitor the patient care through appropriate telecommunication technology.

7. Immersive clinical experience: a practice-intensive experience that allows the student to experience the totality of care provided by athletic trainers.

8. Clinical site: a facility where a student is engaged in clinical education.

Additional terms

1. Objective Structured Clinical Examination (OSCE): a station-based examination designed to assess clinical skills, decision making, and patient interactions. OSCE’s include assessment by a faculty observer, feedback from a standardized patient, post-encounter assessments, and individual debriefing sessions between students and faculty-preceptors.

2. Project-based learning - Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.

Clinical Education Plan

The MSAT program requires six clinical education courses designed to provide students with a variety of patient encounters8 and experience an increase in clinical autonomy9 and decision making over time. The intentional patient exposures are aligned with the flow of the didactic curriculum to allow for a more seamless application of concepts into the patient care environment. A combination of live patient encounters, planned simulations, and supplemental experiences create a logical progression of clinical patient care opportunities across the clinical curriculum.

Summer/Fall/Spring PY1

ATR 5102 - Summer PY1

• Emergency simulations are conducted with high fidelity simulators, task trainers, standardized patients, and local EMS personnel

• Supplemental clinical experience with local Emergency Medical Services (EMS)

• Observational focus on emergency triage, transfer of care between professionals, interprofessional communication, and understanding the AT's role in the emergency medical chain of care.

ATR 5245 - Fall PY1

• Pediatric Sports Medicine

• Patient care experiences align with didactic curriculum as students are prepared for triage, emergency situations, and concussion management commonly seen in high school football and wrestling. The large patient volume in the high school setting also provides opportunities for students to practice the orthopedic assessment skills they are learning in fall PY1 coursework.

• OSCE assessment

• Preceptor evaluation

ATR 5345 - Spring PY1

• Collegiate Sports Medicine I

• Patient care opportunities incorporate a broader spectrum of care to include rehabilitation as well as access to more providers on the interprofessional healthcare team. As students gain knowledge and skill in the didactic component of the curriculum the clinical environment is conducive to application of those skills.

• OSCE assessment

• Preceptor evaluation

8 CAATE Standards 17 & 18

9 CAATE Standard 15

Summer PY2

ATR 6101

• Mini clinical experience in High Point Community Clinic

• Hands on patient care experience working with physicians to provide care to marginalized citizens in the HP community. This experience coincides with the instruction of general medical conditions seen in the clinic.

• Preceptor evaluation

• OSCE assessment

ATR 6145

• Orthopedic Sports Medicine

• Immersive clinical experience in an orthopedic physician practice setting. The sequencing of this experience provides students with exposure to a common clinical practice setting for ATs, the opportunity to develop interprofessional communication skills, further hone their orthopedic assessment skills, and experience common office-based clinical procedures. The exposure gained to pre/post surgical patients also provides them with clinical context for topics discussed during Therapeutic Interventions III in the PY2 fall semester.

• OSCE assessment

• Preceptor evaluation

ATR 6445

• Preseason clinical rotation

• Students complete an immersive clinical experience with a sport during its preseason phase. This rotation acknowledges the uniqueness of this phase of training and the AT's role in injury prevention.

• OSCE assessment

• Preceptor evaluation

Fall/Spring PY2

ATR 6245

• Collegiate Sports Medicine II

• Students complete a semester-long immersive clinical experience with a collegiate athletic team experiencing totality of the athletic trainer’s role in that setting. Students are matched with preceptors who will allow for increased autonomy and decision making.

• OSCE assessment

• Preceptor evaluation

ATR 6345

• Elective Rotation

• This immersive clinical experience allows students to focus in a particular practice setting of their choice. Students have the opportunity to explore settings (e.g., military, performing arts, professional sports, elite youth sports, industrial/occupational health) not associated with the other clinical rotations or return to similar settings they have previously experienced. Students are matched with preceptors who will allow for increased autonomy and decision making.

• OSCE assessment

• Preceptor evaluation

Clinical Sites & Placements

High Point University has clinical affiliation agreements or memoranda of understanding with a wide variety of clinical sites thus allowing students the opportunity to experience patient care in multiple settings and with patients across the life span, of varying demographics, and with different medical conditions.

Policy – Clinical sites

Students should not act as agents of High Point University and attempt to secure clinical site contracts. Students that wish to pursue clinical experiences at sites not listed below MUST notify Dr. Nancy Groh, Clinical Education Coordinator, as soon as possible to allow for an evaluation of the appropriateness of the site and to determine if a clinical affiliation agreement can be obtained. Clinical sites are evaluated for quality based on the program’s established Clinical Site Selection and Compliance Policy.

Policy – Clinical Placements

Clinical placements are determined by the Clinical Education Coordinator in consultation with the Program Director. Clinical placements are designed to ensure that students have the opportunity to provide care to patients throughout the lifespan, of different sexes, with different socioeconomic statuses, of varying levels of activity and athletic ability, and to those who participate in non-sport activities.10 Consideration is also given to ensure that students gain experience with patients with a variety of health conditions commonly seen in athletic training practice.11 Specific to immersive clinical experiences, placements are based on the student’s supervisory needs, patient exposure needs, match with preceptor personality, and career goals.

Policy – Immersive clinical experiences12

Immersive clinical experiences are designed to allow students to experience the totality of care provided by athletic trainers and the totality of the job responsibilities. Immersive clinical experiences occur during the second year of the professional program. Official reporting dates for immersive rotations are communicated via email by the Clinical Education Coordinator. Students are required to return to campus approximately once a month in the fall PY2 semester for 2-3 days at a time and as needed in the spring PY2 semester. This time away from the immersive experience does not detract from the intent of the experience as athletic trainers should be allowed time away for work-life balance. Students must inform their preceptor of the required dates for returning to campus at the beginning of the rotation.

CAATE Associated Standards: Standards 16, 17, 18

Origin Date: May 6, 2021

Revised: November 5, 2021

10 CAATE Standard 17

11 CAATE Standard 18

12 CAATE Standard 16

Next Review: May 2022

Responsible Party: Program Director

Minimum Review Frequency: Annually

Approved by: Core faculty

Current Clinical Sites

(new sites are added as requested and/or available)

High School Setting

Guilford County

•Southwest Guilford High School

•Southern Guilford High School

•Southeast Guilford High School

•High Point Central High School

•Page High School

•Ragsdale High School

Forsyth County

• Forsyth County

•RJ Reynolds High School

•West Forsyth High School

•Mt. Tabor High School

•Forsyth Country Day School

•Carver High School

•Bishop McGuinness Catholic High School

•East Forsyth High School

•Ronald Wilson Reagan High School

•Walkertown High School

•Glenn High School

•Simon G. Atkins Academic and Technology High School

•North Forsyth High School

Randolph County

• Randolph County

•Eastern Randolph High School

•Southwestern Randolph High School

•Providence Grove High School

•Wheatmore High School

Davidson County

•Central Davidson High School

•Oak Grove High School

College/University Setting

PY1 Year Integrated Rotations

•High Point University

•Wake Forest University

•Greensboro College

•Guilford College

•Winston-Salem State University

•Elon University

PY2 Year Immersive Rotations

•High Point University

•Wake Forest University

•Greensboro College

•Elon University

•Guilford College

•Winston-Salem State University

•Duke University

•UNC Chapel Hill

•NC State University

•Davidson College

•UNC - Asheville

•Queens University

•Virginia Tech (VA)

•Virginia Commonwealth University (VA)

•Georgetown University (DC)

•University of Tennessee (TN)

•Vanderbilt University (TN)

•Clemson University (SC)

•Coastal Carolina University (SC)

•Furman University (SC)

•Kennesaw State University (GA)

•Boston College (MA)

•University of Rochester (NY)

•University of Florida (FL)

•University of Louisville (KY)

•Arizona State University (AZ)

Other Sites available for Elective Rotations

Elective clinical rotations are immersive in nature and can be completed at any of the high school or college sites in addition to those listed below.

Professional Sports

•Carolina Panthers (NFL)

•Arizona Cardinals (NFL)

•Greenville Swamp Rabbits (Hockey)

•NASCAR

•Carolina Courage (women's soccer)

Performing Arts

•UNC School of the Arts

•Louisville Ballet Company (KY)

Military

•Camp Lejeune (NC)

•Fort Bragg (NC)

Occupational Health

•NASA (FL)

•Amazon

•Collins Aerospace

Orthopedic Physician Practice Settings

Murphy Wainer Orthopedic Specialists

Orthopaedic Specialists of North Carolina

Duke Sports Science Institute

Duke Orthopaedics

Novant Health Orthopedics and Sports Medicine

• Winston-Salem

• Thomasville

• Lexington

• Charlotte

Atrium Health Wake Forest Baptist Orthopedics and Sports Medicine

• Kernersville

• Greensboro

Barbour Orthopedics (Atlanta, GA)

Policies– Clinical Time Commitment13

Policy - Clinical Hours

The Department of Athletic Training follows a minimum of 100 clinical hours per 1 credit guideline that is consistent with HPU policy. Clinical hours must be recorded in the Typhon Student Tracking System. It should be noted that students must complete all required clinical learning objectives associated with a course regardless of how many clinical hours are recorded. Students who wish to exceed the maximum must request permission through Typhon using the Request to Exceed hours form for approval by the Coordinator of Clinical Education.

The credit hour allocation and clinical hour requirements are as follows:

Policy – Days off

Athletic training students must be afforded at least one day off per week. Release time should be prearranged between the athletic training student and their respective supervising preceptor.

Policy – Attendance and Tardiness

Athletic training students are required to participate in assigned clinical rotations as part of their clinical courses. Students are expected to attend all clinic sessions, practices, games, or other clinical rotations

as assigned by their supervising preceptor. Students are also required to arrive on time for their assigned clinical rotations.

Students may have to miss portions of their clinical experience due to academic course work, laboratory session, exam sessions, or study groups. Students are responsible for communicating issues of academic conflicts with their supervising preceptor.

If a student needs an isolated unscheduled absence due to illness or personal emergency, they must communicate with their preceptor as soon as possible. Prolonged absences must be communicated by the athletic training student directly to the Program Director and/or Clinical Coordinator.

Preceptors must report patterns of absence and tardiness to the Clinical Education Coordinator in a timely manner. Students who have a pattern of absences and/or tardiness may be subject to program disciplinary actions (e.g., probation, dismissal).

CAATE Associated Standards: Standards 13

Origin Date: May 6, 2021

Responsible Party: Program Director

Minimum Review Frequency: Annually

Approved by: Core faculty

Policy – Documentation of Patient Encounters

Definitions:

1. Patient encounter – interaction between an athletic training student and a patient/client in which an athletic training service was provided.

2. Case log – record of individual patient encounter

3. Underserved population - In regard to health services, refers to populations which are disadvantaged because of ability to pay, ability to access care, ability to access comprehensive healthcare, or other disparities for reasons of race, religion, language group or social status.

Policy

Students are required to record and submit case logs daily.

Procedures:

1. The following MUST be included in your case log:

a. Patient demographic information (gender, age, race, indicate underserved population if appropriate)

b. All procedures and skills performed MUST be selected (See documents for printable list)

i. Must indicate as:

1. Real time

2. Simulated (preceptor made up a case)

3. Standardized patient (OSCE case using trained patient)

4. Performed/Assisted/Observed

c. Additional information:

i. If appropriate:

1. ICD codes (see documents for list used by HPU or use search mode)

2. CPT codes (see documents for list used by HPU or use search mode)

3. Medications being taken

a. OTC

b. Prescription

4. Type of insurance

ii. Notes - should include brief description to indicate to preceptor patient case

iii. Descriptors (MUST select for patient encounters)

1. Level of competition

a. Competitive

b. Recreational

c. Non-athletic

2. Type of activity

a. Individual activity

b. Team activity

2. If administrative task and not direct patient care:

a. Submit as group encounter

b. Select procedure/skills appropriate to task

3. Basic skills that will be performed on a regular basis (i.e. – taping) only need to be entered once

a. Example – Bob has ankle taped every day, submit after first time.

b. If Bob gets taped as part of his TX plan, this can be captured as one of the several procedures and skills for that daily patient encounter.

CAATE Associated Standards: Standards 17

Origin Date: May 6, 2021

Responsible Party: Program Director

Minimum Review Frequency: Annually

Approved by: Core faculty

Policy –Assessment of Clinical Students

Students are assessed in clinical experience courses through a variety of mechanisms with defined performance expectations.

Evaluations by clinical preceptors – Clinical learning objectives

ALL designated course learning objectives should be reflected in the case logs at a minimum of one time during the semester, with the anticipation that most will be addressed multiple times. Designated course learning objectives are evaluated by the preceptor at mid-rotation (students reflect on progress) and at the end of the rotation (final grade). Students who do not meet all course learning objectives will receive an incomplete for the course and MUST demonstrate competence in the course learning objective(s) before progressing to patient care in the following clinical course. This will be completed either at the end of the current semester or beginning of following semester. Preceptors use the following rating scale to assess individual clinical learning objectives assigned to clinical experience courses. Any clinical learning objectives that are assessed by faculty preceptors via OSCE will be recorded as being completed.

Level 2

Level 1

Critical Deficiencies

(Early Learner)

(Learner who is advancing and demonstrating improvement in performance)

Level 3

(Ready for Unsupervised Practice)

Behaviors are not within the spectrum of developing competence

Significant deficiency in learner performance

Learner displaying knowledge and abilities associated with the learning objective at a beginner level.

Needs direct and consistent feedback and supervision

Learner has advanced beyond beginner expectations but is not performing at a level sufficient for unsupervised practice.

The learner can perform basic skills/procedures associated with the learning objective, with minimum or no supervision, but needs assistance with complex tasks and clinical decision making.

Learner has progressed beyond a beginner level and showing ability to work autonomously in both basic and complex skills/procedures associated with the learning objective.

The learner is able to problem solve and make evidence-based clinical decisions.

The learner demonstrates the knowledge and skills associated with the learning objective to successfully pass the BOC exam.

Evaluations by clinical preceptors – Professional behaviors

The Preceptor evaluates students on professional behaviors multiple times throughout the semester. Typhon calculates an overall percentage score based on individual item scores. The final percentage score will be recorded for this graded item. Students receiving <80% will be referred to the Student Progress Committee.

Evaluations by faculty-preceptors - OSCEs

Students are evaluated by faculty-preceptors during each clinical experience course through OSCEs. OSCEs are used to assess patient care of conditions that may or may not occur on a frequent basis in the clinical rotation. OSCEs typically assess patient care concepts taught in previous semesters. All OSCEs are recording on video and require students to engage in self-reflection of performance.

Evaluations by faculty-preceptors – Project-based Learning

Students are evaluated by faculty-preceptors using project-based learning when clinical opportunities are not available for the true application of concepts in a patient care setting. For example, students complete project-based learning assignments to demonstrate administrative concepts.

CAATE Associated Standards: Standard 46

Date of origin: May 6, 2021

Responsible Party: Program Director

Minimum Review Frequency: Annually

Approving Body: Core Faculty

Policy – Clinical Site Orientation

Per CAATE standards, students must be oriented to the policies and procedures of their assigned clinical site. Orientation must occur at the start of the experience and before patient encounters begin. The orientation for athletic training students MUST include (but is not limited to) the following:

• Venue-specific training expectations

• Venue-specific critical incident response procedures (e.g., emergency action plans) that are immediately accessible to students in an emergency

• Blood-borne pathogen exposure plan

• Communicable and infectious disease policies

• Documentation policies and procedures including use of the sites electronic health record system (as applicable)

• Patient privacy and confidentiality protections

• Plan for patients to be able to differentiate practitioners from students

Policy – Clinical Supervision

Athletic training students should not be used as a substitute for certified athletic training staff at their clinical sites. Students must be appropriately supervised by a preceptor based on the student’s progression towards independence. Preceptors must be onsite and able to intervene on behalf of the student and the patient.

Policy – Clinical Travel

Many clinical experiences provide students with the opportunity to travel with athletic teams. Students are strongly encouraged to take advantage of such opportunities. While students are responsible for the cost of transportation to their clinical site, they should not be asked to pay for expenses associated with team travel.

CAATE Associated Standards: Standard 24K, 26, 46

Date of origin: May 6, 2021

Responsible Party: Program Director

Minimum Review Frequency: Annually

Approving Body: Core Faculty

Policy – Dress Code

Background and Purpose

To advise students on professional demeanor regarding dress.

Policy statement

Student professional dress and conduct should, always, reflect the dignity and standards of the medical profession. It is important that athletic training students dress in a manner that is respectful to their professors, classmates, patients, and staff. The High Point University Department of Athletic Training and the Congdon School of Health Sciences has the authority to set dress code requirements for students admitted to the program.

The dress code at various clinical sites may be more rigorous than the guidelines outlined below. High Point University Congdon School of Health Sciences has expectations of professional dress at any time the student is in the clinical setting, regardless of patient care duties.

Definitions of Attire

Casual – shorts, jeans, t-shirts, athletic attire. Flip flops are not acceptable.

Business Casual - shirts, slacks, skirts and blouses (no jeans or shorts) is the recommended attire. Skirts/dresses should not be more than 3 inches above the knee. Flip flops are not acceptable. Appropriate, well-kept professional footwear consists of flats, heels not higher than 2”, loafers, sandals, or the like.

Business – suit, jacket, tie, dress, pant suit. Heels should not be higher than 2”

Classroom Settings

• Athletic training students are not required to wear clothing issued for clinical experiences to classes but are required to maintain and present themselves in a manner that promotes a professional appearance.

• Students are highly encouraged to follow a “business” casual dress code in didactic courses.

• Jeans are strongly discouraged in the academic setting.

• Casual attire including athletic shorts and t-shirts should be worn for clinical and laboratory classes.

• Jewelry and other adornments such as body piercing should be in good taste.

• No clothing should be unprofessionally revealing regardless of student gender. Please consult a Faculty Member if you are unsure about this.

Whether in class or on your personal time, your personal appearance will reflect on High Point University and your chosen profession as an athletic trainer.

Clinical Setting

Identification in the Clinical Setting14

Proper identification must be clearly displayed identifying that the student is a HPU Athletic Training student. HPU AT Student ID badges must always be worn. The AT Student ID badge must be worn so that it is easily readable by patients and clinic personnel. ID badges must not be obscured or altered in any manner.

Shoes

Footwear must be clean, in good condition, and appropriate. For safety reasons, open-toed shoes and sandals are not allowed in patient care areas. Running shoes are recommended and on special occasions dress shoes may be appropriate.

Style

All clothing should be clean, free of major wrinkles or defects, and worn properly (zippers closed, pants up on waists, shirts tucked in as appropriate, shirts buttoned up, shoes tied). No sweatshirts or shirts with messages, lettering or logos (except HPU/Panther) while in the HPU athletic training facilities. Jeans are not to be worn even if it is clinic policy to allow providers to wear jeans! Appropriate attire includes chinos or shorts (khaki, navy, black, grey, brown, tan no red, orange, pink, green, etc.). Shorts must be of an appropriate length (to your fingertips) and should not fall below the waistline when bending over. Rain gear or wind suits are acceptable during inclement weather.

Brands

High Point University has an exclusive contract with adidas, therefore, students assigned rotations with HPU athletics must wear adidas clothing, a non-competitive brand (Sketchers, Asics, New Balance), or clothing free of logos.

Fragrance

No wearing of colognes, perfumes, or scented lotions in clinical settings as patients may be sensitive to fragrances.

Hands

Fingernails must be clean and short to allow for proper hand hygiene, use of manual therapy, use of instruments, prevention of glove puncture and injury to the patient. Artificial nails and decorative nail polishes are prohibited.

Hygiene

Daily hygiene must include personal cleanliness, including use of deodorant. Clothing should be clean, pressed, and in good condition.

Hair

Mustaches, hair longer than chin length, and beards must be clean and well-trimmed. Students with long hair who participate in patient care should wear hair tied back to avoid interfering with performance of procedures or having hair come into contact with patients.

Jewelry

A watch with a second hand is required to ensure efficient assessment of patient vitals. Jewelry should not be functionally restrictive or excessive. Students should avoid wearing long or dangling earrings for their own and for patient safety. There should be no visible jewelry in body piercings except for earrings. In the case of religious requirement, certain piercings may be acceptable. No other facial jewelry (e.g., tongue, eyebrow piercings etc.) is allowed.

Tattoos

Tattoos shall be appropriately covered when possible.

Violations

Students in violation of any of the above dress codes may be asked to change into appropriate attire. Repeated violations will result in referral of the student to the Student Progress Committee for disciplinary action.

CAATE Associated Standards: Standard 26A

Approved by: Full-time faculty

Origin Date: July, 2011

Modified: March 26, 2019 (definitions of attire added)

Responsible Party: Program Director

Minimum Review Frequency: Annually

Approving Body: Core Faculty

Policy - High School Volunteer Registration

Policy:

All students who are placed in clinical rotations that occur in the high school setting are required to complete the process for accessing, completing, and submitting the required volunteer registration for the appropriate school system (e.g., Guilford County Schools, Winston-Salem Forsyth County Schools, Randolph County Schools) based on the high school to which they are assigned. Students assigned to a private high school will complete requirements specific to the assigned institution. This must be completed prior to engaging in any direct patient care experiences required in field experience coursework at these sites associated with the Department of Athletic Training.

Background & Rationale:

The purpose of this policy is to ensure the safety and well-being of patients with whom students will interact in the clinical setting, and to comply with the policies and procedures for supervised volunteers in the county school systems. Although students enrolled in the MSAT are required to undergo a criminal background check prior to beginning clinical rotations, the public school systems reserve the right to conduct a criminal background check of all supervised volunteers.

Procedures:

Students will be required to complete the volunteer registration process with the assigned county school system within two weeks prior to reporting to their clinical experience. Students should follow the procedures outlined below:

1. Guilford County Schools (your school assignment will acknowledge the school county system)

a. Students should register as a volunteer by going to https://www.gcsvolunteers.com/ and completing the online application.

b. Select the New Volunteer Registration option and complete the form with all of your personal information required.

c. When prompted to select a specific school, please input your assigned high school.

d. When selecting a volunteer option, choose “other”, and input “athletic training” if prompted to provide a descriptor.

e. Once complete, select the submit button.

f. Print the screen/page that acknowledges your completion of the registration process and email it to Dr. Nancy Groh at ngroh@highpoint.edu.

2. Winston-Salem Forsyth County Schools (your school assignment will acknowledge the school county system)

a. Students should register as a volunteer by going to https://intranet.wsfcs.k12.nc.us/VolSec.nsf/Application?OpenForm and completing the online application.

b. You are considered a Level I volunteer. Select “other” under this category and input “athletic

training” as the descriptor. You DO NOT have to complete the LEVEL II volunteer section.

c. When prompted to select a specific school, please input your assigned high school.

d. Once complete, select the submit button.

g. Print the screen/page that acknowledges your completion of the registration process and email it to Dr. Nancy Groh at ngroh@highpoint.edu.

3. Davidson County Schools

a. Volunteer registration is not required.

b. Students must complete onboarding through Novant Health

4. Randolph County Schools

a. Volunteer registration is not required

b. Students must complete a confidentiality agreement.

5. Private High Schools

The student must contact the assigned preceptor for directions to complete any additional requirements for clearance to participate at the assigned site. The preceptor will communicate directly with the student and the Clinical Education Coordinator concerning the clearance status.

6. Proof of online submission of the volunteer registration should be submitted to the Clinical Education Coordinator according to the following deadlines.

August 15

January 1

May 1

Students assigned to a high school as part of their field experience course in the fall semester.

Students assigned to a high school as part of their field experience course in the spring semester.

Students assigned to a high school as part of their field experience course in the summer semester.

CAATE Associated Standards: None

Approved by: Full-time faculty

Origin Date: June 6, 2012

Modified: July 1, 2016; May 6, 2021 (added Davidson & Randolph County)

Responsible Party: Program Director

Minimum Review Frequency: Annually

Approving Body: Core Faculty

Section VII: Student Health and Safety Requirements

Policy – Required Immunizations

Background and Purpose

The purpose of this policy is two-fold. First, to ensure the safety of patients with whom students interact during athletic training clinical experiences. Second, clinical facilities are increasingly required by the Joint Commission on Accreditation of Healthcare Organizations (JCAHO) to provide proof of of immunizations for health and safety purposes on individuals who supervise care, render treatment, and provide services within the facility.

Policy

All students MUST enroll in CastleBranch using directions provided by the Program prior to MSAT Program matriculation. Students MUST submit required immunization records using the following procedures. Any questions concerning the procedures should be directed to the Coordinator of Clinical Education prior to submission of documentation.

Procedures

1. Tuberculosis: All students must have baseline tuberculosis screening in the form of a Quantiferon Gold test performed in accordance with CDC guidelines within one semester of matriculation. A follow-up TST or Quantiferon test must be completed again during the second summer session. Additionally, certain clinical sites may have more stringent requirements. If the any TB testing is positive, evaluation (and treatment if indicated) must be completed in accordance with CDC guidelines.

• The following qualify as legitimate proof of immunization/TB testing status:

o Copies of the applicant’s medical record(s) on which administration and results of tuberculosis screening data is recorded.

o Copies of the applicant’s medical record(s) on which administration of the immunization series is documented by the immunization provider (including immunization cards signed by the administering health care professional/agency).

o Copies of the laboratory report(s) documenting results of serologic testing for immunity (antibody test results).

o Copies of the applicant’s medical record(s) or a letter from the applicant’s health care provider documenting immunization non-conversion and explaining the process by which that conclusion was reached.

• Historical documentation without primary source evidence of tuberculosis screening, immunizations and/or serologic proof of immunity will not satisfy the program’s documentation requirements.

• All required immunization and TB screening documentation described above is to be uploaded into CastleBranch for review and approval. The student MUST respond to email alerts for errors in submission and respond immediately with appropriate documentation or follow up immunizations and/or testing.

2. Students MUST be current on all required immunizations. Either record of immunization or serologic proof of immunity must be provided for all listed conditions recommended by the Centers for Disease Control and Prevention for health care personnel, to include but may not be limited to:

• Hepatitis B: Proof of the three-dose immunization against Hepatitis B or a positive antibody titer test. Some students may have to meet additional requirements if mandated by a clinical site to which they are assigned.

• Mumps: Records of titer validating current immunity and/or 2-dose vaccine series being administered on schedule.

• Rubeola (measles): Records of titer validating current immunity and/or 2-dose vaccine series being administered on schedule.

• Rubella: Records of titer validating current immunity and/or 1-dose MMR immunization.

• Varicella: Records of titer validating current immunity and/or 2-dose vaccine series being administered on schedule. Note: History of previous infection is not sufficient evidence of immunity.

• Diphtheria/Tetanus/Pertussis: Documentation of a completed primary series with Tdap or DTP and booster within the last ten years.

• Influenza: Will be required to obtain influenza immunization annually while enrolled in the program (Must be completed between August 1-October 15)

• COVID-19 vaccine: Students placed at some rotation sites (e.g., hospital systems) will be required to show proof of COVID-19 vaccinations as defined by clinical site policies.

3. CastleBranch,will review, approve, and retain electronic record submissions of student tuberculosis screening test results and record of immunizations. Students will be provided access to these files and will be responsible to provide this information to all clinical sites requesting this information for clearance to participate in Clinical Education Experiences at the site in coordination with the MSAT Coordinator of Clinical Education.

4. The Coordinator of Clinical Education and Department Chair/Program Director will have access to student electronic records in CastleBranch for the purpose of assuring Policy and Procedures for immunizations are met and to help mitigate student questions and requirements of clinical sites.

ATP Associated Forms: N/A (CastleBranch)

CAATE Associated Standards: 24J and 26J

Origin Date: March 3, 2020

Last Reviewed: May 12, 2021

Revised: May 17, 2023 (added COVID-19)

Responsible Party: Coordinator of Clinical Education

Minimum Review Frequency: Annually

Approved by: Core faculty

Policy – Communicable and Infectious Diseases

Background and Purpose

In accordance with the CDC Guidelines for Infection Control in Health Care Personnel, 1998 and Student Health Service at High Point University, the following policy and procedures have been developed for the attainment and control of communicable and infectious diseases.

Policy and Procedures

Students showing signs and symptoms of an infection or illness will report to Student Health Services during regular hours. The student health clinic is open from 8 a.m. to 5 p.m. Monday through Friday with an on-call nurse available for requests after hours. If after regular hours, the student will report to either the emergency room or an urgent care facility depending on the severity of the case.

Any student that is diagnosed with having a communicable disease of any form is required to report that disease to the High Point University Student Health Services. Students that contract a communicable disease must comply with the prescribed guidelines set forth by his/her attending physician and the recommendations of the High Point University Student Health Services.

Students may not participate in clinical rotations and field experiences during the time they are affected by the communicable disease and shall not return to clinical participation until allowed by the attending physician and/or by Student Health Services. High Point University Student Health Services will notify the Clinical Education Coordinator as instructor of the student’s clinical course when a student is excused from clinical participation due to medical restrictions.

Absences from clinical field experiences due to illness will be counted as release time. Periods of extended absence will be addressed on an individual case by case basis. The Program Director and/or Clinical Education Coordinator will determine how the student will meet the educational requirements of any missed clinical field experience.

MSAT Associated Forms: Communicable Disease Policy Understanding Form in Castle Branch

CAATE Associated Standards: 26E

Origin Date: April 19, 2009 - Dr. Danielle Mahaffey, Medical Director, HPU Student Health Services

Last Reviewed: July 29, 2015 in consultation with Dr. Marnie Marlette, Medical Director, HPU Student Health Services

Modified: August 1, 2013 (addition of signature line), May 29, 2019 (removal of signature due to verification in Castle Branch); 4/15/2021 (clarification for students at clinical sites out of the geographical region)

Responsible Party: Program Director

Minimum Review Frequency: Annually

Approved by: Core faculty

Policy – Emergency Cardiac Care Certification

All students enrolled in the Master of Science in Athletic Training (MSAT) program are required to have current certification in emergency cardiac care (ECC) prior to engaging in any athletic training and supplemental clinical experiences. ECC certification must be maintained continuously throughout such experiences. Upon admission to the MSAT program, High Point University will pay for students to be certified/recertified on an annual basis by a qualified ECC instructor. Consistent with the athletic training Board of Certification (BOC) requirements, the following ECC skills are required to be demonstrated as part of training:

• Adult and pediatric CPR

• Airway obstruction

• 2nd rescuer CPR

• AED

• Barrier devices (e.g., pocket mask, bag valve mask)

Procedures

Students must maintain copies of their current ECC cards within the Castle Branch online portal. The Program Director and Clinical Education Coordinator must be able to access this documentation throughout the program.

CAATE Associated Standards: Standards 26B

Responsible Party: Program Director and Clinical Education Coordinator

Date of origin: May 14, 2020

Next review: May 2021

Minimum Review Frequency: Annually

Approved by: Core faculty

Policy – Radiation Exposure

The use of x-ray imaging devices is becoming common in athletic training clinical practice settings. Clinical sites used by the Master of Science in Athletic Training program that house such equipment are required to have radiation exposure policies to ensure protection of the student.

Orthoscan Safety Regulations – High Point University Athletic Training Facility

• Manufacturer’s statement: Orthoscan, Inc. certifies that the Mobile DI with Flat Detector complies with the applicable parts of the Radiation Control for Health and Safety Act of 1968 as codified in Title 21, Chapter 1, subchapter J of the United States Code of Federal Regulations and applicable international standards (Orthoscan Operator’s Manual).

• Exposure: It is the operator’s responsibility to observe all safety procedures established by the HPU Department of Sports Medicine to keep radiation exposures as low as reasonably achievable.

Exposure at Off-Campus Clinical Sites

• Students are expected to follow all safety regulations regarding radiation exposure established by their clinical sites.

CAATE Standard: 26H

Date of Origin: May 19, 2021

Approved by: Core Faculty

Policy – Safety and Infection Control

I. Policy on Safety and Infection Control

The safety of all students, faculty, staff and patients is of primary concern. AT students, staff and faculty must adhere to all established High Point University safety policies and all Congdon School of Health Sciences safety policies. Students must notify their clinical preceptor and the HPU MSAT Clinical Education Coordinator as soon as possible of any exposure to bodily fluids or potentially serious infectious diseases. All faculty, staff and students will utilize Standard Precautions during all activities that present a risk of exposure to blood/body fluids or chemical hazards.

In addition, all clinical sites will have current calibration records to ensure safe utilization of therapeutic modalities and equipment.

Standard Precautions:

Definition: Standard precautions are the minimum safety and infection prevention practices that apply to all patient care and laboratory or technical skills training experiences in any setting where healthcare or healthcare training is delivered. These practices are designed to protect healthcare professionals (HCP) and prevent HCP from spreading infections to others. Students will be instructed in Standard Precautions in ATR 5102 Managing Medical Emergencies course.

Standard Precautions are to include:

• Hand hygiene. Good hand hygiene is critical to reduce the risk of spreading infection. Current CDC guidelines recommend use of alcohol-based hand rub for hand hygiene except when hands are visibly soiled (e.g. dirt, blood, body fluids), or after caring for patients with known or suspected infectious diarrhea, in which cases soap and water should be used. Key situations where hand hygiene should be performed include:

• Before touching a patient, even if gloves will be worn.

• Before exiting the patient’s care area after touching the patient or the patient’s immediate environment.

• After contact with blood, body fluids or excretions, or wound dressings.

• Prior to performing an aseptic task (e.g. placing an IV, preparing an injection).

• If hands will be moving from a contaminated-body site to a clean-body site during patient care.

• After glove removal.

• Use of personal protective equipment (PPE):

• Exam gloves will be worn when there is risk of contact with or when handling blood or body fluids or when there is a potential for contact with mucous membranes, non-intact skin or body orifice areas, or contaminated equipment.

• Facial masks, protective eyewear and/or gowns (as well as gloves) will be worn when performing/assisting procedures with a risk of body fluid or other hazardous material splashes or sprays.

• Safe injection practices:

• No recapping of needles unless required by the specific procedure being performed.

• Use of self-sheathing needles and/or needleless systems when available.

• All needles and other disposable sharps will be placed in designated puncture resistant containers as soon as possible after their use.

• Safe handling of potentially contaminated surfaces or equipment:

• Environmental cleaning. Areas in which patient care activities are performed will be routinely cleaned and disinfected at the conclusion of the activity.

• Medical equipment safety. Reusable medical equipment must be cleaned and disinfected (or sterilized) according to the manufacturer’s instructions. If the manufacturer does not provide guidelines for this process the device may not be suitable for multi-patient use.

• Respiratory hygiene/Cough etiquette:

• Cover mouth/nose when coughing or sneezing.

• Use and dispose of tissues.

• Perform hand hygiene after hands have been in contact with respiratory secretions.

• Consider using a mask to prevent aerosol spread.

• Sit as far away from others as possible.

Compliance with all safety practices is a not just good procedure it is a mark of your professionalism. Persistent failure to observe and practice Standard Precautions may result in adverse/disciplinary action for unprofessional behavior and referral to the Student Progress Committee.

II. Safety Training:

Students will be required to complete any clinical site-specific safety or security training requirements in preparation for supervised clinical practice rotations.

III. Post-exposure protocols:

Should an exposure to blood and/or other body fluid or a needle stick injury occur, the procedure for obtaining appropriate medical care is as follows:

1) When an exposure occurs: Wounds and skin sites that have been in contact with blood or body fluids should be washed with soap and water; mucous membranes should be flushed with water. There is no evidence that the use of antiseptics for wound care or expressing fluid by squeezing the wound further reduces the risk for HIV transmission. However, the use of antiseptics is not contraindicated. Use of caustic agents, e.g., bleach, is not recommended.

2) The student should notify his/her supervisor immediately. The supervisor and student should fill out a “Notice of Incident” form in use by the clinical site as well as the form in use by the MSAT. This form should go with the student to his/her evaluation for treatment.

3) Medical Evaluation: It is very important that medical evaluation take place immediately because treatment decisions must be made within 2 hours of exposure. HIV prophylaxis for high-risk exposure appears most effective if started within 2–4 hours. It is also extremely important to evaluate the donor’s risk status immediately.

4) Medical Evaluation Facilities: The student should report IMMEDIATELY to Student Health Service if the exposure occurs on the High Point Campus during regular working hours. If the exposure occurs at an off-campus clinical site, the student should follow the Infection Control policy of that facility. Outside of these hours, the student should go IMMEDIATELY to the nearest emergency room associated with the

clinic or office where the incident occurred for the initial evaluation. Follow-up can be done at Student Health.

5) Program Participation: Continued participation in the activities of the AT program will not be affected by any injury or illness that occurs while enrolled provided the student continues to meet all Technical Standards and fulfill all defined requirements for program progression and is not directly infectious by way of routine contact. Note: This only applies to serious, potentially life-threatening infections.

6) Insurance: The student’s insurance identification card should be shown when medical evaluation is needed. Students will be financially responsible for all costs incurred during compliance with this policy.

7) Laboratory Testing/Treatment: a) To determine whether treatment of the student is necessary, blood must be drawn from the patient/donor (i.e., source of contamination) to evaluate Hepatitis B, C, and HIV status. In a hospital setting the Infection Control Nurse or Nursing Supervisor is often authorized to order these tests on the patient/donor. The Infection Control Nurse or Nurse Supervisor should also review the medical record, question the patient/donor about risk factors, and obtain the patient’s/donor’s consent to do the tests necessary to evaluate their health status.

b) If the exposure occurs in an outpatient setting (and these tests cannot be done), the patient/donor may need to accompany the exposed student for evaluation.

IV. Public Safety

Personal safety is a primary concern of High Point University. Campus safety and security are enhanced by a professional security force and supplemented by officers with the High Point Police Department on a well-lit campus. Technological enhancements include Campus Assistance Response to Emergency (C.A.R.E.) points (blue security towers), expansive video system and a robust access control system.

Procedures

• Contacting Security: If you require emergency assistance:

• Dial extension 9111 from a campus extension.

• Call (336) 841-9111.

• Push the emergency call button on any C.A.R.E. point.

• Our non-emergency phone number is (336) 841-9112 or campus ext. 9112.

• The Security Department can be reached at either location: the main office (located in the North College Administration building at 1911 N. Centennial St) or the Security Service Center (located in the main lobby of the University Center).

• Contacting Transportation: If you require immediate assistance: • Dial extension 9113 from a campus extension.

• Call (336) 841-9113.

• C.A.R.E. Points: C.A.R.E. points are located throughout campus and may be used for Security assistance. You should become familiar with their locations across campus.

• Crimestoppers: The Security Department maintains a Crimestoppers site for anonymously reporting suspicious activity on campus. To offer suggestions or comments visit our Crimestoppers website or call (336) 841-4646. For crimes or suspicious activity in progress, please call Security Communications at (336) 841-9111.

• Security Officers: High Point University has well-vetted and trained officers and dispatchers to maintain the safety and security of persons and property. Dispatchers receive calls for service and coordinate responses. Officers evaluate situations, provide assistance, and investigate incidents.

Student safety during Clinical Rotations

HPU MSAT will provide appropriate training to students regarding OSHA prior to clinical rotations. The facility at which the clinical experience takes place shall provide to HPU MSAT students access to the facility’s rules, regulations, policies and procedures with which the HPU MSAT students are expected to comply, including, the facility’s OSHA, personal and workplace security and personal safety policies and procedures and shall address all appropriate safety measures for all HPU AT students and any HPU AT instructors on site. It will be the preceptor’s responsibility to take reasonable steps to ensure personal safety and security of students during the rotation.

CAATE Associated Standards: Standards 26C and 26I

Responsible Party: Program Director and Clinical Education Coordinator

Date of origin: May 12, 2021

Next review: May 2022

Minimum Review Frequency: Annually

Approved by: Core faculty

Policy – Sexual Misconduct

The Department of Athletic Training follows the High Point University policy on sexual misconduct as described in the HPU Graduate Bulletin and copied for convenience below.

Sexual Misconduct

High Point University expects all members of its community to act in a respectful and responsible manner toward one another. Acts of sexual misconduct include sexual harassment (stalking, cyberstalking, or relationship violence) non-consensual contact, non-consensual intercourse (sexual assault), exploitation, and other gender-based offenses are classified as crimes of violence that are subject to prosecution through both university and local law enforcement authorities. If you or someone you know may be the victim of sexual misconduct by another member of the university, you may report such misconduct or file a complaint with the University’s Title IX Coordinators:

Title IX Director:

Nicole Rios, Title IX Director

Couch Hall, Room 327

High Point University One University Parkway High Point, NC 27268 336-841-9138 nrios@highpoint.edu

Deputy Title IX Coordinator (s):

Gwenn Noel

Associate Vice President, Student Experience

337 Slane Center gnoel@highpoint.edu

336-841-9627

April Wines

Senior Woman Administrator/Associate Athletic Director

Witcher Athletic Center 117 336-841-4645

awines@highpoint.edu

CAATE Associated Standards: none

ATP Associated Forms: none

Origin Date: May 30, 2018

Last Reviewed: May 2021

Responsible Party: Program Director

Minimum Review Frequency: Annually

Approved by: Core faculty

Section VIII: Professional Behaviors

Policy – Use of Instructional Labs and Materials

Purpose

The purpose of this policy is to provide students with guidance on the appropriate use of instruc�onal materials housed in the MSAT instruc�onal laboratories.

Policy

Students enrolled in the MSAT program are provided passport card access to Millis 226 and Millis 213 to study a�er hours. Use of these spaces is ONLY for students enrolled in the MSAT program. Instruc�onal materials and clinical equipment should not be removed from the laboratories or used by students for unsupervised pa�ent care or for personal use. Inappropriate use of laboratories and/or materials is a viola�on of professional behavior that will result in a professional behaviors incident report and may result in program proba�on.

Date of origin: May 17, 2023

Approved by: Core Faculty

Policy - Social Media

The HPU MSAT program promotes professional interactions between clinicians and patients. In maintaining this professional interaction, the program discourages athletic training students from interacting socially with current patients or student-athletes. Athletic training students should not accept nor request any interaction involving social networking platforms with any current patient or non-HPU student-athlete, regardless of whether the athletic training student is directly responsible for the patient's care. This includes refraining from social networking with student-athletes from athletic teams with whom the athletic training student has no direct contact and patients being treated by another clinician at the athletic training student's clinical education site. Furthermore, it is inappropriate for athletic training students to interact through social networking websites, text message, or electronic mail with patients or student-athletes who are minors, no matter if they are currently working with the minor or if they are no longer providing healthcare for the minor. Failure to comply with this policy would be a violation of professional behaviors and subject to probation or dismissal.

CAATE Associated Standards: NA

Origin Date: May 12, 2021

Responsible Party: Program Director

Minimum Review Frequency: Annually

Approved by: Core faculty

Policy – University Sanctions, Legal Infractions, Misdemeanors, and Felonies

Policy statement

Students have an obligation to inform program administration of any university sanctions or legal infractions, misdemeanors, and felonies that occur while enrolled in the program.

Procedures for HPU Code of Conduct Violations

In the event a student is notified of a suspected University conduct code violation (www.highpoint.edu/studentconduct/code-of-conduct/) they must notify the MSAT program director in writing within 24 hours of the event.

The MSAT program will support any High Point University sanctions that are imposed for violations of the HPU Code of Conduct. All HPU Code of Conduct Violation sanctions will also be reviewed by the MSAT Student Progress Committee to determine if professional behaviors have been violated and if probation or dismissal from the program is warranted.

Procedures for Legal Infractions, Misdemeanors, and Felonies

In the event a student is arrested, charged, and/or convicted of any illegal act the program director must be notified in writing within 24 hours of the event. All legal infractions, misdemeanors, and felonies will also be reviewed by the MSAT Student Progress Committee to determine if professional behaviors have been violated and if probation or dismissal from the program is warranted.

CAATE Associated Standards: Standard 27C

ATP Associated Forms: Incident Report Form

Origin Date: May 24, 2019

Responsible Party: Program Director

Minimum Review Frequency: Annually

Approved by: Core faculty

Policy – Interpersonal Relationships

All High Point University students are bound by the University Honor Code and University Conduct Code

In addition, the student is expected to conduct themselves in a professional manner during their educational experiences and clinical rotations. Students should also conduct themselves in a manner consistent with the NATA Code of Ethics. The specific guidelines students include but are not limited to:

Professional Interactions

Interactions with patients, coaches, administrators, fellow students, staff, etc. can take many forms. The following guidelines help to identify appropriate and inappropriate interactions and offer some guidance as to working relationships; however, the information is not all-inclusive:

Patients

While development of a good rapport and relationship with patients is conducive to a good working and learning environment, students must be sure to keep the rapport and relationship at a professional level. Patient /athlete interaction must be professional at all times so as not to undermine the patient’s confidence in the student or the staff. Students are expected to report any problems or concerns with patients / athletes, especially those of a hostile nature, to their clinical preceptor AND Clinical Education Coordinator immediately.

Students should be especially mindful of their social interactions with patients / athletes. Social and romantic relationships are highly discouraged. In the event that a relationship develops, the student must notify the clinical preceptor and Clinical Education Coordinator of the relationship as soon as the relationship begins. This is to avoid a potential conflict of interest or distraction in the clinical environment. Students will be immediately removed from the clinical site if they develop an unprofessional relationship with a patient / athlete at that site.

Coaches

The athletic trainer – coach relationship necessitates a daily interaction with the coaches. A professional relationship with the coaching staff is very important to an athletic trainer. Students should pay particular attention to the interaction between the clinical site’s medical staff and the coaching staff. Their interaction can provide clues as to the environment; some relationships are congenial while others may not be. Usually, the clinical preceptor will have the most interaction with the coaches including informing the coach of the status of injured players. However, there may be an occasion where the student will be put in this role. Students are expected to maintain a professional interaction with the coaches and act according to the guidelines set forth by the clinical preceptor. Details on how and when to address coaches, how to respond to questions from coaches, and how to handle potential conflicts

should be addressed with the clinical preceptor early in the rotation. At no time should a student criticize or question a coach on issues related to the coaching of the team. Students are expected to report any problems or concerns with a coach, especially those of a hostile nature, to their clinical preceptor AND Clinical Education Coordinator immediately.

Administrators

Students will typically have very limited interaction with athletic administrators. However, if a student does have an opportunity to interact with an administrator the interaction must be of a professional nature. Students are to be cordial and are to address the administrator as Mr. or Ms. and /or sir or ma’am. Often an administrator will ask questions about an athlete’s injury or status, the student is required to refer the administrator to the appropriate clinical preceptor.

Students

Professional relationships between students are a very important aspect of the MSAT program and the clinical rotations. Students will interact with one another on an almost daily basis. These interactions are expected to remain professional regardless of personal likes or dislikes of one another. Romantic relationships between students are discouraged because of the potential for breakups which can cause conflict in the clinical setting. Students, as young adults, are expected to be able to work out problems between themselves. The clinical preceptors and Clinical Education Coordinator are available for consultation and will intervene as needed but learning how to work with others and resolve conflicts is a very important aspect of one’s education.

Students at various levels in the program may be at the same rotation site at the same time. The relationship between PY1 and PY2 students is to remain professional. It is usually best to lead by example. Open criticism of fellow students, regardless of class standing, will not be tolerated. Students should report to their preceptor or the Program Director if they feel that they are being mistreated by another student.

Faculty/Staff: Student Relationships

Perhaps the most important relationship a student will have is with the clinical staff and program faculty. While the staff and faculty typically attempt to keep the classroom and clinical environments somewhat relaxed, it is important that students do not become too relaxed or unprofessional. Students are to maintain a professional approach to their interactions with the staff and faculty. It is important to

remember that the staff and faculty are not students’ peers. Students are to show the staff and faculty an appropriate amount of respect, regardless of personal likes or dislikes. Students must not criticize or openly disagree with a staff or faculty member’s decision or action, particularly when it concerns the care of a patient / athlete. If the student has a question about a decision or action, they should approach the staff or faculty member in a respectful manner, away from others, to ask their question or voice their concern. It is the responsibility of the staff and faculty to prepare the students to be successful professionals. This often requires frank criticism and guidance from the staff and faculty. As up and coming professionals, students must learn that constructive criticism is a part of the professional world, and it should not be taken as a personal attack. However, if a student feels that they are being mistreated by a staff or faculty member they are expected to bring their concerns to the attention of the offending staff or faculty member. If the student brings their concerns to the staff or faculty member’s attention and the problems persist, the student is expected to inform the Program Director of their concerns. The above information regarding interactions with clinical staff and faculty members also pertains to interactions with other medical and allied medical professionals.

CAATE Associated Standards: NA

Origin Date: May 12, 2021

Responsible Party: Coordinator of Clinical Education

Minimum Review Frequency: Annually

Approved by: Core faculty

North Carolina Athletic Training Practice Act

http://www.ncbate.org/assets/ncbate-statute-2012_1.pdf

Article 34. Athletic Trainers.

§ 90-522. Title; purpose.

(a) This Article may be cited as the "Athletic Trainers Licensing Act".

(b) The practice of athletic trainer services affects the public health, safety, and welfare. Licensure of the practice of athletic trainer services is necessary to ensure minimum standards of competency and to provide the public with safe athletic trainer services. It is the purpose of this Article to provide for the regulation of persons offering athletic trainer services. (1997-387, s. 1.)

§ 90-523. Definitions.

The following definitions apply in this Article:

(1) Athletes.– Members of sports teams, including professional, amateur, and school teams; or participants in sports or recreational activities, including training and practice activities, that require strength, agility, flexibility, range of motion, speed, or stamina.

(2) Athletic trainer. – A person who, under a written protocol with a physician licensed under Article 1 of Chapter 90 of the General Statutes and filed with the North Carolina Medical Board, carries out the practice of care, prevention, and rehabilitation of injuries incurred by athletes, and who, in carrying out these functions, may use physical modalities, including heat, light, sound, cold, electricity, or mechanical devices related to rehabilitation and treatment. A committee composed of two members of the North Carolina Medical Board and two members of the North Carolina Board of Athletic Trainer Examiners shall jointly define by rule the content, format, and minimum requirements for the written protocol required by this subdivision. The members shall be selected by their respective boards. The decision of this committee shall be binding on both Boards unless changed by mutual agreement of both Boards.

(3) Board. – The North Carolina Board of Athletic Trainer Examiners as created by G.S. 90-524.

(4) License. – A certificate that evidences approval by the Board that a person has successfully completed the requirements set forth in G.S. 90-528 entitling the person to perform the functions and duties of an athletic trainer. (1997-387, s. 1.)

§ 90-524. Board of Examiners created.

(a) The North Carolina Board of Athletic Trainer Examiners is created.

(b) Composition and Terms. – The Board shall consist of seven members who shall serve staggered terms. Four members shall be athletic trainers certified by the National Athletic Trainers' Association Board of Certification, Inc. One member shall be a licensed orthopedic surgeon, one member shall be a licensed family practice physician or pediatrician, and one member shall represent the public at large.

The initial Board members shall be selected on or before August 1, 1997, as follows:

(1) The General Assembly, upon the recommendation of the President Pro Tempore of the Senate, shall appoint two certified athletic trainers and an orthopedic surgeon. The certified athletic trainers shall serve for terms of three years, and the orthopedic surgeon shall serve for a term of one year.

(2) The General Assembly, upon the recommendation of the Speaker of the House of Representatives, shall appoint two certified athletic trainers and a family practice physician or pediatrician. The certified athletic trainers and the family practice physician or pediatrician shall serve for terms of two years.

(3) The Governor shall appoint for a three-year term a public member to the Board.

Upon the expiration of the terms of the initial Board members, each member shall be appointed for a term of three years and shall serve until a successor is appointed. No member may serve more than two consecutive full terms.

(c) Qualifications. – The athletic trainer members shall hold current licenses and shall reside or be employed in North Carolina. They shall have at least five years' experience as athletic trainers, including the three years immediately preceding appointment to the Board, and shall remain in active practice and in good standing with the Board as a licensee during their terms. The first athletic trainers appointed to the Board pursuant to this section shall be eligible for licensure under G.S. 90-529 and, upon appointment, shall immediately apply for a license.

(d) Vacancies. – A vacancy shall be filled in the same manner as the original appointment, except that all unexpired terms of Board members appointed by the General Assembly shall be filled in accordance with G.S. 120-122 and shall be filled within 45 days after the vacancy occurs. Appointees to fill vacancies shall serve the remainder of the unexpired term and until their successors have been duly appointed and qualified.

(e) Removal. – The Board may remove any of its members for neglect of duty, incompetence, or unprofessional conduct. A member subject to disciplinary proceedings as a licensee shall be disqualified from participating in the official business of the Board until the charges have been resolved.

(f) Compensation. – Each member of the Board shall receive per diem and reimbursement for travel and subsistence as provided in G.S. 93B-5.

(g) Officers. – The officers of the Board shall be a chair, who shall be a licensed athletic trainer, a vice-chair, and other officers deemed necessary by the Board to carry out the purposes of this Article. All

officers shall be elected annually by the Board for one-year terms and shall serve until their successors are elected and qualified.

(h) Meetings. – The Board shall hold at least two meetings each year to conduct business and to review the standards and rules for improving athletic training services. The Board shall establish the procedures for calling, holding, and conducting regular and special meetings. A majority of Board members constitutes a quorum. (1997-387, s. 1.)

§ 90-525. Powers of the Board.

The Board shall have the power and duty to:

(1) Administer this Article.

(2) Issue interpretations of this Article.

(3) Adopt, amend, or repeal rules as may be necessary to carry out the provisions of this Article.

(4) Employ and fix the compensation of personnel that the Board determines is necessary to carry into effect the provisions of this Article and incur other expenses necessary to effectuate this Article.

(5) Examine and determine the qualifications and fitness of applicants for licensure, renewal of licensure, and reciprocal licensure.

(6) Issue, renew, deny, suspend, or revoke licenses and carry out any disciplinary actions authorized by this Article.

(7) In accordance with G.S. 90-534, set fees for licensure, license renewal, and other services deemed necessary to carry out the purposes of this Article.

(8) Conduct investigations for the purpose of determining whether violations of this Article or grounds for disciplining licensees exist.

(9) Maintain a record of all proceedings and make available to licensees and other concerned parties an annual report of all Board action.

(10) Develop standards and adopt rules for the improvement of athletic training services in the State.

(11) Adopt a seal containing the name of the Board for use on all licenses and official reports issued by it. (1997-387, s. 1.)

§ 90-526. Custody and use of funds; contributions.

(a) All fees payable to the Board shall be deposited in the name of the Board in financial institutions designated by the Board as official depositories and shall be used to pay all expenses incurred in carrying out the purposes of this Article.

(b) The Board may accept grants, contributions, devises, and gifts that shall be kept in a separate fund and shall be used by it to enhance the practice of athletic trainers. (1997-387, s. 1; 2011284, s. 65.)

§ 90-527. License required; exemptions from license requirement.

(a) On or after January 1, 1998, no person shall practice or offer to practice as an athletic trainer, perform activities of an athletic trainer, or use any card, title, or abbreviation to indicate that the person is an athletic trainer unless that person is currently licensed as provided by this Article.

(b) The provisions of this Article do not apply to:

(1) Licensed, registered, or certified professionals, such as nurses, physical therapists, and chiropractors if they do not hold themselves out to the public as athletic trainers.

(2) A physician licensed under Article 1 of Chapter 90 of the General Statutes.

(3) A person serving as a student-trainer or in a similar position under the supervision of a physician or licensed athletic trainer.

(4) An athletic trainer who is employed by, or under contract with, an organization, corporation, or educational institution located in another state and who is representing that organization, corporation, or educational institution at an event held in this State.

(5) Boxing trainers, if they do not hold themselves out to the public as athletic trainers. (1997-387, s. 1.)

§ 90-528. Application for license; qualifications; issuance.

(a) An applicant for a license under this Article shall make a written application to the Board on a form approved by the Board and shall submit to the Board an application fee along with evidence that demonstrates good moral character and graduation from an accredited four-year college or university in a course of study approved by the Board.

(b) The applicant shall also pass the examination administered by the National Athletic Trainers' Association Board of Certification, Inc.

(c) When the Board determines that an applicant has met all the qualifications for licensure and has submitted the required fee, the Board shall issue a license to the applicant. A license is valid for a period of one year from the date of issuance and may be renewed subject to the requirements of this Article. (1997-387, s. 1.)

§ 90-529. Athletic trainers previously certified.

The Board shall issue a license to practice as an athletic trainer to a person who applies to the Board on or before August 1, 1998, and furnishes to the Board on a form approved by the Board proof of good moral character, graduation from an accredited four-year college or university in a

course of study approved by the Board, and a current certificate from the National Athletic Trainers' Association Board of Certification, Inc. (1997-387, s. 1.)

§ 90-530. Athletic trainers not certified.

(a) A person who has been actively engaged as an athletic trainer since August 1, 1994, and who continues to practice up to the time of application, shall be eligible for licensure without examination by paying the required fee and by demonstrating the following:

(1) Proof of good moral character.

(2) Proof of practice in this State since August 1, 1994.

(3) Proof of graduation from an accredited four-year college or university in a course of study approved by the Board.

(4) Fulfillment of any other requirements set by the Board.

An application made pursuant to this section shall be filed with the Board on or before August 1, 1998.

(b) A person is "actively engaged" as an athletic trainer if the person is a salaried employee of, or has contracted with, an educational institution, an industry, a hospital, a rehabilitation clinic, or a professional athletic organization or another bona fide athletic organization and the person performs the duties of an athletic trainer. (1997-387, s. 1.)

§ 90-531. Reciprocity with other states.

A license may be issued to a qualified applicant holding an athletic trainer license in another state if that state recognizes the license of this State in the same manner. (1997-387, s. 1.)

§ 90-532. License renewal.

Every license issued under this Article shall be renewed during the month of January. On or before the date the current license expires, any person who desires to continue practice shall apply for a license renewal and shall submit the required fee. Licenses that are not renewed shall automatically lapse. In accordance with rules adopted by the Board, a license that has lapsed may be reissued within five years from the date it lapsed. A license that has been expired for more than five years may be reissued only in a manner prescribed by the Board. (1997-387, s. 1.)

§ 90-533. Continuing education.

(a) As a condition of license renewal, a licensee must meet the continuing education requirements set by the Board. The Board shall determine the number of hours and subject matter of continuing education required as a condition of license renewal. The Board shall

determine the qualifications of a provider of an educational program that satisfies the continuing education requirement.

(b) The Board shall grant approval to a continuing education program or course upon finding that the program or course offers an educational experience designed to enhance the practice of athletic trainer, including the continuing education program of the National Athletic Trainers' Association.

(c) If a continuing education program offers to teach licensees to perform advanced skills, the Board may grant approval for the program when it finds that the nature of the procedure taught in the program and the program facilities and faculty are such that a licensee fully completing the program can reasonably be expected to carry out those procedures safely and properly. (1997-387, s. 1.)

§ 90-534. Expenses and fees.

(a) All salaries, compensation, and expenses incurred or allowed to carry out the purposes of this Article shall be paid by the Board exclusively out of the fees received by the Board as authorized by this Article or funds received from other sources. In no case shall any salary, expense, or other obligation of the Board be charged against the State treasury.

(b) The schedule of fees shall not exceed the following:

(1). Issuance of a license

$ 200.00

(2). ...... License renewal ........................................................... 75.00

(3). Reinstatement of lapsed license 100.00

(4) Reasonable charges for duplication services and material. (1997-387, s. 1; 2010-98, s. 1.)

§ 90-535. Hiring of athletic trainers by school units.

Local school administrative units may hire persons who are not licensed under this Article. The persons hired may perform the activities of athletic trainers in the scope of their employment but may not claim to be licensed under this Article. The persons hired may not perform the activities of athletic trainers outside the scope of this employment unless they are authorized to do so under G.S. 90-527(b). (1997-387, s. 1.)

§ 90-536. Disciplinary authority of the Board; administrative proceedings.

(a) Grounds for disciplinary action against a licensee shall include the following:

(1) Giving false information or withholding material information from the Board in procuring a license to practice as an athletic trainer.

(2) Having been convicted of or pled guilty or no contest to a crime that indicates that the person is unfit or incompetent to practice as an athletic trainer or that indicates that the person has deceived or defrauded the public.

(3) Having a mental or physical disability or using a drug to a degree that interferes with the person's fitness to practice as an athletic trainer.

(4) Engaging in conduct that endangers the public health.

(5) Being unfit or incompetent to practice as an athletic trainer by reason of deliberate or negligent acts or omissions regardless of whether actual injury to a patient is established.

(6) Willfully violating any provision of this Article or rules adopted by the Board.

(7) Having been convicted of or pled guilty or no contest to an offense under State or federal narcotic or controlled substance laws.

(b) In accordance with Article 3A of Chapter 150B of the General Statutes, the Board may require remedial education, issue a letter of reprimand, restrict, revoke, or suspend any license to practice as an athletic trainer in North Carolina or deny any application for licensure if the Board determines that the applicant or licensee has committed any of the above acts or is no longer qualified to practice as an athletic trainer. The Board may reinstate a revoked license or remove licensure restrictions when it finds that the reasons for revocation or restriction no longer exist and that the person can reasonably be expected to practice as an athletic trainer safely and properly. (1997-387, s. 1.)

§ 90-537. Enjoining illegal practices.

If the Board finds that a person who does not have a license issued under this Article claims to be an athletic trainer or is engaging in practice as an athletic trainer in violation of this Article, the Board may apply in its own name to the Superior Court of Wake County for a temporary restraining order or other injunctive relief to prevent the person from continuing illegal practices. The court may grant injunctions regardless of whether criminal prosecution or other action has been or may be instituted as a result of a violation. (1997-387, s. 1.)

§ 90-538. Penalties.

A person who does not have a license issued under this Article who either claims to be an athletic trainer or engages in practice as an athletic trainer in violation of this Article is guilty of a Class 1 misdemeanor. Each act of unlawful practice constitutes a distinct and separate offense. (1997-387, s. 1.)

§ 90-539. Reports; immunity from suit.

A person who has reasonable cause to suspect misconduct or incapacity of a licensee, or who has reasonable cause to suspect that a person is in violation of this Article, shall report the relevant facts to the Board. Upon receipt of a charge, or upon its own initiative, the Board may give notice of an administrative hearing or may, after diligent investigation, dismiss unfounded charges. A person who, in good faith, makes a report pursuant to this section shall be immune from any criminal prosecution or civil liability resulting therefrom. (1997-387, s. 1.)

§ 90-540. No third-party reimbursement required.

Nothing in this Article shall be construed to require direct third-party reimbursement to persons licensed under this Article. (1997-387, s. 1.)

§§ 90-541 through 90-599. Reserved for future codification purposes.

TITLE 21 - OCCUPATIONAL LICENSING BOARDS

CHAPTER 3 - NORTH CAROLINA BOARD OF ATHLETIC TRAINER EXAMINERS

SECTION .0100 B LICENSURE

21 NCAC 03 .0101 APPLICATION FOR LICENSURE

(a) An application for licensure shall be completed on the forms provided by the Board and shall include

(1) Proof of having passed the examination administered by the National Athletic Trainers' Association Board of Certification, Inc., by enclosing a copy of the certification card.

(2) Evidence of good moral character.

(3) A copy of the diploma from a college or university in Sports Medicine or Athletic Training or a transcript showing the following courses of study or substantially similar courses of study: Human Anatomy, Human Physiology, Kinesiology/Biomechanics, Psychology, Exercise Physiology, Prevention of Athletic Injuries, Evaluation of Athletic Injuries, First Aid and Emergency Care, Therapeutic Modalities, Therapeutic Exercise, Personal Community Health, Nutrition and Administration of Athletic Training Programs.

(b) The license issuance fee shall accompany the application.

History Note: Authority G.S. 90-525; 90-528; 90-529; 90-530;

Temporary Adoption Eff. March 16, 1998;

Eff. May 1, 1999.

21 NCAC 03 .0102 GOOD MORAL CHARACTER

Evidence of good moral character shall be shown by two affidavits from persons not related to the applicant.

History Note: Authority G.S. 90-525; 90-528; 90-529; 90-530;

Temporary Adoption Eff. March 16, 1998;

Eff. May 1, 1999.

21 NCAC 03 .0103

ATHLETIC TRAINERS NOT CERTIFIED

Proof of practice in the State shall be shown by an employer verification on a form provided by the Board.

History Note: Authority G.S. 90-525; 90-530;

Temporary Adoption Eff. March 16, 1998; Eff. May 1, 1999.

SECTION .0200 FEES

21 NCAC 03 .0201 FEES

(a) The following fees are payable to the Board by cash, check or money order:

(1) License issuance fee $200.00

(2) License renewal fee $75.00

(3) Reinstatement of lapsed license fee $100.00

(b) Copies of any public documents filed in the Board Office are available at the "actual cost" as defined in G.S. 132-6.2(b) for making the copy and the mailing cost if applicable. The Board shall provide its "actual cost" on the Board website.

History Note: Authority G.S. 90-525; 90-534;

Temporary Adoption Eff. March 16, 1998; Eff. May 1, 1999;

Amended Eff. August 1, 2012.

21 NCAC 03 .0202

SUSPENSION OF AUTHORITY AND ESCROW OF FUNDS

The Board shall file the annual reports set forth in G.S. 93B-2 no later than October 31 of each year. In the event the Board fails to file the reports as required by G.S. 93B-2 and the Board's authority to expend any funds is suspended until such time as the Board files the required reports, the Board shall deposit any fees or funds received during the period of suspension into an escrow account established by the Board solely for this purpose.

History Note: Authority G.S. 90-525; 93B-2;

Eff. July 1, 2012.

SECTION .0300 - RENEWAL OF LICENSE

21 NCAC 03 .0301 RENEWAL REQUEST FORM

Requests for license renewal shall be submitted on the form provided by the Board.

History Note: Authority G.S. 90-525; 90-532;

Temporary Adoption Eff. March 16, 1998;

Eff. May 1, 1999.

21 NCAC 03 .0302 CONTINUING EDUCATION

(a) Continuing education courses appropriate for license renewal are those in one or more of the following content areas:

Human Anatomy, Human Physiology, Kinesiology/Biomechanics, Psychology, Exercise Physiology, Prevention of Athletic

Injuries, Evaluation of Athletic Injuries, First Aid and Emergency Care, Therapeutic Modalities, Therapeutic Exercise, Personal Community Health, Nutrition, and Administration of Athletic Training Programs.

(b) A licensee shall complete 75 contact hours of continuing education during a three-year license renewal period. Contact hours are defined as the number of actual clock hours spent. One semester hour of credit is equivalent to 10 contact hours.

(c) Licensed athletic trainers who fail to document sufficient appropriate continuing education to renew their licenses shall be notified in writing of the deficiency and shall be allowed 45 days to respond. Continuing education may not be undertaken during this period to supplement the deficiency. The licenses of athletic trainers who fail to respond within the 45-day period, or who are unable to provide sufficient continuing education shall lapse and be subject to the lapsed license requirements.

History Note: Authority G.S. 90-525; 90-533;

Temporary Adoption Eff. March 16, 1998;

Eff. May 1, 1999;

Amended Eff. January 1, 2007.

21

NCAC 03 .0303 LAPSED LICENSE

(a) The lapsed license may be renewed within a period of five years after expiration upon payment of the lapsed license fee and the completion of 25 contact hours of continuing education for each year that the license has lapsed.

(b) A license that has lapsed for more than five years shall be renewed upon payment of the lapsed license fee and the completion of 28 hours of continuing education for each year that the license has lapsed.

History Note: Authority G.S. 90-525; 90-532;

Temporary Adoption Eff. March 16, 1998; Eff. May 1, 1999.

21 NCAC 03 .0304 BOARD APPROVAL OF COURSES

The Board shall approve any of the following programs or courses:

(1) Those provided by a college or university authorized to grant degrees.

(2) Those sponsored by the North Carolina Athletic Trainers' Association.

(3) Those that the Board is satisfied meet the requirement if G.S. 90-533.

History Note: Authority G.S. 90-525; 90-533;

Temporary Adoption Eff. March 16, 1998; Eff. May 1, 1999.

21 NCAC 03 .0305 RESERVED FOR FUTURE CODIFICATION

21 NCAC 03 .0306 RESERVED FOR FUTURE CODIFICATION

21 NCAC 03 .0307 RESERVED FOR FUTURE CODIFICATION

21 NCAC 03 .0308 RESERVED FOR FUTURE CODIFICATION

21 NCAC 03 .0309 RESERVED FOR FUTURE CODIFICATION

21 NCAC 03 .0310 ARMED SERVICES EXTENSION FOR CREDENTIAL

Upon receipt of a written request by or on behalf of a licensed athletic trainer who is currently in good standing with the Board, is serving in the armed forces of the United States, and to whom G.S. 105-249 authorizes an extension of time to file a tax return, the Board shall postpone renewal fees, renewal application deadlines, continuing education requirements and any other requirements or conditions related to the maintenance of the credential issued by the Board or to the renewal thereof for the same period of time as the extended period of time to file a tax return that is granted pursuant to G.S. 93B-15.

History Note: Authority G.S. 90-525; 93B-15; Eff. July 1, 2012.

TITLE 21 - OCCUPATIONAL LICENSING BOARDS

CHAPTER 3 - NORTH CAROLINA BOARD OF ATHLETIC TRAINER EXAMINERS

SECTION .0400 B DISCIPLINARY PROCEDURES

21 NCAC 03 .0401 DISCIPLINARY ACTIONS

Board disciplinary actions may include the following:

(1) Reprimand. Reprimand is a public rebuke for misconduct as an athletic trainer.

(2) Restriction. Restriction is a stay of suspension or revocation allowing limited practice within conditions stipulated by the Board.

(3) Suspension. Suspension is the withdrawal of the privilege to practice for a specified time.

(4) Revocation. Revocation is the withdrawal of the privilege to practice as a licensed athletic trainer in the State of North Carolina.

History Note: Authority G.S. 90-525; 90-536;

Temporary Adoption Eff. March 16, 1998; Eff. May 1, 1999.

TITLE 21 - OCCUPATIONAL LICENSING BOARDS

CHAPTER 3 - NORTH CAROLINA BOARD OF ATHLETIC TRAINER EXAMINERS

SECTION .0500 B ATHLETIC TRAINER PROTOCOL

21 NCAC 03 .0501 MINIMUM REQUIREMENTS

The practice protocol for each athletic trainer pursuant to G.S. 90-523(2) shall be a general outline of practices for which the athletic trainer has been trained and shall be individualized to accommodate the skills of the athletic trainer. The practice protocol shall not allow the athletic trainer to undertake medical diagnosis or to prescribe or dispense prescription drugs or prescription devices. The practice protocol shall not allow the athletic trainer to independently provide treatments for athletes with fractures, head or spinal injuries, or other serious medical conditions, except the athletic trainer may render appropriate first aid or emergency care. The protocol shall specify provisions for physician involvement in the event of serious injuries.

The athletic trainer and the physician shall sign and file a statement with the North Carolina Medical Board agreeing to abide by the protocol. The format of the protocol shall be typewritten on letter size paper.

History Note: Authority G.S. 90-523; 90-525;

Temporary Adoption Eff. March 16, 1998;

Eff. May 1, 1999.

NATA Code of Ethics

Preamble

The National Athletic Trainers’ Association Code of Ethics states the principles of ethical behavior that should be followed in the practice of athletic training. It is intended to establish and maintain high standards and professionalism for the athletic training profession. The principles do not cover every situation encountered by the practicing athletic trainer, but are representative of the spirit with which athletic trainers should make decisions. The principles are written generally; the circumstances of a situation will determine the interpretation and application of a given principle and of the Code as a whole. When a conflict exists between the Code and the law, the law prevails.

1. MEMBERS SHALL PRACTICE WITH COMPASSION, RESPECTING THE RIGHTS, WELFARE, 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 welfare 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 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 welfare 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.

http://www.nata.org/membership/about-membership/member-resources/code-of-ethics