Athletic Training

Program
Handbook for
Supervising Preceptors
at Sites that Maintain 3rd Party Accreditation

Created February 29, 2016

Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Terminology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Responsibilities of the Preceptor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Responsibilities of the ATS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Program History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Program Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Clinical Education Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Clinical Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Guidelines for Clinical Education Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Clinical Hour Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . 15
Clinical Site Safety. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Overall Clinical Progression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Program Delivery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Exposure to Health Care Professionals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Teachable Moments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Learning Over Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
P&P Excerpts: ATS Professional Appearance & Behavior . . . . . . . . . . . . . . . . . . . . . . 23
P&P Excerpts: Disciplinary Actions and Reporting Violations . . . . . . . . . . . . . . . . . . . . 25
ATS Technical Standards Document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Preceptor Checklist & Review of Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Preceptor Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

INTRODUCTION

This handbook is to be used as a reference manual for supervising preceptors who

serve the Emory & Henry College Athletic Training Program at sites that maintain third
party accreditation and do not specifically provide athletic training services. It is to be
used as a supplement to the information presented in the Annual Preceptor Training
Workshop that is held each summer before the beginning of the academic year.
Preceptors are asked to review this manual frequently and to use it as a resource when
working with Athletic Training Students (ATSs) and are also asked to become familiar
with the Policy and Procedure Manual that is distributed to students each year. Both
documents can be accessed anytime on the Preceptor Resources Website. Supervising
preceptors are also tasked with verifying compliance of AT Program policies with other
preceptors who may be engaged in the students clinical experiences at that site.
A great effort has been made to include as much information as possible in this manual.
However, it is impossible to address every possible scenario that might be encountered,
and therefore Preceptors are expected to use their professional judgment and wisdom
when handling any issue that is not addressed in this manual. The responsibility falls on
the Preceptor to confer with the Program Director or Clinical Education Coordinator
when any uncertainty arises.

TERMINOLOGY
Preceptor:
Preceptor is a credentialed professional who supervises, teaches and evaluates
students in a real-time clinical setting using an actual patient base. Other licensed
Health Care Professionals and content experts such as physicians, physical therapists,
exercise physiologists, nutritionists, nurses, emergency medical technicians,
occupational therapists, social workers, etc, can be used to teach and evaluate the
clinical proficiencies that fall within their scope of expertise. No more than 25% of a
students clinical education experiences can be supervised and evaluated by a
preceptor who is not a licensed AT.
Athletic Training Student:
Athletic Training Students are students who have been formally admitted into an
accredited Athletic Training Program. These students are not to be considered or
treated as student workers and are, under NO circumstances, to act in the place of a
Licensed/Certified Athletic Trainer. *Notice the term is Athletic Training Student (ATS),
NOT Student Athletic Trainer.
Clinical Education:
Clinical education is the application of athletic training knowledge, skills, and clinical
abilities on an actual patient base that is evaluated and feedback provided by a
preceptor. Clinical education of the ATS must occur in a minimum of two academic
years (four semesters) and be associated with course credit. Courses shall include
academic syllabi that include measurable education objectives and specific clinical
proficiency outcomes that can be documented over time.
Clinical Education Experience
Clinical education experiences must provide students with authentic, real-time
opportunities to be immersed in, practice and integrate athletic training knowledge,
skills, and clinical abilities, including decision-making and professional behaviors
required of the profession in order to develop proficiency as an Athletic Trainer. These
experiences provide the ATS with the opportunity for informal learning and to practice
and apply the Clinical Proficiencies in a clinical environment under the supervision of a
preceptor.
Students must gain clinical education experiences that address the continuum of care
that would prepare a student to function in a variety of settings with patients engaged in
a range of activities with conditions described in athletic training knowledge, skills and
clinical abilities, Role Delineation Study/Practice Analysis and standards of practice
delineated for an athletic trainer in the profession. Examples of clinical experiences
must include, but should not be limited to: Individual and team sports; Sports requiring
protective equipment (e.g., helmet and shoulder pads); Patients of different sexes; Nonsport patient populations (e.g., outpatient clinic, emergency room, primary care office,
industrial, performing arts, military); A variety of conditions other than orthopedics (e.g.,
primary care, internal medicine, dermatology).

Clinical Site:
A physical area where clinical education occurs.
Direct Patient Care
The application of athletic training knowledge, skills, and clinical abilities on an actual
patient.
Direct Supervision:
Constant visual and auditory interaction between the ATS and Preceptor must be
maintained. The preceptor must be physically present in order to provide instruction,
evaluation and for learning to occur or to intervene on behalf of the patient or ATS.
Supervised Autonomy:
Supervised Autonomy allows varying degrees of direct supervision while mentoring the
student to foster the independent, but guided application of clinical proficiencies and
critical thinking skills to match the individual students level of clinical competency.
Supervision and autonomy are not mutually exclusive. The level of supervision never
changes, but how the Preceptors interact with students as they become more competent
should change.
Learning Over Time:
Learning over time is the documented continuous process of skill acquisition,
progression, and student reflection. This involves the demonstration of systematic
progression through the cognitive, psychomotor, and affective taxonomies within
different contextual environments.
Educational Competencies:
The educational content created by the NATA Executive Committee of Education that is
required of Entry-Level Athletic Training Programs. These competencies are used to
develop the curriculum and educational experiences of students enrolled in the program.
Mastery of these competencies will allow an entry-level athletic trainer with the capacity
to provide athletic training services to a variety of patients. The CAATE requires that the
competencies be instructed and evaluated in every professional athletic training
program.
Clinical Proficiencies:
The Entry-Level Athletic Training Clinical Proficiencies define the common set of skills
that entry level professional should possess and redefined the structure of clinical
education from a quantitative approach to an outcomes-based qualitative approach.
Standards for Accreditation:
The Standards developed by the CAATE are the minimum standards of quality used to
accredit Athletic Training Programs that are charged with preparing Athletic Training
Students to enter into the field of Athletic Training after passing the BOC examination.
The standards constitute the minimum requirements to which an accredited ATP is held
accountable.

P RECEPTOR R ESPONSIBILITIES

Preceptor Qualification:
A preceptor must be credentialed by the state in a health care profession
A preceptor must not be currently enrolled in the professional athletic training
program at the institution.
A preceptor must receive planned and ongoing education from the program
designed to promote a constructive learning environment.
A preceptor must function to:
Provide a safe learning environment that is free of danger, hazards, harassment,
and illegal or unethical activities.
Provide an environment in which there are multiple opportunities for learning,
evaluation and feedback.
Intervene on behalf of the patient if necessary.
Provide clear and concise expectations of all ATSs in each rotation. This
includes expectations of appropriate appearance, behavior and clinical
objectives.
Supervise students during clinical education;
Provide formal evaluation of the ATSs clinical education experience performance
to the Program Director and/or Clinical Education Coordinator in a timely manner.
Facilitate the clinical integration of skills, knowledge, and evidence regarding the
practice of athletic training.
Act as a professional mentor to all ATSs.
Preceptor Responsibilities:
Maintain records of any attendance or disciplinary issue with the ATS and report
these to the Program Director and/or Clinical Education Coordinator immediately.
Inform the Program Director/Clinical Education Coordinator of any concerns
regarding ATSs, clinical rotations, clinical sites, etc.
Provide the ATSs with ongoing feedback that is objective, non-confrontational,
truthful, unbiased, and tactful.
A preceptor must demonstrate understanding of and compliance with the
programs policies and procedures.

*CAATE Standards for the Accreditation of Professional Athletic Training Programs

Standards 37-41

Responsibilities of Athletic Training Students:

Abide by the Policies and Procedures Manual of the E&H AT program and the
clinical site to which they are assigned.
Report to all clinical education experience assignments as scheduled.
Keep up with the Clinical Skills & Proficiency Packets and keep it handy at all
times so that when an opportunity for assessment occurs, the preceptor can
record the level of competency.
Provide or obtain transportation to any off-campus clinical site to which they are
assigned. The AT program is not responsible for providing transportation or
paying for transportation related costs (fuel, parking, etc) for ATSs assigned to
off-campus clinical sites. Students know that once admitted to the program, they
will have to be off-campus for several education experiences and observations.
Obtain appropriate clothing to wear while obtaining clinical education experience.
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 Maintain student professional liability insurance coverage.

Maintain current ECC certification.
Inform the supervising preceptor of any problems or conflict with schedules as
soon as possible. Preceptors and ATSs should work together to resolve
scheduling conflicts, however, it is the responsibility of the ATS to keep their
preceptor(s) informed.
Inform the Preceptor, Clinical Education Coordinator, and/or Program Director of
any of the following:
Questions regarding the clinical site or rotation
Any violations being committed at the clinical site by the preceptor or other
ATS
Any changes in health status of the ATS
Any ATS who develops a communicable disease, condition, or
illness should be removed from the clinical rotation immediately for
the duration of the illness/condition. Specifics of the E&H
Communicable Disease Policy can be found in the Policies and
Procedures Manual.
Contagious illnesses that warrant the ATSs temporary removal from
the clinical rotation include, but are not limited to:
Contagious skin rashes or superficial soft tissue infections
Upper respiratory tract and lower respiratory tract infections
Tuberculosis
Gastro-intestinal viruses
Influenza
Strep infections
The ATS should report any injury sustained while at the clinical site
to the Clinical Education Coordinator and Program Director so that the
safety of the clinical site may be appropriately assessed.

PROGRAM HISTORY
In October of 2001, the Emory & Henry College Athletic Training Program became the
fourth school in the state of Virginia to achieve accreditation by the Commission on
Accreditation of Allied Health Care Education Programs (Now AT programs are
regulated by the Commission on Accreditation of Athletic Training Education). The
college had provided the internship route to Athletic Training since 1993. However, in
1997 the faculty began the process of application into candidacy. A spring 2001 site
visit was successful, and accreditation was granted the following fall. Since that time,
the ATP faculty has been constantly fine-tuning both the didactic and clinical aspects of
the educational program. Each year, we have added new courses or refined current
course content, and have implemented new teaching strategies to more effectively
educate the Certified Athletic Trainers of the future. We have added new preceptors,
clinical sites, and have sought out the best health care professionals in our area to
supplement the education of our students.
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M ISSION S TATEM ENT

The mission of the Athletic Training Program at Emory & Henry College is to prepare
students for entry-level careers or advanced study by educating them in the knowledge,
clinical skills, and professional behaviors needed to successfully practice as an athletic
training professional. We strive to provide students with a comprehensive liberal arts
education in order to develop critical thinking and promote civic engagement.
The Methodist principles on which the College was founded, along with the NATA Code
of Ethics, is the basis upon which our students strive to uphold the college motto,
Increase in Excellence!

G OALS & O BJECTIVES

Students of the E&H Athletic Training Program will be able to:
1. Demonstrate mastery of the knowledge, skills, and professional behaviors
necessary to effectively perform as an entry-level Certified Athletic Trainer.
a. Students enrolled in each clinical course will be required to demonstrate
the knowledge and skills associated with all previous AT core courses
(didactic and lab).
i. Benchmark: 85% of students will pass each end-of-semester oral
exam on their 1st attempt. (70% for sophomores; 72% for juniors;
75% for seniors).
b. Students will demonstrate the knowledge, skills, and professional
behaviors appropriate for their developmental level during their clinical
education rotations.
i. Benchmark: 85% of students will earn 80% or more of the total
possible points on their preceptor evaluations.
c. Students will successfully complete requirements for core AT courses on
their 1st attempt.
i. Benchmark: 100% of students will earn 70% or more of the total
possible points in core all AT courses.
d. Students will pass the BOC examination on their 1st attempt
i. Benchmark: 100% of students will pass the BOC on the 1st attempt
e. Students will demonstrate proper assessment techniques in the evaluation
of Injuries.
i. Benchmark: 85% of students enrolled in ATR 240 Evaluation of the
Lower Extremities will achieve a score of 80% or greater on
practical exams (To be added in 2015-16)
ii. Benchmark: 85% of students enrolled in ATR 340 Evaluation of the
Upper Extremities will achieve a score of 80% or greater on
practical exams. (To be added in 2015-16)
f. Students will demonstrate the ability to select, design, and implement
appropriate therapeutic interventions to meet specific patient goals and
promote return to participation.
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i. Benchmark: 85% of students enrolled in ATR 262 Therapeutic

Modalities will achieve a score of 80% or greater on practical
exams.
ii. Benchmark (to be added effective 2015-16): 85% of students
enrolled in ATR 280 Therapeutic Rehabilitation will achieve a score
of 80% or greater on practical exams.
2. Demonstrate active engagement in shaping the Athletic Training Profession
a. Students will be active members of state, regional, and national
organizations
i. Benchmark: 100% membership in the NATA
ii. Benchmark:100% membership in their state professional
organization
iii. Benchmark: 100% membership in their district professional
organization
3. Design and complete a senior capstone research project utilizing evidence-based
practices and disseminate the results to the AT faculty, students, and other
invited guests.
a. Students will present the findings of their research project in the form of a
poster.
i. Benchmark: 80% of students will earn 80% or better on the poster.
b. Students will present the findings of their research project in the form of a
written paper.
i. Benchmark: 80% of students will earn 80% or better on the
research paper.
c. Students will present the findings of their research project in the form of an
oral presentation.
i. Benchmark: 80% of students will earn 80% or better on the oral
presentation.
The faculty in the E&H Athletic Training Program will:
1. Be actively involved in professional service to their state, regional, or national
athletic training professional organizations.
a. Faculty will be active members in the VATA, MAATA, NATA, or other
athletic training organizations
i. Benchmark by: 100% of faculty will be involved in some type of
professional committee work (leadership) in one or more
professional organizations.
b. Faculty will stay current in best practices by attending Athletic Training
professional development workshops.
i. Benchmark by: 100% of faculty will complete and report CEU
activity as required by the BOC.

2. Complete continuing educational training to remain up-to-date on pedagogical

methods and instructional technology.
a. Faculty will complete training to enhance their pedagogical skills
i. Benchmark by: 100% of faculty will participate in training
annually to improve pedagogical skills.
3.

Provide quality instruction in each of their assigned courses.

a. Faculty will consistently receive positive teaching evaluations
i. Benchmark: 100% of Instructors will receive a score of 4 or
higher on a 5 point scale on the teaching evaluation for each
course they teach.

The E&H Athletic Training Program will:

1. Provide a student-centered learning environment that provides quality instruction
and clinical education experiences.
a. The program will use highly-qualified preceptors to provide quality
supervision and clinical education.
i. Benchmark: 80% of students will indicate that their preceptors
enhanced their clinical experience.
b. The program will provide quality education experiences to students.
i. Benchmark: 80% of students will indicate their clinical
assignment provided opportunities to interact with other allied
health professionals.
2. Assist students in obtaining their initial athletic training position or admission
to a graduate program.
a. The program will assist students in developing a professional resume
prior to graduation.
i. Benchmark: 100% of students enrolled in ATR 463 Organization
and Administration will develop a resume prior to graduation
ii. Benchmark: 75% of students enrolled in ATR 463 Organization
and Administration will apply for graduate or athletic training
positions prior to graduation.
b. The program will provide the students will mock opportunities to
enhance their interview skills.
i. Benchmark: 100% of students enrolled in ATR 463 Organization
and Administration will complete mock interviews prior to
graduation
3. The program will achieve and maintain a three-year aggregate first-time
passing rate for the BOC exam that exceeds the requirements established by
the CAATE Standards.
a. The ATP will achieve and maintain a first-time pass BOC over 70%
i. Benchmark: BOC pass rate higher than 70%
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4. The program will provide opportunities for service-learning and civic

engagement.
a. Students enrolled in BIOL 310 Exercise Physiology will participate in a
service learning project.
i. Benchmark by: 100% students will complete the assigned
service-learning project

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CLINICAL EDUCATION EXPERIENCE

Clinical education experiences in the AT program are an invaluable aspect of the
curriculum. Didactic knowledge that students acquire in the traditional classroom setting
is only one portion of the curriculum and it must be complemented by the clinical
education experience for true athletic training education to occur. The purpose of the
clinical education experiences is to allow students to practice and apply their didactic
knowledge in a practical setting under the direct supervision of a health care
professional. These experiences allow the student to experience the outcomes of
decisions they make regarding the administration of athletic training services on
patients. Clinical education experiences can begin before and continue beyond the
dates of the academic semester
Even though the rationale behind clinical experiences is to allow ATSs to make
decisions and apply their knowledge of injury evaluation, treatment, and rehabilitation,
an Emory & Henry College Athletic Training Student will not be allowed to
act in place of a Licensed & Certified Athletic Trainer. Preceptors must
maintain appropriate supervision of the ATS and be prepared to intervene on behalf of
the patient when necessary. It is the policy of the Emory & Henry College AT program
to maintain an environment of direct supervision. ATSs are not permitted to perform
health care tasks for which they have not received formal instruction.
The AT program faculty recognizes the fact that although constant auditory and visual
supervision is expected of all preceptors, there are times that preceptors must
discontinue supervision for short periods of time (to answer a phone call, to use the
restroom, etc.). During those times when constant visual and auditory contact is not
maintained, the ATS may only provide first-aid and emergency treatment, to the level for
which they have received training. Emory & Henry ATSs are trained in basic first aid,
CPR, and AED usage each year. Following are acceptable emergency actions:
Primary survey to assess the need for EMS
Activate EMS
Perform CPR
Usage of Automated External Defibrillator
Rescue Breathing
Provide basic first aid, such as ice, compression, elevation, bandaging,
splinting, or to treat shock
Provide assistance to a choking victim
Application of prophylactic taping and bracing (not post-injury)
Provide water
Unsupervised ATSs may not provide athletic training services under any
circumstance
Unacceptable actions taken by unsupervised ATSs:
Diagnose injuries/illnesses
Initiate any form of treatment or rehabilitation beyond basic first-aid
Provide any functional taping or bracing
Make any return-to-participation decisions
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Athletic Training Students are instructed to inform the Clinical Education Coordinator
and the Program Director if they feel that their preceptor is leaving them unsupervised
inappropriately, or if they are being pressured to act in place of the preceptor in his/her
absence.
ATS Travel with Teams
ATSs may not travel with a team without accompanying a preceptor who would be
providing direct supervision.
ATS Remuneration
Monetary remuneration of student work during a clinical education experience is
prohibited. Clinical experiences are designed to be educational in nature and students
shall not be expected to serve in place of staff members at any clinical site.
Apparel and supplies from the clinical site to be worn or used during the clinical
experience and providing snacks/meals during tournaments/long events or team travel
are not considered monetary remuneration for AT services.
Additional exceptions include paid camps or internships that are not affiliated with a
clinical education experience sponsored by the Emory & Henry College ATP or personal
gifts of gratitude or celebrations such as a graduation present.
ATSs Use as Camp/Tournament Staff
Students are welcome to volunteer or be hired to work for tournaments or camps outside
of their clinical education experience, but please be aware that the student will NOT be
able to function as an athletic training student. That is reserved for educational
experiences, not work experience. Additionally, students are not to wear AT program
apparel when working at such events. Any paid tournament or camp work cannot count
as a clinical education experience. Also please note that any work providing athletic
training services outside of the supervised clinical educational experience is not covered
by the terms of the students professional liability insurance.

13

Understanding the Clinical Courses

The opportunity for proving competence and proficiency is another component to
Clinical Education. Clinical Education Experiences are associated with five distinct
courses in the E&H AT Program:
ATR 200- Clinical Education Experience I:
o Review of Emergency & Immediate care of injuries. Fall athletics rotation
supervised by on-site preceptors including preseason in-service in August.
Hospital rotation introducing the student to the emergency and wound care
departments at JMH.
ATR 211 Clinical Education Experience II:
o In-depth instruction of Medical Terminology. Review of personal health
and wellness and delivery of health care. Spring athletics rotation
supervised by on-site preceptors. Hospital rotation introducing the student
to the radiology, imaging, and physical therapy departments at JMH.
ATR 321 Clinical Education Experience III:
o Review and refinement of evaluative techniques for athletic injuries and
conditions. Review of OSHA/BBP standards and emergency care in
August preseason In-service. Clinical education experience supervised
by a preceptor either on or off-campus.
ATR 331 Clinical Education Experience IV:
o Review and refinement of clinical knowledge and skills needed to perform
therapeutic interventions. Clinical education experience supervised by a
preceptor either on or off-campus
ATR 441 Clinical Education Experience V:
o Review and refinement of evaluative techniques and treatments of general
medical conditions and psychosocial issues. Review of OSHA/BBP
standards and emergency care in August preseason In-service. BOC
Examination practice. General Medical education experience with
program Medical Director and clinical education experience supervised by
a preceptor.
ATR 451 Clinical Education Experience VI:
o Review and refinement of administrative issues and professional
development and well-being. Focus on BOC exam preparation. Clinical
education experience supervised by a preceptor.
Successful completion of the above courses includes the completion of assigned clinical
education experiences and the completion of a specific set of educational competencies
and clinical proficiencies. In these clinical courses/experiences, the student will not only
be graded on their didactic knowledge of specific topics, but more on their ability to
integrate their knowledge of the clinical proficiencies in both controlled
and uncontrolled clinical situations.
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Guidelines for Clinical Education Experiences

ATSs will participate in some form of formal clinical education experience each
semester after they have gained admission into the AT program. In the required clinical
experiences, ATSs may be required to be present for their assigned clinical education
experience during morning, afternoon, and evening times. It may also be requested that
ATSs be present during weekend or school breaks to obtain clinical education
experience with their preceptors. Scheduling of students clinical education experiences
should not conflict with their academic schedule. Many of our athletic training students
are actively involved in varsity athletics. Though the NCAA allows for a non-traditional
season of participation, our program policy only allows for one traditional season of
athletics participation each year due to the rigorous nature of the curriculum.

Clinical Education Experience Hour Requirements

Each semester that ATSs are enrolled in a clinical course, they must obtain a quality
clinical experience . These clinical hours are to be quality learning experiences,
and therefore ATSs should not be used as a free labor source for the athletic
department or affiliated clinical site. Each clinical course requires a minimum of
150 hours per semester. These hours cannot exceed 180 for most clinical
courses including those assignments occurring before or after each academic term.
ATR 441 is the exception. The additional General Medicine rotation in that semester
increases the maximum hours to 200.
Weekly Minimum = 5 hours
Weekly Maximum = 25 hours
At least 1 off day in a 7-day period, recommend 2 when
possible
Weekly average 10-12 hours per week
It is the responsibility of each individual ATS to document his/her hours spent in clinical
education at each site on the appropriate form in the clinical packet and have that form
signed by his/her preceptor. Preceptors should not sign hour forms that are
not accurate, and should report the incident to the Program Director
and/or Clinical Education Coordinator immediately.
An ATS should never feel that the preceptor is pressuring him/her to report for an
excessive number of clinical hours. Excessive being defined as more than 2530
hours per week on a consistent basis.
During pre-season or academic breaks the weekly min/max/off time requirements
do not apply, however, do keep in mind the hours accumulated during that time
contributes to the semester total.
In-Season athletes must meet the weekly minimums at their
assigned Clinical Education Experience site(s) with their assigned
preceptor(s) while actively in the traditional season.
It is impossible to obtain the 150 hours minimum requirement, by only
completing 5 hours per week.
15

 Athletes typically have more than 5 free hours per week and meeting
weekly averages with athletes is often possible.
Rotations at Hospital Affiliated Sites
Students are to obtain a minimum of 6 hours and a maximum of 40 hours in the
Emergency Department
Students will be assigned a block of time (5-14 days) depending on the number
of students in the cohort to schedule their specific observation times.
Athletic Training Students are encouraged to observe:
o In the Emergency Department in the evenings after 8:00pm and during the
weekends to minimize conflict with nursing students.
o In Imaging & Radiology between 8:00am-and 9:00pm, with afternoons and
evenings being better for orthopedic scans.
o Between 8:30am-5:30pm, Monday-Friday at Mountain States Wound
Care. Mornings are typically best.
o 8:30am-12:00pm and after 1:00pm at Mountain States Rehab MondayFriday. Only one observation student per week.
Scheduling ATSs is an important responsibility of the Preceptor. We understand
that schedules may change, but a clear weekly plan for obtaining the clinical education
experience should be created.
All ATSs will maintain an hour log in their semester clinical packet.
Clinical Education Coordinator will approve observation hours on ATrack
once the student shows proof of the signed hour log.
All clinical education experiences, including hospital and general medicine rotations
factor in to the semester total. Weeks where students are at their medical rotations will
require a significant decrease in scheduled hours with other on-site preceptors.
Schedules for observation are provided to all affected preceptors by the CEC for
planning purposes.
Johnston Memorial Hospital Observational Rotations Dress Code &
Requirements
Dress Code:
All students are required to wear professional dress while at any MSHA facility.
Students must wear business casual (with or without a lab coat).
Be clean, neat and well groomed.
Closed-toed, rubber-soled shoes are required at all times.
Keep perfumes, colognes, scented lotions to a minimum.
No excessive jewelry or long, dangly earrings/necklaces. One pair of earrings
allowed.
No visible tattoos, no crazy hair colors, no facial piercings.
Shorts, jeans, sweatpants, short skirts, T-shirts, tank tops, leggings, flip-flops,
sandals, Uggs (fuzzy boots), and rain boots are not appropriate attire. Students
who are not dressed appropriately for their clinical experience/rotation will be
sent home and will not be allowed to observe.
A school issued name badge with photo must be worn at all times.
16

While There:
Check in with the site supervisor or his/her designee. You are there to observe and
learn. Personal electronic device and phone use is not permitted while observing.
Phones are not allowed in certain areas of the hospital. Please leave your phone/PED
secured in your vehicle. Take your clinical packet, notebook, and pen to keep notes
regarding your visits.
Always adhere to the Patient-Centered Care Philosophy and Confidentiality
Policy

Dont be afraid to ask questions if something is unfamiliar.

Seek out learning opportunities and have a great experience

You will complete a guided reflection of your experiences in addition to your hour
log. More information about the reflections of your observations can be found on
Moodle.

Clinical Education Site Safety

Providing a safe clinical education experience is of vital importance. The clinical site
should be free from hazards/ dangers and threats and create an environment conducive
to learning while providing health care services.
The therapeutic equipment should be maintained according to
manufacturers guidelines and electrical equipment should be safety tested
and calibrated annually.
In addition to site visits from program faculty to inspect for student safety
and appropriate learning conditions, Preceptors are asked to complete a site selfevaluation annually to address any possible concerns.
Additionally, each site must have a policy for bloodborne pathogen
exposure and training for the student should be provided before engaging in
patient care at that site. ATS must have access to and be able to utilize proper
sanitation precautions at all sites.
Site-Specific Emergency Action Plans should be reviewed with all
ATSs and they should be instructed on where to find the necessary EAPs at each
site in the event of an emergency.
CAATE Standards pertaining to student safety in the clinical education
experience:
62. The program must include provision for the supervised clinical education with a
preceptor. The number of students assigned to a preceptor in each clinical setting must
be of a ratio that is sufficient to ensure effective clinical learning and safe patient care.
63. The program must include provision for supervised clinical education with a
preceptor (see Personnel Standards). Students must be directly supervised by a
preceptor during the delivery of athletic training services. The preceptor must be
physically present and have the ability to intervene on behalf of the athletic training
student and the patient.
17

67. An active communicable or infectious disease policy as determined by the institution

must be established and made publicly available.
71. The program must establish and ensure compliance with a written safety policy(ies)
for all clinical sites regarding therapeutic equipment. The policy(ies) must include, at
minimum, the manufacturers recommendation or federal, state, or local ordinance
regarding specific equipment calibrations and maintenance. Sites accredited by the
Joint Commission, AAAHC or other recognized external accrediting agencies are
exempt.
72. The program must provide proof that therapeutic equipment at all sites is inspected,
calibrated, and maintained according to the manufacturers recommendation, or by
federal, state, or local ordinance.
73. Blood-borne pathogen training and procedures: Annual formal blood-borne
pathogen training must occur before students are placed in a potential exposure
situation. This includes placement at any clinical site, including observational
experiences.
74. Blood-borne pathogen training and procedures: A detailed post-exposure plan that is
consistent with the federal standard and approved by appropriate institutional personnel
must be provided to the students.
75. Blood-borne pathogen training and procedures: Blood-borne pathogen policies must
be posted or readily available in all locations where the possibility of exposure exists
and must be immediately accessible to all current students and program personnel
including preceptors.
76. Blood-borne pathogen training and procedures: Students must have access to and
use of appropriate blood-borne pathogen barriers and control measures at all sites.
77. Blood-borne pathogen training and procedures: Students must have access to, and
use of, proper sanitation precautions (e.g. hand washing stations) at all sites.
78. All sites must have a venue-specific written Emergency Action Plan (EAP) that is
based on well-established national standards or institutional offices charged with
institution-wide safety (e.g. position statements, occupational/environmental safety
office, police, fire and rescue).
79. The program must have a process for site-specific training and review of the EAP
with the student before they begin patient care at that site.
80. Students must have immediate access to the EAP in an emergency situation.

18

Overall Curriculum & Clinical Progression

The overall clinical progression of the E&H AT program has been structured so that
students are placed in an environment in which they can practice skills and incorporate
those skills into their clinical education experiences. Below is an overview of the E&H
Clinical Progression:
Sophomore Fall: In the fall of the sophomore year, students have just
been admitted into the program and should have taken ATR 220-Prevention &
Care of Athletic Injuries and ATR 230-Emergency Care (Previously, ATR 251Safety Education. This semester they are enrolled in Evaluation of Lower
Region Injuries, Kinesiology, Therapeutic Modalities and their first Clinical
Course ATR 200. Clinically, these students rotate at 2-3 week intervals
through all on-site Preceptors who are providing athletic training services.
Students visit the Emergency and Wound care departments at Johnston
Memorial Hospital to observe.
Sophomore Spring: In the spring of the sophomore year, ATP students
are enrolled in their 2nd clinical course, Evaluation of Upper Region Injuries,
Therapeutic Rehabilitation, and Exercise Physiology. Students still rotate at
2-3 week intervals through all on-site Preceptors providing athletic training
services in the winter/spring. Students visit the Radiology/Imaging, and
Physical Therapy departments at Johnston Memorial Hospital to observe.
Junior Fall: In the fall of the junior year, students are enrolled in their third
clinical course, Nutrition, Strength & Conditioning, and either Human Anatomy
or Physiology. Clinically, students are assigned to one preceptor for the
semester. Some of the students are assigned to a preceptor at one or more
of our off-campus affiliated clinical sites for the semester clinical education
experience.
Junior Spring: In the spring of the junior year, students are enrolled in their
fourth clinical course Pharmacology, General Medical Conditions, and
Measurement & Evaluation in Physical Education. Clinically, students are
assigned to one preceptor per semester. Students who were on-site in the fall
are assigned to a preceptor at one or more of our off-campus affiliated clinical
sites for the semester clinical education experience.
Senior Fall: In the fall of the senior year, students are enrolled in their fifth
clinical course, Research & Design, and either Human Physiology or
Anatomy. Clinically, students are assigned to one preceptor at any location
and will begin to take on more independence.
Senior Spring: In the spring of the senior year, students are enrolled in
their last clinical course, and Organization & Administration of Athletic
Training. Clinically, students are assigned to one preceptor and will be given
more responsibility as they prepare to transition to Entry-Level Professionals.

19

Program Delivery
Program Delivery includes didactic, laboratory, and clinical education.
The following CAATE Standards outline delivery of AT Education:
The content of the curriculum must include formal instruction in the current
version of the athletic training knowledge, skills, and abilities.
Formal instruction must involve teaching of required subject matter in structured
classroom, clinical, or laboratory environments.
Students must interact with other medical and health care personnel (see
glossary).
Clinical education must follow a logical progression that allows for increasing
amounts of clinically supervised responsibility leading to autonomous practice
upon graduation. The clinical education plan must reinforce the sequence of
formal instruction of athletic training knowledge, skills, and clinical abilities,
including clinical decision-making.
Clinical education must provide students with authentic, real-time opportunities to
practice and integrate athletic training knowledge, skills, and clinical abilities,
including decision-making and professional behaviors required of the profession
in order to develop proficiency as an Athletic Trainer.
The variety of patient populations, care providers, and health care settings use
for clinical education must be consistent with the programs mission statement.
Clinical education assignments cannot discriminate based on sex, ethnicity,
religious affiliation, or sexual orientation.
Students must gain clinical education experiences that address the continuum of
care that would prepare a student to function in a variety of settings with patients
engaged in a range of activities with conditions described in athletic training
knowledge, skills and clinical abilities, Role Delineation Study/Practice Analysis
and standards of practice delineated for an athletic trainer in the profession.
Examples of clinical experiences must include, but should not be limited to:
Individual and team sports; Sports requiring protective equipment (e.g., helmet
and shoulder pads); Patients of different sexes; Non-sport patient populations
(e.g., outpatient clinic, emergency room, primary care office, industrial,
performing arts, military); A variety of conditions other than orthopedics (e.g.,
primary care, internal medicine, dermatology).
All clinical education sites must be evaluated by the program on an annual and
planned basis and the evaluations must serve as part of the programs
comprehensive assessment plan.
An athletic trainer, certified, and in good standing with the BOC, and who
currently possesses the appropriate state athletic training practice credential
must supervise the majority of the student's clinical education. The remaining
clinical education may be supervised by any appropriately state credentialed
health care professional
Athletic training students must be officially enrolled in the program prior to
performing skills on patients.
Athletic training students must be instructed on athletic training clinical skills prior
to performing those skills on patients.

20

 All clinical education must be contained in individual courses that are completed
over a minimum of two academic years. Clinical education may begin prior to or
extend beyond the institutions academic calendar.
All clinical education experiences must be educational in nature.
o
The program must have a written policy that delineates a minimum and
maximum requirement for clinical hours.
o
Students must have a minimum of one day off in every seven-day period.
o
Students will not receive any monetary remuneration during this education
experience, excluding scholarships.
o
Students will not replace professional athletic training staff or medical
personnel.
The program must include provision for supervised clinical education with a
preceptor (see Personnel Standards).There must be regular communication
between the program and the preceptor.

Exposure to Health Care Professionals

Athletic training students are exposed to a variety of Health Care Professionals
throughout their matriculation of the program. Health care professionals are used to
teach specific courses within the program, and are used as guest lecturers in most other
courses or in-service sessions. Sophomore students interact with health care
professionals when rotating through the Emergency, Mountain States Wound Care,
Imaging, and outpatient Physical Therapy departments at Johnston Memorial Hospital.
Junior students will observe clinic with the Team Orthopedic Surgeon and assist senior
students with case presentations. Senior students are encouraged to present cases to
the Team Physician during Monday night clinic time in the fall semester, and will shadow
the General Medical Director at his family practice office for at least 12 hours. Seniors
will also present their own research to a team of faculty and health care professionals.
Any additional exposure to health care professionals at your clinical site is encouraged.

Teachable Moments
Even though ATSs are not to perform a skill or task for which they have not received
instruction and for which they have not proven clinical proficiency, instructors and
preceptors are encouraged to take advantage of teachable moments. A teachable
moment occurs when a preceptor takes advantage of an opportunity to educate an ATS
about a specific injury, condition, skill, or technique. For example, a first semester junior
AT student is in the presence of a preceptor and athlete when the athlete presents with
migraine like symptoms. Even though the first semester junior ATS has not had
General Medical Conditions or Pharmacology & Common Illness, as the preceptor
completes his or her evaluation, the preceptor should demonstrate, explain, and discuss
the injury, and the assessment tools used in evaluating the injury. If the athlete agrees,
it is acceptable to allow the ATS to perform a test or intervention that the preceptor has
just demonstrated. The ATS benefits from the teachable moment, however, this one
exposure does not mean that the student is now allowed to perform such evaluations
or interventions because the teachable moment is not synonymous with formal
instruction.
21

Learning Over Time

AT programs must provide ATSs with the opportunity to acquire specific knowledge,
skills, values, and proficiencies. For adequate development, the cognitive, psychomotor
and affective competencies should be instructed through a progression, allowing for
learning over time. The E&H AT program has structured its progression in such a way
that ATSs are exposed to a majority of their educational competencies and clinical
proficiencies early in the program. This ensures that the ATS will be exposed to those
proficiencies and competencies at least two more times, and that the ATS will have
sufficient time to practice and master the skills.

22

POLICY & PROCEDURE MANUAL EXCERPTS

ATS Professional Appearance and Behavior:

The following guidelines are expected to be enforced by all AT program personnel. It is
the responsibility of the AT program faculty to remove ATSs not following
the guidelines from the clinical education experience until the appropriate
appearance or behavior is attained.

Appearance

The AT program dress code can be found in the Policies and Procedures Manual.
The following guidelines should be followed in order to avoid dress code violations.
1. Morning Treatment & Rehabilitation Sessions: ATSs performing clinical
duties in the E&H Athletic Training Clinic in the morning hours are not required to
wear Athletic Training apparel. Dress may be casual; however, neat dress is
required. Inappropriate clothing for morning duties include:
a. Pajamas
b. Clothing so baggy or tight that it hinders the ATS in their clinical duties
c. Hats
d. Clothes that reveal inappropriate body parts or undergarments
2. Afternoon Athletic Training Clinic Coverage and Practices: ATSs who
are performing clinical duties for practices or during rehabilitation sessions should
be dressed in khaki pants or shorts and Athletic Training staff shirts.
a. All ATSs are given 2 t-shirts at the beginning of the fall semester
b. Additional t-shirts can be purchased for a small fee.
c. Athletic Training apparel is not to be worn by students who are
not ATS. Please do not give your shirts to friends or
roommates to wear.
d. Pants must FIT, must not sag below the waist. Pants that are baggy or so
long that the ATS is stepping on the cuffs are inappropriate. On females,
pants should not be too tight, or sit so far below the waist that the shirt
doesnt stay tucked in or underwear is visible.
e. Shorts must be mid-thigh length or longer. Girls must have fingertips
touching material when their hands are resting at their sides. 5 inseam or
greater,
f. Closed-toed shoes or Sneakers should be worn.
g. Boots are acceptable for outside practices in cold or wet weather.
h. Emory & Henry College hats may be worn outside. Hats from other
schools or with inappropriate advertising are not to be worn while
performing clinical duties.
i. Jewelry should be kept to a tasteful minimum. Excessive jewelry can
hinder the ability to give care, and long necklaces and bracelets can get
tangled in modality and rehabilitation equipment.
3. Game Coverage:
a. For all E&H sports EXCEPT basketball, Game polo shirts are to be worn
with Khaki or Navy pants or shorts, and closed toed shoes (sneakers,
boots)
i. Game shirts must be purchased
23

ii. All of the above rules regarding pants/shoes/hats/jewelry apply to

games, as well
b. Mens and Womens Basketball are exceptions to the above dress
code.
i. Ladies dress in dress pants or long-to-medium length skirts, and
blouse or sweater. Heels should not be so high that the ATS
cannot reach an injured athlete in a quick manner.
1. Skirts that are more than 3 inches above the knee are
inappropriate.
2. Pants that sit so low on the waist that undergarments are
visible are inappropriate.
3. Revealing blouses are inappropriate.
4. Clothing (pants, skirts, or blouses) that is extremely tight is
inappropriate.
5. Jewelry should be kept to a tasteful minimum.
ii. Men will dress in dress pants, shirt & tie, or sweater, with dress
shoes.
1. Baggy pants with frayed cuffs are inappropriate.
2. Excessively wrinkled pants or shirts are inappropriate.
3. Cargo pants with huge side pockets are inappropriate.
4. Hats are inappropriate.
The supervising preceptor at off-campus clinical sites may have different dress
standards and should communicate any specific dress code standards of that site
to the ATS.
All ATS who are assigned to off-campus clinical sites are required to follow the
E&H dress code unless otherwise specified.
o Also, these ATSs may wear apparel with the off-campus site logo instead
of the E&H t-shirts or game shirts, if provided or purchased.

ATS Behavior
All E&H ATSs are expected to maintain a high standard of professional behavior at all
times. This includes classes both within and outside of the major, during clinical
education experiences, and any other time ATSs are acting as representatives of the
Athletic Training Department or Emory & Henry College.
Off-campus clinical sites may have specific policies regarding the standards of
professional behavior and appearance for ATS. If off-campus sites policies differ from
the E&H standards, the ATS should follow the standards set forth by the off-campus site
while they are performing clinical duties at that site. The following list of professional
behaviors is, by no means, all-inclusive. Therefore, members of the AT program faculty
will evaluate behavior of ATSs for their appropriateness as deemed necessary by the
preceptor.
1. Confidentiality All ATSs receive FERPA/HIPAA education and sign a
confidentiality form upon entrance into the program. It is expected that ATSs will
24

2.
3.

4.
5.
6.
7.

not discuss the health status of any student-athlete or patient with anyone not
directly involved in the care of the student-athlete or patient.
Harassment and/or discrimination of any kind is not tolerated. This includes
harassing or discriminatory actions against faculty/staff members, other ATSs,
coaches, and student-athletes. See campus non-discrimination policy.
Absenteeism and tardiness will not be tolerated. This includes absences or
tardiness in classes (within and outside of the major), clinical assignments, inservices, meetings, and appointments. It is up to the ATSs to let their
preceptor(s) know when they are going to be absent or tardy.
ATSs are expected to recognize their limitations and not attempt to perform any
evaluative, assessment, or treatment procedures for which they have not
received formal education and assessment of that skill.
ATSs are expected to exhibit professional behavior in the classroom, both within
and outside of the AT major.
ATSs are expected to exhibit professional behavior in the athletic training clinic
and in other clinical settings.
ATSs are expected to maintain professional relationships with patients, coaches,
administrators, other ATSs, staff, etc. ATSs are to show respect to all studentathletes, all ATP faculty, and all Athletic Department staff members.

Disciplinary Actions and Reporting Violations

Preceptors and instructors have the authority to remove an ATS from the classroom or
the clinical rotation at any time if s/he feels that the ATS has:
1. behaved or dressed in an inappropriate manner
2. placed a student-athlete/patient in a potentially harmful situation
3. intentionally missing or skipping clinical education experiences as assigned
4. falsifying documents/plagiarism
5. stealing supplies
6. violated the sites guidelines or rules
7. violated the guidelines included in the Policies and Procedures Manual
All instances in which an ATS has been removed from the classroom or clinical site
must be reported to the Program Director. Reports should be in writing whenever
possible, and should be submitted as soon as possible. The preceptor or instructor is
asked to give a detailed description of the violation so that the AT Program faculty can
decide on the appropriate disciplinary action, as outlined in the Policies and Procedures
Manual.
The following tables indicate what actions may be taken for various social violations
and/or academic deficiencies by the ATP. Additional action may be taken by Emory &
Henry College itself, see the college catalog under Code of Conduct.

25

Nature of Offense

1 st Offense

2 nd Offense

3 rd Offense

Academic
Deficiencies

Warning/Referral to
Powell Learning
Resource Center

Warning/Reduction
in Clinical Hours

Social Conduct
Drugs /Alcohol /
*Inappropriate
Behavior Those
coming to obtain
clinical education
experiences who are
impaired by illegal
drugs or alcohol will
automatically be
removed from the AT
Program

Probation/Substance
Abuse Education
Program referral or
Removed from AT
program

Removed from AT
Program

Residence Life
Infractions

Warning

Warning/Probation

Off-Campus Arrests/
DUIs

Warning/Removed
from AT program

Removed from AT
program

Professional
Conduct

Warning

Warning with
reduction in clinical
hours or Removed
from AT program

Removed from
AT program

Warning

Warning with
specified
punishment from
Program Director

Removed from
AT program

Falsifying
Documents
(i.e. clinical
hours)

Warning/Repeat
clinical education
experience hours

Warning w/extra
assignments

Removed from
AT program

Confidentiality
Violations

Warning

Warning w/extra
assignments

Removed from
AT program

Stealing Supplies

Warning

Warning w/extra
assignments

Removed from
the AT program

Dress Code Violations

Warning

Warning/Reduction
in Clinical Hours

Removed from
AT program

Attitude /Promptness
Missing or skipping
practices/games /
ATR coverage

Removed from
AT Program

---------

Removed from
AT Program
----------

* Defined as any behavior that is detrimental to the AT program or others. Could include inappropriate behavior in class,
inappropriate posts on Social Media (Twitter, Instagram, YouTube, Facebook, MySpace, etc)

26

Technical Standards

The Athletic Training Program at Emory & Henry College is a rigorous and intense
program that places specific requirements and demands on the student 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 Educational
Program establish the essential qualities considered 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 programs accrediting agency
Commission on Accreditation of Athletic Training Education (CAATE). The following
abilities and expectations must be met by all students admitted to the Athletic Training
Education Program. In the event a student is unable to fulfill these technical standards,
with or without reasonable accommodation, the student will not be admitted into the
program.
Compliance with the programs technical standards does not guarantee a students
eligibility for the BOC certification exam.
Candidates for selection to the Athletic Training Program must demonstrate:
1.

2.

3.
4.
5.
6.
7.

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; Sufficient posture 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;
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;
The ability to record the physical examination results and treatment plan clearly
and accurately;
The capacity to maintain composure and continue to function well during periods
of high stress;
The perseverance, diligence and commitment to complete the Athletic Training
Program as outlined and sequenced;
Flexibility and ability to adjust to changing situations and uncertainty in clinical
situations;
Affective skills and appropriate demeanor and rapport that relate to professional
education and quality patient care.

Candidates for selection to the AT Program will be required to verify they understand
and meet these technical standards or that they believe that, with certain
accommodations, they can meet the standards.

27

Consistent with the Emory & Henry College policies and procedures related to assisting
students with disabilities, the office of Academic Support Services will evaluate the
documentation submitted by a student who states he/she could meet the programs technical
standards with accommodations. The College will determine whether it agrees that the student
can meet the technical standards with reasonable accommodation. This includes a review as
to whether the accommodations requested are reasonable, taking into account whether
accommodation would jeopardize clinical/patient safety, or experiences and internships
deemed essential to graduation.

Preceptor Checklist
o Introductions (each other, other relevant personnel)
o Tour of facility and site, if unfamiliar
o Review your expectations and rules with the athletic training student(s)
o Dress Code, Behavior, Attendance
Responsibilities of the Preceptor each semester
o Provide a safe environment for student learning
o Provide formal evaluation & assessment of student professional behaviors
o Use appropriate terminology and model professional behaviors
o Update and maintain Clinical Site and/or Preceptor File on Google Drives
Additional program information can be found:
http://atpreceptorsehc.weebly.com/
http://www.ehc.edu/academics/school-health-sciences/school-health-sciencesundgraduate-programs/athletic-training-program/program-details/

28

EMORY & HENRY COLLEGE

ATHLETIC TRAINING PROGRAM
Preceptor Acknowledgement
of Role & Responsibilities
By signing below, you certify that you
1. have read and understand the information provided in both the Preceptor
Manual and the Policies and Procedures Manual
2. recognize that the policies and procedures found in both the Preceptor
Manual and the Policies and Procedures Manual are, in no way, allinclusive and that your actions will be evaluated for their appropriateness
as deemed necessary by the Clinical Instructor Educator/Clinical Education
Coordinator and the Program Director.
3. agree to follow the responsibilities and functions of a preceptor as
presented in both the Preceptor Manual and the Policies and Procedures
Manual, and any addendums that may follow to either manual.
4. understand that failure to comply with the responsibilities and functions
presented in both the Preceptor Manual and the Policies and Procedures
Manual or any addendums that may follow may result in your being
removed as a Preceptor with the E&H Athletic Training Program
5. understand that violations may be reported to the appropriate
administrators and/or legal authorities if deemed necessary.
________________________________________
Printed Name
_________________________________________
Signature
__________________________
Date

Preceptor Copy
29

EMORY & HENRY COLLEGE

ATHLETIC TRAINING PROGRAM
Preceptor Acknowledgement
of Role & Responsibilities
By signing below, you certify that you
1. have read and understand the information provided in both the Preceptor
Manual and the Policies and Procedures Manual
2. recognize that the policies and procedures found in both the Preceptor
Manual and the Policies and Procedures Manual are, in no way, allinclusive and that your actions will be evaluated for their appropriateness
as deemed necessary by the Clinical Instructor Educator/Clinical Education
Coordinator and the Program Director.
3. agree to follow the responsibilities and functions of a preceptor as
presented in both the Preceptor Manual and the Policies and Procedures
Manual, and any addendums that may follow to either manual.
4. understand that failure to comply with the responsibilities and functions
presented in both the Preceptor Manual and the Policies and Procedures
Manual or any addendums that may follow may result in your being
removed as a Preceptor with the E&H Athletic Training Program
5. understand that violations may be reported to the appropriate
administrators and/or legal authorities if deemed necessary.

________________________________________
Printed Name
_________________________________________
Signature
__________________________
Date

AT Programs Copy
30