NATA Athletic Training Educational Competencies 4th Edition 2006

Introduction  Who will be affected by the 4th Edition of the Competencies? The Competencies comprise the knowledge base of the profession; therefore, it affects:  Program Directors  Educational Program Personnel  Athletic Training Students  Patients  Program Medical Directors  State Regulatory Bodies  Accreditation Site Visitors

Introduction  Who determined there should be a 4th Edition of the Competencies? The Education Council under the direction of the NATA Board of Directors

Introduction  Why were changes made? The 4th Edition represents a refinement of the 3rd Ed. rather than a major revision. The 3rd Ed. was evaluated for efficacy relative to the cognitive, psychomotor, and affective competencies, and clinical proficiencies.

Introduction  Changes (cont’d) It was a natural maturation of the competencies and proficiencies that led to the 4th Edition. The 4th Ed. reflects current practice and the evolving knowledge base of the profession including evidence based practice.

Introduction  Who was involved in drafting the 4th Edition of the Competencies? The NATA Entry-Level Education Committee with input from:  NATA Membership  Accredited & Candidacy Program Directors  Institution Administrators  NATA Education Council  NATA Board of Directors and Committees  JRC-AT  BOC

Introduction  Who approved the 4th Edition of the Competencies? NATA Entry-Level Education Committee NATA Education Council Executive Committee JRC-AT BOC NATA Board of Directors

Introduction  Why is the term “diagnose” included in the 4th Edition? The terminology in the 4th Edition is consistent with the 5th Edition of the Board of Certification Role Delineation Study.

Introduction  Why are examples (lists) provided in some subject matter areas but not in others? Some subject matter areas (i.e., medical conditions and disabilities) require additional, specific guidance.

Introduction  How is Bloom’s Taxonomy integrated into the 4th Edition? The Cognitive and Psychomotor Competencies are behavioral objectives classified predominantly at the recall and application level of Bloom’s Taxonomy.

Introduction  Bloom’s (cont’d) As students become competent with this level of knowledge and skill, program personnel are encouraged to challenge students at the highest level of Bloom’s Taxonomy.  Cognitive: synthesis and evaluation  Psychomotor: adaptation and origination

Introduction  Bloom’s (cont’d) The Clinical Proficiencies integrate decision-making, critical thinking, and skill application to provide students with the additional means to demonstrate knowledge and skill at the highest levels of Bloom’s Taxonomy.

Introduction  How is institutional autonomy preserved in the 4th Edition? The 3rd Ed. contained multiple content lists that were viewed as prescriptive in nature. Content in the 4th Ed. is presented descriptively which provides institutional autonomy in determining the content and its delivery.

Foundational Behaviors of Professional Practice  What are the Foundational Behaviors of Professional Practice (Behaviors)? These Behaviors represent the common values of the profession of athletic training.

Foundational Behaviors of Professional Practice  What was the rationale for the transition of the Affective Competencies to the Behaviors? In previous versions of the Competencies, the Affective Competencies were identified as discrete tasks within subject matter areas.

Foundational Behaviors of Professional Practice  Rationale (cont’d) In reality, these Behaviors permeate every aspect of professional practice and should be incorporated in every part of the students’ educational program. The Affective Competencies have been distilled and synthesized to create the Behaviors.

Foundational Behaviors of Professional Practice  For suggestions on how to implement the Behaviors in your program and how to assess student knowledge and demonstration of the Behaviors, see the Frequently Asked Questions (FAQ) document associated with the 4th Edition on the Education Council website.

Cognitive Competencies  Summary of changes 14 new competencies added. 10 competencies eliminated. Many competencies were combined, reworded or removed due to redundancy. See the 4th Ed. Appendix for changes in competencies by subject matter area.

Psychomotor Competencies  Summary of changes 6 new competencies. 20 competencies eliminated. Many were reworded. See the 4th Ed. Appendix for the changes in competencies

Clinical Proficiencies  How do the clinical proficiencies in the 4th Ed. differ from those in the 3rd Ed.? The 3rd Ed. contained multiple content lists that often led to the evaluation of isolated skill sets. The 4th Ed. requires the student to demonstrate clinical decision making, problem solving and integration of skill application.

Clinical Proficiencies  What are the new C.P.s? All clinical proficiencies have been revised to a new format designed to facilitate critical thinking and decision making. Refer to each subject matter area in the Competencies.

Clinical Proficiencies  What C.P.s were eliminated? There were 12 C.P.s eliminated (see Appendix for listing Clinical Proficiencies no longer exist for:  Health Care Administration  Pharmacology  Professional Development and Responsibility

Clinical Proficiencies  The intent of a C.P. is to capture the essence of learning over time by documenting a student’s progression from cognitive competence and psychomotor skill performance through supervised clinical application as evidenced by the integration of decision making and critical thinking as measured by the C.P.

Clinical Proficiency Assessment  How do I assess the new C.P.s? The 4th Ed. preserves institutional autonomy and allows programs to evaluate clinical proficiencies in a manner that is appropriate to their program.

Clinical Proficiency Assessment  Are checklists appropriate for the evaluation of clinical proficiencies? Institutions have the autonomy to use checklists where appropriate (i.e., discrete psychomotor skills) Programs are encouraged to use a holistic approach to assess clinical proficiencies.

Clinical Proficiency Assessment  How many times do I have to evaluate each clinical proficiency? C.P.s were often misinterpreted as isolated skill sets that were simply evaluated on multiple occasions.

Clinical Proficiency Assessment  How many times (cont’d)? A satisfactory demonstration of a C.P. is a measure of student competence. Practice and repeated evaluation of a C.P. is a measure of student mastery. Programs should use student outcomes to determine the frequency of C.P. evaluations.

Clinical Proficiency Assessment  How do I apply the principle of and assess learning over time? Sequenced, integrated, depth of learning, known in our field as “learning over time” begins with introductory or basic knowledge (cognitive comps.), basic skills (psychomotor comps.), and basic behaviors (Foundational Behaviors of Professional Practice).

Clinical Proficiency Assessment  Learning over time (cont’d) Basic knowledge and skills are normally taught and evaluated in the classroom and laboratory settings. Behaviors are identified, discussed, and practiced from the time students begin clinical experiences.

Clinical Proficiency Assessment  Learning over time (cont’d) Once students independently demonstrate a competent level of knowledge and/or skill, they can begin to incorporate that training safely into their clinical experiences. This begins a cycle of learning, feedback, refinement, and more advanced learning.

Clinical Proficiency Assessment  Learning over time (cont’d) Practice during clinical experiences with “real life” applications readies the student for occasions where they demonstrate their decision making and skill integration ability - Clinical Proficiencies

Clinical Proficiency Assessment  Learning over time (cont’d) Students should be assessed in their performance of C.P.s on real time patients. If this is not possible, standardized / simulated patients or scenarios should be used to measure student performance.

Competency Matrix  Will there be a new matrix? Yes!!  The new matrix is currently under development  Watch for an announcement from the NATA Education Council when it is ready.

Implementation of the New Competencies  Will I have to add new courses? The revisions in the 4th Ed. should not require the addition of new courses.  Will this change the courses currently offered in my curriculum? Courses offered in your program should not change, however, it is recommended you review each course for content and inclusion of all competencies.

Implementation of the New Competencies  Where can I get a copy of the 4th Edition? Order forms may be downloaded from the NATA website at: ex.htm  What will be the cost? $25.00 per copy

Implementation of the New Competencies  What is the role of the Entry-Level Education Committee in the implementation of the Competencies? The ELEC serves as an educational resource for program personnel.

Implementation of the New Competencies  What is the role of the JRC-AT in the implementation of the Competencies? The JRC-AT requires that these Competencies be used for curriculum development and education of the student enrolled in accredited entry-level programs. The JRC-AT will be responsible for evaluating the inclusion of the Competencies in the students’ curriculum.

Implementation of the New Competencies  When will the 4th Edition have to be implemented in my program? This is determined by the JRC-AT Please refer to the JRC-AT website and/or JRC-AT Updates for specific details and dates for implementation. Questions on implementation should be directed to the JRC-AT.

Contact Information  NATA Education Council (801)  Entry-Level Education Committee (603)