NATA Athletic Training Educational Competencies 4th Edition 2006.
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Transcript of 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: www.nata.org/downloads/documents/index.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) 422-3181 [email protected] www.nataec.org
Entry-Level Education Committee (603) 862-1831 [email protected]