Clinical PoliciesAthletic Training

Clinical Experience Philosophy

The GAC ATP clinical experience sequence is based on the premise of exploring the many different aspects of athletic training as a profession and working towards autonomous practice upon graduation. In order to do this, the program utilizes two different emphases to each academic year.

EXPOSE and EXPLORE - First Year

First year students are exposed to the daily ins and outs of a collegiate and/or secondary school athletic training clinic during an immersive fall pre-season experience. The emphasis of exposing the students to the workings of a facility, what athletic trainers do, patient interactions, and the beginnings of their clinical skills is important in forming a solid foundation for these students. By remaining local, the situation is more comfortable for the students and easier to access. In addition, the opportunity to be surrounded by multiple preceptors and multiple of their older peers during their experience, allows them to learn from many perspectives and be exposed to many different patients and conditions. These experiences are tied to the HES 551 course.

As the students progress into the traditional academic year, they are ready to explore more variety in athletic training. Their sequence now takes them off campus for two experiences, a general medical experience, a high school experience, team physician clinical and surgical observation experience, and several on-campus experiences. These 4-7 week experiences are kept shorter to allow more exploration at different locations along with some different preceptors than they had for their pre-season immersive . This chance to explore new perspectives in the field is important as they gain the bulk of their patient-based knowledge, skills, and abilities during the first year. The general medical experience is slated across the first year due to the fact that the students completed HES 502 Assessment in Athletic Training 2: General Medical during fall of their first year and, thus, can now apply those skills, as allowed in the clinic. Due to the limited availability of general medical preceptors and the desire to keep the ratio 1:1 or 1:2 at most, the general medical experience can take place either late fall or spring of the first year. The high school experience and the on campus experiences are tailored by the preceptor, with guidance from the program director and clinical education coordinator, to allow students to grow in their clinical practice with appropriate supervision, but also some increased opportunities for autonomy. Often these experiences also occur with an older student or a peer to allow more shared learning experiences as well. This opportunity to safely explore their own knowledge, skills, and abilities is vital to set them up to go more in depth in their senior year prior to graduation and certification. Preceptors are trained by the clinical education coordinator to provide and facility learning opportunities that embody this “explore” premise. These experiences are tied to HES 552 (fall), HES 553 (spring), HES 554 (May).

EXPAND AND EXAMINE – Second year

By the end of their first year students have been assessed on all of their patient-oriented competencies. The second year is about taking the time to expand their knowledge, skills, and abilities, but most importantly their confidence in those knowledge, skills, and abilities. Second year brings the opportunity to really dive into what it takes to be an athletic trainer, and specifically the type of athletic trainer the student eventually wants to become. Thanks to online courses in this second year, students can explore athletic training from across the state or the country in a variety of settings. Second year students will complete immersive clinical experiences throughout the summer, fall, and spring terms, where they will learn the day to day life of an athletic trainer in a setting that speaks to their interests and educational needs. The fall and spring term experiences have a slightly lower time commitment to allow for more focus on the didactic coursework during these terms. All of these experiences are meant to allow students more access to the patients, a chance to build trust and relationships, and the opportunity to be more engaged with the preceptor in the running of the operation beyond just patient care (tied to their learning in HES 522 Healthcare Administration in Athletic Training and HES 610 Leadership in Athletic Training). Preceptors are guided to help these second year students take ownership and responsibility for their educational experiences and to help the students work towards autonomous practice. The students might also be paired with younger students, giving them opportunities to live out “see one, do one, teach one” by mentoring the younger students. These experiences are part of the course sequencing of HES 555 through HES 557.

Clinical Experience Policies

Students enrolled in the MAT will be required to complete clinical experiences (those under the direct supervision of a certified athletic trainer or physician) and supplemental clinical experiences (those under the direct supervision of other licensed healthcare providers). At least 70% of the students’ experiences (measured as a percentage of days assigned to clinical experiences) must be clinical experiences (those under the direct supervision of a certified athletic trainer or physician). A supplemental clinical experience cannot be longer than 8 weeks in length. Students will get an opportunity to learn from multiple healthcare professionals in a variety of settings. The student will have experiences with collegiate, secondary schools, clinical, and industrial settings. In addition, students will have the opportunity to work with the MAT faculty to pursue and explore clinical settings that speak to their interests and possible future practice areas. From smaller experiences that allow variety and practice to immersive experiences where students can become familiar with the day-to-day activities of their preceptors and what it will take to work in that practice area in the future

These clinical experiences are tied to the Clinical Experience course sequence (HES 551-557).

HES 551 Clinical Experiences in Athletic Training I, Summer I (4 weeks)

Students will complete an immersive clinical experience focused on fall pre-season sports at either a collegiate or secondary school setting. This experience will be 4-5 weeks in length (beginning of August to beginning of September). Students will be practicing and applying the skills attained in HES 500 and HES 501 from earlier in the summer term. Students will complete up to 39 hours per week at the site and 1 hour of synchronous activity with the course instructor. Typically, students will spend 30-39 hours per week for the 4-5 weeks.

HES 552 Clinical Experiences in Athletic Training II, Fall I (14 weeks)

Students will complete smaller 7-week clinical and supplemental clinical experiences to explore different aspects of athletic training. The focus of these experiences will be to incorporate the skills already attained from HES 500 and 501 and those being attained in HES 502, 503, and 511. Simulation may also be used to practice and assess those skills. Students will complete up to 19 hours per week at the site or in simulation and 1 hour of synchronous activity with the course instructor. These experiences will be local to the area. In either this course, HES 553 or HES 554, students will complete an experience with local physicians, physician assistants, nurses, and other healthcare providers in a physician clinic with an emphasis on the knowledge and skills gained in HES 502 (general medical). Also, either in this course, HES 553 or HES 554, students will complete an experience with the team physician at Gustavus Adolphus College which will include experience during on-campus clinic visits, clinic appointments at their primary clinical practice site and in surgery. Students will be split between the two courses for this experience to ensure a quality learning environment and proper preceptor to student ratio in these experiences.

HES 553 Clinical Experiences in Athletic Training III, Spring I (14 weeks)

Students will complete smaller 7-week clinical and supplemental clinical experiences to explore different aspects of athletic training. The focus of these experiences will be to incorporate the skills already attained from HES 500, 501, 502, 503, and 511, and those being attained in HES 504 and 512. Simulation may also be used to practice and assess those skills. Students will complete up to 19 hours per week at the site or in simulation and 1 hour of synchronous activity with the course instructor. These experiences will be local to the area. In either this course, HES 552 or HES 554, students will complete an experience with local physicians, physician assistants, nurses, and other healthcare providers in a physician clinic with an emphasis on the knowledge and skills gained in HES 502 (general medical). Also, either in this course, HES 552, or HES 554, students will complete an experience with the team physician at Gustavus Adolphus College which will include experience during on-campus clinic visits, clinic appointments at their primary clinical practice sites and in surgery. Students will be split between the two courses for this experience to ensure a quality learning environment and proper preceptor to student ratio in these experiences.

HES 554 Clinical Experiences in Athletic Training IV, May (4 weeks)

Students will complete a 4-week clinical or supplemental clinical experience to explore different aspects of athletic training. The focus of these experiences will be to incorporate the skills already attained from HES 500, 501, 502, 503, 504, 511, and 512, and those being attained in HES 505 and 513. Simulation may also be used to practice and assess those skills. Students will complete up to 24 hours per week at the site or in simulation and 1 hour of synchronous activity with the course instructor. These experiences will be local to the area. In either this course, HES 552 or HES 553, students will complete an experience with local physicians, physician assistants, nurses, and other healthcare providers in a physician clinic with an emphasis on the knowledge and skills gained in HES 502 (general medical). Also, either in this course, HES 552, or HES 553, students will complete an experience with the team physician at Gustavus Adolphus College which will include experience during on-campus clinic visits, clinic appointments at their primary clinical practice sites and in surgery. Students will be split between the two courses for this experience to ensure a quality learning environment and proper preceptor to student ratio in these experiences.

HES 555 Clinical Experiences in Athletic Training V, Summer II (8 weeks)

Students will complete immersive experiences of at least 4+ weeks. The student will work with the Clinical Education Coordinator to set up the site(s) and the preceptor(s), a certified athletic trainer and/or physician, well in advance of the commencement of the experience. Within the second year (HES 555-557), students must complete at least one 4+ week experience in the clinical setting. Throughout HES 555-557, students must have experiences at at least three different sites and cannot have more than one experience at the same site. There is no location limitation, but the program must have an affiliation agreement with the site, the preceptor must be trained by the MAT program, and the site and the preceptor are vetted by the MAT program. Students will complete up to 39 hours per week at the site or in simulation and 1 hour of synchronous activity with the course instructor. Typically, students will spend 30-39 hours per week for the 4+ weeks. The focus of these experiences will be to incorporate the skills already attained from HES 500, 501, 502, 503, 504, 505, 511, 512, and 513 and those being attained in HES 523. Simulation may also be used to practice and assess those skills.

HES 556 Clinical Experiences in Athletic Training VI, Fall II (14 weeks)

Students will complete immersive experiences of at least 4+ weeks. The student will work with the Clinical Education Coordinator to set up the site(s) and the preceptor(s), a certified athletic trainer and/or physician, well in advance of the commencement of the experience. Within the second year (HES 555-557), students must complete at least one 4+ week experience in the clinical setting. Throughout HES 555-557, students must have experiences at at least three different sites and cannot have more than one experience at the same site. There is no location limitation, but the program must have an affiliation agreement with the site, the preceptor must be trained by the MAT program, and the site and the preceptor are vetted by the MAT program.Students will complete up to 29 hours per week at the site or simulation and 1 hour of synchronous activity with the course instructor. Typically, students will spend 20-29 hours per week for the 4+ weeks. The focus of these experiences will be to incorporate the skills already attained from HES 500, 501, 502, 503, 504, 505, 511,512, 513, and 523 and those being attained in HES 522. Simulation may also be used to practice and assess those skills.

HES 557 Clinical Experiences in Athletic Training VII, Spring II

Students will complete immersive experiences of at least 4+ weeks. The student will work with the Clinical Education Coordinator to set up the site(s) and the preceptor(s), a certified athletic trainer and/or physician, well in advance of the commencement of the experience. Within the second year (HES 555-557), students must complete at least one 4+ week experience in the clinical setting. Throughout HES 555-557, students must have experiences at at least three different sites and cannot have more than one experience at the same site. There is no location limitation, but the program must have an affiliation agreement with the site, the preceptor must be trained by the MAT program, and the site and the preceptor are vetted by the MAT program.Students will complete up to 29 hours per week at the site or simulation and 1 hour of synchronous activity with the course instructor. Typically, students will spend 20-29 hours per week for the 4+ weeks. The focus of these experiences will be to incorporate the skills already attained from HES 500, 501, 502, 503, 504, 505, 511,512, 513, 522, and 523, and those being attained in HES 612 and HES 610. Simulation may also be used to practice and assess those skills.

Clinical Education Policy Requirements

Students must demonstrate compliance with the following clinical experience policies prior to beginning clinical experiences, at a minimum annually.

Student Handbook Statement of Agreement
Confidentiality Agreement
Technical Standards - including follow-ups with resources if needed
Communicable Disease Statement
Diversity, Equity, Inclusion, and Social Justice Statement
Emergency Cardiac Care
Bloodborne Pathogen Training
HIPAA/FERPA Training
Updated Immunization Records - must include Hepatitis B, annual flu vaccine, COVID-19 sequence and any annual boosters that are currently or might be recommended/required in the future
Tuberculosis Screening Test - including follow-ups with healthcare providers as needed
Satisfactory Background Check

If the status of any of the above changes mid-academic year, the student should submit updated documentation. For example, the annual flu vaccine usually occurs mid-term. Students must submit an updated immunization record at that time.

In addition, each clinical site might have additional items they require. These will be communicated with the students and must be completed prior to students commencing clinical experiences at that site. Examples may include, but not limited to: additional background check, confidentiality agreements, immunization records, onboarding documentation.

Planning Procedures for Clinical Education

The program administrators will ensure students are completing experiences that meet the minimum CAATE requirements and GAC MAT Assessment plan requirements. For clinical experiences that will take place during the first year, all decisions will be made by the CEC/PD. Planning for the second year will begin immediately in the first year with a completion of an interest survey and continue monthly until all sites are arranged. The student will be an active participant in the process of discovering viable opportunities, making contact, completing any applications, and any onboarding requirements. Site and preceptor appropriability will be determined by the CEC/PD. Some immersive clinical sites may require an application process for the student. The student is responsible for completing the application process by the due date specified by the clinical site and/or the CEC/PD to allow for timely planning. A signed affiliated agreement, preceptor training, an in-person or virtual site visit must be attained at least 60 days before the start date of the student, unless the application process of the site delays this date.

No changes to the clinical plan can occur within 60 days of the start date unless there is an emergency for the student or the preceptor/site, which will be determined by the CEC/PD.

Minimum Hours Requirement

Unless the student has prior approval from the MAT faculty/administration or in emergency situations reported to the MAT faculty/administration and preceptor, students must complete a minimum of 10 hours of clinical experience every week when clinical experiences are expected. Students should aim for the recommended clinical experience hours stated for each course listed above.

Time Off

All students must have at least 1 full day off from clinical experiences in every 7-day period.

Students should be allowed to take certain Gustavus Adolphus College breaks off from clinical experiences, per the Gustavus Academic Calendar. The following breaks are to be considered off time for the students:

Fall Break
Thanksgiving Break
Fall Final Exam Period
Winter Recess
Spring Break
Easter Recess
Spring Final Exam Period through Commencement*

*Students will be off term from Spring Final Exam Period through the July 4th holiday. However, if a unique clinical experience opportunity that the student is interested in must begin prior to the academic Summer Term for the MAT, the student, preceptor, and clinical education coordinator will work together to approve this early start.

Students can opt to continue in clinical experiences during any of the aforementioned breaks, but it is the student’s choice and they should not feel pressured to do so. Ideally, if a student is choosing to participate in clinical experiences over those breaks, an equitable break can be planned for a different time of the experience. For example, if the spring break of a high school does not line up with Gustavus’s spring break, the student may participate in clinicals for Gustavus’s spring break and then take the high school spring break off.

Students must be allowed time off for religious holidays/obligations. These required days off should be communicated to the preceptor during the planning process and again during the orientation meeting at the start of the experience.

Students must be allowed time to fulfill the civic duty of voting on Election Day. Please allow students ample time to get to the polls during the day. If a student is out of state for clinical experiences, the student should have the option to complete a mail-in ballot if allowed by their home state.

In the second year, there will be at least a 7-day period of time off between each immersive experience to allow students the opportunity to move to and settle into a new location if needed. This period of time may account for school-sanctioned breaks. The CEC will work with the student to plan these moving breaks into the clinical plan.

Scheduling/Attendance

For most clinical experiences, the scheduling of the weekly requirements occurs between the preceptor/clinic director and the student. Some experiences may be scheduled between the preceptor/clinic director, the Clinical Education Coordinator (i.e. Mankato Clinic and Team Physician at TRIA Orthopedics). Students should contact their preceptor and/or the CEC at least 2 weeks prior to their clinical experience commencement date to begin the scheduling process. The times scheduled should follow the hours requirements for the experience along with the required time off as stated above.

Students are required to attend all clinical experiences as delineated in the scheduling discussions between the preceptor and/or CEC, based on the clinical experience, and the student. If a student will need to miss a clinical experience session, students are required to discuss that with the preceptor and/or CEC, based on the clinical experience, as soon as the student knows of the conflict so the schedule can be adjusted. If an emergency comes up, a text message, phone call, or email is required as soon as possible.

If a student will miss 3 consecutive days for a health injury or illness, the student will be required to bring documentation from a healthcare provider that the student is safe to return to the clinical experience and can still meet all of our clinical policies, specifically the Technical Standards and Communicable Disease Statement.

Recording Hours

Students are responsible for monitoring and recording the number of hours they are spending at their clinical sites (minimum 10 hours and maximum 19, 24, 29, or 39 hours per week, depending on the clinical experience). The hours recorded should not include travel to and from a clinical site, but only the time spent gaining clinical experience. This document is to reflect current practices (not to be exaggerated or downplayed) and help the program faculty ensure educational experiences that are realistic and productive. Hours must be recorded daily. Each Monday morning hours for the previous week will be reviewed by the Clinical Education Coordinator and/or Program Director.

Tracking Patient Encounters

Students are responsible for the daily monitoring and recording of patient encounters during clinical experiences. Students should track all patient encounters as they occur.

Travel/Room and Board

Students are responsible for travel to and from their clinical sites and campus (for required simulation experiences). Students should plan travel appropriately so as to not be late for required experiences. Students are responsible for arranging their own travel and should have reliable transportation throughout the entire 2 years of the program. For immersive clinical experiences, students are responsible for housing and/or travel options. These items should be discussed as part of the planning process for these experiences.

Costs of Clinical Education

All costs associated with completion of the clinical experiences are at the expense of the students, this could include background checks, clothing, room and board, and travel expenses. Students must have reliable transportation for completion of clinical experiences. Students will work with the MAT program, specifically the Clinical Education Coordinator, to plan clinical experiences, especially immersive opportunities. Any concerns or issues with finances or travel should be discussed in advance with the Clinical Education Coordinator during the planning phase.

Direct Supervision

In accordance with the CAATE Standards governing Athletic Training Programs, GAC ATP has set certain expectations to be followed to ensure safety of the students and patients as well as educational value during students’ clinical educational experiences. Appropriate levels of supervision of Athletic Training Student (ATS) on campus and off campus by preceptors must be strictly adhered to, in order to meet accreditation standards.

Supervision is defined by the CAATE as occurring 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 on-site and have the ability to intervene on behalf of the athletic training student and the patient. Supervision also must occur in compliance with the state practice act of the state in which the student is engaging in client/patient care.

The program officials are responsible for training preceptors on rules and regulations along with strategies for effective teaching and supervision. There must be regular planned communication between the ATP and the preceptor. Program officials will work with preceptors to ensure that the environment is a positive learning environment for the type and level of student attending, this includes the safety of the site, the proper level of interaction and supervision of the student, the number of students assigned to the preceptor, providing feedback to the preceptors and site about the learning experience of the students, etc.

In addition to adhering to these standards, the preceptor must provide on-going and consistent education and feedback, and for this to happen, s/he must be present with the ATS. Athletic training students, preceptors, coaches, and the athletic director/clinical director must understand that it is unacceptable for an ATS to perform athletic training skills unless properly supervised by the preceptor. ATSes must master clinical competencies and progress properly through the ATP in order to perform athletic training skills under the supervision of a preceptor. ATSes may not utilize clinical skills or techniques until they have demonstrated competence in performing them with a preceptor. Within the GAC ATP, preceptors may supervise, mentor, educate, and evaluate the ATS on their clinical competencies and proficiencies. It is the preceptor’s responsibility to help students seize opportunities to practice skills in real life situations, when appropriate and safe for both the student and the patient. At no time during the clinical education component shall students be used as replacements for certified athletic trainers. Under no circumstance should an ATS travel with a team unless a preceptor, who is a certified athletic trainer, is also traveling.

A student seen practicing athletic training services without supervision or any other representation of themselves as a certified Athletic Trainer will be considered a violation of the rules and regulations of the program and a violation of the state practice act.

ATP Code of Conduct

Remember above all that clinical experiences and classes are educational opportunities and should be treated as such.
Be prepared at all times. This includes being aware of your environment, having supplies available, paying attention, engaging in learning, keeping emergency care skills practiced and current, and being prepared to apply classroom knowledge and clinical skills that have been learning and assessed when asked.
Be observant during the classroom and clinical experiences for learning opportunities, including injuries, interactions, and conversations. This includes not using your cell phone or other technology during the classroom or clinical experiences directed so by your preceptor or instructor.
Be engaged with patients, preceptors, instructors, and other students during clinical experiences and the classroom.
Be professional with patients, family members, preceptors, instructors, or other administrators and healthcare providers, including appropriate conversations and actions for a healthcare professional.
Maintain a demeanor appropriate for a health care facility and a learning environment.
Be helpful, polite, and respectful of others during clinical experiences and in the classroom.
Be on time, this includes being properly dressed and ready to learn at the time specified by supervisors. Any tardiness or absence should be addressed and accounted for immediately with the preceptor (i.e. phone call or email sent ASAP, meeting as soon as arrived). Violating dress code will result in being sent home to change and a disciplinary action.
Students must record clinical experience hours as per the instructions of the program officials. Students must comply with clinical experiences expectations concerning their particular clinical experience and the time-frames required.
Students must track patient encounters during clinical experiences as per the instructions of the program officials.
Follow all expectations as determined by the preceptor during pre-experience orientation conference.
Complete all required paperwork and evaluations of the clinical experiences in a timely manner.

Individual sites and supervisors may have a differing code of conduct for the students. Individual sites and supervisors may also have differing repercussions for violating the code of conduct. The highest level of standards should be followed and all decisions discussed with the program officials.

Proficiencies and Competencies

The Athletic Training Program’s clinical and didactic curriculum is centered on the concept of competency and proficiency in skills and knowledge. In order to ascertain that students are gaining the appropriate educational experience during their clinical experiences along with protecting patient well-being, students are not allowed to perform skills in which they have not demonstrated competency. The skills are taught and assessed during the courses in the athletic training major and are sequenced for optimal educational gains. Students must follow the proper course and competency sequence. Preceptors may also teach and assess skills that are relevant to a patient encounter, as long as the student has sufficient theoretical background to understand the technique thoroughly. If students or preceptors have a question on whether a student has or has not gained competency in a skill, they should contact the program officials.

In order to achieve competency, students must receive a 3 or higher on any of their competency assessments. These assessments are performed and evaluated by a preceptor or a classroom instructor (who are also trained preceptors). Students may be given another chance to achieve a 3 or higher on each competency, based on availability of a preceptor. Students who do not receive a 3 or higher on any competency may not advance to the next course and must meet with program officials to determine a course of remediation.

The proficiency assessments (PAs) represent the synthesis and integration of knowledge, skills, and clinical decision-making into actual client/patient care. In most cases, assessment of the PAs should occur when the student is engaged in real client/patient care and may be necessarily assessed over multiple interactions with the same client/patient. In a few instances, assessment may require simulated scenarios, as certain circumstances may occur rarely but are nevertheless important to the well-prepared practitioner. The incorporation of evidence-based practice principles into care provided by athletic trainers is central to optimizing outcomes. Assessment of student competence in the PAs should reflect the extent to which these principles are integrated. Assessment of students in the use of Foundational Behaviors in the context of real patient care should also occur.

These proficiencies are assessed during the senior year as a capstone of sorts for their athletic training education. These assessments are performed and evaluated by a preceptor. Students may be given another chance to achieve a level of “proficient” on each PA, based on availability of a preceptor. Students may, and should, complete more than one attempt at each PA as each opportunity with a patient should be seen as a chance for feedback and growth. All PAs must be completed and a score of “proficient” attained before completion and graduation from the Athletic Training Program. Failure to complete each PA at the appropriate level may result in remediation, repeating a course, or removal from the program. Students must complete and submit any of the evaluated PAs performed during a given experience by the end of experience meeting with their preceptors. Preceptors will not look back past this date of the end of experience meeting to evaluate a PA and thus a student will not be able to use that experience.

Skills Beyond Competencies and Proficiencies

The athletic training program understands that there are skills that might be important to a preceptor’s clinical site and to a student’s educational experience that the program does not directly include in their curriculum. Thus, if a preceptor wants to teach a student under their supervision a skill that is not part of the curriculum, they can do so. However, they should wait until the student has the basic understanding of the foundational knowledge and skills of the new skill from the curriculum. For example, if a preceptor wants to teach a student a specific manual therapy technique, the preceptor should make sure the student has passed their massage/manual therapy competence in the fall of their junior year. Another example, if a preceptor has a special test for the knee that they have researched and utilized in their clinic regularly and they want to teach the student, they should wait until the student has completed their knee evaluation competency at a successful level. If the student is ready for the skill based on background knowledge, the preceptor should teach the student the evidence-based background and fundamentals of the skills. This includes what evidence says about the skill, the safety considerations (i.e. indications, contraindications, etc.), the psychomotor steps to performing the skills, and the clinical decision-making that must occur to utilize the skill properly for patient care. Once that is completed, the preceptor should complete this form: New Skill Preceptor Form That will inform the program that the student has been properly instructed in the skill and it will go in the student’s file for future preceptor and clinical sites.

Background Checks

Students are required to have a background check in order to apply to the ATP. Students are responsible for the costs. If a student is ineligible to work with outside patient populations based on the background check, it may result in their removal from the program or other disciplinary action. In addition, certain clinical sites may require their own background check. The cost of those will also be the responsibility of the student.

Dress Code

Students must be dressed in a manner befitting a health care professional at all times when performing clinical hours. Students must not perform any athletic training duties when inappropriately dressed. Doing so will be a violation of the policy and procedures of the Athletic Training Program and the student will be sent home to change. This will be considered a violation of the rules and regulations of the program and could result in disciplinary action.

Khaki-style shorts or pants or other appropriate business casual bottoms (colors appropriate to the workplace). In certain environments, athletic-style pants may be approved. This should not include body-conscious leggings. Tops must say Gustavus Athletic Training, unless approved by a preceptor. Shorts, pants, and tops must be professional and prudent for working conditions that might include moving patients, crouching, bending over, running, etc.... Attire must be clean, free of holes or tears, properly fitting, and undergarments must not be visible at any time. Decisions on prudency will be made by the preceptor.
Footwear must cover the feet (toe and heel) per OSHA standards.
Protective outerwear may be worn outside but should be clean and look professional.
Hats may be worn outdoors but must be Gustavus Adolphus. No hats may be worn inside during clinical hours.
Game attire should be appropriate for the event and be cleared with preceptor
Name tags must be worn at all times to distinguish students from professional staff. Preceptors may give students permission to remove their name tags if appropriate. Certain clinical sites may require a photo ID name badge or host institution name badge and those would be considered appropriate.

Critical Incident Plan Reviews

If a student is expected to be a part of evacuation, patient care, or another role in a critical incident response or other emergency action response, the student is required to review the plan(s) (venue-specific if appropriate) with the preceptor before the start of each clinical experience The student should become familiar with the document, its posting locations, and their roles in case of an emergency situation. This review must be documented at the start of each experience on the Pre-Experience Goal Sheet.

If a student is not expected to respond as a healthcare provider or first responder, they should still be informed of emergency action plans or critical incident management plans in regards to their own safety in the event of an emergency.

Communicable Disease Policy

(Updated for COVID-19)

The Athletic Training Program and Athletic Training Department at Gustavus Adolphus College have enacted this communicable disease policy in order to protect the health and safety of students, staff, and student-athletes. This policy is to be combined with our bloodborne pathogens policy to manage communicable diseases. Students will be required to review the communicable disease policy at the start of each academic year affiliated with the ATP (observational and enrollment). Students must be aware that the clinical site may be suspended or cancelled due to COVID 19.

A communicable disease is any infectious disease that can pass from one individual to another. The microorganisms that cause infectious disease are typically passed through direct contact with an infected individual or direct contact with the bodily fluids of an infected individual. Examples of communicable diseases are (but not limited to) AIDS, Chicken Pox, Giardiasis, Coronavirus COVID-19, Hepatitis, Herpes, Influenza, Meningitis, Mono, Pneumonia, and Ringworm.

Guidelines for Prevention of Exposure and Infection:

Students must complete annual bloodborne pathogens training.
Students are required to follow universal precautions to protect themselves and patients from potentially infectious materials. These should include the use of personal protective equipment, good hygiene (including hand washing), proper equipment cleaning, proper spill cleanup procedures, and other applicable precautions.
Students should not provide patient care when they have active signs or symptoms of a communicable disease.
Students must adhere to all COVID 19 protocols required by their affiliated sites.

Guidelines for Managing Potential Infection:

Students that believe they have been exposed to a potential infection are encouraged to seek medical care from the practitioners at the Health Service or their primary care physician. If you have an emergency warning sign (including trouble breathing, persistent pain or pressure in the chest, new confusion, inability to wake or stay awake, bluish lips or face), get emergency medical care immediately. Call 911 or call ahead to your local emergency facility: Notify the operator that you are seeking care for someone who has or may have COVID-19.
Students that have been exposed to a potential infection related to their clinical education should promptly report the exposure to their preceptor and the Head Athletic Trainer or appropriate site coordinator.
Students should document the exposure and make that information available to the Head Athletic Trainer or appropriate site coordinator and program faculty.
Students who demonstrate signs or symptoms of a communicable disease or infection should notify their preceptor.
If necessary, appropriate accommodations will be made for students to meet their educational requirements in a way that will not endanger their or their patients’ safety.
Physician approval may be required before returning to clinical education to verify the student is not at risk for spreading disease.

COVID 19

The Minnesota Department of Health (MDH) has stated the following about COVID 19: COVID-19 is an infectious disease caused by a coronavirus not found in people before. It causes viral respiratory illness. COVID 19 is a new virus and it is unknown how sick it may make different people, how well it passes between people and other features the new coronavirus may have.

People can spread the COVID-19 disease to each other. The disease is thought to spread by nose and mouth droplets when someone who is infected coughs, sneezes or exhales. The droplets can land in the mouths or noses of people nearby. It may be possible for people to breathe the droplets into their lungs. It is important to stay 6 feet away from other people in public. At home, someone who is sick should stay alone, in one room, as much as possible.

Droplets can land on surfaces and objects that other people then touch. It is important to wash your hands before you touch your mouth, nose, face or eyes. Clean surfaces that are touched often and clean surfaces often if someone in the house is sick. Infected people may be able to spread the disease before they have symptoms or feel sick. Cloth masks slow the spread of this illness.

Many people with COVID-19 have mild illness. However, anyone can become severely ill from this virus. Based on current information and experience, older adults and people of any age who have serious underlying medical conditions have a greater risk of getting very sick from COVID-19. Ask your health care provider if you have greater risk of getting sicker.

People at higher risk may be: age 65 and older and/or living in a nursing home or long-term care facility. Any age may be affected if they have underlying health conditions, especially if the conditions are not well controlled:

Chronic lung disease or moderate to severe asthma.
Serious heart conditions.
Severe obesity with body mass index (BMI) of 40 or higher.
Diabetes.
Chronic kidney disease undergoing dialysis.
Liver disease.
Immunocompromised. Many conditions can cause a person to be immunocompromised, including cancer treatment, smoking, bone marrow or organ transplantation, immune deficiencies, poorly controlled HIV or AIDS, and prolonged use of corticosteroids and other immune weakening medications.
Students should be aware that COVID 19 guidance is fluid and constantly changing and the most up to date guidance must be followed. Gustavus has the COVID-19 website as a current place for students to get information. There is a student specific section with FAQs and a General FAQ section which has links to the Centers for Disease Control (CDC) and MDH.

Students will sign that they have read, understand, and agree to the Communicable Disease Policy at a minimum of once before they begin their clinical experiences every year, before they begin observing, and as a part of their application process to the program.

Blood-borne Pathogen Policy and Training

Students are required to review the bloodborne pathogen policy every year prior to beginning clinical experiences. Training follows American Red Cross Bloodborne Pathogen Training as well as the specific policies of Gustavus Adolphus College. The Gustavus Adolphus College Bloodborne Pathogen Policy will apply for both student employees as well as students enrolled in the ATP. Gustavus' Campus-wide Bloodborne Pathogen Policy