NATA Now

May 29, 2018 by Todd Christman

In March 2018, the Commission on Accreditation of Athletic Training Education (CAATE) released the Standards for Accreditation of Professional Athletic Training Programs at the Masters Level (2020 Standards).

In their rollout, CAATE states:

The 2020 Standards are based on evidence, continuous improvement, innovation, and current and future clinical practice needs, to ensure that accredited programs are preparing graduates that are ready to transition to autonomous practice, and to demonstrably raise expectations of learning for all students at the graduate level.

The revision to the standards opens the opportunity for delivery of related professional development. AT educators can benefit from training that focuses on learning skills identified in the standards and on being able to teach those skills to their students. AT clinicians benefit from enhancing their skills in line with new content that will be taught in professional programs.

Based on the 2020 Standards, representatives from five NATA committees/subcommittees (i.e. Executive Committee for Education, Professional Education Committee, Professional Development Committee, Convention Program Committee, and Athletic Training Educators Conference Subcommittee) have identified six areas in which they would like to offer content over the next several months. The six subject areas are below and the associated standard is referenced. You may cross-reference to the standards using a document at the CAATE website.

1. IV and Diabetes (including use of glucometer, administering glucagon and insulin)

  • Standards 70 and 79

2. Wound closure

  • Standard 70

3. Casting

  • Standard 78

4. Dislocation reduction

  • Standard 70

5. Joint mobilization and manipulation

  • Standard 73

6. Drug overdose

  • Standards 70 and 84
  • Including administration of rescue medications such as naloxone

 

NATA is looking to identify Subject Matter Experts (SMEs) in each of these areas. More than one SME may be identified for a topic. If that happens, the SMEs will be asked to work together. Among the SMEs tasks are the following:

  • Identify the purpose/gap for the course in line with the relevant standard.
  • Develop an outline of the content that should be included in the course.
  • Develop outcomes and objectives.
  • Determine the equipment needed for delivery of the content.
  • Write and deliver the content. (The content will need to be delivered several different times in order to reach the entire target audience. Therefore, the SME may also be asked to train other qualified health care instructors to deliver the content or others may be asked to write their content in line with the stated outcomes and objectives.)
  • Identify the domain/tasks.

 

In your response to the call, include a letter of interest and your CV/resume.

  • Letter of interest which includes:
    • The subject area, from among the six above, for which you are submitting. (If you want to submit for more than one area, submit separately for each.)
    • If you have any existing professional development courses you have done in this subject area at other venues that you are thinking to repurpose.
      • If you do, please share course outline and  evaluations (if available.)
  • Curriculum Vitae/Resume
    • Your CV/resume should demonstrate your expertise in the subject area for which you are submitting.

Please forward your letter of interest and your curriculum vitae/resume to knowledgeinitiatives@nata.org by June 18, 2018. Your letter should indicate the items listed above as well as why you are interested and what your experience is with the subject area.

All respondents will be notified as to whether selected as soon as possible.