Athletic Training Students' Academic Preparation in Healthcare Documentation

Abstract

Documentation is fundamental to all patient encounters across health professions, including athletic trainers. The athletic training education competencies delineate five competencies and one clinical integration proficiency specific to documentation knowledge, skills, and abilities. There is little research regarding athletic training students� preparation in performing patient documentation and suggestion that recent graduates and employers have identified the domain of healthcare administration as a perceived deficit in professional preparation. A descriptive study was undertaken to ascertain students� reports of their preparation in healthcare documentation in didactic, laboratory, and clinical education. The purpose of this study was to examine the ways in which final-year athletic training students report having received instruction, having rehearsed, and having been assessed on the documentation-related competencies in athletic training. An electronic survey was sent to final-year athletic training students across the United States currently enrolled in professional programs accredited by the Commission on Accreditation of Athletic Training Education (CAATE). A 16.9% response rate was obtained via 185 survey participants. These participants were from all ten districts of the National Athletic Trainers’ Association. Findings suggest that final-year students report appropriate levels of instruction, rehearsal, and assessment of their knowledge and skills in medical terminology and the security, privacy, and confidentiality of medical records, but that foundational knowledge in the use of procedural and diagnostic coding and performance of third party reimbursement activities may be lacking. Only 7% of final-year students reported having used their documentation to communicate with insurers and bill for services. Additionally, students enrolled in professional programs at the post-baccalaureate degree level reported the inclusion of academic electronic health records in didactic coursework at statistically significant greater level than their baccalaureate degree peers. Athletic training educators should consider the timing and placement of documentation-related competencies in program curricula in order to allow for adequate instruction, rehearsal reinforced through clinical education experiences, and appropriate assessment of documentation knowledge, skills, and abilities prior to graduation. The future of the athletic training profession is dependent upon a workforce that excels in documentation in order to support outcomes-based clinical research and successfully obtain payment for services rendered.