Athletic Trainers’ Perceived Challenges Toward Comprehensive Concussion Management in the Secondary School Setting

2018 ◽  
Vol 23 (1) ◽  
pp. 33-41 ◽  
Author(s):  
Cailee E. Welch Bacon ◽  
Gary W. Cohen ◽  
Melissa C. Kay ◽  
Dayna K. Tierney ◽  
Tamara C. Valovich McLeod
Keyword(s):  
Qualitative Study ◽  
Best Practices ◽  
Secondary School ◽  
Athletic Trainers ◽  
School Setting ◽  
Community Resources ◽  
Concussion Management ◽  
Policies And Procedures ◽  
Management Procedures ◽  
Education Levels

Available financial and personnel resources often dictate the specifics of concussion policies and procedures in the secondary school setting. The purpose of this qualitative study was to explore athletic trainers’ perceived challenges toward comprehensive concussion management in the secondary school setting. The findings indicate several challenges exist toward concussion management in the secondary school, including facility, personnel, and community resources, education levels of various stakeholders, and general perceptions of concussion and athletic trainers. It is important to identify challenges athletic trainers may face in order to develop strategies to align current concussion management procedures with current best practices.

scholarly journals Athletic Trainers' Roles and Responsibilities Regarding Academic Adjustments as Part of the Concussion-Management Process in the Secondary School Setting

2017 ◽  
Vol 52 (10) ◽  
pp. 937-945 ◽  
Author(s):  
Cailee E. Welch Bacon ◽  
Melissa C. Kay ◽  
Tamara C. Valovich McLeod
Keyword(s):  
Secondary School ◽  
Athletic Training ◽  
Student Athletes ◽  
Athletic Trainers ◽  
School Setting ◽  
Management Plan ◽  
Further Education ◽  
Training Experience ◽  
Roles And Responsibilities ◽  
Concussion Management

Context:  Athletic trainers (ATs) play a vital role in managing the care of student-athletes after a sport-related concussion, yet little is known about their specific involvement in the implementation of academic adjustments as part of the concussion-management plan. Objective:  To explore ATs' perceived roles and responsibilities regarding the implementation of academic adjustments for concussed student-athletes. Design:  Qualitative study. Setting:  Individual telephone interviews. Patients or Other Participants:  Sixteen ATs employed in the secondary school setting (8 women, 8 men; age = 39.6 ± 7.9 years; athletic training experience = 15.1 ± 5.6 years), representing 12 states, were interviewed. Data Collection and Analysis:  One telephone interview was conducted with each participant. After the interviews were transcribed, the data were analyzed and coded into themes and categories, which were determined via consensus of a 4-person research team. To decrease researcher bias, triangulation occurred through participant member checking, the inclusion of multiple researchers, and an internal auditor. Results:  Several categories related to participants' perceptions regarding their roles and responsibilities within the academic-adjustments process emerged from data analysis: (1) understanding of academic adjustments, (2) perceptions of their roles in academic adjustments, (3) initiation of academic adjustments, (4) facilitation of academic adjustments, and (5) lack of a role in the academic-adjustments process. Although most ATs perceived that they had a role in the initiation and facilitation of academic adjustments for concussed student-athletes, some reported they did not want a role in the process. Regardless, participants frequently suggested the need for further education. Conclusions:  These findings highlight that ATs either wanted to be involved in the implementation of academic adjustments but felt further education was needed or they did not want to be involved because they felt that it was not in their area of expertise. To create a cohesive concussion-management team, it is vital that ATs understand their individual and collaborative roles in the secondary school setting.

scholarly journals Adoption of Lightning Best-Practices Policies in the Secondary School Setting

2020 ◽  
Author(s):  
SE Scarneo-Miller ◽  
KW Flanagan ◽  
LN Belval ◽  
JK Register-Mihalik ◽  
DJ Casa ◽  
...  
Keyword(s):  
Best Practices ◽  
Secondary School ◽  
Process Model ◽  
Athletic Trainers ◽  
School Setting ◽  
Position Statement ◽  
Adoption Process ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Lightning Safety

Abstract Context: Lightning-related injuries are among the top ten causes of sport-related death at all levels of sport, including the nearly 8 million athletes participating in secondary school sports. Objective: The purpose of this study was to investigate the adoption of lightning policies and the influencing factors for the development of a comprehensive policy in United States secondary schools. Design: Cross-Sectional. Setting: Secondary School. Patients or Other Participants: Athletic trainers (ATs). Main Outcome Measure(s): An online questionnaire was developed using the NATA Position Statement: Lightning Safety for Athletics and Recreation using a health behavior model, the Precaution Adoption Process Model (PAPM), along with facilitators and barriers to identify current adoption of lightning-related policies and factors influencing adoption of lightning policies. PAPM stage (unaware for need, unaware if have, unengaged, undecided, decided not to act, decided to act, acting, maintaining) responses are presented as frequencies. Chi-square tests of associations and prevalence ratios were calculated to compare respondents in higher and lower vulnerability states, defined based on data regarding lightning-related deaths. Results: The response rate for this questionnaire was 13.43% (n=365), with additional questionnaires completed via social media (n=56). A majority of ATs reported “maintaining” (69%, n=287) and “acting” (6.5%, n=27) a comprehensive lightning policy. Approximately 1 in 4 athletic trainers (25.1%, n=106) reported using flash-to-bang as an evacuation criterion. ATs practicing in higher-vulnerability states were more likely to adopt a lightning policy than those in lower-vulnerability states (57.4% v 42.6%, PR=1.16 (1.03, 1.30); p=0.009). The most commonly reported facilitator and barrier were a requirement from a state high school athletics association and financial limitations, respectively. Conclusions: A majority of ATs reported adopting (e.g., “maintaining” and “acting”) the best practices for lightning safety. However, many AT's also reported continued use of outdated methods (e.g., flash-to-bang).

scholarly journals School Nurses’ Perceived Challenges With Concussion Management Procedures in the Secondary School Setting

2018 ◽  
Vol 4 ◽  
pp. 237796081879843 ◽  
Author(s):  
Cailee E. Welch Bacon ◽  
Melissa C. Kay ◽  
Michelle L. Weber ◽  
Dayna K. Tierney ◽  
Tamara C. Valovich McLeod
Keyword(s):  
Health Care ◽  
Secondary School ◽  
Community Health ◽  
School Setting ◽  
School Nurses ◽  
Management Team ◽  
Community Health Care ◽  
Care Providers ◽  
Concussion Management ◽  
Management Procedures

School nurses have an integral role in managing student health concerns throughout the school day, yet little is known about their specific role in concussion management. Therefore, the purpose of this study was to explore the challenges encountered by school nurses regarding concussion management in the secondary school setting. Twenty-two school nurses employed in the secondary school setting were interviewed via phone. We analyzed the data via the consensual qualitative research paradigm. Overall, we found school nurses face consistent challenges with their role on the concussion management team, specifically related to education of school personnel, parents, and community health-care providers. Challenging topics included the inconsistency of community health-care provider recommendations and others’ perceptions of school nurses’ preparation and training to be important members of the concussion management team. Efforts to increase concussion education and improve communication across all stakeholders of the concussion management team should be implemented.

scholarly journals An Examination of Employment Model and Policy and Procedure Practices of Secondary School Athletic Trainers

2021 ◽  
Author(s):  
Micaela Dunbar-Gaynor ◽  
Ericka Zimmerman ◽  
Victor Liberi
Keyword(s):  
Secondary School ◽  
Athletic Trainers ◽  
School Setting ◽  
The United States ◽  
Current Status ◽  
Chi Square ◽  
Policies And Procedures ◽  
The Status ◽  
Written Form ◽  
Policy And Procedure

Purpose: The purpose of this study was to identify the policy and procedure practices of secondary school athletic trainers based on employment models. Methods: Following an online informed consent confirmation, participants completed a Policies and procedures status questionnaire, including demographics. This was distributed to certified athletic trainers currently employed in the secondary school setting in the United States. The survey consisted of 49 questions about the status of policies and procedures being in operation and/or written form. Results from the policies and procedures questionnaire were combined with the recorded employment model type to compare the status of policies and procedures between employment models. This study utilized descriptive and inferential statistics consisting of means, frequencies, percentages, and chi square analyses to report results that described and compared the current status of policies and procedures based on employment model. Results: There was a total of 232 participants. Fifty-nine percent (59.9%) of participants were directly employed athletic trainers and 40.1% were outreach employed athletic trainers. Policy and procedure manuals were in existence according to 72% of the participants. A total of 49 variables were inquired about. Of the 26 clinically significant (pConclusion: The results revealed that athletic trainers who identified the outreach employment model were more likely to have policies in both operation and in written form over those identifying with the directly employed model.

scholarly journals Athletic Trainers' Familiarity With and Perceptions of Academic Accommodations in Secondary School Athletes After Sport-Related Concussion

2015 ◽  
Vol 50 (3) ◽  
pp. 262-269 ◽  
Author(s):  
Richelle M. Williams ◽  
Cailee E. Welch ◽  
John T. Parsons ◽  
Tamara C. Valovich McLeod
Keyword(s):  
Secondary School ◽  
Employment Status ◽  
Student Athletes ◽  
Athletic Trainers ◽  
School Setting ◽  
Full Time ◽  
Years Of Experience ◽  
Academic Accommodations ◽  
Cognitive Rest ◽  
Perceived Familiarity

Context: Sport-related concussion can affect athletes' sport participation and academic success. With the recent emphasis on cognitive rest, student-athletes may benefit from academic accommodations (AA) in the classroom; however, athletic trainers' (ATs') perceived familiarity with, and use of, AA is unknown. Objective: To assess secondary school ATs' perceived familiarity with, attitudes and beliefs about, and incorporation of AA for student-athletes after sport-related concussion. A secondary purpose was to determine whether employment status altered familiarity and use of AA. Design: Cross-sectional study. Setting: Online survey. Patients or Other Participants: Of 3286 possible respondents, 851 secondary school ATs accessed the survey (response rate = 25.9%; 308 men [36.2%], 376 women [44.2%], 167 respondents [19.6%] with sex information missing; age = 37.3 ± 10.1 years). Main Outcome Measure(s): Participants were solicited via e-mail to complete the Beliefs, Attitudes and Knowledge Following Pediatric Athlete Concussion among Athletic Trainers employed in the secondary school setting (BAKPAC-AT) survey. The BAKPAC-AT assessed ATs' perceived familiarity, perceptions, and roles regarding 504 plans, Individualized Education Programs (IEPs), and returning student-athletes to the classroom. Independent variables were employment status (full time versus part time), employment model (direct versus outreach), years certified, and years of experience in the secondary school setting. The dependent variables were participants' responses to the AA questions. Spearman rank-correlation coefficients were used to assess relationships and Mann-Whitney U and χ2 tests (P < .05) were used to identify differences. Results: Respondents reported that approximately 41% of the student-athletes whose sport-related concussions they managed received AA. Respondents employed directly by the school were more familiar with 504 plans (P < .001) and IEPs (P < .001) and had a greater belief that ATs should have a role in AA. Both the number of years certified and the years of experience at the secondary school were significantly correlated with perceived familiarity regarding 504 plans and IEPs. Conclusions: The ATs employed directly by secondary schools and those with more experience as secondary school ATs were more familiar with AA. Understanding AA is important for all ATs because cognitive rest and “return to learn” are becoming more widely recommended in concussion management.

scholarly journals Perspectives on Parenthood and Working of Female Athletic Trainers in the Secondary School and Collegiate Settings

2010 ◽  
Vol 45 (5) ◽  
pp. 459-466 ◽  
Author(s):  
Leamor Kahanov ◽  
Alice R. Loebsack ◽  
Matthew A. Masucci ◽  
Jeff Roberts
Keyword(s):  
Secondary School ◽  
Online Survey ◽  
Athletic Trainers ◽  
School Setting ◽  
Cross Sectional Study ◽  
Work And Family ◽  
Cross Sectional ◽  
Employment Setting ◽  
National Athletic Trainers Association ◽  
Original Survey

Abstract Context: Female athletic trainers (ATs) are currently underrepresented in the collegiate setting. Parenting and family obligations may play a role in this underrepresentation. Objective: To examine female ATs' perspectives on parenting and working in the secondary school and collegiate employment settings. Design: Cross-sectional study. Setting: Online survey. Patients or Other Participants: A total of 1000 nonstudent, female certified ATs who were currently members of the National Athletic Trainers' Association. Main Outcome Measure(s): An original survey was developed to assess perceptions related to motherhood and work responsibilities. Descriptive statistics were used to assess age, years of experience as a certified AT, employment position, and parent or nonparent status. A correlation matrix was conducted to determine factors among parent and nonparent status, perceptions of motherhood, and employment-setting decisions. Results: Of the 1000 surveys sent via e-mail, 411 (41.1%) female ATs responded. Responses indicated that a majority of the female ATs worked in the secondary school setting. Sixty-one percent of the respondents did not have children. Past female ATs' experiences indicated a perception that motherhood created more challenges or struggles (or both) in the work and family settings. Whether parents considered children a factor in employment-setting changes produced conflicting results: no significant correlations or differences were found among responses. Conclusions: Parenting considerations had influences on both the home and employment settings. Although parents and nonparents had different views on the implications of parenting in the workplace, both groups agreed that parenting could affect the work environment and the choice to change employment settings and careers. Administrative decisions need to be considered in relation to parenting concerns. Mentoring that includes employment-setting choices relative to life goals should be provided to ATs, regardless of sex.

scholarly journals Transition to Practice for Graduate Assistant Athletic Trainers Providing Medical Care in the Secondary School Setting

2018 ◽  
Vol 53 (5) ◽  
pp. 521-528 ◽  
Author(s):  
Jessica L. Kirby ◽  
Stacy E. Walker ◽  
Stephanie M. Mazerolle
Keyword(s):  
Health Care ◽  
Secondary School ◽  
Medical Care ◽  
Health Care Providers ◽  
Athletic Trainers ◽  
School Setting ◽  
Transition To Practice ◽  
Care Providers ◽  
Team Physician ◽  
Graduate Assistant

Context:  Transition to clinical practice can be challenging for newly credentialed athletic trainers (ATs), who are expected to immediately step into their roles as autonomous clinicians. For those providing care in the secondary school setting, this transition may be complicated by the fact that many practice in isolation from other health care providers. Objective:  To explore the transition to practice of newly credentialed graduate assistant ATs providing medical care in the secondary school. Design:  Phenomenologic qualitative study. Setting:  Secondary school. Patients or Other Participants:  The 14 participants (2 men, 12 women; age = 23.3 ± 2.0 years) were employed in the secondary school setting through graduate assistantships, had been credentialed for less than 1 year, and had completed professional bachelor's degree programs. Data Collection and Analysis:  We completed 14 semistructured phone interviews. Interviews were recorded and transcribed verbatim. A general inductive approach was used for data analysis. Trustworthiness was established through multiple-analyst triangulation, peer review, and member checks. Results:  A period of uncertainty referred to a time during which participants were anxious as they began practicing independently. Legitimation through role engagement signified that as the period of uncertainty passed, participants developed more confidence in themselves and legitimation by engaging in their role. Acclimation through physician communication and professional relationships highlighted the importance of developing a relationship with the team physician, which provided a source of feedback and support for continued growth and confidence. Conclusions:  To prepare for this period of uncertainty, educators and preceptors should encourage students to interact with members of the health care team and communicate with parents and coaches. Employers should implement initiatives to orient newly credentialed ATs to their roles, provide clear job expectations, and assign or assist with identifying mentors. Newly credentialed ATs should seek support from many different individuals, including the team physician, who can provide support, feedback, and encouragement.

scholarly journals Work-Family Guilt: The Perspective of Secondary School Athletic Trainers with Children

2020 ◽  
Author(s):  
Christianne M Eason ◽  
Kelsey M Rynkiewicz ◽  
Stephanie M. Mazerolle Singe
Keyword(s):  
Secondary School ◽  
Athletic Training ◽  
Family Life ◽  
Athletic Trainers ◽  
School Setting ◽  
Work Environments ◽  
Certified Athletic Trainers ◽  
Data Collection And Analysis ◽  
Work Family ◽  
Study Setting

Abstract Context: Literature in athletic training has consistently demonstrated evidence of work-family-life conflict and the potential consequences of that conflict among athletic trainers employed in the clinical setting. Parental responsibilities, have been suggested to increase the conflict between work-family-life. The emotions that occur as a result of the conflict have received little attention and warrant further investigation. Objective: To investigate perceptions of and antecedents of work-family guilt among athletic trainers with children working in the secondary school setting. Design: Phemenological qualitative study Setting: Athletic Trainers currently employed in the secondary school setting who self-identify as parents. Patients or Other Participants: Twenty (13 women, 7 men) athletic trainers employed in the secondary school setting with children (range 1–3). All but three were married (n=17) at the time of the study. The average age of our participants was 37 ± 11 and they were certified athletic trainers for 14 ± 11 years. Data Collection and Analysis: Participants completed a one-on-one semi structured phone interview. Multiple analyst triangulation and peer review were included as steps to establish data credibility. Results: General inductive analysis revealed that men and women participants are experiencing feelings of work-family guilt despite having supportive work environments. The guilt for both sexes stemmed from work interfering with family and an altruistic mindset. Women indicated that they felt pressure from their husbands that contributed to feelings of guilt. Conclusions: Secondary school athletic trainers are experiencing work family guilt. Trying to balance parental and athletic training duties can cause an emotional response and athletic trainers' giving and caring nature may be a precursor to guilt.

scholarly journals Assessment of Evidence-Based Health and Safety Policies on Sudden Death and Concussion Management in Secondary School Athletics: A Benchmark Study

2018 ◽  
Vol 53 (8) ◽  
pp. 756-767 ◽  
Author(s):  
William M. Adams ◽  
Samantha E. Scarneo ◽  
Douglas J. Casa
Keyword(s):  
Best Practices ◽  
Sudden Death ◽  
Secondary School ◽  
Best Practice ◽  
Health And Safety ◽  
State Level ◽  
Heat Acclimatization ◽  
Automated External Defibrillators ◽  
Concussion Management ◽  
Practice Recommendations

Context: Implementation of best-practice health and safety policies has been shown to be effective at reducing the risk of sudden death in sport; however, little is known about the extent to which these policies are required within secondary school athletics.Objective: To examine best-practice health and safety policies pertaining to the leading causes of sudden death and to concussion management in sport mandated at the state level for secondary school athletics.Design: Descriptive observational study.Setting: State high school athletic associations (SHSAAs), state departments of education, and enacted legislation.Patients or Other Participants: United States (including the District of Columbia) SHSAAs.Main Outcome Measure(s): A review of SHSAA health and safety policies for the 2016–2017 academic year, state department of education policies, and enacted legislation was undertaken to assess the polices related to the leading causes of sudden death and concussion management in sport. Current best-practice recommendations used to assess health and safety policies were specific to emergency action plans, automated external defibrillators, heat acclimatization, environmental monitoring and modification, and concussion management. The total number of best-practice recommendations required for each SHSAA's member schools for the aforementioned areas was quantified and presented as total number and percentage of recommendations required.Results: Four of 51 SHSAA member schools were required to follow best practices for emergency action plans, 7 of 51 for access to automated external defibrillators, 8 of 51 for heat acclimatization, and 3 of 51 for management of concussion.Conclusions: At the time of this study, SHSAA member schools were not required to follow all best-practice recommendations for preventing the leading causes of sudden death and for concussion management in sport. Continued advocacy for the development and implementation of best practices at the state level to be required of all secondary schools is needed to appropriately serve the health and well-being of our young student-athletes.

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