scholarly journals A Study on the Improvement Guide for Sports injury Management System: An Analysis of Survey on the Management, Satisfaction of Facilities and Job Satisfaction of Athletic Trainers

2020 ◽  
Vol 29 (3) ◽  
pp. 291-299
Author(s):  
Hae-Joo Nam ◽  
Eunwook Chang
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Management System ◽  
Athletic Trainers ◽  
Sports Injury ◽  
Working Environment ◽  
Athletic Trainer ◽  
Environment Change ◽  
Injury Management ◽  
Significant Difference

PURPOSE: The purpose of this study was to investigate athletes’ satisfaction of sports injury management system and athletic trainers’ job satisfaction.METHODS: Total of 183 athletes and 30 athletic trainers responded to the survey. The surveys consisted 25 questions for health care satisfaction from athletes. From factor analysis, there were four subfactors 1) Satisfaction with trainer quality, 2) Activity on the role of the trainer, 3) Satisfaction with injury management system service, 4) The necessity of an athletic trainer) from 25 questions. The survey for athletic trainers consisted to 19 questions and there were five subfactors 1) Relationship and communication, 2) Treatment as an athletic trainer 3) Expectation for working environment change, 4) Proud for the job, 5) Anxiety and inequality in the work environment). One-way analysis of variance was utilized to compare the differences among subfactors in each category. Independent t-test was used to compare the satisfaction with or without athletic trainers.RESULTS: 1) Athletes’ satisfaction: there was a significant difference between the satisfaction with or without athletic trainers in subfactor 2 and 3 (p<.01). The satisfaction of injury management system exhibited that subfactor 2 and 3 showed a significance difference by age (p<.05) and subfactor 1, 2, and 3 (p<.01) showed a significant difference by event participations of athletic trainers. 2) Athletic trainers’ satisfaction: There was a significant difference on subfactor 3 (p<.05) between age 20-26 years old. In addition, there was a significant difference on sub factor 3 (p<.05) by type of sports and on subfactor 2 (p<.05) by career span.CONCLUSIONS: A systematic athletic training education program and the vocational welfare environment of athletic trainer will be necessary for providing a better health care services to athletes.

scholarly journals The Professional Values of Program Directors and Head Athletic Trainers: The Impact of the Hidden Curriculum

2011 ◽  
Vol 6 (4) ◽  
pp. 194-201 ◽  
Author(s):  
Kimberly S. Peer ◽  
Gretchen A. Schlabach
Keyword(s):  
Athletic Training ◽  
Hidden Curriculum ◽  
Athletic Trainers ◽  
Athletic Training Education ◽  
Program Directors ◽  
Program Director ◽  
Professional Values ◽  
Athletic Trainer ◽  
Significant Difference ◽  
The Impact

Context: Athletic training education programs (ATEPs) promote the development of foundational behaviors of professional practice. Situated in the context of professional values, ATEPs are challenged to identify outcome measures for these behaviors. These values are tacitly reflected as part of the hidden curriculum. Objective: To ascertain the importance of professional values as perceived by program directors and head athletic trainers at professional ATEPs located in the Great Lakes Athletic Trainers' Association (GLATA) district. Design: Cross-sectional survey design. Setting: 77 ATEPs in GLATA and accredited by the Commission on Accreditation of Athletic Training Education (CAATE). Participants: We surveyed a convenience sample of program directors and head athletic trainers from CAATE-accredited ATEPs in GLATA. We partitioned the 146 participants by their professional role: program director (PDs), head athletic trainer (HATs), and program director/head athletic trainer (PD/HATs). Main Outcome Measure(s): We measured differences among PDs, HATs, PD/HATs relative to their unfamiliar values, important values, top three ranked values, and perceived importance with articulating professional values. Results: Altruism and aesthetics were identified as the 2 most frequently unfamiliar values among PDs and HATs, whereas PD/HATs identified 1 value, altruism. Truth/honesty and integrity were the most frequently selected values by PDs and HATs. Truth/honesty and respect were the most frequently selected values by PD/HATs. Truth/honesty was ranked the most important value by HATs and PD/HATs. Truth/honesty and integrity were tied as the number one ranked value by PDs. There was a significant difference in ranking between PD and PD/HAT in regard to the professional values of truth/honesty and integrity. Conclusion: Truth/honesty, integrity, respect, accountability, and caring are important professional values of ATEP PDs, HATs, PD/HATs in GLATA. It is important for the NATA to explicitly articulate professional core values.

scholarly journals Educating Educators: Perceptions of Preceptors and Clinical Education Coordinators Regarding Training at a Division II Athletic Training Program

2016 ◽  
Vol 11 (1) ◽  
pp. 10-17
Author(s):  
Renae Ellen Bomar ◽  
Thalia Mulvihill
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Health Care Providers ◽  
Clinical Education ◽  
Athletic Trainers ◽  
Ncaa Division Ii ◽  
Care Providers ◽  
Preceptor Training ◽  
Division Ii

Context: Clinical experiences give the student athletic trainer the opportunity to relate and apply didactic information to a real-world setting. During these experiences student athletic trainers are supervised by certified, licensed health care providers working in a variety of settings (eg, hospital, physical therapy clinic, doctor's office). It is important to note the responsibilities these health care professionals (preceptors) take on when choosing to become a preceptor. Not only are they completing their normal, job-related tasks of patient care and administrative duties, but they are also responsible for the education and evaluation of student athletic trainers. Objective: This case study takes an in-depth look at a National Collegiate Athletic Association (NCAA) Division II athletic training program's (ATP) preceptor training model and provides an example of how 1 program is developing its preceptors under the new Commission on Accreditation of Athletic Training Education (CAATE) policies. It is meant to lay the foundation for further research in preceptor development by providing a description of training and development practices. This case study can be used as a guide to other ATPs and compared to other institutions to identify the best practices for preceptor development. Because the policies are new and little research has been done on preceptor development, this is the first step in creating effective evidence-based practices. Design: Ethnographic case study. Setting: One-on-one, in-person, semistructured interviews were conducted, audio recorded, and transcribed verbatim. A review of relevant (eg, training manuals) preceptor training documents was completed. Member checks were done as necessary for accuracy. Participants: One male, veteran off-campus preceptor, 1 female, novice on-campus preceptor, and the ATP clinical education coordinator participated. Participants were part of an NCAA Division II ATP located in Indiana. Results and Conclusions: The findings suggested that this program's preceptor training used various pedagogical designs and provided strong support to those involved.

scholarly journals Perceived Skills and Abilities Required by Athletic Trainers in Hospital and Clinical Management Positions: A Delphi Study

2013 ◽  
Vol 48 (1) ◽  
pp. 87-91 ◽  
Author(s):  
Chadron B. Hazelbaker
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Delphi Study ◽  
Care Management ◽  
Athletic Trainers ◽  
Health Care Management ◽  
Management Tools ◽  
Care Clinic ◽  
Sport Team ◽  
Management Positions

Context: Athletic training has expanded from traditional sport-team settings to varied settings involving active populations. Athletic trainers also use their education and abilities in administration to take on roles of management in hospitals and health care clinics. Objective: To begin to explore the knowledge, skills, and abilities needed in the emerging practice setting of health care management. Design: Delphi study. Setting: Directed surveys. Patients or Other Participants: Eight athletic trainers working as hospital and health care clinic managers in varied geographic settings. Data Collection and Analysis: Three rounds of directed surveys were used and included (1) a series of demographic questions and 1 focused, open-ended question, (2) 32 statements scored on a 6-point Likert-type scale with no neutral statement, and (3) 10 statements ranked in order of importance for the athletic trainer working as a health care manager. Results: I grouped the results into 2 categories: leadership skills and management tools. Conclusions: According to participants, effective health care managers need a strong understanding of business and management tools along with more interpersonal skills in communication and leadership. The results are consistent with the literature and may be applied in athletic training education programs and by athletic trainers seeking health care management positions.

scholarly journals Managing Heteronormativity and Homonegativity in Athletic Training: In and Beyond the Classroom

2008 ◽  
Vol 43 (3) ◽  
pp. 326-336 ◽  
Author(s):  
Suanne S. Maurer-Starks ◽  
Heather L. Clemons ◽  
Shannon L. Whalen
Keyword(s):  
Health Care ◽  
Sexual Orientation ◽  
Athletic Training ◽  
Athletic Trainer ◽  
Athletic Training Students ◽  
Innovative Strategies ◽  
Additional Information ◽  
Data Collection And Analysis ◽  
Sport Culture ◽  
And Bisexual

Abstract Context: As an allied health professional working in various settings, an athletic trainer (AT) is responsible for the health care of a highly diverse population. More often than not, this diversity is defined by the visible, such as race or sex. However, diversity encompasses many more variables than these observable factors and includes sexual orientation. Efforts have been made to educate ATs about issues related to sex and race; however, sexual orientation typically has not been addressed, although ATs have treated and will continue to treat lesbian, gay, and bisexual (LGB) patients. Objective: To introduce ATs (educators and practicing clinicians) to the concept of heteronormativity, its effect on society, and its influences on the manner in which they teach athletic training students and deliver health care to their patients. Data Collection and Analysis: We searched various databases, including MEDLINE, ERIC, SportDiscus, and CINAHL Information Systems using the terms bisexual, diversity, gay, heteronormativity, homophobia in sport, and lesbian. Pertinent articles were cross-referenced to gain additional information. The literature revealed the historic implications of homonegativity for sport and its effects on those involved in sport culture, including ATs. Conclusions: Future dialogues should focus on innovative strategies for including LGB issues into athletic training curricula and for meeting the needs of students and professionals in addition to patients who identify as LGB.

The Motivational Climate and Intrinsic Motivation in the Rehabilitation Setting

2018 ◽  
Vol 27 (5) ◽  
pp. 460-468 ◽  
Author(s):  
Rachel E. Brinkman-Majewski ◽  
Windee M. Weiss
Keyword(s):  
Intrinsic Motivation ◽  
Goal Orientation ◽  
Athletic Training ◽  
Effect Size ◽  
Female Athletes ◽  
Athletic Trainers ◽  
Motivational Climate ◽  
Therapeutic Interventions ◽  
Athletic Trainer ◽  
Male Athletes

Context: The motivational climate created by the athletic trainer in rehabilitation may be critical in influencing athletes’ intrinsic motivation and other psychosocial outcomes in the rehabilitation and the recovery processes. Objective: To examine intercollege athletes’ perceptions of the motivational climate in the rehabilitation setting. Specifically, examining if perceptions of the motivational climate can predict athletes’ levels of intrinsic motivation with rehabilitation as well as the relationship between perceptions of the motivational climate and athlete demographics (gender, starter status, athletic trainer gender, etc). Design: Cross-sectional, descriptive research. Setting: College sport team and athletic training center. Participants: National Collegiate Athletic Association Division II intercollege athletes from one institution (n = 187; 125 males and 62 females). Main Outcome Measures: Paper-based survey measuring mastery and performance perceptions of the motivational climate in rehabilitation, athletes’ goal orientation in sport, and athletes’ levels of motivation in rehabilitation. Results: Perceptions of a performance climate were positively related to intrinsic motivation effort–improvement (effect size = 25.34%). Perceptions of a mastery climate were positively related to interest–enjoyment and perceived competence and negatively related to tension–pressure (effect size = 39.03%). In general, female athletes, as well as athletes with a female athletic trainer, had significantly higher perceptions of mastery motivational climate effort–improvement than male athletes and athletes with male athletic trainers. While male athletes and athletes with male athletic trainers had higher perceptions of intrateam member rivalry in rehabilitation. Conclusions: The athlete’s gender and goal orientation, as well as the gender of the athletic trainer creating the motivational climate, can influence whether the environment is perceived as more mastery or performance. The recovering athletes’ perceptions of the climate in rehabilitation can, in turn, affect their intrinsic motivation toward the therapeutic interventions.

scholarly journals Quality Improvement in Athletic Health Care

2017 ◽  
Vol 52 (11) ◽  
pp. 1070-1078 ◽  
Author(s):  
Andrea D. Lopes Sauers ◽  
Eric L. Sauers ◽  
Alison R. Snyder Valier
Keyword(s):  
Health Care ◽  
Quality Improvement ◽  
Patient Care ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Patient Centered ◽  
High Quality ◽  
Historical Perspectives ◽  
Care Services ◽  
Training Services

Context:  Quality improvement (QI) is a health care concept that ensures patients receive high-quality (safe, timely, effective, efficient, equitable, patient-centered) and affordable care. Despite its importance, the application of QI in athletic health care has been limited. Objectives:  To describe the need for and define QI in health care, to describe how to measure quality in health care, and to present a QI case in athletic training. Description:  As the athletic training profession continues to grow, a widespread engagement in QI efforts is necessary to establish the value of athletic training services for the patients that we serve. A review of the importance of QI in health care, historical perspectives of QI, tools to drive QI efforts, and examples of common QI initiatives is presented to assist clinicians in better understanding the value of QI for advancing athletic health care and the profession. Clinical and Research Advantages:  By engaging clinicians in strategies to measure outcomes and improve their patient care services, QI practice can help athletic trainers provide high-quality and affordable care to patients.

Considerations for the Use of the Observation Experience to Aid in Early Socialization and Retention of Athletic Training Students

2014 ◽  
Vol 9 (2) ◽  
pp. 54-58 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas Dodge
Keyword(s):  
Athletic Training ◽  
Training Programs ◽  
Athletic Trainers ◽  
Athletic Trainer ◽  
Positive Interactions ◽  
Clinical Experiences ◽  
Athletic Training Students ◽  
Initial Exposure ◽  
Observation Period ◽  
Early Socialization

Context Retention of quality students in athletic training programs (ATPs) is important. Many factors contribute to retention of students, including their motivation level, peer support, positive interactions with instructors, clinical integration, and mentorship. Objective Highlight the use of the observation period for preparatory athletic training students as a means to promote retention. Background Many ATPs require a period of observation as part of or as a precursor to application for admission. The experience gives students initial exposure to the profession while allowing the ATP to evaluate the student's potential for admission and success within the program and as a young professional. The roles of an athletic trainer are complex and challenging; therefore, ATPs need to ensure they are preparing their students for professional practice. Synthesis A review of the retention literature was conducted and specific applications suggested based upon the authors' professional experiences. Results Early socialization into the profession is helpful for understanding an athletic trainer's role. Diversity during the observation period can facilitate a student's understanding, plausibly improving persistence. Recommendations Athletic training programs are encouraged to provide the preparatory student with structured, required observations of athletic trainers. Specifically, students should be exposed to diverse clinical employment settings and the different domains of clinical practice for the athletic trainer. This exposure could plausibly facilitate retention. Conclusions It is important to identify strategies to help retain quality students in order to promote and advance the professional stature of athletic training. Focusing on clinical experiences, rather than quantity of hours, may benefit students who are evaluating their futures as athletic trainers.

scholarly journals Lean Six Sigma and Athletic Training: A Primer for Athletic Training Educators

2020 ◽  
Vol 15 (4) ◽  
pp. 259-268 ◽  
Author(s):  
Christine Noller ◽  
David C. Berry
Keyword(s):  
Health Care ◽  
Quality Improvement ◽  
Athletic Training ◽  
Process Improvement ◽  
Six Sigma ◽  
Athletic Trainers ◽  
Lean Six Sigma ◽  
Health Care Facilities ◽  
Athletic Training Educators ◽  
Robust Process

Context Lean as a quality improvement philosophy is new to athletic training despite widespread use in health care for many years. Objective To introduce the concepts of Lean and Lean Six Sigma and create a primer document for athletic training educators in the classroom. Background Lean requires organizations to exercise effort along with several dimensions simultaneously to improve patient quality and efficiency while controlling costs and reducing waste. When appropriately executed, Lean transforms how an organization and its employees work, creating an avid quest for quality improvement and, ultimately, patient safety. Synthesis Lean is a cultural transformation that changes how an organization operates. It requires new habits, skills, and attitudes throughout the organization, from executives to front-line staff. Lean is a journey, not a destination. The culture of Lean involves the relentless pursuit of continuous quality improvement and is composed of 6 principles and numerous tools. Recommendation(s) Whether athletic trainers approach Lean or Lean Six Sigma in a leadership role, or as a stakeholder in a Kaizen event, all should have a working knowledge of the principles, methods, elements, philosophy, and tools of robust process improvement. Moreover, while no best-practice statement exists about how to incorporate Lean Six Sigma into a curriculum, addressing process improvement early may allow immersive-experience students an opportunity to engage in a process improvement initiative, facilitating a greater appreciation of the content, and offer opportunities to engage professionals from other disciplines. Conclusion(s) Lean is reproducible in sports medicine clinics, orthopedic practices, and outpatient and athletic health care facilities, but only when athletic trainers understand the application. Moreover, for this reason, athletic training programs should strongly consider adding a robust process improvement course/content to their graduate curriculums.

scholarly journals Athletic Trainer Compassion but Lack of Preparedness to Provide Transgender Patient Care

2020 ◽  
Author(s):  
Lindsey Eberman ◽  
Zachary Winkelmann ◽  
Emma Nye ◽  
Daniel Walen ◽  
Kelcey Granger ◽  
...  
Keyword(s):  
Health Care ◽  
Patient Care ◽  
Health Care Providers ◽  
Student Athletes ◽  
Athletic Trainers ◽  
Hormone Replacement ◽  
The Body ◽  
Athletic Trainer ◽  
Care Providers ◽  
Potential Cost

Context: Previous research indicates athletic trainers have a favorable view of treating transgender patients, yet do not feel competent in their patient care knowledge or abilities. Objective: To gain more depth of information about athletic trainers' knowledge and experiences regarding the health care needs of transgender student-athletes. Design: Sequential, explanatory mixed methods. Setting: Individual, semi-structured follow-up interviews. Participants: Fifteen athletic trainers who previously took part in a cross-sectional survey in April 2018 (male=8, female=7, age=24±2, years of experience=3±3). Main Outcome Measure(s): The interviews were audio recorded and transcribed verbatim. Member checking was completed to ensure trustworthiness of the data. Next, the data were analyzed using a multi-phased process and a 3-member coding team following the consensual qualitative research tradition. The coding team analyzed the transcripts for domains and categories. The final consensus codebook and coded transcripts were audited by a member of the research team for credibility. Results: Four main domains were identified: 1) perceived deficiencies, 2) misconceptions, 3) concerns, and 4) creating safety. Participants described knowledge deficiencies in themselves, health care providers within their unit, and providers able to provide safe transition care. Participants demonstrated misconceptions when characterizing the definitions of transgender and transitioning and when describing how the body responds to hormone replacement therapy. Participants expressed concern for the mental health and wellness, self-image of transgender student-athletes, and potential cost of transgender health care. However, participants also described efforts to create safety within their unit by validation, instilling trust, adjusting the physical environment, and by engaging in professional development to improve their knowledge. Conclusions: Athletic trainers want to create a safe space for transgender student-athletes but lack the necessary knowledge to treat transgender patients. Professional resources to improve athletic trainer knowledge, skills, and abilities in caring for transgender patients are a continued need. Key Points

scholarly journals Initial Validation of a Multilevel Model of Job Satisfaction and Career Intentions Among Collegiate Athletic Trainers

2018 ◽  
Vol 53 (7) ◽  
pp. 709-715
Author(s):  
Christianne M. Eason ◽  
Stephanie M. Mazerolle ◽  
William A. Pitney
Keyword(s):  
Job Satisfaction ◽  
Family Support ◽  
Athletic Training ◽  
Multilevel Model ◽  
Athletic Trainers ◽  
Organizational Factors ◽  
Athletic Trainer ◽  
Sociocultural Factors ◽  
Career Intentions ◽  
Work Family

Context:  The constructs of job satisfaction and career intentions in athletic training have been examined predominantly via unilevel assessment. The work-life interface is complex, and with troubling data regarding attrition, job satisfaction and career intentions should be examined via a multilevel model. Currently, no known multilevel model of career intentions and job satisfaction exists within athletic training. Objective:  To validate a multilevel model of career intentions and job satisfaction among a collegiate athletic trainer population. Design:  Cross-sectional study. Setting:  Web-based questionnaire. Patients or Other Participants:  Athletic trainers employed in National Collegiate Athletic Association Division I, II, or III or a National Association of Intercollegiate Athletics college or university (N = 299; 56.5% female, 43.5% male). The average age of participants was 34 ± 8.0 years, and average experience as an athletic trainer was 10.0 ± 8 years. Main Outcome Measure(s):  A demographic questionnaire and 7 Likert-scale survey instruments were administered. Variables were responses related to work-family conflict, work-family enrichment, work-time control, perceived organizational family support, perceived supervisor family support, professional identity and values, and attitude toward women. Results:  Exploratory factor analysis confirmed 3 subscales: (1) individual factors, (2) organizational factors, and (3) sociocultural factors. The scale was reduced from 88 to 62 items. A Cronbach α of 0.92 indicated excellent internal consistency. Conclusions:  A multilevel examination highlighting individual, organizational, and sociocultural factors is a valid and reliable measure of job satisfaction and career identity among athletic trainers employed in the collegiate setting.

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