scholarly journals Socialization into Athletic Training Student Leadership

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Rachel Reinhart ◽  
Erika Smith-Goodwin
Keyword(s):  
Athletic Training ◽  
Student Leadership ◽  
Athletic Training Student

Reflective Observation in the Clinical Education Setting: A Way to Promote Learning

2015 ◽  
Vol 10 (1) ◽  
pp. 32-38 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman ◽  
Sarah S. Benes
Keyword(s):  
Athletic Training ◽  
Student Development ◽  
Clinical Education ◽  
Observational Learning ◽  
Visual Learning ◽  
Learning Experiences ◽  
Learning Preferences ◽  
Athletic Training Students ◽  
Athletic Training Student ◽  
National Athletic Trainers Association

Context Clinical experiences help athletic training students gain real-time learning experiences by engaging in patient care. Observational learning has been identified as important to athletic training student development, yet little is known about its effectiveness. Objective To explore the athletic training students' perspectives on their experiences in the clinical education setting, particularly examining the effectiveness of observational learning. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education (CAATE)-accredited undergraduate programs. Patients or Other Participants Twenty-four athletic training students (7 juniors and 17 seniors) from 4 National Athletic Trainers' Association (NATA) districts volunteered to participant in our study. The average age was 21 years (range, 20–23 years). Main Outcome Measure(s) Participants responded to a series of open-ended questions by journaling their thoughts and opinions through the secure Web site QuestionPro. Questions examined clinical education experiences and learning preferences. The resulting data were analyzed using a general inductive procedure, and credibility was established by employing peer review, member checks, and multiple analyst triangulation. Results Our analysis revealed that observational learning can benefit students when academic standing is considered, the circumstances are right, and it allows for directed mentoring. Our participants valued opportunities to engage in observational learning, as long as it was limited and purposeful. Conclusions All 24 participants identified themselves as hands-on learners who preferred to be actively engaged during their learning experiences, but who also valued opportunities to observe their preceptors demonstrating and modeling appropriate skills and behaviors before engaging in the same practices themselves. Today's student, the millennial, appears to favor visual learning, which may partially explain why our cohort of athletic training students described observational learning as advantageous in certain situations.

scholarly journals Preceptor Facilitated Debriefing Improves Athletic Training Student’s Clinical Performance and Work Efficacy

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
Jordan West ◽  
Kara Kraus ◽  
Kirk Armstrong
Keyword(s):  
Patient Care ◽  
Athletic Training ◽  
Clinical Performance ◽  
Clinical Skill ◽  
Communication Process ◽  
Thought Processes ◽  
Athletic Training Student ◽  
And Behavior ◽  
Improving Patient Care ◽  
Healthcare Training

Debriefing is an essential part of healthcare training that utilizes a planned conversation to allow clinicians to analyze their actions, thought processes, and emotions with the goal of improving patient care and outcomes. Debriefing requires two-way communications between the athletic training student and facilitating preceptor. The process is more than providing feedback on clinical performance, but a communication process that fosters reflective insight into of behaviors and decisions. Debriefing after patient care encounters has been shown to increase critical thinking, confidence, clinical skill and clinical reasoning. With this enhancement in cognition and behavior, debriefing allows the student to strengthen their own capabilities and efficacy, better preparing themselves for real time clinical practice. Facilitating effective debriefing is challenging for seasoned educators, as well as practitioners untrained to facilitate effective debriefing.

Description of Professional Master's Athletic Training Programs

2015 ◽  
Vol 10 (1) ◽  
pp. 39-46 ◽  
Author(s):  
Thomas G. Bowman ◽  
William A. Pitney ◽  
Stephanie M. Mazerolle ◽  
Thomas M. Dodge
Keyword(s):  
Student Learning ◽  
Athletic Training ◽  
Clinical Education ◽  
Training Programs ◽  
Retention Rate ◽  
Retention Rates ◽  
Athletic Training Student ◽  
Career Placement ◽  
Data Saturation ◽  
Using Data

Context Professional master's (PM) athletic training programs (ATPs) are becoming more popular as the profession debates what the entry-level degree should be for athletic training. More information is needed related to the potential benefits of PM ATPs. Objective Describe the Commission on Accreditation of Athletic Training Education (CAATE) accredited PM ATPs including athletic training student retention rates and career placement rates as well as strengths and areas for improvement. Design Mixed-method study. Setting Professional master's ATPs. Patients or Other Participants We surveyed directors of all accredited PM ATPs and obtained responses from 15 out of the 25 directors (60.0%). Main Outcome Measure(s) We sent a link to an electronic survey to all directors. The survey asked background questions about the ATP, the institution, and the director. Using data saturation as a guide, we also performed follow-up telephone interviews with 8 directors to expand upon the data gathered in the survey, specifically related to aspects of their PM ATPs. We analyzed the data using grounded theory and maintained trustworthiness through multiple analyst triangulation, member checks, and a peer review. Results Our findings indicate an 88.7% retention rate and an 88.5% career placement rate for PM athletic training students. The directors responded very positively about their ATPs, particularly didactic education. The participants also felt they provide a positive environment which fosters student learning, excellent clinical education opportunities, and unique experiences beyond those typically offered at the undergraduate level. Many directors also noted they wanted to make personnel modifications to strengthen their ATPs. Conclusions We were able to provide descriptive information on PM ATPs. The participants described the didactic and clinical education experiences, social experiences, and overall ATP atmosphere as overwhelmingly positive. The small class sizes and involvement from faculty, staff, and preceptors helped create an environment, which fosters athletic training student learning.

scholarly journals Athletic Training Students' Perceptions of Mentorship in Clinical Education

2016 ◽  
Vol 11 (2) ◽  
pp. 72-81 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Christianne M. Eason ◽  
Sara Nottingham ◽  
Jessica L. Barrett
Keyword(s):  
Mixed Methods ◽  
Athletic Training ◽  
Student Development ◽  
Clinical Education ◽  
Developmental Process ◽  
Clinical Skills ◽  
Athletic Training Students ◽  
Socialization Process ◽  
Athletic Training Student ◽  
The Impact

Context: Mentorship is a developmental process whereby a novice individual, as he/she becomes inducted into his/her area of expertise, is guided by a more experienced person. Speculation exists that years of experience can impact this relationship. Objective: To determine the impact mentoring can have on athletic training student development and evaluate if experience as a preceptor is viewed as influential on the mentor experience. Design: Mixed-methods study. Setting: Commission on Accreditation of Athletic Training Education accredited programs. Patients or Other Participants: We recruited 17 (14 females, 3 males) athletic training students to participate in our study. On average, our participants were 21 ± 1 years old and represented varying levels of academic standing (1 sophomore, 9 juniors, 7 seniors). All participants indicated they currently had a mentor when asked directly. Main Outcome Measure(s): Participants responded to the Athletic Training Perceptions of Effective Mentoring survey and 14 open-ended interview questions regarding their perceptions of mentoring. An inductive approach was used to identify themes and supporting categories. Trustworthiness was established by using multiple-analyst triangulation, peer review and piloting of the instruments, and triangulation of data using a mixed-methods approach. Results: Athletic training students perceive their mentoring experiences as those that provide support and understanding, advance their clinical practice, and allow for the development of career goals. Age and experience did not appear to impact the overall experience of the student but rather facilitates the type of mentoring relationship developed. Conclusions: Mentoring was perceived to be an advantageous aspect of the socialization process for the athletic training student. It provided support and understanding during times of increased stress, allowed for the development of clinical skills, and provided the chance to cultivate a professional identity.

scholarly journals Exploring Gender and Self-Efficacy Ratings of Athletic Training Students over Time

2014 ◽  
Vol 9 (3) ◽  
pp. 127-134 ◽  
Author(s):  
W. David Carr ◽  
Jennifer L. Volberding
Keyword(s):  
Athletic Training ◽  
Analysis Of Variance ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Athletic Training Students ◽  
Instrument Validity ◽  
Athletic Training Student ◽  
Post Hoc ◽  
Academic Year ◽  
University Setting

Objective To describe the development of a self-efficacy instrument and to explore the changes by gender in student self-efficacy ratings over 1 year. Design and Setting An exploratory study utilizing an instrument that measures self-efficacy in undergraduate students in a university setting. Patients or Other Participants Thirty students (13 males and 17 females) enrolled in the professional phase of an undergraduate athletic training program. Main Outcome Measure(s) Student ratings of self-efficacy were measured using the Self-Efficacy in Athletic Training Student instrument. Validity was established through a panel of experts. Cronbach α was used to establish the reliability of the instrument. The instrument was administered 3 times during an academic year. Students were asked to rate their level of self-efficacy on a Likert scale (1 = not at all confident; 5 = very confident) on 16 components within 3 content areas. Descriptive statistics were calculated, and a nonparametric analysis of variance was used to determine differences in self-efficacy based upon time for each gender. Post hoc contrasts were used to examine when significant differences occurred among the 3 measures. Results The internal consistency for the overall instrument and each content area ranged from α = 0.91 to 0.96. Analysis of variance indicated statistically significant differences (P < .003) across the 3 times, with significant changes in self-efficacy by gender, with greater increases for females across the 3 measures to similar male levels of self-efficacy at the final measure. Conclusions Students' self-efficacy can be affected by many factors, some of which may be controlled or influenced. We have developed reliable measure for assessing student self-efficacy. It is the desire of the authors that athletic training programs will develop strategies to improve the efficacy of their students and use this method to assess the effectiveness of those strategies.

scholarly journals The Effect of High-Fidelity Cardiopulmonary Resuscitation (CPR) Simulation on Athletic Training Student Knowledge, Confidence, Emotions, and Experiences

2015 ◽  
Vol 10 (2) ◽  
pp. 103-112 ◽  
Author(s):  
Kristin Ann Tivener ◽  
Donna Sue Gloe
Keyword(s):  
Knowledge Acquisition ◽  
Athletic Training ◽  
Professional Education ◽  
Emotional Responses ◽  
Athletic Training Education ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Student Knowledge ◽  
Athletic Training Student ◽  
Significant Difference

Context High-fidelity simulation is widely used in healthcare for the training and professional education of students though literature of its application to athletic training education remains sparse. Objective This research attempts to address a wide-range of data. This includes athletic training student knowledge acquisition from high-fidelity simulation, effects on student confidence, emotional responses, and reports of lived experiences in different phases of simulation. Design and Setting A mixed methods study design was employed with pre- and postintervention evaluations of students' cardiopulmonary resuscitation (CPR) knowledge, confidence, emotions, and lived experiences via the Presimulation CPR Survey, the Postsimulation CPR Survey, and the Reactions to the Simulation Experience Postsimulation Reflection assignment. The study was conducted in the University's high-fidelity simulation center. Patients or Other Participants Twenty undergraduate athletic training students enrolled in a junior-level clinical practicum class. Results We identified a significant difference in athletic training student knowledge acquisition (pretest: x̄ = 3.75, SD = .546; posttest: x̄ = 4.60, SD = .394) and identified a significant increase through a paired sample t test (t19 = −5.640, P < .001). We demonstrated a significant difference in athletic training student confidence (pretest: x̄ = 4.18, SD = .524; posttest: x̄ = 4.68, SD = .295). The findings of this paired sample t test (t19 = −4.485, P < .001) identify a significant increase in confidence related to CPR skills. Students reported a mean score of 4.5 out of 5.0 (SD = .761) of experiencing emotional reactions to the simulation including anxiety, fear, and nervousness. Students reported on a scale of 5.0, (x̄ = 4.63, SD = .34) the simulation was overall a positive and valued learning experience. Conclusions High-fidelity simulation is highly effective in athletic training education and has similar outcomes in knowledge acquisition, confidence, and emotional responses to other healthcare professional education.

scholarly journals Faculty and Preceptor Perceptions of Their Respective Roles in Athletic Training Student Development

2021 ◽  
Vol 16 (3) ◽  
pp. 208-218
Author(s):  
Julie M. Cavallario ◽  
Gary W. Cohen ◽  
Heather B. M. Wathen ◽  
Emily Lynn Nelson ◽  
Cailee E. Welch Bacon
Keyword(s):  
Focus Group ◽  
Athletic Training ◽  
Student Development ◽  
Effective Communication ◽  
Study Data ◽  
Role Development ◽  
Focus Group Interviews ◽  
Athletic Training Student ◽  
Group Interviews ◽  
Past Experiences

Context Health care professions use a unique learning pattern in which education occurs both didactically and clinically. Previous research has focused on preceptor selection and training, but there has been limited emphasis on the perceived roles of didactic and clinical educators. Identifying potential discrepancies in perceived roles in student development may help improve athletic training student education through a shared understanding of role delineation. Objective To understand the perceived roles of faculty and preceptors in athletic training student development. Design Consensual qualitative research. Setting Videoconference focus group interviews. Patients or Other Participants Eight faculty, 7 preceptors, and 7 dual-role faculty/preceptors representing professional athletic training programs participated in this study. Data saturation guided the number of focus groups conducted. Data Collection and Analysis Semistructured focus group interviews were conducted and transcribed verbatim. Four researchers used a consensus process to analyze data, identify emergent themes, and create a codebook independently. We created a consensual codebook using identified themes and subgroups. Trustworthiness was established with the use of multiple researchers and an external auditor. Results Three themes emerged from the data: (1) contributors to role achievement, (2) challenges to role achievement, and (3) perceived improvements. Factors contributing to role achievement included positive relationships, effective communication, role development, student development, and socialization. Challenges to role achievement included preparation for the role, student commitment, role strain, ineffective communication, authenticity of learning, and preceptor willingness. Suggestions for perceived improvements included concept integration and application, programmatic leadership, and culture. Conclusions Some participants identified ineffective communication as a challenge to role development. Others noted effective communication as a contributor to role development. Limited formal training exists for faculty and preceptors relative to their respective roles in student development, and many draw from their own past experiences to better fulfill those roles.

scholarly journals Program Director Perspectives on Athletic Training Student Motivation to Complete Their Professional Athletic Training Degrees

2013 ◽  
Vol 8 (3) ◽  
pp. 58-65 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman ◽  
Thomas M. Dodge
Keyword(s):  
Athletic Training ◽  
Student Motivation ◽  
Program Director ◽  
Major Theme ◽  
Athletic Training Students ◽  
Telephone Interviews ◽  
Program Success ◽  
Athletic Training Student ◽  
Data Collection And Analysis ◽  
Member Checks

Context Student motivation has been linked to persistence until graduation for athletic training students. There is little research, however on ways athletic training programs (ATPs) foster student motivation. Objective To expand upon the existing literature regarding retention of students in ATPs, specifically examining the concept of student motivation to complete degree requirements from the perspective of the program director (PD). Design Qualitative study. Setting One-on-one telephone interviews. Patients or Other Participants Eight PDs from professional master's and 16 PDs from undergraduate ATPs. Data Collection and Analysis We asked PDs to participate in a tape-recorded semistructured telephone interview. We analyzed data using a general inductive approach and secured credibility by utilizing member checks, multiple analyst triangulation, and peer review. Results Motivation for degree completion, as evaluated by the PD, is fostered by internal motivation, program pride and continued tradition of program success, and accomplishment of the personal goal to become an athletic trainer. Conversely, 1 major theme, disinterest or dissatisfaction with a career in athletic training, evolved as a reason to not remain motivated to complete the degree requirements for athletic training. Conclusions Program directors reported that internal drive and the achievement of personal goals influence the persistence of students in their ATPs. Students are also motivated by the successes of previous students in the program and feel a responsibility to uphold the legacy.

scholarly journals Program Directors' Perceptions of Programmatic Attributes Contributing to Athletic Training Student Persistence

2015 ◽  
Vol 10 (2) ◽  
pp. 122-129 ◽  
Author(s):  
Thomas G. Bowman ◽  
Thomas M. Dodge ◽  
Stephanie M. Mazerolle
Keyword(s):  
Student Retention ◽  
Athletic Training ◽  
Clinical Education ◽  
Professional Education ◽  
Interpersonal Relations ◽  
Professional Socialization ◽  
Program Directors ◽  
Athletic Training Students ◽  
Student Centered ◽  
Athletic Training Student

Context Graduates of athletic training programs (ATPs) have identified factors contributing to their persistence through professional education. However, program directors have yet to elaborate on programmatic attributes that might contribute to athletic training student retention in their respective ATPs. Objective To determine program directors' perceptions of ATP strengths and areas for improvement regarding athletic training student retention. Design Qualitative study. Setting Bachelor's ATPs. Patients or Other Participants Sixteen ATP directors with 6.0 ± 4.0 years of experience in their current positions. Main Outcome Measure(s) The participants completed audio recorded telephone interviews. We analyzed the data using principles of grounded theory and maintained trustworthiness using multiple-analyst triangulation, peer review, and member checks. Results We found 2 themes to describe the strengths of bachelor's ATPs. Our participants thought that they provided a student-centered approach and diverse clinical education experiences leading to a supportive and exciting environment to foster athletic training student learning. We categorized the student centered approach theme into 3 subthemes: program size, student engagement and program atmosphere, and academic and clinical cohesion. Conclusions Program directors should strive to provide athletic training students with individual attention to help them feel welcomed, valued, and important. A small program size or adequate personnel can foster interpersonal relations which can provide athletic training students with mentoring opportunities. Improving ATP cohesion can provide learning opportunities which assist students in making connections and promote the importance of the academic and clinical education components of the ATP. Engaging athletic training students early through a variety of clinical education experiences can assist professional socialization and foster excitement for the profession.

scholarly journals Accuracy of Undergraduate Athletic Training Student Performance Factors for Determining Board of Certification Exam First-Time Pass Outcomes

2020 ◽  
Vol 15 (3) ◽  
pp. 212-223
Author(s):  
Zachary Ryan Hobson ◽  
Sayers John Miller ◽  
Danielle Symons Downs ◽  
Giampietro Luciano Vairo
Keyword(s):  
Training Program ◽  
Student Performance ◽  
Athletic Training ◽  
Composite Score ◽  
Current Evidence ◽  
Grade Point ◽  
Performance Factors ◽  
Athletic Training Student ◽  
Board Of Certification ◽  
First Time

Context There is a lack of current evidence to help athletic training programs identify students poised for first-time Board of Certification (BOC) exam success as a means to ensure compliance with contemporary accreditation standards. Various academic variables have been previously identified as predictors of first-time success; however, these investigations reflect prior versions of the credentialing examination based on what are now obsolete editions of the professional practice analysis. Objective To determine the accuracy of undergraduate athletic training student performance factors as indicators of successfully passing the current version of the BOC exam on a first attempt. Design Casual-comparative (ex–post facto) quasi-experimental. Setting An accredited undergraduate athletic training program. Patients or Other Participants A recent sample of athletic training program graduates (n = 43). Intervention(s) Archived data were collected from student academic records and analyzed. Main Outcome Measure(s) Receiver operating characteristic curve analysis computed the area under the curve (AUC), which was used to determine accuracy of variables. Optimal thresholds for passing the BOC exam on a first attempt were computed for each variable by the index of union method. Results The AUC and associated thresholds for factors were as follows: cumulative grade point average (GPA) upon entry to the major (AUC = 0.67, threshold = 3.20); preprofessional-phase course GPA (AUC = 0.81, threshold = 3.48); averaged admission interview score (AUC = 0.49, threshold = 8.46); averaged preceptor evaluation of applicant score (AUC = 0.53, threshold = 93.88%); unique composite score (AUC = 0.80, threshold = 7.34); cumulative GPA upon graduation (AUC = 0.68, threshold = 3.19); combined math and reading SAT score (AUC = 0.90, threshold = 960); clinical education hours (AUC = 0.61, threshold = 1131.08). Conclusions Preprofessional-phase course GPA provided the greatest accuracy of the secondary admissions criteria; however, the combined math and reading SAT score provided the greatest accuracy of all examined variables. Furthermore, the unique composite score may represent an accurate, all-inclusive indicator of success. Program administrators and athletic training educators may use these outcomes to shape their related programmatic operations.

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