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.

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 A High-Fidelity Simulation Is Effective in Improving Athletic Training Students' Self-Efficacy with Emergency Cardiovascular Care Skills

2019 ◽  
Vol 14 (2) ◽  
pp. 108-116 ◽  
Author(s):  
Kristin A. Paloncy ◽  
Leah Georges ◽  
Allan J. Liggett
Keyword(s):  
Athletic Training ◽  
Self Efficacy ◽  
Repeated Measures ◽  
National Collegiate Athletic Association ◽  
The United States ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Athletic Training Students ◽  
Convenience Sample ◽  
Simulation Center

Context High-fidelity simulation can provide an ideal adjunct to clinical or real-world experience by providing a realistic and safe learning environment for the practice of low-incident encounters. Objective Given that levels of perceived self-efficacy are malleable and high-fidelity simulation can provide many positive outcomes, the purpose of this study was to determine whether participation in a high-fidelity simulated cardiovascular emergency scenario using the Laerdal SimMan in a university simulation center in the United States increased undergraduate athletic training students' self-efficacy scores. Design Cohort design with repeated measures. Patients or Other Participants Convenience sample of undergraduate athletic training students (n = 46) enrolled in a professional program at a National Collegiate Athletic Association Division I university in the Midwest. Intervention(s) Participation in or observation of a high-fidelity cardiopulmonary resuscitation (CPR) simulation. Main Outcome Measure(s) Self-efficacy scores before, immediately after, and 6 months after simulation. Results There was a significant main effect for the 3 repeated measures, with the scores steadily increasing significantly from pretest (mean = 7.60, SD = 1.13) to posttest (mean = 8.04, SD = 1.22, P = .001), then again from immediate posttest to the 6-month posttest (mean = 8.38, SD = 1.04, P = .04). Scores among the participants (mean = 8.21, SD = 1.03) were not significantly higher than scores among the observers (mean = 7.85, SD = 1.40). Scores at the 6-month follow-up posttest (mean = 8.38, SD = 1.04) significantly increased from the posttest immediately after the simulation (P = .04). Conclusions Participating in or observing high-fidelity CPR simulation is an effective method of providing deliberate practice opportunities for athletic training students to increase self-efficacy related to CPR techniques.

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 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 A Mandala: A Diagram of the Clinical Education Experience in Athletic Training

2007 ◽  
Vol 2 (1) ◽  
pp. 10-15
Author(s):  
Steve Cernohous ◽  
Sharon West
Keyword(s):  
Athletic Training ◽  
Clinical Experience ◽  
Clinical Education ◽  
Interpersonal Competence ◽  
Self Awareness ◽  
Clinical Experiences ◽  
Athletic Training Students ◽  
Self Reflection ◽  
Athletic Training Student ◽  
Athletic Training Educators

Objective: The objective of this paper is to present the practical use of a Mandala that: 1) provides opportunities for athletic training students to explore, reflect on and appreciate their clinical experiences; 2) provides educators with a model to understand and value athletic training student experiences; 3) organizes and captures factors and associated relationships that influence the athletic training student's clinical experience; and 4) provides impetus for further research and discussion between and among athletic training educators. Background: Athletic training educators often find it difficult to demonstrate and assess the behavioral component of learning. Creative teaching strategies and exercises that help athletic training students develop interpersonal competence, self-awareness, and self-reflection are needed in athletic training education. One approach to address this need is to employ the practical exercise of creating athletic training student Mandalas; portraits of self-expression and interpretation of their athletic training clinical experience. Description: The Mandala of Clinical Education depicts the individualistic and complex elements of the athletic training student clinical experience. It is a manifestation of a milieu of intrinsic and extrinsic elements, personal experience, and established research. The athletic training student is positioned in the center of the Mandala, embraced by contributing elements and the wholeness of the clinical experience. The artistic design reveals a series of gates, doors, and portals in which the elements of the student's experiences interact and serve as a point for self-reflection. Conclusion: Mandalas allow the athletic training student and educator opportunities to explore, understand, and value all clinical experiences in athletic training. Mandalas may also facilitate athletic training students developing interpersonal competence, self-awareness and self-reflection, all of which are key components to the foundational behaviors of professional practice.

scholarly journals Curation of a Simulation Experience by the Clinical Scholar: An Educational Technique in Postprofessional Athletic Training

2018 ◽  
Vol 13 (2) ◽  
pp. 185-193 ◽  
Author(s):  
Zachary K. Winkelmann ◽  
Lindsey E. Eberman ◽  
Jessica R. Edler ◽  
Laura B. Livingston ◽  
Kenneth E. Games
Keyword(s):  
Learning Communities ◽  
Athletic Training ◽  
Professional Growth ◽  
Instructional Strategy ◽  
Full Time ◽  
Athletic Training Students ◽  
Graduate Assistant ◽  
Learning Session ◽  
Athletic Training Student ◽  
Training Clinic

Context: Postprofessional athletic training programs continue to prepare advanced-practice leaders in the profession. As part of being leaders and clinical scholars within the field, it is important that students pursing postprofessional graduate education be exposed to curriculum and instructional theory, practice, and strategies. Objective: To describe an education technique focused on the curation of a simulation assignment as part of a postprofessional athletic training course as a means to develop an appreciation of instructional strategies as a clinical scholar. Background: The postprofessional athletic training student (PP-ATS) may be working as a full-time clinician, graduate assistant, or novice educator, or as an intern within an athletic training clinic. Regardless of employment status, PP-ATSs engage with several key stakeholders, ranging from parents and legal guardians to coaching staff and professional athletic training students. The PP-ATS may be tasked to provide education to these stakeholders in the form of patient participation status to a coach, describing the pathogenesis of a condition to a patient, and rationale for care to professional athletic training students. Description: The PP-ATSs were placed in learning communities of 3 to 5 students. The learning communities were tasked with the development of high- and low-fidelity simulations for learners (the other PP-ATSs in the course) to engage in during an intensive and focused learning session, facilitation of the experience, and a debrief encounter. Clinical Advantage(s): A 2-fold benefit exists. First, PP-ATSs are engaged in the design and development of a simulation experience as an instructional intervention. Second, simulation learners are gainfully engaged in low-stakes patient encounters that promote professional growth. Conclusion(s): Developing and implementing learner-curated simulation experiences exposes PP-ATSs to an innovative instructional strategy in athletic training.

Characteristics of Athletic Training Students That Preceptors Find Desirable

2016 ◽  
Vol 11 (1) ◽  
pp. 27-31 ◽  
Author(s):  
W. David Carr ◽  
Spencer Thomas ◽  
Jenica Paulsen ◽  
Jennifer Chiu
Keyword(s):  
Athletic Training ◽  
Communication Skills ◽  
Online Survey ◽  
Outcome Measure ◽  
Rank Order ◽  
Athletic Trainers ◽  
Descriptive Statistics ◽  
Athletic Training Students ◽  
Certified Athletic Trainers ◽  
Athletic Training Student

Context: Athletic training students acquire clinical hours under the direct supervision of athletic training preceptors. Objective: The purpose of this project was to explore what characteristics preceptors desire in their athletic training students. Design and Setting: Online survey instrument. Patients or Other Participants: A total of 286 certified athletic trainers (128 male, 158 female; average years experience 10.58 ± 8.48). Participants were required to be current preceptors and have 1 or more years of preceptor experience. Main Outcome Measure(s): An instrument of 21 questions, including 7 demographics, 13 Likert-scale (1 = not important; 10 = strongly important), and 1 rank order item was developed. Validity of the instrument was established by a review of experts. An analysis of internal consistency revealed an α of .834. Data was analyzed with SPSS (version 20.0; IBM Inc, Chicago, IL). Basic descriptive statistics were calculated, and an analysis of variance was conducted to determine differences. Results: Top 3 characteristics seen amongst all settings were initiative (mean = 9.091 ± 1.166), communication skills (mean = 8.769 ± 1.241), and intelligence (mean = 8.723 ± 1.247). Gender differences were observed in 4 of the 13 characteristics. Conclusions: Findings demonstrated initiative, communication skills, and intelligence to be perceived as the most important athletic training student characteristics. These findings differ with previous literature and the preliminary focus group findings, where emotional intelligence and communication skills were reported to be of greater importance.

scholarly journals RELATIONSHIPS BETWEEN SELF-EFFICACY, COPING AND STUDENT RETENTION

2006 ◽  
Vol 34 (2) ◽  
pp. 127-138 ◽  
Author(s):  
Tracey J. Devonport ◽  
Andrew M. Lane
Keyword(s):  
Student Retention ◽  
Undergraduate Students ◽  
Time Use ◽  
Self Efficacy ◽  
Factor Model ◽  
First Year ◽  
First Year Students ◽  
Efficacy Measure ◽  
Academic Year ◽  
Insight Into

Relationships between self-efficacy, coping and retention among first-year undergraduate students were investigated. Qualitative methods were used to develop a self-efficacy measure assessing confidence to achieve those competencies required to successfully complete the first year of an undergraduate degree. One hundred and thirty-one first-year students completed a 40-item self-efficacy questionnaire and the MCOPE (Crocker & Graham, 1995) at the start of the academic year. Factor analysis indicated a coherent 5-factor model that described self-efficacy to manage time, use learning resources, work in groups, work well in lectures, and communicate. Results indicated that the coping strategies of planning and seeking social support for instrumental purposes significantly related to more than one self-efficacy factor and that self-efficacy scores taken at the start of the course could correctly classify 81.3% of students who subsequently withdrew. Findings lend insight into the association between strategies used to cope with environmental and interpersonal demands, and self-efficacy to cope with the demands of an undergraduate degree.

scholarly journals The Impact Grit and Achievement Goal Orientation have on Athletic Training Students' Persistence

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Hannah Harner ◽  
Kimberly Peer ◽  
Chris Moser ◽  
John Cindric
Keyword(s):  
Goal Orientation ◽  
Athletic Training ◽  
Athletic Training Education ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Athletic Training Students ◽  
Mastery Goal Orientation ◽  
Challenging Tasks ◽  
The Impact ◽  
Academic Year

Purpose: Athletic training education continues to evolve thereby increasing the importance of student retention. Understanding student motivation through achievement goal orientation and grit scores may help support student’s persistence in an athletic training program. The purpose was to determine if a relationship exists between achievement goal orientation and grit to help provide educators a better understanding of their students’ reasons for persisting to help improve retention. Methods: An achievement goal orientation survey and grit scale were administered, and quantitative data was analyzed statistically from Commission on Accreditation of Athletic Training Education- accredited programs in good standing for the 2018-2019 academic year. Results: A total of 520 professional athletic training students participated. There was a significant main effect (F(1,3)=690.0, pConclusions: Athletic training students have similar grit scores across all cohorts and classify higher with mastery goal orientation compared to performance-approach, performance-avoidant, and work-avoidant orientations. Educators should understand students’ motivation to provide support and challenging tasks for their passion and perseverance for athletic training. Key Words: grit, mastery, performance-approach, performance-avoidant, work-avoidant.

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