Entry-Level Athletic Trainers' Self-Confidence in Clinical Skill Preparedness for Treating Athletic and Emergent Settings Populations

2014 ◽  
Vol 9 (4) ◽  
pp. 166-173 ◽  
Author(s):  
Gary E. Morin ◽  
Sharon Misasi ◽  
Charles Davis ◽  
Corey Hannah ◽  
Matthew Rothbard
Keyword(s):  
Athletic Training ◽  
Clinical Experience ◽  
Clinical Education ◽  
Clinical Decision Making ◽  
Clinical Skill ◽  
Athletic Training Education ◽  
Body Region ◽  
Clinical Experiences ◽  
Professional Skills ◽  
Confidence Levels

Context Clinical education is an important component of athletic training education. Concern exists regarding whether clinical experience adequately prepares students to perform professional skills after graduation, particularly with patients in emerging settings. Objective To determine the confidence levels of athletic training graduates in performing professional skills, providing care to patients in emergent settings, and to suggest improvements in clinical education. Design and Setting A descriptive design involving an online survey. The survey was administered via email 2 weeks after the closing of the April 2011 Board of Certification (BOC) examination window. Patients or Other Participants All 832 first-time candidates from undergraduate and graduate Commission on Accreditation of Athletic Training Education–accredited programs sitting for the BOC examination during the April 2011 testing window were surveyed. Eighteen percent (n = 166) elected to participate. Main Outcome Measure(s) Responses were acquired regarding levels of confidence in performing athletic training skills and caring for multiple patient populations. Participants were permitted to suggest improvements in clinical education. A multivariate analysis of variance was used to determine if educational setting played a role in confidence levels. Cluster analysis was used to develop high, moderate, and low confidence groups. Participants' comments were thematically separated into specific categories. Results Participant confidence levels were strong in performing athletic training skills on traditional patient populations, although body region was a factor. Lower confidence levels were reported for caring for elderly and special needs individuals, with insufficient clinical experiences stated as the primary cause. Confidence levels for recognizing nonorthopaedic concerns were lower than for recognizing musculoskeletal injury issues. Conclusions Participants felt confident in performing athletic training skills, particularly for athletic populations. Confidence scores were lower for other populations, and it is apparent that clinical experience with different patient populations is essential. Participants felt that greater clinical experiences are necessary, with further opportunities in clinical decision making and program administration decisions.

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.

Role of Clinical Education Experiences on Athletic Training Students' Development of Professional Commitment

2015 ◽  
Vol 10 (2) ◽  
pp. 138-145 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas Dodge
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Athletic Training Education ◽  
Professional Commitment ◽  
Professional Behaviors ◽  
Athletic Training Student ◽  
Education Experience ◽  
Member Checks

Context Limited evidence exists on the role clinical education can play in the development of athletic training student commitment for the profession. Objective Investigating the role clinical education experiences play on the development of passion for athletic training. Design Exploratory qualitative study. Setting Athletic training education programs. Patients or Other Participants Seventeen students (8 males, 9 females) volunteered. Students represented both junior (13) and senior (4) levels, were engaged in 23 ± 5 hours per week of clinical education, and were 20 ± 2 years old. Main Outcome Measure(s) One-on-one, in-person interviews following a semistructured format. Multiple analyst triangulation and member checks were included as steps to establish data credibility. Results A positive clinical education experience as described by this cohort of students was inclusive of strong mentorship, realism, professional commitment of the preceptor, and clinical skill integration. In combination, these attributes appear to help students develop their professional commitment for athletic training. Preceptors who provided mentorship by modeling appropriate professional behaviors, providing a realistic perspective to their role, and showing enthusiasm allowed the students in this study to gain an accurate understanding of the profession. Opportunities to develop clinical skills with feedback for improvement demonstrated the preceptors' commitment to the profession and the student and was valued as contributing to the overall experience. Conclusions The development of the athletic training student's commitment to the profession is directly related to a positive clinical education experience facilitated by a preceptor who is also passionate about the job. Preceptors are encouraged to provide the athletic training student with a realistic impression of the clinical setting in which they are gaining experiences in order for them to fully understand their future role and responsibilities. Maintaining an optimistic but pragmatic attitude is also valued by the athletic training student.

scholarly journals Advancement of Athletic Training Clinical Education Through Preceptor-Led Instructional Strategies

2019 ◽  
Vol 14 (3) ◽  
pp. 223-232
Author(s):  
Connor A. Burton ◽  
Zachary K. Winkelmann ◽  
Lindsey E. Eberman
Keyword(s):  
Clinical Practice ◽  
Instructional Strategies ◽  
Real Time ◽  
Athletic Training ◽  
Clinical Education ◽  
Clinical Decision Making ◽  
Clinical Experiences ◽  
Reflective Journaling ◽  
Clinical Site ◽  
Safe Environment

Context Athletic training programs blend didactic experiences with clinical practice opportunities with varied patient populations. Traditionally, clinical education relies heavily on the preceptor to supervise, instruct, and mentor the professional athletic training student (P-ATS) during clinical education. Objective To describe a preceptor-led educational technique focused on creating meaningful clinical experiences that guide the P-ATS to self-reflect and improve clinical decision-making. Background Preceptors are expected to create an effective learning environment at their clinical site that prepares the P-ATS for independent clinical practice, yet some authentic patient encounters and administrative tasks may not be possible because of the nature of the clinical site. By implementing novel clinical education techniques that mimic clinical practice, the P-ATS can engage in meaningful clinical experiences in a safe environment, which aids in professional readiness for independent clinical practice that address learner goals and deficiencies in areas with minimal opportunities for real-time encounters. Description The preceptor designed educational techniques to cultivate meaningful clinical experiences that included incognito standardized patient encounters, structured debriefing, and reflective journaling. Clinical Advantages A 3-fold benefit exists. First, the P-ATS engages in meaningful clinical experiences to enhance professional readiness for replication of independent clinical practice. Second, the P-ATS develops soft skills, such as metacognitive reflection and quality improvement strategies, after completing the debrief sessions and reflective journaling. Lastly, the preceptor shares contemporary expertise through designing and implementing instructional strategies that mentor the P-ATS through difficult conversations and unique patient presentations. Conclusions Implementation of novel instructional strategies within clinical education demonstrates the ability for the P-ATS to engage in real-time clinical experiences in a safe environment and under the guidance of the preceptor.

scholarly journals Frustrations Among Graduates of Athletic Training Education Programs

2013 ◽  
Vol 48 (1) ◽  
pp. 79-86 ◽  
Author(s):  
Thomas G. Bowman ◽  
Thomas M. Dodge
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Education Program ◽  
Athletic Training Education ◽  
Theory Approach ◽  
Clinical Experiences ◽  
Education Programs ◽  
Student Stress ◽  
Athletic Training Student ◽  
National Athletic Trainers Association

Context Although previous researchers have begun to identify sources of athletic training student stress, the specific reasons for student frustrations are not yet fully understood. It is important for athletic training administrators to understand sources of student frustration to provide a supportive learning environment. Objective To determine the factors that lead to feelings of frustration while completing a professional athletic training education program (ATEP). Design Qualitative study. Setting National Athletic Trainers' Association (NATA) accredited postprofessional education program. Patients or Other Participants Fourteen successful graduates (12 women, 2 men) of accredited professional undergraduate ATEPs enrolled in an NATA-accredited postprofessional education program. Data Collection and Analysis We conducted semistructured interviews and analyzed data with a grounded theory approach using open, axial, and selective coding procedures. We negotiated over the coding scheme and performed peer debriefings and member checks to ensure trustworthiness of the results. Results Four themes emerged from the data: (1) Athletic training student frustrations appear to stem from the amount of stress involved in completing an ATEP, leading to anxiety and feelings of being overwhelmed. (2) The interactions students have with classmates, faculty, and preceptors can also be a source of frustration for athletic training students. (3) Monotonous clinical experiences often left students feeling disengaged. (4) Students questioned entering the athletic training profession because of the fear of work-life balance problems and low compensation. Conclusions In order to reduce frustration, athletic training education programs should validate students' decisions to pursue athletic training and validate their contributions to the ATEP; provide clinical education experiences with graded autonomy; encourage positive personal interactions between students, faculty, and preceptors; and successfully model the benefits of a career in athletic training.

scholarly journals Perceived Levels of Frustration During Clinical Situations in Athletic Training Students

2014 ◽  
Vol 49 (1) ◽  
pp. 68-74 ◽  
Author(s):  
Scott Heinerichs ◽  
Neil Curtis ◽  
Alison Gardiner-Shires
Keyword(s):  
Athletic Training ◽  
Clinical Experience ◽  
Clinical Education ◽  
Training Programs ◽  
Athletic Training Education ◽  
Cross Sectional Study ◽  
Athletic Training Students ◽  
Cross Sectional ◽  
Athletic Training Student ◽  
Education Experience

Context: Athletic training students (ATSs) are involved in various situations during the clinical experience that may cause them to express levels of frustration. Understanding levels of frustration in ATSs is important because frustration can affect student learning, and the clinical experience is critical to their development as professionals. Objective:  To explore perceived levels of frustration in ATSs during clinical situations and to determine if those perceptions differ based on sex. Design:  Cross-sectional study with a survey instrument. Setting:  A total of 14 of 19 professional, undergraduate athletic training programs accredited by the Commission on Accreditation of Athletic Training Education in Pennsylvania. Patients or Other Participants:  Of a possible 438 athletic training students, 318 (72.6%) completed the survey. Main Outcomes Measure(s):  The Athletic Training Student Frustration Inventory was developed and administered. The survey gathered demographic information and included 24 Likert-scale items centering on situations associated with the clinical experience. Descriptive statistics were computed on all items. The Mann-Whitney U was used to evaluate differences between male and female students. Results:  A higher level of frustration was perceived during the following clinical situations: lack of respect by student-athletes and coaching staffs, the demands of the clinical experience, inability of ATSs to perform or remember skills, and ATSs not having the opportunity to apply their skills daily. Higher levels of frustration were perceived in female than male ATSs in several areas. Conclusions:  Understanding student frustration during clinical situations is important to better appreciate the clinical education experience. Low levels of this emotion are expected; however, when higher levels exist, learning can be affected. Whereas we cannot eliminate student frustrations, athletic training programs and preceptors need to be aware of this emotion in order to create an environment that is more conducive to learning.

scholarly journals Athletic Training Students' Perceptions of the Immersive Clinical Experience and its Influence on their Development

2021 ◽  
Vol 16 (1) ◽  
pp. 32-41
Author(s):  
Anna M. Grimes ◽  
Elizabeth R. Neil ◽  
Cameron M. Eldred ◽  
Stacy E. Walker ◽  
Zachary J. Dougal ◽  
...  
Keyword(s):  
Student Perceptions ◽  
Athletic Training ◽  
Clinical Experience ◽  
Clinical Education ◽  
Financial Burden ◽  
Clinical Experiences ◽  
Athletic Training Students ◽  
Athletic Training Student ◽  
Athletic Training Program Directors ◽  
Quality Learning

Context Immersive clinical experiences are critical clinical education components in athletic training. Program directors have indicated potential isolation from peers and faculty, a financial burden, and less engagement in quality learning during immersive clinical experiences. Objective To explore athletic training students' perceptions of the immersive clinical experience as it pertains to their development. Design Qualitative study. Setting Individual virtual interviews. Patients or Other Participants A total of 15 athletic training students who participated in the immersive clinical experience in the last 9 months took part in our study (males = 4, females = 11; age = 25 ± 5 years, range = 21–36 years). Data Collection and Analysis We conducted interviews and recorded and transcribed them verbatim. We developed a codebook using the consensual qualitative research tradition to identify domains and categories. Trustworthiness was established using member-checking, multiple researchers, and an auditor. Results Athletic training student perceptions of the immersive clinical experience revealed 2 domains: exposure and improved preparation for clinical practice. From increased exposure, participants gained additional experience with administrative duties, communication and relationships, interprofessional and collaborative practice, an increased quantity and quality of patient encounters, and preceptor influence on learning opportunities. From improved preparation, participants experienced socialization in which they were more integrated in facility activities, gained a greater appreciation for the value of the profession, had greater autonomy and inclusion, and perceived more value in the immersive clinical experience than in nonimmersive experiences. Conclusions Athletic training students who participate in immersive clinical experiences feel that they have increased exposure to athletic training practice and improved preparation for transition to practice.

scholarly journals Model for Clinical Education in Athletic Training

2003 ◽  
Author(s):  
Jeff Seegmiller
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Clinical Education ◽  
Allied Health ◽  
Athletic Training Education ◽  
Educational Process ◽  
Clinical Experiences ◽  
Health Care Environment ◽  
Allied Health Education ◽  
Care Environment

Clinical education is an intrinsic part of most allied health educational programs. However, conceptual models differ as to what constitutes quality for clinical experiences. As a relatively new allied health care field, athletic training education is adapting in order to meet the needs of a changing health care environment. Recent initiatives for clinical education mark the change from a quantitative (hours of exposure) approach, to one emphasizing quality (mastery over time). However, in this transition from field-based to curriculum emphasis, the coherence between different aspects of the educational process have weakened. This paper presents a background of clinical education in athletic training and presents a model for allied health education that offers distinct didactic, clinical, and field experience components.

scholarly journals Preceptor Perceptions of the Immersive Clinical Experience in Athletic Training Education

2021 ◽  
Vol 16 (1) ◽  
pp. 42-52
Author(s):  
Cameron M. Eldred ◽  
Elizabeth R. Neil ◽  
Zachary J. Dougal ◽  
Stacy E. Walker ◽  
Anna Marie Grimes ◽  
...  
Keyword(s):  
Athletic Training ◽  
Clinical Experience ◽  
Critical Role ◽  
Athletic Training Education ◽  
Independent Learning ◽  
Semistructured Interview ◽  
Clinical Experiences ◽  
Athletic Training Students ◽  
Member Checks ◽  
Goals And Objectives

Context Clinical immersion is a newly required concept within athletic training education, and preceptors play a critical role in facilitating athletic training students' learning during those experiences. Objective To explore the perceptions of preceptors currently supervising athletic training students who participate in immersive clinical experiences. Design Qualitative study. Setting Individual phone interview. Patients or Other Participants Preceptors from various clinical sites (4 females [40%] and 6 males [60%]) with an average age of 41 ± 18 years. Participants also had an average 7 ± 8 years of experience as a preceptor. Data Collection and Analysis Interviews occurred via individual phone interviews using a semistructured interview script. All interviews were audio-recorded and transcribed verbatim. A 3-person research team analyzed the data and coded it into domains and categories based on a consensus process. Credibility was established with multiple researchers, an external auditor, and member checks. Results Three domains emerged from the data: (1) exposure, (2) benefits, and (3) insufficient training. Participants stated that as a result of exposure the athletic training students experienced increased responsibility and trust, increased realistic work environment, increased collaborative practice experiences, and skill use and refinement. Preceptors indicated that the added benefits of immersive clinical experiences led to confidence in clinical and professional interactions. Preceptors noted insufficiency in their training, specific to the expectations of an immersive clinical experience. Many preceptors sought out independent learning opportunities to enhance their role as preceptor. There was a misunderstanding as to what the main differences were between traditional and immersive clinical experiences, as well as a lack of communicated or standardized goals and objectives. Conclusions Participants indicated that the immersive clinical experiences were beneficial for the athletic training students' professional development. The insufficiency of training and misunderstanding of the immersive clinical experience are concerning and could be enhanced with clearly set goals and objectives.

The Impact of Clinical Experiences from Athletic Training Student and Preceptor Perspectives

2014 ◽  
Vol 9 (4) ◽  
pp. 156-165 ◽  
Author(s):  
Sarah S. Benes ◽  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman
Keyword(s):  
Professional Development ◽  
Athletic Training ◽  
Clinical Education ◽  
Professional Growth ◽  
Opportunity To Learn ◽  
Athletic Training Education ◽  
Valuable Insight ◽  
Clinical Experiences ◽  
Athletic Training Students ◽  
The Impact

Context Clinical education is an integral part of athletic training programs. This is where students should develop their professional identities and become socialized into the profession. Understanding the student and preceptor perspectives of the impact that clinical experiences have on students can provide valuable insight into this aspect of athletic training education. Objective To evaluate the impact of clinical education on the professional development of athletic training students from the student and preceptor perspective. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education–accredited undergraduate programs. Patients or Other Participants A total of 15 participants (7 athletic training students and 8 preceptors) from four schools enrolled in our study. Data Collection and Analysis One researcher conducted semistructured interviews over the phone or in person. Data analysis used a general inductive approach to reveal the dominant themes that related to our purpose. We achieved data credibility through multiple analyst triangulation, peer review, and member checks. Results Athletic training students and preceptors agree that clinical education is integral to the professional development process. Realistic and positive experiences and diversity in experiences were identified as factors affecting professional growth during clinical education experiences. Conclusions Athletic training students and preceptors have similar views on the importance of clinical placements on professional development. Clinical experiences provide students with the opportunity to learn more about the profession, affirm their career choice, practice knowledge and skills, and learn about themselves personally and professionally. The student and the fit/match of the placement directly impact the students' clinical experiences.

scholarly journals Perceived Challenges of Clinical Immersion in Professional Master's Programs: A Report from the Athletic Training Clinical Education Network

2020 ◽  
Vol 15 (1) ◽  
pp. 18-25
Author(s):  
Stephanie Mazerolle Singe ◽  
Sarah L. Myers ◽  
Matthew Campbell ◽  
Chad Clements ◽  
Lindsey E. Eberman
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Training Programs ◽  
Financial Burden ◽  
Phase 1 ◽  
Athletic Training Education ◽  
Phase 2 ◽  
Clinical Experiences ◽  
Master's Programs ◽  
Program Administrators

Context A clinical immersive experience is a new requirement within the clinical education standards as outlined by the Commission on Accreditation of Athletic Training Education. Objective Determine athletic training program administrators' perceptions of challenges facing athletic training programs as they implement immersive clinical experiences during clinical education. Design Sequential mixed methods. Setting Commission on Accreditation of Athletic Training Education athletic training programs. Patients or Other Participants Twenty-four administrators (7 male, 17 female) from 24 institutions with undergraduate and professional master's programs (1 undergraduate, 12 professional master's, and 4 offering both undergraduate and master's programs) responded to the survey, which was Phase 1 of the study. Seventeen of those who previously completed the Phase 1 survey volunteered to participate in Phase 2 of one-on-one, semistructured phone interviews (4 clinical education coordinators, 12 program directors, 1 department chair). Data Collection Phase 1: 24 participants completed an online survey. Phase 2: 17 of the 24 respondents participated in a one-on-one, semistructured phone interview. Quantitative data collected in Phase 1 were analyzed by calculating means and frequencies, and in Phase 2, a general inductive approach was used to evaluate qualitative raw data from the interviews. Researcher triangulation and peer review were completed for credibility. Results The 3 subthemes that emerged specific to administrators' perceived challenges regarding immersive clinical experiences for students were (1) isolation, (2) financial burden, and (3) time engaged in learning. The 3 main subthemes that emerged specific to the administrators' perceived challenges regarding immersive clinical experience for programs were (1) lack of a definition of the experience, (2) scheduling, and (3) preceptor involvement. Conclusions Program administrators continue to seek clarity on when and how immersive clinical experiences should be implemented. These challenges, if not addressed, could influence buy-in from the faculty and preceptors, and affect the success of the student.

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