Athletic Trainers' Perceptions of Accessibility to Necessary Resources for Those Working Per Diem Services

Context As the demand for athletic training services has grown, the per diem athletic training setting has expanded to fulfill this need. Per diem services are provided by athletic trainers (ATs) who are hired as independent contractors for short time periods. These service opportunities help to increase access to care for medically underserved populations; however, due to the transient nature of the work, the quality of care may be compromised. Objective To examine current practices in per diem services and evaluate ATs' accessibility to resources. Design Cross-sectional study. Setting Online survey. Patients or Other Participants A total of 448 participants responded (access rate = 9.57%), of whom 210 were ineligible (46.9%). Of those who were eligible, 192 participants completed the entire tool (completion rate = 80.7%, age = 38 ± 12 years, years certified = 14 ± 11, years providing per diem services = 8 ± 8). Main Outcome Measure(s) The survey comprised 3 sections: (1) demographics, (2) accessibility to resources and influence on patient care, and (3) domains of athletic training while providing per diem services. Resources assessed included those that are relevant to ATs practicing in accordance with the Board of Certification Standards of Professional Practice. The final instrument included approximately 30 questions (depending on display logic) and took an average of 12 minutes to complete. Results Of the 11 primary resources assessed, participants had limited accessibility to 6. Critical resources related to informatics, legalities, and health care delivery were often not available, were seen as unimportant to providing medical services, or both. Conclusions Participants indicated varied perceptions about the need for and access to these resources. Yet such resources contribute to the creation of a safe infrastructure for providing medical services and should be part of the routine dialogue regarding independent contracting.

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The Level of Medical Services and Secondary School-Aged Athletes

Journal of Athletic Training ◽

10.4085/1062-6050-47.1.91 ◽

2012 ◽

Vol 47 (1) ◽

pp. 91-95 ◽

Cited By ~ 8

Author(s):

Terry L. DeWitt ◽

Scott A. Unruh ◽

Srivatsa Seshadri

Keyword(s):

Secondary School ◽

Secondary Schools ◽

American Academy ◽

Athletic Training ◽

Athletic Trainers ◽

Cross Sectional Study ◽

Medical Services ◽

Athletic Programs ◽

Cross Sectional ◽

American Academy Of Pediatrics

Context: Medical organizations have recommended that administrators, parents, and community leaders explore every opportunity to make interscholastic athletic programs safe for participation, including employing athletic trainers at practices and competitive events. Objective: To determine the overall level of medical services provided for secondary school-aged athletes at high school athletic events in a rural southern state, to evaluate the employment of athletic trainers in the provision of medical services in secondary schools, and to compare athletic training medical services provided at athletic events among schools of various sizes. Design: Cross-sectional study. Setting: Questionnaires were sent to administrators at 199 secondary schools. Patients or Other Participants: A total of 144 administrators, including interscholastic athletic directors and school principals, from 199 secondary schools participated (72% response rate). Main Outcome Measure(s): Participants completed the Self-Appraisal Checklist for Health Supervision in Scholastic Athletic Programs from the American Academy of Pediatrics, which has been demonstrated to be valid and reliable. The Kruskal-Wallis and Mann-Whitney tests were used to measure differences in groups. Results: We found differences in cumulative scores when measuring between institutional classifications (P≤.05). Cumulative scores for the Event Coverage section of the instrument ranged from 80.5 to 109.6 out of a total possible score of 126. We also found differences in several factors identified in the Event Coverage section (P≤.05). Conclusions: The number of coaching staff certified in cardiopulmonary resuscitation or first aid was minimal. Most schools did not have a plan for providing minimal emergency equipment, ice, or water for visiting teams. We found that 88% (n = 7) of the 8 essential Event Coverage components that the American Academy of Pediatrics deems important were not addressed by schools represented in our study.

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Use of Evidence-Based Practice Among Athletic Training Educators, Clinicians, and Students, Part 1: Perceived Importance, Knowledge, and Confidence

Journal of Athletic Training ◽

10.4085/1062-6050-48.2.16 ◽

2013 ◽

Vol 48 (3) ◽

pp. 394-404 ◽

Cited By ~ 19

Author(s):

Dorice A. Hankemeier ◽

Jessica M. Walter ◽

Cailee W. McCarty ◽

Eric J. Newton ◽

Stacy E. Walker ◽

...

Keyword(s):

Athletic Training ◽

Online Survey ◽

Evidence Based Practice ◽

Athletic Trainers ◽

Cross Sectional Study ◽

Evidence Based ◽

Cross Sectional ◽

Master's Degrees ◽

Athletic Training Educators ◽

Perceived Importance

Context: Although evidence-based practice (EBP) has become more prevalent, athletic trainers' perceptions of importance and knowledge of these concepts and their confidence in EBP are largely unknown. Objective: To assess perceived importance and knowledge of and confidence in EBP concepts in athletic trainers in various roles and with different degree levels. Design: Cross-sectional study. Setting: Online survey instrument. Patients or Other Participants: The survey was sent to 6702 athletic training educators, clinicians, and postprofessional students. A total of 1209 completed the survey, for a response rate of 18.04%. Main Outcome Measure(s): Demographic information and perceived importance and knowledge of and confidence in the steps of EBP were obtained. One-way analysis of variance, a Kruskal-Wallis test, and an independent-samples t test were used to determine differences in scores among the demographic variables. Results: Athletic trainers demonstrated low knowledge scores (64.2% ± 1.29%) and mild to moderate confidence (2.71 ± 0.55 out of 4.0). They valued EBP as moderately to extremely important (3.49 ± 0.41 out of 4.0). Perceived importance scores differed among roles (clinicians unaffiliated with an education program scored lower than postprofessional educators, P = .001) and highest educational degree attained (athletic trainers with terminal degrees scored higher than those with bachelor's or master's degrees, P < .001). Postprofessional athletic training students demonstrated the highest total EBP knowledge scores (4.65 ± 0.91), whereas clinicians demonstrated the lowest scores (3.62 ± 1.35). Individuals with terminal degrees had higher (P < .001) total knowledge scores (4.31 ± 1.24) than those with bachelor's (3.78 ± 1.2) or master's degrees (3.76 ± 1.35). Postprofessional educators demonstrated greater confidence in knowledge scores (3.36 ± 0.40 out of 4.0) than did those in all other athletic training roles (P < .001). Conclusions: Overall knowledge of the basic EBP steps remained low across the various athletic trainers' roles. The higher level of importance indicated that athletic trainers valued EBP, but this value was not reflected in the knowledge of EBP concepts. Individuals with a terminal degree possessed higher knowledge scores than those with other educational preparations; however, EBP knowledge needs to increase across all demographics of the profession.

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Newly Credentialed Athletic Trainers' Perceptions of Their Transition to Practice

Journal of Athletic Training ◽

10.4085/1062-6050-429-18 ◽

2020 ◽

Vol 55 (1) ◽

pp. 88-95 ◽

Cited By ~ 1

Author(s):

Ashley B. Thrasher ◽

Stacy E. Walker

Keyword(s):

Online Survey ◽

Athletic Trainers ◽

Cross Sectional Study ◽

Organizational Values ◽

Comfort Level ◽

Transition To Practice ◽

Cross Sectional ◽

Organizational Transition ◽

Administrative Procedures ◽

Strongly Agree

Context Newly credentialed athletic trainers (ATs) have reported stress and role ambiguity during the transition to practice. Previous researchers focused on their qualitative experiences, yet no investigators have explored how characteristics such as the setting or type of educational program affect the transition to practice. Objective To determine how newly credentialed ATs perceived their transition to practice. Design Cross-sectional study. Setting Online survey. Patients or Other Participants Of 1835 newly credentialed ATs (18%) certified and employed between January and September, 332 completed the survey within 3 months of employment (129 men, 203 women; age = 23.58 ± 2.54 years). Main Outcome Measure(s) The survey consisted of demographic information (eg, employment setting, job title) and 3 sections: (1) comfort level during the transition (CL), (2) feelings of mentorship and support (MS), and (3) feelings of organizational transition. Participants identified their feelings of nervousness, support, and understanding organizational values using a Likert scale (1 = strongly disagree, 4 = strongly agree). Descriptive statistics were calculated for each survey item. Mann-Whitney U and Kruskal-Wallis (H) tests were used to determine associations between different demographic characteristics and responses regarding orientation and CL, MS, and feelings of organizational transition. Results Most participants agreed or strongly agreed that they felt nervous (n = 264, 79.2%) and that the transition was stressful (n = 227, 68.1%) but they felt prepared for their job (n = 262, 78.7%). No differences in CL were present among settings (H = 5.64, P = .228), job titles (H = 4.88, P = .087), or types of professional program (U = 6488, P = .279). Respondents who were assigned a mentor reported better perceptions of MS (U = 6250, P < .001). Most participants felt that supervisors adequately explained administrative procedures during orientation (n = 169, 54.3%) and felt they were adequately oriented to organizational values (n = 252, 75.7%). Conclusions New ATs felt nervous when entering their new role, but having a mentor and receiving a detailed orientation helped alleviate stress during the transition to practice.

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Athletic Trainers' Attitudes Toward Lesbian, Gay, and Bisexual National Collegiate Athletic Association Student-Athletes

Journal of Athletic Training ◽

10.4085/1062-6050-46.1.69 ◽

2011 ◽

Vol 46 (1) ◽

pp. 69-75 ◽

Cited By ~ 13

Author(s):

Kristine A. Ensign ◽

Athena Yiamouyiannis ◽

Kristi M. White ◽

B. David Ridpath

Keyword(s):

Family Member ◽

Athletic Training ◽

Student Athletes ◽

National Collegiate Athletic Association ◽

Athletic Trainers ◽

Pearson Correlation ◽

Cross Sectional Study ◽

Cross Sectional ◽

Positive Attitudes ◽

And Bisexual

Abstract Context: Researchers have investigated heterosexuals' attitudes toward homosexuals, focusing on factors such as sex, race, religion, education, and contact experiences. However, in the context of sport, this research is deficient. We found no published literature investigating athletic trainers (ATs') attitudes toward lesbian, gay, and bisexual student-athletes (LGB). Objective: To determine heterosexual ATs' attitudes toward LGB student-athletes in the National Collegiate Athletic Association. Design: Cross-sectional study Setting: E-mailed survey. Patients or Other Participants: A total of 964 ATs employed at member institutions. Main Outcome Measure(s): We measured attitudes using the Attitudes Toward Lesbian, Gay Men, and Bisexuals (ATLGB) Scale. To determine the extent to which sex, religion, and whether having an LGB friend or family member had an effect on ATs' attitudes, we performed analysis of variance. To establish the effect of age on ATs' attitudes, we calculated a Pearson correlation. We used an independent t test to identify differences between ATs who reported working with LGB student-athletes and ATs who did not. Results: With ATLGB score as the dependent factor, a main effect was noted for sex, religion, and having an LGB friend or family member (P < .01 for all comparisons). Age and total score were related (P < .01). A difference was seen in the ATLGB scores between ATs who were aware of LGB student-athletes on their teams and ATs who were not (P < .001). Conclusions: Many ATs hold positive attitudes toward LGB student-athletes, especially females, those who have an LGB friend or family member, and those who are aware of LGB student-athletes. Still, it is important to provide an open environment in the athletic training room for all student-athletes.

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Athletic Training Services in Japan: A Comparison of the United States and Japan Based on Educational Background

Athletic Training Education Journal ◽

10.4085/1404305 ◽

2019 ◽

Vol 14 (4) ◽

pp. 305-314

Author(s):

Hideyuki “E” Izumi ◽

Yuri Hosokawa

Keyword(s):

Athletic Training ◽

Online Survey ◽

Athletic Trainers ◽

Medical Practitioner ◽

The United States ◽

Educational Background ◽

Median Income ◽

Cross Sectional ◽

Training Professionals ◽

Training Services

Context Each country has a unique history in the development of its athletic training professionals and education and credentialing systems. In Japan, the majority of athletic trainers hold a domestic credential (JSPO-AT) obtained from the Japan Sport Association (JSPO) or a US-based credential from the Board of Certification (BOC-AT). Objective To determine whether differences in demographic, professional, and educational characteristics exist between Japanese BOC-ATs and JSPO-ATs who currently practice athletic training services in Japan. Design Cross-sectional study. Setting Online survey. Patients or Other Participants Eight hundred twenty-nine Japanese athletic trainers in Japan (BOC-AT, n = 64; JSPO-AT, n = 765). Main Outcome Measure(s) Pearson's χ2 test and Fisher's exact test were used to determine differences in demographic, professional, and educational characteristics between BOC-ATs and JSPO-ATs. Results The proportion of female respondents was greater for BOC-ATs (29.7%) than for JSPO-ATs (18.7%; χ2 [1] = 4.5, P = .03). A greater proportion of BOC-ATs reported having master's degrees or higher (χ2 [3] = 81.6, P < .01). The percentage of respondents with at least 1 therapist or medical practitioner license in Japan was greater for JSPO-ATs (73.1%) than for BOC-ATs (20.3%; P < .01). The percentage of respondents with at least 1 credential in exercise, nutrition, or teaching was greater for BOC-ATs (62.5%) than for JSPO-ATs (45.2%; P < .01). A large difference was observed in the proportion of individuals who identified as therapists (JSPO-ATs = 29.8%, BOC-ATs = 6.3%; χ2 [5] = 18.9, P < .01). The median income for BOC-ATs was 401–600 million yen (US$36 500–$54 500), whereas the median income for JSPO-ATs was 0–200 million yen (US$0–$18 200). Conclusions BOC-ATs in Japan were more established than JSPO-ATs as athletic training professionals with higher educational backgrounds, while more JSPO-ATs tended to be therapists. Findings from the current study may serve as benchmark data for the athletic training profession and service characteristics in Japan.

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Development of an Instrument to Assess Athletic Trainers' Attitudes Toward Transgender Patients

Journal of Athletic Training ◽

10.4085/1062-6050-496-16 ◽

2018 ◽

Vol 53 (4) ◽

pp. 431-436 ◽

Cited By ~ 1

Author(s):

Kristine A. Ensign ◽

Brian M. Dodge ◽

Debra Herbenick ◽

Carrie L. Docherty

Keyword(s):

Athletic Training ◽

Response Rate ◽

Athletic Trainers ◽

Cross Sectional Study ◽

Cross Sectional ◽

Item Reduction ◽

Gender Minorities ◽

Semistructured Interviews ◽

National Athletic Trainers Association ◽

And Gender

Context: The unique contexts in which athletic trainers (ATs) work require specific tools in order to understand their attitudes toward diverse patient populations, including sexual and gender minorities. Objective: To develop and validate the Attitudes Toward Transgender Patients (ATTP) instrument for ATs. Design: Cross-sectional study. Setting: Semistructured interviews, paper-based questionnaire, and electronic questionnaire. Patients or Other Participants: Six ATs completed semistructured interviews to develop themes regarding transgender patients. Additionally, 39 students in professional and postprofessional athletic training programs answered questionnaires designed to elicit statements regarding transgender patients. For item reduction, a sample of 3000 ATs were e-mailed (response rate = 17%), and for validation, another sample of 3000 ATs were e-mailed (response rate = 13%). Athletic trainers' e-mail addresses were obtained from the National Athletic Trainers' Association. Data Collection and Analysis: The 3 phases were (1) exploratory interviews, (2) construct validity and item reduction, and (3) criterion validity. Items were created based on interviews and questionnaires. Principal axis factoring was used for item reduction, and Pearson correlations were used for validation. Results: Thirty-six statements pertaining to transgender patients were developed from the interview and questionnaire data. After item reduction, 10 items remained to form the ATTP (α = .834). For validation, the ATTP and Transphobia Scale were significantly correlated (r = .723; P < .001). Conclusions: The ability to assess attitudes toward transgender patients will allow clinicians to identify needed areas of focus for training and education. The ATTP assesses affective and cognitive attitudes and behavioral intentions toward transgender patients in common clinical settings.

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The Self-Efficacy of Certified Athletic Trainers in Assessing and Managing Sport-Related Concussions

Journal of Athletic Training ◽

10.4085/1062-6050-394-17 ◽

2018 ◽

Vol 53 (10) ◽

pp. 983-989 ◽

Cited By ~ 2

Author(s):

Jennifer L. Savage ◽

Tracey Covassin

Keyword(s):

High School ◽

Self Efficacy ◽

Online Survey ◽

Athletic Trainers ◽

School Setting ◽

Cross Sectional Study ◽

The Self ◽

Return To Play ◽

Cross Sectional ◽

Certified Athletic Trainers

Context: Diagnostic and return-to-play assessments of athletes with sport-related concussions (SRCs) have changed dramatically over the past decade. Currently, SRC assessment and management has taken a multifaceted approach, with new SRC measures being developed yearly. However, to date, no researchers have examined certified athletic trainers' (ATs') self-efficacy in assessing and managing a patient with an SRC. Objective: To examine the self-efficacy of ATs in assessing and managing athletes with SRCs, with a secondary purpose of examining job setting (high school and college). Design: Cross-sectional study. Setting: Web-based questionnaire. Patients or Other Participants: A total of 94 ATs (high school setting = 54.3%, n = 51; collegiate setting = 45.7%, n = 43) completed an online survey, for a response rate of 9.2%. Main Outcome Measure(s): The survey contained 3 primary subsections: demographics, self-efficacy in assessing SRCs, and self-efficacy in managing SRCs. Possible self-efficacy ratings for SRC assessment and management in the survey ranged from 0 to 100. Multivariate analyses of variance were performed to identify differences in the self-efficacy of high school and collegiate ATs in assessing and managing athletes with SRCs. Results: The self-efficacy of all 94 participants in their assessment of SRCs was 60.34 ± 14.5 and in their management of SRCs was 55.30 ± 14.1. Collegiate ATs reported higher self-efficacy in the assessment of SRCs using balance (P < .001) and the King-Devick test (P = .04), and their responses approached significance for vestibular-ocular motor screening (P = .05). Additionally, their self-efficacy in the management of SRCs was greater using balance (P < .001) and vestibular-ocular therapy (P = .01) compared with high school ATs. Conclusions: Athletic trainers had moderate self-efficacy regarding their assessment and management of SRCs. Collegiate ATs had higher self-efficacy in newer SRC assessment and management tools than high school ATs.

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

Journal of Athletic Training ◽

10.4085/1062-6050-45.5.459 ◽

2010 ◽

Vol 45 (5) ◽

pp. 459-466 ◽

Cited By ~ 29

Author(s):

Leamor Kahanov ◽

Alice R. Loebsack ◽

Matthew A. Masucci ◽

Jeff Roberts

Keyword(s):

Secondary School ◽

Online Survey ◽

Athletic Trainers ◽

School Setting ◽

Cross Sectional Study ◽

Work And Family ◽

Cross Sectional ◽

Employment Setting ◽

National Athletic Trainers Association ◽

Original Survey

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

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Experiences With Workplace Bullying Among Athletic Trainers in the Collegiate Setting

Journal of Athletic Training ◽

10.4085/1062-6050-49.3.16 ◽

2014 ◽

Vol 49 (5) ◽

pp. 696-705 ◽

Cited By ~ 6

Author(s):

Celest Weuve ◽

William A. Pitney ◽

Malissa Martin ◽

Stephanie M. Mazerolle

Keyword(s):

Athletic Training ◽

Workplace Bullying ◽

Athletic Trainers ◽

Cross Sectional Study ◽

Training Environment ◽

Chi Square ◽

Cross Sectional ◽

Academic Degree ◽

Work Settings ◽

National Athletic Trainers Association

Context: Workplace bullying (WPB) is a series of persistent negative interactions that affect a clinician's ability to perform his or her role. Although WPB has been studied in other health professions, to date, no information exists pertaining to WPB in athletic training. Objective: To determine the prevalence of WPB in the collegiate setting and examine factors that influence its occurrence. Design: Cross-sectional study. Setting: Collegiate setting. Patients or Other Participants: There were 723 (329 female, 394 male) athletic trainers (ATs) aged 37.5 ± 10.4 years. Main Outcome Measure(s): We collected data via the validated and reliable online Athletic Training Environment Survey. Descriptive statistics were obtained to determine a bullying score for each AT and examine the prevalence of WPB. Chi-square analyses were performed to examine the differences between (1) sex, (2) academic degree level, (3) employment title, and (4) National Athletic Trainers' Association district. Results: A total of 106 participants (14.7%) had a score of 2 or higher, indicating they were bullied in the athletic training setting. Of those bullied, 47 (44.3%) were women and 59 (55.7%) were men. There was no difference between women and men with respect to having experienced bullying (χ21 = 0.068, P = .794). Moreover, no difference existed in the prevalence of bullying among ATs holding various degrees (χ23 = 6.73, P = .081) or among ATs holding various titles within an organization (χ25 = 3.55, P = .616). More (χ21 = 23.77, P = < .001) perpetrators were male (74.2%, n = 75) than female (25.8%, n = 26); of these, 38.2% (n = 39) were coaches, 17.6% (n = 18) were supervisory ATs, and 8.8% (n = 9) were coworker ATs. Conclusions: Bullying was experienced by both male and female ATs in the collegiate setting, and a higher number of bullies were male. More research is necessary to explore WPB in other work settings.

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The Relationships of Age and Years of Experience to Professional Development for Athletic Trainers Employed in the Collegiate Setting

Athletic Training Education Journal ◽

10.4085/150119102 ◽

2020 ◽

Vol 15 (3) ◽

pp. 194-200

Author(s):

Christianne M. Eason ◽

Jessica L. Barrett ◽

Stephanie H. Clines

Keyword(s):

Professional Development ◽

Professional Identity ◽

Athletic Training ◽

Online Survey ◽

Athletic Trainers ◽

Years Of Experience ◽

Demographic Information ◽

Cross Sectional ◽

Web Based ◽

Pearson Correlations

Context Professional identity is a process in which individuals forms a self-concept in the context of their profession, and includes an ability to articulate a professional philosophy. Professional identity relates to many aspects of a profession, including practices, ethics, and the requirements for success. Professional development is a component of professional identity and represents the growth of professionals as they acquire skills and confidence in autonomous practice. Currently, little is known in regard to the role age and years of experience play in the professional development of athletic trainers (ATs). Objective To determine the relationships of age and years of experience to professional development. Design Cross-sectional online survey. Setting Collegiate athletic training clinical setting. Patients or Other Participants Four hundred twenty-three (193 men, 230 women) ATs. Intervention(s) Data were collected via a Web-based survey instrument consisting of demographic and Likert-scale questions relating to professional development. Main Outcome Measure(s) Likert responses were summed, and demographic information was analyzed for frequency and distribution. Pearson correlations were run to evaluate the relationships between variables and linear regression was used to determine if age or years of experience could predict professional development scores. Results A positive relationship exists between professional development scores and both age and years of experience. Both age (R2 = 0.066) and years of experience (R2 = 0.075) were statistically significant predictors of variance in overall professional development scores. Conclusions Although age and years of experiences were both positively correlated with, and predicted variance in, overall professional development scores, the predicted variance of both variables was relatively small. Although we can say that both age and years of experience are prognostic in the professional development of collegiate ATs, their impact is statistically minimal.

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