scholarly journals Transgender Athletes' Experiences With Health Care in the Athletic Training Setting

2020 ◽  
Author(s):  
Emily Elizabeth Munson ◽  
Kristine A. Ensign
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Social Environments ◽  
Transgender People ◽  
Health Care Experiences ◽  
Inclusive Language ◽  
Clinician Education ◽  
Data Collection And Analysis ◽  
Positive Experiences

Context The term transgender refers to individuals whose gender identity does not match their sex assigned at birth. Transgender people often report negative health care experiences, leading many to avoid seeking care. The experiences of transgender athletes with athletic trainers (ATs) are currently unknown. Objective To identify barriers transgender athletes may encounter when seeking care and to describe common experiences they have had with ATs. Design Qualitative phenomenologic study. Setting Individual phone interviews. Participants Nine transgender participants from high school (n = 2), collegiate (n = 4), club (n = 2), and semiprofessional (n = 1) athletics (age = 23.56 ± 5.32 years). Participants were either current athletes or had been athletes within the past 5 years. They consisted of transgender men (n = 3), transgender women (n = 3), and nonbinary or genderqueer people (n = 4), with 1 participant identifying as both a transgender man and nonbinary. Data Collection and Analysis Participants completed semistructured phone interviews that addressing positive and negative experiences, avoidance, and perceived AT knowledge of transgender concerns. The interviews were analyzed for themes and evaluated with a peer reviewer. Member checking was conducted to validate the findings. Results Three main themes emerged. Education described ATs' knowledge of transgender concerns and receptiveness to learning. Primacy of the patient addressed ATs' behaviors when interacting with transgender athletes. Environment involved how social environments affected transgender athletes' comfort with ATs. Participants commonly perceived a lack of clinician education on transgender needs, which combined with a lack of support or hostile environment to lead to discomfort and avoidance. Respecting privacy, demonstrating support, and being open to education led to positive experiences. Conclusion Athletic trainers can improve their care of transgender athletes in several areas. Information about transgender people should be included in athletic training curriculums. Athletic trainers can also use inclusive language, signal that facilities are safe for all, and be familiar with resources for transgender athletes.

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

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

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

Exploring health care experiences of transgender people living in Texas

2020 ◽  
Vol 68 (4) ◽  
pp. 476-483
Author(s):  
Sherry Garrett Hendrickson ◽  
Claire V. Contreras ◽  
Erika Schiller ◽  
David Walsh
Keyword(s):  
Health Care ◽  
Transgender People ◽  
Health Care Experiences

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

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

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

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

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

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

scholarly journals Quality Improvement in Athletic Health Care

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

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

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

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

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

scholarly journals Educational Preparation and Experiences in the Industrial-Occupational Setting: A Qualitative Study of Athletic Training Graduates' Perspectives

2011 ◽  
Vol 6 (2) ◽  
pp. 99-106 ◽  
Author(s):  
Jim F. Schilling
Keyword(s):  
Job Satisfaction ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Athletic Training Education ◽  
Structured Interview ◽  
Educational Preparation ◽  
Entry Level ◽  
Data Collection And Analysis ◽  
Occupational Setting ◽  
Textual Data

Context: The industrial-occupational setting provides a workplace of substantial potential for the athletic training graduate. Acquiring input from entry-level athletic trainers (ATs) pertaining to experiences, knowledge, and skills necessary to be successful in the industrial-occupational setting is critical information for future Athletic Training Education Program (ATEP) curriculums, continuing education, and post-graduate fellowships. Objective: To gain understanding of the experiences encountered and education needed for successful preparation as an entry-level AT in the industrial-occupational setting. Design: Qualitative Setting: Industrial-Occupational Participants: Seven professional-level industrial ATs Data Collection and Analysis: Structured interview questions were used with an electronic platform. Participants were questioned relating to their experiences and perceptions pertaining to educational preparation for the industrial-occupational setting. An inductive content analysis was performed for textual data analysis. Results: The rationale for acquiring positions in the industrial-occupational setting upon graduation was due to fewer hours and higher salaries, but once hired the most positive experience and greatest job satisfaction came from helping people. The area the participants felt ill-prepared was ergonomics, but respondents felt well-prepared in injury evaluation and treatment. They also commented that gaining respect from the company was the most challenging aspect when entering the industrial-occupational setting as an entry-level AT. Conclusion: Graduates are attracted to the salary and hours associated with the industrial-occupational setting, but helping people provided the greatest job satisfaction. Although most entry-level ATs perceived themselves as well prepared for the industrial-occupational setting, weakness in the area of ergonomics was identified.

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

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

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

scholarly journals Promoting Interprofessional Communication through Situation, Background, Assessment, and Recommendation (SBAR): An Educational Technique

2021 ◽  
Vol 16 (4) ◽  
pp. 255-261
Author(s):  
Jennifer Cuchna ◽  
Sarah Manspeaker ◽  
Alison Wix
Keyword(s):  
Health Care ◽  
Decision Making ◽  
Athletic Training ◽  
Clinical Decision Making ◽  
Athletic Trainers ◽  
Clinical Decision ◽  
Content Standards ◽  
Athletic Training Students ◽  
Interprofessional Communication ◽  
Curricular Content

Context The Board of Certification Standards of Professional Practice and the 2020 Curricular Content Standards indicate athletic trainers should establish working relationships with collaborating medical professionals and be able to communicate effectively. In addition, increased emphasis on interprofessional collaboration (IPC) in practice is apparent throughout health care professions and their educational programs. However, integrating both interprofessional communication and IPC within 1 learning opportunity can be difficult. Objective To share an educational approach aimed to enhance athletic training students' abilities and confidence in delivering patient information to physician assistant students via the situation, background, assessment, and recommendation (SBAR) technique. Background As part of the health care team, athletic trainers need to communicate with various providers while making clinically based decisions. Anecdotally, learners in their final year of health care education are not confident in their ability to make recommendations to other health care professionals. The SBAR communication strategy from the evidence-based framework TeamSTEPPS has become widely adopted in health care disciplines and may help to enhance confidence in communication. Description This learning activity enables athletic training students to use a patient case scenario to develop an SBAR for delivery via phone to a physician assistant studies student. This article describes the content, delivery methods, outcomes to date, and connection to the 2020 Curricular Content Standards. Clinical Advantage(s) This clinically relevant activity provides a low-stakes, real-life opportunity for students to practice communication skills, including the following: condensing the evaluation process, clinical decision-making skills, and the ability to make recommendations for a plan of care. Active participation in the communication process enhances reasoning skills needed for collaborative clinical decision making and the transfer of care, when applicable. Conclusion(s) Developing and implementing an interprofessional SBAR communication experience with 2 health care disciplines is an innovative strategy that bridges the gap between clinical education and actual patient care experiences while addressing curricular content needs.

scholarly journals Evidence-Based Considerations and Recommendations for Athletic Trainers Caring for Patients With Attention-Deficit/Hyperactivity Disorder

2016 ◽  
Vol 51 (10) ◽  
pp. 813-820 ◽  
Author(s):  
Elizabeth S. Wolfe ◽  
Kelly J. Madden
Keyword(s):  
Health Care ◽  
Attention Deficit Hyperactivity Disorder ◽  
Athletic Training ◽  
Attention Deficit ◽  
Athletic Trainers ◽  
Physical Rehabilitation ◽  
Successful Outcome ◽  
Evidence Based ◽  
Care Providers ◽  
Hyperactivity Disorder

Context: Patients with attention-deficit/hyperactivity disorder (ADHD) can be noncompliant, impulsive, and disruptive in an athletic training or physical rehabilitation facility. Athletic trainers (ATs) are valuable and essential health care providers for active patients with ADHD. However, for a patient with ADHD to have a successful outcome in a busy athletic training environment, the AT or health care provider must tailor the treatment setting to the patient's needs. Objective: To educate and raise awareness among ATs about patients with ADHD and to provide ATs with strategies and tools that will allow them to treat patients with ADHD more effectively. Data Sources: We retrieved and reviewed articles from PubMed, PsychINFO, and Ovid without date restrictions. Search words were attention deficit hyperactivity disorder plus 1 of the following topics or search words: athletic training, athletics, coaching, sport, or sport psychology. Study Selection: Any ADHD articles that were not applicable or translatable in good faith to athletic training, physical rehabilitation, or sport and exercise were excluded. Data Extraction: Nonpharmacologic interventions were reviewed and amassed into categories from which the recommendations were created. No statistical analyses were conducted for this review. Data Synthesis: We identified 1241 articles, and 86 met the inclusion criteria. Five groups of evidence were observed: (1) goal setting and coaching, (2) reinforcements and outcomes, (3) routines and treatment timing, (4) simplified feedback and instructions, and (5) environmental control. Reliable evidence suggests that these techniques can be translated and applied within an athletic training and physical rehabilitation setting. Conclusions: Athletic trainers are a vital component in providing health care for patients with ADHD. Using goal contagion creates a structured environment and positive reinforcements that accommodate patients with ADHD. Furthermore, ATs may use the evidence-based recommendations in this review to create a treatment and physical rehabilitation program and space that are tailored to the needs of the ADHD patient to increase the chance of a successful outcome.

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