scholarly journals Challenges for Newly Credentialed Athletic Trainers During Their Transition to Practice

2019 ◽  
Vol 54 (11) ◽  
pp. 1197-1207
Author(s):  
Stacy E. Walker ◽  
Ashley B. Thrasher ◽  
Stephanie Mazerolle Singe ◽  
Jessica L. Rager
Keyword(s):  
Clinical Practice ◽  
Secondary School ◽  
Role Ambiguity ◽  
Athletic Trainers ◽  
School Setting ◽  
Job Descriptions ◽  
Professional Programs ◽  
Work Settings ◽  
Data Saturation ◽  
Part Time

Context Understanding the challenges faced by newly credentialed athletic trainers (ATs) as they transition into clinical practice could assist employers and professional programs in developing initiatives to enhance this transition. Objective To explore the challenges faced by newly credentialed ATs during their transition from student to autonomous practitioner. Design Qualitative study. Setting Individual phone interviews. Patients or Other Participants A total of 34 ATs certified between January and September 2013 participated in this study (18 women, 16 men; age = 24 ± 2 years; work settings = college, secondary school, clinic, and other). Data saturation guided the number of participants. Data Collection and Analysis An interview guide was used. All interviews were recorded and transcribed verbatim. Data were analyzed via phenomenologic reduction, with data coded for common themes and subthemes. Trustworthiness was established via intercoder reliability, member checks, and peer review. Results Initially, participants had difficulty making decisions independently. However, making decisions and receiving positive feedback helped them develop confidence. Communication with coaches and parents was challenging, especially for those in the secondary school setting. Participants also experienced role ambiguity, as they were unsure of basic organizational and administrative structures and expectations. Mentor inaccessibility was the final challenge described by respondents. In particular, those in the secondary school setting and with part-time employment felt they did not have a supervisor or mentor whom they could contact for support and guidance. Conclusions Professional programs should educate students on potential challenges to help them understand what they might encounter during the transition to clinical practice. Employers should provide clear expectations and job descriptions to alleviate some of the stress and role ambiguity. If a mentor is not provided by the employer, the newly credentialed AT should seek one to assist during the transition.

scholarly journals Exploring the Perceptions of Newly Credentialed Athletic Trainers as They Transition to Practice

2016 ◽  
Vol 51 (8) ◽  
pp. 601-612 ◽  
Author(s):  
Stacy E. Walker ◽  
Ashley B. Thrasher ◽  
Stephanie M Mazerolle
Keyword(s):  
Secondary School ◽  
Athletic Trainers ◽  
Semistructured Interview ◽  
Transition To Practice ◽  
Capstone Course ◽  
Professional Programs ◽  
Work Settings ◽  
Policies And Procedures ◽  
Data Saturation ◽  
Independent Review

Context: Research is limited on the transition to practice of newly credentialed athletic trainers (ATs). Understanding this transition could provide insight to assist employers and professional programs in developing initiatives to enhance the transition. Objective: To explore newly credentialed ATs' experiences and feelings during their transition from student to autonomous practitioner. Design: Qualitative study. Setting: Individual phone interviews. Patients or Other Participants: Thirty-four ATs certified between January and September 2013 participated in this study (18 women, 16 men; age = 23.8 ± 2.1 years; work settings were collegiate, secondary school, clinic, and other). Data saturation guided the number of participants. Data Collection and Analysis: Participants were interviewed via phone using a semistructured interview guide. All interviews were recorded and transcribed verbatim. Data were analyzed through phenomenologic reduction, with data coded for common themes and subthemes. Credibility was established via member checks, peer review, and intercoder reliability. Results: The 3 themes that emerged from the data were (1) transition to practice preparation, (2) orientation, and (3) mentoring. Transition to practice was rarely discussed during professional preparation, but information on the organization and administration or capstone course (eg, insurance, documentation) assisted participants in their transition. Participants felt that preceptors influenced their transition by providing or hindering the number and quality of patient encounters. Participants from larger collegiate settings reported more formal orientation methods (eg, review policies, procedures manual), whereas those in secondary school, clinic/hospital, and smaller collegiate settings reported informal orientation methods (eg, independent review of policies and procedures, tours). Some participants were assigned a formal mentor, and others engaged in peer mentoring. Conclusions: Employers could enhance the transition to practice by providing formal orientation and mentorship. Professional programs could prepare students for the transition by discussing how to find support and mentoring and by involving preceptors who provide students with opportunities to give patient care.

scholarly journals Aspects of Technology That Influence Athletic Trainers' Current Patient Care Documentation Strategies in the Secondary School

2020 ◽  
Vol 55 (8) ◽  
pp. 780-788
Author(s):  
Sara L. Nottingham ◽  
Tricia M. Kasamatsu ◽  
Lindsey E. Eberman ◽  
Elizabeth R. Neil ◽  
Cailee E. Welch Bacon
Keyword(s):  
Secondary School ◽  
Patient Care ◽  
Athletic Trainers ◽  
School Setting ◽  
Research Process ◽  
Network Access ◽  
Design Problems ◽  
Telephone Interviews ◽  
Unreliable Networks ◽  
Data Saturation

Context Previous research on athletic trainers' (ATs) documentation practices in the secondary school setting has focused on users of 1 electronic medical record (EMR) platform. These studies have identified that ATs use multiple platforms for documentation, including paper, even when an EMR is available. Objective To examine the documentation practices of ATs who use various forms of patient care documentation, including paper, EMRs, or both. Design Qualitative study. Setting Individual telephone interviews. Patients or Other Participants Twenty ATs participated in this study: 12 women and 8 men who averaged 38 ± 14 years of age, 15 ± 13 years of clinical experience, and 11 ± 11 years of employment at their current secondary school. Data Collection and Analysis Semistructured telephone interviews were conducted to gain insight into ATs' documentation practices. Three researchers and 2 auditors inductively coded the transcripts using a consensual qualitative research process that consisted of 4 rounds of consensus coding and determination of data saturation. Trustworthiness was addressed with member checking, multiple-analyst triangulation, and peer review. Results The ATs' documentation practices were largely influenced by technology, organized in 3 themes. Participants' current documentation strategies included the use of both paper and EMRs, as they found different benefits to using each platform. Oftentimes documentation practices were shaped by technological challenges, including unreliable networks, software design problems, and the lack of a streamlined approach. Lastly, participants identified future strategies for improving documentation, including the need for better EMR options and streamlining their individual documentation behaviors. Conclusions Many ATs wanted to incorporate EMRs in their clinical practice but faced challenges when attempting to do so. In turn, clinicians often duplicated documentation or used 2 platforms. Athletic trainers should communicate with administrators to select an EMR that fits their documentation needs and seek resources, such as network access and educational opportunities, to learn how to use EMRs.

scholarly journals Patient Care Documentation in the Secondary School Setting: Unique Challenges and Needs

2020 ◽  
Vol 55 (10) ◽  
pp. 1089-1097
Author(s):  
Tricia M. Kasamatsu ◽  
Sara L. Nottingham ◽  
Lindsey E. Eberman ◽  
Elizabeth R. Neil ◽  
Cailee E. Welch Bacon
Keyword(s):  
Professional Development ◽  
Clinical Practice ◽  
Secondary School ◽  
Patient Care ◽  
Athletic Trainers ◽  
School Setting ◽  
Electronic System ◽  
Snowball Sampling ◽  
National Athletic Trainers Association ◽  
Enhance Patient Care

Context Athletic trainers (ATs) recognize patient care documentation as an important part of clinical practice. However, ATs using 1 electronic medical record (EMR) platform reported low accountability and lack of time as barriers to documentation. Whether ATs using paper, other EMRs, or a combined paper-electronic system exhibit similar behaviors or experience similar challenges is unclear. Objective To explore ATs' documentation behaviors and perceived challenges while using various systems to document patient care in the secondary school setting. Design Qualitative study. Setting Individual telephone interviews. Patients or Other Participants Twenty ATs (12 women, 8 men; age = 38 ± 14 years; clinical experience = 15 ± 13 years; from National Athletic Trainers' Association Districts 2, 3, 6, 7, 8, 9, and 10) were recruited via purposeful and snowball-sampling techniques. Data Collection and Analysis Two investigators conducted semistructured interviews, which were audio recorded and transcribed verbatim. Following the consensual qualitative research tradition, 3 researchers independently coded transcripts in 4 rounds using a codebook to confirm codes, themes, and data saturation. Multiple researchers, member checking, and peer reviewing were the methods used to triangulate data and enhance trustworthiness. Results The secondary school setting was central to 3 themes. The ATs identified challenges to documentation, including lack of time due to high patient volume and multiple providers or locations where care was provided. Oftentimes, these challenges affected their documentation behaviors, including the process of and criteria for whether to document or not, content documented, and location and timing of documentation. To enhance patient care documentation, ATs described the need for more professional development, including resources or specific guidelines and viewing how documentation has been used to improve clinical practice. Conclusions Challenges particular to the secondary school setting affected ATs' documentation behaviors, regardless of the system used to document care. Targeted professional development is needed to promote best practices in patient care documentation.

scholarly journals A Narrative Analysis: Examining the Transition to Practice for the Full-Time Secondary School Athletic Trainer

2018 ◽  
Vol 53 (3) ◽  
pp. 303-311 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Jessica Kirby ◽  
Stacy E. Walker
Keyword(s):  
Clinical Practice ◽  
Secondary School ◽  
Narrative Analysis ◽  
School Setting ◽  
Transition Process ◽  
Previous Experience ◽  
Athletic Trainer ◽  
Full Time ◽  
Transition To Practice ◽  
Past Experiences

Context:  The transition to clinical practice is an important topic in athletic training because it is viewed as a stressful time that is accompanied by self-doubt. Mentorship and previous experience support the transition to practice, but little information is available on the organizational entry of the athletic trainer (AT) who is employed full time in the secondary school setting. Objective:  To understand the experiences of newly credentialed ATs in full-time positions in the secondary school setting. Design:  Qualitative study. Setting:  Secondary schools. Patients or Other Participants:  Seventeen ATs (4 men, 13 women; age = 25 ± 4 years) were employed full time in the secondary school setting. On average, the full-time ATs worked 40 ± 10 hours per week. Data Collection and Analysis:  All participants completed a semistructured telephone interview with 1 researcher. Data were analyzed using a narrative analysis, and credibility was established by peer review and researcher triangulation. The narrative research paradigm guided our protocol and supported the rigor of the study. Results:  Our analyses revealed that transition to practice was organic, such that the newly credentialed AT gained awareness by engaging in the role daily. Additionally, the transition process was facilitated by previous experience in the setting, mostly from educational training. Ongoing communication with various stakeholders (athletic directors, team physicians, and peer ATs) in the setting also assisted in the process of transitioning. Finally, mentorship from previous preceptors provided support during the transition process. Conclusions:  Transitioning into full-time clinical practice in the secondary school setting was informal and supported by professional relationships and past experiences. Past experiences allowed for awareness but also the development of mentoring relationships that continued beyond the clinical education experience. Communication also assisted the newly credentialed AT, as it provided feedback for legitimation by multiple stakeholders.

scholarly journals Athletic Trainers' Familiarity With and Perceptions of Academic Accommodations in Secondary School Athletes After Sport-Related Concussion

2015 ◽  
Vol 50 (3) ◽  
pp. 262-269 ◽  
Author(s):  
Richelle M. Williams ◽  
Cailee E. Welch ◽  
John T. Parsons ◽  
Tamara C. Valovich McLeod
Keyword(s):  
Secondary School ◽  
Employment Status ◽  
Student Athletes ◽  
Athletic Trainers ◽  
School Setting ◽  
Full Time ◽  
Years Of Experience ◽  
Academic Accommodations ◽  
Cognitive Rest ◽  
Perceived Familiarity

Context: Sport-related concussion can affect athletes' sport participation and academic success. With the recent emphasis on cognitive rest, student-athletes may benefit from academic accommodations (AA) in the classroom; however, athletic trainers' (ATs') perceived familiarity with, and use of, AA is unknown. Objective: To assess secondary school ATs' perceived familiarity with, attitudes and beliefs about, and incorporation of AA for student-athletes after sport-related concussion. A secondary purpose was to determine whether employment status altered familiarity and use of AA. Design: Cross-sectional study. Setting: Online survey. Patients or Other Participants: Of 3286 possible respondents, 851 secondary school ATs accessed the survey (response rate = 25.9%; 308 men [36.2%], 376 women [44.2%], 167 respondents [19.6%] with sex information missing; age = 37.3 ± 10.1 years). Main Outcome Measure(s): Participants were solicited via e-mail to complete the Beliefs, Attitudes and Knowledge Following Pediatric Athlete Concussion among Athletic Trainers employed in the secondary school setting (BAKPAC-AT) survey. The BAKPAC-AT assessed ATs' perceived familiarity, perceptions, and roles regarding 504 plans, Individualized Education Programs (IEPs), and returning student-athletes to the classroom. Independent variables were employment status (full time versus part time), employment model (direct versus outreach), years certified, and years of experience in the secondary school setting. The dependent variables were participants' responses to the AA questions. Spearman rank-correlation coefficients were used to assess relationships and Mann-Whitney U and χ2 tests (P < .05) were used to identify differences. Results: Respondents reported that approximately 41% of the student-athletes whose sport-related concussions they managed received AA. Respondents employed directly by the school were more familiar with 504 plans (P < .001) and IEPs (P < .001) and had a greater belief that ATs should have a role in AA. Both the number of years certified and the years of experience at the secondary school were significantly correlated with perceived familiarity regarding 504 plans and IEPs. Conclusions: The ATs employed directly by secondary schools and those with more experience as secondary school ATs were more familiar with AA. Understanding AA is important for all ATs because cognitive rest and “return to learn” are becoming more widely recommended in concussion management.

Athletic Trainers’ Perceived Challenges Toward Comprehensive Concussion Management in the Secondary School Setting

2018 ◽  
Vol 23 (1) ◽  
pp. 33-41 ◽  
Author(s):  
Cailee E. Welch Bacon ◽  
Gary W. Cohen ◽  
Melissa C. Kay ◽  
Dayna K. Tierney ◽  
Tamara C. Valovich McLeod
Keyword(s):  
Qualitative Study ◽  
Best Practices ◽  
Secondary School ◽  
Athletic Trainers ◽  
School Setting ◽  
Community Resources ◽  
Concussion Management ◽  
Policies And Procedures ◽  
Management Procedures ◽  
Education Levels

Available financial and personnel resources often dictate the specifics of concussion policies and procedures in the secondary school setting. The purpose of this qualitative study was to explore athletic trainers’ perceived challenges toward comprehensive concussion management in the secondary school setting. The findings indicate several challenges exist toward concussion management in the secondary school, including facility, personnel, and community resources, education levels of various stakeholders, and general perceptions of concussion and athletic trainers. It is important to identify challenges athletic trainers may face in order to develop strategies to align current concussion management procedures with current best practices.

scholarly journals Indiana Secondary School Athletic Directors Perceptions of Athletic Training Services and Influences on Hiring Athletic Trainers

2021 ◽  
Vol 6 (3) ◽  
Author(s):  
Thomas Greffly ◽  
Matthew Rivera ◽  
Lindsey Eberman
Keyword(s):  
Secondary School ◽  
Athletic Training ◽  
Employment Status ◽  
Online Survey ◽  
School Setting ◽  
Health Concern ◽  
Full Time ◽  
Factors Influencing ◽  
Part Time ◽  
Training Services

Purpose: The purpose of this investigation was to examine ADs perceptions on satisfaction of current care provided, factors influencing the hiring of ATs, and the roles and responsibilities of ATs. Methods: We used a mixed methods design with an online survey (Qualtrics®, Provo, UT), which we distributed to Indiana secondary school ADs (n = 410) with publicly available emails. The survey remained open for 5 weeks with reminder emails sent weekly. We used a panel (n=2) with experience in survey research and/or the secondary school setting. The survey included both quantitative (7 items) and qualitative (8 items) data. Participants were asked to share their perceptions on the roles/responsibilities of ATs as well as experiences with the challenges, barriers, and benefits of hiring ATs in open-ended questions. We used Kruskal-Wallis one-way ANOVAs to compare employment status, type of employer, and school size on satisfaction. We coded the open-ended responses using inductive coding with multi-analyst triangulation and auditing to establish trustworthiness. Results: We identified significant differences relative to employment status of the AT on satisfaction with overall care, whereby those with full-time athletic training services were more satisfied with care than those with per-diem, part-time services (p=0.010). When participants were asked about factors influencing the decision to provide services ADs reported liability, cost, and workload as major considerations. Conclusions: Consistent with previous research, financial challenges continue to play a role in the hiring of ATs in the secondary school setting, participants also identified the benefits of ATs in promoting safety, reducing liability, as well as the increased workload and cost. Access to qualified athletic healthcare continues to be a public health concern in America and all stakeholders should reconsider how to offer both a comprehensive athletics program and the healthcare needed to ensure safety in that participation.

scholarly journals A Report from the Athletic Training Clinical Education Network on Scholarship Requirements in Professional Athletic Training Programs

2020 ◽  
Vol 15 (1) ◽  
pp. 55-64
Author(s):  
Lindsey E. Eberman ◽  
Stacy E. Walker ◽  
Julie Cavallario ◽  
Cailee E. Welch Bacon
Keyword(s):  
Clinical Practice ◽  
Athletic Training ◽  
Clinical Education ◽  
Point Of Care ◽  
Content Standards ◽  
Semistructured Interview ◽  
Professional Programs ◽  
Traditional Research ◽  
Data Saturation ◽  
Education Network

Context Scholarship is a required element of the 2020 curricular content standards in professional athletic training education. Objective To explore the perceptions and experiences of implementing student scholarship within a professional program. Design Consensual qualitative research. Setting Individual phone interview. Patients or Other Participants Seventeen program directors of professional programs (professional bachelor's program = 12, 70.6%; professional master's program = 3, 17.6%; both = 2, 11.8%). Programs reported an average of 3 ± 1 core faculty (range, 1–5 faculty) supporting 37 ± 21 students (range, 3–96 students), with 3 ± 2 faculty (range, 1–8 faculty) involved in scholarship activities of their students. Data saturation guided the number of participants. Data Collection and Analysis Interviews occurred via phone using a semistructured interview guide. All interviews were audio-recorded and transcribed verbatim. Data were analyzed by a 3-person research team and coded into themes and categories based on a consensus process. Credibility was established by utilizing multiple researchers, an external auditor, and member checks. Results Two major themes emerged from the data: perceptions and mechanisms of scholarship. Student engagement in scholarship was perceived as valuable, but it was challenging to develop buy-in from students and preceptors. Participants felt that the term research carried a stigma, making it difficult to cultivate the value of scholarly clinical practice. When institutional culture embraced scholarship, participants indicated it was easier to integrate scholarly activities into the program. Participants reported students engaged in a variety of scholarly activities, including traditional research and evidence-based practice. Some scholarship experiences were singular, occurring once in the curriculum, while others were purposeful, sequenced, and integrated throughout the curriculum. Future scholarship endeavors included traditional theses and experimental research as well as practice-based, point-of-care research that might better integrate clinical practice and scholarship. Conclusions Participants perceived scholarship as important to professional preparation and required intentional action to integrate throughout the curriculum.

scholarly journals Athletic Trainers' Roles and Responsibilities Regarding Academic Adjustments as Part of the Concussion-Management Process in the Secondary School Setting

2017 ◽  
Vol 52 (10) ◽  
pp. 937-945 ◽  
Author(s):  
Cailee E. Welch Bacon ◽  
Melissa C. Kay ◽  
Tamara C. Valovich McLeod
Keyword(s):  
Secondary School ◽  
Athletic Training ◽  
Student Athletes ◽  
Athletic Trainers ◽  
School Setting ◽  
Management Plan ◽  
Further Education ◽  
Training Experience ◽  
Roles And Responsibilities ◽  
Concussion Management

Context:  Athletic trainers (ATs) play a vital role in managing the care of student-athletes after a sport-related concussion, yet little is known about their specific involvement in the implementation of academic adjustments as part of the concussion-management plan. Objective:  To explore ATs' perceived roles and responsibilities regarding the implementation of academic adjustments for concussed student-athletes. Design:  Qualitative study. Setting:  Individual telephone interviews. Patients or Other Participants:  Sixteen ATs employed in the secondary school setting (8 women, 8 men; age = 39.6 ± 7.9 years; athletic training experience = 15.1 ± 5.6 years), representing 12 states, were interviewed. Data Collection and Analysis:  One telephone interview was conducted with each participant. After the interviews were transcribed, the data were analyzed and coded into themes and categories, which were determined via consensus of a 4-person research team. To decrease researcher bias, triangulation occurred through participant member checking, the inclusion of multiple researchers, and an internal auditor. Results:  Several categories related to participants' perceptions regarding their roles and responsibilities within the academic-adjustments process emerged from data analysis: (1) understanding of academic adjustments, (2) perceptions of their roles in academic adjustments, (3) initiation of academic adjustments, (4) facilitation of academic adjustments, and (5) lack of a role in the academic-adjustments process. Although most ATs perceived that they had a role in the initiation and facilitation of academic adjustments for concussed student-athletes, some reported they did not want a role in the process. Regardless, participants frequently suggested the need for further education. Conclusions:  These findings highlight that ATs either wanted to be involved in the implementation of academic adjustments but felt further education was needed or they did not want to be involved because they felt that it was not in their area of expertise. To create a cohesive concussion-management team, it is vital that ATs understand their individual and collaborative roles in the secondary school setting.

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

2010 ◽  
Vol 45 (5) ◽  
pp. 459-466 ◽  
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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