scholarly journals Role Strain in Collegiate Athletic Training Approved Clinical Instructors

2008 ◽  
Vol 43 (3) ◽  
pp. 275-283 ◽  
Author(s):  
Jolene M. Henning ◽  
Thomas G. Weidner
Keyword(s):  
Athletic Training ◽  
Health Care Providers ◽  
Athletic Trainers ◽  
Role Strain ◽  
Division I ◽  
Care Providers ◽  
Clinical Instructors ◽  
Graduate Assistant ◽  
Cross Sectional Survey ◽  
Approved Clinical Instructors

Abstract Context: Certified athletic trainers who serve as Approved Clinical Instructors (ACIs) in the collegiate setting are balancing various roles (eg, patient care and related administrative tasks, clinical education). Whether this balancing act is associated with role strain in athletic trainers has not been examined. Objective: To examine the degree of, and contributing factors (eg, socialization experiences, professional and employment demographics, job congruency) to, role strain in collegiate ACIs. Design: Cross-sectional survey design. Setting: Geographically stratified random sample of ACIs affiliated with accredited athletic training education programs at National Collegiate Athletic Association (NCAA) Division I, II, and III institutions. Patients or Other Participants: 118 collegiate ACIs (47 head athletic trainers, 45 assistant athletic trainers, 26 graduate assistant athletic trainers). Main Outcome Measure(s): The Athletic Training ACI Role Strain Inventory, which measures total degree of role strain, 7 subscales of role strain, socialization experiences, professional and employment characteristics, and congruency in job responsibilities. Results: A total of 49% (n  =  58) of the participants experienced a moderate to high degree of role strain. Role Overload was the highest contributing subscale to total role strain. No differences were noted between total role strain and role occupant groups, NCAA division, or sex. Graduate assistant athletic trainers experienced a greater degree of role incompetence than head athletic trainers did (P  =  .001). Division II ACIs reported a greater degree of inter-role conflict than those in Division I (P  =  .02). Female ACIs reported a greater degree of role incompetence than male ACIs (P  =  .01). Those ACIs who stated that the ACI training provided by their institution did not adequately prepare them for the role as an ACI experienced greater role strain (P < .001). Conclusions: The ACIs in the collegiate setting are experiencing role strain in balancing their roles as health care providers, clinical educators, and administrators. Methods to reduce role strain need to be considered.

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.

scholarly journals Athletic Training Approved Clinical Instructors' Reports of Real-Time Opportunities for Evaluating Clinical Proficiencies

2009 ◽  
Vol 44 (6) ◽  
pp. 630-638 ◽  
Author(s):  
Kirk J. Armstrong ◽  
Thomas G. Weidner ◽  
Stacy E. Walker
Keyword(s):  
Real Time ◽  
Athletic Training ◽  
Clinical Experience ◽  
Athletic Trainers ◽  
Athletic Training Education ◽  
Demographic Characteristics ◽  
Clinical Instructors ◽  
Content Areas ◽  
Entry Level ◽  
Approved Clinical Instructors

Abstract Context: Appropriate methods for evaluating clinical proficiencies are essential to ensuring entry-level competence in athletic training. Objective: To identify the methods Approved Clinical Instructors (ACIs) use to evaluate student performance of clinical proficiencies. Design: Cross-sectional design. Setting: Public and private institutions in National Athletic Trainers' Association (NATA) District 4. Patients or Other Participants: Approved Clinical Instructors from accredited athletic training education programs in the Great Lakes Athletic Trainers' Association, which is NATA District 4 (N  =  135). Data Collection and Analysis: Participants completed a previously validated survey instrument, Methods of Clinical Proficiency Evaluation in Athletic Training, that consisted of 15 items, including demographic characteristics of the respondents and Likert-scale items (1  =  strongly disagree to 5  =  strongly agree) regarding methods of clinical proficiency evaluation, barriers, educational content areas, and clinical experience settings. We used analyses of variance and 2-tailed, independent-samples t tests to assess differences among ACI demographic characteristics and the methods, barriers, educational content areas, settings, and opportunities for feedback regarding clinical proficiency evaluation. Qualitative analysis of respondents' comments was completed. Results: The ACIs (n  =  106 of 133 respondents, 79.7%) most often used simulations to evaluate clinical proficiencies. Only 59 (55.1%) of the 107 ACIs responding to a follow-up question reported that they feel students engage in a sufficient number of real-time evaluations to prepare them for entry-level practice. An independent-samples t test revealed that no particular clinical experience setting provided more opportunities than another for real-time evaluations (t119 range, −0.909 to 1.796, P ≥ .05). The occurrence of injuries not coinciding with the clinical proficiency evaluation timetable (4.00 ± 0.832) was a barrier to real-time evaluations. Respondents' comments indicated much interest in opportunities and barriers regarding real-time clinical proficiency evaluations. Conclusions: Most clinical proficiencies are evaluated via simulations. The ACIs should maximize real-time situations to evaluate students' clinical proficiencies whenever feasible. Athletic training education program administrators should develop alternative methods of clinical proficiency evaluations.

scholarly journals Challenges Faced by Preceptors Serving in Dual Roles as Health Care Providers and Clinical Educators

2014 ◽  
Vol 9 (1) ◽  
pp. 29-35 ◽  
Author(s):  
Thomas Dodge ◽  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman
Keyword(s):  
Health Care ◽  
Data Collection ◽  
Athletic Training ◽  
Health Care Providers ◽  
Role Strain ◽  
Limited Information ◽  
Care Providers ◽  
Data Analyst ◽  
Clinical Educators ◽  
Positive Learning Environment

Context Preceptors play an integral role in training athletic training students (ATSs). Balancing roles as health care providers and educators can often be challenging. Role strain is a documented concern for the preceptor, yet limited information is available regarding other issues faced while supervising ATSs. Objective To explore preceptor challenges. Design Qualitative study. Setting Athletic training programs. Patients or Other Participants A total of 41 preceptors from 2 different data collection procedures (cohorts) participated in the study. Preceptors had an average of 6 ± 2 years (cohort 1) and 5 ± 3 (cohort 2) years of experience as clinical educators, respectively. The preceptors were distributed between college (25) and secondary school (16) settings. Data Collection and Analysis Data were collected via telephone interviews (cohort 1) and asynchronous online interviews using Question Pro (cohort 2). We used a combination of grounded theory and inductive procedures for data analysis. Credibility of the data was established by investigator and data analyst triangulation in addition to peer review. Results Role strain was reported by preceptors as they attempted to balance their responsibilities as health care providers and clinical educators. Working conditions characterized by long hours, high patient volumes, and inadequate compensation hindered preceptors' ability to foster a positive learning environment. Because of contrasting personalities and different expectations, some preceptors experienced challenges interacting with students. Conclusions The preceptor position involves meeting the high standards for education and health care simultaneously. Preceptor training does not often address the challenges of balancing multiple roles. It therefore becomes important for ATSs and preceptors to develop strong lines of communication and determine an appropriate schedule for educational activities. Clinical coordinators should consider both the personalities of preceptors and ATSs and the workload of the preceptor when determining clinical assignments.

scholarly journals Transition to Practice for Graduate Assistant Athletic Trainers Providing Medical Care in the Secondary School Setting

2018 ◽  
Vol 53 (5) ◽  
pp. 521-528 ◽  
Author(s):  
Jessica L. Kirby ◽  
Stacy E. Walker ◽  
Stephanie M. Mazerolle
Keyword(s):  
Health Care ◽  
Secondary School ◽  
Medical Care ◽  
Health Care Providers ◽  
Athletic Trainers ◽  
School Setting ◽  
Transition To Practice ◽  
Care Providers ◽  
Team Physician ◽  
Graduate Assistant

Context:  Transition to clinical practice can be challenging for newly credentialed athletic trainers (ATs), who are expected to immediately step into their roles as autonomous clinicians. For those providing care in the secondary school setting, this transition may be complicated by the fact that many practice in isolation from other health care providers. Objective:  To explore the transition to practice of newly credentialed graduate assistant ATs providing medical care in the secondary school. Design:  Phenomenologic qualitative study. Setting:  Secondary school. Patients or Other Participants:  The 14 participants (2 men, 12 women; age = 23.3 ± 2.0 years) were employed in the secondary school setting through graduate assistantships, had been credentialed for less than 1 year, and had completed professional bachelor's degree programs. Data Collection and Analysis:  We completed 14 semistructured phone interviews. Interviews were recorded and transcribed verbatim. A general inductive approach was used for data analysis. Trustworthiness was established through multiple-analyst triangulation, peer review, and member checks. Results:  A period of uncertainty referred to a time during which participants were anxious as they began practicing independently. Legitimation through role engagement signified that as the period of uncertainty passed, participants developed more confidence in themselves and legitimation by engaging in their role. Acclimation through physician communication and professional relationships highlighted the importance of developing a relationship with the team physician, which provided a source of feedback and support for continued growth and confidence. Conclusions:  To prepare for this period of uncertainty, educators and preceptors should encourage students to interact with members of the health care team and communicate with parents and coaches. Employers should implement initiatives to orient newly credentialed ATs to their roles, provide clear job expectations, and assign or assist with identifying mentors. Newly credentialed ATs should seek support from many different individuals, including the team physician, who can provide support, feedback, and encouragement.

scholarly journals An Assessment of Burnout in Graduate Assistant Certified Athletic Trainers

2012 ◽  
Vol 47 (3) ◽  
pp. 320-328 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Eva Monsma ◽  
Colin Dixon ◽  
James Mensch
Keyword(s):  
Athletic Training ◽  
Ncaa Division I ◽  
Organizational Support ◽  
Athletic Trainers ◽  
Clinical Care ◽  
Division I ◽  
Clinical Settings ◽  
Graduate Assistant ◽  
Time Commitment ◽  
Administrative Responsibility

Context: Graduate assistant athletic trainers (GAATs) must balance the demands of clinical care and the academic load of graduate-level students. Objective: To examine burnout among GAATs with clinical assistantships at National Collegiate Athletic Association (NCAA) Division I institutions and to identify the personal and situational variables that are related to burnout. Design: Cross-sectional study. Setting: Division I universities offering graduate assistantship programs. Patients or Other Participants: Two hundred one GAATs enrolled at NCAA Division I universities with graduate assistantship positions. Main Outcome Measures(s): The Athletic Training Burnout Inventory, which assesses stress and burnout among ATs through 4 constructs: emotional exhaustion and depersonalization, administrative responsibility, time commitment, and organizational support. The 6-point Likert scale is anchored by 1 (never true) and 6 (always true). Results: The GAATs who traveled with athletic teams (4.051 ± 0.895) and those who provided classroom instruction (4.333 ± 1.16) reported higher levels of stress due to time commitment than those who did not travel (3.713 ± 1.22) or teach (3.923 ± 0.929). We also found a difference in administrative responsibility across clinical settings (F6,194  =  3.507, P  =  .003). The results showed that GAATs in NCAA Division I clinical settings (44.55 ± 13.17 hours) worked more hours than those in NCAA Division III clinical settings (33.69 ± 12.07 hours) and those in high school settings (30.51 ± 9.934 hours). Conclusions: Graduate assistant ATs are at risk for burnout because of the time necessary to complete their clinical and academic responsibilities and their additional administrative responsibilities. Graduate assistants who work in the Division I clinical setting are at greater risk for burnout than those in the secondary school setting because of the large number of hours required.

Who Helps the Helper? Lessons on Grieving for Athletic Trainers

2010 ◽  
Vol 5 (1) ◽  
pp. 21-25
Author(s):  
Suanne Maurer-Starks ◽  
Kimberly A. Wise ◽  
James E. Leone ◽  
Jayne Kitsos
Keyword(s):  
Athletic Training ◽  
Health Care Providers ◽  
Athletic Trainers ◽  
Support Network ◽  
Healthy Population ◽  
Training Curriculum ◽  
Care Providers ◽  
Unresolved Grief ◽  
Additional Information ◽  
And Coping

Context: Grief is something that will touch all of us. We expect loss to occur in our personal lives and seem to be somewhat prepared for how to cope with it when it happens. In the profession of athletic training, we may not expect loss to occur as readily--especially if we are working with a young, seemingly healthy population. As such, when an athlete, student, or colleague suffers a catastrophic injury, illness, or death, we may not be able to process the loss and be left with unresolved grief. Objective: The purpose of this article is to review theories on grief, identify successful interventions by allied health care providers and offer suggestions on how to implement teaching strategies within athletic training curriculum regarding the issues of death, dying, and coping strategies. Data Sources: We searched various databases, including MEDLINE, ERIC, SportDiscus, and CINAHL Information Systems using the terms grieving, death, bereavement, loss, and coping. Data Synthesis: Pertinent articles were cross-referenced to gain additional information regarding the search terms. Conclusions: Athletic trainers should consider using strategies that introduce issues concerning bereavement, death, dying, and healthy coping skills into the athletic training curriculum. Additionally, it is critical to create a support network for athletic training professionals and students to use in time of loss.

scholarly journals Graduate-Assistant Athletic Trainers' Perceptions of Professional Socialization in the Collegiate Setting: Part I

2016 ◽  
Vol 51 (10) ◽  
pp. 758-770 ◽  
Author(s):  
Ashley B. Thrasher ◽  
Stacy E. Walker ◽  
Dorice A. Hankemeier ◽  
Thalia Mulvihill
Keyword(s):  
Athletic Training ◽  
National Collegiate Athletic Association ◽  
Professional Socialization ◽  
Athletic Trainers ◽  
Primary Care Providers ◽  
Role Identity ◽  
Care Providers ◽  
Graduate Assistant ◽  
Socialization Process ◽  
Perceived Success

Context: Many newly credentialed athletic trainers (ATs) pursue graduate assistantships, which allow them to gain experience while being supervised by an experienced AT. The graduate-assistant (GA) ATs' perception of their socialization process into the collegiate setting is unknown. Objective: To explore the professional socialization of GAs in the collegiate setting. Design: Qualitative study. Setting: Phone interviews. Patients or Other Participants: A total of 19 collegiate GAs (15 women, 4 men; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I = 13, II = 3, III = 2; National Association of Intercollegiate Athletics = 2; postprofessional athletic training program = 6) participated. Data Collection and Analysis: Data were collected via phone interviews and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenologic reduction. Trustworthiness was established via member checks and peer review. Results: Four themes emerged: (1) role identity, (2) initial entry into role, (3) maturation, and (4) success. Before beginning their role, participants envisioned the assistantship as a way to gain independent experience while being mentored. They perceived themselves as the primary care providers for their athletic teams. Those who were immediately immersed into clinical practice adapted to their role quickly despite experiencing stress initially. Participants felt that a formal orientation process and a policies and procedures manual would have alleviated some of the initial stress. The GAs matured as they practiced clinically and developed confidence as they gained experience. Personal attributes, experience, and peer and supervisor support contributed to perceived success as GAs. Factors that hindered perceived success were lack of confidence, an unsupportive environment, and long hours. Conclusions: When looking for graduate assistantships, ATs should seek a position that allows them to practice independently and provides didactic educational opportunities while aligning with their athletic training philosophies.

scholarly journals Perceived Preparedness of Graduate Assistant Approved Clinical Instructors for Supervision of Athletic Training Students in Professional Programs

2010 ◽  
Vol 5 (2) ◽  
pp. 61-70 ◽  
Author(s):  
Christopher M. Pircher ◽  
Michelle A. Sandrey ◽  
Mia Erickson
Keyword(s):  
Athletic Training ◽  
Performance Ratings ◽  
First Year ◽  
Clinical Instructors ◽  
Athletic Training Students ◽  
Graduate Assistant ◽  
Self Assessment ◽  
Professional Programs ◽  
Approved Clinical Instructors ◽  
Perceived Preparedness

Context: Approved clinical instructors (ACIs) are crucial for the development of athletic training students. Graduate students often serve as ACIs and usually do not have extensive clinical experience, and therefore may not feel adequately prepared to supervise students. Objectives: 1) To determine the perceived preparedness of graduate assistant ACIs in the supervision of athletic training students in professional programs; 2) To determine perceptions of ACI training. Design: Prospective, exploratory. Setting: Programs that have been accredited by the Commission on Accreditation of Athletic Training Education (CAATE) for five years or more. Participants: Thirty-three out of 140 graduate assistant ACIs (23.5% response rate) at 27 athletic training programs. Instrumentation: A 47-item Graduate Assistant ACI Perceived Preparedness online questionnaire. Data Analysis: Frequencies and percentages were used to describe the responses for questionnaire items; an ANOVA was used to examine self-assessment ratings among participant groups. Results: Participants felt prepared in learning styles (79%), ACI responsibilities (100%), evaluation and feedback of student performance (79%). They felt most prepared to evaluate and provide feedback in students' clinical skills and least prepared in evaluating and providing feedback for professional behaviors. The greatest challenges faced by participants included time constraints (69.7%), controlling the learning environment (57.6%), and understanding institutional policies and procedures related to clinical education (39.4%). When asked to self-assess their first-year performance supervising students on a scale of 0 (worst performance) to 10 (best performance), the mean [SD] score reported was 6.97 [1.2]. There were no differences in first-year self-assessment performance ratings between participants who thought ACI training was adequate and/or beneficial and those who did not (P=0.05). Conclusion: Most of the participants felt prepared to be an ACI as a graduate assistant and believed the ACI training to be adequate and beneficial. There were no differences in self-reported first-year performance ratings between participants who believed their training to be adequate and beneficial and those who did not.

scholarly journals A Multifactorial Approach to Sport-Related Concussion Prevention and Education: Application of the Socioecological Framework

2017 ◽  
Vol 52 (3) ◽  
pp. 195-205 ◽  
Author(s):  
Johna Register-Mihalik ◽  
Christine Baugh ◽  
Emily Kroshus ◽  
Zachary Y. Kerr ◽  
Tamara C. Valovich McLeod
Keyword(s):  
Athletic Training ◽  
Interpersonal Relationships ◽  
Health Care Providers ◽  
Athletic Trainers ◽  
Management Policy ◽  
Limited Information ◽  
Care Providers ◽  
Prevention Strategies ◽  
Socioecological Framework ◽  
The Many

Objective:To offer an overview of sport-related concussion (SRC) prevention and education strategies in the context of the socioecological framework (SEF). Athletic trainers (ATs) will understand the many factors that interact to influence SRC prevention and the implications of these interactions for effective SRC education.Background:Concussion is a complex injury that is challenging to identify and manage, particularly when athletes fail to disclose symptoms to their health care providers. Education is 1 strategy for increasing disclosure. However, limited information addresses how ATs can integrate the many factors that may influence the effectiveness of SRC education into their specific settings. Public health models provide an example through the SEF, which highlights the interplay among various levels of society and sport that can facilitate SRC prevention strategies, including education.Description:For ATs to develop appropriate SRC prevention strategies, a framework for application is needed. A growing body of information concerning SRC prevention indicates that knowledge alone is insufficient to change concussion-related behaviors. The SEF allows this information to be considered at levels such as policy and societal, community, interpersonal (relationships), and intrapersonal (athlete). The use of such a framework will facilitate more comprehensive SRC prevention efforts that can be applied in all athletic training practice settings.Clinical Applications:Athletic trainers can use this information as they plan SRC prevention strategies in their specific settings. This approach will aid in addressing the layers of complexity that exist when developing a concussion-management policy and plan.

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