scholarly journals Concussion-Management Practice Patterns of National Collegiate Athletic Association Division II and III Athletic Trainers: How the Other Half Lives

2015 ◽  
Vol 50 (8) ◽  
pp. 879-888 ◽  
Author(s):  
Thomas A. Buckley ◽  
Glenn Burdette ◽  
Kassandra Kelly
Keyword(s):  
National Collegiate Athletic Association ◽  
Practice Patterns ◽  
Management Practice ◽  
Athletic Trainers ◽  
Ncaa Division Ii ◽  
Division Iii ◽  
Assessment Battery ◽  
Concussion Management ◽  
Consensus Statements ◽  
Division Ii

Context The National Collegiate Athletic Association (NCAA) has published concussion-management practice guidelines consistent with recent position and consensus statements. Whereas NCAA Division I athletic trainers appear highly compliant, little is known about the concussion-management practice patterns of athletic trainers at smaller institutions where staffing and resources may be limited. Objective To descriptively define the concussion-management practice patterns of NCAA Division II and III athletic trainers. Design Cross-sectional study. Setting Web-based questionnaire. Patients or Other Participants A total of 755 respondents (response rate = 40.2%) from NCAA Division II and Division III institutions. Main Outcome Measure(s) The primary outcome measures were the rate of multifaceted concussion-assessment techniques, defined as 3 or more assessments; the specific practice patterns of each assessment battery; and tests used during a clinical examination. Results Most respondents indicated using a multifaceted assessment during acute assessment (Division II = 76.9%, n = 473; Division III = 76.0%, n = 467) and determination of recovery (Division II = 65.0%, n = 194; Division III = 63.1%, n = 288) but not at baseline (Division II = 43.1%, n = 122; Division III = 41.0%, n = 176). Typically, when a postconcussion assessment was initiated, testing occurred daily until baseline values were achieved, and most respondents (80.6% [244/278]) reported using a graded exercise protocol before return to participation. Conclusions We found limited use of the multifaceted assessment battery at baseline but higher rates at both acute assessment and return-to-participation time points. A primary reason cited for not using test-battery components was a lack of staffing or funding for the assessments. We observed limited use of neuropsychologists to interpret neuropsychological testing. Otherwise, most respondents reported concussion-management protocols consistent with recommendations, including a high level of use of objective measures and incorporation of a progressive return-to-participation protocol.

scholarly journals National Collegiate Athletic Association Division I Athletic Trainers' Concussion-Management Practice Patterns

2014 ◽  
Vol 49 (5) ◽  
pp. 665-673 ◽  
Author(s):  
Kassandra C. Kelly ◽  
Erin M. Jordan ◽  
A. Barry Joyner ◽  
G. Trey Burdette ◽  
Thomas A. Buckley
Keyword(s):  
Clinical Examination ◽  
Ncaa Division I ◽  
Sports Medicine ◽  
National Collegiate Athletic Association ◽  
Practice Patterns ◽  
Management Practice ◽  
Athletic Trainers ◽  
Division I ◽  
Concussion Management ◽  
Consensus Statements

Context: A cornerstone of the recent consensus statements on concussion is a multifaceted concussion-assessment program at baseline and postinjury and when tracking recovery. Earlier studies of athletic trainers' (ATs') practice patterns found limited use of multifaceted protocols; however, these authors typically grouped diverse athletic training settings together. Objective: To (1) describe the concussion-management practice patterns of National Collegiate Athletic Association (NCAA) Division I ATs, (2) compare these practice patterns to earlier studies, and (3) objectively characterize the clinical examination. Design: Cross-sectional study. Setting: Online survey. Patients or Other Participants: A total of 610 ATs from NCAA Division I institutions, for a response rate of 34.4%. Main Outcome Measure(s): The survey had 3 subsections: demographic questions related to the participant's experiences, concussion-assessment practice patterns, and concussion-recovery and return-to-participation practice patterns. Specific practice-pattern questions addressed balance, cognitive and mental status, neuropsychological testing, and self-reported symptoms. Finally, specific components of the clinical examination were examined. Results: We identified high rates of multifaceted assessments (ie, assessments using at least 3 techniques) during testing at baseline (71.2%), acute concussion assessment (79.2%), and return to participation (66.9%). The specific techniques used are provided along with their adherence with evidence-based practice findings. Respondents endorsed a diverse array of clinical examination techniques that often overlapped objective concussion-assessment protocols or were likely used to rule out associated potential conditions. Respondents were cognizant of the Third International Consensus Statement, the National Athletic Trainers' Association position statement, and the revised NCAA Sports Medicine Handbook recommendations. Conclusions: Athletic trainers in NCAA Division I demonstrated widespread use of multifaceted concussion-assessment techniques and appeared compliant with recent consensus statements and the NCAA Sports Medicine Handbook.

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.

An Examination of Preactivity and Postactivity Stretching Practices of NCAA Division I, NCAA Division II, and NCAA Division III Track and Field Throws Programs

2013 ◽  
Vol 27 (10) ◽  
pp. 2691-2699 ◽  
Author(s):  
Lawrence W. Judge ◽  
David M. Bellar ◽  
Erin L. Gilreath ◽  
Jeffrey C. Petersen ◽  
Bruce W. Craig ◽  
...  
Keyword(s):  
Ncaa Division I ◽  
Ncaa Division Iii ◽  
Track And Field ◽  
Division I ◽  
Ncaa Division Ii ◽  
Division Iii ◽  
Division Ii

scholarly journals The Athletic Identity of Collegiate Athletic Trainers: A Descriptive Study

2021 ◽  
Author(s):  
Christianne M Eason ◽  
Stephanie Clines
Keyword(s):  
Athletic Trainers ◽  
Athletic Identity ◽  
Measurement Scale ◽  
Group Differences ◽  
Division Iii ◽  
Cross Sectional ◽  
Former Athletes ◽  
Employment Setting ◽  
Division Ii ◽  
Collegiate Athletic Trainers

Context: Empirical and anecdotal evidence suggest that many athletic trainers were former athletes and select the profession due to its affiliation with sport. Qualitative research has indicated that collegiate athletic trainers may have a strong athletic identity, but the concept of athletic identity has not been quantified in this population. Objective: To quantitatively asses the athletic identity of collegiate athletic trainers and determine if group differences exist. Design: Cross-sectional observational study. Setting: Collegiate clinical setting. Patients and Other Participants: A total of 257 (n = 93 (37%) males, n = 162 (63%) females) athletic trainers employed in the collegiate setting were included in data analysis. Main Outcome Measure(s): Data were collected via a web-based survey platform which was designed to measure athletic identity. Demographic information was analyzed for frequency and distribution. Mann-Whitney U tests and Kruskal-Wallis tests were calculated to determine if group differences existed. Results: The large majority of participants (90%) self-identified as having participated in organized sport yet scored moderately on the athletic identity measurement scale (22.9 ± 7.9). There were no sex differences in overall athletic identity (p = .446), but females did have higher levels of negative affectivity (p = .045) than males. Testing also revealed group differences based on current employment setting for social identity (p = .020), with NCAA Division I scores less than Division II, III, and NAIA. NCAA Division III exclusivity (p = .030) was lower than NCAA Division II and NAIA. Conclusions: It appears that components of athletic identity vary based on the employment setting of collegiate athletic trainers and may have a relationship to the number of hours worked in the summer. The moderate athletic identity scores of collegiate athletic trainers are comparable to former athletes who selected career paths outside of sport. This may indicate adaptive career decision processes.

scholarly journals Understanding the Athletic Trainer's Role in the Return-to-Learn Process at National Collegiate Athletic Association Division II and III Institutions

2020 ◽  
Vol 55 (4) ◽  
pp. 365-375 ◽  
Author(s):  
Lacey M. Runyon ◽  
Cailee E. Welch Bacon ◽  
Elizabeth R. Neil ◽  
Lindsey E. Eberman
Keyword(s):  
Health Care ◽  
Health Care Providers ◽  
Health Care Professionals ◽  
Student Athletes ◽  
National Collegiate Athletic Association ◽  
Collaborative Practice ◽  
Ncaa Division Ii ◽  
Care Providers ◽  
Return To Learn ◽  
Division Ii

Context Postconcussion, student-athletes should return to the classroom using a gradual, stepwise process to ensure that symptoms are not exacerbated by cognitive activities. The National Collegiate Athletic Association (NCAA) has mandated that its affiliated institutions develop return-to-learn (RTL) policies to support the return to the classroom. Objective To investigate athletic trainers' (ATs') perceptions of their role in the RTL policy development and implementation at NCAA Division II and III institutions. Design Qualitative study. Setting Individual phone interviews. Patients or Other Participants Fifteen ATs (age = 40 ± 11 years, clinical practice experience = 16 ± 9 years, employment term = 9 ± 9 years) representing NCAA Division II (n = 6) or III (n = 9) institutions. Data Collection and Analysis Interviews were transcribed verbatim and checked for accuracy by the principal investigator. A 2-member data-analysis team independently coded a portion of the transcripts and then met to discuss the codebook. The codebook was applied to the remaining transcripts, confirmed, and externally reviewed. Results Five themes emerged: (1) approach, (2) collaborative practice, (3) patient advocacy, (4) institutional autonomy, and (5) barriers. Policies must allow for an individualized, evidence-based approach through facilitated, active communication among members of the RTL team and the student-athlete. Collaborative practice was described as key to successful policy implementation and should include interprofessional collaboration beyond health care providers (eg, educating academicians about the purpose of RTL). The RTL process was triggered by a specific member of the RTL team, usually a medical doctor or the head AT. Participants noted that the purpose of the RTL policy was to advocate for the student-athlete's successful postconcussion outcomes. Conclusions For the development and implementation of a successful RTL policy, strong communication and interprofessional practice must extend beyond health care professionals. Members of the health care team must establish a network with academic partners to develop a policy that is appropriate for the institution's available resources and the needs of its student-athletes.

scholarly journals Athletic Trainers' Barriers to Maintaining Professional Commitment in the Collegiate Setting

2015 ◽  
Vol 50 (5) ◽  
pp. 524-531 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Christianne M. Eason ◽  
William A. Pitney
Keyword(s):  
Organizational Climate ◽  
Athletic Training ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
Life Stage ◽  
Inductive Method ◽  
Professional Commitment ◽  
Division Iii ◽  
Board Of Certification ◽  
The Individual

Context Professional commitment simply describes one's obligation to his or her work. For athletic trainers (ATs), the demanding work environment and job expectations may affect their characterization of professional commitment. Our breadth of knowledge regarding professional commitment within athletic training is narrow. Objective To evaluate the professional commitment of ATs in the collegiate setting. Design Qualitative study. Setting Collegiate. Patients or Other Participants Thirty-three Board of Certification-certified ATs employed in the collegiate setting (National Collegiate Athletic Association Division I = 11, Division II = 9, Division III = 13) with an average of 10 ± 8 years of clinical experience volunteered. Data saturation guided the total number of participants. Data Collection and Analysis Online journaling via QuestionPro was completed by all participants. Multiple-analyst triangulation and peer review were conducted for data credibility. Analysis followed a general inductive method. Results Four themes speak to the factors that negatively affect ATs' professional enthusiasm and commitment: (1) life stage, (2) work overload, (3) organizational climate, and (4) human resources. The latter 3 speak to the effect the workplace can have on ATs' professional commitment, and the first speaks to the effect outside responsibilities can have. Conclusions Our results suggest that several of the factors that negatively influence the professional commitment of collegiate ATs are modifiable organizational components. Developing resiliency strategies at the individual and organizational levels may help to facilitate improved professional commitment for the AT.

National Collegiate Athletic Association Athletic Departments’ Mental Health Screening Practices: Who, What, When, and How

2021 ◽  
pp. 1-17
Author(s):  
Megan Drew ◽  
Trent A. Petrie ◽  
Tess Palmateer
Keyword(s):  
Mental Health ◽  
Sports Medicine ◽  
Best Practice ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
Division I ◽  
Athletic Departments ◽  
Division Iii ◽  
Screening Practices ◽  
Minimal Data

College student athletes face unique, sport-related stressors that may lead to, or exacerbate, mental health (MH) concerns and symptoms. Although the National Collegiate Athletic Association has identified MH screening as a best practice, minimal data exist regarding contemporary screening practices. We explored National Collegiate Athletic Association Division I (DI), Division II (DII), and Division III (DIII) athletic departments’ current MH screening practices (N = 264). Compared with DII/DIII (53%), a greater percentage of Division I (89%) conducted formal MH screening. At DII/DIII institutions, athletic trainers were more likely to both administer and review screeners than any other sports medicine professional; sport psychologists primarily oversaw these tasks at DI schools. DI, compared with DII/DIII, institutions were more likely to have had a student athlete attempt suicide (62% vs. 40%) and participate in inpatient treatment (69% vs. 43%). There is a clear need for the National Collegiate Athletic Association to continue to promote policies that support MH screening and to create mechanisms in which it can monitor institutional involvement.

scholarly journals Understanding Athletic Trainers' Beliefs Toward a Multifacted Sport-Related Concussion Approach: Application of the Theory of Planned Behavior

2013 ◽  
Vol 48 (5) ◽  
pp. 636-644 ◽  
Author(s):  
Justin Rigby ◽  
Luzita Vela ◽  
Jeff Housman
Keyword(s):  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Practice Guidelines ◽  
Behavioral Control ◽  
Management Practice ◽  
Athletic Trainers ◽  
Perceived Behavioral Control ◽  
Cross Sectional ◽  
Concussion Management ◽  
National Athletic Trainers Association

Context: Practice guidelines recommend a multifaceted approach for managing concussions, but a relatively small percentage of athletic trainers (ATs) follow these recommendations. Understanding ATs' beliefs toward the recommended concussion practice guidelines is the first step in identifying interventions that could increase compliance. The theory of planned behavior (TPB) allows us to measure ATs' beliefs toward the recommended concussion practice guidelines. Objective: To examine the influence of ATs' beliefs toward the current recommended concussion guidelines on concussion-management practice through an application of the TPB. Design: Cross-sectional study. Setting: A Web link with a survey was e-mailed to 1000 randomly selected members of the National Athletic Trainers' Association (NATA). Patients or Other Participants: A total of 221 certified ATs working in secondary school/clinic, high school, and college/university settings. Main Outcome Measure(s): A 66-item survey reflecting the current recommended concussion guidelines of the NATA and International Conference on Concussion in Sport was created to measure beliefs using the TPB constructs attitude toward the behavior (BA), subjective norms (SN), perceived behavioral control (PBC), and behavioral intention (BI) of ATs. We used a linear multiple regression to determine if the TPB constructs BA, SN, and PBC predicted BI and if PBC and BI predicted behavior according to the TPB model. Results: We found that BA, SN, and PBC predicted BI (R = 0.683, R2 = 0.466, F3,202 = 58.78, P < .001). The BA (t202 = 5.53, P < .001) and PBC (t202 = 9.64, P < .001) contributed to the model, whereas SN (t202 = −0.84, P = .402) did not. The PBC and BI predicted behavior (R = 0.661, R2 = 0.437, F2,203 = 78.902, P < .001). Conclusions: In this sample, the TPB constructs predicted BI and behavior of ATs' compliance with recommended concussion-management guidelines. The BA and PBC were the most influential constructs, indicating that those with positive attitudes toward concussion-management recommendations are more likely to implement them, and ATs are less likely to implement them when they do not believe they have the power to do so. We theorize that interventions targeting ATs' attitudes and control perceptions will lead to improved compliance.

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