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 Graduate-Assistant Athletic Trainers' Perceptions of the Supervisor's Role in Professional Socialization: Part II

2016 ◽  
Vol 51 (10) ◽  
pp. 771-779 ◽  
Author(s):  
Ashley B. Thrasher ◽  
Stacy E. Walker ◽  
Dorice A. Hankemeier ◽  
Thalia Mulvihill
Keyword(s):  
Professional Development ◽  
Athletic Training ◽  
Intercollegiate Athletics ◽  
National Collegiate Athletic Association ◽  
Professional Socialization ◽  
Athletic Trainers ◽  
Analysis Data ◽  
Graduate Assistant ◽  
Data Saturation ◽  
Member Checks

Context: Many new athletic trainers (ATs) obtain graduate-assistant (GA) positions to gain more experience and professional development while being mentored by a veteran AT; however, GA ATs' perceptions of the supervisor's role in professional development are unknown. Objective: To explore the supervisor's role in the professional development 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 = 5). 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: Three themes emerged: (1) GAs' expectations of supervisors, (2) professional development, and (3) mentoring and support. Participants expected their supervisors to provide mentorship, support, and feedback to help them improve their athletic training skills, but they also realized supervisors were busy with patient care responsibilities. Most participants felt their supervisors were available, but others believed their supervisors were too busy to provide support and feedback. Participants felt their supervisors provided professional development by teaching them new skills and socializing them into the profession. Furthermore, they thought their supervisors provided mentorship professionally, personally, and clinically. Supervisors supported the participants by standing behind them in clinical decisions and having open-door policies. Conclusions: The graduate assistantship allows new ATs to gain experience while pursuing professional development, mentorship, and support from a supervisor. The extent of development is highly dependent on the supervisor, but most supervisors mentor GAs. When looking for graduate assistantships, future GAs should seek positions in which supervisors actively provide mentoring and professional development.

scholarly journals The Professional Socialization of the Graduate Assistant Athletic Trainer

2015 ◽  
Vol 50 (5) ◽  
pp. 532-541 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Christianne M. Eason ◽  
Stephanie Clines ◽  
William A. Pitney
Keyword(s):  
Training Program ◽  
Athletic Training ◽  
Professional Socialization ◽  
Athletic Trainer ◽  
Graduate Assistant ◽  
Socialization Process ◽  
Data Saturation ◽  
Academic Tracks ◽  
Orientation Session ◽  
Board Of Certification

Context The graduate assistant athletic trainer (AT) position often serves as one's first experience working independently as an AT and is also an important aspect of the professional socialization process. The socialization experiences of graduate assistant ATs have yet to be fully explored. Objective To understand the socialization process for graduate assistant ATs during their graduate experience. Design Qualitative study. Setting We conducted phone interviews with all participants. Patients or Other Participants A total of 25 graduate assistant ATs (20 women, 5 men) studying in 1 of 3 academic tracks: (1) accredited postprofessional athletic training program (n = 8), (2) postprofessional athletic training program (n = 11), or (3) a nonathletic training degree program (n = 6). The average age was 25 ± 5 years, and the median age was 24 years. Participants were certified by the Board of Certification for an average of 2 ± 0.4 years. Data Collection and Analysis We analyzed the data using a general inductive approach. Peer review, field notes, and intercoder reliability established trustworthiness. Data saturation guided participant recruitment. Results The ability to gain clinical independence as a practitioner was an important socialization process. Having the chance to develop a relationship with a mentor, who provided support, guidance, and more of a hierarchical relationship, was an important socializing agent for the graduate assistant AT. Participants used the orientation session as a means to understand the expectations and role of the graduate-assistant position. Academic coursework was a way to achieve better inductance into the role via the opportunity to apply classroom skills during their clinical practice. Conclusions Socializing the graduate assistant blends formal and informal processes. Transition to practice is a critical aspect of the profession; thus, supporting autonomous practice with directed mentoring can promote professional maturity.

scholarly journals Newly Credentialed Athletic Trainers' Perceptions of Professional Preparation for Their Role as Collegiate Graduate Assistants

2018 ◽  
Vol 13 (3) ◽  
pp. 227-238 ◽  
Author(s):  
Ashley B. Thrasher ◽  
Stacy E. Walker ◽  
Dorice A. Hankemeier
Keyword(s):  
Athletic Training ◽  
Intercollegiate Athletics ◽  
Clinical Education ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
Professional Preparation ◽  
Graduate Assistant ◽  
Graduate Assistants ◽  
Data Saturation ◽  
National Athletic Trainers Association

Context: The professional preparation of newly credentialed athletic trainers (ATs) has been passionately debated. Understanding how newly credentialed ATs feel they are prepared will help enhance professional preparation. Objective: Explore newly credentialed ATs' perceptions of their professional preparation for their role. Design: Phenomenological qualitative. Setting: Phone interviews with graduate assistant ATs in the collegiate setting. Patients or Other Participants: Nineteen collegiate graduate assistants (15 female, 4 male; 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). Main Outcome Measure(s): Participants were recruited via an e-mail from the National Athletic Trainers' Association database sent to all certified students. Data were collected via phone interviews, which were recorded and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenological reduction, with data coded for common themes and subthemes. Credibility was established via member checks and peer debriefing. Results: Two themes emerged: facilitators and barriers. Overall, participants felt academically prepared for their role, but preparedness was often dependent on the facilitators of academic rigor, hands-on opportunities in clinical education, and their preceptor. Barriers included a lack of rigor in the academic setting, lack of active opportunities in clinical education, the culture of clinical experiences, and incongruence. Incongruence existed when students were exposed to all the competencies during didactic education, but never gained experience with some skills (eg, rehabilitation, documentation, communication) if situations never arose or they were not actively involved clinically. Conclusions: Athletic training students are being exposed to a variety of learning experiences academically, but often do not gain clinical experience if situations do not arise or preceptors do not allow active participation. To ensure new ATs are prepared, academic programs need to ensure rigor and place students with preceptors who provide active learning opportunities.

Influences on Graduate Assistant Athletic Trainers’ Career Intentions and Career Goals

2016 ◽  
Vol 21 (4) ◽  
pp. 34-44
Author(s):  
Stephanie Mazerolle ◽  
Christianne M. Eason ◽  
Stephanie Clines
Keyword(s):  
Athletic Training ◽  
Athletic Trainers ◽  
Career Goals ◽  
Athletic Trainer ◽  
Graduate Assistant ◽  
Socialization Process ◽  
Career Intentions ◽  
Influence Perceptions

The graduate assistant (GA) athletic trainer position often symbolizes an important transitory role from student to autonomous practitioner. The position also is used to help gain valuable experience for future employment. Our purpose was to understand the socialization process of the GA athletic trainer as well as investigate the career intentions as they begin to seek employment following their experiences in that transitory role. Twenty-five (5 males, 20 females) GA athletic trainers were recruited and participated in this study. Findings indicate the experiences of novice athletic trainers serving as GAs have the potential to both positively or negatively influence perceptions of the athletic training profession and, ultimately, career intentions.

scholarly journals Supervising Athletic Trainers' Perceptions of Professional Socialization of Graduate Assistant Athletic Trainers in the Collegiate Setting

2015 ◽  
Vol 50 (3) ◽  
pp. 321-333 ◽  
Author(s):  
Ashley B. Thrasher ◽  
Stacy E. Walker ◽  
Dorice A. Hankemeier ◽  
William A. Pitney
Keyword(s):  
Professional Development ◽  
Professional Socialization ◽  
Athletic Trainers ◽  
Role Expectations ◽  
Role Orientation ◽  
Independent Practice ◽  
Full Time ◽  
Graduate Assistant ◽  
Socialization Process ◽  
Qualitative Research Design

Context: Many newly credentialed athletic trainers gain initial employment as graduate assistants (GAs) in the collegiate setting, yet their socialization into their role is unknown. Exploring the socialization process of GAs in the collegiate setting could provide insight into how that process occurs. Objective: To explore the professional socialization of GAs in the collegiate setting to determine how GAs are socialized and developed as athletic trainers. Design: Qualitative study. Setting: Individual phone interviews. Patients or Other Participants: Athletic trainers (N = 21) who had supervised GAs in the collegiate setting for a minimum of 8 years (16 men [76%], 5 women [24%]; years of supervision experience = 14.6 ± 6.6). Data Collection and Analysis: Data were collected via phone interviews, which were recorded and transcribed verbatim. Data were analyzed by a 4-person consensus team with a consensual qualitative-research design. The team independently coded the data and compared ideas until a consensus was reached, and a codebook was created. Trustworthiness was established through member checks and multianalyst triangulation. Results: Four themes emerged: (1) role orientation, (2) professional development and support, (3) role expectations, and (4) success. Role orientation occurred both formally (eg, review of policies and procedures) and informally (eg, immediate role immersion). Professional development and support consisted of the supervisor mentoring and intervening when appropriate. Role expectations included decision-making ability, independent practice, and professionalism; however, supervisors often expected GAs to function as experienced, full-time staff. Success of the GAs depended on their adaptability and on the proper selection of GAs by supervisors. Conclusions: Supervisors socialize GAs into the collegiate setting by providing orientation, professional development, mentoring, and intervention when necessary. Supervisors are encouraged to use these socialization tactics to enhance the professional development of GAs in the collegiate setting.

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 Certified Athletic Trainers' Knowledge of Methicillin-Resistant Staphylococcus aureus and Common Disinfectants

2011 ◽  
Vol 46 (4) ◽  
pp. 415-423 ◽  
Author(s):  
Leamor Kahanov ◽  
Elizabeth J. Gilmore ◽  
Lindsey E. Eberman ◽  
Jeffrey Roberts ◽  
Tamar Semerjian ◽  
...  
Keyword(s):  
Staphylococcus Aureus ◽  
Infection Control ◽  
Athletic Training ◽  
Methicillin Resistant Staphylococcus Aureus ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
Cross Sectional ◽  
Certified Athletic Trainers ◽  
Methicillin Resistant ◽  
National Athletic Trainers Association

Context: Methicillin-resistant Staphylococcus aureus (MRSA) infections are increasingly common in athletic settings. The MRSA knowledge and infection-control practices of certified athletic trainers (ATs) and the cleanliness of the athletic training room are important factors in preventing MRSA infections. Objective: To assess knowledge of MRSA and the use of common disinfectants among ATs and to explore their infection-control practices. Design: Cross-sectional study. Setting: High school and collegiate athletic training rooms. Patients or Other Participants: A total of 163 ATs from National Collegiate Athletic Association Divisions I, II, and III and high schools, representing all 10 National Athletic Trainers' Association districts. Main Outcome Measure(s): Frequencies, analyses of variance, and χ2 tests were used to assess current practices and opinions and relationships between factors. Results: Methicillin-resistant Staphylococcus aureus was perceived as a national problem by 92% of respondents; 57% perceived MRSA as a problem in their practice setting. Most respondents had treated general infections (88%), staphylococcal infections (75%), and MRSA infections (57%). Male sex was associated with treating all 3 types of infections (χ2 test, P < .05). Noncurriculum education was associated with a lack of recognition of environmental issues as risk factors and with the use of isopropyl alcohol for disinfection (χ2 test, P < .05). For example, 10% of respondents did not recognize that contaminated whirlpools can be a source of MRSA infection. Respondents also incorrectly identified effective cleaning solutions. Thirty percent of respondents cleaned their hands frequently or sometimes before treating each athlete and 35% cleaned their hands sometimes, occasionally, or never after seeing each athlete. Conclusions: The majority of ATs were informed about MRSA and made correct disinfection choices. However, improvements are still needed, and not all ATs were using proper disinfection practices.

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 Sports Medicine Staffing Across National Collegiate Athletic Association Division I, II, and III Schools: Evidence for the Medical Model

2020 ◽  
Vol 55 (6) ◽  
pp. 573-579 ◽  
Author(s):  
Christine M. Baugh ◽  
Emily Kroshus ◽  
Bailey L. Lanser ◽  
Tory R. Lindley ◽  
William P. Meehan
Keyword(s):  
Health Care ◽  
Health Outcomes ◽  
Health Care Providers ◽  
Sports Medicine ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
Full Time ◽  
Care Providers ◽  
Collegiate Sports ◽  
Financial Oversight

Context The ratio of clinicians to patients has been associated with health outcomes in many medical contexts but has not been explored in collegiate sports medicine. The relationship between administrative and financial oversight models and staffing is also unknown. Objective To (1) evaluate staffing patterns in National Collegiate Athletic Association sports medicine programs and (2) investigate whether staffing was associated with the division of competition, Power 5 conference status, administrative reporting structure (medical or athletic department), or financial structure (medical or athletic department). Design Cross-sectional study. Setting Collegiate sports medicine programs. Patients or Other Participants Representatives of 325 universities. Main Outcome Measure(s) A telephone survey was conducted during June and July 2015. Participants were asked questions regarding the presence and full-time equivalence of the health care providers on their sports medicine staff. The number of athletes per athletic trainer was determined. Results Responding sports medicine programs had 0.5 to 20 full-time equivalent staff athletic trainers (median = 4). Staff athletic trainers at participating schools cared for 21 to 525 athletes per clinician (median = 100). Both administrative and financial oversight from a medical department versus the athletics department was associated with improved staffing across multiple metrics. Staffing levels were associated with the division of competition; athletic trainers at Division I schools cared for fewer athletes than athletic trainers at Division II or III schools, on average. The support of graduate assistant and certified intern athletic trainers varied across the sample as did the contributions of nonphysician, nonathletic trainer health care providers. Conclusions In many health care settings, clinician : patient ratios are associated with patient health outcomes. We found systematic variations in clinician : patient ratios across National Collegiate Athletic Association divisions of competition and across medical versus athletics organizational models, raising the possibility that athletes' health outcomes vary across these contexts. Future researchers should evaluate the relationships between clinician : patient ratios and athletes' access to care, care provision, health care costs, health outcomes, and clinician job satisfaction.

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

2011 ◽  
Vol 46 (1) ◽  
pp. 69-75 ◽  
Author(s):  
Kristine A. Ensign ◽  
Athena Yiamouyiannis ◽  
Kristi M. White ◽  
B. David Ridpath
Keyword(s):  
Family Member ◽  
Athletic Training ◽  
Student Athletes ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
Pearson Correlation ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Positive Attitudes ◽  
And Bisexual

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

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