scholarly journals The Size and Scope of Collegiate Athletic Training Facilities and Staffing

2017 ◽  
Vol 52 (8) ◽  
pp. 785-794 ◽  
Author(s):  
Andrew R. Gallucci ◽  
Jeffrey C. Petersen
Keyword(s):  
Athletic Training ◽  
Undergraduate Students ◽  
Cross Sectional Study ◽  
Full Time ◽  
Cross Sectional ◽  
Design Concepts ◽  
Staffing Levels ◽  
Training Facility ◽  
Part Time ◽  
Time Part

Context:  Athletic training facilities have been described in terms of general design concepts and from operational perspectives. However, the size and scope of athletic training facilities, along with staffing at different levels of intercollegiate competition, have not been quantified. Objective:  To define the size and scope of athletic training facilities and staffing levels at various levels of intercollegiate competition. To determine if differences existed in facilities (eg, number of facilities, size of facilities) and staffing (eg, full time, part time) based on the level of intercollegiate competition. Design:  Cross-sectional study. Setting:  Web-based survey. Patients or Other Participants:  Athletic trainers (ATs) who were knowledgeable about the size and scope of athletic training programs. Main Outcome Measure(s):  Athletic training facility size in square footage; the AT's overall facility satisfaction; athletic training facility component spaces, including satellite facilities, game-day facilities, offices, and storage areas; and staffing levels, including full-time ATs, part-time ATs, and undergraduate students. Results:  The survey was completed by 478 ATs (response rate = 38.7%) from all levels of competition. Sample means for facilities were 3124.7 ± 4425 ft2 (290.3 ± 411 m2) for the central athletic training facility, 1013 ± 1521 ft2 (94 ± 141 m2) for satellite athletic training facilities, 1272 ± 1334 ft2 (118 ± 124 m2) for game-day athletic training facilities, 388 ± 575 ft2 (36 ± 53 m2) for athletic training offices, and 424 ± 884 ft2 (39 ± 82 m2) for storage space. Sample staffing means were 3.8 ± 2.5 full-time ATs, 1.6 ± 2.5 part-time ATs, 25 ± 17.6 athletic training students, and 6.8 ± 7.2 work-study students. Division I schools had greater resources in multiple categories (P < .001). Differences among other levels of competition were not as well defined. Expansion or renovation of facilities in recent years was common, and almost half of ATs reported that upgrades have been approved for the near future. Conclusions:  This study provides benchmark descriptive data on athletic training staffing and facilities. The results (1) suggest that the ATs were satisfied with their facilities and (2) highlight the differences in resources among competition levels.

scholarly journals Psychological Impact of the COVID-19 Pandemic on Licensed Full-Time Practicing Nurses Undertaking Part-Time Studies in Higher Education: A Cross-Sectional Study

2021 ◽  
Vol 18 (16) ◽  
pp. 8569
Author(s):  
Siu-Ling Chan ◽  
Naomi Takemura ◽  
Pui-Hing Chau ◽  
Chia-Chin Lin ◽  
Man-Ping Wang
Keyword(s):  
Higher Education ◽  
Psychological Impact ◽  
Cross Sectional Study ◽  
Full Time ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Brief Cope ◽  
Resilience Scale ◽  
Patient Health ◽  
Part Time

Frontline nurses face an unpreceded situation with the coronavirus disease (COVID-19) pandemic, and many report suffering from physical and psychological stress. This online, cross-sectional survey used questionnaires, such as the Generalized Anxiety Disorder (GAD-7) questionnaire, the Patient Health Questionnaire (PHQ-2), the Connor–Davidson Resilience Scale, stress-related questions, and Brief Coping Orientation to Problems Experienced (Brief-COPE), to determine the psychological impact of COVID-19 on licensed full-time practicing nurses undertaking part-time studies in higher education. Recruitment commenced from August to September 2020; 385 students were approached, and 124 completed the survey (response rate: 32%). Most of the respondents were frontline nurses working in public sectors (89.5%), 29% of whom reported symptoms of depression, and 61.3% reported mild to severe levels of anxiety. The GAD-7 was significantly associated with the resilience score (β = −0.188; p = 0.008) and exhaustion (β = 0.612; p < 0.001). The PHQ-2 was significantly associated with ‘anxiety about infection’ (β = 0.071; p = 0.048). A lower anxiety level was significantly associated with a higher resilience level and a lower level of exhaustion, and a lower depression level was significantly associated with a lower anxiety about infection. Nursing programs incorporating resilience building may mitigate psychological distress of the study population.

scholarly journals How do Specific Conditions Shape Values of Undergraduate Early Childhood Education Students in Slovenia?

2021 ◽  
Vol XIX (3) ◽  
pp. 525-540
Author(s):  
Marta Licardo
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Undergraduate Students ◽  
Work Experience ◽  
Full Time ◽  
Education Students ◽  
Childhood Education ◽  
Study Programme ◽  
Part Time ◽  
Time Part

The purpose of the study is to examine the early childhood education students’ values and what are the differences in the students’ values in specific conditions related to social environment. The values of undergraduate students who study early childhood education are very important for professional development and practice. The purpose of this study is to determine, if their values change during their study programme; which values are more important to the students; and what are the differences in the students’ values in terms of the type of study (full time/part time), years of study, age, work experience and work status. Results indicate that employed students have higher scores on other-centred values than unemployed students, older students express more others-centred values than younger students, while in self-centred values there are no age differences. Students who have more work experience express more others-centred values and students who study longer express more others-centred values than fresh students, while in self-centred values differences by years of study do not occur. These results reveal important changes in the hierarchy of values related to measured variables and interplay between various conditions.

Employment status and family role attitudes: A trend analysis for the Netherlands

2012 ◽  
Vol 27 (3) ◽  
pp. 308-329 ◽  
Author(s):  
Gerbert Kraaykamp
Keyword(s):  
The Netherlands ◽  
Working Women ◽  
Full Time ◽  
Family Role ◽  
Cross Sectional ◽  
Period Effects ◽  
The Family ◽  
Part Time ◽  
Time Part ◽  
Using Data

Using data from 14 repeated cross-sectional surveys ( N = 19,961), this study investigated trends in the family role attitudes of full-time, part-time and non-working men and women since the 1980s. The results show that in the Netherlands inter-cohort effects are considerably smaller in magnitude than intra-cohort (period) effects in driving changes in attitudes. Large differences were found between women working in paid employment (both full-time and part-time) and non-working women, and these differences remained remarkably stable over the years. Further, part-time working men seem much more egalitarian in their views on family roles than full-time working men. Although these differences declined somewhat over the years, a substantial gap remains.

scholarly journals Defining Athletic Training in the Military Setting: A Survey Investigation Into Professional Characteristics, Preparation, and Barriers in Clinical Practice

2020 ◽  
Vol 55 (5) ◽  
pp. 522-531 ◽  
Author(s):  
Kara N. Radzak ◽  
Edward J. Sedory ◽  
Michael Hooper ◽  
Tricia M. Kasamatsu
Keyword(s):  
Clinical Practice ◽  
Athletic Training ◽  
Online Survey ◽  
Military Culture ◽  
Cross Sectional Study ◽  
Unique Contribution ◽  
Full Time ◽  
Cross Sectional ◽  
Skill Sets ◽  
The Military

Context The skill sets of athletic trainers (ATs) provide a unique contribution to the US military's optimization of physical readiness, and these positions are becoming more prevalent. However, knowledge regarding the job characteristics of, and ATs' preparation for, employment in a military setting is limited. Objective To assess the position and clinician characteristics of ATs working with military members and document their perceptions of working in the military setting. Design Cross-sectional study. Setting Online survey. Patients or Other Participants A total of 53 ATs who currently or formerly worked in the military setting. Data Collection and Analysis A Web-based survey with closed- and open-ended questions was distributed via e-mail and social media. Closed-ended data were analyzed via descriptive statistics, and open-ended questions were evaluated for common themes using thematic analysis. Results Respondents were primarily males (n = 31, 58.5%), had a master's degree (n = 42, 79.2%), and were not current or former service members (n = 46, 86.8%). Positions were primarily full time (n = 50, 94.3%), contracted with an independent company (n = 27, 50.9%), and within the Army (n = 24, 45.3%). The ATs were highly satisfied with their workload and ability to apply their skill set. Qualitative analysis revealed 3 themes: (1) the context of clinical practice in the military (eg, rewarding, job scope, military environment), (2) the importance of clinical and interpersonal skills, and (3) the existence of multiple barriers (eg, hiring, military culture, lack of recognition). Conclusions Overall, ATs working in the military setting were well-qualified practitioners who were very satisfied with their current positions, yet they also reported barriers, such as working within the military culture and lack of recognition of their skill set. Although ATs indicated a neutral belief that professional degree preparation was sufficient for this clinical practice setting, the qualitative themes provided additional career-preparation advice for individuals interested in this setting.

scholarly journals Influence of Work-Related and Personal Characteristics on the Burnout Risk among Full- and Part-Time Teachers

2021 ◽  
Vol 18 (4) ◽  
pp. 1535
Author(s):  
Reingard Seibt ◽  
Steffi Kreuzfeld
Keyword(s):  
Personal Characteristics ◽  
Working Hours ◽  
Maslach Burnout Inventory ◽  
Cross Sectional Study ◽  
Full Time ◽  
Cross Sectional ◽  
Work Related ◽  
Increased Risk ◽  
Part Time ◽  
Burnout Risk

Teachers are at increased risk of stress-related illnesses and burnout symptoms. Thus, a cross-sectional study involving 6109 full-time and 5905 part-time teachers at upper-level secondary schools examined the influence of presumed work-related and personal characteristics on burnout risk between January and April 2018. Burnout was recorded using the Maslach Burnout Inventory—General Survey (MBI-GS). Work-related characteristics were weekly working hours and work stress, operationalized with the effort-reward imbalance (ERI) model. Overcommitment and the inability to recover were determined as personal characteristics. Multiple linear regression analyses were performed, adjusted for age and gender. Overall, 47% of the teachers reported burnout symptoms and 3% had an indication of burnout. Full-time and part-time teachers did not differ in their risk of burnout. ERI, overcommitment, and inability to recover were identified as predictors of burnout risk (explained variance: 29%), whereby the inability to recover was the strongest predictor. In contrast, weekly working hours, extent of employment, gender and age were not related to the burnout risk. ERI was found in 33%, inability to recover in 36% and overcommitment in 39% of all the teachers studied. In particular, the inability to recover should be taken into account as an early indicator of burnout.

scholarly journals Factors Influencing Decision Making Regarding the Acceptance of the COVID-19 Vaccination in Egypt: A Cross-Sectional Study in an Urban, Well-Educated Sample

Vaccines ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 20
Author(s):  
Mohamed Elsayed ◽  
Radwa Abdullah El-Abasiri ◽  
Khaled T. Dardeer ◽  
Manar Ahmed Kamal ◽  
Mila Nu Nu Htay ◽  
...  
Keyword(s):  
Decision Making ◽  
Cross Sectional Study ◽  
Vaccine Hesitancy ◽  
Full Time ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Vaccine Acceptance ◽  
Rural Residency ◽  
Part Time ◽  
Study Participants

Background: The COVID-19 pandemic has raised the necessity to rapidly develop safe and effective vaccines to limit the spread of infections. Meanwhile, vaccine hesitancy is a significant barrier to community vaccination strategies. Methods: An internet-based cross-sectional survey was conducted from March to April 2021 during the start of the vaccination campaigns. Results: A total of 1009 subjects participated, and the mean age (±SD) was 29.11 ± 8.2 years. Among them, 68.8% believed that vaccination is an effective method to control the spread of the disease, 81.2% indicated acceptance of the vaccine, and 87.09% reported that their doctor’s recommendation was essential for decision making. After adjusting for socioeconomic characteristics, rural residency (AOR 1.783, 95%CI: 1.256–2.531), working a part-time job (AOR 2.535, 95%CI: 1.202–5.343) or a full-time job (AOR 1.951, 95%CI: 1.056–3.604), being a student (AOR 3.516, 95%CI: 1.805–6.852) and having a partner (AOR 1.457, 95%CI: 1.062–2.00) were significant predictors for higher vaccine acceptance among the study participants. Believing in the vaccine’s efficacy showed the strongest correlation with vaccine acceptance (Spearman’s r = 0.309, p < 0.001). Conclusions: Although general vaccine acceptance is high (32.85%) in participants in our study, gender and geographic disparities were observed in the investigated urban population of young, well-educated Egyptians.

scholarly journals Athletic Training Services in Public Secondary Schools: A Benchmark Study

2015 ◽  
Vol 50 (2) ◽  
pp. 156-162 ◽  
Author(s):  
Riana R. Pryor ◽  
Douglas J. Casa ◽  
Lesley W. Vandermark ◽  
Rebecca L. Stearns ◽  
Sarah M. Attanasio ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Athletic Training ◽  
Small Sample Size ◽  
Athletic Trainers ◽  
The United States ◽  
Cross Sectional Study ◽  
Small Sample ◽  
Full Time ◽  
Cross Sectional ◽  
National Athletic Trainers Association

Context: Authors of the most recent study of athletic training (AT) services have suggested that only 42% of secondary schools have access to athletic trainers. However, this study was limited by a small sample size and was conducted more than 10 years ago. Objective: To determine current AT services in public secondary schools. Design: Cross-sectional study. Setting: Public secondary schools in the United States. Patients or Other Participants: A total of 8509 (57%) of 14 951 secondary schools from all 50 states and Washington, DC, responded to the survey. Main Outcome Measure(s): Data on AT services were collected for individual states, National Athletic Trainers' Association districts, and the nation. Results: Of the 8509 schools that responded, 70% (n = 5930) had AT services, including full-time (n = 3145, 37%), part-time (n = 2619, 31%), and per diem (n = 199, 2%) AT services, and 27% (n = 2299) had AT services from a hospital or physical therapy clinic. A total of 4075 of 8509 schools (48%) provided coverage at all sports practices. Eighty-six percent (2 394 284/2 787 595) of athletes had access to AT services. Conclusions: Since the last national survey, access to AT services increased such that 70% of respondent public secondary schools provided athletic trainers at sports games or practices. Approximately one-third of all public secondary schools had full-time athletic trainers. This number must increase further to provide appropriate medical coverage at athletic practices and games for secondary school athletes.

Accounting and financial accounting

2021 ◽  
Author(s):  
Irina Baholdina ◽  
Nina Golysheva
Keyword(s):  
Undergraduate Students ◽  
Professional Education ◽  
Financial Accounting ◽  
Federal State ◽  
Full Time ◽  
Part Time ◽  
Time Part ◽  
State Educational ◽  
Independent Work ◽  
Methodological Guidelines

The textbook consists of 15 chapters, as well as a set of practical (situational) cases for independent work of students of economic universities and faculties. Each chapter contains methodological guidelines for practical classes and situational tasks that allow integrating the knowledge gained in the process of studying financial accounting. The final part of the textbook contains a cross-cutting task, the solution of which allows the student to complete an internship as an accountant at a conditional enterprise. The complex of practical (situational) cases for students ' independent work consists of 10 options and includes five cases. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for undergraduate students studying in the direction of training 38.03.01 "Economics "(profile "Accounting, analysis and audit"), teachers, students of economic specialties of full-time, part-time, correspondence and distance learning, students of the system of additional professional education, practitioners of accounting services, management personnel, audit companies.

Does a Graduate Course in Fluency Disorders Make a Difference?

2010 ◽  
Vol 20 (1) ◽  
pp. 10-14 ◽  
Author(s):  
Evelyn R. Klein ◽  
Barbara J. Amster
Keyword(s):  
Undergraduate Students ◽  
Graduate Programs ◽  
The United States ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Graduate Course ◽  
Cross Sectional ◽  
Fluency Disorders ◽  
Introductory Course ◽  
Communicative Disorders

Abstract A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without clinical experience treating people who stutter (PWS). It is not surprising that many clinicians report discomfort in treating PWS. This cross-sectional study compares differences in beliefs about the cause of stuttering between freshman undergraduate students enrolled in an introductory course in communicative disorders and graduate students enrolled and in the final weeks of a graduate course in fluency disorders.

Coping Style as a Mediator of the Relationship Between Depressive Symptoms and Deliberate Self-Harm

Crisis ◽  
2011 ◽  
Vol 32 (5) ◽  
pp. 272-279 ◽  
Author(s):  
Allison S. Christian ◽  
Kristen M. McCabe
Keyword(s):  
Depressive Symptoms ◽  
Undergraduate Students ◽  
Cross Sectional Study ◽  
Self Report ◽  
Hierarchical Regression ◽  
Cross Sectional ◽  
Deliberate Self Harm ◽  
Self Blame ◽  
Self Harm ◽  
The Relationship

Background: Deliberate self-harm (DSH) occurs with high frequency among clinical and nonclinical youth populations. Although depression has been consistently linked with the behavior, not all depressed individuals engage in DSH. Aims: The current study examined maladaptive coping strategies (i.e., self-blame, distancing, and self-isolation) as mediators between depression and DSH among undergraduate students. Methods: 202 students from undergraduate psychology courses at a private university in Southern California (77.7% women) completed anonymous self-report measures. Results: A hierarchical regression model found no differences in DSH history across demographic variables. Among coping variables, self-isolation alone was significantly related to DSH. A full meditational model was supported: Depressive symptoms were significantly related to DSH, but adding self-isolation to the model rendered the relationship nonsignificant. Limitations: The cross-sectional study design prevents determination of whether a casual relation exists between self-isolation and DSH, and obscures the direction of that relationship. Conclusions: Results suggest targeting self-isolation as a means of DSH prevention and intervention among nonclinical, youth populations.

Sign in / Sign up

Export Citation Format

Share Document