Athletic Training Students Demonstrate Airway Management Skill Decay, but Retain Knowledge over 6 Months

Context: Airway management (AM) knowledge and skills are taught in all athletic training programs; however, research suggests that skill decay occurs with acute care skills as length of nonpractice increases. Objective: Evaluate retention of AM knowledge and skills, specifically oropharyngeal airway (OPA) and nasopharyngeal airway (NPA) use, in athletic training students. Design: Cross-sectional study. Patients or Other Participants: Twenty-five students (8 males, 17 females; age = 21.12 ± 1.42 years) enrolled in Commission on Accreditation of Athletic Training Education–accredited professional athletic training programs. Intervention(s): Participants' AM knowledge and skills were assessed 5 times (baseline–T4). The baseline assessment was followed by an educational review session. Participants were reassessed (T1) before being randomly assigned to 2 groups. The experimental group's AM knowledge and skills were reevaluated at 1 month (T2), 3 months (T3), and 6 months (T4), and the control group's at 6 months (T4). Main Outcome Measure(s): Dependent variables of AM knowledge and skills scores. Groups served as the independent variable. Repeated-measures analysis of variance with between-participants and within-participants effects assessed changes in knowledge skills scores. Results: Testing revealed no significant differences between the groups on knowledge (F2.00,46.00 = 0.37, P = .70) and overall clinical skills (F1.57,36.17 = 0.09, P = .87). A significant main effect for time on knowledge (F2.00,46.00 = 28.44, P < .001) found baseline scores were different from scores at T1 and T4. A significant main effect for time on OPA skills (F1.50,34.60 = 65.02, P < .001) and NPA skills (F1.62,37.31 = 106.46, P < .001) found baseline scores were different from scores at T1 and T4 and T1 score was different from T4 score. Conclusions: Both groups retained AM knowledge over a 6-month period, whereas OPA and NPA skills decayed from review session to 6-month follow-up. The lack of significant differences between the groups suggests that subsequent testing may not affect retention of AM knowledge and skills.

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Athletic Training Students Demonstrate Supplemental Oxygen Administration Skill Decay, but Retain Knowledge Over Six Months

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2018.1740 ◽

2018 ◽

Author(s):

David Berry ◽

Jennifer Popp

Keyword(s):

Athletic Training ◽

Clinical Education ◽

Clinical Skills ◽

Supplemental Oxygen ◽

Nasal Cannula ◽

Athletic Training Students ◽

Cross Sectional ◽

Knowledge And Skills ◽

Oxygen Administration ◽

Review Session

Purpose: Research suggests skill decay occurs with emergency skills, such as supplemental oxygen administration (OA), since the frequency of medical emergencies in clinical settings is low. Identifying the presence and timeline for skill decay allows educators to employ strategies to prevent this occurrence. Therefore, this study evaluated retention of knowledge and clinical skills associated with supplemental oxygen administration, specifically nasal cannula (NC) and non-rebreather mask (NrM) usage in professional athletic training students. Methods: Cross-sectional study. Twenty-nine athletic training students (males=11, females=18; age=21.03+1.38) enrolled in a Commission on Accreditation of Athletic Training Education (CAATE)-accredited professional athletic training programs. Participants’ supplemental oxygen administration knowledge and skills was assessed five times (baseline-T4). The baseline assessment was followed by an educational review session. Participants’ knowledge and skills were re-assessed (T1) and then randomly assigned to two groups. The experimental group’s supplemental oxygen administration knowledge and skills were re-evaluated at 1-month (T2), 3-months (T3), and 6-months (T4). The control at 6-months (T4). Results: Analysis revealed no significant differences between the groups on knowledge (F2,54=.15, P=.86) and overall clinical skills (F2,54=1.52, P=.23). A significant main effect for time on knowledge (F2,54=65.30, P1.89,50.98=112.55, P1.55,41.88=108.03, P Conclusions: Both groups retained supplemental oxygen administration knowledge over 6-months. Conversely, nasal cannula and non-rebreather mask skills decayed from review session to 6-month follow-up. Regular rehearsal and practice of acute care clinical skills should be integrated into educational programs to avoid decay of skills. Since these skills are not frequently utilized in the clinical education environment, integrating opportunities to practice these skills to maintain the competence level of students and prepare them for clinical practice is warranted.

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Postdebriefing Supervised Practice Improves Clinical Performance During Simulation-Based Cardiopulmonary Resuscitation Encounter

Athletic Training Education Journal ◽

10.4085/1947-380x-19-064 ◽

2020 ◽

Vol 15 (2) ◽

pp. 85-92

Author(s):

Kristin Ann Paloncy

Keyword(s):

Cardiopulmonary Resuscitation ◽

Athletic Training ◽

Repeated Measures ◽

Clinical Performance ◽

Clinical Skills ◽

The United States ◽

Clinical Competency ◽

Athletic Training Students ◽

Convenience Sample ◽

Simulation Based

Context Simulation is commonly incorporated into medical and health programs as a method of skill practice and evaluation and can be effective at improving athletic training student learning outcomes when purposefully designed. Objective The purpose of this study was to determine what level of impact participation in supervised practice after debriefing within a simulation-based cardiovascular emergency scenario using the Laerdal SimMan in a university simulation center in the United States had on athletic training students' clinical performance. Design Quantitative quasi-experimental cohort design with repeated measures study. Patients or Other Participants Convenience sample of undergraduate athletic training students (n = 46) enrolled in a professional program at a university in the Midwest. Intervention(s) Participation in supervised practice of cardiopulmonary resuscitation skills after debriefing in a simulation. Main Outcome Measure(s) Clinical competency with associated cardiopulmonary resuscitation skills using the Laerdal Learning Application software program that interfaces with the simulation hardware. Results There was a statistically significant interaction between groups (F1,10 = 18.70, P < .05, η = 652) indicating participants in the supervised practice after debriefing group were significantly higher (mean = 0.72, SD = 0.05) than those that did not have supervised practice after the debriefing (mean = 0.17, SD = 0.05). Conclusions The design and development of a simulation experience is optimized when there is deliberate consideration of what components and exposure to these learning components will lead to certain outcomes. Even though supervised practice after debriefing has been identified as optional for skill-based simulations, the current study demonstrates that the supervised practice of clinical skills component is vital within emergency cardiovascular simulation encounters for participants to increase clinical competency.

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Examining the Relationship Between Social Support Satisfaction and Perceived Stress and Depression in Athletic Training Students

Athletic Training Education Journal ◽

10.4085/1302168 ◽

2018 ◽

Vol 13 (2) ◽

pp. 168-174 ◽

Cited By ~ 1

Author(s):

Bryan Crutcher ◽

Ryan N. Moran ◽

Tracey Covassin

Keyword(s):

Social Support ◽

Athletic Training ◽

Perceived Stress ◽

Training Programs ◽

Athletic Trainers ◽

Depression Scale ◽

Athletic Training Education ◽

Epidemiologic Studies ◽

Athletic Training Students ◽

Cross Sectional

Context: Although social support has been reported to be a factor that increases retention of athletic trainers in their profession, there is a lack of literature examining the specific relationship of social support satisfaction and its predictive influence on stress and depression among athletic training students. Objective: To determine which sources of social support were perceived to be the most salient and ascertain whether social support satisfaction can predict stress and depression among athletic training students. Design: Cross-sectional study. Setting: Nine Commission on Accreditation of Athletic Training Education–accredited professional athletic training programs. Patients or Other Participants: A total of 204 athletic training students from Commission on Accreditation of Athletic Training Education–accredited athletic training programs were included in this study. Main Outcome Measure(s): Participants completed the Perceived Stress Scale, Center for Epidemiologic Studies Depression Scale, and the Social Support Questionnaire. Results: Social Support Satisfaction significantly predicted overall perceived stress (P = .010) and depression (P < .001). Satisfaction of support from family (P = .043) and other athletic trainers (P = .011) were significant predictors of perceived stress, whereas satisfaction of support from family (P = .003), other athletic trainers (P = .002), and athletes (P = .038) significantly predicted depression. Conclusions: The current study suggests that having an increased satisfaction of social support may reduce stress perceptions and depression in athletic training students.

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Perceived Levels of Frustration During Clinical Situations in Athletic Training Students

Journal of Athletic Training ◽

10.4085/1062-6050-48.6.12 ◽

2014 ◽

Vol 49 (1) ◽

pp. 68-74 ◽

Cited By ~ 7

Author(s):

Scott Heinerichs ◽

Neil Curtis ◽

Alison Gardiner-Shires

Keyword(s):

Athletic Training ◽

Clinical Experience ◽

Clinical Education ◽

Training Programs ◽

Athletic Training Education ◽

Cross Sectional Study ◽

Athletic Training Students ◽

Cross Sectional ◽

Athletic Training Student ◽

Education Experience

Context: Athletic training students (ATSs) are involved in various situations during the clinical experience that may cause them to express levels of frustration. Understanding levels of frustration in ATSs is important because frustration can affect student learning, and the clinical experience is critical to their development as professionals. Objective: To explore perceived levels of frustration in ATSs during clinical situations and to determine if those perceptions differ based on sex. Design: Cross-sectional study with a survey instrument. Setting: A total of 14 of 19 professional, undergraduate athletic training programs accredited by the Commission on Accreditation of Athletic Training Education in Pennsylvania. Patients or Other Participants: Of a possible 438 athletic training students, 318 (72.6%) completed the survey. Main Outcomes Measure(s): The Athletic Training Student Frustration Inventory was developed and administered. The survey gathered demographic information and included 24 Likert-scale items centering on situations associated with the clinical experience. Descriptive statistics were computed on all items. The Mann-Whitney U was used to evaluate differences between male and female students. Results: A higher level of frustration was perceived during the following clinical situations: lack of respect by student-athletes and coaching staffs, the demands of the clinical experience, inability of ATSs to perform or remember skills, and ATSs not having the opportunity to apply their skills daily. Higher levels of frustration were perceived in female than male ATSs in several areas. Conclusions: Understanding student frustration during clinical situations is important to better appreciate the clinical education experience. Low levels of this emotion are expected; however, when higher levels exist, learning can be affected. Whereas we cannot eliminate student frustrations, athletic training programs and preceptors need to be aware of this emotion in order to create an environment that is more conducive to learning.

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Athletic Training Student Active Learning Time With and Without the Use of Bug-in-Ear Technology

Athletic Training Education Journal ◽

10.4085/1204225 ◽

2017 ◽

Vol 12 (4) ◽

pp. 225-233 ◽

Cited By ~ 4

Author(s):

Sara L. Nottingham ◽

Melissa M. Montgomery ◽

Tricia M. Kasamatsu

Keyword(s):

Active Learning ◽

Athletic Training ◽

Clinical Education ◽

Training Programs ◽

New Technology ◽

Principal Investigator ◽

Athletic Training Students ◽

Student Interactions ◽

Cross Sectional ◽

Learning Time

Context: Clinical education experiences that actively engage students in patient care are important to the development of competent clinicians. It is important to assess athletic training students' time spent clinically and explore new technology that may facilitate more active learning during clinical education. Objective: To assess athletic training students' active learning time with and without the use of bug-in-ear technology. Design: Cross-sectional. Setting: High school, rehabilitation clinic, and college/university clinical sites affiliated with 3 Commission on Accreditation of Athletic Training Education–accredited undergraduate athletic training programs. Patients or Other Participants: Thirteen athletic training students (11 females, 2 males; 22.0 ± 1.8 years old, 1.8 ± 0.9 years enrolled in the current athletic training program) and 8 preceptors (5 females, 3 males; 35.4 ± 10.4 years old, 3.5 ± 2.9 years of experience as a preceptor) volunteered for this study. Intervention(s): The principal investigator observed preceptor-student interactions on 2 control days and 2 days using bug-in-ear technology. Participants and the principal investigator assessed students' active learning time at each observation period using the Athletic Training Clinical Education Time Framework. Main Outcome Measure(s): Minutes spent on instructional, clinical, managerial, engaged waiting, and down time as recorded on the Athletic Training Clinical Education Time Framework. Parametric (analysis of variance) and nonparametric (Wilcoxon signed-rank and Kruskal-Wallis) tests compared the perceived amount of time spent in each category between technologies and roles. Results: Bug-in-ear technology resulted in less time on managerial tasks (8.2% ± 5.1% versus 14.6% ± 9.8%; P < .01) and instruction (10.7% versus 12.7%, P < .01). The researcher observed significantly more unengaged waiting time than both the students and preceptors (both P < .01) perceived. Conclusions: Bug-in-ear technology may decrease managerial time and spoken instruction during clinical experiences. Preceptors and students significantly underestimate the amount of unengaged time spent during clinical education, which is of concern. Athletic training programs may also benefit from assessing and improving students' time spent actively learning during clinical education.

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iPadagogy 101: Using Clinical ORthopedic Exam (C.O.R.E.) to Facilitate Evidence-Based Practice in the Orthopaedic Evaluation Classroom

Athletic Training Education Journal ◽

10.4085/0804131 ◽

2013 ◽

Vol 8 (4) ◽

pp. 131-134

Author(s):

J. Jordan Hamson-Utley ◽

Jennifer L. Stiller-Ostrowski

Keyword(s):

Athletic Training ◽

Clinical Education ◽

Allied Health ◽

Evidence Based Practice ◽

Training Programs ◽

Clinical Skills ◽

Evidence Based ◽

Special Test ◽

Likelihood Ratios ◽

Cross Sectional

Evidence-based practice (EBP) and educational technology have become fundamental skills within athletic training programs. The objective of this article is to share experiences implementing clinical orthopaedic evaluation applications (“apps”) that can be integrated into classroom and clinical education to enhance students' proficiency and efficiency utilizing and interpreting special test findings. Today's entry-level allied health professional is expected to have a deeper understanding of special tests than ever before. In addition to developing proficiency in clinical skills, these future clinicians must understand validity statistics in order to select appropriate special tests and interpret the results. The Clinical ORthopedic Exam (C.O.R.E.) application is a database of nearly 250 special tests with descriptions of the test, a video of the special test being performed, and statistical support for the use of the test in reported sensitivity/specificity and likelihood ratios. The series of anatomy applications developed by 3D4Medical.com allows the user to view, zoom, and rotate the joint in 3 dimensions, providing cross-sectional views and virtual layer removal (revealing muscles, connective tissue, bones, vessels, and nerves). Textbooks that overview clinical special tests are not updated often enough to reflect the growing body of research surrounding these techniques. Students and clinicians require the most up-to-date information in order to make sound clinical decisions. The C.O.R.E. application provides access to the most recent peer-reviewed validity statistics. Patient education is also highly valued; the series of applications by 3D4Medical provides vivid anatomical images that can aid in explanation of injury to patients. With EBP a required educational content area within athletic training education and with medical technology becoming commonplace in allied health settings, it is essential that athletic training programs engage students in the use of technology during their classroom and clinical experiences.

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Individual Moral Philosophies and Ethical Decision Making of Undergraduate Athletic Training Students and Educators

Journal of Athletic Training ◽

10.4085/1062-6050-43.2.205 ◽

2008 ◽

Vol 43 (2) ◽

pp. 205-214 ◽

Cited By ~ 6

Author(s):

Shane V. Caswell ◽

Trenton E. Gould

Keyword(s):

Decision Making ◽

Athletic Training ◽

Ethical Decision ◽

Ethical Decision Making ◽

Training Programs ◽

Education Level ◽

Athletic Training Students ◽

Moral Philosophies ◽

Ethics Research ◽

Main Effect

Abstract Context: Ethics research in athletic training is lacking. Teaching students technical skills is important, but teaching them how to reason and to behave in a manner that befits responsible health care professionals is equally important. Objective: To expand ethics research in athletic training by (1) describing undergraduate athletic training students' and educators' individual moral philosophies and ethical decision-making abilities and (2) investigating the effects of sex and level of education on mean composite individual moral philosophies and ethical decision-making scores. Design: Stratified, multistage, cluster-sample correlational study. Setting: Mailed survey instruments were distributed in classroom settings at 30 institutions having Commission on Accreditation of Allied Health Education Programs (CAAHEP)–accredited athletic training programs. Patients or Other Participants: Undergraduate students and educators (n = 598: 373 women, 225 men; mean age = 23.5 ± 6.3 years) from 25 CAAHEP-accredited athletic training programs. Main Outcome Measure(s): We used the Ethics Position Questionnaire and the Dilemmas in Athletic Training Questionnaire to compute participants' mean composite individual moral philosophies (idealism and relativism) and ethical decision-making scores, respectively. Three separate 2 (sex: male, female) × 3 (education level: underclass, upper class, educator) between-subjects factorial analyses of variance using idealism, relativism, and ethical decision-making scores as dependent measures were performed. Results: Respondents reported higher idealism scores (37.57 ± 4.91) than relativism scores (31.70 ± 4.80) (response rate = 83%). The mean ethical decision-making score for all respondents was 80.76 ± 7.88. No significant interactions were revealed. The main effect for sex illustrated that men reported significantly higher relativism scores (P = .0014, η2 = .015) than did women. The main effect for education level revealed significant differences between students' and educators' idealism (P = .0190, η2 = .013), relativism (P < .001, η2 = .050), and ethical decision-making scores (P < .001, η2 = .027). Tukey honestly significant difference post hoc analysis indicated that educators possessed lower idealism scores (36.90 ± 5.70) and relativism scores (29.92 ± 4.86) and higher ethical decision-making scores (82.98 ± 7.62) than did students. Conclusions: Our findings do not support changes in athletic training ethics education practices to address sex-specific needs. However, when opportunities occur for students to reason using different ethical perspectives, educators should be aware of their students' and their own moral philosophies in order to optimally facilitate professional growth.

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Standardized Patients Provide Realistic and Worthwhile Experiences for Athletic Training Students

Athletic Training Education Journal ◽

10.4085/1947-380x-5.2.77 ◽

2010 ◽

Vol 5 (2) ◽

pp. 77-86 ◽

Cited By ~ 17

Author(s):

Stacy E. Walker ◽

Thomas G. Weidner

Keyword(s):

Lower Extremity ◽

Athletic Training ◽

Performance Feedback ◽

Clinical Skills ◽

Standardized Patients ◽

Standardized Patient ◽

Athletic Training Students ◽

Feedback Form ◽

Cross Sectional ◽

Strongly Agree

Context: Standardized patients are more prominently used to both teach and evaluate students' clinical skills and abilities. Objective: To investigate whether athletic training students perceived an encounter with a standardized patient (SP) as realistic and worthwhile and to determine their perceived comfort in future lower extremity evaluations with standardized and actual patients. Design and setting: Cross-sectional. Athletic Training Research and Education Laboratory, on-campus athletic training room, and Clinical Proficiency Evaluation Room. Subjects: Twenty-nine undergraduate athletic training students (17 female, 12 male) at a Midwestern CAATE-accredited institution who had completed a lower extremity orthopedic evaluation course in the past 12 months. Measurements: A Standardized Patient Encounter Feedback Form consisting of 5 Likert scale items (1 = strongly disagree; 5 = strongly agree) regarding the participants' perceptions of SP encounters with foot/ankle and knee orthopedic cases (eg, worthwhile, realistic, confidence with future SPs and actual patients). Data was analyzed using descriptive statistics. Written comments regarding the strengths and weaknesses of the encounters were analyzed inductively. Results: The participants indicated (90%–100% of the time) that: they agreed or strongly agreed that the encounters were worthwhile and realistic; the cases presented were appropriate; they were provided with adequate performance feedback by the SPs; and that their lower extremity evaluation skills were helped by the experiences. The participants indicated (86%–93% of the time) that they agreed or strongly agreed that the encounters made them feel more comfortable about future evaluations with standardized and actual patients. Conclusions: It appears that SPs provide realistic and worthwhile experiences for athletic training students. Thus, cases could be developed to evaluate athletic training clinical proficiencies in the future.

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Prevalence and Predictors of Burnout in Athletic Training Students: A Comparison of Undergraduate and Graduate Students

Athletic Training Education Journal ◽

10.4085/1947-380x-20-22 ◽

2021 ◽

Vol 16 (2) ◽

pp. 101-111

Author(s):

Ashlyne Paige Vineyard ◽

Andrew Gallucci ◽

Kathleen Adair ◽

Leslie Oglesby ◽

Kristina White ◽

...

Keyword(s):

Graduate Students ◽

Athletic Training ◽

Social Stress ◽

Maslach Burnout Inventory ◽

Cross Sectional Study ◽

Personal Accomplishment ◽

Athletic Training Students ◽

Cross Sectional ◽

Web Based ◽

Survey Responses

Context Burnout is a psychological syndrome consisting of increased emotional exhaustion (EE), depersonalization (DP), and decreased personal accomplishment (PA). To date, examinations of burnout among athletic training students (ATS) is limited. Objective To determine prevalence and antecedents of burnout among ATS. Design Cross-sectional study. Setting Web-based survey. Patients or Other Participants Students enrolled in athletic training programs (ATP). Intervention(s) A survey assessed demographics, stressors, and burnout measured by the Maslach Burnout Inventory–Human Services Survey. Main Outcome Measure(s) Multiple regression analyses were used to determine relationships between variables. Results A total of 725 students participated. Most respondents were undergraduates (n = 582, 80%), female (n = 518, 71%), Caucasian (n = 564, 78%), and single (n = 422, 58%). Mean burnout scores for EE, DP, and PA were 33 ± 10, 17 ± 4.5, and 39 ± 5.8, respectively. Survey responses showed that 70.8% of undergraduate and 62.9% of graduate students reported high EE. All the students (100%) in both samples reported high DP. Undergraduates pursuing internships or residencies (b = −7.69, P < .001) and who were currently enrolled in non–Division I institutions (b = −2.90, P < .01) had decreased EE. Increased stress revealed increased EE (overall stress: b = 3.11, P < .001; social stress: b = 1.32, P < .05; class stress: b = 1.45, P < .05). Increases in clinical hours also related to increased EE (b = 1.49, P < .001). Those pursuing internships or residencies (b = −2.10, P < .05) and who were female (b = −2.10, P < .05) reported decreased DP. Being married (b = 2.87, P < .01), increased clinical hours (b = 0.77, P < .001), and social stress (b = 0.59, P < .05) resulted in increased DP. Increased PA was seen in students intending to pursue graduate education (b = 1.76, P < .05) and female students (b = 1.17, P < .05). Graduate students' stress levels revealed increased EE (b = 6.57, P < .01) and DP (b = 0.98, P < .05). Conclusions Differences exist between undergraduate and graduate burnout scores and associated predictors. Further research is needed to identify student responses to burnout.

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Perceived Cultural Competence Levels in Undergraduate Athletic Training Students

Athletic Training Education Journal ◽

10.4085/080366 ◽

2013 ◽

Vol 8 (3) ◽

pp. 66-70 ◽

Cited By ~ 9

Author(s):

Jennifer L. Volberding

Keyword(s):

Cultural Competence ◽

Athletic Training ◽

Students Of Color ◽

Professional Education ◽

Training Programs ◽

Measurement Tool ◽

Culturally Competent ◽

Athletic Training Students ◽

Culturally Competent Care ◽

Race Ethnicity

Context As the patient population continues to diversify, it is essential that athletic training students (ATSs) are educated to provide culturally competent care. This high-quality health care within the context of a patient's race, ethnicity, language, religious beliefs, or behaviors is a foundation of professional practice. Objective Determine undergraduate ATSs' levels of cultural competence and their variability by gender, race, and year in school. Design Cross-sectional design. Setting Commission on Accreditation of Athletic Training Education–accredited undergraduate athletic training programs. Patients or Other Participants ATSs enrolled in their programs' professional-education phase (N = 421), of which 366 were Caucasian and 55 were students of color. Intervention Students completed a 20-question online Likert survey using Qualtrics. Items were based on prior research and a nursing measurement tool, rated on a 1 to 4 scale (from strongly disagree to strongly agree, respectively; maximum score of 80), and found to be reliable (Cronbach α = 0.721). Main Outcome Measurements Overall cultural competence score, means, and standard deviations were calculated for all students by gender, race/ethnicity, and year. One-way analyses of variance also compared each category. Results Higher scores on the research tool demonstrate higher levels of cultural competence. There were no significant differences found between gender and year in school. Students of color showed higher overall cultural competence scores than Caucasians (F1,420 = 29.509, P < .01). The mean overall cultural competence score was 58.36 ± 5.26. Conclusions Students of color demonstrated higher levels of cultural competence, which is possibly because of their personal history and experiences. The current study demonstrates that athletic training programs must seek to better educate students on providing culturally competent care.

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