scholarly journals Leadership Proficiency: Perspectives of Athletic Trainers New to Practice

2019 ◽  
Vol 14 (3) ◽  
pp. 191-197
Author(s):  
Janelle L. Handlos ◽  
Genevieve Ludwig
Keyword(s):  
Athletic Training ◽  
Professional Education ◽  
Athletic Trainers ◽  
Leadership Competencies ◽  
The Self ◽  
Ethical Practice ◽  
Online Questionnaire ◽  
Training Requirements ◽  
Proficiency Levels ◽  
Key Leadership Competencies

Context A broad range of knowledge, skills, and abilities related to leadership has been suggested as essential for development during the athletic training education process. Though the importance of these characteristics has been established, researchers have not yet evaluated the self-perceived proficiency levels of new-to-practice athletic trainers (ATs). Objective To determine the level of self-perceived proficiency attained on key leadership competencies by new-to-practice ATs and to determine which factors relate to increased levels of self-perceived proficiency. Design Quantitative survey research. Setting Online questionnaire. Patients or Other Participants One hundred seventy-three ATs within their first 5 years of practice participated in the study. Main Outcome Measure(s) Participants completed a Web-based questionnaire developed by the researchers to determine the self-perceived level of proficiency attained by the new-to-practice AT on 5 key leadership competencies. One open-ended response item allowed participants to suggest educational experience changes that could lead to increased proficiency in the 5 key leadership competencies. Results Athletic trainers who completed their professional education at the master's level selected higher self-perceived proficiency levels for the competency knowledgeable than those who completed bachelor's degrees to complete their professional athletic training requirements. As years of practice increased, ATs perceived higher levels of proficiency in the competencies of knowledgeable, ethical practice, and credible. Level of self-perceived proficiency ratings for adaptable and resilient were significantly lower than those for other competencies, regardless of demographic variables. Conclusions Completion of professional education at the master's degree level resulted in increased self-perceived levels of knowledge in new-to-practice ATs. Self-perceived proficiency in the characteristic of adaptability and resilience lags behind other key competencies even as years of practice increase. Instructors could use pedagogical and curricular strategies from other health care professions to increase adaptability and resilience in athletic training students.

scholarly journals Career Commitment of Postprofessional Athletic Training Program Graduates

2015 ◽  
Vol 50 (4) ◽  
pp. 426-431 ◽  
Author(s):  
Thomas G. Bowman ◽  
Stephanie M. Mazerolle ◽  
Ashley Goodman
Keyword(s):  
Data Collection ◽  
Training Program ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Career Commitment ◽  
Advanced Degree ◽  
Primary Role ◽  
Online Questionnaire ◽  
Online Data ◽  
Member Checks

Context Choosing to pursue an advanced degree in athletic training appears to indicate professional commitment and passion for the profession. Currently, there is a paucity of information regarding why some athletic trainers pursue enrollment in a postprofessional athletic training program (PPATP), indicating commitment to the profession, but later depart for another primary role outside of athletic training. Objective To understand why athletic trainers invested in advanced training via a PPATP but then decided to leave the profession. Design Qualitative study. Setting Online data collection. Patients or Other Participants Twelve graduates (8 women [67%], 4 men [33%], age = 31.58 ± 3.06 years) from PPATPs who no longer had primary employment as an athletic trainer. Data Collection and Analysis Recruits responded to an e-mail invitation to participate by completing a confidential online questionnaire. We analyzed data using a general inductive approach and secured trustworthiness using multiple-analyst triangulation, peer review, and member checks. Results Two higher-order themes emerged regarding the career commitment of former athletic trainers who were PPATP graduates: (1) departure from an athletic training career and (2) partial continuance in athletic training. Two second-order themes emerged from the reasons for departure: (1) decreased recognition of value and (2) work-life imbalance. Finally, we identified 2 third-order themes from the participants' reasons for departure because of a perceived lack of value: (1) low salary and (2) long, inconsistent hours worked. Conclusions Most of our participants intended to stay in the profession when they chose to attend a PPATP. However, during role inductance in either the clinical experience of the PPATP they attended or early in their careers, they began to have thoughts of leaving mainly because of inadequate financial compensation, challenging work schedules, or both.

Perceived Benefits of Graduate-Level Professional Education in Athletic Training

2017 ◽  
Vol 22 (2) ◽  
pp. 60-69 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman ◽  
Jessica L. Barrett
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Professional Education ◽  
Interprofessional Education ◽  
Athletic Trainers ◽  
Graduate Degree ◽  
Perceived Benefits ◽  
Graduate Level ◽  
National Athletic Trainers Association ◽  
Athletic Training Faculty

The commissioners of the Commission on Accreditation of Athletic Training Education (CAATE) and the Board of Directors of the National Athletic Trainers’ Association (NATA) have acted to move the professional degree in athletic training from a bachelor’s degree to a graduate degree. The decision was largely based upon growth of the profession and aligning with the face of healthcare education. Therefore, we wanted to understand the perceived benefits of the graduate model. Using a qualitative paradigm, we electronically interviewed 29 students and faculty members (13 athletic training faculty and program directors, 16 students) currently in Professional Masters Athletic Training Programs (PM ATP). These represented 13 of the 29 (45%) CAATE-accredited PM ATPs. Five themes emerged from the data: (1) engagement and time spent in clinical education allows students to prepare for their roles as athletic trainers, (2) faculty stress the importance of interprofessional education, (3) expecting prior foundational knowledge allows focused education training at the graduate level, (4) increased professional commitment to stay in athletic training rather than use the training/education as a stepping-stone to other career paths, and (5) higher student maturity facilitates deeper learning. Based on these results, the perceived benefits of the PM ATP model are multifactorial.

scholarly journals Educational Preparation and Experiences in the Clinical Setting: Entry-Level Clinical Athletic Trainers' Perspectives

2011 ◽  
Vol 6 (3) ◽  
pp. 145-153 ◽  
Author(s):  
Jim Schilling
Keyword(s):  
Job Satisfaction ◽  
Athletic Training ◽  
Communication Skills ◽  
Clinical Setting ◽  
Athletic Trainers ◽  
Online Questionnaire ◽  
Certified Athletic Trainers ◽  
Educational Preparation ◽  
Entry Level ◽  
Analysis Strategy

Context: The clinical job setting: (Outpatient/Ambulatory/Rehabilitation Clinic) should no longer be referred to as a nontraditional setting as it employs the greatest percentage of certified members. Understanding the experiences, knowledge, and skills necessary to be successful in the clinical setting as entry-level certified athletic trainers (ATs) is critical information for future Athletic Training Education Program (ATEP) curriculums, continuing education, and post-graduate fellowships. Objective: To gain an understanding of the general experiences encountered and perceived educational preparation necessary for entry-level ATs in the clinical setting. Design: Online questionnaire. Setting: Clinical. Participants: 15 entry-level clinical ATs. Main Outcome Measures: Experiences and educational preparation in the clinical setting as perceived by clinical ATs using an inductive content analysis strategy. Results: Most subjects entered the clinical setting upon graduation and were attracted by fewer hours and higher salaries. The most positive experience once hired was learning from colleagues and the greatest job satisfaction occurred when helping people. The participants also suggested that future graduates should feel confident when entering this setting. While the participants felt ill-prepared regarding insurance issues and communication skills, they felt well-prepared in injury evaluation and treatment. Overall, they found insurance restrictions limiting the scope of care they could give the most challenging. Conclusion: Athletic training graduates are attracted to the higher salary and shorter work hours associated with the clinical setting, but still associate helping people as primary to their job satisfaction. Although most entry-level ATs perceived themselves as well prepared for the clinical setting, weakness in the areas of insurance issues and communication skills were identified.

scholarly journals Part I: Doctoral Education in Athletic Training. The Post-Professional Education Committee Doctoral Education Workgroup Report

2018 ◽  
Vol 13 (3) ◽  
pp. 196-204 ◽  
Author(s):  
Jeff G. Seegmiller ◽  
David H. Perrin ◽  
Kellie C. Huxel Bliven ◽  
Russell T. Baker
Keyword(s):  
Athletic Training ◽  
Professional Education ◽  
Professional Growth ◽  
Doctoral Education ◽  
Athletic Trainers ◽  
Doctoral Degree ◽  
Health Professions ◽  
Student Interest ◽  
Education Programs ◽  
Education Committee

Context:The academic environment for athletic training is changing following the degree recommendations for professional education programs.Objective:To provide historical context by presenting definitions and information on doctoral degree programs in other health professions.Background:The National Athletic Trainers' Association called for a detailed analysis on doctoral education, and a workgroup was appointed by the Post-Professional Education Committee to fulfill this charge.Synthesis:Expert panel consensus. Data were extracted from a search of 38 databases in the University of Washington library, limiting results to full-text articles published in English between the years 2006 and 2016. Various supporting sources, including professional organizations, accrediting-body Web sites, and the US Department of Labor database, were used for regulatory and professional practice data. Two historical references were used to clarify definitions and provide context.Results:Many health professions began with apprenticeship or certificate models, professional growth led to progressive degree designations such that the majority have now adopted a professional doctorate educational model wherein the professional degree is the terminal degree for professional advancement. Some health professions use residency training as the graduate education equivalent for advanced-practice education, whereas others do not. Only nursing continues to offer professional education at the baccalaureate level.Recommendation(s):There is a growing need for research to further understand best practices in doctoral education and the educational routes athletic trainers pursue. Collection and analysis of new data and examination of past and present doctoral education programs will facilitate recommendations for the future of doctoral education in athletic training.Conclusion(s):Various postprofessional educational models exist among health professions, with different impacts on professional roles, clinical opportunities, student interest, research productivity, and faculty recruitment and retention. The recently created doctor of athletic training programs may be considered a hybrid model providing advanced training in both clinical and research skills.

scholarly journals Influence of State-Level Emergency Planning Policy Requirements on Secondary School Adoption

2020 ◽  
Vol 55 (10) ◽  
pp. 1062-1069 ◽  
Author(s):  
Samantha E. Scarneo-Miller ◽  
Zachary Y. Kerr ◽  
William M. Adams ◽  
Luke N. Belval ◽  
Douglas J. Casa
Keyword(s):  
Secondary School ◽  
Action Plan ◽  
Athletic Trainers ◽  
State Level ◽  
Prevalence Ratio ◽  
Position Statement ◽  
Emergency Planning ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Training Requirements

Context Emergency action plans (EAPs) are a critical component in the management of catastrophic sport-related injury. Some state high school athletics associations and state legislation have required that schools develop EAPs, but little research exists on the influence of a statewide policy requirement on local adoption of these policies. Objective To examine the efficacy of a statewide policy requirement on local adoption of an EAP. Design Cross-sectional study. Setting Online questionnaire. Patients or Other Participants Secondary school athletic trainers were invited to complete a survey (n = 9642); 1136 completed the survey, yielding an 11.7% response rate. Main Outcome Measure(s) Survey responses on the adoption of EAPs along with cardiopulmonary resuscitation and automated external defibrillator (CPR/AED) requirements were cross-referenced with published statewide policies to determine the prevalence of EAP adoption. We evaluated the adoption of emergency action plan components based on the National Athletic Trainers' Association's emergency planning position statement along with CPR/AED requirements to determine component-specific prevalence. We compared the prevalence of EAP and component adoption between states that required EAPs and specific components of EAPs and states without such requirements. Results Athletic trainers in states that required adoption of an EAP reported including more components of the emergency planning position statement (mean = 8 ± 4, median = 9) than in states without a requirement (mean = 7 ± 4, median = 8). The adoption of EAP components did not differ between states that required specific components of the EAP versus development of the EAP only. However, schools in states with both EAP and CPR/AED training requirements reported higher rates of CPR/AED training implementation (95.5%) than states that only required CPR/AED training (81.6%, prevalence ratio = 1.10, 95% confidence interval = 1.01, 1.20). Conclusions Based on these data, statewide policy requirements for the development of an EAP may be associated with increasing adoption of EAPs.

scholarly journals A Qualitative Description of Self-Regulatory Behaviors of Male Expert and Novice Athletic Trainers in Collegiate Settings

2011 ◽  
Vol 6 (3) ◽  
pp. 136-144 ◽  
Author(s):  
Fredrick A. Gardin ◽  
David A. Middlemas ◽  
James M. Mensch
Keyword(s):  
Athletic Training ◽  
Clinical Evaluation ◽  
Professional Education ◽  
Domain Knowledge ◽  
Athletic Trainers ◽  
Analysis Data ◽  
Qualitative Description ◽  
Learning Behaviors ◽  
Self Regulated Learning ◽  
Regulated Learning

Context: Understanding the transition from a novice to an expert has the potential to provide valuable information for young professionals and athletic training educators to aid in the development of tools necessary for lifetime professional learning. Objective: The purpose of this study was to identify and describe the self-regulated learning behaviors of male athletic trainers used to develop expertise in clinical evaluation and diagnosis domain knowledge in athletic training. Design: Descriptive qualitative study using a phenomenological approach. Setting: NCAA Division I and II colleges in NATA District 3 (DC, MD, NC, SC, VA, and WV.) Participants: A total of 20 male n = 10 novice (limited experiences) and n = 10 expert (at least 10 years of experience) athletic trainers in the college setting participated in the study. Data Collection and Analysis: Data were collected using an interview and questionnaire. Data were transcribed and analyzed using interpretive thematic analysis procedures. Member checks, triangulation of data, audit trail, and peer debriefing techniques were utilized to ensure trustworthiness of the data. Results: Three major themes of (1) environment, (2) experiences and goals, and (3) sources of feedback were identified and appear to describe different ways of self-regulating learning behaviors in the clinical evaluation and diagnosis domain. Conclusions: Awareness of the types of experiences needed to develop in the clinical evaluation and diagnosis domain is important to the athletic training profession. The findings of this descriptive study raise questions regarding future study of self-regulated behaviors. Post-professional education might benefit from a better understanding of self-regulated learning but research is needed.

scholarly journals The construction of leadership practice: Making sense of leader competencies

Leadership ◽  
2021 ◽  
pp. 174271502199649
Author(s):  
Dag Jansson ◽  
Erik Døving ◽  
Beate Elstad
Keyword(s):  
Professional Practice ◽  
Leadership Competencies ◽  
The Self ◽  
Leadership Practice ◽  
Choral Conductors ◽  
Making Sense ◽  
Sensemaking Process ◽  
The Face ◽  
Depth Interviews ◽  
Selection Of

The notion of leadership competencies is a much-debated issue. In this article, we propose that how the leader makes sense of his or her competencies is key to leadership practice. Specifically, we look at how leaders reconcile discrepancies between the self-perceived proficiency of various competencies and their corresponding importance. Empirically, we study leaders within the music domain – how choral conductors make sense of their competencies in the shaping of their professional practice. We investigated how choral leaders in Scandinavia ( N = 638) made sense of their competencies in the face of demands in their working situations. A mixed methodology was used, comprising a quantitative survey with qualitative comments and in-depth interviews with a selection of the respondents. The results show that when choral leaders shape their practice, they frequently face competency gaps that compel them to act or adjust their identity. The key to this sensemaking process is how they move competency elements they master to the foreground and wanting elements to the background. The concept of ‘sensemaking affordance’ is introduced to account for how various leader competency categories are negotiated to safeguard overall efficacy.

scholarly journals Assessing Overall Diet Quality: Development and Evaluation of the Performance of a Short Self-Administrated Questionnaire SCASA

Nutrients ◽  
2021 ◽  
Vol 13 (2) ◽  
pp. 677
Author(s):  
Maaike Kruseman ◽  
Angeline Chatelan ◽  
Eddy Farina ◽  
Isabelle Carrard ◽  
Jeremy Cela ◽  
...  
Keyword(s):  
Diet Quality ◽  
Quantitative Assessment ◽  
Construct Validation ◽  
Adult Population ◽  
The Self ◽  
Food Record ◽  
Online Questionnaire ◽  
Altman Plot ◽  
Bland Altman Plot ◽  
French Speaking

Several tools assessing diet quality have been developed over the last decades, but their use in public health and clinical practice is limited because they necessitate detailed quantitative assessment of food intake. Our goal was to develop and validate a score (Score d’Alimentation Saine, SCASA) based on a short self-administrated online questionnaire to assess overall diet quality. SCASA targets the adult population in French-speaking Switzerland, but it was designed in a way enabling its adaptation for other regions. The choice of the items involved experts and lay volunteers. Construct validation and inter-method reliability were assessed by screening meal plans and by comparing the self-rated scores with food-record derived scores (kappa and Bland–Altman). SCASA (17 components) discriminated adequately balanced from imbalanced meal plans (93–95% and 44–46% of maximal score). Agreement between self-assessed and food record-based scores ranged between >90% (3 items), 80–89% (3 items), 70–79% (4 items), and <70% (5 items). The Bland–Altman plot showed a mean difference of −1.60 (95% CI −2.36 to −0.84), indicating a slight overestimation of the self-assessed diet quality compared to the food record. SCASA offers a reliable way to assess overall diet quality without requiring burdensome data collection or nutrient calculations.

Athletic Trainers’ Viewpoints of Patient-Centered Care

2021 ◽  
Author(s):  
Carly J. Wilson ◽  
Lindsey E. Eberman ◽  
Ansley S. Redinger ◽  
Elizabeth R. Neil ◽  
Zachary K. Winkelmann
Keyword(s):  
Athletic Training ◽  
Task Force ◽  
Athletic Trainers ◽  
Core Competency ◽  
Principal Component ◽  
Patient Centered Care ◽  
International Classification Of Functioning ◽  
Patient Centered ◽  
Centered Care ◽  
Icf Model

Abstract Background The core competency of patient-centered care (PCC) states that for positive patient outcomes, the provider must respect the patient’s views and recognize their experiences. The Athletic Training Strategic Alliance Research Agenda Task Force identified a profession-wide belief that examining the extent to which athletic trainers (ATs) provide PCC in their clinical practice would benefit the profession. To first address this line of inquiry, we must study the subjectivity of how ATs view PCC. Methods We used Q methodology to allow participants to share their viewpoints while simultaneously exploring the study aim from a quantitative and qualitative perspective. A total of 115 (males = 62, females = 53, age = 37 ± 10 y, experience = 13 ± 10 y) ATs dispersed between 11 job settings volunteered for this study. Participants were asked to pre-sort (agree, disagree, neutral) 36 validated statements representing the 8 dimensions of PCC. The participants completed a Q-sort where they dragged-and-dropped the pre-sorted statements based on perceived importance in providing PCC. The Q-sorts were analyzed using QMethod software. A principal component analysis was used to identify statement rankings and factors. Factors were determined by an Eigenvalue > 1 and analyzed using a scree plot. The 6 highest selected statements per factor were assessed to create the distinguishing viewpoints. Results Two distinguishing viewpoints emerged from the Q-sorts. The statement “ATs treat patients with dignity and respect” appeared as a high ranked statement in both distinguishing viewpoints. The lowest ranked statement from viewpoint 1 was “ATs integrate the International Classification of Functioning, Disability, and Health (ICF) model as a framework for delivery of patient care.” The lowest ranked statement from viewpoint 2 was “Appointment scheduling is easy.” Conclusions ATs value patient’s preferences. However, a lack of importance was identified for incorporating the ICF model, which is a core competency and adopted framework by the NATA since 2015.

Spiritual Exercises, Improvisation, and Moral Perfectionism

2016 ◽  
Author(s):  
Arnold Davidson
Keyword(s):  
The Self ◽  
Spiritual Exercises ◽  
Ethical Practice ◽  
Care Of The Self ◽  
Spiritual Self ◽  
Experimental Attitude ◽  
Moral Perfectionism

Abstract: Beginning with Pierre Hadot’s idea of spiritual exercises and Stanley Cavell’s conception of moral perfectionism, this essay argues that improvisation can be understood as a practice of spiritual self-transformation. Focusing on the example of Sonny Rollins, the essay investigates the ways in which Rollins’ improvisations embody a series of philosophical concepts and practices: the care of the self, the Stoic exercise of cosmic consciousness, the problem of moral exemplarity, the ideas, found in the later Foucault, of a limit attitude and an experimental attitude, and so on. The underlying claim of the essay is that improvisation is not only an aesthetic exercise, but also a social and ethical practice that can give rise to existential transformations.

Sign in / Sign up

Export Citation Format

Share Document