scholarly journals Part II: Examining Stakeholder Perceptions of the Postprofessional Clinical Doctoral Degree in Athletic Training

2018 ◽  
Vol 13 (3) ◽  
pp. 205-218 ◽  
Author(s):  
Kellie C. Huxel Bliven ◽  
Kelly Potteiger ◽  
Russell T. Baker ◽  
William A. Pitney
Keyword(s):  
Athletic Training ◽  
Master's Degree ◽  
Clinical Skills ◽  
Doctoral Degree ◽  
Advanced Degree ◽  
Clinical Expertise ◽  
Significant Difference ◽  
Master’S Degree ◽  
Educational Degree ◽  
Faculty And Administrators

Context: As health care education evolves, so do the required educational degree levels. In athletic training, the master's degree has traditionally represented the advanced degree option, but clinical doctoral education is relatively new and not well understood. Objective: To explore stakeholders' perceptions of the postprofessional clinical doctorate in athletic training (DAT). Design: Population survey. Patients or Other Participants: Survey participants included 254 faculty members, 150 administrators, 334 clinicians, and 131 employers. Intervention(s): Four surveys designed to gauge perceptions of the DAT. Main Outcome Measure(s): Descriptive statistics were calculated to describe perceptions. Qualitative data from open-ended questions were analyzed inductively and organized into themes. Results: Faculty and administrators were more familiar with various degrees (71.8%–82.3%), whereas clinicians and employers indicated no or little (52.5%–58.0%) familiarity with clinical doctoral degrees. There was discord between faculty and administrators regarding the viability of the DAT as an alternative to the postprofessional master's degree. Faculty believed the DAT would help advance knowledge and clinical skills among practitioners. Administrators believed in increased education and clinical expertise of faculty, increased productivity, and an alternative avenue for hiring faculty for those with a DAT. Hiring concerns, research productivity, friction among degree holders, program expense, and lack of understanding of the degree were negative implications reported by administrators. Clinician interest in pursuing a DAT was divided (47.5% interested, 52.5% not interested). Reasons for pursuing the DAT included increased clinical ability, desire to transition to a faculty role, and advancement. Employers were divided as to whether they would hire a DAT. Employer concerns included lack of adequate compensation and lack of significant difference in clinician skills. Conclusions: Support for the DAT by all stakeholders exists. However, there are concerns and a general lack of understanding about the degree that should be addressed among all stakeholder groups.

scholarly journals Evaluation of the readiness of nurse anesthetists in Ghana for a master’s degree completion program: An exploratory, observational study

2019 ◽  
Vol 9 (11) ◽  
pp. 114
Author(s):  
Philip Kwame Kwetey ◽  
Donna Nyght ◽  
Paul Bennetts
Keyword(s):  
Observational Study ◽  
Master's Degree ◽  
Nurse Anesthetists ◽  
Advanced Degree ◽  
Clinical Expertise ◽  
Surgical Access ◽  
Anesthesia Providers ◽  
Master’S Degree ◽  
Clinical Anesthesia ◽  
Anesthesia Education

Ghana is a developing country in West Africa with limited anesthesia providers impacting surgical access and anesthesia safety. There are only two anesthesia providers per 100,000 population, with the majority of providers being nurse anesthetists, most of whom hold only diplomas, and more recently, bachelor’s in anesthesia education. This paper reports an observational study exploring the prospects of an advanced degree at the master’s degree level for practicing nurse anesthetists in Ghana. Three focus groups and one semi-structured individual interview were conducted with a total of 69 participants. Four major themes emerged following data analysis: desire for improved clinical expertise; focus on research methods to improve patient outcomes; perceived inadequate physician support for graduate nurse anesthetists (NA) education and infrastructure; and desires for an advanced degree for career progression. Findings highlight the readiness of nurse anesthetists in Ghana for an advanced degree and the necessary infrastructure and needed areas of clinical anesthesia education and research that must be included in the curriculum development for a master’s level education.

scholarly journals Student-Retention and Career-Placement Rates Between Bachelor's and Master's Degree Professional Athletic Training Programs

2015 ◽  
Vol 50 (9) ◽  
pp. 952-957 ◽  
Author(s):  
Thomas G. Bowman ◽  
Stephanie M. Mazerolle ◽  
William A. Pitney ◽  
Thomas M. Dodge ◽  
Jay Hertel
Keyword(s):  
Athletic Training ◽  
Training Programs ◽  
Master's Degree ◽  
Retention Rate ◽  
Bachelor's Degree ◽  
Retention Rates ◽  
Web Based ◽  
Professional Programs ◽  
Career Placement ◽  
Master’S Degree

Context  The debate over what the entry-level degree should be for athletic training has heightened. A comparison of retention and career-placement rates between bachelor's and master's degree professional athletic training programs may inform the debate. Objective  To compare the retention rates and career-placement rates of students in bachelor's and master's degree professional programs. Design  Cross-sectional study. Setting  Web-based survey. Patients or Other Participants  A total of 192 program directors (PDs) from bachelor's degree (n = 177) and master's degree (n = 15) professional programs. Intervention(s)  The PDs completed a Web-based survey. Main Outcome Measure(s)  We instructed the PDs to provide a retention rate and career-placement rate for the students in the programs they lead for each of the past 5 years. We also asked the PDs if they thought retention of students was a problem currently facing athletic training education. We used independent t tests to compare the responses between bachelor's and master's degree professional programs. Results  We found a higher retention rate for professional master's degree students (88.70% ± 9.02%, 95% confidence interval [CI] = 83.71, 93.69) than bachelor's degree students (80.98% ± 17.86%, 95% CI = 78.30, 83.66) (t25 = −2.86, P = .008, d = 0.55). Similarly, PDs from professional master's degree programs reported higher career-placement percentages (88.50% ± 10.68%, 95% CI = 82.33, 94.67) than bachelor's degree professional PDs (71.32% ± 18.47%, 95% CI = 68.54, 74.10) (t20 = −5.40, P < .001, d = 1.14). Finally, we observed no difference between groups regarding whether retention is a problem facing athletic training (χ21 = 0.720, P = .40, Φ = .061). Conclusions  Professional master's degree education appears to facilitate higher retention rates and greater career-placement rates in athletic training than bachelor's degree education. Professional socialization, program selectivity, and student commitment and motivation levels may help to explain the differences noted.

scholarly journals Professor dr hab. Maria Lisiewska

2015 ◽  
Vol 50 (1) ◽  
Author(s):  
Małgorzata Stasińska
Keyword(s):  
Master's Degree ◽  
Doctoral Degree ◽  
Natural Sciences ◽  
Master’S Degree ◽  
Scientific Achievements ◽  
Adam Mickiewicz

<p>The article presents the biography and scientific achievements of Professor Maria Lisiewska. She earned master’s degree and Ph.D. in natural sciences from Adam Mickiewicz University in Poznań. After earning her doctoral degree, she stayed at Adam Mickiewicz University in Poznań and conducted her thrilling research on mycology and taught until now. Prof. Maria Lisiewska is an author of many books, articles, and other scholarly reports.</p>

Doktorat a sytuacja zawodowa kobiet i mężczyzn

2021 ◽  
pp. 286-304
Author(s):  
Urszula Sztanderska ◽  
Gabriela Grotkowska
Keyword(s):  
Master's Degree ◽  
Wage Growth ◽  
Doctoral Degree ◽  
Economic Benefits ◽  
Rate Of Return ◽  
Employment Structure ◽  
Per Se ◽  
Master’S Degree ◽  
And Gender

Obtaining a doctoral degree has recently gained popularity in Poland, especially in some areas of education (such as law or medicine). In this article we try to answer whether the doctorate provides economic benefits to its holders. In order to answer this question, the employment (structure and frequency) of individuals with a Ph.D. was analysed, and their wages and the rate of return to Ph.D. degree were assessed, i.e. the income of individuals with a Ph.D. was compared to the income they would get holding “only” a master’s degree and not having spent time on achieving the doctorate. Generally, in Poland the doctorate per se does not ensure an increase in income, but in certain occupations it is a necessary promotion tool. The wage growth of the individuals with Ph.D. depends of their place of employment and gender. Women gain less from having a doctoral degree, which - as it has been assumed - may also weaken their incentives to obtain it.

scholarly journals A Review of Undergraduate Athletic Training Program Entrance Requirements.

2017 ◽  
Author(s):  
Christopher Brown ◽  
Kelly Potteiger ◽  
Kimberly Keeley ◽  
Andrew Lundgren ◽  
Shannon David
Keyword(s):  
Athletic Training ◽  
Master's Degree ◽  
Selection Process ◽  
Major Change ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Admission Process ◽  
Admissions Criteria ◽  
Master’S Degree ◽  
The Individual

Purpose: Athletic Training (AT) education is undergoing a major change with the transition to the professional Master’s degree. This evolution provides opportunity for faculty to reassess programmatic requirements. Admissions criteria is the first benchmark set for students and may predict future success. Currently, there is no evidence describing common AT entrance requirements. Objective(s): To determine current practices in AT admissions, establish best practices for developing admissions criteria, and discuss the potential impact of the transition to professional master’s degree on the admissions process. Methods: Design: Cross-Sectional Study. Setting(s): Web-based survey in the fall of 2014. Participant(s): 361 undergraduate program directors received the survey; 117 (32.4%) responded. Intervention(s): The survey consisted of 28 questions: 15 demographics questions and 13 questions relating to: Academic structure (1 question), Program admissions procedures (5 questions), and Selection Process (7 questions). Main Outcome Measure(s): Descriptive statistics were calculated for each variable. Results: There were 117 responses, representing all 10 NATA districts. Ninety-seven percent (n=114) use a secondary admission process. Additionally, the majority of programs (n=94, 89.5%) reported using a combination of GPA data when making admissions decisions (i.e. major GPA and overall GPA). Seventy-two percent (n=84) of programs require clinical experience hours (mean 47.64 ±33.68) prior to admission. Personal attributes were assessed through the use of interviews, essays, and other written documents. Conclusions: There are many factors that may affect a program’s outcome. However, it all begins with the individual program’s admission process. To strengthen the program’s quality, faculty members must review their current admission criteria to ensure each requirement is purposeful, relevant, and non-discriminatory.

scholarly journals Critical-Thinking Skills of First-Year Athletic Training Students Enrolled in Professional Programs

2017 ◽  
Vol 12 (1) ◽  
pp. 18-25
Author(s):  
Dana K. Bates ◽  
Jill A. Sikkema ◽  
Suzette M. Nynas ◽  
Clinton Culp
Keyword(s):  
Critical Thinking ◽  
Athletic Training ◽  
Master's Degree ◽  
Thinking Skills ◽  
Bachelor's Degree ◽  
Critical Thinking Skills ◽  
First Year ◽  
Athletic Training Students ◽  
Professional Degree ◽  
Master’S Degree

Context:The Examination of Professional Degree Level document presented to the National Athletic Trainers' Association Board of Directors states that research in athletic training education has not investigated differences in the critical-thinking skills of professional athletic training students.Objective:Investigate the differences in critical thinking and other demographic variables across first-year athletic training students enrolled in professional bachelor's- and master's-degree programs.Design:Quantitative study.Setting:District 10 athletic training programs.Patients or Other Participants:Students (N = 40) enrolled within their first 6 months of a professional athletic training program were asked to complete the California Critical Thinking Skills Test (CCTST). Twelve first-year master's-degree students (8 female, 4 male) and 28 bachelor's-degree students (18 female, 10 male) completed the CCTST (age = 20.73 ± 3.09 years).Main Outcome Measure(s):Athletic training students in District 10 were asked to complete the CCTST during the first 6 months of their respective programs. Independent t tests were used to evaluate the difference in critical-thinking scores between professional master's- and bachelor's-degree athletic training students. A 1-way analysis of variance was conducted to determine differences in critical-thinking skills with regard to gender, age, and parental educational level.Results:There were no statistically significant differences in critical-thinking skills between bachelor's- and master's-degree athletic training students enrolled in a professional athletic training program (P = .991). Additionally, there were no statistically significant differences in critical-thinking skills with regard to gender (P = .156), age (P = .410), or parental education level (P = .156).Conclusions:The results suggest master's students do not have greater critical-thinking skills than professional bachelor's students before engaging in athletic training education. Therefore, as the professional degree of athletic training transitions to the graduate level, athletic training educators may need to investigate and use pedagogical practices that will graduate critically thinking athletic trainers.

scholarly journals Master’s-Level Education in the Governmental Public Health Workforce

2020 ◽  
Vol 135 (5) ◽  
pp. 650-657
Author(s):  
Jonathon P. Leider ◽  
Katie Sellers ◽  
Kyle Bogaert ◽  
Brian C. Castrucci ◽  
Paul C. Erwin
Keyword(s):  
Public Health ◽  
Health Workforce ◽  
Master's Degree ◽  
Public Health Workforce ◽  
Health Departments ◽  
Local Public Health ◽  
Public Health Training ◽  
Significant Difference ◽  
Master’S Degree ◽  
State And Local

Objectives More than 16 000 graduate degrees in public health are awarded annually. Yet only 14% of the governmental public health workforce has formal public health training of any kind, and 8% has a master of public health (MPH) degree. We characterized the differences among governmental staff members with master’s degrees across US health departments. Methods We used data from the 2017 Public Health Workforce Interests and Needs Survey, a national survey of state and local public health departments (43 669 responses; response rate, 48%). We examined the characteristics of the workforce by educational attainment and compared respondents who had obtained a “terminal” (ie, highest degree obtained) MPH degree with respondents who had obtained a terminal non–public health (non-PH) master’s degree. Results Respondents who had a non-PH master’s degree were as likely as respondents who had an MPH degree to hold a supervisory role (43% vs 41%; P = .67). We found only 1 significant difference between the 2 groups: respondents aged ≤40 with a terminal MPH degree were significantly less likely than respondents aged ≤40 with a non-PH master’s degree to earn more than the national average salary (adjusted odds ratio = 0.67; 95% CI, 0.47-0.97; P = .03). Conclusions We found only marginal differences in career outcomes for people working in governmental public health who had a terminal MPH degree vs a terminal non-PH master’s degree. This finding does not necessitate a full reconsideration of the MPH as it relates to governmental public health practice but a greater recognition that there are multiple paths into practice.

scholarly journals Pedagogical development in TAMK – Finnish approach to paradigm shift in education

2016 ◽  
Vol 3 (6) ◽  
Author(s):  
Päivi Karttunen
Keyword(s):  
Applied Sciences ◽  
Higher Education ◽  
Master's Degree ◽  
Doctoral Degree ◽  
Doctoral Studies ◽  
College System ◽  
Universities Of Applied Sciences ◽  
Master Level ◽  
Master’S Degree ◽  
The Moment

Higher education has changed a lot during the past 25 years in Finland. The universities of applied sciences (UAS) were established in the 1990s when the former college system became higher education. At the moment there are 22 universities of applied sciences and 14 universities. Universities and universities of applied sciences have their own profile and legislation as well. About 23 000 bachelor-level students and 2200 master-level students graduate from the UASs annually. It is quite normal that in universities all students will complete the master’s degree with about 15 000 students getting their master’s degree and 1821 getting their doctoral degree annually. In UASs it is not possible to complete doctoral studies.

scholarly journals Leadership is Positively Related to Athletic Training Students' Clinical Behaviors

2012 ◽  
Vol 7 (3) ◽  
pp. 95-102 ◽  
Author(s):  
Matthew R. Kutz
Keyword(s):  
Leadership Development ◽  
Athletic Training ◽  
Internal Consistency ◽  
Positive Relationship ◽  
Clinical Skills ◽  
Leadership Behavior ◽  
Student Leadership ◽  
Athletic Training Students ◽  
Entry Level ◽  
Significant Difference

Context: Leadership development by health professionals positively affects patient outcomes. Objective: To 1) determine if there is any relationship between demonstrated leadership behaviorsandclinical behaviors among entry-level AT students (ATS); 2) to explore if the level of leadership behavior changes between ATS level; and 3) to determine if preceptors and students rate leadership and clinical behaviors differently. Design: Non-parametric quantitative, non-experimental exploratory. Setting: Assessments of ATS in an entry level undergraduate AT education program. Participants: Preceptors and Athletic Training Students. Main Outcome Measures: Archived AT Student Leadership and Clinical Skills Evaluations (ATSLCSE) were analyzed from 2008 to 2010. After the ATSLCSE was assessed for internal consistency and validity, Spearman rho correlations were use to measure the relationship between leadership and clinical behaviors, Mann-Whitney U tests to measure differences between gender and preceptor and ATS ratings, and Kruskal-Wallistests to assess the differences between ATS levels. Results: ATSLCSE had satisfactory internal consistency (α = .91), with criterion-related predictive validity established with correlations ranging from r=.61 to .83(p&lt;.01). The data showed a positive relationship between leadership and clinical behaviors(r = .80,P&lt;.01),significant differences in clinical behaviors and demonstrates leadership behaviors between ATS levels (χ2(2, N=442)=24.66, P=&lt;.001 and χ2(2, N=442)=41.00, P=&lt;.001, respectively), that preceptors rated students'clinical behaviors higher than the students rated themselves (U=20924.500, Z=−.2.424, P=.015),and that females had higher attendance than males (U = 21095.000, Z =−2.08, P=.037). Conclusions: Leadership has a positive relationship to clinical behaviors, with demonstrated behaviors increasing as the ATS progressed through the program. There was also a significant difference between preceptorand student ratings in terms of the students' clinical behaviors. Therefore, educators should consider leadership an important aspect of clinical preparation.

scholarly journals Registered nurses’ experiences with master’s degree competence in the specialist health service: A qualitative descriptive study

2020 ◽  
Vol 40 (4) ◽  
pp. 221-228
Author(s):  
Siri Kjellaas ◽  
Gunilla Fredheim ◽  
Øyfrid Larsen Moen
Keyword(s):  
Health Service ◽  
Registered Nurses ◽  
Evidence Based Practice ◽  
Master's Degree ◽  
Clinical Skills ◽  
Evidence Based ◽  
Positive Contribution ◽  
Master's Degrees ◽  
Expectation Gap ◽  
Master’S Degree

The application of master’s degree competence in nursing practice has been a hot topic of debate in various forums in recent years. International findings suggest that nurses with master’s degrees can make a positive contribution to the quality of services and patient safety, and an association has been suggested between higher education in nursing and a reduced mortality rate in hospitals. Therefore, this study aimed to investigate registered nurses’ (RNs’) experiences with how a master’s level education affected their work in the specialist health service. An inductive qualitative study design was used. Data were collected through focus group interviews with 18 participants in five groups and analysed using content analysis. This study is reported in accordance with COREQ. The results showed an ‘expectation gap’ between the RNs with master’s degrees and their managers. Our findings also reflected the RNs’ ambivalent experiences of being both a threat and a resource. The application of the competence describes the desire to utilise and recognise the master’s qualification. Furthermore, expectations for the future in the specialist health service were focussed on more evidence-based practice. The results of this study highlight that enhanced competence is a priority area aimed at meeting current and future needs for evidence-based practice and effective services. Clinical master’s degrees place emphasis on both the RNs’ clinical skills and their ability to obtain and apply new knowledge.

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