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

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

Context: The professional preparation of newly credentialed athletic trainers (ATs) has been passionately debated. Understanding how newly credentialed ATs feel they are prepared will help enhance professional preparation. Objective: Explore newly credentialed ATs' perceptions of their professional preparation for their role. Design: Phenomenological qualitative. Setting: Phone interviews with graduate assistant ATs in the collegiate setting. Patients or Other Participants: Nineteen collegiate graduate assistants (15 female, 4 male; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I: 13, II: 3, III: 2, National Association of Intercollegiate Athletics: 2; postprofessional athletic training program: 6). Main Outcome Measure(s): Participants were recruited via an e-mail from the National Athletic Trainers' Association database sent to all certified students. Data were collected via phone interviews, which were recorded and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenological reduction, with data coded for common themes and subthemes. Credibility was established via member checks and peer debriefing. Results: Two themes emerged: facilitators and barriers. Overall, participants felt academically prepared for their role, but preparedness was often dependent on the facilitators of academic rigor, hands-on opportunities in clinical education, and their preceptor. Barriers included a lack of rigor in the academic setting, lack of active opportunities in clinical education, the culture of clinical experiences, and incongruence. Incongruence existed when students were exposed to all the competencies during didactic education, but never gained experience with some skills (eg, rehabilitation, documentation, communication) if situations never arose or they were not actively involved clinically. Conclusions: Athletic training students are being exposed to a variety of learning experiences academically, but often do not gain clinical experience if situations do not arise or preceptors do not allow active participation. To ensure new ATs are prepared, academic programs need to ensure rigor and place students with preceptors who provide active learning opportunities.

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

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

Context: Many new athletic trainers (ATs) obtain graduate-assistant (GA) positions to gain more experience and professional development while being mentored by a veteran AT; however, GA ATs' perceptions of the supervisor's role in professional development are unknown. Objective: To explore the supervisor's role in the professional development of GAs in the collegiate setting. Design: Qualitative study. Setting: Phone interviews. Patients or Other Participants: A total of 19 collegiate GAs (15 women, 4 men; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I = 13, II = 3, III = 2; National Association of Intercollegiate Athletics = 2; postprofessional athletic training program = 5). Data Collection and Analysis: Data were collected via phone interviews and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenologic reduction. Trustworthiness was established via member checks and peer review. Results: Three themes emerged: (1) GAs' expectations of supervisors, (2) professional development, and (3) mentoring and support. Participants expected their supervisors to provide mentorship, support, and feedback to help them improve their athletic training skills, but they also realized supervisors were busy with patient care responsibilities. Most participants felt their supervisors were available, but others believed their supervisors were too busy to provide support and feedback. Participants felt their supervisors provided professional development by teaching them new skills and socializing them into the profession. Furthermore, they thought their supervisors provided mentorship professionally, personally, and clinically. Supervisors supported the participants by standing behind them in clinical decisions and having open-door policies. Conclusions: The graduate assistantship allows new ATs to gain experience while pursuing professional development, mentorship, and support from a supervisor. The extent of development is highly dependent on the supervisor, but most supervisors mentor GAs. When looking for graduate assistantships, future GAs should seek positions in which supervisors actively provide mentoring and professional development.

Supervising Athletic Trainers' Perceptions of Graduate Assistant Athletic Trainers' Professional Preparation

2015 ◽  
Vol 10 (4) ◽  
pp. 275-286 ◽  
Author(s):  
Ashley B. Thrasher ◽  
Stacy E. Walker ◽  
Dorice A. Hankemeier ◽  
William A. Pitney
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Athletic Trainers ◽  
Professional Preparation ◽  
Program Improvement ◽  
Snowball Sampling ◽  
Graduate Assistant ◽  
Professional Programs ◽  
Data Saturation ◽  
Board Of Certification

Context Recent debate has ensued regarding the readiness of newly credentialed athletic trainers (ATs) to function as independent clinicians. Some ATs believe the professional preparation of athletic training students is not adequate. Objective To describe supervisors' perceptions regarding the preparation of college graduate assistants (GAs) to practice as independent practitioners. Design Consensual qualitative research. Setting Individual phone interviews. Patients or Other Participants Twenty-one collegiate ATs who had supervised GAs in the collegiate setting for a minimum of 8 years (16 men, 5 women; years of supervision experience, 14.6 ± 6.6 years). Participants who met the inclusion criteria were recruited via e-mail from the Board of Certification database and through snowball sampling. Interviews were conducted until data saturation occurred. Main Outcome Measure(s) Data were collected via phone interviews, which were recorded and transcribed verbatim. Data were analyzed by a 4-person consensus team, who independently coded the data and compared ideas until consensus was reached and a codebook was created. Trustworthiness was established through member checks and multi-analyst triangulation. Results Three themes emerged: (1) previous preparation, (2) shortcomings in GAs, and (3) suggestions for athletic training program improvement. Supervisors felt GAs were prepared academically, but there were some gaps in preparation, such as their ability to independently practice and their rehabilitation skills. Shortcomings were professional communication, role execution, and personality. Supervisors felt preparation could be improved by increasing time in clinical education, developing communication skills, and having increased experience with psychosocial intervention, rehabilitation, and nonorthopedic conditions. Conclusions Didactic preparation of GAs is the best it has ever been, yet new ATs still need more experience while being mentored by experienced ATs. Professional programs could implement standardized patient experiences to provide opportunities for new ATs to practice in communication or in other areas of weakness.

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

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

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

Wet Bulb Globe Temperature Use in National Collegiate Athletic Association Football Bowl Subdivision Athletic Training Staffs

2020 ◽  
Vol 25 (6) ◽  
pp. 314-317
Author(s):  
Garrison A. Chan ◽  
Dale R. Wagner
Keyword(s):  
Athletic Training ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
Geographical Location ◽  
Football Bowl Subdivision ◽  
Wet Bulb Globe Temperature ◽  
Association Football ◽  
National Athletic Trainers Association ◽  
Globe Temperature ◽  
The University

Heat illnesses present a risk for athletes, especially football players. The National Athletic Trainers’ Association established recommendations to prevent heat illnesses, which include measuring wet bulb globe temperature (WBGT). This study aimed to determine the prevalence of WBGT use among the 130 National Collegiate Athletic Association Football Bowl Subdivision athletic training staffs. Of 82 respondents, 59 use WBGT to assess heat stress. The majority of Football Bowl Subdivision training programs (72% of respondents) use the WBGT, but adherence to this National Athletic Trainers’ Association recommendation varies throughout the season (practice versus games) and is likely influenced by the geographical location of the university.

scholarly journals Diagnostic Problem Solving in Male Collegiate Athletic Trainers

2014 ◽  
Vol 49 (4) ◽  
pp. 521-531 ◽  
Author(s):  
Fredrick A. Gardin ◽  
James M. Mensch
Keyword(s):  
Problem Solving ◽  
Athletic Training ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
Years Of Experience ◽  
Diagnostic Problem ◽  
Certified Athletic Trainers ◽  
Diagnostic Problem Solving ◽  
National Athletic Trainers Association ◽  
College Setting

Context: Knowledge and experience may be important factors for understanding expertise based upon a clinician's ability to select and execute an appropriate response as a clinician during injury evaluation. Objective: To describe how collegiate male certified athletic trainers represent injury-evaluation domain knowledge during a situational interview using a think-aloud protocol. Design: Qualitative. Setting: National Collegiate Athletic Association Division I and II colleges in National Athletic Trainers' Association District 3. Patients or Other Participants: A total of 20 male certified athletic trainers (n = 10 with less than 2 years of experience in the college setting and n = 10 with at least 10 years of experience in the college setting) participated in the study. Data Collection and Analysis: We collected data using a situational interview and questionnaire. Data were transcribed, reduced to meaningful units, and analyzed using verbal analysis procedures. Member checks, triangulation of data, field journaling, and peer-debriefing techniques were used to ensure trustworthiness of the data. Knowledge concepts were enumerated to describe differences between experts and novices. Results: Compared with novices, experts had more knowledge concepts of patient history and predictions and fewer concepts of situation appraisal. Conclusions: Expertise in athletic training shares traits with other areas in health care. Athletic training education and professional development may benefit from our understanding which cognitive processes differentiate expert practice. Future investigators should attempt to describe other settings and study diagnostic problem solving in a natural environment.

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 National Collegiate Athletic Association Division and Primary Job Title of Athletic Trainers and Their Job Satisfaction or Intention to Leave Athletic Training

2011 ◽  
Vol 46 (3) ◽  
pp. 312-318 ◽  
Author(s):  
Aaron B. Terranova ◽  
Jolene M. Henning
Keyword(s):  
Job Satisfaction ◽  
Athletic Training ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
Intention To Leave ◽  
Operating Conditions ◽  
Athletic Trainer ◽  
Fringe Benefits ◽  
Job Title ◽  
National Athletic Trainers Association

Context: Membership in the National Athletic Trainers' Association (NATA) has declined in recent years, generating much debate about professional commitment. Objective: To compare the contributing factors of job satisfaction and intention to leave athletic training of certified athletic trainers (ATs) employed in National Collegiate Athletic Association (NCAA) institutions. Design: Cross-sectional study. Setting: A link to a Web-based questionnaire containing the Spector Job Satisfaction Survey (JSS) and an original Intention to Leave Survey (ITLS) was distributed by e-mail to 1003 certified members of the National Athletic Trainers' Association. Patients or Other Participants: A total of 191 certified members of the NATA employed in a college or university setting in a primarily clinical capacity; representing all NCAA divisions; and having the job title of head athletic trainer, associate/assistant athletic trainer, or graduate assistant/intern athletic trainer. Main Outcome Measure(s): We used separate 3 × 3 factorial analyses of variance to compare the mean scores of each JSS subscale and of the ITLS with NCAA division and job title. A stepwise multiple regression was used to determine the strength of the relationships between the JSS subscales and the ITLS. Results: We found differences for job title in the subscales of Fringe Benefits (F2,182 = 7.82, P = .001) and Operating Conditions (F2,182 = 12.01, P < .001). The JSS subscale Nature of Work was the greatest indicator of intention to leave (β = −0.45). Conclusions: We found a strong negative correlation between various facets of job satisfaction and intention to leave athletic training. The NCAA division seemed to have no effect on an individual's job satisfaction or intention to leave the profession. In addition, only Fringe Benefits and Operating Conditions seemed to be affected by job title. The ATs had similar levels of job satisfaction regardless of NCAA division, and their job titles were not a major factor in job satisfaction.

scholarly journals Examining the Role Mentorship Plays in the Development of Athletic Training Preceptors

2016 ◽  
Vol 11 (3) ◽  
pp. 127-137 ◽  
Author(s):  
Sara Nottingham ◽  
Jessica L. Barrett ◽  
Stephanie M. Mazerolle ◽  
Christianne M. Eason
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Outcome Measure ◽  
Athletic Trainers ◽  
Athletic Training Education ◽  
Multiple Roles ◽  
Mentoring Relationships ◽  
Athletic Training Educators ◽  
Ongoing Development ◽  
National Athletic Trainers Association

Context: Mentorship has been identified as a contributor to the socialization of athletic training preceptors. Understanding how mentorship occurs and contributes to preceptor development may help athletic training educators facilitate effective mentorship within their athletic training programs. Objective: Examine preceptors' perceptions of mentoring as part of their socialization into this role. Design: Qualitative study. Setting: Commission on Accreditation of Athletic Training Education programs. Patients or Other Participants: Twelve athletic trainers representing 4 National Athletic Trainers' Association districts, including 5 men and 7 women, average age = 32 ± 10.5 years, and average of 5 ± 5.0 years' experience as a preceptor. Main Outcome Measure(s): Participants responded to 14 interview questions regarding their perceptions of mentoring. Two researchers analyzed data using an inductive approach to identify themes and supporting categories. Trustworthiness was established by piloting the interview, using multiple analyst triangulation, and peer review. Results: Four themes emerged from the data: (1) characteristics, (2) processes, (3) mentoring by emulating, and (4) roles of mentoring. Participants identified that communication and commitment are characteristics of effective mentorship. Preceptors learn to mentor by emulating other preceptors, and mentoring relationships develop through both formal and informal processes. Mentoring serves multiple roles for preceptors, including providing a support system and facilitating reciprocal learning for both mentors and protégés. Conclusions: Participants perceive mentoring as beneficial to their initial and ongoing development as preceptors. Preceptors learn to mentor by emulating current and past mentors, emphasizing the importance of modeling for both preceptors and students. Clinical education coordinators can facilitate the mentoring of preceptors by educating them on the benefits of engaging in it as well as connecting experienced preceptors with newer preceptors.

scholarly journals Adherence to Drug-Dispensation and Drug-Administration Laws and Guidelines in Collegiate Athletic Training Rooms: A 5-Year Review

2010 ◽  
Vol 45 (3) ◽  
pp. 299-305 ◽  
Author(s):  
Leamor Kahanov ◽  
Jeff Roberts ◽  
Emily M. Wughalter
Keyword(s):  
Athletic Training ◽  
Employment Status ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
Drug Distribution ◽  
Prescription Medication ◽  
Medication Administration ◽  
Initial Study ◽  
Survey Study ◽  
National Athletic Trainers Association

Abstract Context: To both ensure athletes' safety and avoid legal penalties, athletic trainers' (ATs') handling of medications in the athletic training room should conform with federal and state statutes. Objective: To revisit drug dispensation and administration in collegiate athletic training rooms 5 years after the initial study. Design: Survey study. Setting: College and university athletic training rooms. Patients or Other Participants: All 4627 certified ATs employed in National Collegiate Athletic Association Divisions I, II, and III and National Association of Intercollegiate Athletics institutions, as listed by the National Athletic Trainers' Association, were surveyed. Data Collection and Analysis: The survey was created for the 2001 study based on federal laws. We used analyses of variance to study compliance by division (I, II, or III) and sex and by sex and employment status (head or assistant AT). Results: A total of 2330 ATs (N  =  4627, 50%) provided 1535 usable responses. For comparison with the 2001 data, only head ATs' responses were included (n  =  670). In general, drug distribution compliance scores among head ATs were low (mean  =  6.37 ± 0.15, range  =  0–25 points). The ATs were less compliant when handling over-the-counter (OTC) medications. Only 55.5% of ATs stored medications in a locked cabinet, compared with 67.1% in 2001. A large number of ATs administered OTC drugs in any amount necessary (n  =  689, 44%), and 3.6% (n  =  55) allowed athletes access without any consultation, compared with 53.8% and 4.9%, respectively, in 2001. However, prescription medication practices improved since the first study. Also, we noted a main effect of employment status (F1,934  =  5.57, P < .05): head ATs were less compliant than assistant ATs. Conclusions: Compared with 5 years ago, ATs appear to be more compliant with federal statutes regarding prescription drug regulation. A thorough understanding of appropriate OTC medication administration practices still appears to be lacking.

scholarly journals Graduate-Assistant Athletic Trainers' Perceptions of Professional Socialization in the Collegiate Setting: Part I

2016 ◽  
Vol 51 (10) ◽  
pp. 758-770 ◽  
Author(s):  
Ashley B. Thrasher ◽  
Stacy E. Walker ◽  
Dorice A. Hankemeier ◽  
Thalia Mulvihill
Keyword(s):  
Athletic Training ◽  
National Collegiate Athletic Association ◽  
Professional Socialization ◽  
Athletic Trainers ◽  
Primary Care Providers ◽  
Role Identity ◽  
Care Providers ◽  
Graduate Assistant ◽  
Socialization Process ◽  
Perceived Success

Context: Many newly credentialed athletic trainers (ATs) pursue graduate assistantships, which allow them to gain experience while being supervised by an experienced AT. The graduate-assistant (GA) ATs' perception of their socialization process into the collegiate setting is unknown. Objective: To explore the professional socialization of GAs in the collegiate setting. Design: Qualitative study. Setting: Phone interviews. Patients or Other Participants: A total of 19 collegiate GAs (15 women, 4 men; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I = 13, II = 3, III = 2; National Association of Intercollegiate Athletics = 2; postprofessional athletic training program = 6) participated. Data Collection and Analysis: Data were collected via phone interviews and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenologic reduction. Trustworthiness was established via member checks and peer review. Results: Four themes emerged: (1) role identity, (2) initial entry into role, (3) maturation, and (4) success. Before beginning their role, participants envisioned the assistantship as a way to gain independent experience while being mentored. They perceived themselves as the primary care providers for their athletic teams. Those who were immediately immersed into clinical practice adapted to their role quickly despite experiencing stress initially. Participants felt that a formal orientation process and a policies and procedures manual would have alleviated some of the initial stress. The GAs matured as they practiced clinically and developed confidence as they gained experience. Personal attributes, experience, and peer and supervisor support contributed to perceived success as GAs. Factors that hindered perceived success were lack of confidence, an unsupportive environment, and long hours. Conclusions: When looking for graduate assistantships, ATs should seek a position that allows them to practice independently and provides didactic educational opportunities while aligning with their athletic training philosophies.

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