Preceptor Perceptions of the Immersive Clinical Experience in Athletic Training Education

Context Clinical immersion is a newly required concept within athletic training education, and preceptors play a critical role in facilitating athletic training students' learning during those experiences. Objective To explore the perceptions of preceptors currently supervising athletic training students who participate in immersive clinical experiences. Design Qualitative study. Setting Individual phone interview. Patients or Other Participants Preceptors from various clinical sites (4 females [40%] and 6 males [60%]) with an average age of 41 ± 18 years. Participants also had an average 7 ± 8 years of experience as a preceptor. Data Collection and Analysis Interviews occurred via individual phone interviews using a semistructured interview script. All interviews were audio-recorded and transcribed verbatim. A 3-person research team analyzed the data and coded it into domains and categories based on a consensus process. Credibility was established with multiple researchers, an external auditor, and member checks. Results Three domains emerged from the data: (1) exposure, (2) benefits, and (3) insufficient training. Participants stated that as a result of exposure the athletic training students experienced increased responsibility and trust, increased realistic work environment, increased collaborative practice experiences, and skill use and refinement. Preceptors indicated that the added benefits of immersive clinical experiences led to confidence in clinical and professional interactions. Preceptors noted insufficiency in their training, specific to the expectations of an immersive clinical experience. Many preceptors sought out independent learning opportunities to enhance their role as preceptor. There was a misunderstanding as to what the main differences were between traditional and immersive clinical experiences, as well as a lack of communicated or standardized goals and objectives. Conclusions Participants indicated that the immersive clinical experiences were beneficial for the athletic training students' professional development. The insufficiency of training and misunderstanding of the immersive clinical experience are concerning and could be enhanced with clearly set goals and objectives.

Download Full-text

Factors Influencing Athletic Training Students' Perceptions of the Athletic Training Profession and Career Choice

Athletic Training Education Journal ◽

10.4085/0903104 ◽

2014 ◽

Vol 9 (3) ◽

pp. 104-112 ◽

Cited By ~ 8

Author(s):

Sarah S. Benes ◽

Stephanie M. Mazerolle

Keyword(s):

Career Choice ◽

Athletic Training ◽

Athletic Training Education ◽

Public Understanding ◽

Theory Approach ◽

Clinical Experiences ◽

Athletic Training Students ◽

Training Professionals ◽

Negative Perceptions ◽

Member Checks

Context Successful athletic training programs should help students develop a desire to work within the athletic training profession while providing adequate preparation for them to enter the workforce. Understanding athletic training students' perceptions of the profession as they leave programs and the factors that influence these perceptions is critical in ensuring retention of graduating students in the field. Objective To examine senior athletic training students' [SATSs] attitudes, opinions, and perceptions of the athletic training profession and to gain insight into the factors that influence their career choice. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education–accredited athletic training education programs. Patients or Other Participants A total of 26 SATSs (7 men, 19 women) who graduated in 2011. Main Outcome Measure(s) We collected data using semistructured phone interviews and implemented a grounded theory approach to analyze the data. We used member checks and multiple-analyst triangulation strategies to establish the trustworthiness of the data. Results The SATSs reported positive and negative perceptions about the profession within 2 major categories: (1) aspects of the profession and (2) public understanding of the profession. “Aspects of the profession” was described by long hours/schedule, low salary, family conflict issues, future of the profession, dynamism of the profession, and profession people enjoy. The “Public understanding of the profession” was articulated by public misconception and a lack of respect for the profession. Factors that influence their perceptions are related to prior experience with athletic training/sports, clinical experiences, and interaction with athletic training professionals. Conclusions The SATSs have developed positive and negative perceptions about the profession through their professional preparations. These are influenced by their progression through the program wherein they develop confidence and feel prepared to enter the workforce with a better understanding of and passion for the profession.

Download Full-text

Evaluation of Athletic Training Students' Clinical Proficiencies

Journal of Athletic Training ◽

10.4085/1062-6050-43.4.386 ◽

2008 ◽

Vol 43 (4) ◽

pp. 386-395 ◽

Cited By ~ 31

Author(s):

Stacy E. Walker ◽

Thomas G. Weidner ◽

Kirk J. Armstrong

Keyword(s):

Real Time ◽

Athletic Training ◽

Clinical Experience ◽

Education Program ◽

Athletic Training Education ◽

Athletic Training Students ◽

Education Programs ◽

Content Areas ◽

Entry Level ◽

Program Characteristics

Abstract Context: Appropriate methods for evaluating clinical proficiencies are essential in ensuring entry-level competence. Objective: To investigate the common methods athletic training education programs use to evaluate student performance of clinical proficiencies. Design: Cross-sectional design. Setting: Public and private institutions nationwide. Patients or Other Participants: All program directors of athletic training education programs accredited by the Commission on Accreditation of Allied Health Education Programs as of January 2006 (n = 337); 201 (59.6%) program directors responded. Data Collection and Analysis: The institutional survey consisted of 11 items regarding institutional and program demographics. The 14-item Methods of Clinical Proficiency Evaluation in Athletic Training survey consisted of respondents' demographic characteristics and Likert-scale items regarding clinical proficiency evaluation methods and barriers, educational content areas, and clinical experience settings. We used analyses of variance and independent t tests to assess differences among athletic training education program characteristics and the barriers, methods, content areas, and settings regarding clinical proficiency evaluation. Results: Of the 3 methods investigated, simulations (n = 191, 95.0%) were the most prevalent method of clinical proficiency evaluation. An independent-samples t test revealed that more opportunities existed for real-time evaluations in the college or high school athletic training room (t189 = 2.866, P = .037) than in other settings. Orthopaedic clinical examination and diagnosis (4.37 ± 0.826) and therapeutic modalities (4.36 ± 0.738) content areas were scored the highest in sufficient opportunities for real-time clinical proficiency evaluations. An inadequate volume of injuries or conditions (3.99 ± 1.033) and injury/condition occurrence not coinciding with the clinical proficiency assessment timetable (4.06 ± 0.995) were barriers to real-time evaluation. One-way analyses of variance revealed no difference between athletic training education program characteristics and the opportunities for and barriers to real-time evaluations among the various clinical experience settings. Conclusions: No one primary barrier hindered real-time clinical proficiency evaluation. To determine athletic training students' clinical proficiency for entry-level employment, athletic training education programs must incorporate standardized patients or take a disciplined approach to using simulation for instruction and evaluation.

Download Full-text

A Mandala: A Diagram of the Clinical Education Experience in Athletic Training

Athletic Training Education Journal ◽

10.4085/1947-380x-2.1.10 ◽

2007 ◽

Vol 2 (1) ◽

pp. 10-15

Author(s):

Steve Cernohous ◽

Sharon West

Keyword(s):

Athletic Training ◽

Clinical Experience ◽

Clinical Education ◽

Interpersonal Competence ◽

Self Awareness ◽

Clinical Experiences ◽

Athletic Training Students ◽

Self Reflection ◽

Athletic Training Student ◽

Athletic Training Educators

Objective: The objective of this paper is to present the practical use of a Mandala that: 1) provides opportunities for athletic training students to explore, reflect on and appreciate their clinical experiences; 2) provides educators with a model to understand and value athletic training student experiences; 3) organizes and captures factors and associated relationships that influence the athletic training student's clinical experience; and 4) provides impetus for further research and discussion between and among athletic training educators. Background: Athletic training educators often find it difficult to demonstrate and assess the behavioral component of learning. Creative teaching strategies and exercises that help athletic training students develop interpersonal competence, self-awareness, and self-reflection are needed in athletic training education. One approach to address this need is to employ the practical exercise of creating athletic training student Mandalas; portraits of self-expression and interpretation of their athletic training clinical experience. Description: The Mandala of Clinical Education depicts the individualistic and complex elements of the athletic training student clinical experience. It is a manifestation of a milieu of intrinsic and extrinsic elements, personal experience, and established research. The athletic training student is positioned in the center of the Mandala, embraced by contributing elements and the wholeness of the clinical experience. The artistic design reveals a series of gates, doors, and portals in which the elements of the student's experiences interact and serve as a point for self-reflection. Conclusion: Mandalas allow the athletic training student and educator opportunities to explore, understand, and value all clinical experiences in athletic training. Mandalas may also facilitate athletic training students developing interpersonal competence, self-awareness and self-reflection, all of which are key components to the foundational behaviors of professional practice.

Download Full-text

Entry-Level Athletic Trainers' Self-Confidence in Clinical Skill Preparedness for Treating Athletic and Emergent Settings Populations

Athletic Training Education Journal ◽

10.4085/0904166 ◽

2014 ◽

Vol 9 (4) ◽

pp. 166-173 ◽

Cited By ~ 4

Author(s):

Gary E. Morin ◽

Sharon Misasi ◽

Charles Davis ◽

Corey Hannah ◽

Matthew Rothbard

Keyword(s):

Athletic Training ◽

Clinical Experience ◽

Clinical Education ◽

Clinical Decision Making ◽

Clinical Skill ◽

Athletic Training Education ◽

Body Region ◽

Clinical Experiences ◽

Professional Skills ◽

Confidence Levels

Context Clinical education is an important component of athletic training education. Concern exists regarding whether clinical experience adequately prepares students to perform professional skills after graduation, particularly with patients in emerging settings. Objective To determine the confidence levels of athletic training graduates in performing professional skills, providing care to patients in emergent settings, and to suggest improvements in clinical education. Design and Setting A descriptive design involving an online survey. The survey was administered via email 2 weeks after the closing of the April 2011 Board of Certification (BOC) examination window. Patients or Other Participants All 832 first-time candidates from undergraduate and graduate Commission on Accreditation of Athletic Training Education–accredited programs sitting for the BOC examination during the April 2011 testing window were surveyed. Eighteen percent (n = 166) elected to participate. Main Outcome Measure(s) Responses were acquired regarding levels of confidence in performing athletic training skills and caring for multiple patient populations. Participants were permitted to suggest improvements in clinical education. A multivariate analysis of variance was used to determine if educational setting played a role in confidence levels. Cluster analysis was used to develop high, moderate, and low confidence groups. Participants' comments were thematically separated into specific categories. Results Participant confidence levels were strong in performing athletic training skills on traditional patient populations, although body region was a factor. Lower confidence levels were reported for caring for elderly and special needs individuals, with insufficient clinical experiences stated as the primary cause. Confidence levels for recognizing nonorthopaedic concerns were lower than for recognizing musculoskeletal injury issues. Conclusions Participants felt confident in performing athletic training skills, particularly for athletic populations. Confidence scores were lower for other populations, and it is apparent that clinical experience with different patient populations is essential. Participants felt that greater clinical experiences are necessary, with further opportunities in clinical decision making and program administration decisions.

Download Full-text

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.

Download Full-text

Athletic Training Students' Perceptions of the Immersive Clinical Experience and its Influence on their Development

Athletic Training Education Journal ◽

10.4085/1947-380x-20-31 ◽

2021 ◽

Vol 16 (1) ◽

pp. 32-41

Author(s):

Anna M. Grimes ◽

Elizabeth R. Neil ◽

Cameron M. Eldred ◽

Stacy E. Walker ◽

Zachary J. Dougal ◽

...

Keyword(s):

Student Perceptions ◽

Athletic Training ◽

Clinical Experience ◽

Clinical Education ◽

Financial Burden ◽

Clinical Experiences ◽

Athletic Training Students ◽

Athletic Training Student ◽

Athletic Training Program Directors ◽

Quality Learning

Context Immersive clinical experiences are critical clinical education components in athletic training. Program directors have indicated potential isolation from peers and faculty, a financial burden, and less engagement in quality learning during immersive clinical experiences. Objective To explore athletic training students' perceptions of the immersive clinical experience as it pertains to their development. Design Qualitative study. Setting Individual virtual interviews. Patients or Other Participants A total of 15 athletic training students who participated in the immersive clinical experience in the last 9 months took part in our study (males = 4, females = 11; age = 25 ± 5 years, range = 21–36 years). Data Collection and Analysis We conducted interviews and recorded and transcribed them verbatim. We developed a codebook using the consensual qualitative research tradition to identify domains and categories. Trustworthiness was established using member-checking, multiple researchers, and an auditor. Results Athletic training student perceptions of the immersive clinical experience revealed 2 domains: exposure and improved preparation for clinical practice. From increased exposure, participants gained additional experience with administrative duties, communication and relationships, interprofessional and collaborative practice, an increased quantity and quality of patient encounters, and preceptor influence on learning opportunities. From improved preparation, participants experienced socialization in which they were more integrated in facility activities, gained a greater appreciation for the value of the profession, had greater autonomy and inclusion, and perceived more value in the immersive clinical experience than in nonimmersive experiences. Conclusions Athletic training students who participate in immersive clinical experiences feel that they have increased exposure to athletic training practice and improved preparation for transition to practice.

Download Full-text

Increasing Cultural Competence: Implementation of Study Away/Abroad in an Athletic Training Program

Athletic Training Education Journal ◽

10.4085/130167 ◽

2018 ◽

Vol 13 (1) ◽

pp. 67-73 ◽

Cited By ~ 9

Author(s):

Sayuri Abe-Hiraishi ◽

Nicholas E. Grahovec ◽

Denis Anson ◽

Leamor Kahanov

Keyword(s):

Cultural Competence ◽

Athletic Training ◽

Cultural Awareness ◽

Athletic Training Education ◽

Training Curriculum ◽

Clinical Experiences ◽

Athletic Training Students ◽

Curricular Integration ◽

International Experiences ◽

Short Term Study

Context:Traditional athletic training programs (ATPs) typically use a cohort model, which may create difficulty in integrating a study away/abroad program or international experiences into the model.Objective:To propose a model of study away/abroad and international opportunities embedded within the current athletic training curriculum.Background:Cultural competence (CC) became a component of the Commission on Accreditation of Athletic Training Education 5 years ago in the fifth edition competencies. The Commission on Accreditation of Athletic Training Education-accredited ATPs, however, struggle to teach this concept effectively to students. The implementation of study away/abroad models in the athletic training curriculum may maximize students' exposure to other cultures.Synthesis:A review of the current study away/abroad programs and international opportunities, as well as educational values of short-term study away/abroad programs in athletic training education.Results:Study away/abroad/international experiences may provide opportunities for athletic training students to increase cultural awareness.Recommendations:Professional ATPs should consider integrating study away/abroad and international experiences into the athletic training curriculum and offer both didactic and clinical experiences internationally.Conclusions:The curricular integration of study away/abroad and international experiences provides athletic training students the opportunity to increase cultural competence with a programmatic and efficient approach.

Download Full-text

The Impact of Clinical Experiences from Athletic Training Student and Preceptor Perspectives

Athletic Training Education Journal ◽

10.4085/0904156 ◽

2014 ◽

Vol 9 (4) ◽

pp. 156-165 ◽

Cited By ~ 15

Author(s):

Sarah S. Benes ◽

Stephanie M. Mazerolle ◽

Thomas G. Bowman

Keyword(s):

Professional Development ◽

Athletic Training ◽

Clinical Education ◽

Professional Growth ◽

Opportunity To Learn ◽

Athletic Training Education ◽

Valuable Insight ◽

Clinical Experiences ◽

Athletic Training Students ◽

The Impact

Context Clinical education is an integral part of athletic training programs. This is where students should develop their professional identities and become socialized into the profession. Understanding the student and preceptor perspectives of the impact that clinical experiences have on students can provide valuable insight into this aspect of athletic training education. Objective To evaluate the impact of clinical education on the professional development of athletic training students from the student and preceptor perspective. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education–accredited undergraduate programs. Patients or Other Participants A total of 15 participants (7 athletic training students and 8 preceptors) from four schools enrolled in our study. Data Collection and Analysis One researcher conducted semistructured interviews over the phone or in person. Data analysis used a general inductive approach to reveal the dominant themes that related to our purpose. We achieved data credibility through multiple analyst triangulation, peer review, and member checks. Results Athletic training students and preceptors agree that clinical education is integral to the professional development process. Realistic and positive experiences and diversity in experiences were identified as factors affecting professional growth during clinical education experiences. Conclusions Athletic training students and preceptors have similar views on the importance of clinical placements on professional development. Clinical experiences provide students with the opportunity to learn more about the profession, affirm their career choice, practice knowledge and skills, and learn about themselves personally and professionally. The student and the fit/match of the placement directly impact the students' clinical experiences.

Download Full-text

Career Decisions of Senior Athletic Training Students and Recent Graduates of Accredited Athletic Training Education Programs

Athletic Training Education Journal ◽

10.4085/1947-380x-5.3.101 ◽

2010 ◽

Vol 5 (3) ◽

pp. 101-108 ◽

Cited By ~ 17

Author(s):

Peter Neibert ◽

Christopher Huot ◽

Patrick Sexton

Keyword(s):

Athletic Training ◽

Clinical Experience ◽

Career Decisions ◽

Athletic Training Education ◽

Influential Factors ◽

Clinical Instructor ◽

Athletic Training Students ◽

Web Based ◽

Work Related ◽

Recent Graduates

Context: Athletic training students and graduates are faced with many factors that direct them into or away from the athletic training profession as a final career choice. Objective: The purpose of the study was to determine the career decisions made by athletic training students following graduation from an accredited professional athletic training edcuation program (ATEP) and what work-related and ATEP program factors influenced their career decisions. Design: A 42-question self-reporting web-based survey was used. Setting: CAATE/CAAHEP-accredited ATEP programs. Participants: Seventeen hundred and ninety-two seniors and recent graduates of CAATE/CAAHEP-accredited programs from May 2005 through June 2007. Outcome Measures: Descriptive statistics were utilized to obtain frequency counts of the participants' responses. Results: The majority of the participants (82.4%) chose to pursue a career as an athletic trainer (AT), while the remainder (17.6%), indicated they did not seek employment as an AT. The college/university setting was the most frequently selected by those employed (45.6%) and those seeking employment (35.6%) as an AT. All 8 ATEP factors (clinical experience hours, clinical experience variety, roles/functions of a clinical instructor [CI] or approved clinical instructor [ACI], preparation to enter the field, level of confidence, CI or ACI attitude toward work setting, CI or ACI demonstration of professionalism, and encouragement from faculty, CI or ACI) were found to be influential in the participants' decisions to pursue a career as an AT. Salary, number of work hours per week, found another profession more interesting, and uncertain or changing work schedule were the most influential factors reported for choosing to not pursue a career as an AT. Conclusions: The decision to pursue a career as an AT is influenced by ATEP faculty, ACIs, and CIs.

Download Full-text

Factors Influencing Senior Athletic Training Students' Preparedness to Enter the Workforce

Athletic Training Education Journal ◽

10.4085/09015 ◽

2014 ◽

Vol 9 (1) ◽

pp. 5-11 ◽

Cited By ~ 20

Author(s):

Stephanie M. Mazerolle ◽

Sarah S. Benes

Keyword(s):

Athletic Training ◽

Athletic Training Education ◽

Clinical Experiences ◽

Roles And Responsibilities ◽

Athletic Training Student ◽

Self Confidence ◽

Data Collection And Analysis ◽

Mentorship Relationship ◽

Training Position ◽

Member Checks

Context Athletic training education programs must provide the student with opportunities to learn the roles and responsibilities of the athletic trainer. Objective Investigate factors that help prepare the athletic training student (ATS) to successfully enter the workplace upon graduation from her undergraduate program. Design Exploratory qualitative study using phone interviews. Setting Commission on Accreditation of Athletic Training Education–accredited programs. Patients or Other Participants Twenty-six interviews were conducted with ATSs (7 men, 19 women) who were pursuing an athletic training position postgraduation. Data Collection and Analysis Interview data were transcribed, coded, and analyzed utilizing the specific procedures of grounded theory. Trustworthiness of the data was established by using 2 specific strategies, including (1) member checks and (2) multiple analyst triangulation. Results Two themes emerged from the data explaining the ATS level of preparedness, as they got ready to assume a position in the athletic training workforce: diversified clinical experience along with strong mentorship. Conclusions Athletic training educators need to promote the mentorship relationship between the ATS and clinical instructor as it helps the ATSs gain self-confidence in their clinical abilities. Moreover, by providing variety in clinical experiences the ATS can gain a holistic impression of the field, thus gaining an appreciation for the varying roles within each clinical setting while developing clinical competence and confidence.

Download Full-text