scholarly journals Wound Closure Skills: Teaching Suturing in Athletic Training Education

2021 ◽  
Vol 16 (4) ◽  
pp. 287-299
Author(s):  
Elizabeth R. Neil ◽  
Zachary K. Winkelmann ◽  
Lindsey E. Eberman
Keyword(s):  
Athletic Training ◽  
Wound Closure ◽  
Training Programs ◽  
Point Of Care ◽  
Athletic Training Education ◽  
Alternative Methods ◽  
Instructional Format ◽  
Wound Closure Techniques ◽  
Curricular Content ◽  
Skills Lab

Context The examination, diagnosis, and intervention curricular content listed in the 2020 Commission on Accreditation of Athletic Training Education Standards for Accreditation of Professional Athletic Training Programs states that learners must be able to evaluate and manage wounds, including care and closure. Although many wound closure techniques exist in clinical practice, suturing may be a necessary skill for athletic trainers (ATs) and one for which they need proper training. Objective To describe the instructional format and step-by-step process for wound closure using the “simple interrupted” method of suturing. Background Athletic training has continued to evolve in terms of the skills that are permitted within the scope of an AT's practice. The skill of wound closure via suturing has been omitted in athletic training programs due to the invasive nature of the technique. As state practice acts continue to adapt, many athletic training programs are adding suturing to their curricular content, and subsequently, a need exists to educate the credentialed AT. Description A multimodal approach to teaching suturing is recommended. This educational technique focuses on the cognitive introduction module that should occur before the skills lab. Step-by-step instructions are available to ensure that educators are able to properly train others in the task and for learners to gain a baseline understanding of the technique. Clinical Advantage(s) Described herein are multiple strategies related to supplies and techniques to be mindful of the resources available for other athletic training programs. In addition, ATs who are trained and permitted to suture can provide improved patient outcomes through comprehensive interventions at the point of care. Conclusion(s) Learners should be taught the skills of suturing including wound cleaning and anesthetizing and given opportunities to practice the skills over time. By providing budget-conscious options and alternative methods of instruction, this skill can be delivered for most programs.

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

2018 ◽  
Vol 13 (2) ◽  
pp. 168-174 ◽  
Author(s):  
Bryan Crutcher ◽  
Ryan N. Moran ◽  
Tracey Covassin
Keyword(s):  
Social Support ◽  
Athletic Training ◽  
Perceived Stress ◽  
Training Programs ◽  
Athletic Trainers ◽  
Depression Scale ◽  
Athletic Training Education ◽  
Epidemiologic Studies ◽  
Athletic Training Students ◽  
Cross Sectional

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

Where Should Athletic Training Programs Be Housed?

2010 ◽  
Vol 5 (4) ◽  
pp. 176-178
Author(s):  
Ted Eaves
Keyword(s):  
Athletic Training ◽  
Current Literature ◽  
Training Programs ◽  
Athletic Training Education ◽  
Optimal Location ◽  
Educational Opportunities ◽  
The Other ◽  
Specific Situation ◽  
Cohesive Model ◽  
To Receive

Context: Where a professional athletic training education program (ATEP) should be housed within a college/university has been a topic of discussion for many years. While individual institutions have unique preferences and priorities that suit its specific situation, it is essential that the field as a whole develops a consistent and cohesive model to guide ATEPs in their initial or continued development as programs. The current literature investigating the appropriate location of both undergraduate and graduate professional ATEPs is limited. Objective: To begin a discussion on what ultimately will be the best situation to ensure the sustained growth of ATEPs and, therefore, the profession. Conclusion: The current literature is inconclusive as to the optimal location for professional ATEPs within a college/university community. It is the author's opinion that undergraduate ATEPs should maintain their traditional place in physical education/kinesiology departments, as that is the most appropriate location for students to receive well-rounded, multi-disciplinary educational opportunities. Professional graduate ATEPs, on the other hand, should be housed in schools or departments of health sciences, because of the similarities between their two-year intense professional focus and those of other allied health fields.

scholarly journals Perceived Levels of Frustration During Clinical Situations in Athletic Training Students

2014 ◽  
Vol 49 (1) ◽  
pp. 68-74 ◽  
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.

scholarly journals The Progress and Promise of Interprofessional Education in Athletic Training Programs

2018 ◽  
Vol 13 (1) ◽  
pp. 57-66 ◽  
Author(s):  
Anthony P. Breitbach ◽  
Kathrin Eliot ◽  
Micki Cuppett ◽  
Mardell Wilson ◽  
Maria Chushak
Keyword(s):  
Athletic Training ◽  
Professional Education ◽  
Interprofessional Education ◽  
Training Programs ◽  
Athletic Training Education ◽  
Health Science ◽  
Program Participation ◽  
Cross Sectional ◽  
Professional Programs ◽  
Institutional Infrastructure

Context: Interprofessional education (IPE), an emerging theme in health professional education programs, intends to prepare students for collaborative practice in order to improve patient outcomes. In 2012, the profession of athletic training strategically began to increase program participation in IPE. Objective: This article compares 2 studies that examined the presence of IPE in athletic training. Design: Cross-sectional design utilizing similar surveys regarding athletic training program participation in, and readiness for, IPE initiatives were administered via Qualtrics in 2012 and 2015. Patients and Other Participants: Program directors of Commission on Accreditation of Athletic Training Education–accredited athletic training programs were surveyed in 2012 and 2015 using the “Interprofessional Education Assessment and Planning Instrument for Academic Institutions” in addition to program demographic information and IPE participation. Data Collection and Analysis: The participants involved included 160 of 367 surveyed (43.6%) in 2012 and 162 of 380 surveyed (42.6%) in 2015. Results: Data were analyzed, and χ2 analysis revealed a significant relationship between level of accreditation and academic unit housing the program in both studies. Significant change was also shown in program participation in IPE from 2012 to 2015. However, institutional readiness and infrastructure for IPE was low in nearly all categories. Conclusions: Interprofessional education has a greater presence in Commission on Accreditation of Athletic Training Education professional programs that reside in health science–related academic units and are accredited at the master's level. However, less than 50% of the programs participate in IPE. There is also a need for greater institutional infrastructure and readiness for IPE.

Cultural Competence in Athletic Training Education Programs: A Critically Appraised Topic

2020 ◽  
pp. 1-6
Author(s):  
Megan N. Sears ◽  
Dani M. Moffit ◽  
Rebecca M. Lopez
Keyword(s):  
Cultural Competence ◽  
Athletic Training ◽  
Cultural Awareness ◽  
Training Programs ◽  
Athletic Training Education ◽  
Educational Interventions ◽  
Self Awareness ◽  
Athletic Training Students ◽  
Education Programs ◽  
Bottom Line

Clinical Question: Do cultural-competence-based educational interventions improve the cultural competence of athletic training students, based on the constructs of the Campinha-Bacote model? Clinical Bottom Line: Athletic training programs can improve athletic training students’ cultural awareness, knowledge, skill, encounters, and desire by incorporating cultural-competence-based independent readings, lecture presentations, in-class discussions, and self-awareness activities.

Master's Level Professional Athletic Training Programs: Program Characteristics, Graduation Requirements, and Outcome Measures

2015 ◽  
Vol 10 (1) ◽  
pp. 25-31 ◽  
Author(s):  
Jennifer Lynn Ostrowski ◽  
Brent Marshall
Keyword(s):  
Athletic Training ◽  
Outcome Measures ◽  
Training Programs ◽  
Athletic Training Education ◽  
Program Directors ◽  
Pass Rate ◽  
Graduation Requirements ◽  
Master's Level ◽  
The Future ◽  
First Time

Context While currently there are 2 curriculum route options leading to athletic training certification, the future of athletic training education is being heavily debated. While master's-level professional (MLP) athletic training programs account for less than 8% of all accredited programs, these programs have seen tremendous growth in the past decade. Little is known about the characteristics of these MLP programs or the graduates they produce. Objective To perform exploratory analysis of MLP program history, cohort characteristics, program and graduation requirements, and outcome measures. Design Cross-sectional design involving online survey research. Patients or Other Participants Eleven MLP program directors. Main Outcome Measure(s) Survey data were collected via Formstack.com. Open-ended questions were categorized based on common themes and were coded. Descriptive statistics and correlations were calculated. Results Accreditation of MLP programs was pursued for a variety of reasons. Programs admit an average of 13.5 students per year, and, on average, MLPs have 22 students. Ninety-one percent of students are retained into the second year, and 91% of students graduate. Ninety-one percent of MLP programs require either a thesis or structured research project; 45% require a comprehensive examination. The average 3-year aggregate first-time Board of Certification (BOC) examination pass rate was 91.7%. Pass rate was significantly correlated with thesis/structured research requirements. Ninety-three percent of graduates pursue employment using their Athletic Trainer Certified (ATC) credential. Ninety-one percent of program directors believe that MLP programs better prepare students to pass the BOC exam and better prepare them to practice as athletic trainers and believe the undergraduate route to certification should be eliminated. Conclusions High retention, graduation, first-time BOC pass rates, and employment using the ATC credential of MLP students make a strong case for MLP programs as the future of athletic training education.

scholarly journals Perceptions from Graduates of Professional Athletic Training Programs Involved in Peer-Assisted Learning

2014 ◽  
Vol 9 (3) ◽  
pp. 113-126 ◽  
Author(s):  
Dana Karlene Bates
Keyword(s):  
Athletic Training ◽  
Training Programs ◽  
Geographic Location ◽  
Athletic Training Education ◽  
Phenomenological Approach ◽  
Program Directors ◽  
Structured Interview ◽  
Peer Assisted Learning ◽  
Board Of Certification ◽  
The Impact

Context Research has not explored how peer-assisted learning (PAL) impacts graduates once they are practicing as athletic trainers. Peer-assisted learning has been used in a variety of health education settings but there is a lack of data on its effects on the performance of graduates. Objective To investigate professional graduates' perceptions of PAL pedagogy in their athletic training education and the impact of that experience on their first job. Design Qualitative study using a phenomenological approach. Setting One-on-one phone interviews with athletic training graduates. Patients or Other Participants Participants were from 8 accredited athletic training programs that varied in terms of the size of their institution, geographic location, number of graduates, and program directors' willingness to promote the study. Thirteen (7 female, 6 male) 2010 (n = 5) or 2011 (n = 8) graduates volunteered for this study. Ten of the participants were from undergraduate baccalaureate athletic training programs, while 3 were from professional postbaccalaureate athletic training programs. Main Outcome Measure(s) One-on-one phone interviews were conducted with a structured interview protocol. Each participant was asked the same questions and allowed to clarify when needed. Interview data were analyzed inductively to uncover dominant themes, first by organizing the data, then by summarizing them into codes, and finally by interpreting them. Credibility was secured through a pilot study, member checking, triangulation, and peer debriefing. Results Data were analyzed through a qualitative process; themes indicated graduates who have experienced PAL believe it led to improved communication and confidence, enhanced teaching skills, better clinical reasoning, improved socialization, and a deeper understanding that contributed to success on the Board of Certification examination. Conclusions These findings are significant to the field of athletic training education as program directors investigate pedagogies that can assist students to think clinically as graduates. Evidence demonstrated that PAL does impact the students after graduation.

scholarly journals Orientation Tactics Utilized in Postprofessional Athletic Training Programs

2016 ◽  
Vol 11 (3) ◽  
pp. 138-145 ◽  
Author(s):  
Stacy E. Walker ◽  
Stephanie M. Mazerolle ◽  
Ashley B. Thrasher
Keyword(s):  
Athletic Training ◽  
Training Programs ◽  
Athletic Trainers ◽  
Clinical Information ◽  
Athletic Training Education ◽  
Academic Program ◽  
Orientation Session ◽  
New Students ◽  
Member Checks ◽  
Results Orientation

Context: Some newly credentialed athletic trainers pursue a postprofessional degree with a curriculum that specifically advances their athletic training practice. Orientation sessions are a tactic used to assist these students' transition into these new roles of graduate student and independent clinician, yet the structure of these sessions is unknown. Objective: Understand how postprofessional athletic training programs' orientation session structure integrates new students. Design: Qualitative. Setting: Semistructured phone interviews. Patients or Other Participants: Nineteen program directors (10 men, 9 women) from 13 Commission on Accreditation of Athletic Training Education–accredited and 6 unaccredited postprofessional athletic training programs. Main Outcome Measure(s): Phone interviews were digitally recorded and transcribed verbatim. Data analysis used the principles of conventional content analysis. Credibility was maintained using peer review, member checks, and researcher triangulation. Results: Orientation sessions were used to familiarize students with policies, procedures, and expectations regarding their roles as student and clinician. These sessions occurred before role engagement, and were described by the themes type and time. Type referred to whether the orientation session was blended or individual. Blended sessions discussed information pertaining both to the academic program, such as course registration and research expectations, and to the clinical information affecting the graduate assistantship. Individual orientation sessions, on the other hand, discussed only academic program information or clinical information, not both. Time referred to the frequency of the orientation sessions. One-time orientation sessions occurred over the course of 1 day or 1 week, after which no additional orientation activities occurred. Conversely, ongoing orientation occurred throughout the semester. Conclusions: Postprofessional athletic training programs used different orientation methods to help newly credentialed athletic trainers transition into graduate students and practicing clinicians.

scholarly journals Program Directors' Perception of the Importance of Soft Skills in Athletic Training

2021 ◽  
Vol 16 (1) ◽  
pp. 53-58
Author(s):  
Matthew R. Kutz ◽  
Sara Stiltner
Keyword(s):  
Athletic Training ◽  
Training Programs ◽  
Soft Skills ◽  
Athletic Training Education ◽  
Program Directors ◽  
Assessment Instrument ◽  
Soft Skill ◽  
Paired Samples ◽  
Perceived Importance ◽  
National Athletic Trainers Association

Context Soft skills have been reported to be a necessary aspect of athletic training education and clinical practice. However, almost no empirical research has explored the level of importance of soft skills or the frequency with which they are evaluated within athletic training education. Objective To delineate the perceived importance of soft skills within athletic training education and describe the frequency with which those soft skills are evaluated within athletic training programs. Patients or Other Participants Four hundred eight program directors (PDs) of Commission on Accreditation of Athletic Training Education–accredited athletic training programs were invited to patriciate; 122 responded and 108 of those responses (88.5%) were usable (64% PDs of baccalaureate programs, 28% PDs of professional masters, 8% did not disclose), yielding a 26.5% response rate. All 10 National Athletic Trainers' Association districts were represented, with the highest representation (26%) from District 4. A majority of respondents were female (57%). Most respondents (79%) had 11 or more years of experience (33% of those ≥21 years) as an athletic training educator, and 98% of respondents identified as white/non-Hispanic. Main Outcome Measure(s) Importance and frequency of soft-skill evaluation were measured using the Athletic Training Soft-Skills Assessment Instrument (ATSSAI). Data of perceived importance and frequency of evaluation were organized by various demographic variables and between scale dimensions. Results The ATSSAI psychometric analysis yielded satisfactory internal consistency and validity (α = .84 to .93). Paired-samples t test indicated significant differences between the ATSSAI Perceived Importance and Frequency of Evaluation scales (mean = 1.65 ± .47 versus mean = 3.29 ± 1.17, P = .000; Cohen d = 1.83). Pearson r correlation showed a positive relationship between perceived importance and frequency of evaluation, r = 0.81. Independent-samples t tests revealed female PDs perceived 2 soft skills (18%; observant and exact and prepared and adaptable) as more important (t99 = 2.12 and 2.18, P = .31 and .37) than did male PDs and evaluated 3 (27%; decisive and confident, prepared and adaptable, and observant and exact) more frequently (t99 = 2.35–2.50, P = .14–.21) than did male PDs. Conclusions All soft skills identified as necessary for inclusion in athletic training education were perceived to be very or extremely important by PDs. However, those same soft skills were not evaluated as often as their importance might suggest. Dependability and responsibility was the most important and most frequently evaluated soft skill (mean = 1.31 ± .51 and 2.21 ± 1.30, respectively). Female PDs generally perceived soft skills as more important and reported evaluating them more frequently. Soft-skill development is a tacit-based phenomenon that contributes to leadership effectiveness and clinical preparedness.

scholarly journals Perceived Challenges of Clinical Immersion in Professional Master's Programs: A Report from the Athletic Training Clinical Education Network

2020 ◽  
Vol 15 (1) ◽  
pp. 18-25
Author(s):  
Stephanie Mazerolle Singe ◽  
Sarah L. Myers ◽  
Matthew Campbell ◽  
Chad Clements ◽  
Lindsey E. Eberman
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Training Programs ◽  
Financial Burden ◽  
Phase 1 ◽  
Athletic Training Education ◽  
Phase 2 ◽  
Clinical Experiences ◽  
Master's Programs ◽  
Program Administrators

Context A clinical immersive experience is a new requirement within the clinical education standards as outlined by the Commission on Accreditation of Athletic Training Education. Objective Determine athletic training program administrators' perceptions of challenges facing athletic training programs as they implement immersive clinical experiences during clinical education. Design Sequential mixed methods. Setting Commission on Accreditation of Athletic Training Education athletic training programs. Patients or Other Participants Twenty-four administrators (7 male, 17 female) from 24 institutions with undergraduate and professional master's programs (1 undergraduate, 12 professional master's, and 4 offering both undergraduate and master's programs) responded to the survey, which was Phase 1 of the study. Seventeen of those who previously completed the Phase 1 survey volunteered to participate in Phase 2 of one-on-one, semistructured phone interviews (4 clinical education coordinators, 12 program directors, 1 department chair). Data Collection Phase 1: 24 participants completed an online survey. Phase 2: 17 of the 24 respondents participated in a one-on-one, semistructured phone interview. Quantitative data collected in Phase 1 were analyzed by calculating means and frequencies, and in Phase 2, a general inductive approach was used to evaluate qualitative raw data from the interviews. Researcher triangulation and peer review were completed for credibility. Results The 3 subthemes that emerged specific to administrators' perceived challenges regarding immersive clinical experiences for students were (1) isolation, (2) financial burden, and (3) time engaged in learning. The 3 main subthemes that emerged specific to the administrators' perceived challenges regarding immersive clinical experience for programs were (1) lack of a definition of the experience, (2) scheduling, and (3) preceptor involvement. Conclusions Program administrators continue to seek clarity on when and how immersive clinical experiences should be implemented. These challenges, if not addressed, could influence buy-in from the faculty and preceptors, and affect the success of the student.

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