scholarly journals High Reliability: A Primer for Athletic Training Educators

2020 ◽  
Vol 15 (4) ◽  
pp. 251-258 ◽  
Author(s):  
Christine Noller ◽  
David C. Berry
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Clinical Education ◽  
Care Delivery ◽  
High Reliability ◽  
Athletic Trainers ◽  
Lean Six Sigma ◽  
Future Health ◽  
Athletic Training Educators ◽  
Potential Problems

Context Health care organizations are integrating employee training and educational programs to designate themselves as high-reliability organizations (HROs). HROs continually strive to evaluate and create an environment in which potential problems are anticipated, detected early, and virtually always responded to early enough to prevent catastrophic consequences. Objective This primer document introduces the concept of high reliability in health care (from a historical and foundational perspective) and establishes a framework for athletic training educators to introduce the concepts at the professional, postprofessional, or residency educational program level. Background While the theory of high reliability is new to athletic training, its quality and origins in health care are established. HROs use systems thinking to evaluate and design for safety and continuous improvement to create an environment where potential problems are anticipated, detected early, and responded to early enough to prevent tragic consequences. Synthesis The HRO focuses attention on emergent problems and deploys strategies to address those problems. HROs behave in ways that seem counterintuitive—they do not hide failures; instead, HROs celebrate them. HROs seek out problems and avoid focusing on just 1 aspect of work to see how all the parts fit together. They expect unexpected events and develop capabilities to manage them, deferring decisions to empowered experts. However, high reliability is only achieved through robust process improvement, which is only achieved with a complementary approach to Lean Six Sigma and change management. Recommendation(s) Given the complexity of patient care in athletic training, the potential for medical error(s), and the need for quality improvement, HROs hold promise for athletic training. Conclusion(s) As future health care leaders, athletic trainers should be educated to foster innovation and improve health care delivery to diverse patient populations. Athletic trainers should want to embrace the principles of HROs. Achieving high reliability can be accomplished with adequate exposure to and training within the classroom and during clinical education opportunities.

scholarly journals Lean Six Sigma and Athletic Training: A Primer for Athletic Training Educators

2020 ◽  
Vol 15 (4) ◽  
pp. 259-268 ◽  
Author(s):  
Christine Noller ◽  
David C. Berry
Keyword(s):  
Health Care ◽  
Quality Improvement ◽  
Athletic Training ◽  
Process Improvement ◽  
Six Sigma ◽  
Athletic Trainers ◽  
Lean Six Sigma ◽  
Health Care Facilities ◽  
Athletic Training Educators ◽  
Robust Process

Context Lean as a quality improvement philosophy is new to athletic training despite widespread use in health care for many years. Objective To introduce the concepts of Lean and Lean Six Sigma and create a primer document for athletic training educators in the classroom. Background Lean requires organizations to exercise effort along with several dimensions simultaneously to improve patient quality and efficiency while controlling costs and reducing waste. When appropriately executed, Lean transforms how an organization and its employees work, creating an avid quest for quality improvement and, ultimately, patient safety. Synthesis Lean is a cultural transformation that changes how an organization operates. It requires new habits, skills, and attitudes throughout the organization, from executives to front-line staff. Lean is a journey, not a destination. The culture of Lean involves the relentless pursuit of continuous quality improvement and is composed of 6 principles and numerous tools. Recommendation(s) Whether athletic trainers approach Lean or Lean Six Sigma in a leadership role, or as a stakeholder in a Kaizen event, all should have a working knowledge of the principles, methods, elements, philosophy, and tools of robust process improvement. Moreover, while no best-practice statement exists about how to incorporate Lean Six Sigma into a curriculum, addressing process improvement early may allow immersive-experience students an opportunity to engage in a process improvement initiative, facilitating a greater appreciation of the content, and offer opportunities to engage professionals from other disciplines. Conclusion(s) Lean is reproducible in sports medicine clinics, orthopedic practices, and outpatient and athletic health care facilities, but only when athletic trainers understand the application. Moreover, for this reason, athletic training programs should strongly consider adding a robust process improvement course/content to their graduate curriculums.

scholarly journals Change Management and Athletic Training: A Primer for Athletic Training Educators

2020 ◽  
Vol 15 (4) ◽  
pp. 269-277
Author(s):  
David C. Berry ◽  
Christine Noller
Keyword(s):  
New York ◽  
Change Management ◽  
Athletic Training ◽  
Process Improvement ◽  
Driving Forces ◽  
Resistance To Change ◽  
High Reliability ◽  
Athletic Trainers ◽  
Leadership Role ◽  
Athletic Training Educators

Context Change management is a discipline guiding how organizations prepare, equip, and support people to adopt a change to drive organizational success and outcomes successfully. Objective To introduce the concept of change management and create a primer document for athletic training educators to use in the classroom. Background While Lean and Six Sigma methodologies are essential for achieving a high-reliability organization, human resistance to change is inevitable. Change management provides a structured approach via different theoretical methods, specific principles, and tools to guide organizations through growth and development and serves an essential role during process improvement initiatives. Synthesis There are several theories or models of change management, 3 of which are specifically relevant in health care. Kotter and Rathgeber believe change has both an emotional and situational component and use an 8-step approach: increase urgency, guide teams, have the right vision, communicate for buy-in, enable action, create short-term wins, and make-it-stick [Kotter J., Rathgeber H. Our Iceberg is Melting: Changing and Succeeding Under Any Circumstances. New York, NY: St. Martin's Press, 2006]. Bridges' Transitional Model focuses on the premise that change does not influence project success; instead, a transition does [Bridges W. Managing Transitions: Making the Most of Change. Reading, MA: Addison-Wesley Publishing, 1991]. Lewin's model suggests that restraining forces influence organizations and that driving forces cause change to happen [Lewin K. Problems of research in social psychology. In: Cartwright D, ed. Field Theory in Social Science: Selected Theoretical Papers. New York, NY: Harpers; 1951]. Recommendation(s) Whether athletic trainers approach change management in a leadership role or as a stakeholder, newly transitioning professionals and those seeking leadership roles should value and appreciate change management theories and tools. Moreover, while no best practice statement exists relative to the incorporation of change management into a curriculum, addressing the subject early may allow immersive-experience students an opportunity to use change management during a process improvement initiative, facilitating a greater appreciation of the content. Conclusion(s) Athletic training curriculums should consider including change management course content, whether separately or in combination with other process-improvement content, thereby familiarizing athletic trainers with a common language for organizational and professional change.

scholarly journals Educating Educators: Perceptions of Preceptors and Clinical Education Coordinators Regarding Training at a Division II Athletic Training Program

2016 ◽  
Vol 11 (1) ◽  
pp. 10-17
Author(s):  
Renae Ellen Bomar ◽  
Thalia Mulvihill
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Health Care Providers ◽  
Clinical Education ◽  
Athletic Trainers ◽  
Ncaa Division Ii ◽  
Care Providers ◽  
Preceptor Training ◽  
Division Ii

Context: Clinical experiences give the student athletic trainer the opportunity to relate and apply didactic information to a real-world setting. During these experiences student athletic trainers are supervised by certified, licensed health care providers working in a variety of settings (eg, hospital, physical therapy clinic, doctor's office). It is important to note the responsibilities these health care professionals (preceptors) take on when choosing to become a preceptor. Not only are they completing their normal, job-related tasks of patient care and administrative duties, but they are also responsible for the education and evaluation of student athletic trainers. Objective: This case study takes an in-depth look at a National Collegiate Athletic Association (NCAA) Division II athletic training program's (ATP) preceptor training model and provides an example of how 1 program is developing its preceptors under the new Commission on Accreditation of Athletic Training Education (CAATE) policies. It is meant to lay the foundation for further research in preceptor development by providing a description of training and development practices. This case study can be used as a guide to other ATPs and compared to other institutions to identify the best practices for preceptor development. Because the policies are new and little research has been done on preceptor development, this is the first step in creating effective evidence-based practices. Design: Ethnographic case study. Setting: One-on-one, in-person, semistructured interviews were conducted, audio recorded, and transcribed verbatim. A review of relevant (eg, training manuals) preceptor training documents was completed. Member checks were done as necessary for accuracy. Participants: One male, veteran off-campus preceptor, 1 female, novice on-campus preceptor, and the ATP clinical education coordinator participated. Participants were part of an NCAA Division II ATP located in Indiana. Results and Conclusions: The findings suggested that this program's preceptor training used various pedagogical designs and provided strong support to those involved.

Supervised Autonomy

2009 ◽  
Vol 4 (1) ◽  
pp. 14-18 ◽  
Author(s):  
Patrick Sexton ◽  
Linda S. Levy ◽  
K. Sean Willeford ◽  
Mary G. Barnum ◽  
Greg Gardner ◽  
...  
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Athletic Trainers ◽  
Primary Objective ◽  
Clinical Instructors ◽  
Clinical Experiences ◽  
Direct Supervision ◽  
Athletic Training Educators ◽  
Secondary Objective ◽  
Definition Of

Objective: The primary objective of this paper is to present the evolution, purpose, and definition of direct supervision in the athletic training clinical education. The secondary objective is to briefly present the factors that may negatively affect the quality of direct supervision to allow remediation and provide higher quality clinical experiences for athletic training students. Background: Athletic training educators and clinical instructors often engage in discussions regarding the direct supervision of ATSs. These discussions tend to center around concerns about ATS preparation, and how the current level of preparedness differs from that of the past. Some believe that direct supervision, rather than unsupervised practice, retards the ATSs' development; however, there is no current literature to support this concept. Description: Supervision means to watch or direct, while mentoring means to tutor, instruct, or guide; therefore, mentoring may be more descriptive of the desired/intended interaction between an ATS and their clinical instructor (CI). The intent of supervision is for an ATS to refine and improve their clinical proficiencies under CI guidance. For this to occur, the CI must alter their interactions with the ATS as the student evolves. Clinical Advantages: Developing the CIs' understanding of the intent and continuum of expectations associated with direct supervision will allow them to maximize their students' education and position them to become highly skilled and confident Athletic Trainers.

scholarly journals Integrating Safe Space Ally Training Into the Athletic Training Curriculum

2021 ◽  
Vol 16 (4) ◽  
pp. 270-277
Author(s):  
Patricia A. Aronson ◽  
Lorin A. Cartwright ◽  
Rebecca M. Lopez
Keyword(s):  
Health Care ◽  
Cultural Competence ◽  
Athletic Training ◽  
Cultural Competency ◽  
Health Care Professionals ◽  
Athletic Trainers ◽  
Safe Space ◽  
Training Curriculum ◽  
Patient Centered ◽  
Athletic Training Educators

Context It has become increasingly important that athletic trainers (ATs) understand and promote diversity, inclusion, and cultural competency. One technique athletic training educators can use to promote cultural competency for those in the lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) community is by attending a safe space ally training (SST) program to integrate the concepts of SST programing into their curriculum. Objective To provide athletic training educators with techniques to integrate inclusion and cultural competence regarding the LGBTQIA+ community into the athletic training curriculum using SST content. Our goal is that athletic training educators will train future ATs as well as embrace individual professional development. Background The National Athletic Trainers' Association (NATA) LGBTQ+ Advisory Committee (AC) has created an SST workshop for athletic trainers. Educators can promote cultural competency throughout the curriculum using evidence-based training programs such as the NATA LGBTQ+ AC SST. Description The emphasis of SST is to improve cultural competence regarding sexual minorities to improve inclusivity in all athletic training settings. It is critical that athletic training education programs prepare graduates to be competent, compassionate, patient-centered and professional ATs who are ready to function as health care professionals for all patients. Clinical Advantage(s) A goal of cultural competency is to create an inclusive environment within all athletic training settings, whether it be in a classroom, a clinic, or a nontraditional work setting. Health disparities and health care inequities must be appreciated by every AT to deliver compassionate and competent care for all in marginalized populations. Educators can make a difference in the future of athletic training by increasing the cultural competency of their students. Conclusion(s) Patient-centered care, knowledge of the care of those in diverse and minority populations, and ethical behavior can be enhanced through SST programs.

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 Factors Affecting Student Persistence into Athletic Training Programs

2019 ◽  
Author(s):  
Heather Hudson ◽  
Valerie Herzog
Keyword(s):  
Training Program ◽  
Athletic Training ◽  
Clinical Education ◽  
Student Persistence ◽  
Athletic Trainers ◽  
Athletic Training Students ◽  
Clinical Integration ◽  
Factors Affecting ◽  
Introductory Course ◽  
Athletic Training Program Directors

Purpose: The purpose of this study was to examine the factors that contribute to student persistence and gauge prospective athletic training students' perceptions of experiences that contributed to their persistence. Method: The Athletic Training Student Persistence-Revised Survey was developed to gather data about program attributes, social, academic, clinical integration, and program commitment. Institutional demographics, program demographics, and program attributes were collected during interviews. Surveys were administered online through SurveyMonkey. Survey data were returned anonymously by designated contact persons (Athletic Training Program Directors or Clinical Education Coordinators) for all freshmen prospective athletic training students enrolled in the athletic training introductory course/s. Descriptive statistics and non-parametric differences and correlations were calculated. The inductive process was used in coding open-ended data. Results: The Mann Whitney U test and Spearman Rho analysis demonstrated significant results. Program attributes along with clinical integration had the weakest correlations (r = -0.36 and r = -0.32, respectively), while academic integration and program commitment had the strongest (r = -0.58 and r = -0.76, respectively). No predictive variables were found. Qualitatively, persisters and non-persisters managed the pre-application period differently. Additionally, the rapport between athletes and athletic trainers serving as preceptors, the relationships between prospective athletic training students and extant athletic training students, and the mentorship displayed by athletic training students were all contributors to persistence. Conclusions: Communication between the athletic training program director and prospective athletic training students is vital, but the core of the study revealed that what transpires during clinical observation hours, within the introductory course/s, between athletic trainers and athletes, and between athletic training students/preceptors and prospective athletic training students are of even greater importance. The findings demonstrated that decisions to persist are the result of all parties and components associated with the athletic training program, not just one.

scholarly journals When Direct Pressure Is Not Enough: An Educational Technique for Teaching Wound Packing in Athletic Training Education

2021 ◽  
Vol 16 (4) ◽  
pp. 278-286
Author(s):  
Ashley B. Thrasher ◽  
Edward J. Strapp
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Wound Care ◽  
Athletic Trainers ◽  
Mass Casualty ◽  
Laboratory Activity ◽  
Civilian Casualty ◽  
Mass Casualty Events ◽  
Direct Pressure ◽  
Educational Technique

Context Uncontrolled hemorrhage is a major cause of preventable death. Wound care and managing external hemorrhage are important skills for athletic trainers. Objective Describe a laboratory activity used to allow students to practice managing uncontrolled external hemorrhage and wound packing. Background The prevalence of active shooter and other mass casualty events has grown, and a trend to move military-based emergency skills into civilian casualty care has emerged. Athletic trainers are uniquely positioned to respond to catastrophic events at the time of injury. Controlling hemorrhage and rapidly applying a tourniquet or administering wound packing have a great effect in preventing death due to severe hemorrhage. Description An educational technique using a pork shoulder was implemented to provide students with experience in wound packing. Clinical Advantage(s) Students describe this activity as a beneficial way to gain experience on an important skill not often seen in the clinical education setting. Conclusion(s) Faculty may consider implementing wound packing using a pork shoulder as a laboratory activity when teaching wound care and external hemorrhage management.

scholarly journals A Time for Reflection: Should We Reconsider the Direct Supervision Standard in Clinical Education?

2017 ◽  
Vol 12 (2) ◽  
pp. 106-112 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman
Keyword(s):  
Health Care ◽  
Educational Reform ◽  
Athletic Training ◽  
Student Development ◽  
Clinical Education ◽  
Critical Role ◽  
Independent Practice ◽  
Direct Supervision ◽  
Health Care Professions ◽  
Student Safety

Context: Educational reform is occurring again in athletic training. The profession, at this time, should reflect on the structure of clinical education, particularly with direct supervision. Clinical education plays a critical role in the development of future practitioners and should provide students with a chance to gain autonomous experience, with appropriate feedback and discourse. Objective: In this commentary, we discuss direct supervision and present an alternative model for supervision (graduated supervision) in athletic training. Background: Currently, there are concerns regarding the readiness of students to transition to independent practice. These trepidations are centered on the policies related to direct supervision and chances for students to gain autonomous experiences needed to prepare them to make clinical decisions. Synthesis: Graduated supervision may provide an alternative lens for athletic training to regulate clinical education, while facilitating experiences that can assist in student development and preparedness to transition into independent, credentialed patient care. Results: Athletic training supervision policies do not align with other health care professions, yet a major impetus for educational reform was founded on the premise that we should model our degree level more comparably. Recommendation(s): Programs should allow for supervision that encompasses a trusting relationship between preceptors and students. Supervision can be modified (more versus less constant interactions) based upon the students' performance, knowledge, and skills. Shifting the way supervision is implemented can still allow for ensuring patient and student safety, but also allow for students to become critical thinkers. Conclusion(s): Direct supervision policies should be updated to allow students to develop confidence, competence, and critical thinking abilities as well as to better align the athletic training profession with other health care programs.

scholarly journals Laying an Early Foundation: Lifestyle Medicine Pre-Professional Education (LMPP) Member Interest Group

2020 ◽  
Vol 14 (5) ◽  
pp. 474-482
Author(s):  
Gia Merlo ◽  
Michelle Tollefson ◽  
Marie Dacey ◽  
Thomas Lenz ◽  
Mary Luchsinger ◽  
...  
Keyword(s):  
Health Care ◽  
Interest Group ◽  
Professional Education ◽  
Care Delivery ◽  
Future Health ◽  
Lifestyle Medicine ◽  
Business People ◽  
Working Groups ◽  
Medicine Education ◽  
Healthcare Training

Just as lifestyle medicine is the necessary foundation for true health care reform, lifestyle medicine competencies should be the foundation for health education. Although lifestyle medicine education may benefit a health professional at any stage in their education or career, evidence-based undergraduate lifestyle medicine education for future health professionals shifts the perspective of health and health care delivery. Educating health preprofessionals in associate, bachelor’s, master’s, and other preprofessional healthcare training programs is of paramount importance due to the interdisciplinary nature of lifestyle medicine. To accomplish this, American College of Lifestyle Medicine (ACLM) members can work collaboratively through committees, projects, and working groups—becoming leadership champions of change. An ACLM Pre-Professional Member Interest Group (LMPP) was created in 2018. LMPP has been working to build a national collaborative effort to amass, create, and distribute resources for educators in this pre-professional arena. Educating college students planning to become professionals outside the medical sphere, for example, lawyers, business people, artists, and engineers, will also benefit the field by introducing the power of nutrition, exercise, sleep, social connection, and stress resiliency during this formative state of career development. Pre-professional educational programs provide learners the opportunity to personally experience the power of lifestyle medicine.

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