scholarly journals Model for Clinical Education in Athletic Training

2003 ◽  
Author(s):  
Jeff Seegmiller
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Clinical Education ◽  
Allied Health ◽  
Athletic Training Education ◽  
Educational Process ◽  
Clinical Experiences ◽  
Health Care Environment ◽  
Allied Health Education ◽  
Care Environment

Clinical education is an intrinsic part of most allied health educational programs. However, conceptual models differ as to what constitutes quality for clinical experiences. As a relatively new allied health care field, athletic training education is adapting in order to meet the needs of a changing health care environment. Recent initiatives for clinical education mark the change from a quantitative (hours of exposure) approach, to one emphasizing quality (mastery over time). However, in this transition from field-based to curriculum emphasis, the coherence between different aspects of the educational process have weakened. This paper presents a background of clinical education in athletic training and presents a model for allied health education that offers distinct didactic, clinical, and field experience components.

scholarly journals The Learner-Centered Syllabus: From Theory to Practice in Allied Health Education

2005 ◽  
Author(s):  
Kimberly Peer ◽  
Malissa Martin
Keyword(s):  
Athletic Training ◽  
Allied Health ◽  
Educational Process ◽  
Successful Implementation ◽  
Learning Paradigm ◽  
Allied Health Education ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learner Centered

The national focus in higher education in shifting from the instructional to the learning paradigm where the emphasis on student-centered learning is of paramount importance. Instructional paradigms focus on “providing instruction” with distinct emphasis on the role of the teacher. Under this structure, students are typically passive listeners and the instructor is the center of teaching and instruction. The learning paradigm, on the other hand, focuses on the outcomes of the educational process thereby “facilitating learning”. The role of the student is one of an active participant who is encouraged to become engaged in the learning process through various interactive activities facilitated by the instructor. The learning paradigm strives to produce an empowered, informed, and responsible student by putting the student at the center of the classroom. This learner-centered process theoretically embraces continued improvement in the quality of learning. The learner-centered syllabus is a productive tool that can facilitate this transformation from teaching to learner-centered classrooms. The purpose of this manuscript is to integrate theory into practice as faculty shift towards more learner-centered practices. Deeply rooted in the literature, this manuscript provides suggestions for the implementation of a learner-centered syllabus from a specialized allied health care perspective – athletic training. A brief overview of student-centered learning theory coupled with a framework for constructing a syllabus that fosters an environment which focuses on learning is presented. Particular emphasis is placed upon successful implementation and integration of the syllabus throughout the entire semester to promote student success.

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

2014 ◽  
Vol 9 (4) ◽  
pp. 166-173 ◽  
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.

scholarly journals Frustrations Among Graduates of Athletic Training Education Programs

2013 ◽  
Vol 48 (1) ◽  
pp. 79-86 ◽  
Author(s):  
Thomas G. Bowman ◽  
Thomas M. Dodge
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Education Program ◽  
Athletic Training Education ◽  
Theory Approach ◽  
Clinical Experiences ◽  
Education Programs ◽  
Student Stress ◽  
Athletic Training Student ◽  
National Athletic Trainers Association

Context Although previous researchers have begun to identify sources of athletic training student stress, the specific reasons for student frustrations are not yet fully understood. It is important for athletic training administrators to understand sources of student frustration to provide a supportive learning environment. Objective To determine the factors that lead to feelings of frustration while completing a professional athletic training education program (ATEP). Design Qualitative study. Setting National Athletic Trainers' Association (NATA) accredited postprofessional education program. Patients or Other Participants Fourteen successful graduates (12 women, 2 men) of accredited professional undergraduate ATEPs enrolled in an NATA-accredited postprofessional education program. Data Collection and Analysis We conducted semistructured interviews and analyzed data with a grounded theory approach using open, axial, and selective coding procedures. We negotiated over the coding scheme and performed peer debriefings and member checks to ensure trustworthiness of the results. Results Four themes emerged from the data: (1) Athletic training student frustrations appear to stem from the amount of stress involved in completing an ATEP, leading to anxiety and feelings of being overwhelmed. (2) The interactions students have with classmates, faculty, and preceptors can also be a source of frustration for athletic training students. (3) Monotonous clinical experiences often left students feeling disengaged. (4) Students questioned entering the athletic training profession because of the fear of work-life balance problems and low compensation. Conclusions In order to reduce frustration, athletic training education programs should validate students' decisions to pursue athletic training and validate their contributions to the ATEP; provide clinical education experiences with graded autonomy; encourage positive personal interactions between students, faculty, and preceptors; and successfully model the benefits of a career in athletic training.

scholarly journals A Conceptual Framework for Clinical Education in Athletic Training

2008 ◽  
Vol 3 (2) ◽  
pp. 36-42 ◽  
Author(s):  
Sarah Radtke
Keyword(s):  
Health Professional ◽  
Athletic Training ◽  
Clinical Education ◽  
Professional Education ◽  
Allied Health ◽  
Athletic Training Education ◽  
Health Professional Education ◽  
Transfer Of Knowledge ◽  
Education Programs ◽  
Allied Health Professional

Objective: To develop a model for clinical education in athletic training education based on integration of various allied health professional clinical education models. Background: Clinical education is a critical component of allied health education programs. It allows for the transfer of knowledge and skills from classroom to practical application. Clinical education needs to be structured. In addition the Clinical Instructor (CI) also needs to facilitate athletic training students' development into effective, evidence-based practitioners. Description: A brief discussion on the need for transfer of knowledge in athletic training education is discussed. A review of the various clinical education models from allied health professional education is presented. Finally, a model for athletic training clinical education is presented with implications for practice. Clinical Advantages: As athletic training education continues to develop, a need to formalize clinical education and develop a clinical education model for athletic training is warranted. Focusing on the structure and function of clinical education will continue to move athletic training education forward and will align athletic training education with other allied health professional education programs.

Adapting Pediatric Clinical Experiences to a Changing Health Care Environment

2017 ◽  
Vol 42 (2) ◽  
pp. 105-108 ◽  
Author(s):  
Carla Pohl ◽  
Melissa Jarvill ◽  
Olcay Akman ◽  
Sarah Clark
Keyword(s):  
Health Care ◽  
Clinical Experiences ◽  
Health Care Environment ◽  
Care Environment

scholarly journals Peer Assisted Learning in Clinical Education: Literature Review

2008 ◽  
Vol 3 (3) ◽  
pp. 84-90 ◽  
Author(s):  
Jolene M. Henning ◽  
Thomas G. Weidner ◽  
Melissa C. Marty
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Allied Health ◽  
Student Learning Outcomes ◽  
Clinical Instructors ◽  
Multiple Perspectives ◽  
Peer Assisted Learning ◽  
Allied Health Education ◽  
Data Synthesis ◽  
Program Administrators

Objective: To examine the occurrence, benefits, and preferences for peer assisted learning (PAL) in medical and allied health clinical education, and to identify areas in athletic training which need further research. Data Sources: Using relevant terms, five databases were searched for the period 1980–2006 regarding literature on the use of PAL in medical and allied health education programs. Data Synthesis: We reviewed over 40 articles on the use of PAL in nursing, physical therapy, occupational therapy, medicine, athletic training, and higher education. It is apparent that PAL is a commonly used educational strategy that offers mutual benefits to participating students. Conclusions/Recommendations: Research is warranted regarding the preferences for and occurrence and benefits of planned and unplanned PAL from the perspective of program administrators, clinical instructors, and students. These multiple perspectives will allow for a more complete understanding of PAL in athletic training clinical education, laying the groundwork for future studies comparing student learning outcomes in ATEPs with planned PAL to those with unplanned PAL.

scholarly journals NURSES' PROFESSIONAL COMPETENCE COMPONENTS SELF-ASSESSMENT IN BUILDING A POSITIVE HEALTH CARE ENVIRONMENT

2016 ◽  
Vol 3 ◽  
pp. 486
Author(s):  
Madara Miķelsone ◽  
Ruta Renigere ◽  
Sandra Dreimane
Keyword(s):  
Health Care ◽  
Critical Thinking ◽  
Professional Competence ◽  
Research Work ◽  
Educational Process ◽  
Assessment Scale ◽  
Care Process ◽  
Health Care Environment ◽  
Self Assessment ◽  
Care Environment

Nurses' professional competence consists of several interrelated components, which during interacting of critical thinking, reflection and experience, characterizes the essence of the profession of nurses. Critical thinking applies not only to the educational process, it is an expression the nurses’ responsible and professional action during the health care process. Critical thinking and reflection make up of various specific competence component interactions of nurses professional healthcare process. The professional competence of the nurse grows and develops in interaction of social, educational and health care environment, learning process, and is realized in the context of the knowledge and experience. It is constantly exposed to the transformation from the potential state to the actual, developing, increasing its potential and readiness in a systemic perspective.The study aims to determine the self-assessment level of the nurses' professional competence components to create a positive environment for health care and improve health care quality.It is important for nurses to engage in scientific research work, thus developing evidence-based health-care practices. Research task in nursing and health care is the identification and development of knowledge, promoting the use of the theory of nursing in practice through critical and systematic way of thinking and implementing the theory based health care. The study utilized: 1) nurses' professional competence component self-assessment scale (Nurse Competence Scale); 2) The research process implementation barrier assessment scale (Barrier scale).

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

2014 ◽  
Vol 9 (4) ◽  
pp. 156-165 ◽  
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.

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.

scholarly journals Clinical Instructor Characteristics, Behaviors and Skills in Allied Health Care Settings: A Literature Review

2009 ◽  
Vol 4 (1) ◽  
pp. 8-13 ◽  
Author(s):  
Linda S. Levy ◽  
Patrick Sexton ◽  
K. Sean Willeford ◽  
Mary G. Barnum ◽  
M. Susan Guyer ◽  
...  
Keyword(s):  
Health Care ◽  
Student Perceptions ◽  
Athletic Training ◽  
Clinical Education ◽  
Allied Health ◽  
Data Sources ◽  
Clinical Instructor ◽  
Health Care Settings ◽  
Allied Health Care ◽  
Instructor Characteristics

The purpose of this literature review is to compare both clinical instructor and student perceptions of helpful and hindering clinical instructor characteristics, behaviors and skills in athletic training and allied health care settings. Clinical education in athletic training is similar to that of other allied health care professions. Clinical education is used to practice didactic information in a hands-on environment, with the goal of integrating theory and practice in a controlled setting. Students are taught skills, behaviors and attitudes required to enter into professional practice. Athletic training clinical education evolved from the medical education model for training physicians and is currently based on the nursing model. Other allied health care professionals employ similar practices. Objective: To provide an overview of helpful and hindering clinical instructor characteristics, behaviors and skills in athletic training and in other allied health professions. Data Sources: MEDLINE, Health Source: Nursing/Academic, PubMed, SPORTDiscus, Academic Search Premier, ERIC and PsychArticles served as the data sources for the allied health fields that included athletic training, nursing, medicine, optometry, clinical psychology, occupational therapy, physical therapy, speech and language pathology, radiography. Data Synthesis: Athletic trainer, allied health profession, and student perceptions of clinical instructor characteristics, behaviors and skills were reviewed and summarized. Conclusions/Recommendations: This review presents literature suggesting that clinical education, regardless of the profession or setting, contains similarities. Clinical instructor characteristics, behaviors and skills are important and need to be the focus of clinical education in order to promote helpful, while minimizing hindering, behaviors. Effective clinical instructors enhance the learning process. Focusing on improved supervisor and supervision services should be employed to teach athletic trainers helpful clinical instructor behaviors.

Sign in / Sign up

Export Citation Format

Share Document