scholarly journals A Descriptive Study of Athletic Training Students Perception of Effective Mentoring Roles.

2006 ◽  
Author(s):  
William Pitney ◽  
Grey Ethlers ◽  
Stacy Walker
Keyword(s):  
Athletic Training ◽  
Electronic Mail ◽  
Online Survey ◽  
Personal Characteristics ◽  
National Sample ◽  
Athletic Training Students ◽  
Mentoring Relationship ◽  
National Athletic Trainers Association ◽  
And Gender ◽  
Mail Address

Context: Mentoring relationships are commonly thought to promote the learning of a professional role. Mentors can perform a variety of roles and possess many different personal characteristics, but there is limited literature related to athletic training students’ perceptions of effective mentoring roles and characteristics. Objective: To explore who athletic training students identify as a mentor and describe the students’ perceptions of the mentoring role and personal characteristics. Design: An online survey was used to collect students’ perceptions. Setting: The study was initiated from a large mid-western university and included a national sample of athletic training students with published e-mail addresses. Participants: Student members of the National Athletic Trainers’ Association (NATA) with a published electronic-mail address (N=3285) were surveyed and a total of 807 students accessed the online survey for a return rate of 24.56%. Main Outcome Measure(s): Likert scale survey items measured the extent to which students agreed with the questions; descriptive statistics, specifically frequencies, means and standard deviations, were used in the analysis.Results: The majority of students identified a current practitioner as their mentor. Role modeling, communication, feedback, encouragement, listening, providing advice, support and challenges were roles associated with effective mentoring. Students generally disagreed that similar ethnicity and gender were important personal characteristics in a mentoring relationship. Conclusions: Practitioners play a key role in mentoring athletic training students; though the mentoring role of practitioners is multidimensional. The effectiveness of a mentoring relationship can likely be improved by provided consistent availability and contact, by caring about a student's development, and by taking adequate time to communicate effectively. While doing this, athletic training practitioners should be cognizant that athletic training students do not necessarily value the mentoring roles of providing tutoring, friendship, confrontation, information delivery and problem solving assistance in comparison to the other mentoring roles evaluated. Furthermore, the focus should be on the development of a professional and nurturing relationship that is not overly confrontational but is challenging

scholarly journals Examining Australian’s beliefs, misconceptions and sources of information for COVID-19: a national online survey

BMJ Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. e043421
Author(s):  
Rae Thomas ◽  
Hannah Greenwood ◽  
Zoe A Michaleff ◽  
Eman Abukmail ◽  
Tammy C Hoffmann ◽  
...  
Keyword(s):  
Public Health ◽  
Online Survey ◽  
Health Behaviours ◽  
National Sample ◽  
Sources Of Information ◽  
Cross Sectional Survey ◽  
Commercial Television ◽  
Cross Sectional ◽  
And Gender ◽  
Public Health Strategies

ObjectivePublic cooperation to practise preventive health behaviours is essential to manage the transmission of infectious diseases such as COVID-19. We aimed to investigate beliefs about COVID-19 diagnosis, transmission and prevention that have the potential to impact the uptake of recommended public health strategies.DesignAn online cross-sectional survey.ParticipantsA national sample of 1500 Australian adults with representative quotas for age and gender provided by an online panel provider.Main outcome measureProportion of participants with correct/incorrect knowledge of COVID-19 preventive behaviours and reasons for misconceptions.ResultsOf the 1802 potential participants contacted, 289 did not qualify, 13 declined and 1500 participated in the survey (response rate 83%). Most participants correctly identified ‘washing your hands regularly with soap and water’ (92%) and ‘staying at least 1.5 m away from others’ (90%) could help prevent COVID-19. Over 40% (incorrectly) considered wearing gloves outside of the home would prevent them from contracting COVID-19. Views about face masks were divided. Only 66% of participants correctly identified that ‘regular use of antibiotics’ would not prevent COVID-19.Most participants (90%) identified ‘fever, fatigue and cough’ as indicators of COVID-19. However, 42% of participants thought that being unable to ‘hold your breath for 10 s without coughing’ was an indicator of having the virus. The most frequently reported sources of COVID-19 information were commercial television channels (56%), the Australian Broadcasting Corporation (43%) and the Australian Government COVID-19 information app (31%).ConclusionsPublic messaging about hand hygiene and physical distancing to prevent transmission appears to have been effective. However, there are clear, identified barriers for many individuals that have the potential to impede uptake or maintenance of these behaviours in the long term. We need to develop public health messages that harness these barriers to improve future cooperation. Ensuring adherence to these interventions is critical.

Reflective Observation in the Clinical Education Setting: A Way to Promote Learning

2015 ◽  
Vol 10 (1) ◽  
pp. 32-38 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman ◽  
Sarah S. Benes
Keyword(s):  
Athletic Training ◽  
Student Development ◽  
Clinical Education ◽  
Observational Learning ◽  
Visual Learning ◽  
Learning Experiences ◽  
Learning Preferences ◽  
Athletic Training Students ◽  
Athletic Training Student ◽  
National Athletic Trainers Association

Context Clinical experiences help athletic training students gain real-time learning experiences by engaging in patient care. Observational learning has been identified as important to athletic training student development, yet little is known about its effectiveness. Objective To explore the athletic training students' perspectives on their experiences in the clinical education setting, particularly examining the effectiveness of observational learning. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education (CAATE)-accredited undergraduate programs. Patients or Other Participants Twenty-four athletic training students (7 juniors and 17 seniors) from 4 National Athletic Trainers' Association (NATA) districts volunteered to participant in our study. The average age was 21 years (range, 20–23 years). Main Outcome Measure(s) Participants responded to a series of open-ended questions by journaling their thoughts and opinions through the secure Web site QuestionPro. Questions examined clinical education experiences and learning preferences. The resulting data were analyzed using a general inductive procedure, and credibility was established by employing peer review, member checks, and multiple analyst triangulation. Results Our analysis revealed that observational learning can benefit students when academic standing is considered, the circumstances are right, and it allows for directed mentoring. Our participants valued opportunities to engage in observational learning, as long as it was limited and purposeful. Conclusions All 24 participants identified themselves as hands-on learners who preferred to be actively engaged during their learning experiences, but who also valued opportunities to observe their preceptors demonstrating and modeling appropriate skills and behaviors before engaging in the same practices themselves. Today's student, the millennial, appears to favor visual learning, which may partially explain why our cohort of athletic training students described observational learning as advantageous in certain situations.

Educator Intervention Concerning Sexual and Gender Minority Youth in the Czech Republic

2021 ◽  
Author(s):  
Jack Simons ◽  
Ales Kudrnáč ◽  
Marcela Kepic ◽  
Irena Smetáčková ◽  
Tim McCajor Hall
Keyword(s):  
Czech Republic ◽  
School Psychologists ◽  
Online Survey ◽  
National Sample ◽  
Survey Study ◽  
The Czech Republic ◽  
Gender Minority ◽  
Sexual And Gender Minority ◽  
And Gender ◽  
The Impact

A national sample of 114 educators working in secondary schools in the Czech Republic participated in a mixed research online survey study. The study was conducted to assess educators’ responses to situations concerning actual and perceived sexual and gender minority (SGM) youth. Both quantitative and qualitative data were collected. Educators’ responses included intervening when witnessing homo/trans-negativity as well as facilitating discussions with students in the classroom when these incidences occurred. Regression models indicated that these SGM advocacy responses (intervention and discussion) were significantly related to educators’ levels of self-efficacy. Having classroom discussions with students about incidences of SGM bullying were also found to relate to having training regarding SGM topics and feeling negative about students using homo/trans-negative slurs. Our findings suggest that training on SGM topics should be offered to educators in the Czech Republic to increase the likelihood that they follow up homo-/trans-negative language and behavior with discussions. Training regarding the latter should include reflection over the impact of one’s attitudes on their SGM advocacy behaviors. Lastly, future studies should include other educators besides teachers such as school counselors and school psychologists who are also uniquely positioned to advocate for SGM youth in Czech schools.

Who Should Mentor Me? Giving a Voice to Black Women Athletic Training Students

2015 ◽  
Vol 10 (2) ◽  
pp. 146-158 ◽  
Author(s):  
Bonnie J. Siple ◽  
Rodney K. Hopson ◽  
Helen C. Sobehart ◽  
Paula S. Turocy
Keyword(s):  
Black Women ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Athletic Training Students ◽  
Certified Athletic Trainers ◽  
Race And Gender ◽  
Perceived Effects ◽  
And Gender ◽  
Member Checks ◽  
Constant Comparative Analysis

Context Black women are dramatically underrepresented in the health care profession of athletic training. It may be theorized that one of the reasons more black female students are not entering into the profession of athletic training is that they do not have adequate mentors to successfully guide them. Objective The purpose of our qualitative study was to examine the perceived effects of mentoring on the retention and credentialing of black women athletic trainers. Design Qualitative. Setting Clinical settings. Patients or Other Participants Ten certified athletic trainers who self-designate as black women. Main Outcome Measure(s) We conducted one-on-one phone interviews and follow-up on personal case study interviews, which were transcribed verbatim. We performed constant comparative analysis of the data and established trustworthiness via member checks and peer review. Results (1) Mentoring promotes matriculation and successful college completion and credentialing of black women athletic training students, and (2) although shared race and gender are favorable mentor characteristics, accessibility and approachability are more essential traits of mentors. Conclusions These findings offer athletic training educators potential insight into ways to improve the athletic training educational success of black women enrolled in athletic training education programs that may lead to their increased participation/advancement in the athletic training profession.

Learning Professionalism in Athletic Training Education

2006 ◽  
Vol 1 (1) ◽  
pp. 8-11 ◽  
Author(s):  
Debbie I. Craig
Keyword(s):  
Athletic Training ◽  
Code Of Ethics ◽  
Athletic Training Education ◽  
Clinical Environment ◽  
Athletic Training Students ◽  
Self Assessment ◽  
Professional Behaviors ◽  
Approved Clinical Instructors ◽  
National Athletic Trainers Association ◽  
Definition Of

Objective: Student learning of professionalism in athletic training education programs (ATEPs) can be varied and even elusive. The purpose of this article is to define professionalism and discuss its development in athletic training students. Background: Medical professions have studied extensively how students learn professionalism. However, with some studies reporting up to 90 different associated characteristics, no set definition of professionalism has been adopted. Students may learn professional behaviors in the classroom and the clinic. Research in medical education reports that a majority of this learning occurs in the clinical environment. Description: There are numerous ways to promote the learning of professionalism in athletic training students. After engaging each student personally in this pursuit, techniques such as communicating the mission and code of ethics of the National Athletic Trainers ' Association (NATA), clearly stating expectations the ATEP holds of students ' professional behavior, providing a variety of learning opportunities in different clinical settings, carefully selecting approved clinical instructors (ACIs), and using self-assessment and reflection are a few of the techniques recommended. The importance of the role of ACIs in the development of professional behaviors in athletic training students is stressed. Advantages: Without purposefully including the learning of professionalism in ATEP curriculums (the classroom and clinical experiences), students are at risk of not being prepared to represent and promote athletic training at the highest levels within the allied health professions.

Defining the Engaging Learning Experience from the Athletic Training Student Perspective

2014 ◽  
Vol 9 (4) ◽  
pp. 182-189 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman ◽  
Sarah S. Benes
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Patient Care ◽  
Learning Style ◽  
Athletic Training ◽  
Clinical Education ◽  
Learning Experience ◽  
Athletic Training Education ◽  
Athletic Training Students ◽  
National Athletic Trainers Association

Context Clinical experiences are an integral part of athletic training education and are where students gain the hands-on, practical knowledge and skills necessary to provide quality patient care in the field. However, some clinical education experiences may not allow athletic training students to become clinically integrated. Objective To explore athletic training students' perspectives on their clinical learning experiences, specifically as they relate to an engaging learning environment. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education accredited undergraduate programs. Patients or Other Participants Twenty-one athletic training students (6 juniors; 15 seniors) with an average age of 22 years (20–23 years) from 4 National Athletic Trainers' Association districts volunteered to participate in our study. Data Collection and Analysis Participants responded to a series of open-ended questions by journaling their thoughts and opinions through the secure website QuestionPro. Data were analyzed using open coding that was guided by a general inductive procedure. Data credibility was established through peer review, interpretative member checks, and multiple analyst triangulation. Results Our cohort identified an engaging learning environment as one that allowed active learning and participation as an athletic trainer and included communication between the student and preceptor, patient interactions, and instructor feedback regarding development and application of skills and knowledge. Conclusions Athletic training students prefer a more active learning style and value observing their preceptor engage in patient care, but they also want the opportunity to practice their athletic training skills to gain competence and confidence.

scholarly journals Development of an Instrument to Assess Athletic Trainers' Attitudes Toward Transgender Patients

2018 ◽  
Vol 53 (4) ◽  
pp. 431-436 ◽  
Author(s):  
Kristine A. Ensign ◽  
Brian M. Dodge ◽  
Debra Herbenick ◽  
Carrie L. Docherty
Keyword(s):  
Athletic Training ◽  
Response Rate ◽  
Athletic Trainers ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Item Reduction ◽  
Gender Minorities ◽  
Semistructured Interviews ◽  
National Athletic Trainers Association ◽  
And Gender

Context:  The unique contexts in which athletic trainers (ATs) work require specific tools in order to understand their attitudes toward diverse patient populations, including sexual and gender minorities. Objective:  To develop and validate the Attitudes Toward Transgender Patients (ATTP) instrument for ATs. Design:  Cross-sectional study. Setting:  Semistructured interviews, paper-based questionnaire, and electronic questionnaire. Patients or Other Participants:  Six ATs completed semistructured interviews to develop themes regarding transgender patients. Additionally, 39 students in professional and postprofessional athletic training programs answered questionnaires designed to elicit statements regarding transgender patients. For item reduction, a sample of 3000 ATs were e-mailed (response rate = 17%), and for validation, another sample of 3000 ATs were e-mailed (response rate = 13%). Athletic trainers' e-mail addresses were obtained from the National Athletic Trainers' Association. Data Collection and Analysis:  The 3 phases were (1) exploratory interviews, (2) construct validity and item reduction, and (3) criterion validity. Items were created based on interviews and questionnaires. Principal axis factoring was used for item reduction, and Pearson correlations were used for validation. Results:  Thirty-six statements pertaining to transgender patients were developed from the interview and questionnaire data. After item reduction, 10 items remained to form the ATTP (α = .834). For validation, the ATTP and Transphobia Scale were significantly correlated (r = .723; P < .001). Conclusions:  The ability to assess attitudes toward transgender patients will allow clinicians to identify needed areas of focus for training and education. The ATTP assesses affective and cognitive attitudes and behavioral intentions toward transgender patients in common clinical settings.

scholarly journals Athletic Training Students' Knowledge of Ethical and Legal Practice with Technology and Social Media

10.4085/13013 ◽  
2018 ◽  
Vol 13 (1) ◽  
pp. 3-11 ◽  
Author(s):  
Zachary K. Winkelmann ◽  
Elizabeth R. Neil ◽  
Lindsey E. Eberman
Keyword(s):  
Health Care ◽  
Social Media ◽  
Athletic Training ◽  
Access To Health Care ◽  
Online Survey ◽  
Knowledge Assessment ◽  
Delphi Panel ◽  
Legal Practice ◽  
Patient Privacy ◽  
Athletic Training Students

Context: Technology, social media, and access to health care continue to grow simultaneously. There is limited research on the knowledge of athletic training students regarding the ethical and legal practice of protected health information using technology and social media. Objective: To explore social media use of athletic training students and to determine their knowledge of patient privacy regulations within social media and technology. Design and Setting: Online survey instrument and knowledge assessment. Patients or Other Participants: A total of 652 athletic training students. Intervention(s): A knowledge assessment of 12 items based on the governance and use of patient privacy compliance in health care within the context of athletic training students' clinical experiences. Main Outcome Measure(s): An instrument of 26 questions, including 14 demographic and 12 knowledge items, was developed and content validated using a Delphi panel of experts in athletic training, health care information technology, and risk management lawyers. Descriptive statistics and independent t tests were calculated. Results: Athletic training students stated they had received previous education (n = 587 of 637, 92.2%) regarding Health Insurance Portability and Accountability Act (HIPAA) regulations, and had an average of 6.81 ± 2.75 active social media accounts. Only 24.2% (n = 154 of 636) of respondents stated their professional athletic training program had a social media policy that was strictly enforced. We identified a lack of knowledge of best practice by athletic training students, with an average knowledge assessment score of 4.92 ± 1.7 out of 13 (37.8%). Total knowledge scores were significantly different (P = .008) if the respondent had previous HIPAA education. Conclusions: The respondents scored poorly on the knowledge assessment despite previous education related to HIPAA regulations. Athletic training educators should seek out strategies to adapt professional or preprofessional curricula to incorporate health care informatics and ethics to adapt to the current culture of technology and social media.

Characteristics of Athletic Training Students That Preceptors Find Desirable

2016 ◽  
Vol 11 (1) ◽  
pp. 27-31 ◽  
Author(s):  
W. David Carr ◽  
Spencer Thomas ◽  
Jenica Paulsen ◽  
Jennifer Chiu
Keyword(s):  
Athletic Training ◽  
Communication Skills ◽  
Online Survey ◽  
Outcome Measure ◽  
Rank Order ◽  
Athletic Trainers ◽  
Descriptive Statistics ◽  
Athletic Training Students ◽  
Certified Athletic Trainers ◽  
Athletic Training Student

Context: Athletic training students acquire clinical hours under the direct supervision of athletic training preceptors. Objective: The purpose of this project was to explore what characteristics preceptors desire in their athletic training students. Design and Setting: Online survey instrument. Patients or Other Participants: A total of 286 certified athletic trainers (128 male, 158 female; average years experience 10.58 ± 8.48). Participants were required to be current preceptors and have 1 or more years of preceptor experience. Main Outcome Measure(s): An instrument of 21 questions, including 7 demographics, 13 Likert-scale (1 = not important; 10 = strongly important), and 1 rank order item was developed. Validity of the instrument was established by a review of experts. An analysis of internal consistency revealed an α of .834. Data was analyzed with SPSS (version 20.0; IBM Inc, Chicago, IL). Basic descriptive statistics were calculated, and an analysis of variance was conducted to determine differences. Results: Top 3 characteristics seen amongst all settings were initiative (mean = 9.091 ± 1.166), communication skills (mean = 8.769 ± 1.241), and intelligence (mean = 8.723 ± 1.247). Gender differences were observed in 4 of the 13 characteristics. Conclusions: Findings demonstrated initiative, communication skills, and intelligence to be perceived as the most important athletic training student characteristics. These findings differ with previous literature and the preliminary focus group findings, where emotional intelligence and communication skills were reported to be of greater importance.

scholarly journals Help-Seeking Behaviors Among Athletic Training Students in the Clinical Education Setting: A Pilot Study

2013 ◽  
Vol 8 (4) ◽  
pp. 115-123 ◽  
Author(s):  
Mikiko Aoyagi Nakajima ◽  
Keith W. Freesemann
Keyword(s):  
Multivariate Analysis ◽  
Training Program ◽  
Athletic Training ◽  
Clinical Education ◽  
Help Seeking ◽  
Online Survey ◽  
Analysis Of Covariance ◽  
Athletic Training Students ◽  
Help Seeking Behaviors ◽  
First Semester

Context Help-seeking is an important self-regulating and proactive strategy that prepares students to be successful learners. It is particularly important in the clinical education setting, in which students must actively engage in learning. Objective To determine both the type of help-seeking behaviors used by athletic training students in the clinical education setting and the relationship between help-seeking behaviors and achievement in their athletic training program. Design Cross-sectional exploratory study. Setting Online survey. Patients or Other Participants Athletic training students from one Commission on Accreditation of Athletic Training Education–accredited athletic training program. Data Collection and Analysis An online survey was developed using previously validated help-seeking and general self-efficacy scales and several demographic questions. Factorial multivariate analysis of variance and multivariate analysis of covariance and univariate analyses determined differences among respondents' demographic characteristics and other variables. Results A total of 38 athletic training students responded to the online survey. There was a significant main effect for passing/failing of competency exams (Wilks λ = 0.680, F = 3.061, P = .034), semester (Wilks λ = 0.485, F = 6.905, P = .001), and interaction effect (Wilks λ = 0.591, P = .007). Follow-up analysis showed that first-semester students who passed had significantly lower scores for avoidance of help-seeking (M = 1.229 ± 0.282) compared to first-semester students who didn't pass (M = 1.994 ± 0.079; P = .004). Conclusions Students typically engaged in help-seeking behaviors beneficial for learning (ie, instrumental help-seeking). However, students who engaged in avoidance help-seeking had lower achievement scores when measured by the passing/failing of their competency exam at the end of their respective semester. Preceptors and athletic training educators are encouraged to detect the type of help-seeking behaviors students use and guide them to those that are conducive to learning and success.

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