scholarly journals An Exploration of Athletic Trainers’ Perceptions of the Continuing Education Process

2008 â—½  
Author(s):  
Stacy Walker â—½  
William Pitney â—½  
Christine Lauber â—½  
David Berry
Keyword(s):  
Focus Groups â—½  
Continuing Education â—½  
Athletic Training â—½  
Health Care Professionals â—½  
Positive Impact â—½  
Athletic Trainers â—½  
Educational Process â—½  
Individual Work â—½  
Education Activity â—½  
Field Notes

Purpose: Many health care professionals, including athletic trainers, utilize continuing education to maintain their certification or licensure status. Little is known about the perceptions of athletic trainers toward this educational process. The purpose of this study was to explore the perceptions of athletic trainers toward the continuing education process.Method: Data were collected from 2 sources: field notes from 6 focus groups with 43 individuals, and 6 hours of transcribed audiotape recordings from focus groups. Trustworthiness was established through member checks and multiple analyst triangulations. Results: Continuing education is valued and it is believed to advance the profession of athletic training and maintain competence. Engagement in continuing education was generally based on individual learning interest and applicability of the content to their individual work setting. Lastly, athletic trainers feel they are ultimately accountable for honestly engaging in learning activities and reporting continuing education activity. Conclusion:Continuing education is valued by credential holders and is an integral part of what it means to be a professional. It can be effective as long as athletic trainers appropriately select continuing education programs and responsibly engage in learning. Knowledge that is applicable and pertains to individual work duties is perceived as more meaningful. The benefits of effective continuing education are the maintenance of competency, improved self-efficacy, and enhanced professional respect, all of which can have a positive impact on and advance the profession.

scholarly journals Examining the Environmental Effects of Athletic Training: Perceptions of Waste and the Use of Green Techniques

2017 â—½  
Vol 52 (12) â—½  
pp. 1121-1130
Author(s):  
Kelly Potteiger â—½  
William A. Pitney â—½  
Thomas A. Cappaert â—½  
Angela Wolfe
Keyword(s):  
Focus Groups â—½  
Athletic Training â—½  
Environmental Sustainability â—½  
Athletic Trainers â—½  
Daily Practice â—½  
Mixed Methods Study â—½  
Individual Interviews â—½  
Practice Size â—½  
Direct Measures â—½  
Field Setting

Context:  Environmental sustainability is a critical concern in health care. Similar to other professions, the practice of athletic training necessitates the use of a large quantity of natural and manufactured resources. Objective:  To examine the perceptions of the waste produced by the practice of athletic training and the green practices currently used by athletic trainers (ATs) to combat this waste. Design:  Mixed-methods study. Setting:  Field setting. Patients or Other Participants:  A total of 442 ATs completed the study. Sixteen individuals participated in the qualitative portion. Main Outcome Measure(s):  Data from sections 2 and 3 of the Athletic Training Environmental Impact Survey were analyzed. Focus groups and individual interviews were used to determine participants' views of waste and the efforts used to combat waste. Descriptive statistics were used to examine types of waste. Independent t tests, χ2 tests, and 1-way analyses of variance were calculated to identify any differences between the knowledge and use of green techniques. Interviews and focus groups were transcribed verbatim and analyzed inductively. Results:  Participants reported moderate knowledge of green techniques (3.18 ± 0.53 on a 5-point Likert scale). Fifty-eight percent (n = 260) of survey participants perceived that a substantial amount of waste was produced by the practice of athletic training. Ninety-two percent (n = 408) admitted they thought about the waste produced in their daily practice. The types of waste reported most frequently were plastics (n = 111, 29%), water (n = 88, 23%), and paper for administrative use (n = 81, 21%). Fifty-two percent (n = 234) agreed this waste directly affected the environment. The qualitative aspect of the study reinforced recognition of the large amount of waste produced by the practice of athletic training. Types of conservation practices used by ATs were also explored. Conclusions:  Participants reported concern regarding the waste produced by athletic training. The amount of waste varies depending on practice size and setting. Future researchers should use direct measures to determine the amount of waste created by the practice of athletic training.

scholarly journals Formal and Informal Continuing Education Activities and Athletic Training Professional Practice

2010 â—½  
Vol 45 (3) â—½  
pp. 279-286 â—½  
Author(s):  
Kirk J. Armstrong â—½  
Thomas G. Weidner
Keyword(s):  
Continuing Education â—½  
Patient Care â—½  
Athletic Training â—½  
Professional Practice â—½  
Professional Growth â—½  
Clinical Skills â—½  
Athletic Trainers â—½  
Demographic Characteristics â—½  
Cross Sectional â—½  
Training Professional

Abstract Context: Continuing education (CE) is intended to promote professional growth and, ultimately, to enhance professional practice. Objective: To determine certified athletic trainers' participation in formal (ie, approved for CE credit) and informal (ie, not approved for CE credit) CE activities and the perceived effect these activities have on professional practice with regard to improving knowledge, clinical skills and abilities, attitudes toward patient care, and patient care itself. Design: Cross-sectional study. Setting: Athletic training practice settings. Patients or Other Participants: Of a geographic, stratified random sample of 1000 athletic trainers, 427 (42.7%) completed the survey. Main Outcome Measure(s): The Survey of Formal and Informal Athletic Training Continuing Education Activities was developed and administered electronically. The survey consisted of demographic characteristics and Likert-scale items regarding CE participation and perceived effect of CE on professional practice. Internal consistency of survey items was determined using the Cronbach α (α  =  0.945). Descriptive statistics were computed for all items. An analysis of variance and dependent t tests were calculated to determine differences among respondents' demographic characteristics and their participation in, and perceived effect of, CE activities. The α level was set at .05. Results: Respondents completed more informal CE activities than formal CE activities. Participation in informal CE activities included reading athletic training journals (75.4%), whereas formal CE activities included attending a Board of Certification–approved workshop, seminar, or professional conference not conducted by the National Athletic Trainers' Association or affiliates or committees (75.6%). Informal CE activities were perceived to improve clinical skills or abilities and attitudes toward patient care. Formal CE activities were perceived to enhance knowledge. Conclusions: More respondents completed informal CE activities than formal CE activities. Both formal and informal CE activities were perceived to enhance athletic training professional practice. Informal CE activities should be explored and considered for CE credit.

scholarly journals Effect of Performance Feedback on Perceived Knowledge and Likelihood to Pursue Continuing Education

2011 â—½  
Vol 6 (2) â—½  
pp. 69-75 â—½  
Author(s):  
Lindsey E. Eberman â—½  
Brady L. Tripp
Keyword(s):  
Continuing Education â—½  
Performance Feedback â—½  
Health Care Professionals â—½  
Athletic Trainers â—½  
Control Group â—½  
Knowledge Gap â—½  
Perceived Knowledge â—½  
Before And After â—½  
Post Test â—½  
Experimental Group

Context: For practicing health care professionals, waiting for a teachable moment to identify a gap in knowledge could prove critical. Other methods are needed to help health care professionals identify their knowledge gaps. Objective: To assess the effect of performance feedback on Athletic Trainers' (AT) perceived knowledge (PK) and likelihood to pursue continuing education (CE). Design and Setting: Pre-test, post-test control-group design to measure PK and likelihood to pursue CE before and after assessing actual knowledge (AK) in an on-line classroom (Campus Edition 6; Blackboard Inc.). Participants: We randomly sampled potential participants (n = 2000) from the National Athletic Trainers' Association membership directory and then randomly assigned (n = 103/2000, 5.1%) them to control (n = 58) or experimental groups (n = 45). Interventions: Performance feedback following the AK assessment in the experimental group. Main Outcome Measures: We assessed PK and likelihood to pursue CE before and after the AK assessment. We calculated differences between pre-test and post-test scores and knowledge gap. Two independent samples t-tests examined the effects of feedback on the dependent measures. Multiple linear regression was used to predict post-test likelihood to pursue CE using three variables: PK, pre-test likelihood to pursue CE knowledge gap. Results: We found a significant difference (68.2%) between groups for likelihood to pursue CE (P = 0.01, ES = 0.45). The experimental group demonstrated a 13.8% (pre-test = 4.12 ± 1.32, post-test = 4.78 ±1.13) increase in likelihood to pursue CE, while the control group increased 4.4% (pre-test = 4.60 ± 1.07, post-test = 4.81 ± 1.08). Pre-test likelihood to pursue CE was a significant predictor of post-test likelihood to pursue CE (r = 0.74, R2= 0.55, P = 0.05). We observed a moderate relationship between pre-test knowledge gap and post-test likelihood to pursue CE (r = 0.31, R2= 0.10, P < 0.01). Pre-test knowledge gap was a significant predictor of post-test knowledge gap(r = 0.88, R2=0.77, P < 0.01). Conclusions: Knowledge assessment alone increases the likelihood to pursue CE, yet when feedback is provided ATs are more likely to pursue CE.

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

2021 â—½  
Vol 16 (4) â—½  
pp. 270-277
Author(s):  
Patricia A. Aronson â—½  
Lorin A. Cartwright â—½  
Rebecca M. Lopez
Keyword(s):  
Health Care â—½  
Cultural Competence â—½  
Athletic Training â—½  
Cultural Competency â—½  
Health Care Professionals â—½  
Athletic Trainers â—½  
Safe Space â—½  
Training Curriculum â—½  
Patient Centered â—½  
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 Development of a Rubric to Improve Critical Thinking

10.4085/070386 â—½  
2012 â—½  
Vol 7 (3) â—½  
pp. 86-94 â—½  
Author(s):  
Kasee J. Hildenbrand â—½  
Judy A. Schultz
Keyword(s):  
Critical Thinking â—½  
Athletic Training â—½  
Health Care Professionals â—½  
High Reliability â—½  
Athletic Trainers â—½  
Athletic Training Education â—½  
Human Anatomy â—½  
Validity And Reliability â—½  
Group Assessment â—½  
Skill Sets

Context: Health care professionals, including athletic trainers are confronted daily with multiple complex problems that require critical thinking. Objective: This research attempts to develop a reliable process to assess students' critical thinking in a variety of athletic training and kinesiology courses. Design: Our first step was to create a panel of professionals, faculty, students, and critical thinking specialists to create a list of desirable traits and skill sets. Next, the panel specifically examined the language used by a university's existing critical thinking rubric and considered possible modifications for the kinesiology and athletic training education programs. This process involved the creation of a team of raters who participated in a norming process. Setting: University undergraduate classroom. Participants: Students enrolled in a lower level anatomy class and a higher level motor learning class within the kinesiology program and a group of stakeholders. Outcome Measures: To develop consistency using a norming process to examine the validity and reliability of a critical thinking rubric. Results: The panel norming process for the human anatomy course resulted in an overall interrater reliability score of 94% for a low (poor) paper, 90.5% for a medium (average) paper, and 89% for a high (excellent) paper. This high reliability coefficient provided confidence that evaluations of critical thinking would be reliable. In terms of validity, the results indicated that the group assessment of critical thinking can distinguish between various papers. Conclusion: Using the rubric allowed an established set of skills to be intentionally linked to critical thinking.

Integrating Evidence-Based Practice in Athletic Training Though Online Learning

2018 â—½  
pp. 5810-5819
Author(s):  
Brittany A. Vorndran â—½  
Michelle Lee D'Abundo
Keyword(s):  
Decision Making â—½  
Online Learning â—½  
Continuing Education â—½  
Athletic Training â—½  
Clinical Decision Making â—½  
Evidence Based Practice â—½  
Athletic Trainers â—½  
Clinical Decision â—½  
Evidence Based â—½  
Primary Method

Evidence-based practice (EBP) involves a health care professional using his or her own knowledge, the current research published, and the needs of the patient to make the best clinical decision. This has been a hot topic in many different branches of healthcare and recently athletic trainers have begun to embrace its importance. In December of 2015, athletic trainers (ATs) will need to have completed ten of their fifty continuing education units (CEUs) in EBP to maintain certification. While ATs recognize the significance of implementing EBP into clinical decision making, there are many barriers slowing the change. This chapter includes information about how EBP is currently being used by athletic training clinicians and educators, the barriers ATs perceive to using EBP, the importance of using EBP, and managing the transition needed to successfully adopt the use of EBP. Online learning will be reviewed as the primary method of diffusing EBP into the profession of Athletic Training.

Applying the Sport Commitment Model to Sport Injury Rehabilitation

2020 â—½  
pp. 1-6 â—½  
Author(s):  
Windee M. Weiss
Keyword(s):  
Athletic Training â—½  
Health Care Professionals â—½  
Sport Injury â—½  
Female Athletes â—½  
Athletic Trainers â—½  
Social Constraints â—½  
Athletic Training Students â—½  
Injury Rehabilitation â—½  
Certified Athletic Trainers â—½  
Sport Commitment

Context: Sustaining effort and persistence throughout injury rehabilitation are common goals for sport health care professionals. Considerable research in the sport domain has explored the issue of commitment to sport, as well as what predicts or influences an athlete’s continued desire and resolve to continue participation. Scanlan and colleagues developed the sport commitment model (SCM) that places enjoyment as central construct influencing athletes’ commitment. According to the model, perceptions of enjoyment, personal investments, involvement opportunities, attractive alternatives, social constraints, and social support should predict an athlete’s level of sport commitment. One could argue the same may be true for commitment to sport injury rehabilitation. By applying the SCM to sport injury rehabilitation, practitioners may be able to enhance an athlete’s commitment to their rehabilitation, prolong adherence, and increase other positive outcomes, such as increased enjoyment, motivation, and successful return to competition. Objective: The purpose of this pilot study was to explore the applicability of the SCM to the injury rehabilitation setting. Design: Correlational design was used. Setting: Division I, intercollegiate athletic training room. Participants: 51 injured intercollegiate male and female athletes, 5 certified athletic trainers, and 8 senior, athletic training students. Intervention: At the approximate midpoint of each athlete’s injury rehabilitation, participants completed SCM measures. Certified athletic trainers and senior athletic training students independently assessed each injured athlete on effort, energy, and intensity during rehabilitation sessions. Main Outcome Measures: Rehabilitation commitment, enjoyment, investments, attractive alternatives, social constraints, perceived costs, and rehabilitation behaviors. Results: Higher perceptions of investments predicted rehabilitation commitment. However, none of the SCM determinants predicted athletic trainer–rated rehabilitation behaviors. Conclusions: Future research should continue to explore commitment constructs in relation to rehabilitation motivation.

scholarly journals Medical Claims at National Collegiate Athletic Association Institutions: The Athletic Trainer's Role

2018 â—½  
Vol 53 (10) â—½  
pp. 1004-1010
Author(s):  
Tyler P. Killinger â—½  
Kristen Couper Schellhase
Keyword(s):  
Continuing Education â—½  
Athletic Training â—½  
National Collegiate Athletic Association â—½  
Athletic Trainers â—½  
Insurance Coverage â—½  
Formal Training â—½  
Web Based â—½  
Medical Claims â—½  
And Training â—½  
Online Web

Context National Collegiate Athletic Association (NCAA) institutions are required to certify insurance coverage of medical expenses for injuries student-athletes sustain while participating in NCAA events. Institutions assign this role to a variety of employees, including athletic trainers (ATs), athletic administrators, business managers, secretaries, and others. In 1994, Street et al observed that ATs were responsible for administering medical claim payments at 68.1% of institutions. Anecdotally, ATs do not always feel well suited to perform these tasks. Objective To investigate the ways athletic associations and departments coordinate athletic medical claims and the role of ATs in this process. Design Cross-sectional study. Setting Online Web-based survey. Patients or Other Participants All 484 National Athletic Trainers' Association members self-identified as a head AT within an NCAA collegiate or university setting were solicited to respond to the online Web-based survey. Responses from 184 (38%) head ATs employed in collegiate settings were analyzed. Main Outcome Measure(s) Institutional demographic characteristics, type of insurance coverage, person assigned to handle insurance claims, hours spent managing claims, and training for the task. Results In 62% of institutions, an AT was responsible for processing athletic medical claims. The head and assistant ATs spent means of 6.17 and 10.32 hours per week, respectively, managing claims. Most respondents (62.1%) reported no formal training in handling athletic medical insurance claims. When asked when and how it was most appropriate to learn these concepts, 35.3% cited within an accredited athletic training program curriculum, 32.9% preferred on-the-job training, and 31.1% selected via continuing education. Conclusions At NCAA institutions, ATs were responsible for administering athletic medical claims, a task in which most had no formal training. An AT may not possess adequate skills or time to handle athletic medical claims. Even if ATs are not solely responsible for this task, they remain involved as the coordinators of care. Athletic training programs, professional organizations that offer continuing education, and hiring institutions should consider focusing on and training appropriate personnel to manage athletic medical claims.

scholarly journals Benefits of and Barriers to Using Patient-Rated Outcome Measures in Athletic Training

2014 â—½  
Vol 49 (5) â—½  
pp. 674-683 â—½  
Author(s):  
Alison R. Snyder Valier â—½  
Amy L. Jennings â—½  
John T. Parsons â—½  
Luzita I. Vela
Keyword(s):  
Athletic Training â—½  
Outcome Measures â—½  
Health Care Professionals â—½  
Treatment Effectiveness â—½  
Athletic Trainers â—½  
Cross Sectional Study â—½  
Cross Sectional â—½  
Web Based â—½  
Occupational Setting â—½  
E Mail

Context: Patient-rated outcome measures (PROMs) are important for driving treatment decisions and determining treatment effectiveness. However, athletic trainers (ATs) rarely use them; understanding why may facilitate strategies for collection of these outcomes. Objective: To identify the benefits of and barriers to using PROMs in athletic training. Design: Cross-sectional study. Setting: Web-based survey. Patients or Other Participants: A total of 1469 randomly sampled ATs (age = 36.8 ± 9.8 years; 48% female) working in the college/university, 2-year institution, secondary school, clinic, hospital, or industrial/occupational setting. Intervention(s): An e-mail was sent to ATs inviting them to complete a survey regarding the use, benefits, and barriers of PROMs. Athletic trainers who indicated they used PROMs (AT-PRs) completed 65 questions about the benefits of and barriers to their use. Athletic trainers who indicated no use of PROMs (AT-NONs) completed 21 questions about barriers of use. Main Outcome Measure(s): Dependent variables were the endorsements for the benefits of and barriers to the use of PROMs. Results: A total of 458 ATs initiated the survey and 421 (AT-PR = 26%, AT-NON = 74%) completed it (response rate = 28.7%). The most frequently endorsed benefits by AT-PRs were enhancing communication with patients (90%) and other health care professionals (80%), directing patient care (87%), and increasing examination efficiency (80%). The most frequently endorsed barriers by AT-PRs were that PROMs are time consuming (44%), difficult (36%), and confusing (31%) for patients and time consuming for clinicians to score and interpret (29%). The most frequently endorsed problems by AT-NONs were that PROMs are time consuming for clinicians to score and interpret (31%), time consuming (46%) and irrelevant to patients (28%), and lacking a support structure for clinicians (29%). Conclusions: These results suggest that, although benefits to using PROMs exist, there are also barriers. Barriers are similar for AT-PRs and AT-NONs. Strategies to decrease barriers and facilitate the use of PROMs warrant investigation.

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