A Review and Conceptual Framework for Integrating Leadership into Clinical Practice

2012 ◽  
Vol 7 (1) ◽  
pp. 18-29 ◽  
Author(s):  
Matthew R. Kutz
Keyword(s):  
Health Care ◽  
Clinical Practice ◽  
Leadership Development ◽  
Conceptual Framework ◽  
Athletic Training ◽  
Leadership Behaviors ◽  
Clinical Skills ◽  
Leadership Behavior ◽  
Data Sources ◽  
Leadership Research

Context: The purpose of this review is to assess leadership education and practice in athletic training. Leadership is a critical component of athletic training and health care. Leadership research in athletic training is dramatically behind other health care professions. Objective: To develop a model for integrating leadership behavior and education into clinical practice and athletic training education that is based on review of leadership literature within athletic training and to introduce a conceptual framework from which to base future dialogue and by which to describe and assess the demonstration of leadership within athletic training. Data Source: PubMed and CINAHL served as the data sources for the allied health fields and were limited to athletic training and nursing. Other data sources included EBSCO Business Source Complete, ERIC, and leadership and management texts. Data Synthesis: The role and presence of leadership behaviors and skills in athletic training journals were reviewed and summarized. A general overview of the various leadership theories is presented. Conclusions: Leadership behavior can facilitate the transfer of professional behavior and performance from classroom to clinical practice; however, leadership may be perceived to be less important than clinical skills. A model for integrating leadership into athletic training is presented with implications for practice. As athletic training continues to evolve, the need to formalize leadership development for athletic trainers may be warranted. Focusing on the structure and function of leadership behaviors and content may help advance athletic training and align it with other health professions relative to leadership research.

scholarly journals The Significance of Leadership for Advancing Clinical Practice and Improving Patient Outcomes in Athletic Training

2020 ◽  
Vol 15 (4) ◽  
pp. 239-245
Author(s):  
Matthew R. Kutz
Keyword(s):  
Clinical Practice ◽  
Leadership Development ◽  
Athletic Training ◽  
Patient Outcomes ◽  
Leadership Behaviors ◽  
Quality Care ◽  
Reputation Management ◽  
Job Responsibilities ◽  
Administrative Roles ◽  
Oriented Approach

Context Leadership has become a recognized contributor to improved patient outcomes. As such, there is increasing pressure on leadership development to include content above and beyond what is needed for administrative or supervisory roles. Objective To provide key considerations for leadership development within athletic training and address why leadership is critical to the advancement of athletic training's reputation and improved patient outcomes. Background Changes in health care, including increased complexity and movement away from a disease-oriented approach to care toward a patient-oriented approach, is drastically changing how care is perceived and delivered. These changes require addressing the assumptions we hold about development of leadership required for administrative roles (ie, management) and leadership required for navigating complexity, effective clinical practice, and reputation management. Synthesis Leadership is something every athletic trainer can practice regardless of career ambition, and demonstrating leadership provides a meaningful contribution toward improved patient outcomes and clinical reputation. Results Patients, the profession, the association, peers, and individuals all benefit when leadership is demonstrated effectively. Leadership development that is accessible and relevant to the different needs of clinicians adds value that ultimately contributes toward an enhanced reputation and quality care. Recommendation(s) Educational programs, educators, and preceptors must consider ways to identify, recruit, and develop athletic training leaders. Leadership programming that addresses leadership beyond preparation for management or administration is imperative. Leadership development must include soft skills that enable clinicians to lead in different situations and with diverse people. Conclusion(s) Leadership behaviors must become an overt expectation of professional practice, and athletic trainers must begin to practice those behaviors in outside of job responsibilities.

scholarly journals Leadership is Positively Related to Athletic Training Students' Clinical Behaviors

2012 ◽  
Vol 7 (3) ◽  
pp. 95-102 ◽  
Author(s):  
Matthew R. Kutz
Keyword(s):  
Leadership Development ◽  
Athletic Training ◽  
Internal Consistency ◽  
Positive Relationship ◽  
Clinical Skills ◽  
Leadership Behavior ◽  
Student Leadership ◽  
Athletic Training Students ◽  
Entry Level ◽  
Significant Difference

Context: Leadership development by health professionals positively affects patient outcomes. Objective: To 1) determine if there is any relationship between demonstrated leadership behaviorsandclinical behaviors among entry-level AT students (ATS); 2) to explore if the level of leadership behavior changes between ATS level; and 3) to determine if preceptors and students rate leadership and clinical behaviors differently. Design: Non-parametric quantitative, non-experimental exploratory. Setting: Assessments of ATS in an entry level undergraduate AT education program. Participants: Preceptors and Athletic Training Students. Main Outcome Measures: Archived AT Student Leadership and Clinical Skills Evaluations (ATSLCSE) were analyzed from 2008 to 2010. After the ATSLCSE was assessed for internal consistency and validity, Spearman rho correlations were use to measure the relationship between leadership and clinical behaviors, Mann-Whitney U tests to measure differences between gender and preceptor and ATS ratings, and Kruskal-Wallistests to assess the differences between ATS levels. Results: ATSLCSE had satisfactory internal consistency (α = .91), with criterion-related predictive validity established with correlations ranging from r=.61 to .83(p<.01). The data showed a positive relationship between leadership and clinical behaviors(r = .80,P<.01),significant differences in clinical behaviors and demonstrates leadership behaviors between ATS levels (χ2(2, N=442)=24.66, P=<.001 and χ2(2, N=442)=41.00, P=<.001, respectively), that preceptors rated students'clinical behaviors higher than the students rated themselves (U=20924.500, Z=−.2.424, P=.015),and that females had higher attendance than males (U = 21095.000, Z =−2.08, P=.037). Conclusions: Leadership has a positive relationship to clinical behaviors, with demonstrated behaviors increasing as the ATS progressed through the program. There was also a significant difference between preceptorand student ratings in terms of the students' clinical behaviors. Therefore, educators should consider leadership an important aspect of clinical preparation.

Frequency of Leadership Behaviors Among Athletic Trainers in University Settings

2017 ◽  
Vol 12 (3) ◽  
pp. 165-178 ◽  
Author(s):  
Matthew R. Kutz ◽  
Jennifer Doherty-Restrepo
Keyword(s):  
Athletic Training ◽  
Leadership Behaviors ◽  
Survey Design ◽  
Leadership Behavior ◽  
Athletic Trainers ◽  
Demographic Variables ◽  
Training Context ◽  
Paired Samples ◽  
Frequency Of Use ◽  
University Settings

Context: Leadership has been reported to be an important factor in the practice of athletic training. However, no research has identified the frequency in which leadership is practiced by athletic trainers. Objective: To explore and compare the frequency with which athletic trainers practice leadership in their athletic training and non–athletic training roles. Setting: Survey design using athletic trainers in clinical and academic roles. Patients or Other Participants: One hundred one athletic trainers in university settings (69% program directors; 31% university-based clinicians), yielding a 12% response rate and a satisfactory effect size (d = 0.73); mean age of respondents was 41 ± 9.5 years, mean experience was 18 ± 9.0 years, and 98% of respondents had at least a master's degree. Main Outcome Measure(s): Frequency of leadership behavior by athletic trainers was assessed using the Frequency of Leadership in Athletic Training Scale (FLATS). Data on frequency of use were organized by different demographic variables and between athletic training roles and non–athletic training roles. Results: The FLATS psychometric analysis yielded satisfactory internal consistency and validity (α = 0.91 to 0.96; correlations ranged from r = 0.39 to r = 0.87, P ≤ .05; concurrent validity was supported by differences between scale items and selected demographic characteristics). Paired-samples t tests indicated significant differences between practice frequencies of leadership behaviors in athletic training roles when compared with out of athletic training roles (mean = 2.24 ± 0.33 versus 1.98 ± .38, P = .000). Furthermore, mean scores for 44 (of 47) FLATS items were significantly higher for in versus out of athletic training roles (P ≤ .05). Independent t tests showed significant differences between specific item frequencies among different variables (ranges: t43–99 = −3.290 to 3.339, P = .001 to .05). Conclusions: A majority (85%) of leadership behaviors are practiced frequently (often or always) by athletic trainers. Frequency of leadership behavior by athletic trainers decreases when they are not functioning in an athletic training context.

scholarly journals Postprofessional Athletic Training Students' Perceptions Concerning the Health Care Competencies

2018 ◽  
Vol 13 (4) ◽  
pp. 309-323 ◽  
Author(s):  
Cailee E. Welch Bacon ◽  
Bonnie L. Van Lunen ◽  
Dorice A. Hankemeier
Keyword(s):  
Health Care ◽  
Clinical Practice ◽  
Athletic Training ◽  
Core Competencies ◽  
Likert Scale ◽  
Athletic Training Students ◽  
Patient Centered ◽  
Health Care Informatics ◽  
Centered Care ◽  
Care Informatics

Context: Over a decade ago, the Institute of Medicine indicated that all health care professionals should be educated in several health care competency areas (quality improvement, health care informatics, interprofessional education and collaborative practice, evidence-based practice, and patient-centered care). Despite this initiative, athletic training has only recently incorporated these competencies throughout education. Objective: To assess postprofessional athletic training students' perceived abilities and importance regarding 6 core competencies. Design: Cross-sectional. Setting: Self-reported paper survey. Patients or Other Participants: A total of 221 from a convenience sample of 258 postprofessional athletic training students (85.7%) completed the survey (82 males, 138 females; age = 23.29 ± 2.05 years). Main Outcome Measure(s): The survey consisted of several concept statements for each competency, and perceptions were collected via Likert-scale items (range 1–4). Composite perceived ability and importance Likert-scale scores were achieved by tabulating all values and then averaging the scores back to the Likert scale. Higher scores indicated that participants perceived themselves to have greater ability and that the concepts were more important for implementation in clinical practice. Results: Overall, postprofessional athletic training students perceived they were able to implement the concepts of the competencies into their daily practice and perceived all of the competencies to be moderately to extremely important for implementation. However, while participants globally perceived they were able to implement the competencies, they disagreed or strongly disagreed they were able to implement some concepts, particularly within health care informatics and patient-centered care, as a part of their clinical practice. Conclusions: Postprofessional athletic training students recognize the importance of the core competencies and perceive they are able to implement these competencies throughout clinical practice. However, as postprofessional athletic training students continue to advance their skills as clinicians, the benefits of health care informatics and incorporating real-time electronic patient data to support their clinical decisions should be emphasized.

scholarly journals Developing an implementation strategy for a praziquantel mass drug administration for children aged five years and below: A conceptual framework

2021 ◽  
Author(s):  
Mhlengi Vella Ncube ◽  
Tafadzwa Mindu ◽  
Moses John Chimbari
Keyword(s):  
Health Care ◽  
Clinical Practice ◽  
Conceptual Framework ◽  
Drug Administration ◽  
Mass Drug Administration ◽  
Implementation Strategy ◽  
Resource Planning ◽  
Scenario Planning ◽  
Economic Evaluations ◽  
Schistosomiasis Control

Abstract Background: Children aged five years and below in schistosomiasis endemic areas spend several years living with the schistosome infections before they can be treated as they are excluded from school based mass drug administration programs. The WHO has recommended that these children be included in schistosomiasis preventive chemotherapy in endemic areas. Including these children in schistosomiasis control mass drug administration programs is a complicated task involving translating clinical studies into clinical practice processes, contextualizing clinical practice processes to the resources that are available in the community and economic evaluations. Methodology: We conducted a scoping search on google scholar and the concepts we searched for included implementation strategies, contextualization strategies, resource planning and economic evaluations in health care, risk and quality assessments. We then developed a conceptual framework and explained how the conceptual framework could be used to develop an implementation strategy for a mass drug administration for children aged five year and belowResults: The most common methods/frameworks that were identified in our search for health care implementation strategy development include the following: Donabedian framework, scoping review, FMEA, scenario planning, resource planning and economic evaluation of healthcare interventions and cost-effectiveness analysis.Conclusion: We concluded that the Donabedian framework can be modified and used in conjunction with scoping reviews, FMEA, scenario planning and economic evaluations to develop an implementation strategy for a schistosomiasis control MDA program for children aged five years old and below.

scholarly journals Development of a Rural Family Practice Rotation in an Athletic Training Residency Program

2017 ◽  
Vol 12 (3) ◽  
pp. 188-194
Author(s):  
Forrest Q. Pecha ◽  
Lucas A. Bahnmaier ◽  
Jefferson J. Wetherington ◽  
Alejandro A. Homaechevarria ◽  
Jon Schott
Keyword(s):  
Health Care ◽  
Clinical Practice ◽  
Athletic Training ◽  
Family Practice ◽  
Health Care Delivery ◽  
Interprofessional Collaboration ◽  
Care Delivery ◽  
Athletic Training Education ◽  
Rural Family ◽  
The Impact

Context: Postprofessional residency (PPR) programs continue to gain popularity as athletic training education prepares for a paradigm shift. The Commission on Accreditation of Athletic Training Education has established didactic and clinical infrastructure for PPRs seeking accreditation. Accredited programs provide athletic trainers (ATs) with an advanced level of knowledge in a focused area of clinical practice. Objective: A case study report to introduce a novel PPR general medical rotation to illustrate the skills and knowledge of ATs, evaluate the impact of the athletic training residents in the rural family practice (FP) setting, and to discuss how employing an AT in this setting aligns with the triple aim of the Affordable Care Act (ACA). Background: Currently, there is very little literature regarding PPRs. Additionally, very little research exists describing how ATs function within the ACA model of health care delivery. Description: The PPR developed a rotation for a rural FP outpatient clinic. Athletic training residents completed 3-week rotations in this setting working with multiple providers. Learning objectives were created to emphasize the evaluation, diagnosis, and management of general medical conditions. Objectives were assessed at the conclusion of the rotation. Finally, data were collected to evaluate the impact of athletic training residents in the ACA model of health care delivery. Clinical Advantage(s): The athletic training residents improved their clinical evaluation and diagnosis skills in a FP clinic through this educational opportunity. This rotation cultivated and fostered interdisciplinary education and interprofessional collaboration. Finally, the observational findings of this rotation revealed the impact of ATs appear to align with the objectives of the ACA health care model, supporting the use of ATs in this role. Conclusion(s): This rotation highlights an area of clinical practice future ATs could pursue. Accredited PPR programs must consider the evolution in health care delivery and the shift in athletic training education standards to develop strong PP programs.

scholarly journals Educational Technique: Incorporating Social Determinants of Health Into Athletic Training Education

2020 ◽  
Vol 15 (4) ◽  
pp. 321-330
Author(s):  
Rhianna Freiburger ◽  
Kelsey J. Picha ◽  
Cailee E. Welch Bacon ◽  
Alison R. Snyder Valier
Keyword(s):  
Health Care ◽  
Clinical Practice ◽  
Social Determinants Of Health ◽  
Athletic Training ◽  
Social Determinants ◽  
Health Care Services ◽  
Athletic Trainers ◽  
Athletic Training Education ◽  
Determinants Of Health ◽  
Patient Centered

Context Social determinants of health (SDH) are reportedly more important in determining a patient's health status than the actual health care services provided. Given their role and unique clinical practice environment, athletic trainers will encounter patients who are influenced by SDH. It is important to educate future generations of athletic trainers on the importance of SDH to promote positive patient outcomes. Objective To detail a strategy for implementing concepts of SDH into athletic training education programs. Background A purposeful educational strategy that incorporates didactic concepts and clinical practice application of SDH for athletic training students is important to produce a deeper understanding of the role these factors play in populational health. Description Delivery methods such as presentation modules and learning activities are presented. Clinical Advantage(s) Integrating SDH through a tailored activity exposes students to the concepts of SDH and promotes observation and use in clinical practice. Awareness and recognition of how SDH support delivery of patient-centered care may promote patient and population health outcomes. Conclusion(s) The inclusion of SDH into athletic training education using lecture, observational learning, and reflective techniques can expose students to SDH in clinical practice and promote whole-person health care.

scholarly journals Current Literature Summary

2011 ◽  
Vol 6 (2) ◽  
pp. 121-123
Author(s):  
Jennifer Doherty-Restrepo
Keyword(s):  
Health Care ◽  
Clinical Practice ◽  
Athletic Training ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Health Care Decisions ◽  
Reform Legislation ◽  
Cost Of Health Care ◽  
The Cost

Evidence-based practice collectively involves research evidence, clinician expertise, and patient preference while making health care decisions. Due to health care reform legislation, there is greater emphasis on evidence-based practice as a means for improving the quality, and lowering the cost, of health care. Principles of evidence-based practice must be integrated into athletic training curricula for students to develop the skill set of accessing, understanding, and evaluating research to appropriately apply evidence–based procedures in clinical practice. We will provide brief synopses of current research related to teaching evidence-based practice and discuss possible applications to athletic training.

scholarly journals Integrating Clinical Prediction Rules Throughout the Curriculum

2018 ◽  
Vol 13 (1) ◽  
pp. 49-56
Author(s):  
Dorice A. Hankemeier ◽  
Jessica L. Kirby
Keyword(s):  
Health Care ◽  
Decision Making ◽  
Clinical Practice ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Evidence Based ◽  
Clinical Prediction ◽  
Health Care Environment ◽  
Clinical Prediction Rules ◽  
Prediction Rules

Context: Knowledge and understanding of how to evaluate and implement clinical prediction rules (CPRs) is necessary for athletic trainers, but there is a lack of information on how to best teach students about CPRs. Objective: To provide an overview of the derivation, validation, and analysis of the different types of CPRs and to provide examples and strategies on how to best implement CPRs throughout didactic and clinical athletic training curricula. Background: Clinical prediction rules are used in a variety of health care professions to aid in providing patient-centered care in diagnosis or intervention. Previous research has identified that many athletic trainers have a limited knowledge of CPRs and often do not implement them in clinical practice even if they do know about them. Using these evidence-based decision-making tools can help improve patient outcomes while also decreasing unnecessary medical costs. Description: This article discusses the derivation and validation of CPRs as well as how to implement the concepts of CPRs in multiple courses to allow students numerous opportunities to understand how CPRs can be beneficial. Clinical Advantage(s): Teaching students how to critically analyze CPRs and understand the derivation process of CPRs will develop students' decision-making skills and encourage students to be evidence-based clinicians. In addition, the teaching strategies described here aim to create dialogue between students and preceptors regarding evidence-based practice concepts. Conclusion(s): Athletic trainers must be able to function in the larger health care environment, and understanding how to correctly evaluate and apply CPRs will be helpful. Teaching students a variety of CPRs and how to evaluate their impact on clinical practice will prepare students to step into this role when they become independent clinicians.

scholarly journals The Prioritized Research Agenda for the Athletic Training Profession: A Report From the Strategic Alliance Research Agenda Task Force

2019 ◽  
Vol 54 (3) ◽  
pp. 237-244 ◽  
Author(s):  
Lindsey E. Eberman ◽  
Stacy E. Walker ◽  
Robert T. Floyd ◽  
Tracey Covassin ◽  
Esther Nolton ◽  
...  
Keyword(s):  
Health Care ◽  
Clinical Practice ◽  
Focus Groups ◽  
Athletic Training ◽  
Research Agenda ◽  
Strategic Alliance ◽  
Task Force ◽  
Continuous Process ◽  
Research Priorities ◽  
Web Based

Context Athletic trainers (ATs) must be equipped with evidence to inform their clinical practice. A systematic, inclusive, and continuous process for exploring research priorities is vital to the success of ATs and, more importantly, their patients' positive outcomes. Objective To identify research priorities and unify research with clinical practice to improve patient care and advance the profession. Design Mixed-methods study. Setting Focus groups and a Web-based survey. Patients or Other Participants A total of 87 ATs (43 men [49.4%], 44 women [50.6%]; age = 40 ± 11 years; experience = 18 ± 11 years) participated in focus groups. Of the 49 332 e-mails sent, 580 were undeliverable, 5131 ATs started the survey (access rate = 10.5%), and 4514 agreed to participate (response rate = 9.3%). Main Outcome Measure(s) Our study consisted of 6 focus-group sessions, a content-expert review, and a Web-based survey. Themes from the focus groups were used to develop the research priorities and survey instrument. We used the 25-item validated survey to determine whether the research priorities and findings of the focus groups were generalizable. Endorsement of research priorities and recommendations was achieved when respondents indicated they agreed or strongly agreed. Results Respondents endorsed 5 research priorities: health care competency (n = 4438/4493, 98.8%), vitality of the profession (n = 4319/4455, 96.9%), health professions education (n = 3966/4419, 89.8%), health care economics (n = 4246/4425, 96.0%), and health information technology (n = 3893/4438, 87.7%). We also made the following recommendations: (1) develop funding initiatives that align with the agenda, (2) develop postdoctoral fellowships focused on clinical research, (3) facilitate collaborative relationships between clinicians and researchers, and (4) make research evidence more readily available and more applicable. Conclusions Using a systematic and inclusive process, we developed a prioritized research agenda for the athletic training profession. The agenda was endorsed by the leaders of each Strategic Alliance organization and adopted as the Athletic Training Research Agenda.

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