Factors Influencing Athletic Training Students' Perceptions of the Athletic Training Profession and Career Choice

2014 ◽  
Vol 9 (3) ◽  
pp. 104-112 ◽  
Author(s):  
Sarah S. Benes ◽  
Stephanie M. Mazerolle
Keyword(s):  
Career Choice ◽  
Athletic Training ◽  
Athletic Training Education ◽  
Public Understanding ◽  
Theory Approach ◽  
Clinical Experiences ◽  
Athletic Training Students ◽  
Training Professionals ◽  
Negative Perceptions ◽  
Member Checks

Context Successful athletic training programs should help students develop a desire to work within the athletic training profession while providing adequate preparation for them to enter the workforce. Understanding athletic training students' perceptions of the profession as they leave programs and the factors that influence these perceptions is critical in ensuring retention of graduating students in the field. Objective To examine senior athletic training students' [SATSs] attitudes, opinions, and perceptions of the athletic training profession and to gain insight into the factors that influence their career choice. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education–accredited athletic training education programs. Patients or Other Participants A total of 26 SATSs (7 men, 19 women) who graduated in 2011. Main Outcome Measure(s) We collected data using semistructured phone interviews and implemented a grounded theory approach to analyze the data. We used member checks and multiple-analyst triangulation strategies to establish the trustworthiness of the data. Results The SATSs reported positive and negative perceptions about the profession within 2 major categories: (1) aspects of the profession and (2) public understanding of the profession. “Aspects of the profession” was described by long hours/schedule, low salary, family conflict issues, future of the profession, dynamism of the profession, and profession people enjoy. The “Public understanding of the profession” was articulated by public misconception and a lack of respect for the profession. Factors that influence their perceptions are related to prior experience with athletic training/sports, clinical experiences, and interaction with athletic training professionals. Conclusions The SATSs have developed positive and negative perceptions about the profession through their professional preparations. These are influenced by their progression through the program wherein they develop confidence and feel prepared to enter the workforce with a better understanding of and passion for the profession.

scholarly journals Preceptor Perceptions of the Immersive Clinical Experience in Athletic Training Education

2021 ◽  
Vol 16 (1) ◽  
pp. 42-52
Author(s):  
Cameron M. Eldred ◽  
Elizabeth R. Neil ◽  
Zachary J. Dougal ◽  
Stacy E. Walker ◽  
Anna Marie Grimes ◽  
...  
Keyword(s):  
Athletic Training ◽  
Clinical Experience ◽  
Critical Role ◽  
Athletic Training Education ◽  
Independent Learning ◽  
Semistructured Interview ◽  
Clinical Experiences ◽  
Athletic Training Students ◽  
Member Checks ◽  
Goals And Objectives

Context Clinical immersion is a newly required concept within athletic training education, and preceptors play a critical role in facilitating athletic training students' learning during those experiences. Objective To explore the perceptions of preceptors currently supervising athletic training students who participate in immersive clinical experiences. Design Qualitative study. Setting Individual phone interview. Patients or Other Participants Preceptors from various clinical sites (4 females [40%] and 6 males [60%]) with an average age of 41 ± 18 years. Participants also had an average 7 ± 8 years of experience as a preceptor. Data Collection and Analysis Interviews occurred via individual phone interviews using a semistructured interview script. All interviews were audio-recorded and transcribed verbatim. A 3-person research team analyzed the data and coded it into domains and categories based on a consensus process. Credibility was established with multiple researchers, an external auditor, and member checks. Results Three domains emerged from the data: (1) exposure, (2) benefits, and (3) insufficient training. Participants stated that as a result of exposure the athletic training students experienced increased responsibility and trust, increased realistic work environment, increased collaborative practice experiences, and skill use and refinement. Preceptors indicated that the added benefits of immersive clinical experiences led to confidence in clinical and professional interactions. Preceptors noted insufficiency in their training, specific to the expectations of an immersive clinical experience. Many preceptors sought out independent learning opportunities to enhance their role as preceptor. There was a misunderstanding as to what the main differences were between traditional and immersive clinical experiences, as well as a lack of communicated or standardized goals and objectives. Conclusions Participants indicated that the immersive clinical experiences were beneficial for the athletic training students' professional development. The insufficiency of training and misunderstanding of the immersive clinical experience are concerning and could be enhanced with clearly set goals and objectives.

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 Factors of Persistence Among Graduates of Athletic Training Education Programs

2011 ◽  
Vol 46 (6) ◽  
pp. 665-671 ◽  
Author(s):  
Thomas G. Bowman ◽  
Thomas M. Dodge
Keyword(s):  
Athletic Training ◽  
Education Program ◽  
Athletic Training Education ◽  
Positive Interactions ◽  
Theory Approach ◽  
Education Programs ◽  
Entry Level ◽  
Athletic Training Educators ◽  
National Athletic Trainers Association ◽  
Member Checks

Context: Previous researchers have indicated that athletic training education programs (ATEPs) appear to retain students who are motivated and well integrated into their education programs. However, no researchers have examined the factors leading to successful persistence to graduation of recent graduates from ATEPs. Objective: To determine the factors that led students enrolled in a postprofessional education program accredited by the National Athletic Trainers' Association (NATA) to persist to graduation from accredited undergraduate ATEPs. Design: Qualitative study. Setting: Postprofessional education program accredited by the NATA. Patients or Other Participants: Fourteen graduates (12 women, 2 men) of accredited undergraduate entry-level ATEPs who were enrolled in an NATA-accredited postprofessional education program volunteered to participate. Data Collection and Analysis: We conducted semistructured interviews and analyzed data through a grounded theory approach. We used open, axial, and selective coding procedures. To ensure trustworthiness, 2 independent coders analyzed the data. The researchers then negotiated over the coding categories until they reached 100% agreement. We also performed member checks and peer debriefing. Results: Four themes emerged from the data. Decisions to persist to graduation from ATEPs appeared to be influenced by students' positive interactions with faculty, clinical instructors, and peers. The environment of the ATEPs also affected their persistence. Participants thought they learned much in both the clinic and the classroom, and this learning motivated them to persist. Finally, participants could see themselves practicing athletic training as a career, and this greatly influenced their eventual persistence. Conclusions: Our study gives athletic training educators insight into the reasons students persist to graduation from ATEPs. Specifically, athletic training programs should strive to develop close-knit learning communities that stress positive interactions between students and instructors. Athletic training educators also must work to present the athletic training field as exciting and dynamic.

scholarly journals Increasing Cultural Competence: Implementation of Study Away/Abroad in an Athletic Training Program

2018 ◽  
Vol 13 (1) ◽  
pp. 67-73 ◽  
Author(s):  
Sayuri Abe-Hiraishi ◽  
Nicholas E. Grahovec ◽  
Denis Anson ◽  
Leamor Kahanov
Keyword(s):  
Cultural Competence ◽  
Athletic Training ◽  
Cultural Awareness ◽  
Athletic Training Education ◽  
Training Curriculum ◽  
Clinical Experiences ◽  
Athletic Training Students ◽  
Curricular Integration ◽  
International Experiences ◽  
Short Term Study

Context:Traditional athletic training programs (ATPs) typically use a cohort model, which may create difficulty in integrating a study away/abroad program or international experiences into the model.Objective:To propose a model of study away/abroad and international opportunities embedded within the current athletic training curriculum.Background:Cultural competence (CC) became a component of the Commission on Accreditation of Athletic Training Education 5 years ago in the fifth edition competencies. The Commission on Accreditation of Athletic Training Education-accredited ATPs, however, struggle to teach this concept effectively to students. The implementation of study away/abroad models in the athletic training curriculum may maximize students' exposure to other cultures.Synthesis:A review of the current study away/abroad programs and international opportunities, as well as educational values of short-term study away/abroad programs in athletic training education.Results:Study away/abroad/international experiences may provide opportunities for athletic training students to increase cultural awareness.Recommendations:Professional ATPs should consider integrating study away/abroad and international experiences into the athletic training curriculum and offer both didactic and clinical experiences internationally.Conclusions:The curricular integration of study away/abroad and international experiences provides athletic training students the opportunity to increase cultural competence with a programmatic and efficient approach.

scholarly journals Perceptions of Participants Involved in Peer Assisted Learning in a Professional Athletic Training Education Program

2010 ◽  
Vol 5 (1) ◽  
pp. 12-20 ◽  
Author(s):  
Theresa Mackey ◽  
Cindra Kamphoff ◽  
Joseph Armstrong
Keyword(s):  
Grounded Theory ◽  
Athletic Training ◽  
Education Program ◽  
Clinical Setting ◽  
Athletic Training Education ◽  
Research Approach ◽  
Theory Approach ◽  
Athletic Training Students ◽  
Structured Interviews ◽  
Peer Assisted Learning

Objective: The objective of this study was to examine the perceptions, values, and experiences of individuals involved in peer assisted learning (PAL) in the clinical setting of an athletic training education program. Design and Setting: A qualitative research approach borrowing from grounded theory was used. Subjects: 15 participants, consisting of 9 athletic training students (ATS) and 6 Approved Clinical Instructors (ACIs), participated in this study. Measurements: Semi-structured interviews were recorded and transcribed verbatim for analysis. The interview data was analyzed inductively, borrowing from the grounded theory approach, utilizing both open and axial coding. Furthermore, a peer review, member checks by the participants, and the use of multiple data sources were used to establish trustworthiness. Results: Six main themes emerged from the analysis: 1) Defining PAL; 2) Role recognition; 3) Preference for active informal learning; 4) Value of PAL; 5) Peer Limitations; and 6) Recommendations related to PAL. Conclusions: Overall, this study provides an in-depth understanding of athletic training students' and ACIs' perceptions of PAL, and supports the conclusion that athletic training students in this program prefer to experience active and informal educational exchanges that occur naturally in the clinical setting rather than more formal learning experiences. These results suggest that PAL is beneficial and worthwhile.

scholarly journals Student Perspectives on Burnout

2011 ◽  
Vol 6 (2) ◽  
pp. 60-68 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Kelly D. Pagnotta
Keyword(s):  
Athletic Training ◽  
Management Strategies ◽  
Athletic Training Education ◽  
Theory Approach ◽  
Athletic Training Students ◽  
Roles And Responsibilities ◽  
Personal Time ◽  
On Line ◽  
Major Factors ◽  
And Control

Context: While burnout has received a great deal of attention within the athletic training profession, there is little data on how it affects athletic training students (ATSs). Objective: To determine what factors influence burnout among ATSs enrolled in accredited athletic training education programs. Design and Setting: Basic, interpretive qualitative study employing on-line interviews with students enrolled in Commission on Accrediting Athletic Training Education (CAATE) athletic training programs. Patients or Other Participants: Each of the 14 (7 males, 7 females) ATSs, who represented 3 NATA districts, had completed at least one full academic semester of coursework and a clinical assignment. The average age of the participants was 21.4 +/− 1.5 , eight of the ATSs were seniors, and six were junior level students. Data Collection and Analysis: All interviews were conducted electronically with three separate days of postings using an on-line platform. Interviews were cut and pasted verbatim and analyzed inductively borrowing from the grounded theory approach. Peer review, data triangulation, and multiple analyst triangulation were completed to ensure credibility and trustworthiness of the study's findings. Results: Twelve out of the fourteen ATSs stated that they have experienced burnout, and all associated a career in athletic training with the potential for burnout. Role Strain and Time emerged as the two major factors leading to burnout, and many capitalized on Social Support and Personal Time to alleviate the stressors causing their burnout. Conclusion: Athletic training students must find time to balance multiple roles and responsibilities, however, when they feel unable to adequately address those roles, they experience burnout. Program directors and educators are encouraged to promote stress management strategies with their students, and encourage them to seek involvement in outside activities to help increase their ability to regulate and control their stress levels.

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 Factors Influencing Senior Athletic Training Students' Preparedness to Enter the Workforce

10.4085/09015 ◽  
2014 ◽  
Vol 9 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Sarah S. Benes
Keyword(s):  
Athletic Training ◽  
Athletic Training Education ◽  
Clinical Experiences ◽  
Roles And Responsibilities ◽  
Athletic Training Student ◽  
Self Confidence ◽  
Data Collection And Analysis ◽  
Mentorship Relationship ◽  
Training Position ◽  
Member Checks

Context Athletic training education programs must provide the student with opportunities to learn the roles and responsibilities of the athletic trainer. Objective Investigate factors that help prepare the athletic training student (ATS) to successfully enter the workplace upon graduation from her undergraduate program. Design Exploratory qualitative study using phone interviews. Setting Commission on Accreditation of Athletic Training Education–accredited programs. Patients or Other Participants Twenty-six interviews were conducted with ATSs (7 men, 19 women) who were pursuing an athletic training position postgraduation. Data Collection and Analysis Interview data were transcribed, coded, and analyzed utilizing the specific procedures of grounded theory. Trustworthiness of the data was established by using 2 specific strategies, including (1) member checks and (2) multiple analyst triangulation. Results Two themes emerged from the data explaining the ATS level of preparedness, as they got ready to assume a position in the athletic training workforce: diversified clinical experience along with strong mentorship. Conclusions Athletic training educators need to promote the mentorship relationship between the ATS and clinical instructor as it helps the ATSs gain self-confidence in their clinical abilities. Moreover, by providing variety in clinical experiences the ATS can gain a holistic impression of the field, thus gaining an appreciation for the varying roles within each clinical setting while developing clinical competence and confidence.

scholarly journals Factors of Stress, Burnout, and Frustrations Experienced by Athletic Training Students

2015 ◽  
Author(s):  
Justin Mauzy ◽  
Thomas Bowman ◽  
Stephanie Mazerolle ◽  
Carrie Fister
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Time Management ◽  
Management Practices ◽  
Degree Programs ◽  
Clinical Experiences ◽  
Athletic Training Students ◽  
Male And Female ◽  
Hands On ◽  
Member Checks

Purpose: College students are at a risk for increased levels of stress and burnout, and those enrolled in healthcare degree programs are more likely to experience higher levels due to balancing demanding roles. Our purpose was to assess sources of stress, burnout, and/or frustration in athletic training students (ATSs) of different academic standings. Methods: Data were collected through the use of an original, 33-question questionnaire. An inductive approach was used to analyze the data and multiple analyst triangulation and interpretive member checks were used to secure credibility. Results: 27 male and female ATSs from freshman, sophomore, junior, and senior classes from one institution voluntarily participated within this study. We were able to identify distinct themes of stress and burnout for each class of ATSs. Freshman reported concern for the time demand from the major and a desire to have more hands-on activity involved with their clinical education experiences. The sophomores reported feeling stressed regarding the expectation to retain information and the expectations to perform hands-on duties, as well as their ability to balance academic and clinical responsibilities. Challenging coursework, pressure during clinical experiences, and social conflicts appeared as themes for the junior ATSs. Finally, the seniors stated a fear of not achieving professional proficiency was a source of frustration. Conclusions and Recommendations: Based on our findings, efforts should be made to assist student time management practices, improve communication between preceptors and students, and make expectations of the athletic training program (ATP) faculty and preceptors clear. Such measures could help influence other positive changes within ATPs to improve the learning environment for ATSs.

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.

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