scholarly journals An Analysis of Doctoral Students' Perceptions of Mentorship During Their Doctoral Studies

2015 ◽  
Vol 10 (3) ◽  
pp. 227-235 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman ◽  
Joanne C. Klossner
Keyword(s):  
Doctoral Students ◽  
Athletic Training ◽  
Skill Acquisition ◽  
Professional Socialization ◽  
Athletic Trainers ◽  
Faculty Mentor ◽  
Telephone Interviews ◽  
National Athletic Trainers Association ◽  
Athletic Training Faculty ◽  
The Relationship

Context Mentorship has been established as a key facilitator of professional socialization for athletic trainers into various professional roles. Understanding how current doctoral students are trained to serve in future faculty roles is critical, as there is an increased demand for athletic trainers to serve in this capacity. Objective Gain an understanding of the relationship that develops between a doctoral student and the athletic training faculty mentor. Design Qualitative study. Setting Universities with athletic training doctoral students. Patients or Other Participants Twenty-eight doctoral students (19 females, 9 males; average age = 28 ± 3 years) participated in our study. The doctoral students were certified for 6 ± 3 years and represented 5 different National Athletic Trainers' Association districts and 9 different universities. Main Outcome Measures One-on-one telephone interviews following a semistructured script were recorded with all participants. Upon completion, each interview was transcribed and analyzed using a thematic approach. Peer review, multiple analyst triangulation, and stakeholder checks ensured trustworthiness. Results Three themes emerged from our thematic analysis procedure: (1) The relationship between the student and the faculty mentor needs to be one that is supportive, yet viewed as yielding autonomy and collaboration; (2) the relationship between the student and the faculty mentor needs to include opportunities for professional development specifically related to skill acquisition and development related to a future academic role; and (3) the relationship between the student and the faculty mentor must demonstrate a mutual investment in the educational experience. Conclusions Mentoring is necessary to help ensure a quality experience for doctoral students preparing for future positions in higher education or research. Like previous research in socialization, doctoral students want autonomy in their roles, but value their mentor's feedback and support. Therefore, doctoral faculty mentors should demonstrate strong communication skills and provide doctoral students opportunities for diverse learning experiences.

scholarly journals The Doctor of Philosophy Experience of Athletic Trainers: Facilitators and Barriers to Anticipatory Faculty Socialization

2017 ◽  
Vol 52 (10) ◽  
pp. 925-936 ◽  
Author(s):  
Thomas G. Bowman ◽  
Joanne C. Klossner ◽  
Stephanie M. Mazerolle
Keyword(s):  
Doctoral Students ◽  
Athletic Training ◽  
Professional Socialization ◽  
Athletic Trainers ◽  
Faculty Members ◽  
Facilitators And Barriers ◽  
National Athletic Trainers Association ◽  
Athletic Training Faculty ◽  
Teaching Responsibilities ◽  
Training Faculty

Context:  It is important to understand the process whereby athletic trainers learn about their future roles, particularly when the roles can be complex and demanding. Little is known about the experiences of athletic training doctoral students, including facilitators and barriers to socialization as aspiring faculty members. Objective:  To investigate factors influencing the anticipatory socialization of athletic training doctoral students into future faculty roles. Design:  Qualitative study. Setting:  Universities with athletic training doctoral students. Patients or Other Participants:  We recruited 28 students (19 women, 9 men, age = 28 ± 3 years) with a minimum of 1 year of doctoral coursework completed and participating in an assistantship at the time of the study to reach data saturation. Participants were certified for 6 ± 3 years and represented 5 National Athletic Trainers' Association districts and 9 institutions. Data Collection and Analysis:  We completed semistructured, 1-on-1 telephone interviews with participants. We transcribed each interview verbatim and analyzed the data using an inductive approach. Peer review, multiple-analyst triangulation, and member checks ensured trustworthiness. Results:  We uncovered 4 themes from our analysis related to facilitators and barriers to professional socialization. Participants described comprehensive autonomous experiences in research that allowed them to feel confident they could sustain a scholarly agenda. Independent experiences and lack of pedagogy training yielded mixed preparedness relative to teaching responsibilities. Limited formal experience led to incomplete role understanding related to the service component of the professoriate. Finally, with regard to the administrative duties associated with athletic training faculty positions, participants noted a lack of direct exposure to common responsibilities. Conclusions:  Role occupation in various aspects of the professoriate helped doctoral students prepare as future faculty members, although full role understanding was limited. Intentional exposure to research, teaching, service, and administrative expectations during doctoral experiences may facilitate the socialization of future athletic training faculty into academic roles.

scholarly journals National Athletic Trainers' Association-Accredited Postprofessional Athletic Training Education: Attractors and Career Intentions

2012 ◽  
Vol 47 (4) ◽  
pp. 467-476 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas M. Dodge
Keyword(s):  
Athletic Training ◽  
Work Experience ◽  
Professional Socialization ◽  
Selection Process ◽  
Athletic Trainers ◽  
Advanced Degree ◽  
Theory Approach ◽  
Career Intentions ◽  
National Athletic Trainers Association ◽  
Athletic Training Faculty

Context Anecdotally, we know that students select graduate programs based on location, finances, and future career goals. Empirically, however, we lack information on what attracts a student to these programs. Objective To gain an appreciation for the selection process of graduate study. Design Qualitative study. Setting Postprofessional programs in athletic training (PPATs) accredited by the National Athletic Trainers' Association. Patients or Other Participants A total of 19 first-year PPAT students participated, representing 13 of the 16 accredited PPAT programs. Data Collection and Analysis All interviews were conducted via phone and transcribed verbatim. Analysis of the interview data followed the procedures as outlined by a grounded theory approach. Trustworthiness was secured by (1) participant checks, (2) participant verification, and (3) multiple analyst triangulations. Results Athletic training students select PPAT programs for 4 major reasons: reputation of the program or faculty (or both), career intentions, professional socialization, and mentorship from undergraduate faculty or clinical instructors (or both). Participants discussed long-term professional goals as the driving force behind wanting an advanced degree in athletic training. Faculty and clinical instructor recommendations and the program's prestige helped guide the decisions. Participants also expressed the need to gain more experience, which promoted autonomy, and support while gaining that work experience. Final selection of the PPAT program was based on academic offerings, the assistantship offered (including financial support), advanced knowledge of athletic training concepts and principles, and apprenticeship opportunities. Conclusions Students who attend PPAT programs are attracted to advancing their entry-level knowledge, are committed to their professional development as athletic trainers, and view the profession of athletic training as a life-long career. The combination of balanced academics, clinical experiences, and additional professional socialization and mentorship from the PPAT program experience will help them to secure their desired career positions.

scholarly journals Perceived Outcomes of Web-Based Modules Designed to Enhance Athletic Trainers' Knowledge of Evidence-Based Practice

2014 ◽  
Vol 49 (2) ◽  
pp. 220-233 ◽  
Author(s):  
Cailee E. Welch ◽  
Bonnie L. Van Lunen ◽  
Dorice A. Hankemeier ◽  
Aimee L. Wyant ◽  
Jessica M. Mutchler ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Athletic Training ◽  
Evidence Based Practice ◽  
Athletic Trainers ◽  
Knowledge Gain ◽  
Evidence Based ◽  
Web Based ◽  
Didactic Instruction ◽  
Telephone Interviews ◽  
National Athletic Trainers Association

Context: The release of evidence-based practice (EBP) Web-based learning modules to the membership of the National Athletic Trainers' Association has provided athletic trainers (ATs) the opportunity to enhance their knowledge of the various EBP concepts. Whereas increasing the knowledge of EBP among ATs is important, assessing whether this newfound knowledge is being translated into clinical practice and didactic education is crucial. Objective: To explore the effectiveness of an educational intervention regarding EBP on the didactic instruction patterns of athletic training educators and the clinical practice behaviors of clinicians. Design: Qualitative study. Setting: Individual telephone interviews. Patients or Other Participants: A total of 25 ATs (12 educators, 13 clinicians; experience as an AT = 16.00 ± 9.41 years) were interviewed. Data Collection and Analysis: We conducted 1 individual telephone interview with each participant. After transcription, the data were analyzed and coded into common themes and categories. Triangulation of the data occurred via the use of multiple researchers and member checking to confirm the accuracy of the data. Results: Participants perceived the EBP Web-based modules to produce numerous outcomes regarding education and clinical practice. These outcomes included perceived knowledge gain among participants, an increase in the importance and scope of EBP, a positive effect on educators' didactic instruction patterns and on instilling value and practice of EBP among students, and an enhanced ability among clinicians to implement EBP within clinical practice. However, some clinicians reported the Web-based modules had no current effect on clinical practice. Conclusions: Although the EBP Web-based modules were successful at enhancing knowledge among ATs, translation of knowledge into the classroom and clinical practice remains limited. Researchers should aim to identify effective strategies to help ATs implement EBP concepts into didactic education and clinical practice.

Perceived Benefits of Graduate-Level Professional Education in Athletic Training

2017 ◽  
Vol 22 (2) ◽  
pp. 60-69 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman ◽  
Jessica L. Barrett
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Professional Education ◽  
Interprofessional Education ◽  
Athletic Trainers ◽  
Graduate Degree ◽  
Perceived Benefits ◽  
Graduate Level ◽  
National Athletic Trainers Association ◽  
Athletic Training Faculty

The commissioners of the Commission on Accreditation of Athletic Training Education (CAATE) and the Board of Directors of the National Athletic Trainers’ Association (NATA) have acted to move the professional degree in athletic training from a bachelor’s degree to a graduate degree. The decision was largely based upon growth of the profession and aligning with the face of healthcare education. Therefore, we wanted to understand the perceived benefits of the graduate model. Using a qualitative paradigm, we electronically interviewed 29 students and faculty members (13 athletic training faculty and program directors, 16 students) currently in Professional Masters Athletic Training Programs (PM ATP). These represented 13 of the 29 (45%) CAATE-accredited PM ATPs. Five themes emerged from the data: (1) engagement and time spent in clinical education allows students to prepare for their roles as athletic trainers, (2) faculty stress the importance of interprofessional education, (3) expecting prior foundational knowledge allows focused education training at the graduate level, (4) increased professional commitment to stay in athletic training rather than use the training/education as a stepping-stone to other career paths, and (5) higher student maturity facilitates deeper learning. Based on these results, the perceived benefits of the PM ATP model are multifactorial.

scholarly journals Athletic Trainers' Knowledge Regarding Airway Adjuncts

2015 ◽  
Vol 10 (2) ◽  
pp. 164-169 ◽  
Author(s):  
Jessica R. Edler ◽  
Lindsey E. Eberman ◽  
Leamor Kahanov ◽  
Christopher Roman ◽  
Heather Lynne Mata
Keyword(s):  
Athletic Training ◽  
Athletic Trainers ◽  
Demographic Variables ◽  
Perceived Knowledge ◽  
Frequency Of Use ◽  
Significant Difference ◽  
The Difference ◽  
National Athletic Trainers Association ◽  
The Relationship ◽  
E Mail

Context Research suggests that knowledge gaps regarding the appropriate use of airway adjuncts exist among various health care practitioners, and that knowledge is especially limited within athletic training. Objective To determine the relationship between perceived knowledge (PK) and actual knowledge (AK) of airway adjunct use and the difference in PK after AK assessment. Design Knowledge assessment. Patients or Other Participants Two thousand athletic trainers received the survey via e-mail; 152 (7.6%) responded. Intervention(s) The AK assessment included 7 items based on the use and implementation of airway adjuncts based on the National Athletic Trainers' Association educational competencies. Perceived knowledge was measured using a well-established PK questionnaire, which also included 1 item to rate likelihood to pursue continuing education (CE). Main Outcome Measure(s) Perceived knowledge was compared pre- and posttest. Our demographic variables assessed how often lifesaving skills were used. We used total scores of the AK assessment to measure AK. We employed dependent t tests to determine the pre- and posttest differences in PK and likelihood to pursue CE. We used a correlation analysis to determine the relationship between PK and AK. We calculated separate analyses of variance to determine differences in AK between the frequencies of lifesaving skill use. Results We identified no significant change (t150 = −0.91, P = .37, 95% confidence interval = −0.17 to 0.06) in likelihood to pursue CE. Greater PK was weakly associated with greater AK (r = 0.36, P < .001). We found a significant difference (F1,145 = 4.63, P = .03, effect size = 0.031, 1 − β = 0.57) between the frequency of use of lifesaving skills and AK. Conclusion We identified a knowledge gap among athletic trainers in the use of airway adjuncts. Although the likelihood to pursue CE score was high, the score did not significantly increase after completing the assessment. Participants who use lifesaving skills more frequently scored higher on the AK assessment, suggesting that the more frequently athletic trainers utilize a skill, the more knowledgeable they are.

scholarly journals Certified Athletic Trainers' Knowledge of Methicillin-Resistant Staphylococcus aureus and Common Disinfectants

2011 ◽  
Vol 46 (4) ◽  
pp. 415-423 ◽  
Author(s):  
Leamor Kahanov ◽  
Elizabeth J. Gilmore ◽  
Lindsey E. Eberman ◽  
Jeffrey Roberts ◽  
Tamar Semerjian ◽  
...  
Keyword(s):  
Staphylococcus Aureus ◽  
Infection Control ◽  
Athletic Training ◽  
Methicillin Resistant Staphylococcus Aureus ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
Cross Sectional ◽  
Certified Athletic Trainers ◽  
Methicillin Resistant ◽  
National Athletic Trainers Association

Context: Methicillin-resistant Staphylococcus aureus (MRSA) infections are increasingly common in athletic settings. The MRSA knowledge and infection-control practices of certified athletic trainers (ATs) and the cleanliness of the athletic training room are important factors in preventing MRSA infections. Objective: To assess knowledge of MRSA and the use of common disinfectants among ATs and to explore their infection-control practices. Design: Cross-sectional study. Setting: High school and collegiate athletic training rooms. Patients or Other Participants: A total of 163 ATs from National Collegiate Athletic Association Divisions I, II, and III and high schools, representing all 10 National Athletic Trainers' Association districts. Main Outcome Measure(s): Frequencies, analyses of variance, and χ2 tests were used to assess current practices and opinions and relationships between factors. Results: Methicillin-resistant Staphylococcus aureus was perceived as a national problem by 92% of respondents; 57% perceived MRSA as a problem in their practice setting. Most respondents had treated general infections (88%), staphylococcal infections (75%), and MRSA infections (57%). Male sex was associated with treating all 3 types of infections (χ2 test, P < .05). Noncurriculum education was associated with a lack of recognition of environmental issues as risk factors and with the use of isopropyl alcohol for disinfection (χ2 test, P < .05). For example, 10% of respondents did not recognize that contaminated whirlpools can be a source of MRSA infection. Respondents also incorrectly identified effective cleaning solutions. Thirty percent of respondents cleaned their hands frequently or sometimes before treating each athlete and 35% cleaned their hands sometimes, occasionally, or never after seeing each athlete. Conclusions: The majority of ATs were informed about MRSA and made correct disinfection choices. However, improvements are still needed, and not all ATs were using proper disinfection practices.

Professional Values: Cultivating the Social Contract with the Seeds of Professionalism

2017 ◽  
Vol 22 (1) ◽  
pp. 11-18 ◽  
Author(s):  
Gretchen A. Schlabach
Keyword(s):  
Athletic Training ◽  
Social Contract ◽  
Exploratory Study ◽  
Athletic Trainers ◽  
Self Regulation ◽  
Public Trust ◽  
Professional Values ◽  
Regulatory Standards ◽  
The Social ◽  
National Athletic Trainers Association

The profession of athletic training has not identified and explicitly articulated shared professional values (PV). Shared PV are the seeds of professionalism, and deeply rooted motivators of professional action which support the social contract through self-regulation. The purpose of this exploratory study was to: (1) discover shared PV in athletic training, (2) examine how important PV are to the National Athletic Trainers’ Association (NATA) membership, and (3) how important is it for our association to explicitly articulate professional values. This study found that truth/honesty, integrity, and respect are significant athletic training PV. PV are important (96.8%), and it is important for the association to explicitly articulate PV (96.5%). The declaration of shared PV will promote values-based behaviors and internally motivate a duty to uphold the legal, ethical, and regulatory standards of the profession. Dedication to our professional responsibilities will sustain the social contract and encourage public trust.

scholarly journals Newly Credentialed Athletic Trainers' Perceptions of Professional Preparation for Their Role as Collegiate Graduate Assistants

2018 ◽  
Vol 13 (3) ◽  
pp. 227-238 ◽  
Author(s):  
Ashley B. Thrasher ◽  
Stacy E. Walker ◽  
Dorice A. Hankemeier
Keyword(s):  
Athletic Training ◽  
Intercollegiate Athletics ◽  
Clinical Education ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
Professional Preparation ◽  
Graduate Assistant ◽  
Graduate Assistants ◽  
Data Saturation ◽  
National Athletic Trainers Association

Context: The professional preparation of newly credentialed athletic trainers (ATs) has been passionately debated. Understanding how newly credentialed ATs feel they are prepared will help enhance professional preparation. Objective: Explore newly credentialed ATs' perceptions of their professional preparation for their role. Design: Phenomenological qualitative. Setting: Phone interviews with graduate assistant ATs in the collegiate setting. Patients or Other Participants: Nineteen collegiate graduate assistants (15 female, 4 male; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I: 13, II: 3, III: 2, National Association of Intercollegiate Athletics: 2; postprofessional athletic training program: 6). Main Outcome Measure(s): Participants were recruited via an e-mail from the National Athletic Trainers' Association database sent to all certified students. Data were collected via phone interviews, which were recorded and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenological reduction, with data coded for common themes and subthemes. Credibility was established via member checks and peer debriefing. Results: Two themes emerged: facilitators and barriers. Overall, participants felt academically prepared for their role, but preparedness was often dependent on the facilitators of academic rigor, hands-on opportunities in clinical education, and their preceptor. Barriers included a lack of rigor in the academic setting, lack of active opportunities in clinical education, the culture of clinical experiences, and incongruence. Incongruence existed when students were exposed to all the competencies during didactic education, but never gained experience with some skills (eg, rehabilitation, documentation, communication) if situations never arose or they were not actively involved clinically. Conclusions: Athletic training students are being exposed to a variety of learning experiences academically, but often do not gain clinical experience if situations do not arise or preceptors do not allow active participation. To ensure new ATs are prepared, academic programs need to ensure rigor and place students with preceptors who provide active learning opportunities.

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.

Wet Bulb Globe Temperature Use in National Collegiate Athletic Association Football Bowl Subdivision Athletic Training Staffs

2020 ◽  
Vol 25 (6) ◽  
pp. 314-317
Author(s):  
Garrison A. Chan ◽  
Dale R. Wagner
Keyword(s):  
Athletic Training ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
Geographical Location ◽  
Football Bowl Subdivision ◽  
Wet Bulb Globe Temperature ◽  
Association Football ◽  
National Athletic Trainers Association ◽  
Globe Temperature ◽  
The University

Heat illnesses present a risk for athletes, especially football players. The National Athletic Trainers’ Association established recommendations to prevent heat illnesses, which include measuring wet bulb globe temperature (WBGT). This study aimed to determine the prevalence of WBGT use among the 130 National Collegiate Athletic Association Football Bowl Subdivision athletic training staffs. Of 82 respondents, 59 use WBGT to assess heat stress. The majority of Football Bowl Subdivision training programs (72% of respondents) use the WBGT, but adherence to this National Athletic Trainers’ Association recommendation varies throughout the season (practice versus games) and is likely influenced by the geographical location of the university.

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