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.

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 Athletic Training Students' Perceptions of Mentorship in Clinical Education

2016 ◽  
Vol 11 (2) ◽  
pp. 72-81 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Christianne M. Eason ◽  
Sara Nottingham ◽  
Jessica L. Barrett
Keyword(s):  
Mixed Methods ◽  
Athletic Training ◽  
Student Development ◽  
Clinical Education ◽  
Developmental Process ◽  
Clinical Skills ◽  
Athletic Training Students ◽  
Socialization Process ◽  
Athletic Training Student ◽  
The Impact

Context: Mentorship is a developmental process whereby a novice individual, as he/she becomes inducted into his/her area of expertise, is guided by a more experienced person. Speculation exists that years of experience can impact this relationship. Objective: To determine the impact mentoring can have on athletic training student development and evaluate if experience as a preceptor is viewed as influential on the mentor experience. Design: Mixed-methods study. Setting: Commission on Accreditation of Athletic Training Education accredited programs. Patients or Other Participants: We recruited 17 (14 females, 3 males) athletic training students to participate in our study. On average, our participants were 21 ± 1 years old and represented varying levels of academic standing (1 sophomore, 9 juniors, 7 seniors). All participants indicated they currently had a mentor when asked directly. Main Outcome Measure(s): Participants responded to the Athletic Training Perceptions of Effective Mentoring survey and 14 open-ended interview questions regarding their perceptions of mentoring. An inductive approach was used to identify themes and supporting categories. Trustworthiness was established by using multiple-analyst triangulation, peer review and piloting of the instruments, and triangulation of data using a mixed-methods approach. Results: Athletic training students perceive their mentoring experiences as those that provide support and understanding, advance their clinical practice, and allow for the development of career goals. Age and experience did not appear to impact the overall experience of the student but rather facilitates the type of mentoring relationship developed. Conclusions: Mentoring was perceived to be an advantageous aspect of the socialization process for the athletic training student. It provided support and understanding during times of increased stress, allowed for the development of clinical skills, and provided the chance to cultivate a professional identity.

Defining the Engaging Learning Experience from the Athletic Training Student Perspective

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

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

scholarly journals A Mandala: A Diagram of the Clinical Education Experience in Athletic Training

2007 ◽  
Vol 2 (1) ◽  
pp. 10-15
Author(s):  
Steve Cernohous ◽  
Sharon West
Keyword(s):  
Athletic Training ◽  
Clinical Experience ◽  
Clinical Education ◽  
Interpersonal Competence ◽  
Self Awareness ◽  
Clinical Experiences ◽  
Athletic Training Students ◽  
Self Reflection ◽  
Athletic Training Student ◽  
Athletic Training Educators

Objective: The objective of this paper is to present the practical use of a Mandala that: 1) provides opportunities for athletic training students to explore, reflect on and appreciate their clinical experiences; 2) provides educators with a model to understand and value athletic training student experiences; 3) organizes and captures factors and associated relationships that influence the athletic training student's clinical experience; and 4) provides impetus for further research and discussion between and among athletic training educators. Background: Athletic training educators often find it difficult to demonstrate and assess the behavioral component of learning. Creative teaching strategies and exercises that help athletic training students develop interpersonal competence, self-awareness, and self-reflection are needed in athletic training education. One approach to address this need is to employ the practical exercise of creating athletic training student Mandalas; portraits of self-expression and interpretation of their athletic training clinical experience. Description: The Mandala of Clinical Education depicts the individualistic and complex elements of the athletic training student clinical experience. It is a manifestation of a milieu of intrinsic and extrinsic elements, personal experience, and established research. The athletic training student is positioned in the center of the Mandala, embraced by contributing elements and the wholeness of the clinical experience. The artistic design reveals a series of gates, doors, and portals in which the elements of the student's experiences interact and serve as a point for self-reflection. Conclusion: Mandalas allow the athletic training student and educator opportunities to explore, understand, and value all clinical experiences in athletic training. Mandalas may also facilitate athletic training students developing interpersonal competence, self-awareness and self-reflection, all of which are key components to the foundational behaviors of professional practice.

Entry-Level Athletic Trainers' Self-Confidence in Clinical Skill Preparedness for Treating Athletic and Emergent Settings Populations

2014 ◽  
Vol 9 (4) ◽  
pp. 166-173 ◽  
Author(s):  
Gary E. Morin ◽  
Sharon Misasi ◽  
Charles Davis ◽  
Corey Hannah ◽  
Matthew Rothbard
Keyword(s):  
Athletic Training ◽  
Clinical Experience ◽  
Clinical Education ◽  
Clinical Decision Making ◽  
Clinical Skill ◽  
Athletic Training Education ◽  
Body Region ◽  
Clinical Experiences ◽  
Professional Skills ◽  
Confidence Levels

Context Clinical education is an important component of athletic training education. Concern exists regarding whether clinical experience adequately prepares students to perform professional skills after graduation, particularly with patients in emerging settings. Objective To determine the confidence levels of athletic training graduates in performing professional skills, providing care to patients in emergent settings, and to suggest improvements in clinical education. Design and Setting A descriptive design involving an online survey. The survey was administered via email 2 weeks after the closing of the April 2011 Board of Certification (BOC) examination window. Patients or Other Participants All 832 first-time candidates from undergraduate and graduate Commission on Accreditation of Athletic Training Education–accredited programs sitting for the BOC examination during the April 2011 testing window were surveyed. Eighteen percent (n = 166) elected to participate. Main Outcome Measure(s) Responses were acquired regarding levels of confidence in performing athletic training skills and caring for multiple patient populations. Participants were permitted to suggest improvements in clinical education. A multivariate analysis of variance was used to determine if educational setting played a role in confidence levels. Cluster analysis was used to develop high, moderate, and low confidence groups. Participants' comments were thematically separated into specific categories. Results Participant confidence levels were strong in performing athletic training skills on traditional patient populations, although body region was a factor. Lower confidence levels were reported for caring for elderly and special needs individuals, with insufficient clinical experiences stated as the primary cause. Confidence levels for recognizing nonorthopaedic concerns were lower than for recognizing musculoskeletal injury issues. Conclusions Participants felt confident in performing athletic training skills, particularly for athletic populations. Confidence scores were lower for other populations, and it is apparent that clinical experience with different patient populations is essential. Participants felt that greater clinical experiences are necessary, with further opportunities in clinical decision making and program administration decisions.

scholarly journals The Impact Grit and Achievement Goal Orientation have on Athletic Training Students' Persistence

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Hannah Harner ◽  
Kimberly Peer ◽  
Chris Moser ◽  
John Cindric
Keyword(s):  
Goal Orientation ◽  
Athletic Training ◽  
Athletic Training Education ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Athletic Training Students ◽  
Mastery Goal Orientation ◽  
Challenging Tasks ◽  
The Impact ◽  
Academic Year

Purpose: Athletic training education continues to evolve thereby increasing the importance of student retention. Understanding student motivation through achievement goal orientation and grit scores may help support student’s persistence in an athletic training program. The purpose was to determine if a relationship exists between achievement goal orientation and grit to help provide educators a better understanding of their students’ reasons for persisting to help improve retention. Methods: An achievement goal orientation survey and grit scale were administered, and quantitative data was analyzed statistically from Commission on Accreditation of Athletic Training Education- accredited programs in good standing for the 2018-2019 academic year. Results: A total of 520 professional athletic training students participated. There was a significant main effect (F(1,3)=690.0, pConclusions: Athletic training students have similar grit scores across all cohorts and classify higher with mastery goal orientation compared to performance-approach, performance-avoidant, and work-avoidant orientations. Educators should understand students’ motivation to provide support and challenging tasks for their passion and perseverance for athletic training. Key Words: grit, mastery, performance-approach, performance-avoidant, work-avoidant.

scholarly journals Presence of Burnout in Undergraduate Athletic Training Students at One Western US University

2008 ◽  
Vol 3 (2) ◽  
pp. 57-66 ◽  
Author(s):  
Tamra S. Riter ◽  
David A. Kaiser ◽  
J. Ty Hopkins ◽  
Todd R. Pennington ◽  
Ron Chamberlain ◽  
...  
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Cumulative Effect ◽  
Maslach Burnout Inventory ◽  
Athletic Training Education ◽  
Personal Accomplishment ◽  
Moderate Degree ◽  
Athletic Training Students ◽  
Gender Interaction ◽  
Western Us

Objective: Determine if undergraduate athletic training students enrolled in an accredited athletic training education program (ATEP) and participating in clinical assignments experience burnout. Design and Setting: Undergraduate athletic training students enrolled in a clinical education course were surveyed during the fourth and twelfth weeks of a 15 week semester. Participants answered eight demographic/status questions for correlation. Subjects: Fifty-one undergraduate athletic training students in a Commission on Accreditation of Athletic Training Education (CAATE) accredited ATEP participated. Measurements: Data were analyzed using covariance analysis with categorical independent variables and continuous covariants. Emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA) were scored in accordance with the Maslach Burnout Inventory-Human Services Survey (MBI-HSS). Post hoc testing was done when interactions/effects were significant at p = .05. Dependent variables included EE, DP, and PA. Results: Overall mean scores demonstrated moderate levels of EE (17.0), low levels of DP (5.7), and moderate levels of PA (38.0). Fourth (+) semester students (students in their 4th or 5th semester of the ATEP) reported high DP levels (13.3) and high levels of EE (30.9). Semester effect (p = pre- 0.0001; post- 0.007) and semester by gender interaction (p = pre- 0.0017; post- 0.005) had an effect on EE for both testing times. For DP, semester (p = pre- 0.0001; post- 0.0003), and semester by gender interaction (p = pre- 0.0001; post- 0.0001) were significant interactions/effects for both testing periods. Conclusions: Undergraduate athletic training students demonstrated a moderate degree of burnout from their clinical assignments and associated responsibilities. The ATEP appeared to have a cumulative effect evidenced in the fourth (+) semester with a high/average degree of burnout.

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 Perceived Levels of Frustration During Clinical Situations in Athletic Training Students

2014 ◽  
Vol 49 (1) ◽  
pp. 68-74 ◽  
Author(s):  
Scott Heinerichs ◽  
Neil Curtis ◽  
Alison Gardiner-Shires
Keyword(s):  
Athletic Training ◽  
Clinical Experience ◽  
Clinical Education ◽  
Training Programs ◽  
Athletic Training Education ◽  
Cross Sectional Study ◽  
Athletic Training Students ◽  
Cross Sectional ◽  
Athletic Training Student ◽  
Education Experience

Context: Athletic training students (ATSs) are involved in various situations during the clinical experience that may cause them to express levels of frustration. Understanding levels of frustration in ATSs is important because frustration can affect student learning, and the clinical experience is critical to their development as professionals. Objective:  To explore perceived levels of frustration in ATSs during clinical situations and to determine if those perceptions differ based on sex. Design:  Cross-sectional study with a survey instrument. Setting:  A total of 14 of 19 professional, undergraduate athletic training programs accredited by the Commission on Accreditation of Athletic Training Education in Pennsylvania. Patients or Other Participants:  Of a possible 438 athletic training students, 318 (72.6%) completed the survey. Main Outcomes Measure(s):  The Athletic Training Student Frustration Inventory was developed and administered. The survey gathered demographic information and included 24 Likert-scale items centering on situations associated with the clinical experience. Descriptive statistics were computed on all items. The Mann-Whitney U was used to evaluate differences between male and female students. Results:  A higher level of frustration was perceived during the following clinical situations: lack of respect by student-athletes and coaching staffs, the demands of the clinical experience, inability of ATSs to perform or remember skills, and ATSs not having the opportunity to apply their skills daily. Higher levels of frustration were perceived in female than male ATSs in several areas. Conclusions:  Understanding student frustration during clinical situations is important to better appreciate the clinical education experience. Low levels of this emotion are expected; however, when higher levels exist, learning can be affected. Whereas we cannot eliminate student frustrations, athletic training programs and preceptors need to be aware of this emotion in order to create an environment that is more conducive to learning.

scholarly journals Evaluating Perceptions of Culminating Clinical Education Experiences of Senior Athletic Training Students

2015 ◽  
Vol 10 (3) ◽  
pp. 219-226 ◽  
Author(s):  
Patricia A. Aronson ◽  
Thomas G. Bowman ◽  
Stephanie M. Mazerolle
Keyword(s):  
Training Program ◽  
Athletic Training ◽  
Clinical Education ◽  
Role Models ◽  
Clinical Skills ◽  
Athletic Training Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Athletic Training Students ◽  
Education Administrators

Context The perceptions of athletic training students (ATSs) regarding their clinical education experiences are not fully understood. It is important to investigate ATS perceptions of clinical education to allow athletic training educators to provide educational experiences that will maximize learning. Objective To determine what ATSs value during their clinical education experiences. Design Qualitative study. Setting Participants completed an electronic preceptor evaluation. Patients or Other Participants Nineteen (14 female, 5 male; average age = 22 ± 1 years) senior ATSs over 2 years enrolled in a Commission on Accreditation of Athletic Training Education–accredited athletic training program participated in our study. Participants came from 1 Commission on Accreditation of Athletic Training Education–accredited athletic training program in the Mid-Atlantic region. Data Collection and Analysis We asked seniors to evaluate their final clinical education experience by completing an open-ended questionnaire. We analyzed the data following the principles of grounded theory. We negotiated over the coding scheme until we reached full agreement, performed a peer review, and conducted member checks to ensure trustworthiness of the results. Results Three major themes emerged from the data. Athletic training students enjoy interacting with preceptors who act as appropriate professional role models. Our participants also found value in being able to develop their clinical skills with appropriate situational supervision. Finally, ATSs appreciate when preceptors teach them new information by stimulating their critical thinking skills. Conclusions To help provide positive learning environments for senior ATSs, athletic training education administrators should select preceptors who can successfully model professional responsibilities, present ATSs with authentic learning experiences, and promote higher-level thinking. We believe providing ATSs with exposure to preceptors who can meet these criteria may better prepare students for professional practice, alter persistence decisions, and should be a goal of clinical experiences for the benefit of ATSs.

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