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.

Reflective Observation in the Clinical Education Setting: A Way to Promote Learning

2015 ◽  
Vol 10 (1) ◽  
pp. 32-38 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman ◽  
Sarah S. Benes
Keyword(s):  
Athletic Training ◽  
Student Development ◽  
Clinical Education ◽  
Observational Learning ◽  
Visual Learning ◽  
Learning Experiences ◽  
Learning Preferences ◽  
Athletic Training Students ◽  
Athletic Training Student ◽  
National Athletic Trainers Association

Context Clinical experiences help athletic training students gain real-time learning experiences by engaging in patient care. Observational learning has been identified as important to athletic training student development, yet little is known about its effectiveness. Objective To explore the athletic training students' perspectives on their experiences in the clinical education setting, particularly examining the effectiveness of observational learning. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education (CAATE)-accredited undergraduate programs. Patients or Other Participants Twenty-four athletic training students (7 juniors and 17 seniors) from 4 National Athletic Trainers' Association (NATA) districts volunteered to participant in our study. The average age was 21 years (range, 20–23 years). Main Outcome Measure(s) Participants responded to a series of open-ended questions by journaling their thoughts and opinions through the secure Web site QuestionPro. Questions examined clinical education experiences and learning preferences. The resulting data were analyzed using a general inductive procedure, and credibility was established by employing peer review, member checks, and multiple analyst triangulation. Results Our analysis revealed that observational learning can benefit students when academic standing is considered, the circumstances are right, and it allows for directed mentoring. Our participants valued opportunities to engage in observational learning, as long as it was limited and purposeful. Conclusions All 24 participants identified themselves as hands-on learners who preferred to be actively engaged during their learning experiences, but who also valued opportunities to observe their preceptors demonstrating and modeling appropriate skills and behaviors before engaging in the same practices themselves. Today's student, the millennial, appears to favor visual learning, which may partially explain why our cohort of athletic training students described observational learning as advantageous in certain situations.

Professional Master's Athletic Training Programs use Clinical Education to Facilitate Transition to Practice

2017 ◽  
Vol 12 (2) ◽  
pp. 146-151 ◽  
Author(s):  
Thomas G. Bowman ◽  
Stephanie M. Mazerolle ◽  
Jessica L. Barrett
Keyword(s):  
Clinical Practice ◽  
Athletic Training ◽  
Clinical Education ◽  
Training Programs ◽  
Transition To Practice ◽  
Athletic Training Students ◽  
Online Questionnaire ◽  
Socialization Process ◽  
Master's Students ◽  
Major Facilitator

Context: Athletic training students' ability to transition into professional practice is a critical component for the future of the profession. However, research on professional master's students' transition to practice and readiness to provide autonomous care is lacking. Objective: To determine professional master's athletic training students' perceptions regarding how they were prepared to transition to practice as clinicians. Design: Qualitative study. Setting: Professional master's athletic training programs. Patients or Other Participants: Sixteen students, 8 program directors, and 5 faculty members from professional master's athletic training programs. Main Outcome Measure(s): An online questionnaire was distributed via Qualtrics and analyzed using an inductive technique. Participants responded to a series of open-ended questions related to the structure and curricular offerings of their respective programs. We secured trustworthiness through multiple analyst triangulation and peer review. Results: We found that both students and faculty identified clinical education as the major facilitator in the socialization process used to prepare students for the transition into clinical practice. Three further subthemes emerged: (1) Both stakeholder groups felt that students gained experience through diverse and immersive clinical education experiences; (2) Preceptors provided mentorship; and (3) Students developed confidence to enter clinical practice as a result of these supported experiences. Conclusions: Professional master's programs provide clinical education experiences designed to help athletic training students gain the skills and confidence necessary to become autonomous practitioners. The diversity and mentorship contained within these experiences facilitates confidence and preparedness.

scholarly journals Program Directors' Perceptions of Programmatic Attributes Contributing to Athletic Training Student Persistence

2015 ◽  
Vol 10 (2) ◽  
pp. 122-129 ◽  
Author(s):  
Thomas G. Bowman ◽  
Thomas M. Dodge ◽  
Stephanie M. Mazerolle
Keyword(s):  
Student Retention ◽  
Athletic Training ◽  
Clinical Education ◽  
Professional Education ◽  
Interpersonal Relations ◽  
Professional Socialization ◽  
Program Directors ◽  
Athletic Training Students ◽  
Student Centered ◽  
Athletic Training Student

Context Graduates of athletic training programs (ATPs) have identified factors contributing to their persistence through professional education. However, program directors have yet to elaborate on programmatic attributes that might contribute to athletic training student retention in their respective ATPs. Objective To determine program directors' perceptions of ATP strengths and areas for improvement regarding athletic training student retention. Design Qualitative study. Setting Bachelor's ATPs. Patients or Other Participants Sixteen ATP directors with 6.0 ± 4.0 years of experience in their current positions. Main Outcome Measure(s) The participants completed audio recorded telephone interviews. We analyzed the data using principles of grounded theory and maintained trustworthiness using multiple-analyst triangulation, peer review, and member checks. Results We found 2 themes to describe the strengths of bachelor's ATPs. Our participants thought that they provided a student-centered approach and diverse clinical education experiences leading to a supportive and exciting environment to foster athletic training student learning. We categorized the student centered approach theme into 3 subthemes: program size, student engagement and program atmosphere, and academic and clinical cohesion. Conclusions Program directors should strive to provide athletic training students with individual attention to help them feel welcomed, valued, and important. A small program size or adequate personnel can foster interpersonal relations which can provide athletic training students with mentoring opportunities. Improving ATP cohesion can provide learning opportunities which assist students in making connections and promote the importance of the academic and clinical education components of the ATP. Engaging athletic training students early through a variety of clinical education experiences can assist professional socialization and foster excitement for the profession.

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.

Situational Supervision for Athletic Training Clinical Education

2009 ◽  
Vol 4 (1) ◽  
pp. 19-22 ◽  
Author(s):  
Linda S. Levy ◽  
Greg Gardner ◽  
Mary G. Barnum ◽  
K. Sean Willeford ◽  
Patrick Sexton ◽  
...  
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Clinical Skills ◽  
Situational Leadership ◽  
Cooperative Interaction ◽  
Clinical Instructor ◽  
Athletic Training Students ◽  
Self Confidence ◽  
Approved Clinical Instructors ◽  
Supervision Model

Introduction: The medical education model provides the basis for athletic training students to learn theoretical and practical skills. Clinical rotations are completed where they apply what they have learned under the direct supervision of a clinical instructor (CI) or approved clinical instructor (ACI). Approved clinical instructors are taught how to evaluate athletic training students' clinical skills and proficiencies, yet are left to decide for themselves how students should be supervised. No formal supervision training is required for potential CIs/ACIs. Situational Supervision is one potential model that can be used by athletic training educators to provide guidance to CIs/ACIs regarding student supervision. This model provides a method for students to be supervised according to their knowledge base, experience and self-confidence. Objective: To present the Situational Supervision Model that can be used to develop athletic training students' clinical skills. Background: Based on Blanchard and Hersey's Situational Leadership, Situational Supervision provides CIs/ACIs with one supervision model that can be used in athletic training clinical education. Description: As students become more comfortable with clinical skills and mature in motivation and competence, CIs/ACIs need to adapt supervision styles to match the students' progressing development. Clinical Advantages: Using situational supervision, clinical instruction becomes a cooperative interaction between CIs/ACIs and athletic training students that is dependent on the students' needs and abilities, which may result in higher satisfaction and production for both the students and the CIs/ACIs.

Role of Clinical Education Experiences on Athletic Training Students' Development of Professional Commitment

2015 ◽  
Vol 10 (2) ◽  
pp. 138-145 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas Dodge
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Athletic Training Education ◽  
Professional Commitment ◽  
Professional Behaviors ◽  
Athletic Training Student ◽  
Education Experience ◽  
Member Checks

Context Limited evidence exists on the role clinical education can play in the development of athletic training student commitment for the profession. Objective Investigating the role clinical education experiences play on the development of passion for athletic training. Design Exploratory qualitative study. Setting Athletic training education programs. Patients or Other Participants Seventeen students (8 males, 9 females) volunteered. Students represented both junior (13) and senior (4) levels, were engaged in 23 ± 5 hours per week of clinical education, and were 20 ± 2 years old. Main Outcome Measure(s) One-on-one, in-person interviews following a semistructured format. Multiple analyst triangulation and member checks were included as steps to establish data credibility. Results A positive clinical education experience as described by this cohort of students was inclusive of strong mentorship, realism, professional commitment of the preceptor, and clinical skill integration. In combination, these attributes appear to help students develop their professional commitment for athletic training. Preceptors who provided mentorship by modeling appropriate professional behaviors, providing a realistic perspective to their role, and showing enthusiasm allowed the students in this study to gain an accurate understanding of the profession. Opportunities to develop clinical skills with feedback for improvement demonstrated the preceptors' commitment to the profession and the student and was valued as contributing to the overall experience. Conclusions The development of the athletic training student's commitment to the profession is directly related to a positive clinical education experience facilitated by a preceptor who is also passionate about the job. Preceptors are encouraged to provide the athletic training student with a realistic impression of the clinical setting in which they are gaining experiences in order for them to fully understand their future role and responsibilities. Maintaining an optimistic but pragmatic attitude is also valued by the athletic training student.

scholarly journals Self-Confidence and Perceptions of Athletic Training Students Following Simulated Experiences: A Mixed-Methods Pilot Study

2021 ◽  
Author(s):  
Hannah Stedge ◽  
Valerie Herzog
Keyword(s):  
Mixed Methods ◽  
Athletic Training ◽  
Clinical Education ◽  
Repeated Measures ◽  
Real Life ◽  
Future Research ◽  
High Fidelity ◽  
Athletic Training Students ◽  
Repeated Measures Design ◽  
Self Confidence

Purpose: Athletic training clinical education provides students with a variety of real-life patient encounters under the supervision of a credentialed athletic trainer. However, clinical education experiences may not allow for all students to practice more invasive or less common skills such as rectal thermometry. The purpose of this study was two-fold: 1) determine the effect of a series of low to high-fidelity simulated rectal thermometry experiences on athletic training students’ self-confidence scores; and 2) through a phenomenological qualitative approach, explore athletic training students’ perceptions following the simulated rectal thermometry experiences. Method: This study used a quasi-experimental, mixed methods, one-group repeated measures design. Participants were nine first year professional Master of Athletic Training students who completed four simulated experiences on the skill of rectal thermometry. The outcome measures were The Athletic Trainer’s Self-Confidence Scale (ATSCS) and qualitative semi-structured open-ended interviews. Results: Friedman’s ANOVA revealed a statistically significant improvement from the participant’s baseline ATSCS scores to the last post-test scores. We identified three major themes following qualitative interviews: 1) Perception changes before and after participation; 2) Benefits of a series of four simulations; 3) Explanations for the improvements in confidence and competence. Conclusions: A series of simulated learning activities using high-fidelity and standardized patient interactions can help improve athletic training students’ self-confidence. Though future research is needed, athletic training education programs should consider implementing simulated experiences to equip athletic training students to transition to practice.

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.

scholarly journals Athletic Training Students Demonstrate Supplemental Oxygen Administration Skill Decay, but Retain Knowledge Over Six Months

2018 ◽  
Author(s):  
David Berry ◽  
Jennifer Popp
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Clinical Skills ◽  
Supplemental Oxygen ◽  
Nasal Cannula ◽  
Athletic Training Students ◽  
Cross Sectional ◽  
Knowledge And Skills ◽  
Oxygen Administration ◽  
Review Session

Purpose: Research suggests skill decay occurs with emergency skills, such as supplemental oxygen administration (OA), since the frequency of medical emergencies in clinical settings is low. Identifying the presence and timeline for skill decay allows educators to employ strategies to prevent this occurrence. Therefore, this study evaluated retention of knowledge and clinical skills associated with supplemental oxygen administration, specifically nasal cannula (NC) and non-rebreather mask (NrM) usage in professional athletic training students. Methods: Cross-sectional study. Twenty-nine athletic training students (males=11, females=18; age=21.03+1.38) enrolled in a Commission on Accreditation of Athletic Training Education (CAATE)-accredited professional athletic training programs. Participants’ supplemental oxygen administration knowledge and skills was assessed five times (baseline-T4). The baseline assessment was followed by an educational review session. Participants’ knowledge and skills were re-assessed (T1) and then randomly assigned to two groups. The experimental group’s supplemental oxygen administration knowledge and skills were re-evaluated at 1-month (T2), 3-months (T3), and 6-months (T4). The control at 6-months (T4). Results: Analysis revealed no significant differences between the groups on knowledge (F2,54=.15, P=.86) and overall clinical skills (F2,54=1.52, P=.23). A significant main effect for time on knowledge (F2,54=65.30, P1.89,50.98=112.55, P1.55,41.88=108.03, P Conclusions: Both groups retained supplemental oxygen administration knowledge over 6-months. Conversely, nasal cannula and non-rebreather mask skills decayed from review session to 6-month follow-up. Regular rehearsal and practice of acute care clinical skills should be integrated into educational programs to avoid decay of skills. Since these skills are not frequently utilized in the clinical education environment, integrating opportunities to practice these skills to maintain the competence level of students and prepare them for clinical practice is warranted.

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