scholarly journals Longitudinal Examination of Transition to Practice for Graduates of Professional Master's Programs: Socializing Factors

2020 ◽  
Vol 15 (2) ◽  
pp. 148-155
Author(s):  
Stephanie Mazerolle Singe ◽  
Thomas G. Bowman ◽  
Brianne F. Kilbourne ◽  
Jessica L. Barrett
Keyword(s):  
Athletic Training ◽  
Athletic Trainers ◽  
Transition To Practice ◽  
Master's Programs ◽  
Current Topic ◽  
Data Collection And Analysis ◽  
Before And After ◽  
Member Checks ◽  
First Job ◽  
Organizational Mechanisms

Context Transition to practice is a current topic in athletic training and needs to be explored from a longitudinal perspective. Many athletic training programs and employing organizations are supporting transition to practice, yet little is known about the most common methods. Moreover, transition to practice is an ongoing process that can persist up to a year while current literature draws from snapshots. Objective Longitudinally explore the educational and organizational socialization practices used to support transition to practice. Design Qualitative study. Setting Nine higher education institutions. Patients or Other Participants Fourteen athletic training students (7 male, 7 female, age = 26 ± 4 years) participated. Data Collection and Analysis Participants completed semistructured interviews over the phone 3 times over the course of a 15-month period (before graduation, 4–6 months, and 10–12 months during their first job). All transcribed interviews were analyzed using a general inductive approach. Member checks, multiple analyst triangulation, and peer review were used to ensure trustworthiness. Results Two main educational mechanisms were found to support transition to practice; they included (1) mentorship and (2) past experience. Three main organizational mechanisms were identified to support transition to practice: (1) mentorship, (2) orientation to the job, and (3) living the job. Conclusions A blend of educational and organizational mechanisms is necessary to help support newly credentialed athletic trainers as they transition into clinical practice. Mentorship is important throughout the process, before and after newly credentialed athletic trainers enter their professional role.

scholarly journals A Theoretical Model of Transition to Practice for Athletic Trainers

2021 ◽  
Vol 56 (5) ◽  
pp. 508-517
Author(s):  
Brianne F. Kilbourne ◽  
Thomas G. Bowman ◽  
Jessica L. Barrett ◽  
Stephanie Mazerolle Singe
Keyword(s):  
Theoretical Model ◽  
Lived Experience ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Transition Process ◽  
First Year ◽  
Theory Approach ◽  
Transition To Practice ◽  
Telephone Interviews ◽  
Data Collection And Analysis

Context The transition to practice of newly credentialed athletic trainers (ATs) has become an area of focus in the athletic training literature. However, no theoretical model has been developed to describe the phenomenon and drive investigation. Objective To better understand the lived experience of the transition to practice and develop a theoretical model of transition to practice for ATs. Design Qualitative study. Setting Telephone interviews. Patients or Other Participants Fourteen professional master's athletic training students (7 men, 7 women, age = 25.6 ± 3.7 years, from 9 higher education institutions) in the first year of clinical practice as newly credentialed ATs. Data Collection and Analysis Participants completed semistructured phone interviews at 3 timepoints over 12 to 15 months. The first interview was conducted just before graduation, the second 4 to 6 months later, and the third at 10 to 12 months. The interviews were transcribed and analyzed using a grounded theory approach. Results We developed a theoretical model to explain the causal conditions that triggered transition, how the causal conditions were experienced, the coping strategies used to persist through the first year of practice, and the consequences of those strategies. Conclusions The model provides a framework for new athletic training clinicians, educators, and employers to better understand the transition process in order to help new clinicians respond by accepting or adapting to their environment or their behaviors.

scholarly journals Perceptions of Workplace Bullying Among Athletic Trainers in the Collegiate Setting

2014 ◽  
Vol 49 (5) ◽  
pp. 706-718 ◽  
Author(s):  
Celest Weuve ◽  
William A. Pitney ◽  
Malissa Martin ◽  
Stephanie M. Mazerolle
Keyword(s):  
Athletic Training ◽  
Workplace Bullying ◽  
Administrative Support ◽  
Athletic Trainers ◽  
Certified Athletic Trainers ◽  
Workplace Environment ◽  
Emotional Resilience ◽  
Data Collection And Analysis ◽  
Training Professional ◽  
Member Checks

Context: Bullying has received a vast amount of attention in the recent past. One form of bullying, workplace bullying (WPB), has been a substantial concern explored in many health professions that can negatively influence a health care provider's role in an organization. To date, however, WPB has not been investigated in athletic training contexts. Objective: To examine the perceptions of certified athletic trainers who experienced or witnessed WPB during employment in the collegiate setting. Design: Qualitative study. Setting: College or university. Patients or Other Participants: Fifteen athletic trainers (7 women, 8 men) with an average age of 42 ± 12 years. Data Collection and Analysis: Data were collected via semistructured, in-depth phone interviews or asynchronous online interviews. Data were analyzed using an inductive content analysis. Trustworthiness was established with member checks and peer debriefing. Results: Four themes emerged from the analysis: (1) antecedents of WPB, (2) consequences of WPB, (3) coping with WPB, and (4) lack of workplace environment training. The antecedents of WPB involved the bully's personality and perceptions of the athletic training profession as well as environmental factors including the pressure to win and a lack of administrative support. The consequences of WPB included increased stress, feelings of inadequacy, and increased distrust. Individuals coped with WPB by relying on emotional resilience and avoidance. A final theme, lack of workplace environment training, revealed that little attention was given to interpersonal issues and WPB in the workplace. Conclusions: Workplace bullying incidents occur when administrators tolerate bullying behaviors from controlling and manipulative individuals who lack respect for the athletic training professional. Several negative outcomes result from bullying interactions, including stress and anxiety; WPB is dealt with by learning to be more emotionally resilient and avoiding confrontations. Workplace training is needed to prepare athletic trainers for such negative experiences.

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.

scholarly journals Career Commitment of Postprofessional Athletic Training Program Graduates

2015 ◽  
Vol 50 (4) ◽  
pp. 426-431 ◽  
Author(s):  
Thomas G. Bowman ◽  
Stephanie M. Mazerolle ◽  
Ashley Goodman
Keyword(s):  
Data Collection ◽  
Training Program ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Career Commitment ◽  
Advanced Degree ◽  
Primary Role ◽  
Online Questionnaire ◽  
Online Data ◽  
Member Checks

Context Choosing to pursue an advanced degree in athletic training appears to indicate professional commitment and passion for the profession. Currently, there is a paucity of information regarding why some athletic trainers pursue enrollment in a postprofessional athletic training program (PPATP), indicating commitment to the profession, but later depart for another primary role outside of athletic training. Objective To understand why athletic trainers invested in advanced training via a PPATP but then decided to leave the profession. Design Qualitative study. Setting Online data collection. Patients or Other Participants Twelve graduates (8 women [67%], 4 men [33%], age = 31.58 ± 3.06 years) from PPATPs who no longer had primary employment as an athletic trainer. Data Collection and Analysis Recruits responded to an e-mail invitation to participate by completing a confidential online questionnaire. We analyzed data using a general inductive approach and secured trustworthiness using multiple-analyst triangulation, peer review, and member checks. Results Two higher-order themes emerged regarding the career commitment of former athletic trainers who were PPATP graduates: (1) departure from an athletic training career and (2) partial continuance in athletic training. Two second-order themes emerged from the reasons for departure: (1) decreased recognition of value and (2) work-life imbalance. Finally, we identified 2 third-order themes from the participants' reasons for departure because of a perceived lack of value: (1) low salary and (2) long, inconsistent hours worked. Conclusions Most of our participants intended to stay in the profession when they chose to attend a PPATP. However, during role inductance in either the clinical experience of the PPATP they attended or early in their careers, they began to have thoughts of leaving mainly because of inadequate financial compensation, challenging work schedules, or both.

scholarly journals Opioids and an Active Population: Athletic Trainers' Perceptions

2020 ◽  
Author(s):  
Dana Bates
Keyword(s):  
Athletic Training ◽  
Athletic Trainers ◽  
Collegiate Athletes ◽  
Structured Interview ◽  
Qualitative Inquiry ◽  
Future Research ◽  
Opioid Use ◽  
Qualitative Research Study ◽  
Active Population ◽  
Member Checks

Purpose: Opioid use, misuse, and abuse are occurring in both high school and collegiate athletes. There is limited research that examines athletic trainers' perceptions of opioids. The purpose of this qualitative research study was to investigate athletic trainers’ awareness and practice of opioids in an active population. Method: Qualitative inquiry was used to explore athletic trainers' awareness of opioids in an active population. Ten athletic trainers (7 male, 3 female) employed in the Northwest Athletic Training Association (6 collegiate, 4 high schools) volunteered for this study. Phone interviews were conducted in July to September 2017 with a semi-structured interview protocol. Interview data were analyzed inductively to uncover dominant themes, first by organizing the data, then summarizing into codes, and finally interpreting. Trustworthiness included both peer review and member checks. Results: Three themes emerged from this study regarding athletic trainers' practice with opioids: 1) athletic trainers have a responsibility to their patients regarding opioids, 2) communication with patients about opioids, and 3) athletic trainer perceived a lack of education regarding opioids. Conclusions: Evidence demonstrated that athletic trainers feel they have a role with opioids and their patients. While the majority of participants in this study did discuss opioids with their patients, athletic trainers felt they were lacking knowledge of opioids. Future research should explore athletic trainers’ knowledge and education surrounding opioids and an active population.

scholarly journals Educational Preparation and Experiences in the Industrial-Occupational Setting: A Qualitative Study of Athletic Training Graduates' Perspectives

2011 ◽  
Vol 6 (2) ◽  
pp. 99-106 ◽  
Author(s):  
Jim F. Schilling
Keyword(s):  
Job Satisfaction ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Athletic Training Education ◽  
Structured Interview ◽  
Educational Preparation ◽  
Entry Level ◽  
Data Collection And Analysis ◽  
Occupational Setting ◽  
Textual Data

Context: The industrial-occupational setting provides a workplace of substantial potential for the athletic training graduate. Acquiring input from entry-level athletic trainers (ATs) pertaining to experiences, knowledge, and skills necessary to be successful in the industrial-occupational setting is critical information for future Athletic Training Education Program (ATEP) curriculums, continuing education, and post-graduate fellowships. Objective: To gain understanding of the experiences encountered and education needed for successful preparation as an entry-level AT in the industrial-occupational setting. Design: Qualitative Setting: Industrial-Occupational Participants: Seven professional-level industrial ATs Data Collection and Analysis: Structured interview questions were used with an electronic platform. Participants were questioned relating to their experiences and perceptions pertaining to educational preparation for the industrial-occupational setting. An inductive content analysis was performed for textual data analysis. Results: The rationale for acquiring positions in the industrial-occupational setting upon graduation was due to fewer hours and higher salaries, but once hired the most positive experience and greatest job satisfaction came from helping people. The area the participants felt ill-prepared was ergonomics, but respondents felt well-prepared in injury evaluation and treatment. They also commented that gaining respect from the company was the most challenging aspect when entering the industrial-occupational setting as an entry-level AT. Conclusion: Graduates are attracted to the salary and hours associated with the industrial-occupational setting, but helping people provided the greatest job satisfaction. Although most entry-level ATs perceived themselves as well prepared for the industrial-occupational setting, weakness in the area of ergonomics was identified.

scholarly journals Program Director Perspectives on Athletic Training Student Motivation to Complete Their Professional Athletic Training Degrees

2013 ◽  
Vol 8 (3) ◽  
pp. 58-65 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman ◽  
Thomas M. Dodge
Keyword(s):  
Athletic Training ◽  
Student Motivation ◽  
Program Director ◽  
Major Theme ◽  
Athletic Training Students ◽  
Telephone Interviews ◽  
Program Success ◽  
Athletic Training Student ◽  
Data Collection And Analysis ◽  
Member Checks

Context Student motivation has been linked to persistence until graduation for athletic training students. There is little research, however on ways athletic training programs (ATPs) foster student motivation. Objective To expand upon the existing literature regarding retention of students in ATPs, specifically examining the concept of student motivation to complete degree requirements from the perspective of the program director (PD). Design Qualitative study. Setting One-on-one telephone interviews. Patients or Other Participants Eight PDs from professional master's and 16 PDs from undergraduate ATPs. Data Collection and Analysis We asked PDs to participate in a tape-recorded semistructured telephone interview. We analyzed data using a general inductive approach and secured credibility by utilizing member checks, multiple analyst triangulation, and peer review. Results Motivation for degree completion, as evaluated by the PD, is fostered by internal motivation, program pride and continued tradition of program success, and accomplishment of the personal goal to become an athletic trainer. Conversely, 1 major theme, disinterest or dissatisfaction with a career in athletic training, evolved as a reason to not remain motivated to complete the degree requirements for athletic training. Conclusions Program directors reported that internal drive and the achievement of personal goals influence the persistence of students in their ATPs. Students are also motivated by the successes of previous students in the program and feel a responsibility to uphold the legacy.

scholarly journals Graduate-Assistant Athletic Trainers' Perceptions of the Supervisor's Role in Professional Socialization: Part II

2016 ◽  
Vol 51 (10) ◽  
pp. 771-779 ◽  
Author(s):  
Ashley B. Thrasher ◽  
Stacy E. Walker ◽  
Dorice A. Hankemeier ◽  
Thalia Mulvihill
Keyword(s):  
Professional Development ◽  
Athletic Training ◽  
Intercollegiate Athletics ◽  
National Collegiate Athletic Association ◽  
Professional Socialization ◽  
Athletic Trainers ◽  
Analysis Data ◽  
Graduate Assistant ◽  
Data Saturation ◽  
Member Checks

Context: Many new athletic trainers (ATs) obtain graduate-assistant (GA) positions to gain more experience and professional development while being mentored by a veteran AT; however, GA ATs' perceptions of the supervisor's role in professional development are unknown. Objective: To explore the supervisor's role in the professional development of GAs in the collegiate setting. Design: Qualitative study. Setting: Phone interviews. Patients or Other Participants: A total of 19 collegiate GAs (15 women, 4 men; 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 = 5). Data Collection and Analysis: Data were collected via phone interviews and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenologic reduction. Trustworthiness was established via member checks and peer review. Results: Three themes emerged: (1) GAs' expectations of supervisors, (2) professional development, and (3) mentoring and support. Participants expected their supervisors to provide mentorship, support, and feedback to help them improve their athletic training skills, but they also realized supervisors were busy with patient care responsibilities. Most participants felt their supervisors were available, but others believed their supervisors were too busy to provide support and feedback. Participants felt their supervisors provided professional development by teaching them new skills and socializing them into the profession. Furthermore, they thought their supervisors provided mentorship professionally, personally, and clinically. Supervisors supported the participants by standing behind them in clinical decisions and having open-door policies. Conclusions: The graduate assistantship allows new ATs to gain experience while pursuing professional development, mentorship, and support from a supervisor. The extent of development is highly dependent on the supervisor, but most supervisors mentor GAs. When looking for graduate assistantships, future GAs should seek positions in which supervisors actively provide mentoring and professional development.

scholarly journals Work-Family Guilt: The Perspective of Secondary School Athletic Trainers with Children

2020 ◽  
Author(s):  
Christianne M Eason ◽  
Kelsey M Rynkiewicz ◽  
Stephanie M. Mazerolle Singe
Keyword(s):  
Secondary School ◽  
Athletic Training ◽  
Family Life ◽  
Athletic Trainers ◽  
School Setting ◽  
Work Environments ◽  
Certified Athletic Trainers ◽  
Data Collection And Analysis ◽  
Work Family ◽  
Study Setting

Abstract Context: Literature in athletic training has consistently demonstrated evidence of work-family-life conflict and the potential consequences of that conflict among athletic trainers employed in the clinical setting. Parental responsibilities, have been suggested to increase the conflict between work-family-life. The emotions that occur as a result of the conflict have received little attention and warrant further investigation. Objective: To investigate perceptions of and antecedents of work-family guilt among athletic trainers with children working in the secondary school setting. Design: Phemenological qualitative study Setting: Athletic Trainers currently employed in the secondary school setting who self-identify as parents. Patients or Other Participants: Twenty (13 women, 7 men) athletic trainers employed in the secondary school setting with children (range 1–3). All but three were married (n=17) at the time of the study. The average age of our participants was 37 ± 11 and they were certified athletic trainers for 14 ± 11 years. Data Collection and Analysis: Participants completed a one-on-one semi structured phone interview. Multiple analyst triangulation and peer review were included as steps to establish data credibility. Results: General inductive analysis revealed that men and women participants are experiencing feelings of work-family guilt despite having supportive work environments. The guilt for both sexes stemmed from work interfering with family and an altruistic mindset. Women indicated that they felt pressure from their husbands that contributed to feelings of guilt. Conclusions: Secondary school athletic trainers are experiencing work family guilt. Trying to balance parental and athletic training duties can cause an emotional response and athletic trainers' giving and caring nature may be a precursor to guilt.

scholarly journals Career and Family Aspirations of Female Athletic Trainers Employed in the National Collegiate Athletic Association Division I Setting

2015 ◽  
Vol 50 (2) ◽  
pp. 170-177 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Christianne M. Eason ◽  
Elizabeth M. Ferraro ◽  
Ashley Goodman
Keyword(s):  
Family Planning ◽  
Athletic Training ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
Division I ◽  
Life Balance ◽  
Factors Influencing ◽  
Data Collection And Analysis ◽  
Collegiate Level

Context: Female athletic trainers (ATs) tend to depart the profession of athletic training after the age of 30. Factors influencing departure are theoretical. Professional demands, particularly at the collegiate level, have also been at the forefront of anecdotal discussion on departure factors. Objective: To understand the career and family intentions of female ATs employed in the collegiate setting. Design: Qualitative study. Setting: National Collegiate Athletic Association Division I. Patients or Other Participants: Twenty-seven female ATs (single = 14, married with no children = 6, married with children = 7) employed in the National Collegiate Athletic Association Division I setting. Data Collection and Analysis: All female ATs responded to a series of open-ended questions via reflective journaling. Data were analyzed via a general inductive approach. Trustworthiness was established by peer review, member interpretive review, and multiple-analyst triangulation. Results: Our participants indicated a strong desire to focus on family or to start a family as part of their personal aspirations. Professionally, many female ATs were unsure of their longevity within the Division I collegiate setting or even the profession itself, with 2 main themes emerging as factors influencing decisions to depart: family planning persistence and family planning departure. Six female ATs planned to depart the profession entirely because of conflicts with motherhood and the role of the AT. Only 3 female ATs indicated a professional goal of persisting at the Division I setting regardless of their family or marital status, citing their ability to maintain work-life balance because of support networks. The remaining 17 female ATs planned to make a setting change to balance the roles of motherhood and AT because the Division I setting was not conducive to parenting. Conclusions: Our results substantiate those of previous researchers, which indicate the Division I setting can be problematic for female ATs and stimulate departure from the setting and even the profession.

Sign in / Sign up

Export Citation Format

Share Document