A Phenomenology of the Experiences of Secondary Athletic Trainers with Athletic Training Student Aides in a Sports Medicine Career Technology Education Pathway in Texas PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download A Phenomenology of the Experiences of Secondary Athletic Trainers with Athletic Training Student Aides in a Sports Medicine Career Technology Education Pathway in Texas PDF full book. Access full book title A Phenomenology of the Experiences of Secondary Athletic Trainers with Athletic Training Student Aides in a Sports Medicine Career Technology Education Pathway in Texas by Amanda Marie Andrews. Download full books in PDF and EPUB format.
Author: Amanda Marie Andrews Publisher: ISBN: Category : Sports medicine Languages : en Pages : 149
Book Description
The intended purpose of this qualitative transcendental phenomenological study was to describe the experience of athletic trainers in the secondary school setting who supervise career technology education (CTE) health science students in the sports medicine pathway at high schools in Texas. Through the lens of the social cognitive career theory (Lent, Brown, & Hacket, 2006) as a theoretical framework, this study will answered the central research question: What is the lived experience of secondary school athletic trainers in Texas supervising CTE pathway athletic training student aides? Sub-questions sought to further explore the participants’ relationship to student self-efficacy in career exploration and career choice. Purposeful, criterion-based sampling with maximum variation was utilized to procure volunteer participants experiencing the phenomenon of being a secondary athletic trainer with athletic training student aides in the CTE health science sports medicine pathway at high schools in Texas. Data was collected through open-ended semi-structured interviews, focus groups, and journaling then analyzed according to phenomenological procedures as outlined by Moustakas’ (1994).
Author: Amanda Marie Andrews Publisher: ISBN: Category : Sports medicine Languages : en Pages : 149
Book Description
The intended purpose of this qualitative transcendental phenomenological study was to describe the experience of athletic trainers in the secondary school setting who supervise career technology education (CTE) health science students in the sports medicine pathway at high schools in Texas. Through the lens of the social cognitive career theory (Lent, Brown, & Hacket, 2006) as a theoretical framework, this study will answered the central research question: What is the lived experience of secondary school athletic trainers in Texas supervising CTE pathway athletic training student aides? Sub-questions sought to further explore the participants’ relationship to student self-efficacy in career exploration and career choice. Purposeful, criterion-based sampling with maximum variation was utilized to procure volunteer participants experiencing the phenomenon of being a secondary athletic trainer with athletic training student aides in the CTE health science sports medicine pathway at high schools in Texas. Data was collected through open-ended semi-structured interviews, focus groups, and journaling then analyzed according to phenomenological procedures as outlined by Moustakas’ (1994).
Author: Laura Ann Wamsley Publisher: ISBN: Category : Physical education and training Languages : en Pages : 152
Book Description
The purpose of this phenomenological study was to describe the shared clinical experiences of post Spring 2014 graduates of CAATE-accredited professional master’s degree programs. The theories guiding this qualitative study were Kolb’s (1984) experiential learning theory as it theorizes that students learn best through experiences, such as clinical education (Witt, Colbert, & Kelly, 2013), and Astin’s (1999) student involvement theory that claims that the effectiveness of any educational policy or program is directly related to the capacity of that policy or practice to increase student involvement, meaning that a clinical education program that is designed to encourage student involvement will be more successful than programs that lack efforts to increase involvement. The researcher sought to answer the question of how master’s level athletic training program graduates describe their clinical education experiences. Qualitative data was collected through semi-structured interviews, asynchronous online focus group discussion forums, and prompted journaling. Research participants were graduates of master’s entry-level athletic training programs post Spring 2014. Data collection occurred in-person, on the telephone, and via the Internet. Data was analyzed by the researcher using transcendental phenomenological coding methods. The phenomenon was described as an active experience that required hard work and was influenced by the preceptors and resources available during clinical education.
Author: Shelby Nicole Martin Publisher: ISBN: Category : College teachers Languages : en Pages : 0
Book Description
The purpose of this qualitative phenomenological study was to explore current athletic training faculty perceptions regarding their transition from an undergraduate degree to a master’s level athletic training program that includes interprofessional education (IPE). IPE can be defined as a collaborative learning experience between two or more healthcare profession programs. The theory guiding this study was Schlossberg’s transition theory. The connection between Schlossberg’s transition theory and faculty perspectives on transition from an undergraduate to graduate curriculum was how the faculty cope before, during, and after the transition. Purposeful, snowball sampling was used to select 10 participants sharing the common experience of implementing IPE within a Master of Athletic Training Education program. This study’s data collection included individual interviews, journal prompts, and focus-group interviews. Moustakas’ modified Van Kaam method was used for data analysis to develop a rich description of participants’ experiences with transitioning to an MAT that included IPE. From the descriptions, three themes emerged: (1) Faculty need to feel supported when moving through a transition; (2) faculty education on IPE implementation strategies is important for creating meaningful IPE interactions; and (3) faculty need proper training and preparation prior to implementing IPE within an MAT.
Author: Susan Welch Stevens Publisher: ISBN: Category : Athletic trainers Languages : en Pages :
Book Description
"Clinical experiences are integral to the education process in many professions. Professional socialization is one area of students' development enhanced by clinical experience. Professional socialization includes learning in the affective domain by experiencing moral, ethical and legal practice as well as developing confidence in students' clinical practice. This study examined the role of clinical experience for professional socialization in Commission on Accreditation of Allied Health Education Programs (CAAHEP) accredited athletic training education programs. This was done by examining entry-level athletic trainers' perceptions of the importance of four common clinical experiences in the development of selected affective domain educational competencies. These experiences were peer practice, approved clinical instructor (ACI) instruction, practice coverage and game coverage. The affective domain competencies were chosen because they included aspects of professional socialization such as role identity and moral ethical and legal practice of athletic training. A quantitative, researcher developed, web based survey was designed and used to collect perception data from newly certified athletic trainers who had graduated from a CAAHEP accredited athletic training education program. While all four common clinical experiences were reported as important to subject mastery of the competencies, ACI instruction and practice coverage were reported to be more important than both peer practice and game coverage. These results are important to athletic training educators as they try to develop the best possible combination of classroom, laboratory and clinical experience to better prepare future generations of confident and successful practicing athletic trainers."--Abstract from author supplied metadata.
Author: Ryan D Nokes Publisher: ISBN: Category : Languages : en Pages : 126
Book Description
Context: As athletic training education continues its transition to a professional master's degree, it is essential to understand how professional master's athletic training students' professional experiences influence their perceptions of athletic training and their career intentions after graduation. Objective: 1) To examine second-year professional master's athletic training students' perceptions of athletic training and identify the factors that influenced their perceptions. 2) To examine the career intentions of second-year professional master's athletic training students and identify the factors that influenced their intentions. Design: Convergent mixed-methods. Setting: Online surveys and individual phone interviews. Patients or Other Participants: A total of 80 second-year professional master's students who graduated in 2019 completed the online survey. Ten survey respondents elected to participate in the follow-up phone interviews. Data Collection and Analysis: We created an online survey and semi-structured interview guide to answer the research questions. We validated the instruments using a content validity index tool. The data from both methodological approaches were blended. As a result, we displayed our findings in one comprehensive results section. We established trustworthiness through triangulation, member checks, memos, and peer debriefing. Results: Five higher-order themes emerged from the data. 1) Perceptions of the athletic training profession: lack of appreciation and awareness for the profession from others, rewarding profession, and dynamic profession. 2) Perceptions of a career in athletic training: low pay, long hours and inconsistent schedules, and inability to have work-life balance. 3) Factors influencing perceptions: clinical experience, interactions with athletic trainers, interactions with the general public, and interactions with other healthcare professionals. 4) Career progression: short-term career plans, concerns over lack of experience, and long-term career plans. 5) Factors influencing career intentions: clinical experience and mentorship. Conclusions: Second-year professional master's athletic training students developed positive and negative perceptions of the athletic profession and a career in the professional during their professional education experiences. Additionally, their professional education experiences allowed them to develop career paths and career goals after graduation. The factors identified were all key socializing agents to the profession and had a profound impact on how they developed their perceptions of athletic training and career paths. The mentorship they received from their clinical preceptors and faculty members were also influential to the development of their career goals and career intentions after graduation.
Author: Sharon Diane Feld Publisher: ISBN: Category : Athletic trainers Languages : en Pages : 0
Book Description
The recent emphasis on the inclusion of behavioral health in professional athletic training education has revealed a gap in the literature relating to how to teach students about this important topic. Utilizing a phenomenological approach, I sought to explore how athletic training preceptors teach professional athletic training students concepts of behavioral health during clinical education. Exploring the current reality and experiences of preceptors relating to behavioral health will help other researchers begin to fill this gap in literature. The following research questions guided this study: (1) what are the experiences of preceptors?; (2) what are the barriers to including students in patient interactions?; and (3) what are the needs of preceptors? Purposive sampling required reaching out to program directors of professional graduate athletic training programs with a request to forward the research invitation to preceptors. Preceptors were interviewed via Zoom using a semi-structured interview guide, recorded, and transcribed verbatim. Data were analyzed following steps specific to a phenomenal approach to research and used evaluative criteria to ensure trustworthiness. Five themes resulted from the analysis: Teaching Methods, Learning Environment, Deciding Factors for Including AT Students, Managing Behavioral Health, and Preceptor Needs. Athletic training preceptors possess the skills to teach students about behavioral health with additional resources, support, and education. The findings suggest that faculty within professional healthcare education programs should re-evaluate their curriculum relative to the role of preceptors focus on teaching behavioral health to ensure they are receiving what they need to educate students effectively.
Author: Amanda Marie Andrews
Author: Amanda Marie Andrews
Author: Joseph Dante Susi
Author: Richard G. Ebel
Author: Steven J. Cernohous
Author: Laura Ann Wamsley
Author: Shelby Nicole Martin
Author: Susan Welch Stevens
Author: Ryan D Nokes
Author: Stephen Churchill Bunt
Author: Sharon Diane Feld