Identifying Developmentally Effective Experiences and Self-Authorship Among Professional Masters Athletic Training Students 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 Identifying Developmentally Effective Experiences and Self-Authorship Among Professional Masters Athletic Training Students PDF full book. Access full book title Identifying Developmentally Effective Experiences and Self-Authorship Among Professional Masters Athletic Training Students by Sarah Myers. Download full books in PDF and EPUB format.
Author: Sarah Myers Publisher: ISBN: Category : Athletics Languages : en Pages : 0
Book Description
Context. An understanding of valuable as well as ineffective learning experiences from the perspective of the professional masters (PM) athletic training student and how their level of development connects to these perceptions is needed to continue to encourage growth in the adult learner, a new type of scholar in many athletic training education programs (ATP). Objective. Develop an understanding about the learning experiences that resonate positively and negatively with second year PM athletic training students, both in the classroom as well as in their clinical education. Create a theory about developmental level and perceptions of learning. Design. Exploratory, qualitative using a general inductive approach and aspects of grounded theory. Setting. Division 1 CAATE athletic training programs. Participants. 12 participants (9 female, 3 male; 24 2 years old). Data Collection and Analysis. Participants engaged in a semi-structured video conference interview. Data were analyzed using aspects of general inductive approach and grounded theory to evaluate the raw data from the interviews. Reaching data saturation, peer review, and member checks were used to establish credibility. Results. The valuable learning experience needed to prepare masters level athletic training students for educational success is the clinical experience which offers opportunities to practice autonomy and hands-on learning. Two main categories emerged from the data describing negative or ineffective aspects of learning: course design and educator effectiveness. From a developmental perspective, participants exhibited meaning making in two distinct ways: external guidance and transformative learning experiences. The developmentally effective experience that was the catalyst for deeper meaning making was the clinical experience. Conclusion. Athletic training students highly value aspects of their education best delivered in a clinical setting but do not value all aspects of their education, especially those delivered in a traditional didactic setting. Educators should seek opportunities to fine tune their course design and find ways to increase effectiveness as educators. Additionally, considerations regarding the developmental level of students should be made by instructors when creating effective learning experiences.
Author: Sarah Myers Publisher: ISBN: Category : Athletics Languages : en Pages : 0
Book Description
Context. An understanding of valuable as well as ineffective learning experiences from the perspective of the professional masters (PM) athletic training student and how their level of development connects to these perceptions is needed to continue to encourage growth in the adult learner, a new type of scholar in many athletic training education programs (ATP). Objective. Develop an understanding about the learning experiences that resonate positively and negatively with second year PM athletic training students, both in the classroom as well as in their clinical education. Create a theory about developmental level and perceptions of learning. Design. Exploratory, qualitative using a general inductive approach and aspects of grounded theory. Setting. Division 1 CAATE athletic training programs. Participants. 12 participants (9 female, 3 male; 24 2 years old). Data Collection and Analysis. Participants engaged in a semi-structured video conference interview. Data were analyzed using aspects of general inductive approach and grounded theory to evaluate the raw data from the interviews. Reaching data saturation, peer review, and member checks were used to establish credibility. Results. The valuable learning experience needed to prepare masters level athletic training students for educational success is the clinical experience which offers opportunities to practice autonomy and hands-on learning. Two main categories emerged from the data describing negative or ineffective aspects of learning: course design and educator effectiveness. From a developmental perspective, participants exhibited meaning making in two distinct ways: external guidance and transformative learning experiences. The developmentally effective experience that was the catalyst for deeper meaning making was the clinical experience. Conclusion. Athletic training students highly value aspects of their education best delivered in a clinical setting but do not value all aspects of their education, especially those delivered in a traditional didactic setting. Educators should seek opportunities to fine tune their course design and find ways to increase effectiveness as educators. Additionally, considerations regarding the developmental level of students should be made by instructors when creating effective learning experiences.
Author: Jeffrey G. Williams Publisher: ISBN: 9781369575651 Category : Languages : en Pages : 208
Book Description
The purpose of this study was to examine the nature and development of self-authorship among athletic training students. A cross-sectional, survey design was used and students enrolled in Commission on Accreditation of Athletic Training Education (CAATE) accredited professional athletic training degree programs were included as participants. Systematic sampling was used to recruit participants from the target population. Participants were recruited through batch email addresses of non-certified student members of the National Athletic Trainers' Association (NATA) membership database.
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: Christine Dara Reyes Publisher: ISBN: Category : Languages : en Pages : 121
Book Description
This mixed-methods study aims to address the existing gap of knowledge relating to persistence factors of students enrolled in Professional Master's Athletic Training Program (PM-ATP) and determine whether self-identified qualitative coping mechanisms utilized by these students are, or are not, reflective of the student's quantitatively assessed resiliency and burnout potential.
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: Caitlin Hargrave Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
Context: The COVID-19 pandemic impacted the delivery of higher education during the 2020 spring semester. Specifically, various components of the anticipatory socialization process for professional Master of Athletic Training student, such as in-person and hands-on learning, were abruptly halted as a result of the COVID-19 pandemic. Objective: Develop an understanding of the effects of the COVID-19 pandemic on the educational experiences and mental health of entry-level Master of Athletic Training students. Design: Qualitative phenomenological study Setting: Higher education institutions with professional Master of Athletic Training programs Participants: Fourteen students (9 female, 5 male; average age = 26 ± 4 years) who were enrolled in a professional Master of Athletic Training program during the 2020 spring semester participated in our study. Data Collection and Analysis: One-on-one virtual Zoom interviews were conducted using a semi-structured interview guide. Interviews were recorded and transcribed following their conclusion, and transcripts were analyzed using a phenomenological approach. Credibility was achieved through peer review, data saturation, and multiple-analyst triangulation. Results: Three major themes emerged from the data, including educational impact and emotional impact. Each major theme encompasses a myriad of subthemes. Educational impact subthemes include: 1) didactic challenges, 2) didactic benefits, 3) clinical challenges, 4) clinical benefits, and 5) strategies for success. Subthemes for emotional impact include: 1) mental health, 2) physical health, and 3) stress-relief techniques, and 4) strategies for success. Conclusions: Distance learning presented challenges for students, such as communication barriers, decreased motivation, and work-life balance guilt. It also highlighted the potential benefits of providing breaks in education on student wellness and success. These findings should be considered as programs continue to transition to entry-level master's programs that utilize clinical immersion and distance learning.
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: Jennifer E. Deranek Publisher: ISBN: Category : Languages : en Pages : 207
Book Description
Athletic training is an allied health profession in which individuals receive education in prevention, emergency care, clinical diagnoses, therapeutic intervention and rehabilitation for injuries and medical conditions. Currently, the route for an individual to become a certified athletic trainer is to graduate from an institution accredited by the Commission on Accreditation of Athletic Training Education. Most commonly, entry level education for athletic trainers is gained at the 331 institutions that host a bachelors level professional program. However, there is a recent desire to change the educational requirements and to require a professional masters degree. If the degree change would occur, athletic training would have a stronger alignment with other health care professions and support the increasing knowledge base needed for certified athletic trainers. If a degree change is mandated, there is the potential for significant programmatic changes at the institutions which currently host baccalaureate athletic training programs. Program development is influenced by many factors within the institution and also external factors. The purpose of this research was to examine which of those factors have influenced the development of six current entry level masters athletic training program. Using a multiple case study design, 11 individuals were interviewed on the processes and influences that impacted the creation of the CAATE accredited entry level masters athletic training programs. Although each institution had a unique journey in the development of their professional masters program, the most common influential factors on the development of these programs were institutional support, faculty load and structure, resources, graduate work expectation, and accrediting agencies. This research helps to provide a guiding framework for a substantive degree change and can help institutions navigate through the process of changing degree requirements.
Author: National Research Council Publisher: National Academies Press ISBN: 0309324882 Category : Social Science Languages : en Pages : 587
Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: Sarah Myers
Author: Sarah Myers
Author: Jeffrey G. Williams
Author: Ryan D Nokes
Author: Christine Dara Reyes
Author: Laura Ann Wamsley
Author: Caitlin Hargrave
Author: Stephanie H. Clines
Author: Amanda Marie Andrews
Author: Jennifer E. Deranek
Author: National Research Council