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Author: Kathryn Courtney Publisher: ISBN: Category : Athletic trainers Languages : en Pages : 122
Book Description
Differences in perceptions of professional preparedness and factors influencing professional preparedness among entry-level athletic trainers between graduates of professional bachelor's (PB) and professional master's (PM) degree programs were investigated through a mixed-methods study design. A survey and the option for a follow-up interview was sent to a random sample of 1000 entry-level athletic trainers. After applying inclusion criteria, there was a final N of 56. There were no significant differences in perceptions of professional preparedness between PB and PM graduates in any domain of athletic training. In PB and PM program graduates, perceptions of preparedness were significantly lower in the domain of Healthcare Administration and Professional Responsibility compared to all other domains, the domain of Injury Prevention and Wellness Protection (p=.000), the domain of Examination, Assessment, and Diagnosis (p=.000), the domain of Immediate and Emergency Care (p=.000), and the domain of Therapeutic Intervention (p=.000). Clinical Education was ranked to be the most influential factor to professional preparation among PB and PM program graduates. Results call for increased focus on the domain of Healthcare Administration and Professional responsibility through didactic coursework and clinical experiences.
Author: Kathryn Courtney Publisher: ISBN: Category : Athletic trainers Languages : en Pages : 122
Book Description
Differences in perceptions of professional preparedness and factors influencing professional preparedness among entry-level athletic trainers between graduates of professional bachelor's (PB) and professional master's (PM) degree programs were investigated through a mixed-methods study design. A survey and the option for a follow-up interview was sent to a random sample of 1000 entry-level athletic trainers. After applying inclusion criteria, there was a final N of 56. There were no significant differences in perceptions of professional preparedness between PB and PM graduates in any domain of athletic training. In PB and PM program graduates, perceptions of preparedness were significantly lower in the domain of Healthcare Administration and Professional Responsibility compared to all other domains, the domain of Injury Prevention and Wellness Protection (p=.000), the domain of Examination, Assessment, and Diagnosis (p=.000), the domain of Immediate and Emergency Care (p=.000), and the domain of Therapeutic Intervention (p=.000). Clinical Education was ranked to be the most influential factor to professional preparation among PB and PM program graduates. Results call for increased focus on the domain of Healthcare Administration and Professional responsibility through didactic coursework and clinical experiences.
Author: Kevin F. Rooney Publisher: ISBN: Category : Athletic trainers Languages : en Pages : 278
Book Description
Athletic trainers work in clinical settings such as secondary schools, colleges and universities, sports medicine clinics, professional sports, hospitals, and other healthcare environments. However, with the rapid expansion of athletic training education programs (ATEP) over the years, another role for the athletic trainer has developed, the athletic trainer educator. Consequently, it is currently becoming increasingly apparent that athletic trainers must also be equipped with the knowledge and expertise to teach, mentor, and train the future generations of certified athletic trainers within the classroom. Recently, researchers (Hertel et al., 2001; Craig, 2006; Rich, 2009) have argued that athletic training instructors lack the necessary pedagogical knowledge to be more effective instructors. However, athletic training education is a unique environment that provides both a wealth of content knowledge and many opportunities for students and professionals to engage in inquiry, action, interaction, mentoring, and reflection. Does the athletic training environment provide informal opportunities for students and instructors to gain pedagogical expertise? To learn more about instructors' preparation for teaching, this dissertation explored athletic training instructors perceived preparedness for teaching in an ATEP. This study used a mixed methods research approach through a self-developed and pre-piloted electronic questionnaire. The approach consisted of collecting and analyzing scalable quantitative and qualitative data as well as written narrative qualitative responses from 364 participants currently teaching within an ATEP. In addition, quantitative data was collected from ATEP program directors regarding their perceptions of pedagogy on instructor preparation and its place within athletic training (AT) education. Through the study's findings, it became evident that instructors' perceived preparedness for teaching is explained by several theories of learning, such as the mentor/protege model of learning, experiential learning theory, and social learning theory. Demonstrated by their actions, attitudes, and beliefs, participants placed high value on pedagogy, its importance on effective teaching, and its place within AT education. Furthermore, from within athletic training's unique clinical field and classroom settings, participants demonstrated how each environment provided them with their perceived foundations for teaching within an ATEP. Despite these findings, formal pedagogical preparation and its place within athletic training curricula needs further exploration. -- Abstract.
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: Kathryn Courtney
Author: Kathryn Courtney
Author: Stephanie L. Ludtke
Author: Steven V. Winter
Author: Kevin F. Rooney
Author: Susan Welch Stevens
Author: Timothy G. Laurent
Author: Daniel M. Wagner
Author: Ryan D Nokes
Author: Donald Ray Zylks
Author: