Mentoring Effectiveness on Clinical Supervisors as Perceived by Athletic Training Students in the Intercollegiate Athletics Clinical Education Experience PDF Download
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Author: Michael Brian Hudson Publisher: ISBN: Category : Mentoring in education Languages : en Pages : 442
Book Description
In the literature the concept of mentoring has been defined many different ways; however, the importance of the mentoring relationship to the development of the novice has not been disputed. In recent years the growing body of knowledge on entry-level athletic training education has begun to demonstrate that the quality of the learning experience plays a vital role in the development of the athletic training student. In addition, the literature suggests that the mentoring provided by athletic training educators is very important to this development. Hence, the purpose of this study was to examine the effectiveness of specific mentoring behaviors of athletic training clinical supervisors as perceived by their students. To accomplish this, a modification of the Principles of Adult Mentoring Scale - Postsecondary Education was used to compare differences in the perceptions of students completing NCAA Division I and NCAA Division III intercollegiate athletic training field experiences. Differences in student perceptions were also compared among the various athletic training student/clinical supervisor gender relationships. The results of this study, as based on the mentoring scale, rated athletic training clinical supervisors to be effective when motivating students to make decisions that could lead to future success (i.e., Mentor Model), and less effective when introducing alternative beliefs and values that may help to achieve future goals (i.e., Facilitative Focus). They were, however, rated as being not effective when establishing trust (i.e., Relationship Emphasis), offering tailored advice (i.e., Information Emphasis), challenging unproductive behaviors (i.e., Confrontive Focus), and encouraging personal initiative (i.e., Student Vision). In addition, the descriptive statistics suggested that athletic training students completing NCAA Division III intercollegiate field experiences perceived their clinical supervisors to be slightly more effective mentors than those students completing NCAA Division I field experiences. These results suggest the possibility that organizational and/or environmental factors may influence the perceived mentoring effectiveness of athletic training clinical supervisors. Furthermore, the results of this study suggest that athletic training educators, and possibly athletic training students, may require instruction on the intricacies of being an effective mentor.
Author: Michael Brian Hudson Publisher: ISBN: Category : Mentoring in education Languages : en Pages : 442
Book Description
In the literature the concept of mentoring has been defined many different ways; however, the importance of the mentoring relationship to the development of the novice has not been disputed. In recent years the growing body of knowledge on entry-level athletic training education has begun to demonstrate that the quality of the learning experience plays a vital role in the development of the athletic training student. In addition, the literature suggests that the mentoring provided by athletic training educators is very important to this development. Hence, the purpose of this study was to examine the effectiveness of specific mentoring behaviors of athletic training clinical supervisors as perceived by their students. To accomplish this, a modification of the Principles of Adult Mentoring Scale - Postsecondary Education was used to compare differences in the perceptions of students completing NCAA Division I and NCAA Division III intercollegiate athletic training field experiences. Differences in student perceptions were also compared among the various athletic training student/clinical supervisor gender relationships. The results of this study, as based on the mentoring scale, rated athletic training clinical supervisors to be effective when motivating students to make decisions that could lead to future success (i.e., Mentor Model), and less effective when introducing alternative beliefs and values that may help to achieve future goals (i.e., Facilitative Focus). They were, however, rated as being not effective when establishing trust (i.e., Relationship Emphasis), offering tailored advice (i.e., Information Emphasis), challenging unproductive behaviors (i.e., Confrontive Focus), and encouraging personal initiative (i.e., Student Vision). In addition, the descriptive statistics suggested that athletic training students completing NCAA Division III intercollegiate field experiences perceived their clinical supervisors to be slightly more effective mentors than those students completing NCAA Division I field experiences. These results suggest the possibility that organizational and/or environmental factors may influence the perceived mentoring effectiveness of athletic training clinical supervisors. Furthermore, the results of this study suggest that athletic training educators, and possibly athletic training students, may require instruction on the intricacies of being an effective mentor.
Author: Sara Lynn Nottingham Publisher: ISBN: 9781124682884 Category : Athletic trainers Languages : en Pages : 217
Book Description
Feedback has been established as an important educational tool in athletic training clinical education. However, there is currently minimal understanding of the feedback provided during athletic training clinical education experiences. The purpose of this study was to examine the characteristics of feedback in athletic training clinical education, in addition to perceptions of and influences on the feedback that is occurring. Exploratory, qualitative methods primarily drawing from a case-study design were used to investigate this topic. Four clinical instructors (ci) and four second-year athletic training students from one CAATE-accredited entry-level master's athletic training program participated in this study. Two CIs were located in a Division 1 collegiate athletics setting and the other two CIs were located in an outpatient rehabilitation clinic. The researcher observed and audio recorded each CI-student pair during their normal daily interactions for three or four days of the student's clinical rotation. After observations were completed, each participant was interviewed individually to gain understanding of their perceptions of feedback and influential factors on feedback. A total of 88 feedback exchanges were recorded during 45 hours and 10 minutes of observation. CIs generally provided feedback that coincides with recommendations for effective feedback in the literature, including immediate, specific, and positive feedback. CIs and students had similar perceptions of the feedback that occurred during their interactions and had similar opinions of what is considered ideal feedback, including immediate, specific, verbal, and positive. Both CIs and students also described that several factors influence their feedback exchanges, including availability of time, personalities, and the patient. The findings of this study provide insight on the feedback that is currently occurring in athletic training clinical education. Athletic training educators can use this information when training CIs how to provide feedback to students, in addition to evaluating their effectiveness. The exploratory nature of this study also exposes several areas where further research is needed. Investigators need to continue examining the feedback that is occurring across several athletic training programs, in addition to learning more about the effectiveness of feedback training programs, the unique challenges faced by novice CIs, and the extent that personality, time, and the patient influence student learning. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Author: Publisher: ACP Press ISBN: 1934465569 Category : Medical care Languages : en Pages : 290
Book Description
A part of the new Teaching Medicine Series, this new title acts as a guide for mentoring and fostering professionalism in medical education and training
Author: Jason Graham Publisher: ISBN: Category : Languages : en Pages : 200
Book Description
Context : Clinical education comprises over half the time students spend in an athletic training program. Preceptors are tasked with overseeing these clinical experiences and mentoring students while simultaneously engaging in patient care. Preceptors have a limited training in clinical education or background in andragogy. Preceptors have previously reported teaching and learning as their highest topic of interest in preceptorship professional development. Objective: The purpose of this study is to examine the awareness of and how often preceptors use specific clinical teaching models within athletic training clinical education. This study also examines the preceptor's perceptions of the benefits and barriers to using specific clinical teaching models and the perceptions of preceptor training in educating them on clinical teaching models. Design: Sequential mixed methods. Setting: Online qualitative survey and virtual qualitative semi-structured interviews. Patients or Other Participants: 165 preceptors affiliated with masters and bachelors level accredited athletic training programs participated in the survey and 10 participants completed follow-up interviews. Data Collection and Analysis: Surveys were administered via Qualtrics, and interviews were completed using Zoom. Frequency tables and chi square tests of independence were used to analyze the survey data. A phenomenological approach of inquiry was used to analyze the interview data. Trustworthiness was established with member checking, triangulation using 2 data collection methods and independent data analysts, and external peer review. Results: The Supervision, Questioning, Feedback (SQF) model was used by most preceptors. The One-Minute Preceptor (OMP) or the SNAPPS model were less common. Components related to the SQF model were used more frequently, on a daily or weekly basis over components unique to the OMP or SNAPPS models. Participants described using teaching techniques similar to the SQF model but acknowledge they are generally unaware of clinical teaching models that exist. Participants report perceptor training focuses more on programmatic administration rather than clinical teaching. Only 68% of preceptors reported completing any institutional preceptor training related to clinical teaching, and 24% have completed the Master Preceptor Level I training program. Participants would like to have consistent and ongoing training that incorporates experiential learning to educate them on clinical teaching models as they did display enthusiasm towards improving their clinical teaching abilities. Participants report clinical teaching models are beneficial in helping students build confidence in clinical reasoning, providing a structured teaching strategy, and fostering a positive learning environment. However, the biggest barier reported is balancing role strain in the simultaneous role of being a healthcare provider and educator. Conclusions: Preceptors are largely unaware that clinical teaching models exist. Most preceptors believe preceptor training does not adequately prepare them how to teach in the clinical setting. The context and frequency of institutional preceptor training needs to be reassessed to ensure preceptors are being adequately educated on clinical teaching. Enhancing their clinical teaching practices will reduce preceptor role strain, improve their professional growth, and improve student learning.
Author: Miranda L. Rose Publisher: Elsevier Health Sciences ISBN: 0443074542 Category : Medical Languages : en Pages : 382
Book Description
This important resource investigates topics related to clinical education, professional supervision, and mentoring. Beyond student supervision, it discusses supervision of professionals in the work place and the emerging importance of professional mentoring for ongoing professional development. Its broad perspective is relevant to a wide range of health professions, including audiology, dietetics, nursing, occupational therapy, pharmacy, physiotherapy, podiatry, prosthetics and orthotics, radiography, and speech-language pathology. Complex theoretical material is presented in a straightforward, "person-centered" approach that makes information easily accessible and applicable to practice. Written by multidisciplinary experts with academic and research backgrounds who also possess extensive practical experience in a variety of professional health fields. Reader-friendly, engaging material is grounded in current theory and evidence. Three distinct but interrelated fields - clinical education, professional supervision, and mentoring - are addressed together in one book for the first time. Supervision of professionals in their workplace is covered, as well as professional mentoring for ongoing professional development. Presents complex theoretical material in an engaging, "person-centered" approach. Acknowledges the importance of psychological well-being with chapters on the self in supervision and finding meaning and preventing burnout.
Author: Robert Henry Anderson Publisher: Jason Aronson ISBN: Category : Education Languages : en Pages : 434
Book Description
The comprehensiveness and breadth of the textbook is unmatched in the field...makes a unique contribution to our understanding. - James F. Nolan, Penn State University
Author: Michael Brian Hudson
Author: Michael Brian Hudson
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Author: Sara Lynn Nottingham
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Author: Jason Graham
Author: Miranda L. Rose
Author: Robert Henry Anderson
Author: Sabrina R. Fordham