Program Directors' Perceptions of Didactic Clinical Education in Accredited Undergraduate Entry-level Athletic Training Education Programs PDF Download

Author: Timothy G. Howell
Publisher:
ISBN:
Category : Athletic trainers
Languages : en
Pages : 218

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Author: Daniel M. Wagner
Publisher:
ISBN:
Category : Athletic trainers
Languages : en
Pages : 152

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Author: Joshua B. Pendleton
Publisher:
ISBN:
Category : Athletic directors
Languages : en
Pages : 76

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Book Description
The National Athletic Trainers' Association (NATA) is a member organization that oversees the health care profession of certified athletic trainers. A large body of research focused on the structure and content of curriculum for undergraduate programs has played a prominent role in the increase in their quantity and quality. Although attention has been called to graduate-level athletic-training education programs, there is currently a lack of research focused on NATA-accredited post-professional athletic training education programs (PPATEPs). Using qualitative analysis, program directors' perceptions of quality in these NATA-accredited PPATEPs was assessed. In-depth phone interviews were conducted regarding topics such at the accreditation standards, curricular content, perceived benefits of attending a program, and the future or sustainability of accredited PPATEPs. After these topics were discussed with participants, three main themes emerged. Program directors of NATA-accredited PPATEPs undergo a special accreditation process that assesses and attempts to improve upon the quality of their program. Participants felt that there were specific benefits that accreditation serves to highlight. Participants also felt that the future of post-professional athletic training education was uncertain but on the right track.

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 780

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Author: Susan Welch Stevens
Publisher:
ISBN:
Category : Athletic trainers
Languages : en
Pages :

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"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: Timothy G. Laurent
Publisher:
ISBN:
Category : Athletic trainers
Languages : en
Pages : 214

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Author: Kathryn Courtney
Publisher:
ISBN:
Category : Athletic trainers
Languages : en
Pages : 122

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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: Thomas G. Bowman
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Author: Joseph Dante Susi
Publisher:
ISBN:
Category : Athletic trainers
Languages : en
Pages : 404

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Author: Sara Lynn Nottingham
Publisher:
ISBN: 9781124682884
Category : Athletic trainers
Languages : en
Pages : 217

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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.].