Student Perceptions of Athletic Training Preceptor Traits and Their Effects on Board of Certification Examination Outcomes PDF Download

Author: Jennifer J. H. Huseman
Publisher:
ISBN:
Category :
Languages : en
Pages : 118

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This study explored the perceptions Athletic Training Students' harbored of the traits of preceptors they have been assigned. The preceptor characteristics examined in this study were nurturing, contemplative, consolidative, management, inspirational, and rigorous. These perceived traits of preceptors were then compared to Athletic Training Programs who were compliant and non-compliant with CAATE Standard 11 for Professional Programs. The study investigated whether there would be a significant difference in any of the trait characteristics between programs in compliance and non-compliance with Standard 11. This was a quantitative study in which data were collected via Preceptor Effectiveness Survey. The data were analyzed through SPSS 23 using descriptive statistics and MANOVA. The MANOVA failed to result in a significant multivariate effect, however, the univariate results indicated a significant difference between programs (p [less than].05) for the "rigorous" trait, F(1, 105) = 7.210, p = 0.008. Overall, noncompliant programs presented lower mean scores on all traits when compared to compliant schools. The study can offer evidence for effective preceptor traits in programs with successful Board of Certification (BOC) outcomes. This could be utilized to improve training, recruitment, hiring, establishing appropriate student-preceptor ratios to individual preceptors, and enhancing the overall student clinical experience.

Author: Sabrina R. Fordham
Publisher:
ISBN:
Category : Athletic trainers
Languages : en
Pages : 244

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Author: Amy Whitman
Publisher:
ISBN:
Category :
Languages : en
Pages : 78

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To examine athletic training students' perception of their Athletic Training Education Program (ATEP) in relation to their preparation for the Board of Certification (BOC) examination, participants completed an online survey consisting of 2 multiple choice questions and 13 questions utilizing a 5-point Likert scale. T-tests were performed to analyze all data. Alpha level was set at 0.05. The respondents perceived their academic preparation as either satisfactory (N=573, 87.6%) or unsatisfactory (N=81, 12.4%). Significant differences existed between those respondents passing the written, simulation, and practical portions of the exam on the first attempt compared to those who failed those portions. Of the content areas, only Pharmacology (M=3.31), Psychosocial Intervention (M=2.89), Nutrition (M=2.82), and Healthcare Administration (M= 2.71) had mean scores above 2.50 (1=Excellent, 5=Poor). As perceived by athletic training students who sat for the certification examination, ATEP's are adequately preparing their students for the BOC certification examination.

Author: Heather Hartsell
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 290

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This study was designed to examine the factors that contribute to student persistence into athletic training education programs (ATEPs). The researcher also gauged prospective athletic training students' perceptions on experiences that contributed to their decision to either apply or not apply to ATEPs. -- Invited study participants included all freshmen prospective athletic training students who were enrolled in the Athletic Training Introductory course/s at three participating CAATE-accredited ATEPs with a secondary admissions process occurring in the fall. Contact persons from each ATEP were e-mailed a study introduction letter and asked to e-mail a student letter with a survey link to students in introductory course/s. The researcher merged two retention theories and developed a survey to gather data with regards to how program attributes, social, academic, clinical integration, and program commitment affect student persistence. Additionally, the survey included demographic items. The researcher also conducted semi-structured interviews with contact persons from each ATEP and gathered institution demographics, program demographics, and program attributes. Mann Whitney U tests were conducted to determine if differences among group responses existed. Spearman Rho correlation analyses were utilized to determine relationships between each independent variable (i.e., academic, social, clinical integration, program attributes, and program commitment) and each group (i.e., persisters and non-persisters). Establishing correlation significance allowed for the application of Binary Logistic Regression analysis to seek predictive variables. All qualitative responses provided in the survey data were coded utilizing an interpretive method of data coding. Overall descriptive statistics were computed on all survey items. -- With the results of this study, it was established that both a difference and relationship existed between each group and student persistence with Mann Whitney U and Spearman Rho correlations demonstrating significant results. Binary Logistic regression analysis did not yield predictive variables. The greatest correlation existed between program commitment and persistence. These findings suggested that strong program commitment is more influential in persistence than other variables. Qualitative results revealed that persisters and non-persisters manage the pre-application period differently, resulting in either persistence or non-persistence. Additionally, the rapport between athletes and athletic trainers serving as preceptors, the relationships between prospective athletic training students and athletic training students, and the mentorship displayed by athletic training students were all contributors to persistence.

Author: Brett A. Winston
Publisher:
ISBN:
Category :
Languages : en
Pages : 142

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ABSTRACT: The current study was designed to investigate if differences existed in professional degree athletic training student (ATS) perceptions of the clinical learning environment with regards to immersive and clinical integration models of clinical education and preceptor to student ratios. In order to investigate ATS perspectives of the clinical learning environment a 34 item, four factor scale was developed by the researcher and named the Clinical Learning Environment Inventory – Athletic Training (CLEI-AT). Participants included 1,491 professional degree ATSs from across the United States who were recruited based on non-certified student membership status with the National Athletic Trainers Association (NATA). Participants completed the CLEI-AT using Qualtrics Software (Provo, UT) and a 2 x 3 multivariate analysis of variance was computed to determine if mean vector differences existed among the independent variables with regard to the four subscales of the CLEI-AT. No significant multivariate differences were found therefore univariate analyses were conducted. A significant (p

Author: Zachary Hobson
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Athletic training (AT) programs are required to maintain a three-year aggregate first-time pass rate of 70% on the Board of Certification (BOC) exam. Currently, there are no uniform entrance-to-major criteria for AT programs to employ when attempting to identify students poised for such success. Various academic variables have been previously identified as single and combined predictors of first-time success; however, these investigations reflect prior versions of the credentialing examination based on what are now obsolete editions of the professional practice analysis. Therefore, the purpose of this study was to determine the accuracy of AT student performance factors as indicators of successfully passing the current version of the BOC exam on a first attempt. An additional aim was to determine the utility of a unique composite score that may serve as a potential all-inclusive metric lending to establishing admission criteria for AT programs. Per pilot data, we hypothesized that cumulative grade point average (GPA) upon admission to an AT program would be the most accurate secondary admissions criterion, as determined by receiver operating characteristic curve analysis. Additionally, we sought to identify the threshold indicative of success for each variable of interest using the index of union method. Cumulative GPA upon graduation provided fair accuracy in predicting first-time success on the BOC exam; however, SAT outcomes provided excellent accuracy. Although not the most accurate of all variables, the unique composite score may represent an all-inclusive indicator of success. Program administrators and AT educators may use these outcomes to shape their related programmatic operations.

Author: Leah M. Washington
Publisher:
ISBN:
Category : Athletic trainers
Languages : en
Pages : 154

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"Athletic trainers are often a significant source of support for athletes coping with psychosocial issues, both in terms of directly assisting the athlete through psychosocial interventions (e.g., goal setting, motivations) and offering access to other resources (i.e., mental health counseling referrals), as well as providing various types of social support (Barefield & McCallister, 1997; Robbins & Rosenfeld, 2001; Tracey, 2008). Moreover, athletic training education includes a specific content area, Psychosocial Strategies and Referral, to prepare students to meet the athletes' needs. Athletic trainers (ATs) have expressed an interest in, and increasing acceptance of, the use of psychological skills with athletes who are injured (Clement, Granquist & Arvenin-Barrow, 2013; Cramer Roh & Perna, 2000; Hamson-Utley, Martin & Walters, 2008; Larson, Starky & Zaichowsky, 1996). However, ATs often feel underprepared to assist athletes through the use of psychological skills (Stiller-Ostrowski & Ostrowski, 2009; Moulton, Molstad, & Turner, 1997; Misasi, Davis, Morin, & Stockman, 1996). This study aims to further understand the gap between required athletic training education and feelings of lack of preparedness on behalf of athletic training students. To that end, athletic training Program Directors, Preceptors, and Students were surveyed regarding five specific psychosocial competencies. It was found that while there was no difference in how Program Directors value the selected competencies, there was differentiation among both Preceptors and Students. Students value, feel prepared to use, and are more likely to use competencies PS6, PS7 and PS8, but not PS9 or PS10. Preceptors also valued PS9 and PS10 the least. For Preceptors, modeling the behavior was the strongest predictor of competency value. Multiple regressions were run to determine predictors of student values, preparedness, and likelihood of use. Results were inconsistent across competencies, however where the competency is taught and the value of the Program Director for that competency emerged the most often as significant predictors. Lastly, a regression was run to predict students' likelihood of using a competency from value and preparedness. Across all competencies, value and preparedness were significantly predictive of likelihood of use, and in only one competency was value the only predictor. Results indicate that more research is necessary to understand student values of competencies as well as the influence of clinical instructors on educational experiences. Implications of the results and directions for further research are discussed."--Abstract from author supplied metadata.

Author: Jason Graham
Publisher:
ISBN:
Category :
Languages : en
Pages : 200

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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: Keri Lyn Heickert
Publisher:
ISBN:
Category : Athletic trainers
Languages : en
Pages : 228

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Author: Carlos Jose Gual
Publisher:
ISBN:
Category :
Languages : en
Pages : 129

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Book Description
Students must enroll in rigorous accredited academic programs and pass the National Board of Certification (BOC) examination to become athletic trainers. Therefore, studies in athletic training and student achievement focus on student persistence/retention and BOC Examination pass rates. The majority of studies conclude that cognitive measures like grade point average (GPA) have a relationship with both retention and exam pass rates. However, research should also consider meta-cognitive factors (i.e., personality traits). The purpose of this study was to examine the relationship between athletic training students’ grit (a metacognitive factor) and their academic, clinical, and social integration. The population for this study was athletic training students in a professional athletic training program in Florida. The study reported a correlational analysis to determine the relationship between grit and student integrations. Analysis of the data failed to find a statistically significant relationship between grit and student integration. However, further research with a larger sample size could identify the correlation between grit and student integration. A relationship between grit and student integration can affect three components of athletic training education: program admissions, clinical placements, and student advising.