Download or read book A Phenomenological Study of Professional Master s Athletic Training Graduates Lived Clinical Experiences written by Laura Ann Wamsley and published by . This book was released on 2018 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book The Lived Experience of Athletic Training Faculty who Have Transitioned to a Master of Athletic Training Program Including Interprofessional Education written by Shelby Nicole Martin and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative phenomenological study was to explore current athletic training faculty perceptions regarding their transition from an undergraduate degree to a master’s level athletic training program that includes interprofessional education (IPE). IPE can be defined as a collaborative learning experience between two or more healthcare profession programs. The theory guiding this study was Schlossberg’s transition theory. The connection between Schlossberg’s transition theory and faculty perspectives on transition from an undergraduate to graduate curriculum was how the faculty cope before, during, and after the transition. Purposeful, snowball sampling was used to select 10 participants sharing the common experience of implementing IPE within a Master of Athletic Training Education program. This study’s data collection included individual interviews, journal prompts, and focus-group interviews. Moustakas’ modified Van Kaam method was used for data analysis to develop a rich description of participants’ experiences with transitioning to an MAT that included IPE. From the descriptions, three themes emerged: (1) Faculty need to feel supported when moving through a transition; (2) faculty education on IPE implementation strategies is important for creating meaningful IPE interactions; and (3) faculty need proper training and preparation prior to implementing IPE within an MAT.

Download or read book The Athletic Training Clinical Experience written by Courtney M. Lewis and published by . This book was released on 2020 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to understand how students experience the clinical component of their preparation and the phenomenon of integration. Integration is the application of scientific content knowledge into a setting that reflects the real world of practice. Within the athletic training literature, this concept of integration, or the bridging of didactic and clinical preparation, is often referred to as clinical integration. The concept of integration has been studied, but unfortunately, it has not been studied from the perspective of athletic training students. My goal was to conduct a qualitative research study using phenomenological research methods to understand how athletic training students experienced integration. My unit of analysis for this research was seven athletic training students. I interviewed each participant to gain an understanding of his/her lifeworld and to understand three research questions. How do students experience and understand their didactic preparation? How do students experience and understand their clinical preparation? How do students experience and understand the connection between their didactic and clinical preparation? Participants valued relationships formed in the classroom with their peers, and relationships formed at their clinical sites with their patients, and most notably, with their preceptors. This study found the essence of the concept of clinical integration is actually seeing in the real world that you know. When students are given the opportunity to try it out, the explicit knowledge becomes tacit through the adaptation of their reflective skills.

Download or read book A Phenomenology of the Experiences of Secondary Athletic Trainers with Athletic Training Student Aides in a Sports Medicine Career Technology Education Pathway in Texas written by Amanda Marie Andrews and published by . This book was released on 2021 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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).

Download or read book The Effects of the COVID 19 Pandemic on the Experiences of Entry Level Master of Athletic Training Students written by Caitlin Hargrave and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Identifying Developmentally Effective Experiences and Self Authorship Among Professional Masters Athletic Training Students written by Sarah Myers and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Professional Master s Athletic Training Students Career Influences written by Ryan D Nokes and published by . This book was released on 2020 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Teaching Behavioral Health written by Sharon Diane Feld and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The recent emphasis on the inclusion of behavioral health in professional athletic training education has revealed a gap in the literature relating to how to teach students about this important topic. Utilizing a phenomenological approach, I sought to explore how athletic training preceptors teach professional athletic training students concepts of behavioral health during clinical education. Exploring the current reality and experiences of preceptors relating to behavioral health will help other researchers begin to fill this gap in literature. The following research questions guided this study: (1) what are the experiences of preceptors?; (2) what are the barriers to including students in patient interactions?; and (3) what are the needs of preceptors? Purposive sampling required reaching out to program directors of professional graduate athletic training programs with a request to forward the research invitation to preceptors. Preceptors were interviewed via Zoom using a semi-structured interview guide, recorded, and transcribed verbatim. Data were analyzed following steps specific to a phenomenal approach to research and used evaluative criteria to ensure trustworthiness. Five themes resulted from the analysis: Teaching Methods, Learning Environment, Deciding Factors for Including AT Students, Managing Behavioral Health, and Preceptor Needs. Athletic training preceptors possess the skills to teach students about behavioral health with additional resources, support, and education. The findings suggest that faculty within professional healthcare education programs should re-evaluate their curriculum relative to the role of preceptors focus on teaching behavioral health to ensure they are receiving what they need to educate students effectively.

Download or read book Professional Socialization in Athletic Training Education and Its Impact on the Development of Excellent Clinical Instructors written by Joseph Dante Susi and published by . This book was released on 2010 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Utilization of Clinical Teaching Models in Athletic Training Clinical Education written by Jason Graham and published by . This book was released on 2021 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Clinical Experience s Role in Professional Socialization as Perceived by Entry level Athletic Trainers written by Susan Welch Stevens and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "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.

Download or read book Perceptions of and Factors Influencing Professional Preparedness Among Entry level Athletic Trainers written by Kathryn Courtney and published by . This book was released on 2019 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book A Phenomenological Study of Graduated Nursing Student Athletes Experiences Balancing Academics and Athletics written by Robert E. Steed and published by . This book was released on 2019 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study is to describe the lived experiences of eleven graduated nursing student athletes who completed traditional, four-year nursing programs while concurrently finishing four years of athletic eligibility in their respective sport at three private, Christian, Midwest universities and across three different competitive collegiate athletic divisions. The theories guiding this study are Tinto’s Theory of Individual Departure from Institutions of Higher Learning, Astin’s Theory of Student Involvement, and Lazarus and Folkman’s Transactional Model of Stress Response, as they relate to student athletes’ persistence to graduation and to nursing students who reportedly experience higher levels of stress than other college students. Participants were purposefully selected to answer the following: How do graduated nursing student athletes describe their experiences in balancing sports and academics while completing a traditional, four-year nursing program and participating in intercollegiate sports? Data collection was conducted using journaling, semi-structured individual interviews, and focus groups. Confidentiality was maintained by using pseudonyms for all colleges and participants. Data analysis was conducted via pattern, theme, and content analysis. Validity and trustworthiness were established via expert and member reviews, as well as triangulation of participant groups, data sources, audit trails, enumeration tables, and inclusion of participant quotes.

Download or read book Mechanisms of Persistance in Students Enrolled in Professional Master s Athletic Training Programs written by Christine Dara Reyes and published by . This book was released on 2020 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Influences Impacting the Development of Entry level Masters Athletic Training Programs written by Jennifer E. Deranek and published by . This book was released on 2015 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book The Transition from Clinical Practice to Core Faculty in Certified Athletic Trainers written by Amanda Danielle Burkhart and published by . This book was released on 2024 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Certified athletic trainers who have transitioned from clinician to core faculty are tasked with various new roles and responsibilities within athletic training education programs. Throughout this transition, these faculty members encountered both challenges and opportunities and expressed a lack of understanding pedagogical preparedness. Smooth transition into academia hinged on robust support systems, mentorship, and professional development. The purpose of this study was to explore the lived experience of certified athletic trainers who have transitioned from clinical practice to faculty in a master's program in athletic training.

Download or read book Challenges and Coping Strategies of Athletic Training Students Participating in an Immersive Clinical Experience written by Graig M. Hackett and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Context: With the mandate of a clinical immersion for athletic training students (ATSs) by the Commission on Accreditation of Athletic Training Education (CAATE) for accedited athletic training programs, a need exists to identify problems and concerns experienced by stakeholders. Current research identifies issues and concerns related to many aspects of clinical education, but few have addressed issues specific to the newly mandated clinical immersion. Furthermore, the issues addressed by research related to clinical immersion are from the perspective of program administrators and not students. Objective: The purposes of this study were to examine the perceived challenges ATSs faced during an immersive clinical experience (ICE), the extent of the effect of those challenges, investigate the coping strategies were the same regardless of demographics and clinical placements, and the ATSs overall impression of their ICE. Design: A mixed-methods research inquiry. Setting: Online survey, individual virtual interviews. Participants: Professional masters ATSs (N=2356) who had completed an ICE. 415 responded to the survey. Ten participants participated in individual interviews. Participants represented programs from all regions of the contiguous United States and completed an average of 2.5 ICEs lasting an average of 8.4 weeks. Data Collection and Analysis: A survey containing demographic questions and the Carver Brief COPE Instrument and one-on-one interviews were used to gather information. Demographic data and coping strategies ATSs used during their ICE were analyzed using a mixed model analysis of variance. Transcripts from the one-on-one interviews were analyzed to determine the perceived challenges ATSs faced during their ICE and whether those challenges affected their total experience. Interview transcripts were also analyzed to determine whether clinical placement factors influenced challenges faced by ATSs and students' overall impression of their ICE. Results: The most frequent challenges ATSs faced during their ICE included interpersonal communication, intrapersonal communication, and work-life interface. One hundred percent of interviewees described challenges experienced during the ICE as opportunities for growth or learning as long as ATSs utilized an appropriate coping strategy. The most frequent coping strategies ATSs used included Problem-Focused, Emotion-Focused, and Avoidant. Clinical placement factors had no significant influence on the overarching coping strategies used by ATSs and included the number of terms ATSs completed; the number of contacts ATSs had with their home institution; region of the ICE; the term the ICE was completed; ATSs familiarity with the area of the ICE; region of the student's home institution, and ATS gender. One-hundred percent of ATSs interviewed felt their ICE was a positive learning experience. Conclusions: ATSs participating in ICEs encountered various challenges and opportunities to develop and apply coping strategies. ATSs demonstrated using different coping strategies regardless of the source of the challenge.