Download or read book An Explanatory Sequential Mixed method Investigation of Athletic Training Students Perceptions of Preceptor Mentorship and Board of Certification Exam Success written by Sabrina R. Fordham and published by . This book was released on 2015 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Student Perceptions of Athletic Training Preceptor Traits and Their Effects on Board of Certification Examination Outcomes written by Jennifer J. H. Huseman and published by . This book was released on 2016 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

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 Athletic Training Students Perceptions of Their Academic Preparations for the Board of Certification Examination written by Amy Whitman and published by . This book was released on 2008 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

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 Athletic Trainers Perceptions of Effectiveness and Transfer of Training in Continuing Education Workshops written by Sarah L. Reed and published by . This book was released on 2008 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: Extensive literature research revealed that little was known about the effectiveness of athletic training continuing education workshops in increasing athletic trainers' knowledge, skills and abilities. The three purposes of this mixed method exploratory study were: 1) to examine whether continuing education workshops were perceived by athletic trainer participants as effective; 2) to determine if a relationship existed between efficacy and perceived workshop training effectiveness; 3) to demonstrate the transfer of training through work experiences. Participants were recruited through Board of Certification for the Athletic Trainer (BOC) approved continuing education workshops. Eighty-four participants completed a questionnaire packet on the day of the workshop. The packet contained the Athletic Training Efficacy Questionnaire, subject matter pre-test, workshop evaluation, and subject matter post-test. Two months after the workshop, participants were contacted and asked to complete an online questionnaire that focused on their perceptions of the workshop they attended and their transfer of the training to the workplace. Quantitative data analysis revealed no significant relationships between participants' levels of efficacy and ages, genders, work experience, and degree attainment. Nor was there a significant relationship found between participants' level of efficacy and their perceptions of workshop effectiveness. The characteristics of the workshops were perceived as effective in increasing participant knowledge, skills and abilities related to athletic training. Overall, 20.2% of participants perceived the workshops as being very effective, 46.4% perceived the workshops to be effective, and 33.3% perceived the workshops as ineffective. Qualitative analysis revealed that the perceptions of workshop effectiveness were related to the presentation format, characteristics of the instructor, and the relevancy of the workshop material to real life situations. Barriers to the transfer of training were also identified and included workshop format factors (delivery, environmental, and learning styles) and a lack of information presented. Recommendations for the development of continuing education workshops that better meet the needs of athletic trainers were discussed, and suggestions for future research were provided.

Download or read book Educational Methods and Procedures Used by Athletic Training Education Programs to Prepare Athletic Training Students for Success on the Boc Exam written by Kristen M. Wilson and published by . This book was released on 2012 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study uses a mix methods survey design to examine how successfully students in Athletic Training Education Programs are being prepared for the Board of Certification Exam. Furthermore, it examines how different educational methods such as critical thinking, problem based learning and peer learning are being used to educate athletic training students.

Download or read book Mentoring Effectiveness on Clinical Supervisors as Perceived by Athletic Training Students in the Intercollegiate Athletics Clinical Education Experience written by Michael Brian Hudson and published by . This book was released on 2002 with total page 442 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Athletic Training Clinical Preceptors Perceptions of Their Pedagogical Methods for Facilitating Critical Thinking in Athletic Training Students written by Keri Lyn Heickert and published by . This book was released on 2016 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Athletic Training Exam Secrets Study Guide NATA Test Review for the National Athletic Trainers Association Board of Certification Exam 2nd Editio written by Mometrix and published by Mometrix Media LLC. This book was released on 2020-03-16 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mometrix Test Preparation's Athletic Training Exam Secrets Study Guide is the ideal prep solution for anyone who wants to pass their National Athletic Trainers' Association Board of Certification Exam. The exam is extremely challenging, and thorough test preparation is essential for success. Our study guide includes: * Practice test questions with detailed answer explanations * Tips and strategies to help you get your best test performance * A complete review of all Athletic Training test sections * Injury and Illness Prevention and Wellness Promotion * Examination, Assessment, and Diagnosis * Immediate and Emergency Care * Therapeutic Intervention * Healthcare Administration and Professional Responsibility NATA(R) is a registered trademark of National Athletic Trainers' Association, who does not endorse, nor is affiliated in any way with the owner of or any content in this product. The Mometrix guide is filled with the critical information you will need in order to do well on your Athletic Training exam: the concepts, procedures, principles, and vocabulary that the National Athletic Trainers' Association (NATA) Board of Certification (BOC) expects you to have mastered before sitting for your exam. The Injury and Illness Prevention and Wellness Promotion section covers: * Identifying Risk Factors * Warm-Up Exercises * Aerobic Endurance Training The Examination, Assessment, and Diagnosis section covers: * Iron-Deficiency Anemia * Cranial Nerves * Deep Tendon Reflex Testing The Immediate and Emergency Care section covers: * Emergency Action Plans * Skull Fractures * Heat Stress and Heat Exhaustion The Therapeutic Intervention section covers: * Patients' Plans of Care * Rehabilitation Procedures * Factors Affecting Normal Range of Motion The Healthcare Administration and Professional Responsibility section covers: * Developing a Business Plan * Planning and Designing Facilities * Conflict Resolution ...and much more! Our guide is full of specific and detailed information that will be key to passing your exam. Concepts and principles aren't simply named or described in passing, but are explained in detail. The Mometrix Athletic Training study guide is laid out in a logical and organized fashion so that one section naturally flows from the one preceding it. Because it's written with an eye for both technical accuracy and accessibility, you will not have to worry about getting lost in dense academic language. Any test prep guide is only as good as its practice questions and answer explanations, and that's another area where our guide stands out. The Mometrix test prep team has provided plenty of Athletic Training practice test questions to prepare you for what to expect on the actual exam. Each answer is explained in depth, in order to make the principles and reasoning behind it crystal clear. We've helped hundreds of thousands of people pass standardized tests and achieve their education and career goals. We've done this by setting high standards for Mometrix Test Preparation guides, and our Athletic Training Exam Secrets Study Guide is no exception. It's an excellent investment in your future. Get the Athletic Training review you need to be successful on your exam.

Download or read book Simulation for a Continuing Professional Education Course written by Eva M. Frank and published by . This book was released on 2016 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this explanatory sequential mixed methods study was threefold. First, this study compared the effects of two different simulation-based instructional strategies on athletic trainers’ clinical competence in performing cardiovascular screening with cardiac auscultations. Second, this study identified the athletic trainers’ perceptions of learning through simulation-based instructional strategies. Third, this study attempted to identify and offer instructional recommendations based on the outcomes. The quantitative phase analyzed cognitive and diagnostic reasoning knowledge and history-taking and clinical skills specific to cardiovascular screenings with cardiac auscultations as it was taught to athletic trainers (ATs) at a continuing professional education (CPE) course. The quantitative results found that high-fidelity and low-fidelity simulation-based instructional strategies significantly increased cognitive and diagnostic reasoning knowledge and history-taking and clinical skill from pre-test to post-test assessment on all dependent variables. When comparing the two fidelity types to each other, the analysis found that the participants in the high-fidelity simulation group gained significantly more skill when compared to the low-fidelity group. In the qualitative analysis of this study, three themes emerged specific to the perceptions of the athletic trainers’ experiences as they learn through simulation-based instructional strategies. The first theme that emerged was a clear indication that participants’ exhibited positive perceptions of learning through simulation-based instructional strategies. The second theme that emerged was that the high-fidelity simulation experience during the pre-assessment and post-assessment raised an awareness of the deficit of knowledge and skills in performing a comprehensive cardiovascular screening with cardiac auscultations. Lastly, the third theme that emerged was specific to the perceived limitations in the effectiveness of low-fidelity simulation and the perceived strengths in the effectiveness of high-fidelity simulation. A few instructional recommendations emerged from this dissertation study. Simulation-based instructional strategies are an ideal teaching method to utilize during continuing professional education courses with athletic trainers. Specifically, this study identified that both, high-fidelity and low-fidelity simulation, are effective in teaching cardiovascular screening with cardiac auscultations. Additionally, the participants perceived influences of a pre-test on the identification of their knowledge and skills deficit suggests that there are benefits of utilizing an authentic simulation pre-test as part of CPE courses.

Download or read book Effects of Case based Learning on Athletic Training Students Confidence with Diabetic Emergency written by Kimberly B. Isaac and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Context: Confidence or self-efficacy may be linked to critical thinking, increased knowledge, and the ability to effectively manage high-stress clinical situations. Therefore, it is crucial to better understand how the utilization of clinical case scenarios within a case-based teaching method may affect learner confidence through experiential learning. Objective: It was three fold: 1) to examine the effects of using clinical case scenarios within case-based learning on the confidence level of pre-professional novice athletic training students in the management of a diabetic emergency, 2) determine the effects of case-based learning on knowledge acquisition, 3) to explore learners' perceptions on the use and benefits of case-based learning and how this teaching technique influenced their confidence. Design: A two-phase, sequential explanatory mixed methods design was used in this study. Phase I included experimental methods and involved a pre-test, post-test. Phase II involved qualitative methods using interview procedures. Setting: The participants were undergraduate novice athletic training students (ATS') in four CAATE accredited athletic training programs, located in the Midwest United States. Participants: 93 athletic training students ages 20 plus or minus 2 years participated in this sequential explanatory mixed methods study, 47 in the control groups, 46 in the intervention group. 18 of those participants in the intervention group were interviewed. Intervention: Both the control and intervention groups were present for the same traditional teaching method that consisted of a PowerPoint-facilitated lecture on diabetic emergency provided by the same instructor. Those students selected in the intervention group received one, single case-based scenario for the educational experience. Main Outcome Measures: Confidence levels measured through C Scale, knowledge through scored knowledge quiz and qualitative interviews for students' perspectives of educational method. Results: To achieve research purpose 1, a paired sample t-test was performed to compare the confidence scale taken after the PowerPoint lecture to the confidence scale taken after the intervention. Although the total sample for the intervention group was n=46, some of the data were removed for this analysis because of researcher error. The Pre-C-Scale was omitted at one institution. Therefore, the participant number for this within-group analysis was n=21. There was a significant difference in the scores for the pre C Scale and Post C Scale. An Independent t-test was conducted to compare the control group confidence scale versus the Intervention group confidence scale. There was a significant difference in the scores for the control group pre C Scale and intervention group post C Scale. To Achieve research purpose 2, an independent t-test was conducted to compare quiz scores for the control group and intervention group knowledge quiz. There was no significant difference in the scores for the control group and intervention group. The overall qualitative findings were that the students found the intervention to be beneficial in increasing knowledge, increasing confidence, facilitating student engagement, and connecting theory to practice. Conclusion: Athletic training education programs are where future clinicians are developed. In order for the profession to thrive and continue in the current direction, educators must help develop competent and knowledgeable clinicians. Therefore, it is critical that athletic training students transfer knowledge from the classroom to the clinical setting, engage with the content in a way that expands their knowledge, and have confidence in their clinical practice. Case-based scenarios integrated into curriculums is possibly to enhance student learning.

Download or read book The Evolution of Athletic Training and Perceptions of the BOC Examination Change to a Computer based Format written by Daniel J. Christoffer and published by . This book was released on 2011 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Athletic Training Student Perceptions of the Clinical Learning Environment in an Integration and Immersive Clinical Model for Education written by Brett A. Winston and published by . This book was released on 2019 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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

Download or read book The Effect of Problem Based Learning as a Tutoring Intervention in Athletic Training Education written by Darrell Jon Gililland and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the effects of problem-based learning (PBL) as a tutoring intervention in narrowing the theory application gap within the treatment and rehabilitation domain of Regional Universities athletic training education program (ATE). Research indicates there are theory application gaps between didactic and practical applications in nursing, physical therapy, athletic training, and teacher education programs. This theory application gap exists when a transfer of knowledge breakdown occurs in the classroom and clinical practice integration. Students at Regional University in Texas have scored well below the national average in the treatment and rehabilitation domain of the Board of Certification, Inc. national certification examination. Athletic students within the RU ATE volunteered for participation in the study and provided the sample of convenience (N=15). The sample size consisted of student cohorts from each academic level within the ATE: Level-I (N=5), Level-II (N=5), and Level-III (N=5). Students participated in the study for five-weeks during the spring of 2013. Students received an orientation to PBL during the first week followed by the PBL tutoring intervention in the subsequent weeks. This study utilized a convergent parallel mixed methods design as the methodological framework. The Elizondo-Montemayor Criterion Reference (EMCR) self-assessment for PBL was utilized as the pre and posttest quantitative tool. Descriptive analysis was performed on the EMCR followed by the Kruskal-Wallis statistical analysis to and a post-hoc Mann-Whitney U analysis. Qualitative data was collected using the transcripts from focus groups and student reflection journals. A constant comparative method of analysis was used to review data from the focus groups and reflection journals. The EMCR self-assessment PBL objectives guided the thematic coding process. Through the constant comparative method of analysis, sub-themes emerged in both the focus groups and reflection journals. The results of the study indicate a statistical significance in the pre-posttest in the PBL objects of application of knowledge, clinical reasoning, and self-directed learning. However, the average self-directed learning EMCR score rated the academic levels as "poor". Qualitative results corroborate the self-directed learning quantitative findings, students also perceived the theory application gap within ATE as one that hinders learning. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155381

Download or read book Program Evaluation written by Brandy Perdue Clemmer and published by . This book was released on 2012 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine to what extent the clinical education aspect of the athletic training preparation program at a Division II university aligns with the clinical standards. The program evaluation focused on current undergraduate athletic training candidates who were officially accepted into the current athletic training program. An assessment was given to better understand the current students' perceptions of their clinical instructor. Along with current students, alumni of the athletic training program were surveyed to evaluate their readiness attitude as they entered entry-level positions in athletic training. The clinical instructors also completed an evaluation form to categorize the clinical instruction taking place in the athletic training program. Using the mixed methods approach to gather qualitative and quantitative data assisted the stakeholders in evaluating the current status of clinical instruction. This enabled the program to create a strategic plan including the establishment of long-term and short-term goals. The program evaluation enabled the stakeholders to set measurements to determine if goals and benchmarks were achieved.

Download or read book Learning Style Preferences of Athletic Training Students and Their Success on the Board of Certification Examination written by Denny Griffin and published by . This book was released on 2015 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: