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 Dissertation Abstracts International written by and published by . This book was released on 2002 with total page 784 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Exploration of Mentoring in Athletic Training Clinical Education written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Examination of Feedback Interactions Between Athletic TrainingStudents and Clinical Instructors written by Sara Lynn Nottingham and published by . This book was released on 2011 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.].
Download or read book Resources in Education written by and published by . This book was released on 1995 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Mentoring in Academic Medicine written by and published by ACP Press. This book was released on 2010 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt: A part of the new Teaching Medicine Series, this new title acts as a guide for mentoring and fostering professionalism in medical education and training
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 Transforming Practice through Clinical Education Professional Supervision and Mentoring written by Miranda L. Rose and published by Elsevier Health Sciences. This book was released on 2005-09-07 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt: This important resource investigates topics related to clinical education, professional supervision, and mentoring. Beyond student supervision, it discusses supervision of professionals in the work place and the emerging importance of professional mentoring for ongoing professional development. Its broad perspective is relevant to a wide range of health professions, including audiology, dietetics, nursing, occupational therapy, pharmacy, physiotherapy, podiatry, prosthetics and orthotics, radiography, and speech-language pathology. Complex theoretical material is presented in a straightforward, "person-centered" approach that makes information easily accessible and applicable to practice. Written by multidisciplinary experts with academic and research backgrounds who also possess extensive practical experience in a variety of professional health fields. Reader-friendly, engaging material is grounded in current theory and evidence. Three distinct but interrelated fields - clinical education, professional supervision, and mentoring - are addressed together in one book for the first time. Supervision of professionals in their workplace is covered, as well as professional mentoring for ongoing professional development. Presents complex theoretical material in an engaging, "person-centered" approach. Acknowledges the importance of psychological well-being with chapters on the self in supervision and finding meaning and preventing burnout.
Download or read book Clinical Supervision written by Robert Henry Anderson and published by Jason Aronson. This book was released on 1993 with total page 434 pages. Available in PDF, EPUB and Kindle. Book excerpt: The comprehensiveness and breadth of the textbook is unmatched in the field...makes a unique contribution to our understanding. - James F. Nolan, Penn State University
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 A Supervision Program for Approved Clinical Instructors in Athletic Training written by Nancy Diana Groh and published by . This book was released on 2009 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Teacher education programs use the process of clinical supervision (planning conference, field observation, and feedback conference) to continually work with student teachers while they are engaged in the teaching process to support and assist them in improving upon their educator practices. This study explored the learning outcomes from the implementation of a clinical supervision program for the training of approved clinical instructors (ACIs) in athletic training. Three ACIs with varied level of experience (12, 5, and 1 year) participated in the program over a four week time period. Pre and post intervention measures of the percentage of time spent using identified clinical educator behaviors were calculated using a systematic observation tool, Dondanville's (2005) Observational Record of Clinical Educator Behavior (ORCEB). The findings show that all three ACIs increased the use of clinical educator behavior that promoted active learning (explaining, demonstrating, and questioning), while simultaneously decreasing those behaviors that do not promote learning in the clinical environment (working in office, unrelated conversations, and treating athletes without student interaction). A post-intervention ACI survey and focus group were also conducted. Both reflected positive changes in ACI perception and behavior following the intervention. All three ACIs agreed or strongly agreed that the intervention had positive impact on their role as an ACI and created a positive learning experience."--Abstract from author supplied metadata.
Download or read book Use Of Simulated Patient Experiences In Athletic Training Education written by Katharine Pietz and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the experiences of communication based simulated patient experience in graduate-level athletic training students and athletic training educators and clinical practitioners serving as mentoring coaches. This mixed methods study included the evaluation of the perceived confidence of athletic training students following simulated patient experiences. Students completed a post confidence survey using the NLN Student Satisfaction and Self-Confidence in Learning, and students and mentoring coaches completed a written reflection following the experience. Participants included 14 athletic training students within a first year cohort and four mentoring coaches. Findings from the survey results include positive mean scores for overall perceived confidence following the simulated patient experience in athletic training students. Student reflections described themes of a positive experience, confidence growth, and focus on patient centered care. Mentoring coach reflections included three themes of challenges during debrief, providing different perspectives, and self-reflection during the experience.
Download or read book Cumulated Index Medicus written by and published by . This book was released on 1983 with total page 1052 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cross cultural Mentoring Relationships Between Faculty and Students in Undergraduate Athletic Training Programs written by Scott D. Michel and published by . This book was released on 2016 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt: The art of passing on knowledge and experience from one generation to the next has been a part of our cultural structure since the beginning of civilization. Whether through verbal or written language, informal or formal mentoring processes have been used by faculty to pass knowledge down to the younger generations of students. Mentoring, however, is not an easy process; especially when the faculty mentor and the student mentee are of different races. With the continual increase in diversity of the student body, there is a growing need for White faculty members to become more culturally aware and to possess the competencies to be effective mentors. There currently is a very limited understanding of how these mentoring relationships operate in the discipline of Athletic training, as there are only a handful of studies that have explored the dynamics of mentoring. The purpose of this research was to gain an understanding of how White faculty members experience a cross-cultural mentoring relationship with a Black student in Commission on Accreditation of Athletic Training Education (CAATE) Undergraduate Athletic Training Programs. Utilizing a phenomenological research design, five White faculty members at five institutions were interviewed for insight on how each of them understood and experienced a cross-cultural mentoring relationship with a Black student. While each of the participants had their own unique story, four themes emerged that comprised the essence of the phenomenon of cross-cultural mentoring relationships for these White faculty members. Those themes are: mentoring is a journey; a foundation of pre-requisites are needed that include trust, respect, the importance of interpersonal connection; and, understanding the mentee story; the discomforting awareness of difference; and, a colorblind approach and the sources of struggle that result. The findings of this research begin to provide and assist White faculty members with strategies to address the critical factors involved in navigating the cross-cultural mentoring relationship and the insights on what is needed to build trust. The role that racial awareness and White privilege has on these relationships begin to inform the development of strategies and programming to assist the White faculty members towards a successful mentoring relationship.
Download or read book Current Index to Journals in Education written by and published by . This book was released on 2000-10 with total page 1008 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Global Practices and Training in Applied Sport Exercise and Performance Psychology written by J. Gualberto Cremades and published by Psychology Press. This book was released on 2016-05-20 with total page 621 pages. Available in PDF, EPUB and Kindle. Book excerpt: Global Practices and Training in Applied Sport, Exercise, and Performance Psychology offers case analysis as a vehicle to address issues and experiences in the application of sport, exercise, and performance psychology (SEPP) and the supervision/training of individuals to become professionals in the field. A follow-up to Becoming a Sport, Exercise, and Performance Psychology Professional (2014), this book features a discussion of real-world case examples which highlight various aspects of professional practice as well as supervision and training. Professionals from around the world, including the United States and Canada, Europe, Asia, Africa, and Australia share diverse experiences, providing a uniquely in-depth, global perspective. The case studies contained in the book were selected to provide insight into specific elements of applied practice and supervision/training through a global lens as well as demonstrate the value of incorporating case analysis and reflection into one’s training and continued professional development. Case analysis is an essential part of learning and instruction. Beyond educating the reader about theories and research on related topics in the field, case analysis allows for more complex levels of learning, including analysis, synthesis, and evaluation of diverse scenarios. In Part I of this book, the cases focus on applied SEPP practice; Part II is comprised of cases that focus on training and supervision. This book is essential reading for graduate students and neophyte professionals in the field for whom it is critical to learn how to effectively apply knowledge to real-world sport, exercise, and performance psychology scenarios. In addition, the book is a useful resource for seasoned and expert practitioners and supervisors who can use case analysis as a means of continuing their professional development.
Download or read book Clinical Education Storytelling and Perceptions of Experience from Athletic Training Students written by Steven J. Cernohous and published by . This book was released on 2005 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt:
