An Exploration of Factors Affecting Student Persistence Into Athletic Training Education Programs
An Exploration of Factors Affecting Student Persistence Into Athletic Training Education Programs

Author: Heather Hartsell

Publisher:

Published: 2013

Total Pages: 290

ISBN-13:

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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.

The Psychosocial Content Area in Athletic Training Education
The Psychosocial Content Area in Athletic Training Education

Author: Leah M. Washington

Publisher:

Published: 2016

Total Pages: 154

ISBN-13:

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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.

Patient-centered Care in Post-professional Athletic Training Education Programs
Patient-centered Care in Post-professional Athletic Training Education Programs

Author: Sharon D. Feld

Publisher:

Published: 2016

Total Pages: 106

ISBN-13: 9781339876085

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Patient-centered care (PCC) is a concept characterized by the clinician educating and communicating with the patient in a compassionate manner. The clinician and patient share responsibility in the decision-making process, advocate for injury prevention, and promote a healthy lifestyle. PCC is a component of evidence-based practice (EBP), which has received national attention in the profession of athletic training. PCC is also a recently added core competency to the post-professional athletic training education programs. Objective: To (1) examine program directors' perceptions of new standards; (2) describe the methods in which the program directors emphasize PCC; and (3) explore how the students are learning these concepts. Design: Cross-sectional survey. Setting: Self-administered online survey. Participants: Sixteen Commission on Accreditation of Athletic Training Education (CAATE) post-professional athletic training education program directors and the students currently enrolled. Intervention(s): A previously validated survey was utilized to assess usage and opinion of patient-rated outcome measures (PROMs) with questions added to assess the opinion of PCC. Open-ended questions were also added to assess student understanding of the definition of PCC and PROMs as well as how the program directors are implementing the changes. The survey was entered in an online survey database and the program directors were sent an email containing a link to a specific survey. Included in the email was a request that the directors send a list of email addresses for their students. The students were sent a separate link to a specific survey. Main Outcome Measures: The program directors perceptions on the new changes, how they are implementing the changes, students' knowledge on PCC and PROMs, and students are currently implementing this concept. Results: All of the program directors welcomed the curriculum change of emphasizing PCC and stated that they teach their students about PROMs in the classroom. Five themes emerged from the students' answers including: Individualized care centered on the patient's needs, values, goals, and concerns (60.5%); involving the patient in the treatment plan (23.3%); holistic care (16.3%); utilizing EBP and/or PROMs (18.6%); and communicating with and educating patients fully (9.3%). When students were asked about the definition of PROMs, there were four themes that emerged from their answers including: how the patient feels the injury impacts their lives in terms of their health-related quality of life and function in daily life (45.2%); how the patient feels their treatment/intervention is going (33.3%); questionnaire/survey completed by the patient (26.2%); and gives the clinician insight to the patients' perspective (16.7%). Conclusion: Students have a limited understanding of the true definitions of PCC and PROMs. Young clinicians need to be educated on the concept of PCC and how using PROMs apply to PCC in order to enhance EBP in clinical athletic training.

An Examination of Feedback Interactions Between Athletic TrainingStudents and Clinical Instructors
An Examination of Feedback Interactions Between Athletic TrainingStudents and Clinical Instructors

Author: Sara Lynn Nottingham

Publisher:

Published: 2011

Total Pages: 217

ISBN-13: 9781124682884

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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.].