Interactive Activities to Aid in a Comprehensive Understanding of Mental Health Within the Professional Athletic Training Curriculum

Ostrowski, Jennifer; Gray, Ashley; Payne, Ellen K.; Wilkenfeld, David A; Scifers, James R.

doi:10.4085/1947-380x-20-73

Cited by 5 publications

(1 citation statement)

References 25 publications

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“…25 Most recently, SP encounters have been described as mechanisms for active learning in professional athletic training programs wanting to develop critical thinking and confidence responding to a patient with a mental health challenge. 26 The participants in our study noted that the learning experience was helpful due to the realistic nature of the patient. The environment must be realistic for the learners to appreciate the scenario and feel immersed or suspend reality in the activity.…”

Section: Learning Experiencesmentioning

confidence: 79%

Perspectives of a Mental Health Emergency Standardized Patient Encounter: A Follow-Up Interview of Athletic Trainers

Winkelmann

Neil

Granger

et al. 2022

Athletic Training Education Journal

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Context Athletic trainers should be able to recognize, refer, and provide support to patients with mental health challenges such as anxiety, depression, and suicidal ideation. However, clinicians may not have the opportunity to identify the signs and symptoms in an authentic scenario until a patient presents in their facility. Therefore, supplemental clinical education via standardized patient (SP) encounters may allow for an opportunity to practice mental health care in a safe manner. However, data to support if a SP encounter has a lasting effect on one's clinical practice are lacking. Objective To reflect on a SP encounter focused on a mental health emergency (suicidal ideation) and the influence, if any, the encounter had on one's clinical practice 1.5 to 3 years following the encounter. Design Consensual qualitative research tradition. Setting One-on-one interview. Patients or Other Participants Twelve graduates from the same postprofessional athletic training program (men = 6, women = 6) participated in this study. Main Outcome Measure(s) Participants completed a one-on-one interview guided by a 7-question, semistructured interview protocol. A 3-person coding team identified domains and categories. Results Two domains emerged from the study: (1) learning experience and (2) patient approach. The learning environment created an emotionally realistic space with reassurance and collaborative learning. Specifically, the participants were able to transform their practice from errors made during the SP encounter. The SP encounter had positive, long-term effects on their clinical care including improvements in empathy, active listening, and emergency planning. Conclusions Like other research about the longitudinal effects of SP encounters, participants applied the learning outcomes from the encounter in their clinical practice 1.5 to 3 years later. We suggest mental health SP encounters be used to prepare athletic trainers, regardless of experience, for emergency mental health crises.

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Section: Learning Experiencesmentioning

confidence: 79%

Perspectives of a Mental Health Emergency Standardized Patient Encounter: A Follow-Up Interview of Athletic Trainers

Winkelmann

Neil

Granger

et al. 2022

Athletic Training Education Journal

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Incorporating Mental Health Literacy Into the Sport Management Curriculum

Beasley,

Cox,

Hardin

2024

Sport Management Education Journal

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Mental health is an emerging area of interest in sport, but there is a paucity of educational initiatives in sport management curricula to train the next generation of sport managers to address the mental health needs of athletes, a type of knowledge that the mental health literature operationalizes as mental health literacy. One goal of accrediting bodies such as the Commission on Sport Management Accreditation is for excellence in sport management education; thus, due to the changing landscape of sport, sport management curricula should incorporate mental health literacy competencies. This educational research review provides justification for the inclusion of mental health literacy competencies in sport management curricula and accreditation standards, as well as pedagogical strategies for implementation.

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Frequency of, Confidence in, and Educational Satisfaction With Mental Illness Recognition and Referral Among Certified Athletic Trainers

Ostrowski

Durics

Vallorosi

et al. 2022

Journal of Athletic Training

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Context: Mental illness recognition and referral are required components of professional athletic training (AT) education however ATs often report feeling underprepared to assist with mental-health emergencies. Objective: Determine frequency and confidence of use, satisfaction of education related to mental illness recognition and referral. Design: Cross-sectional design. Setting: Online survey. Patients or Other Participants: 226 ATs (age=35.5±9.9, years of practice=11.9±9.0, 86 male/140 female). Main Outcome Measure(s): The independent variables were professional AT-program, professional psychosocial courses, highest-education, psychosocial CEUs, clinical-practice setting, years of experience. For each skill, individuals identified the average frequency with which the skill is performed each year, rated confidence in performing the skill, and rated satisfaction with professional-education related to the skill. Results: Anxiety was reported as most frequently recognized and referred. Majority of respondents reported they felt moderately/extremely confident in managing anxiety, panic attacks, depression, suicidal-ideation, and eating disorders but less confident or unconfident in managing psychosis and substance-use disorder. Majority of respondents reported feeling dissatisfied or only slightly satisfied with their education related to mental health recognition and referral. There were significant associations between years of clinical practice and self-reported frequency of referral for anxiety disorder (χ2(87)=117.774, p=.016), and suicidal thoughts/actions (χ2(87) =179.436, p<.001). For confidence there were significant positive associations between years of practice and self-reported recognition of anxiety disorders (χ2145)=195.201, p=.003), referral for anxiety disorders (χ2145)=15.655, p=.048), referral for panic attacks (χ2145)=19.790, p=.011). There were also significant associations between number of CEUs and self-reported confidence in recognizing suicide (χ2(15)=26.650, p=.032), referring for suicidal concerns (χ2(18)=40.456, p=.002), recognizing substance use (χ2(18)=33.649, p=.014), and referring substance use (χ2(18)=30.918, p=.029). There were no significant associations related to satisfaction. Conclusions: Significant associations indicated that ATs with fewer years of clinical practice (who completed professional programs more recently) reported higher confidence in mental health recognition and referral than those who had completed professional programs longer ago. We recommend that real-time interactions with individuals with mental health concerns or emergencies be incorporated into professional education programs, and increased emphasis on continuing education related to these topics.

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Interactive Activities to Aid in a Comprehensive Understanding of Mental Health Within the Professional Athletic Training Curriculum

Cited by 5 publications

References 25 publications

Perspectives of a Mental Health Emergency Standardized Patient Encounter: A Follow-Up Interview of Athletic Trainers

Perspectives of a Mental Health Emergency Standardized Patient Encounter: A Follow-Up Interview of Athletic Trainers

Incorporating Mental Health Literacy Into the Sport Management Curriculum

Frequency of, Confidence in, and Educational Satisfaction With Mental Illness Recognition and Referral Among Certified Athletic Trainers

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