Longitudinal Examination of Transition to Practice for Graduates of Professional Master's Programs: Socializing Factors

Singe, Stephanie Mazerolle; Bowman, Thomas G.; Kilbourne, Brianne F.; Barrett, Jessica L.

doi:10.4085/1947-380x-100-19

“…Therefore, the proposed model should be seen as a map of transition in which the goal of the educational process and employer onboarding should be to provide the tools necessary to navigate the transition process, not avoid it. Conceptually, this aligns with the result of Mazerolle Singe et al 15 that new clinicians need to live the experience of transition.…”

Section: Transition To Practice: a Processsupporting

confidence: 52%

“…The transition process can begin before one assumes the full-time role of an athletic trainer (AT) through exposure to the employment setting, along with effective mentorship that facilitates autonomous experiences while the individual is still in a student role. 4,13,15,16 Once the AT has assumed the new position, a successful transition must include organization-specific mechanisms, such as mentorship, orientation sessions, and a chance to live the role before fully appreciating the new employment setting. 4,7,16 To progress the study of the transition to practice, investigators must move beyond the current descriptive research on the lived experiences of newly credentialed ATs who are transitioning and progress to developing theory that can show the process.…”

mentioning

confidence: 99%

A Theoretical Model of Transition to Practice for Athletic Trainers

Kilbourne¹,

Bowman

²

,

Barrett

³

et al. 2021

Journal of Athletic Training

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Context The transition to practice of newly credentialed athletic trainers (ATs) has become an area of focus in the athletic training literature. However, no theoretical model has been developed to describe the phenomenon and drive investigation. Objective To better understand the lived experience of the transition to practice and develop a theoretical model of transition to practice for ATs. Design Qualitative study. Setting Telephone interviews. Patients or Other Participants Fourteen professional master's athletic training students (7 men, 7 women, age = 25.6 ± 3.7 years, from 9 higher education institutions) in the first year of clinical practice as newly credentialed ATs. Data Collection and Analysis Participants completed semistructured phone interviews at 3 timepoints over 12 to 15 months. The first interview was conducted just before graduation, the second 4 to 6 months later, and the third at 10 to 12 months. The interviews were transcribed and analyzed using a grounded theory approach. Results We developed a theoretical model to explain the causal conditions that triggered transition, how the causal conditions were experienced, the coping strategies used to persist through the first year of practice, and the consequences of those strategies. Conclusions The model provides a framework for new athletic training clinicians, educators, and employers to better understand the transition process in order to help new clinicians respond by accepting or adapting to their environment or their behaviors.

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“…9 During this stage, students make decisions about what type of professional they want to be in the field. [2][3][4][5][6][7][8][9] Students become more independent as they reflect on their time in the academic program and their future in the profession. In this stage, commitment to and the development of a professional identity are the ultimate outcomes.…”

Section: Graduate Student Socializationmentioning

confidence: 99%

“…Literature from athletic training 4,6 was paired with literature and theory from graduate education 2 to help in understanding the experiences of students as they developed their professional identities. It is important for athletic training educators to purposefully choose and implement clinical experiences.…”

Section: Implications For Practicementioning

confidence: 99%

“…[1][2][3] The multiphase models describe the process where individuals transition from a newcomer to novice practitioners and have been included in previous studies of graduate students in athletic training programs. [4][5][6] During the first stage, anticipatory socialization, 1 the student learns about the athletic training profession. During the second stage, professional socialization, 1 the student completes a professional master's (PM) athletic training program.…”

Section: Introductionmentioning

confidence: 99%

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Examining the Professional Identity Development of Professional Master's Athletic Training Students: A Cohort Study

Gardiner-Shires

¹

,

Kloepfer

²

2023

Athletic Training Education Journal

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Context Professional identity development in professional master's (PM) athletic training students occurs over time and is influenced by numerous socializing factors. Although socialization processes of athletic training students have been examined, professional identity development related to the Weidman et al graduate and professional student socialization framework [Weidman JC, Twale DJ, Stein EL, et al. Socialization of Graduate and Professional Students in Higher Education: A Perilous Passage? ASHE-ERIC higher education report. Vol 28, No. 3. Jossey-Bass Higher and Adult Education Series; 2001] has never been examined in athletic training. This model values the multiple networks, individuals, and experiences that influence graduate students throughout their program. Objective To assess the lived experiences of 1 cohort of students enrolled in a PM athletic training program and determine what curricular and clinical education factors influence the development of professional identity. Design Qualitative study. Setting Focus group interview. Patients or Other Participants Ten of 12 (83%) students (5 females and 5 males) from a single PM athletic training cohort program participated. Data Collection and Analysis We conducted a focus group interview, which we transcribed verbatim, with participants during the last week of their last semester in the PM athletic training program. Data analysis was deductive and then inductive throughout the coding process, and we reached data saturation at the individual participant and cohort levels. We ensured trustworthiness through multiple analyst triangulation, peer expert review, and multiple data sources. Results Three factors influenced the development of the PM athletic training student's professional identity: (1) their clinical education experiences, (2) the cohort experience, and (3) their school/life balance. Within the clinical education experience, the immersive experience, clinical setting, and patients and preceptors were also influential. Conclusions This study used the Weidman et al socialization model. The experiences of PM athletic training students and their professional identity development are inclusive of the relationship with others throughout the educational experience, as well as their self-reflective practices within the field. It is important for stakeholders to understand the many factors that influence professional identity development.

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Programmatic Efforts to Provide Progressively Autonomous Clinical Education Experiences

Carlson,

Young,

Neil

et al. 2024

Athletic Training Education Journal

1

0

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Context In previous research, athletic trainers (ATs) have identified the formal coursework and clinical experiences of their professional program as contributing to preparedness for autonomous practice. However, new graduates have reported a perceived lack of skills necessary for practicing autonomously. Objective The purpose of this study was to evaluate how programs provide progressively autonomous clinical education experiences and the role of these experiences in preparing future ATs. Design Qualitative study. Setting Virtual interviews. Patients or Other Participants A sample of 17 program administrators (program directors = 12, coordinators of clinical education = 5) representing 16 master of science in athletic training programs participated in this study. Main Outcome Measure(s) Each program completed a virtual interview guided by a semistructured interview protocol. A 3-person data analysis team identified emerging domains and categories through a multiphase approach. Member checking, multiple researcher triangulation, and auditing were used to establish trustworthiness. Results Four domains emerged from participant responses: (1) curricular design, (2) preparatory experience and outcomes, (3) preceptor role, and (4) assessments. We found that intentionality in curricular design to promote progressive autonomy was beneficial in facilitating transition to practice through improved knowledge, skills, and confidence. Due to the importance of clinical education in AT preparation, preceptors played a critical role in creating opportunities for learning in the clinical environment. However, the degree to which experiences were autonomous and the effectiveness of the student in those encounters were rarely measured. Limitations outlined by participants included accreditation and program length. Conclusions The development of knowledge, skills, and confidence through intentionally selected clinical experiences and guided by preceptor feedback are critical to establishing an autonomous practitioner. However, the program’s evaluations were predominantly traditional practice assessments and informal feedback, instead of an assessment of readiness for practice.

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Longitudinal Examination of Transition to Practice for Graduates of Professional Master's Programs: Socializing Factors

Cited by 11 publications

References 29 publications

A Theoretical Model of Transition to Practice for Athletic Trainers

A Theoretical Model of Transition to Practice for Athletic Trainers

Examining the Professional Identity Development of Professional Master's Athletic Training Students: A Cohort Study

Programmatic Efforts to Provide Progressively Autonomous Clinical Education Experiences

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