Newly Credentialed Athletic Trainers' Perceptions of Professional Preparation for Their Role as Collegiate Graduate Assistants

Abstract

Context: The professional preparation of newly credentialed athletic trainers (ATs) has been passionately debated. Understanding how newly credentialed ATs feel they are prepared will help enhance professional preparation. Objective: Explore newly credentialed ATs' perceptions of their professional preparation for their role. Design: Phenomenological qualitative. Setting: Phone interviews with graduate assistant ATs in the collegiate setting. Patients or Other Participants: Nineteen collegiate graduate assistants (15 female, 4 male; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I: 13, II: 3, III: 2, National Association of Intercollegiate Athletics: 2; postprofessional athletic training program: 6). Main Outcome Measure(s): Participants were recruited via an e-mail from the National Athletic Trainers' Association database sent to all certified students. Data were collected via phone interviews, which were recorded and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenological reduction, with data coded for common themes and subthemes. Credibility was established via member checks and peer debriefing. Results: Two themes emerged: facilitators and barriers. Overall, participants felt academically prepared for their role, but preparedness was often dependent on the facilitators of academic rigor, hands-on opportunities in clinical education, and their preceptor. Barriers included a lack of rigor in the academic setting, lack of active opportunities in clinical education, the culture of clinical experiences, and incongruence. Incongruence existed when students were exposed to all the competencies during didactic education, but never gained experience with some skills (eg, rehabilitation, documentation, communication) if situations never arose or they were not actively involved clinically. Conclusions: Athletic training students are being exposed to a variety of learning experiences academically, but often do not gain clinical experience if situations do not arise or preceptors do not allow active participation. To ensure new ATs are prepared, academic programs need to ensure rigor and place students with preceptors who provide active learning opportunities.

Athletic Training Students' Perceptions of the Immersive Clinical Experience and its Influence on their Development

“…It is expected that this would in turn increase the athletic training students' ability to also trust in themselves and their abilities, which is an anticipated barrier to transition to practice. 5,6 The quality and quantity of patient encounters were influenced by the preceptors within the immersive clinical experience, which varied from site to site. Some preceptors empowered athletic training students to complete all duties an athletic trainer would complete, while others only allowed them to observe.…”

“…The misunderstanding of a role can be a significantly negative aspect relative to the process of transition to practice and may result in burnout or a decrease in work-life balance. 5,6,28,29 Role ambiguity can be detrimental to an athletic trainer in the transition-to-practice phase, as it can create feelings of selfdoubt, uncertainty, and shock. 5 Although hardiness and affectivity may be constructs of a mindset, 28 it can be inferred that the misunderstanding of the athletic trainer's role might shift this mindset and lead to emotional distress.…”

“…This poses the risk that athletic training students may miss out on various aspects of the profession and potential experiences, such as administrative work, interprofessional collaboration, and staff meetings, such as those that occur with the coaches or athletic director, affecting their preparedness for transition to practice. 5,6 The Professional Education in Athletic Training: An Examination of the Professional Level Degree 7 discusses 11 key findings establishing the need to increase the impact of clinical education on athletic training students. Key finding No.…”

Challenges for Newly Credentialed Athletic Trainers During Their Transition to Practice

“…Supervisors of newly credentialed graduate assistants believed that confidence should be further developed during professional preparation. 28,29 Although ways to develop confidence during professional preparation exist, the ''reality shock'' of transitioning to practice and losing the safety net of preceptors who validated decisions can cause a crisis of confidence as one transitions into practice. Providing students with opportunities to practice skills, make decisions, and practice independently (under supervision) during professional preparation may facilitate decision making and confidence, but newly credentialed ATs still need support as they transition from having a safety net to being the ultimate decision maker.…”

The Future of Health Professions Education: Considerations for Competency-Based Education in Athletic Training

“…Athletic training students consistently identify clinical experiences as one of the most valuable learning opportunities of professional education. [53][54][55][56][57] Further, both students and faculty believe that diverse clinical experiences and mentorship from practicing clinicians contribute to newly credentialed ATs feeling prepared to practice independently. 58,59 Given the perception from both educators and students of the learning potential in clinical education, it seems prudent to conduct the majority of, if not all, assessments in a clinical setting, with a real patient and the opportunity for expedient feedback.…”