The Doctor of Philosophy Experience of Athletic Trainers: Facilitators and Barriers to Anticipatory Faculty Socialization

Bowman, Thomas G.; Klossner, Joanne; Mazerolle, Stephanie M.

doi:10.4085/1062-6050-52.7.01

Cited by 12 publications

(31 citation statements)

References 29 publications

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“…Qualitative methods were an appropriate choice for our study because they can capture the lived experiences of others, 19 are flexible and dynamic, and produce rich description and detail. 20 The socialization paradigm 2,3,6 has been used previously 5,21 to explore the transition to practice and therefore provided the framework for our study by including both students' and faculty members' perspectives.…”

Section: Methodsmentioning

confidence: 99%

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Professional Master's Athletic Training Programs use Clinical Education to Facilitate Transition to Practice

Bowman

Mazerolle

Barrett

2017

Athletic Training Education Journal

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Context: Athletic training students' ability to transition into professional practice is a critical component for the future of the profession. However, research on professional master's students' transition to practice and readiness to provide autonomous care is lacking.Objective: To determine professional master's athletic training students' perceptions regarding how they were prepared to transition to practice as clinicians.Design: Qualitative study. Setting: Professional master's athletic training programs.Patients or Other Participants: Sixteen students, 8 program directors, and 5 faculty members from professional master's athletic training programs.Main Outcome Measure(s): An online questionnaire was distributed via Qualtrics and analyzed using an inductive technique. Participants responded to a series of open-ended questions related to the structure and curricular offerings of their respective programs. We secured trustworthiness through multiple analyst triangulation and peer review.Results: We found that both students and faculty identified clinical education as the major facilitator in the socialization process used to prepare students for the transition into clinical practice. Three further subthemes emerged: (1) Both stakeholder groups felt that students gained experience through diverse and immersive clinical education experiences; (2) Preceptors provided mentorship; and (3) Students developed confidence to enter clinical practice as a result of these supported experiences.Conclusions: Professional master's programs provide clinical education experiences designed to help athletic training students gain the skills and confidence necessary to become autonomous practitioners. The diversity and mentorship contained within these experiences facilitates confidence and preparedness.

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Section: Methodsmentioning

confidence: 99%

“…Socialization is a popular topic in the literature, with researchers examining how athletic trainers [1][2][3][4] and athletic training students [5][6][7][8][9][10][11][12][13] learn their professional roles and responsibilities. Socialization is often divided into 2 main components, anticipatory and organizational.…”

Section: Introductionmentioning

confidence: 99%

Professional Master's Athletic Training Programs use Clinical Education to Facilitate Transition to Practice

Bowman

Mazerolle

Barrett

2017

Athletic Training Education Journal

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“…In athletic training, role transition has garnered great interest, 1,2 but mostly because of the concerns related to autonomous clinical practice and newly credentialed athletic trainers. Literature suggests that doctoral education is incomplete, 16 which can increase stress related to the transition from student to faculty member. Role ambiguity, a form of role strain, manifests when employees are unaware of or unclear regarding expectations they must fulfill in the workplace-an antecedent linked to work-life imbalance.…”

Section: Inhibitors Of Work-life Balance In Junior Faculty Membersmentioning

confidence: 99%

“…Confounding the ability of the new faculty member to find work-life balance is the ambiguity that exists related to appropriate allocation of time/resources, as well as limited exposure to all areas of academy life. 16 Despite reports that women in general experience greater conflict, as they often spend more time during the workday caring for and managing domestic obligations, men and women both desire balance. 17,18 Factors that contribute to conflict for men and women may be different; however, both male and female faculty require the time to balance and engage in personal interests, family activities, and hobbies.…”

Section: Introductionmentioning

confidence: 99%

“…We draw this hypothesis as in the athletic training literature there has been discussions of incomplete doctoral socialization, whereby not all aspects of the faculty role have been explored, leading to increased stress once a faculty member has transitioned to the role full time. 7,16 The purpose of this study was to learn more about the experiences of junior athletic training faculty regarding their work-life balance. We believe this population is at risk for increased experiences of imbalance, because of role transition and demands of the faculty role itself.…”

Section: Introductionmentioning

confidence: 99%

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Exploring Work-Life Balance of Junior Athletic Training Faculty Members During Role Inductance

Mazerolle

Bowman

Kilbourne

2018

Athletic Training Education Journal

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Context: Work-life balance has become a growing concern in athletic training, but little is known about the experiences of faculty and finding it. Challenges in finding work-life balance have been reported among faculty in higher education, and those who are new to a role are often susceptible to increased stress and overload.Objective: Examine junior athletic training faculty members' experiences with work-life balance during their role inductance.Design: Qualitative inquiry. Setting: Higher education institutions.Patients or Other Participants: Sixteen junior faculty (7 male, 9 female) representing 7 National Athletic Trainers' Association districts participated. The average age of the junior faculty members was 32 6 3.5 years. Twelve were in tenure track and 4 had non-tenure track positions.Main Outcome Measure(s): All participants completed phone interviews with one researcher following a semistructured interview protocol. Recorded interviews were transcribed and analyzed following a phenomenological approach. We intentionally selected 3 primary measures of trustworthiness to establish the rigor of the study: (1) peer review, (2) multipleanalyst triangulation, and (3) researcher triangulation.Results: Three factors were identified as inhibitors of work-life balance for junior faculty: (1) role inductance, (2) research and teaching, and (3) upcoming deadlines. Two organizational strategies (flexibility and mentorship) and 2 individual strategies (time management and personal outlets) emerged as facilitators for work-life balance.Conclusions: Junior faculty in athletic training can experience conflict in balancing their roles as faculty members as well as their outside and own personal interests. The data support previous literature, and illustrates that organizational factors precipitate imbalance and a combination of organizational and individual strategies promote balance.

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Past Doctoral Students’ Perspectives on Their Careers

Boyce

Napper-Owen

Lund

et al. 2019

Quest

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The Doctor of Philosophy Experience of Athletic Trainers: Facilitators and Barriers to Anticipatory Faculty Socialization

Cited by 12 publications

References 29 publications

Professional Master's Athletic Training Programs use Clinical Education to Facilitate Transition to Practice

Professional Master's Athletic Training Programs use Clinical Education to Facilitate Transition to Practice

Exploring Work-Life Balance of Junior Athletic Training Faculty Members During Role Inductance

Past Doctoral Students’ Perspectives on Their Careers

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