The First Two Years of Practice: A Longitudinal Perspective on the Learning and Professional Development of Promising Novice Physical Therapists

Hayward, Lorna M.; Black, Lisa; Mostrom, Elizabeth; Jensen, Gail M.; Ritzline, Pamela D.; Perkins, Janice M

doi:10.2522/ptj.20120214

Cited by 69 publications

(50 citation statements)

References 35 publications

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“…Similarly, new PTs and occupational therapists approached evaluations and made clinical decisions in a structured, by-the-book theoretical approach; however, as they gained experience, they made decisions on the basis of specific patient needs. 45,46,54 The Dreyfus Model of Skill Acquisition (DMSA) 55 is widely used in nursing to describe how skill acquisition and knowledge are transferred to expert practice through experiential learning. 56 Nursing, physical therapy, and athletic training all require theoretical knowledge in addition to practical skills; therefore, clinical reasoning is important to solve complex patient-care problems and monitor changes in the patient's progress.…”

Section: Maturationmentioning

confidence: 99%

“…This belief is also common with nurses 60 and PTs. 44,54 New PTs gained confidence and began trusting themselves after positive interactions, performance reviews, and patient outcomes. 44,54 New nurses also gained confidence as they saw success in their patient outcomes 48 and when they received positive feedback from supervisors.…”

Section: Maturationmentioning

confidence: 99%

“…44,54 New PTs gained confidence and began trusting themselves after positive interactions, performance reviews, and patient outcomes. 44,54 New nurses also gained confidence as they saw success in their patient outcomes 48 and when they received positive feedback from supervisors. 60 Interviews with newly credentialed ATs also showed that new ATs gained confidence and learned to trust themselves as they received positive feedback from supervisors and observed positive patient outcomes.…”

Section: Maturationmentioning

confidence: 99%

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Graduate-Assistant Athletic Trainers' Perceptions of Professional Socialization in the Collegiate Setting: Part I

Thrasher

Walker²,

Hankemeier³

et al. 2016

Journal of Athletic Training

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Context: Many newly credentialed athletic trainers (ATs) pursue graduate assistantships, which allow them to gain experience while being supervised by an experienced AT. The graduate-assistant (GA) ATs' perception of their socialization process into the collegiate setting is unknown. Objective: To explore the professional socialization of GAs in the collegiate setting. Design: Qualitative study. Setting: Phone interviews. Patients or Other Participants: A total of 19 collegiate GAs (15 women, 4 men; 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) participated. Data Collection and Analysis: Data were collected via phone interviews and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenologic reduction. Trustworthiness was established via member checks and peer review. Results: Four themes emerged: (1) role identity, (2) initial entry into role, (3) maturation, and (4) success. Before beginning their role, participants envisioned the assistantship as a way to gain independent experience while being mentored. They perceived themselves as the primary care providers for their athletic teams. Those who were immediately immersed into clinical practice adapted to their role quickly despite experiencing stress initially. Participants felt that a formal orientation process and a policies and procedures manual would have alleviated some of the initial stress. The GAs matured as they practiced clinically and developed confidence as they gained experience. Personal attributes, experience, and peer and supervisor support contributed to perceived success as GAs. Factors that hindered perceived success were lack of confidence, an unsupportive environment, and long hours. Conclusions: When looking for graduate assistantships, ATs should seek a position that allows them to practice independently and provides didactic educational opportunities while aligning with their athletic training philosophies.

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Section: Maturationmentioning

confidence: 99%

Section: Maturationmentioning

confidence: 99%

Section: Maturationmentioning

confidence: 99%

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Graduate-Assistant Athletic Trainers' Perceptions of Professional Socialization in the Collegiate Setting: Part I

Thrasher

Walker²,

Hankemeier³

et al. 2016

Journal of Athletic Training

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show abstract

“…New physical therapists displayed the same trend in mentoring relationships. 31 Many first-year physical therapists frequently contacted their mentor for advice; whereas in the second year, they sought advice less often and instead collaborated with peers and mentors to solve clinical problems.…”

Section: Mentoring and Supportmentioning

confidence: 99%

Graduate-Assistant Athletic Trainers' Perceptions of the Supervisor's Role in Professional Socialization: Part II

Thrasher

Walker²,

Hankemeier³

et al. 2016

Journal of Athletic Training

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Context: Many new athletic trainers (ATs) obtain graduate-assistant (GA) positions to gain more experience and professional development while being mentored by a veteran AT; however, GA ATs' perceptions of the supervisor's role in professional development are unknown. Objective: To explore the supervisor's role in the professional development of GAs in the collegiate setting. Design: Qualitative study. Setting: Phone interviews. Patients or Other Participants: A total of 19 collegiate GAs (15 women, 4 men; 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 = 5). Data Collection and Analysis: Data were collected via phone interviews and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenologic reduction. Trustworthiness was established via member checks and peer review. Results: Three themes emerged: (1) GAs' expectations of supervisors, (2) professional development, and (3) mentoring and support. Participants expected their supervisors to provide mentorship, support, and feedback to help them improve their athletic training skills, but they also realized supervisors were busy with patient care responsibilities. Most participants felt their supervisors were available, but others believed their supervisors were too busy to provide support and feedback. Participants felt their supervisors provided professional development by teaching them new skills and socializing them into the profession. Furthermore, they thought their supervisors provided mentorship professionally, personally, and clinically. Supervisors supported the participants by standing behind them in clinical decisions and having open-door policies. Conclusions: The graduate assistantship allows new ATs to gain experience while pursuing professional development, mentorship, and support from a supervisor. The extent of development is highly dependent on the supervisor, but most supervisors mentor GAs. When looking for graduate assistantships, future GAs should seek positions in which supervisors actively provide mentoring and professional development.

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“…28 It has been used synonymously with fulfillment, 29 and similarly to professional identity formation. 30 It has been measured using various indicators, such as number of: professional development activities and professional collaborations, 31 professional memberships and contacts, 32 and within-school interactions, outside of own school interactions, and involvement in leadership activities. 33 Other measures have included planned effort, planned persistence, professional development aspirations, and professional leadership aspirations.…”

Section: The Importance Of Professional Engagementmentioning

confidence: 99%

Rules of Engagement: The Why, What, and How of Professional Engagement for Pharmacy

Aronson¹,

Janke²

2015

Innov Pharm

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The development of student pharmacists must include inspiring within them a sense of engagement in their profession. This paper provides the rationale for and the potential implications of this concept, as well as an overview of experiences with professional engagement in student pharmacists at one college of pharmacy. Curricular-based experiences and research will be discussed, including the insights gained and suggestions for developing and encouraging professional engagement. Lastly, this article provides future direction for furthering professional engagement on both the conceptual and curricular level. Type: Idea Paper

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The First Two Years of Practice: A Longitudinal Perspective on the Learning and Professional Development of Promising Novice Physical Therapists

Cited by 69 publications

References 35 publications

Graduate-Assistant Athletic Trainers' Perceptions of Professional Socialization in the Collegiate Setting: Part I

Graduate-Assistant Athletic Trainers' Perceptions of Professional Socialization in the Collegiate Setting: Part I

Graduate-Assistant Athletic Trainers' Perceptions of the Supervisor's Role in Professional Socialization: Part II

Rules of Engagement: The Why, What, and How of Professional Engagement for Pharmacy

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