The Impact of Clinical Experiences from Athletic Training Student and Preceptor Perspectives

Benes, Sarah; Mazerolle, Stephanie M.; Bowman, Thomas G.

doi:10.4085/0904156

Cited by 30 publications

(48 citation statements)

References 19 publications

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“…27,28 Support and Guidance Our participants described how mentors provide guidance and support to novice faculty as they navigate their faculty responsibilities. This theme of guidance and support has been previously identified as a key role of mentorship as an individual transitions to a new role such as preceptor, 8,9,29 student, 7,30 or clinician. 2 In our study, mentors supported mentees in the areas of teaching, research, and service.…”

Section: Discussionmentioning

confidence: 99%

Roles of Mentoring for Novice Athletic Training Faculty Members

Nottingham

Mazerolle

Barrett

2017

Athletic Training Education Journal

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Context: Mentorship is a valuable resource for athletic trainers who are transitioning to new roles such as a student, preceptor, or autonomous clinician. While mentorship has been identified as an important component of education, little is known about the role of mentorship during the transition from doctoral student to faculty member during the first several years in academia. Objective: Obtain faculty members' perspectives on the role of mentorship as it relates to their experiences as a tenure-track faculty member. Design: Qualitative, phenomenological research. Setting: Higher education institutions with Commission on Accreditation of Athletic Training Education-accredited programs. Patients or Other Participants: Twelve novice faculty members (9 female, 3 male) and 12 experienced faculty members (3 female, 9 male) participated in this study. Main Outcome Measure(s): We developed and piloted an interview guide designed to gain participants' perspectives on their experiences with and perceptions of mentorship in relation to their faculty roles and responsibilities. Semistructured telephone interviews were completed with each individual and transcribed verbatim. Data were analyzed using a phenomenological approach, and saturation was obtained. Trustworthiness was established with the use of member checking, multiple-analysts triangulation, and data source triangulation. Results: Two themes emerged regarding roles of mentorship: (1) support and guidance and (2) navigating institutional politics and expectations. Mentors supported novice faculty members in their responsibilities of teaching, research, and service, particularly when mentees perceived a weakness in 1 area. Mentors also helped novice faculty members navigate the tenure and promotion process and politics of their institution. Conclusions: Mentorship appears to be an important mechanism of support for novice faculty members as they transition to their tenure-track faculty roles. Mentorship appears to be particularly valuable when there is a perceived lack of preparation for 1 aspect of a faculty position. Novice faculty members should seek out mentors within and beyond their institution for support.

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Section: Discussionmentioning

confidence: 99%

Roles of Mentoring for Novice Athletic Training Faculty Members

Nottingham

Mazerolle

Barrett

2017

Athletic Training Education Journal

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“…32 Clinical education experiences and the preceptors who facilitate them can have a significant impact on an athletic training student's career decisions and desire to persist in the athletic training profession. 13,36 Preceptors mentor students through their communication, providing a realistic picture of the profession of athletic training, and modeling excitement and dedication to the field. 37 Mentorship has also been shown to be an integral part of students' developmental process.…”

Section: Mentorshipmentioning

confidence: 99%

“…37 Mentorship has also been shown to be an integral part of students' developmental process. 13,36,37 Therefore, when creating preceptor development sessions, it is important to discuss the impact they have on students' professional development and growth with preceptors.…”

Section: Mentorshipmentioning

confidence: 99%

Athletic Training Preceptors' Perceived Learning Needs Regarding Preceptor Development

Hankemeier

Kirby

Walker

et al. 2017

Athletic Training Education Journal

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Context: Athletic training programs can develop their own content and mechanisms for developing preceptors. Ideally, preceptor development sessions should meet the needs of both the educational program and the preceptor; however, there is a gap in the existing literature regarding athletic training preceptors' perceived learning needs.Objective: To examine preceptors' perceived learning needs regarding preceptor development and determine if differences occur based on preceptor characteristics.Design: Cross-sectional.Setting: Online survey platform Qualtrics.Patients or Other Participants: Seventy-nine preceptors (31.66 6 8.63 years, male ¼ 32, female ¼ 47, years certified ¼ 9.46 6 8.27, years as preceptor ¼ 6.08 6 5.88) affiliated with professional programs in National Athletic Trainers' Association District 4.Main Outcome Measure(s): The Preceptor Needs Assessment included 5 sections (Teaching and Learning in the Clinical Setting, Evaluating Students, Communication, Student Development, and Mentorship). Preceptors were asked to rate topics in each section on their perceived level of helpfulness (1 ¼ not helpful, 2 ¼ somewhat helpful, 3 ¼ very helpful) if they were to be included in a preceptor development session. Descriptive statistics (ie, means) were used to examine the data, and differences in perceived needs based on demographic characteristics were assessed with v 2 analysis. Statistical significance was set a priori at P .05.Results: Topics in evaluating students (2.39 6 0.47) and teaching and learning in the clinical setting (2.38 6 0.41) were rated most helpful and concepts in mentorship (2.13 6 0.59) least helpful. No significant differences in perceived helpfulness of any topics were noted in relation to participant characteristics, including years as a preceptor, clinical setting, and educational background (P . 0.05).Conclusions: Learning needs of preceptors do not appear to be based on years of experience, clinical setting, or educational background. Athletic training programs should aim to offer preceptor development related to teaching and learning in the clinical setting while specifically providing guidance on developing students' critical thinking skills and teaching clinical decision making.

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“…A realistic clinical education experience offers students an awareness of their future roles; through self-discovery and active engagement, they assimilate into their roles. 28 The process of assimilation often occurs through legitimation, which is frequently spearheaded by a preceptor. 28 Preceptors can profoundly influence role transition because they serve as gatekeepers to real-time learning and exposure to the skills and functions of an AT.…”

Section: Past Mentors and Professional Educational Trainingmentioning

confidence: 99%

“…28 The process of assimilation often occurs through legitimation, which is frequently spearheaded by a preceptor. 28 Preceptors can profoundly influence role transition because they serve as gatekeepers to real-time learning and exposure to the skills and functions of an AT. 29 In addition to the influence of preceptors, engaging in clinical experiences in the secondary school setting itself was perceived as assisting in our participants' transitions.…”

Section: Past Mentors and Professional Educational Trainingmentioning

confidence: 99%

Support Received During the Transition to Practice for the Secondary School Graduate-Assistant Athletic Trainer

Mazerolle

Walker

Kirby

2016

Journal of Athletic Training

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Context: Transitioning into clinical practice can be stressful for the newly credentialed athletic trainer (AT). The support provided by mentors, peers, and athletic training faculty can increase confidence and enhance the transition. To create specific initiatives for a smoother transition, the perspectives of those in the secondary school setting are needed.Objective: To examine the transition to practice and mentorship of newly credentialed ATs providing medical care in the secondary school setting.Design: Qualitative study. Setting: Secondary school setting. Patients or Other Participants: A total of 14 ATs (2 men, 12 women; age ¼ 23.0 6 2.0 years) participated in our study. They were employed in the secondary school setting through graduate assistantships, had been credentialed for less than 1 year, and had completed professional bachelor's degree programs.Data Collection and Analysis: We completed 14 semistructured phone interviews. Interviews were recorded and transcribed verbatim. Two researchers independently following the stepwise progression of a general inductive approach completed the data analysis. Trustworthiness was established through multiple-analyst triangulation, peer review, and member checks.Results: Two major themes emerged regarding the support received by our participants: past mentors and current networks of professionals. Past mentors provided autonomous learning opportunities during clinical education and then served as resources for guidance and advice. Current networks of professionals were defined by 2 subthemes: professional medical care providers and non-medical care providers within the secondary school setting (ie, athletic directors, coaches, parents).Conclusions: Former preceptors and faculty provided resources and support to help develop the newly credentialed AT's confidence and facilitate the transition. Preceptors should allow increased independence to help their students develop as clinicians. The creation of networks within the community, that is, the secondary school itself, is also critical in the transition as it provides the AT with role legitimation.Key Words: mentors, faculty, role legitimation Key PointsFor the newly credentialed athletic trainer, transitioning to independent clinical practice can be stressful. Athletic trainers working in the secondary school setting received support from both their past mentors and current professional networks. Current professional networks included both professional medical care providers and non-medical care providers, such as athletic directors, coaches, and parents.

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The Impact of Clinical Experiences from Athletic Training Student and Preceptor Perspectives

Cited by 30 publications

References 19 publications

Roles of Mentoring for Novice Athletic Training Faculty Members

Roles of Mentoring for Novice Athletic Training Faculty Members

Athletic Training Preceptors' Perceived Learning Needs Regarding Preceptor Development

Support Received During the Transition to Practice for the Secondary School Graduate-Assistant Athletic Trainer

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