Context: Traditional athletic training programs (ATPs) typically use a cohort model, which may create difficulty in integrating a study away/abroad program or international experiences into the model. Objective: To propose a model of study away/abroad and international opportunities embedded within the current athletic training curriculum. Background: Cultural competence (CC) became a component of the Commission on Accreditation of Athletic Training Education 5 years ago in the fifth edition competencies. The Commission on Accreditation of Athletic Training Education-accredited ATPs, however, struggle to teach this concept effectively to students. The implementation of study away/abroad models in the athletic training curriculum may maximize students' exposure to other cultures. Synthesis: A review of the current study away/abroad programs and international opportunities, as well as educational values of short-term study away/abroad programs in athletic training education. Results: Study away/abroad/international experiences may provide opportunities for athletic training students to increase cultural awareness. Recommendations: Professional ATPs should consider integrating study away/abroad and international experiences into the athletic training curriculum and offer both didactic and clinical experiences internationally. Conclusions: The curricular integration of study away/abroad and international experiences provides athletic training students the opportunity to increase cultural competence with a programmatic and efficient approach.
Context The focus of learning and working with professions outside of one's own is the essence of interprofessional education (IPE). Interprofessional education satisfies accreditation standards and is a high-impact teaching practice. Interprofessional education is often studied in nursing, medicine, and pharmacy; however, it has rarely been explored in athletic training. Objective To determine student perceptions of interprofessional valuing among a unique combination of disciplines. Design Survey. Setting Students were seated in interprofessional teams at round tables in a ballroom resembling a professional conference. Patients or Other Participants Forty prelicensure students participated in the tabletop simulation (athletic training = 12, dietetics = 9, nursing = 19). Of these participants, 36 completed the survey (athletic training = 9, dietetics = 8, nursing = 19). Main Outcome Measure(s) Student teams were given 2 cases and were prompted to discuss and complete accompanying tasks. Debriefing followed each case. Afterward, students were asked to complete the questionnaire. The Interprofessional Socialization and Valuing Scale-24 (ISVS) was used to assess interprofessional beliefs, attitudes, and behaviors. Results The ISVS and factor means were near the top of the survey scale, indicating that students had positive perceptions of interprofessional roles and socialization. All disciplines reported strong beliefs, attitudes, and behaviors towards IPE. No significant differences on the ISVS or subscales were identified among the disciplines or between those with and without previous IPE experience. Analysis of items revealed low scores for athletic training students on being able to share and exchange ideas in a team discussion, an important interprofessional behavior. Conclusions A combination of factors including newness to IPE, fewer IPE experiences, and unequal ratios of professions represented in each group may explain why athletic training students reported more challenges with sharing and exchanging ideas. Conducting a tabletop IPE events may facilitate the development of interprofessional valuing and socialization.
Context Athletic trainers are employed in various settings, which may utilize one of three organizational infrastructure models: 1) sport/athletic model, 2) medical model, and 3) academic model. These different settings and organizational infrastructure models may result in varying levels of organizational-professional conflict (OPC). However, how OPC may differ across infrastructure models and practice settings is not known. Objective Examine the prevalence of OPC among athletic trainers in various organizational infrastructures and explore athletic trainers' perceptions of OPC, including its precipitating and mitigating factors. Design Sequential explanatory Mixed-Methods with equal emphasis on quantitative and qualitative components. Setting Collegiate and secondary school institutions Patients or Other Participants 594 athletic trainers from collegiate and secondary schools. Data Collection and Analysis We conducted a national, cross-sectional survey using a validated scale to assess OPC. We then followed the quantitative survey with individual interviews. Trustworthiness was established with multiple analyst triangulation and peer debriefing. Results Athletic trainers experienced low to moderate degrees of OPC with no differences across practice settings or infrastructure models. Poor communication, others' unfamiliarity with the athletic trainers' scope of practice, and lack of medical knowledge were precipitating factors for organizational-professional conflict. Organizational relationships founded on trust and respect for one another; administrative support in that athletic trainers were listened to, decisions were endorsed, and appropriate resources provided; and autonomy given to the AT were key components to preventing organizational-professional conflict. Conclusion Most athletic trainers experienced primarily low to moderate organizational-professional conflict. However, organizational-professional conflict continues to permeate professional practice, to some extent, in collegiate and secondary school settings, regardless of the infrastructure model used. The findings of this study highlight the role of administrative support that allows for autonomous AT practice as well as effective communication that is direct, open, and professional to decrease organizational-professional conflict.
Purpose: Athletic training is a demanding profession that is a stressor for many practitioners. Emotional resilience allows Athletic Trainers (ATs) to persist in their roles and benefit from long and successful careers. The purpose of this study was to explore the level of emotional resilience of ATs working in secondary school settings and identify factors perceived to contribute to or mitigate one's emotional resilience. Method: A sequential explanatory mixed-method design using a cross-sectional online survey followed by in-depth interviews was used to gather information from 160 (16% response rate) secondary school NATA members - 97 (60.6%) female; 63 (39.4%) male with 13.28+9.46 years of experience. Six individuals (5 female, 1 male) participated in a follow-up semi-structured interview. The Connor Davidson Resilience Scale (CD-RISC) was used to measure perceptions of individual emotional resilience. Open-ended questions were also used to gather information from the participants who agreed to participate in a follow-up semi-structured interview about the factors perceived to both facilitate or reduce emotional resilience. Results: The mean emotional resilience score (79.84 ± 11.38) for the sample was consistent with the average US adult population. Only 14.1% of the sample reported high emotional resilience scores. There was a significant positive correlation between emotional resilience scores and years of experience as an AT (r(158) = .16, P = .048) and age in years (r(158) = .16, P = .048). There was no significant difference between emotional resilience and academic degree earned (F(2,157) = .775, P = .83). The inductive analysis resulted in the following emergent themes that were perceived to facilitate ones’ emotional resilience: social support, communication, self-care, and past experiences. Also, the following emergent themes were perceived to reduce ones’ emotional resilience: emotional responses and role overload. Conclusion: The results of this study help understand secondary school ATs' perceptions of and factors that contribute to their emotional resilience. Strategies are suggested to help ATs develop emotional resilience to manage their occupational stress and reduce feelings of burnout.
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