Multistakeholder Perceptions of Young Professionals’ Integration During Role Transition

Bowman, Thomas G.; Thrasher, Ashley B.; Kasamatsu, Tricia M.; Lyons, S.

doi:10.4085/1062-6050-0505.22

Cited by 3 publications

(1 citation statement)

References 33 publications

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“…Athletic training students are adequately prepared with the clinical skills needed to succeed in their roles, but their level of preparedness regarding conflict resolution and interpersonal communication is questionable, [36][37][38] and likely varies depending on the individual program. Despite the lack of an educational standard regarding the topic, athletic training educators and clinical preceptors should support student development by practicing conflict resolution and openly discussing how to approach these difficult conversations.…”

Section: Conflict Resolution As An Educational Standardmentioning

confidence: 99%

Professional Conflict in Athletic Training and Nursing Environments: A Commentary on Comparisons and Solutions

Pike Lacy,

Bowman,

Denegar

et al. 2024

International Journal of Athletic Therapy and Training

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The athletic training and nursing professions have similar characteristics regarding workplace environment and challenges with interdependence. Professionals in both fields often face conflict with stakeholders while fulfilling their job responsibilities. Although sources and antecedents of conflict differ somewhat between the professions, the consequences of conflict are nearly identical. Job-related stress, depression and burnout, and interpersonal conflict can take a toll on clinicians’ mental and physical health. Greater efforts must be made to better prepare clinicians to diffuse and resolve conflict. Compared with athletic training, nursing has placed a greater emphasis on developing students’ conflict resolution skills in the professional curriculum. Therefore, athletic training educators and preceptors can learn from nursing education and adopt similar educational experiences for athletic training students. Providing students with tools early on can give them confidence to address conflict promptly and constructively, which may mitigate negative impacts of the conflict on patient care.

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Section: Conflict Resolution As An Educational Standardmentioning

confidence: 99%

Professional Conflict in Athletic Training and Nursing Environments: A Commentary on Comparisons and Solutions

Pike Lacy,

Bowman,

Denegar

et al. 2024

International Journal of Athletic Therapy and Training

Self Cite

View full text Add to dashboard Cite

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Challenges Faced During Professional Preparation and Transition to Practice Among Diverse Early Professional Athletic Trainers

Smith,

Moffit,

Lacayo

et al. 2024

Journal of Athletic Training

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Context: Early professional (EP) Athletic Trainers (ATs) may encounter adjustments and develop individual identities to master a new role, which can be difficult while transitioning from student to autonomous professional. Previous literature lacks content about the transition to practice of credentialed ATs who identify as Black, Indigenous, or People of Color (BIPOC). Objective: Identify challenges during professional education and transition to practice of EP ATs identifying as BIPOC. Design: Qualitative study. Setting: Virtual interview. Patients or Other Participants: 15 recently credentialed athletic trainers (13 female, 2 male, age=26.73±1.41 years, experience=13.80±4.03 months) who self-identified as BIPOC. Data Collection and Analysis: We used an interview guide, validated by peer (n=1) and expert (n=3) review, to structure data collection sessions. Data saturation guided recruitment and we obtained theoretical redundancy after the final interview. We analyzed data with a phenomenological approach and used multianalyst triangulation (n=2) and peer review (n=2) as credibility strategies. Results: Every participant mentioned they were victims of microaggressions during either their professional preparation and/or work environment because of their race. Those who chose to report the incidents felt a lack of support from work supervisors, faculty, peers, and preceptors. Participants noted a preference for racially concordant mentoring to facilitate talking to someone who could better understand BIPOC EPs’ experiences. Participants also relied on outside support from friends and family as coping mechanisms. Finally, participants experienced perceived incompetency from supervisors due to their limited work experience as early professionals and felt their professional preparation was stunted by the COVID-19 pandemic. Conclusions: Participants perceived that their transition to practice was stressful due to microaggressions encountered, a lack of support, and a lack of racially concordant mentoring. Diversity, equity, and inclusion training should be included in athletic training education and workspaces to assist in providing more welcoming environments for BIPOC EP ATs and students.

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Multistakeholder Perspectives of Organizational Aspects Affecting Transition to Practice for Newly Credentialed Athletic Trainers

Thrasher,

Kasamatsu,

Bowman

et al. 2024

Athletic Training Education Journal

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Context Transition to practice (TTP) is a period of growth in which new athletic trainers (ATs) respond to stressful changes and develop confidence and self-efficacy. Employers have an important role in TTP. Objective To explore multiple stakeholders’ perceptions of ways for organizations to support new ATs during TTP. Design Qualitative study. Patients or Other Participants Athletic trainers from 3 stakeholder groups participated, guided by data saturation: 10 faculty members and 8 preceptors (age = 43 ± 10 years, experience = 11 ± 12 years), 16 supervisors of newly credentialed ATs (age = 52 ± 11 years), and 17 early professional ATs (age = 26 ± 5 years, experience = 9.5 ± 5 months). Data Collection and Analysis Participants were recruited via purposive sampling through an e-mail blast from the National Athletic Trainers’ Association. Participants were interviewed via phone or Web-based platform using a semistructured interview guide. Data were analyzed through consensual qualitative review. Trustworthiness was established via peer review and multianalyst triangulation. Results Four themes emerged. Employers felt they had a responsibility in mentoring new ATs and assisting with professional socialization. Onboarding described the organizational processes used to orient new ATs to their roles, including formal orientation, mentoring, evaluation, and feedback. Additionally, support was provided to new ATs through informal mentoring, relationships with coworkers, and professional development. Support often extended beyond professional needs to address personal challenges. Conflicting priorities occurred when employers wanted to provide more mentoring but were limited from other responsibilities and differences between employees’ and employers’ expectations of work-life balance. Conclusions To build on professional education, employers should provide comprehensive onboarding, formal mentoring, and informal personal and professional support. However, challenges may arise when their own clinical requirements limit the time they can spend mentoring new ATs. Organizations should ensure supervisors have adequate support to assist in the TTP for new ATs. Educators can prepare students to engage in dialog on work-life balance, expectations, and compensation to assist with TTP.

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Multistakeholder Perceptions of Young Professionals’ Integration During Role Transition

Cited by 3 publications

References 33 publications

Professional Conflict in Athletic Training and Nursing Environments: A Commentary on Comparisons and Solutions

Professional Conflict in Athletic Training and Nursing Environments: A Commentary on Comparisons and Solutions

Challenges Faced During Professional Preparation and Transition to Practice Among Diverse Early Professional Athletic Trainers

Multistakeholder Perspectives of Organizational Aspects Affecting Transition to Practice for Newly Credentialed Athletic Trainers

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