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

Abstract

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.