Role of Clinical Education Experiences on Athletic Training Students' Development of Professional Commitment

Abstract

Context: Limited evidence exists on the role clinical education can play in the development of athletic training student commitment for the profession.Objective: Investigating the role clinical education experiences play on the development of passion for athletic training.Design: Exploratory qualitative study.Setting: Athletic training education programs.Patients or Other Participants: Seventeen students (8 males, 9 females) volunteered. Students represented both junior (13) and senior (4) levels, were engaged in 23 6 5 hours per week of clinical education, and were 20 6 2 years old.Main Outcome Measure(s): One-on-one, in-person interviews following a semistructured format. Multiple analyst triangulation and member checks were included as steps to establish data credibility.Results: A positive clinical education experience as described by this cohort of students was inclusive of strong mentorship, realism, professional commitment of the preceptor, and clinical skill integration. In combination, these attributes appear to help students develop their professional commitment for athletic training. Preceptors who provided mentorship by modeling appropriate professional behaviors, providing a realistic perspective to their role, and showing enthusiasm allowed the students in this study to gain an accurate understanding of the profession. Opportunities to develop clinical skills with feedback for improvement demonstrated the preceptors' commitment to the profession and the student and was valued as contributing to the overall experience.Conclusions: The development of the athletic training student's commitment to the profession is directly related to a positive clinical education experience facilitated by a preceptor who is also passionate about the job. Preceptors are encouraged to provide the athletic training student with a realistic impression of the clinical setting in which they are gaining experiences in order for them to fully understand their future role and responsibilities. Maintaining an optimistic but pragmatic attitude is also valued by the athletic training student.

Professional Master's Athletic Training Programs use Clinical Education to Facilitate Transition to Practice

“…[32][33][34] Direct role modeling and positive interactions between students and preceptors help promote confidence and readiness to transition to autonomous practitioners. 35 As illustrated by our participants, mentoring provided by preceptors provided role modeling needed to facilitate competence and confidencesomething also found to occur at the professional bachelor's level. 11 Fundamentally, mentoring is a key socializing agent that can stimulate transition to clinical practice.…”

Roles of Mentoring for Novice Athletic Training Faculty Members

“…2,3 Mentors also help mentees become integrated into their organization and profession, promoting retention in the line of work. [3][4][5] Mentorship has been identified as a beneficial experience for athletic trainers at many points in their careers, including students, 6,7 preceptors, 8,9 and novice clinicians. 2 Specifically, mentors help these individuals learn their expectations as they embark on a new experience, in addition to providing ongoing support throughout their careers.…”

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

“…3 Regardless of assignment, an educational experience that is positive, realistic, and fosters a strong, supportive learning environment also helps the athletic training students persist to graduation. 3,4 A positive, meaningful clinical education experience is facilitated by a preceptor supervising the athletic training student. Mentorship received from preceptors and athletic training faculty have also been found to be a catalyst for entrance into the athletic training workforce, and it is one of the most important socializing elements.…”

“…In fact, preceptors who model their passion for the profession while providing a realistic representation of the roles and responsibilities of the athletic trainer can help stimulate professional enthusiasm and passion in the athletic training students. 4 In summary, athletic training students value genuine clinical experiences that are facilitated by their preceptor because it helps them develop professionally and stay committed to their future role. 4 As outlined in the Commission on Accreditation of Athletic Training Education (CAATE) program standards, 8 the athletic training student should be provided with clinical education experiences that will allow the student to succeed in any athletic training clinical setting.…”

“…4 In summary, athletic training students value genuine clinical experiences that are facilitated by their preceptor because it helps them develop professionally and stay committed to their future role. 4 As outlined in the Commission on Accreditation of Athletic Training Education (CAATE) program standards, 8 the athletic training student should be provided with clinical education experiences that will allow the student to succeed in any athletic training clinical setting. A recent study highlights the value in clinical diversity as outlined in the CAATE guidelines, because senior athletic training students suggested that having the chance to view multiple athletic training clinical settings allowed them to gain confidence to assume the responsibilities of an athletic trainer upon graduation.…”