Uncovering Organizational Culture: A Necessary Skill for Athletic Trainers

Hudson, Michael B.; Irwin, Zachary

doi:10.1123/att.15.1.4

Cited by 3 publications

(7 citation statements)

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“…The culture of athletic training is built on values, beliefs, and assumptions similar to those of college sports rather than the culture, beliefs, and values of the organizations with which they often are employed. 8 Athletic training students are educated and socialized in the college setting, which may limit their professional knowledge, skills, values, and professionalism within other practice settings. 9 However, leadership and management in any setting are key components of athletic training based on the Role Delineation Study, which showed that athletic trainers ''are responsible for managing human resources to provide efficient and effective health care and educational services.''…”

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confidence: 99%

Perceived Skills and Abilities Required by Athletic Trainers in Hospital and Clinical Management Positions: A Delphi Study

Hazelbaker

2013

Journal of Athletic Training

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Context: Athletic training has expanded from traditional sportteam settings to varied settings involving active populations. Athletic trainers also use their education and abilities in administration to take on roles of management in hospitals and health care clinics.Objective: To begin to explore the knowledge, skills, and abilities needed in the emerging practice setting of health care management.Design: Delphi study. Setting: Directed surveys.Patients or Other Participants: Eight athletic trainers working as hospital and health care clinic managers in varied geographic settings.Data Collection and Analysis: Three rounds of directed surveys were used and included (1) a series of demographic questions and 1 focused, open-ended question, (2) 32 statements scored on a 6-point Likert-type scale with no neutral statement, and (3) 10 statements ranked in order of importance for the athletic trainer working as a health care manager.Results: I grouped the results into 2 categories: leadership skills and management tools.Conclusions: According to participants, effective health care managers need a strong understanding of business and management tools along with more interpersonal skills in communication and leadership. The results are consistent with the literature and may be applied in athletic training education programs and by athletic trainers seeking health care management positions.

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Perceived Skills and Abilities Required by Athletic Trainers in Hospital and Clinical Management Positions: A Delphi Study

Hazelbaker

2013

Journal of Athletic Training

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“…Often referred to as the socialization into the profession, the clinical experience provides students, consciously or subconsciously, with the knowledge, beliefs, values, behaviors, and practices that influence the manner in which Athletic Trainers think and act (Hudson & Irwin, 2010).…”

Section: Students Enter the Profession Of Athleticmentioning

confidence: 99%

“…Socialization is the process in which individuals aspiring to a profession learn and adopt the beliefs, norms, standards, expectations, and behaviors that are valued within the profession (Hermanowicz, 2011;Hudson & Irwin, 2010;Klossner, 2008; "The Professions and Socialization," 2001). The process involves individuals learning knowledge and skills, interacting with faculty and student peers, and becoming integrated into their fields through experiential learning environments such as internships, fieldwork, research collaboration, or clinical experiences (Hermanowicz, 2011;Mazerolle, Bowman, & Dodge, 2014;Mensch, Crews, & Mitchell, 2005; The Regents of the University of Colorado, 2014).…”

Section: Socializationmentioning

confidence: 99%

“…This comes from the requirement of shared experiences and links with fellow students, faculty mentors, and role models as well as subject mastery and knowledge application ("The Professions and Socialization," 2001). Such experiences define role expectations within a profession (Hudson & Irwin, 2010), thus giving students a sense of affirmation and transformation from outsider to insider (Klossner, 2008).…”

Section: Socializationmentioning

confidence: 99%

“…Socialization can be an unconscious act as individuals may acquire organizational or professional values without fully understanding the basis for the values or why they are necessary (Hudson & Irwin, 2010). It is made up of experiences that are commonly and uniformly felt by students and other experiences that are perceived differently by students with different characteristics ("The Professions and Socialization," 2001).…”

Section: Socializationmentioning

confidence: 99%

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Barriers, Facilitators, and Frequency of Evidence Based Practice Use in Athletic Training

Boehke¹

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Barriers, Facilitators, and Frequency of Evidence Based Practice Use in Athletic Training Michael J. Boehke Many professions, including medicine, engineering, and design, have embraced the notion of using research to making informed decisions, thus increasing client satisfaction. Called evidence based practice (EBP) in Athletic Training; the concept is viewed as a means to promote the profession, not only through improved patient care, but also through increasing the reputation of athletic trainers as cost-effective health care providers. Over the past two decades, EBP has become a common term and subject of study. However, the extent of research regarding barriers and facilitators to the use of EBP within athletic training lags behind that of other health care professions. The objective of this study was to advance the knowledge of barriers and facilitators of EBP that practitioners face so that others can use this information to promote a change in educational proactices used to encourage research use among Athletic Trainers. The instrument consisted of the Barriers to Research Utilization Scale (BARRIERS Scale), a scale of facilitators, a series of questions regarding frequency of EBP and research utilization, and demographic questions. The survey was completed by 313 Athletic Trainers listed as Certified-Regular members of the National Athletic Trainers' Association (NATA). The results indicated that the three greatest barriers to EBP in athletic training include a feeling of being overwhelmed by the amount of research information (M = 3.18, SD = 1.23), a lack of time to read research (M = 3.12, SD = 1.32), and facilities that are inadequate for implementation (M = 3.12, SD = 1.20). The three greatest facilitators were found to be an increased budget for continuing education courses, workshops, or presentations (M = 4.08, SD = 1.11), the availability of research that is applicable to the clinician's needs (M = 4.02, SD = 0.92), and research that is clinically focused and relevant (M = 3.86, SD = 1.01). The study found a number of similarities to barriers and facilitators identified by studies previously conducted with other health care professions. However it also found a number of topics that differed from that of previous studies, such as the feeling of not having the authority to change patient care was found to be the least likely barrier to research utilization (M = 2.38, SD = 1.30). The study also found that athletic trainers need further knowledge and experience with the steps to evidence-based practice as the first and arguably most important step, formulating an answerable question, was found to be among the steps least frequently completed (M = 3.13, SD = 0.94). Professionals may also benefit from a greater understanding of how to critically appraise the quality of research as this step was completed least frequently (M = 2.78, SD = 1.02). This research may provide many contributions to the field of athletic training as it is the first to identify the barriers and facilitators to research utilizatio...

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Organizational Models in Athletic Training and the Effect on the Quality of Care Delivered

Ferreira¹

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Context: Quality of care is an ethical priority to all healthcare professionals. Healthcare fields such as nursing and physical therapy have made changes in staff size and focus that have increased the quality of care provided to patients. The athletic training field has not made changes to the organizational structure. Thus, the quality of care delivered by athletic trainers is an understudied topic. Likewise, the organizational models have just recently been explored in the literature. Objective: Identify differences in the three models of organization (academic, athletic, and medical) related to quality of care delivered and coverage versus care. Design: This study was a prospective exploratory questionnaire analysis. Setting: Clinically practicing athletic trainers in the NCAA Division I setting of the United States. Patients and Other Participants: A randomized list of 1,000 National Athletic Trainers' Association (NATA) members who are Board of Certification (BOC) certified and clinically practicing in the NCAA Division I setting. The list was used to recruit participants to the questionnaire. Participants were required to be full-time, clinically practicing athletic trainers in the NCAA Division I setting. Participants were excluded if they are less than 18 years of age, not practicing in the Division I setting as an athletic trainer (AT), and are not employed full time (i.e. GAs, interns, residents). There were 66 valid responses recorded of the 1,000 potential participants (0.06% return rate). Intervention: Participants were contacted via the NATA Research Survey Service via e-mail. The e-mail contained a cover letter and link to a questionnaire. Two-weeks after the initial e-mail a followup letter with the link to the questionnaire was sent to encourage participation. The questionnaire contained 52-questions related to the perception of the quality of care delivered, whether the focus is on coverage or care, and demographic questions. Main Outcome Measures: Athletic trainers self-perception of the quality of healthcare they delivered and whether the focus is on coverage or care and the relationship to the model of organization (academic, athletic, medical) used. Results: 86.5% of participants were categorized into the athletics model of organization. There were 49 (74%) of participants in the high-quality care category. Seventy-seven percent of participants were in the high-coverage category. There was a significant relationship (p = .021) between the model of organization and the quality of care category. Conclusion: Athletic trainer self-perception of the quality of care delivered to patient is high. Athletic trainers in the medical model provided the highest quality care, but they are also still spending time in the work day providing coverage to practices and competitions. The athletics model, though not the ideal environment for quality healthcare, could foster quality if the staff, facilities, and team physicians make improving the quality a priority.

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Uncovering Organizational Culture: A Necessary Skill for Athletic Trainers

Cited by 3 publications

References 3 publications

Perceived Skills and Abilities Required by Athletic Trainers in Hospital and Clinical Management Positions: A Delphi Study

Perceived Skills and Abilities Required by Athletic Trainers in Hospital and Clinical Management Positions: A Delphi Study

Barriers, Facilitators, and Frequency of Evidence Based Practice Use in Athletic Training

Organizational Models in Athletic Training and the Effect on the Quality of Care Delivered

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