Workplace Bullying in Clinical and Educational Settings

Weuve, Celest; Mazerolle, Stephanie M.; Pitney, William A.; Martin, Malissa

doi:10.1123/ijatt.18.5.10

Cited by 2 publications

(2 citation statements)

References 20 publications

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“…Horizontal violence can include behaviors such as verbal abuse, threats, intimidation, withholding information, being condescending, requiring unrealistic or unmanageable workloads and hours, taking credit for another person's work, criticizing, or denying access to opportunity. [38][39][40][41][42] A few participants reported a lack of support from their supervisors, and one described open hostility. New health care providers are challenged throughout their transition and socialization as they develop proficiency and gain experience.…”

Section: Mentoring and Supportmentioning

confidence: 99%

Graduate-Assistant Athletic Trainers' Perceptions of the Supervisor's Role in Professional Socialization: Part II

Thrasher

Walker²,

Hankemeier³

et al. 2016

Journal of Athletic Training

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Context: Many new athletic trainers (ATs) obtain graduate-assistant (GA) positions to gain more experience and professional development while being mentored by a veteran AT; however, GA ATs' perceptions of the supervisor's role in professional development are unknown. Objective: To explore the supervisor's role in the professional development of GAs in the collegiate setting. Design: Qualitative study. Setting: Phone interviews. Patients or Other Participants: A total of 19 collegiate GAs (15 women, 4 men; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I = 13, II = 3, III = 2; National Association of Intercollegiate Athletics = 2; postprofessional athletic training program = 5). Data Collection and Analysis: Data were collected via phone interviews and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenologic reduction. Trustworthiness was established via member checks and peer review. Results: Three themes emerged: (1) GAs' expectations of supervisors, (2) professional development, and (3) mentoring and support. Participants expected their supervisors to provide mentorship, support, and feedback to help them improve their athletic training skills, but they also realized supervisors were busy with patient care responsibilities. Most participants felt their supervisors were available, but others believed their supervisors were too busy to provide support and feedback. Participants felt their supervisors provided professional development by teaching them new skills and socializing them into the profession. Furthermore, they thought their supervisors provided mentorship professionally, personally, and clinically. Supervisors supported the participants by standing behind them in clinical decisions and having open-door policies. Conclusions: The graduate assistantship allows new ATs to gain experience while pursuing professional development, mentorship, and support from a supervisor. The extent of development is highly dependent on the supervisor, but most supervisors mentor GAs. When looking for graduate assistantships, future GAs should seek positions in which supervisors actively provide mentoring and professional development.

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Section: Mentoring and Supportmentioning

confidence: 99%

Graduate-Assistant Athletic Trainers' Perceptions of the Supervisor's Role in Professional Socialization: Part II

Thrasher

Walker²,

Hankemeier³

et al. 2016

Journal of Athletic Training

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“…2 In the athletic training literature, workplace bullying has also been used to describe negative interactions between ATs and the individuals they work with, including coaches. [3][4][5] The values of ATs and coaches are often dichotomous, and pressure to make premature return-to-play decisions, either to satisfy a coach or for job security, does not allow ATs to operate in the best interests of athletes. For this reason, as indicated by the National Athletic Trainers' Association (NATA) and 5 other medical associations, 1 a coach should never be the primary supervisor of team physicians or ATs or have influence on the employment status of these medical professionals.…”

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confidence: 99%

Challenges Faced by Collegiate Athletic Trainers, Part I: Organizational Conflict and Clinical Decision Making

Lacy

Bowman

Singe

2020

Journal of Athletic Training

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Context Organizational conflict, particularly between coaches and medical professionals, has been reported in collegiate athletics. Different values create room for conflict between coaches and athletic trainers (ATs); however, ATs' experiences when making medical decisions are not fully understood. Objective To investigate the presence of organizational conflict regarding medical decision making and determine if differences exist across athletic affiliations. Design Cross-sectional study. Setting Collegiate athletics (National Collegiate Athletic Association [NCAA], National Association of Intercollegiate Athletics [NAIA], National Junior College Athletic Association [NJCAA]). Patients or Other Participants A total of 434 ATs responded (age = 27.7 ± 3.2 years, years certified = 5.2 ± 2.7), representing the NCAA Division I (DI; n = 199), Division II (DII; n = 67), Division III (DIII; n = 108); NAIA (n = 37); and NJCAA (n = 23) settings. Main Outcome Measure(s) The survey instrument contained quantitative measures and open-ended questions, with affiliation as our primary independent variable. Responses to Likert-scale questions (1 = strongly agree, 5 = strongly disagree) regarding organizational pressures within athletics served as the dependent variables. Kruskal-Wallis analysis-of-variance and Mann-Whitney U post hoc tests assessed differences in organizational conflict across affiliations. Open-ended questions were analyzed inductively. Results We obtained a 14.47% (434 of 3000) response rate. National Collegiate Athletic Association DI ATs disagreed less than NCAA DII and DIII and NJCAA ATs that they would worry about job security if turnover in the head coaching position occurred (P < .05). Regarding the influence of coaches on job performance, differences were found between NCAA DI and DIII and between DI and NJCAA ATs (P < .01). Visibility of the injury and situational factors influenced the level of perceived pressure. Conclusions Athletic trainers perceived pressure from coaches regarding medical decision making. Division I ATs placed greater emphasis on the role that coaches played in their job performance and job security. Athletic departments should consider transitioning to patient-centered models of care to better align values and reduce the external pressures placed on ATs.

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Workplace Bullying in Clinical and Educational Settings

Cited by 2 publications

References 20 publications

Graduate-Assistant Athletic Trainers' Perceptions of the Supervisor's Role in Professional Socialization: Part II

Graduate-Assistant Athletic Trainers' Perceptions of the Supervisor's Role in Professional Socialization: Part II

Challenges Faced by Collegiate Athletic Trainers, Part I: Organizational Conflict and Clinical Decision Making

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