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Exploring the Transition to Practice for the Newly Credentialed Athletic Trainer: A Programmatic View.

Stephanie M Mazerolle1, Stacy E Walker2, Ashley Brooke Thrasher3

  • 1Athletic Training Program, Department of Kinesiology, Korey Stringer Institute, University of Connecticut, Storrs;

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|September 3, 2015
PubMed
Summary

Postprofessional athletic training programs utilize orientation and mentoring to help new athletic trainers (ATs) transition into their professional roles. These initiatives ease the shift from student to practitioner, though prior experience and time management can present challenges.

Keywords:
mentoringorientationtime management

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Area of Science:

  • Sports Medicine
  • Athletic Training Education
  • Professional Development

Background:

  • Newly credentialed athletic trainers (ATs) often pursue postprofessional degrees to advance their practice.
  • The effectiveness of these programs in facilitating the transition from student to professional AT is not well understood.

Purpose of the Study:

  • To explore initiatives implemented in postprofessional athletic training programs that aid in the transition of students to professional roles.
  • To identify facilitators and barriers encountered during this role transition.

Main Methods:

  • A qualitative study design was employed.
  • Semistructured telephone interviews were conducted with 19 program directors from accredited and unaccredited postprofessional athletic training programs.
  • Data analysis followed general inductive principles, ensuring credibility through peer review, member checks, and researcher triangulation.

Main Results:

  • Key facilitators identified include orientation sessions, mentoring, and clinical assistantships.
  • Orientation sessions, lasting from hours to over a week, cover program policies, expectations, and roles.
  • Mentoring, both formal and informal, and assistantships provide crucial support and exposure to daily AT responsibilities.
  • Barriers such as prior educational diversity and time management skills were also reported.

Conclusions:

  • Postprofessional athletic training programs formally use orientation to initiate the transition process for new ATs.
  • Mentoring offers ongoing, informal support crucial for navigating the transition from student to practicing athletic trainer.