ArticleJournal of athletic training2015
The professional socialization of the graduate assistant athletic trainer.
Article in Journal of athletic training, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers.
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Who cites it
14 citing papers in PubMed.
- Challenges for Newly Credentialed Athletic Trainers During Their Transition to Practice.Journal of athletic training · 2019Article
- Formal and Informal Work-Life Balance Practices of Athletic Trainers in Collegiate and University Settings.Journal of athletic training · 2019Article
- Transition to Practice for Graduate Assistant Athletic Trainers Providing Medical Care in the Secondary School Setting.Journal of athletic training · 2018Article
- A Narrative Analysis: Examining the Transition to Practice for the Full-Time Secondary School Athletic Trainer.Journal of athletic training · 2018Article
- Orientation Process for Newly Credentialed Athletic Trainers in the Transition to Practice.Journal of athletic training · 2018Article
- Maintaining Professional Commitment as a Newly Credentialed Athletic Trainer in the Secondary School Setting.Journal of athletic training · 2018Article
- Validation of the Professional Identity and Values Scale Among an Athletic Trainer Population.Journal of athletic training · 2018Article
- The Doctor of Philosophy Experience of Athletic Trainers: Facilitators and Barriers to Anticipatory Faculty Socialization.Journal of athletic training · 2017Article
- Promising and Established Investigators' Experiences Participating in the National Athletic Trainers' Association Foundation Research Mentor Program.Journal of athletic training · 2017Article
- Support Received During the Transition to Practice for the Secondary School Graduate-Assistant Athletic Trainer.Journal of athletic training · 2016Article
- Graduate-Assistant Athletic Trainers' Perceptions of Professional Socialization in the Collegiate Setting: Part I.Journal of athletic training · 2016Article
- Exploring the Perceptions of Newly Credentialed Athletic Trainers as They Transition to Practice.Journal of athletic training · 2016Article
- Perceptions of Support Networks During the Graduate-Assistant Athletic Trainer Experience.Journal of athletic training · 2015Article
- Exploring the Transition to Practice for the Newly Credentialed Athletic Trainer: A Programmatic View.Journal of athletic training · 2015Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
contextThe graduate assistant athletic trainer (AT) position often serves as one's first experience working independently as an AT and is also an important aspect of the professional socialization process. The socialization experiences of graduate assistant ATs have yet to be fully explored.
objectiveTo understand the socialization process for graduate assistant ATs during their graduate experience.
designQualitative study.
settingWe conducted phone interviews with all participants. PATIENTS OR OTHER
participantsA total of 25 graduate assistant ATs (20 women, 5 men) studying in 1 of 3 academic tracks: (1) accredited postprofessional athletic training program (n = 8), (2) postprofessional athletic training program (n = 11), or (3) a nonathletic training degree program (n = 6). The average age was 25 ± 5 years, and the median age was 24 years. Participants were certified by the Board of Certification for an average of 2 ± 0.4 years. DATA COLLECTION AND ANALYSIS: We analyzed the data using a general inductive approach. Peer review, field notes, and intercoder reliability established trustworthiness. Data saturation guided participant recruitment.
resultsThe ability to gain clinical independence as a practitioner was an important socialization process. Having the chance to develop a relationship with a mentor, who provided support, guidance, and more of a hierarchical relationship, was an important socializing agent for the graduate assistant AT. Participants used the orientation session as a means to understand the expectations and role of the graduate-assistant position. Academic coursework was a way to achieve better inductance into the role via the opportunity to apply classroom skills during their clinical practice.
conclusionsSocializing the graduate assistant blends formal and informal processes. Transition to practice is a critical aspect of the profession; thus, supporting autonomous practice with directed mentoring can promote professional maturity.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.