ArticleJournal of athletic training2015
Perceptions of Support Networks During the Graduate-Assistant Athletic Trainer Experience.
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 7 papers.
What it found
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Who cites it
7 citing papers in PubMed, 16 citations in OpenAlex.
- What goes around comes around: Shedding light on today's doctoral student's research socialization and who will be the future faculty.PloS one · 2023Article
- Transition to Practice for Graduate Assistant Athletic Trainers Providing Medical Care 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
- Support Received During the Transition to Practice for the Secondary School Graduate-Assistant Athletic Trainer.Journal of athletic training · 2016Article
- Exploring the Transition to Practice for the Newly Credentialed Athletic Trainer: A Programmatic View.Journal of athletic training · 2015Article
- The professional socialization of the graduate assistant athletic trainer.Journal of athletic training · 2015Article
Corrections and comments
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Authors and funding
4 authors at 3 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
contextThe graduate-assistant position can be a highly influential experience because it is often the first time novice athletic trainers (ATs) are practicing autonomously.
objectiveTo gain an understanding of how graduate-assistant ATs (GAATs) perceive professional socialization and mentorship during their assistantships.
designSemistructured phone interviews.
settingGraduate-assistant ATs in various clinical settings. PATIENTS OR OTHER
participantsTwenty-five GAATs (20 women, 5 men) studying in 1 of 3 academic tracks (postprofessional athletic training = 8, athletic training-based curriculum = 11, non-athletic training-based curriculum = 6). Median age was 24 years. DATA COLLECTION AND ANALYSIS: Phone interviews were digitally recorded and transcribed verbatim. Data analysis used principles of the general inductive approach. Credibility was maintained using peer review, field notes, and intercoder reliability.
resultsParticipants identified peer support throughout their experiences, in both academic and clinical settings. The GAATs frequently relied on other GAATs for support due to shared experiences and understanding of workloads. Participants described difficulty receiving supervisor support from full-time staff ATs due to the supervisors' workload and time constraints, limiting their availability for mentoring. Guidance from academic support personnel occurred only in athletic training-centered academic programs. Communication emerged as helpful for incoming GAATs; the previous GAATs provided formal mentorship via job descriptions highlighting role responsibilities and expectations. Differences between assistantship types were noted only in terms of receiving balanced mentorship between the academic and clinical staffs, such that students studying in postprofessional athletic training programs perceived more balanced support.
conclusionsOur results confirm the literature regarding the GAAT's pursuit of continued formal mentoring. The GAATs perceived less support from full-time AT staff members due to limited availability. Therefore, GAATs leaned on their peers for support during the graduate experience.
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