ArticleJournal of athletic training2016
Exploring the Perceptions of Newly Credentialed Athletic Trainers as They Transition to Practice.
Article in Journal of athletic training, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
14 citing papers in PubMed, 45 citations in OpenAlex.
- Newly Credentialed Athletic Trainers' Onboarding Process During the Transition to Practice.Journal of athletic training · 2025Article
- Challenges Faced During Professional Preparation and Transition to Practice Among Diverse Early Professional Athletic Trainers.Journal of athletic training · 2024Article
- Multistakeholder Perceptions of Young Professionals' Integration During Role Transition.Journal of athletic training · 2024Article
- A Theoretical Model of Transition to Practice for Athletic Trainers.Journal of athletic training · 2021Article
- Defining Athletic Training in the Military Setting: A Survey Investigation Into Professional Characteristics, Preparation, and Barriers in Clinical Practice.Journal of athletic training · 2020Article
- Understanding the Athletic Trainer's Role in the Return-to-Learn Process at National Collegiate Athletic Association Division II and III Institutions.Journal of athletic training · 2020Article
- Newly Credentialed Athletic Trainers' Perceptions of Their Transition to Practice.Journal of athletic training · 2020Article
- Challenges for Newly Credentialed Athletic Trainers During Their Transition to Practice.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
- Orientation Process for Newly Credentialed Athletic Trainers in the Transition to Practice.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
- 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 the Supervisor's Role in Professional Socialization: Part II.Journal of athletic training · 2016Article
- Graduate-Assistant Athletic Trainers' Perceptions of Professional Socialization in the Collegiate Setting: Part I.Journal of athletic training · 2016Article
Corrections and comments
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Authors and funding
3 authors at 3 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
contextResearch is limited on the transition to practice of newly credentialed athletic trainers (ATs). Understanding this transition could provide insight to assist employers and professional programs in developing initiatives to enhance the transition.
objectiveTo explore newly credentialed ATs' experiences and feelings during their transition from student to autonomous practitioner.
designQualitative study.
settingIndividual phone interviews. PATIENTS OR OTHER
participantsThirty-four ATs certified between January and September 2013 participated in this study (18 women, 16 men; age = 23.8 ± 2.1 years; work settings were collegiate, secondary school, clinic, and other). Data saturation guided the number of participants. DATA COLLECTION AND ANALYSIS: Participants were interviewed via phone using a semistructured interview guide. All interviews were recorded and transcribed verbatim. Data were analyzed through phenomenologic reduction, with data coded for common themes and subthemes. Credibility was established via member checks, peer review, and intercoder reliability.
resultsThe 3 themes that emerged from the data were (1) transition to practice preparation, (2) orientation, and (3) mentoring. Transition to practice was rarely discussed during professional preparation, but information on the organization and administration or capstone course (eg, insurance, documentation) assisted participants in their transition. Participants felt that preceptors influenced their transition by providing or hindering the number and quality of patient encounters. Participants from larger collegiate settings reported more formal orientation methods (eg, review policies, procedures manual), whereas those in secondary school, clinic/hospital, and smaller collegiate settings reported informal orientation methods (eg, independent review of policies and procedures, tours). Some participants were assigned a formal mentor, and others engaged in peer mentoring.
conclusionsEmployers could enhance the transition to practice by providing formal orientation and mentorship. Professional programs could prepare students for the transition by discussing how to find support and mentoring and by involving preceptors who provide students with opportunities to give patient care.
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Registered trials
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.