ArticleJournal of athletic training2016
Support Received During the Transition to Practice for the Secondary School Graduate-Assistant Athletic Trainer.
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 8 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.
The trial behind it
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Who cites it
8 citing papers in PubMed, 16 citations in OpenAlex.
- 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
- 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
- A Narrative Analysis: Examining the Transition to Practice for the Full-Time Secondary School Athletic Trainer.Journal of athletic training · 2018Article
- Maintaining Professional Commitment as a Newly Credentialed Athletic Trainer in the Secondary School Setting.Journal of athletic training · 2018Article
Corrections and comments
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Authors and funding
3 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
contextTransitioning into clinical practice can be stressful for the newly credentialed athletic trainer (AT). The support provided by mentors, peers, and athletic training faculty can increase confidence and enhance the transition. To create specific initiatives for a smoother transition, the perspectives of those in the secondary school setting are needed.
objectiveTo examine the transition to practice and mentorship of newly credentialed ATs providing medical care in the secondary school setting.
designQualitative study.
settingSecondary school setting. PATIENTS OR OTHER
participantsA total of 14 ATs (2 men, 12 women; age = 23.0 ± 2.0 years) participated in our study. They were employed in the secondary school setting through graduate assistantships, had been credentialed for less than 1 year, and had completed professional bachelor's degree programs. DATA COLLECTION AND ANALYSIS: We completed 14 semistructured phone interviews. Interviews were recorded and transcribed verbatim. Two researchers independently following the stepwise progression of a general inductive approach completed the data analysis. Trustworthiness was established through multiple-analyst triangulation, peer review, and member checks.
resultsTwo major themes emerged regarding the support received by our participants: past mentors and current networks of professionals. Past mentors provided autonomous learning opportunities during clinical education and then served as resources for guidance and advice. Current networks of professionals were defined by 2 subthemes: professional medical care providers and non-medical care providers within the secondary school setting (ie, athletic directors, coaches, parents).
conclusionsFormer preceptors and faculty provided resources and support to help develop the newly credentialed AT's confidence and facilitate the transition. Preceptors should allow increased independence to help their students develop as clinicians. The creation of networks within the community, that is, the secondary school itself, is also critical in the transition as it provides the AT with role legitimation.
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Registered trials
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