ArticleJournal of athletic training2016
Graduate-Assistant Athletic Trainers' Perceptions of the Supervisor's Role in Professional Socialization: Part II.
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 5 papers, 1 of them a synthesis that pooled it.
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
5 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Athletic Trainer Burnout: A Systematic Review of the Literature.Journal of athletic training · 2020Pooled it
- Newly Credentialed Athletic Trainers' Onboarding Process During the Transition to Practice.Journal of athletic training · 2025Article
- Newly Credentialed Athletic Trainers' Perceptions of Their Transition to Practice.Journal of athletic training · 2020Article
- Orientation Process for Newly Credentialed Athletic Trainers in the Transition to Practice.Journal of athletic training · 2018Article
- Exploring the Perceptions of Newly Credentialed Athletic Trainers as They Transition to Practice.Journal of athletic training · 2016Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
contextMany new athletic trainers (ATs) obtain graduate-assistant (GA) positions to gain more experience and professional development while being mentored by a veteran AT; however, GA ATs' perceptions of the supervisor's role in professional development are unknown.
objectiveTo explore the supervisor's role in the professional development of GAs in the collegiate setting.
designQualitative study.
settingPhone interviews. PATIENTS OR OTHER
participantsA total of 19 collegiate GAs (15 women, 4 men; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I = 13, II = 3, III = 2; National Association of Intercollegiate Athletics = 2; postprofessional athletic training program = 5). DATA COLLECTION AND ANALYSIS: Data were collected via phone interviews and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenologic reduction. Trustworthiness was established via member checks and peer review.
resultsThree themes emerged: (1) GAs' expectations of supervisors, (2) professional development, and (3) mentoring and support. Participants expected their supervisors to provide mentorship, support, and feedback to help them improve their athletic training skills, but they also realized supervisors were busy with patient care responsibilities. Most participants felt their supervisors were available, but others believed their supervisors were too busy to provide support and feedback. Participants felt their supervisors provided professional development by teaching them new skills and socializing them into the profession. Furthermore, they thought their supervisors provided mentorship professionally, personally, and clinically. Supervisors supported the participants by standing behind them in clinical decisions and having open-door policies.
conclusionsThe graduate assistantship allows new ATs to gain experience while pursuing professional development, mentorship, and support from a supervisor. The extent of development is highly dependent on the supervisor, but most supervisors mentor GAs. When looking for graduate assistantships, future GAs should seek positions in which supervisors actively provide mentoring and professional development.
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Registered trials
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