Clinical Education in Athletic Training

Autor/inn/en	Edler, Jessica R.; Eberman, Lindsey E.; Walker, Stacy
Titel	Clinical Education in Athletic Training
Quelle	In: Athletic Training Education Journal, 12 (2017) 1, S.46-50 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-380X
DOI	10.4085/120146
Schlagwörter	Athletics; Clinical Experience; Allied Health Occupations Education; Evidence Based Practice; Training; Simulation + Suchen Sie Ihr Suchwort? Leichtathletik; Ausbildung; Simulation program; Simulationsprogramm
Abstract	Context: Clinical education is a foundational component of healthcare education by which students acquire, practice, and demonstrate competency in clinical proficiencies through classroom, laboratory, and clinical experiences. Currently, the most common practice of clinical education in athletic training is clinical integration. Objective: The purposes of this article are to describe how athletic training and similar health professions implement clinical education and to present clinical immersion as an alternative to clinical integration. Background: Clinical education is delivered differently across healthcare disciplines. Some disciplines use clinical immersion, while others use clinical integration. Some professions have specific requirements, while others are left to the discretion of the program administrators. However, few professions are measuring the effectiveness of each, leading to questions about best-practice models in clinical education. Description: Clinical integration occurs when students complete clinical and didactic course work concurrently, while in the clinical immersion model, students are immersed in patient care full time with little or no didactic course work. A hybrid model of clinical education includes both integration and immersion. Clinical Advantage(s): Preliminary research within nursing suggests that students engaged in clinical immersion perform better on certification examinations than do those from an integration model. The clinical immersion model is enhanced by the implementation of standardized patients and simulations to prepare students for immersive experiences. These encounters provide an opportunity for students to demonstrate competency before engaging in patient care, which promotes patient safety. Conclusion(s): Program administrators have the opportunity and professional responsibility to explore different curricular models and to ultimately develop better methods of preparing future athletic trainers. Moreover, educators have a responsibility to measure and report outcomes to help provide a body of knowledge regarding best practices in clinical education. (As Provided).
Anmerkungen	National Athletic Trainers' Association. 2952 Stemmons Freeway Suite 200, Dallas, TX 75247. Tel: 214-637-6282; Fax: 214-637-2206; e-mail: ATEdJournal@gmail.com; Web site: http://nataej.org/journal-information.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01