Stakeholder Perceptions of Clinical Immersion in Athletic Training Programs

Autor/inn/en	Harris, Ashley M.; Volberding, Jennifer L.; Walker, Stacy E.
Titel	Stakeholder Perceptions of Clinical Immersion in Athletic Training Programs
Quelle	In: Athletic Training Education Journal, 15 (2020) 1, S.75-84 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-380X
Schlagwörter	Stakeholders; Attitudes; Patients; Athletics; Training; Allied Health Personnel; Teaching Methods; Program Effectiveness; Graduate Study; Experiential Learning; Undergraduate Study; Clinical Experience; Field Experience Programs; Skill Development; Interpersonal Relationship; Barriers + Suchen Sie Ihr Suchwort? Attitude; Einstellung; Verhalten; Patient; Leichtathletik; Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Aufbaustudium; Graduiertenstudium; Hauptstudium; Experiental learning; Erfahrungsorientiertes Lernen; Grundstudium; Praxisnahes Lernen; Kompetenzentwicklung; Qualifikationsentwicklung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Context: Multiple concepts contribute to effective clinical education practice, such as professional socialization, mentoring, and intergenerational learning differences. As the professional degree transition occurs, programs are being afforded the opportunity to restructure clinical education experiences. In March of 2018, the Commission on Accreditation of Athletic Training Education released the newest version of the professional program accreditation standards, and 1 of the new standards that has been adopted requires programs to include a 4-week immersive experience. This concept of immersion as a means to deliver clinical education is not a new concept, but few use it in athletic training. Objective: Identify perceptions of immersion as seen by athletic training educators and offer potential integration methods. Design: Qualitative interviews conducted over the fall and winter of 2017. Setting: Individual phone interviews. Patients or Other Participants: Eleven athletic training educators with a variety of demographic characteristics. Main Outcome Measure(s): We analyzed data using the constant comparative method (2 researchers). A third then analyzed data for triangulation. Results: Three themes were identified--(1) benefits of immersion; (2) implementation concerns; and (3) strategies for implementation. Conclusions: Although many debate the length of immersive experiences and the value that such an experience brings, educators within this study agreed that immersion would provide benefits to their current clinical offerings. Additionally, individuals currently offering immersion experiences provided real-life examples and strategies that have the potential to provide insight and guidance for those who are still looking at options for implementation. (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	2024/1/01