Factors Influencing Athletic Trainers' Professional Development through Continuing Education

Autor/inn/en	Edler, Jessica R.; Eberman, Lindsey E.
Titel	Factors Influencing Athletic Trainers' Professional Development through Continuing Education
Quelle	In: Athletic Training Education Journal, 14 (2019) 1, S.12-23 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-380X
DOI	10.4085/140112
Schlagwörter	Athletic Coaches; Trainers; Professional Development; Professional Continuing Education; Teacher Attitudes; Educational Benefits; Evidence Based Practice; Lifelong Learning; Patients; Conferences (Gatherings); Attendance; Program Improvement; Barriers; Program Implementation; Allied Health Personnel; Allied Health Occupations Education + Suchen Sie Ihr Suchwort? Ausbildungslehrer; Trainer; Berufsfeldbezogener Unterricht; Weiterbildung; Lehrerverhalten; Bildungsertrag; Life-long learning; Lebenslanges Lernen; Patient; Anwesenheit
Abstract	Context: Continuing education (CE) is a form of professional development intended to improve knowledge and skill beyond entry-level practice; however, we lack data to understand how athletic trainers (ATs) choose to implement CE experiences into clinical practice. Objective: To explore ATs' motivators for pursuing professional development through CE and how they choose to implement CE experiences in clinical practice. Design: Qualitative study. Setting: Individual telephone interviews. Patients or Other Participants: Fourteen ATs (5 male, 9 female; age = 33 ± 11 years, experience = 11 ± 11 years) participated voluntarily. Main Outcome Measure(s): Interviews were audio recorded and transcribed verbatim, redacting all personal information. After transcription, 2 members of the research team used a consensual qualitative research approach to analyze data. Both members were engaged in constant discussions to ensure consistency in analysis. A third member served as an external reviewer to ensure accuracy in coding and confirm data saturation. Results: We identified 4 major themes regarding ATs' motivation and implementation of CE: (1) perceived benefits of CE, (2) factors influencing CE selection, (3) improving CE, and (4) implementation of CE learning into clinical practice. Among perceived benefits of CE, participants discussed maintenance of evidence-based practice and lifelong learning. Participants were motivated to choose CE sessions based on patient population, perceived need for CE, or area of interest, whereas they chose conferences based on travel distance and cost. Participants provided a variety of suggestions for CE improvement including handouts, discussion of barriers, and more hands-on sessions. Within implementation, participants discussed barriers, their confidence in integrating skills, and their patients' responses. Conclusions: Although ATs are completing required CE, how they choose opportunities and subsequently how they implement learning is limited. We must consider an alternative mechanism for identifying CE needs to improve patient care focused on patient needs and outcomes, while still considering the financial and time barriers to attendance. (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