bluuebunny/crossref_metadata_2025_split huggingface dataset:
Athletic Training Junior Faculty Experiences with Institutional Expectations for Tenure and Promotion
Authors: Singe Stephanie Mazerolle , Nottingham Sara , Coleman Kelly A. 
Published: September 2019

ContextTenure-earning faculty are evaluated in 3 primary areas including teaching, research and scholarship, and service. Struggles regarding earning tenure are not unique to the academe, but within the athletic training discipline concerns do exist.ObjectiveWe examined the organizational socialization process for junior athletic training faculty members as they learned about the tenure and promotion expectations at their institutions.DesignInterpretative phenomenological approach.SettingHigher education institutions with an athletic training program.Patients or Other ParticipantsNineteen junior faculty members (13 women, 6 men) addressed their understanding of tenure guidelines. Our participants were 32 ± 3 years of age, averaged 2 ± 2 years as a full-time faculty member, and were all at the assistant rank.Main Outcome Measure(s)All participants completed one-on-one phone interviews. We followed a stepwise approach to evaluating the data, which is described by the interpretative phenomenological approach. To ensure credibility of the interview protocol and to bracket some of our possible biases, a peer review and pilot study were conducted.ResultsThere were 3 findings regarding the faculty members' understanding of the tenure process at their institutions: (1) vague expectations, (2) change in leadership, and (3) differing expectations in departments and college levels. The faculty believe improving understanding of promotion and tenure should include (1) formal, ongoing annual feedback, (2) informal communication with administrators, (3) informal institutional mentorship, and (4) instructional scaffolding.ConclusionsAthletic training junior faculty experience challenges with understanding tenure and promotion expectations at their institutions, mainly due to changes in leadership and a dichotomy between departmental and institutional expectations. The vagueness is often overcome when the faculty member receives support and guidance from colleagues and supervisors who not only share past experiences in knowledge but also provide feedback for understanding.
The Preparation and Development of Preceptors in Professional Graduate Athletic Training Programs
Authors: Rager Jessica L. , Cavallario Julie , Hankemeier Dorice A. , Bacon Cailee E. Welch , Walker Stacy E. 
Published: September 2019

Context
As professional athletic training programs transition to the graduate level, administrators will need to prepare preceptors to teach advanced learners. Currently, preceptor development is variable among programs and ideal content has yet to be identified. Exploring the development of preceptors teaching graduate learners can lead to an understanding of effective preceptorships.

Objective
To explore graduate professional athletic training program administrators' (ie, program directors', clinical education coordinators') experiences preparing and implementing preceptor development.

Design
Consensual qualitative research.

Setting
Individual phone interviews.

Patients or Other Participants
Eighteen program administrators (11 women, 7 men; 5.92 ± 4.19 years of experience; 17 clinical education coordinators, 1 program director). Participants were recruited and interviewed until data saturation was achieved.

Main Outcome Measure(s)
Interviews were conducted using a semistructured interview guide, and were recorded and transcribed verbatim. Data were analyzed by a 4-person research team and coded into themes and categories based on a consensus process. Credibility was established by using multiple researchers, an external auditor, and member checks.

Results
Participants reported the delivery of preceptor development occurs formally (eg, in person, online) and informally (eg, phone calls, e-mail). The content typically included programmatic policies, expectations of preceptors, clinical teaching methods, and new clinical skills that had been added to the curriculum. Adaptations to content were made depending on several factors, including experience level of preceptors, years precepting with a specific program, and geographical location of the program. The process of determining content involved obtaining feedback from program stakeholders when planning future preceptor development.

Conclusions
Complex decision making occurs during planning of preceptor development. Preceptor development is modified based on programmatic needs, stakeholder feedback, and the evolution of professional education. Future research should explore the challenges associated with developing preceptors, and which aspects of preceptor development are effective at facilitating student learning and readiness for clinical practice.
Examining Initial Perceptions of Transition to Clinical Practice from the Perspective of Professional Master's Students
Authors: Bowman Thomas G. , Singe Stephanie Mazerolle , Kilbourne Brianne F. , Barrett Jessica L. 
Published: September 2019

Context
Newly credentialed athletic trainers are expected to be independent practitioners capable of making their own clinical decisions. Transition to practice can be stressful and present challenges for graduates who are not accustomed to practicing independently.

Objective
Explore the perceptions of professional master's students as they prepare to experience role transition from students to autonomous clinical practitioners.

Design
Qualitative study.

Setting
Nine higher education institutions.

Patients or Other Participants
Fourteen athletic training students (7 male, 7 female, age = 25.6 ± 3.7 years) participated.

Main Outcome Measure(s)
Participants completed a semistructured interview over the phone which focused on the perception of preparedness to enter clinical practice. All transcribed interviews were analyzed using a general inductive approach. Multiple-analyst triangulation and peer review were used to ensure trustworthiness.

Results
We found themes for facilitators and challenges to transition to autonomous clinical practice. Students felt prepared for independent practice due to (1) mentoring networks they had developed, (2) exposure to the breadth of clinical practice, and (3) autonomy allotted during clinical education. Potential challenges included (1) apprehension with decision making and (2) a lack of confidence.

Conclusions
Our findings suggest graduates from professional master's programs, although ready for clinical practice, may require more time and exposure to autonomous practice to build confidence. Professional master's program administrators should work to provide clinical education experiences that expose students to a wide variety of clinical situations (patients, settings, preceptors) with appropriate professional role models while providing decision making autonomy within accreditation standards.
Preceptors' Frequency and Supervision of Athletic Training Students' Medical Documentation During Clinical Education
Authors: Neil Elizabeth R. , Bacon Cailee E. Welch , Nottingham Sara L. , Kasamatsu Tricia M. , Eberman Lindsey E. 
Published: September 2019

Context
Athletic trainers (ATs) who serve as preceptors for athletic training students must model, facilitate, and guide professional skills and behaviors, including medical documentation. Preceptors have the unique ability to combine skill practice with real-time patient encounters for athletic training students.

Objective
To describe the frequency of preceptors who allow athletic training students to complete medical documentation and rationale for their decisions.

Design
Cross-sectional.

Setting
Qualitative study.

Patients or Other Participants
Of 9578 ATs, 1150 responded to an electronic survey (access rate = 12.0%), and 385 of 1150 respondents who completed an electronic survey (33.5%) indicated being a preceptor for a professional athletic training program. Respondents (age = 34 ± 11 years, clinical practice experience = 11 ± 10 years) were predominantly female (53.8%, n = 207) and held a master's degree (67.3%, n = 259).

Main Outcome Measure(s)
A 3-member data analysis team coded the open-ended responses following the consensual qualitative research approach. Each member coded 50 responses and a consensus codebook was created. The principal investigator coded the remaining responses, and the data analysis team confirmed the findings. Data were organized into emergent domains and categories. Frequency counts were calculated for each category.

Results
A majority of preceptors (81.8%, n = 315) allowed their athletic training students to document patient care. Respondents indicated an intention for student involvement (domain 1), whereby they wanted students to engage in learning and develop knowledge (43.4%, n = 167) or practice and gain experience (41.3%, n = 159). However, others discussed deterrents (20.0%, n = 77) working against the preceptor's intentions. Respondents also indicated a need to mentor (domain 2). Specifically, they reported needing to manage the logistics of documentation (63.6%, n = 245) and the degree of oversight (48.8%, n = 188) needed during practice (either direct [79.8%, n = 150 of 188] or indirect [20.2%, n = 38 of 188]).

Conclusions
Although preceptors intend to integrate students into medical documentation, they may benefit from formal guidance from the academic program on how to best integrate athletic training students into documenting day-to-day patient care.
Effect of Procedure Type on Core Competency Implementation by Athletic Training Students
Authors: Cavallario Julie M. , Van Lunen Bonnie L. , Manspeaker Sarah A. 
Published: September 2019

Context
Core competencies (CCs) are now a required component of educational content in all types of Commission on Accreditation of Athletic Training Education-accredited athletic training programs. There is limited evidence demonstrating which procedures included during patient encounters (PEs) occurring in clinical education allow for implementation of CCs.

Objective
To determine the relationship between procedures performed by athletic training students during PEs on CC implementation.

Design
Panel design.

Setting
Undergraduate, professional athletic training program, National Collegiate Athletic Association Division I institution.

Patients or Other Participants
We purposefully recruited 1 athletic training program that used E*Value (Medhub) software; 40 participants (31 female, 9 male) enrolled in the professional phase (12 first year, 14 second year, 14 third year) participated.

Interventions
Participants viewed a 20 minute recorded CC education module followed by educational handouts, which were available online for reference throughout the semester. E*Value was used to track procedures (prevention, evaluation, manual therapy, rehabilitation, treatment, diagnostic, surgical, or other) performed during PEs and an added block of questions indicating which, if any, of the CCs were implemented during the PE.

Main Outcome Measure(s)
Independent variables included procedures performed during PEs and whether any of the 6 CCs were implemented (yes/no). Binary logistic regression models determined how the type of procedure performed related to the implementation of each CC.

Results
Regression models were significant for 5 of the 6 CCs: patient-centered care (PCC; {\rm{\chi }}_7^2 = 62.949, P &lt; .001), interprofessional education and collaborative practice (IPECP; {\rm{\chi }}_6^2 = 41.172, P &lt; .001), health care informatics ({\rm{\chi }}_7^2 = 186.487, P &lt; .001), evidence-based practice (EBP) ({\rm{\chi }}_8^2 = 54.712, P &lt; .001), and quality improvement ({\rm{\chi }}_7^2 = 67.967, P &lt; .001). Participants including evaluation procedures during PE were 3.6 and 1.3 times more likely to implement PCC and IPECP, respectively. Participants including a diagnostic procedure were 4.2 and 2.9 times more likely to implement EBP and IPECP, respectively, and 0.2 times less likely to implement health care informatics. Participants incorporating a manual therapy procedure were 2.6, 1.7, and 2.1 times more likely to implement PCC, EBP, and quality improvement, respectively.

Conclusions
Athletic training program administrators should identify clinical sites that allow for PEs and procedural opportunities that align with priorities for greater CC implementation.
The Future of Health Professions Education: Considerations for Competency-Based Education in Athletic Training
Authors: Mace Kimberly L. , Bacon Cailee E. Welch 
Published: September 2019

Context
Competency-based education (CBE) has been in existence in the landscape of educating health professionals since the 1970s. Despite this, there is significant variability in how CBE is defined in publication, practice, and conversation. This variability has likely contributed to common misconceptions about what it means for an educational system to be competency based, how such a system would operate, and the prevalence of these systems in current practices.

Objective
To define CBE through a discussion of its evolution in health professions education and discuss considerations for its role in the education of athletic trainers (ATs).

Background
The CBE framework has solidified its place in medical education to address the need for health care professionals to provide care that is safe, effective, and responsive to patient beliefs, values, and circumstances. These same necessities exist in athletic training practice. However, CBE does not yet have a solid place in the preparation of ATs, nor does it seem to be well understood by educators in the field.

Recommendations
Athletic training educators should be familiar with CBE as an educational framework that is fundamentally flexible and outcome oriented. Flexible practices allow for progression based on learner capability, opportunistic content delivery, and variable timing for assessments. Components of CBE that are outcome centric emphasize preparedness to practice and purposeful location selection for formative assessments. Further, it is important to avoid misusing the phrase CBE as a means to describe any aspect of learning that pertains to competence, competency, or competencies.

Conclusions
To hold and maintain a place in the larger context of health care, athletic training educators should have a firm grasp on the concepts and practices of CBE. Future areas of scholarship should identify strategies to incorporate CBE into athletic training education and determine its effect on patient care.
Advancement of Athletic Training Clinical Education Through Preceptor-Led Instructional Strategies
Authors: Burton Connor A. , Winkelmann Zachary K. , Eberman Lindsey E. 
Published: September 2019

ContextAthletic training programs blend didactic experiences with clinical practice opportunities with varied patient populations. Traditionally, clinical education relies heavily on the preceptor to supervise, instruct, and mentor the professional athletic training student (P-ATS) during clinical education.ObjectiveTo describe a preceptor-led educational technique focused on creating meaningful clinical experiences that guide the P-ATS to self-reflect and improve clinical decision-making.BackgroundPreceptors are expected to create an effective learning environment at their clinical site that prepares the P-ATS for independent clinical practice, yet some authentic patient encounters and administrative tasks may not be possible because of the nature of the clinical site. By implementing novel clinical education techniques that mimic clinical practice, the P-ATS can engage in meaningful clinical experiences in a safe environment, which aids in professional readiness for independent clinical practice that address learner goals and deficiencies in areas with minimal opportunities for real-time encounters.DescriptionThe preceptor designed educational techniques to cultivate meaningful clinical experiences that included incognito standardized patient encounters, structured debriefing, and reflective journaling.Clinical AdvantagesA 3-fold benefit exists. First, the P-ATS engages in meaningful clinical experiences to enhance professional readiness for replication of independent clinical practice. Second, the P-ATS develops soft skills, such as metacognitive reflection and quality improvement strategies, after completing the debrief sessions and reflective journaling. Lastly, the preceptor shares contemporary expertise through designing and implementing instructional strategies that mentor the P-ATS through difficult conversations and unique patient presentations.ConclusionsImplementation of novel instructional strategies within clinical education demonstrates the ability for the P-ATS to engage in real-time clinical experiences in a safe environment and under the guidance of the preceptor.
Ballard Rising inOuter Dark: The Genesis and Early Composition ofChild of God
Authors: Luce Dianne C. 
Published: September 2019

AbstractIn the absence of the first draft(s) of Child of God, this article reconstructs McCarthy's earliest conception for the novel via study of the Ur-Child of God scenes in Outer Dark's “Early Draft [B]” and unused early draft material that remains in the “Middle Draft” of Child of God. It shows that narrative strands central to McCarthy's initial conception for Ballard's novel—the auction and eviction, the sheriff, and the oral tale motif—grew out of material deleted from Outer Dark. It explores the function of the deleted scenes in Outer Dark and examines how McCarthy reshaped these and other deleted materials for Child of God.
“You reckon there are just some places the good lord didn't intend folks to live in?”: The Absence of Community in McCarthy'sChild of God
Authors: Elmore Jonathan , Elmore Rick 
Published: September 2019

AbstractCritical responses to Cormac McCarthy's Child of God have tended, in recent years, toward more sympathetic accounts of Lester Ballard, the novel's necrophiliac, serial killer protagonist. Scholars such as Edwin Arnold, Dianne Luce, John Lang, and Alexandra Blair contend that Ballard's behavior is best understood as a reaction to communal and societal pressures. While compelling, this reception focuses, almost exclusively, on Lester and his mistreatment by both the community and social institutions like the state. Yet if Ballard's behavior stems from victimization by large-scale social forces, it follows that every resident of Sevier County must be victimized by these same forces. Hence, this paper offers an analysis of the novel focused on the community of Sevier County as a whole. More specifically, we argue that Child of God asserts a devastating critique of the possibility of community, Lester being an extreme reaction to what is, in actuality, the widespread loss of community brought about by the systematic violence of deindustrialization, individualism, patriarchy, and so forth. Hence, Child of God proves less a tale of the murderous perversions of Lester Ballard and more a horror story of the inability for humans to flourish under existing social relations.
“Nothingness is not a curse”: Suttree's Absurd Revolt
Authors: Guerra Elijah 
Published: September 2019

Abstract
Cormac McCarthy's Suttree explores humanity's suffering in its longing for meaning and significance alongside the indifference of the universe to this longing, a pairing Albert Camus calls “the absurd.” Existential despair and endurance are present in all of McCarthy's works, even his short stories, and McCarthy scholars record and examine the philosophy of existentialism within McCarthy's novels, especially Suttree. In Suttree, the protagonist, Cornelius Suttree, adeptly perceives the indifference of the universe and the meaninglessness of existence. However, instead of resigning to this meaninglessness or obscuring human reality with unreasonable hopes, he lives according to an ethic of quantity and affirms his temporary existence to his greatest possible magnitude. After realizing his autonomy and uniqueness, Suttree exemplifies an authentic embrace of life's momentary value and becomes the willful author of his fate. A thorough examination of Suttree through the lens of existentialist philosophy, particularly Camus's absurdism, equips us with an understanding with which to approach McCarthy's other works. A cohesive existentialist reading of McCarthy's works would establish a foundational purpose that unites all of his works.
Desert Gothic: Cormac McCarthy, Paul Bowles, and Don Waters
Authors: Monk Nicholas 
Published: September 2019

Abstract
By comparing the work of Cormac McCarthy, Don Waters, and Paul Bowles, I will show similarities that might be recognized as constitutive of a subgenre of the Gothic, the “Desert Gothic.” In Paul Bowles's 1947 story “A Distant Episode,” a professor of linguistics is captured and cruelly tortured by the Reguibat in Morocco. The story is set against the ruins of a marabout (shrine or tomb) silhouetted in the desert night rank with foetid smells and mystery. McCarthy's West is likewise full of strange ruins and deserted churches, and the violence in the fiction can be extreme and often shocking. Inscrutable and hooded figures abound in the work of both authors, and the supernatural shimmers in and out of view. The desert makes monsters of men in the Saharan as it does in the Chihuahan. Don Waters's collection of short stories entitled “Desert Gothic” has already laid out the literary ground. Waters replaces the European Gothic of the pre-modernist churchyard with the postmodern Gothic of the swiftly crumbling roadside memorial, complete with curled photograph, decaying flowers, and a fading, poorly spelled letter. This article is a first step toward offering a critical definition of the Desert Gothic.
Verslag MvO-symposium van 29 mei 2019
Authors: Devilee J.E. 
Published: September 2019

Een blik op het verleden en de toekomst van het ondernemingsrecht. Verslag MvO-symposium van 29 mei 2019
Verslag van het MvO-symposium van 29 mei 2019, met lezingen over hoe het economisch marktdenken het sociale in het ondernemingsrecht in de verdrukking heeft gebracht, social entrepreneurship en tot slot de rol van het vennootschapsrecht in relatie tot externaliteiten.
‘Ernstig verwijt’ en selectieve betalingen
Authors: Karapetian A. 
Published: September 2019

‘Ernstig verwijt’ en selectieve betalingen. Enkele beschouwingen naar aanleiding van HR 12 april 2019, ECLI:NL:HR:2019:576
In deze bijdrage wordt aan de hand van rechtspraak van de Hoge Raad ingegaan op het ‘ernstig verwijt’ als maatstaf voor de beoordeling van de aansprakelijkheid van bestuurders en wordt aandacht besteed aan het leerstuk van selectieve betalingen. De auteur reflecteert op het nut en de noodzaak van het ‘ernstig verwijt’ bij de verschillende grondslagen van bestuurdersaansprakelijkheid en bespreekt de verwikkelingen rondom de (on)geoorloofdheid van selectieve betalingen.
De pauliana in het Europese internationaal privaatrecht
Authors: Bil T.V.J. 
Published: September 2019

De pauliana in het Europese internationaal privaatrecht
Met de pauliana kan een faillissementscurator of schuldeiser transacties van de schuldenaar met derden aantasten. In dit artikel wordt besproken hoe rechtsmacht en toepasselijk recht voor een paulianavordering binnen en buiten faillissement moeten worden bepaald. Daarbij valt op dat de situatie binnen faillissement veel overzichtelijker is dan buiten faillissement.
Uitleg van jointventurestatuten: Haviltex met een scheutje CAO of andersom?
Authors: Nowak R.G.J. 
Published: September 2019

Uitleg van jointventurestatuten: Haviltex met een scheutje CAO of andersom?
De contractuele benadering van jointventurestatuten is al langere tijd een bestendige tendens in rechtspraak en doctrine. Zij erkent de economische werkelijkheid van jointventureverhoudingen. De auteur bepleit dat bij uitleg van jointventurestatuten de Haviltex-norm als uitgangspunt zou moeten dienen. Een objectieve uitleg is zijns inziens in beginsel slechts bij zeer weinig statutaire bepalingen geboden.