bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Relationship Between Candidate Psychological Factors and First-Attempt Pass Rate on the Board of Certification Examination
Authors: Breitbach Anthony P. , Downey Darcy L. , Frager Alfred J. 
Published: June 2015

Context
Success on the Board of Certification (BOC) examination is necessary to obtain the Certified Athletic Trainer (ATC) credential. First attempt pass rates have historically been an issue in the profession.

Objective
The purpose of this exploratory study was to examine the impact of coping, locus of control, and academic worry on first-attempt passing rates on the Board of Certification (BOC) examination. Study strategies for the BOC examination were also investigated.

Design
Survey-based design.

Setting
Participants were recruited through e-mails sent to Commission on Accreditation of Athletic Training Education–accredited entry-level program directors that were forwarded to recent program graduates, who then accessed the survey instrument via the web link located within the original e-mail.

Patients or Other Participants
The research sample consisted of 145 newly graduated athletic training (AT) students, who challenged the BOC examination between April and October in 2010.

Data Collection and Analysis
The survey instrument included three sections of items used to measure the elements of locus of control, coping methods, and academic worry. Analyses explored the relationships between these factors and first-attempt pass rates on the BOC examination.

Results
Data from this exploratory study suggest that candidates experiencing psychological factors, such as high academic worry, emotion-focused coping mechanisms, and an external locus of control, have a lower first-attempt pass rate on the examination. These candidates also use multiple strategies to prepare for the exam.

Conclusions
The AT programs might be able to help students better prepare for the BOC examination by addressing these psychological issues and using multiple study strategies and structured preparation activities. Further studies are needed to confirm this finding.
Predictors of Commitment to Athletic Training Education
Authors: Weiss Windee M. , Neibert Peter J. 
Published: June 2015

Context
In order for athletic training students to be successful in any athletic training education program (ATEP), a certain level of commitment to the program and profession is required.

Objective
The purpose of this study was to explore the applicability of the sport commitment model (SCM) to an ATEP by applying the SCM in an academic setting to predict ATEP students' commitment to an ATEP.

Design
Cross-sectional, survey.

Setting
Commission on Accreditation of Athletic Training Education–accredited ATEP.

Patients or Other Participants
A total of 99 male and female athletic training students participated. Participants ranged in age from 18 to 24 years of age (mean = 20.10 ± 1.28).

Intervention(s)
Previously validated measures were used to assess students' perceptions of enjoyment, attractive alternatives, investments, social constraints and support, benefits and costs, and commitment to the ATEP. All measures demonstrated adequate reliability for the current sample (Cronbach α = 0.71–0.93).

Main Outcome Measure(s)
A simultaneous multiple regression was conducted to determine which of the SCM determinants predicted ATEP commitment. An analysis of variance and a multivariate analysis of variance were conducted to compare preservice and first-, second-, and third-year ATEP students on SCM constructs.

Results
Perceived enjoyment and investments emerged as the significant predictors for ATEP commitment, with higher perceptions of enjoyment and investments predicting higher ATEP commitment. Students of varying academic years differed on their perceptions of ATEP enjoyment, with preservice students reporting higher enjoyment than first- or third-year students, and second-year students reporting higher enjoyment than third-year students. Additionally, preservice students reported significantly higher commitment and benefits, and lower costs and attractive alternatives, than first- and third-year students. Second-year students reported lower perceived costs than first- and third-year students.

Conclusions
The SCM may provide a theoretical framework in which to predict ATEP students' commitment to the program, as well as behavioral commitment (eg, stay/leave behavior).
Mentoring and Personal Relationships Are Perceived Benefits of Serving as an Athletic Training Preceptor
Authors: Bowman Thomas G. , Mazerolle Stephanie M. , Dodge Thomas M. 
Published: June 2015

Context
Preceptors play a vital role in athletic training education as they mentor and socialize athletic training students into their professional role. Exploring the benefits to serving as a preceptor is important to secure appropriate professional role models for students.

Objective
To determine the benefits of serving as an athletic training preceptor.

Design
Qualitative study.

Setting
Undergraduate athletic training programs (ATPs).

Patients or Other Participants
Twenty-four preceptors (average age = 32 ± 7 years, 11 male, 13 female, average clinical experience = 9 ± 6 years, average preceptor experience = 5 ± 3 years) volunteered to participate in our study. Participants represented 7 undergraduate Commission on Accreditation of Athletic Training Education–accredited ATPs from the east coast.

Data Collection and Analysis
We asked participants to journal responses to open-ended questions through a QuestionPro online survey. We analyzed data using a general inductive approach. We secured credibility by using consistency and stakeholder checks and by having a peer review our work.

Results
Three main themes emerged from the data. Preceptors enjoy the personal relationships they build with students. The challenging atmosphere of supervising students while they gain knowledge to improve their skills also came through as a major benefit to serving as a preceptor. Finally, our participants enjoy teaching and mentoring the future members of the athletic training profession.

Conclusions
Our participants listed the relationships they build with students as rewarding, potentially leading to an improved professional commitment. Reciprocal learning between the preceptors and the students allows for a stimulating environment and has the potential to improve patient care. The enjoyment of teaching and mentoring students may aid in providing a dynamic atmosphere for students to learn.
Athletic Training Educators' Pedagogical Strategies for Preparing Students to Address Sudden Death in Sport
Authors: Mazerolle Stephanie M. , Pagnotta Kelly D. , Salvatore Anthony C. , Casa Douglas J. 
Published: June 2015

ContextEducational training programs both impart knowledge and allow students to practice skills to gain clinical competence.ObjectiveUnderstand the educational training provided to athletic training students regarding sudden death in sport beyond exertional heat stroke.DesignAn exploratory, qualitative study using telephone interviews and a quantitative survey instrument.SettingAthletic training programs (ATPs) accredited by the Commission on Accreditation of Athletic Training Education.Patients or Other ParticipantsTwelve ATP faculty members (7 men, 5 women) currently teaching content related to sudden death in sport participated.Data Collection and AnalysisOne-on-one semistructured telephone interviews were analyzed inductively using a grounded theory approach and open coding. Multiple analyst triangulation and peer review established data credibility.ResultsFour major themes emerged from the data to describe the educational experiences provided to athletic training students regarding sudden death: (1) current trends, (2) regional bias, (3) clinician experience, and (4) instructional methods. The first 3 themes were an illustration of which sudden death conditions were covered in the curriculum, as well as the depth to which each of the concepts was covered. The final theme was a reflection of methods used to deliver the information determined by the first 3 themes.ConclusionsSimilar to previous literature, our participants were guided by the NATA position statements to deliver educational material, used time spent in clinical education to gain hands-on learning, and discourse to facilitate preparedness.
Professional Involvement: Requirements as Students and Trends After Certification
Authors: Lancaster Jennifer N. , Myers Bettye , Nichols David L. , Webb Kerry S. 
Published: June 2015

ContextThe field of athletic training needs young engaged professionals for continued progress in allied health care. Academic and clinical requirements during the entry-level education could potentially impact the decisions and directions these students choose to pursue as young professionals.ObjectiveTo determine the difference in professional involvement of athletic trainers (ATs) based upon their participation in professional activities while completing their entry-level athletic training program (ATP).DesignOnline surveys to determine ATP requirements of students and to determine the involvement of ATs in 5 professional activities after their certification by the Board of Certification. Perception questions were also included.Patients or Other ParticipantsIncluded 120 ATs from across the United States. All AT participants graduated within the 2004–2005 academic year and obtained certification in 2005.Data Collection and AnalysisOnline surveys were administered through PsychData. The McNemar test was used to determine changes in participation levels of participants as students and as professionals. Frequency of yes/no responses was used to present perceptions, and participants' comments were included in the discussion section.ResultsStudent participation in community service, mentoring other students, and submitting presentation proposals did influence participation in these activities as a professional. However, professional involvement was not influenced by student membership in organizations, research, or mentoring by a health care professional.ConclusionsParticipation in some professional activities as students should be encouraged or required in order to promote continued participation in these activities when the students become athletic training professionals.
Challenges Faced by Preceptors Serving in Dual Roles as Health Care Providers and Clinical Educators
Authors: Dodge Thomas , Mazerolle Stephanie M. , Bowman Thomas G. 
Published: June 2015

Context
Preceptors play an integral role in training athletic training students (ATSs). Balancing roles as health care providers and educators can often be challenging. Role strain is a documented concern for the preceptor, yet limited information is available regarding other issues faced while supervising ATSs.

Objective
To explore preceptor challenges.

Design
Qualitative study.

Setting
Athletic training programs.

Patients or Other Participants
A total of 41 preceptors from 2 different data collection procedures (cohorts) participated in the study. Preceptors had an average of 6 ± 2 years (cohort 1) and 5 ± 3 (cohort 2) years of experience as clinical educators, respectively. The preceptors were distributed between college (25) and secondary school (16) settings.

Data Collection and Analysis
Data were collected via telephone interviews (cohort 1) and asynchronous online interviews using Question Pro (cohort 2). We used a combination of grounded theory and inductive procedures for data analysis. Credibility of the data was established by investigator and data analyst triangulation in addition to peer review.

Results
Role strain was reported by preceptors as they attempted to balance their responsibilities as health care providers and clinical educators. Working conditions characterized by long hours, high patient volumes, and inadequate compensation hindered preceptors' ability to foster a positive learning environment. Because of contrasting personalities and different expectations, some preceptors experienced challenges interacting with students.

Conclusions
The preceptor position involves meeting the high standards for education and health care simultaneously. Preceptor training does not often address the challenges of balancing multiple roles. It therefore becomes important for ATSs and preceptors to develop strong lines of communication and determine an appropriate schedule for educational activities. Clinical coordinators should consider both the personalities of preceptors and ATSs and the workload of the preceptor when determining clinical assignments.
Athletic Training Student Socialization Part I: Socializing Students in Undergraduate Athletic Training Programs
Authors: Mazerolle Stephanie M. , Bowman Thomas G. , Dodge Thomas M. 
Published: June 2015

Context
Professional socialization is a key process in the professional development of athletic training students. The published athletic training education research has focused on many perspectives regarding socialization; however, it has yet to investigate the program director's (PD's) opinion.

Objective
To gain insights from the PD on methods used to socialize students into the athletic training program and profession.

Design
Qualitative study.

Setting
One-on-one telephone interviews.

Patients or Other Participants
A total of 16 PDs at accredited undergraduate athletic training programs volunteered for our study. Our participants had, on average, 6 ± 4 years of experience in the role of the PD, and they were 44 ± 8 years old.

Data Collection and Analysis
We conducted one-on-one phone interviews, which we transcribed verbatim. We performed a general inductive analysis of the data and completed member checks, multiple analyst triangulation, and peer review to establish data and methodological credibility.

Results
Two major themes emerged regarding the socialization process used by athletic training programs: formal and informal processes. The formal processes can be categorized into 5 distinctive methods, including (1) an introductory course to athletic training that often includes observation hours, (2) orientation sessions, (3) student handbooks, (4) athletic training student club activities, and (5) organized peer mentoring programs. The informal processes can be classified by 2 distinct practices: (1) social outings and (2) mentoring or peer groups.

Conclusions
The use of formal training sessions emerged as a popular method with which to socialize athletic training students into their impending role, particularly because these sessions allow for effective communication regarding program expectations and methods with which to be successful. In addition, an opportunity to gain a realistic impression of the role of the athletic trainer is necessary for successful role inductance and again permeates all aspects of athletic training.
Perceptions from Graduates of Professional Athletic Training Programs Involved in Peer-Assisted Learning
Authors: Bates Dana Karlene 
Published: June 2015

ContextResearch has not explored how peer-assisted learning (PAL) impacts graduates once they are practicing as athletic trainers. Peer-assisted learning has been used in a variety of health education settings but there is a lack of data on its effects on the performance of graduates.ObjectiveTo investigate professional graduates' perceptions of PAL pedagogy in their athletic training education and the impact of that experience on their first job.DesignQualitative study using a phenomenological approach.SettingOne-on-one phone interviews with athletic training graduates.Patients or Other ParticipantsParticipants were from 8 accredited athletic training programs that varied in terms of the size of their institution, geographic location, number of graduates, and program directors' willingness to promote the study. Thirteen (7 female, 6 male) 2010 (n = 5) or 2011 (n = 8) graduates volunteered for this study. Ten of the participants were from undergraduate baccalaureate athletic training programs, while 3 were from professional postbaccalaureate athletic training programs.Main Outcome Measure(s)One-on-one phone interviews were conducted with a structured interview protocol. Each participant was asked the same questions and allowed to clarify when needed. Interview data were analyzed inductively to uncover dominant themes, first by organizing the data, then by summarizing them into codes, and finally by interpreting them. Credibility was secured through a pilot study, member checking, triangulation, and peer debriefing.ResultsData were analyzed through a qualitative process; themes indicated graduates who have experienced PAL believe it led to improved communication and confidence, enhanced teaching skills, better clinical reasoning, improved socialization, and a deeper understanding that contributed to success on the Board of Certification examination.ConclusionsThese findings are significant to the field of athletic training education as program directors investigate pedagogies that can assist students to think clinically as graduates. Evidence demonstrated that PAL does impact the students after graduation.
Exploring Gender and Self-Efficacy Ratings of Athletic Training Students over Time
Authors: Carr W. David , Volberding Jennifer L. 
Published: June 2015

Objective
To describe the development of a self-efficacy instrument and to explore the changes by gender in student self-efficacy ratings over 1 year.

Design and Setting
An exploratory study utilizing an instrument that measures self-efficacy in undergraduate students in a university setting.

Patients or Other Participants
Thirty students (13 males and 17 females) enrolled in the professional phase of an undergraduate athletic training program.

Main Outcome Measure(s)
Student ratings of self-efficacy were measured using the Self-Efficacy in Athletic Training Student instrument. Validity was established through a panel of experts. Cronbach α was used to establish the reliability of the instrument. The instrument was administered 3 times during an academic year. Students were asked to rate their level of self-efficacy on a Likert scale (1 = not at all confident; 5 = very confident) on 16 components within 3 content areas. Descriptive statistics were calculated, and a nonparametric analysis of variance was used to determine differences in self-efficacy based upon time for each gender. Post hoc contrasts were used to examine when significant differences occurred among the 3 measures.

Results
The internal consistency for the overall instrument and each content area ranged from α = 0.91 to 0.96. Analysis of variance indicated statistically significant differences (P &lt; .003) across the 3 times, with significant changes in self-efficacy by gender, with greater increases for females across the 3 measures to similar male levels of self-efficacy at the final measure.

Conclusions
Students' self-efficacy can be affected by many factors, some of which may be controlled or influenced. We have developed reliable measure for assessing student self-efficacy. It is the desire of the authors that athletic training programs will develop strategies to improve the efficacy of their students and use this method to assess the effectiveness of those strategies.
Entry-Level Athletic Trainers' Self-Confidence in Clinical Skill Preparedness for Treating Athletic and Emergent Settings Populations
Authors: Morin Gary E. , Misasi Sharon , Davis Charles , Hannah Corey , Rothbard Matthew 
Published: June 2015

ContextClinical education is an important component of athletic training education. Concern exists regarding whether clinical experience adequately prepares students to perform professional skills after graduation, particularly with patients in emerging settings.ObjectiveTo determine the confidence levels of athletic training graduates in performing professional skills, providing care to patients in emergent settings, and to suggest improvements in clinical education.Design and SettingA descriptive design involving an online survey. The survey was administered via email 2 weeks after the closing of the April 2011 Board of Certification (BOC) examination window.Patients or Other ParticipantsAll 832 first-time candidates from undergraduate and graduate Commission on Accreditation of Athletic Training Education–accredited programs sitting for the BOC examination during the April 2011 testing window were surveyed. Eighteen percent (n = 166) elected to participate.Main Outcome Measure(s)Responses were acquired regarding levels of confidence in performing athletic training skills and caring for multiple patient populations. Participants were permitted to suggest improvements in clinical education. A multivariate analysis of variance was used to determine if educational setting played a role in confidence levels. Cluster analysis was used to develop high, moderate, and low confidence groups. Participants' comments were thematically separated into specific categories.ResultsParticipant confidence levels were strong in performing athletic training skills on traditional patient populations, although body region was a factor. Lower confidence levels were reported for caring for elderly and special needs individuals, with insufficient clinical experiences stated as the primary cause. Confidence levels for recognizing nonorthopaedic concerns were lower than for recognizing musculoskeletal injury issues.ConclusionsParticipants felt confident in performing athletic training skills, particularly for athletic populations. Confidence scores were lower for other populations, and it is apparent that clinical experience with different patient populations is essential. Participants felt that greater clinical experiences are necessary, with further opportunities in clinical decision making and program administration decisions.
The Effect of High-Fidelity Cardiopulmonary Resuscitation (CPR) Simulation on Athletic Training Student Knowledge, Confidence, Emotions, and Experiences
Authors: Tivener Kristin Ann , Gloe Donna Sue 
Published: June 2015

Context
High-fidelity simulation is widely used in healthcare for the training and professional education of students though literature of its application to athletic training education remains sparse.

Objective
This research attempts to address a wide-range of data. This includes athletic training student knowledge acquisition from high-fidelity simulation, effects on student confidence, emotional responses, and reports of lived experiences in different phases of simulation.

Design and Setting
A mixed methods study design was employed with pre- and postintervention evaluations of students' cardiopulmonary resuscitation (CPR) knowledge, confidence, emotions, and lived experiences via the Presimulation CPR Survey, the Postsimulation CPR Survey, and the Reactions to the Simulation Experience Postsimulation Reflection assignment. The study was conducted in the University's high-fidelity simulation center.

Patients or Other Participants
Twenty undergraduate athletic training students enrolled in a junior-level clinical practicum class.

Results
We identified a significant difference in athletic training student knowledge acquisition (pretest: x̄ = 3.75, SD = .546; posttest: x̄ = 4.60, SD = .394) and identified a significant increase through a paired sample t test (t19 = −5.640, P &lt; .001). We demonstrated a significant difference in athletic training student confidence (pretest: x̄ = 4.18, SD = .524; posttest: x̄ = 4.68, SD = .295). The findings of this paired sample t test (t19 = −4.485, P &lt; .001) identify a significant increase in confidence related to CPR skills. Students reported a mean score of 4.5 out of 5.0 (SD = .761) of experiencing emotional reactions to the simulation including anxiety, fear, and nervousness. Students reported on a scale of 5.0, (x̄ = 4.63, SD = .34) the simulation was overall a positive and valued learning experience.

Conclusions
High-fidelity simulation is highly effective in athletic training education and has similar outcomes in knowledge acquisition, confidence, and emotional responses to other healthcare professional education.