Transition to Practice Among Diverse Early Professional Athletic Trainers
Location
Turner Gymnasium
Access Type
Campus Access Only
Entry Number
12
Start Date
4-5-2023 12:00 PM
End Date
4-5-2023 1:30 PM
College
College of Health Sciences
Department
Athletic Training
Keywords
diverse populations, challenges, early professions
Abstract
There is an abundance of research pertaining to the transition to practice from graduate assistantships and graduate programs to working athletic training professionals; however, there needs to be more research examining the transition to practice experiences of athletic trainers from historically marginalized groups. Newly credentialed Athletic Trainers may encounter adjustments, redefining and developing individual identities, and mastering new roles which can be challenging to manage while in transition. Our study sought to investigate the experiences of historically marginalized individuals and assist with the creation of support mechanisms for Black, Indigenous, and People of Color (BIPOC) entry-level professionals. Our qualitative research aims to explore the transition to the practice of early professional athletic trainers from historically marginalized groups within the first 1-3 years post-graduation. A total of 15 participants completed semi-structured interviews via Zoom. Following transcription verbatim, we analyzed the data with 13 females and 2 males. Multianalysist triangulation and peer review served as credibility strategies. Findings suggest lingering effects of the COVID-19 pandemic on professional education. Participants felt they lacked sufficient skills and knowledge for professional practice due to online learning, limited hands-on learning experiences, and reduced clinical education opportunities. Therefore, they needed mentoring during the transition to integrate into the workspace. Specifically, participants noted a preference for racially concordinate mentoring to facilitate talking to someone who can better understand BIPOC EPs’ experiences. Every participant mentioned they were victims of microaggressions during either their professional preparation, clinical education, or work environment because of their race, sex, or both. Those who chose to report the incidents felt a lack of support from work supervisors, faculty, peers, and preceptors. participants felt that they needed to rely on outside support from friends and family as coping mechanisms.
Faculty Mentor(s)
Dr. Thomas G. Bowman
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Transition to Practice Among Diverse Early Professional Athletic Trainers
Turner Gymnasium
There is an abundance of research pertaining to the transition to practice from graduate assistantships and graduate programs to working athletic training professionals; however, there needs to be more research examining the transition to practice experiences of athletic trainers from historically marginalized groups. Newly credentialed Athletic Trainers may encounter adjustments, redefining and developing individual identities, and mastering new roles which can be challenging to manage while in transition. Our study sought to investigate the experiences of historically marginalized individuals and assist with the creation of support mechanisms for Black, Indigenous, and People of Color (BIPOC) entry-level professionals. Our qualitative research aims to explore the transition to the practice of early professional athletic trainers from historically marginalized groups within the first 1-3 years post-graduation. A total of 15 participants completed semi-structured interviews via Zoom. Following transcription verbatim, we analyzed the data with 13 females and 2 males. Multianalysist triangulation and peer review served as credibility strategies. Findings suggest lingering effects of the COVID-19 pandemic on professional education. Participants felt they lacked sufficient skills and knowledge for professional practice due to online learning, limited hands-on learning experiences, and reduced clinical education opportunities. Therefore, they needed mentoring during the transition to integrate into the workspace. Specifically, participants noted a preference for racially concordinate mentoring to facilitate talking to someone who can better understand BIPOC EPs’ experiences. Every participant mentioned they were victims of microaggressions during either their professional preparation, clinical education, or work environment because of their race, sex, or both. Those who chose to report the incidents felt a lack of support from work supervisors, faculty, peers, and preceptors. participants felt that they needed to rely on outside support from friends and family as coping mechanisms.