研究生助理运动训练师的职业社会化
The professional socialization of the graduate assistant athletic trainer.
作者信息
Mazerolle Stephanie M, Eason Christianne M, Clines Stephanie, Pitney William A
机构信息
Department of Kinesiology, Athletic Training Program, University of Connecticut, Storrs;
出版信息
J Athl Train. 2015 May;50(5):532-41. doi: 10.4085/1062-6050-50.1.03. Epub 2015 Mar 11.
CONTEXT
The graduate assistant athletic trainer (AT) position often serves as one's first experience working independently as an AT and is also an important aspect of the professional socialization process. The socialization experiences of graduate assistant ATs have yet to be fully explored.
OBJECTIVE
To understand the socialization process for graduate assistant ATs during their graduate experience.
DESIGN
Qualitative study.
SETTING
We conducted phone interviews with all participants.
PATIENTS OR OTHER PARTICIPANTS
A total of 25 graduate assistant ATs (20 women, 5 men) studying in 1 of 3 academic tracks: (1) accredited postprofessional athletic training program (n = 8), (2) postprofessional athletic training program (n = 11), or (3) a nonathletic training degree program (n = 6). The average age was 25 ± 5 years, and the median age was 24 years. Participants were certified by the Board of Certification for an average of 2 ± 0.4 years.
DATA COLLECTION AND ANALYSIS
We analyzed the data using a general inductive approach. Peer review, field notes, and intercoder reliability established trustworthiness. Data saturation guided participant recruitment.
RESULTS
The ability to gain clinical independence as a practitioner was an important socialization process. Having the chance to develop a relationship with a mentor, who provided support, guidance, and more of a hierarchical relationship, was an important socializing agent for the graduate assistant AT. Participants used the orientation session as a means to understand the expectations and role of the graduate-assistant position. Academic coursework was a way to achieve better inductance into the role via the opportunity to apply classroom skills during their clinical practice.
CONCLUSIONS
Socializing the graduate assistant blends formal and informal processes. Transition to practice is a critical aspect of the profession; thus, supporting autonomous practice with directed mentoring can promote professional maturity.
背景
研究生助理运动训练师（AT）职位通常是一个人首次独立担任运动训练师的经历，也是职业社会化过程的重要方面。研究生助理运动训练师的社会化经历尚未得到充分探索。
目的
了解研究生助理运动训练师在研究生阶段的社会化过程。
设计
定性研究。
地点
我们对所有参与者进行了电话访谈。
患者或其他参与者
共有25名研究生助理运动训练师（20名女性，5名男性），他们就读于以下三个学术轨道之一：（1）经认证的专业后运动训练项目（n = 8），（2）专业后运动训练项目（n = 11），或（3）非运动训练学位项目（n = 6）。平均年龄为25±5岁，中位年龄为24岁。参与者获得认证委员会认证的平均时间为2±0.4年。
数据收集与分析
我们采用一般归纳法分析数据。同行评审、实地笔记和编码员间信度建立了可信度。数据饱和指导参与者招募。
结果
作为从业者获得临床独立性的能力是一个重要的社会化过程。有机会与导师建立关系，导师提供支持、指导并建立更具层级性的关系，这对研究生助理运动训练师来说是一个重要的社会化因素。参与者将入职培训作为了解研究生助理职位期望和角色的一种方式。学术课程作业是通过在临床实践中应用课堂技能来更好地融入该角色的一种途径。
结论
研究生助理的社会化融合了正式和非正式过程。向实践的过渡是该职业的一个关键方面；因此，通过有指导的辅导来支持自主实践可以促进职业成熟。
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