Walker Stacy E, Thrasher Ashley B, Mazerolle Stephanie M
* School of Kinesiology, Ball State University, Muncie, IN.
School of Health Sciences, Western Carolina University, Cullowhee, NC.
J Athl Train. 2016 Aug;51(8):601-612. doi: 10.4085/1062-6050-51.9.12. Epub 2016 Oct 6.
Research is limited on the transition to practice of newly credentialed athletic trainers (ATs). Understanding this transition could provide insight to assist employers and professional programs in developing initiatives to enhance the transition.
To explore newly credentialed ATs' experiences and feelings during their transition from student to autonomous practitioner.
Qualitative study.
Individual phone interviews.
Thirty-four ATs certified between January and September 2013 participated in this study (18 women, 16 men; age = 23.8 ± 2.1 years; work settings were collegiate, secondary school, clinic, and other). Data saturation guided the number of participants.
Participants were interviewed via phone using a semistructured interview guide. All interviews were recorded and transcribed verbatim. Data were analyzed through phenomenologic reduction, with data coded for common themes and subthemes. Credibility was established via member checks, peer review, and intercoder reliability.
The 3 themes that emerged from the data were (1) transition to practice preparation, (2) orientation, and (3) mentoring. Transition to practice was rarely discussed during professional preparation, but information on the organization and administration or capstone course (eg, insurance, documentation) assisted participants in their transition. Participants felt that preceptors influenced their transition by providing or hindering the number and quality of patient encounters. Participants from larger collegiate settings reported more formal orientation methods (eg, review policies, procedures manual), whereas those in secondary school, clinic/hospital, and smaller collegiate settings reported informal orientation methods (eg, independent review of policies and procedures, tours). Some participants were assigned a formal mentor, and others engaged in peer mentoring.
Employers could enhance the transition to practice by providing formal orientation and mentorship. Professional programs could prepare students for the transition by discussing how to find support and mentoring and by involving preceptors who provide students with opportunities to give patient care.
关于新获得资质的运动训练师（AT）向实践过渡的研究有限。了解这一过渡过程可为雇主和专业项目提供见解，以协助制定促进过渡的举措。
探讨新获得资质的运动训练师从学生转变为自主从业者过程中的经历和感受。
定性研究。
个人电话访谈。
2013年1月至9月间获得认证的34名运动训练师参与了本研究（18名女性，16名男性；年龄 = 23.8 ± 2.1岁；工作场所包括大学、中学、诊所及其他）。数据饱和指导了参与者数量。
使用半结构化访谈指南通过电话对参与者进行访谈。所有访谈均进行录音并逐字转录。通过现象学还原对数据进行分析，将数据编码为共同主题和子主题。通过成员核对、同行评审和编码员间信度建立可信度。
数据中出现的三个主题为：（1）向实践过渡的准备，（2）入职培训，（3）指导。在专业准备期间很少讨论向实践的过渡，但有关组织管理或顶点课程（如保险、文件记录）的信息帮助参与者进行过渡。参与者认为带教老师通过提供或阻碍患者接触的数量和质量来影响他们的过渡。来自大型大学环境的参与者报告了更正式的入职培训方法（如审查政策、程序手册），而中学、诊所/医院及小型大学环境的参与者报告了非正式的入职培训方法（如独立审查政策和程序、参观）。一些参与者被分配了正式导师，另一些则参与了同伴指导。
雇主可通过提供正式的入职培训和指导来促进向实践的过渡。专业项目可通过讨论如何寻找支持和指导以及让带教老师为学生提供患者护理机会，使学生为过渡做好准备。
