Ball State University, Muncie, IN.
Western Carolina University, Cullowhee, NC.
J Athl Train. 2019 Nov;54(11):1197-1207. doi: 10.4085/1062-6050-387-17. Epub 2019 Sep 4.
Understanding the challenges faced by newly credentialed athletic trainers (ATs) as they transition into clinical practice could assist employers and professional programs in developing initiatives to enhance this transition.
To explore the challenges faced by newly credentialed ATs during their transition from student to autonomous practitioner.
Qualitative study.
Individual phone interviews.
A total of 34 ATs certified between January and September 2013 participated in this study (18 women, 16 men; age = 24 ± 2 years; work settings = college, secondary school, clinic, and other). Data saturation guided the number of participants.
An interview guide was used. All interviews were recorded and transcribed verbatim. Data were analyzed via phenomenologic reduction, with data coded for common themes and subthemes. Trustworthiness was established via intercoder reliability, member checks, and peer review.
Initially, participants had difficulty making decisions independently. However, making decisions and receiving positive feedback helped them develop confidence. Communication with coaches and parents was challenging, especially for those in the secondary school setting. Participants also experienced role ambiguity, as they were unsure of basic organizational and administrative structures and expectations. Mentor inaccessibility was the final challenge described by respondents. In particular, those in the secondary school setting and with part-time employment felt they did not have a supervisor or mentor whom they could contact for support and guidance.
Professional programs should educate students on potential challenges to help them understand what they might encounter during the transition to clinical practice. Employers should provide clear expectations and job descriptions to alleviate some of the stress and role ambiguity. If a mentor is not provided by the employer, the newly credentialed AT should seek one to assist during the transition.
了解新获得认证的运动训练师（AT）在过渡到临床实践中所面临的挑战，可以帮助雇主和专业项目制定计划，以加强这种过渡。
探讨新获得认证的 AT 在从学生过渡到自主从业者过程中所面临的挑战。
定性研究。
个体电话访谈。
共有 34 名于 2013 年 1 月至 9 月期间获得认证的 AT 参加了这项研究（18 名女性，16 名男性；年龄=24±2 岁；工作场所=学院、中学、诊所和其他）。数据饱和指导了参与者的数量。
使用访谈指南。所有访谈均进行录音并逐字记录。通过现象学减少法对数据进行分析，对数据进行编码以确定共同主题和子主题。通过编码员间的可靠性、成员检查和同行评审来建立可信度。
最初，参与者在独立做出决策方面存在困难。然而，做出决策并获得积极反馈有助于他们建立信心。与教练和家长的沟通具有挑战性，特别是在中学环境中。参与者还经历了角色模糊，因为他们不确定基本的组织和管理结构和期望。受访者最后描述的是导师无法联系。特别是在中学环境中且兼职工作的人感到他们没有主管或导师可以联系以获得支持和指导。
专业项目应教育学生潜在的挑战，帮助他们了解在过渡到临床实践中可能遇到的情况。雇主应提供明确的期望和工作描述，以减轻一些压力和角色模糊。如果雇主不提供导师，新获得认证的 AT 应寻求导师在过渡期间提供帮助。
