Walker Stacy E, Mazerolle Singe Stephanie, Cavallario Julie M
Ball State University, Muncie, IN.
University of Connecticut, Storrs.
J Athl Train. 2020 Dec 22. doi: 10.4085/JAT0242-20.
Mentoring has been identified as an important method to support newly credentialed athletic trainers during their transition to practice. Gaining a better understanding of this relationship could provide valuable insights that may assist employers and professional programs to develop a plan, which could better facilitate the transition.
To examine what aspects of the mentoring relationship provided the most benefit during transition to practice.
Grounded theory.
Individual phone interviews.
13 athletic trainers who graduated from a professional master's program, were certified between February and July of 2016, and obtained employment between July to August 11 of 2016 participated in this study (6 female, 7 male, 26±3 years; work settings included professional sports, college, secondary and middle school, and clinic). Data saturation guided the number of participants.
Phone interviews using a semi-structured interview guide were conducted at 3, 8 and twelve months of work experience. Data were analyzed using a constant comparative approach. Credibility was established through investigator triangulation, peer debriefing, and member checks.
Participants recognized the mentoring relationship as a foundational aspect of the transition to practice. Mentors should be available by phone, email, and/or text and to answer questions, provide feedback and/or discuss ideas. Participants want honest feedback, even when that feedback is constructively critical. Feedback was sought regarding topics such as patient care, communication, and networking. Participants needed reassurance and support from their mentor which helped to validate and improve confidence.
Newly credentialed athletic trainers should seek a mentor who will be available to communicate in various ways and provide regular and constructive feedback. Future research should investigate how mentoring relationships influence other aspects of the transition such as patient care, overall job performance, turnover, and satisfaction.
指导被认为是支持新获得资质的运动训练师向实际工作过渡的重要方法。更好地理解这种关系可以提供有价值的见解，有助于雇主和专业项目制定计划，从而更好地促进过渡。
研究指导关系在向实际工作过渡期间哪些方面提供的益处最大。
扎根理论。
个人电话访谈。
13名运动训练师，他们毕业于专业硕士项目，于2016年2月至7月获得认证，并于2016年7月至8月11日获得工作，参与了本研究（6名女性，7名男性，年龄26±3岁；工作环境包括职业体育、大学、中小学和诊所）。数据饱和指导了参与者的数量。
在工作经验3个月、8个月和12个月时，使用半结构化访谈指南进行电话访谈。数据采用持续比较法进行分析。通过研究者三角验证、同行汇报和成员核对建立可信度。
参与者认为指导关系是向实际工作过渡的基础方面。导师应能通过电话、电子邮件和/或短信随时提供帮助，回答问题、提供反馈和/或讨论想法。参与者希望得到诚实的反馈，即使这种反馈具有建设性的批判性。他们就患者护理、沟通和人际关系网等主题寻求反馈。参与者需要导师的安慰和支持，这有助于增强和提高信心。
新获得资质的运动训练师应寻找一位能以各种方式进行沟通并提供定期和建设性反馈的导师。未来的研究应调查指导关系如何影响过渡的其他方面，如患者护理、整体工作表现、人员流动和满意度。
