Walker Stacy E, Singe Stephanie Mazerolle, Cavallario Julie M
School of Kinesiology, Ball State University, Muncie, IN.
Department of Kinesiology, University of Connecticut, Storrs.
J Athl Train. 2021 Mar 1;56(3):227-233. doi: 10.4085/1062-6050-0242.20.
Mentoring has been identified as an important method of supporting newly credentialed athletic trainers (ATs) during their transition to practice. Gaining a better understanding of this relationship could provide valuable insights that may assist employers and professional programs in developing a plan to better facilitate the transition.
To examine which aspects of the mentoring relationship provided the most benefit during the transition to practice of newly certified ATs.
Qualitative study.
Individual phone interviews.
A total of 13 ATs who graduated from a professional master's program, were certified from February through July 2016, and obtained employment from July through August 2016 participated in this study (6 women, 7 men; age = 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 semistructured interview guide were conducted at 3, 8, and 12 months of work experience. Data were analyzed using a constant comparative approach. Credibility was established via 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, or text to answer questions, provide feedback, or discuss ideas. Respondents wanted honest feedback, even when that feedback was constructively critical. Feedback was sought regarding topics such as patient care, communication, and networking. Participants needed reassurance and support from their mentors to help validate and improve their self-confidence.
Newly credentialed ATs should seek mentors who will be available to communicate in various ways and will provide regular and constructive feedback. Future researchers should investigate how mentoring relationships influence other aspects of the transition to practice, such as patient care, overall job performance, turnover, and satisfaction.
指导已被视为在新获得资质的运动训练师（AT）向实际工作过渡期间提供支持的一种重要方法。更好地理解这种关系可以提供有价值的见解，这可能有助于雇主和专业项目制定计划，以更好地促进这一过渡。
研究在新获得认证的运动训练师向实际工作过渡期间，指导关系的哪些方面提供了最大益处。
定性研究。
个人电话访谈。
共有13名运动训练师参与了本研究，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月就业（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）。数据饱和度指导参与者数量。
在工作经验的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。采用持续比较法分析数据。通过研究者三角互证、同行汇报和成员核对来建立可信度。
参与者将指导关系视为向实际工作过渡的一个基础方面。导师应能通过电话、电子邮件或短信随时解答问题、提供反馈或讨论想法。受访者希望得到诚实的反馈，即使该反馈具有建设性批评意味。在患者护理、沟通和人际关系等主题方面寻求反馈。参与者需要导师的安慰和支持，以帮助验证和提高他们的自信心。
新获得资质的运动训练师应寻找能够通过各种方式进行沟通并提供定期且具建设性反馈的导师。未来的研究者应调查指导关系如何影响向实际工作过渡的其他方面，如患者护理、整体工作表现、人员流动和满意度。
