Frequency of, Confidence in, and Educational Satisfaction With Mental Illness Recognition and Referral Among Certified Athletic Trainers.

CONTEXT

Mental illness recognition and referral are required components of professional athletic training education. However, athletic trainers (ATs) often report feeling underprepared to assist patients with mental health emergencies.

OBJECTIVE

To determine ATs' frequency of and confidence in psychosocial skill use and their satisfaction with education related to mental illness recognition and referral.

DESIGN

Cross-sectional study.

SETTING

Online survey.

PATIENTS OR OTHER PARTICIPANTS

A total of 226 ATs (86 men, 140 women; age = 35.5 ± 9.9 years, years of practice = 11.9 ± 9.0).

MAIN OUTCOME MEASURE(S): The independent variables were professional athletic training program, professional psychosocial courses, highest education level, psychosocial continuing education units, clinical practice setting, and years of experience. For each skill, individuals identified the average frequency with which the skill was performed each year, rated their confidence in performing the skill, and rated their satisfaction with professional education related to the skill.

RESULTS

Anxiety was reported as the symptom most frequently recognized and referred. Most respondents felt moderately or extremely confident in managing patients with anxiety, panic attacks, depression, suicidal ideation, or eating disorders but less confident or unconfident in managing those with psychosis or substance use disorder. The majority of respondents felt dissatisfied or only slightly satisfied with their education related to mental health recognition and referral. Years of clinical practice and self-reported frequency of referral were significantly associated for managing patients with anxiety disorder ((\def\upalpha{\unicode[Times]{x3B1}})(\def\upbeta{\unicode[Times]{x3B2}})(\def\upgamma{\unicode[Times]{x3B3}})(\def\updelta{\unicode[Times]{x3B4}})(\def\upvarepsilon{\unicode[Times]{x3B5}})(\def\upzeta{\unicode[Times]{x3B6}})(\def\upeta{\unicode[Times]{x3B7}})(\def\uptheta{\unicode[Times]{x3B8}})(\def\upiota{\unicode[Times]{x3B9}})(\def\upkappa{\unicode[Times]{x3BA}})(\def\uplambda{\unicode[Times]{x3BB}})(\def\upmu{\unicode[Times]{x3BC}})(\def\upnu{\unicode[Times]{x3BD}})(\def\upxi{\unicode[Times]{x3BE}})(\def\upomicron{\unicode[Times]{x3BF}})(\def\uppi{\unicode[Times]{x3C0}})(\def\uprho{\unicode[Times]{x3C1}})(\def\upsigma{\unicode[Times]{x3C3}})(\def\uptau{\unicode[Times]{x3C4}})(\def\upupsilon{\unicode[Times]{x3C5}})(\def\upphi{\unicode[Times]{x3C6}})(\def\upchi{\unicode[Times]{x3C7}})(\def\uppsy{\unicode[Times]{x3C8}})(\def\upomega{\unicode[Times]{x3C9}})(\def\bialpha{\boldsymbol{\alpha}})(\def\bibeta{\boldsymbol{\beta}})(\def\bigamma{\boldsymbol{\gamma}})(\def\bidelta{\boldsymbol{\delta}})(\def\bivarepsilon{\boldsymbol{\varepsilon}})(\def\bizeta{\boldsymbol{\zeta}})(\def\bieta{\boldsymbol{\eta}})(\def\bitheta{\boldsymbol{\theta}})(\def\biiota{\boldsymbol{\iota}})(\def\bikappa{\boldsymbol{\kappa}})(\def\bilambda{\boldsymbol{\lambda}})(\def\bimu{\boldsymbol{\mu}})(\def\binu{\boldsymbol{\nu}})(\def\bixi{\boldsymbol{\xi}})(\def\biomicron{\boldsymbol{\micron}})(\def\bipi{\boldsymbol{\pi}})(\def\birho{\boldsymbol{\rho}})(\def\bisigma{\boldsymbol{\sigma}})(\def\bitau{\boldsymbol{\tau}})(\def\biupsilon{\boldsymbol{\upsilon}})(\def\biphi{\boldsymbol{\phi}})(\def\bichi{\boldsymbol{\chi}})(\def\bipsy{\boldsymbol{\psy}})(\def\biomega{\boldsymbol{\omega}})(\def\bupalpha{\bf{\alpha}})(\def\bupbeta{\bf{\beta}})(\def\bupgamma{\bf{\gamma}})(\def\bupdelta{\bf{\delta}})(\def\bupvarepsilon{\bf{\varepsilon}})(\def\bupzeta{\bf{\zeta}})(\def\bupeta{\bf{\eta}})(\def\buptheta{\bf{\theta}})(\def\bupiota{\bf{\iota}})(\def\bupkappa{\bf{\kappa}})(\def\buplambda{\bf{\lambda}})(\def\bupmu{\bf{\mu}})(\def\bupnu{\bf{\nu}})(\def\bupxi{\bf{\xi}})(\def\bupomicron{\bf{\micron}})(\def\buppi{\bf{\pi}})(\def\buprho{\bf{\rho}})(\def\bupsigma{\bf{\sigma}})(\def\buptau{\bf{\tau}})(\def\bupupsilon{\bf{\upsilon}})(\def\bupphi{\bf{\phi}})(\def\bupchi{\bf{\chi}})(\def\buppsy{\bf{\psy}})(\def\bupomega{\bf{\omega}})(\def\bGamma{\bf{\Gamma}})(\def\bDelta{\bf{\Delta}})(\def\bTheta{\bf{\Theta}})(\def\bLambda{\bf{\Lambda}})(\def\bXi{\bf{\Xi}})(\def\bPi{\bf{\Pi}})(\def\bSigma{\bf{\Sigma}})(\def\bPhi{\bf{\Phi}})(\def\bPsi{\bf{\Psi}})(\def\bOmega{\bf{\Omega}})({\rm{\chi }}{87}^2) = 117.774, P = .016) and suicidal thoughts or actions (({\rm{\chi }}{87}^2) = 179.436, P < .001). For confidence, significant positive associations were present between years of practice and self-reported recognition of patients with anxiety disorders (({\rm{\chi }}{145}^2) = 195.201, P = .003) and referral for those with anxiety disorders (({\rm{\chi }}{145}^2) = 15.655, P = .048) or panic attacks (({\rm{\chi }}{145}^2) = 19.790, P = .011). Significant associations were also noted between the number of continuing education units and self-reported confidence in recognizing suicide (({\rm{\chi }}{15}^2) = 26.650, P = .032), referring for suicidal concerns (({\rm{\chi }}{18}^2) = 40.456, P = .002), recognizing substance use (({\rm{\chi }}{18}^2) = 33.649, P = .014), and referring for substance use (({\rm{\chi }}_{18}^2) = 30.918, P = .029). No significant associations were related to satisfaction.

CONCLUSIONS

The ATs with fewer years of clinical practice (ie, who had completed professional programs more recently) expressed higher confidence in mental health recognition and referral than those who had completed professional programs longer ago. We recommend that real-time interactions with individuals who have mental health concerns or emergencies be incorporated into professional education programs and that increased emphasis be placed on continuing education related to these topics.