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A description of a definition of an athletic trainer

Interviews in conference rooms or business offices and by telephone. Patients or Other Participants: Data Collection and Analysis: Open-ended interview questions were audio recorded, transcribed, and reviewed before condensing.

Two member checks ensured trustworthiness. Open coding reduced text to descriptive adjectives. We grouped adjectives into 5 constructs care, communication, commitment, integrity, knowledge and grouped these constructs into 2 higher-order constructs affective traits, effective traits.

According to participants, ATs who demonstrate the ability to care, show commitment and integrity, value professional knowledge, and communicate effectively with others can be identified as quality ATs. These abilities facilitate the creation of positive relationships. These relationships allow the quality AT to interact with patients and other health care professionals on a knowledgeable basis that ultimately improves health care delivery.

  • This may include education, previous job experience, certifications and technical skills;
  • The theory is allowed to emerge from the collected data 18 and develops out of a process of coding ie, placing observations in specific categories.

Our resulting theory supported the examination of characteristics not traditionally assessed in an athletic training education program. If researchers can show that these characteristics develop ATs into quality ATs eg, those who work better with others, relate meaningfully with patients, and improve the standard of health carethey must be cultivated in the educational setting.

The 5 latent constructs appeared to compose the 2 higher-order constructs of affective traits and effective traits.

  • Keeping a clear head and a calm demeanor when talking to people in pain, other medical professionals, coaches and families will be an asset;
  • They rehabilitate hurt athletes and plan programs to prevent injury and illness.

Quality athletic trainers use the 5 latent constructs to create important interactions with their patients. Entry-level athletic trainers who demonstrate conscientious commitment and dedication to developing these characteristics might become quality athletic trainers. The rating of professionals based on expected outcomes or performance eg, certification processes has been a long-standing practice for health care providers.

The professions of nursing and physical therapy have assessed non-didactic skills that contribute to clinical success by measuring medical outcomes.

How to write an Athletic Trainer job description

Patients seeking medical care want the person who stands out above others and meets their definitions of quality. When patients are satisfied with a medical visit or find a medical professional exhibiting the traits they deem important eg, communicative, patient, sincerethey are more likely to return or refer a friend.

However, athletic training has not pursued a set of nondidactic characteristics beyond the anecdotal claim. Therefore, exploration and establishment of descriptors is paramount in ensuring the maturation of entry-level professionals into quality health care providers.

Athletic Training

In addition to successful completion of an accredited program, an AT also must pass an examination administered by the Board of Certification BOC. Currently, 33 states also offer licensure of ATs, and 11 other states legally regulate the profession of athletic training. However, effectiveness does not necessarily equate with quality. An entry-level AT is a recently certified person, but no literature exists to delineate when an AT moves beyond an entry-level classification.

By providing a description of a quality AT, we intended to identify characteristics of ATs that lead patients to seek them. The acquisition of these attributes might be one measure to indicate that the AT has moved past the entry-level classification.

Although progression toward this information obviously would benefit health care professions, this pursuit is not limited to such. In 2003, Larry Locke, professor emeritus at the University of Massachusetts, addressed the audience of the Conference for Physical Education Teacher Education about omissions he noted from the meeting.

He proposed that additional screening occur beyond demonstration of competencies. The assessment of employability skills or attitudes needed to enable knowledge and transfer of core skills is necessary for professional success. However, when these methods did not deliver the qualities desired, a push for even higher scores and grades occurred.

However, in real-life, day-to-day settings, these standardized indicators are not as predictive for success.

  1. In 2003, Larry Locke, professor emeritus at the University of Massachusetts, addressed the audience of the Conference for Physical Education Teacher Education about omissions he noted from the meeting.
  2. We HIGHLY recommend that you speak with your advisor who can help you determine which of these majors will best meet your needs.
  3. We grouped adjectives into 5 constructs care, communication, commitment, integrity, knowledge and grouped these constructs into 2 higher-order constructs affective traits, effective traits. There is a great deal of overlap in the content and the credentials supplement each other nicely.

Physical therapists have described expert practices qualitatively and also have identified generic abilities. They also discuss an AT's responsibility to communicate honestly with patients and to interact with other health care providers. They do not cover the personal intrinsic attributes that might enable one AT to be better at this than another.

The identified characteristics of a quality AT in our study might be similar to the ones described or supported in previous health care fields.

Athletic trainer

However, theoretically supported investigations of the constructs defining a quality AT have not been established. Therefore, the purpose of our study was to develop a grounded theory explaining the constructs of a quality AT.

This theory will contribute to the literature by identifying desirable characteristics of an AT. Furthermore, it will aid in differentiating between an entry-level AT and a quality AT by establishing descriptors of each. METHODS We chose qualitative methods because of their abilities to offer in-depth understanding about vocational aptitude, innate abilities, or personalities that make a quality AT. The basic premise was founded on the notion that not all ATs are equal in skills and abilities.

Before we could assess differences between various ATs and their skill levels, we had to establish the descriptors of a quality AT, and qualitative methods were suited particularly to this task. We applied the Delphi method, which is a structured process to collect ideas from a group of experts through interviews.

A grounded theory is a theory the researcher derives from systematically collected data by repeatedly reviewing the data, making analyses, and developing a theory as free from preconceived ideas as possible. The theory is allowed to emerge from the collected data 18 and develops out of a process of coding ie, placing observations in specific categories.

All inaccuracies were addressed to the comfort of the respondent. These responses were collapsed into 1 document and shared with all participants. Again, participants could add content or clarify statements for accuracy.

Specific interview questions were created to prompt participants to describe positive and negative qualities in ATs during the Delphi interviews.

What Is Athletic Training?

These questions revolved around the central purpose of defining a successful AT. The term successful can evoke various responses, and participants could interpret it from their own vantage points. Participants Collecting data from an entire population often is not feasible.

Therefore, the task of the researcher is to establish a representative sample. The next largest employment or current primary setting according to the membership statistics consisted of students 7.

Athletic Trainer Job Description

Athletic training students were not a variable of interest in defining quality because they have not been certified and therefore have not shown that they meet minimal certification standards. The remaining employment settings accounted for small total percentages of the settings range, 0.

The same data revealed that of the 10 NATA districts, districts 2, 3, 4, and 9 accounted for 15 646 61.

  1. They also perform administrative tasks such as meeting with administrative officials, keeping records and dealing with sports budgets.
  2. Many insurance companies are recognizing athletic trainers as cost-saving health-care providers and are reimbursing their services. However, theoretically supported investigations of the constructs defining a quality AT have not been established.
  3. Athletic trainer Nate Lucero right evaluates Houston Astros baseball player George Springer after Springer was hit by a pitch in 2014 An athletic trainer is a certified and licensed health care professional who practices in the field of sports medicine. Therefore, the purpose of our study was to develop a grounded theory explaining the constructs of a quality AT.
  4. Although progression toward this information obviously would benefit health care professions, this pursuit is not limited to such.

Therefore, we determined that a combination of 12 participants stratified randomly across the 3 largest employment settings and 4 largest districts was a feasible representative sample of the opinions of the greater population of ATs. By definition, the panel of 12 or more members must consist of experts in the field of athletic training. Five years of experience should result in attaining skill and knowledge through practice not evident in a new graduate or AT certified less than 1 year. To ensure equal representation stratified across the variables, a participant from each setting needed to represent 1 of the 4 districts.

The sampling plan ensured that ATs from the college, clinical, and high school settings were selected from each of the 4 selected NATA districts. When we completed the 13th interview, participants were not providing new data, and the experts represented the required stratified sample.