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Browsing by Subject "Athletic Training"

Now showing 1 - 2 of 2
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    Athletic Training Students' Academic Preparation in Healthcare Documentation
    (2015-05) Brugge, Amy
    Documentation is fundamental to all patient encounters across health professions, including athletic trainers. The athletic training education competencies delineate five competencies and one clinical integration proficiency specific to documentation knowledge, skills, and abilities. There is little research regarding athletic training students� preparation in performing patient documentation and suggestion that recent graduates and employers have identified the domain of healthcare administration as a perceived deficit in professional preparation. A descriptive study was undertaken to ascertain students� reports of their preparation in healthcare documentation in didactic, laboratory, and clinical education. The purpose of this study was to examine the ways in which final-year athletic training students report having received instruction, having rehearsed, and having been assessed on the documentation-related competencies in athletic training. An electronic survey was sent to final-year athletic training students across the United States currently enrolled in professional programs accredited by the Commission on Accreditation of Athletic Training Education (CAATE). A 16.9% response rate was obtained via 185 survey participants. These participants were from all ten districts of the National Athletic Trainers’ Association. Findings suggest that final-year students report appropriate levels of instruction, rehearsal, and assessment of their knowledge and skills in medical terminology and the security, privacy, and confidentiality of medical records, but that foundational knowledge in the use of procedural and diagnostic coding and performance of third party reimbursement activities may be lacking. Only 7% of final-year students reported having used their documentation to communicate with insurers and bill for services. Additionally, students enrolled in professional programs at the post-baccalaureate degree level reported the inclusion of academic electronic health records in didactic coursework at statistically significant greater level than their baccalaureate degree peers. Athletic training educators should consider the timing and placement of documentation-related competencies in program curricula in order to allow for adequate instruction, rehearsal reinforced through clinical education experiences, and appropriate assessment of documentation knowledge, skills, and abilities prior to graduation. The future of the athletic training profession is dependent upon a workforce that excels in documentation in order to support outcomes-based clinical research and successfully obtain payment for services rendered.
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    Students' perception of a theory-practice gap in athletic training education
    (2013-04) Streveler, Megan Jane
    Although highly researched in the fields of nursing and medicine, little research has been conducted on the presence of a theory-practice gap in athletic training education. Specifically, little is known about the students‘ perception of differences between what is taught in the classroom versus what is used during clinical placements. The presence of a theory-practice gap could be problematic, creating confusion, forcing students to adapt what they are learning in the classroom from faculty Athletic Trainers to what they are using with their practicing Athletic Trainers in the clinical setting and vice versa. The purpose of this study was to assess if there is a perceived difference between the skills that are taught in the classroom and the skills that are practiced in the clinical setting. In addition, this research aimed to understand what effect a theory-practice gap had on students and how students manage any differences they find. Lastly, this study aimed to understand whom students rely on for information, their classroom faculty or their preceptors. An online survey was sent to all 340 Commission on Accreditation of Athletic Training Education (CAATE) undergraduate athletic training education programs in United States and was completed by 435 students in the clinical/professional phase of their program. Participants represented all ten National Athletic Trainers‘ Association Districts. Findings suggest that undergraduate athletic training students do perceive a difference between what they are taught in the classroom versus what they experience in the clinical setting. No significant difference was found based on student experience level in the program. Although some students described negative emotional responses to the differences between the classroom and clinical settings, overall, athletic training students felt that the theory-practice gap had a positive impact on their learning, especially with their learning-over-time. Management strategies, especially asking for help, were similar for most respondents in this study. Lastly, athletic training students were found to rely more heavily on the clinical setting information as well as using their preceptors as a source of knowledge over the classroom and program faculty. Unlike results from previous research on the theory-practice gap, most athletic training students in this study were able to see the connection between the classroom and the clinical setting. Still, 30% of the respondents felt the theory-practice gap had negative implications for their education. We as professional athletic trainers, both as faculty and preceptors need to do a better job explaining and helping our students understand the importance of seeing a variety of ways to practice athletic training. We need to help students see that both entities, content and experience, are vital to building a strong foundation as a practicing athletic trainer.