CONTEXT: Previous researchers have indicated that athletic training education programs (ATEPs) appear to retain students who are motivated and well integrated into their education programs. However, no researchers have examined the factors leading to successful persistence to graduation of recent graduates from ATEPs. OBJECTIVE: To determine the factors that led students enrolled in a postprofessional education program accredited by the National Athletic Trainers' Association (NATA) to persist to graduation from accredited undergraduate ATEPs. DESIGN: Qualitative study. SETTING: Postprofessional education program accredited by the NATA. PATIENTS OR OTHER PARTICIPANTS: Fourteen graduates (12 women, 2 men) of accredited undergraduate entry-level ATEPs who were enrolled in an NATA-accredited postprofessional education program volunteered to participate. DATA COLLECTION AND ANALYSIS: We conducted semistructured interviews and analyzed data through a grounded theory approach. We used open, axial, and selective coding procedures. To ensure trustworthiness, 2 independent coders analyzed the data. The researchers then negotiated over the coding categories until they reached 100% agreement. We also performed member checks and peer debriefing. RESULTS: Four themes emerged from the data. Decisions to persist to graduation from ATEPs appeared to be influenced by students' positive interactions with faculty, clinical instructors, and peers. The environment of the ATEPs also affected their persistence. Participants thought they learned much in both the clinic and the classroom, and this learning motivated them to persist. Finally, participants could see themselves practicing athletic training as a career, and this greatly influenced their eventual persistence. CONCLUSIONS: Our study gives athletic training educators insight into the reasons students persist to graduation from ATEPs. Specifically, athletic training programs should strive to develop close-knit learning communities that stress positive interactions between students and instructors. Athletic training educators also must work to present the athletic training field as exciting and dynamic.
CONTEXT: Previous researchers have indicated that athletic training education programs (ATEPs) appear to retain students who are motivated and well integrated into their education programs. However, no researchers have examined the factors leading to successful persistence to graduation of recent graduates from ATEPs. OBJECTIVE: To determine the factors that led students enrolled in a postprofessional education program accredited by the National Athletic Trainers' Association (NATA) to persist to graduation from accredited undergraduate ATEPs. DESIGN: Qualitative study. SETTING: Postprofessional education program accredited by the NATA. PATIENTS OR OTHER PARTICIPANTS: Fourteen graduates (12 women, 2 men) of accredited undergraduate entry-level ATEPs who were enrolled in an NATA-accredited postprofessional education program volunteered to participate. DATA COLLECTION AND ANALYSIS: We conducted semistructured interviews and analyzed data through a grounded theory approach. We used open, axial, and selective coding procedures. To ensure trustworthiness, 2 independent coders analyzed the data. The researchers then negotiated over the coding categories until they reached 100% agreement. We also performed member checks and peer debriefing. RESULTS: Four themes emerged from the data. Decisions to persist to graduation from ATEPs appeared to be influenced by students' positive interactions with faculty, clinical instructors, and peers. The environment of the ATEPs also affected their persistence. Participants thought they learned much in both the clinic and the classroom, and this learning motivated them to persist. Finally, participants could see themselves practicing athletic training as a career, and this greatly influenced their eventual persistence. CONCLUSIONS: Our study gives athletic training educators insight into the reasons students persist to graduation from ATEPs. Specifically, athletic training programs should strive to develop close-knit learning communities that stress positive interactions between students and instructors. Athletic training educators also must work to present the athletic training field as exciting and dynamic.
Authors: Thomas G Bowman; Jay Hertel; Stephanie M Mazerolle; Thomas M Dodge; Heather D Wathington Journal: J Athl Train Date: 2014-09-26 Impact factor: 2.860