CONTEXT: Although previous researchers have begun to identify sources of athletic training student stress, the specific reasons for student frustrations are not yet fully understood. It is important for athletic training administrators to understand sources of student frustration to provide a supportive learning environment. OBJECTIVE: To determine the factors that lead to feelings of frustration while completing a professional athletic training education program (ATEP). DESIGN: Qualitative study. SETTING: National Athletic Trainers' Association (NATA) accredited postprofessional education program. PATIENTS OR OTHER PARTICIPANTS: Fourteen successful graduates (12 women, 2 men) of accredited professional undergraduate ATEPs enrolled in an NATA-accredited postprofessional education program. DATA COLLECTION AND ANALYSIS: We conducted semistructured interviews and analyzed data with a grounded theory approach using open, axial, and selective coding procedures. We negotiated over the coding scheme and performed peer debriefings and member checks to ensure trustworthiness of the results. RESULTS: Four themes emerged from the data: (1) Athletic training student frustrations appear to stem from the amount of stress involved in completing an ATEP, leading to anxiety and feelings of being overwhelmed. (2) The interactions students have with classmates, faculty, and preceptors can also be a source of frustration for athletic training students. (3) Monotonous clinical experiences often left students feeling disengaged. (4) Students questioned entering the athletic training profession because of the fear of work-life balance problems and low compensation. CONCLUSIONS: In order to reduce frustration, athletic training education programs should validate students' decisions to pursue athletic training and validate their contributions to the ATEP; provide clinical education experiences with graded autonomy; encourage positive personal interactions between students, faculty, and preceptors; and successfully model the benefits of a career in athletic training.
CONTEXT: Although previous researchers have begun to identify sources of athletic training student stress, the specific reasons for student frustrations are not yet fully understood. It is important for athletic training administrators to understand sources of student frustration to provide a supportive learning environment. OBJECTIVE: To determine the factors that lead to feelings of frustration while completing a professional athletic training education program (ATEP). DESIGN: Qualitative study. SETTING: National Athletic Trainers' Association (NATA) accredited postprofessional education program. PATIENTS OR OTHER PARTICIPANTS: Fourteen successful graduates (12 women, 2 men) of accredited professional undergraduate ATEPs enrolled in an NATA-accredited postprofessional education program. DATA COLLECTION AND ANALYSIS: We conducted semistructured interviews and analyzed data with a grounded theory approach using open, axial, and selective coding procedures. We negotiated over the coding scheme and performed peer debriefings and member checks to ensure trustworthiness of the results. RESULTS: Four themes emerged from the data: (1) Athletic training student frustrations appear to stem from the amount of stress involved in completing an ATEP, leading to anxiety and feelings of being overwhelmed. (2) The interactions students have with classmates, faculty, and preceptors can also be a source of frustration for athletic training students. (3) Monotonous clinical experiences often left students feeling disengaged. (4) Students questioned entering the athletic training profession because of the fear of work-life balance problems and low compensation. CONCLUSIONS: In order to reduce frustration, athletic training education programs should validate students' decisions to pursue athletic training and validate their contributions to the ATEP; provide clinical education experiences with graded autonomy; encourage positive personal interactions between students, faculty, and preceptors; and successfully model the benefits of a career in athletic training.
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
Authors: Julie M Cavallario; Bonnie L Van Lunen; Johanna M Hoch; Matthew Hoch; Sarah A Manspeaker; Shana L Pribesh Journal: J Athl Train Date: 2018-02-08 Impact factor: 2.860
Authors: Thomas G Bowman; Stephanie M Mazerolle; William A Pitney; Thomas M Dodge; Jay Hertel Journal: J Athl Train Date: 2015-08-26 Impact factor: 2.860
Authors: Stephanie M Mazerolle; William A Pitney; Ashley Goodman; Christianne M Eason; Scott Spak; Kent C Scriber; Craig A Voll; Kimberly Detwiler; John Rock; Larry Cooper; Erica Simone Journal: J Athl Train Date: 2018-08 Impact factor: 2.860