Factors Influencing Senior Athletic Training Students' Preparedness to Enter the Workforce

Abstract

Context Athletic training education programs must provide the student with opportunities to learn the roles and responsibilities of the athletic trainer. Objective Investigate factors that help prepare the athletic training student (ATS) to successfully enter the workplace upon graduation from her undergraduate program. Design Exploratory qualitative study using phone interviews. Setting Commission on Accreditation of Athletic Training Education–accredited programs. Patients or Other Participants Twenty-six interviews were conducted with ATSs (7 men, 19 women) who were pursuing an athletic training position postgraduation. Data Collection and Analysis Interview data were transcribed, coded, and analyzed utilizing the specific procedures of grounded theory. Trustworthiness of the data was established by using 2 specific strategies, including (1) member checks and (2) multiple analyst triangulation. Results Two themes emerged from the data explaining the ATS level of preparedness, as they got ready to assume a position in the athletic training workforce: diversified clinical experience along with strong mentorship. Conclusions Athletic training educators need to promote the mentorship relationship between the ATS and clinical instructor as it helps the ATSs gain self-confidence in their clinical abilities. Moreover, by providing variety in clinical experiences the ATS can gain a holistic impression of the field, thus gaining an appreciation for the varying roles within each clinical setting while developing clinical competence and confidence.