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The purpose of this exploratory study was to examine the perceived role strain reported by dual appointment athletic training faculty regarding balancing teaching, scholarship, and service responsibilities. It is particularly important to understand role complexities and associated role strain among the major role groups within the athletic training profession: clinicians, faculty, and dual (joint) appointees. Role complexity is an all-inclusive term used to represent stress, negative beliefs, feelings, and behaviors of role occupants (Henning & Weidner, 2008). The most common types of role complexity are discussed and examined throughout the study. These include: role conflict, role ambiguity, role overload, role incongruity, and role incompetence. Goode's (1960) long-standing theory of role strain provided a conceptual framework for this study. The theory suggests that, in general, people want to fulfill all of the expectations placed upon them. Research questions addressing each aspect of Goode's theory were developed and from them an interview guide was designed. Data gathered during individual interviews with twelve athletic trainers was transcribed and sorted into emergent categories using open coding (Creswell, 2005). The findings were organized and presented according to the study's research questions. Time strain, unrealistic expectations, and unsustainable workloads were the most common causes of role strain reported by the dually appointed ATC's. Strategies of work/life balance, understanding of contractual obligations, and faculty mentorship were reported as means to decrease role strain. The study's conclusions, reported in the final chapter, are accompanied by a series of recommendations for alleviating role strain among dually appointed ATC's, as well as recommendations for future research.
Strategies for addressing role strain, limitations of the study, and suggestions for future research are presented. Future research exploring the role strain and role orientations of athletic training faculty should be conducted to determine their relationship on other outcomes such as job satisfaction, productivity, and turnover.
"Clinical experiences are integral to the education process in many professions. Professional socialization is one area of students' development enhanced by clinical experience. Professional socialization includes learning in the affective domain by experiencing moral, ethical and legal practice as well as developing confidence in students' clinical practice. This study examined the role of clinical experience for professional socialization in Commission on Accreditation of Allied Health Education Programs (CAAHEP) accredited athletic training education programs. This was done by examining entry-level athletic trainers' perceptions of the importance of four common clinical experiences in the development of selected affective domain educational competencies. These experiences were peer practice, approved clinical instructor (ACI) instruction, practice coverage and game coverage. The affective domain competencies were chosen because they included aspects of professional socialization such as role identity and moral ethical and legal practice of athletic training. A quantitative, researcher developed, web based survey was designed and used to collect perception data from newly certified athletic trainers who had graduated from a CAAHEP accredited athletic training education program. While all four common clinical experiences were reported as important to subject mastery of the competencies, ACI instruction and practice coverage were reported to be more important than both peer practice and game coverage. These results are important to athletic training educators as they try to develop the best possible combination of classroom, laboratory and clinical experience to better prepare future generations of confident and successful practicing athletic trainers."--Abstract from author supplied metadata.
Scope and method of study. This study sought to determine physicians' knowledge and perceptions of the roles and responsibilities of athletic trainers, within the State of Oklahoma. It was also the purpose to determine if a difference in the level of knowledge existed among physicians with a sports medicine background when compared to physicians without a sports medicine background. To determine whether or not there is a gap in the knowledge of physicians in regards to specific performance domains of the athletic training profession. Data was reported by mailed questionnaire, developed adapted from the Role Delineation Study for the Entry Level Athletic Trainer, 5th Ed. and validated by this researcher specifically for this study.
Workplace bullying (WPB) is a series of persistent negative interactions that can affect a health care professional's ability to perform his/her role. Workplace bullying has been associated with many personal and professional life disturbances. Although workplace bullying has been studied in health professions such as nursing, there is a dearth of information pertaining to this phenomenon in other health care disciplines, including athletic training. The objective is to determine the prevalence of workplace bullying among certified athletic trainers in the collegiate setting and explore the experiences and perceptions of those athletic trainers.