title: Exploring the Perceptions of Newly Credentialed Athletic Trainers as They Transition to Practice.
abstract: BACKGROUND
  Research is limited on the transition to practice of newly credentialed athletic trainers (ATs). Understanding this transition could provide insight to assist employers and professional programs in developing initiatives to enhance the transition.
  
  
  OBJECTIVE
  To explore newly credentialed ATs' experiences and feelings during their transition from student to autonomous practitioner.
  
  
  METHODS
  Qualitative study.
  
  
  METHODS
  Individual phone interviews.
  
  
  METHODS
  Thirty-four ATs certified between January and September 2013 participated in this study (18 women, 16 men; age = 23.8 ± 2.1 years; work settings were collegiate, secondary school, clinic, and other). Data saturation guided the number of participants.
  
  
  METHODS
  Participants were interviewed via phone using a semistructured interview guide. All interviews were recorded and transcribed verbatim. Data were analyzed through phenomenologic reduction, with data coded for common themes and subthemes. Credibility was established via member checks, peer review, and intercoder reliability.
  
  
  RESULTS
  The 3 themes that emerged from the data were (1) transition to practice preparation, (2) orientation, and (3) mentoring. Transition to practice was rarely discussed during professional preparation, but information on the organization and administration or capstone course (eg, insurance, documentation) assisted participants in their transition. Participants felt that preceptors influenced their transition by providing or hindering the number and quality of patient encounters. Participants from larger collegiate settings reported more formal orientation methods (eg, review policies, procedures manual), whereas those in secondary school, clinic/hospital, and smaller collegiate settings reported informal orientation methods (eg, independent review of policies and procedures, tours). Some participants were assigned a formal mentor, and others engaged in peer mentoring.
  
  
  CONCLUSIONS
  Employers could enhance the transition to practice by providing formal orientation and mentorship. Professional programs could prepare students for the transition by discussing how to find support and mentoring and by involving preceptors who provide students with opportunities to give patient care.
authors.affiliation: * School of Kinesiology, Ball State University, Muncie, IN.
authors.forename: Stacy E
authors.initials: SE
authors.lastname: Walker
authors.affiliation: School of Health Sciences, Western Carolina University, Cullowhee, NC.
authors.forename: Ashley B
authors.initials: AB
authors.lastname: Thrasher
authors.affiliation: Department of Kinesiology, Athletic Training Program, University of Connecticut, Storrs.
authors.forename: Stephanie M
authors.initials: SM
authors.lastname: Mazerolle
mesh_terms: D002568:Certification; D005260:Female; D006801:Humans; D008297:Male; D008611:Mentors; D010465:Perception; D010806:Physical Education and Training / Q000592:standards*; D036301:Qualitative Research; D015203:Reproducibility of Results; D012574:Schools; D013177:Sports / Q000193:education* / Q000523:psychology*; D013334:Students; D011795:Surveys and Questionnaires; D014495:Universities
keywords: mentorship; orientation; professional education; socialization