Support Received During the Transition to Practice for the Secondary School Graduate-Assistant Athletic Trainer.
BACKGROUND
Transitioning into clinical practice can be stressful for the newly credentialed athletic trainer (AT). The support provided by mentors, peers, and athletic training faculty can increase confidence and enhance the transition. To create specific initiatives for a smoother transition, the perspectives of those in the secondary school setting are needed.


OBJECTIVE
To examine the transition to practice and mentorship of newly credentialed ATs providing medical care in the secondary school setting.


METHODS
Qualitative study.


METHODS
Secondary school setting.


METHODS
A total of 14 ATs (2 men, 12 women; age = 23.0 ± 2.0 years) participated in our study. They were employed in the secondary school setting through graduate assistantships, had been credentialed for less than 1 year, and had completed professional bachelor's degree programs.


METHODS
We completed 14 semistructured phone interviews. Interviews were recorded and transcribed verbatim. Two researchers independently following the stepwise progression of a general inductive approach completed the data analysis. Trustworthiness was established through multiple-analyst triangulation, peer review, and member checks.


RESULTS
Two major themes emerged regarding the support received by our participants: past mentors and current networks of professionals. Past mentors provided autonomous learning opportunities during clinical education and then served as resources for guidance and advice. Current networks of professionals were defined by 2 subthemes: professional medical care providers and non-medical care providers within the secondary school setting (ie, athletic directors, coaches, parents).


CONCLUSIONS
Former preceptors and faculty provided resources and support to help develop the newly credentialed AT's confidence and facilitate the transition. Preceptors should allow increased independence to help their students develop as clinicians. The creation of networks within the community, that is, the secondary school itself, is also critical in the transition as it provides the AT with role legitimation.
Department of Kinesiology, Athletic Training Program, University of Connecticut, Storrs.
Stephanie M
SM
Mazerolle
School of Kinesiology, Ball State University, Muncie, IN.
Stacy E
SE
Walker
School of Kinesiology, Ball State University, Muncie, IN.
Jessica L
JL
Kirby
D000328:Adult; D003406:Credentialing; D004651:Employment / Q000523:psychology / Q000592:standards; D005260:Female; D006801:Humans; D008297:Male; D010380:Peer Review; D000072858:Psychosocial Support Systems; D036301:Qualitative Research; D058996:Quality Improvement; D012574:Schools / Q000458:organization & administration / Q000592:standards; D013177:Sports / Q000193:education / Q000523:psychology; D013334:Students; D011795:Surveys and Questionnaires; D014146:Training Support / Q000379:methods / Q000458:organization & administration
faculty; mentors; role legitimation